3.01 Understand Diagnostic and Therapeutic Services Worksheetsimages.pcmac.org/SiSFiles/Schools/NC/RandolphCounty/Providence… · Using a deck of cards, have a student draw a card,

7242 Health Science II Summer 2011 Page 198

3.01 Diagnostic and Therapeutic Services Name_________________ Handout Date _________________ Directions: Record notes and class discussion about the responsibilities of diagnostic and therapeutic services personnel while viewing the PowerPoint presentation. Explain the responsibilities in your own words and give examples.

Diagnostic and Therapeutic Services Diagnostic Services Therapeutic Services Examples

Examples

Career Responsibilities Plan patient care Explain what this means

Implement patient care Explain what this m eans

Evaluate patient care Explain what this means


3.01 Diagnostic and Therapeutic Services Name________________ Handout KEY Date_________________ Directions: Record notes and class discussion about the responsibilities of diagnostic and therapeutic services personnel while viewing the PowerPoint presentation. Explain the responsibilities in your own words and give examples.

Diagnostic and Therapeutic Services Diagnostic Services Therapeutic Services create a picture of the health status of a patient at a given time

change the health status of a patient over a period of time

Examples (answers will vary) Examples (answers will vary) doctor laboratory technician x-ray technician

physical therapist respiratory therapist dietician doctor

Career Responsibili ties Plan patient care Explain what this means (answers will vary) work within scope of practice Never do anything you have not been taught to do

determine if a request is appropriate for patient

Is this safe Can he/she walk that far

include patient in plan of care goals

develop a plan of care to meet patient needs

specific to patient

assemble needed materials Have everything together

Implement care Explain what this means (answers will vary) check physician’s orders Make sure you understand what you are to do

verify patient identification Make sure you have the right patient

evaluate for contraindications Make sure patient can tolerate the procedure/activity

obtain patient’s consent Patient says OK

properly prepare patient Make sure he/she has the right medicine/prep/etc.

perform care in an orderly manner Step 1, step 2, etc.

perform procedure according to standards Step 1, step 2, etc.

use equipment as recommended by manufacturer

Follow directions

monitor patient condition throughout procedure

Assess patient throughout procedure or activity

modify care as required based on patient response

Change care if patient got dizzy: sit him/her down to rest

Evaluate care Explain what this means (answers will vary) patient response and/or procedure Document vital signs

implementation of the procedure Did I have all of my materials

personal performance Did I follow directions

analysis of information obtained What do I do with vitals of ……..

revision of treatment plan based on information gathered

Change care: I will not make him/her walk as far next time without rest.


3.01 Key Terms Related to Collecting Patient Data Name__________________ Handout Patient Interview Demographic data

Financial data

Privacy data

Release of Information

Medical history

assessment determination of normal versus abnormal values based on patient results

auscultation listening to sounds produced by the body as the organs perform their functions

objective perceptible to the external senses; results that are measurable

observation using the sense of sight to determine characteristics of a patient

ophthalmoscope instrument used to examine the interior of the eyes

otoscope instrument used for inspection of the ears

palpation using touch (fingers) to determine physical characteristics of tissues or organs

penlight flashlight used to observe size and reaction of the patient’s pupils

percussion tapping a part of the body with the fingers to determine the size, position, and density of the organs underneath

plan how patient results are used

record documentation of patient results

reflex hammer instrument used to test patient reflexes

report telling the appropriate person information regarding a patient’s condition

sphygmomanometer instrument used to measure arterial blood pressure

stethoscope used to hear and amplify sounds produced by the heart and other organs

subjective perceived by the person involved; the patient’s description of condition

tonometer instrument used to measure intraocular pressure


3.01 Using the Senses Teacher Resource Set the classroom up into centers representing the four senses used in patient assessment. See (vision) Smell Touch Hear Provide items in each center for the students to assess. Centers might include but not be limited to: See (vision) Match the eye color of classmates. Match other items as resources allow. Smell Match scented candles from a collection of candles. Wrap the candles in tissue paper if they have color. Create matching pairs of smells using small containers with holes in the tops. Use an assortment of common spices and herbs, candy, powder, coffee, perfume, fruit, etc. Place cotton balls in the containers to hold the item in place. Students will match the smells. Touch Place an assortment of items in a paper bag that has the opening taped to only allow the entry of one hand. Students will reach into the bag and identify the items. Items for the bag: cotton balls, sandpaper, lace, satin, small zip-top bag of ice, etc. Hear 1. Using a deck of cards, have a student draw a card, without showing to his/her partner, and clap the number of times as the number on the card. The partner will document the number of claps. 2. Create matching pairs of sounds. Place different objects in small containers. Students will match the pairs of sounds. Ask students to place items in the order that they found them so the next pair of students can have a turn.


3.01 Using the Senses Handout Name ____________ _______ Handout Date ____________________ Directions: Work in pairs, as assigned by the teacher. Complete the activity at each sensory center. Record your findings in the space provided.

See (vision) Smell

Touch Hear

Comments: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________


3.01 Instruments Used for Patient Assessment Name _______________ Handout Date________________ Directions: Identify the instruments used for patient assessment by writing the name of the instrument on the appropriate spoke. Answer the questions at the bottom of the page related to when these instruments would be used.

Identify the tool(s) used for: 1. a neurological exam ___________________________________________________ 2. measuring the pressure exerted on arterial walls _____________________________ 3. weighing a patient ____________________________________________________ 4. examine the retina ____________________________________________________ 5. evaluate the reaction of the pupil _________________________________________ 6. measuring temperature ________________________________________________ 7. examine the ear _____________________________________________________ 8. auscultate the apical pulse _____________________________________________

__________

__________

__________

Collect Patient Data

Using Medical Instruments


3.01 Instruments Used for Patient Assessment Name _______________ Handout KEY D ate________________ Directions: Identify the instruments used for patient assessment by writing the name of the instrument on the appropriate spoke. Answer the questions at the bottom of the page related to when these instruments would be used.

Identify the tool(s) used for: 1. a neurological exam ____reflex hammer_____________________________ 2. measuring the pressure exerted on arterial walls __sphygmomanometer____ 3. weighing a patient ___lift or chair scales_____________________________ 4. examine the retina __opthalmoscope_______________________________ 5. evaluate the reaction of the pupil _____penlight_______________________ 6. measuring temperature _aural/electronic thermometer __________________ 7. examine the ear ___ otoscope _____________________________________ 8. auscultate the apical pulse ___stethoscope___________________________

__________

__________

__________

Collect Patient Data

Using Medical Instruments

ophthalmoscope

penlight

sphygmomanometer

electronic thermometer

stethoscope

otoscope

reflex hammer

aural thermometer

mechanical lift with scale

wheelchair scale


3.01 Key Terms Related to Interpreting Patient Data Name__________________ Handout afebrile without fever

apnea without respirations

arrhythmia irregular heart rhythm

bradycardia pulse rate under 60 beats per minute

bradypnea slow respiratory rate, below 10 per minute

Cheyne-Stokes abnormal breathing pattern; periods of dyspnea and apnea

cyanosis bluish discoloration of the skin

diastolic pressure within the walls of arteries when the left ventricle is at rest

dyspnea difficulty breathing

febrile elevated body temperature, above 101°F (38.3°C)

hyperopia defect in near vision; farsightedness

hypertension high blood pressure

hyperthermia rectal temperature above 104°F (40°C)

hypotension low blood pressure

hypothermia rectal temperature below 95°F (35°C)

myopia defect in distant vision; nearsightedness

OD abbreviation for right eye

OS abbreviation for left eye

OU abbreviation for both eyes

orthopnea severe dyspnea; requires breathing sitting or standing

pyrexia fever

rales bubbling or noisy respirations caused by fluid or mucous in the air passages

rhythm regularity of the pulse, space between the beats (regular or irregular)

systole pressure within the walls of arteries when the left ventricle is contracting

tachycardia pulse rate above 100 beats per minute (except in children)

tachypnea rapid, shallow respiration, over 25 per minute

volume strength of the pulse (strong, weak, thread, bounding)

wheezing difficult breathing with a high-pitched whistling


3.01 Measure and Record Temperature Name _________ _______ Using an Oral Electronic Thermometer Handout 1. Assembled equipment and supplies ____ 2. Washed hands ____ 3. Practiced standard precautions throughout procedure ____ 4. Greeted and identified patient ____ 5. Identified self ____ 6. Explained procedure ____ 7. Questioned patient about eating, drinking or smoking ____ 8. Demonstrated proper use of electronic thermometer according to manufacturer's instructions ____ 9. Removed and disposed of plastic sheath/covering in biohazardous waste container ____ 10. Recorded temperature accurately ____ 11. Washed hands ____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Measure and Record Temperature Nam e ________________ Using an Aural (Tympanic) Thermometer Handout 1. Assembled equipment and supplies ____ 2. Washed hands ____ 3. Practiced standard precautions throughout procedure ____ 4. Greeted and identified patient ____ 5. Identified self ____ 6. Explained procedure ____ 7. Removed thermometer from base and set to proper mode ____ 8. Installed probe cover assured thermometer was “ready” ____ 9. Positioned patient ____ 10. Holding the thermometer in the proper hand, pulled he pinna up and back ____ 11. Inserted the covered probe into the ear far enough to seal the canal ____ 12. Accurately measured the temperature ____ 13. Removed thermometer. Read and recorded temperature ____ 14. Ejected probe, disposed of it properly and returned thermometer to base ____ 15. Repositioned patient, observing safety checkpoints. ____ 16. Recorded temperature accurately. ____ 17. Washed hands. ____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Measure and Record Radial Pulse Name________________ Handout 1. Assembled equipment and supplies ____ 2. Washed hands ____ 3. Practiced standard precautions throughout procedure ____ 4. Greeted and identified patient ____ 5. Identified self ____ 6. Explained procedure ____ 7. Positioned patient's hand and arm so they were well supported and rested

comfortably with palm of hand turned downward ____ 8. Placed fingers properly on thumb side of wrist ____ 9. Assessed quality of pulse and described accurately to teacher ____ 10. By exerting light pressure, counted regular pulse for 30 seconds times 2; if irregular, counted for full minute ____ 11. Counted pulse accurately within + or - 2 of teacher ____ 12. Recorded pulse accurately ____ 13. Washed hands ____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Measure and Record Apical Pulse Name________________ Handout 1. Assembled equipment and supplies ____ 2. Cleaned earpieces and bell/diaphragm with alcohol ____ 3. Washed hands ____ 4. Practiced standard precautions throughout procedure ____ 5. Greeted and identified patient ____ 6. Identified self ____ 7. Explained procedure ____ 8. Placed stethoscope in ears properly ____ 9. Placed stethoscope on apical area, avoiding unnecessary exposure of patient ____ 10. Counted pulse for one full minute ____ 11. Counted pulse accurately within + or - 2 of teacher ____ 12. Assessed quality of pulse and described accurately to teacher ____ 13. Recorded pulse accurately ____ 14. Cleaned and replaced equipment ____ 15. Washed hands ____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Measure and Record Respirations Name _________________ Handout 1. Assembled equipment and supplies ____ 2. Washed hands ____ 3. Practiced standard precautions throughout procedure ____ 4. Greeted and identified patient ____ 5. Identified self ____ 6. Explained procedure ____ 7. Placed hand in pulse position, or continued pulse position, to keep patient unaware of counting ____ 8. Assessed quality of respirations and described accurately to instructor ____ 9. Counted regular respirations for 30 seconds times 2; if irregular, counted for full minute ____ 10. Counted respirations accurately within + or - 2 of teacher ____ 11. Recorded respirations accurately ____ 12. Washed hands ____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Measure and Record Blood Pressure Name ________________ Handout 1. Assembled equipment and supplies ____ 2. Cleaned earpieces and bell/diaphragm with alcohol ____ 3. Washed hands ____ 4. Practiced standard precautions throughout procedure ____ 5. Greeted and identified patient ____ 6. Identified self and explained procedure ____ 7. Measured blood pressure: a. Exposed patient's arm, extending arm with palm up ____ b. Wrapped deflated cuff around patient's arm above the elbow, snugly and smoothly ____ c. Centered the bladder over the brachial artery, 1 - 1 1/2" above the elbow ____ d. With one hand, closed valve on bulb, clockwise ____ e. Palpated radial pulse ____ f. Inflated cuff to 30mm Hg above pulse disappearance ____ g. Opened valve slowly until radial pulse detected ____ h. Reported palpated pressure and maximum inflation level to teacher ____ i. Deflated cuff completely and waited 15-30 seconds ____ j. Positioned earpieces of stethoscope in ears ____ k. Palpated brachial artery ____ l. Placed bell of stethoscope over brachial artery ____ m. Rapidly inflated cuff to the maximum inflation level ____

n. Released the air in the cuff at a rate of 2-3 mm Hg/second, silently noting systolic/diastolic pressures ____

o. Listened for 10-20 mm Hg below the last sound heard to confirm disappearance, then deflated cuff rapidly ____ p. Removed cuff from patient's arm, made pt. comfortable ____ 8. Recorded blood pressure accurately ____ 9. Obtained accurate systolic and diastolic readings within + or - 2 of teacher ____ 10. Cleaned earpieces of stethoscope and replaced equipment ____ 11. Washed hands ____ 12. Recorded results. ____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Measure and Record Height and Weight Name _________________ Handout 1. Assembled equipment and supplies ____ 2. Washed hands ____ 3. Balanced scales at zero ____ 4. Placed paper towel on foot platform of scale if appropriate ____ 5. Greeted and identified patient ____ 6. Identified self and explained procedure ____ 7. Told patient to remove shoes or slippers if appropriate ____ 8. Positioned patient on scale a. Assisted as needed ____ b. Positioned in center of platform ____ c. Positioned feet slightly apart ____ 9. Balanced scale correctly ____ 10. Recorded weight accurately ____ 11. Assisted patient off scale and raises height bar ____ 12. Assisted patient back on scale with back toward scale ____ 13. Asked patient to stand erect while positioning bar correctly, just touching top of head ____ 14. Accurately read measurement ____ 15. Assisted patient off scale after raising height bar ____ 16. Recorded height accurately ____ 17. Replaced all equipment with weight beams to zero and height bar lowered ____ 18. Washed hands ____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Measure and Record Visual Acuity Name _______ ______________ Handout 1. Assured that chart is at patient's eye level, and tape is 20 feet from chart ____ 2. Washed hands ____ 3. Greeted and identified patient ____ 4. Identified self ____ 5. Explained procedure ____ 6. Had patient stand with heels on 20 foot mark ____ 7. Asked patient to remove corrective lenses if needed ____ 8. Had patient cover left eye gently with occluder ____ 9. Instructed patient to keep both eyes open during testing ____ 10. Instructed patient to verbally identify letters/pictures on chart, beginning with the smallest line the patient could read comfortably ____ 11. Recorded smallest line patient could read comfortably ____ 12. Used correct charting abbreviations to record results ____ 13. Properly repeated procedure for the left eye ____ 14. Used correct charting abbreviations to record results ____ 15. Noted any observations such as squinting or turning head to see ____ 16. Cleaned occluder with alcohol ____ 17. Washed hands ____ Students must safely complete 90% of the steps to pass. Passing Date: _______________________ Evaluator ___________________________ Comments:


3.01 Record Vital Patient Data Name _________________ Handout Date__________________ Directions: Record the vital signs of classmates on the chart below.

Patient Name __________________________

Patient Name _____________________

Temperature __________________________

Temperature _____________________

Pulse ________________________________

Pulse ____________________________

Blood Pressure ________________________

Blood Pressure ___________________

Height _______________________________

Height ___________________________

Weight _______________________________

Weight __________________________

Vision ________________________________

Vision ___________________________

Patient Name __________________________

Patient Name _____________________

Temperature __________________________

Temperature _____________________

Pulse ________________________________

Pulse ____________________________

Blood Pressure ________________________

Blood Pressure ___________________

Height _______________________________

Height ___________________________

Weight _______________________________

Weight __________________________

Vision ___________________________

Vision ___________________________


3.01 Positioning a Patient for Assessment Name ___ __________________ Handout 1. Assembled equipment and supplies ____ 2. Washed hands ____ 3. Greeted and identified patient ____ 4. Identified self and explained procedure ____ 5. Assisted patient with gown and onto table ____ 6. Horizontal recumbent (supine) a. Assisted patient to lie on back with arms at side ____ b. Used small pillow for head ____ c. Draped with one sheet/drape, hung loosely ____ 7. Prone a. Turned patient toward self ____ b. Positioned patient on abdomen with arms flexed by head ____ c. Positioned head to side on small pillow ____ d. Draped with one sheet/drape, hung loosely ____ 8. Sim's or left lateral a. Turned patient onto left side ____ b. Positioned left arm behind back, right arm bent at elbow in front of body ____ c. Turned head to side on small pillow ____ d. Flexed left leg slightly, right leg to abdomen ____ e. Draped with one sheet/drape, hung loosely ____ 9. Fowler's a. Positioned patient on back with small pillow under head ____ b. Elevated head and back 25 degrees for low-Fowler's ____ c. Elevated head and back 45 degrees for semi-Fowler's ____ d. Elevated head and back 90 degrees for high-Fowler's ____ e. Flexed knees slightly and supports with pillow ____ f. Draped with one sheet/drape, hung loosely ____ 10. Lithotomy a. Patient positioned on back, arms at sides, buttocks at end of table ____ b. Placed pillow under head ____ c. Flexed and separated knees and placed feet in stirrups ____ d. Used diamond shaped draping procedure ____ e. Dropped lower end of table ____ 11. Trendelenburg a. Positioned patient on back ____ b. Inclined table/bed with head lower than body ____ c. Draped correctly with one sheet/drape ____ d. Remained with patient at all times ____ 12. Assisted patient off table and to dress ____ 13. Cleaned and replaced all equipment ____ 14. Washed hands ____ Students must safely complete 90% of the steps to pass. Passing date: _________________ Evaluator ____________________ Comments:


3.01 Positions for Patient Assessment Name___________________ Handout Date ___________________ Directions: Record the name of the proper position for the patient to be examined for each symptom listed. 1. abdominal pain _______________________________________ 2. becomes dizzy during procedure _________________________ 3. breast exam __________________________________________ 4. chest pain ___________________________________________ 5. hemorrhoids _________________________________________ 6. rectal exam ___________________________________________ 7. removal of abdominal stitches ___________________________ 8. shortness of breath ____________________________________ 9. vaginal exam _________________________________________ 10. wheezing ____________________________________________


3.01 Positions for Patient Assessment Name___________________ Handout KEY Date ___________________ Directions: Record the name of the proper position for the patient to be examined for each symptom listed. 1. abdominal pain ___ supine, horizontal recumbent_____________ 2. becomes dizzy during procedure ____ Trendelenburg__________ 3. breast exam ______ supine, horizontal recumbent____________ 4. chest pain _____ supine, Fowler’s_________________________ 5. hemorrhoids ____ Sims’_________________________________ 6. rectal exam _____ Sims’_________________________________ 7. removal of abdominal stitches __ supine, horizontal recumbent__ 8. shortness of breath ____ Fowler’s_________________________ 9. vaginal exam ____ lithotomy_____________________________ 10. wheezing ____ Fowler’s_______________________________


3.01 Using Reagent Strips to Test Urine Name___________________ Handout 1. Assembled equipment and supplies ____ 2. Read instructions for the reagent strip. ____ 3. Washed hands, put on gloves ____ 4. Practiced standard precautions throughout procedure ____ 5. Greeted and identified patient ____ 6. Identified self and explained procedure ____ 7. Obtained a fresh urine specimen ____ 8. Gently rotated the container to mix the specimen ____ 7. Held reagent strip by clear end and immersed in specimen ____ 8. Removed immediately, tapped against side of container to remove excess urine ____ 9. Held strip up to color comparison chart, noting the exact time ____ 10. Read reagent areas at correct time intervals ____ 11. Rechecked all readings (repeated entire process if necessary) ____ 12. Discarded strip and urine appropriately ____ 13. Cleaned work area with disinfectant, cleaned and replaced equipment ____ 14. Removed gloves, washed hands ____ 15. Accurately recorded information on the chart or lab slip ____ 16. Reported abnormal readings to supervisor ____ Students must safely complete 90% of the steps to pass. Passing date ________________________ Evaluator ______________________________ Comments:


3.01 Ambulation with Crutches Name_______________ Handout Note: The gait used for the purpose of providing this checklist for competency evaluation is the swing-to-gait. 1. Obtained instructions or checked authorization ____ 2. Assembled equipment – checked crutches, rubber suction tips, axillary bar and hand rest padding ____ 3. Washed hands ____ 4. Greeted and identified patient ____ 5. Identified self ____ 6. Explained procedure ____ 7. Put shoes/slippers on patient as appropriate ____ 8. Assisted patient to standing position with crutches at each side ____ 9. Checked the measurement of the crutches and notified the physical therapist if adjustments needed ____ 10. Instructed patient to balance weight on foot or feet. Moved both crutches forward ____ 11. Instructed patient to transfer weight forward ____ 12. Instructed patient to swing body forward using shoulder and arm strength ____ 13. Repeated steps 10-12 as instructed and tolerated by patient ____ 14. Monitored progress and provided feedback to patient on gait performance and avoidance of resting weight on axillary bar rest ____ 15. Assisted patient back to bed/chair ____ 16. Replaced equipment ____ 17. Washed hands ____ 18. Reported/recorded procedure accurately ____ Students must safely complete 90% of the steps to pass. Date passing: ______________________ Evaluator _________________________ Comments:


3.01 Transfer to Chair/Wheelchair Name _________________ Handout 1. Assemble equipment _____ . Washed hands _____ 3. Practiced standard precautions throughout procedure _____ 4. Greeted and identified patient _____ 5. Introduced self _____ 6. Explained procedure and provided privacy _____ 7. Determined which side of bed to use and placed chair at

head of bed _____ 8. Locked wheels of wheelchair and folded up foot rest _____ 9. Lowered bed and locked wheels _____ 10. Elevated the head of the bed _____ 11. Lowered the side rails on the exit side of the bed _____ 12. Fanfolded the bed linen to the foot _____ 13. Assisted patient to dangle feet and maintained patient safety _____ 14. Put robe and slippers on patient _____ 15. Transferred patient into chair / wheelchair a. Assisted patient to stand at bedside _____ b. Assisted patient pivot and sit down in chair _____ c. Adjusted footrest to wheelchair as needed _____ 16. Draped patient with blanket / sheet _____ 17. Attached safety belt / took safety measures for chair _____ 18. Checked to assure patient comfort with call bell and supplies within reach _____ 19. Recorded / reported information accurately _____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Transfer to Stretcher Name _________________ Handout 1. Checked order or obtained authorization _____ 2. Assembled equipment and supplies _____ 3. Washed hands and put on gloves if indicated _____ 4. Identified patient and explained procedure _____ 5. Screened unit _____ 6. Elevated bed to level of stretcher _____ 7. Locked bed to prevent movement _____ 8. Lowered siderails on side of transfer _____ 9. Draped patient with bath blanket _____ 10. Positioned stretcher parallel to bed _____ 11. Locked wheels on stretcher _____ 12. Held stretcher against bed with weight of body _____ 13. Held up bath blanket while patient slid across to stretcher _____ 14. Assisted patient as needed _____ 15. Positioned patient in correct alignment _____ 16. Locked safety belt (s) across patient _____ 17. Elevated siderails on stretcher _____ 18. Transported with two team members: 19. a. One at head and one at foot _____

b. Moved slowly on right side of hall _____ c. Moved patient feet forward _____

19. Returned patient to bed correctly by reversing transfer procedure _____ 20. Positioned patient in proper alignment _____ 21. Elevated siderails and lowered bed to lowest level _____ 22. Positioned call signal and supplies within reach _____ 23. Replaced equipment and leaves area neat and clean _____ 24. Washed hands _____ 25. Recorded or reported information accurately _____ Students must safely complete 90% of the steps to pass. Passing date: ________________ Evaluator ____________________ Comments:


3.01 Patient Movement Case Scenarios Name_________________ Handout Date__________________ Directions: Determine the appropriate device and gait to be used in the following scenarios. 1. Eighty-five-year-old patient with total hip replacement on right Order: weight bearing as tolerated on right leg __________________________________________________________________ 2. Sixty-three-year-old male status post CVA with right hemiparesis Order: needs ambulation aid to walk __________________________________________________________________ 3. Ten-year-old child with spastic diplegic cerebral palsy Order: full weight bearing but needs assistive device __________________________________________________________________ 4. Fifteen-year-old with fractured right ankle Order: non-weight bearing right leg __________________________________________________________________


3.01 Patient Movement Case Scenarios Name_________________ Handout KEY Date____ ______________ Directions: Determine the appropriate device and gait to be used in the following scenarios. 1. Eighty-five-year-old patient with total hip replacement on right Order: weight bearing as tolerated on right leg ________walker with three point step to gait pattern_____________________ 2. Sixty-three-year-old male status post CVA with right hemiparesis Order: needs ambulation aid to walk ________cane with 3 point pattern ____________________________________ 3. Ten-year-old child with spastic diplegic cerebral palsy Order: full weight bearing but needs assistive device ________crutches with 2 or 4 point gait pattern__________________________ 4. Fifteen-year-old with fractured right ankle Order: non-weight bearing right leg ________crutches, swing through with 2 point__________________________


3.01 Massage Therapy Skill Name_________________ Handout 1. Obtained instructions or checked authorization ____ 2. Provided a private, calm location ____ 3. Washed hands ____ 4. Greeted and identified patient ____ 5. Identified self ____ 6. Explained procedure ____ 7. Positioned patient in chair ____ 8. Clean the feet with a foot soak ____ 9. Soak feet for 5 – 10 minutes ____ 10. Apply lotion or cream and massage each foot completely with gentle strokes ____ 11. Include the top and bottom of the foot from toes to ankle ____ 12. Started massage with effleurage ____ 13. Follow with deeper strokes. Using both hands, place fingers on bottom and thumbs on top. Firmly slide thumbs between tendons of ankles and toes ____ 14. Massage the soles of the feet using circular motions with thumbs of the entire bottom of foot. ____ 15. Rub your toes with gentle, circular motions. Gently bend and rotate each Toe. Use circular motion to massage each toe individually. ____ 16. Finished massage with effleurage – all over gentle massage from #10 ____ 17. Assisted patient with clothing and back to bed/chair ____ 18. Replaced equipment ____ 19. Washed hands ____ 20. Reported/recorded procedure accurately ____ Students must safely complete 90% of the steps to pass. Passing date: _____________________ Evaluator _________________________ Comments:


3.01 Guest Speaker Form Name ________________ Handout Date _________________ Directions: Answer the following questions based on the speaker’s area of study. Pre-reflection (What do you know about this speaker’s subject? What would you like to know?) _____________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ Speaker’s name _______________________________________________________

Occupation ___________________________________________________________

Place of employment ___________________________________________________

Notes from speaker’s presentation ________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Questions you would like to ask __________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


What to Do if a Mercury Thermometer Breaks Teache r Resource

NOTE: these instructions also apply to spills from other sources, if the amount spilled is less than or similar to the amount in a thermometer

Have everyone else leave the area; don't let anyone walk through the mercury on their way out. Make sure all pets are removed from the area. Open all windows and doors to the outside; shut all doors to other parts of the house.

• DO NOT allow children to help you clean up the spill. • Mercury can be cleaned up easily from the following

surfaces: wood, linoleum, tile and any similarly smooth surfaces.

• If a spill occurs on carpet, curtains, upholstery or other absorbent surfaces, these contaminated items should be thrown away in accordance with the disposal means outlined below. Only cut and remove the affected portion of the contaminated carpet for disposal.

Items needed to clean up a small mercury spill

1. 4-5 ziplock-type bags 2. trash bags (2 to 6 mils thick) 3. rubber, nitrile or latex gloves 4. paper towels 5. cardboard or squeegee 6. eyedropper 7. duct tape, or shaving cream and small paint brush 8. flashlight 9. powdered sulfur (optional)

Cleanup Instructions

1. Put on rubber, nitrile or latex gloves. 2. If there are any broken pieces of glass or sharp objects, pick them up with care.

Place all broken objects on a paper towel. Fold the paper towel and place in a zip lock bag. Secure the bag and label it as directed by your local health or fire department.

3. Locate visible mercury beads. Use a squeegee or cardboard to gather mercury beads. Use slow sweeping motions to keep mercury from becoming uncontrollable. Take a flashlight, hold it at a low angle close to the floor in a darkened room and look for additional glistening beads of mercury that may be sticking to the surface or in small cracked areas of the surface. Note: Mercury can move surprising distances on hard-flat surfaces, so be sure to inspect the entire room when "searching."

4. Use the eyedropper to collect or draw up the mercury beads. Slowly and carefully squeeze mercury onto a damp paper towel. Place the paper towel in a zip lock bag


and secure. Make sure to label the bag as directed by your local health or fire department.

5. After you remove larger beads, put shaving cream on top of small paint brush and gently "dot" the affected area to pick up smaller hard-to-see beads. Alternatively, use duct tape to collect smaller hard-to-see beads. Place the paint brush or duct tape in a zip lock bag and secure. Make sure to label the bag as directed by your local health or fire department.

6. OPTIONAL STEP: It is OPTIONAL to use commercially available powdered sulfur to absorb the beads that are too small to see. The sulfur does two things: (1) it makes the mercury easier to see since there may be a color change from yellow to brown and (2) it binds the mercury so that it can be easily removed and suppresses the vapor of any missing mercury. Where to get commercialized sulfur? It may be supplied as mercury vapor absorbent in mercury spill kits, which can be purchased from laboratory, chemical supply and hazardous materials response supply manufacturers. Note: Powdered sulfur may stain fabrics a dark color. When using powdered sulfur, do not breathe in the powder as it can be moderately toxic. Additionally, users should read and understand product information before use.

7. If you choose not to use this option, you may want to request the services of a contractor who has monitoring equipment to screen for mercury vapors. Consult your local environmental or health agency to inquire about contractors in your area. Place all materials used with the cleanup, including gloves, in a trash bag. Place all mercury beads and objects into the trash bag. Secure trash bag and label it as directed by your local health or fire department.

8. Contact your local health department, municipal waste authority or your local fire department for proper disposal in accordance with local, state and federal laws.

9. Remember to keep the area well ventilated to the outside (i.e., windows open and fans in exterior windows running) for at least 24 hours after your successful cleanup. Continue to keep pets and children out of cleanup area. If sickness occurs, seek medical attention immediately. For additional information on health effects, the Agency for Toxic Substances and Disease Registry (ATSDR) provides a Mercury Fact Sheet that also presents information on health effects related to exposures to vapors from metallic mercury.

Recommendation: If there are young children or pregnant women in the house, seek additional advice from your local or state health or state environmental agency. http://www.epa.gov/mercury/spills/#thermometer


3.01 Prototype Assessment Items Note: These items illustrate the types of items used in the item bank for this objective. All items have been written to match the cognitive process of the understand verb in the objective. Questions require students to interpret, summarize or explain concepts related to and responsibilities of diagnostic and therapeutic services personnel. These exact questions will not be used on the secured test, but questions in similar formats will be used. These assessment items may be used as prototypes by teachers and students to generate similar items to comprise formative assessments for you classroom. This strategy is especially helpful during the field test year when classroom item banks are not available. Results of formative assessment should be used to diagnose levels of mastery, determine if re-teaching is needed, and guide further instruction. 1. Obtaining a medical history to assist in the diagnosis of a patient who presents

with abdominal pain is an example of: a. planning patient care. b. implementing patient care. c. collecting patient data. d. evaluating patient information. Answer: C

2. A certified medical assistant gathered the supplies needed to assist the physician

with the physical exam. Which component of patient care is she participating in? a. Collecting patient data b. Evaluating patient care c. Implementing patient care d. Planning patient care Answer: D

3. The nurse assessed the three-month-old patient’s irregular pulse using which pulse site? a. Apical b. Brachial c. Dorsalis pedis d. Radial Answer: A

Documents

3.01 Understand Diagnostic and Therapeutic Services Worksheetsimages.pcmac.org/SiSFiles/Schools/NC/RandolphCounty/Providence… · Using a deck of cards, have a student draw a card,