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