BEHAVIORS FOR SUCCESS IN HEALTHCARE HEALTHCARE CORE CURRICULUM

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“This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.”This work by the Health Professions Pathways (H2P) Consortium, a Department of Labor, TAACCCT funded project is licensed under a Creative Commons Attribution 3.0 Unported License.

http://creativecommons.org/licenses/by/3.0/deed.en_US



BEHAVIORS FOR SUCCESS IN HEALTHCARE MODULE DESCRIPTION This module focuses on the requirements needed

by health care personnel to work in a variety of health care settings.

Types of health care facilities and systems, applying for employment, accountability and responsibility, standards of dress, workplace behaviors, approaches needed to assist individuals, expectations of teams and team members, common healthcare facility policies and requirements are included.

Also presented: How healthcare personnel can impact the quality of health care and balance work and personal lives to maintain wellness and encourage the wellness of others.

MODULE OUTLINE AND INSTRUCTOR RESOURCES

This module consists of 8 competencies. Each competency is divided into unit

competencies with learning activities to help students master the competency.

Each learning activity is explained on the Module Outline and the resources described.

Choose the learning activities that best meet your classroom needs.

(see next slide)

MODULE OUTLINE AND INSTRUCTOR RESOURCES Find these learning activities and resources on the

website or create your own. The Course Outline also has documents the

instructor can use in teaching the lesson. These competencies are listed on the following slide

and will then be addressed throughout the remainder of the power point.

Click on the following links for course information

Behaviors for Success in Healthcare Settings Syllabus

Behaviors for Success in Healthcare Settings Module Competencies and Instructor Resources

MODULE COMPETENCIES

1. Discuss healthcare fields and types of workers needed.

2. Discuss ways healthcare personnel can balance their work and personal life to maintain personal wellness.

3. Describe expectations employers have of healthcare personnel.

4. Identify quality issues in healthcare facilities and their impact on healthcare workers and delivery of care.

5. Describe the responsibilities of users of the healthcare system.

(see next slide)

MODULE COMPETENCIES

6. Describe selected types of healthcare facilities/systems; including organizational and financial structure, departments and services, types and levels of healthcare personnel and common policies and requirements.

7. Describe the different health care delivery systems (public, private, government and non-profit).

8. Using a problem solving process applied to a healthcare situation; describe behaviors for success in healthcare.

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MODULE COMPETENCY #1: DISCUSS HEALTHCARE FIELDS AND TYPES OF WORKERSThree units and learning activities round out the

learning for this first competency.

1. Identify a variety of healthcare workers, their scope of work, education and licensure/credential requirements.

2. Identify eligibility requirements for healthcare employment, including criminal background checks and child labor laws.

3. Identify ways (educational and entry requirements) individuals can enter and advance within a healthcare career.

MODULE COMPETENCY #1: FIELDS & WORKERS

UNIT #1A: VARIETY OF WORKERSRecommended Content This first competency asks students to

identify a variety of healthcare workers, their scope of work, education requirements and licensure/credential requirements.

This is a wonderful opportunity for students to research various healthcare occupations and present their findings to the class.


UNIT #1B: ELIGIBILITY REQUIREMENTSRecommended Content Employment eligibility requirements for

healthcare employment include:A criminal background check when the employee is providing direct patient care

And, according to Child Labor Laws, people under the age of 16 may not be employed.


UNIT #1C: ADVANCEMENT WITHIN THE FIELDRecommended Content

Many people want to seek out a career where advancement within that career is possible.

The following are some examples of advancement within a healthcare career.

Nursing: RN BSN Master’s PhD

Nursing Assistant: NA Nurse or Health Unit Coordinator

MODULE COMPETENCY #1: HEALTHCARE FIELDS & TYPES OF WORKERS

Assignment Resources Notes

BFS Competency #1: Career Exploration

Online website Students go to Bureau of Labor Statistics website and find occupational information for a career of interest

BFS Competency #1:Healthcare Careers Board Games

Assignment on website

Students make a board game related to healthcare careers

Recommended Learning Activities

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COMPETENCY #2 – DISCUSS WAYS HEALTHCARE PERSONAL CAN BALANCE WORK AND PERSONAL LIVES TO MAINTAIN PERSONAL WELLNESS

There are four competencies along with their learning activities that make up this second competency.

1. Discuss dimensions of wellness and a wellness lifestyle.

2. Discuss behaviors that promote health and wellness.

3. Describe strategies for the prevention of diseases including health practices, screenings, and examinations.

4. Investigate complimentary and alternative medicine (CAM) as it relates to wellness and disease prevention.

COMPETENCY #2 – PERSONAL WELLNESS

UNIT #2A: DIMENSIONS OF WELLNESSWhat is wellness?Wellness is a way of life.... It is a positive approach

to living."

"Wellness is an active process through which individuals become aware of and make choices toward a successful existence."

"Wellness is an approach which encourages individuals to seek lifestyles that enable them to achieve their highest potential of well-being."


UNIT #2A: DIMENSIONS OF WELLNESSRecommended ContentThe dimensions of wellness include: Nutrition Exercise Emotional Intellectual Spiritual Interpersonal Environment Stress management

These will be addressed on the following slides.(see next slide)


UNIT #2A: DIMENSIONS OF WELLNESS

“We are what we eat”Nutrition – This is a very difficult part of wellness

for students to grasp. Many students eat on the run and do have time or take the time to plan healthy meals.

Here are some ideas to share with them.Make smart choices from every food group.Find balance between food and physical activity.Get the most nutrition out of calories.Stay within daily caloric needs

(US Dept. of Agriculture)


UNIT #2A: DIMENSIONS OF WELLNESSExercisePhysical activity simply means movement of the body

that uses energy

For health benefits, physical activity should be moderate or vigorous and add up to at least 30 minutes a day.

Some physical activities are not intense enough to help you meet the recommendations. Although you are moving, these activities do not increase your heart rate, so these should not count these towards the 30 or more minutes a day goal. (US Dept. of Agriculture)

(see next slide)


UNIT #2A: DIMENSIONS OF WELLNESSEmotionalInvolves awareness & acceptance of personal feelings while

being sensitive & responsive to the emotional states of others.

The degree one feels positive & enthusiastic about self & life & the realistic assessment of one's limitations, the development of autonomy, & the ability to cope with stress are all components of good emotional health.

Optimism, trust, self-esteem, self-acceptance, self-confidence, self-control, satisfying relationships, & an ability to share feelings are just some of the qualities & aspects of emotional wellness(Champlain College Counseling ) (see next slide)


UNIT #2A: DIMENSIONS OF WELLNESSIntellectualEncourages creative stimulating mental activities

An intellectually well person uses the resources available to expand his or her knowledge & improve skills along with expanding potential for sharing living & working environments with others.

The hallmarks of intellectual health include : Openness to new ideas A capacity to question & think critically Motivation to master new skills Sense of humor, creativity, and curiosity. (Champlain

College Counseling)(see next slide)


UNIT #2A: DIMENSIONS OF WELLNESSSpiritual

To enjoy spiritual health is to possess a set of guiding beliefs, principles, or values that give meaning and purpose in your existence.

Includes the development of a deep appreciation for the depth & expanse of life & natural forces that exist in the universe. This includes Learning how to experience love, joy, peace, & others achieve full fulfillment; Knowing how to help ourselves and potential.

Spiritual wellness is an antidote to cynicism, anger, fear, anxiety, self-absorption, & pessimism.

(Champlain College Counseling)

(see next slide)


UNIT #2A: DIMENSIONS OF WELLNESSInterpersonalEncourages contributing to one's human environment

to the common welfare of one's community

Emphasizes interdependence with others

Includes pursuit of harmony in one's family, as well as relationships with others

Developing interpersonal wellness means Learning good communication skills Developing the capacity for intimacy Cultivating a support network of caring friends and/or

family members(Champlain College Counseling)

(see next slide)


UNIT #2A: DIMENSIONS OF WELLNESSEnvironmentIncreasingly, personal health depends on the health

of the planet - from the safety of the food supply to the degree of violence in a society.

Environmental Wellness requires learning about environmental threats to our health & protecting ourselves against such hazards & doing what you can to reduce or eliminate them.

(Champlain College Counseling)

(see next slide)


UNIT #2A: DIMENSIONS OF WELLNESSStress Management

Not all stress can be avoided, and it’s not healthy to avoid a situation that needs to be addressed. You may be surprised, however, by the number of stressors in your life that you can eliminate.

Some stress management strategies are listed on the following slide.

(see next slide)


UNIT #2A: DIMENSIONS OF WELLNESS

Avoid Unnecessary Stress Alter the Situation

Learn how to say “no: Express your feelings instead of bottling them up

Avoid people who stress you out

Be willing to compromise

Take control of your environment

Be more assertive

Avoid hot-button topics Manage your time better


UNIT #2B: PROMOTING WELLNESSRecommended Content In addition to the dimensions of wellness there are

behaviors that can promote a person’s health and wellness.

Those behaviors are:Having an open-mind and willingness to learnHaving patience with yourself and othersHaving a peaceful demeanorLearning from previous mistakes that were madeHaving determination


UNIT #2C: STRATEGIES FOR PREVENTIONRecommended Content The majority of strategies for preventing

illness or disease are lifestyle-related and worth repeating. Some of these (nutrition, exercise) were discussed earlier in this competency.

Other strategies include yearly physical examinations and screenings.


UNIT #2D: COMPLIMENTARY & ALTERNATIVE MEDICINERecommended ContentComplimentary and alternative medicine (CAM) has

become a common practice to assist individuals in maintaining their own personal wellness.

There are five areas of CAM chosen to be introduced to the students at this time.1. Herbalism2. Osteopathic3. Chiropractic4. Massage Therapy5. Physical Therapy (see next slide)


UNIT #2D: COMPLIMENTARY & ALTERNATIVE MEDICINEHerbalism – “Herbalism does not merely ‘list herbs’-- it

looks at the action of the herbs and acknowledges that people have feelings, minds and spirits as well as bodies. Holistic medicine deals with the “whole” person and treats the body as one integrated system, not a collection of isolated parts. “ (www.natural-herbal-remedies.com)

Osteopathic – Osteopathic medicine deals with how all the body’s systems are interconnected and how each one affects the others.

Chiropractic – uses spinal manipulation to relieve pain of the neck and back. Chiropractic also uses exercise and nutrition to promote health along with acupuncture and herbal therapy.

(see next slide)


UNIT #2D: COMPLIMENTARY & ALTERNATIVE MEDICINEMassage Therapy – uses touch to manipulate the

soft tissues of the body. Through massage therapy stress can be reduced, relaxation is provided and improved circulation can occur.

Physical Therapy – is the area of medicine in which the therapist helps injured people regain movement and manage a person’s pain.

MODULE COMPETENCY #2: PERSONAL WELLNESS


BFS Competency #2: Complementary and Alternative Medicine


Students choose a CAM are and research it and answer questions regarding the area

BFS Competency #2:Heart Health


Students review various websites and learn about healthy heart choices


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MODULE COMPETENCY #3 – DESCRIBE THE EXPECTATIONS EMPLOYERS HAVE OF HEALTHCARE PERSONNEL

Units included in this competency:

1. Identify key components of a job application.

2. Discuss ways to prepare for an interview.

3. Discuss the use of resumes and personal portfolios in job interviews.

4. Discuss expectations for attendance and punctuality.

5. Discuss dress and hygiene standards.(see next slide)

MODULE COMPETENCY #3 – DESCRIBE THE EXPECTATIONS EMPLOYERS HAVE OF HEALTHCARE PERSONNEL

6. Discuss productive work habits.

7. Describe the functions of a team.

8. Discuss behaviors that support the care of clients.

9. List workers’ right and responsibilities

MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS

UNIT #3A: JOB APPLICATIONRecommended Content Many applications are done on-line today. Pay attention to details as it is a representation of you

to your potential employer. Practice completing an application. Never leave lines

blank; if the question does not apply to you, write “N/A” in space provided.

If completing a hand-written application, be neat, legible, avoid abbreviations, & use ink.

If you can get a paper application—complete it beforehand to find information to make on-line completion easier.


UNIT #3B: INTERVIEWINGRecommended Content Valuable interviewing techniques include:

Dress for success and exhibit professional behaviorDo not smoke or drink before an interviewArrive early to the interviewUse a firm handshake when greeting the interviewerMake eye contact with the interviewerProvide honest and positive answers to the questions that are asked

Speak with a confident voiceUnderstand legal and illegal questions that may be asked


UNIT #3C: RESUMES AND PORTFOLIOSRecommended ContentRésumé: a concise systematic summary of your

professional experience & educational background

• “Snapshot” glimpse of one’s professional background & experience

• One-page preferred, two-page maximum (If it’s too wordy, it will probably not be read)

• Document should be well-planned, informative, & organized; be precise, neat, & accurate

• Three types: chronological, functional, & a combination of both


UNIT #3D: ATTENDANCE & PUNCTUALITYRecommended Content

The discussion of attendance and punctuality with students is a never-ending discussion!

Not only do students seems to march to their own time clock, there are circumstances that may play into a person’s sense of time, such as ethnic heritage, culture and family backgrounds.

The following slide provides a list of expectations that employers may have of their employees surrounding attendance and punctuality.(see next slide)


UNIT #3D: ATTENDANCE & PUNCTUALITYThese are standard values important to making

workplaces run effectively: Report for work on time Observe break/meal time Adhere to time off policy Adhere to sick usage policy Notify supervisor if unable to work Avoid absences Make known availability to work Provide an accurate way in which to be contacted


UNIT #3E: DRESS AND HYGIENERecommended Content How a person dresses, his/her body language,

demeanor and mannerisms are all important aspects to appearance and first impressions.

A first impression and judgment is made within one-tenth of a second.

Needless to say, a person’s dress and hygiene can either make or break an interview or a career.

(see next slide)


UNIT #3E: DRESS AND HYGIENE Having reviewed the standards for dress and

hygiene on the previous slide, it is wise to follow up with the rationale for some of those standards. For example:

Uniforms or appropriate work attire are worn for infection control reasons.

Perfumes and colognes are need to be kept to a minimum for those patients and co-workers who have allergies or sensitivities to smell.


UNIT #3F: WORK HABITSRecommended Content What are productive work habits? This is a critical

discussion to have with students, especially if students don’t have experience in the work place.

Examples of productive work habits include:Assess the assignment of dutiesDevelop a plan for completing duties safely, effectively, efficiently, & in a timely manner

Management of time so assigned tasks can be completed, with time-sensitive tasks done first.

(see next slide)


UNIT #3F: WORK HABITS Prioritize tasks in order of acuity, considering client’s

appointment times while being flexible to meet changing conditions & situations.

Recognize additional tasks that need to be performed & take initiative to complete them.

Be flexible to meet changing conditions and situations.

Stay within the scope of job duties. Seek to learn new duties & assignments

(Fuzy)


UNIT #3G: FUNCTIONS OF A TEAMThe next slide will discuss the functions of a team to

include purpose of a team, activities of a team, benefits of a team and etiquette of team members.

First, however, what is a team?

"A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they are mutually accountable." (Katzenbach and Smith)

"A team is a group of people working together towards a common goal" (Team Technology) (see next slide)


UNIT #3G: FUNCTIONS OF A TEAMRecommended ContentThe functions and rewards of a team are: Purpose – accomplish goals, support each other Activities – work together, support each other,

coordinate work, effective verbal/non-verbal communication

Reap Benefits - Teamwork increase continuity of care, client satisfaction, increases cost effectiveness, job satisfaction, and self-esteem

(see next slide)


UNIT #3H: CARING FOR CLIENTSRecommended Content Anyone who is in the healthcare field is very well

aware that the patient/client/resident is number one.

This lesson can be a difficult one to teach to the students and therefore discussing behaviors that support the care of the patients/clients/residents is important.

The courteous behaviors introduced in this module can be found on the following slide.

(see next slide)


UNIT #3H: CARING FOR CLIENTS Courteous behaviors include:

Introducing oneself to the patientAsking the patient how he/she would like to be address, i.e. Mr., Mrs., Dr., or perhaps by their first name

Putting patients and others firstConsidering others’ feelings and concerns before your own


UNIT #3H: CARING FOR CLIENTS Establishing trust with a patient/client/resident is key

to providing making a connection with the person and being able to provide sincere care.

Some ways to build and improve trust are:Smile and make eye contact with the patientListen attentively and sincerelyBe honestRespect the privacy of the patientMaintain a positive attitude

(see next slide)


UNIT #3H: CARING FOR CLIENTS Besides displaying courteous behaviors and

establishing trust with a patient, there are 3 other things to be aware of when discussing behaviors that support the care of clients.

1. Engage only in appropriate conversation with a patient.

2. Recognize the influence that family members have on the patient.

3. Maintain respect for all members of the healthcare team.

(see next slide)


UNIT #3I: WORKERS’ RIGHTS & RESPONSIBILITYRecommended Content The curriculum calls for addressing the rights

and responsibilities of employees and lists those rights as:

ConfidentialitySafetyGrievance ProcedureAffirmative ActionAnti-HarassmentWorkman’s Compensation (see next slide)


UNIT #3I: WORKERS’ RIGHTS & RESPONSIBILITY The responsibilities listed in the curriculum

for employees are:To provide a safe environment for clientsTo report and record any injuries that may occurTo keep confidential information confidentialAnti-harassmentTo attend educational meetings

Go to the following website to learn about Employees’ Rights in Minnesota

http://research.lawyers.com/Minnesota/Employment-Law-in-Minnesota.html



MODULE COMPETENCY #3: EMPLOYER’S EXPECTATION


BFS Competency #3: Scenario Core Behaviors Activity


Students reflect on poor customer service and how they would feel in the situation


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MODULE COMPETENCY #4: DISCUSS QUALITY ISSUES IN HEALTHCARE FACILITIES AND THEIR IMPACT ON HEALTHCARE WORKERS AND DELIVERY OF CARE

Two units are embedded in this competency.

1. Define quality in healthcare.

2. List several issues in delivering quality healthcare.

MODULE COMPETENCY #4: QUALITY ISSUES

UNIT #4A: DEFINE QUALITY IN HEALTHCARERecommended Content

Definition of a health care system “ The total services offered by all health disciplines

and the method to pay for them” (Berman, Snyder, Kozier, & Erb)

Purpose of the health care system: Provide care for ill & injured Health promotion Illness & disease prevention Levels of wellness


UNIT #4A: DEFINE QUALITY IN HEALTHCAREListed here are characteristics of great healthcare

employees. Compassionate-Caring, concerned, & understanding Empathetic-Ability to enter into another’s feelings;

put oneself into another’s shoes Honest-Speaking & doing the truth Conscientious-Always doing one’s best/ being

observant, accurate, & responsible for actions Dependable-Being on time, being reliable, assisting

others when they need it; doing what you say you will do (Fuzy)

(see next slide)


UNIT #4A: DEFINE QUALITY IN HEALTHCARERespectful-Respect & concern for others & their

personal property

Considerate-an understanding of other’s feelings & privacy

Unprejudiced-Treating others the same regardless of culture, race, religion, economic status, or health condition

Nonjudgmental-Not judging the opinions, behaviors, or conduct of others

(Fuzy)

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MODULE COMPETENCY #5 – RESPONSIBILITIES

UNIT #5A: PARTICIPATE IN OWN HEALTHCARERecommended Content When a person advocates and actively participates in

their own healthcare it can sometimes be a daunting task.

Some things to be aware of in the participation are:Educate oneself on diagnosis, treatment, medications, etc.

Communicate and work in collaboration with healthcare providers

Participate fully in treatment decisionsTake care not to spread any diseases to another person


UNIT #5B: CHOOSE PROVIDER & HEALTH CARE PLANRecommended Content Education of oneself is very important when

choosing a provider or a health care plan. Be sure to research providers and plans before

selecting one.


UNIT #5C: HEALTHY HABITSRecommended Content Maintaining healthy habits can benefit a

person their entire lifetime. Some of those healthy habits include:

Eating a health dietExercising regularlyNot smoking

(see next slide)

Balancing Calories• Enjoy food, but eat less• Avoid super-sized portions

Food to Increase• Make half you plate fruits and

vegetable• Make at least half your grains

whole grains

Food to Reduce• Sodium• Frozen meals• Sugary drinks, drink water

instead USDA – United States

Department of Agriculture


UNIT #5C: HEALTHY HABITS

Eating for Better Health


UNIT #5C: HEALTHY HABITS

Exercise Regularly Physical activity simply means movement of the body

that uses energy (US Dept. of Agriculture)

For health benefits, physical activity should be moderate or vigorous and add up to at least 30 minutes a day.

Some physical activities are not intense enough to help you meet the recommendations. Although you are moving, these activities do not increase your heart rate, so you should not count these towards the 30 or more minutes a day that you should strive toward (US Dept. of Agriculture)

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MODULE COMPETENCY #6: SELECTED TYPES OF HEALTHCARE FACILITIESNine units and learning activities round out the

learning for this sixth competency.

1. Identify the structure, department, personnel, and services of acute care hospitals

2. Identify the structure, department, personnel, and services of long-term care facilities.

3. Identify the structure, department, personnel, and services of physicians’ offices/clinics.

4. Identify the structure, department, personnel, and services of ambulatory care/urgent care centers.

(see next slide)

MODULE COMPETENCY #6: SELECTED TYPES OF HEALTHCARE FACILITIES5. Identify the structure, department, personnel, and

services of mental health facilities.

6. Identify the structure, department, personnel, and services of community and home health facilities.

7. Identify the ways (educational and entry requirements) in which individuals can enter and advance within a healthcare career.

8. Name lines of authority.

9. Identify common facility policies.

MODULE COMPETENCY #6: FACILITIES

UNITS #6A – 6F: VARIOUS HEALTHCARE FACILITIES

At this point, Units #6A – 6F will be discussed as one unit. Various departments within a variety of healthcare facilities will be discussed.

The curriculum addresses the structure, departments, personnel and services of various facilities.

(see next slide)


UNITS #6A – 6F: HEALTHCARE FACILITIESRecommended ContentThe curriculum introduces six types of healthcare

facilities to the student. They are:1. Acute Care Hospitals2. Long Term Care Facilities3. Physician Offices/Clinics4. Ambulatory/Urgent Care5. Mental Health Facilities6. Home Health Facilities

A few of these will be discussed on the following slides.(see next slide)


UNITS #6A – 6F: HEALTHCARE FACILITIES Physicians’ Offices/Clinics

May be primary care providers or general practitioners

May be specialties: Dermatologist, Surgeons, Nurse Practitioners

Extended Care (Long-Term Care) FacilitiesIndependent living quartersAssisted living facilitiesSkilled nursing facilities (Intermediate Care)Extended Care (Long-term Care) (see next

slide)


UNITS #6A – 6F: HEALTHCARE FACILITIES Mental Health Care Facilities

Includes emotional, psychological, and social well-being dimensions of a person

It affects how people think, feel, and act.Mental health is important at every stage of life, from childhood and adolescence through adulthood.

Ambulatory/Urgent CareWhen a patient needs medical attention without the need for admission

includes several medical procedures or treatments such as blood tests, X-rays, endoscopy, biopsy and vaccinations


UNIT #6G: ENTERING & ADVANCEMENT

Recommended Content The ways students can enter and advance within

a healthcare career are through completing:High School courses/programsTechnical and Community College courses/programs

Universities courses/programs


UNIT #6H: ORGANIZATIONAL STRUCTURERecommended Content Students will be introduced to an overview of

organizational structures at this point in the module. Organizational structure refers to:

The way in which a group is formedIts line of communicationA means of channeling authority & making decisionsWho does what, who supervises whom, and the reporting chain of command.

(Organizational Structure of Nursing Service Department, n.d.)


UNIT #6H: ORGANIZATIONAL STRUCTUREThere are two types of organizational structures

FormalDescribes positions, tasks, responsibilities and relationships among people in their positions in the different departments in the organization, and presented in diagrammatic form called organizational chart.

InformalDescribes the personal and social relationships that do not appear on the organizational chart.

(Organizational Structure of Nursing Service Department, n.d.)


UNIT #6H: CHAIN OF COMMAND

Recommended Content Chain of Command = “Line of Authority” and

responsibility along which orders are passed within the department, the organization, and between units(Clavreul)

Every healthcare delivery system, and nearly every organization, has a chain of command. In most cases, this chain of command is delineated with a chart, often referred to as an organizational chart.

A person who uses the chain of command correctly protects the himself/herself, the patient, & ultimately, the organization (hospital/clinic/agency) (Clavreul)


UNIT #6H: CHAIN OF COMMANDThe four steps to using Chain of Command are:

1. Call on the charge person

2. Should this fail or if for some reason there is no charge person available look to the Unit/Department head

3. Always move up the “Chain of Command” if you get no response/action from the person you reported to.

Example: if the person that you reported to does not respond/act, then contact the person immediately above & gradually move up the organizational chart until you get a response/action to the situation.

(see next slide)


UNIT #6H: CHAIN OF COMMAND

4. Document. Always use facts about the event & not opinions of personal judgments of the situation.

Example: If a person is having trouble getting appropriate authorization to administer medication or perform a procedure, be sure this is noted in the chart


UNIT #6I: CATEGORIES OF POLICIESRecommended Content The information that the curriculum

introduces to the student are the policies of:CorporateSafety guidelines of facilitiesHuman Resources guidelines

MODULE COMPETENCY #6: ORGANIZATIONAL STRUCTURES


BFS Competency #6: Surgical Showdown


Students review the healthcare systems as it relates to a surgical procedure

BFS Competency #6:Employee Rights


Students review and reflect on the Employee and Medical Family Leave Act


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MODULE COMPETENCY #7: DESCRIBE THE DIFFERENT HEALTH CARE DELIVERY SYSTEMSThree units make up this module competency.

1. Compare public vs. private delivery system.

2. Discuss private vs. government delivery of health care.

3. Explain non-profit delivery system.

MODULE COMPETENCY #7: DELIVERY SYSTEMRecommended Content

Describe the different health care delivery systems.

Public vs. private health care systems Private vs. government health care systems Nonprofit health care systems

MODULE COMPETENCY #7: HEALTHCARE DELIVERY SYSTEMS


BFS Competency #7: Healthcare Systems


Students gather information on a healthcare facility and brainstorm how a patient would encounter the healthcare system


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MODULE COMPETENCY #8: PROBLEM SOLVING

One unit makes up this competency.

1. Discuss the problem-solving process as applied to behaviors for success in healthcare settings utilizing a team approach.

MODULE COMPETENCY #8: PROBLEM SOLVING

UNIT #8A: PROBLEM SOLVING PROCESSRecommended ContentUse the 5 step problem solving process as applied

to behaviors for success in healthcare settings.

Those 5 steps are:

1. Identify the problem

2. Gather information

3. Create alternatives/solutions

4. Select and implement solutions

5. Evaluate and revise solution, if needed

This completesthe curriculum for

Behaviors for Success in Health Care Settings.

(see next slide)

WHAT TO DO NOW? You’ve now been introduced to Behaviors for

Success in Health Care Settings Presented were key points found on the instructor

resource outline and several possible learning activities to use.

You received tips on teaching the material, along with areas to be sensitive to with students.

Now, click on the “Assessments” tab and complete the Behaviors for Success in Health Care Settings Self Assessment.

You are invited to go to the website to preview additional learning activities, PowerPoints, assessments, etc.

You are encouraged to use the instructor learning resource module outline to make notes on which online resources would benefit you and your teaching style.

ACCESSING HEALTHFORCE MINNESOTATo access the HCCC curriculum go to:

1. www.healthforceminnesota.org/resources

2. Click on HCCC

3. Click on CurriculumA.Username: HCCCB.Password: HCCC

4. Select desired module to view

http://www.healthforceminnesota.org/resources

“This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.”

This work by the Health Professions Pathways (H2P) Consortium, a Department of Labor, TAACCCT funded project is licensed under a Creative Commons Attribution 3.0 Unported License.

Power Point created by:Dede Carr, BS, CDA, LDA

Pat Reinhart, RN




REFERENCES

Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Health care delivery systems. In A. Berman, S.J. Snyder, B. Kozier, & G. Erb (Eds.). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice (8th ed.) (pp. 101-116). Upper Saddle River, NJ: Prentice Hall

Clavreul, G.M. (2011). The nursing chain of command. WorkingNurse.com. Retrieved from http://www.workingnurse.com/articles/The-Nursing-Chain-of-Command

Fuzy, J. (2003). The nursing assistant’s handbook. Albuquerque, NM: Hartman Publishing Inc

Fuzy, J. & Leahy, W. (2005). The home health aide handbook. Albuquerque, NM: Hartman Publishing Inc.

Juliar, K. (2003) Minnesota Healthcare Core Curriculum, 2e. Clifton Park, NY: Delmar Publishers, Inc.

United States Department of Agriculture. (2005). Dietary guidelines for Americans. Retrieved from http://www.mypyramid.gov/guidelines/index.html

You have completed Health Care Core Curriculum

Behaviors for Success in Health Care Settings

Congratulations!!! Complete the “Self Assessment”

found under “Assessments”.

Documents

BEHAVIORS FOR SUCCESS IN HEALTHCARE HEALTHCARE CORE CURRICULUM