Ganado Unified School District Nursing …...Ganado Unified School District Nursing Services/11th...

Ganado USD-PACING GUIDE (Fundamentals of Nursing II, 11th grade) Page 1

Ganado Unified School District Nursing Services/11th Grade

PACING Guide SY 2019-2020: This course is an Online Course covered through the year through AES! Timeline & Resources

AZ College and Career Readiness

Standard

Essential Question

(HESS Matrix)

Learning Goal Vocabulary

(Content/Academic)

1st Quarter: Textbook, Workbook, Internet, Ppt, ECAP, Posters, Vocabulary, Math, Guest Speakers AES HealthCenter 21 Online

STANDARD 1.0 - EXAMINE THE

HEALTHCARE COMMUNITY AND

THE ROLES AND

RESPONSBILITIES OF THE

HEALTHCARE TEAM

1.1 Identify essential functions,

similarities, and differences of

healthcare facilities (e.g., acute

care,

long-term care, assisted

living, homecare,

rehabilitation, and hospice)

1.2 Explain the organizational

structure and essential duties,

including the delegation process, of

the

healthcare team within a

healthcare facility [e.g., physician,

physician’s assistant, RN, LPN,

nursing assistant, nurse

practitioner, discharge coordinator,

home health aide, and therapists

(physical, occupational,

respiratory)

1.3 Explain the role of the

nursing assistant as outlined in


regulatory and professional

guidelines

[e.g., Omnibus Budget

Reconciliation Act (OBRA),

Arizona State Board of Nursing

Standards of

Conduct (R4-19-814)],

ethics in the workplace,

informed consent, and

advanced directives]

STANDARD 2.0 - DEMONSTRATE

ETHICAL AND LEGAL CONDUCT

IN ALL NURSING ACTIVITIES

2.2 Examine the effect of

personal ethics, morals, and social

and cultural values in nursing

services

2.3 Compare and contrast

behaviors and practices that could

result in malpractice, liability, or

negligence

2.4 Explain the Patient’s Bill of

Rights (e.g., right for privacy, right

for confidentiality, right to

participate in activities,

right to be free from abuse,

mistreatment, and neglect)

2.5 Comply with legal,

regulatory, and accreditation

standards or codes such as the

Health

Insurance Portability and

Accountability Act (HIPAA)

2.6 Describe the role of the

Joint Council on Account

Accreditation of Healthcare

Organizations


(JCAHO) and Centers for

Medical Services

2.7 Describe terminology,

types, signs, and contributing

factors regarding resident/patient

abuse

2.8 Review methods and

protocol for reporting instances or

suspicion of abuse, mistreatment,

or neglect

2.9 Follow the standards for

workers’ rights, harassment, labor,

and employment laws

STANDARD 3.0 - APPLY

STANDARD PRECAUTIONS AND

SAFETY MEASURES STANDARD 10.0 - MAINTAIN A

SAFE AND CLEAN

ENVIRONMENT FOR

RESIDENTS/PATIENTS STANDARD 13.0 - CARE FOR

RESIDENTS/PATIENTS WITH

PROTECTIVE DEVICES

13.1 Identify ethical and legal

issues in the use of restraints

13.2 Analyze restraint

techniques and alternatives for

restraints (e.g., protective door

devices and

mobility alarms)

13.3 Observe and report the

condition of the resident/patient

while in protective devices

STANDARD 20.0 - ASSIST IN

IDENTIFYING MENTAL HEALTH


AND SOCIAL SERVICE NEEDS

OF RESIDENTS/PATIENTS

20.1 Explain and apply the

Patient’s Bill of Rights (e.g., right

for independence and personal

choices

1.Health information Technology, 2.Health Care Systems, 3.Health Care Careers, 4.Job Seeking Skills, 5.Personal Qualities, 6.Communication

WOKPLACE EMPLOYABILITY SKILLS 1.0 COMPLEX COMMUNICATION:

Employs complex communication* skills in a manner that adds to organizational Productivity. *Complex Communication refers to the need to combine traditional communication skills with technical workplace content transmitted via rapidly evolving technologies to increasingly diverse audiences.

1.A Masters core communication skills for the workplace.

Delivers content accurately

Persuades others

Uses communication style

appropriate to audience and situation

Listens actively

Resolves conflicts

1.B Communicates effectively in a diverse work environment.

Communicates with diversity in mind

1.C Uses technologies and social media for workplace communication.

Exercises competence in using

technology

Upholds the brand

How would you generate

a plan for developing

job-seeking skills?

I will assess, identify and develop job-seeking skills.

Interest, career, occupation, value, compromising, priorities, leisure, wages, ability, job outlook, portfolio, vocational, clerical, payroll, apprenticeship, deviations, extract, discharging, resume, letters of recommendation, job application, applicant, full-time, part-time, cover letter, dignity, excellence, service, fairness, priority, budget, HOSA, extemporaneous, professional development, career plan, mentor, accredited


Follows applicable laws and

regulations

Matches technology to content

Foundational communication skill

check points

Writes in languages required by

employer

Speaks in languages required by

employer

Demonstrates reading

comprehension

Presents with confidence

Practices interpersonal skills

Uses workplace technologies

2.0 COLLABORATION: Collaborates, in person and virtually, to complete tasks aimed at organizational goals. 2.A Commits to achieving collective goals.

Contributes personal strengths

Respects contributions of others

Contributes to an environment of

collaboration

Ensures diversity in collaboration

2.B Promotes an environment of trust.

Builds team relationships

Takes responsibility for role on team

Manages information with sensitivity

2.C Optimizes technology to collaborate with others.

Adopts technology to promote


collaboration 3.0 THINKING AND INNOVATION:

Integrates expertise in technical knowledge and skills with thinking and reasoning strategies to create, innovate, and devise solutions. 3.A Defines a problem in the workplace.

Describes

Diagnoses

Uses resources to define a problem

3.B Practices inquiry and reflection (I/R) to take action in the workplace.

Maintains an attitude of openness

Explores for deeper understanding

Uses resources for inquiry and

reflection (I/R)

Evaluates self

3.C Takes action supported by evidence and reasoning to explain conclusions and accomplish work.

Composes a plan

Constructs a model (visual, symbolic,

or linguistic)

Makes decisions

Uses tools strategically

Argues a case

3.D Transfers knowledge and skills from one work situation to another.

Builds capacity to transfer skills

3.E Creates/innovates to improve workplace productivity.

Builds capacity to create/innovate


4.0 PROFESSIONALISM: Conducts oneself in a professional manner appropriate to organizational expectations. 4.A Adheres to organizational protocol related to behavior, appearance, and communication.

Communicates with technical

language

Communicates according to

organizational standards

Satisfies customers

Professionalism Preliminary Checklist

4.B Manages time in accordance with organizational expectations.

Uses time productively

Balances accuracy and speed

Organizes work for the allotted

timeframe

Prioritizes tasks

Collaborates and works alone to

deliver on time 4.C Represents the organization in a positive manner.

Communicates mission and position

Aligns with organizational values

Manages resources to benefit the

organization

Communicates core values of the

profession 4.D Performs assigned tasks with a “can do” attitude.

Performs work with a positive attitude


4.E Behaves in a way that distinguishes between personal and work-related matters.

Demonstrates respect for personal

and professional boundaries 4.F Produces work that reflects professional pride.

Produces high quality work

Acts as a team member

Performs/produces with precision

Continues to develop skills and

connections

Takes initiative to improve work

CTE State Standards

1.0 EXAMINE THE HEALTHCARE COMMUNITY AND THE ROLES AND RESPONSIBILITIES OF THE HEALTHCARE TEAM

1.1 Identify essential functions, similarities, and differences of healthcare facilities (e.g., acute care, long-term care, assisted living, homecare, rehabilitation, and hospice)

Why is it important for

health care workers to

understand the

Patient’s/Client’s Bill of

Rights?

I will explain the importance of establishing the patient/client’s bill of rights.

Minor, law, living will, durable power of attorney, continuity of care Ombudsman, licensure, certification, registration, relevant, written consent, The Health Insurance Portability and Accountability Act (HIPAA), exempt, contracts, directive, legal disability, Civil law, tort, scope of practice, malpractice, liable, diagnosis, informed consent, resultant, defamatory, misrepresentation, obligation


AZBN Competency

STANDARD 1.0 - Functions as a

member of the health team

within the health care facility

and/or

community

1.1 Identifies essential

functions of the health

care facility and states

the differences between

acute, long-term,

assisted living, home

care, and hospice

1.2 Explains the essential

duties of the nursing

team within a care

facility

1.3 Explains the nursing

assistant role as outlined

in the different

regulatory and

professional guidelines

1.4 Describe the delegation

process

1.5 Demonstrates

professional work habits

and time management

skills

1.6 Demonstrates

appropriate stress

relieving techniques

Why is reporting an

illegal or unethical

incident important and

how do you determine if

an incident is reportable?

I will explain why following a

code of ethics is important. Ethics, appropriate, project, confidential, responsibility, harass


EMPLOYABILITY SKILLS 2.0-

COLLABORATION:

COLLABORATES, IN PERSON

AND VIRTUALLY,

TO COMPLETE THE TASKS

AIMED AT ORGANIZATIONAL

GOALS

2A Commits to achieving

collective goals.

● Contributes personal

strengths

● Respects contributions of

others

● Contributes to an

environment of

collaboration

● Ensures diversity in

collaboration

2B Promotes an environment

of trust.

● Builds team relationships

● Takes responsibility for

role on team

● Manages information

with sensitivity

EMPLOYABILITY SKILLS 3.0 -

THINKING AND INNOVATION:

INTEGRATES EXPERTISE IN

TECHNICAL KNOWLEDGE AND

SKILLS WITH THINKING AND


REASONING STRATEGIES TO

CREATE, INNOVATE, AND

DEVISE SOLUTIONS

3A Defines a problem in the

workplace.

● Describes

● Diagnoses

● Uses resources to define

a problem

3B Practices inquiry and

reflection (I/R) to take action in the

workplace.

● Maintains an attitude of

openness

● Explores for deeper

understanding

● Uses resources for

inquiry and reflection

(I/R)

● Evaluates self

3C Takes action supported by

evidence and reasoning to explain

conclusions and accomplish work.

● Composes a plan

● Constructs a model

(visual, symbolic, or

linguistic)

● Makes decisions


● Uses tools strategically

● Argues a case

3D Transfers knowledge and

skills from one work situation to

another.

● Builds capacity to

transfer skills

3E Creates/innovates to

improve workplace productivity.


create/innovate


PROFESSIONALISM: CONDUCTS

ONESELF IN A PROFESSIONAL

MANNER APPROPRIATE TO

ORGANIZATIONAL

EXPECTATIONS

4A Adheres to organizational

protocol related to behavior,

appearance, and communication.

● Communicates with

technical language

● Communicates according

to organizational

standards

● Satisfies customers

● Professionalism

Preliminary Checklist


4F Produces work that

reflects professional pride.

● Produces high quality

work

● Acts as a team member

● Performs/produces with

precision

● Continues to develop

skills and connections

● Takes initiative to

improve work


INITIATIVE AND SELF-

DIRECTION: EXERCISES

INITIATIVE AND

SELF-DIRECTION IN THE

WORKPLACE

5A Functions independently

within the organizational structure.

● Performs necessary

tasks

● Strives to improve

personal delivery of

services

● Improves personal

performance/ behaviors

continuously


● Initiative & Self-Direction

Preliminary Checklist

5B Adapts to changing

conditions and expectations in the

organization.

● Adjusts to change

● Cooperates respectfully

with colleagues

● Maintains productivity

5C Pursues career

advancement opportunities within

an organization or field.

● Articulates requirements

for job openings

● Prepares for career

advancement

● Pursues formal learning

opportunities

● Builds learning

relationships

● Applies new resources

5D Generates innovative

ideas, methods, or devices

contributing to organizational

resources and

goals.

● Innovate to improve

productivity


● Recommends

improvements on

processes, products,

services

● Uses technology to

increase

productivity/profits

5E Exercises leadership in the

workplace.

● Engages individual

strengths

● Manages work plans

● Plans for unanticipated

challenges

● Pursues workplace

solutions/improvements


INTERGENERATIONAL AND

CROSS-CULTURAL

COMPETENCE:

INTERACTS EFFECTIVELY WITH

DIFFERENT CULTURES AND

GENERATIONS TO ACHIEVE

ORGANIZATIONAL MISSION,

GOALS AND OBJECTIVES

6B Contributes to an

environment of acceptance and

inclusion that enables different

cultures and

generations to work

together.


● Demonstrates respect

through interactions and

behaviors

● Addresses challenges

with intergenerational

and cross-cultural

sensitivity

● Celebrates achievements

and contributions of

diverse others

● Functions comfortably in

the global marketplace

● Relies upon the wisdom

and experience of others

to accomplish work

● Addresses

intergenerational

tensions

6C Respects generational

differences related to the use of

technology in the workplace.

Selects

from technological and

non-technological methods/tools to

communicate across generations


ORGANIZATIONAL CULTURE:

FUNCTIONS EFFECTIVELY

WITHIN

AN ORGANIZATIONAL CULTURE


7A Navigates organizational

structures and systems.

● Fits work performance to

the organizational

structure

7B Embodies organizational

values.

● Works in a manner that

reflects organizational

values

7C Performs work that

advances organizational growth and

success.

● Contributes to

organizational success


LEGAL AND ETHICAL

PRACTICES: OBSERVES LAWS,

RULES AND

ETHICAL PRACTICES IN THE

WORKPLACE

8A Respects the

organization’s physical and

intellectual property.


the workplace

● Protects the

organization’s

intellectual property

8B Demonstrates loyalty to

the organization, its mission and

resources.


● Demonstrates loyalty to

the organization

8D Adheres to the policies

and procedures of the organization.

● Acts in accord with

policies and procedures

● Acts in accord with legal

and ethical practices

● Receives training in

policies and procedure

8F Takes responsibility for

one’s actions in the workplace.

● Prioritizes time

● Resolves own work

problems and errors


own communication

8G Manages/uses resources

for the good of the organization.

● Uses organization’s

resources prudently

8H Acts with integrity

(honest, reliable, and trustworthy.)

● Performs with honesty

and reliability in a

trustworthy manner

8I Interacts respectfully with

co-workers and customers.


● Handles information

appropriately

● Works to create an

equitable workplace


FINANCIAL PRACTICES:

APPLIES KNOWLEDGE OF

FINANCES FOR

THE PROFITABILITY AND

VIABILITY OF THE

ORGANIZATION

9B Articulates financial goals

and strategies of the organization.

● Communicates

organizational financial

goals

9C Contributes to

organizational profitability through

knowledge of finances.

● Acts prudently with

organizational resources

● Maintains current

knowledge of salary and

benefits

● Relates work

performance to company

profitability

Justify why the

statement “All people

are alike; they are

I will explain why wellness and

preventive care are essential to the

psychological and physiological

Infirmity, holistic, aerobic, elimination, self-esteem, value,


human” is or is not

wrong in terms of

cultural awareness?

needs of multi-cultural health care

facilities. friction, stability, aggressiveness, hostility, idolizing, prejudge, traditional, prohibit

2nd Quarter: Textbook, Workbook, Internet, Ppt, ECAP,Posters, Vocabulary, Math, Guest Speakers

Cultural, Social, and Ethnic Diversity, Legal and Ethical Responsibilities, Safety Precautions, Client Status

. STANDARD 2.0 -

DEMONSTRATE ETHICAL AND

LEGAL CONDUCT IN ALL

NURSING ACTIVITIES

2.1 Examine ethical and legal

issues and the standards for

healthcare professions (e.g.,

nursing

code of ethics, facility

ethical protocol, and appropriate

legal documents)

2.2 Examine the effect of

personal ethics, morals, and social

and cultural values in nursing

services

2.3 Compare and contrast

behaviors and practices that could

result in malpractice, liability, or

negligence

2.4 Explain the Patient’s Bill of

Rights (e.g., right for privacy, right

for confidentiality, right to


participate in activities,


mistreatment, and neglect)

2.5 Comply with legal,

regulatory, and accreditation

standards or codes such as the

Health

Insurance Portability and

Accountability Act (HIPAA)

2.7 Describe terminology,

types, signs, and contributing

factors regarding resident/patient

abuse

2.8 Review methods and

protocol for reporting instances or

suspicion of abuse, mistreatment,

or

neglect

2.9 Follow the standards for

workers’ rights, harassment, labor,

and employment laws

STANDARD 13.0 - CARE FOR

RESIDENTS/PATIENTS WITH

PROTECTIVE DEVICES

13.1 Identify ethical and legal

issues in the use of restraints

13.2 Analyze restraint

techniques and alternatives for

restraints (e.g., protective door

devices and

mobility alarms)

13.3 Observe and report the

condition of the resident/patient

while in protective devices

STANDARD 20.0 - ASSIST IN




OF

RESIDENTS/PATIENTS 20.1 Explain and apply the

Patient’s Bill of Rights (e.g., right

for independence and personal

choices)

AZBN Competency

2.0 Demonstrates ethical and

legal behavior the maintains

resident’s rights

2.1 Demonstrates ethical and

legal behavior by maintaining the

standards set forth for the health

care profession

2.2 Interprets, explains and

applies the Resident’s Bill of Rights

2.3 Provides for resident

privacy

2.4 Maintains resident

confidentiality

2.5 Promotes the resident’s

right to make personal

choices to accommodate

their needs

2.6 Gives assistance in

resolving grievances and

disputes

2.7 Maintains care and security

of resident’s personal

possessions

2.8 Promotes the resident’s


mistreatment and neglect

2.9 Reports any instance of

abuse, mistreatment or


neglect to the appropriate

supervisor

2.10 Utilizes interventions that

minimize the need for

restraints

2.11 Promotes resident

independence

2.12 Assists residents to

participate in activities








DEVISE SOLUTIONS


workplace.

● Describes

● Diagnoses


a problem



workplace.


openness


understanding




(I/R)

● Evaluates self

3C Takes action supported

by evidence and reasoning to

explain conclusions and accomplish

work.

● Composes a plan



linguistic)

● Makes decisions


● Argues a case



another.


transfer skills


LEGAL AND ETHICAL


RULES AND

ETHICAL PRACTICES IN THE

WORKPLACE

8E Adheres to applicable

local, state, federal and

international laws and regulations.


● Applies required laws

and regulations in the

workplace

● Complies with

employment laws

● Applies laws and

regulations unique to the

industry

8F Takes responsibility for

one’s actions in the workplace.

● Prioritizes time

● Resolves own work

problems and errors


own communication

STANDARD 3.0 - APPLY

STANDARD PRECAUTIONS AND

SAFETY MEASURES 3.1 Explain the infectious

process and modes of disease

transmission 3.2 Examine the Center for

Disease Control (CDC) and

Prevention guidelines related to

body

substances and Standard

Precautions (e.g., respiratory

hygiene, exposure incidents,

transmission-based

precautions)


3.3 Examine the Occupational

Safety and Health Administration

(OSHA) guidelines related to body

substance and Standard

Precautions (e.g., bloodborne

pathogen and methods for reducing

infection) 3.4 Explain the general

principles of asepsis (e.g., clean,

medical, sterile, disinfection) 3.5 Demonstrate the

principles of hand hygiene 3.6 Explain the isolation

procedures STANDARD 10.0 - MAINTAIN A

SAFE AND CLEAN

ENVIRONMENT FOR

RESIDENTS/PATIENTS 10.6 Handle and dispose of

contaminated and hazardous items

according to standards and

procedures

AZBN competency

6.0 Demonstrates general

principles of infection control

6.1 Describe measures that

promotes infection prevention and

control

6.2 Describes and adheres to

CDC guidelines for standard

precautions and for transmission

based

precautions

6.3 Describe and adheres to

OSHA guidelines









DEVISE SOLUTIONS 3A Defines a problem in the

workplace. ● Describes ● Diagnoses ● Uses resources to define

a problem 3B Practices inquiry and


workplace. ● Maintains an attitude of

openness ● Explores for deeper

understanding ● Uses resources for


(I/R) ● Evaluates self




work. ● Composes a plan ● Constructs a model


linguistic) ● Makes decisions ● Uses tools strategically ● Argues a case




another. ● Builds capacity to

transfer skills

3rd Quarter: Textbook, Workbook, Internet, Ppt, Posters, Vocabulary, Math, Guest Speakers Medical Terminology, Medical Mathmatics, Human Growth and Development, Anatomy and Physiology, Infection Control

STANDARD 1.0 - EXAMINE THE

HEALTHCARE COMMUNITY AND

THE ROLES AND

RESPONSIBILITIES OF THE

HEALTHCARE TEAM STANDARD 4.0 - APPLY

PRINCIPLES OF BODY

MECHANICS WHEN

POSITIONING,

TRANSPORTING,

TRANSFERRING, AND

AMBULATING

RESIDENTS/PATIENTS STANDARD 5.0 - PROVIDE

BASIC EMERGENCY CARE STANDARD 7.0 - COMMUNICATE

AND REPORT MEDICAL

INFORMATION USING MEDICAL

TERMINOLOGY STANDARD 8.0 - MEASURE AND

RECORD VITAL SIGNS STANDARD 10.0 - MAINTAIN A

SAFE AND CLEAN

ENVIRONMENT FOR

RESIDENTS/PATIENTS STANDARD 20.0 - ASSIST IN


Why is "how your body

functions" a significant

element every health

care worker should

know?

1. The student will describe the

relationship between cells, tissues,

organs, and major body functions

and why the overall structure is

vital to the body.

2. The student will identify

names, locations and functions of

bones and joints of the skeletal

system.

3. The student will identify the

purpose of the muscular system,

including the names and location s

of muscles and how they control

movement.

4. The student will infer the

functions of arteries, veins, blood,

and the heart.

5. The student will gain

knowledge of how the lymphatic

system helps the body fight

disease and build immunity.

6. The student will identify the

respiratory system, the lungs, and

how they function to provide

13.1 Cell, microscopic, function, nutrients, reproduction, nucleus, cytoplasm, cell membrane, tissues, epithelial, connective tissue, disease, composed, structure, anterior, distal, anatomical position, plane, posterior, sacral region, vessels, tone, 13.2 Circulation, components, conception, embryo, cartilage, flexible, brittle, porous, axial, appendicular, penetrates, calcify, sedentary, spontaneous, lateral, fixation, 13.3 Digestion, elastic, myosin, actin,



OF

RESIDENTS/PATIENTS

STANDARD 1.0 - EXAMINE

THE HEALTHCARE COMMUNITY AND THE ROLES AND

RESPONSIBILITIES OF THE

HEALTHCARE TEAM 1.4 Analyze measures to

prevent or control workplace

violence (e.g., facility policies and

procedures and personal safety practices)

STANDARD 10.0 - MAINTAIN A SAFE AND CLEAN

ENVIRONMENT FOR RESIDENTS/PATIENTS

10.2 Explain risk management protocols in the

healthcare environment (e.g., incident

reporting, fall risk)

10.3 Examine and apply emergency procedures (e.g.,

fire, chemical, biohazard, radiation,

community disasters)

oxygen and remove carbon

dioxide and water vapor.

7. The student will explain how

the body breaks down food into

nutrients, and how it eliminates

waste in the digestive system.

8. Students will identify the

urinary system process of

maintaining the water balance

within the body.

9. Students will learn the names

and locations of the glands and

how they function in the

endocrine system.

10. Students will identify the parts

of the nervous system by name,

location, and the importance of a

properly working nervous system.

11. Students will differentiate

between male and female

reproductive organs and diseases

and disorders that can affect

proper function.

12. Students will identify the

composition of the skin and how

it protects the body.

13. Students will be introduced to

DNA and how genetics impact the

body and disease.

contraction, voluntary, contract, involuntary, axis, deteriorate 13.4 Oxygen, waste products, adequate, oxygenated, unoxygenated, carbon dioxide, primarily, extremities, 13.5 Interstitial, plasma, lymphocytes, monocytes, antigens, antibodies, phagocytes, active immunity, passive immunity, parasitic, 13.6 Inspiration/inhalation, expiration/exhalation, pouch, cilia, pollutants, malignant, 13.7 Absorption, anus, alimentary canal, secretion, amylase, bolus, peristalsis, sphincter, chime, minute, villi, feces, evacuated, insulin, flatulence, defecation, metabolism, diarrhea, epigastric, jaundice,


10.4 Maintain equipment to ensure safe use (e.g., cleaning,

check safety cords) 10.5 Comply with

hazardous labeling

requirements, safety signs, and symbols

10.6 Handle and dispose of contaminated and hazardous items according to standards

and procedures

10.7 Position call light for easy access

10.8 Provide care within

scope of practice to residents/patients receiving

oxygen 10.9 Demonstrate proper

and safe use of oxygen delivery

systems/equipment (e.g., nasal cannula, face mask)

AZBN competency: 5.0 maintains a safe

environment for the resident and others

5.1 Identifies ways to promote safety and

handle non-medical emergencies 5.2 Identifies

environmental safety hazards and methods

used to prevent accidents

13.8 Nephron, mechanism, obstruction, dialysis, infuses, peritoneal cavity, edema, 13.9 Metabolism, excreted, sebaceous, lacrimal, hormones, pigmentation, 13.10 stimuli, peripheral, ganglia, neuron, duct, pigmented, scattering, equilibrium, ossicles, amplify, translate, receptors, subcutaneous, 13.11 sex cells, fetus, estrogen, matures, ovum, endometrium, menstruation, spermatozoa, testosterone, semen, monogamous, 13.12 Epidermis, sloughed, 13.13 deoxyribonucleic acid, nucleotides, chromosomes, genes, traits, genome, alleles, dominant, recessive,


5.3 Identifies common measures to prevent

workplace violence EMPLOYABILITY SKILLS 3.0-

THINKING AND INNOVATION: INTEGRATES

EXPERTISE IN TECHNICAL KNOWLEDGE AND SKILLS WITH THINKING AND

REASONING STRATEGIES TO CREATE, INNOVATE, AND

DEVISE SOLUTIONS 3A Defines a problem in the workplace.

● Describes

● Diagnoses

● Uses resources to

define a problem


reflection (I/R) to take action in the workplace.

● Maintains an attitude

of openness


understanding



(I/R)


● Evaluates self


by evidence and reasoning to explain conclusions and accomplish work.

● Composes a plan



linguistic)

● Makes decisions


● Argues a case

3D Transfers knowledge

and skills from one work situation to another.


transfer skills


LEGAL AND ETHICAL PRACTICES: OBSERVES

LAWS, RULES AND ETHICAL PRACTICES IN THE

WORKPLACE 8C Maintains a safe work environment.


● Addresses harmful

conditions in the

workplace

● Follows procedure for

reporting unsafe

conditions

Receives risk management

training

STANDARD 7.0 - COMMUNICATE

AND REPORT MEDICAL

INFORMATION USING MEDICAL

TERMINOLOGY

7.1 Use medical terminology

as it relates to body systems and

their functions

7.2 Use medical terminology

to interpret and communicate

information, data, and observations

(including sound alike and

look alike terms)

7.3 Use common symbols,

roots, abbreviations, prefixes, and

suffixes

7.4 Use specific vocabulary,

procedures, abbreviations, and

word elements for defined work

areas

(e.g., Fowler’s, prone,

supine, IV, cc, ml))

7.5 Apply policies for

recording and documenting

information

AZBN Competencies

Why human growth is

divided into stages and

describe the

characteristics of each

stage of development.

1. Design a bulletin board representing one stage of growth and development, including age-specific communication requirements from 6 weeks thru geriatrics. 2. Students will identify how people cope with death and pain, including a lengthy terminal illness, pain management, hospice care, and ethics of euthanasia.

Continuum, zygote, coordination, adolescent, decade, viable, prone, supine, heterogeneous, adaptation, reflexes, stamina, alveolar-capillary, constipation, propensity, retention, environment, adapt, syndrome, congenital conditions, debilitating, embryonic, neurological, episodes, intoxication, hereditary, hemoglobin, hernial, meninges, dysfunction, enzyme, deficiency, coma, amputation,


4.0 Demonstrates effective

communication

4.1 Uses verbal and nonverbal

communication to accurately

present information

4.2 Responds effectively to

resident’s behavior in a

positive non-threatening

way

4.3 Observes and describes

resident’s physical and

emotional condition changes

4.4 Demonstrates

communication skills with

the resident who has

sensory deficits


COMPLEX COMMUNICATION:

EMPLOYS COMPLEX

COMMUNICATION* SKILLS IN A

MANNER THAT ADDS TO

ORGANIZATIONAL

PRODUCTIVITY

1A Masters core

communication skills for the

workplace.

● Delivers content

accurately

● Persuades others

● Uses communication

style appropriate to

audience and situation

● Listens actively

opportunistic infections, disorientation, arteriosclerosis, lipid, progressive, isolated, impending, philosophy


● Resolves conflicts

1B Communicates effectively

in a diverse work environment.

● Communicates with

diversity in mind

1C Uses technologies and

social media for workplace

communication.

● Exercises competence in

using technology

● Upholds the brand

● Follows applicable laws

and regulations

● Matches technology to

content


COLLABORATION:

COLLABORATES, IN PERSON

AND VIRTUALLY, TO COMPLETE

THE TASKS AIMED AT

ORGANIZATIONAL GOALS

2C Optimizes technology to

collaborate with others.

● Adopts technology to

promote collaboration









DEVISE SOLUTIONS


workplace.

● Describes

● Diagnoses


a problem



workplace.


openness


understanding



(I/R)

● Evaluates self




work.

● Composes a plan



linguistic)


● Makes decisions


● Argues a case



another.


transfer skills


INTERGENERATIONAL AND

CROSS-CULTURAL

COMPETENCE: INTERACTS

EFFECTIVELY WITH DIFFERENT

CULTURES AND GENERATIONS

TO ACHIEVE

ORGANIZATIONAL MISSION,

GOALS AND OBJECTIVES

6A Uses relevant

intergenerational and cross-cultural

communication that creates cultural

synergy

in the workplace.

● Adapts communication

style to engage diverse

others

● Adapts communication

style to engage other

generations

● Intergenerational &

Cross-Cultural


Competence Preliminary

Checklist

6C Respects generational

differences related to the use of

technology in the workplace.

Selects from technological

and non-technological

methods/tools to communicate

across

generations


LEGAL AND ETHICAL


RULES AND ETHICAL

PRACTICES IN THE WORKPLACE

8I Interacts respectfully with

co-workers and customers.

● Handles information

appropriately

Works to create an equitable

workplace

Why would a health care

worker need a

knowledge of mental

health, common types of

mental illness and

techniques for treating

mental illness?

1. The student will identify and define all key terms in each section. 2. Types of mental illness; anxiety, mood, personality, attention, eating, drug, and Alzheimer’s. 3. Causes of mental illness; biological, environmental, and social. 4. Techniques used to treat mental illness; medication,

Mental illness, anxiety, anxiety disorder, phobia, obsession, compulsion, PTSD, bipolar disorder, psychosis, major depressive disorder, schizophrenia, paranoia, attention deficit hyperactivity disorder, drug, drug addiction, Alzheimer’s


psychotherapy, hospitalization, music, pet, and art.

disease, psychotherapy, psychiatrist, psychologist, withdrawal

A patient comes to the

clinic complaining of a

digestive disorder. Why

would having

knowledge of nutrition

be important in

identifying a diet

appropriate for this

patient?

1. Identify the five basic nutrients and explain how they maintain body function. 2. Perform volume conversions. 3. Examine and explain the USDA food pyramid. 4. Compare your diet with the recommendations in the USDA food pyramid. 5. Select a correct therapeutic diet for physical disorders. 6. Identify four commonly abused substances and their negative impacts on the human body.

Vitality, resistance, regulate, essential, cellulose, malnutrition, metabolize, calorie, protein, amino acids, lipids, minerals, vitamins, digestion, cholesterol, absorption, excreted, metabolism, hemoglobin, binging, purging, obesity, metabolic, deficient, gastrointestinal, colitis, ileitis, diabetes mellitus, soluble, atherosclerosis, anorexia nervosa, hypertension, lactation

4th Quarter: Textbook, Workbook, Internet, Ppt, ECAP, Posters, Vocabulary,

STANDARD 5.0 - PROVIDE

BASIC EMERGENCY CARE

STANDARD 8.0 - MEASURE AND

RECORD VITAL SIGNS


Math, Guest Speakers Bloodborne Pathogens, Disease and Disorders, Emergency Care, CPR Methods, Domestic Violence

8.1 Analyze purpose,

influencing factors (e.g.,

confused patient, infant, child),

and procedures (e.g.,

digital, electronic, oral,

rectal, axillary, tympanic) for

measuring and recording

temperature


influencing factors, and

procedures for measuring and

recording pulse rate

(e.g., radial, apical,

carotid, brachial)




recording respirations


influencing factors, and procedures

(both manual and electronic) for

measuring and recording

blood pressure



procedures for measuring

(standard and metric) and

recording height and

weight (e.g., upright/standing,

bed, chair scale)




recording oxygen

saturation using an

oximeter

Differentiate the ways

infection are spread and

as a health care worker

describe preventive

measures you can take to

avoid contracting

microorganisms through

asepsis.

1. Chapter vocabulary Conditions affecting the growth of bacteria 2. Ways microorganisms and viruses are spread 3. Generalized and localized infections 4. Terms related to medical asepsis and their meanings Standard Precautions guidelines 5. Handwashing techniques Difference between bactericidal and bacteriostatic 6. Guidelines developed by the CDC 7. Correct procedure for entering and leaving an area where Transmission-Based 8.Precautions are followed 9. Differentiate between Standard Precautions and 10. Transmission-Based Precautions 11. Universal Precautions 12. Ethical and legal issues

related to bloodborne diseases

Microorganisms, viruses, anaerobic, saprophytes, parasites, pathogenic, nonpathogenic, decompose, rickettsiae, spirochetes, host, urethritis, cystitis, salmonella, toxins, enterotoxin, protest, susceptible, chain of infection, contaminated, generalized, localized, aseptic technique, nosocomial infection, Standard Precautions, transmitting, amniotic fluid, peritoneal fluid, cerrospinal fluid, interstitial fluid, semen, pleural fluid, sterilized, disinfection, exposed, autoclaves, airborne, droplet, microns


8.7 Identify and analyze

common signs, symptoms, and

behavior relative to pain and report

to

licensed personnel

8.8 Report observations of

changes in vital signs to licensed

personnel according to protocol

(e.g.,

tachycardia, bradypnea,

arrhythmia, tachypnea,

hypertension, and pain)

8.9 Identify and apply

noninvasive pain relief

measures within scope of

practice

AZBN competency:

10.0 measures vital signs

10.1 identifies normal vital

signs values and age related

variations

10.2 measures and records

body temperature


pulse (radial, apical)


respirations


blood pressure


height and weight









DEVISE SOLUTIONS


workplace.

● Describes

● Diagnoses


a problem



workplace.


openness


understanding



(I/R)

● Evaluates self




work.

● Composes a plan



linguistic)

● Makes decisions



● Argues a case



another.


transfer skills

STANDARD 5.0- PROVIDE

BASIC EMERGENCY CARE 5.1 Recognize emergency

situations/changes in condition and

notify appropriate personnel

following

protocol (e.g., asphyxia,

stroke/TIA, anaphylaxis, seizure,

poisonings, fainting, hemorrhage) 5.2 Demonstrate basic life

support (CPR) at the minimum

accepted standard of practice (e.g.,

compression, AED,

breathing techniques) 5.3 Perform standard first aid

skills (e.g., hemorrhage, shock,

fainting, burns) 5.4 Perform abdominal thrusts

for the choking victim

AZBN competency

Why should you

encourage a patient to be

as self-reliable as

possible and describe the

ramifications of not

being self-reliable?

The student will:

1. Using an Electric 2. Thermometer 3. Measuring an Oral 4. Temperature 5. Measuring a Rectal 6. Temperature 7. Measuring an Axillary 8. Temperature 9. Measuring an Aural 10. Temperature 11. Counting a Radial Pulse 12. Counting an Apical Pulse 13. Counting Respirations 14. Palpating a Blood 15. Pressure 16. Measuring Blood 17. Pressure

Homeostasis, respiration, blood pressure, pulse oximetry, TPR, oxidation, excretion, afebrile, febrile, hypothermia, pyrexia, pyrogenic, calibration, oral, rectal, Celsius, Fahrenheit, axillary, arrhythmia, bounding, thread, hemorrhage, tachycardia, bradycardia, apex, stethoscope, rate of respiration, rhythm of respiration, quality of respiration, systolic


7.0 provides basic emergency

care

7.1 applies principles of

basic emergency care in

resident care

7.2 demonstrates

knowledge of basic first aid

principles

7.3 responds to emergency

situations

7.4 Identifies specific types

of emergencies, responds,

and reports according to

recognized standards of care EMPLOYABILITY SKILLS 3.0-





REASONING STRATEGIES TO CREATE, INNOVATE, AND

DEVISE SOLUTIONS 3A Defines a problem in the

workplace. ● Describes

● Diagnoses


a problem



workplace. ● Maintains an attitude of

openness

18. AM/PM Care 19. Pressure points for pressure sores 20. Giving a Back Rub 21. Giving Oral Hygiene 22. Elimination-Offering a 23. Bed Pan, Urinal, Bedside 24. Commode 25. Assisting to the 26. Bathroom, to Dangle 27. Stand, and Walk 28. Transferring from Bed to Wheelchair, Wheelchair to Bed, Bed to Chair and Back, Bed to Gurney and Back, using a Mechanical Lift, on a Gurney or Stretcher, wheelchair 29. Moving patient up in Bed, sit up in Bed, Logrolling, Turning Patient away from you, toward you, on side 30. Applying Restraints 31. Tie postural Supports 32. Give a Bath, partial bath, tub or shower bath, 33. Changing patients gown or clothes 34. Perineal Care 35. Grooming male/female 36. Foot Care 37. Postmortem Care 38. Making a closed/open/occupied bed 39. Feeding the patient

pressure, diastolic pressure, millimeters, hypertension, asymptomatic, hypotension, apparatus, gauge, inflated, incontinent, catheters, stoma, postmortem, laxative, suppository, ambulation, alignment, Trochanter, restraints, limb, emesis, dehydration, residual



understanding



(I/R)

● Evaluates self




work. ● Composes a plan



linguistic)

● Makes decisions


● Argues a case



another.

Builds capacity to transfer skills

40. Measuring input/output 41. Giving enemas 42. Collect Specimens


PERSONAL CARE AND

GROOMING WITH

CONSIDERATION TO

CULTURAL

AND PERSONAL PREFERENCES

STANDARD 12.0 - FACILITATE

ACTIVITIES RELATED TO

ELIMINATION

Describe the goal and

restoration of patient

strength a physical

therapist should exhibit

for each patient and the

steps a health care

worker should be

conscious of.

1. Describe and Differentiate physical Therapy and Sports Medicine Aide. 2. Identify thermotherapy and the conditions they treat. 3. Identify hydrotherapy and the conditions they treat.

Hydrotherapy, ultraviolet light, diathermy, ultrasound, thermotherapy, hydroculator pad, range-of-motion, ROM, flexibility,


4. Explain the purpose of range-of-motion. 5. Preparing Moist hot soaks. 6. Moist/Dry Cryotherapy Range-of-motion 7. Wrapping and Taping an ankle 8. Apply Antiembolism Hose 9. Ambulating with a Gait Belt 10. Walking with canes, crutches, walkers

contraction, gurney, ambulation, crutch, walker, prosthesis


PERSONAL CARE AND

GROOMING WITH

CONSIDERATION TO

CULTURAL

AND PERSONAL PREFERENCES

9.1 Determine purpose and

procedure for bathing

residents/patients (e.g.,

complete bed bath, partial

bath, tub bath, whirlpool, and

shower)

9.2 Provide skin care including

back rub, massage procedures,

and frequent turning

9.3 Identify and report skin

problems including the four

major stages of decubitus

ulcers


procedure for perineal care


procedure for catheter care


procedure for oral care


procedure for hair care

Why is following the

rules and working as a

team an important

expectation of all health

care workers?

1. Explain the process of admitting, registering, transferring, and discharging a patient. 2. Measure, and record height and weight of an adult, child, and infant. Identify examination positions by name. 3. Write a formula for calculation medication administration. 4. Identify common prescription abbreviations. 5. Identify laboratory guidelines and safety procedures. 6. Admit patients Measure height and weight on a standing/digital/chair/mechanical lift scale 7. Measure height and weight of an adult, child, infant 8. Measuring head circumference

Hydroencephaly, diagnosis, baseline, PDR, antibodies, contraceptives, diuretics, parenteral, topical, formula, uniformity, hazardous, reagents, acids, monocular, binocular, provider, resistant, agglutination, heparinized, polycythemia



procedure for nail care

9.9 Determine the procedure

for shaving a resident/patient

9.10 Assist resident/patient

with dressing and undressing,

including gown change

9.11 Examine the use and

care of prosthetic and orthotic

devices


procedure for bed making

(occupied and unoccupied)


methods for pressure reduction

(e.g., floating heels, repositioning,

CPMs)

STANDARD 12.0 - FACILITATE

ACTIVITIES RELATED TO

ELIMINATION

12.1 Assist with toileting,

(e.g., bedpan, urinal, commode

and toilet seat extension, bladder

training)

12.2 Measure, calculate, and

record fluid intake and output in

ounces and milliliters

12.3 Assist with alternative

methods of elimination (e.g.,

ostomy, urostomy, Foley

catheter)

12.4 Care for the

resident/patient who is

incontinent

12.5 Care for the

resident/patient who is vomiting

AZBN competency:

9. Move a patient to another room 10. Discharging a patient Identify examination positions 11. Test visual acuity with a Snellen Chart 12. Use a microscope 13.Gather and test specimens


9.0 Provides the resident with

personal care and grooming

9.1 provides for and adheres to

the principles of daily

hygiene and grooming

9.2 assists resident in personal

care and grooming needs

9.3 reports and documents

personal care and grooming

tasks, observations, and

residents response








DEVISE SOLUTIONS


workplace.

● Describes

● Diagnoses


a problem



workplace.


openness


understanding




(I/R)

● Evaluates self




work.

● Composes a plan



linguistic)

● Makes decisions


● Argues a case



another.


transfer skills

As a health care worker

why is it just as much

your responsibility to

clean up liter and wipe

up spills on the floor as

it is the housekeeping

staff? Describe examples

1. Define OSHA and explain the agency’s role in safety 2. Differentiate between IIPP, hazard communication, and exposure control. 3. Name places to find information about hazards in a facility.

Comply, ergonomic, mandates, implement, biohazard, abreast, horseplay, frayed, shock, malfunctioning, ambulation devices, gurney, postural supports, restricts,


of liabilities if left

neglected. Explain the health care worker’s role in maintaining a safe workplace. 4. Identify 14 general safety rules 5. Explain how to use ambulation devices, transportation devices, postural supports, and side rails safely. 6. List the three elements required to start a fire. 7. Explain four ways to prevent fires. 8. Explain the role of a defibrillator in restoring normal heart beat. 1. Follow safe practice guidelines when caring for patients. 2. Identify what you are responsible for knowing and doing when a disaster occurs. 3. Identify the steps for using a fire extinguisher using the PASS acronym. 4. Demonstrate correct lifting and moving of objects. 5. Demonstrate the procedures for:

Mouth-to-mouth breathing

Obstructive airway Serious wounds Preventing shock

principles, observant, designated, flammable, potential, efficiency, load, gravity, crouch, alignment, cardiopulmonary, definitive, priorities, fracture, contusion, laceration, protrusion, spurts, dressings, saturated, ingestion, swathe, insulin shock, cardiac, resuscitation, oxygenated, defribillation, heel, interlace, compressions


Splints Slings Bandaging

6. Demonstrate the procedures for cardiopulmonary resuscitation (CPR)

Technology Standard

Strand 1: Creativity and Innovation This strand requires that students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Concept 1: Knowledge and Ideas Use digital models and simulations to examine real‐world connections, explore complex systems and issues, and enhance understanding. PO 1: Analyze, evaluate, and synthesize information to generate new ideas, processes, or products. Concept 2: Models and Simulations PO 2: Propose or create a model, simulation, or system. Concept 3: Trends and Possibilities Analyze patterns and trends and their logical links to form inferences, and forecast possibilities providing novel insights.

Common Core Reading

Reading Standards for Informational Text


Determine a central idea of a text and

analyze its development over the course

of the text, including how it emerges

and is shaped and refined by specific

details; provide an objective summary

of the text. (9-10.RI.2)

Reading Standards for Literacy in

Science and Technical Subjects

Determine the central ideas or

conclusions of a text; trace the text’s

explanation or depiction of a complex

process, phenomenon, or concept;

provide an accurate summary of the

text. (9-10.RST.2)

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Write informative/explanatory texts,

including the narration of historical

events, scientific procedures/

experiments, or technical processes.

a. Introduce a topic and organize ideas,

concepts, and information to make

important connections and distinctions;

include formatting (e.g., headings),

graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension.

b. Develop the topic with well-chosen,

relevant, and sufficient facts, extended

definitions, concrete details, quotations,

or other information and examples

appropriate to the audience’s

knowledge of the topic.

c. Use varied transitions and sentence

structures to link the major sections of

the text, create cohesion, and clarify the


relationships among ideas and

concepts.

d. Use precise language and domain-

specific vocabulary to manage the

complexity of the topic and convey a

style appropriate to the discipline and

context as well as to the expertise of

likely readers.

e. Establish and maintain a formal style

and objective tone while attending to

the norms and conventions of the

discipline in which they are writing.

f. Provide a concluding statement or

section that follows from and supports

the information or explanation

presented (e.g., articulating

implications or the significance of the

topic).

Common Core Writing

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Write informative/explanatory texts,

including the narration of historical

events, scientific procedures/

experiments, or technical processes.

a. Introduce a topic and organize

ideas, concepts, and information to

make important connections and

distinctions; include formatting (e.g.,

headings), graphics (e.g., figures,

tables), and multimedia when useful to

aiding comprehension.

b. Develop the topic with well-chosen,

relevant, and sufficient facts, extended

definitions, concrete details,

quotations, or other information and


examples appropriate to the

audience’s knowledge of the topic.

c. Use varied transitions and sentence

structures to link the major sections of

the text, create cohesion, and clarify

the relationships among ideas and

concepts.

d. Use precise language and domain-

specific vocabulary to manage the

complexity of the topic and convey a

style appropriate to the discipline and

context as well as to the expertise of

likely readers.

e. Establish and maintain a formal

style and objective tone while

attending to the norms and

conventions of the discipline in which

they are writing.

f. Provide a concluding statement or

section that follows from and supports

the information or explanation

presented (e.g., articulating

implications or the significance of the

topic).

(9-10.WHST.2)

Common Core Social Studies

Social Studies HS‐S2C1‐06 Apply the skills of historical analysis

to current social, political,

geographical, and economic issues

facing the world.

Common Core Science

Science HS‐S1C1‐01

Evaluate scientific information for

relevance to a given problem.

Science HS‐S1C1‐02


Develop questions from

observations that transition into

testable hypotheses.

9‐10.RL.2

Determine a theme or central idea of

a text and analyze in detail its

development over the course of the

text, including how it emerges and is

shaped and refined by specific

details; provide an objective

summary of the text.

Common Core Math

Math HS.N-Q.1

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

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