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Gold Level Caregivers Course Student Handbook Page 1
Gold Level Caregivers Course
Student Handbook
Name:Division:Course start date:
Page 1
Contents
Module Page
1. Holistic Care 3
2. Safety 12
3. Communication 21
4. Skin and Wound Care 25
5. Basic Personal Care 30
6. Nutrition in the Community 37
7. The Grieving Process 43
8. Observations 45
Page 2
Module 1 - Holistic Care
By the end of this session the learner will be able to
Identify what is required to provide holistic care
Know the rights of individuals
Understand the implications of the Treaty of Waitangi and its relationship to Health
Identify the basic needs of all individuals
Identify good health practices
Holistic Care/Wellness
What does holistic care mean to you?
Define each component of the 7 Dimensions of wellness
Page 3
1. Physical wellness
2. Social wellness
3. Emotional wellness
Page 4
4. Environmental wellness
5. Spiritual wellness
6. Intellectual wellness
7. Occupational wellness
Page 5
The Rights of Individuals
Make brief notes under each of the following headings:
Right 1: Right to be treated with Respect:
Right 2: Right to freedom from discrimination, coercion, harassment, and exploitation:
Right 3: Right to dignity and independence:
Right 4: Right to services of an appropriate standard:
Page 6
The Treaty of Waitangi
Article 1 - GovernanceThe Chiefs of the Confederation, and all these chiefs who have not joined in that Confederation give up to the Queen of England for ever all the Governorship (Kawanatanga) of their lands.
Article 2 - AutonomyThe Queen of England agrees and consents (to Give) to the Chiefs, hapus, and all the people of New Zealand, the full chieftainship (rangatiratanga) of their lands, their villages and all their possessions (taonga: everything that is held precious) but the Chiefs give to the Queen the purchasing of those pieces of land which the owner is willing to sell, subject to the arranging of payment which will be agreed to by them and the purchaser who will be appointed by the Queen for the purpose of buying for her.
Article 3 - EquityThis is the arrangement for the consent to the governorship of the Queen. The Queen will protect all the Maori people of New Zealand, and give them all the same rights as those of the people of England.
Impact of British Settlement on the Maori people
GAINS COST
Page 7
The health links between the Treaty of Waitangi and Health
Article 1 – Governance
Achieve Maori Participation in all aspects of health. This is the
P______________________ principle of the Treaty of Waitangi
Article 2 – Autonomy
Achieve the advancement of Maori health aspirations, practices and general
wellbeing. This is the P_______________________ principle of the Treaty of
Waitangi.
Article 3 – Equity
Undertake health promotion, which improves Maori health outcomes. This is the
P______________________ principle of the Treaty of Waitangi
Page 8
The Basic Needs of Individuals
(Maslow’s Hierarchy of Needs)
Under each heading list the needs that an individual requires to fulfil each need:
Physiological needs
Page 9
Self Actualisation
Esteem Needs
Love and Belonging Needs
Safety Needs
Physiological Needs
Safety Needs
Love and Belonging Needs
Esteem Needs
What is Self-Actualisation
Name two people in history who you think has achieved self-actualisation and why?
-
-
Page 10
Identify good health practices
What type of foods do you usually eat?
How much sleep to you get each night?
What do you do for recreation?
How much exercise do you do in a week?
Page 11
Module 2 – Safety
By the end of this session the learner will be able to
Understand informed consent
Understand the importance of hand washing
State the principals of infection control in a home or community setting
Demonstrate how to use Personal Protection Equipment in a home or community setting
Understand the care and custody of medicine in the home and community setting
Identify the correct procedures to follow when using medicines in the home.
Informed Consent
Write notes on the following components of informed consent
“Informed consent is a process rather than a one off event. The essential elements of
this process are effective communication, full information and freely given competent
consent”
1. Effective communication
2. Competence
Page 12
3. Voluntarism
4. Full information
5. Process
Page 13
Read through the following scenario in groups
Jacob is staying with his 75-year-old grandmother Rose for the summer holidays.
While Rose was bringing a snack to Jacob’s room she tripped on a mat in the hallway
and skinned her knee on the wooden floors. Jacob approached his grandmother and
asked if she was ok, she replied that she had grazed her knee, and it was starting to
bleed a bit. Jacob had done his first aid badge in the previous holidays and quickly
went to get his first aid kit. Jacob went to work cleaning and dressing his
grandmother’s knee. Rose was very interested in what her grandson was doing, and
tried talking to Jacob about what he was doing, but Jacob was busy concentrating
and diligently putting his knowledge into practice and ignored his grandmother’s
questions. Jacob had completed the task and treated his grandmother successfully
and Rose was very proud of what her grandson had learnt.
Discuss was there informed consent?
What components of informed consent are missing?
Page 14
Hand Washing
Define the following types of hand washing:
Social hand wash
Procedural hand wash
Surgical scrub
What are the 5 moments of hand hygiene?
Moment 1:
Moment 2:
Moment 3:
Moment 4:
Moment 5:
Page 15
In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn
CHECKLIST – Washing hands Procedural Wash
Materials collected together
Remove all jewellery and watches
Wet wrists and hands
Apply sufficient soap to hands
Lather soap and scrub hands palm to palm
Scrub between and around fingers
Scrub back of each hand with palm of other hand
Scrub fingertips of each hand in palm of opposite hand
Scrub each thumb clasped in opposite hand
Scrub each wrist clasped in opposite hand
Continue for at least 30 seconds
Rinse thoroughly in running water
Wipe and dry hands thoroughly with paper towels
Turn off tap using paper towel
Name of person marking: ......................................................................................
Page 16
Infection Control
List the main ways in which infection can enter the body:
1.
2.
3.
4.
List the ways in which infection can be controlled and prevented in the home or
community?
1.
2.
3.
4.
5.
Personal Protective Equipment (PPE) acts as a barrier between infectious materials
and the:
M_______________________________
E_______________________________
N_______________________________
S_______________________________
Page 17
Name these types of PPE
1.________________________
2.________________________
3.________________________
4.________________________
5.________________________
Page 18
In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn
CHECKLIST – Removal of disposable gloves
Washes hands
Explains to patient why caution is necessary
Chooses correct size of glove – not loose fitting
Puts gloves on and checks for holes and tears
Carries out any necessary procedures for patient
Removes first glove by peeling it backwards from the wrist, using finger and thumb. Glove pulled inside out
Using exposed hand, picks up first glove (touching the clean inside only) and uses it to pull off second glove from wrist
Takes care not to touch outside of second glove with clean hand
Disposes of glove appropriately
Washes hands
Name of person marking ...........................................................
Page 19
Medication
Notes on correct care and custody of prescription medication in the
home/community setting:
What are the ways in which medications can be administered to a patient?
1. 2.
3 4.
5. 6.
7. 8.
9. 10.
What are the 5 rights of medication administration?
1. Right_____________________________________________ D
2. Right_____________________________________________ R
3. Right_____________________________________________ P
4. Right_____________________________________________ A
5. Right_____________________________________________ T
Page 20
Module 3 - Communication
By the end of this session the learner will be able to
Demonstrate effective communication with individuals from all age groups
Demonstrate effective communication with individuals with specific communication needs
Identify barriers to effective communication and ways to overcome them
Demonstrate the ability to dial both the New Zealand Health Line and Emergency Services
What is communication?
Identify at least 3 types of non-verbal communication
Page 21
Communicating with those that have specific needs
Identify at least 5 ways that we can communicate with people that can’t talk.
Identify at least 5 ways that we can communicate with people that have a hearing
impairment.
Identify at least 5 ways that we can communicate with people that have sight
impairment.
Page 22
Identify at least 5 things that can impact on communication in a stressful environment.
Listening
What is the mnemonic SOLER used for?
What does the mnemonic SOLER stand for?
S
O
L
E
R
Contacting the Emergency Services
Page 23
What services do you get when you contact 111?
When would you contact these services?
What is the number for Healthline New Zealand?
What is the function of Healthline NZ?
When would you contact Healthline NZ?
What is the number for the National Poisons Centre?
Page 24
Module 4: Skin and Wound Care
By the end of this session the learner will be able to:
Identify common causes of pressure areas and prevention methods
Identify the difference between healthy and unhealthy wounds
Demonstrate the ability to clean a wound effectively
Have an understanding of different dressings products available in the community
1. In your groups discuss the below subjects. Record your answers in the spaces provided.
What are pressure ulcers?
What conditions can lead to pressure sores?
What prevention measures you can take?
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2. In groups, discuss the difference between a healthy and an unhealthy wound
Healthy
Unhealthy
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3. Do different wounds need different dressings? In groups look as the dressing available to you and discus when you might or might not use them.
Hint: waterproof, non-stick, specialty
Primapore
Opsite
Melinon
Page 27
Steri strips
Band Aids
Burns dressings
Page 28
4. In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn.
CHECKLIST – Cleaning a wound
Materials collected togetherIntroduces self and explains procedureWashes handsPuts on glovesExpose the wound by removing previous dressingInspects wound for healing, discharge or rednessDispose of previous dressingRemoves dirty gloves and discards appropriatelyWashes handsPuts on clean glovesApplies warm water (or available wound cleaning solution) to swabsClean wounds with swabsDries wounds with dry swabsRecovers wounds with appropriate dressingRemoves rubbishRemoves dirty gloves and discards appropriatelyWashes hands
Name of person marking: ................................................................................
Page 29
Module 5: Basic Personal Care
By the end of this session the learner will be able to: Acknowledge dignity, respect and privacy at all times when providing care. Show an understanding of requirements of different individual's bedrooms Have an understanding of how to prepare a bathroom for individuals to use Demonstrate the ability to assist individuals to dress themselves Demonstrate the correct procedures for:
o Washing a faceo Washing hairo Brushing teeth
Identify what feelings you think the patient/ person being cared for may feel when having care provided for them
1
2
3
4
5
Identify what feelings you think the person providing the care may have.
1
2
3
4
5
Identify 3 things that you need to be considerate of when providing personal care
1
2
3
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There are physical needs of the environment that are needed to ensure a patients comfort and well-being while being cared for. Discuss the following headings as a group and record your findings.
RoomThe patients’ room should:
FurnitureThe patient’s furniture should:
Nursing AidsAids that may be needed are:
BedWhat things should be considered about the bed?
Identify 8 things that are needed to prepare a bathroom for someone prior to having a shower.
1
2
3
4
5
6
7
8
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Think about what things you do to care for yourself on a daily basis, from having a shower, brushing your teeth, and washing your hair.
How long does it take you to do each of these things?
Activity Time
Brush your teeth
Wash your hair
Have a shower/ Bath
Go to the toilet
Eat
How long it would take you to do these activities if you could not use your dominant hand?
Activity Time
Brush your teeth
Wash your hair
Have a shower/ Bath
Go to the toilet
Eat
Page 32
In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn.
CHECKLIST – Assisting a patient with clothing where limbs are affected
Removing clothing
Washes hands
Explains procedure to patient
Slips outer garment over head, and off the unaffected arm while supporting the affected arm
Slips garment off the affected arm
Ensures patient is comfortable
Brushes and/or combs patients’ hair
Washes hands
Adding Clothing
Washes hands
Explains procedure to patient
Collects clothing
Slips the affect arm into sleeve of garment, grasps patients hand and gently slides sleeve along arm
Places other arm into sleeve and assists with adjustment of clothes e.g.: buttons, zip etc
Ensures patient is comfortable
Brushes and/or combs patients’ hair
Washes hands
Note: To pass this list you must have a tick in all the shaded boxes.
Name of person marking: ..............................................................................
Page 33
In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn.
CHECKLIST – Washing a patients face
Materials collected together
Explains procedure to patient
Arranges equipment
Washes hands
Fills bowl with warm water
Asks patient if they want soap on their face cloth
Wets the cloth, but wrings it out, so it is not dripping
Carefully wash the patients face
Use a different bit of the face cloth for each eye, wiping from inside to outside in one swipe
Dries the patients face, checking that it feels dry for the patient.
Clears away equipment
Helps patient back into comfortable position
Washes hands
Note: To pass this list you must have a tick in all the shaded boxes.
Name of person marking: ................................................................................
Page 34
In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn.
CHECKLIST – Wet shampoo
Materials collected together
Explains procedure to patient
Arranges equipment
Washes hands
Positions patient so as to reduce risk of wetting them
Ensures patient is comfortable
Brushes and/or combs patients hair
Asks patient to hold flannel over eyes
Slowly pours water over hair until wet. Applies shampoo and massages scalp
Rinses hair with water until hair is free from shampoo. Repeats with more shampoo if necessary
Wraps patient’s hair in a towel. Dries patient’s face, neck and shoulders
Dries patient’s hair. Combs
Assists patient to a comfortable position. Returns equipment. Asks patient how their hair feels
Washes hands
Note: To pass this list you must have a tick in all the shaded boxes.
Name of person marking: ................................................................................
Page 35
Dental Hygiene
How often should you visit the dentist? How often should you change your toothbrush?How much toothpaste should a child under 6 use?How long should you clean your teeth for?Name some other things you can use to aide with cleaning your teeth?
In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn.
CHECKLIST – Brushing a patients teeth
Materials collected together
Explains procedure to patient. Helps patient into a comfortable position
Washes hands
Wets toothbrush
Applies appropriate amount of toothpaste
Tilts the brush at a 45degree angle against the gum line and sweeps/rolls the brush away from the gum line.
Gently brushes the outside, inside and chewing surface of each tooth using short, back and forth strokes
Gently brushes tongue to remove bacteria and freshen breath
Gives patient water to rinse mouth
Gets patient to spit out water
Repeats brushing of teeth
Gives patient water to rinse mouth
Gets patient to spit out water
Washes patients face
Removes equipment
Settles patient
Washes hands
Note: To pass this list you must have a tick in all the shaded boxes.
Name of person marking: ................................................................................
Page 36
Module 6: Nutrition in our Community
By the end of this session the learner will be able to: Understand the basic nutritional needs of an individual on a daily basis and
when unwell Identify different food preparations for special conditions and injuries Demonstrate the ability to correctly feed someone who is unable to feed
themselves Understand the nutritional complications of persistent diarrhoea and
vomiting
1. Healthy Food Pyramid
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Eat Most
Eat Some
Eat Little
2. On the diagram below indicate what proportion of our plate each food group should take up.
3. In small groups, discuss which foods to eat more and which foods to eat less of if
you are suffering from a cold/flu, stomach bug, or physical injury
Eat More Eat Less
Cold or Flu
Stomach Bug
Physical Injury
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4. In groups, discuss people of different ages and circumstances who may need food prepared in different ways. HINT: Babies or someone with a broken jaw
5. List below five different ways to prepare food
1.
2.
3.
4.
5.
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6. In groups, discuss what makes meal time a pleasant experience for someone who requires assistance with eating. List below at least six ways to make meal time more pleasant.
1.
2.
3.
4.
5.
6.
7. List three things that you can use when you helping someone who requires assistance to eat.
1.
2.
3.
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8. In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate the following until everyone has had a turn.
CHECKLIST – Assisting Someone with Food
Introduces self and explains procedure
Checks if the patient needs to use the toilet and offers to wash individuals hands and faceHelps patient into a comfortable position. Protects bedclothes
Asks patient about any preferences they may have regarding flavour and temperatureGathers Materials together and washes hands
Brings tray to bed. Sits down by patient
Using fork or spoon, feeds patient. Allows time for chewing
Gives drink by patient’s preferred method
Clears tray away.
Offers to wash patients face and hands
Washes hands
.
Name of person marking: ......................................................................................
Page 41
9. Describe the nutritional complications of persistent diarrhoea and vomiting
10.List below four signs and symptoms of dehydration
1.
2.
3.
4.
Page 42
Module 7: The Grieving Process
By the end of this session you will be know how to:
Understand the physical changes that occur at the end stages of life Have an awareness of the feelings of all people involved in an individual’s
death Identify the 5 stages of grief Have an awareness of the documentation an individual may complete prior
to the end of life
1. Brainstorm in groups and discuss the fears of the patient that is dying. Write your findings in the space below.
2. Brainstorm in groups and discuss the practical means of caring for the patient. Write your findings in the space below.
Page 43
3. Brainstorm in groups and discuss the signs of approaching death. Write your findings in the space below.
4. Brainstorm in groups and discuss the feelings of a caregiver after the death of their patient. Write your findings in the space below.
5. Identify the 5 stages of Grief
1.
2.
3.
4.
5.
6. What is an Enduring Power of attorney?
7. How long after a burial or cremation does a death need to be registered with Births, Deaths and Marriages?
Page 44
Module 8: Observations
By the end of this session the learner will be able to: Learn different ways of collecting information from individuals using multiple
tools
Demonstrate the correct procedure in taking baseline observations and recording them appropriately
Understand the differences when assessing individuals from varying age groups
Have knowledge of common household ailments and at what point medical assistance is require
1. What is the difference between a sign and a symptom?
2. We can make observations about an individual’s health by using our senses. List as many ways you can think to gather information from an individual.
Page 45
3. Using the following headings, discuss in groups what observations you can make in the following areas.
Head (eyes, nose, mouth, face)
Breathing (cough, posture)
Urine & Stool
Page 46
4. Sometimes when individuals are unwell, a background story is helpful. There are some easy questions you can ask to learn a lot about an individual. Record the questions in the acronym below.
SAMPLE
5. The level of pain your patient is in is also a valuable observation. Fill in the words below in the Pain Assessment acronym.
P
Q
R
S
T
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The information we gather from an individual and the way we gather it is very dependent on what age of the individual. In groups discuss how observation gathering is altered by the age of the individual.
Record your findings below.
Baby
Toddler
Teenager
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Adult
Older Adult
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Temperature, pulse and respirations
6. Correctly name and label on the body below four place you can take an individual’s pulse
7. Correctly name three places you can measure an individual’s temperature.
What is normal body temperature?
≤ 35.5°C Hypothermia ≥ 38°C Hyperthermia
Page 50
8. In groups of three, one carer, one patient and one person to mark your book use the checklist below and demonstrate how to take someone’s Temperature, Pulse and Respirations until everyone has had a turn.
CHECKLIST – Temperature, pulse, respiration
Temperature Materials collected together
Introduces self and explains procedure to patientArranges equipmentWashes handsPositions patient in a comfortable positionPlaces protective slip over digital thermometer and turns thermometer on with power buttonAsks patient to open mouth. Places thermometer under tongue. Tells patient to hold thermometer with lips closedRemoves thermometer from month once beep heard, reads temperature and recordsCleans thermometer and places in storage containerWashes hands
Pulse Supports arm with wrist slightly extended, with two fingers over radial pulseCounts for 30 seconds, doubles and records
Respirations Continues to hold wrist as if taking pulseHolds arm in a relaxed position over lower chest or abdomenCounts for 30 seconds, doubles and recordsWashes hands
Name of person marking: ......................................................................................
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9. When recording observations they are only useful if they can be interpreted at a later stage. Discuss in your groups some golden rules to documenting observations.
10. In groups discus the following aliments. Talk about the signs and symptoms of each, as well as when medical assistance may be necessary.
Cold & Flu
Gastro (Tummy Bug)
Skin Rash
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