Behaviors for Success in HealthCare

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.

Behaviors for Success Module Description

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.

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.

Module Outline and Instructor Resources

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.

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.

Module Competencies

Competency 5

Describe the responsibilities of users of the healthcare

• Discuss how one can participate in their own healthcare.• Describe how to choose a provider and healthcare plan.• Identify healthy habits.

Competency 5

Recommended 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 decisions• Take care not to spread any diseases to another person

Participate in Own Healthcare

Recommended 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.

Choose Provider and Healthcare Plan

Recommended Content

Maintaining healthy habits can benefit a person their entire lifetime.

Some of those healthy habits include:• Eating a health diet• Exercising regularly• Not smoking

Healthy Habits

Healthy Habits

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

Foods to Increase• Make half you plate fruits and vegetable• Make at least half your grains whole grains

Foods to Reduce• Sodium• Frozen meals• Sugary drinks, drink water instead

Eating for Better Health

United States Department of Agriculture. (2005).

Exercise Regularly

• Physical 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 you should not count these towards the 30 or more minutes a day that you should strive toward

Healthy Habits

United States Department of Agriculture. (2005).

Competency 6

Nine units and learning activities :

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

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

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

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

• Identify the structure, department, personnel, and services of mental health facilities.

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

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

• Name lines of authority.

• Identify common facility policies.

Competency 6

Recommended Content

• Acute Care Hospitals• Long Term Care Facilities• Physician Offices/Clinics• Ambulatory/Urgent Care• Mental Health Facilities• Home Health Facilities

Various 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) Facilities• Independent living quarters• Assisted living facilities• Skilled nursing facilities (Intermediate Care)

• Extended Care (Long-term Care)

Various Healthcare Facilities

Mental Health Care Facilities• Includes emotional, psychological, and social well-being dimensions of a person • Mental health affects how people think, feel, and act.• Mental health is important at every stage of life, from childhood and adolescence

through adulthood.

Ambulatory/Urgent Care• When 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

Various Healthcare Facilities

Recommended Content

The ways students can enter and advance within a healthcare career are through completing:

• High School courses/programs• Technical and Community College courses/programs• Universities courses/programs

Entering and Advancement

Recommended 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 formed• Its line of communication• A means of channeling authority and making decisions• Who does what, who supervises whom, and the reporting chain of command.

Organizational Structure

There are two types of organizational structures.

Formal

Describes 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.

Informal

Describes the personal and social relationships that do not appear on the

organizational chart.

Organizational Structure

Recommended Content

Chain of Command = “Line of Authority” and responsibility along which orders are passed within the department, the organization, and between units.

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 himself/herself, the patient, and ultimately the organization (hospital/clinic/agency).

Chain of Command

Clavreul, G.M. (2011).

The 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.

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

Chain of Command

Recommended Content

The information that the curriculum introduces to the student are the policies of:• Corporate• Safety guidelines of facilities• Human Resources guidelines

Categories of Policies

Assignment Resources Notes

BFS Competency #6: Surgical Showdown

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

BFS Competency #6:Employee Rights

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

Competency 6: Organizational Structures

Recommended Learning Activities

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

References

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