Curriculum to Accompany



Curriculum to Accompany

Medical Assisting:

Administrative and Clinical Competencies,

6th Edition

Course:

Emergencies, Acute Illness, Accidents, and Recovery

Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Emergencies, Acute Illness, Accidents, and Recovery

Contents

Part A: Managing Emergencies in the Medical Office

Part B: Acute Illness

Part C: First Aid in Accidents and Injuries

Part D: Recovering Function and Mobility

Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Emergencies, Acute Illness, Accidents, and Recovery

Course Overview

Unexpected occurrences in the medical office are not as uncommon as one would like to believe. Patients may present to the office with injuries, sudden medical conditions may crop up, and accidents can never be predicted. In any and all of these events, the medical assistant must be adequately prepared to assist the patient and other health care personnel for the best resolution of whatever the emergency may be. Certification in provider-level CPR training and a basic knowledge of first aid are essential for working in any medical office. Additionally patient education in the use of rehabilitation devised is important to being a well-rounded medical assistant in the ambulatory health care setting.

Resource List

Textbook: Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1-4180-3266-2. Chapter 19.

Student CD-ROM: CD-ROM that accompanies Medical Assisting: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM contains StudyWARE, The Critical Thinking Challenge, and an Audio Library.

Workbook: Workbook to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1-4180-3267-0. Chapter 19.

Instructor’s Materials: Instructor’s Resource Manual to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1-4180-3268-9.

Instructor’s CD-ROM: Electronic Classroom Manager to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1-4180-3269-2.

The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.

Equipment List

1. Multimedia projector

2. Computer with Internet access

3. Multimedia equipment

4. AAMA credentialing information

5. AMT credentialing information

6. DVD player

CAAHEP content

III.C.1.g.(6) Medical emergencies

III.C.1.h.(5) Provider level CPR certification and first aid training

III.C.1.e.(3) Adaptations for individualized needs

III.C.1.g.(4) Patient care and instruction

ABHES content

VI.B.1.b.9.g. First aid, CPR

VI.B.1.b.5.b. Caring for patients with special and specific needs

VI.B.1.b.9.f. Specialties

CAAHEP competencies

III.C.3.c.(1)(b) Recognize and respond to verbal communications

III.C.3.c.(1)(c) Recognize and respond to nonverbal communications

III.C.3.c.(2)(b) Perform within legal and ethical boundaries

III.C.3.c.(3)(b) Instruct individuals according to their needs

III.C.3.c.(3)(c) Provide instruction for health maintenance and disease prevention

ABHES competencies

VI.B.1.a.1.(i) Conduct work within scope of education, training, and ability

VI.B.1.a.2.(a) Be attentive, listen, and learn

VI.B.1.a.2.(l) Recognition and response to verbal and nonverbal communication

VI.B.1.a.2.(m) Adaptation for individualized needs

VI.B.1.a.4.(e) Recognize emergencies

VI.B.1.a.4.(f) Perform first aid and CPR

VI.B.1.a.5.(a) Determine needs for documentation and reporting

VI.B.1.a.7.(b) Instruct patients with special needs

VI.B.1.a.7.(c) Teach patients methods of health promotion and disease prevention

Learning Activities

(HW) Terminology Notebook. Assign chapter for reading and have students define key terms and retain in a key term notebook for future reference.

(ICA) Field trip. Arrange with a local office or a clinic to bring the students to the facility to see various types of crash carts used in emergencies, including an AED device.

(ICA) Emergency preparedness discussion. Have students discuss what measures are needed in an emergency situation.

(HW) Chapter 19, Unit 1 Workbook Assignment Sheet

(ICA) Competency Evaluation, Procedure 19-1. Demonstrate the proper procedure on a mannequin for an abdominal thrust followed by a return demonstration of the procedures for evaluation of competency of Procedure 19-1.

(ICA) Competency Evaluation, Procedure 19-2. After theory presentation for performing adult CPR, demonstrate the appropriate technique followed by evaluation of competency of each student for Procedure 19-2.

(ICA) Competency Evaluation, Procedure 19-3. After theory presentation for performing child CPR, demonstrate the appropriate technique followed by evaluation of competency of each student for Procedure 19-3.

(HW) Chapter 19, Unit 2 Workbook Assignment Sheet

(ICA) Rule of nines activity. Make up scenarios of various burns and have the students to estimate the percentage based on the rule of nines.

(ICA) Fish hook activity. Embed a fish hook in a mannequin and have the students remove it properly.

(ICA) Competency Evaluation, Procedure 19-4. Demonstrate the proper technique for cleaning a wound area; have the students return the demonstration for evaluation of competency for Procedure 19-4.

(ICA) Competency Evaluation, Procedure 19-5. Demonstrate the proper technique for application of a recurrent turn bandage; have the students return the demonstration for evaluation of competency for Procedure 19-5.

(ICA) Competency Evaluation, Procedure 19-6. Demonstrate the proper technique for application of a bandage in and open/close spiral; have the students return the demonstration for evaluation of competency for Procedure 19-6.

(ICA) Competency Evaluation, Procedure 19-7. Demonstrate the proper technique for application of a figure eight bandage to the hand and wrist; have the students return the demonstration for evaluation of competency for Procedure 19-7.

(ICA) Competency Evaluation, Procedure 19-8. Demonstrate the proper technique for application of a cravat bandage to the forehead, ear, or eyes; have the students return the demonstration for evaluation of competency for Procedure 19-8.

(ICA) Competency Evaluation, Procedure 19-9. Demonstrate the proper technique for application of a triangular bandage to the hand; have the students return the demonstration for evaluation of competency for Procedure 19-9.

(HW) Chapter 19, Unit 3 Workbook Assignment Sheet

(ICA) Competency Evaluation, Procedure 19-10. Demonstrate the correct application of an arm sling and have the students to return the demonstration for evaluation of competency of Procedure 19-10

(ICA) Competency Evaluation, Procedure 19-11. Show the students the proper use of a cane; then, each should role play the medical assistant and the patient for patient instruction and evaluation of competency of Procedure 19-11.

(ICA) Competency Evaluation, Procedure 19-12. Demonstrate the three crutch gaits; have the students to practice the gaits. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-12.

(ICA) Competency Evaluation, Procedure 19-13. Demonstrate the use of a walker; have the students to practice this. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-13.

(ICA) Competency Evaluation, Procedure 19-14. Demonstrate the procedure for assisting a patient from a wheelchair to an examination table; have the students to practice this. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-14.

(ICA) Competency Evaluation, Procedure 19-15. Demonstrate the procedure for assisting a patient from an examination table to a wheelchair; have the students to practice this. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-15.

(ICA) Field trip. Arrange a field trip to a durable medical equipment company (or invite a guest speaker from the same) to demonstrate each of mobility devices discussed in this unit and discuss the importance of correct patient instruction.

(HW) Chapter 19, Unit 4 Workbook Assignment Sheet

(HW) The Critical Thinking Challenge, page 1001.

(HW) The StudyWare Challenge, Chapter 19. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

(ICA) Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.

Part A: Managing Emergencies in the Medical Office

Learning Objectives

Cognitive

1. Read and define the Words to Know in the unit.

2. Define a medical emergency.

3. Explain the purpose of the universal emergency medical identification symbol.

4. List items that might be found in an emergency kit.

5. Identify nine items of information to document on an incident report.

6. Explain the purpose of an AED and its three capabilities.

|Key Concepts |References & Activities |Slides |

|Universal medical identification symbol |Pages 951-952 |3-4 |

| |Figure 19-1 | |

| |(HW) Terminology Notebook | |

|Emergency provisions in the medical office |Pages 953-954 |5-7 |

| |(ICA) Emergency preparedness discussion| |

|Crash cart and AED |Page 953 |10 |

| |Figure 19-3B | |

| |(ICA) Field trip | |

|Documenting emergency procedures |Page 954 |8-9 |

|EMS |Pages 954-955 | |

| |(HW) Chapter 19, Unit 1 Workbook | |

| |Assignment Sheet | |

(ICA) In-Class Activities

1. Field trip. Arrange with a local office or a clinic to bring the students to the facility to see various types of crash carts used in emergencies, including an AED device.

2. Emergency preparedness discussion. Have students discuss what measures are needed in an emergency situation.

(ICD) In-Class Discussion

1. What basic items must be included in an emergency kit?

Alcohol wipes, stethoscope, penlight, hot and cold packs, disposable syringes with adrenalin, narcotics and antihistamines, emetics, an oxygen tank with a mask and cannula, spirits of ammonia, sterile dressings, pen and paper, airways, blood pressure cuff, bandaging material, tape, scissors, glucose for administration, tourniquet, gloves, intravenous set ups, and Ambu-bag.

2. What information should be listed on an incident report?

The full name of the sick or injured person; the date and time of the occurrence; address and phone number of the afflicted person; note as to the status of the person (patient, employee, visitor); name and address of any witnesses; a description of the incident; a description of what was done and the disposition of the patient; and the signature of the person completing the report.

(HW) Homework Assignments

1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Chapter 19, Unit 1 Workbook Assignment Sheet

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 19, Slides|Introduce the course and unit. |

|1-2 | |

|Slide 3 |Medical emergencies—defined |

|Slide 4 |The universal emergency medical symbol |

| |Who should wear emergency identification tags? |

|Slides 5-7 |Items in an emergency medical kit |

| |Note that Ipecac has been under scrutiny since 2005 and is no longer the recommended first choice of |

| |treatment for poisonings, and has been replaced with activated charcoal |

|Slides 8-9 |Documenting a medical incident |

|Slide 10 |About the AED |

|Slide 11 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

Part B: Acute Illness

Learning Objectives

Cognitive

1. Spell and define the Words to Know in the unit.

2. List eight examples of emergency situations.

3. Identify seven descriptive terms that describe the severity of onset of a disease or disorder.

4. List in order of occurrence the “chain of events” that might happen with a seizure.

5. Compare 10 symptoms of diabetic coma to insulin reaction.

6. Identify nine symptoms of a heart attack.

7. Differentiate between the symptoms of heat stroke and head exhaustion.

8. Name six symptom of frostbite.

9. Identify the distinguishing characteristics of capillary, vein, and arterial bleeding.

10. List eight symptoms of internal bleeding.

11. Discuss seven instances when respiratory emergencies may develop.

12. List six symptoms of shock.

13. Identify eight signs of possible stroke.

Psychomotor

14. Perform an abdominal thrust on an adult victim with an obstructed airway.

15. Perform adult cardiopulmonary resuscitation (CPR).

16. Perform child cardiopulmonary resuscitation (CPR).

|Key Concepts |References & Activities |Slides |

|Recognizing and responding to an emergency |Page 956 |13-16 |

| |(HW) Terminology Notebook | |

|Severity of illnesses |Pages 956-957 |17 |

|Diabetic coma and insulin shock |Page 957 | |

| |Table 19-1 | |

|Fainting (Syncope) |Page 958 | |

|Heart attack |Page 958 |19 |

|Exposure to heat and cold |Page 959 |20-21 |

|Hemorrhage |Page 959 |22-24 |

|Poisoning |Page 961 | |

|Seizures |Page 961 |18 |

|Obstructed airway |Pages 961-963 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-1 | |

|Respiratory emergencies in small children and infants |Pages 963-966 |26 |

|Respiratory emergencies stemming from accidents, allergies, or |Page 966 | |

|drugs | | |

|CPR |Pages 966-967, 972 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-2 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-3 | |

|AED universal steps |Page 968 | |

|Shock |Page 974 |25 |

|Stroke |Page 974 |27 |

| |(HW) Chapter 19, Unit 2 Workbook | |

| |Assignment Sheet | |

(ICA) In-Class Activities

1. Competency Evaluation, Procedure 19-1. Demonstrate the proper procedure on a mannequin for an abdominal thrust followed by a return demonstration of the procedures for evaluation of competency of Procedure 19-1.

2. Competency Evaluation, Procedure 19-2. After theory presentation for performing adult CPR, demonstrate the appropriate technique followed by evaluation of competency of each student for Procedure 19-2.

3. Competency Evaluation, Procedure 19-3. After theory presentation for performing child CPR, demonstrate the appropriate technique followed by evaluation of competency of each student for Procedure 19-3.

(ICD) In-Class Discussion

1. What are the most common terms used to describe severity of illnesses?

Chronic, insidious, urgent, sudden, acute, severe, life-threatening

2. What is the difference in diabetic coma and insulin shock? Which is worse?

A diabetic coma results from the blood sugar being too high while insulin shock occurs when there is too much insulin for the blood sugar level. Brain damage develops with hypoglycemia/insulin shock since the body is dependent on glucose as its main energy source, making this condition worse than a diabetic coma (although both are undesirable).

3. What is the medical term for fainting?

Syncope

4. Name the symptoms associated with men and women in heart attacks (myocardial infarctions).

Severe chest pain and/or pressure, pain radiating down one or both arms, chest tightness, pain in the left shoulder and/or jaw, diaphoresis, cyanosis, nausea and vomiting, anxiety, irritation, shortness of breath

5. What are the differences in heat stroke and heat exhaustion?

In heat stroke, the patient has a hot dry face, the skin is hot and dry, and the temperature is elevated at 102 degrees F or above. The pulse is rapid, respirations are deep and slow, progressing to the Cheyne-Stokes pattern. The pupils are equal and dilated, the patient will experience muscle cramps, and the blood pressure will be elevated.

In heat exhaustion, the face is pale, cool and moist; the skin is cool and clammy with profuse perspiration. The patient will complain of a severe headache and may have mental confusion and giddiness. Vital signs will reveal a weak and rapid pulse with quiet and shallow respirations. Thirst, nausea and vomiting, muscle cramps, and dilated pupils will also be noted.

6. What are the three types of bleeding?

Arterial, venous, and capillary.

7. What population is most often accidentally poisoned?

Children

8. What is the method used to relieve an obstructed airway?

Manual thrust/subdiaphragmatic abdominal thrust

9. What are some conditions that may result in respiratory problems?

Edema of the vocal chords from an allergic reaction; drowning; poisoning by toxic gases; asthma attacks; medication(s); and electrical shock

10. Name the chain of events essential for survival in SCA events.

Recognition of early warning signs, EMS activation, basic CPR, early defibrillation, intubation, IV administration of appropriate medications

11. What are the AED universal steps?

Turn on the power (2) attach the electrodes to the patient’s chest (3) perform a rhythm analysis (4) charge the instrument (5) clear everyone from the field and shock the patient (6) if a response is solicited, leave the electrodes attached; if no response, repeat the analysis of rhythm and shock again (7) continue the efforts until EMS arrives to take over

12. What are the differences in CPR techniques for infants as opposed to children?

For infants, you should (1) flick the bottom of the foot to check for consciousness (2) cover the infant’s mouth and nose with the mouthpiece (3) watch the infant for effective breaths (4) apply chest compressions 1/3 – ½ the depth of the infant’s chest at approximately 100 beats per minute (5) if using a two person rescue, employ a 15:2 ration for compressions and breaths (6) access the brachial artery for the return pulse.

13. What are the symptoms of shock?

Rapid, thready and weak pulse; shallow and rapid respirations; dilated pupils; ashen color; cool and clammy skin

14. Give the medical term and abbreviation for a stroke.

Cerebrovascular accident, CVA

(HW) Homework Assignments

1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Chapter 19, Unit 2 Workbook Assignment Sheet

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 19, Slide |Introduce the unit. |

|12 | |

|Slides 13-14 |Responding to emergencies |

|Slides 15-16 |Emergency situations |

|Slide 17 |Illness severity levels |

|Slide 18 |Seizures |

|Slide 19 |Heart attacks |

|Slide 20 |Heat stroke versus heat exhaustion |

|Slide 21 |Frostbite |

|Slides 22-24 |Bleeding |

|Slide 25 |Shock |

|Slide 26 |Respiratory emergencies |

|Slide 27 |Stroke |

|Slide 28 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

Part C: First Aid in Accidents and Injuries

Learning Objectives

Cognitive

1. Spell and define the Words to Know in the unit.

2. Identify four pieces of information that can help you evaluate the severity of an illness or injury.

3. Describe the symptoms of an allergy to stings.

4. Explain the classification of burns.

5. Describe how to remove a foreign body from the eye.

6. Describe how to remove a foreign body from the ear.

7. List three first aid measures to take when dealing with an open fracture.

8. Explain the effects of cold applications.

9. Explain the effects of heat applications.

10. Describe four types of wounds.

Psychomotor

11. Demonstrate the proper method of cleaning a wound.

12. Demonstrate application of dressing and recurrent turn bandages.

13. Demonstrate application of dressing and open spiral bandages.

14. Demonstrate application of dressing and closed spiral bandages.

15. Demonstrate application of dressing and figure-eight bandages to the hand.

16. Demonstrate application of cravat bandages to the head.

17. Demonstrate application of triangular bandages to the head.

|Key Concepts |References & Activities |Slides |

|Overview of sudden illnesses and injuries |Page 976 |30 |

| |(HW) Terminology Notebook | |

|Stings and bites |Page 976 |31 |

|Burns and the rule of nines |Pages 977-980 |32-33 |

| |Figure 19-21 A&B | |

| |Figure 19-22 A-D | |

| |(ICA) Rule of nines activity | |

|Dislocations |Page 980 | |

|Foreign bodies |Pages 980-981 |34-35 |

| |(ICA) Fish hook activity | |

|Fractures |Page 982 |36 |

|Strains and sprains |Page 982 | |

|Heat and cold treatments |Pages 982-983 |37-38 |

|Wounds |Page 983 |39 |

| |(ICA) Competency Evaluation, Procedure | |

| |19-4 | |

|Bandaging |Page 984 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-5 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-6 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-7 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-8 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-9 | |

| |(HW) Chapter 19, Unit 3 Workbook | |

| |Assignment Sheet | |

(ICA) In-Class Activities

1. Rule of nines activity. Make up scenarios of various burns and have the students to estimate the percentage based on the rule of nines.

2. Fish hook activity. Embed a fish hook in a mannequin and have the students remove it properly.

3. Competency Evaluation, Procedure 19-4. Demonstrate the proper technique for cleaning a wound area; have the students return the demonstration for evaluation of competency for Procedure 19-4.

4. Competency Evaluation, Procedure 19-5. Demonstrate the proper technique for application of a recurrent turn bandage; have the students return the demonstration for evaluation of competency for Procedure 19-5.

5. Competency Evaluation, Procedure 19-6. Demonstrate the proper technique for application of a bandage in and open/close spiral; have the students return the demonstration for evaluation of competency for Procedure 19-6.

6. Competency Evaluation, Procedure 19-7. Demonstrate the proper technique for application of a figure eight bandage to the hand and wrist; have the students return the demonstration for evaluation of competency for Procedure 19-7.

7. Competency Evaluation, Procedure 19-8. Demonstrate the proper technique for application of a cravat bandage to the forehead, ear, or eyes; have the students return the demonstration for evaluation of competency for Procedure 19-8.

8. Competency Evaluation, Procedure 19-9. Demonstrate the proper technique for application of a triangular bandage to the hand; have the students return the demonstration for evaluation of competency for Procedure 19-9.

(ICD) In-Class Discussion

1. How might an individual contract HIV from a human bite?

If the individual’s skin is broken by the bite and the person biting has bleeding gums, the virus could pass to the bitten individual.

2. What are the three types of burns?

Thermal, chemical, electrical

3. What is the first priority in the treatment of burns?

To halt the burning process

4. What is the first aid measure for a dislocation?

Immobilization

5. Describe how a closed fracture differs from an open fracture.

A closed or simple fracture is a break in a bone without an open wound or perforation by the bone; in an open or compound fracture, there is an open wound from the broken end(s) protruding through the skin.

6. What are recommendations for treatment of a snake bite?

Do not apply cold packs or ice; do not apply a tourniquet; and, do not cut the wound open and suck out the venom. Transport the person to a facility for treatment and possible administration of anti-venom.

(HW) Homework Assignments

1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Chapter 19, Unit 3 Workbook Assignment Sheet

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 19, Slide |Introduce the unit. |

|29 | |

|Slide 30 |Evaluating the severity of the injury |

|Slide 31 |Stings |

|Slides 32-33 |Burn treatment and classifications |

|Slide 34 |Removing foreign bodies from the eyes |

|Slide 35 |Removing foreign bodies from the ears |

| |After about five minutes, turn the affected side down to see if the foreign object may flow out or you may|

| |have access to it. |

|Slide 36 |Fractures |

|Slide 37 |Applying heat treatment |

|Slide 38 |Applying cold treatment |

|Slide 39 |Types of wounds |

|Slide 40 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

Part D: Recovering Function and Mobility

Learning Objectives

Cognitive

1. Spell and define the Words to Know in the unit.

2. Explain why it is important to role-play being a patient.

3. Identify situations when the use of mobility equipment is indicated.

4. Role play instruction of range of motion exercises.

5. Describe how to make the home safer for people using mobility aides.

Psychomotor

6. Demonstrate application of a sling.

7. Demonstrate fitting and instruction in use of a cane.

8. Demonstrate fitting and instruction in use of crutches.

9. Demonstrate instruction in use of a walker.

10. Demonstrate movement of patient from a wheelchair to and from an examination table.

|Key Concepts |References & Activities |Slides |

|Mobility devices |Page 990 |42-43 |

| |(HW) Terminology Notebook | |

|Range-of-motion exercises |Page 991 |44 |

| |Figure 19-35 | |

|Arm slings |Page 991 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-10 | |

|Using a cane |Page 993 |45 |

| |(ICA) Competency Evaluation, Procedure | |

| |19-11 | |

|Using crutches |Page 994 |45 |

| |(ICA) Competency Evaluation, Procedure | |

| |19-12 | |

|Using a walker |Page 996 |46 |

| |(ICA) Competency Evaluation, Procedure | |

| |19-13 | |

|Assisting patients in wheelchairs |Pages 996-1000 |46-47 |

| |(ICA) Competency Evaluation, Procedure | |

| |19-14 | |

| |(ICA) Competency Evaluation, Procedure | |

| |19-15 | |

|Safety at home |Page 1000 | |

| |(ICA) Field trip | |

| |(HW) Chapter 19, Unit 4 Workbook | |

| |Assignment Sheet | |

| |(HW) The Critical Thinking Challenge | |

| |(HW) The StudyWare Challenge, Chapter | |

| |19 | |

| |(ICA) Quiz on chapter material | |

(ICA) In-Class Activities

1. Competency Evaluation, Procedure 19-10. Demonstrate the correct application of an arm sling and have the students to return the demonstration for evaluation of competency of Procedure 19-10

2. Competency Evaluation, Procedure 19-11. Show the students the proper use of a cane; then, each should role play the medical assistant and the patient for patient instruction and evaluation of competency of Procedure 19-11.

3. Competency Evaluation, Procedure 19-12. Demonstrate the three crutch gaits; have the students to practice the gaits. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-12.

4. Competency Evaluation, Procedure 19-13. Demonstrate the use of a walker; have the students to practice this. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-13.

5. Competency Evaluation, Procedure 19-14. Demonstrate the procedure for assisting a patient from a wheelchair to an examination table; have the students to practice this. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-14.

6. Competency Evaluation, Procedure 19-15. Demonstrate the procedure for assisting a patient from an examination table to a wheelchair; have the students to practice this. Following practice, put the class into pairs for the students to alternate role playing the patient and the medical assistant for evaluation of Procedure 19-15.

7. Field trip. Arrange a field trip to a durable medical equipment company (or invite a guest speaker from the same) to demonstrate each of the mobility devices discussed in this unit and discuss the importance of correct patient instruction.

8. Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.

(ICD) In-Class Discussion

1. What are the reasons a patient may require a mobility device?

Support, balance, and with ambulation it will increase mobility and stabilization

2. What is the correct flexion angle of the elbow with a cane?

25-30 degrees

3. What device is useful in assistant patients to stand and walk?

A gait belt

(HW) Homework Assignments

1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Chapter 19, Unit 4 Workbook Assignment Sheet

3. The Critical Thinking Challenge, page 1001.

4. The StudyWare Challenge, Chapter 19. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 19, Slide |Introduce the unit. |

|41 | |

|Slide 42 |Role play for greater patient empathy |

|Slide 43 |Indications for mobility devices |

|Slide 44 |Range of motion exercises |

|Slide 45 |Assistive devices—canes and crutches |

|Slide 46 |Assistive devices—walkers and wheelchairs |

|Slide 47 |Assisting with mobility |

|Slide 48 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

|Slides 49-50 |The Keys to Career Success slides emphasize the relationship of the material learned in the classroom to |

| |on-the-job success. |

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