Module III - Illinois Nurse Aid Testing
|Upon completion of this unit of instruction, the student will be able to: | | |
| | |Reading Assignment |
|Define the key terms identified in this module. | | |
| | |Lecture |
|Describe the purposes and services of health care facilities/agencies. |Functions of Health Care Organizations | |
| |Health Care Settings |Classroom Discussion |
| |Long term care facilities | |
| |Skilled |Group Activities |
| |Residential settings | |
| |Hospitals |Multimedia |
| |Rehabilitation facilities | |
| |Home health agencies | |
| |Hospice care | |
| |Other | |
|Explain the philosophy of person-directed care. | | |
| |Person-Directed Care Across All Settings | |
|Discuss the concepts of person-directed care. |Philosophy | |
| | | |
| |Concepts | |
| |Self determination | |
| |Individual needs | |
| |Ability focused | |
| |Person before task | |
| |Individualized choices | |
| |Relationship building | |
| |Holistic focused | |
|Contrast person-directed care with task-centered care. |Spontaneous activities | |
| |Changing the culture of caregiving | |
|Explain how the CNA can apply the concepts of person-directed care. |Person-directed versus task-centered care | |
| | | |
|Discuss the impact of a person-directed care model on those involved. |Practices which reflect person-directed care | |
| | | |
| |Impact on caregivers | |
| |Impact on elders | |
|Identify the members of the Interdisciplinary Team. |Impact on health care facility | |
| | | |
| |The Interdisciplinary Team | |
| |Identify Members | |
| |Person/Resident | |
| |Nursing | |
|Discuss the purpose of an Interdisciplinary Team. |CNA | |
| |LPN | |
|Describe the role of each member of the Interdisciplinary Team. |RN | |
| |Other | |
|Discuss the crucial role of the CNA with the health care |Purpose of the team | |
|team/Interdisciplinary Team. | | |
| |Roles of members | |
|Describe ways to enhance the ability of the Interdisciplinary Team to | | |
|accomplish their purpose. | | |
| | | |
|Examine ways a CNA can become an effective team member. | | |
| | | |
| |Effectiveness | |
|Demonstrate professional behaviors expected of a CNA. | | |
| | | |
|Describe work ethics for CNAs. | | |
| | | |
| | | |
| |The CNA's Role Across Health Care Settings | |
|Identify competency standards in CNA practice. |Standards | |
| |Professionalism | |
| |Appearance | |
| |Behaviors | |
|Demonstrate effective interpersonal communication techniques. |Work Ethics | |
| |Qualities | |
|Describe methods the CNA can promote a resident’s independence in decision|Legal implications | |
|making. |Ethical behaviors | |
| |Competency | |
|Examine ways the CNA can build effective interpersonal relationships with |Standardized testing | |
|the person receiving care. |Maintaining safety | |
| |Person-directed qualities | |
|Describe ways the CNA can promote the quality of life for persons in their|Effective communicator | |
|care. | | |
| | | |
|Discuss the importance of the scope of practice for a CNA. |Resident advocate | |
| | | |
|Examine the legal limits of the CNA role. | | |
| |Relationship builder | |
| | | |
|Explain the importance of a job description for a CNA. | | |
| | | |
|Explore the components of a CNA job description. |Effective team player | |
| | | |
|List the five rights for the CNA when accepting delegation. |Scope of Practice | |
| |Importance | |
|Differentiate between the roles of the nurse and the CNA regarding the | | |
|five rights of delegation. | | |
| |Legal limits | |
|Give examples of nursing care tasks that may be assigned by the nurse. | | |
| |Job description for the CNA | |
| |Importance | |
|Discuss current state and federal regulations related to CNA | | |
|certification. | | |
| |Components | |
|Explain how to access the Illinois Health Care Worker Registry. |Delegation Issues: | |
| |Importance | |
|Explain the requirements for maintaining CNA certification on the Health |Five rights | |
|Care Worker Registry. |Right task | |
| |Right circumstance | |
|Discuss the purpose of the Health Care Worker Background Check. |Right person | |
| |Right direction/communication | |
|Discuss the disqualifying convictions. |Right supervision | |
| |Accepting delegation | |
|Develop awareness of resources to enhance career development for CNAs. | | |
| | | |
| |Nursing Assistant as a Para-professional | |
|Discuss career ladder options for CNAs. |Certification Issues | |
| | | |
| |Health Care Worker Registry | |
|Know frequently used medical terminology and abbreviations. |Accessing | |
| | | |
|Describe the purpose of the health care record. |Updating information | |
| |Maintaining certification | |
|List components of the health care record. | | |
| | | |
|Discuss pertinent information that should be reported to the nurse. |Health Care Worker Background Check | |
| |Purpose | |
|Know the legal aspects of recording in the health care record. | | |
| |Disqualifying convictions | |
|Discuss the requirements for recording in the health care record. | | |
| |Professional Development | |
|Describe the 24 hour clock. |CNA organizations. | |
| |Continuing education | |
|Describe how the Interdisciplinary Team | | |
|works together to develop an individualized plan of care. |Career Ladders | |
| | | |
|Define the nursing process. |Information Sharing | |
| |Terminology and Abbreviations | |
|Differentiate the role of the CNA from the role of the nurse in the | | |
|nursing process. |Health Care Record | |
| |Purpose | |
|List the steps of the nursing process. | | |
| |Components | |
|Differentiate between objective and subjective information. | | |
| |Reporting | |
|Discuss examples of subjective and objective information. |Purpose | |
| |Requirements | |
|Give examples of observations that need to be reported immediately to the |Recording | |
|nurse. |Purpose | |
| | | |
|Explain the responsibility of the nursing assistant reporting |Rules | |
|observations. | | |
| | | |
| |24 hour clock | |
| | | |
|Explain the importance of following the person’s individualized plan of |Individualized Plan of Care | |
|care. | | |
| | | |
| | | |
|Discuss the role of the CNA in developing a plan of care. |Nursing process | |
| | | |
| | | |
| | | |
| | | |
| |Steps | |
| |Assessment | |
| |Observation | |
| | | |
| | | |
| |Signs and symptoms | |
| | | |
| |Nursing diagnosis | |
| |Planning | |
| |Purpose | |
| |Resident/person involvement | |
| |Development of personal goal | |
| |Implementation | |
| |Responsibilities of the CNA | |
| |Importance of following plan of care | |
| |Continuity in care giving | |
| |Evaluation | |
| |Follow up observation | |
| |Report to nurse | |
| |Following revised plan of care | |
| |Role of the CNA | |
| |Participate in development of a person-directed plan of care | |
| |Resident care conferences | |
| |Integration of services for the delivery of care | |
| | | |
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| | | |
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| | | |
|Upon completion of this unit of instruction, the student will be able to: | | |
| | |Reading Assignment |
|Define the key terms identified in this module. | | |
| | |Lecture |
|Identify basic human rights. |Rights | |
| |Basic Human Rights |Classroom Discussion |
|Discuss importance of state and federal regulations in promoting resident | | |
|rights. |State and Federal Regulations |Group Activities |
| |Health Insurance Portability and Accountability Act (HIPAA) | |
|Describe the purpose of Health Insurance Portability and Accountability |Purpose |Multimedia |
|Act (HIPAA). | | |
| | | |
|Explain the CNA role in ensuring compliance with HIPAA. |CNA role | |
| | | |
|Identify resident rights according to Omnibus Budget Reconciliation Act |Omnibus Budget Reconciliation Act (OBRA) | |
|(OBRA). |Resident rights | |
| |Resident behaviors and facility practice | |
|Discuss how following the state and federal regulations enhances the | | |
|resident’s quality of life. |Quality of life | |
| | | |
|Discuss how following the state and federal regulations enhances the | | |
|resident’s quality of care. |Quality of care | |
| | | |
|Describe the purpose of the Ombudsman Program. | | |
| | | |
|Identify key concepts for person-directed care. |Ombudsman Program (Older Americans Act) | |
| |Other | |
|Discuss ways to apply the concepts for person-directed care. |Person-Directed Care | |
| | | |
|Discuss the importance of building relationships with residents and | | |
|family. | | |
| | | |
|Discuss principles of building relationships with resident and family. |Building relationships | |
| |Importance | |
| | | |
| |Principles | |
|Discuss methods for building relationships. |Trust | |
| |Respect | |
|Discuss ways to promote care partnerships. |Commitment | |
| |Other | |
| |Methods | |
| |Care partnerships | |
| |Methods | |
| |Know the person | |
|Discuss strategies the CNA can use to support a culture of home. |Empowerment | |
| |Respect choices | |
| |Support independence | |
|Examine the CNA role in promoting care partnerships. |Ability focused | |
| |Support a culture of home | |
|Differentiate between care practices that are person-directed versus an |Individual creativity | |
|institutional model. |Personal preferences | |
| |Person before task | |
|Discuss some of the limitations the CNA may encounter focusing on |CNA role | |
|person-directed care. | | |
| | | |
|Discuss the importance of cultural competence. | | |
| | | |
|Describe principles of cultural competence. | | |
| | | |
|Examine ways the culture of an elder may differ from the culture of the | | |
|caregiver. |Cultural Competence | |
| |Importance | |
| | | |
| |Principles | |
| | | |
| |Differences | |
|Recognize the impact of the CNA’s views and values on the care provided. |Generational | |
| |Communication | |
|Describe the different types of abuse, neglect and theft that occur in the|Family | |
|health care setting. |Religion | |
| |Customs | |
|Discuss ways that elder abuse, neglect and theft can be prevented. |Other | |
| |Caregiver role | |
|Describe indications of abuse, neglect and theft. | | |
| | | |
|Explain the CNA’s role in reporting elder abuse, neglect and theft. |Abuse, Neglect and Theft | |
| |Types | |
|Discuss requirements for reporting abuse, neglect and theft. | | |
| |Prevention | |
|Discuss consequences of abusing, neglecting or stealing from a resident. | | |
| | | |
|Explain the importance of holistic care. |Detection | |
| | | |
|Describe the components of holistic care. |Reporting | |
| | | |
|Describe the impact physical changes may have on a person’s self-image. | | |
| | | |
|Discuss the psychological effects of loss on the elder. | | |
| | | |
| |Consequences | |
| | | |
|Discuss the impact of aging on the family. | | |
| |Holistic Care | |
|Describe how elders are viewed in society. | | |
| |Components | |
| | | |
| |Physical | |
|Discuss ways to meet the basic human needs of the elder. |Social | |
| | | |
|Describe ways the CNA can implement practices to provide holistic care. |Psychological | |
| |Spiritual | |
| |Other | |
|List the components of communication. | | |
| |Culture of Aging | |
|Describe principles of communication. |Physical changes | |
| |Psychosocial changes | |
|Identify the types of communication. |Family culture | |
| |Societal views | |
|Distinguish between verbal and non-verbal communication. |Developmental tasks of the elder | |
| |Implementing Evidence Based Practices | |
|Describe the appropriate use of touch in communication. |Basic human needs | |
| |Other | |
|Identify effective techniques for enhancing communication. | | |
| | | |
| | | |
| | | |
| |Communication | |
| |Components | |
|Discuss barriers in the communication process. | | |
| |Principles | |
|Discuss the CNA’s responsibility for effective communication. | | |
| |Types of Communication | |
| | | |
| |Verbal | |
|Describe professional boundaries in relationships with residents. |Non-verbal | |
| | | |
|Discuss the importance of developing therapeutic relationships. |Touch | |
| | | |
|Discuss the importance of building relationships within the health care | | |
|team. |Effective Techniques | |
| |Active listening | |
|Describe appropriate relationship boundaries for a CNA as a member of the |Focusing on feelings | |
|health care team. |Providing feedback | |
| |Observing non-verbal clues | |
| |Defusing anger | |
| |Other | |
| |Communication Barriers | |
| |Language | |
| |Culture | |
| |Perceptions | |
| |Situation | |
| |Other | |
| |Interpersonal Relationships | |
| |Resident | |
| |Appropriateness | |
| | | |
| |Therapeutic | |
| | | |
| |Relationships within the Health Care Team | |
| |Building relationships | |
| | | |
| | | |
| |Professional boundaries | |
| | | |
|Upon completion of this unit of instruction the student will be able to: | | |
| | |Reading assignment |
|Define the key terms identified in this module. | | |
| | |Lecture |
| |Infection Control Issues | |
|List the different types of microorganisms. |Microorganisms |Classroom discussion |
| |Types | |
|List the requirements that microorganisms need for survival and growth. | |Group activities |
| |Requirements for growth | |
| | |Multimedia |
|Differentiate between non-pathogens and pathogens. | | |
| |Categories |Lab practice |
|Describe the role normal flora play in resisting infection. |Non-pathogens | |
| |Pathogens |Clinical |
|Explain the importance of practicing asepsis in order to decrease a | | |
|person's chance of developing a facility acquired infection. |Normal flora |Demonstration |
| | | |
|Identify common microbes that are drug resistant. | |Student return-demonstration |
| |Facility acquired infection | |
|Describe the implications of drug resistant microbes. |Hospital acquired infection |Competency Test |
| |Community acquired infection | |
| | | |
| |Drug resistant organisms | |
|Explain the role that each link in the chain of infection plays in | | |
|transmitting disease. | | |
| | | |
|Identify factors that increase a person's risk of acquiring an infection.| | |
| | | |
|List the signs and symptoms of infection. | | |
| |Chain of Infection | |
|Describe presenting signs and symptoms of a person with an infection. |Links of the chain of infection | |
| | | |
| | | |
| |Persons at risk | |
| | | |
|List ways a CNA can prevent the spread of infection. | | |
| |Signs & Symptoms of Infection | |
|Differentiate between clean and sterile techniques. |Pain | |
| |Heat | |
|Describe principles for medical Asepsis. |Redness | |
| |Swelling | |
|Discuss the role of the CNA in meeting current state and federal |Change in resident behavior | |
|regulations related to infection control in health care settings. |Other | |
| | | |
| |Asepsis in Healthcare | |
| |Importance | |
| | | |
| | | |
| | | |
|Identify situations requiring hand hygiene techniques. | | |
| |Principles | |
|Describe techniques for proper hand hygiene. | | |
| |State and Federal Regulations | |
|Demonstrate proper hand hygiene techniques. |Resident rights | |
| |Resident behaviors and facility practices | |
| |Quality of life | |
| |Quality of care | |
|Discuss the impact of isolation on a person’s well-being. |OSHA | |
| |CDC | |
|Differentiate between standard precautions and transmission-based | | |
|precautions. |Skills in Hand Hygiene: | |
| |Hand washing | |
|Contrast nursing care for persons with each category of |Purpose | |
|transmission-based precautions. |Procedure | |
| | | |
|Select the appropriate Personal Protective Equipment (PPE) for both |Waterless cleansers | |
|standard and transmission-based precautions. |Purpose | |
| |Procedure | |
|Demonstrate procedures according to established guidelines for PPE. | | |
| |Skills in Isolation Techniques: | |
|Demonstrate procedure of removing PPE used in isolation. |Impact on the person | |
| | | |
| |Indications | |
| |Standard precautions | |
|Discuss methods of disinfection. | | |
| | | |
|Discuss methods of sterilization. |Transmission-based precautions | |
| | | |
|Explain the role of the CNA in properly caring for equipment and | | |
|supplies. |Personal Protective Equipment (PPE) | |
| | | |
| | | |
| | | |
| |Procedures | |
| |Gloving | |
| |Gowning | |
| |Masking | |
| |Eye protection | |
| |Double-bagging | |
| | | |
| |Equipment and Supplies | |
| |Disinfection | |
| | | |
| |Sterilization | |
| | | |
| |Care of Equipment and Supplies | |
| |Reusable | |
| |Disposable | |
| |Storage | |
|Upon completion of this unit of instruction the student will be able to: | | |
| | |Reading assignment |
|Define the key terms identified in this module. | | |
| | |Lecture |
|List the three main types of fire. |Fire Safety | |
| |Types |Classroom discussion |
| |Oil/grease | |
| |Electrical |Group activities |
| |Paper/wood | |
|List the 3 elements necessary for a fire. |Fire Prevention |Multimedia |
| |Necessary elements | |
|Describe risk factors for a fire. | |Procedure demonstration |
| |Risk factors | |
|Explain safety precautions when oxygen is in use. |O2 |Lab practice |
| |Impaired cognition | |
|Describe the responsibility of the CNA in fire prevention. |Electrical hazards |Student return-demonstration |
| |Smoking | |
|Describe the actions a CNA should take in the event of a fire. |Responsibility of CNA |Competency Test |
| | | |
| |Fire Response | |
|Demonstrate the proper use of a fire extinguisher. |Initial actions | |
| |R.A.C.E. | |
|List methods other than a fire extinguisher that may be utilized to |P.A.S.S. | |
|extinguish a fire. |Extinguishing a Fire | |
| |Use of extinguisher | |
|Describe appropriate actions of the CNA in response to natural disasters. | | |
| | | |
| |Other methods | |
| | | |
|Describe appropriate actions of the CNA in response to man-made disasters.|Disasters | |
| |Natural | |
| |Storm/tornado | |
|Explain the role of the CNA in relation to emergency preparedness. |Severe weather | |
| |Floods | |
|Differentiate between partial airway obstruction and complete airway |Earthquake | |
|obstruction. |Man-Made | |
| |Bomb threats | |
|Demonstrate the procedure for dislodging a foreign body in conscious and |Terrorist attacks | |
|unconscious victims. |Other | |
| |Emergency Preparedness | |
| | | |
| |Foreign Body Airway Obstruction | |
|Identify the responsibility of the CNA when assisting a resident who has |Types | |
|fallen. |Partial obstruction | |
| |Complete airway obstruction | |
|Identify the responsibility of the CNA when a resident has eloped. |Response | |
| |Conscious victim | |
|Identify the responsibility of the CNA when a resident has sustained a |Unconscious victim | |
|thermal injury. | | |
| |Incidents | |
|Identify the responsibility of the CNA when a resident has a skin tear or |Types | |
|bruise. |Falls | |
| | | |
|Identify the responsibility of the CNA when a resident has ingested a | | |
|harmful substance. |Elopement | |
| | | |
|Identify the role of the CNA in providing psychosocial support after an | | |
|incident/emergency. |Thermal injury | |
| | | |
|Review current state and federal regulations pertaining to resident rights| | |
|during an emergency. |Skin tears/bruising | |
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| |Poisoning | |
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| |Other | |
| | | |
| |Response | |
| | | |
| | | |
| |State and Federal Regulations | |
| | | |
| | | |
|Upon completion of this unit of instruction, the student will be able to: | | |
| | |Reading assignment |
|Define the key terms identified in this module. | | |
| | |Lecture |
|Discuss current state and federal regulations related to risk management. | | |
| |Risk Management |Classroom discussion |
|Explain the role of the CNA in meeting current state and federal |State and Federal Regulations | |
|regulations pertaining to injury. | |Group activities |
| |Resident rights | |
|Discuss the role of Occupation Safety and Health Administration (OSHA) in | |Multimedia |
|relation to injury prevention. |Resident behaviors and facility practices | |
| | |Lab practice |
|Explain the purpose of the Material Safety Data Sheets (MSDS). |Quality of life | |
| | |Clinical |
| |Quality of care | |
|Explain the importance of ergonomics to the healthcare worker. | |Demonstration |
| | | |
|Describe risk factors for the CNA that may contribute to injury. | |Student-return demonstration |
| |Ergonomics | |
|Explain the principles of body mechanics. |Importance |Competency Test |
| | | |
|Discuss techniques to ensure proper body mechanics. | | |
| |Risk factors for injury | |
|Describe equipment to assist in promoting body mechanics. | | |
| |Body mechanics | |
|Demonstrate consistent use of body mechanics while providing care. |Principles | |
| | | |
|Discuss the importance of maintaining safety for the resident. |Techniques | |
| | | |
|Identify factors in the elderly that contribute to an increased risk for | | |
|injury. |Equipment | |
| | | |
|Determine the CNA’s responsibility regarding prevention of safety issues. | | |
| | | |
| | | |
| |Resident safety | |
| |Importance | |
| | | |
| | | |
| |Risk factors in Elderly | |
|Explain the purpose of a restraint. | | |
| | | |
|Analyze the adverse psychological and physical effects of restraining a |Safety Issues | |
|resident. |Falls | |
| |Elopement | |
|Explain how to maintain resident’s rights when a safety device or |Resident identification | |
|restraint must be applied. |Thermal injury | |
| |Skin tears | |
|Discuss the legal implications of restraint usage. |Choking | |
| |Poisoning | |
|Discuss right of a resident not to be restrained. |Other | |
| |Restraint Safety | |
|Discuss industry movement toward restraint free environments. | | |
| |Impact on person | |
|Explore the various alternatives to applying restraints. | | |
| | | |
|Demonstrate application of a less restrictive alternative. | | |
| | | |
|Recognize when a device is considered a restraint. | | |
| |Legal implications | |
|Compare and contrast chemical and physical restraints with less | | |
|restrictive alternatives and positioning devices. |Less restrictive alternatives | |
| | | |
|Demonstrate application of a restraint with quick release tie. |Environmental adaptations | |
| | | |
|Examine the responsibilities of the CNA in maintaining resident safety. | | |
| |Postural supports/positioning devices | |
| | | |
| | | |
| |Reminder devices | |
| | | |
| | | |
| |Types | |
|Describe environmental factors that impact personal safety in the | | |
|workplace. | | |
| |Chemical | |
|Discuss the various types of violence encountered in the work environment.| | |
| |Physical | |
|Explain risk factors for violence in the workplace. | | |
| | | |
|Discuss techniques to decrease the likelihood of encountering workplace | | |
|violence. | | |
| |CNA Responsibilities in Injury Prevention | |
|Discuss the responsibility of the CNA for assuring safe use of equipment. |Person-directed strategy | |
| |Observation | |
|Examine the importance of proper reporting of unsafe equipment. |Actual risk | |
| |Potential risk | |
|Describe various types of documentation required when safety infractions |Documentation | |
|have occurred. |Reporting | |
| | | |
|Discuss the responsibility of the CNA for documenting problems related to |Personal Safety | |
|safety. |Environmental | |
| | | |
| | | |
| |Workplace Violence | |
| |Types | |
| | | |
| |Risk factors | |
| | | |
| |Prevention | |
| | | |
| |Equipment Safety | |
| |Responsibility of the CNA | |
| | | |
| | | |
| |Reporting | |
| | | |
| |Documentation | |
| |Types | |
| |Incident report | |
| |Other | |
| |Responsibility of the CNA | |
| | | |
| | | |
|Upon completion of this unit of instruction, the student will be able to: | | |
| | |Reading assignment |
|Define the key terms identified in this module. | | |
| |Resident Living Space |Lecture |
|Explain why a comfortable environment is important a person’s well-being. | | |
| |Importance |Classroom discussion |
|Identify the environmental factors which can affect a person’s comfort in | | |
|his or her living space. |Factors |Group activities |
| |Environmental | |
|Discuss the importance of personal belongings in the person’s environment.| |Multimedia |
| | | |
|Discuss the role of furniture and equipment in residential living spaces. | |Lab practice |
| |Examples of personal belongings | |
|Discuss safety issues when operating a bed. | |Clinical |
| | | |
|Demonstrate how to operate a bed. |Furniture and Equipment |Demonstration |
| | | |
|Examine reasons for use of various bed positions. |Bed |Student-return demonstration |
| |Safety issues | |
|Demonstrate placing a hospital bed in various positions. | |Competency Test |
| |Operation | |
|Explain how the overbed table is used by the healthcare team. | | |
| |Positions | |
|Explain how the overbed table is used by the resident. | | |
| | | |
|Demonstrate how to raise and lower the overbed table. | | |
| | | |
|Describe how the bedside stand is used by the health care team. |Overbed table | |
| |Staff uses | |
|Describe how the bedside stand is used by the resident. | | |
| | | |
|Explain why curtains and screening devices are important for the purposes |Resident’s uses | |
|of privacy. | | |
| | | |
|Identify the limitations of curtains and screening devices. | | |
| | | |
|Identify other equipment which is generally part of a resident’s room. |Bedside stand | |
| |Staff uses | |
| | | |
| | | |
|Explain the rules for proper maintenance of the resident’s living space. |Resident uses | |
| | | |
|Demonstrate prompt response to signal lights or call system devices. | | |
| |Curtains or screening devices | |
|Explain various types of call systems. |Uses | |
| | | |
|Identify the rules for call system use. |Limitations | |
| | | |
|Discuss use of alternatives if call system fails. | | |
| |Other | |
| |Chairs | |
|Explain the importance of bed making for the person’s comfort and |Personal care equipment | |
|well-being. |Personal display space | |
| |Closet and drawer space | |
|Discuss how to encourage resident’s personal preferences for bed making. |Maintenance | |
| | | |
|Identify the person’s preferences when handling personal linens. | | |
| |Call System Devices | |
|Explain aseptic technique when handling linens. | | |
| | | |
|Demonstrate aseptic technique when handling linens. |Types | |
| | | |
|Discuss the guidelines for making beds. |Rules | |
| | | |
|Explain the difference between an unoccupied bed and an occupied bed. |Alternatives | |
| | | |
|Demonstrate making a closed bed according to established standards. |Bed Making | |
| |Importance | |
|Demonstrate making an open bed according to established standards. |Care and comfort | |
| | | |
|Demonstrate making an occupied bed according to established standards. |Personal preferences | |
| | | |
|Examine the importance of frequent observations of the resident and | | |
|his/her living space. |Care of personal linens | |
| | | |
|Demonstrate consistent maintenance of resident’s comfort and safety. |Linens | |
| |Aseptic technique | |
| |Clean | |
| |Soiled | |
| |Demonstration | |
| | | |
|Discuss admission procedures. |Guidelines | |
| | | |
|Compare and contrast admission to various types of healthcare settings. |Types | |
| |Unoccupied bed | |
| | | |
|Discuss the emotional responses a person may experience when admitted to a|Closed | |
|health care facility. | | |
| | | |
|Identify the equipment needed to admit a person. |Open | |
| | | |
|Describe the process for admitting a person to the facility. | | |
| |Occupied bed | |
|Recognize the CNA role in the care of a person being admitted. | | |
| | | |
| |Safety and Comfort Check | |
| |Side rails | |
|Discuss room transfers. |Bed position | |
| |Call light | |
|Identify the need for room transfers. |Safety alarms | |
| |Personal items | |
| |Linens | |
| |Personal preferences | |
| |Other | |
|Discuss the emotional responses a person may experience when transferred | | |
|to a different room. |Admission, Transfer, Discharge | |
| |Admission | |
|Describe the process used to transfer a resident from one room to another.|Types | |
| |Long term care | |
|Recognize the CNA role in the care of a person transferring to a different|Hospital | |
|room. |Other | |
| |Emotional responses | |
|Discuss the strategies the CNA uses to support a smooth transition to |Person-directed process | |
|another room. |Orientation | |
| | | |
|Discuss discharge procedures. |Equipment | |
| |Valuables | |
|Identify places where a person may be discharged. | | |
| | | |
|Discuss the emotional responses a person may experience when being | | |
|discharged to various facilities. |CNA role | |
| |Person-directed strategies | |
|Describe the process for discharging a resident. |Observations | |
| |Documentation | |
|Recognize the CNA role in the care of the person being discharged. |Reporting | |
| |Room Transfers | |
| | | |
| |Need for transfers | |
| |Financial | |
|Identify the purpose of obtaining a height. |Roommate incompatibility | |
| |Change of condition | |
|Demonstrate obtaining a person’s height according to established |Other | |
|standards. |Emotional responses | |
| | | |
|Identify the purpose of obtaining a weight. | | |
| |Process | |
|Explain the principles involved in obtaining a weight. | | |
| | | |
|Demonstrate obtaining a person’s weight according to established |CNA role | |
|standards. |Person-directed strategies | |
| |Observations | |
| |Documentation | |
| |Reporting | |
|Explain the importance of recognizing psychosocial concerns. | | |
| |Discharge | |
|Discuss psychosocial concerns common to residents. | | |
| |Discharge options | |
|Describe common behaviors associated with how a person is feeling. | | |
| | | |
|Recognize the CNA’s role in meeting the resident’s psychosocial needs. |Emotional responses | |
| | | |
| | | |
| | | |
| |Procedure | |
| | | |
| |CNA role | |
|Recognize indicators that a resident is not comfortable. |Person-directed strategies | |
| |Observations | |
|Recognize the CNA’s role in maintaining a person’s comfort. |Documentation | |
| |Reporting | |
| |Skills: Height and Weight | |
| |Height | |
| |Purpose | |
|Discuss the importance of identifying when a person is experiencing pain. |Procedure | |
| |Lying | |
|Recognize indicators of a person experiencing pain. |Standing | |
| |Weight | |
|Compare various methods used for pain level evaluation. |Purpose | |
| |Types of Scales | |
|Examine non-pharmacological methods a CNA may use to assist a person in |Procedure | |
|managing his/her pain. |Sitting | |
| |Standing | |
| |Lying | |
| |Lifts | |
| | | |
|Recognize the CNA role in caring for a person experiencing pain. |Psychosocial Concerns | |
| |Importance | |
| |Types | |
| |Depression | |
| |Anxiety | |
|Explain the organization of the human body. |Fear | |
| |Other | |
| |Signs and Symptoms | |
| | | |
| | | |
| |CNA Role | |
| |Person-directed strategies | |
|Identify the structures of the integumentary system. |Observations | |
| |Documentation | |
|Identify the functions of the integumentary system. |Reporting | |
| | | |
|Discuss how age-related changes in the skin may affect a person’s life. |Promoting Resident Comfort and Managing Pain | |
| |Comfort | |
| |Importance | |
|Discuss the importance of maintaining health skin. |Indicators | |
| |CNA role | |
|Describe factors affecting the maintenance of healthy skin. |Person-directed strategies | |
| |Observations | |
|Recognize the CNA’s role in promoting healthy skin. |Documentation | |
| |Reporting | |
| | | |
| |Pain | |
| | | |
|Identify various skin conditions. | | |
| |Indicators | |
| | | |
| | | |
| |Pain level management | |
| | | |
| | | |
| |Non-pharmacological interventions | |
| |Massage | |
|Discuss common communicable diseases affecting the skin. |Imagery | |
| |Relaxation technique | |
| |Music | |
| |Pet therapy | |
| |Other | |
|Discuss common injuries to the skin. |CNA role | |
| |Person directed strategies | |
| |Observations | |
| |Documentation | |
|Examine various methods to prevent skin injuries. |Reporting | |
| | | |
|Identify the persons at risk for developing pressure ulcer. |Body Structure | |
| |Cells | |
|Identify the stages of pressure ulcers. |Tissue | |
| |Organs | |
|List the sites where pressure ulcers are likely to develop. |Systems | |
| | | |
|List the causes of pressure ulcers. |Integumentary System | |
| |Structures | |
|Explain interventions the CNA can take to prevent pressure ulcers. | | |
| | | |
|Describe various treatments for pressure ulcers. |Functions | |
| | | |
|Examine various actions taken by the CNA to care for the person with skin | | |
|abnormalities. |Age-related Changes | |
| |Physical | |
|Recognize the CNA’s role in preventing pressure ulcers. |Psychological | |
| |Social | |
| |Healthy Skin | |
| |Importance | |
|Demonstrate consistency in maintaining residents’ rights including dignity| | |
|when providing personal care skills. |Factors | |
| | | |
|Explain why oral hygiene helps meet the person’s basic needs. | | |
| |CNA role | |
|Identify the supplies needed for oral hygiene. |Person-directed strategies | |
| |Observations | |
|Demonstrate how to assist the person to brush his/her teeth according to |Documentation | |
|established standards. |Reporting | |
| | | |
|Demonstrate how to brush a person’s teeth according to established |Common Health Concerns | |
|standards. |Conditions | |
| |Too moist | |
|Describe how to floss a person’s teeth according to established standards.|Too dry | |
| |Poor “skin” turgor | |
|Describe the special measures a CNA needs to practice when handling |Alterations in color | |
|dentures. |Fragility | |
| |Allergic reactions | |
|Demonstrate cleaning of dentures according to established standards. |Other | |
| |Communicable Diseases | |
|Demonstrate insertion of dentures. |Shingles | |
| |Scabies | |
|Demonstrate removal of dentures. |Fungal infections | |
| |Pediculosis | |
|Describe the special measures that need to be taken when providing oral |Other | |
|care for the unconscious resident. |Injuries | |
| |Skin tears | |
|Explain when oral care should be given to the unconscious resident. |Contusions | |
| |Burns | |
|Describe how to perform oral care on an unconscious resident according to |Prevention | |
|established standards. |Other | |
| |Pressure Ulcer | |
|Recognize the CNA’s role when providing oral hygiene. |Persons at risk | |
| | | |
| | | |
| |Stages | |
| | | |
|Explain why bathing is important for meeting basic needs. |Sites | |
| | | |
|Identify the factors that influence the bathing method chosen by a person | | |
|and the healthcare team. |Causes | |
| | | |
|Discuss the bathing schedule. |Prevention | |
| | | |
|Compare various types of skin care products. | | |
| |Treatment modalities | |
|Recognize the CNA’s role in the application of skin care products. | | |
| | | |
|Describe the procedural steps for various types of bathing. | | |
| | | |
|Perform a complete bed bath according to established standards. |CNA role | |
| |Person-directed strategies | |
|Demonstrate giving a partial bed bath according to established standards. |Observations | |
| |Documentation | |
|Explain procedure used when assisting a person to take a tub bath |Reporting | |
|according to established standards. |Skills | |
| | | |
|Demonstrate procedure used when assisting a person to take a shower | | |
|according to established standards. |Oral Hygiene | |
| |Purpose | |
|Discuss alternatives to traditional bathing methods. | | |
| | | |
|Recognize the CNA’s role in bathing the resident. |Supplies | |
| | | |
|Define the CNA’s role in the application of non-prescribed versus |Procedure | |
|prescribed skin care products. | | |
| | | |
| |Brushing teeth | |
|Identify the purpose of a back massage. | | |
| | | |
|Demonstrate a back massage according to established standards. |Flossing teeth | |
| | | |
|Explain the purpose of perineal care. | | |
| |Denture care | |
|Discuss the indications for perineal care. | | |
| | | |
|Demonstrate female perineal care according to established guidelines. | | |
| | | |
|Demonstrate male perineal care according to established guidelines. | | |
| | | |
|Recognize the role of the CNA in providing perineal care. | | |
| | | |
| | | |
| |Oral care for the unconscious | |
| | | |
|Identify the importance of providing hair care. | | |
| | | |
|Demonstrate brushing and combing hair according to established standards. | | |
| | | |
|Explain various methods of shampooing hair. | | |
| | | |
|Recognize the CNA’s role in providing hair care. | | |
| | | |
| | | |
| |CNA role | |
| |Person-directed strategies | |
| |Observations | |
| |Documentation | |
|Explain the importance of shaving as it relates to meeting basic needs. |Reporting | |
| |Bathing | |
|Demonstrate a shave according to established standards. |Purpose | |
| | | |
|Recognize the CNA’s role in shaving a resident. | | |
| |Bathing methods | |
| | | |
| | | |
| | | |
| |Schedule | |
|Identify the importance of nail care. | | |
| |Skin care products | |
|Discuss nail care for persons with special conditions. | | |
| | | |
| | | |
| | | |
|Demonstrate nail care according to established standards. |Procedures | |
| | | |
|Differentiate between nail care for hands and feet. | | |
| |Complete bed bath | |
|Recognize the CNA’s role in providing nail care to the resident. | | |
| | | |
| |Partial bath | |
| | | |
| | | |
|Identify the importance of being appropriately dressed. |Tub bath | |
| | | |
|Demonstrate dressing and undressing a person according to established | | |
|standards. | | |
| |Shower | |
|Describe special considerations in dressing and undressing. | | |
| | | |
| | | |
|Discuss the impact of appropriate dress on a person’s quality of life and |Alternatives to traditional bathing | |
|comfort. | | |
| | | |
|Recognize the CNA’s role in dressing and undressing a resident. |CNA role | |
| |Person-directed strategies | |
| |Observations | |
| |Documentation | |
| |Reporting | |
|Identify various types of applications. |Back Massage | |
| |Purpose | |
|Compare and contrast moist and dry applications. | | |
| |Procedure | |
|Explain the purpose of heat applications. | | |
| |Perineal Care | |
|Explain the principles involved in the application of heat. |Purpose | |
| | | |
|Describe the effects of heat applications. |Indications | |
| |Procedures | |
|Explain the purpose of cold applications. |Female perineal care | |
| | | |
|Explain the principles involved in the application of cold. | | |
| |Male perineal care | |
|Describe the effects of cold applications. | | |
| | | |
|Describe the procedure used for various applications. |CNA role | |
| |Person-directed strategies | |
| |Observations | |
|Identify person at risk for complications associated with various |Documentation | |
|applications. |Reporting | |
| |Hair Care | |
|Recognize the CNA’s role in caring for a person receiving therapeutic |Importance | |
|application. |Procedure | |
| |Brushing/Combing | |
| | | |
| | | |
| |Shampooing | |
| | | |
|Describe the structures of the musculoskeletal system. |CNA role | |
| |Person-directed strategies | |
|Describe the types of bones. |Observations | |
| |Documentation | |
|Describe the function of a joint. |Reporting | |
| | | |
|Describe the types of joints. |Shaving | |
| |Importance | |
|Identify the major functions of muscles. | | |
| | | |
|Describe the types of muscles. |Procedure | |
| |Electric | |
|Discuss how age-related changes in the musculoskeletal system may affect a|Non-electric | |
|person’s life. |CNA role | |
| |Person-directed strategies | |
|Identify the complications of immobility. |Observations | |
| |Documentation | |
| |Reporting | |
| |Nail Care | |
|Explain why it is important to prevent complications from bed rest. |Importance | |
| | | |
|Identify interventions to prevent complications of immobility. |Special conditions | |
| |Diabetic | |
| |Impaired circulation | |
|Identify types of arthritis. |Fungus | |
| |Other | |
|Recognize the CNA’s role in caring for the person with arthritis. |Procedure | |
| | | |
| | | |
| | | |
| | | |
|Identify types of fractures. | | |
| |CNA role | |
|Describe common causes of fractures including osteoporosis. |Person-directed strategies | |
| |Observations | |
|Recognize the CNA’s role in caring for the person in a cast. |Documentation | |
| |Reporting | |
|Recognize the CNA’s role in caring for the person in traction. |Dressing and Undressing | |
| |Importance | |
|Recognize the CNA’s role in caring for the person who has had a hip | | |
|fracture. | | |
| |Procedure | |
|Recognize the CNA’s role in caring for a person who has had a hip | | |
|replacement. | | |
| |Special considerations | |
|Recognize the CNA’s role in caring for the person with osteoporosis. |Physical limitations | |
| |Medical equipment | |
|Identify common causes of amputations. |Special needs | |
| |Appropriate clothing | |
|Describe the impact of an amputation on a person’s life. | | |
| | | |
| |CNA role | |
| |Person-directed strategies | |
|Recognize the CNA’s role in caring for the person with an amputation. |Observations | |
| |Documentation | |
| |Reporting | |
| |Applications | |
| |Types | |
| | | |
|Identify the purpose of range of motion. |Moist/Dry | |
| | | |
|Explain the safety and comfort guidelines for range of motion exercises. |Hot | |
| |Purpose | |
|Identify types of range of motion exercises. | | |
| |Principles | |
| | | |
| | | |
|Describe the movements of range of motion exercise. |Effects | |
| |Cold | |
|Demonstrate range of motion exercises according to established standards. |Purpose | |
| | | |
| |Principles | |
| | | |
| | | |
| |Effects | |
| | | |
| |Procedures | |
| |Hot | |
|Recognize the CNA’s role in performing range of motion exercises. |Cold | |
| |Safety | |
| |Persons at risk | |
| |Complications | |
| | | |
|Identify the purpose of prosthetic and orthotic devices. |CNA role | |
| |Person-directed strategies | |
|Describe the types of prosthetic and orthotic devices. |Observations | |
| |Documentation | |
|Describe how to apply and remove various prosthetic and orthotic devices. |Reporting | |
| | | |
|Recognize the CNA’s role in the application of prosthetic and orthotic |Musculoskeletal System | |
|devices. |Structures | |
| |Bones | |
| |Function | |
| |Types | |
| |Joints | |
|Identify the principles of lifting and moving. |Function | |
| | | |
|Demonstrate various methods for turning a person on his/her side. |Types | |
| |Muscles | |
|Demonstrate various methods for moving a person to the head of the bed. |Function | |
| | | |
|Demonstrate various methods for moving a person to the side of the bed. |Types | |
| |Functions of the Musculoskeletal System | |
|Demonstrate various types of lifts, including mechanical. |Age-related Changes | |
| |Physical | |
|Recognize the CNA’s role in lifting and moving. |Psychological | |
| |Social | |
| |Complications of Immobility | |
| |Contractures | |
| |Atrophy | |
| |Other | |
|Identify the purpose of repositioning. |Prevention of Complications | |
| |Importance | |
|Explain the principles of repositioning. | | |
| |Interventions | |
|Demonstrate various types of positions according to established standards.| | |
| |Common Health Concerns | |
|Recognize the CNA’s role in repositioning the resident. |Arthritis | |
| |Types | |
| | | |
| |CNA role | |
| |Person-directed strategies | |
|Explain the principles of transferring a person safely. |Observations | |
| |Documentation | |
|Discuss the various types of transfers. |Reporting | |
| |Fractures | |
|Demonstrate various procedures for transferring a resident using a |Types | |
|transfer/gait belt. | | |
| |Causes | |
|Demonstrate proper application of a transfer/gait belt. |Treatment modalities | |
| | | |
|Demonstrate various procedures for transferring a resident using a |CNA role | |
|mechanical lift. |Person-directed strategies | |
| |Observations | |
|Demonstrate various procedures for transferring a resident to a stretcher.|Documentation | |
| |Reporting | |
|Recognize the CNA’s role in transferring a resident. | | |
| | | |
| | | |
| | | |
| | | |
|Discuss the importance of ambulation. | | |
| | | |
|Explain the principles of ambulating. | | |
| | | |
|Describe assistive devices utilized for ambulation. |Amputation | |
| |Causes | |
|Demonstrate various ambulation techniques according to established | | |
|standards. |Impact | |
| |Physical | |
|Recognize the CNA’s role in ambulating a resident. |Emotional | |
| |Other | |
| | | |
| |CNA role | |
| |Person-directed strategies | |
|Explain the principles of transporting. |Observations | |
| |Documentation | |
|Demonstrate various methods of transporting according to established |Reporting | |
|standards. |Skills | |
| |Range of Motion Exercises. | |
|Recognize the CNA’s role in transporting the resident. |Purpose | |
| | | |
| |Guidelines | |
| | | |
| | | |
| |Types | |
|Identify the structures of the gastrointestinal system. |Active | |
| |Passive | |
|Identify the functions of the gastrointestinal system. |Active-assistive | |
| |Range of motion exercises | |
|Discuss how age-related changes in the gastrointestinal system may affect |Abduction | |
|a person’s life. |Adduction | |
| |Extension | |
| |Flexion | |
| |Plantar flexion | |
|Identify the importance of nutrition. |Dorsi-flexion | |
| |Opposition | |
|Discuss healthy nutrition based on the daily requirements. |Internal rotation | |
| |External rotation | |
|Identify basic food groups. |Pronation | |
| |Supination | |
|Discuss factors affecting a person’s nutrition. |Procedure | |
| |CNA role | |
|Identify the importance of hydration. |Person-directed strategies | |
| |Observations | |
|Explain the principles of hydration. |Documentation | |
| |Reporting | |
|Discuss factors affecting a person’s hydration. |Prosthetic and Orthotic Devices | |
| |Purpose | |
|Identify the purpose of therapeutic diets/nourishments. | | |
| | | |
|Explain the principles of therapeutic diets/nourishments. |Types | |
| | | |
|Describe the various types of therapeutic diets. | | |
| |Application & removal | |
| | | |
| | | |
|Identify the various types of supplements and nourishments. |CNA role | |
| |Person-directed strategies | |
|Recognize the CNA’s role in caring for the person receiving a therapeutic |Observations | |
|diet/nourishment. |Documentation | |
| |Reporting | |
| |Lifting & Moving | |
| |Principles | |
| |Procedures | |
|Identify the importance of creating a positive dining experience. |Turning on side | |
| | | |
|Explain the principles involved in the dining experiences. | | |
| |Moving to head of the bed | |
|Describe methods of creating a person-directed dining experience. | | |
| | | |
|Discuss types of dining experiences. |Moving to the side of the bed | |
| | | |
| | | |
| |Using a mechanical lift for moving | |
|Recognize the CNA’s role in supporting the dining experience. |Other | |
| | | |
| |CNA role | |
| |Person-directed strategies | |
|Identify the importance of providing assistance during dining. |Observations | |
| |Documentation | |
|Explain the principles involved in providing assistance during dining. |Reporting | |
| |Repositioning | |
| |Purpose | |
| | | |
|Demonstrate safety measures when assisting with the dining experience. |Principles | |
| | | |
|Demonstrate assisting person to eat according to established standards. |Types | |
| |Procedures | |
|Demonstrate adaptations for assisting a person with special needs. | | |
| |CNA role | |
| |Person-directed strategies | |
| |Observations | |
|Recognize indications of dysphagia. |Documentation | |
| |Reporting | |
| |Transfers | |
|Recognize indications of squirreling or pocketing food. |Principles | |
| | | |
|Recognize indications of aspiration. | | |
| | | |
|Demonstrate aspiration precaution. |Procedures | |
| |Transfer/gait belt | |
| | | |
|Recognize the CNA’s role in assisting with the dining experience. | | |
| | | |
| | | |
| |Mechanical lift | |
| | | |
|Identify the characteristics of normal bowel elimination. | | |
| |Stretcher | |
|Identify the resident’s normal bowel habits/patterns. |Other | |
| | | |
|Discuss the factors affecting bowel elimination. |CNA role | |
| |Person-directed strategies | |
|Discuss how aging changes affect bowel elimination. |Observations | |
| |Documentation | |
| |Reporting | |
|Describe common health concerns associated with bowel elimination. |Ambulating | |
| |Importance | |
| | | |
|Recognize the CNA’s role regarding bowel elimination. |Principles | |
| | | |
| |Types of assistive devices | |
| |Transfer/gait belts | |
|Demonstrate assisting a resident with bowel elimination according to |Walkers | |
|established standards. |Canes | |
| |Other | |
| |Procedures | |
| |CNA role | |
|Describe the procedures for collecting a stool specimen. |Person-directed strategies | |
| |Observations | |
| |Documentation | |
|Identify the structures of the urinary system. |Reporting | |
| |Transporting | |
|Identify the functions of the urinary system. |Principles | |
| | | |
|Discuss how age-related changes in the urinary system may affect a |Methods | |
|person’s life. | | |
| | | |
| |CNA role | |
|Describe common health concerns associated with urinary elimination. |Person-directed strategies | |
| |Observations | |
| |Documentation | |
| |Reporting | |
|Explain the purpose of measuring intake and output. | | |
| |Gastrointestinal System | |
|Describe the guidelines for intake and output. |Structures | |
| | | |
| | | |
| |Functions | |
|Demonstrate the measurement of intake and output according to established | | |
|standards. | | |
| |Age-related Changes | |
|Recognize the CNA’s role in caring for the person on intake and output. |Physical | |
| |Psychological | |
| |Social | |
| |Basic Nutrition | |
| |Importance | |
|Identify characteristics of normal urinary elimination. | | |
| |Minimum daily requirements guidelines | |
|Identify resident’s urinary habits/patterns for elimination. | | |
| | | |
|Discuss factors affecting urinary elimination. | | |
| | | |
|Demonstrate the procedure for assisting a resident to use a urinal. |Factors affecting | |
| |Hydration | |
|Demonstrate the procedure for assisting a resident to use a bedpan. |Importance | |
| | | |
|Demonstrate the procedure for assisting a resident to use a commode or |Principles | |
|toilet. | | |
| |Factors affecting | |
|Describe the use of various incontinent products. |Therapeutic Diets/Nourishments | |
| |Purpose | |
|Identify types of urinary incontinence. | | |
| | | |
| | | |
|Describe methods of prevention for urinary incontinence. | | |
| | | |
|Describe the CNA’s role in the care of the incontinent resident. |Types of diets | |
| | | |
| |Supplemental nourishments | |
|Discuss the purpose of urinary catheters. |Importance | |
| |Types | |
|Describe the types of urinary catheters. | | |
| | | |
|Describe the CNA’s role in caring for a resident with an indwelling |CNA role | |
|urinary catheter. |Person-directed strategies | |
| |Observations | |
|Describe the procedures for collecting various urinary specimens. |Documentation | |
| |Reporting | |
|Recognize the CNA’s role in regards to urinary elimination. |Dining Experience | |
| |Importance | |
| | | |
| | | |
| |Principles | |
| | | |
|Identify the structures of the reproductive system. | | |
| |Person-directed | |
| | | |
|Identify the functions of the reproductive system. | | |
| |Types | |
|Discuss how age-related changes in the reproductive system may affect a |Restaurant style | |
|person’s life. |Buffet | |
| |Other | |
| |CNA role | |
|Differentiate between sex and sexuality. |Person-directed strategies | |
| |Observations | |
|Discuss promoting sexuality. |Documentation | |
| |Reportin | |
| |Assisting with the Dining Experience | |
|Recognize the importance of maintaining sensitivity related to a person’s | | |
|sexuality. | | |
| |Principles | |
| |Positioning | |
|Discuss ways that a person may inappropriately express sexuality. |Prep and set up | |
| |Assistive devices | |
|Describe interventions that may be utilized by the CNA when caring for |Other | |
|sexually aggressive residents. |Serving the meal | |
| |Safety | |
|Describe interventions that may be used by the CNA when caring for |Presentation | |
|residents who display inappropriate sexually explicit public behaviors. |Assisting with eating | |
| |Procedure | |
| | | |
|Define Sexually Transmitted Diseases. |Special needs | |
| |Visual impairment | |
|Identify the various types of Sexually Transmitted Diseases. |Cognitive impairment | |
| |Other | |
|Describe the signs and symptoms of the various Sexually Transmitted |Special Concerns | |
|Diseases. |Dysphagia | |
| |Swallowing techniques | |
|Recognize the CNA’s role in caring for the person with a Sexually |Thickened liquids | |
|Transmitted Disease. |Squirreling (pocketing) | |
| | | |
| | | |
| |Aspiration | |
| | | |
| | | |
|Identify the structures of the cardiovascular system. |Enteral nutrition | |
| |Other | |
|Identify the functions of the cardiovascular system. |CNA role | |
| |Person-directed strategies | |
|Discuss how age-related changes in the cardiovascular system may affect a |Observations | |
|person’s life. |Documentation | |
| |Reporting | |
| |Bowel Elimination | |
|Identify the signs and symptoms of various cardiovascular diseases. |Characteristics | |
| | | |
| | | |
| |Patterns | |
| | | |
| | | |
|Recognize the CNA’s role in caring for the person with cardiovascular |Factors affecting | |
|disease. | | |
| |Age-related changes | |
| |Physical | |
| |Psychological | |
|Discuss dietary modification related to cardiovascular diseases. |Social | |
| |Common health concerns | |
|Describe the role of the CNA in the application and removal of |Constipation | |
|anti-embolism stockings (TED hose). |Diarrhea | |
| |Other | |
|Identify the structures of the respiratory system. |CNA role | |
| |Person-directed strategies | |
|Identify the functions of the respiratory system. |Observations | |
| |Documentation | |
|Discuss how age-related changes in the respiratory system may affect a |Reporting | |
|person’s life. |Procedures | |
| |Bedpans | |
| |Commodes | |
| |Briefs | |
|Identify various types of Chronic Obstructive Pulmonary Disease (COPD). |Incontinent care | |
| |Specimens | |
|Discuss the psychosocial needs of the resident with COPD. |Other | |
| | | |
|Describe the signs and symptoms of various respiratory illnesses. |Urinary System | |
| |Structures | |
|Recognize the CNA’s role in caring for the person with respiratory | | |
|illnesses. |Function | |
| | | |
| |Age-related Changes | |
| |Physical | |
| |Psychological | |
|Identify the purpose of oxygen therapy. |Social | |
| |Common Health Concerns | |
|Explain the principles involved in oxygen therapy. |UTI | |
| |Incontinence | |
|Identify the types of oxygen delivery. |Other | |
| |Intake and Output | |
|Recognize the CNA’s role in caring for the person receiving oxygen |Purpose | |
|therapy. | | |
| | | |
|Identify the purpose of artificial ventilation. |Guidelines | |
| |Restrict | |
|Recognize the CNA’s role when caring for the person with a ventilator. |Encourage | |
| |NPO | |
| |Procedures | |
| | | |
| | | |
|Identify the purposes of sputum collection. |CNA role | |
| |Person-directed strategies | |
|Explain procedure used when collecting a sputum specimen. |Observations | |
| |Documentation | |
| |Reporting | |
|Identify the purpose of measuring temperature. |Urinary Elimination | |
| |Characteristics | |
|Identify the types of thermometers. | | |
| | | |
|Identify sites where temperatures may be measured. |Patterns | |
| | | |
|Demonstrate obtaining an oral temperature according to established | | |
|standards. |Factors affecting | |
| | | |
|Identify the purpose of measuring the pulse. |Assisting with elimination | |
| |Urinal | |
|Identify the sites where a pulse may be measured. | | |
| |Bedpan | |
|Demonstrate obtaining a pulse according to established standards. | | |
| | | |
|Identify the purpose of measuring respirations. |Commode/toilet | |
| | | |
|Discuss various respiratory patterns. | | |
| |Incontinent products | |
|Demonstrate obtaining respirations according to established standards. | | |
| |Incontinence | |
|Identify the purpose of measuring a blood pressure. |Types | |
| |Causes | |
|Explain the principles involved in obtaining a blood pressure. |Prevention | |
| | | |
|Demonstrate obtaining a blood pressure according to established standards.| | |
| |Care | |
|Recognize the CNA’s role in measuring vital signs. | | |
| | | |
| |Catheters | |
| |Purpose | |
| | | |
|Discuss the purpose of performing cardiopulmonary resuscitation (CPR). |Types | |
| | | |
|Explain the principles involved in providing CPR. |Care | |
| | | |
|Demonstrate the performance of CPR including one rescuer adult, child and |Specimens | |
|infant CPR and two rescuer adult, child and infant CPR. |Types | |
| |Purpose | |
|Demonstrate the performance of foreign airway obstruction for adult, child|Procedure | |
|and infant victims. |CNA role | |
| |Person-directed strategies | |
|Recognize the CNA’s role related to CPR. |Observations | |
| |Documentation | |
| |Reporting | |
| | | |
| |The Reproductive System | |
| |Structures | |
| |Male | |
|Identify the structures of the nervous system. |Female | |
| |Functions | |
|Identify the functions of the nervous system. | | |
| |Age-related Changes | |
|Discuss how age-related changes in the nervous system may affect a |Physical | |
|person’s life. |Psychological | |
| |Social | |
| |Sexuality | |
|Discuss the signs and symptoms of various nervous disorders. | | |
| |Promoting | |
| |Importance | |
|Identify various types of traumatic injuries. |Approaches | |
| |Sensitivity | |
|Describe the signs and symptoms of various traumatic injuries. |Elder relationships | |
| |Alternative sexual preference (sexual orientation) | |
|Identify communication problems resulting from hearing disorders. |Inappropriate Expression | |
| | | |
|Discuss communication strategies when caring for a resident with a hearing| | |
|disorder. |Sexual aggression | |
| | | |
|Identify special concerns associated with caring for a resident with a | | |
|visual disorder. | | |
| |Public displays | |
|Discuss ways the CNA can promote independence of the person with a visual | | |
|disorder. | | |
| |Common Health Concerns | |
| |Sexually Transmitted Diseases | |
|Recognize the CNA’s role in caring for the person with various nervous |Define | |
|system disorders. | | |
| |Types | |
| | | |
| | | |
| |Signs and symptoms | |
| | | |
|Identify the purpose of hearing aids/instruments. | | |
| |CNA Role | |
|Discuss the various types of hearing aids/instruments. |Person-directed strategies | |
| |Observations | |
|Explain the care of the hearing aid/instrument. |Documentation | |
| |Reporting | |
|Explain the insertion and removal of the hearing aid/instrument. | | |
| |The Cardiovascular System | |
|Recognize the CNA’s role in caring for a person with a hearing |Structure | |
|aid/instrument. | | |
| | | |
| |Function | |
| | | |
| | | |
|Identify the purpose of visual aids. |Age-related Changes | |
| |Physical | |
|Discuss the various types of visual aids. |Psychological | |
| |Social | |
|Explain the care of visual aids. |Common Health Concerns | |
| |Hypertension | |
|Recognize the CNA role in caring for a person with visual aids. |Coronary Artery Disease | |
| |Angina Pectoris | |
| |Myocardial Infarction | |
| |Congestive Heart Failure | |
| |Other | |
| |CNA role | |
| |Person-directed strategies | |
| |Observations | |
| |Documentation | |
| |Reporting | |
| |Dietary Modifications | |
| | | |
| | | |
| |Anti-embolism Stockings | |
| | | |
| | | |
| |The Respiratory System | |
| |Structures | |
| | | |
| |Functions | |
| | | |
| |Age-related Changes | |
| |Physical | |
| |Psychological | |
| |Social | |
| |Common Health Concerns | |
| |Chronic Obstructive Pulmonary Disease | |
| | | |
| |Asthma | |
| | | |
| |Pneumonia | |
| | | |
| |Tuberculosis | |
| |Other | |
| | | |
| |CNA Role | |
| |Person-directed strategies | |
| |Observations | |
| |Documentation | |
| |Reporting | |
| |Oxygen Therapy | |
| |Purpose | |
| | | |
| |Principles | |
| | | |
| |Delivery methods | |
| | | |
| | | |
| | | |
| | | |
| |Ventilator | |
| | | |
| |CNA role | |
| |Person-directed strategies | |
| |Observations | |
| |Documentation | |
| |Reporting | |
| |Sputum Collection | |
| |Purpose | |
| | | |
| |Procedure | |
| | | |
| |Vital Signs | |
| |Temperature | |
| |Purpose | |
| | | |
| |Types of thermometers | |
| | | |
| |Temperature sites | |
| | | |
| | | |
| |Procedures | |
| | | |
| |Pulse | |
| |Purpose | |
| | | |
| |Measurement sites | |
| | | |
| | | |
| |Procedures | |
| | | |
| |Respirations | |
| |Purpose | |
| | | |
| |Patterns | |
| | | |
| |Procedures | |
| | | |
| |Blood Pressure | |
| |Purpose | |
| | | |
| | | |
| |Principles | |
| | | |
| | | |
| |Procedures | |
| | | |
| | | |
| |CNA role | |
| |Observations | |
| |Critical thinking | |
| |Documentation | |
| |Reporting | |
| |Cardiopulmonary Resuscitation (CPR) | |
| |Purpose | |
| | | |
| | | |
| |Principles | |
| | | |
| |Procedures | |
| |One rescuer | |
| |Two rescuer | |
| | | |
| |Foreign body airway obstruction | |
| |Mask | |
| |Automatic external defibrillator | |
| |CNA role | |
| |Observations | |
| |Critical thinking | |
| |Documentation | |
| |Reporting | |
| | | |
| |The Nervous System | |
| |Structures | |
| | | |
| |Functions | |
| | | |
| |Age-related Changes | |
| |Physical | |
| |Psychological | |
| |Social | |
| |Common Health Concerns | |
| |Cerebrovascular Accident | |
| |Parkinson’s Disease | |
| |Multiple Sclerosis | |
| |Traumatic injuries | |
| | | |
| | | |
| | | |
| |Hearing Disorders | |
| |Special concerns | |
| | | |
| | | |
| |Communication strategies | |
| | | |
| |Visual Disorders | |
| |Special concerns | |
| | | |
| | | |
| |Promoting independence | |
| |Observations | |
| |Documentation | |
| |Reporting | |
| |Other | |
| |CNA Role | |
| |Observations | |
| |Critical thinking | |
| |Documentation | |
| |Reporting | |
| |Skills | |
| |Hearing Aids/Instruments | |
| |Purpose | |
| | | |
| |Types | |
| | | |
| | | |
| |Procedure | |
| | | |
| | | |
| | | |
| | | |
| |CNA role | |
| |Observations | |
| |Critical thinking | |
| |Documentation | |
| |Reporting | |
| |Visual Aids | |
| |Purpose | |
| | | |
| |Types | |
| | | |
| |Procedure | |
| | | |
| |CNA role | |
| |Observations | |
| |Critical thinking | |
| |Documentation | |
| |Reporting | |
| |Other prosthetics | |
| | | |
| | | |
| | | |
|Upon completion of this unit of instruction, the student will be able to: | | |
| | |Reading assignment |
|Define the key terms identified in this module. | | |
| | |Lecture |
|Explain the philosophy of rehabilitation. | | |
| |Philosophy |Classroom discussion |
|Review basic human needs. | | |
| |Human Motivation |Group activities |
|Identify individual motivations for the resident participating in |Overview | |
|rehabilitation. |Current theories |Multimedia |
| |Effect on outcomes | |
|Apply holism to the philosophy of rehabilitation. | | |
| |Holistic Care | |
|Discuss principles of rehabilitation. | | |
| |Principles | |
| | | |
|Compare and contrast rehabilitation and restorative nursing. |Purposes | |
| |Rehabilitation | |
| |Restorative | |
| | | |
|Identify the members of the rehabilitation team. |Team | |
| |Importance | |
|Identify state and federal regulations that have an impact on |Members | |
|rehabilitation/restorative care. | | |
| |State and Federal Regulations | |
| |Residents Rights | |
| |Resident Behaviors and Facility Practices | |
| |Quality of Life | |
|Recognize the CNA’s role in providing rehabilitation/restorative care. |Quality of Care | |
| | | |
| |CNA Role | |
| |Importance | |
| |Caregiving Modifications | |
| |Observation | |
| |Reporting | |
|Describe the types of Activity of Daily Living (ADL) programs available |Documentation | |
|for persons needing rehabilitation/restorative care. | | |
| |ADL Programs | |
| |Types | |
| |Eating | |
|Explain the purpose of ADL programs. |Dressing/grooming | |
| |Mobility | |
|Describe the adaptive devices available to assist with performance of |Communication | |
|ADLs. |Other | |
| |Purpose | |
| | | |
| |Adaptive Devices | |
| |Types | |
| |Eating | |
|Explain the purpose of adaptive devices. |Dressing/grooming | |
| |Mobility | |
|Recognize the CNA’s role in caring for the person using an adaptive |Communication | |
|device. |Other | |
| |Purpose | |
| | | |
| |CNA role | |
| |Importance | |
| |Caregiving modification | |
| |Observation | |
| |Reporting | |
| |Documentation | |
| | | |
|Upon completion of this unit of instruction, the student will be able to: | | |
| | |Reading assignment |
|Define key terms identified in this module. | | |
| | |Lecture |
|Discuss the impact of spiritual beliefs on one’s attitude. |End of Life Issues | |
| |Attitudes |Classroom discussion |
|Discuss the impact that cultural beliefs impact one’s attitude. |Spiritual beliefs | |
| | |Group activities |
|Examine one’s feelings about providing care for the terminally ill |Cultural beliefs | |
|resident. | |Multimedia |
| | | |
|Explore legal issues associated with end of life care. | |Procedure demonstration optional |
| | | |
|Explain the significance of Advance Directives. | | |
| |Legal Issues | |
| |Self determination | |
|Discuss the implications of a “do not resuscitate” order. |Guardianship | |
| |Advance directives | |
|Discuss the Physician’s Order for Life Sustaining Treatment (POLST). |Living wills | |
| |Power of attorney | |
| |Do not resuscitate | |
|Discuss current state and federal regulations related to end of life | | |
|issues. | | |
| |Physician’s Order for Life Sustaining Treatment | |
| |Other | |
| | | |
| |State and Federal Regulations | |
| |Resident Rights | |
|Identify the physical needs of the dying person. |Resident Behaviors and Facility Practices | |
| |Quality of Life | |
|Identify the signs of approaching death. |Quality of Care | |
| | | |
|Discuss ways to promote comfort for the dying resident. |Care of the Dying Person | |
| |Physical | |
|Identify the psychological needs of the dying person. | | |
| |Signs of approaching death | |
|Discuss how to preserve the dying person’s rights. | | |
| |Comfort measures | |
|Discuss the importance of celebrating a person’s life. | | |
| | | |
|Describe strategies to celebrate a person’s life. |Psychosocial | |
| | | |
|Describe the grieving process. | | |
| |Rights of the dying person | |
| | | |
| |Celebrating the person’s life | |
|Discuss various facility practices to honor deceased residents. |Importance | |
| | | |
|Recognize the CNA’s role in meeting the physical needs of the dying | | |
|person. |Creative strategies | |
| |Honoring spirituality | |
|Recognize the CNA role in meeting the psychosocial needs of the dying |Grieving process | |
|person. |Dying person | |
| |Friends/loved ones | |
| |Caregivers | |
|Discuss the philosophy of hospice and palliative care. |Facility practices for honoring resident | |
| | | |
|Discuss the goals of hospice and palliative care. | | |
| |CNA Role | |
|Describe ways that hospice and palliative care are incorporated into the |Observations | |
|plan of care. |Critical thinking | |
| |Documentation | |
| |Reporting | |
|Explain the principles involved in caring for the body after death. | | |
| |Hospice and Palliative Care | |
|Perform postmortem care according to established facility practices. |Philosophy | |
| | | |
| | | |
| |Goals | |
| | | |
| |Caregiver and Staff Roles | |
| | | |
| | | |
| |Post-Mortem Care | |
| |Principles | |
| | | |
| | | |
| |Procedure | |
| | | |
| | | |
| | | |
|Upon completion of this unit of instruction, the student will be able to: | | |
| | |Reading assignment |
|Define the key terms identified in this module. | | |
| |Cognitive Impairment |Lecture |
|Differentiate between normal aging and dementias. |Alteration in Cognition | |
| |Normal |Classroom discussion |
|Describe how dementias are diagnosed. |Disease | |
| | |Group activities |
|List types of reversible dementia. | | |
| | |Multimedia |
|List types of non-irreversible dementia. |Reversible Dementia | |
| | |Clinical |
| |Non-Reversible Dementia | |
|Describe the physical changes that occur as the person progresses through | | |
|Alzheimer’s Disease. |Alzheimer’s Disease | |
| |Changes in the Brain | |
|List the signs and symptoms of Alzheimer’s Disease. | | |
| |Disease Progression | |
|Describe impact of cognitive impairment on society, the family, and the |Signs and Symptoms | |
|individual. | | |
| | | |
| |Impacts of Cognitive Impairments | |
| |Society | |
|Discuss current state and federal regulations related to care of the |Family | |
|person with dementia. |Individual | |
| | | |
| |State and Federal Regulations | |
| |Resident Rights | |
| |Resident Behaviors and Facility Practices | |
|Discuss the philosophy of person-directed ability centered care. |Quality of Life | |
| |Quality of Care | |
|Describe the goals of ability centered care. | | |
| |Ability Centered Care | |
|Discuss the importance of a team approach in caring for a person with |Overview | |
|dementia. |Philosophy | |
| |Goals | |
|Discuss the role of the CNA in providing ability centered care. | | |
| |Team approach | |
|Discuss elements of a therapeutic environment. | | |
| | | |
|Discuss creative strategies to promote a therapeutic environment. |Role of the CNA | |
| | | |
|Describe how challenges in communication change as the person progresses |Therapeutic Environment | |
|through the stages of dementia. |Elements | |
| | | |
|Discuss creative strategies to enhance communication. |Creative strategies | |
| | | |
|Discuss appropriate techniques for physical touch with someone with |Communication | |
|dementia. |Challenges | |
| | | |
| | | |
|Examine the importance of relationships between caregivers and the person | | |
|who has dementia. |Creative strategies | |
| |Verbal | |
|Describe ways that the CNA can enhance their relationship with the person |Nonverbal | |
|with dementia. |Touch | |
| | | |
|Discuss examples of activities appropriate for persons in different stages| | |
|of dementia. |Relationships | |
| |Importance | |
|Discuss approaches the CNA can utilize to engage residents in activities. | | |
| | | |
|Compare and contrast traditional vs. non-traditional activities. |Enhancing | |
| | | |
|Compare and contrast structured vs. spontaneous activities. | | |
| |Activities | |
|Discuss the purpose of restorative goals. | | |
| | | |
| |Approaches | |
| | | |
| | | |
|Explore physical challenges related to each ADL. |Traditional vs. Non-Traditional | |
| | | |
|Explore psychosocial challenges related to each ADL. | | |
| |Structured vs. Spontaneous | |
|Investigate environmental challenges related to each ADL. | | |
| |ADLs | |
|Explore approaches to support resident’s independence in each ADL. |Restorative Goals | |
| |Improve performance | |
| |Maintain abilities | |
| |Prevent complications | |
| |Dressing | |
| |Physical challenges | |
| |Psychosocial challenges | |
| |Environmental challenges | |
| |Approaches to support independence | |
| |Bathing | |
| |Physical challenges | |
| |Psychosocial challenges | |
| |Environmental challenges | |
| |Approaches to support independence | |
| |Grooming | |
| |Physical challenges | |
| |Psychosocial challenges | |
| |Environmental challenges | |
| |Approaches to support independence | |
| |Oral Hygiene | |
| |Physical challenges | |
| |Psychosocial challenges | |
| |Environmental challenges | |
| |Approaches to support independence | |
| |Toileting | |
|Explain the difference between symptoms and behaviors. |Physical challenges | |
| |Psychosocial challenges | |
|Describe defense mechanism/ coping behaviors used to compensate for |Environmental challenges | |
|cognitive impairment. |Approaches to support independence | |
| |Eating/Nutritional issues | |
|Examine ways the CNA can diminish behavioral challenges. |Physical challenges | |
| |Psychosocial challenges | |
|Explore creative strategies to manage common behavioral challenges. |Environmental challenges | |
| |Approaches to support independence | |
| |Approaches to enhance dining experience | |
| |Other | |
| | | |
| |Understanding Behaviors as Unmet Needs | |
| |Symptoms versus Behaviors | |
| | | |
| | | |
| |Defense Mechanisms | |
| | | |
| | | |
| |Principles for Understanding Behaviors | |
| | | |
| |Common Behaviors | |
| |Purposeful wandering | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Agitation and Aggression | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Catastrophic reaction | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Combativeness | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Delusions/Hallucinations/Paranoia | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Rummaging and Hoarding | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Sexual behavior | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Sleep disturbances | |
| |Meaning or potential need | |
| |Creative management strategies | |
| |Sundowning | |
|Describe challenges in maintaining the safety of the resident while |Meaning or potential need | |
|supporting their need to remain active. |Creative management strategies | |
| |Wanting to go home | |
|Investigate creative strategies to provide for the safety of the person |Meaning or potential need | |
|with dementia. |Creative management strategies | |
| |Indifference | |
|Identify issues experienced by persons with dementia. |Meaning or potential need | |
| |Creative management strategies | |
|Describe role changes and reversals that the person with dementia |Purposeful walking | |
|experiences. |Meaning or potential need | |
| |Creative management strategy | |
|Discuss stressors experienced by the person with dementia. |Other behaviors | |
| |Meaning or potential need | |
|Discuss grief and loss issues experienced by the person with dementia. |Creative management strategies | |
| | | |
|Describe coping strategies for the person with dementia. |Safety | |
| |Challenges | |
| |Physical | |
| |Psychosocial | |
|Describe the role changes and reversals family members go through when a |Environmental | |
|loved one has dementia. |Creative Care Strategies | |
| | | |
|Describe ways to manage the stresses of caring for persons with cognitive |Psychosocial Needs | |
|impairment. |Person with Dementia | |
| | | |
|Discuss grief and loss issues. | | |
| |Role changes | |
|Discuss the psychological support that family and loved ones might need in| | |
|coping with dementia. | | |
| |Stressors | |
| | | |
| | | |
|Identify stressors experienced by the caregivers and staff. |Grief and loss issues | |
| | | |
|Discuss grief and loss issues. | | |
| |Coping strategies | |
|Describe coping strategies for those caring for persons with cognitive |Understanding disease progression | |
|impairment. |Realistic expectations | |
| |Self-care | |
| |Family and Loved Ones | |
| |Role changes | |
| | | |
|Identify community resources available for those persons impacted by | | |
|dementia. | | |
| |Stressors | |
| | | |
| | | |
| |Grief and loss issues | |
| | | |
| |Coping strategies | |
| |Understanding disease progression | |
| |Realistic expectations | |
| |Self-care | |
| |Caregivers and Staff | |
| |Stressors | |
| | | |
| | | |
| |Grief and loss issues | |
| | | |
| |Coping strategies | |
| |Understanding disease progression | |
| |Realistic expectations | |
| |Self-care | |
| |Recognizing burnout | |
| | | |
| |Resources | |
| |Person with Dementia | |
| |Families and Loved Ones | |
| |Caregivers and Staff | |
| | | |
| | | |
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