trinity valley community college...ch 4, p 52 define verbal and nonverbal communication. ch 4, p 33...

Texas Curriculum for Nurse

Aides in Long-Term Care

Facilities–Revised 2017

Corresponding pages from Hartman’s

Nursing Assisting: Long-Term Care and

Home Care, 2nd Edition by Susan Alvare

Hedman, Jetta Fuzy, and Suzanne Rymer

Dates

Complete

Identify 5 of the aspects of Person-

Centered Care

Ch 1, pp 7-8

State the intent of OBRA. Ch 3, pp 20-21; Ch 31, pp 495-496

Describe the OBRA requirements for

nurse aide training and placement on

the Texas Registry.

Ch 3, pp 20-21; Ch 31, pp 495-496

Discuss who can work as a nurse aide in

a nursing facility.

Ch 2, pp 11-12, 14-15

Discuss the benefits of this course to

residents, nurse aides and LTC facilities.

Ch 31, p 499

State the purpose of the LTC facility. Ch 1, pp 4-5

Describe the types of residents in LTC

facilities.

Ch 1, pp 4-5

Discuss common needs we all share. Ch 8, pp 106-107

Name of School:_______________________________ Date:____________________

Name of Instructor:_____________________________________________________

Unit 1– INTRODUCTION

SECTION I INTRODUCTION TO LONG-TERM CARE (LTC)

Part 1

Trinity Valley Community CollegeContinuing and Workforce Education Department

Calendar Documentation of CNA InstructionPart 1, Section 1 – Fall - NURA 1401

This form documents when specific topics were presented in CNA training for this classes DADS/HHS audit. Insert the

date into the right hand column that corresponds with when you presented the specific instruction listed in the left

column.

This section report (Part 1, Section 1) must be completed during the first 16 hours classroom/lab portion of the

training.

This section must be completed and submitted to TVCC prior to beginning the Skills training to be reported in Part 1,

Sections II – IV and Part 2(all sections). The entire Calendar Documentation of CNA Insturction must be completed and

submitted to TVCC prior to approval for students to participate in DADS/HHS CNA Certification testing.

Explain the resident’s right to privacy of

person and condition.

p. xvi; Ch 3, pp 23, 28-30; providing privacy is also included

as a beginning step in all care procedures

Describe a common belief or feeling

about aging and discuss whether it is

true.

Ch 8, pp 121-122

Define Dementia Ch 19, p 350

List 5 signs/symptoms that may be seen

in Dementia

Ch 19, p 350

Discuss the history of the nurse aide. Not included

Discuss possible career ladder. Ch 31, pp 488-489

Discuss the importance of their role in

taking care of the residents.

Ch 2, pp 11-12

State the qualities of an effective nurse

aide

Ch 2, pp 12-13

List the responsibilities of the nurse aide

to the residents, the facility and other

staff.

Ch 2, pp 11-13; Ch 3, pp 19-20

Discuss the role of the nurse aide in

relation to the health care team. What

should the nurse aide do if asked to

perform a task which is beyond scope?

Ch 2, pp 9-12, 14-15

Discuss examples of how a nurse aide’s

relationship with a resident would be

appropriate or inappropriate.

Ch 2, pp 12-13; Ch 3, p 27

Discuss whether or not it is appropriate

for a nurse aide to accept a gift from a

resident/client.

Ch 1, p 6; Ch 2, p 12; Ch 3, pp 20,

27

Discuss the importance of safety in the

long term care facility. Demonstrate/Act

out unsafe behaviors and situations.

Ch 6, pp 77-90

Describe physical changes associated

with aging that increase the risk of

accidents.

Ch 6, pp 77-90

Identify physical changes that are

beyond the resident’s control.

Ch 6, pp 77-90

UNIT 2- ROLE OF THE NURSE AIDE IN LONG-TERM CARE

UNIT 3- SAFETY MEASURES

Recognize safety hazards and describe

how to maintain environmental safety

in the long term care facility

Ch 6, pp 77-90

Describe how to lock out unsafe or

broken equipment

Ch 12, p 187

Describe the procedure to follow for

reporting incidents and accidents

Ch 4, pp 44-45

Describe the importance of Material

Safety Data Sheets (MSDS) and where

they are located and how they are used

in your facility.

Ch 6, pp 81-83

Demonstrate proper use and response

to a resident’s call signal following

facility policy

p. xv; Ch 4, p 47; Ch 12, p 186; as one of the final steps in all

care procedures

Demonstrate correct identification of

residents prior to giving care following

facility policy.

Ch 6, p 79; as a beginning step in all care procedures

Describe different types of oxygen

delivery.

Ch 6, p 81; Ch 14, pp 250-252

State safety precautions to take when

oxygen is in use.

Ch 6, p 81; Ch 14, pp 250-252

Identify measures to prevent fires

according to facility policy

Ch 6, pp 88-90

In your facility, locate the emergency

fire and disaster plans, emergency exits,

alarm system and fire extinguishers.

Ch 6, pp 88-90; Ch 7, pp 102-104

Report concerns or use of extension

cords as pertains to resident safety.

Ch 6, pp 79, 80, 89

Describe the role of the nurse aide in

one natural disaster inherent to the area

according to facility policy.

Ch 7, pp 102-104

Describe the requirements of (a) The

Safe Medical Device Act of 1991 (b) The

Texas Concealed Handgun Law (c) OSHA

Material about OSHA is covered in Ch 5, pp 58-60, 65, 72,

75; Ch 6,

pp 81, 83; and Ch 10, p 157. The Safe Medical Device Act of

1991 and TX Concealed Handgun Law are not included.

UNIT 4- EMERGENCY MEASURES

State the general procedure to follow in

an emergency in your facility.

Ch 7, pp 91-104

Describe and/or demonstrate laboratory

skill in emergency measures for:

Fainting/Syncope

Falls and suspected fractures Seizures

Vomiting and aspiration

Clearing the obstructed airway (Heimlich

Maneuver)

NOTE: Do not practice forceful

abdominal thrusts on human subjects as

part of training.

Ch 7, pp 92-93, 98-99, 100-102

Define: Microorganisms Pathogens

Infections Medical asepsis Infection

Ch 5, pp 55, 57

Describe why residents in a long-term

care facility are more at risk for

infection.

Ch 5, pp 57-58

Name 3 places where microorganisms

are found.

Ch 5, p 55

Name 3 things that are required for a

microorganism to survive.

Ch 5, p 56

Name 3 external defenses in our bodies

to prevent illness from microorganisms.

Ch 5, pp 56-57

Name 2 internal defenses in our bodies

to control illness from microorganisms.

Ch 5, pp 56-57

Identify how diseases are transmitted. Ch 5, pp 56-57

List the 6 components of the chain of

infection

Ch 5, pp 56-57

Define medical asepsis Ch 5, p 57

Identify practices the nurse aide can use

to promote medical asepsis in the work

setting.

Ch 5, pp 58-67

Discuss the methods used to kill or

control microorganisms.

Ch 5, p 66

Discuss aseptic measures to control the

spread of infection.

Ch 5, pp 58-67

UNIT 5- INFECTION CONTROL

Identify the single most important

practice to prevent the transmission of

infection.

Ch 5, p 60

Demonstrate understanding of the

principles of Standard Precautions.

Ch 5, pp 58-60

Discuss examples of cross-

contamination, “clean” and “dirty.”

Ch 5, p 65

State the time that hands should be

lathered during hand washing

Ch 5, pp 60-62

Demonstrate the proper procedure for

hand washing.

Ch 5, pp 60-62

Identify the correct personal protective

equipment for specific resident care

activities.

Ch 5, pp 62-65

Demonstrate proper application and

removal of gloves, gown and mask.

Ch 5, pp 62-65

Describe the proper procedure for

handling biohazardous waste in your

facility

Ch 5, p 59

Demonstrate understanding of the

principles of Transmission Based

Precautions.

Ch 5, pp 67-70

State the 3 types of Transmission Based

Precautions recommended by the CDC.

Ch 5, pp 67-70

Describe what TB is and how it is spread. Ch 5, pp 72-73

Identify2 drug-resistant organisms and

how they are spread.

Ch 5, pp 73-75

Describe the type of precautions used

for drug-resistant organisms.

Ch 5, pp 73-75

Describe how to identify head lice and

how they are spread.

Ch 13, p 215

Describe what you would report to the

nurse if you suspect a resident has lice.

Ch 13, p 215

Describe the infection control measures

for lice.

Ch 13, p 215

Describe what scabies is and how it is

transmitted.

Ch 18, p 314

Describe what you would report to the

nurse if you suspect a resident has

scabies.

Ch 18, p 314

Name 2 blood-borne pathogens. Ch 5, pp 70-71

Describe the precautions to follow to

prevent exposure to blood-borne

pathogens.

Ch 5, pp 70-71

Discuss the effects of aging and

institutionalization on resident rights

and independence.

Ch 8, pp 107-109

Discuss the effects of cognitive

impairment on resident rights and

independence.

Ch 19, p 358

List 5 of the components of the resident

care plan.

Ch 2, p 16

Identify the myths associated with

sexuality and the Older Adult.

Ch 8, p-p 109-111

Describe the rights of residents in

nursing facilities

Ch 3, pp 21-23, 26-27; Ch 24, pp

418-420; and in special boxes throughout the textbook (see

“Residents’ Rights boxes” in index for complete list)

Describe an example of a behavior in

each area that: Promotes resident

rights.

Violates resident rights.

Ch 3, pp 21-23, 26-27; Ch 24, pp



Demonstrate respect for the rights of

residents in your facility.

Ch 3, pp 21-23, 26-27; Ch 24, pp



Define and describe one example of

each term: Abuse or “harming a

resident.”

Neglect or “failing to provide care to a

resident.” Misappropriation or “stealing

from a resident.”

Ch 3, pp 21-27

Discuss how you would act to avoid

abuse, neglect and misappropriation of

resident property. Describe technique

and role play.

Ch 3, pp 21-27

List 3 signs that might indicate that a

resident has been abused.

Ch 3, pp 21-27

Unit 6 -RESIDENT RIGHTS AND INDEPENDENCE

Describe the responsibility of the nurse

aide for reporting suspected abuse,

neglect or misappropriation of resident

property

Ch 3, pp 21-27

Locate the DADS Hotline number posted

in your facility

Ch 3, p 25

List 3 ways that a nurse aide would deal

with an angry resident or family

member.

Ch 4, pp 52-53

List 5 strategies for responding to

combative behaviors directed to staff by

a resident to prevent abuse.

Ch 4, p 52

Define verbal and nonverbal

communication.

Ch 4, p 33

State two ways to send messages Ch 4, pp 32-33

State two ways to receive messages. Ch 4, pp 32-33

Discuss the inappropriate use of

technology, acronyms and slang.

Ch 4, pp 34-35

Imagine a day or a lifetime without

communication.

Included as part of the discussion questions in the

instructor’s guide for Chapter 4.

because of a miscommunication. Included as part of the discussion questions in the


Describe a situation where effective

communication resulted in a positive

outcome.



Describe how to communicate with your

peers and report to your supervisors.

Ch 4, pp 38-43

Describe how to communicate with

residents’ families and friends.

Ch 4, pp 36-38

Discuss how it is inappropriate to share

resident’s personal information with

friends and family. The HIPAA Privacy

Rule can be found at:

www.hhs.gov/ocr/privacy/

Ch 3, pp 23, 28-30

Describe how to answer the telephone

in a long-term care facility.

Ch 4, pp 44, 46

UNIT 7- COMMUNICATION AND INTERPERSONAL SKILLS

http://www.hhs.gov/ocr/privacy/





Give examples of age-related changes

that may affect communication.

Ch 4, pp 47-53

State one style of communication and

identify the goal associated with it.

Ch 4, pp 32-33

Give an example of how you plan to use

one style of communication to reach a

specific goal.



Discuss or role-play a situation in which

the verbal and nonverbal message is

different. Describe how this made you

feel.

Included as part of a role-playing exercise in the instructor’s

guide for Chapter 4.

Discuss how you plan to individualize

your communications by observing,

evaluating and adjusting. Try out your

plan with classmates or friends.

Ch 4, pp 34, 36-38

Demonstrate skill in communicating

with residents: Starting a conversation

Talking and listening

Encouraging residents to express

feelings/concerns Avoiding barriers to

communication

Ending a conversation Vision loss

Hearing loss Problems with speech

Problems with understanding

Ch 4, pp 34-38, 47-53

Describe the techniques for therapeutic

communication with a resident.

Ch 4, pp 34-38, 47-53

Demonstrate skill in promoting effective

interpersonal relationships.

Ch 4, pp 36-38

Describe how to prevent physical illness. Ch 31, pp 496-499

Describe three ways to prevent work-

related injuries

Ch 6, pp 77-90

Describe how to manage your time and

organize your work routine.

Ch 2, pp 17-18

UNIT 8 -TAKING CARE OF YOURSELF

Discuss ways to protect yourself legally. Ch 3, pp 19-20

Describe ways to stay emotionally

healthy.

Ch 31, pp 496-499

Describe methods for reducing stress. Ch 31, pp 496-499

Describe the signs of burnout. Ch 31, p 498

List ways burnout can be decreased. Ch 31, pp 497-498

Provide examples and discuss actions of

personal well-being.

Ch 31, pp 496-499

Describe personal and vocational

adjustments that the nurse aide must

make.

Ch 31, pp 495-496

Discuss how nurse aide can be the

beginning step to a career in the

healthcare field.

Ch 31, pp 488-489

Texas Curriculum for Nurse

Aides in Long‐Term Care

Facilities–Revised 2017

Corresponding pages from Hartman’s

Nursing Assisting: Long‐Term Care and

Home Care, 2nd Edition by Susan Alvare

Hedman, Jetta Fuzy, and Suzanne Rymer

Dates

Complete

State the benefits of using proper body

mechanics and alignment:

To the Nurse Aide To the Resident

Ch 6, p 86‐88; Ch 10, pp 147‐148;

Ch 25, pp 424‐425

Demonstrate proper body mechanics in

moving and lifting.

Ch 6, p 86‐88; Ch 10, pp 147‐148;

Ch 25, pp 424‐425

Demonstrate skill in positioning and

supporting residents in proper body

alignment in bed, chair and wheelchair.

Ch 10, pp 148‐149, 158‐161

Demonstrate ability to elevate head of

bed to a 45º angle.

Ch 10, p 149

State the standard beginning and closing

steps.

pp xiv‐xv

Demonstrate skill in performing the

standard beginning and closing steps of

the procedural guidelines.

pp xiv‐xv

Name of School:______________________________Date:____________________

Name of Instructor:____________________________________________________

Trinity Valley Community CollegeContinuing and Workforce Education Department

Calendar Documentation of CNA InstructionPart 1, Sections 2 ‐ 11 and all of Part 2 – Fall ‐ NURA 1401

This form documents when specific topics were presented in CNA training for this classes DADS/HHS audit. Insert the

date into the right hand column that corresponds with when you presented the specific instruction listed in the left

column.

This report (Part 1, Section II – XI and all of Part 2) on skills must be completed AFTER instructor and students have

completed Part 1, Section 1.

All of the document (Parts 1 and Parts 2) must be completed and submitted to TVCC prior to TVCC CNA Program

Director approval for students to participate in DADS/HHS CNA Certification testing.

UNIT 1‐ BODY MECHANICS, POSITIONING AND MOVING RESIDENTS

SECTION II ‐PERSONAL CARE SKILLS

State the guidelines and precautions for

all of the moving and lifting procedures.

Stress the significance of following

precautions and to ensure safety of

resident while moving or lifting.

Ch 10, pp 149‐166

Demonstrate skill in:

Turning resident on side toward you

Moving resident in bed

Assisting resident to sit up on side of

bed Assisting resident to transfer to

chair or wheelchair

Ch 10, pp 149‐166

Demonstrate skill in assisting resident

with ambulation using: Gait belt

Cane Walker

Ch 10, pp 167‐171

Discuss why the resident’s personal

belongings may be so important to the

resident.

Ch 3, p 23; Ch 11, p 175; Ch 12, p

187

Demonstrate respect for the resident’s

room, privacy and belongings.

Ch 3, pp 23, 27; Ch 11, p 175;

Ch 12, p 187

Discuss and/or demonstrate skill in

maintaining a safe and comfortable

environment for the resident while

respecting the resident’s personal

preference.

Ch 12, pp 185‐187

Discuss alternative use of side rails

according to facility policy.

p xv; Ch 6, p 83

Demonstrate skill in the proper use and

care of equipment and supplies in the

resident’s room.

Ch 12, pp 185‐187

Discuss and give examples of a home‐

like environment.

Ch 12, pp 185‐187

Demonstrate skill in correct handling of

clean and dirty linen.

Ch 12, pp 188‐189

Demonstrate skill in bedmaking:

Unoccupied bed

Occupied bed

Ch 12, pp 189‐192

UNIT 2‐ CARE OF THE RESIDENT’S ENVIRONMENT

UNIT 3‐ ASSISTING RESIDENTS WITH BATHING

Discuss how difficult it would be to

depend on someone else to perform

your personal hygiene, and what would

make it less difficult.

Ch 13, pp 195‐197

Describe the important role of the nurse

aide in assisting residents with personal

care on a daily basis.

Ch 13, pp 195‐197

Discuss how the nurse aide can use bath

time to identify and meet the residents’

needs.

Ch 13, pp 195‐197

Discuss how the nurse aide can protect

residents’ rights while assisting with

personal care.

Ch 13, pp 195‐197; and in special boxes

throughout the chapter (see “Residents’ Rights boxes” in

index for complete list)

Demonstrate skill in safely assisting

resident into and out of tub or shower.

Ch 13, p 209

Demonstrate skill in assisting residents

with: Tub bath

Shower bath Complete bed bath

Ch 13, pp 202‐211

Discuss ways to promote privacy while

assisting a resident with toileting.

Ch 16, pp 281‐286


with: Bathroom or bedside commode

Bedpan and urinal

Ch 16, pp 281‐286

Describe the importance of perineal

care/incontinent care.

Ch 13, p 205

Demonstrate skill in giving perineal

care/incontinent care: Female

Male

Ch 13, p 205

State changes in the skin, hair and nails

associated with aging.

Ch 9, 129; Ch 13, pp 197‐201

Identify common sites of skin

breakdown.

Ch 13, pp 197‐201

Describe and/or demonstrate skill in

observing, recognizing and reporting

early signs of pressure areas and skin

breakdown.

Ch 13, pp 197‐201

UNIT 4‐ TOILETING AND PERINEAL CARE

UNIT 5 ‐SKIN CARE


giving skin care for the prevention of

pressure ulcers.

Ch 13, pp 197‐201

Define “friction” and “shearing” and

describe measures for prevention.

Ch 10, p 150; Ch 13, p 200

State normal daily fluid requirements. Ch 15, pp 254, 276‐278

Describe how good nutrition affects the

skin.

Ch 13, p 199

Describe the skin changes you would

report to nurse.

Ch 13, pp 197‐201

Describe the care of resident with skin

redness or breakdown.

Ch 13, pp 197‐201

Demonstrate skill in assisting with oral

care: Brushing the teeth

Ch 13, pp 219‐223

Denture care Special mouth care

Instruct students to encourage self‐

flossing for residents who are self‐care.

Ch 13, pp 221‐222

Identify one precaution that should be

followed when assisting with oral care.

Ch 13, pp 219, 220


with: Hair care

Shampooing the hair Shaving the

resident Hand, foot and nail care

Dressing and undressing the resident

Knee high stocking

Ch 13, pp 211‐218

Read and describe the policy for hand,

foot and nail care in your facility.

Ch 13, pp 211‐218

Identify one precaution that should be

followed when cutting resident’s

toenails.

Information about nail care can be found in Chapter 13, pp

212‐

213. However, this textbook states that NAs cannot cut

residents’ toenails due to risk of cutting the skin.

Discuss ways to promote residents’

independence and participation in

personal grooming.

Ch 8, pp 107‐109; Ch 13, pp 195,

196;

Ch 21, p 379

Explain why promoting independence is

important to self‐ esteem.

Ch 8, pp 107‐109; Ch 13, pp 195,

196;

Ch 21, p 379

UNIT 6 ‐HYGIENE AND GROOMING

Describe the tasks required in

performing A.M. and P.M. care.

Ch 13, p 195

Define the six groups of foods in the

food plate.

Ch 15, pp 254‐257

Select a well‐balanced diet for one day

using the food plate as a guide.

Ch 15, pp 254‐257

List two changes associated with aging

that affect eating and drinking.

Ch 15, pp 258‐260

Discuss the importance of eating to

residents.

Ch 15, p 266

Discuss one way a nurse aide could

assist residents with each of the

common eating problems.

Ch 15, pp 271‐272


with meals.

Ch 15, pp 267‐272

Discuss the importance of the nurse

aide in assisting residents with

therapeutic diets and diet supplements.

Ch 15, pp 262‐265

Practice spoon feeding and being fed by

a classmate and think about how the

resident feels.

Included as part of a role‐playing exercise in the


Demonstrate skill in feeding the

dependent resident.

Ch 15, pp 267‐272

State the range of normal fluid intake

and output.

Ch 15, pp 273‐275

Describe one observation you could

make to recognize: Insufficient fluid

intake

Fluid retention

Ch 15, pp 277‐278

Discuss or demonstrate measures the

nurse aide could use to increase fluid

intake

Ch 15, pp 277‐278


serving fresh water to residents using

proper infection control practices.

Ch 15, p 278


measuring and recording I & O, using

the fluid containers in your facility.

Ch 15, pp 273‐275

UNIT 7‐ NUTRITION

UNIT 8 ‐HYDRATION

Discuss the nurse aide’s responsibilities

when fluids are restricted.

Ch 15, pp 262, 276‐277

Discuss situations where fluid

restrictions are required.

Ch 15, pp 262, 276‐277

Describe the changes in urinary function


Ch 9, p 138

Describe and/or demonstrate skill in the

care of indwelling urinary catheters.

Ch 16, pp 289‐292

State observations about urinary

elimination that should be reported to

the charge nurse.

Describe noticeable symptoms such as

color of urine.

Ch 9, p 138; Ch 16, p 280

Describe the changes in bowel function


Ch 9, pp 139‐140

Discuss measures to help prevent

constipation.

Ch 17, pp 301, 302

Discuss ways to identify fecal impaction. Ch 17, p 302

State observations about bowel

elimination that should be reported to

the nurse.

Ch 9, pp 139‐140; Ch 17, p 300

Discuss ways to prevent the spreading

of bacteria when resident has diarrhea.

Ch 5, pp 74‐75

Discuss the important role of the nurse

aide in regular and prompt toileting of

residents.

Ch 16, pp 281‐286; Ch 17, pp 300‐

302


aide in the bowel and/or bladder

toileting program in your facility.

Ch 16, pp 297‐298; Ch 17, pp 312‐

313


collecting: Routine or clean‐catch

specimens Routine stool specimens

Ch 16, pp 292‐296; Ch 17, pp 308‐

309; Ch 18, p 335

Define physical restraints and list 2

types of restraints.

Ch 6, pp 83‐85

SECTION ‐III BASIC NURSING SKILLS

UNIT 9‐ ELIMINATION

UNIT 1‐ PROMOTING A RESTRAINT‐PROPER ENVIRONMENT

Describe how you would feel if you

were restrained in your chair, geri‐chair,

side rail, secure unit or used a merry

walker.



List the reason, the meaning and

importance of using restraints only as a

last resort.

Ch 6, pp 83‐85

List 2 advantages of not using restraints:

To the resident

To the staff

Ch 6, pp 83‐85

List 3 general measures you could use to

help avoid the need for restraints.

Ch 6, pp 83‐85

Describe the observation and problem‐

solving measures you could use to help

maintain a proper restraint‐free

environment.

Ch 6, pp 83‐85


aide in avoiding restraints.

Ch 6, pp 83‐85

Demonstrate laboratory skill in applying

mitt or lap buddy restraint.

Restraint application is not included.

Describe the care that must be given to

a restrained resident every 2 hours.

Ch 6, pp 83‐85

State the normal temperature and the

range to be reported for: Oral

Temperature

Axillary Temperature (Ax) Aural

Temperature

Ch 14, pp 225‐233

State the normal rate and the range to

be re ported for:

Pulse Respiration

Ch 14, pp 233‐235


recognizing and reporting irregular pulse

and respiratory rates. Patients with

pacemaker have same pulse.

Ch 14, pp 233‐235

State the normal blood pressure and the

range to be reported.

Ch 14, pp 235‐239

Describe the importance of accurate

measurement and reporting of TPR and

BP.

Ch 14, pp 225‐239

UNIT 2 – VITAL SIGNS, HEIGHT AND WEIGHT

Demonstrate skill in taking and

recording blood pressure.

Ch 14, pp 236‐239

Demonstrate skill in taking and

recording height and weight.

Ch 11, pp 176‐178

Review facility policy regarding the use

of BP cuffs.

Ch 14, pp 236‐239

Explain the importance of recognizing

and reporting changes in resident’s

condition.

Ch 4, p 41; there are observing and reporting lists

throughout the textbook (see “observing and reporting” in

index for complete list). In Chapters 9, 18, 16, 17, and

19—our anatomy & physiology and diseases and disorders

chapters, discussions include signs and symptoms to

observe and report.

Give two examples of how accurate

observations and reporting by the nurse

aide can lead to better care of residents.

Ch 4, pp 38‐43

Discuss the MDS–resident assessment

document.

Ch 3, pp 20‐21

Discuss observations that you would

report immediately to the nurse and

observations that you would report at

the end of your shift.






observe and report.

Describe the principles of

documentation.

Ch 4, pp 41‐43

Demonstrate skill in reporting and

recording the care you give and/or

observations you make.

Ch 4, pp 38‐43

Review and discuss what you would

observe for and report to the nurse

related to:

Vital sign changes Infections Respiratory

problems

Cardiovascular problems Skin problems

Bowel or abdominal problems Urinary

problems

Fluid balance problems Nutritional

problems Mental status changes






observe and report.

UNIT 3 – OBSERVING, REPORTING AND DOCUMENTING

UNIT 4 –ADMISSION, TRANSFER AND DISCHARGE

Describe the role of the nurse aide in

admission, transfer and discharge of

residents.

Ch 11, pp 172‐176, 179‐181

Discuss ways the nurse aide can help a

new resident adjust to changes in

surroundings and Residents’

psychosocial needs.

Ch 11, pp 172‐176

Discuss signs of physical And mental

behavior and when to report to nurse.

Ch 11, pp 172‐176

Discuss ways residents cope with death. Ch 23, pp 399‐401

List signs of approaching death,

including loss of senses and body

functions.

Ch 23, p 406

Describe how you will manage your own

feelings about death and how you can

get support for yourself.

Ch 23, p 405

Discuss spiritual and cultural needs of

the dying resident.

Ch 23, pp 401‐404

Describe and/or demonstrate the role of

the nurse aide in giving physical and

emotional support to the dying resident.

Ch 23, pp 401‐402

Discuss how the nurse should respond

to other residents’ questions about a

dying resident.

Not included

Discuss how hospice care is a partner in

care.

Ch 23, pp 404‐406

Discuss and/or demonstrate the

procedure for postmortem care.

Ch 23, pp 406‐407

Define restoration. Ch 21, pp 377‐379

Discuss how highest practicable = what

resident can do for themselves.

Ch 21, pp 377‐379

Discuss how restoration can improve

self‐esteem and the quality of life.

Ch 21, pp 377‐379

Discuss the importance of the nurse

aide in restorative care.

Ch 21, pp 377‐379

UNIT 5 – COPING WITH DEATH

SECTION IV‐ RESTORATIVE SERVICES

UNIT 1 – INTRODUCTION TO RESTORATIVE SERVICES

Identify three guidelines for restorative

care.

Ch 21, pp 377‐379

UNIT 2 – ROLE OF THE NURSE AIDE IN

RESTORATION CARE

Ch 21, pp 377‐379

Discuss ways to incorporate restorative

care into daily activities.

Ch 21, pp 377‐379

Describe how the nurse aide could

“encourage the resident’s participation”

in a procedure.

Ch 21, pp 377‐379

Discuss how “replacing the call signal

and needed items within the resident’s

reach” can be a restorative measure.

Ch 21, p 378

Discuss task segmentation for a

dementia patient.

Ch 19, p 358; Ch 21, p 378

Discuss how your observations relate to

restorative measures.

Ch 21, pp 377‐379


applying general restorative measures in

the care of all residents.

Ch 21, pp 377‐379

State 3 types of specific restorative

programs.

Ch 21, pp 377‐379

Describe or demonstrate the role of the

nurse aide in specific restorative

programs.

Ch 21, pp 377‐379

Discuss how restorative services are

related to reimbursement.

Not included


assisting residents with adaptive or

assistive devices for:

Grooming Ambulation Feeding

Communication

Ch 21, pp 380‐381; Ch 10, pp 157‐

158, 168‐171; Ch 13, p 218; Ch 15,

pp 266‐267, 271

Discuss and/or demonstrate skills in

assisting with: Eye glasses

Hearing aids Artificial eyes Artificial

limbs Braces and splints Dental devices

Ch 4, pp 48‐49; Ch 13, p 201; Ch

21, pp 380‐381

State the precautions and rules for

PROM.

Ch 21, pp 382‐387

Demonstrate skill in performing PROM

exercises.

Ch 21, pp 382‐387

Do not become discouraged if

PROM is limited and/or progress is slow.

Ch 21, pp 382‐387

SECTION V – MENTAL HEALTH AND

SOCIAL SERVICE NEEDS

UNIT 1 – PSYCHOSOCIAL NEEDS OF

RESIDENTS

State the 5 basic human needs. Ch 8, pp 106‐107

Think about how you meet your own

basic human needs.

Ch 8, pp 106‐107

Discuss how the needs of residents are

like our own.

Ch 8, pp 106‐107

Describe an example of an appropriate

and inappropriate sexual behavior of

residents and how you would respond.

Ch 8, pp 109‐111

Discuss Professional Boundary Guide ‐

National Council of State Boards of

Nursing (NCSBN)

https://www.ncsbn.org/ProfessionalBou

ndariesbrochure.pdf

Ch 24, p 416

State a specific religious activity or

cultural practice and describe how the

nurse aide could assist a resident to

participate in the activity.

Ch 1, pp 7‐8; Ch 4, pp 33‐34, 36;

Ch 8, pp 112‐115; Ch 14, p 240; Ch

15, pp 261, 265; Ch 23, pp 400‐

401, 408‐409

Describe the major losses/changes


Ch 8, pp 107‐109

Discuss how you might respond to these

losses/changes.

Ch 8, pp 107‐109

Discuss the interactive effects of losses

and changes on basic human needs.

Ch 8, pp 107‐109

Describe the developmental tasks of

older adults.

Ch 8, pp 117‐122

Describe 2 normal psychological

responses to losses/changes.

Ch 8, pp 107‐109

Describe 2 normal defense mechanisms

and give an example.

Ch 20, p 371


assisting residents with psychosocial

needs:

Utilizing resident’s family and friends for

support Security needs

Sexual needs

Love or social needs

Self‐esteem or status needs Self‐

actualization

Spiritual needs Cultural practices

Ch 8, pp 107‐115

UNIT 2 – CULTURE CHANGE

Discuss the purpose of culture change. Ch 1, pp 7‐8

List the person‐directed care values. Ch 1, pp 7‐8

List advantages of person‐directed care

for the resident.

Ch 1, pp 7‐8

List advantages of person‐directed care

for the nurse aide.

Ch 1, pp 7‐8

Discuss the proper way to address and

speak to a resident so as not to appear

patronizing.

Ch 4, pp 36‐38

Describe how an unmet need might

cause you to behave in a certain way.

Ch 4, pp 47‐53; Ch 19, pp 354‐364;

Ch 20, pp 370‐375

Describe the unmet basic human needs

that are most likely to cause behavioral

problems in:

An alert, orientated resident A confused

resident

Ch 4, pp 47‐53; Ch 19, pp 354‐364;

Ch 20, pp 370‐375

Psychosis, dementia and combative

residents.

Ch 4, pp 47‐53; Ch 19, pp 354‐364;

Ch 20, pp 370‐375

State the steps of behavior

management.

Ch 4, pp 47‐53; Ch 19, pp 354‐364;

Ch 20, pp 370‐375

Discuss how the nurse aide functions

with the health care team for behavior

management.

Ch 4, pp 47‐53; Ch 19, pp 354‐364;

Ch 20, pp 370‐375

Describe 1 step for increasing

appropriate behavior and 1 step for

reducing inappropriate behavior.

Ch 4, pp 47‐53; Ch 19, pp 354‐364;

Ch 20, pp 370‐375

UNIT 3 ‐ SPECIFIC BEHAVIOR PROBLEMS

Discuss NCSBN Professional Boundaries

https://www.ncsbn.org/ProfessionalBou

ndariesbrochure.pdf

Ch 24, p 416

Have students participate in role play to

learn how to react to different

situations. For additional information

see the DADS website below regarding

Behavioral & Environmental

Interventions:

http://qmweb.dads.state.tx.us/Behavior

Mgm.asp

Included as part of a role‐playing exercise in the


Give 2 examples of a verbal and

nonverbal reinforcer.

Ch 4, p 33


assisting residents with specific behavior

problems:

Sleep problems Depression

Complaining or demanding Yelling or

screaming

Verbal or physical aggression

Ch 4, pp 47‐53; Ch 19, pp 354‐364;

Ch 20, pp 370‐375

Define cognitive impairment, dementia

and Alzheimer’s Disease.

Ch 19, pp 349‐351

State the major difference between

acute and chronic dementia.

Ch 19, p 350

Describe the three main types of

Dementia.

Ch 19, p 351

Describe the effects of Alzheimer’s

Disease.

Ch 19, pp 351‐352

Describe the behavioral responses to

cognitive impairment.

Ch 19, pp 360‐364

List the different behaviors that may be

seen in Dementia.

Ch 19, pp 360‐364

Discuss the special needs of cognitively

impaired residents (e.g. as in early,

middle and late stages of Alzheimer’s

Disease).

Ch 19, pp 351‐352

UNIT 4 – COGNITVE IMPAIRMENT

Discuss the importance of using verbal

and non‐verbal communication in

working with cognitively impaired

residents.

Ch 4, pp 50‐53; Ch 19, pp 354‐357

Discuss pitfalls to avoid. Ch 19, pp 353‐354


assisting cognitively impaired residents:

By using communication With memory

loss/confusion By using reality

orientation By using validation therapy

With wandering

With resistance to care With self‐control

With catastrophic responses

Ch 19, pp 354‐357, 360‐364

Give examples of conflict resolution. Ch 31, pp 493‐494

Discuss why conflict resolution can be

positive.

Ch 31, pp 493‐494

Discuss and role play each type of

conflict resolution listed in this unit.

Ch 31, pp 493‐494; Included as part of a role‐playing

exercise in the instructor’s guide for Chapter 31.

Describe different technology programs

used with resident care.

Ch 4, pp 43, 46‐47

Discuss benefits of using technology in

the nursing home.

Ch 4, pp 43, 46‐47

Discuss, give examples and role play

inappropriate use of social media in the

workplace.

Ch 3, p 30; Included as part of a role‐playing exercise in the


Describe ways that social media can

benefit health care.

Not included

Discuss consequences of inappropriate

use of social media.

Ch 3, p 30

Fainting and Falls Ch 7, pp 98‐99, 102; Ch 10, p 159

Seizures Ch 7, pp 100‐101

Clearing the Obstructed Airway Ch 7, pp 93‐94

UNIT 1 CONFLICT RESOLUTION

SECTION VI SOCIAL SKILLS

UNIT 2 TECHNOLOGIES

PART 2‐Procedural Guidelines

SECTION I ‐ SAFETY AND EMERGENCY PROCEDURES

Personal Protective Equipment (PPE) Ch 5, pp 62‐65

Body Mechanics for Nurse Aides Ch 6, p 86‐88; Ch 10, pp 147‐148

Hand Washing Ch 5, pp 60‐62

Isolation Procedures Ch 5, pp 69‐70

Communication and Interpersonal Skills Ch 4, pp 32‐54

Assisting with Meals Ch 15, pp 254‐278

Feeding the Dependent Resident Ch 15, pp 267‐272

Making the Unoccupied Bed Ch 12, p 192

Making the Occupied Bed Ch 12, pp 189‐192

Intake and Output (I&O) Ch 15, pp 273‐275

Temperature (Oral, Axillary) Ch 14, pp 226‐233

Manual Pulse and Respiration Ch 14, pp 233‐235

Blood Pressure Ch 14, pp 235‐239

Height and Weight Ch 11, pp 176‐178

Tub or Shower bath Ch 13, pp 209‐211

Complete Bed Bath Ch 13, pp 202‐206

Perineal Care/Incontinent Care‐ Female Ch 13, p 205

Perineal Care/Incontinent Care‐ Male Ch 13, p 205

Catheter Care Ch 16, pp 289‐292

Brushing the Teeth Ch 13, pp 219‐220

Denture Care Ch 13, pp 222‐223

Special Mouth Care Ch 13, pp 220‐221

Hair Care Ch 13, pp 215‐216

Shampooing the Hair Ch 13, pp 207‐209

Shaving the Resident Ch 13, pp 214‐216

Fingernail Care Ch 13, pp 211‐212

Foot Care Ch 13, pp 212‐213

Dressing and Undressing the Resident Ch 13, pp 217‐219

Applying Knee High Elastic (Compression

Stockings)

Ch 18, pp 331‐332

Bedpan Ch 16, pp 281‐286

Urinal Ch 16, pp 281‐286

Indwelling Urinary Catheter Care Ch 16, pp 289‐292

SECTION II ‐ INFECTION CONTROL

SECTION III ‐ COMMUNICATION

SECTION IV NUTRITION AND HYDRATION

SECTION V – RESIDENT’S ENVIRONMENT

SECTION VI – BASIC NURSING SKILLS

SECTION VII – PERSONAL CARE

SECTION VIII ‐ELIMINATION CARE

Urine Specimen Collection Ch 16, pp 292‐296

Stool Specimen Collection Ch 17, pp 308‐309

Postmortem Care Ch 23, pp 406‐407

Assisting Resident to Transfer to Chair or

Wheelchair

Ch 10, pp 158‐161

Ambulation and Ambulation Aids Ch 10, pp 167‐171

Passive Range of Motion Exercises

(PROM)

Ch 21, pp 382‐386

Positioning Residents Ch 10, pp 148‐149

Turning Resident on Side Toward You Ch 10, pp 153‐154

Moving Resident up in Bed Ch 10, pp 150‐152

Assisting Resident to Sit Up on Side of

Bed

Ch 10, pp 155‐157

SECTION X – BASIC RESTORATION SERVICES

SECTION XI –PREVENTION OF PRESSURE ULCERS

SECTION IX‐ CARING FOR RESIDENT DEATH

trinity valley community college...ch 4, p 52 define verbal and nonverbal communication. ch 4, p 33...

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