Section 395.300 Basic Nursing Assistant Training Program

Section 395

Section 395.300  Basic Nursing Assistant Training Program

The BNATP shall include, at a minimum, the following:

a)         Module

I – Introduction to Health Care

1)         Functions

of Health Care Organizations.  Objectives:  upon completion of this unit, the

student will be able to:

A)        Describe

the purposes and services of health care facilities/agencies, which include,

but are not limited to, the following health care settings:

i)          Long-term care

facilities;

ii)         Hospitals;

iii)        Rehabilitation

facilities;

iv)        Home health agencies;

and

v)         Hospice care.

B)        Person-Directed

Care Across All Settings.  Objectives:  upon completion of the unit, the

student will be able to:

i)          Explain the philosophy

of person-directed care;

ii)         Discuss

the concepts of person-directed care, which are self-determination, individual

needs, ability focused, person before task, individualized choices,

relationship building, holistic focused, and spontaneous activities;

iii)        Contrast

person-directed care with task-centered care;

iv)        Explain

how the CNA can apply the concepts to provide person-directed care; and

v)         Discuss

the impact of a person-directed care model on those involved, including caregiver,

elders and the health care facility.

2)         The

Interdisciplinary Team.  Objectives:  upon completion of this unit, the student

will be able to:

A)        Discuss

the purpose of the Interdisciplinary Team;

B)        Describe

ways to enhance the ability of the Interdisciplinary Team to accomplish its

purpose;

C)        Describe

the role of each member of the Interdisciplinary Team;

D)        Examine

ways in which a CNA can become an effective team member; and

E)        Discuss

the crucial role of the CNA with the health care team.

3)         The

CNA Role Across Health Care Settings

linary Team;

B)        Describe

ways to enhance the ability of the Interdisciplinary Team to accomplish its

purpose;

C)        Describe

the role of each member of the Interdisciplinary Team;

D)        Examine

ways in which a CNA can become an effective team member; and

E)        Discuss

the crucial role of the CNA with the health care team.

3)         The

CNA Role Across Health Care Settings.  Objectives:  upon completion of this

unit, the student will be able to:

A)        Demonstrate

professional behaviors expected of a CNA in appearance and behaviors;

B)        Describe

work ethics for CNAs, including qualities, legal implications and ethical

behaviors;

C)        Identify

competency standards in CNA practice, which include standardized testing and

maintaining safety;

D)        Discuss

person-directed qualities by describing the attributes of:

i)          An

effective communicator and demonstrate effective interpersonal communication

techniques;

ii)         A

resident advocate and describe methods to promote a resident's independence in

decision making;

iii)        A

relationship builder and examine ways to build effective interpersonal

relationships; and

iv)        An

effective team player and describe ways to promote the quality of life for

persons in the CNA's care;

E)        Discuss

the importance of the scope of practice for a CNA;

F)         Examine

the legal limits of the CNA role;

G)        Explain

the importance of a job description for a CNA;

H)        Explore

the components of a CNA job description; and

I)         Discuss

the importance of delegation and list the five rights of delegation:

i)          Right

task;

ii)         Right

circumstance;

iii)        Right

person;

iv)        Right

direction/communication; and

v)         Right

supervision.

4)         Nursing

Assistant as a Para-professional

of a job description for a CNA;

H)        Explore

the components of a CNA job description; and

I)         Discuss

the importance of delegation and list the five rights of delegation:

i)          Right

task;

ii)         Right

circumstance;

iii)        Right

person;

iv)        Right

direction/communication; and

v)         Right

supervision.

4)         Nursing

Assistant as a Para-professional.  Objective:  upon completion of this unit,

the student will be able to:

A)        Discuss

current State and federal regulations related to CNA certification;

B)        Explain

the requirements for maintaining CNA certification on the Health Care Worker

Registry, which include accessing, updating information and maintaining

certification;

C)        Discuss

the purpose of and disqualifying convictions for the Health Care Worker

Background Check; and

D)        Develop

awareness of resources to enhance career development for CNAs through CNA

organizations, continuing education and career ladders.

5)         Information

Sharing.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Know

frequently used medical terminology and abbreviations;

B)        Describe

the purpose and list components of the health care record;

C)        Discuss

pertinent information that should be reported to the RN and give examples of

observations that need to be reported immediately;

D)        Know

the legal aspects of recording in the health care record;

E)        Discuss

the requirements for recording in the health care record; and

F)         Describe

how the Interdisciplinary Team works together to develop an individualized plan

of care:

i)          Define

the nursing process;

ii)         Differentiate

between the role of the CNA and the role of the nurse in the nursing process;

iii)        List

the steps of the nursing process;

iv)        Differentiate

between objective and subjective information; and

v)         Discuss

the role and the responsibilities of the CNA in reporting observations,

an individualized plan

of care:

i)          Define

the nursing process;

ii)         Differentiate

between the role of the CNA and the role of the nurse in the nursing process;

iii)        List

the steps of the nursing process;

iv)        Differentiate

between objective and subjective information; and

v)         Discuss

the role and the responsibilities of the CNA in reporting observations,

developing a plan of care, and following the person's individualized plan of

care.

b)         Module

II – Rights and Relationships

1)         Rights.

Objectives:  upon completion of this unit, the student will be able to:

A)        Identify

basic human rights;

B)        Discuss

the importance of State and federal regulations in promoting resident rights:

i)          Describe

the purpose of the Health Insurance Portability and Accountability Act (HIPAA);

ii)         Explain

the role of the CNA in ensuring compliance with HIPAA;

iii)        Identify

resident rights according to the Omnibus Budget Reconciliation Act of 1987

(OBRA);

iv)        Discuss

how following the State and federal regulations enhances the resident's quality

of life;

v)         Discuss

how following the State and federal regulations enhances the resident's quality

of care; and

vi)        Describe

the purpose of the Ombudsman Program (Older Americans Act);

C)        Identify

key concepts for person-directed care and discuss ways to apply the concepts

for person-directed care:

i)          Discuss

the importance, principles and methods of building relationships with residents

and family

ng the State and federal regulations enhances the resident's quality

of care; and

vi)        Describe

the purpose of the Ombudsman Program (Older Americans Act);

C)        Identify

key concepts for person-directed care and discuss ways to apply the concepts

for person-directed care:

i)          Discuss

the importance, principles and methods of building relationships with residents

and family.  The principles include, but are not limited to, trust, respect and

commitment;

ii)         Discuss

methods for building relationships;

iii)        Discuss

ways to promote care partnerships;

iv)        Discuss

strategies the CNA can use to support a culture of home;

v)         Examine

the CNA's role in promoting care partnerships;

vi)        Differentiate

between care practices that are person-directed versus an institutional model;

and

vii)       Discuss

some of the limitations that the CNA may encounter focusing on person-directed

care;

D)        Discuss

the importance and describe the principles of culture competence:

i)          Examine

ways in which the culture of an elder may differ from the culture of the

caregiver, such as generational, communication, family and religious

differences, and differences in customs; and

ii)         Recognize

the impact of the CNA's views and values on the care provided;

E)        Discuss

abuse, neglect and theft:

i)          Describe

the types of abuse, neglect and theft that occur in the health care setting;

ii)         Discuss

ways that elder abuse, neglect and theft can be prevented;

iii)        Describe

indications of abuse, neglect and theft;

iv)        Explain

the CNA's role in reporting elder abuse, neglect and theft;

v)         Discuss

requirements for reporting abuse, neglect and theft; and

vi)        Discuss

consequences of abusing, neglecting or stealing from a resident.

2)         Holistic

Care

Discuss

ways that elder abuse, neglect and theft can be prevented;

iii)        Describe

indications of abuse, neglect and theft;

iv)        Explain

the CNA's role in reporting elder abuse, neglect and theft;

v)         Discuss

requirements for reporting abuse, neglect and theft; and

vi)        Discuss

consequences of abusing, neglecting or stealing from a resident.

2)         Holistic

Care.  Objectives:  upon completion of this unit, the student will be able to:

A)        Explain

the importance and describe the components of holistic care, which include, but

are not limited to:

i)          Physical;

ii)         Social:

iii)        Psychological;

and

iv)        Spiritual;

B)        Discuss

the culture of aging:

i)          Describe

the impact that physical changes may have on a person's self-image;

ii)         Discuss

the psychological effects of loss on the elder;

iii)        Discuss

the impact of aging on the family; and

iv)        Describe

how elders are viewed in society;

C)        Describe

ways in which the CNA can meet basic human needs of the elder and implement

evidence-based practices to provide holistic care.

3)         Communication.

Objectives:  upon completion of this unit, the student will be able to:

A)        List

the components of communication;

B)        Describe

the principles of communication;

C)        Identify

the types of communication:

i)          Distinguish

between verbal and non-verbal communication; and

ii)         Describe

the appropriate use of touch in communication;

D)        Identify

effective techniques for enhancing communication, which include, but are not

limited to:

i)          Active

listening;

ii)         Focusing

on feelings;

iii)        Providing

feedback;

iv)        Observing

non-verbal clues; and

v)         Defusing

anger;

E)        Discuss

barriers to the communication process, which include, but are not limited to:

i)          Language;

ii)         Culture;

iii)        Perception;

and

iv)        Situation;

F)         Discuss

the CNA's

ited to:

i)          Active

listening;

ii)         Focusing

on feelings;

iii)        Providing

feedback;

iv)        Observing

non-verbal clues; and

v)         Defusing

anger;

E)        Discuss

barriers to the communication process, which include, but are not limited to:

i)          Language;

ii)         Culture;

iii)        Perception;

and

iv)        Situation;

F)         Discuss

the CNA's responsibility for effective communication.

4)         Interpersonal

Relationships.  Objectives:  upon completion of this unit, the student will be

able to:

A)        Describe

professional boundaries in relationships with residents;

B)        Discuss

the importance of developing therapeutic relationships;

C)        Discuss

the importance of building relationships within the health care team; and

D)        Describe

appropriate relationship boundaries for a CNA as a member of the health care

team.

c)         Module

III – Infection Control in the Health Care Setting

1)         Infection

Control Issues.  Objectives:  upon completion of this unit, the student will be

able to explain the following:

A)        Microorganisms

i)          List

the different types of microorganisms;

ii)         Differentiate

between non-pathogens and pathogens;

iii)        Describe

the role normal flora play in resisting infection;

iv)        Explain

the importance of practicing asepsis in order to decrease a person's chance of

developing a facility-acquired infection;

v)         Identify

common microbes that are drug resistant;

vi)        Describe

the implications of drug-resistant microbes; and

vii)       List

the requirements that microorganisms need for survival and growth;

B)        Chain

of infection

i)          Explain

the role that each link in the chain of infection plays in transmitting

disease; and

ii)         Identify

factors that increase a person's risk of acquiring an infection;

C)        Signs

and symptoms of infection

i)          List

and describe signs and symptoms of infection, which include, but are not

roorganisms need for survival and growth;

B)        Chain

of infection

i)          Explain

the role that each link in the chain of infection plays in transmitting

disease; and

ii)         Identify

factors that increase a person's risk of acquiring an infection;

C)        Signs

and symptoms of infection

i)          List

and describe signs and symptoms of infection, which include, but are not

limited to, pain, heat, redness, swelling and change in resident behavior; and

ii)         List

ways in which a CNA can prevent the spread of infection;

D)        Asepsis

in health care

i)          Differentiate

between clean and sterile techniques; and

ii)         Describe

principles for medical asepsis;

E)        State

and federal regulations.  Discuss the role of the CNA in meeting current State

and federal regulations related to infection control in health care settings;

F)         Skills

in hand hygiene

i)          Identify

situations requiring hand hygiene techniques;

ii)         Describe

techniques for proper hand hygiene; and

iii)        Demonstrate

proper hand hygiene techniques;

G)        Skills

in isolation techniques

i)          Discuss

the impact of isolation on a person's well-being;

ii)         Differentiate

between standard precautions and transmission-based precautions;

iii)        Contrast

nursing care for persons with each category of transmission-based precautions;

iv)        Demonstrate

procedures according to established guidelines for Personal Protective

Equipment (PPE);

v)         Select

the appropriate PPE for both standard and transmission-based precautions; and

vi)        Demonstrate

the procedure of removing PPE used in isolation.

2)         Equipment

and Supplies.  Objectives:  upon completion of this unit, the student will be

able to:

A)        Discuss

methods of disinfection;

B)        Discuss

methods of sterilization; and

C)        Explain

the role of the CNA in properly caring for equipment and supplies

and transmission-based precautions; and

vi)        Demonstrate

the procedure of removing PPE used in isolation.

2)         Equipment

and Supplies.  Objectives:  upon completion of this unit, the student will be

able to:

A)        Discuss

methods of disinfection;

B)        Discuss

methods of sterilization; and

C)        Explain

the role of the CNA in properly caring for equipment and supplies.

d)         Module

IV – Emergency Procedures

1)         Fire

Safety.  Objectives:  upon completion of this unit, the student will be able

to:

A)        List

the three main types of fire:

i)          Oil/grease;

ii)         Electrical;

and

iii)        Paper/wood;

B)        List

the three elements necessary for a fire;

C)        Describe

risk factors for a fire, which include, but are not limited to:

i)          Oxygen;

ii)         Impaired

cognition;

iii)        Electrical

hazards; and

iv)        Smoking;

D)        Explain

safety precautions when oxygen is in use;

E)        Describe

the responsibility of the CNA in fire prevention;

F)         Describe

the actions a CNA should take in the event of a fire, including:

i)          Initial

response;

ii)         Demonstrating

the proper use of a fire extinguisher; and

iii)        Listing

methods other than a fire extinguisher that may be used to extinguish a fire.

2)         Disasters.

Objectives:  upon completion of this unit, the student will be able to:

A)        Describe

appropriate actions of the CNA in response to natural disasters, which include,

but are not limited to:

i)          Storm/tornado;

ii)         Severe

weather;

iii)        Floods;

and

iv)        Earthquake;

B)        Describe

appropriate actions of the CNA in response to man-made disasters, which

include, but are not limited to:

i)          Bomb

threats; and

ii)         Terrorist

attacks;

C)        Explain

the role of the CNA in relation to emergency preparedness.

3)         Foreign

Body Airway Obstruction

orm/tornado;

ii)         Severe

weather;

iii)        Floods;

and

iv)        Earthquake;

B)        Describe

appropriate actions of the CNA in response to man-made disasters, which

include, but are not limited to:

i)          Bomb

threats; and

ii)         Terrorist

attacks;

C)        Explain

the role of the CNA in relation to emergency preparedness.

3)         Foreign

Body Airway Obstruction.  Objectives:  upon completion of this unit, the

student will be able to:

A)        Differentiate

between partial airway obstruction and complete airway obstruction;

B)        Demonstrate

the procedures for dislodging a foreign body in:

i)          A

conscious victim; and

ii)         An

unconscious victim.

4)         Incidents.

Objectives:  upon completion of this unit, the student will be able to:

A)        Identify

the responsibility of the CNA when:

i)          Assisting

a resident who has fallen;

ii)         A

resident has eloped;

iii)        A

resident has sustained a thermal injury;

iv)        A

resident has a skin tear or bruise; and

v)         A

resident has ingested a harmful substance;

B)        Identify

the role of the CNA in providing psychosocial support after an

incident/emergency.

5)         State

and Federal Regulations.  Objective: upon completion of this unit, the student

will be able to review current State and federal regulations pertaining to

resident rights during an emergency.

e)         Module V – Injury

Prevention in the Health Care Environment

1)         Risk

Management

tify

the role of the CNA in providing psychosocial support after an

incident/emergency.

5)         State

and Federal Regulations.  Objective: upon completion of this unit, the student

will be able to review current State and federal regulations pertaining to

resident rights during an emergency.

e)         Module V – Injury

Prevention in the Health Care Environment

1)         Risk

Management.  Objectives:  upon completion of this unit, the student will be

able to:

A)        Explain

and discuss State and federal regulations:

i)          Explain

the role of the CNA in meeting current State and federal regulations pertaining

to injury;

ii)         Discuss

the role of the Occupational Safety and Health Administration (OSHA) in

relation to injury prevention; and

iii)        Explain

the purpose of the Material Safety Data Sheets;

B)        Explain

and discuss ergonomics:

i)          Explain

the importance of ergonomics to the health care worker;

ii)         Describe

risk factors for the CNA that may contribute to injury;

iii)        Demonstrate

consistent use of body mechanics while providing care;

iv)        Explain

the principles of body mechanics;

v)         Discuss

techniques to ensure proper body mechanics; and

vi)        Describe

equipment to assist in promoting proper body mechanics.

2)         Resident

Safety.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Discuss

the importance of maintaining safety for the resident;

B)        Identify

factors in the elderly that contribute to an increased risk for injury;

C)        Determine

the CNA responsibility regarding each of the following safety issues:

i)          Falls;

ii)         Elopement;

iii)        Resident

identification;

iv)        Thermal

injury;

v)         Skin

tears;

vi)        Choking;

and

vii)       Poisoning;

D)        Explain

and discuss restraint safety:

i)          Analyze

the adverse psychological and physical effects of restraining a resident;

ii)         Explain

how to maintain re

each of the following safety issues:

i)          Falls;

ii)         Elopement;

iii)        Resident

identification;

iv)        Thermal

injury;

v)         Skin

tears;

vi)        Choking;

and

vii)       Poisoning;

D)        Explain

and discuss restraint safety:

i)          Analyze

the adverse psychological and physical effects of restraining a resident;

ii)         Explain

how to maintain resident's rights when a safety device or restraint must be

applied;

iii)        Discuss

the legal implications of restraint usage;

iv)        Discuss

the right of a resident not to be restrained;

v)         Discuss

industry movement toward restraint-free environments;

vi)        Explore

the various alternatives to applying restraints;

vii)       Demonstrate

application of a less restrictive alternative;

viii)      Recognize

when a device is considered a restraint; and

ix)        Compare

and contrast chemical and physical restraints with less restrictive

alternatives and positioning devices;

E)        Examine

the responsibilities of the CNA in maintaining resident safety in regard to:

i)          Person-directed

strategy;

ii)         Observation

of actual risk and potential risk;

iii)        Documentation;

and

iv)        Reporting.

3)         Personal

Safety.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Describe

environmental factors that have an impact on personal safety in the workplace;

B)        Explain

and discuss workplace violence:

i)          Discuss

the various types of violence encountered in the work environment;

ii)         Explain

risk factors for violence in the workplace; and

iii)        Discuss

techniques to decrease the likelihood of encountering workplace violence.

4)         Equipment

Safety.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Discuss

the responsibility of the CNA for assuring safe use of equipment; and

B)        Examine

the importance of proper reporting of unsafe equipment

ors for violence in the workplace; and

iii)        Discuss

techniques to decrease the likelihood of encountering workplace violence.

4)         Equipment

Safety.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Discuss

the responsibility of the CNA for assuring safe use of equipment; and

B)        Examine

the importance of proper reporting of unsafe equipment.

5)         Documentation.

Objectives:  upon completion of this unit, the student will be able to:

A)        Describe

various types of documentation required when safety infractions have occurred;

and

B)        Discuss

the responsibility of the CNA for documenting problems related to safety.

f)         Module

VI – Care of the Resident

1)         Resident

Living Space.  Objectives:  upon completion of this unit, the student will be

able to:

A)        Explain

why a comfortable environment is important to a person's well-being;

B)        Identify

and discuss factors related to residential living space:

i)          Identify

the environmental factors that can affect a person's comfort in the person's

living space; and

ii)         Discuss

the importance of personal belongings in the person's environment;

C)        Explain

and discuss the role of furniture and equipment in residential living space:

i)          Discuss

safety issues when operating a bed;

ii)         Demonstrate

how to operate a bed;

iii)        Examine

reasons for use of various bed positions;

iv)        Demonstrate

placing a hospital bed in various positions;

v)         Explain

how the over-bed table is used by the health care team and the resident;

vi)        Demonstrate

how to raise and lower the over-bed table;

vii)       Describe

how the bedside stand is used by the health care team and the resident;

viii)      Explain

why curtains and screening devices are important for the purposes of privacy;

ix)        Identify

the limitations of curtains and screening devices; and

x)         Identify

other equipment that is generally part of a

vi)        Demonstrate

how to raise and lower the over-bed table;

vii)       Describe

how the bedside stand is used by the health care team and the resident;

viii)      Explain

why curtains and screening devices are important for the purposes of privacy;

ix)        Identify

the limitations of curtains and screening devices; and

x)         Identify

other equipment that is generally part of a resident's room;

D)        Explain

the rules for proper maintenance of the resident's living space;

E)        Explain

and discuss call system devices:

i)          Demonstrate

prompt response to signal lights or call system devices;

ii)         Explain

various types of call systems; and

iii)        Discuss

use of alternatives if a call system fails;

F)         Explain

and discuss bed making:

i)          Explain

the importance of bed making for the person's comfort and well-being,

encouraging personal preferences, and identifying the person's preferences when

handling personal linens;

ii)         Explain

and demonstrate aseptic techniques when handling linens;

iii)        Discuss

the guidelines for making beds;

iv)        Explain

the difference between an unoccupied and occupied bed; and

v)         Demonstrate

making a closed bed an open bed and an occupied bed, according to established

standards;

G)        Examine

the importance of frequent observations of the residents in their living spaces,

including, but not limited to:

i)          Side

rails;

ii)         Bed

position:

iii)        Call

light;

iv)        Safety

alarms;

v)         Personal

items;

vi)        Linens;

and

vii)       Personal

preferences;

H)        Demonstrate

consistent maintenance of resident's comfort and safety.

2)         Admission,

Transfer, Discharge

t observations of the residents in their living spaces,

including, but not limited to:

i)          Side

rails;

ii)         Bed

position:

iii)        Call

light;

iv)        Safety

alarms;

v)         Personal

items;

vi)        Linens;

and

vii)       Personal

preferences;

H)        Demonstrate

consistent maintenance of resident's comfort and safety.

2)         Admission,

Transfer, Discharge.  Objectives:  upon completion of this unit, the student

will be able to:

A)        Discuss

admission procedures:

i)          Compare

and contrast admission to various types of health care settings;

ii)         Discuss

the emotional responses a person may experience when admitted to a health care

facility;

iii)        Identify

the equipment needed to admit a person;

iv)        Describe

the process for admitting a person to the facility; and

v)         Recognize

the CNA's role in the care of a person being admitted;

B)        Discuss

room transfers:

i)          Identify

the need for room transfers;

ii)         Discuss

the emotional responses that a person may experience when transferred to a

different room;

iii)        Describe

the process used to transfer a resident from one room to another;

iv)        Recognize

the CNA's role in the care of a person transferring to a different room; and

v)         Discuss

the strategies the CNA uses to support a smooth transition to another room;

C)        Discuss

discharge procedures:

i)          Identify

places to which a person may be discharged;

ii)         Discuss

the emotional responses a person may experience when being discharged to

various facilities;

iii)        Described

the process for discharging a resident; and

iv)        Recognize

the CNA's role in the care of the person being discharged;

D)        Demonstrate

skills: height, weight:

i)          Identify

the purpose of obtaining height and weight measurements; and

ii)         Demonstrate

obtaining a person's height and weight measurements according to established

standards

cilities;

iii)        Described

the process for discharging a resident; and

iv)        Recognize

the CNA's role in the care of the person being discharged;

D)        Demonstrate

skills: height, weight:

i)          Identify

the purpose of obtaining height and weight measurements; and

ii)         Demonstrate

obtaining a person's height and weight measurements according to established

standards.

3)         Psychosocial

Concerns.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Explain

the importance of recognizing psychosocial concerns;

B)        Discuss

psychosocial concerns common to persons they care for;

C)        Describe

common behaviors associated with how a person is feeling;

D)        Recognize

the CNA's role in meeting the resident's psychosocial needs, which include:

i)          Person-directed

strategies;

ii)         Observations;

iii)        Documentation;

and

iv)        Reporting.

4)         Promoting

Resident Comfort and Managing Pain.  Objectives:  upon completion of this unit,

the student will be able to:

A)        Recognize

indicators that a resident is not comfortable and the CNA's role in maintaining

a person's comfort, which includes:

i)          Person-directed

strategies;

ii)         Observations;

iii)        Documentation;

and

iv)        Reporting;

B)        Discuss

the importance of identifying when a person is experiencing pain:

i)          Recognize

indicators of a person experiencing pain;

ii)         Compare

various methods used for pain level evaluation;

iii)        Examine

non-pharmacological methods a CNA may use to assist a person in managing pain,

which may include massage, imagery, relaxation technique, music or pet therapy;

iv)        Recognize

the CNA's role in caring for a person experiencing pain, which includes

person-directed strategies, observations, documentation and reporting.

5)         Body

Structure

for pain level evaluation;

iii)        Examine

non-pharmacological methods a CNA may use to assist a person in managing pain,

which may include massage, imagery, relaxation technique, music or pet therapy;

iv)        Recognize

the CNA's role in caring for a person experiencing pain, which includes

person-directed strategies, observations, documentation and reporting.

5)         Body

Structure.  Objectives:  upon completion of this unit, the student will be able

to explain the organization of the human body, including cells, tissue, organs

and systems.

6)         Integumentary

System.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Identify

the structures of the integumentary system;

B)        Identify

the functions of the integumentary system;

C)        Discuss

how changes in the skin may affect a person's life physically, psychologically

and socially;

D)        Discuss

healthy skin:

i)          Discuss

the importance of maintaining healthy skin;

ii)         Describe

factors affecting the maintenance of healthy skin; and

iii)        Recognize

the CNA's role in promoting healthy skin;

E)        Discuss

common health concerns:

i)          Identify

various skin conditions, such as too moist, too dry, poor skin turgor,

alterations in color, fragility and allergic reactions;

ii)         Discuss

common communicable diseases affecting the skin, such as shingles, scabies,

fungal infections and pediculosis; and

iii)        Discuss

common injuries to the skin and examine various methods to prevent injuries,

which include, but are not limited to, skin tears, contusions and burns;

F)         Discuss

pressure ulcers:

i)          Identify

the persons at risk for developing pressure ulcers;

ii)         Identify

the stages of pressure ulcers;

iii)        List

the sites where pressure ulcers are likely to develop;

iv)        List

the causes of pressure ulcers;

v)         Explain

interventions the CNA can take to prevent pressure ulcers;

vi)        Describe

various

burns;

F)         Discuss

pressure ulcers:

i)          Identify

the persons at risk for developing pressure ulcers;

ii)         Identify

the stages of pressure ulcers;

iii)        List

the sites where pressure ulcers are likely to develop;

iv)        List

the causes of pressure ulcers;

v)         Explain

interventions the CNA can take to prevent pressure ulcers;

vi)        Describe

various treatments for pressure ulcers; and

vii)       Examine

various actions taken by the CNA to care for the person with skin abnormalities;

G)        Recognize

the CNA's role in preventing pressure ulcers, which includes:

i)          Person-directed

strategies;

ii)         Observations;

iii)        Documentation;

and

iv)        Reporting;

H)        Explain

and demonstrate oral hygiene skills:

i)          Explain

why oral hygiene helps meet the person's basic needs;

ii)         Identify

the supplies needed for oral hygiene;

iii)        Demonstrate

how to assist the person to brush his/her teeth, according to established

standards;

iv)        Demonstrate

how to brush a person's teeth according to established standards;

v)         Describe

how to floss a person's teeth according to established standards;

vi)        Describe

special measures a CNA needs to practice when handling dentures;

vii)       Demonstrate

cleaning of dentures, according to established standards;

viii)      Demonstrate

insertion of dentures;

ix)        Demonstrate

removal of dentures;

x)         Describe

the special measures that need to be taken when providing mouth care for the

unconscious resident;

xi)        Explain

when mouth care should be given to the unconscious resident;

xii)       Describe

how to perform mouth care on an unconscious resident, according to established

standards; and

xiii)      Recognize

the CNA's role when providing oral hygiene;

I)         Discuss

bathing skills:

i)          Explain

why bathing is important for meeting basic needs;

ii)         Identify

the factors that influence the bathing method chosen by

iven to the unconscious resident;

xii)       Describe

how to perform mouth care on an unconscious resident, according to established

standards; and

xiii)      Recognize

the CNA's role when providing oral hygiene;

I)         Discuss

bathing skills:

i)          Explain

why bathing is important for meeting basic needs;

ii)         Identify

the factors that influence the bathing method chosen by a person and the health

care team;

iii)        Discuss

the bathing schedule;

iv)        Compare

various types of skin care products;

v)         Recognize

the CNA's role in the application of skin care products;

vi)        Describe

the procedural steps for various types of bathing, such as complete bed bath,

partial bath, tub bath and shower;

vii)       Perform

a complete bed bath, according to established standards;

viii)      Demonstrate

giving a partial bed bath, according to established standards;

ix)        Explain

procedures used when assisting a person to take a tub bath, according to

established standards;

x)         Demonstrate

procedures used when assisting a person to take a shower, according to

established standards;

xi)        Discuss

alternatives to traditional bathing methods; and

xii)       Recognize

the CNA's role in bathing the resident;

J)         Discuss

and identify back massage skills:

i)          Identify

the purpose of a back massage; and

ii)         Demonstrate

a back massage, according to established standards;

K)        Explain

and discuss perineal care skills:

i)          Explain

the purpose of perineal care;

ii)         Discuss

the indications for perineal care;

iii)        Demonstrate

female and male perineal care according to established standards; and

iv)        Recognize

the role of the CNA in providing perineal care;

L)        Identify

and demonstrate hair care skills:

i)          Identify

the importance of providing hair care;

ii)         Demonstrate

brushing and combing hair, according to established standards;

iii)        Explain

various methods of shampooing

trate

female and male perineal care according to established standards; and

iv)        Recognize

the role of the CNA in providing perineal care;

L)        Identify

and demonstrate hair care skills:

i)          Identify

the importance of providing hair care;

ii)         Demonstrate

brushing and combing hair, according to established standards;

iii)        Explain

various methods of shampooing hair; and

iv)        Recognize

the CNA's role in providing hair care;

M)       Explain

and demonstrate shaving skills:

i)          Explain

the importance of shaving as it relates to meeting basic needs;

ii)         Demonstrate

a shave, according to established standards; and

iii)        Recognize

the CNA's role in shaving a resident;

N)        Explain

and demonstrate nail care skills:

i)          Identify

the importance of nail care;

ii)         Discuss

nail care, for a person with special conditions, such as diabetes, impaired

circulation and fungus;

iii)        Demonstrate

nail care, according to established standards;

iv)        Differentiate

between nail care for hands and feet; and

v)         Recognize

the CNA's role in providing nail care to the resident;

O)        Explain

and demonstrate dressing and undressing skills:

i)          Identify

the importance of being appropriately dressed;

ii)         Demonstrate

dressing and undressing a person, according to established standards;

iii)        Describe

special considerations, such as physical limitation, medical equipment, and

special needs in dressing and undressing;

iv)        Discuss

the impact of appropriate dress on a person's quality of life and comfort; and

v)         Recognize

the CNA's role in dressing and undressing a resident;

P)         Discuss

therapeutic applications:

i)          Identify

various types of applications;

ii)         Compare

and contrast moist and dry applications;

iii)        Explain

the purpose and principles involved in the application of heat;

iv)        Describe

the effects of heat applications;

v)         Expl

rt; and

v)         Recognize

the CNA's role in dressing and undressing a resident;

P)         Discuss

therapeutic applications:

i)          Identify

various types of applications;

ii)         Compare

and contrast moist and dry applications;

iii)        Explain

the purpose and principles involved in the application of heat;

iv)        Describe

the effects of heat applications;

v)         Explain

the purpose and principles involved in the application of cold;

vi)        Describe

the effects of cold applications;

vii)       Describe

the procedure used for various applications;

viii)      Identify

a person at risk for complications associated with various applications; and

ix)        Recognize

the CNA's role in caring for a person receiving therapeutic application.

7)         Musculoskeletal

System.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Describe

the structures of the musculoskeletal system, including the following:

i)          The

types of bones;

ii)         The

function and types of joints;

iii)        The

major functions of muscles; and

iv)        The

types of muscles;

B)        Describe

the functions of the musculoskeletal system;

C)        Discuss

how age-related changes in the musculoskeletal system may affect a person's

life physically, psychologically and socially;

D)        Identify

the complications of immobility, including, but not limited to, contractures

and atrophy;

E)        Explain

the importance of preventing complications of immobility and identify

interventions to prevent these complications;

F)         Identify

common health concerns:

i)          Arthritis.

Identify types of arthritis and recognize the CNA's role in caring for a person

with arthritis, such as person-directed strategies, observations, documentation

and reporting;

ii)         Factures

Explain

the importance of preventing complications of immobility and identify

interventions to prevent these complications;

F)         Identify

common health concerns:

i)          Arthritis.

Identify types of arthritis and recognize the CNA's role in caring for a person

with arthritis, such as person-directed strategies, observations, documentation

and reporting;

ii)         Factures.

Identify types of fractures and describe common causes of fractures, including

osteoporosis; recognize the CNA's role in caring for a person in a cast or in

traction, or who has had a hip fracture or hip replacement;

iii)        Amputation.

Identify common causes of amputation and describe the impact of an amputation

on a person's life.  Recognize the CNA's role in caring for a person with an amputation;

G)        Discuss

range of motion exercise skills:

i)          Identify

the purpose of range of motion;

ii)         Explain

the safety and comfort guidelines for range of motion exercises;

iii)        Identify

types of range of motion exercises, including active, passive and

active-assistive;

iv)        Describe

and demonstrate the movements of range of motion exercise, which include

abduction, adduction, extension, flexion, plantar flexion, dorsi-flexion,

opposition, internal rotation, external rotation, pronation and supination; and

v)         Recognize

the CNA's role in performing range of motion exercises;

H)        Discuss

prosthetic and orthotic devices skills:

i)          Identify

the purpose of prosthetic and orthotic devices;

ii)         Describe

the types of prosthetic and orthotic devices; and

iii)        Describe

how to apply and remove various prosthetic and orthotic devices;

I)         Discuss

lifting and moving skills:

i)          Identify

the principles of lifting and moving;

ii)         Demonstrate

various methods for turning a person on his/her side;

iii)        Demonstrate

various methods for moving a person to the head of the bed;

iv)        Demonstrate

various methods for m

)        Describe

how to apply and remove various prosthetic and orthotic devices;

I)         Discuss

lifting and moving skills:

i)          Identify

the principles of lifting and moving;

ii)         Demonstrate

various methods for turning a person on his/her side;

iii)        Demonstrate

various methods for moving a person to the head of the bed;

iv)        Demonstrate

various methods for moving a person to the side of the bed;

v)         Demonstrate

various types of lifts; and

vi)        Recognize

the CNA's role in lifting and moving;

J)         Discuss

repositioning skills:

i)          Identify

the purpose of repositioning;

ii)         Explain

the principles of repositioning;

iii)        Demonstrate

various types of positions; and

iv)        Recognize

the CNA's role in repositioning the resident;

K)        Discuss

transfer skills:

i)          Explain

the principles of transferring a person safely;

ii)         Demonstrate

various procedures for transferring a resident using a transfer/gait belt,

including the proper application of a transfer/gait belt;

iii)        Demonstrate

various procedures for transferring a resident to a stretcher; and

iv)        Recognize

the CNA's role in transferring a resident;

L)        Discuss

ambulating skills:

i)          Discuss

the importance of ambulation;

ii)         Explain

the principles of ambulation;

iii)        Describe

assistive devices used for ambulation, such as transfer/gait belts, walkers and

canes; and

iv)        Demonstrate

various ambulation techniques and recognize the CNA's role in ambulation of a

resident;

M)       Discuss

transporting skills:

i)          Explain

the principles of transporting;

ii)         Demonstrate

various methods of transporting a person; and

iii)        Recognize

the CNA's role in transporting the resident.

8)         Gastrointestinal

System

kers and

canes; and

iv)        Demonstrate

various ambulation techniques and recognize the CNA's role in ambulation of a

resident;

M)       Discuss

transporting skills:

i)          Explain

the principles of transporting;

ii)         Demonstrate

various methods of transporting a person; and

iii)        Recognize

the CNA's role in transporting the resident.

8)         Gastrointestinal

System.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Identify

the structures of the gastrointestinal system;

B)        Identify

the functions of the gastrointestinal system;

C)        Discuss

how age-related changes in the gastrointestinal system may affect a person's

life physically, psychologically and socially;

D)        Discuss

basic nutrition:

i)          Identify

the importance of nutrition;

ii)         Discuss

healthy nutrition based on the daily requirements; and

iii)        Identify

basic food groups and discuss factors affecting a person's nutrition;

E)        Discuss

hydration:

i)          Identify

the importance of hydration;

ii)         Explain

the principles of hydration; and

iii)        Discuss

factors affecting a person's hydration;

F)         Discuss

therapeutic diets/nourishments:

i)          Identify

the purpose of therapeutic diets/nourishments;

ii)         Explain

the principles of therapeutic diets/nourishments;

iii)        Describe

the various types of therapeutic diets;

iv)        Identify

the various types of supplements and nourishments; and

v)         Recognize

the CNA's role in caring for the person receiving a therapeutic diet/nourishment;

G)        Discuss

dining experience:

i)          Identify

the importance of creating a positive dining experience;

ii)         Explain

the principles involved in the dining experience;

iii)        Describe

methods of creating a person-directed dining experience;

iv)        Discuss

types of dining experiences, including restaurant style and buffet; and

v)         Recognize

the CNA's role in supporting

Discuss

dining experience:

i)          Identify

the importance of creating a positive dining experience;

ii)         Explain

the principles involved in the dining experience;

iii)        Describe

methods of creating a person-directed dining experience;

iv)        Discuss

types of dining experiences, including restaurant style and buffet; and

v)         Recognize

the CNA's role in supporting the dining experience;

H)        Discuss

assistance with the dining experience:

i)          Identify

the importance of providing assistance during dining;

ii)         Explain

the principles involved in providing assistance during dining, which include

positioning, prep and set up, and assistive devices;

iii)        Demonstrate

safety measures when assisting with the dining experience;

iv)        Demonstrate

assisting the person to eat according to established standards;

v)         Demonstrate

adaptations for assisting a person with special needs.  Special needs may

include, but are not limited to, visual and cognitive impairment;

vi)        Discuss

special concerns, such as recognizing indications of dysphagia, squirreling or

pocketing of food, and aspiration;

vii)       Demonstrate

aspiration precautions; and

viii)      Recognize

the CNA's role in assisting with the dining experience;

I)         Discuss

bowel elimination:

i)          Identify the characteristics

of normal bowel elimination;

ii)         Identify

the resident's normal bowel habits/patterns;

iii)        Discuss

the factors affecting bowel elimination;

iv)        Discuss

how age-related changes affect bowel elimination;

v)         Describe

common health concerns association with bowel elimination, which include, but

are not limited to, constipation and diarrhea;

vi)        Recognize

the CNA's role regarding bowel elimination;

vii)       Demonstrate

assisting a resident with bowel elimination procedures, which include, but are

not limited to, bedpans, commodes, briefs and incontinent care, according to

established standards; and

viii)

health concerns association with bowel elimination, which include, but

are not limited to, constipation and diarrhea;

vi)        Recognize

the CNA's role regarding bowel elimination;

vii)       Demonstrate

assisting a resident with bowel elimination procedures, which include, but are

not limited to, bedpans, commodes, briefs and incontinent care, according to

established standards; and

viii)      Describe

the procedures for collecting a stool specimen.

9)         Urinary

System.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Identify

the structures of the urinary system;

B)        Identify

the functions of the urinary system;

C)        Discuss

how age-related changes in the urinary system may affect a person's life

physically, psychologically and socially;

D)        Describe

common health concerns associated with urinary elimination, including urinary

tract infection and incontinence;

E)        Discuss

intake and output:

i)          Explain

the purpose of measuring intake and output;

ii)         Describe

the guidelines for intake and output;

iii)        Demonstrate

the measurement of intake and output, according to established standards; and

iv)        Recognize

the CNA's role in caring for the person on intake and output;

F)         Discuss

urinary elimination:

i)          Identify

characteristics of normal urinary elimination;

ii)         Identify

the person's urinary elimination habits/patterns;

iii)        Discuss

factors affecting urinary elimination;

iv)        Demonstrate

the procedure for assisting a person to use a urinal, bedpan or commode/toilet;

v)         Describe

the use of various incontinence products;

vi)        Identify

types of urinary incontinence;

vii)       Describe

methods of prevention of urinary incontinence;

viii)      Describe

the CNA's role in the care of the incontinent resident;

ix)        Discuss

the purpose of urinary catheters;

x)         Describe

the types of urinary catheters;

xi)        Describe

the CNA's role i

Describe

the use of various incontinence products;

vi)        Identify

types of urinary incontinence;

vii)       Describe

methods of prevention of urinary incontinence;

viii)      Describe

the CNA's role in the care of the incontinent resident;

ix)        Discuss

the purpose of urinary catheters;

x)         Describe

the types of urinary catheters;

xi)        Describe

the CNA's role in caring for a resident with an indwelling urinary catheter;

xii)       Describe

the procedures for collecting various urinary specimens; and

xiii)      Recognize

the CNA's role in regard to urinary elimination.

10)        The

Reproductive System.  Objectives:  upon completion of this unit, the student

will be able to:

A)        Identify

the structures of the reproductive system;

B)        Identify

the functions of the reproductive system;

C)        Discuss

how age-related changes in the reproductive system may affect a person's life

physically, psychologically and socially;

D)        Differentiate

between sex and sexuality, including:

i)          Discuss

promoting sexuality;

ii)         Recognize

the importance of maintaining sensitivity related to a person's sexuality; and

iii)        Discuss

ways that a person may inappropriately express sexuality and describe

interventions that the CNA may use when caring for sexually aggressive

residents and residents who display inappropriate sexually explicit public

behaviors;

E)        Discuss

common health concerns of sexually transmitted diseases:

i)           Define

sexually transmitted diseases;

ii)          Identify

the various types of sexually transmitted diseases;

iii)         Describe

the signs and symptoms of the various sexually transmitted diseases; and

iv)         Recognize

the CNA's role in caring for a person with a sexually transmitted disease.

11)        The

Cardiovascular System

oncerns of sexually transmitted diseases:

i)           Define

sexually transmitted diseases;

ii)          Identify

the various types of sexually transmitted diseases;

iii)         Describe

the signs and symptoms of the various sexually transmitted diseases; and

iv)         Recognize

the CNA's role in caring for a person with a sexually transmitted disease.

11)        The

Cardiovascular System.  Objectives:  upon completion of this unit, the student

will be able to:

A)        Identify

the structures of the cardiovascular system;

B)        Identify

the functions of the cardiovascular system;

C)        Discuss

how age-related changes in the cardiovascular system may affect a person's life

physically, psychologically and socially;

D)        Identify

the signs/symptoms of various cardiovascular diseases, which include, but are

not limited to:

i)          Hypertension;

ii)         Coronary

artery disease;

iii)        Angina

pectoris;

iv)        Myocardial

infarction; and

v)         Congestive

heart failure;

E)        Recognize

the CNA's role in caring for a person with a cardiovascular disease;

F)         Discuss

dietary modification related to cardiovascular diseases; and

G)        Describe

the role of the CNA in the application and removal of anti-embolism stockings

(TED hose).

12)        The

Respiratory System.  Objectives:  upon completion of this unit, the student

will be able to:

A)        Identify

the structures of the respiratory system;

B)        Identify

the functions of the respiratory system;

C)        Discuss

how age-related changes in the respiratory system may affect a person's life

physically, psychologically and socially;

D)        Discuss

common health concerns:

i)          Identify

various types of chronic obstructive pulmonary diseases (COPD);

ii)         Discuss

the psychosocial needs of the resident with COPD;

iii)        Describe

the signs and symptoms of various respiratory illnesses, which include asthma,

pneumonia and tuberculosis; and

iv)        Recognize

the C

sically, psychologically and socially;

D)        Discuss

common health concerns:

i)          Identify

various types of chronic obstructive pulmonary diseases (COPD);

ii)         Discuss

the psychosocial needs of the resident with COPD;

iii)        Describe

the signs and symptoms of various respiratory illnesses, which include asthma,

pneumonia and tuberculosis; and

iv)        Recognize

the CNA's role in caring for a person with a respiratory illness;

E)        Discuss

oxygen therapy:

i)          Identify

the purpose of oxygen therapy;

ii)         Explain

the principles involved in oxygen therapy;

iii)        Identify

the types of oxygen delivery;

iv)        Recognize

the CNA's role in caring for a person receiving oxygen therapy;

v)         Identify

the purpose of artificial ventilation; and

vi)        Recognize

the CNA's role in caring for a person with a ventilator;

F)         Identify

the purposes of sputum collection and explain the procedure used when

collecting a sputum specimen;

G)        Discuss

vital signs:

i)          Identify

the purpose of measuring temperature;

ii)         Identify

the types of thermometers;

iii)        Identify

sites where temperature may be measured;

iv)        Demonstrate

obtaining an oral temperature according to established standards;

v)         Identify

the purpose of measuring the pulse;

vi)        Identify

the sites where a pulse may be measured;

vii)       Demonstrate

obtaining a pulse according to established standards;

viii)      Identify

the purpose of measuring respirations;

ix)        Discuss

various respiratory patterns;

x)         Demonstrate

obtaining respiration according to established standards;

xi)        Identify

the purpose of measuring blood pressure;

xii)       Explain

the principles involved in obtaining a blood pressure;

xiii)      Demonstrate

obtaining a blood pressure according to established standards; and

xiv)      Recognize

the CNA's role in measuring vital signs;

H)        Discuss

and be certified in CPR, except as provi

ng respiration according to established standards;

xi)        Identify

the purpose of measuring blood pressure;

xii)       Explain

the principles involved in obtaining a blood pressure;

xiii)      Demonstrate

obtaining a blood pressure according to established standards; and

xiv)      Recognize

the CNA's role in measuring vital signs;

H)        Discuss

and be certified in CPR, except as provided in subsection (f)(12)(I):

i)          Discuss

the purpose of performing CPR;

ii)         Explain

the principles involved in providing CPR;

iii)        Demonstrate

the performance of CPR, including one-rescuer adult, child and infant CPR and

two rescuer adult, child and infant CPR;

iv)        Demonstrate

the performance of foreign airway obstruction for adult, child and infant

victims; and

v)         Recognize

the CNA's role related to CPR;

I)         A

student who previously has certified in CPR and whose certification is current

is exempt from the requirements of subsection (f)(12)(H).  Students with CPR

certification that is valid through the end of the BNATP can be given four

hours of credit toward the minimum theory hours required.

13)        The

Nervous System.  Objectives:  upon completion of this unit, the student will be

able to:

A)        Identify

the structures of the nervous system;

B)        Identify

the functions of the nervous system;

C)        Discuss

how age-related changes in the nervous system may affect a person's life

physically, psychologically and socially;

D)        Discuss

common health concerns:

i)          Discuss

the signs and symptoms of various nervous disorders, including cerebrovascular

accident, Parkinson's disease, multiple sclerosis and types of traumatic

injuries;

ii)         Identify

communication problems resulting from hearing disorders;

iii)        Discuss

communication strategies when caring for a person with a hearing disorder;

iv)        Identify

special concerns associated with caring for a person with a visual disorder;

v)         Discuss

ways the C

brovascular

accident, Parkinson's disease, multiple sclerosis and types of traumatic

injuries;

ii)         Identify

communication problems resulting from hearing disorders;

iii)        Discuss

communication strategies when caring for a person with a hearing disorder;

iv)        Identify

special concerns associated with caring for a person with a visual disorder;

v)         Discuss

ways the CNA can promote independence of a person with a visual disorder; and

vi)        Recognize

the CNA's role in caring for a person with various nervous system disorders,

including observations, critical thinking, documentation and reporting;

E)        Discuss

hearing instrument skills:

i)          Identify

the purpose of hearing instruments;

ii)         Discuss

the various types of hearing instruments;

iii)        Explain

the insertion and removal of the hearing instrument; and

iv)        Recognize

the CNA's role in caring for a person with a hearing instrument;

F)         Discuss

visual aids skills:

i)          Identify

the purpose of visual aids;

ii)         Discuss

the various types of visual aids;

iii)        Explain

the care of visual aids; and

iv)        Recognize

the CNA's role in caring for a person with visual aids;

g)         Module

VII – Fundamentals of Rehabilitation/Restorative Care

1)         Philosophy.

Objectives:  upon completion of this unit, the student will be able to:

A)        Explain

the philosophy of rehabilitation;

B)        Review

basic human needs;

C)        Identify

individual motivations for a person participating in rehabilitation; and

D)        Apply

holism to the philosophy of rehabilitation.

2)         Objective:

upon completion of this unit, the student will be able to discuss principles of

rehabilitation.

3)         Objective:

upon completion of this unit, the student will be able to compare and contrast

rehabilitation and restorative nursing

y

individual motivations for a person participating in rehabilitation; and

D)        Apply

holism to the philosophy of rehabilitation.

2)         Objective:

upon completion of this unit, the student will be able to discuss principles of

rehabilitation.

3)         Objective:

upon completion of this unit, the student will be able to compare and contrast

rehabilitation and restorative nursing.

4)         Objective:

upon completion of this unit, the student will be able to identify the members

of the rehabilitation team.

5)         Objective:

upon completion of this unit, the student will be able to identify State and

federal regulations that have an impact on rehabilitation/restorative care.

6)         Objective:

upon completion of this unit, the student will be able to recognize the CNA's

role in providing rehabilitation/restorative care, which includes:

A)        Importance;

B)        Care-giving

modifications;

C)        Observations;

D)        Reporting;

and

E)        Documentation.

7)         ADL

Programs.  Objectives: upon completion of this unit, the student will be able

to:

A)        Describe

the types of ADL programs available for persons needing rehabilitation/restorative

care, which include, but are not limited to:

i)          Eating:

ii)         Dressing/grooming;

iii)        Mobility;

and

iv)        Communication;

B)        Explain

the purpose of ADL programs;

C)        Discuss

adaptive devices:

i)          Describe

the adaptive devices available to assist with performance of ADL;

ii)         Explain

the purpose of adaptive devices; and

iii)        Recognize

the CNA's role in caring for the person using an adaptive device, including

importance, care-giving modification, observations, reporting and

documentation.

h)         Module

VIII – End-of-Life Care

1)         End-of-Life

Issues

)          Describe

the adaptive devices available to assist with performance of ADL;

ii)         Explain

the purpose of adaptive devices; and

iii)        Recognize

the CNA's role in caring for the person using an adaptive device, including

importance, care-giving modification, observations, reporting and

documentation.

h)         Module

VIII – End-of-Life Care

1)         End-of-Life

Issues.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Discuss

attitudes:

i)          Discuss

the impact that spiritual and cultural beliefs have on one's attitudes; and

ii)         Examine

one's feelings about providing care for the terminally ill person;

B)        Explore

legal issues associated with end-of-life care, which include, but are not

limited to:

i)          Self-determination;

ii)         Guardianship;

iii)        Advance

directives, including the significance of living wills and power of attorney;

and

iv)        Implications

of do-not-resuscitate (DNR) orders and the Physician's Order for Life

Sustaining Treatment (POLST).

2)         State

and Federal Regulations.  Objectives:  upon completion of this unit, the

student will be able to discuss current State and federal regulations related

to end-of-life issues, such as:

A)        Resident

rights;

B)        Resident

behaviors and facility practices;

C)        Quality

of life; and

D)        Quality

of care.

3)         Care

of a Dying Person

g Treatment (POLST).

2)         State

and Federal Regulations.  Objectives:  upon completion of this unit, the

student will be able to discuss current State and federal regulations related

to end-of-life issues, such as:

A)        Resident

rights;

B)        Resident

behaviors and facility practices;

C)        Quality

of life; and

D)        Quality

of care.

3)         Care

of a Dying Person.  Objectives:  upon completion of this unit, the student will

be able to:

A)        Discuss

physical aspects:

i)          Identify

the signs of approaching death;

ii)         Discuss

how to preserve the dying person's rights;

iii)        Discuss

ways to promote comfort for the dying person; and

iv)        Recognize

the CNA's role in meeting the physical needs of the dying person;

B)        Discuss

psychosocial aspects:

i)          Discuss

the importance of celebrating a person's life;

ii)         Describe

strategies to celebrate a person's life;

iii)        Describe

the grieving process as it may pertain to the dying person, friends/loved ones,

and the care givers:

iv)        Discuss

various facility practices to honor deceased residents; and

v)         Recognize

the CNA's role in meeting the psychosocial needs of the dying person, which

include observations, critical thinking, documentation and reporting;

C)        Discuss

hospice care and palliative care:

i)          Discuss

the philosophy of hospice and palliative care;

ii)         Discuss

the goals of hospice and palliative care; and

iii)        Describe

ways that hospice and palliative care are incorporated into the plan of care.

4)         Post-mortem

Care.  Objectives:  upon completion of this unit, the student will be able to:

A)        Explain

the principles involved in caring for the body after death; and

B)        Perform

post-mortem care according to established facility practices.

i)          Module

IX – Alzheimer's and Other Dementias

1)         Cognitive

Impairment

are are incorporated into the plan of care.

4)         Post-mortem

Care.  Objectives:  upon completion of this unit, the student will be able to:

A)        Explain

the principles involved in caring for the body after death; and

B)        Perform

post-mortem care according to established facility practices.

i)          Module

IX – Alzheimer's and Other Dementias

1)         Cognitive

Impairment.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Differentiate

between normal aging and dementias;

B)        Describe

how dementias are diagnosed;

C)        List

types of reversible dementia; and

D)        List

types of non-reversible dementia.

2)         Alzheimer's

Disease.  Objectives:  upon completion of this unit, the student will be able

to:

A)        Describe

the physical changes that occur as the person progresses through Alzheimer's

Disease; and

B)        List

the signs and symptoms of Alzheimer's Disease.

3)         Impacts

of Cognitive Impairments.  Objectives:  upon completion of this unit, the

student will be able to describe the impact of cognitive impairment on society,

the family and the individual.

4)         State

and Federal Regulations.  Objectives:  upon completion of this unit, the

student will be able to discuss current State and federal regulations related

to the care of the person with dementia.

5)         Ability

Centered Care:

A)        Overview.

Objectives:  upon completion of this unit, the student will be able to:

i)          Discuss

the philosophy of person-directed, ability-centered care;

ii)         Describe

the goals of ability-centered care;

iii)        Discuss

the importance of a team approach in caring for a person with dementia; and

iv)        Discuss

the role of the CNA in providing ability-centered care;

B)        Therapeutic

Environment

n completion of this unit, the student will be able to:

i)          Discuss

the philosophy of person-directed, ability-centered care;

ii)         Describe

the goals of ability-centered care;

iii)        Discuss

the importance of a team approach in caring for a person with dementia; and

iv)        Discuss

the role of the CNA in providing ability-centered care;

B)        Therapeutic

Environment.  Objectives:  upon completion of this unit, the student will be

able to:

i)          Discuss

elements of a therapeutic environment; and

ii)         Discuss

creative strategies to promote a therapeutic environment;

C)        Communication.

Objectives:  upon completion of this unit, the student will be able to:

i)          Describe

how challenges in communication change as the person progresses through the

stages of dementia;

ii)         Discuss

creative strategies to enhance communication; and

iii)        Discuss

appropriate techniques for physical touch with someone with dementia;

D)        Relationships.

Objectives; upon completion of this unit, the student will be able to:

i)          Examine

the importance of relationships between care givers and the person who has

dementia; and

ii)         Describe

ways that the CNA can enhance his/her relationship with the person with

dementia;

E)        Activities.

Objectives: upon completion of this unit, the student will be able to:

i)          Discuss

examples of activities appropriate for persons in different stages of dementia;

ii)         Discuss

approaches the CNA can use to engage residents in activities;

iii)        Compare

and contrast traditional versus non-traditional activities; and

iv)        Compare

and contrast structured versus spontaneous activities;

F)         Activities

of Daily Living (ADL)

be able to:

i)          Discuss

examples of activities appropriate for persons in different stages of dementia;

ii)         Discuss

approaches the CNA can use to engage residents in activities;

iii)        Compare

and contrast traditional versus non-traditional activities; and

iv)        Compare

and contrast structured versus spontaneous activities;

F)         Activities

of Daily Living (ADL).  Objectives:  upon completion of this unit, the student

will be able to:

i)          Discuss

the purpose of restorative goals, including improving performance, maintaining

abilities and preventing complications;

ii)         Explore

physical challenges, psychosocial challenges, environmental challenges and

approaches to support resident's independence related to each ADL, which

include, but are not limited to, dressing, bathing, grooming, oral hygiene,

toileting and eating/nutritional issues.

6)         Understanding

Behaviors as Unmet Needs.  Objectives:  upon completion of this unit, the

student will be able to:

A)        Explain

the difference between symptoms and behaviors;

B)        Describe

defense mechanism/coping behaviors used to compensate for cognitive impairment;

C)        Examine

ways in which the CNA can diminish behavioral challenges;

D)        Explore

creative strategies to manage common behavioral challenges:

i)          Purposeful

wandering;

ii)         Agitation

and aggression;

iii)        Catastrophic

reaction;

iv)        Combativeness;

v)         Delusions/hallucinations/paranoia;

vi)        Rummaging

and hoarding;

vii)       Sexual

behavior;

viii)      Sleep

disturbances;

ix)        Sundowning;

x)         Wanting

to go home;

xi)        Indifference;

xii)       Purposeful

waking; and

xiii)      Other

behaviors.

7)         Safety.

Objectives:  upon completion of this unit, the student will be able to:

A)        Describe

challenges in maintaining the safety of the resident while supporting the

resident's need to remain active

or;

viii)      Sleep

disturbances;

ix)        Sundowning;

x)         Wanting

to go home;

xi)        Indifference;

xii)       Purposeful

waking; and

xiii)      Other

behaviors.

7)         Safety.

Objectives:  upon completion of this unit, the student will be able to:

A)        Describe

challenges in maintaining the safety of the resident while supporting the

resident's need to remain active.  These include physical, psychosocial and

environmental challenges; and

B)        Investigate

creative strategies to provide for the safety of the person with dementia.

8)         Psychosocial

Needs.  Objectives:  upon completion of this unit, the student will be able to:

A)        Discuss

the Person with Dementia:

i)          Describe

role changes and reversals that the person with dementia experiences;

ii)         Identify

stressors;

iii)        Discuss

grief and loss issues; and

iv)        Describe

coping strategies for the person with dementia, including understanding disease

progression, realistic expectations and self-care;

B)        Discuss

Family and Loved Ones:

i)          Describe

the role changes and reversals that family members go through when a loved one

has dementia;

ii)         Describe

ways to manage the stresses of caring for persons with cognitive impairment;

iii)        Discuss

grief and loss issues; and

iv)        Discuss

the psychological support that family and loved ones might need in coping with

dementia;

C)        Discuss

Caregivers and Staff:

i)          Identify

stressors;

ii)         Discuss

grief and loss issues; and

iii)        Describe

coping strategies for those caring for persons with cognitive impairment,

including understanding disease progression, realistic expectations, self-care

and recognizing burnout.

9)         Resources.

Objectives:  upon completion of this unit, the student will be able to identify

community resources available to the following:

A)        Persons

with dementia;

B)        Families

and loved ones; and

C)        Caregivers

and staff.