Career Cluster: Health Science

Course Description: This course is designed to meet the terminal competency requirements of the Colorado State Board of Nursing by preparing students with knowledge and skills necessary to perform patient and/or resident care in the role of a nurse aide. Students learn effective communication and skills to interact competently with clients and the interdisciplinary team on a one-on-one basis; sensitivity to clients’ emotional, social, and mental health needs; the ability to recognize each individual’s capabilities in regards to ADLs, hygiene, grooming, nutrition, and elimination; knowledge and skills that support and promote each client’s rights as well as respect for the client as an individual; appropriate observational and documentation skills needed in the assessment of clients’ health, physical condition and well-being; the role of a nurse aide within the healthcare team; and skills required by the State Board of Nursing Chapter 11 Rules & Regulations for Approval of Nurse Aide Training Programs.

Certification: Colorado Certified Nurse Aide

Test Alignment: NNAAP Nurse Aide – Pearson Vue

Standards Alignment:

-NCHSE: National Health Science Standards

www.healthscienceconsortium.org

-HOSA: HOSA – Future Health Professionals

www.hosa.org

-CSS: Colorado State Standards

http://www.cde.state.co.us/standardsandinstruction/coloradostandards

-PWR: Postsecondary and Workforce Readiness

https://www.cde.state.co.us/postsecondary

-DORA: Department of Regulatory Agencies – Colorado State Board of Nursing – Nurse Aide Programs

http://cdn.colorado.gov/cs/Satellite?c=Page&childpagename=DORA-Reg%2FDORALayout&cid=1251631690394&pagename=CBONWrapper

nursing student

nurse2

Standard I - Students will establish effective communication and interact competently with clients and the interdisciplinary team on a one-on-one basis.
Source: Terminal Competency 1 SBON
ObjectivesEvidence OutcomesSkill Alignment and SBON Regulations
1- Communicates proper verbal and nonverbal skills effectively with all clients (cognitively impaired, comatose, ELL, hearing impaired, etc.), fellow students, staff, and faculty. Students can:
a- Model proper self-introduction as a healthcare worker.
b- Explain all procedures to the client.
c- Demonstrate professional manner.
d- Demonstrate effective communication with clients while meeting their needs.
e- Demonstrate effective communication with fellow students.
f- Demonstrate effective communication with staff.
g- Demonstrate effective communication with faculty.
h- Demonstrate effective communication with cognitively impaired clients.
2- Communicates appropriately, following the proper chain of command.Students can:
a- Recognize and follow the proper chain of command in clinical and classroom settings.
b- Demonstrate proper reporting of concerns and adverse events to clinical instructor and/or preceptor as appropriate.
3- Uses terminology appropriately to effectively communicate with the healthcare team and client. Students can:
a- Demonstrate appropriate use of medical terminology in oral communication.
b- Demonstrate accurate translation of medical words in layman’s terms when communicating with clients.
c- Demonstrate appropriate use of medical terminology in written documentation.
d- Identify commonly used medical abbreviations.
e- Recognize unapproved medical abbreviations.
Standard II - Students will demonstrate sensitivity to clients’ emotional, social, and mental health needs through skillful, directed interactions.
Source: Terminal Competency 2 SBON
ObjectivesEvidence OutcomesSkill Alignment and SBON Regulations
1- Supports client to make personal choices.Students can:
a- Model effective listening skills.
b- Advocate for client providing the behavior is consistent with the clients’ dignity.
3CCR 716-1 Chapter 11 DORA
Rules & Regulations for Approval of Nurse Aide Training Programs
Section 5.2-5.3
2- Promotes clients’ emotional, social, mental and physical independence.Students can:
a- Recognize mental capabilities of client and modify own behavior in response to client.
b- Recognize and respond appropriately to the developmental tasks and behavior of the individual client.
c- Identify client’s available resources (including family).
3- Discuss the importance of clients’ choice during care.Students can:
a- Identify and explain strategies to support client choices and self-care
b- Support appropriate and safe client choices.
4- Discuss principles to follow when caring for clients who are cognitively impaired.
Students can:
a- Identify general principles to follow in caring for cognitively impaired clients.
b- Define ways to modify care when caring for cognitively impaired clients.
c- Define the role of social services as they relate to cognitively impaired clients.
5- Modifies own behavior in response to client behavior.Students can:
a- Define and demonstrate methods for reducing the effects of cognitive impairments on client (e.g., validation therapy, redirection, de-escalation and other appropriate techniques).
b- Ensure adequate time for client to express self.
c- Identify client behaviors that pose a threat to self and others and respond and report appropriately.
d – Demonstrate sensitivity to client’s emotional, social, and mental health needs through skillful, directed interactions.
e- Define and demonstrate appropriate responses to behaviors of cognitively impaired client.
f – Define and demonstrate techniques for addressing the unique needs/behaviors of clients with dementia.		3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
Standard III - Students will promote and assist clients to attain and maintain independence, recognizing each individual’s capabilities in regards to ADLs, hygiene, grooming, nutrition, and elimination.
Source: Terminal Competency 3 SBON
ObjectivesEvidence OutcomesSkill Alignment and SBON Regulations
1- Differentiate activities of daily living (ADLs) according to clients’ developmental and physical needs.Students can:
a- Define ADLs.
b- Identify and assist with appropriate ADLs according to the clients’ developmental and physical needs.
c- Encourage and facilitate independence for clients’ in all ADLs.
d- Define and demonstrate proper use of assistive devices for transfer, ambulation, eating, and dressing.		3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
2- Discuss the importance of bathing, oral care, skin care, and personal grooming.Students can:
a- Explain the importance of cleanliness, good hygiene, and grooming
b- Describe the general rules related to bathing patients and the observations to make and report.
c- Identify the safety measures for clients taking tub baths or showers.
d- Describe the principles of skin care.
e- Identify the purposes of a back massage.
f- Explain the importance of oral hygiene and list the observations to report.
g- Explain the importance of hair care, shaving, nail and foot care and related safety measures when providing care.
3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
3- Understand the goals of following a diet that provides the body with a balanced amount of essential nutrients.Students can:
a- Identify how to safely serve residents meals using proper feeding techniques.
b- Identify the MyPlate guidelines and its importance in providing balanced nutrition
c- List examples of the different types of diets and state reasons why a resident might be placed on a specific diet or dietary restriction.
d- Outline the different types of textures residents require for their meals.
e- Identify reasons to thicken liquids, the types of thickening, and who prescribes this order.
f- Convert ounces to cc/mls.
g- Record food intake by percentage and fluid intake by milliliters (ml) and explain the importance.		3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
4- Understand processes and procedures related to human elimination.Students can:
a- Identify the basic process, structures, and functions of the urinary and digestive system.
b- Define terminology related to elimination.
c- Demonstrate proper technique for calculating/documenting intake and output, bowel and bladder training, and care of related urinary devices (e.g. catheters)
3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
5- Describe the diseases, disorders and treatments associated with elimination.Students can:
a- Identify and define diseases and disorders associated with the digestive system (bowel obstruction, colon cancer, diarrhea, fecal impaction, hemorrhoids, etc.).
b- Identify and define diseases and disorders associated with the urinary system (incontinence, kidney failure, kidney stone, urinary tract infection, etc.).
Standard IV - Students will exhibit knowledge and skills that support and promote each client’s rights as well as respect for the client as an individual.
Source: Terminal Competency 4 SBON
ObjectivesEvidence OutcomesSkill Alignment and SBON Regulations
1- Defend client privacy, confidentiality, and dignity.Students can:
a- Explain and apply Resident’s Rights (American Hospital Association) to patient care.
b- Explain and apply The Patient Care Partnership (American Hospital Association) to patient care.
c- Explain and apply the impact of the Omnibus Budget Reconciliation Act (OBRA) on standards for CNA certification and patient care.
d- Summarize Health Insurance Portability & Accountability Act (HIPAA) regulations in relation to patient confidentiality.
e- Demonstrate proper use of confidentiality in a classroom and clinical setting.
f- Support patient’s right to refuse care and report according to facility policy.
g- Support patient’s dignity by providing privacy when appropriate.
h- Provide care and security for clients’ personal items.
i- Identify ways to assist clients to resolve grievances and disputes.
j- Recognize client needs for assistance in getting to and participating in client and family groups and other activities.
k- Recognize available resources, including family for client support.
3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
2- Respect clients’ culture, language, customs, beliefs, and personal life choices.Students can:
a- Demonstrate cultural competency.
b- Identify personal beliefs and the potential to impact their delivery of client care.
3- Promote client freedom from abuse, mistreatment, and neglect.Students can:
a- List common legal violations that are related to the provision of healthcare.
b- Define types of abuse and describe signs of abuse.
c- Discuss the healthcare workers’ obligations in reporting suspected abuse, mistreatment, and neglect promptly.
d- List appropriate interventions to minimize the need for physical/chemical restraints according to current professional standards.
e. Recognize that, as a Nurse Aide student and as a Nurse Aide, it is mandatory to report any incident of suspected abuse.
3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3

Senate Bill 13-111
Concerning Abuse of At-Risk Adults
4- Understand the impact a Nurse Aide has on providing a quality patient environment.Students can:
a- Explain how a Nurse Aide can make a client’s environment comfortable, safe, and clean.
b- Explain proper placement and answering of call lights.
c- Describe the general furniture/equipment in a client’s room and its proper use.
d- Describe the processes of admitting, discharging, and transferring a client.
e– Communicate how a Nurse Aide contributes to a team of healthcare professionals.
5- Describe the needs and care of a dying patient.Students can:
a- Identify common needs of the dying client.
b- List and define the five stages of Kubler-Ross’s grieving process.
c- Describe and define dying with dignity.
d- Identify the physical care needs of the dying client.
Standard V - Students will demonstrate appropriate observational and documentation skills needed in the assessment of clients’ health, physical condition and well-being.
Source: Terminal Competency 5 SBON
ObjectivesEvidence OutcomesSkill Alignment and SBON Regulations
1- Compare and contrast normal and abnormal client conditions.Students can:
a- List normal ranges for vital signs.
b- List factors which can affect vital signs.
c- Understand the Nurse Aide role in the use of oxygen.
d- Observe clients for abnormalities or status changes (mental and physical).
e- Report changes in client condition promptly to appropriate personnel.
f- Identify conditions that may impact vital signs.
3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
2- Documents information regarding client status accurately and appropriately. Students can:
a- Differentiate between subjective and objective information (vital signs, changes in conditions, complaints, requests, etc.) related to patient care and documents appropriately in a timely manner.
b- Demonstrate accuracy in patient documentation.
3CCR 716-1 Chapter 11 DORA
Section 5.2-5.3
3- Understand the principles related to client mobility.Students can:
a- Describe the princip