ncffa.org Files/Curriculum/vetassisting... · Web viewI.Veterinary Medical Terminology. ... AD- right ear. 2. AS- left ear. 3. AU- both ears. 4. OD- right eye. 5. OS-left eye. 6

COURSE: AA41 Veterinary Assisting UNIT A Veterinary Practice Management/ClientRelations

Essential Standard: 1.00 15% C4 Analyze proper usage of veterinary practice management procedures

Objective: 1.01 9% C2 Understand the proper veterinary terminology toaccurately describe and record medical conditions

Source of Information: Veterinary Assisting: Fundamentals and Applications- Beth Vanhorn and RobertW. Clark Chapter 1 (pages 2-12)

Essential Questions:• What are veterinary terminology medical terms?• What are the common prefixes, suffixes, and root words?• What are the common veterinary medical terms related to direction, species, patient history, and

pharmacy?• What are the common veterinary medical abbreviations?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Veterinary Medical Terminology

A. Based on Latin and Greek wordsB. Material taken from Veterinary Assisting: Fundamentals and Applications chapter 1

II. Dissecting a TermA. Dissect or separated them to define their meaningsB. Prefix is at the beginning of the wordC. Root word gives the team its essential meaning. A term may have more than one root

word.D. Suffix is at the end of the wordE. Combining vowel allows for certain terms to be pronounced more easily. Usually the

letter “o” but can be any vowel.F. Common Root Words

Root MeaningArthr/o- JointCardi/o- HeartChem/o- ChemicalCol/o- ColonCutane/o- SkinCyst/o- Urinary bladderDent/o- TeethElectr/o- ElectricityEnter/o- Intestines

AA41 Veterinary Assisting Summer 2014 1

Gastr/o- StomachHem/o- BloodHepat/o- LiverHyster/o- UterusLapar/o- AbdomenMast- Mammary glandNas/o- NoseNephr/o- KidneysOste/o- BoneOvari/o- OvaryRadi/o- RadiationRect/o- RectumRhin/o- NoseUrin/o- UrineUter/o- Uterus

G. Suffixes Meaning “Pertaining To”

Suffix Term Meaning-ac Cardiac Pertaining to the heart-al Renal Pertaining to the kidney-an Ovarian Pertaining to the ovary-ar Lumbar Pertaining to the loin or lower

back-ary Alimentary Pertaining to the gastrointestinal

tract-eal Laryngeal Pertaining to the larynx-ic Enteric Pertaining to the intestines-ine Uterine Pertaining to the uterus-ous Cutaneous Pertaining to the skin-tic Nephrotic Pertaining to the kidneys

H. Common Prefixes

Prefix Meaning Example Definitiona- or an- Without; no Anemia Without or no blood cell

productionAb- Away from Abduction Away from the center o

the bodyAd- Toward Adduction Toward the center of the

bodyAnti- Against; to stop Anticoagulant Medicine used to stop

bleedingDys- Difficult; painful Dysuria Difficult or painful

urinationEcto- Outside Ectoskeleton Bones located outside

the bodyEndo- Within, inside Endothermic Body temperature

controlled within the


bodyExo- Outside Exothermic Body temperature

controlled outside of the body

Hyper- Above normal Hyperglycemia High blood sugar

Hypo- Below normal Hypoglycemia Low blood sugar

Inter- Between Interdigital Between the toes

Intra- Within Intramuscular Within the muscles

Oligo- Very little Oliguria Very little urineproduction

Peri- Around Perioperative Around or during thesurgery

Poly- Many, excessive Polyuria Excessive urineproduction

Post- After Postoperative After the surgery

Pre- Before Preanesthetic Before anesthesia

Sub- Below Subcutaneous Below the skin

Super- Above superimposed Above the surface

I. Common Suffixes

Suffix Meaning Example Definition-centesis Surgical puncture into Cystocentesis Surgical puncture with a

needle into the urinary bladder

-ectomy Surgical removal of Ovariohysterectomy Surgical removal of theovaries and uterus

-emia Blood Hypocalcemia Low blood calcium-gram A record of Electrocardiogram A record of the

electrical activity of the heart

-graph To record with aninstrument

Radiograph A record made usingradiation; x-ray

-graphy The act of recordingusing an instrument

Radiography The act of taking apicture using radiation

-itis Inflammation Colitis Inflammation of thecolon

-logy The study of Histology The study of tissues-lysis To break down Urinalysis The breakdown of

taking a picture using radiation

-megaly Enlargement of Cardiomegaly Enlargement of theheart


-osis Condition Osteoporosis Condition of bone loss-pathy Disease Cardiopathy Heart disease-pexy To suture to Gastropexy To suture to the stomach-plasty To surgically repair Rhinoplasty Surgical repair of the

nose-rrhage- To burst Hemorrhage The bursting of the

blood; bleeding-rrhea- To flow Diarrhea The flow of feces-scope Instrument used to view Microscope Instrument used to view

small items-scopy The act of using an

instrument for viewingEndoscopy The act of using a scope

to view the inside of the body

-stomy To create a new surgicalopening

Cystostomy To create a new surgicalopening in the urinary bladder

-therapy Treatment Chemotherapy Treatment of chemicals-tomy To cut into surgically; to

make an incisionCystotomy To make an incision

into the urinary bladderIII. Putting it all together

A. When dissecting a term use a slash mark to divide the termB. Examples:

a. arthr/itis inflammation of the joint b. cardio/logythe study of the heartc. cardio/megaly enlargement of the heart

IV. Common Directional TermsTerm MeaningAspect AreaCaudal Toward the tailCranial Toward the headDistal Away from the center of the bodyDorsal Toward the back areaLateral Side of the body; toward the outsideMedial Inside of an area; toward the insidePalmar The bottom of the front feetPlantar The bottom of the rear feetProximal Closer to the center of the bodyRecumbency Lying in positionRecumbent LyingRostral Toward the noseTraverse Across an area dividing it into cranial and

caudal sectionsVentral Toward the abdomen or belly area


V. Veterinary Terms and AbbreviationsA. Species Terms

1. Amphibian- frog/toad2. Avian- bird3. Bovine- cow4. Canine- dog5. Caprine- goat6. Cavy- guinea pig7. Equine- horse8. Feline- cat

9. Lagomorph- rabbit10. Murine- rat or mouse11. Ovine- sheep12. Porcine- pig or swine13. Poultry- chicken and turkey14. Primate- monkey and ape15. Reptile- snake and lizard16. Terrapin- turtle

B. Common Animal TermsTerm Definition Term DefinitionBitch Intact female dog Farrowing Labor process of swineLitter Group of newborn dogs Gilt Young female pig that has

not farrowedPuppy Young dog Piglet Young pigStud dog Intact male dog Stag Male pig castrated after

maturityWhelping The labor process of dogs Colt Young male horseKitten Young cat Filly Young female horseTom Intact male cat; male

turkeyFoal Young male or female

horseQueen Intact female cat Gelding Castrated male horse;

castrated male llamaQueening The labor process of cats Hand The measurement of a

horse equal to 4 inchesBuck Male rabbit; male goat;

male deerHerd Group of horses

Doe Female rabbit; femalegoat; female deer

Horse Horse over 14.2 hands inheight

Kindling Labor process of rabbitsand ferrets

Mare Intact female horse

Kit Young rabbit; young ferret Pony Horse under 14.2 handsLapin Neutered male rabbit Stallion Intact adult male horseGib Neutered male ferret Weanling Young horse under a year

of ageHob Intact male ferret Yearling Young horse between the

ages of 1 and 2 yearsJill Intact female ferret Donkey Donkey crossed with a

donkeySprite Neutered female ferret Hinny Cross of a male horse and

a female donkeyBoar Male guinea pig; male pig Jack Intact male donkeyPup Young guinea pig; young

mouse; young rat; young dog

Jenny Intact female donkey

Sow Female guinea pig; femalepig

Mule Cross of a male donkeyand a female horse

Dam Female rat; female mouse;term for a female parent

Ewe Intact female sheep


that is breedingSire Male rat; male mouse;

term for a male parent that is breeding

Lamb Young sheep

Chick Young parrot; youngchicken

Lambing Labor process of sheep

Cock Male parrot; male chicken Ram Intact male sheepFlock Group of birds; group of

chickens, turkeys or ducksWether Castrated male sheep;

castrated male goatHen Female parrot; female

chicken; female turkeyFreshening Labor process of dairy-

producing animalsClutch Group of eggs Kid Young goatPoult Young turkey; young

chickenKidding Labor process of goats

Capon Young castrated malechicken

Bull Intact male cow; intactmale llama

Cockerel Immature male chicken Cow Intact female cow; intactfemale llama

Pullet Immature female chicken Cria Young llamaRooster Male chicken Calf Young cowDrake Male duck Calving Labor process of cowsDuck Female duck Heifer Young female cow that has

not been bredDuckling Young duck Stag Mature castrated male cowBarrow Young castrated male pig Steer Young castrated male cow

C. Common Veterinary Abbreviations1. C or cast- castrated2. C-sect- C-section or

caesarian section3. d- day4. d/c-discharge5. DLH- domestic long hair

(cat)6. DSH- domestic short hair

(cat)7. d/o-drop off8. EX-exotic9. F- female10. K-9-dog or canine

11. M-male12. Mo-month13. NM-neutered male14. o-owner15. p/u-pick up16. rec-recommend17. S or SF- spayed or spayed

female18. S/R- suture removal19. Sx- surgery20. Wk-week21. Y or yr- year

D. Terms related to Patient History1. Anorexia- not eating or decreased appetite2. BM- bowel movement3. D- diarrhea4. Dysuria-difficulty or trouble with urination5. Dz- disease6. HBC- hit by car7. Hematuria- blood in the urine8. Hx- history


9. Lethargic-tired or inactive10. PD-polydipsia (increased thirst)11. PU-polyuria (increased urination)12. U-urine13. V-vomiting14. V/D-vomiting and diarrhea

E. Terms Related to Physical Examination1. Acute-short term2. Anals or AG- anal glands3. BAR- bright, alert,

responsive4. CHRONIC- long term5. CRT- capillary refill time6. Dx- diagnosis7. FeLV- feline leukemia virus8. FIP- feline infectious

peritonitis9. FIV- feline

immunodeficiency virus10. HR- heart rate11. L- left12. LN- lymph node13. mm- mucous membranes14. N or [-] negative15. NR- nothing reported

F. Laboratory Terms and Abbreviations1. Bx- biopsy2. CBC- complete blood count3. CHEM- blood chemistry

panel4. C/S or C&S- culture and

sensitivity

16. NSF- no signs found17. PE- physical exam18. Px- prognosis19. QAR- quiet, alert, responsive20. R- right21. RR- respiratory rate22. Rx- prescription23. SOAP- Subjective, Objective,

Assessment, Plan24. TPR- temperature, pulse,

respiration25. Tx- treatment26. URI- upper respiratory

infection27. UTI- urinary tract infection28. WNL- within normal limits29. Wt- weight30. + positive

5. Cysto- cystocentesis6. Fecal- fecal or stool sample7. HW- heart worm8. PCV- packed cell volume9. T4- thyroid test10. UA- urinalysis

G. Pharmacy Terms and Abbreviations1. BID- twice a day2. Cap- capsule3. cc- cubic centimeter4. d- day5. EOD- every other day6. h- hour7. kg- kilogram8. mg- milligram9. ml- milliliter

10. NPO- nothing by mouth11. oz- ounces12. PO- by mouth13. prn- refill as needed (per

required need)14. q-every15. qd-every day16. QID- four times a day17. Rx- prescription


18. SID- once a day19. Tab- tablet20. TID- three times a day21. w-week

22. / -per23. # or lb- pound24. #- number of tablets to

dispense

H. Eyes and Ears1. AD- right ear2. AS- left ear3. AU- both ears4. OD- right eye5. OS-left eye6. OU- both eyes

I. Routes of Medical Administration1. Adm.- administer2. IC- intracardiac (into the heart)3. ID- intradermal (within the layers of skin)4. IM- intramuscular (into the muscle)5. IN-intranasal (into the nasal cavity)6. IO- intraosesous (into the bone)7. IP- intraperitoneal (into the peritoneum or lining of the abdomen)8. IT- intratracheal (into the trachea or windpipe)9. IV- intravenous (into the vein)10. PO- by mouth or orally11. SQ or SUB-Q- subcutaneous (under the skin)

J. Association Abbreviations1. AAHA- American Animal Hospital Association2. AVMA- American Veterinary Medical Association3. NAVTA- National Association of Veterinary Technicians in America4. TVMA- Texas Veterinary Medical Association5. OFA- Orthopedic Foundation of America



Essential Standard: 1.00 15% C4 Analyze proper usage of veterinary practice management procedures


1.01 Activities List

1.01.01 Medical Terminology Dice Activity: Building Blocks of Words1.01.02 Medical Abbreviations Matching Cards1.01.03 Watch for review or as a preview and have students highlight terms that were similar to

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1.01.04 Medical Terminology Assessment: Use Instructor Resource to Accompany to form an assessment



Essential Standard: 1.00 15% C3 Demonstrate proper usage of veterinary practice management procedures


Activity 1 Medical Terminology Dice Activity: Building Blocksof Words

Introduction to Veterinary Medical TerminologyBuilding Blocks of Words

Names of group members:

Direction s:

• For each group you will create and build 3 die.• One will be for Prefixes• One will be for Root Words• One will be for Suffixes

For each dice you will select 6 terms, example: on the Prefixes dice you will select 6 to label the 6 sides.

Once you have labeled and constructed the three dice, take turns rolling the dice and list the prefix, the root word and the suffix, and determine the correct notation of the word and its meaning.


Prefix Rootword Suffix Word Meaning


/ '\

' /

/ "'\/ "'\


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Essential Standard: 1.00 15% C3 Apply proper usage of veterinary practice management procedures


Activity 2 Medical Abbreviations Matching Cards

P urpose:

AbbreviationsVeterinary Terminology

Introduction/Review/Assessment Activity

To learn the common abbreviations used in the veterinary field.P r o cedu re :

Can be used as an introductory activity, give students each a card and have them find their match. Or use it as a review/assessment by having student match pairs in groups, or put one on the wall and one to the kids and havethem locate the correct match.

Cut out the cards. Use them as you wish.

ad lib.As much as

desired


sid One time daily

bid Two times daily

tid Three times daily


qid Four times daily

qh Every hour

qd Every day


w/o Without

Stat Immediately

N Normal


DSHDomestic Short Hair

(cat)

DLHDomestic Long Hair

(cat)

Dx Diagnosis


Hx History

Rx Prescription

Sx Surgery


FeLVFeline

leukemia virus

FIAFeline

infectious anemia

FIPFeline

infectious peritonitis


ECG Electrocardio gram

ICU Intensive care unit

cc Cubic centimeter,


ml Milliliter

wt Weight

HR Heart rate


PCV Packed cell volume

sg Specific gravity

TPRTemperature,

pulse, respiration


UA,U/A Urinalysis

IM Intramuscular

IP Intraperitoneal


IV Intravenous

Sub-Q Subcutaneous

rbc Red blood cell


wbc White blood cell

DVMDoctor of Veterinary Medicine

CNSCentral Nervous System


GI Gastrointestinal

DOA Dead onArrival

DOB Date of Birth


Female

Male




Objective: 1.02 6% C4 Analyze methods to correctly maintain veterinarymedical records

Source of Information: Veterinary Assisting: Fundamentals and Applications- Beth Vanhorn and RobertW. Clark Chapter 2 pages 13-27

Essential Questions:• What is the purpose of the veterinary medical record?• Who owns the veterinary medical record?• How do you create the veterinary medical record?• What is the proper way to record the information in the medical record?• What is included in the record?

UNPACKED CONTENTNote to Teacher: Create guided notes and/or visual presentations for unpacked content

I. Purpose: to provide information for each veterinarian and serves as a diary of ananimal’s health that is helpful in multiple doctor facilities and to transfer records. A. It includes:1- Patient2- Client (animal owner)3- Patient history4- Medical/Surgical records5- Progress notes6- Lab informationB. The medical record is owned and is the property of the veterinary facility1- serves as a legal document that is private and confidential2- allows for the Veterinary-Client-Patient-Relationship (VCPR) to be established which provides the opportunity for the veterinarian to make judgments regarding health, diagnosis, how to provide care, and the way records are maintained3- must remain in the facility for 1-3 years although many hospitals keep records for7 years after last visit

II. Creating a Medical RecordA. File should include the following sections or forms:

1- Client and patient information2- Master problem list with details of a patient’s history and previous medical

problems, vaccines or surgeriesB. When writing the medical record also make a cage card to identify and locate

each patient


C. After treatment is recommended by the veterinarian an estimate sheet will be prepared with costs listed1- Treatment will b reviewed with the client and consent forms signed2- Care will also be reviewed with the client so the owner can continue to

medicate and care for the patientD. The invoice should be placed on top for easy access for all in the veterinary clinic

III. Recording the Information in the Medical RecordA. All information must be recorded in blue or black ink (NEVER in pencil or other

ink colors)B. All information should be accurate and legible- if a mistake is made then place a

single line through the error and initial the error then place the corrected statement after the entry

C. Record all communications with clients in the record and initialD. One record per patientE. SOAP- subjective, objective, assessment, and plan

1- Subjective: animal’s overall appearance (attitude)2- Objective: vitals- TPR (temperature, pulse, respiration), weight3- Assessment: veterinary diagnosis4- Plan: treatment or procedure

IV. Filing Medical RecordsA. Paper or computer records are available but most facilities use a combination of

both1- Paper- stored in a file with pockets or clasps2- Computer- various programs exist

B. Common filing systems1- Alphabetical- usually client’s last name with color code and first two to three

letters of last name2- Numerical- client assigned number or each patient assigned number. With

this system each digit is assigned a color and the year is clearly identified.

V. Consent Forms and CertificatesA. Consent Forms are used to identify to the client any recommended procedures

with prices while patient is under the veterinary facility care1- Client signs consent form to show agreement of medical care and risks2- Serves as a legal agreement

B. Neuter certificate provides proof that pet has been spayed or castrated and is no longer sexually intact

C. Rabies certificate: rabies is legally required and will show proof if an animal bites another person or pet


D. Health certificate: issued if an animal is being transported out of state or out of the country- (includes a physical exam from a veterinarian that states the animal isfree of disease and required vaccinations are up to date)

VI. Medical Records as Legal DocumentsA. Staff should protect the personal privacy of clients by maintaining confidentialityB. All information in a record is private and not to be discussed without approvalC. Client should sign a waiver of confidentiality for release of records

VII. InvoicingA. Veterinary Assistant should be able to invoice proceduresB. Can be completed on paper or with computer program






1.02.01 Filing Medical Records Evaluation

1.02.02 Example of APHIS Health Certificate: Have students practice filling out

1.02.03 Medical Records Assessment: Use Instructor Resource to Accompany to form an assessment


COURSE: AA41 Veterinary Assisting UNIT A Veterinary PracticeManagement/Client Relations

Essential standard: 1.00 15% C3 Apply proper usage of veterinary practice management procedures


Activity 1: Filing Medical Records Evaluation

E valu ation Ch eck list

Veterinary Medical Records

Student passes written examStudent locates all tools and suppliesStudent uses all supplies properlyStudent records all necessary information accuratelyStudent places label stickers correctly

Veterinary Medical Recording and Filing Skills

Student uses blue or black penStudent records information on all formsStudent uses accurate informationStudent uses proper veterinary terminologyStudent writes legiblyStudent files correctly

STUDENT SIGNATURE: Date:

INSTRUCTOR SIGNATURE: Date:



Essential Standard: 2.00 12% C3 Apply proper communication skills in a clinical setting

Objective: 2.01 6% C3 Implement the proper techniques to scheduleappointments and manage clients


Essential Questions:• How do members of the veterinary team schedule appointments?• What are the types of appointment schedules?• What are the types of appointments in a veterinary facility?• How should the assistant keep the appointment book organized?• What are policies or procedures?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Veterinary Appointment Book is typically done through computerized systems

although some facilities still use paper systemsII. Types of Appointment Schedules

A. Wave: maintained by veterinarian that sees a total number of patients within a set time. The veterinarian will determine how many patients in an hour

B. Flow: based on each patient being seen at a specific time with the most common interval being 15 minutes. This schedule is easy for the veterinarian to get behind

C. Fixed office hours: clients are seen as they arrive. This schedule there is little control over the flow of patients

III. Types of AppointmentsA. Routine Appointments- seen during the appointment schedule with each routine

spaced out according to how long it is expected to take1- Yearly physical examinations2- Vaccinations3- Sick patient exams

B. Surgical Appointments1- Kept in a separate appointment book and schedule2- Done at specific times of the day3- May have specific days for specific surgeries4- Surgery schedules may have a specific drop off time


5- Schedule should include the following: owner name, phone number, patient name, breed or species and surgical procedure

6- Pre-surgical instructions are given to the client and should include:a. Not feeding 12 hours prior to surgeryb. Not giving water 8 hours prior to surgery c. Bring in pet at a specific timed. Signing surgical release forme. Signing pre-surgical blood work consent form f. Signing estimates for servicesg. Alerting the staff and bringing in prescribed medications

C. Emergency and Walk-In Appointments1- Emergency is an appointment that must be seen immediately and is a life or

death situationa. Common emergencies include: hit by car, severe wounds, bloat, and

others2- Walk-Ins are clients that show up without an appointment3- To serve emergencies and walk-ins- allow several slots during the day to

space out so not to interfere with already scheduled appointmentsD. Drop Off Appointments

1- Allows for flexibility for both the owner and staff2- It is important that the owner sign consent forms with contact numbers for the

health care team if any questions ariseE. House calls

1- Usually at the client’s home or farm2- Most hospitals will take phone calls and return messages after reviewing

schedules3- All files for clients should be assembled prior to the appointment4- Extra forms are included in the case that there is an unreported problem

IV. Organization of the Appointment BookA. Most appointment books are available with 15 minute time slotsB. The appointment book should have ample room to write in all information

V. Scheduling AppointmentsA. All information should be written in pencil so changes can be made if an

appointment cancels or needs to be rescheduledB. If filing system method is alphabetical then appointment should be written last

name firstC. If filing system is numeric then record the client number


D. Hospital will have recommendations for common veterinary procedures and the amount of time that the appointments should take.

VI. Working with the clientA. When an appointment is scheduled, read back the date and time of the

appointment to make sure all information is accurateB. When at all possible give appointment cards to remind clients of appointment

datesC. Be sure new clients have clear directions to the facility

VII. Policies and Procedures- Provided to each staff member so everyone will understand rules and regulations including ethics and each manual outlines expectationsA. Policy manual provides information regarding what the staff expectations areB. Procedures manual provides rules regarding the workings of the veterinary facility






2.01.01 Appointment Scheduling Evaluation Sheet

2.01.02 Veterinary Ethics Evaluation Sheet

2.01.03 Use Instructor Resource to Accompany to form an assessment

2.01.04 FFA LifeKnowledge Understanding the Role of Responsible Citizens: Just as there is proper way to handle animals that are humane, there is proper etiquette to be used in certain social settings https://www. ffa . or g /do c um e nts/l ea r n/AH S 41.pdf

2.01.05 FFA LifeKnowledge Developing a Service-Leadership Attitude: Illustrate the relationship between serving and leading and how ethics plays an important role in that aspect. https://www. ffa .o r g /do c u m e nts/l ear n/H S 103.pdf





Activity 1 Appointment Scheduling Evaluation Sheet


Scheduling appointments

All supplies and equipment are available and ready t use All supplies are used properly Student uses correct step-by-step procedures Student places correct information in scheduling interval Student records information legibly

Appointment Information

Student records the client’s name properly Student records telephone number correctly Student records patient information with name, age, gender, color, breed Student records the reason for the appointment Student indicates the veterinarian







Activity 2 Veterinary Ethics Evaluation Sheet


Veterinary Ethics

Student can identify between ethical and unethicalStudent follows laws of veterinary medicineStudent understands the Veterinary Client Professional RelationshipStudent understand that medical records are confidentialStudent gives an example of an unethical act





Essential Standard: 2.00 12% C3 Demonstrate proper communication skills

Objective: 2.02 6% C3 Execute effective communication through written,verbal, and technological formats


Essential Questions:• What are the essential components of communication?• What is the difference between verbal, non-verbal, and written communication?• What is the different communication skills needed in a veterinary facility?• How do veterinary assistants interact with people?• How can you handle grief while effectively communicating with clients?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. The Communication Process

A. Five essential components1- Sender- person trying to relay an idea2- Message- the idea3- Receiver- person intended to understand the message4- Channel- route of communication (verbal, non-verbal, and written)5- Feedback- receiver returns message

B. Verbal communication1- Spoken words between two or more people2- Most common3- Important to be able to speak well to other people

C. Non-verbal communication1- Interaction between people without the use of spoken words2- Body language- mannerisms and gestures that tells how a person feels3- Positive body language will assist in dealing with upset clients

D. Written communication1- Used for progress records, writing letters, memos, emailing or texting

someone2- Must be clear, accurate, and understandable3- Keep a notepad and pencil next to the telephone to record accurate messages

E. Technological communication


1- Many animal hospitals today use alert systems to send out reminders via email, text messages, or utilize social media

2- This form of communication utilizes written communication through non- traditional means

3- Veterinary Assistants should treat this form of communication as written andeach message should be cognizant of limitations to avoid complications

II. Appropriate communication skillsA. Courtesy- putting someone else’s needs and concerns before your own. All

people should be treated with respect and professionalismB. Kindness- exemplifies being helpful, understanding, and working in a friendly

manner. Treat others as you would like to be treatedC. Patience- trait that demonstrates calm demeanor in all situations without any

negative complaintsD. Tactfulness- doing and saying the appropriate things at the correct timeE. Sympathy- sharing feelings with each other in a time of sadnessF. Empathy- being able to understand another’s feelings at a particular time

III. Interacting with peopleA. Speaking

1- Speech communication requires practice and experience2- Conversations from people may have no focus on the task at hand and will

have to be clarified3- Remember that each person is different so treat each person as an individual

B. Listening1- Essential in veterinary field2- Train to focus on what is being said3- Hear what is being said and think about the words to clearly understand the

main pointC. Observation

1- Used to pay attention to a person’s body language and speechIV. Grief and Communication Terminology

1- Grief- an emotion that people feel after they have lost a pet or loved one. The close emotion is known as the human animal bond

2- Euthanasia- process of humanely ending an animal’s life3- Humane- used to describe what is considered acceptable by people in regards to

an animal’s mental, physical, and emotional well-being4- Shock- emotion of sudden death of a pet5- Denial- person may not accept the pet’s death6- Bargaining- allows the person an attempt to resolve the pet’s problem by any

means possible7- Acceptance- owner understands and accepts that the pet has passed away


8- Anger- natural emotion in the event of the trauma9- Sorrow- emotion that leads to sadness over the loss of the pet10- Depression- state of sadness where a person becomes so sad they can’t handle the

normal functions of daily life11- Guilt- stage when a person feels he or she should be able to do something to save

the pet




Objective: 2.02 6% C3 Execute effective communication through written,verbal, and technological formats


2.02.01 Communication and Client Relations Evaluation Sheet

2.02.02 Play game of telephone and see how message changes

2.02.03 FFA LifeKnowledge Answering Questions from Others: Answering questions from others is a lot like learning terms, both provide a foundation for higher order thinking https://www. ffa .o r g /do c u m e nts/l ear n/M S 043.pdf

Capstone Activity for Unit A




Objective: 2.02 6% C3 Apply effective communication through written,verbal, and technological formats

Activity 1 Communication and Client Relations EvaluationSheet


Interpersonal Communication Skills Supplies and equipment is available and ready to use Supplies are being used properly Student speaks clearly Student listens well Student uses eye contact Student uses correct grammar Student is polite and friendly

Client Communication Skills Written communication is accurate Written communication is legible Student asks the client if they had any questions Student gives a copy of information Student gives client the invoice

Telephone Communication Skills Student answers the phone properly Student states their name Student asks how they can help the client Student places client on hold, if necessary, in a polite way Student records the information correctly Student speaks slowly and clearly

STUDENT SIGNATURE: Date: INSTRUCTOR SIGNATURE: Date:


COURSE: AA41 Veterinary Assisting UNIT B Pharmacy and Laboratory Procedures

Essential Standard: 3.00 6% C4 Analyze the requirements for ethically and legally handling pharmaceuticals

Objective: 3.01 3% C4 Analyze the legal issues involving drugs in theworkplace


Essential Questions:• What are the types of drugs that may be handled in a veterinary pharmacy?• What are the legal requirements of prescribing medications?• What are the legal requirements of labeling prescriptions?• What are the guidelines for storing medications?

UNPACKED CONTENTNote to Teacher: Create guided notes and/or visual presentations for unpacked content

I. Types of MedicationsA. Over the counter drugs-can be purchased by anyone at any time B. Prescription drugs-can only be ordered by licensed veterinarian C. Controlled substances

1. Prescription drugs that have a high abuse potential2. Regulated by the DEA3. Can only be prescribed by licensed veterinarian4. Must be legally stored behind two locks5. The outer locked area must be permanently fixed in place6. Limited access7. Controlled substance log must be kept

D. Vaccinations1. Given to prevent diseases2. Most often given by intramuscular, subcutaneous, or intranasal routes3. Frequency of vaccination depends on the specific disease being vaccinated

against4. Initial vaccines given to young animals must usually be boostered within

3-4 weeks of the very first vaccineII. Veterinarian/Client/Patient Relationship

A. In NC, a veterinarian must have performed an exam on the patient within the past12 months to legally write a prescription


III. Reading a Prescription- a prescription written by a veterinarian will include the following information

A. Medication nameB. Medication strengthC. Method of administration D. Amount to be administered E. Frequency of administration F. Length of useG. Amount to be dispensedH. Special instructionsI. Number of refillsJ. Veterinarian name and addressK. Owner’s name and addressL. DateM. Veterinarian’s signature

IV. Labeling a Prescription- NC law requires the following information be included on all prescription labels

A. Veterinary facility name, address, phone number Name of prescribing veterinarian

B. Client nameClient address, if controlled substance

C. Patient name or ID numberD. Medication name

Medication strength

E. Date dispensedF. Amount per treatment or use

Route of useFrequency of treatmentsLength or duration of use

G. Quantity dispensedH. Expiration dateI. Number of refillsJ. Special instructions

V. Medication StorageA. Oldest dates firstB. Remove outdated itemsC. Store according to storage recommendations on insertD. Room temperature or refrigeratedE. Away from direct sunlightF. DryG. Alphabetical order






3.01.01 Differentiating Medication Types

3.01.02 Medical Math Worksheet

3.01.03 Veterinary Laws Evaluation Sheet

3.01.04 Prescription Filing Evaluation Sheet

3.01.05 Legal Issues Assessment: Use Instructor Resource to develop an assessment

3.01.06 FFA LifeKnowledge Earning Trust: Show how the inappropriate methods of drug administration can be determined just as in appropriate actions can cause distrust and harm an individual. https: / /www. ffa .o r g /do c um e nts/l e a r n / H S 061.pdf





Activity 1 Differentiating Medication Types

Fill in the chart about different types of medications.

Type ofMedication

Where it can be purchased

Requires aPrescription Storage Monitored by the

DEA

Over the Counter(OTC)

Prescription

Controlled

Vaccine


50 lb dog 1 kg 5 mg Baytril 1 mL2.2. lb 1 kg dog 22.7 mg Baytril

25 lb dog 1 kg 6 mg Propofol 1 mL2.2. lb 1 kg dog 10 mg Propofol

10 lb cat 1 kg 3 mg Ketoprofen 1 mL2.2. lb 1 kg cat 100 mg Ketoprofen




Activity 2 Medical Math Worksheet

1. A 50 lb dog has been prescribed Baytril (enrofloxacin) for a post-surgical infection. The dose is 5 mg/kg. Baytril comes in a strength of 22.7 mg/ml. How many milliliters would be given to thedog?

= 5.00 mL

2. Propofol is used to induce anesthesia in a 25 pound dog. The dose is 6 mg/kg, and propofol comes as a 10 mg/ml solution. How much should the dog be given?

= 6.82 mL

3. A 10 pound cat has been prescribed ketoprofen for pain. Ketoprofen is a 100 mg/ml solution, and the dose is 3 mg/kg. How many milliliters should the cat be given?

= 0.14 mL


40 lb dog 15 mg cephalexin 1 caplet1 lb dog 250 mg cephalexin




18 lb cat 6.25 mg clavamox 1 tablet1 lb cat 62.5 mg clavamox

18 lb cat 6.25 mg clavamox 1 tablet1 lb cat 125 mg clavamox

1100 lb horse 1 kg 1.1 mg Banamine 1 mL2.2. lb 1 kg horse 50 mg Banamine

4. A 40 pound dog has been put on a 2 week course of cephalexin antibiotics. The dose is 15 mg/lb q12 hr or 10 mg/lb q8hr. Cephalexin caplets come in 250 or 500 mg size. How many of which size caplets should be dispensed?

= 2.4 – 250 mg caplets q 12 hr




The dog should be given 1 - 500 mg caplet every 8 hours (closest to a full caplet0> The dog needs 3 caplets per day for 14 days = 42 caplets total.

5. An 18 lb cat has been prescribed clavamox antibiotic. The dose is 6.25 mg/lb and it comes in 62.5 mg or 125 mg tablets. Which size tablets should be used?\

= 1.8 tablets

= 0.9 tablets

The cat should be given 1 125 mg tablet per dose.

6. An 1100 pound horse is given Banamine (flunixin meglumine) for colic pain. If the dose is 1.1 mg/kg IV and the solution is 50 mg/ml, how much should the horse be given?

= 11 mL


600 lb horse 1 kg 2.2 mg Gentamicin 1 mL2.2. lb 1 kg horse 100 mg Gentamicin

1000 lb horse 1 kg 0.02 mg Dormosedan 1 mL2.2. lb 1 kg horse 10 mg Dormosedan

900 lb heifer 1 kg 1.1 mg Naxcel 1 g 20 mL

2.2. lb 1 kg horse 1000 mg 1 g Naxcel

1200 lb horse 1 kg 7 mg ranitidine 1 tablet2.2. lb 1 kg horse 300 mg ranitidine

7. A 600 pound yearling horse is prescribed gentamicin at a dose of 2.2 mg/kg IM every 12 hours for 7 days. Gentamicin is a 100mg/ml solution. How much should be administered at each dose? How much should be dispensed for the entire course?

= 6 mL

6 mL dose twice a day for 7 days is 14 doses, therefore 84 mL should be dispensed for the entire course.

8. A 1000 pound horse is given Dormosedan (detomidine) to sedate him for a dental examination.Dormosedan is sold as a 10mg/ml solution and is administered at a dose of 0.02 mg/kg IV. How much should the horse be given?

= 0.9 mL

9. A 900 pound Angus heifer is prescribed Naxcel (ceftiofur) for shipping fever. Naxcel must be reconstituted before use. If a 1 g vial is reconstituted with 20 ml of sterile water and the dose is1.1 mg/kg IM once daily for 3 treatments, will one bottle be enough to finish the treatments?

= 9 mL per dose

9 mL given once a day for 3 days is 27 mL. Therefore, 1 vial will not be enough for 3 treatments.

10. A 1200 pound show horse is prescribed ranitidine for the prevention of stomach ulcers while at a show. Ranitidine is administered at a dose of 7 mg/kg twice daily and is sold as a 300 mg tablet.How many tablets should be dispensed for a 5 day course?

= 12.7 tablets

The horse should be given 13 tablets (round up) per dose. Twice a day for 5 days is 10 doses, therefore 130 tablets should be dispensed.





Activity 2 Medical Math Worksheet

1. A 50 lb dog has been prescribed Baytril (enrofloxacin) for a post-surgical infection. The dose is 5 mg/kg. Baytril comes in a strength of 22.7 mg/ml. How many milliliters would be given to the dog?

2. Propofol is used to induce anesthesia in a 25 pound dog. The dose is 6 mg/kg, and propofol comes as a 10 mg/ml solution. How much should the dog be given?

3. A 10 pound cat has been prescribed ketoprofen for pain. Ketoprofen is a 100 mg/ml solution, and the dose is 3 mg/kg. How many milliliters should the cat be given?

4. A 40 pound dog has been put on a 2 week course of cephalexin antibiotics. The dose is 15 mg/lb q12 hr or 10 mg/lb q8hr. Cephalexin caplets come in 250 or 500 mg size. How many of which size caplets should be dispensed?

5. An 18 lb cat has been prescribed clavamox antibiotic. The dose is 6.25 mg/lb and it comes in 62.5 mg or 125 mg tablets. Which size tablets should be used?\


6. An 1100 pound horse is given Banamine (flunixin meglumine) for colic pain. If the dose is 1.1 mg/lb. IV and the solution is 50 mg/ml, how much should the horse be given?

7. A 600 pound yearling horse is prescribed gentamicin at a dose of 2.2 mg/kg IM every 12 hours for 7 days. Gentamicin is a 100mg/ml solution. How much should be administered at each dose? How much should be dispensed for the entire course?

8. A 1000 pound horse is given Dormosedan (detomidine) to sedate him for a dental examination.Dormosedan is sold as a 10mg/ml solution and is administered at a dose of 0.02 mg/kg IV. How much should the horse be given?

9. A 900 pound Angus heifer is prescribed Naxcel (ceftiofur) for shipping fever. Naxcel must be reconstituted before use. If a 1 g vial is reconstituted with 20 ml of sterile water and the dose is1.1 mg/kg IM once daily for 3 treatments, will one bottle be enough to finish the treatments?

10. A 1200 pound show horse is prescribed ranitidine for the prevention of stomach ulcers while at a show. Ranitidine is administered at a dose of 7 mg/kg twice daily and is sold as a 300 mg tablet. How many tablets should be dispensed for a 5 day course?



COMPETENCY: 3.00 6% C4 Explore the requirements for ethically and legally handling pharmaceuticals

Standard: 3.01 3% C4 Analyze the legal issues involving drugs in theworkplace

Activity 3 Veterinary Laws Evaluation Sheet


Veterinary Laws

Student knows the difference between direct and indirect supervisionStudent understands common lawStudent understands statutory lawStudent understand the difference between malpractice and negligenceStudent knows and identifies OSHA Student understands DEA and FDA







Activity 4 Prescription Filling Evaluation Sheet


Prescription Skills

Student passed pharmacy written examStudent can read a prescriptionStudent can properly complete a pharmacy labelStudent can apply labelStudent can select a pharmacy container

Dosage Skills

Student can calculate pharmacy dosageStudent can use a pill counting trayStudent can dispense the correct amount of medicationStudent can use a controlled substance logStudent can discuss OTC drugs Student can discuss prescription drugs Student can discuss DEA guidelines

Pharmacy Skills

Student can use pet pillerStudent can use a balling gunStudent can properly administer oral medication Student can properly administer aural medications Student can properly apply topical medication Student can properly apply ophthalmic medication






Objective: 3.02 3% C3 Apply knowledge of pharmacy laws to properly fillprescriptions

Source of Information: Veterinary Assisting: Fundamentals and Applications- Beth Vanhorn and RobertW. Clark Chapter 50 pages 765-767 dispensing medication 768-774 and Chapters 47 pages 692-698- injections,Essential Questions:

• What are the legal requirements of dispensing prescription medications?• What are the routes of administration possible for medications?• What should be included in client education about prescription medications?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Dispensing Medications

A. Must be dispensed in childproof containerB. Client can request a non-child proof container due to physical impairmentC. Bottles or containers may be colored to reduce light exposureD. Triple check all drug namesE. Verify expiration datesF. Remember rights of medication administration

1. Right patient2. Right drug3. Right strength4. Right quantity5. Right frequency

II. Amount to DispenseA. May need to be calculatedB. All matches should be double checkedC. Medications may be counted, using a pill-counting tray

III. Educating Client on Medication UseA. Carefully go over instructions to clientB. Teach how to administerC. Explain

1. Why medication is being administered2. How medication is to be administered3. How much is to be administered


4. When the medication is to be administeredIV. Administering Oral Medications

A. Tablets, capsules, or liquidsB. Placement at the back of the mouth for swallowingC. Pet piller- Used to place medication in back of throatD. Balling gun- Dispensing device used for large animals

V. Administering Aural MedicationsA. Instillation in the ear canalB. Used to treat ear infection or mitesC. Breakdown of wax buildupD. Usually liquid

VI. Administering Topical MedicationsA. Applied to the skinB. Antiseptics, flea and tick preventions, and wound treatments

VII. Administering Ophthalmic MedicationsA. Applied to the eyesB. To treat eye conditionsC. Used to protect eyes during bathingD. Must be kept sterileE. Liquid or ointment

VIII. Administering InjectionsA. Veterinary practice acts in some states may allow the veterinary assistant to

perform the following injections1. Subcutaneous- Administered under the skin2. Intranasal- Administered into the nose3. Intramuscular - Administered into muscle

B. Filling a Syringe1. Things to consider before completing task

i. Syringe sizea. Volume should be slightly larger than required doseb. Allow for aspiration (removing air bubbles)

ii. Needle size (gauge)a. Determined by patient size, thickness of liquid, and

injection rateb. The greater the diameter of the needle, the lower the gauge c. The thicker the drug, the lower the needle gauged. The more rapid the administration, the lower the needle

gaugeiii. Labeling a syringe

a. Drug or vaccine name/type


b. Amount or dose prepared c. Dated. Patient namee. Initial of person preparing the syringe

C. Subcutaneous Injections1. Frequently used for vaccines and antibiotics2. Administered at base of neck between the shoulder blades3. Avoid passing needle outside skin

D. Intramuscular Injection1. Common injection sites

i. Small animalsa. Quadriceps b. Hamstring c. Epaxial

ii. Large animalsa. Brisket/Chest b. Neckc. Hamstring

E. Intranasal Injections1. Placing drops of liquid in nasal cavity2. Respiratory medications and vaccines may be given this way3. Elevate the head and neck so the drops don’t leak back out






3.02.01 Rubric for Filling a Prescription

3.02.02 Rubric for Administering Oral Medication

3.02.03 Rubric for Administering Aural Medication

3.02.04 Rubric for Administering Intramuscular Injections

3.02.05 Rubric for Administering Ophthalmic Medication

3.02.06 Prescription and Medication Assessment: Use Instructor Resource to Form anAssessment

3.02.07 FFA LifeKnowledge Understanding Values, Beliefs, Character and Integrity: Knowledge and understanding of drug administration methods, location, depth, and time assist a vet tech in performing competently. Draw a parallel to illustrate how values, beliefs, character, and integrity assist a leader to perform successfully.https://www.ffa.or g/docu ments/learn/HS 009.pdf

3.02.08 FFA LifeKnowledge Determining End Products of Process: Once a problem has been diagnosed, professional must decide what course of treatment to that based on the desired end result. Give students hypothetical diagnose and have them make a course of action based on apredetermined outcome. https://www.ffa.or g/docu ments/learn/HS 096.pdf

3.02.09 FFA LifeKnowledge Creating Engaging Chapter Meetings: Treatment methods usually follow a sequential order of what to do. The chapter works the same way, it is called the order ofbusiness. https://www.ffa.org/docum ents/learn/AH S %2047.pdf

3.02.10 FFA LifeKnowledge Promoting FFA Opening Doors: Parallel the three components ofAgriculture Education (FFA, SAE, Classroom / Lab) to the three different types of treatment methods (oral, topical, antibiotics) https: / /www. ff a .o r g /do c u m e nts/l ear n/A H S % 2049.pdf

3.02.11 FFA LifeKnowledge Leadership Styles: An animals injury to illness dictates the method of treatment. Illustrate how a students personalities and background dictates the leadership style


that should be used to help that member develop personal growth and contribute to an organization. https://w w w. ffa . or g /do c um e nts/l ea r n/H S 005.pdf





Activity 1 Rubric for Prescription Filling

Criteria Points Possible Points Earned1. The student reads andinterprets prescription. 5

2. The student selects thecorrect drug and concentration.

4

3. The student places the pillcounting tray on the pharmacy counter with the channel to the left and the open plate in front of him/her.

1

4. The student pours themedication tablets or capsules onto the tray plate.

1

5. The student opens thechannel cover. 1

6. The student uses a spatulaor tongue depressor to push groups of tablets or capsules into the channel.

1

7. The student tilts the tray toreturn the unused medicine into the stock bottle.

5

8. When the student hascounted the desired amount of medication, he/she closes the channel cover and lift tray to place the channel spout into the medicine vial or container.

1

9. The student places theclosed vial on the counter. 1

10. The student appropriatelyfills out label with prescription information.

5

TOTAL POINTS 25






Activity 2 Rubric for Administering Oral Medications(Hand Pilling a Dog)

Criteria Points Possible Points Earned1. Apply gloves. 22. Elevate the dog’s headupward. 3

3. Open the mouth at the sideby pressing between the upper and lower jaws by the cheek.

5

4. Place the pill between theindex finger and thumb of the free hand.

5

5. Place the middle finger ofthe same hand at the front of the mouth and apply pressure to open the mouth wide.

5

6. Drop the tablet or capsule atthe back of the throat. 5

TOTAL POINTS 25





Activity 3 Rubric for Administering Aural Medication

Criteria Points Possible Points Earned1. The student applies gloves. 32. The student cleans ears 33. The student successfullyadministered the medication into the ear canal without contamination of the applicator tip.

5

4. The student applies properamount of medication into the ear as noted by the veterinarian.

4

5. The student massages thebase of the outside of the ear canal causing a swishing sound from the medication moving around in the ear canal.

4

6. The student wipes anysolution that may have leaked onto the outside of the ear flap or hair.

3

7. The student disinfects themedication dispenser with alcohol and places in appropriate area.

3

TOTAL POINTS 25





Activity 4 Rubric for Administering an Intramuscular Injection

Criteria Points Possible Points Earned1. The student selects theproper site for administration 5

2. The student rubs an alcoholsaturated cotton ball over the injection site.

4

3. The student directs theneedle through the skin and in to muscle mass.

4

4. The student aspirates theplunger on the syringe; if no blood is noted, inject the substance slowly.

4

5. The student withdraws theneedle and places in the sharps container.

4

6. The student massages thearea where the injection was given and praises the patient.

4

TOTAL POINTS 25





Activity 5 Rubric for Administering Ophthalmic Medication

Criteria Points Possible Points Earned1. The student wipes anydischarges from the patient’s eye using a gauze sponge or cotton ball

4

2. The student opens the endof the ophthalmic medicine and holds in one hand.

3

3. The student, using the freehand, uses the index finger and thumb to pull the upper and lower lids apart to open the eye.

a. The student’s thumb pulls the lower lid down and the index finger pulls the upper lid upward.

b. The student’s other finger may rest on the head of the animal.

5

4. The student gently tilts thehead upward. 3

5. The student applies thedrops or ointment gently into the eye, counting each drop or applying the proper amount of ointment.

4

6. The student releases theeyelids. 3

7. The student allows theanimal to blink to move the medication throughout the eye.

3

TOTAL POINTS 25




Essential Standard: 4.00 12% C3 Apply proper skills in laboratory procedures

Objective: 4.01 9% C3 Implement proper techniques for collection andanalysis of laboratory samples

Source of Information: Veterinary Assisting: Fundamentals and Applications- Beth Vanhorn and RobertW. Clark Chapter 48 pages 712-743Essential Questions:

• How does a veterinary assistant properly use and care for laboratory equipment?• What role does the veterinary assistant have in using laboratory equipment?• How does the veterinary assistant properly obtain laboratory samples including fecal, urine, blood, etc?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Veterinary Laboratory Equipment

A. Microscope- useful for basic testing procedures and can help identify and diagnose problems1- Veterinary assistants are responsible for the care and use of the microscope.

They should cover the microscope when it is not in use and be trained on the use so they understand all working parts of it

2- Each microscope will have several objectives to view under different magnifications

3- A slide is placed on the stage of a microscope4- A slide is viewed through the eye piece5- The focus knobs are turned to properly view the sample6- All lenses should be cleaned after each use and follow the manufacturer’s

instructions7- All slides and coverslips should be clean and have no cracks

B. Centrifuge- used to spin lab samples at a high rate of speed and force.1- Most facilities have two types:

a. Microhematocrit tube- thin, small glass tubes that hold blood b. Standard- used to spin larger volumes of liquid

2- When a sample is placed in the rotor, the lid is closed and secured, then placed on the proper setting and time

3- No one should stand directly over the centrifugeC. Refractometer- tool used to measure the weight of a liquid and determine a

liquid’s pH level1- A liquid sample is place on the prism2- Then held to a light source and viewed to determine specific gravity3- The refractometer has to be calibrated periodically with distilled water

D. Blood Chemistry Analyzers- machines that run blood samples including complete blood counts (CBCs) using whole blood, serum, or plasma


E. Serological Test Kits- chemical kits to determine viruses and diseases with reagents that typically are kept in the refrigerator. Veterinary assistants need to be familiar with kits used by the facility.

II. Fecal Sample- used to diagnose internal parasites and the presence of blood in a stool sample.A. First part is the gross examination (visual observation) including: color,

consistency, odor, presence and color of blood, presence of observable parasites, presence of mucous, and presence of foreign material or debris

B. Second is to perform a fecal smear by placing a small amount of sample onto a microscope slide. If the sample is dry it may require 1-2 drops of saline. The veterinarian or veterinary technician reads the sample under the microscope

C. Third is the fecal flotation to determine if there are any parasite eggs. The concept is that the eggs are lighter than the solution and the ova float to the top which is attached to the coverslip.1- Fecal floatation solution is usually Lugol’s solution2- Care must be taken to prevent the spread of parasites so gloves should be

worn at all timesIII. Blood Chemistry Procedures

A. Vacutainer tubes have a vacuum created to place a needle and syringe into a rubber plunger. Different tubes are used for specific requirements. Each tube has different colors to identify them1- Red Top- Sterile or no anticoagulant that contains a gel separator2- Tiger Stripe- Contains no silicone, gel separators, anticoagulants, or additives

of any kind3- Lavender Top- Sterile, contains EDTA as the anticoagulant4- Green Top- Sterile, contains lithium heparin as the anticoagulant5- Light Blue Top- Sterile, contains sodium citrate as the anticoagulant6- Gray Top- Sterile, contains potassium oxalate and sodium fluoride as the

anticoagulantB. Each test requires a specific amount of blood, serum, or plasma to run the sampleC. Allow the samples that require centrifuging at least 30 minutes to clot prior to

spinning but not more than 60 minutesD. Specific procedures

1- Complete Blood Count- evaluates the different types of white blood cells2- Blood Smear- evaluates the blood cell morphology3- Packed Cell Volume- measurement of the percentage of red blood cells in

whole or unclotted blood (also a hematocrit).4- Plasma Protein (total protein)- measures the ratio of protein within the blood

and checks the hydration of the patientIV. Urine Sample- complete exam is called the urinalysis

A. Urine Collection1- Voided samples- collected as the animal is urinating midstream2- Catheterization- thin rubber or plastic tube inserted into the urinary opening3- Cystocentesis- surgical puncture into the bladder using a needle to collect a

urine sample.B. Gross Examination


1- Physical appearance- noting clarity, color, consistency, odor and presence of foam

2- Chemical properties- tested by using a reagent strip also called a chem strip or dip stick. A drop of urine is placed on each square pad of the strip and the values are recorded on the urinalysis sheet

3- Microscopic Evaluation- places the urine in a centrifuge tube and spin down to evaluate the sediment that remains. The sediment is stained and placed on a clean slide with the patient name, client name, and date

4- Urine Specific Gravity- A drop of the urine sample is placed on the refractometer

V. Other testsA. Gram Stain- determines for the presence of bacteria and type of bacteria in a

sample1- Gram positive stain purple and gram negative stain red2- Shape may be rods or cocci3- After the slide is prepared it is dipped into stains: crystal violet (purple),

Lugol’s iodine (orange), saffranin (red), and the decolorizer as a rinse.B. Culture and Sensitivity- determine bacterial or fungal growth in a culturette tube

that is left untouched for 4-6 weeks to be observed.C. Necropsy- examining the body of a deceased animal to determine the cause of

death



Essential Standard: 4.00 12% C3 Demonstrate proper skills in laboratory procedures

Objective: 4.01 8% C3 Use proper techniques for collection and analysis oflaboratory samples


4.01.01 Fecal Exam4.01.02 Laboratory Evaluation Sheet4.01.03 Collection and Analysis Assessment: Use Instructor Resource to develop an assessment





Activity 1Fecal Exam

Source: Taken from cteonline

FECAL EXAM

By following the instructions below, you will complete a fecal exam, checking for parasite eggs in the sample. You will work with a partner; both students are responsible for completing the fecal test, understanding the information and both students will receive the same grade.

MATERIALS:

• Microscope• Slides and slip covers• Test tube• Test tube holder• Disposable gloves• Floatation solution – make a saturated solution with Epson salt and water

(dissolve Epsom Salt in water until there is a layer of Epson Salt in the bottom of the container. No more Epson Salt will dissolve in the water. Pour off the solution into another container, leaving behind the non- dissolved Epson Salt)

• Parasite egg illustration for identification• Worksheet to indicate where on your slide eggs are located.

PROCEDURE:

1. Collect a fresh fecal sample. Take a small plastic bag, turn it inside – out, put your hand in, collect the sample and invert the bag and seal.

2. Collect a test tube, test tube holder, stirrer from the proper location.3. Place 1 teaspoon feces in the test tube and fill 3/4th full with the floatation

solution.


4. Stir to thoroughly mix fecal material and solution.5. Stand test tube up in holder.6. Carefully add more solution until it bulges slightly over the top.7. With a steady hand, place a C O V ER S L I P on the test tube and let it stand

for 15 to 20 minutes. Parasite eggs will float to the top and cling to the cover slip.

8. Carefully remove the cover slip by lifting it straight up and place it on the slide, wet side down.

9. Place the slide on the microscope stage. Starting with the 10X power, find a corner of the slide and search the slide by moving it slowly in an up anddown pattern, illustrated below.

10.When you start seeing “things” on the slide, adjust the power up to the highest power. Make sure you do not crack the slide when adjusting the power! Adjust the focus very slowly!!!

11.Look for parasite eggs! You will not see parasites, just the eggs. Every time you see a parasite egg, mark it on your paper.

12.The eggs are small, so take your time and keep looking. You will see all kinds of “stuff” but you are looking for parasite eggs.NOTE: there will be air bubbles, lots of them. Air bubbles are perfectlyround and have very dark edges and clearish and/or bright centers. Do not mistake air bubbles for parasite eggs.

13.When you complete the pattern above, count the total marks you have made on the paper.

14.Clean the test tube by placing the sample into the container provided.15.Wash the test tube, slide and cover slip, dry and return to proper location.16.Return microscope to storage area.17.Make sure your work area is clean and dry.


Name: Name: _Date:

Record your findings in the space provided.

1. Illustrate the locations of parasite eggs observed below.

2. Using the handout of parasite egg illustrations, identify the kinds of eggs observed and list them below. Have at least three of the eggs you identified verified by the teacher.

a.

b.

c.

d.


Barberpole worm, Haemonchus contortus

Coccidia

Liver fluke, Fasciola hepatica


Various roundworm eggs

Whipworm

tapeworm





Activity 2 Laboratory Procedure Evaluation Sheet


Lab Equipment Skills

Student properly uses a microscope Student properly cleans the microscope Student properly uses the centrifuge Student properly uses a refractometerStudent properly uses a blood chemistry machineStudent properly uses test kits

Fecal Sample Skills

Student properly collects fecal sample Student properly prepares a fecal smear Student properly prepares a fecal float Student properly prepares a gram stain

Blood Sample Skills

Student properly locates blood tubesStudent places blood sample in correct blood tubeStudent completes a CBC Student completes a PCV Student completes a TPStudent properly prepares a blood smear Student properly stains a blood smear Student completes a SNAP test


Urine Sample SkillsStudent collects a voided urine sampleStudent completes a gross exam of urine sample Student properly completes a specific gravity on urine Student completes a urine clinical dip stick test Student centrifuges sampleStudent stains urine sample






Objective: 4.02 3% C3 Execute proper record keeping for laboratory samples


• How does a veterinary assistant properly record laboratory results?• What is the importance of proper record keeping?• What are the typical laboratory procedures a veterinary assistant will need to record?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Recording Laboratory Results

A. All results should be placed in the patient’s medical record B. Some laboratory tests are also kept in logs in the lab area C. The veterinarian is responsible for interpreting the resultsD. All results are given with reference values and vary from laboratory and textbookE. Laboratory log books should be maintained and kept neat and clean in a three ring

binder with clear plastic sleevesF. Medical charts should have an area to place all laboratory reports with newest

being on topII. Importance of proper record keeping

A. Results should be clearly identified and transferred immediately to a patient’s chart

B. The veterinarian is ultimately responsible to make sure the results are read correctly

C. The recording of the records is done typically from the veterinary assistantIII. Typical Laboratory Procedures Recorded in the Patient’s Medical Record

A. Fecal Sample/Float- record gross observation (color, consistency, etc), types of eggs observed under magnification, any additional characteristics

B. Blood Chemistry-type of test, blood chemistry results, or any serologic Urine Sample- record gross observation (color, clarity, consistency, etc), chemical reagent strip results, and specific gravity

C. Gram Stain- microscopic evaluation after stainingD. Culture and Sensitivity- record color change and growth during the 4-6 week test

periodE. Necropsy- sample results after received from diagnostic lab




Objective: 4.02 3% C3 Execute proper record keeping for laboratory samples


4.02.01 Laboratory Recording Evaluation Sheet

4.02.02 Laboratory Sample Records Assessment: Use Teacher Resource to develop assessment

- Student will record information and file multiple records to ensure the accuracy of the placement of the information including but not limited to:

- Blood chemistry

- Fecal results

- Necropsy results

- Radiographs

- Ultrasounds

- Skin cultures


COURSE: AA41 Veterinary Assisting UNIT B Veterinary PracticeManagement/Client Relations

Essential Standard: 4.00 12% C3 Demonstrate proper skills in laboratory procedures

Objective: 4.02 3% C3 Summarize proper record keeping for laboratorysamples

Activity 1 Laboratory Recording Evaluation Sheet


Fecal Sample Skills

Student properly records the results of a fecal smear Student properly records the results of a fecal float Student properly records the results of a gram stain

Blood Sample Skills

Student properly records the results of a CBC Student properly records the results of a PCV Student properly records the results of a TPStudent properly records the results of a blood smear Student properly records the results of a blood smear Student properly records the results of a SNAP test

Urine Sample SkillsStudent properly records the results of a gross exam of urine sample Student properly records the results of a specific gravity on urine Student properly records the results of a a urine clinical dip stick test




COURSE: AA41 Veterinary Assisting UNIT C Animal Care and Management

Essential Standard: 5.00 21% C5 Evaluate safe handling and safety techniques for patient management

Objective: 5.01 15% C5 Evaluate proper restraint techniques for each species


Essential Questions:• Why is proper restraint of animals a critical skill?• What equipment may be used to restrain an animal?• What positions are commonly used to restrain animals?• What knots are used in animal restraint?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked content

I. Restraint ConsiderationsA. Restraint – hold back, check, or suppress an action and keep something under control

using safety and some means of physical, chemical, or psychological actionB. Used by veterinary staff to allow an animal to be controlled for procedures. Safety of

animal and of the people.C. Sedative/Tranquilizer – medication given to an animal to keep it calm during certain

stressful procedures or circumstancesII. Animal Safety

A. Those not accustomed to humans will become easily stressed when removed from territory

B. Young animals – handle with care; small and brittle bonesC. Older animals – handle with care; may be arthritic and painfulD. Safety of animal and staff must be considered every time restraint is necessaryE. Never allow non-veterinary staff or animal owner to restrain any animal- Potential legal

issue.III. Restraint Equipment

A. Muzzles, anti-kick bars, hobbles, or stanchionsB. Muzzles

1. commonly for dogs, cats, and horses2. made of nylon, leather, wire, or basket materials3. can be made with gauze, tape, or leashes

C. Towels1. used to restrain small animals2. used to wrap and contain


D. Squeeze cages1. used with small animals2. contains animal without placing a person’s hands directly on animal

E. Halters and Leads1. used on large animals2. halter is placed on the head and lead rope attached

F. Twitch-restraint device attached to a horses upper lipG. Nose tongs

1. used in cattle2. applies pressure to the inside of nostrils

IV. Planning the Restraint ProcedureA. Area with enough room, is clean, is dry, and is well litB. Plan should be discussed

1. Move any costly equipment2. Nonslip area3. Temperature should be considered4. What should be done if animal happens to get away from restrainer5. Backup plan

V. Restraint KnotsA. Knots are made from one to two pieces of rope material where one section of the rope

prevents slipping of another1. Allow animals to be tied and restrained for a temporary period of time2. Ropes should be inspected3. Ropes may be used to tie animals in position

B. Square Knot1. Commonly used to secure an animal2. Nonslip knot that doesn’t come untied3. Two ropes or a single rope can be used to make the square not

C. Reefer’s Knot1. Single bow knot that allows a nonslip, quick release tie2. Same as the square knot with the exception that the second throw is made upon

itself, creating a hold that can easily be untied3. Common tie for large animals to prevent them from injuring their heads and

necks during restraintD. Half Hitch

1. Tie that makes a loop around a stationary location such as a post or a fence2. Commonly used to secure an animal to a surgery table

VI. Restraint PositionsA. Recumbency – lying positionB. Standing restraint – used to keep an animal standing for a procedure and to prevent it

from sitting or lying downC. Sitting restraint – used to keep an animal in a sitting position for ease of completing a

procedureD. Sternal recumbency – placing the animal on its chest for restraintE. Lateral recumbency – placing the animal on its side for restraint

1. May be done in left or right lateral recumbency


F. Dorsal recumbency – used to place the animal on its back for restraint; is a common restraint during surgical procedures and radiology techniques

VII. Blood collectionA. Cephalic vein – located in the medial aspect of the front limbs known as cephalic

venipunctureB. Jugular vein – located on either side of neck in lower throat areaC. Saphenous vein – located on lateral surface of the rear limbs just proximal to the hockD. head control device

VIII. Small Animal RestraintA. Animal is held in safe manner through body controlB. Common injuries: bites and scratchesC. Cats, dogs, rodents, rabbits, ferrets, reptiles, and birdsD. Diversions: talking to animal, calm noises, lightly blowing in face, or lightly rubbing

temple areaIX. Cats

A. Tend to be one of the most difficult during restraint when they become upset and aggressive from stress

B. Safely restrain and have control over the headC. Cat bags: control the limbs and headD. Squeeze cages: wire boxes with small slots that allow injections to be givenE. Anesthesia chamber: used to sedateF. Scruff technique: gives control over head; may divert attentionG. Stretch technique: scruffing the cat with one hand while in lateral recumbency and using

the free hand to hold the rear limbs and pull them dorsallyX. Dogs

A. Rabies pole or snare pole1. is long, has noose on end, and acts as leash2. captures and restrains dogs3. pulling can cause severe head and neck injuries

XI. Large Animal RestraintA. Livestock: horses, cattle, goats, swine, and sheepB. Instincts of prey animalsC. “Fight or flight” instinct as part of reaction to restraintD. Capable of: kicking, biting, rearing up into the air, or using their large bodies to injureE. Horses:

1. Several types of twitches available2. Holding up one leg while working on another leg3. Skin Pinch on neck4. Chain lead shank

F. Cattle:1. Nose tongs2. Head gates3. Squeeze chutes





5.01 Activities List All rubrics adapted from National FFA VeterinaryScience CDE

5.01.01 Rubric for Carrying a Cat

5.01.02 Rubric for Using a Cat Bag

5.01.03 Rubric for Applying a Cat Muzzle

5.01.04 Rubric for Removing a Cat from a Cage

5.01.05 Rubric for “Cat Stretch” (Restraint of the Cat in Lateral Recumbency)

5.01.06 Rubric for Applying a Commercial Dog Muzzle

5.01.07 Rubric for Applying a Gauze Dog Muzzle

5.01.08 Rubric for Restraint of a Small Dog in Lateral Recumbency

5.01.09 Rubric for Removing a Dog from a Floor Level Cage or Kennel

5.01.10 Rubric for Restraint of the Dog in Sternal Recumbency

5.01.11 Rubric for Haltering Cattle

5.01.12 Rubric for Haltering a Horse

5.01.13 Rubric for Tying a Bowline Knot

5.01.14 Rubric for Tying a Double Half Hitch Knot

5.01.15 Rubric for Tying a Reefer’s Knot

5.01.16 Rubric for Tying a Square Knot

5.01.17 Rubric for Placing a Tail Tie

5.01.18 Rubric for Applying a Twitch Restraint


5.01.19 Rubric for Restraint of the Cat for Cephalic IV Catheter Placement

5.01.20 Rubric Restraint of the Cat for Jugular Venipuncture

5.01.21 Rubric for Restraint of the Dog for Cephalic Venipuncture

5.01.22 Rubric for Restraint of the Dog for Jugular Venipuncture

5.01.23 Altering Restraint Worksheet





Activity 1 Rubric for Carrying a Cat

Criteria Points Possible Points Earned1. The student ensures that thecat is calm and happy. 6

2. The student places one handon the front of the cat’s body to control the head and front limbs.

7

3. The student places his/herother hand under the abdomen and rump to control the rear limbs.

6

4. The student pulls the catclose to their body for support. 6

TOTAL POINTS 25





Activity 2 Rubric for Using a Cat Bag

Criteria Points Possible Points Earned1. The student obtains the catbag and unzips the top all the way open.

4

2. The student scruffs the catand lifts it into the bag in one swift motion while supporting the hind end

5

3. The student wraps theVelcro strap around the cat’s neck and immediately zips up the bag.

5

4. The student uses the properzippered opening to expose the front limb.

5

5. To remove the cat, thestudent removes the Velcro strap first, then unzips the bag and removes the cat by scruffing and supporting the hind end.

6

TOTAL POINTS 25





Activity 3 Rubric for Applying a Cat Muzzle

Criteria Points Possible Points Earned1. The student selects amuzzle of appropriate size for the cat.

4

2. The student places the cat insitting or sternal position on exam table.

3

3. The student positions themuzzle properly in his/her hands.

3

4. The student approaches thecat from behind with the muzzle in both hands while another person restrains cat

5

5. The student brings themuzzle up to the cat’s face in one swift motion.

5

6. The student secures themuzzle. 5

TOTAL POINTS 25





Activity 4 Rubric for Removing a Cat from a Cage

Criteria Points Possible Points Earned1. The student opens the cagedoor and calls the cat by name.

5

2. The student scruffs the catwith one hand and lifts it up. 5

3. The student cradles the cat’sabdomen with their other hand and removes the cat from the cage.

5

4. With the cat still scruffed,the student places the cat under one arm close to their body and closes the cage door with their free hand.

5

5. The student carries the catclose to their body to its destination.

5

TOTAL POINTS 25





Activity 5 Rubric for “Cat Stretch”(Restraint of the Cat in Lateral Recumbency)

Criteria Points Possible Points Earned1. The student places the caton an examination table. 6

2. The student scruffs the catwith one hand and lifts it off of the table enough to grasp both hind legs with his/her other hand.

7

3. The student lays the cat onits side with the hind legs stretched rearward.

6

4. The student spoke to thepatient in a calm and affectionate manner during the procedure.

6

TOTAL POINTS 25





Activity 6 Rubric for Applying a Commercial Dog Muzzle

Criteria Points Possible Points Earned1.Student selects appropriatemuzzle 3

2. The student places the dogin sitting or sternal position on exam table or floor.

4

3. The student comes frombehind the dog’s head with the muzzle in one hand.

4

4. The student brings themuzzle up to the dog’s face and slips it on while grasping the strap with the other hand.

5

5. The student secures themuzzle. 4

6. The student checks forproper fit (one finger inserted under the strap).

5

TOTAL POINTS 25





Activity 7 Rubric for Applying a Gauze Dog Muzzle

Criteria Points Possible Points Earned1. The student selects propertype of material and length of gauze

4

2. The student places the dogin sitting or sternal position on exam table or floor.

2

3. The student makes a loop inthe gauze and approaches the dog from behind.

4

4. The student places the loopon the dog’s face with the tie on top.

5

5. The student quickly tightensthe loop, and then crosses the ends under the dog’s face.

5

6. The student brings the endsback behind the dog’s head under the ears and ties in a quick-release bow.

5

TOTAL POINTS 25





Activity 8 Rubric for Restraint of a Small Dog in LateralRecumbency

Criteria Points Possible Points Earned1. The student puts a nooseleash on the dog. 4

2. The student places the dogin the standing position. 4

3. The student places his/herright arm across the dog’s neck and reaches between the front legs to grasp the dog’s right forelimb in right hand.

4

4. The student places left armover the dog’s back and reaches for the dog’s right rear limb; just proximal to thehock.

4

5. With the dog’s body close,the student gently lifts the limbs while allowing the dog’s body to move to the table; the dog should be on its right side.

5

6. The student allows the dogto relax for a couple seconds, not releasing the grasp on the limbs.

4

TOTAL POINTS 25





Activity 9 Rubric for Removing a Dog from a Floor Level Cageor Kennel

Criteria Points Possible Points Earned1. The student places a leashin one hand with a large loop open and ready to place over the dog’s head.

5

2. While blocking the openingthe student opens the cage door enough to slip the hand holding the leash into the cage.

5

3. The student slips the leashover the neck of the dog and gently tightens the leash around the neck.

5

4. The student opens the doorand allows the dog to exit the cage.

5

5. The student keeps the dogto their side while maintaining a slight tension on the leash.

5

TOTAL POINTS 25



Essential Standard: 5.00 Evaluate safe handling and safety techniques for patient management

Objective: 5.01 Evaluate proper restraint techniques for each species

Activity 10 Rubric for Restraint of the Dog in SternalRecumbency

Criteria Points Possible Points Earned1. The student puts a nooseleash on the dog. 5

2. The student begins with thedog sitting. 5

3. The student places one armaround the dog’s neck and places the other arm around the dog’s back to grasp the forelimbs.

5

4. The student pushes thedog’s back with his/her body to encourage the dog to lie down.

5

5. The student positions thedog so that head can be examined.

5

TOTAL POINTS 25





Activity 11 Rubric for Haltering Cattle

Criteria Points Possible Points Earned1. The student places crownpiece of halter over ears, then slips nose through nosepiece.

6

2. The student properly adjuststhe halter such that the nose band crosses over bridge of nose halfway between the nostrils and eyes.

7

3. The student ensures that theadjustable portion of the nose band is under the chin, not across the bridge of the nose.

6

4. The student keeps thestanding end or lead rope portion on the left side of the cow.

6

TOTAL POINTS 25





Activity 12 Rubric for Haltering a Horse

Criteria Points Possible Points Earned1. Without quick movementsand loud noises, the student properly approaches the patient at a 45 degree angle to the patient’s left shoulder.

4

2. The student places end ofthe lead rope over the horse’s neck and passes sufficient length of lead to form a handheld loop around the horse’s neck.

4

3. Holding the handheld loopin their right hand, with their left hand, the student slipped the nose-band of the halter over the nose.

4

4. With their right hand underthe horse’s neck, the student passes the crown strap over the head and behind the ears and attaches the end to the appropriate place on the halter.

4

5. The student snaps the endof the lead to the lead ring of the halter and undrapes the lead rope from the horse’s neck.

4

6. The student adjusts thehalter so it is snug enough that the nose piece could not fall over the end of the nose, but

5


not so tight that the halter cutor rubbed the horse or restricted jaw movement or breathing.

TOTAL POINTS 25





Activity 13 Rubric for Tying a Bowline Knot

Criteria Points Possible Points Earned1. The student makes a loop inthe long end of the rope such that the short end of the rope overlaps the long end.

5

2. The student passes the shortend of the rope up through the loop.

5

3. The student reaches underthe long end of the rope and grasps the short end such that it wraps around the long end.

5

4. The student passes the shortend of the rope back through the loop in the opposite direction of the first pass.

5

5. The student tightens theknot by pulling on both long and short ends.

5

TOTAL POINTS 25





Activity 14 Rubric for Tying a Double Half Hitch Knot

Criteria Points Possible Points Earned1. The student passes the ropearound the post. 4

2. The student passes the shortend over and under the long end.

4

3. The student passes the shortend through the loop. 4

4. The student pulls the ropetight. 4

5. The student passes the shortend over and under the long end, forming a loop.

5

6. The student passes the shortend up through the loop and pulls it tight.

4

TOTAL POINTS 25





Activity 15 Rubric for Tying a Reefer’s Knot

Criteria Points Possible Points Earned1. The student places the ropeover a pole or tie area. 6

2. The student passes the shortend over and under the long end.

7

3. The student makes a fold orbight in the short end and passes it over and under the long end.

6

4. The student pulls securelyon the long end and loop of the short end.

6

TOTAL POINTS 25





Activity 16 Rubric for Tying a Square Knot

Criteria Points Possible Points Earned1. The student takes one pieceof rope and passes the right end over and under the left end.

6

2. The student passes the“new” right end under and over the “new” left end; or the student passes the “new” left end over and under the “new” right end.

7

3. The student pulls securelyon both ends. 6

4. The student unties the knotby pushing the opposite ends together.

6

TOTAL POINTS 25





Activity 17 Rubric for Placing a Tail Tie

Criteria Points Possible Points Earned1. The student lays the ropeover the tail at the tip of the tail bone.

5

2. The student folds all the tailhairs up over the rope. 5

3. The student passes the shortend of the rope behind the tail, and makes a fold or bight in it.

5

4. The student passes the foldor bight over the folded tail and under the rope, which is looped around the tail.

5

5. The student pulls tight. 5TOTAL POINTS 25





Activity 18 Rubric for Applying a Twitch Restraint

Criteria Points Possible Points Earned1. Stand to the left side of thehorse’s neck and head. 2

2. Place the end of the twitchloop over the left wrist. Hold the twitch handle with the right hand.

3

3. Grasp the horse’s upper lipwith the left hand and press the edges together.

5

4. Quickly slip the loop overthe lip to that it lays around the upper lip.

5

5. Tighten the twitch loop bytwisting the handle clockwise before letting go of the lip.

5

6. Hold the twitch in the lefthand and the halter in the right.

3

7. Release the twitch byuntwisting and removing from the lip.

2

TOTAL POINTS 25





Activity 19 Rubric for Restraint of the Cat for Cephalic IVCatheter Placement

Criteria Points Possible Points Earned1. The student places the cat insternal recumbency on an examination table.

6

2. The student scruffs the catwith his/her right hand and extends the left front limbforward, i.e., grasping the elbowin the palm of his/her hand with thumb on the top of the elbow joint.

7

3. The student allows the judge tograsp the left front paw and extend the limb toward him/her.

6

4. The student occludes the veinby pressing down on the top of the elbow joint with his/her thumb and then rotating his/ her thumb laterally.

6

TOTAL POINTS 25





Activity 20 Rubric Restraint of the Cat for Jugular Venipuncture

Criteria Points Possible Points Earned1. The student places the cat insternal recumbency with its chest close to the edge of the table.

5

2. The student holds the headup, away from the chest; this can be achieved by cupping a hand underneath the jaw and extending and tilting the head upward.

5

3. The student’s other handgrasps the front legs and extends them down off the edge of the table.

5

4. The student uses arm andelbow to restrain the cat’s body close to the student’s body

5

5. The student spoke to thepatient in a calm and affectionate manner during the procedure.

5

TOTAL POINTS 25





Activity 21 Rubric for Restraint of the Dog for CephalicVenipuncture

Criteria Points Possible Points Earned1. The student places a nooseleash on the dog. 42. The student restrains thedog in sternal recumbency. 43. The student stands on thedog’s right side; wrapping his/her right arm around the dog’s neck.

4

4. The student holds the dog’sleft forelimb with elbow in the palm of his/her hand; extend the limb forward toward the person performing the procedure.

4

5. With the elbow of the dogin his/her palm, the student rotates his/her thumb up so it is on top of the limb at the bend of the elbow.

5

6. The student occludes thevessel with the thumb, rotates the thumb laterally.

4

TOTAL POINTS 25





Activity 22 Rubric for Restraint of the Dog for JugularVenipuncture

Criteria Points Possible Points Earned1. The student places a nooseleash on the dog. 6

2. The student places dog insternal position. 6

3. The student holds the headup under the jaw, away from the chest (can be achieved by cupping hand underneath the muzzle and by pushing the head upward.)

7

4. The student’s other handgrasps the front legs and extends them over the end of the table.

6

TOTAL POINTS 25





Activity 23 Altering Restraint Worksheet

Describe how you might alter the restraint process in each of the following situations.

1. You need to restrain an aggressive dog for physical examination. The dog has a history of biting.

2. You need to restrain an aggressive cat for examination of a bite wound to the neck.

3. You need to restrain a dachshund for venipuncture. The dachshund has presented for severe neck pain.

4. You need to restrain a horse for rectal examination for pregnancy. The mare is nervous and has been known to kick.

5. You need to restrain a dog that has been hit by a car for a physical examination. It is suspected the dog may have a broken right front leg.

6. You need to restrain a kitten for a skin examination. It is suspect the kitten has ringworm.

7. You need to restrain a dog to receive an intramuscular injection of sedation. The dog is a rabies suspect.



Essential Standard: 5.00 21% C5 Evaluate safe handling and monitoring techniques for patient management

Objective: 5.02 6% C5 Evaluate proper safety protocol in a clinical setting

Source of Information: Veterinary Assisting: Fundamentals and Applications- Beth Vanhorn and Robert W. Clark Chapter 39 pages 516-525

Essential Questions:• Why is it important to understand how an animal behaves?• What are the instinctive behaviors?• How do instinctive behaviors compare to learned behaviors?• How do you distinguish between normal and abnormal behaviors?• What are vital signs?• What is a normal temperature/pulse/respiration for each species?• What skills is a veterinary assistant responsible for?• What are basic grooming procedures the veterinary assistant is responsible for?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Animal Behavior

A. Instinctive behavior- many in early life including: kneading of the paws on mother’s mammary glands, mother and newborn, marking, predatory, submission and dominance

a. Acquired through an animal’s genetic makeupb. Each species is built on somewhat different patternc. The brain and other parts of the nervous system generate a response to

environmental input and hormonesB. Learned behavior- modification of behavior in response to specific experience

a. Conditioning- process of teaching an animal an action in relationship toanother action. Reward for coming to clicker sound

b. Modeling- when animal learns behavior through watching other animals conduct the behavior

c. Imprinting-due to a process that must occur within a distinct, usually short time period. Newborn horse can be achieved by rubbing its entire body and handling it to become used to people


C. Distinguishing Normal from Abnormal BehaviorsAnimal Species Normal Behaviors Common Abnormal

BehaviorsDog Barking, marking,

chewing, digging, jumpingAggression, biting,growling, food aggression, destructive behaviors, house soiling, coprophagia

Cat Chasing, pouncing,jumping, stalking, purring, hissing, hunting, grooming, scratching

House soiling, chewing,excessive self-grooming, destructive scratching

Rabbit Grooming, coprophagia(eating feces), marking, growling, thumping

Biting, striking, hiding,screaming

Bird Screaming, mimicking,preening feathers, biting, beak grinding

Excessive screaming,aggression, territorial, feather picking, self- destruction, destructive chewing

Horse Kicking, biting, flatteningears, whinnying

Bucking, rearing, charging,destructive biting, aggression, destructive chewing

Cow Pushing, tail swishing,charging, pawing ground

Aggression, kicking biting

Goat Butting, jumping,climbing, chewing

Aggression, destructivechewing, biting

Sheep Butting, bumping, herdinstinct, vocal, playful

Aggression, biting

Pig Biting, squealing, bumping Aggression, charging

D. Socialization and Exercise of Patientsa. Provide the human interaction animals need when hospitalized

i. Pettingii. Talking

iii. Holdingb. Exercise- Animals may not urinate in the cage

II. Examination Procedures to Evaluate the Safety of AnimalsA. Vital Signs- measurements to assess the basic functions of the body and include: heart

rate, respiratory rate, temperature, blood pressure, mucous membrane color, capillary refill time, and weight of the animal

a. Temperature-shows sign of infection or other problems


i. Hypothermia- below normal body temperatureii. Hyperthermia- above normal temperature and causes body to have

fever (can be sign of infection, stroke, or toxicity)iii. Heat stroke-considered when body temperatures exceed 105 degrees iv. Core body temperature is evaluated by taking rectal temperature and

the animal should remain standingb. Pulse- number of times the heart beats per minute

i. Taken by locating an arteryii. Heart rate is the number of times the heart relaxes and contracts in a

minute taken with a stethoscopec. Respiratory rate-how many breaths in a minute

Species Normal CoreBody TemperatureDegreesFahrenheit

Normal HeartRates

NormalRespiratory Rates

Dog 101-102 70-180 16-20Cat 101-102.5 170-240 20-30Rabbit 102-104 130-325 32-60Guinea Pig 100-103 240-350 40-150Horse 99-100.5 35-45 8-16Cow 101-101.5 60-70 10-30Sheep 102-102.5 60-80 12-20Goat 103-103.5 70-80 12-20Pig 102-102.5 60-80 8-15Chicken 105-106 200-400 15-30Hamster 101-102 250-500 35-135

d. Blood pressure- tension exerted by blood on the arterial walls and is measured by a sphygmomanometer (blood pressure cuff)

i. Systolic- ventricles contract ii. Diastolic- ventricles relax

e. Mucous membranes- color of animal’s gumsf. Capillary Refill time- place a finger on gums with a small amount of pressure

allowing area to turn white (normal 1-2 minutes)g. Weight assessment- animals are evaluated to check for obesity or thin body

conditionsi. use a size appropriate scale or weight tape

h. Auscultationi. Stethoscope is used to listen to the chest area

1. Heart area can be located by taking the front leg and pulling it back to the chest or thorax area and where the elbow hits the chest (evaluate left and right side)


i. Eye Exam-

2. Bradycardia- slow heart rate3. Tachycardia- fast heart rate

i. Normal eyes are clear and responsive ii. Jaundice- yellowing of the skin

iii. PLR- pupillary light response- normal called direct PLR and abnormal called indirect PLR

j. Ears- note any smell, swelling, redness, or discharge k. Dental Exam- check for tooth problems

i. Plaque- soft building of material on surfaces of teeth ii. Calculus (tartar)- mineralized plaque

iii. Gingivitis- inflammation of gumsiv. Tooth abscess- roots of teeth can have a problem when a tooth is

brokenIII. Veterinary Assisting Procedures and Proper Handling to Ensure the Safety of Animals

A. Dental Carea. Veterinary assistant is responsible for

i. Preventive careii. Teeth brushing

b. Daily Dental Care and Brushing i. Feed a hard, dry diet

ii. Provide hard treats, dental toys, or bones iii. Proper brushing

1. Never use human toothpaste2. Use toothbrush for the species3. Only the buccal, labial, and occlusal surfaces are brushed4. Buccal- Outer area near cheek5. Occlusal- Top area of teeth6. Labial -Front area covered by the lips

c. Large animalsi. Require floating

1. Filing the sharp areas of the teeth2. Requires special training3. Horses generally need this type of dental care

d. Dental Prophylaxisi. Responsibility of the veterinary technician

ii. Veterinary assistants may be asked to assist but should not perform the procedures on their own

iii. The animal is placed under anesthesiaiv. The teeth are examined and then scaled and polished


B. Fluid Administrationa. Used to replace fluids related to illness or dehydration b. IV placement is done by the veterinary technicianc. The veterinary assistant should be able to monitor the IV catheter and the fluid

lined. Subcutaneous Fluid Therapy

i. Treatment for1. Kidney disease2. Urine collection3. Minimal vomiting and diarrhea

ii. Lactated Ringer’s Solution most commonly used iii. Absorption rate is generally 6 to 8 hours

C. IV Catheter Monitoringa. Catheter is placed in the vein to administer fluids and medication into the

blood streamb. Procedure done by veterinary technician or veterinarian c. The assistant is responsible for

i. Monitoring patency- proper flow, device is intact, and useable ii. Monitor rate of flow

iii. Checking and changing the bandagesiv. Observation of damage to site or signs of infection or swelling

D. IV Fluid Monitoringa. The veterinary assistant should monitor

i. Flow rateii. Notations of volume administered

iii. Macrodrip delivers 15 drops of fluid per milliliterE. Microdrip delivers 60 drops of fluid per milliliter Euthanasia- process of putting an

animal to sleep using humane methods by means of a painless deatha. Should be as pain and stress-free as possibleb. Staff should be supportive and remember client confidentialityc. Exam room should be prepared with box of tissues, blanket/towel, chairs for

family members, and other needsd. Place cadaver bags out of sight of family e. Prepare to sedate if necessaryf. Watch for agonal respirations- gasps of breath while respiratory system shuts

downg. Remove collars and ensure proper identification of the animal for burial,

cremation, hospital care, or client returnIV. Grooming Procedures with Proper Handling to Ensure the Safety of Animals


A. Review Basic Grooming Procedures including: brushing, combing, bathing, ear cleaning, brushing teeth, and trimming nails.

B. Expressing Anal Glandsi. Located on either side of the rectum-lie ventrally and slightly anterior

to the skin at 4 and 8 o’clock positionsii. Wear gloves and gently palpate the ventral and lateral sides of the

anus, the tail is held upward and out of the way1. Place a paper towel over the area and gently press the fingers

while squeezing each sac2. Note the secretion, color and consistency






5.02.01 Animal Behavior Evaluation Sheet

5.02.02 Rubric for Taking a Rectal Temperature

5.02.03 Rubric for Taking a Pulse Rate by Auscultation

5.02.04 Rubric for Taking a Respiration Rate by Auscultation

5.02.05 Rubric for Dental Exam of Small Animals





Activity 1 Animal Behavior Evaluation Sheet


Animal Behavior

Student passed the animal behavior written examStudent can discuss types of animal behaviorsStudent can describe modeling, conditioning, and imprinting

Animal Behavior SkillsStudent can name normal behaviors in: DogCat Rabbit Horse Cow Sheep Goat Pig

Behavior Modification SkillsStudent can discuss inappropriate eliminationStudent can discuss marking Student can discuss barking Student can discuss aggressionStudent can discuss reasons for euthanasia





Activity 2 Rubric for Taking a Rectal Temperature

Criteria Points Possible Points Earned1. Apply exam gloves. Shakedown the mercury thermometer with a flick of the wrist, or turn on and calibrate a digital thermometer.

4

2. Apply a small amount oflubricant to a gauze sponge. Place the metal tipped end of the thermometer into the lubricant.

3

3. Lift the animal’s tail andsecure one hand at the base of the tail. Keep animal in a standing or sternal position.

4

4. With the other hand, gentlyinsert the lubricated end of the thermometer into the animal’s rectum.

3

5. Allow digital thermometersto beep or mercury thermometers to be in place for at least 1 min. Remove the thermometer gently from the rectum and clean end with a clean gauze sponge.

4

6. Read the thermometer forcore body temperature. Record the temperature in the medical record.

4

7. Disinfect the thermometerand cleanup work area. 3

TOTAL POINTS 25






Activity 3 Rubric for Taking a Pulse Rate by Auscultation

Criteria Points Possible Points Earned1. Locate a quiet place tolisten to the chest cavity. Locate the heart by taking the front limb and placing the elbow at the lateral chest area. The area where the elbow meets the chest is the heart location.

3

2. Place each end of thestethoscope that moves outward into each ear canal.

2

3. Apply the bell end of thestethoscope to the chest and listen for heart sounds.

5

4. Each “lub-dub” is oneheartbeat. Count the number of heart beats in 15 seconds.

5

5. Multiply the number ofheartbeats in 15 seconds by 4. This is the heartbeats per minute, or pulse rate.

5

6. Record the pulse rate in themedical record. 5

TOTAL POINTS 25





Activity 4 Rubric for Taking a Respiration Rate by Auscultation

Criteria Points Possible Points Earned1. Make sure the animal iscalm and quiet, and is not purring or panting. Running water in the sink may stop a cat from purring. Holding a dog’s mouth closed can stop panting.2. Place each end of thestethoscope that moves outward into each ear canal.3. Apply the bell end of thestethoscope to the chest and listen for breath sounds.4. Each inhalation andexhalation is one breath. Count the number of breaths in 15 seconds.5. Multiply the number ofbreaths in 15 seconds by 4. This is the breaths per minute, or respiration rate.6. Record the respiration ratein the medical record.

TOTAL POINTS 25





Activity 5 Rubric for Dental Exam of Small Animals

Rubric for

Criteria Points Possible Points Earned1. Apply exam gloves.2. Carefully approach theanimal and observe the facial area for any swelling.3. Carefully restrain the headand gently lift the upper lip to observe the teeth. Note any abnormal appearance or odor. Repeat on the other side of the mouth.4. Open the mouth byapplying pressure at the area where the maxilla and mandible meet. Once open, carefully and gently pull the tongue out to one side to allow viewing of the mouth.5. Note any abnormalappearances or odors in the medical record.

TOTAL POINTS 25



Essential Standard: 6.00 9 % B4 Analyze general anatomy and disease processes

Objective: 6.01 4% B4 Organize knowledge of structures of living organisms


Essential Questions:• What are anatomy, physiology, and pathology?• What are the structural units of living things?• What are the functions of cells?• What are the types and phases of cell division?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked content

I. Basic Cell TerminologyA. Anatomy- study of internal and external body structureB. Physiology- study of the functions of those structures and how they workC. Pathology- study of disease processesD. Cells- basic structural unit of living things

a. Come in many shapes and sizesb. Each type of cell has a unique function

E. Organelles- small units within the cell responsible for a specific function a. Cell Membrane – holds the cell togetherb. Cytoplasm- fluid part of the cell that allows the internal structure of the cell to

movec. Nucleus- brain of the stem, usually in the center of the cell

i. Nucleolus- contained within the nucleus, formed from the genetic material

d. Mitochondria- makes energy for use by the cell (‘powerhouse’)e. Ribosomes- make proteinsf. Lysosomes- digest good and proteins

II. Cell Functions-A. Active Transport- process in which substances found in lower concentration areas

will be moved to higher concentration areasB. Anabolism- process in which smaller particles combine to form larger particles


C. Catabolism- process in which larger particles are broken down into smaller particles

D. Diffusion- process in which a substance moves from areas of high concentration to low concentrations

E. Endocytosis- process in which a cell takes a particle inF. Extra cellular fluid (ECF)- fluid found outside the cell

1. Example: bloodG. Homeostasis- maintenance and balance of body processesH. Osmosis- movement of a substance along a diffusion gradient across cell

membranesI. Phagocytosis- process by which dead cells and waste materials are eaten or

removed from the bodyIII. Metabolism- all of the chemical reactions within the body that break down or build new

chemicals

IV. Cell Division- the process by which a cell splits into two or more cellsA. Mitosis- type of cell division which allows for growth and regeneration of body

cells (somatic cells)1. Each daughter cell is identical to the original cell2. Phases of Mitosis

a. Interphase- the cells are in their normal statei. the nucleus and nuclear membrane are distinctii. chromosomes are in a thread like mass inside the nucleus

b. Prophase- Chromatin forms and begins to take an X shapei. Centrioles begin to move toward opposite poles creating

fibers between themii. Chromosomes begin to condenseiii. Nuclear membrane is less distinct

c. Metaphase- spindle fibers are formed at the center of the cell.Chromosomes begin to attach to the fibers between the centrioles in the center of the cell

d. Anaphase- chromosomes split and move to opposite poles as the spindle fibers shorten

e. Telophase- divides to create 2 or 4 new cells. Nuclear membrane begins to reform

B. Meiosis- cell division for breeding and reproductive cells (gametes)1. Each daughter cell is unique, and has half the number of chromosomes of

the parent cell


2. Male gametes (sperm cells) unite with female gametes (egg cells) at fertilization to provide a full complement of chromosomes for the offspring

3. Phases of Meiosis Ia. Prophase I-

i. Chromosome begin to condenseii. Chromosomes similar in structure pair and cross over

Cross over provides increased genetic diversity b. Metaphase I- spindle fibers are formed at the center of the cell.

Chromosomes begin to attach to the fibers between the centrioles c. Anaphase I- chromosomes split and move to opposite polesd. Telophase I- chromosomes reach opposite ends of cell Nuclear

membrane reformse. Cytokinesis- cell division occurs producing 2 identical cells

4. Phases of Meiosis IIa. Prophase II- Chromosome begin to condenseb. Metaphase II- spindle fibers are formed at the center of the cell.

Chromosomes begin to attach to the fibers between the centrioles. c. Anaphase II- Centromeres divide and sister chromatids move to

opposite ends of the cell as spindle fibers shorten.d. Telophase II- chromosomes reach opposite ends of cell. Nuclear

membrane reformse. Cytokinesis- cell division occurs producing 4 cells with half the

chromosomes of the original parent cell

V. Cell OrganizationA. Tissue- group of cells that are alike in structure

1. Perform specific functions2. Histology- study of tissues3. 4 types of tissue

a. Epithelial- covers the body’s surface and lines the internal organ structures and protects structures. Ex: skin, epicardium

b. Connective- holds and supports body structures. Ex: tendons, ligaments

c. Muscular- allows movements of body partsd. Nervous- respond to stimulus and cause a reaction in the body

B. Organ- group of similar tissues that perform a specific function Ex: liver, kidney, etc

C. Organ System- group of organs working together to perform body functionsVI. Disease and Injury


A. Infection- invasion of a foreign substance causing diseaseB. Inflammation- protective response by the body to an injury. Results in pain,

swelling, and rednessC. Trauma- external forces that damage tissue. Emergency management prevents

complications such as blood loss or infectionD. Tumors- localized area of rapid cell division

1. Benign- not cancerous2. Malignant- cancer causing tumors. Large nucleus, abnormal spindle,

frequently cells appear clumped.






6.01.01 Rubric for Preparing a Gram-Stained Slide

6.01.02 Mitosis Flip Book

6.01.03 Living structures assessment: develop assessment using Teacher Resource

6.01.04 FFA LifeKnowledge Applying Conflict Resolution Techniques: Just as it is important to diagnosis the disease before beginning to identify the root of the problem and ways of solving it in a positive light before the individual. https:// w ww. ffa . or g /do c um e nts/l e ar n/AH S 23.pdf

6.01.05 FFA LifeKnowledge Developing Professional Growth Plans: To cure an animal disease you first must identify the disease and ways of preventing it from reoccurring. Like wise to develop a professional growth plan must identify needs of improvement, goals, and a action plan to research your goal https://www. ffa .o r g /do c u m e nts/l ear n/AH S % 2017.pdf



Essential Standard: 6.00 9% B4 Analyze general anatomy and disease processes


Activity 1 Rubric for Preparing a Gram-Stained Slide

Criteria Points Possible Points Earned1. The student selected a sample. 22. The student mixed the sample on a microscopeslide with a drop of water or saline. 2

3. The student allowed the slide to air dry. 24. The student heat fixed the slide by passing itthrough a flame 2-3 times, specimen side up. 2

5. The student held the slide over the sink or placedit on a rack over the sink, flooded the smear with crystal violet, and let stand for one minute.

3

6. The student rinsed the smear briefly with water. 17. The student held the slide over the sink andflooded the smear with Gram’s iodine solution and let stand for one minute.

2

8. The student rinsed the smear briefly with water. 19. The student washed the smear with decolorizeruntil no more purple color washed off (5-10 seconds).

2

10. The student held the slide over the sink andflooded the smear with safranin and let stand for one minute.

2

11. The student rinsed the smear briefly with water. 112. The student allowed the slide to air dry orgently blotted it dry between paper towels. 2

13. The student mounted the slide on themicroscope and focused on the smear using the oil immersion lens.

3

TOTAL POINTS 25





Activity 2 Mitosis Flip Book


Mitosis Flip Books Diagram MastersYou will complete each page to illustrate the changes that take place in a cell during cell division. The first oval (or

ovals) in EACH phase should show the location of the organelles at that stage. Use the extra ovals to show the movement of organelles between stages. Once you have completed all the diagrams, carefully cut out each page, organize from first to last, and staple! Flip through your book to view cell division!

Mitosis Flip Book by

Interphase

Prophase

Metaphase


Anaphase

Telophase

Cytokinesis




Objective: 6.02 5% B4 Differentiate microbes and parasites to identifydisease processes


Essential Questions:• What are the various types of microorganisms that contribute to disease processes?• What are some of the common animal external parasites?• What are some of the common animal internal parasites?• What is the importance of zoonosis in humans?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Disease- abnormal change in the structure or function within the body

A. 5 primary disease causing micro-organisms- Viral, bacterial, fungal, protozoan, rickettsial

B. Microbiology- study of microorganisms1. Many are beneficial2. Pathogens- disease causing microorganisms

C. Contagious diseases- can be spread to other animals or humans1. Direct contact- diseases that are spread by contact with an affected animal

or body fluid.2. Indirect contact- spread by ways other than touching. Ex: airborne or

through equipment and bedding.D. Non contagious diseases- do not spread between animals

II. Viruses- particles that are contagious and spread through the environmentA. can only live inside a host cellB. cannot get nourishment or survive outside a cellC. antibiotics are not effective treatmentsD. supportive care is treatment of choice-

1. fluid replacement2. pain management3. anti-pyretics (fever reducers)4. medications for vomiting and diarrhea

E. Well known viruses- influenza, West Nile virus, HIV III. Bacteria- single celled organisms that can cause disease


A. Beneficial flora- bacteria that normally live in or on an animal that help maintain the health of the animal. Ex: intestinal bacteria that help with digestion

B. Pathogenic bacteria- bacteria that cause disease. Opportunistic bacteria- usually only cause disease when an ‘opportunity’ presents itself (eg: trauma, previous viral infection)

C. Symptoms- depend on location of invasion. Ex: diarrhea, pneumonia, sinusitis, etcIV. Fungal disease- caused by a pathogenic fungus or spore

A. Generally require warm moist environments to growB. Usually occurs in immunologically impaired animalsC. Can be very difficult and expensive to treat. Use antifungal medications

V. Protozoal diseases- single celled parasites that may survive in or out of the body. Most feed off of dead or decaying matter and cause disease in animals that ingest them.

VI. Rickettsial diseases- spread by biting insects like ticks or fleas. Must be in a host cell toreproduce.

VII. Parasitology - The study of organisms that live on or in other organisms to survive

A. Parasites – may invade the internal or external parts of animalsB. Most have one location that they live in, and they feed off the host, or animal that

is infectedC. Go through a life cycle: born as larvae and grow until capable of reproductionD. Can be controlled and prevented through proper sanitation and disinfection

methodsE. Enters the body many different ways. Parasites can invade digestive tract, skin, or

muscles of an animal.VIII. Internal Parasites

A. Occur in small and large animalsB. Include ringworms, whipworms, hookworms, heartworms, coccidian, tapeworms,

and strongylesC. Many internal parasites invade the intestinal system causing vomiting and

diarrheaD. Intestinal Parasites are diagnosed through fecal floatationE. Roundworms - Ascarids – most common intestinal parasite in small and large

animals1. Often occur in young animals2. Live in small intestine3. Can lay up to 200,000 eggs a day4. small animal symptoms- vomiting, diarrhea, bloated stomach, visible

roundworms in feces5. large animal symptoms- abdominal pain (common cause of obstruction

colic in foals), coughing and diarrhea, visible roundworms in feces6. diagnosed by finding eggs in feces- eggs are circular with dark circular

centers


7. Toxascaris leoninaa. Simplest life cycleb. Eggs hatch after it is ingested c. Eggs are passed in the fecesd. After 3-6 days, they are infective in the environmente. Animals become infected if they eat something contaminated with

the infected feces8. Toxocara canis: complicated life cycle

a. Hardy and resistantb. Animal can become infected by ingestion of eggs, transport host,

or by larvae entering the animal while in the uterusc. Migrate through circulatory systemd. They can encyst (become walled off or inactive) if enter body

tissues9. Toxcara cati

a. Similar to T. canisb. Infective eggs are swallowed; larvae hatch; and penetrate the

stomach wallc. Larvae migrate to liver, other tissues, and lungs

10. Parascaris equoruma. In large animals

i. Are swallowed in contaminated hay or waterii. Young worms burrow through the intestinal walliii. Mature in intestine and lay eggs that are passed in the feces

b. In small animalsi. Infection will show signs of vomiting, diarrhea, and bloated

stomach; is visible in fecesF. Whipworms - Trichuris vulpis – infect animals through ingesting contaminated

food or water1. Common intestinal parasite2. Whip-like shape3. Live in large intestine of infected animals4. Symptoms include diarrhea, weight loss, possible blood in the feces, and

anemia5. Adult whipworms are not visible in the feces6. Diagnosed through finding football shaped eggs in the feces

G. Hookworms - Ancylostoma caninum – live in the small intestine of host animal;feed off blood

1. Common intestinal parasite of dogs and occasionally cats2. Teeth-like structures or cutting plates – attach to wall of intestine and feed

on animals blood3. lay eggs that pass out in the feces


4. larvae is released after the eggs are hatched and travel through raindrops or dew on leaves

5. enters host by being ingested or by burrowing through the hosts skin6. Symptoms include vomiting, diarrhea, anemia, weakness, black darkened

feces, dull coat appearance, occasional coughing7. Diagnosed by finding clear oval eggs in the feces8. Zoonotic disease: cause cutaneous larval migrans in humans where larvae

burrow through humans skin, most common in young childrenH. Heartworms Dirofilaria immitis – affects the heart and circulatory system of

infected animals1. Spread by the mosquito2. Most concern in dogs, cats, and ferrets3. Microfilaria – the very tiny larvae that adult heartworms lay in the heart

a. enter mosquito and then enter the animal’s skinb. larvae grow and migrate to the heart

4. Symptoms in dogs-may have no symptoms with light infections, but with increasing worm loads will display exercise intolerance, difficulty breathing, coughing, decreased appetite, weight loss and lethargy

5. Symptoms in cats- typically show no signs but may die suddenly or may show signs similar to dogs

6. Simple snap blood tests are available for diagnosing heartworms7. Treatment is a concern as dyeing adults may block blood flow from the

heart and lead to sudden death8. Prevention with monthly treatments is the better way to manage

heartworms

I. Strongyles1. Common parasite of large animals2. Bloodworms or redworms3. Eggs in manure hatch into larvae4. Larvae mature in the intestinal tract and can cause extensive damage to

the lining of blood vessels5. Signs of large strongyles: weight loss, anemia, abdominal pain, and

sudden death6. Small strongyles do not migrate through tissues as large ones do.

Encysted larvae require special anthelmintic treatments to kill.7. Signs: diarrhea, weight loss, poor growth, poor coat quality, and

abdominal painJ. Coccidia - common protozoan internal parasite

1. Coccidiosis is the disease name2. Iospora cania – commonly infects animals3. Oocysts will be shed, or the single-celled eggs in the feces


4. Eggs live in the intestinal tract5. May be no illness signs, others include diarrhea, blood and mucous

presentK. Giardia

1. Giardia lamblia is a protozoan or single-celled organism that lives in the intestinal tract of animals

2. Common occurrence in water sources that are outside or contaminated3. Signs: diarrhea, vomiting, weight loss, and poor overall appearance.

L. Tapeworms1. Flat worms that are segmented or have individual parts that grow and shed

as the parasite ages2. Live within small and large intestine3. Proglottids – segments shed in feces that may often be seen near the anus

of dogs or cats4. Is developed commonly by the ingestion of a flea

a. 2 common species:i. Dipylidium caninum – can be up to 20 inches long; lives in

small intestine ii. Taenia species

b. Signs: poor hair coat, abdominal discomfort, and visible segments in the feces

IX. External ParasitesA. Several invade all types of small and large animals; they live in hair coat, on skin,

or within the ear canalsB. Fleas

1. Adults: reddish brown, wingless, and hard shells2. Jump3. Feed on blood4. Lay 15-20 eggs a day5. Eggs hatch in fall6. Cause itching and scratching7. Treatments available include spot ons, environmental control is key8. Flea allergy dermatitis – severe skin irritation and itching in some animals,

the flea saliva causes an allergic reaction when the animal is bitten. Signs: itching, scratching, biting at skin, hair loss, scabs or bumps.

9. Anemia – loss of blood, can be caused by fleas. Bartonella – bacteria spread by fleas; common in cats. Hemobartonella or Felina Infectious Anemia – caused by flea bite with bacteria, infects animal’s red blood cells and immune system; common in cats.

10. Plague – less common condition caused by flea bites


C. Ticks1. Arthropods that seek heat and movement2. Common species: American Dog Tick, the Deer Tick, the Brown Dog

Tick, the Lone Star Tick, and the lxodes species3. American Dog Tick – transmits disease known as Rocky Mountain

Spotted Fever. Signs: fever, joint pain, depression, and anorexia.4. Deer Tick – transmits a common disease called Lyme disease. It causes

joint pain, lameness, fever, depression, anorexia, lethargy, and swelling of joints.

5. Babesia – another disease spread by ticks. Signs: anemia, jaundice, fever,and vomiting.

D. Lice1. Wingless; stick to hair coat2. Life cycle 3-5 weeks3. Adults are visible4. Itching and hair loss5. Treatment available6. Nits – lice eggs

E. Mosquitoes1. Very small flying insects; survive on blood2. Capable of spreading diseases from animal to animal3. West Nile Virus – mosquito-borne disease that causes inflammation or

swelling of the brain and spinal cord4. Also carry heartworm microfilaria

F. Biting Flies1. Can cause lots of irritation2. Equine Infectious Anemia – viral disease; no vaccine and no cure for it.

Coggins Test – screens for the EIA virus3. Prevention: use of fly sprays and manure, waste control and waste removal

are helpfulG. Mites

1. Many forms and invade several areas2. Ear Mites – common, produces a dry black ear discharge; live about 2

months3. Mange Mites – live on skin and hair coat

a. Two types: sarcoptic mange and demodectic mangeb. Sarcoptic Mange – caused by infection with the Sarcoptes scabei

mitei. Causes condition known as scabies in humans ii. Highly contagious by direct contact


c. Demodectic Mange – another mite that invades the skin and all dogs raised normally by their mothers possess this mite

i. most dogs recover without any problems ii. not contagious

H. Ringworm - Dermatophytosis1. Fungus on skin2. Hair loss, with itching in large patches3. Circular skin lesions4. Contagious to humans and other animals

X. Deworming ProgramsA. Small and large animals should be on itB. Large animals wormed every 6-8 weeksC. Small animals wormed yearly. Most internal parasites are also killed by

heartworm prevention.D. Must be chosen according to the type of parasite that is present

XI. NeoplasiaA. Commonly called cancerB. Some common signs: abnormal swellings that persist or continue to grow, sores

that do not heal, weight loss, loss of appetite, offensive odor, depressionC. Many different typesD. Treatment includes chemotherapy, surgical removal, radiation, cryosurgery,

medications, or a combination of treatments

XII. Zoonosis- Diseases that are transmitted from animals to humans. Many do not show signs of illness. The large majority of zoonosis are not clinically significant.

A. Toxoplasmosisi. Toxoplasma gondi – simple-celled organism that can occur in any

mammal but is shed through the feces of catsii. Cats that have this shed oocysts in their feces can survive several

yearsiii. Cats become infected through eating rodents or birdsiv. Recommended that pregnant women do not handle litter boxes as

it can cause abortionsB. Brucellosis

i. Reproductive disease that can affect all mammals; concern in dogs and cattle

ii. Contagious; spreads through vaginal discharge iii. Causes abortions, fertility problemsiv. No treatment available

C. Encephalitis


i. “Sleeping sickness”ii. Group of viral diseases that affects horses and people

iii. Eastern Equine Encephalitis, Western Equine Encephalitis, andVenezuelan Equine Encephalitis

iv. Spread by mosquitoesv. No treatment available but have vaccine to prevent

E. Maintaining Good Animal HealthA. Vaccination programsB. Knowing common diseasesC. Preconditioning prepared young animals for possible stress factorsD. Clean and sanitary environmentE. Maintaining Good Animal HealthF. Proper nutritional programG. Proper spaceH. Yearly physical exam and health program

F. Treating DiseaseA. Biologicals – drugs used to treat diseaseB. Antibiotics – group of medications used to kill bacterial and some

rickettsial and protozoal organismsC. Anthelmintics – group of medications used to treat internal parasitesD. Injectable, oral, or topical





6.02 Activity List

6.02.01 Disease Transmission Lab

6.02.02 Parasite ID Worksheet

6.02.03 Microbe and parasites assessment: Use Instructor Resource to develop an assessment

6.02.04 FFA LifeKnowledge The Value of Diversity on Teams: Explain how working on a diverse team is like being a disease in a diverse environment. Add some fun to this lesson by having the students brainstorm challenges that diseases face. https://www. ffa .o r g /do c u m e nts/l ear n/H S 070.pdf

6.02.05 FFA LifeKnowledge Meeting New People: In identifying disease it is important to know the environment that a particular disease requires to live and growth. Likewise when you want to meet new people choose an environment that you and people with similar interest will be able to be comfortable and able to grow and flourish. htt p s://www. ffa .o r g /do c u m e nts/l ear n/H S 052.pdf




Objective: 6.02 5% B4 Differentiate microbes and parasites to identify diseaseprocesses

Activity 1 Disease Transmission Lab

Disease Transmission Lab

- Standard 6.02: Use microbiology and parasitology to identify disease processes.

- Materials neededo 3 small test tubes per studento 1 Pasteur pipette or eye dropper per studento 0.0001M solution of HCl (see preparation instructions below)o 0.1M solution of NaOH (see preparation instructions below)o Phenol Red Solution (see preparation instructions below)

- Instructional Strand: (Step by step teaching process)o Before the activity, prepare the solutions of HCl, NaOH, and Phenol Red (see preparation

instructions below). The “infected” solution is the NaOH. A small test tube with approximately2 ml of NaOH should be given to one student. This will be the “sick” student. All other students should receive a small test tube with approximately 2 ml of HCl. Set the Phenol Red solution aside for use later in the activity.

o Distribute the small test tubes (one with NaOH, all others with HCl) to the students. These will be the "stock" test tubes. Explain to the students that they are representing beef cattle living in a feed lot. One person in the class is an “infected” or “sick” cow, but do not tell them who it is.

o Distribute an empty small test tube and pipette (or eye dropper) to each student. This will be the"experiment" test tube.

o Instruct students to transfer about 1/3 of the liquid in the "stock" test tube to the "experiment" test tube.

o Explain to the students how the demonstration will proceed: The students are free to walkaround the classroom. When the teacher gives the signal, the students will find one person in theclass to “come into contact” with. This contact represents transfer of respiratory fluids between cattle. The students will transfer 3 or 4 drops of the solution in their "experiment" tube to the other’s "experiment" test tube and record their first contact’s name. This is considered one round.

o You will do two simulations, one representing a less crowded situation, one representing a more crowded situation. For the less crowded demonstration, use the entire class room, and perform 3 rounds of contact. Represent the more crowded demonstration by using only half or only one corner of the classroom. Explain to the students that since there is less space, it is more crowded, and there are more opportunities for you to come into contact with others. Perform 10 rounds of contact for this demonstration. Having students randomly swap their “stock” tubes before the second round will change the “infected” student and be more challenging. Make sure thestudents are recording the names of their contacts for each round.


- Guided Practice: (Activities)o At the end of each simulation. Students will return to their seats and the teacher will add one to

two drops of phenol red solution to each student’s small test tube. Explain to the students that their solution will turn red if they were “infected” during the process of coming into contact with other students. If they are uninfected, their solution will remain colorless, or yellow. On the blackboard or overhead, have only the infected students record their name and their contacts for each round.

o Students can then attempt to determine who the single individual that started the spread of the disease was. (This will be fairly easy to do for the less crowded demonstration, but for the more crowded demonstration, you may only be able to narrow it down to 2 or 3 individuals.) To assist with determining the individual who started the spread, the teacher could create a backwards tree diagram, with all students who are infected on top, then all the students they came into contact with in round 9 next on the tree, and so on.

- Solution Preparationo To prepare the .0001M HCl, add 1mL 1M HCl (prepared by adding 11ml of 32.3% concentrated

HCl to 89 ml of water) to 99 ml of water.o To prepare the 0.1M NaOH, add 0.4 grams of NaOH, and add water until you reach a volume of

100ml.o To prepare the Phenol Red solution, dissolve 0.1 grams of phenol red into 100 ml of water.o If you school does not provide these reagents, they can be purchased from

http://www.s c i e n ce stu ff . c om o Phenol red is an indicator solution that turns red or pink in alkaline (basic) solutions. The

“infected” solution is diluted sodium hydroxide, which should produce a pH high enough to change the color of the indicator to red. The “uninfected” solution is a diluted solution of hydrochloric acid, which should produce a pH too low to change the indicator red, instead the color will change a pale yellow.

- Closure/Summary: Students should write exit slips describing the relationship between overcrowdingand disease spread in a livestock environment.


COURSE: Veterinary Assistant UNIT C Animal Care and Management



Activity 2 Parasite ID Worksheet

Internal ParasitesName

R ound wo r ms

Toxocara canis Toxocara adults in intestine

Type(s):

Modes of Transmission:

Life Cycle:


Clinical Signs:

Internal ParasitesZoonosis:


T apew o rm s

Taenia pisiformis Dipyidium caninum Adult segment in intestine

Type(s):


Life Cycle:

Clinical Signs:



Ho o k wor ms

Magnification of adult head Ancylostoma

Type(s):


Life Cycle:

Clinical Signs:

Zoonosis:


W h i p w o r ms

Trichuris vulpis on rightSmaller egg is Capillaria

Type(s):


Life Cycle:

Clinical Signs:



P r o t o zoa

Giardia cyst Giardia troph Isospora

Types:


Life Cycle:

Clinical Signs:

Zoonosis:


Handout-6


Effects:


Life Cycle:

Clinical Signs:

Diagnosis:

Treatment:

Hea r t w o r ms


COURSE: AA41 Veterinary Assisting UNIT D Surgical and Radiological Procedures

Essential Standard: 7.00 10 % C3 Apply proper surgical preparation techniques

Objective: 7.01 5% C3 Implement techniques to prepare and monitorpatients for surgery


Essential Questions:• How are surgical and anesthetic logs prepared and maintained?• What equipment is needed for anesthesia?• What are the procedures for inducing and maintaining anesthesia?• How is patient monitoring performed during anesthesia?• What are the planes of anesthesia?• What are the differences between breathing and rebreathing systems?• What postoperative and post anesthetic care should a patient receive?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Surgical Log Book

A. Note all aspects of surgery1. Presurgical notes2. Surgical notes3. Postoperative recovery stages4. Required to meet legal and state regulations

II. Anesthesia Log BookA. Notes

1. Patient status through i. Inductionii. Maintenance iii. Recovery

2. TPR and BP every 5 minutes3. Fluid type and amount received4. Pain medications5. Oxygen flow rates

III. Pre-Anesthetic Patient CareA. Blood work- Helps determine the proper anesthetic to useB. Physical examinations- Evaluate each body system and vital signsC. Patients should be fastingD. Administer sedatives

IV. Surgical Preparation


A. Make patient urinateB. Clip surgical areaC. Prep skin with a surgical scrubD. Place patient on tableE. Apply monitors

V. Fluid TherapyA. IV catheter placement during pre-anesthesia preparationB. For administration of pain medsC. For quick access in the event of an emergencyD. To prevent dehydration

VI. Patient MonitorsA. Pulse oximeter

1. Measurement of vital signs by oxygenation status of the blood2. Shows oxygenation, temperature, heart rate, and respiratory rate

B. Temperature probeC. Respiratory monitorD. Esophageal stethoscope- Device placed in the esophagus next to ET tube emits sound of

heartbeat throughout procedureE. Blood pressure monitor- Measure blood pressure and tissue perfusionF. Electrocardiogram- Measures electric currents of the heart

VII. The Anesthesia MachineA. Vaporizer- Converts liquid anesthesia into a gaseous formB. Oxygen tanks- Should be checked daily and replaced when lowC. Pressure valveD. Flow meterE. Soda lime canister- Absorbs carbon dioxideF. Rebreathing bagG. Pop-off valve- Releases excess amounts of gasH. Scavenger hose- Prevents gas from leaking into roomI. Corrugated tubing- Tube through which gas flows to patientJ. Y connector- Attachment from tubing to ET tubeK. Anesthesia chamber- Chamber in which a patient is placed and gas is pumped in until

anesthesia is achievedL. Anesthesia masks

VIII. Breathing SystemsA. Non-rebreathing system

1. Bain system2. Single tube attaches to patient3. Another hose passes through tube to deliver gas

B. Rebreathing system- Allows rebreathing of gas after passing through CO2 canisterIX. Anesthesia Induction

A. The phase when drug is given to make animal sleep and remain unconsciousB. May be injected or inhaledC. Once induced, an endotracheal tube should be placedD. Blink reflex is used to determine plane of anesthesia achievedE. Intubation Procedure


1. Performed by technician or veterinarian2. Passage of a breathing tube down trachea3. Allows anesthesia gases to be administered during procedure4. Prevents aspiration

X. Anesthesia PlanesA. Measured by assessment of involuntary reflexesB. Palpebral reflex – tapping figure over eyelid, if strong blink reflex noted patient is in light

planeC. Pedal reflex – pinching skin between digits, withdrawal or movement indicates a light

planeD. Plane I

1. Induction2. Brief disorientation before passing into plane II

E. Plane II1. Excitement2. Involuntary movements and vocalization present

F. Plane III1. Light anesthesia2. Vital signs normal, pupils regular in size, and mild to no reflexes present

G. Plane IV1. Overdose2. Deep plane3. Vital signs decreased, pupils fixed and dilated4. Could result in death

XI. Patient Surgical PositioningA. Dependant upon procedureB. Common is dorsal recumbencyC. Adjust height of tableD. Adjust lights over operable area

XII. Post-Anesthetic CareA. Taken off anesthesia machineB. Moved to a recovery areaC. Monitor for swallow reflex to determine when ET tube should be removedD. Increased heart rate and respiratory rateE. Animal may begin to move aroundF. Monitor vital signs until patient is alert

XIII. Postoperative CareA. Monitor for

1. Pain2. Infection3. Hemorrhage

B. Signs of pain- Restlessness, whining or vocalization, reluctance to move, chewing or biting at incision, anorexia, or change in behavior

C. Provide pain controlD. Withhold food for 12 hours in monogastric patientE. Large animals can be given small amounts of food and water when alert


F. Provide home care instructions when animal is ready to be dischargedG. Set up suture removal appointment



Essential Standard: 7.00 10 % C3 Apply proper surgical preparation techniques



7.01.01 Surgical Assisting Evaluation Sheet

7.01.02 Surgery Monitoring Assessment- Use Instructor Resource to develop an assessment

7.01.03 FFA LifeKnowledge Selecting a Strategy- Discuss the steps used in preparing for basic surgery methods and how they relate to the system of problem solving used in formulatingeveryday decisions. https://www.ffa.or g/do cuments/learn/HS 099.pdf

7.01.04 FFA LifeKnowlege Identifying Planning Skills-Discuss how effective planning skills would be important when preparing equipment for surgery. https://www. ffa .o r g /do c u m e nts/l ear n/M S 046.pdf



Essential Standard: 7.00 10% C3 Apply proper surgical preparation techniques


Activity 1 Surgical Assisting Evaluation Sheet

Surgical Preparation Skills

Student passed the Surgical Assisting written exam Student records information in the surgical log Student records information in the anesthesia log Student sanitizes surgical suite Student maintains and cares for surgical equipment Student prepares surgical packs Student properly opens surgical packs

Surgical Assisting Skills

Student restrains during intubation Student adjusts anesthesia machine oxygen and gas rates Student prepares animal for surgery including: clipping, scrubbing and positioning Student prepares a surgical scrub Student applies a surgical gown

Instrument Skills

Student can use a pulse oximeter Student can attach EKG Student can identify surgical instruments Student can attach blood pressure machine Student can perform a suture and staple removal Student can use ultrasonic cleaner Student can use autoclave


Post-Operative Skills

Student can monitor recovering patient Student can extubate an animal Student can feed and water a patient after surgery Student can monitor an incision Student can disinfect a surgery suite Student can record surgery notes





Essential Standard: 7.00 10% C3 Demonstrate proper surgical preparation techniques

Objective: 7.02 5% C3 Apply knowledge of surgical instruments and propersterilization protocol to prepare surgical packs


Essential Questions:• What are the procedures for gowning and gloving the surgeon and assistant?• What are the types of suture materials that are available?• What are some of the surgical instruments in a surgery pack?• How are surgical packs organized?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Gloving techniques

A. Open gloving- Picking up and placing gloves on in a manner that the outside of glove doesn’t contact the skin

B. Closed gloving - Picking up the gloves by using the gown sleeves so skin doesn’t contact gloves

II. Gown PackA. Contains gowns used in surgeryB. Must be opened in a manner that will maintain sterility

III. Gowning the Surgeon and AssistantsA. Don mask, cap, hair cover, and boot coversB. Perform surgical scrubC. Dry handsD. Apply gownE. Apply glovesF. Assistant ties back of gown

IV. Sutures and Surgical BladesA. Know types and sizes of blades and suture materialB. Sutures

1. Absorbable - Broken down within the body2. Nonabsorbable- Used to close skin and must be removed after wound healing

V. Surgical InstrumentsA. Scalpel blade and handleB. Towel clamps C. Needle holders D. Tissue forceps


E. Hemostatic forcepsF. Intestinal forcepsG. ScissorsH. RetractorsI. Spay hook

VI. Surgical Pack PreparationA. Non-sterile items

1. Hair cover or cap2. Surgical mask3. Booties or shoe covers

B. Sterile items1. Scrub pack containing bristle brush2. Sterile linen hand towel3. Surgical scrub4. Surgery glove pack with correct-sized gloves5. Sterile gown pack

VII. Surgery PackA. Sterilized separately

1. Instrument packs2. ½ surgical drape3. ¼ surgical drape4. Towel packs5. Individual instrument envelopes6. Bowel packs

B. Pack supplies include1. Gauze sponges2. Laparotomy towel3. Suture material4. Surgical blade

C. Scrub Pack1. Hard bristle brush2. Sterile hand towel3. Surgical scrub4. Surgery gloves






7.02.01 Rubric for Opening a Gown and Gloves

7.02.02 Rubric for Opening a Surgery Pack

7.02.03 Rubric for Preparing a Surgical Pack for Sterilization

7.02.04 Rubric for Surgical Preparation

7.02.05 Surgical Pack Wrapping Guide

7.02.06 Surgical Instruments and Sterilization Assessment: Use Instructor Resource to develop an assessment

7.02.07 FFA LifeKnowledge Organization Planning- Surgical instruments are named and classified according to their use (clamps, blades, and scissors) Illustrate how resources in life can be classified as personal information and individual.https://www.ffa.or g/docu ments/learn/AHS %2044. pdf

7.02.08 FFA LifeKnowledge Learning to Assess Others Strengths-Exhibit how different instruments may be used for specific purposes and how they may be grouped accordingly to their uses just as identifying potential strengths of individuals ask be grouped in committees to maximize an organizations potential. https://ww w . ffa .o r g /do c u m e nts/l ear n / H S 101.pdf





Activity 1 Rubric for Opening a Gown and Gloves

Criteria Points Possible Points Earned1. The student selected theappropriate gown size. 3

2. The student selected theappropriate glove size. 3

3. The area where the gownand gloves were placed was dry and level.

3

4. The gown is opened withoutcontamination and the flaps are opened in the correct order.

4

5. The student checked thechemical indicator to ensure sterility.

4

6. The gloves are openedwithout contamination. 4

7. The student tied or assistedwith tying the surgery gown aseptically.

4

TOTAL POINTS 25





Activity 2 Rubric for Opening a Surgery Pack

Criteria Points Possible Points Earned1. The student placed thesurgery pack on a clean, dry surface.

2

2. The student removed or torethe tape securing the package. 2

3. The student opened the firstflap away from them 4

4. The student opens the sideflaps without reaching across open pack

4

5. The student opens the flaptowards them 4

6. The student opened thepack without contamination. 5

7. If internal wrap is present,student does not contaminate 2

8. The student stepped awayso the surgeon or scrub nurse could complete the opening of the pack.

2

TOTAL POINTS 25





Activity 3 Rubric for Preparing a Surgical Pack for Sterilization

Criteria Points Possible Points Earned1. The student gathered theappropriate instruments and instrument pan if applicable.

4

2. The student gathered theappropriate linen supplies if applicable.

4

3. The student selected theappropriate packaging material and chemical indicator.

4

4. The student assembled thepack correctly by following the instructions on the checklist or recipe.

5

5. The student appropriatelyselected and placed the chemical indicator.

4

6. The student appropriatelyselected and utilized packaging material.

4

TOTAL POINTS 25





Activity 4 Rubric for Surgical Preparation

Criteria Points Possible Points Earned1. The student appliedantiseptic scrub to the site. 4

2. The student prepped the sitewith a clean surgical sponge beginning at the incision site and worked toward the edges.

4

3. The student discarded thesponge once it reached the edge of the clipped area.

4

4. The student did not bringthe sponge back to the incision site once it was moved away from the incision site.

4

5. The student wiped the sitewith a rinse solution using a clean surgical sponge following the same pattern as when scrubbing with the antiseptic.

4

6. The student repeated thescrub and rinse a minimum of3 times or until the final rinse sponge was clean.

5

TOTAL POINTS 25




Objective: 7.02 5% C3 Apply knowledge of surgical instruments to preparesurgical packs

Activity 5 Surgical Pack Wrapping Guide-Surgical Instruments

Source: http://www. r u ra l area v e t.o r g / P D F / S u r g e r y - P ac k_ W ra ppin g .p d f

INSTRUMENT IDENTIFICATION AND

STERILIZATION TABLE OF

CONTENTS

PACKAGING INSTRUCTIONS 2

DRAPE-SIZES AND CUTTING 3

DRAPE FOLDING 4-5

PACKS 6-8

PACK WRAPPING 9-10

GOWN FOLDING 11


GENERAL PACKAGING TIPS

DO

x Place a St eri l i z a tion i ndi c ato r s t r i p i n ev e ry pou ch a nd P a c k x Place instruments HANDLE FIRST into the steri-pouch.x Place gauze pads under the tips of instruments that may puncture the steri-pouch.x A ud i t y ou r p a c k e v e r y t i m e y o uu s e i t ! !! x Check the instrument orphanage for instruments that your pack is missing.x Re-label instruments with color coding tape as needed.x Discard any damaged instruments.x Repack any extra instruments that may have been used during your surgery; unless stated

below, instruments that do not belong in the pack are packaged individually.

DO N O T Correctly Packaged

x Put tape strips on self seal sterilization poucheso The indicator strip serves this functiono The back of the steri pouch has an indicator as well

x Cut steri-pouches in halfx Ratchet instruments shut during the packing and sterilization process

INSTRUMENTS PACKAGING

x Retractors are generally packed in Pairso ARMY NAVY retractors nest neatly together.o The Senn retractor is packaged individuallyo Malleable retractors- belong in the equine surgery box

x Mosquito Hemostats are packed in pairs or individually.x Towel clamps are packed in pairs or individually.

Incorrectly Packaged

Malleable retractors belong in the equine surgical equipment

Properly nestedARMY NAVY retractors


Cutting Drape and Pack Wraps

Begin by sharpening your scissors using the sharpeners in the rewrap drawers

Drape sizesx Small Drape 38” X 38” x Large Drape 38” x 44” x Pack Wrap 19” X 19”x International Drape 38” X 54”

Cut all drape and pack wraps squarely and neatly. To do so:x Lie the roll on a clean flat surfacex Pull out a an appropriate length of drapex Fold one corner of the roll across and back toward the roll so that there

is a straight line parallel to the rollx Fold the other edge across the roll to form a triangle pointing away from the roll.x For small drape cut along the line formed by the folded edges of the drapex For large drape cut 6” longer

(the length of a dollar bill.x Use the roll of drape as a guide to

keep your cut straight.

Pack Wraps:x Lay a small drape flat on your workspacex Fold in halfx Fold the half in half so that you have a square 4 layers thick.x Cut along the last fold.x Cut each of the two remaining pieces along their folds.x You now have 4 pack wraps.


38”

38”

cut edges

Folding the

drape

38” or 44 “

Fold the drape like an accordion from cut edge to cut edge

4”-5”

Fold the drape like an accordion in the other direction

Finished drape

The finished drape will be between 4” X 8” and 5” X 9” and should fit into the grey area on the next page.


9” X 5” largest possible size

Perfect size 8 or 8 ½” X 4 or 4 ½”8” X 4” smallest possible size for a

spay pack

foldeddrape size guidelines


Canine Spay Pack# Color 18 Instruments4 ---- Towel Clamps1 ---- Scalpel Handle1 Red or Needle Drivers1 Blue & Thumb Forceps-Rat Tooth1 Orange & Thumb Forceps-Brown Adsen1 Red & Scissors-Mayo4 Yellow & Curved Mosquito Hemostats2 W hite Carmalts2 Green Kellys1 Blue Spay HookAdditional Surgical Supplies In Pack# Item

~15 Gauze Pads1 Drape1 Autoclave Indicator Stripe

Feline Spay Pack# Color 15 Instruments4 ---- Towel Clamps1 ---- Scalpel Handle1 Red or Needle Drivers1 Blue & Thumb Forceps-Rat Tooth1 Orange & Thumb Forceps-Brown Adsen1 Red & Scissors-Mayo1 Green & Scissors-Metzenbaum2 Yellow & Curved Mosquito Hemostats2 Green Kellys1 Blue Spay HooksAdditional Surgical Supplies In Pack# Item

~15 Gauze Pads1 Small Drape1 Autoclave Indicator Stripe

SURGICAL PACKS

22 Canine Spay Packs

Brown

Black

Black

W hite

Black

22 Feline Spay Packs

Brown

Black

Black

W hite

Brown

Black


Pediatric Spay Pack# Color 13 Instruments4 ---- Towel Clamps1 ---- Scalpel Handle1 Red or Needle Drivers1 Blue & Thumb Forceps-Rat Tooth1 Orange & Thumb Forceps-Brown Adsen1 Red & Scissors-Metzenbaum1 Green & Curved Kellys2 Yellow & Curved Mosquito Hemostats1 Blue Pediatric Spay HookAdditional Surgical Supplies In Pakc# Item

~15 Gauze Pads1 Small Drape1 Autoclave Indicator Stripe

Canine Neuter Pack# Color 13 Instruments4 ---- Towel Clamps1 ---- Scalpel Handle1 Red or Needle Drivers1 Blue & Thumb Forceps-Rat Tooth1 Orange Thumb Forceps-Brown Adsen1 Red & Scissors-Mayo2 Black Curved Criles2 Yellow & Curved Mosquito HemostatsAdditional Surgical Supplies In Pack# Item

~15 Gauze Pads1 Drape1 Autoclave Indicator Stripe

Feline Neuter Pack# Color 1 Instrument2 Yellow & Curved Mosquito Hemostats

Additional Surgical Supplies# Item1 Gauze Pad1 Autoclave Indicator Stripe

11 Pediatric Spay Packs

Brown

Black

Black

W hite

Brown

Black

22 Canine Neuter Packs

Brown

Black

& Black

W hite

Black

22 Feline Neuter Packs

Black


Equine Hernia Pack# Color 17 Instruments1 ---- Scalpel Handle4 ---- Towel Clamps1 Red o r Brown Needle Drivers2 Blue & Black Thumb Forceps-Rat Tooth1 Orange & Thumb Forceps-Brown Adsen1 Red & W hite Scissors-Mayo1 Green & Scissors-Metzenbuam6 Yellow & Curved Mosquito Hemostats

Additional Surgical Supplies# Item

15 Gauze Pads1 Drape1 Autoclave Indicator Stripe

Equine Crypt Pack# Color 17 Instruments1 Scalpel Handle4 Towel Clamps1 Red o r Brown Needle Drivers1 Blue & Black Thumb Forceps-Rat Tooth1 Orange & Thumb Forceps-Brown Adsen1 Red & W hite Scissors-Mayo4 Yellow & Curved Mosquito Hemostats4 W hite Curved Carmalts (1 long)

Additional Surgical Supplies# Item15 Gauze Pads1 Drape1 Autoclave Indicator Stripe

EQUINE PACKS

Black

Brown

Black

Black

Black

Equine instruments for cold sterile use


PROCESSING YOUR PACKx F ir st- - - A ud i t y o u r p a ck

o Count your instrumentso Verify that they are the correct instruments for your packo Remove any instruments that do not belongo Check the orphanage for instruments that are missing

x Thoroughly clean all instrumentsx Package separately any individual instruments that you may have usedx Package separately any extra drape and/or gauze that you may have used

Place the outer pack wrap from your pack onto a

new pack wrap as shown.

Place your instruments from largest to smallest,

with the curves pointing in the same direction onto

the pack wraps

Slide the blade handle through the lower ring of the instruments to help

hold them in place

The drape should be folded just longer than

the longest instrument in the pack

Place the drape, gauze pads and an indicator strip directly over the

instruments

Fold the bottom corner of the inner drape up over the instruments et al.

folding the corner back down toward you.

Tuck the pack wrap underthe side of the pack Repeat on the opposite

side

Fold the right side of the inner pack wrap over the

pack


Fold the left corner of the inner drape over the pack

contents

Tuck the inner pack under the top in a similar manner to that shown for

the sides

Fold the top corner down over the pack

Tuck the pointed edge under the folds to secure

Turn the pack 180° and repeat the process with the second pack wrap as shown

x Secure the pack wrap with tape x Record on the pack:

The pack type, drape size, date the pack was wrapped/sterilized, and your initials


Gown Folding

1--Lie your gown as shown on a clean flat surface with the inside facing the surface and the outside facing you. Cross the arms.2—Fold the near side of the gown toward the far side so that the fold falls atthe armpit3—Fold the far side of the gown toward the near side so that the fold falls at the armpit4—Fold the near side of the gown toward the far side of the gown so that the fold falls at the edge of the neck.

5-- Fold the far side of the gown toward the near side of the gown so that the fold falls at the edge of the neck.6—begin folding the gown in an accordion fashion until the gown is small enough to be wrapped in a pack wrap. Wrap in the same fashion asdescribed for your pack.



Essential Standard: 8.00 6% C3 Apply facility maintenance and equipment cleanliness procedures

Objective: 8.01 3% C3 Execute sanitation protocol of facilities


Essential Questions:• What are the types and methods of sanitation used in veterinary facilities?• Why is sanitation so important in a clinical setting?• What is the importance of an isolation ward?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Methods of Sanitation

A. Cleaning – physically removing all visible signs of dirt and organic matter such as feces, blood, hair, etc.

B. Disinfecting – destroying most microorganisms on nonliving things by physical or chemical means

C. Sterilizing – destroying ALL microorganisms and viruses on an object, using chemicals and/or heat under pressure

II. Physical CleaningA. Using a chemical with a mop or spongeB. Dusting, mopping, or cleaning up urine or feces within a cageC. Removing dirt, debris, and organisms from all surfaces of the veterinary facilityD. Disinfecting areas to prevent disease spread

III. SterilizationA. Process of killing all living organisms on a surfaceB. Typically used in the exam rooms, treatment area, and surgical suite to ensure tables and

instruments are free of diseaseC. Cold Sterilization

1. Soaking items in a disinfectant chemical until they are used2. Cold tray – holds a chemical that acts as a sterilizing agent

D. Dry Heat or Incineration1. Incinerating an object or exposing it to flame2. Incinerator – used to burn the remains of items that have the potential to spread

disease3. Requires items to be burned to ashes in order to prevent spread of disease

E. Autoclave1. A sealed chamber in which objects are exposed to heat and steam under pressure


2. Extremely hot temperatures to kill all living organismsF. Radiation and Ultrasound

1. Radiation – using ultraviolet or gamma rays2. Ultrasound – passing high frequency sound waves through a solution to create a

vibration that scrubs an object to remove debrisG. Filtration

1. Removing particles from the air, using a physical barrier2. Pressurizing room to prevent organisms from entering the facility

IV. Isolation WardA. Where contagious patients are kept away from all healthy patientsB. Separate housing groupsC. Items never removed from the location






8.01.01 Veterinary Sanitation and Aseptic Technique Evaluation Sheet

8.01.02 Sanitation Protocol Assessment- Use Instructor Resource to develop an assessment





Activity 1 Veterinary Sanitation and Aseptic Technique

E valu ation Sh eet

Veterinary Sanitation ExamStudent passed veterinary sanitation written examStudent passed veterinary sanitation practical exam

Veterinary Sanitation and Aseptic TechniquesStudent safely demonstrated proper dress and aseptic technique Student safely demonstrated knowledge of isolation ward Student can clean safelyStudent can safely use glovesStudent can safely disinfectStudent can safely sterilize and use sterilization equipmentStudent can safely clean cagesStudent can safely identify zoonotic concernsStudent can properly load laundryStudent can properly clean exam room




Yes No 11. Can the student complete a proper load of laundry using detergent and disinfectant?

Yes No 12. Can the student clean an exam room?




Objective: 8.02 3% C3 Implement aseptic technique to maintain equipment


Essential Questions:• What is aseptic technique?• What procedures are necessary for maintaining a veterinary facility?• What procedures are necessary for maintaining a surgical facility?• What procedures are necessary for preparing a patient for surgery?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Aseptic Techniques

A. Practice keeping a sterile environment and keeping the environment disease and contaminate free

B. Sterile techniques – washing hands frequently, wearing gloves when handling animals, and cleaning all surfaces with disinfectants

C. Nosocomial infection – when a human causes the spread of disease and the contamination of an animal

1. Unsterile surgical practices2. Contamination of a healthy animal due to unsafe sterile practices3. Allowing contagious animals to be in contact with healthy animals

II. Housekeeping and General CleaningA. Practice good hygiene and odor controlB. It is important that the veterinary assistant be familiar with the facilities cleaning and

disinfecting methods and with chemicals availableC. “Clean as you go” attitudeD. Cleaning must be done properly

III. Hand HygieneA. Most common method of spreading disease is through direct hand contactB. Antibacterial soap and use of hand sanitizerC. Signs throughout the facility to remind all staff members to wash their hands

IV. Exam Room SanitationA. Safety and disease controlB. Cleaned after every patient that is seen in the room and at the end of the dayC. Begin cleaning at a starting point


D. Work clockwiseE. Always clean, using an up and down motion or side to sideF. Trash should be cleaned up on a regular basisG. Cold tray chemicals should be changed on a regular basisH. Floor should be swept and cleared

V. Veterinary Sanitation Chemicals and CleanersA. Antiseptics – solutions that destroy microorganisms or inhibit their growth on living

tissues and are effective disinfecting agents1. Spectrum of activity – refers to what the agent will kill such as viruses, bacteria,

or fungus2. Appropriate surface uses – refers to the types the agents may use to clean3. Contact time of the solution – refers to how long the disinfectant should sit

before being cleaned from the surface4. Inhibiting factors – refers to uses that should be avoided when using the

disinfectant5. Toxic effects – refers to the hazardous effects that use of the agent may have to

humans or animalsVI. Laundering Materials

A. Important part of sanitation and disease control planB. Sort by

1. Surgical materials2. Regular hospital materials3. Contagious items

C. Most items may require pretreatingD. High temperatures should be used

VII. Surgical AsepsisA. Prevention of any organisms from entering the patient via surgical incision, inhalation, or

IV anesthesiaB. All items in use must be sterileC. Ventilation of surgical suite must be separate from normal hospital ventilationD. Only surgical procedures should be performed

VIII. Surgical Suite MaintenanceA. Ceiling sanitation

1. Spot clean daily2. Mopped once per week3. Change ventilation filters weekly

B. Wall sanitation1. Spot cleaned after each procedure2. Mopped daily

C. Counter and shelf sanitation1. Disinfected daily2. Spot clean between each surgery3. Used items in medical waste container should be disposed of each day


D. Floor sanitation1. Mopped daily and between surgeries as needed2. Dual mop method

E. Equipment1. Cleaned and disinfected, following manufacturer’s recommendation2. Permanent fixtures cleaned daily3. Clean table after each use4. Surgical ties washed weekly unless soiled

IX. Surgical PreparationA. Make patient urinateB. Clip surgical areaC. Prep skin with a surgical scrubD. Place patient on tableE. Apply monitors

X. Surgical Pack PreparationA. Non-sterile items

1. Hair cover or cap2. Surgical mask3. Booties or shoe covers

B. Sterile items1. Scrub pack containing bristle brush2. Sterile linen hand towel3. Surgical scrub4. Surgery glove pack with correct-sized gloves5. Sterile gown pack

XI. Surgery PackA. Sterilized separately

1. Instrument packs2. ½ surgical drape3. ¼ surgical drape4. Towel packs5. Individual instrument envelopes6. Bowel packs

B. Pack supplies include1. Gauze sponges2. Laparotomy towel3. Suture material4. Surgical blade

C. Scrub Pack1. Hard bristle brush2. Sterile hand towel3. Surgical scrub4. Surgery gloves


XII. Sterilization TechniquesA. Autoclave

1. Distilled water heated to high temperatures and pressure to sterilize items2. Distilled water must be used3. Don’t pack materials too tightly in autoclave4. Must run the entire cycle5. Allow to cool before removing contents

B. Surgical Instruments1. Cleaned after each use2. Soak in disinfectant3. Mechanical cleaning by ultrasonic cleaner can be done4. Rinse instruments and thoroughly dry5. Dip in instrument milk6. Drain and air dry






8.02.01 Rubric for Hand Washing8.02.02 Rubric for Veterinary Laundry8.02.03 Rubric for Cage or Kennel Cleaning8.02.04 Group Discussions of Safety and Sanitation Situations8.02.05 Aseptic Technique Assessment- Use Instructor Guide to develop assessment





Activity 1 Hand Washing Rubric

Criteria Points Possible Points Earned1. Gather paper towels. 32. Wet hands with warm water.Place antibacterial soap into the palm of one hand. Use an amountthe size of a nickel.

5

3. Use vigorous friction byrubbing both hands together and lather both hands to the wristconsistently for 15-30 seconds.

4

4. Cover all surfaces of the hand,including the back of the hands and between the fingers.

5

5. Rinse hands thoroughly,allowing the water to run downwards off the skin.

4

6. Dry hands completely withpaper towels. Use a paper towel to turn off faucets and open doors. Clean up area.

4

TOTAL POINTS 25





Activity 2 Veterinary Laundry Rubric

Criteria Points Possible Points Earned1. Sort laundry materials and sizeof the laundry load. Wash surgical materials separatelyfrom bedding and groomingmaterials.

5

2. Pre-treat all laundry inwashing machine by soaking. 43. Set washing cycle for load sizeand proper temperature, usually warm to hot water.

4

4. Add laundry detergent thatdisinfects bedding and other items. Start washing cycle.

4

5. Place items in dryer whenwasher cycle is complete. 46. Fold items properly and storein a closed cabinet. 4

TOTAL POINTS 25





Activity 3 Rubric for Cage or Kennel Cleaning

Criteria Points Possible Points Earned1. Remove all bedding, toys, andbowls. Place dirty bedding into the laundry area.

3

2. Disinfect all toys and bowlsappropriately with soapy disinfectant and water and allow soaking.

4

3. Remove all feces, urine, orother dirt materials with paper towels or scoop and discardappropriately.

5

4. Wash all sides of the cage orkennel wall, including door, grates, and latches, withappropriate disinfectant andwarm water. Use a washcloth soaked in disinfectant.

5

5. Allow disinfectant to stand onthe cage items for the allotted contact time. Rinse with warm water.

4

6. Dry all items and replace cleanbedding and bowls before returning animal to cage or kennel.

4

TOTAL POINTS 25





Activity 4 Group Discussions of Safety and Sanitation Situations

The Safety/Sanitation Situation

Purpose:Every day veterinary staff is faced with situations that could be safety hazards or cause pathogens to spreadthroughout the hospital.

Procedure:As a group, read and discuss each situation, then determine the best course of action to be taken. Write a pagefor a “Standard Operation Procedures Manual” that would address the specific situation. As a class, compile the pages into a full manual for your class “Veterinary Clinic.”

Situations:1. You are asked to mop the surgery room floor after all the surgeries have been done. When you go to do this,you are unable to find the surgery room mop. You know there is a mop for the kennel area. Should you use this mop? Why or why not?

2. As Carrie is cleaning the surgery room, she notices a pack of sterilized instruments has been opened, but not used. What should Carrie do with the pack?

3. A dog suspected to have Leptospirosis is brought into the hospital. What precautions should be taken to ensure that this dog does not infect other dogs or humans?

4. Jim is cleaning one of the exam rooms and finds several used vaccine syringes. What types of hazard do these represent and how should Jim dispose of them?

5. You are going to assist the vet while she takes x-rays on a parrot. How should you prepare yourself?

6. A new kennel worker starts today and it is your job to talk to him about safety. How would you explain anMSDS?

7. A technician carrying a large bag of dog food slips on a wet floor and hurts his back. How could this injury have been prevented?


8. A cat bites your hand while you’re taking it out of its cage. What disease could you get and how could you prevent it?

9. The vet wants you to clean and sterilize a set of surgical instruments. What are your options?

10. Every Friday Jane uses a special disinfectant to clean the exam rooms. She used the last bottle last Friday and the order for a new bottle has not arrived. The only cleaner she can find says “For Use in Outdoor Kennels Only”. Should Jane use the cleaner? Why or why not?



Essential Standard: 9.00 9% B5 Evaluate radiology procedures in the clinical setting

Objective: 9.01 4% B5 Analyze the importance of safety protocol in theradiological suite


• What are radiation safety practices within the veterinary facility?• How are radiology logs maintained within the facility?• How is a technique chart used in veterinary radiology?• How are the proper settings applied to radiology equipment?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Diagnostic imaging- Methods used to help diagnose disease or illness Radiograph, Ultrasound,

and EndoscopyII. Radiology - Study of radiation and proper way to obtain radiographsIII. Ultrasound Diagnostics

A. Use of ultrasonic waves to view images of internal organsB. Sound waves bounce off patient and create an echo within the tissues which are projected

to the screenC. Transducer is a wand-like tool that scans the area

IV. EndoscopyA. Visual examination of the interior of the body using an endoscopeB. Endoscope is a series of fine glass rods that project an image through a light source

V. Radiation SafetyA. Standards are governed by OSHA and Department of HealthB. Radiation causes

1. Damage to cells2. Some cells more sensitive than others

C. Occurs with small exposures over a length of timeD. Radiation is invisible

VI. DosimeterA. Measures radiation exposureB. Should be worn by anyone with increased risk of occupational exposure

VII. Protective EquipmentA. Lead aprons, gloves, and shieldsB. Do not fold lead materials


VIII. Radiograph equipmentA. CassettesB. ScreenC. X-ray logD. X-ray machineE. Collimator

IX. Radiology TerminologyA. Radiopaque

1. Appearing white to light gray in color2. May indicate hard tissue or that exposure was too low

B. Radiolucent1. Appearing black to dark gray2. May indicate soft tissue or that exposure was too high

C. Milliamperage (mA)- Number of x-ray beams passed in a time D. Kilovoltage peak (kVp)- Strength of the x-ray beamE. Lateral view (LAT)- Animal positioned on the sideF. Ventrodorsal view (V-D)- Animal positioned on its back G. Dorsoventral (D-V)- Animal positioned on its stomach H. Oblique- Positioning at an angleI. Anterior Posterior (AP)- X-ray beams enter anterior and exit posteriorJ. Contrast mediums

1. Used to study particular parts of the body2. Barium sulfate

• Administered orally or rectally to fluoresce parts of the digestive systemK. Lower GI- Contrast film of lower digestive tractL. Upper GI- Contrast film of upper digestive tract

X. Veterinary Animal RestraintA. Positioning patient and keeping patient stillB. Most common right lateral recumbency

XI. Technique ChartA. List of settings on the machine based upon thickness of area to be exposedB. Grid technique

1. Film not in contact with patient2. Radiation source is lower

C. Tabletop technique- Cassette is in contact with patientXII. Machine Setting Procedures

A. On/off switchB. kVp knob C. mA knob D. Timer




Objective: 9.01 4% B5 Analyze the importance of safety protocol in theradiological suite


9.01.01 Radiation Procedures Evaluation Sheet9.01.02 Radiation Safety Assessment- Use Instructor Resource to develop assessment



Essential Standard: 9.00 9% B5 Evaluate radiology procedures in the clinicalsetting

Objective: 9.01 4% B5 Critique the importance of safety protocol in theradiological suite

Activity Radiation Procedures Evaluation Sheet


Radiation Safety Skills

Student passed radiology written examStudent understands dosimeterStudent can properly apply lead apron Student can properly apply thyroid shield Student can properly apply lead gloves Student can properly maintain x-ray log

Radiology Terms

Student understands radiolucent and radiopaqueStudent can discuss kVp and mAStudent can discuss D-V, V-D, and oblique positioning

Radiology Skills

Student can properly use a caliperStudent can properly read a technique chartStudent can properly use grid and tabletop techniqueStudent can properly set the machineStudent can properly identify the filmStudent can use marker and electronic flasher

Developing Skills

Student can load a cassetteStudent can complete manual and automatic processingStudent can clean a cassette


Student can use film hangerStudent can file film






Objective: 9.02 5% C3 Apply radiology principles to properly develop andrecord patient studies


• How are calipers used in radiology?• How are radiology logs maintained within the facility?• How are identification markers used in radiology?• What techniques are used for manual and automatic film developing?• How are radiographs filed?

UNPACKED CONTENT

Note to Teacher: Create guided notes and/or visual presentations for unpacked contentI. Radiology Log

A. Legally required documentB. Meeting standards of professionC. Comparison on techniques for patient follow-up filmsD. Recording quality of film takenE. State practice acts outline required information for the log

II. Patient MeasurementA. Calipers- Device used to measure thickness of a body partB. Centimeters- Scale used for x-rays

III. Film IdentificationA. Hospital name, address, and phone numberB. Veterinarian’s nameC. X-ray number D. Client’s name E. Patient’s name F. DateG. Directional label

IV. Developing FilmA. Manual

1. Done by hand2. Takes longer3. Is less expensive


B. Automatic1. Done by machine2. More expensive3. Quicker4. Better quality

V. Film CassettesA. Hold the filmB. Prevent exposure of film to lightC. Handle with care to avoid artifacts on the film

VI. Film HangerA. Used to secure film for processingB. Metal frameC. Allows film to hang in tanks

VII. Manual DevelopingA. Developing tanks

1. Developer solution• Left side• Develops the film

2. Fixer solution• Right side• Fixes film and maintains life of film

3. Wash tank• Far right• Rids film of chemicals

VIII. Automatic Film ProcessingA. Film is fed through machineB. It undergoes same processes as manual processing

IX. Digital RadiographyA. Image is transferred to a computer B. Image is read on a computer screen C. Image quality tends to be better

X. Filing FilmA. Stored and filed in much the same manner as medical recordsB. May be done alphabetically or numerically

XI. Darkroom Care and MaintenanceA. Should be clutter-free and cleanB. Should be free of light leaksC. Unexposed film should be placed on counter with a metal object on the filmD. Has a wet side and a dry side






9.02.01 Rubric for Caliper Measurement Procedure9.02.02 Rubric for Unloading Film from a Cassette9.02.03 Rubric for Loading Film to a Cassette9.02.04 Rubric for Automatic Film Processing9.02.05 Developing Radiology Assessment- Use Instructor Resource to develop assessment





Activity 1 Rubric for Caliper Measurement Procedure

Criteria Points Possible Points Earned1. Place the fixed portion of thecaliper at the site where the X- ray beam is to enter. Slide themoveable are over the site thebeam is to enter.

7

2. Move the caliper along thebody area to the thickest portion of tissue

6

3. Read the centimeter scale atthe portion of the moveable arm closest to the body. Read at the area just below the arm.

6

4. Record the measurement in cmalong with the view in the X-ray log.

6

TOTAL POINTS 25





Activity 2 Rubric for Unloading Film from a Cassette

Criteria Points Possible Points Earned1. Place the cassette upside downand unlock. 62. Turn the cassette face up andopen cover. 63. Remove film from cassette byone corner, grasping firmly with the fingertips.

7

4. Leave the cassette open whiledeveloping film. 6

TOTAL POINTS 25





Activity 3 Rubric for Loading Film to a Cassette

Criteria Points Possible Points Earned1. Place the cassette upside downand unlock. 42. Turn the cassette face up andopen cover. 43. Place the film box containingthe same size film next to the cassette. Remove the box lid.

4

4. Open the paper or plastic innercover and remove one sheet of film.

4

5. Place film in cassette andclose. Lock cassette. 46. Fold paper or plastic coverover film and replace box lid. 5

TOTAL POINTS 25





Activity 4 Rubric for Automatic Film Processing

Criteria Points Possible Points Earned1. Make certain the processor isready to use and that all chemicals are replenished.

4

2. Place cassettes face down indarkroom and unlock. 33. Turn cassettes over and opencover to remove film. 34. Grasp film by one corner andalign film with feeder tray. 45. Gently place film against rollerbar. The film will enter the processor automatically.

4

6. While the film is beingprocessed, refill the film cassette. Replace the film box in thestorage bin.

4

7. Remove film from oppositeend of feeder tray. 3

TOTAL POINTS 25
