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
-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
Source: Terminal Competency 1 SBON
Objectives | Evidence Outcomes | Skill 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. |
Source: Terminal Competency 2 SBON
Objectives | Evidence Outcomes | Skill 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 |
Source: Terminal Competency 3 SBON
Objectives | Evidence Outcomes | Skill 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.). |
Source: Terminal Competency 4 SBON
Objectives | Evidence Outcomes | Skill 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. |
Source: Terminal Competency 5 SBON
Objectives | Evidence Outcomes | Skill 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 principles of body mechanics and transferring. b- Identify the principles of proper positioning. c- Explain the importance of preventing the complications of immobility. e- Describe how a Nurse Aide ca |