Download KTIP Lesson/Unit Plan Format

Principles of Health Sciences
Communication
Name:
Date:
# of Students:
# of IEP Students:
Age/Grade Level:
# of GSSP Students
9-12
# of LEP Students:
Program: Health Sciences Course: Principles of Health Sciences Major Content: Communication Skills Length: 5 days
Unit Title: Communication
Lesson Number and Title: Communication Basics
Course Task Number: 20, 22,
25, 27, 28,
Context
Few other professions require the level and range of communication skills that the health care industry does.
Communication between health care professionals and clients is vital to ensuring proper diagnosis,
treatment and evaluation. Health care workers must understand the types of communication and the
barriers that interfere with the exchange of information.
Objectives
Students will:
1.
2.
3.
4.
5.
6.
7.
8.
Demonstrate the use of positive communication techniques.
Utilize two types of communication.
Explore possible barriers to communication
Relate and communicate multicultural and multilingual needs.
Differentiate between subjective and objective information.
Maintain confidentiality.
Evaluate technological threats to confidentiality.
Discuss patient/client confidentiality.
Analyze legal ethical aspects of confidentiality.
9.
10. Incorporate HOSA using competitive event guidelines, leadership and team skills in all content
areas.
11. Meet above objectives to 80% mastery or above.
Connections
Academic Expectations
 Basic Communications and Mathematical Ideas 1.12 Students speak using appropriate forms, conventions,
and styles to communicate ideas and information to different audiences for different purposes
 Responsible Group Membership 4.1 Students effectively use interpersonal skills
Core Content
 PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, selfadvocacy, cooperation, communication, identifying, different perspectives and points of view,
empathy, personal growth, relationship building, fulfilling commitments). DOK 2
Skill Standards
 Communication Skills 2.15 Interpret verbal and non-verbal behaviors to augment communication and within
scope of practice.
 Communication Skills 2.0 Health care workers will know the various methods of giving and obtaining
information. They will communicate effectively, both orally and in writing
Asses
Assessment Plan
In tabular format, organize how each objective will be assessed. Include copies of assessment instruments and rubrics (if
applicable to the lesson plan).
Objective/Assessment Plan Organizer
Depth of
Description of
Knowledge Level
Assessment
Objective
Number
Type of
Assessment
1-10
formative
Questioning, bellwork,
review activities,
demonstration of skills
DOK 2
1-10
Summative
Written exam
D0K 2
Adaptations and/or
Accommodations
Prompts / cues
Resources, media and technology
 List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the
students.
o Diversified Health Occupations, Simmons, text and workbook
o Student handouts
 Adapted from North Carolina Health Science Resources
http://www.ncpublicschools.org/cte/health_occupations/course-descriptions.html

If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to
cite the sources used to develop this lesson. (If you or your committee feel the technology observed in the lessons
does not fairly represent your use of technology, provide additional documentation. See Standard IX.)
Accommodations for Special Populations
Activities
Handout Activities
 Medical Terminology Practice #1
 Medical Terminology Practce #2
 Medical Terminology Root Words
 Medical Terminology Prefixes and Suffixes
 Abbreviationa A-E
 Abbreviations F-O
 Abbreviations P-Symbols
Project Based Activities
 Following Directions
 WordToss
 Barriers to Communication
 Observation Exercise
 Communicating with People with Disabilities
Research Activities
 Ethical Dilemma Editorial
 BioMedical Debate or Researched Persuasive Speaking using HOSA Competitive Guidelines found at
http://www.hosa.org/natorg/sectb/index.html on a current Bioethical Issue
Introduction
Choose an activity to introduce the unit.





Presentation
Review PowerPoint or the attached outline with students.
Review the elements of communication with students.
o Lead students in “Toss the Word” activity
o Debrief the activity using the instruction on the Toss the Word page.
Discuss verbal and nonverbal communication.
o As an introduction to nonverbal communication, have students take turns making faces and have other
classmates guess the emotion the student is trying to project.
o Lead a discussion on the importance of nonverbal communication in health care. What do they think it means
to “Never underestimate the power of a touch.”
o Have students answer the question – Which is more believable, verbal or nonverbal communication? Why
o Allow students to work in groups to create a list of barriers to effective communication.
Instruct students to read the section on Effective Communications in the DHO textbook.
Help them to identify barriers to communication. Using the rubric, instruct student s to create a scenario that
illustrates the barrier.
Communication
•The exchange of information
•Two types:
–Verbal - written or spoken language
–Nonverbal - message spread through body language, gestures, expression
Effective Communication
For communication to be effective:
•Use words that mean the same thing to you and the receiver of the message.
•Use familiar words.
•Be brief and concise.
•Give information in a logical and orderly manner.
•Give facts and be specific
Components of Communication
•Sender - person sending the message
•Message - information to be conveyed
•Receiver - person the information is intended for
•Problems in either component can lead to miscommunication and/or misunderstandings
Barriers to Communication
•Communication barrier – Anything that gets in the way of clear communication.
•May be in sender, message, or receiver
•Common Barriers include:
–Psychological attitudes and prejudice
–Cultural diversity
–Physical disabilities
Psychological Barriers
•Psychological barriers are often caused by:
– Prejudice
– Attitudes
– Personality
•Stereotypes such as “dumb blonde” or “fat slob” cause us to make snap judgments about others that
affect the communication process.
•Health care workers must learn to put prejudice aside and show respect for all
Guidelines
individuals.
•Health care workers must examine any prejudices they may have and learn to put these aside
•Never use language that others may view as offensive
•Learning to “read” others body language can help to prevent misunderstanding
Cultural Barriers
•All cultural beliefs must be respected.
•Every culture has beliefs and practices regarding health and illness such as:
–the body needs balance – if the body is cold, they eat hot foods.
–illness is due to demons and evil spirits
–illness is punishment from God
•Patients may practice their cultural remedies in addition to modern healthcare techniques.
Guidelines for Cultural Diversity
•Language differences – people who don’t speak English may have a difficult time communicating.
You should:
–Speak slowly
–Use nonverbal communication (smile)
–Avoid tendency to speak louder
–Find an interpreter
•Eye contact – in some cultures, it’s not acceptable, and looking down is a sign of respect
•Terminal illness – in some cultures, the patient is NOT told his/her prognosis, and family members are
responsible for making care decisions
•Touch – in some cultures, it is wrong to touch someone on the head. Others may limit touch between
male and female
•Personal care – in some cultures, only family members provide personal care
Guidelines for Cultural Differences
•Respect and acceptance of cultural diversity is essential for any health care worker.
•If unsure of cultural practices, speak with the patient or family to prevent future misunderstandings
Physical Barriers
Physical barriers may include:
–Deafness or hearing loss
–Blindness or impaired vision
–Aphasia or speech disabilities
Communicating with the Hearing Impaired
•Use body language such as gestures and signs.
•Speak clearly in short sentences.
•Face the individual to facilitate lip reading.
•Write messages if necessary.
•Make sure hearing aids are working properly
Communicating with the Visually Impaired
•Use a soft tone of voice.
•Describe events that are occurring.
•Announce your presence as you enter a room.
•Explain sounds or noises.
•Use touch when appropriate.
Communicating with Patients with Aphasia or Speech Impediments
These patients may have difficulty remembering the correct words, may not be able to pronounce certain
words, and may have slurred speech.
•The health care worker must be patient
•Allow them to try and speak
•Encourage them to take their time
•Repeat the message to assure accuracy
•Encourage them to use gestures or point to objects
•Provide pen and paper if they can write
•Use pictures with key messages communicate
Recording and Reporting
•Reporting is the oral account of care and observations.
•Recording (charting) is the written account of care and observations.
–During end-of-shift report, information is shared about:
•The care given
•The care that must be given
•The person’s condition
Recording and Reporting
•Communication between health care workers is critical in ensuring quality patient care.
•Workers must listen carefully and make observations.
•Observations must be accurate, concise, and complete.
•Use facts and report only what you saw, not the reasons.
–NOT – “Mrs. Jones is in pain.”
–INSTEAD – “Mrs. Jones is holding her chest with wheezing as she breathes.”
•Objective / Sign – what was seen or Observed
•Subjective / Symptom - what the patient Said
Observations
•Health care workers use their senses to:
See
–Color of skin, swelling or edema
–Presence of rash or sore
–Color of urine or stool
–Amount of food eaten
Smell
–Body odor
–Unusual odors of breath, wounds,
urine or stool (feces)
Touch
–Pulse
–Dryness or temperature of skin
–Perspiration
–Swelling
Hearing
–Respirations
–Abnormal body sounds
–Coughs
–Speech
The Medical Record
•The medical record, or chart, is:
•A written account of a person’s condition and response to treatment and care
•A permanent, legal document
•Medical facilities have policies about:
•Who can see them
•Who records
•When to record
•Abbreviations
•How to correcting errors
•What color of ink to use
•How to sign entries
Confidentiality
•You have an ethical and legal duty to keep the person’s information confidential.
•The Health Insurance Portability and Accountability Act of 1996 (HIPAA) provides federal
protections for personal health information and gives patients an array of rights with respect to that
information.
HIPAA Guidelines
•Health care workers have access to information related to the care of their patients.
•Any information is confidential and is only reported to others involved in care of the patient.
•Care must be taken when reporting any information to prevent others from hearing the information.
•Patient information should never be discussed in public areas such as hallways, cafeterias, elevators,
etc.
Recording Time
•Many facilities use a 24 hour clock.
•It eases the confusion of whether a time is AM or PM.
•1:00am - 0100
•1:00pm - 1300
•6:30am - 0630
•6:30pm - 1830
Medical Terminology
–Prefixes, roots, and suffixes
•A prefix is a word element placed before a root.
•The root is the word element that contains the basic meaning of the word.
•A suffix is a word element placed after a root.
–Medical terms are formed by combining word elements.
•Prefixes always come before roots.
•Suffixes always come after roots.
•A root can be combined with prefixes, roots, and suffixes.
Abbreviations
–Abbreviations are used frequently in health care facilities
–Use only those accepted by the center.
Computers in Health Care
•Computers are routinely used in health care facilities to collect, send, record, and store information.
•The following guidelines apply:
–Use computers only for work purposes.
–Do not share your password.
–Employers may monitor your computer use.
Phone communications
•Good communication skills are needed when answering phones.
–Be professional and courteous.
–Answer with a greeting, your location, name, and title.
–Take messages accurately and deliver promptly.
–Follow the center’s policies regarding who can answer and take messages.
–Many facilities restrict cell phone use during work hours.
Conflict
•Conflict can occur in any setting.
•If problems are not worked out, the following can occur:
•Unkind words or actions occur.
•The work setting becomes unpleasant.
•Care is affected.
Dealing with Conflict
•Ask your supervisor for some time to talk privately.
•Talk directly to the person with whom you have the conflict.
•Agree on a time and place to talk.
•Talk in private.
•Explain the problem.
•Listen to the person.
•Identify ways to solve the problem.
•Set a date and time to review the matter.
•Thank the person for meeting with you.
•Carry out the solution.
•Review the matter as scheduled.
Problem - Solving
Use the following steps to help resolve conflict.
•Define the problem.
•Collect information.
–The information must be about the problem.
•Identify possible solutions.
•Select the best solution.
•Carry out the solution.
•Evaluate the results
Review


Summarize information.
Clarify student misconceptions.
Impact
(How many students met performance criteria for objectives? How many did not meet the performance criteria for
objectives?
Refinement
(How will you change the lesson to increase student achievement?)
1. What did your impact analysis tell you about how your students learn?
2. What did your impact analysis tell you about the success of the strategies you used?
3. How useful were the assessments in terms of student learning?
4. What resources and/or personnel might assist you in improving student achievement?
5. How will you differentiate instruction so that all students achieve?
6. How will you differentiate instruction for students who easily achieved the performance criteria and need to
move forward?
WORD TOSS
Purpose:
To practice listening and communication skills.
Instructions to the teacher:
Divide the class into groups of 6-12 students. If possible, go outside or some place with
space and quiet.
Have students stand in a circle. Ask them to think of a word – a medical term or
person learned in this course.
The object of this exercise is for participants to "throw" and "catch" words. Students will
need to use good listening and concentration skills in order to be successful.
The first student thinks of a word and then throws the word to someone else in the
circle. This is done by establishing eye contact with the intended recipient, and then
saying the word as he/she pretends to throw the word to the recipient.
The intended recipient "catches" the word by making eye contact with the thrower and
pretending to catch the word. Then, the recipient must throw the word back, using the
same body motions and repeating the word with the same tone of voice the thrower
used. Once a word is caught by the original sender, the recipient becomes the thrower
and repeats the process with a different word and recipient.
This game usually begins slowly. Once students get comfortable they will begin to get
creative with the manner in which they throw and say the word.
After a few minutes, encourage students to pick up the pace. The faster the words are
thrown, the more important it is to listen and concentrate.
After the activity, discuss the outcome. Was it easy? Difficult? Did classmates try to
help each other or make it more challenging for each other? Did some students
concentrate more than others? What factors affected the effectiveness of this activity?
Following Directions
Teacher Instructions:
Divide students into groups of 2. Explain that one student will be given a drawing
and the second is not allowed to see it. The first student will then give VERBAL
directions to the second student who will draw what he/she is instructed. Students
may not ask questions or communicate in any way other than the verbal directions
being given.
Give the students 5 minutes, then allow them to view the original and the student
drawn picture. Guide them to reflect on the ambiguity of directions and how it can
effect communication between individuals.
Give the pairs the second drawing and allow them to switch roles.
Name _____________________________________
Date ___________________
BARRIERS TO COMMUNICATION ROLE PLAY

You and the members of your group should study and discuss the section in your
textbook Effective Communications.

Identify one or more barriers, and write a role play that illustrates the barrier(s). The role
play should be five minutes in length or shorter, and should involve all members of the
group.

You will present your role play to the class, and will be evaluated on this assignment
using the rubric below as a group. Each member of the group will receive the same
score.
Criteria
Excellent
1. Content of script
 Role play clearly
represents a barrier to
communication
 Caused audience to
think
 Role play had impact
and emotion
2. Preparation
 Group stayed on task
and used time effectively
 All group members
actively involved
3. Presentation
 All actors could be heard
and understood
 Group members showed
enthusiasm and
commitment in their roles
 Effective use of visuals
Follow-up Discussion
 Group members were
attentive during other
role plays and took an
active part in the class
discussion
TOTAL
Points Possible
Good
Fair
Poor
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
8
6
4
2
40
30
20
10
Points
Awarded
Directions for Observation Exercise
Instructions
1. Organize students into groups of four
2. Utilize the Observation worksheet
3. Time limit (20 minutes each round)
4. 10 minutes to discuss topic
5. 7 minutes for observers to report and the group to talk about any communication problems.
6. 3 minutes to prepare a revised statement acceptable to all members
Procedure for Groups
1. Observe the communicators and report to them at the conclusion of the ten minute discussion.
Assist in revising the discussion topic to provide an unambiguous statement - all members of the
group must agree
2. Decide which member will observe (communicator).
3. When the 10 time is called, report your observations
4. The group needs to discuss communications, especially examples of ambiguous statements and
ways they could have been avoided.
5. The team should revise the original statement
Procedure for Communicators
1. Test your ability to interpret correctly your partners meaning. Your partner must approve your
interpretation of what he or she said before you state your own ideas.
2. Select a topic from the list below. There is no “right” or “wrong” for any of these topics.
3. One communicator will stand and open the discussion by making a chosen statement, somewhat
emphatically, as though it is a personal opinion.
4. The partner must interpret what was said using their own words.
The partner can react by:
a. agreeing and offering support to the statement
b. disagreeing and arguing against it
c. suggesting an alternative
5. When time is called, listen to the observer’s reports and discuss their observations. Identify factors
(assumptions, ambiguous words etc)
a. Did you have problems listening to your partner’s interpretation?
b. Did you experience feelings of resentment or anger when your partner misinterpreted you?
c. Did your feelings interfere with efforts to clarify?
6. Use the last 3 minutes to revise the original statement. You do not have to agree with the
statement, but all members of the group must agree on the meaning of the statement.
List of Statements
1. Health care providers should be allowed to go to classes during duty hours if they want to work on a
higher certificate.
2. A healthcare provider should prepare for one role and remain in it throughout his or her career.
3. Women make better health care providers than men.
4. The government should take over the cost of health care.
5. HMO’s are preferable to the fee for service system for the delivery of health services.
6. A woman who is pregnant has the right to decide whether or not she will continue the pregnancy.
Observation Exercise
Communicator being observed____________________________________
Observer______________________________________________________
Statement used as basis for discussion__________________________________________________
Revised statement__________________________________________________________________
Type of Observation
1. Is your subject making an
effort to be clear?
2. Is your subject using illustrations
to clarify meanings?
3.
Is your subject using words
and phrases with one precise
meaning?
1. As a listener, is your subject
trying to restate the speaker’s
meaning accurately?
2. Is your subject trying to follow the
other’s meaning or jumping from
one idea to the next?
3. Is your subject using nonverbal
behavior to indicate need for
clarification?
What was the evidence that a
misinterpretation had occurred?
4. Is your subject’s verbal and nonverbal
behavior consistent?
Observed Behavior
Barriers to Communication
There are many potential barriers to communication that must be recognized by those involved—
especially those in supervisory positions.
Possible Barriers:
1. Symbols or words that have different meanings.
Some words mean different things to people depending on background or culture. A large amount of
terminology is used in the hospital and misunderstanding is often the cause of problems. (Example:
A young radiologic technologist is unaware that supine abdomen x-rays were once called flat plate of
the abdomen.)
2. Different values within the group.
Everyone has their own value system and many do not recognize the value of others.
(Example: Supervisor may speak with staff about penalties for being late for work. Some students
may not value the need to be on time, and may not actively listen to what the supervisor is talking
about.)
3. Different perceptions of the problem.
Problems exist in all groups, organizations, and businesses. Problems differ depending on the
individual’s perception of the problem.
4. Emphasis on status.
If people in power or higher superiority in the organization consistently remind others of their station,
communication will be stifled. Students may hesitate to tell you problems or concerns if you
overemphasize your superiority and appear threatening.
5. Conflict of interest.
People may be fearful of change or worried that the change will take away their advantage or invade
their territory. This fear may cause people to block communication.
6. Lack of acceptance of differences in points of view, feelings, values, or purposes.
Be aware that people have different opinions, feelings, and values. People must be allowed to express
feelings and points of view. Accepting input from others promotes growth and cooperation.
7. Feelings of personal insecurity.
Be aware that it is difficult for people to admit feelings of inadequacy. People will not offer
information for fear that they may appear ignorant, or they may be defensive when criticized.
This may cause difficulty when trying to work with these individuals.
Guidelines for Communicating with People with Disabilities
There are no strict rules or regulations regarding communicating with people who have disabilities.
These guidelines are an attempt to help increase understanding and to clear up misconceptions.
1.
Attitude



2.
Disability



3.
Most people think you are either disabled - or you're not. The truth is that disability is a
continuum.
At one end are perfect people, and there aren't many of those around. On the other end
are people with severe impairments.
Most of us fall somewhere in between, and all of us want to be treated with respect.
Assumptions






4.
Your attitude matters! One of the greatest barriers people with disabilities face is
negative attitudes and perceptions of those with disabilities.
Sometimes those attitudes are deep-rooted prejudices, based on ignorance and fear.
Sometimes they are just unconscious misconceptions that result in impolite or thoughtless
acts by otherwise well-meaning people.
Negative attitudes form an obstacle to acceptance and full participation in society for
people with disabilities.
Don't assume that a person with a disability needs your help. Ask before you try to help.
Make eye contact and talk directly to the person in a normal speaking voice.
Avoid talking through a disabled person's companion.
Don't use words and actions that suggest the person should be treated differently.
It's OK to ask a person in a wheelchair to go for a walk or to ask a blind person is they
see what you mean.
Treat people with disabilities with the same respect and consideration you should show
all people.
Visual Impairment






When communicating with someone who is blind or visually impaired, be descriptive.
You may have to help orient people with visual impairments, and let them know what's
coming up.
If they are walking, tell them if they have to step up or step down, and let them know if
the door is to their right or left, and warn them of possible hazards.
You don't have to talk loudly to people with visual impairments. Most of them hear just
fine.
Offer to read written information for a person with a visual impairment when appropriate.
If you are asked to guide a person who is visually impaired, offer them your arm instead
of grabbing theirs.
5.
Speech Impairment


6.
Hearing Impairment



7.


Sit or crouch down to the approximate height of a person in a wheelchair when you
talk to them.
Don't lean on someone's wheelchair unless you have their permission, and only give a
push when asked or if you have been granted permission.
Be aware of what is accessible and not-accessible to people in wheelchairs.
Learning Disabilities



9.
Face people with hearing impairments when you talk to them so that they can see
your lips.
Slow the rate at which you speak and increase the level of your voice when talking to
someone who is hearing impaired.
Communicate by writing if necessary.
Mobility Impairment

8.
Don't pretend you understand what a person with a speech disability says just to be
polite. Listen patiently.
Don't complete a person's sentence unless they look to you for help. Ask them to
write a word if you're not sure of what they are saying.
Don't assume that you need to explain things to someone with a learning disability.
They do not necessarily have a problem with general comprehension.
Don't assume a person is not listening just because you get no verbal or visual
feedback. Ask them if they understand or agree.
Offer to read written material if necessary.
Guide Dogs


Many people with visual or mobility impairments and some deaf people use guide
dogs to help them compensate for their disabilities. These dogs are workers and not
pets, and they have jobs to do.
Always ask permission before you interact with someone's dog. Do not pet the dog
or divert it from its work.
Communicating with People with Disabilities
Directions: Using suggestions from the handout “Guidelines for Communicating with the Disabled” visit a local nursing center and
spend time talking to the residents. After the visit, complete the following handout. To protect patient confidentiality, use a
pseudonym instead of actual names.
Pseudonym
Disability
Interventions
Your Thoughts
Terminology List - Root Words
albin
aden
angio
arterio
arthro
blepharo
bucca
carcin
cardio
cephal
cerebro
cervic
cheil
chem
chole
chrom
colo
costo
cranio
cyan
cysto
cyte
derma
echo
embyr
entero
epidemi
erythro
esophag
gastro
genit
gingiv
gloss
hepat
hem, hemat
hom
hydro
white
gland
blood vessel
artery
joint
eyelid
cheek
cancer
heart
head
brain
neck
lip
drug
gall, bile
color
colon
ribs
skull
blue
bladder, sac
cell
skin
sound
fertilized ovum/ embryo
intestine
among the people
red
esophagus
stomach
related to birth
gum
tongue
liver
blood
same, alike
water
hygien
hystero
leuko
lingua
lymph
mamm, mast
myelo
myo
nephro, ren
neuro
ocul, ophthal
odont
onc
oo
oophor
orch
osteo
oto
ovario
ped, pod
pharyng
phleb
pneumo,pulm
procto
psych
radio
rhin
salpingo
sept
soma
splen
stric
therm
thorac
trach
viscera
vit
healthful
uterus
white
tongue
fluid
breast
bone marrow
muscle
kidney
nerve
eye
tooth
tumor
egg
ovary
testis
bone
ear
ovary
foot
pharynx
vein
lung
rectum
mind, soul
passing off rays
nose
tube
infection
body
spleen
narrowing
temperature
thorax, chest
trachea
organ
life
Terminology List - Prefixes and Suffixes
Prefixes
a, an
without
Suffixes
ac, ic
pertaining to
ab
acr, acro
ad
ambi
ante
anti
aut
bi
brady
circum
contra
di
diplo
dys
ecto
en, endo
epi
ex
hemi
hyper
hypo
inter
intra
macro
mega
meta
micro
mono
neo
para
peri
poly
post
pre
pro
pseudo
retro
semi
sub
tachy
tele
trans
ultra
away from
extremities (arms & legs)
toward
both, both sides
before
against
self
both, two
slow
round
against
two
double
painful, difficult
outside
inside
upper, above
out, from
half
excessive, , above, more than
deficient, below, less than
between
inside, within
large
large
between
small
one, single
new
beside, beyond
around,
many, much
behind, after
before, in front of
forward
false
backward, behind
half
below
fast
distant, far
across
beyond, excess
able
al
algia
ase
centre
cide
centesis
crine
ectomy
emesis
emia
esthesia
genesis, genic
gram, graph
ia
iasis
ic, cial, is
ism
itis
lysis
malacia
megaly
oid
ologist
ology
oma
orrhagia
orrhea
osis
ostomy
pathy
penia
phobia
plasty
plegia
ptosis
rhagia
sclerosis
scope
spasm
stasis
trophy
uria
capable of
like, similar, pertaining to
pain
enzyme
puncture
causing death
puncture
secrete
surgical removal
vomit
blood
sensation
origin, source
pictures, record
a disease
abnormal condition
pertaining to
state of
inflammation
destruction
softening
enlarged
like, similar
specialist
study of
tumor
hemorrhage
flow
condition of
surgical opening
disease
deficiency
fear
surgical repair
stroke, paralysis
drooping down
bursting forth
hardening
picture, inspection
contraction
to stop
development, growth
urine
Terminology List - Abbreviations
@
abd
ABG
ac
ad lib
ADL
AIDS
Amb
ASA
ASAP
ASHD
Ax
BE
bid
BM
BP
BR
BRP
BS
Bx
C
c
Ca
CA
CAT
at
abdomen, abdominal
arterial blood gas
before meals
as desired
activities of daily living
acquired immune deficiency
syndrome
ambulatory
aspirin
as soon as possible
arteriosclerotic heart disease
axilla
barium enema
twice a day
bowel movement
blood pressure
bedrest
bathroom privileges
blood sugar
biopsy
CS
C&S
CVA
degrees Celsius
with
calcium
cancer
computerized axial
tomography
catheter
complete blood count
complete bed rest
cubic centimeter
chief complaint
coronary or critical care unit
congestive heart failure
chloride
clear liquids
centimeter
complains of
carbon dioxide
chronic obstructive
pulmonary disease
central supply
culture and sensitivity
cerebral vascular accident
D&C
D/C or dc
Diff
DNR
DOA
dilatation and curettage
discontinued, discharge
differential white count
do not resuscitate
dead on arrival
O
Cath
CBC
CBR
cc
CC
CCU
CHF
Cl
cl liq
cm
c/o
CO2
COPD
DOB
DON
dr
dsg
D/W
Dx
EEG
EENT
EKG or ECG
Exc
Exp
O
F
FBS
Fe
FF
Fl or fl
Fx
FUO
GB
GI
Gm
gr
gtt
GU
Gyn
H
H2O
HA
HBV
hct
Hg
Hgb
HOB
Hr, h
HS
Ht
I&D
I&O
ICU
IM
inj
int
irrig
IV
IVP
K
KCL
Kg or kg
KUB
L&D
date of birth
director of nursing
dram or drainage
dressing
dextrose in water
diagnosis
electronencephalogram
ear, eyes, nose and throat
electrocardiogram
excision
exploratory
degrees Fahrenheit
fasting blood sugar
iron
force fluids
fluid
fracture
fever of unknown origin
gallbladder
gastrointestinal
gram
grain
drop
genitourinary
gynecology
Hydrogen
water
headache
hepatitis B virus
hematocrit
mercury
hemoglobin
head of bed
hour
hour of sleep
height
incision and drainage
intake and output
intensive care unit
intramuscular
injection
internal, interior
irrigation
intravenous
intravenous pyelogram
potassium
potassium chloride
kilogram
kidney, ureter and bladder
x-ray
labor and delivery
L
Lap
lb
liq
LLQ
LP
LUQ
M
mEq
mg
MI
ml
mm
MN
MRI
Na
NA
NaCl
ng
noct
NPO
N/S
N&V
O2
O&P
Obs
Od
OD
OOB
OR
OS
OT
OU
oz
p
PAP
Path
Pc
PDR
per
pH
PID
po
pre-op
prn
pt
PT
q
qd
qh
q2h
qhs
qid
qs
qt
left
laparotomy
pound
liquid
left lower quadrant
lumbar puncture
left upper quadrant
minim
millequivalent
milligram
myocardial infarction
milliliter
millimeter
midnight
magnetic resonance imaging
sodium
nurse assistant
sodium chloride
nasogastric
night
nothing by mouth
normal saline
nausea and vomiting
oxygen
ova and parasites
obstetrics
overdose
right eye
out of bed
operating room
left eye
occupational therapy
both eyes
ounce
after
Papanicolaou smear
pathology
after meals
Physician’s Desk Reference
by or through
measure of acidity/alkalinity
pelvic inflammatory disease
by mouth
before an operation
as necessary
patient or pint
physical therapy
every
every day
every hour
every 2 hours
every night at bedtime
four times a day
quantity sufficient
quart
R
R
RBC
RLQ
R/O
ROM
RR
RT
RUQ
Rx
S&A
s
sc
SIDS
SOB
sp gr
ss
SSE
stat
T&A
TB
tbsp
TIA
tid
TLC
TPR
respiration
tsp
tx
UA or U/A
URI
UTI
VS
WBC
w/c
wt
x
x-match
>
<


#
I
V
X
L
C
D
M
respiration or rectal
right
red blood cell
right lower quadrant
rule out
range of motion
recovery room
respiratory therapist
right upper quadrant
prescription, take
sugar and acetone
without
subcutaneous
sudden infant death syndrome
short of breath
specific gravity
one half
soap solution enem
immediately
tonsils and adenoids
tuberculosis
tablespoon
transient ischemic attack
three times a day
tender loving care
temperature, pulse and
teaspoon
traction
urinalysis
upper respiratory infection
urinary tract infection
vital signs
white blood count
wheelchair
weight
times (2x is 2 times)
cross match
greater than
less than
increase, elevate, higher
decrease, lower
number or pound sign
one
five
ten
fifty
one hundred
five hundred
one thousand
Review Games
Concentration
Advance Preparation
 A table is necessary so cards can be spread out.
 Two matching sets of flashcards are needed for this activity. These flashcards have a
word part on one side and the definition on the other.
 One set of flashcards is placed in a pile in the middle of the table with the definition up
and the word part down.
 The second set of flashcards is spread around on the table with the definition side up.
The Activity
 Students stand around the table.
 The caller pulls a card from the bottom of the pile (so the others will not see either side
before the play begins). The caller reveals the word part shown on the card.
 The first student who finds the correct definition for the word part slaps that card and
removes it from the table.
 The student gets to reveal the next card.
 The student or team with the most cards win.
Bingo
Advance Preparation
 Use the Bingo template and copy enough for each student to have a “card.”
 Cut a list of terms into strips to draw from during the game.
 Gather beans, buttons, or small squares of construction paper.
The Activity
 Allow students to fill in their “card.”
 Play just as regular Bingo
 Alternatives –
 4 corners – cover only the corners
 Blackout – cover the entire card
 Side winder – cover only the sides
 Shoot the Moon – cover only the top row
BOOM
Advance Preparation
 Write each of the terms on a tongue blade, popsicle stick, or index card. In addition,
write the word BOOM on 3-5 more, depending on the number of terms.
The Activity
 2-6 students draw a term that they must define. If correct, they keep the card/stick.
 When a boom card/stick is drawn, the player must discard their cards/sticks.
 The player with the most cards/sticks wins.
Medical Terminology Practice #1
Directions: Use the Medical Terminology list to define the following terms.
1.
colonoscopy
_______________________________________
2.
dermatitis
_______________________________________
3.
cheilospasm
_______________________________________
4.
cardiomegaly
_______________________________________
5.
achromic
_______________________________________
6.
intracranial
_______________________________________
7.
echocardiogram
_______________________________________
8.
cyanosis
_______________________________________
9.
gastroenteritis
_______________________________________
10.
gingiectomy
_______________________________________
11.
posthepatic
_______________________________________
12.
epidemic
_______________________________________
13.
periglossitis
_______________________________________
14.
retroesophageal
_______________________________________
15.
cholecystitis
_______________________________________
16.
encephalogram
_______________________________________
17.
embryology
_______________________________________
18.
erythrocyte
_______________________________________
19.
arthroalgia
_______________________________________
20.
carcinoma
_______________________________________
Medical Terminology Practice #2
Directions: Use the Medical Terminology list to define the following terms.
1.
oophorohysterectomy
_______________________________________
2.
nephroplasty
_______________________________________
3.
hygienic
_______________________________________
4.
lymphogenic
_______________________________________
5.
mastectomy
_______________________________________
6.
oculoneuropathy
_______________________________________
7.
osteoarthritis
_______________________________________
8.
podalgia
_______________________________________
9.
pharyngitis
_______________________________________
10.
phlebomegaly
_______________________________________
11.
erythropenia
_______________________________________
12.
hemiplegia
_______________________________________
13.
salpingostricture
_______________________________________
14.
retroesophageal
_______________________________________
15.
thoracocentesis
_______________________________________
16.
psyschosis
_______________________________________
17.
intratesticular
_______________________________________
18.
pulmonologist
_______________________________________
19.
leukorrhea
_______________________________________
20.
tachycardia
_______________________________________
Medical Terminology
Root Words
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
albin
aden
angio
arterio
arthro
blepharo
bucca
carcin
cardio
cephal
cerebro
cervic
cheil
chem
chole
chrom
colo
costo
cranio
cyan
cysto
cyte
derma
echo
embyr
entero
epidemi
erythro
esophag
gastro
genit
gingiv
gloss
hepat
hem, hemat
hom
hydro
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
hygien
hystero
leuko
lingua
lymph
mamm, mast
myelo
myo
nephro, ren
neuro
ocul, ophthal
odont
onc
oo
oophor
orch
osteo
oto
ovario
ped, pod
pharyng
phleb
pneumo,pulm
procto
psych
radio
nose
salpingo
sept
soma
splen
stric
therm
thorac
trach
viscera
vit
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
Medical Terminology
Prefixes and Suffixes
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
a, an
ab
acro
ad
ambi
ante
anti
aut
bi
brady
circum
contra
di
diplo
dys
ecto
endo
epi
ex
hemi
hyper
hypo
inter
intra
macro
mega
meta
micro
mono
neo
para
peri
poly
post
pre
pro
pseudo
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
retro
semi
sub
tachy
tele
trans
ultra
ac, ic
able
al
algia
ase
centre
cide
centesis
crine
ectomy
emesis
emia
esthesia
genic
gram
ia
iasis
ic
ism
itis
lysis
malacia
megaly
oid
ologist
ology
orrhagia
orrhea
osis
ostomy
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
75
76
77
78
79
80
81
82
83
84
85
pathy
penia
phobia
plegia
ptosis
sclerosis
scope
spasm
stasis
trophy
uria
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Name ___________________________________ Date ___________________________
Abbreviations A - E
Fill in the blanks with the definition of the abbreviation.
1. ASAP
2. ac
3. Ax
4. ad lib
5. ASA
6. ASHD
7. ABG
8. BP
9. bid
10. BR
11. c
12. c/o
13. COPD
14. CBC
15. CBR
16. cl liq
17. DOA
18. D/C, dc
19. dr
20. DNR
21. DOB
22. Dx or dx
23. Exp
24. EENT
25. EEG
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Answer Key For Abbreviation Quiz A - E
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
as soon as possible
before meals
axilla, axillary, or armpit
as desired
aspirin
arteriosclerotic heart disease
arterial blood gas
blood pressure
twice a day
bed rest
with
complains of
chronic obstructive pulmonary disease
complete blood count
complete bedrest
clear liquids
dead on arrival
discontinued or discharge
dram or drainage
do not resuscitate
date of birth
diagnosis
exploratory
ears, eyes, nose and throat
electroencephalogram
Name ___________________________________ Date ___________________________
Abbreviations F - O
Fill in the blanks with the definition of the abbreviation.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Fl or fl
FF
Fx
GTT
GB
HA
Hgb
H
hct
inj
IM
IVP
I&O
int
KUB
KCl
Kg or kg
liq
LLQ
MRI
mm
noct
N&V
OOB
oz
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Answer Key For Abbreviation Quiz F - O
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
.
fluid
force fluids
fracture
glucose tolerance test
gall bladder
headache
hemoglobin
Hydrogen
hematocrit
injection
intramuscular
intravenous pyelogram
intake and output
internal, interior
kidney, ureter, bladder x-ray
potassium chloride
kilogram
liquid
left lower quadrant
magnetic resonance imaging
millimeter
at night, night
nausea and vomiting
out of bed
ounce
Name ___________________________________ Date ___________________________
Abbreviations P - Symbols
Fill in the blanks with the definition of the abbreviation.
1. Path
2. Pc
3. per
4. po
5. pt
6. qd
7. q4h
8. RBC
9. R/O
10. RR
11. Rx
12. sc
13. stat
14. TIA
15. TPR
16. tsp
17. U/A
18. URI
19. UTI
20. wt
21. 3x
22. >
23. #
24. 
25. C
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Answer Key For Abbreviation Pop Quiz P – Symbols
1.
2.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
pathology
after meals
through
by mouth
pint
every day
every 4 hours
red blood count
rule out
recovery room
treatment
subcutaneous
immediately
transient ischemic attack
temperature, pulse, respiration
teaspoon
urinalysis
upper respiratory tract
urinary tract infection
weight
three times
greater than
pound or number
decrease
hundred
Communication Exam
1 During your morning assignment you measure Mr. Blue's vital signs. This
information is:
a. objective
b. symptom
c. implementation
d. subjective
2 Which of these statements about the medical records is false?
a. each page must have the person's identifying information
b. they are legal documents
c. they are used to communicate information about a person
d. any staff member can access them as needed or desired
3 Mrs. White tells you that she has heartburn. This information is:
a. subjective
b. objective
c. assessment
d. evaluation
4 Which of the following is a sign?
a. temperature
b. nausea
c. dizziness
d. headache
5 Which of the following is a symptom?
a. reddened area
b. bruise
c. itching
d. eye drainage
6 You are reporting to the nurse. You should do all of the following except:
a. be prompt, thorough, and accurate
b. give the person's name, room and bed number, and the time your
observation was made
c. report what your co-workers did
d. use your notes
7 The center allows you to record on charts. Which is false?
a. ink is used, not a pencil
b. only center-approved abbreviations are used
c. errors are erased
d. all entries are signed with your name and title
8 When recording, you should do the following except:
a. write neatly
b. use correct spelling, grammar, and punctuation
c. skip lines
d. record only what you did yourself
9 The clock shows 6:29 pm. In the 24 hour clock time, this is:
a. 6:29 pm
b. 1829
c. 1429
d. 0629
10 The abbreviation ADL means:
a. activities of daily living
b. before meals
c. ambulate daily
d. as desired
11 The abbreviation amb means:
a. ambulatory
b. amount
c. abdomen
d. morning
12 The abbreviation BRP means:
a. twice a day
b. bathroom privileges
c. bed rest permitted
d. bowel movement
13 The abbreviation c/o means:
a. catheter
b. cubic centimeter
c. complaints of
d. cancer of
14 A telephone message should contain the following information except:
a. the caller's name and number
b. the caller's social security number
c. the date and time
d. the message
15 Which of the se statements about computer use in a nursing center is
false?
a. your should share your password with co-workers
b. you should use correct spelling, punctuation, and grammar
c. you should prevent others from seeing what is on the screen
d. you should double-check your entry
16 You answer the phone in a patient's room. How do you answer?
a. "Good morning, Mrs. Parks’s room."
b. "Good morning, third floor."
c. "Hello."
d. "Good morning, Mrs. Parks’s room. Jill Brown, nursing assistant,
speaking."
17 A co-worker is often late for work. This means extra work for you. To
resolve the conflict you should do the following except:
a. discuss the matter with other staff on the shift
b. explain your problem to your supervisor
c. give facts and specific instances
d. suggest ideas to solve the problems
18 For communication to be effective:
a. use words that have the same meaning for the sender and the receiver
b. use terms that are unfamiliar to residents and families
c. add unrelated information
d. answers should not be specific
19 The Health Insurance Portability and Accountability Act of 1996 (HIPAA):
a. provides a list of approved abbreviations for healthcare providers
b. provides federal protections for personal health information
c. allows health insurance to be transferred when employees transfer to a
new job
d. states that patients must provide accurate health information to
healthcare providers
20. List and describe the 2 types of communication.
21. List and describe 2 barriers to communication.
22. Explain 4 ways that healthcare workers use their senses to gather
information.
Communication Key
1. A
2. D
3. A
4. A
5. C
6. C
7. C
8. C
9. B
10. A
11. A
12. B
13. C
14. B
15. A
16. D
17. A
18. A
19. B
20. Verbal – spoken and written language
Nonverbal – body language, posture, eye contact, etc.
21. Psychological attitudes and prejudice – prejudice, attitudes, personality, etc
Cultural diversity – language, foods, healthcare practices, etc.
Physical disabilities – visual, deafness, aphasia or speech
22. Health care workers use their senses to:
See
–Color of skin, swelling or edema
–Presence of rash or sore
–Color of urine or stool
–Amount of food eaten
Smell
–Body odor
–Unusual odors of breath, wounds,
urine or stool (feces)
Touch
–Pulse
–Dryness or temperature of skin
–Perspiration
–Swelling
Hearing
–Respirations
–Abnormal body sounds
–Coughs
–Speech
Communication
Open Response
Health care workers must develop skills to communicate with patients who have a variety of
physical disabilities.
a. List a disability and describe which component of communication is affected.
b. Describe three guidelines for communicating with patients with this disability.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Score
4
3
2
1
0
Criteria
Correctly lists a
physical disability and the component of communication
and insightfully explains 3 guidelines for communication.
Correctly lists a
physical disability and the component of communication
and correctly explains 3 guidelines for communication.
Correctly lists a
physical disability and/or the component of communication
and correctly explains 2-3 guidelines for communication.
Correctly lists a
physical disability and/or the component of communication
and correctly explains 1-2 guidelines for communication.
No attempt or answer is irrelevant.
Points
100
80
70
60
0