COURSE
ESSENTIAL
STANDARD
OBJECTIVE
ESSENTIAL
QUESTIONS
7242 Health Science II
Unit B
Health science standards and
emergency procedures
3.00
B2
57%
Understand health science
standards.
3.01
B2
18%
Understand diagnostic and
therapeutic services.
 What are the responsibilities of diagnostic and therapeutic services
personnel?
 How is patient data collected and reported?
 What are basic patient care skills used by diagnostic and therapeutic
services professionals?
Unpacked Content
I.
II.
III.
Diagnostic and Therapeutic Services
A.
Diagnostic services professionals create a picture of the health status of
patients at a single point in time.
B.
Therapeutic services professionals change the health status of the patient
over a period of time.
Patient Care Process
A.
Plan patient care
B.
Implement patient care
C.
Evaluate patient care
Collect Patient Data
A.
Patient interview
1.
Demographic data
2.
Financial information
3.
Privacy Information
4.
Release of information
5.
Medical history
B.
Patient assessment
1.
Subjective/objective assessment
2.
Using senses
a)
See
b)
Hear
c)
Smell
d)
Touch
3.
Using medical instruments
a)
Ophthalmoscope
b)
Otoscope
c)
Penlight
d)
Reflex hammer
e)
Scales
f)
Sphygmomanometer
g)
Stethoscope
h)
Thermometer
7242 Health Science II
Summer 2011
Page 182
IV.
V.
VI.
VII.
Record patient data
A.
SOAP notes
B.
Subjective observations
C.
Objective observations
Report patient data
A.
Oral reports
B.
Written reports
Diagnostic Skills
A.
Vital signs
1.
Temperature
a)
Electronic thermometer
b)
Aural/tympanic thermometer
2.
Pulse
a)
Radial
b)
Apical
3.
Respirations
4.
Blood pressure
5.
Combined vital signs TPR BP
6.
Height and weight
7.
Visual acuity
a)
Snellen charts
b)
Ishihara method
c)
Tonometer
B.
Positioning the patient
1.
Sitting
2.
Horizontal recumbent (supine)
3.
Prone
4.
Sim’s
5.
Fowler’s
6.
Lithotomy
7.
Trendelenburg
C.
Laboratory procedure: Using reagent strips to test urine
Therapeutic Skills
A.
Patient movement
1.
Ambulation aids
a)
Cane
b)
Crutches
c)
Walker
i.
Standard
ii.
Folding
iii.
Rolling
iv.
Platform
7242 Health Science II
Summer 2011
Page 183
2.
3.
B.
C.
Ambulation with crutches
Transfer
a)
Chair/wheelchair
b)
Stretcher
Massage therapy
1.
Effleurage
2.
Petrissage
Optional: Respiratory therapy: Measuring lung capacity
7242 Health Science II
Summer 2011
Page 184
ACTIVITIES
1
2
3
4
Introductory Activity
 Ask students to name
various career fields in
healthcare.
 Determine if
healthcare personnel
work in a diagnostic or
therapeutic services
role.
Diagnostic and
Therapeutic Services
 Distribute handout.
 Present PowerPoint
Presentation, slides 17.
 Facilitate discussion
about diagnostic and
therapeutic services
career responsibilities.
 Students will record
notes and class
discussion on the
handout.
Collect Patient Data
 Distribute handout.
 Present PowerPoint
Presentation, slides 18.
 Facilitate class
discussion about the
patient interview.
 Students will refer to
the handout and add
notes related to class
discussion.
Obtain Medical History
 Assign student
partners.
 Review the guidelines
from the HOSA
competitive event.
 Distribute and review
7242 Health Science II
RELEVANCY TO
OBJECTIVE
RESOURCES
Students will
UNDERSTAND (B2) a
relationship between
diagnostic and
therapeutic services
personnel.
Students will
RECOGNIZE (A1) the
responsibilities of
diagnostic and
therapeutic services
personnel.
3.01 Understand
Diagnostic and
Therapeutic Services
PowerPoint Presentation,
slides 1-7
3.01 Diagnostic and
Therapeutic Services
Handout
Students will
UNDERSTAND (B2) the
patient interview in
collecting patient data.
3.01 Collect Patient Data
PowerPoint Presentation,
slides 1-8
3.01 Key Terms Related
to Collecting Patient Data
Handout (Refer to this
handout in activity # 6.)
Students will
UNDERSTAND (B2) the
patient interview.
Summer 2011
Medical Assisting
Health Occupations
Students of America
(HOSA) Competitive
Events Guidelines:
 Obtain Medical History
rubric
Page 185
5
the Obtain Medical
History rubric.
 Distribute the HOSA
History Form.
 One student from
each pair will interview
the other and
complete history form
to simulate the patient
interview at a
healthcare facility.
 The teacher may
choose to re-arrange
the students to
facilitate the interview
process for all
students.
 The teacher will
facilitate discussion by
asking:
o How did you feel
about asking your
patient these
questions?
o How did you feel
being asked these
questions?
o Why is patient
confidentiality
important?
Patient Assessment
Using the Senses
 Present PowerPoint
Presentation, slides 919, providing ample
time for reflection and
discussion of the
PowerPoint pictures.
 Distribute the
handout.
 Allow students to use
their senses by
completing the activity
as directed.
 Facilitate discussion
by asking the students
7242 Health Science II
 HOSA History Form
http://www.hosa.org/na
torg/sectb/cat-ii/ma.pdf
Students will
UNDERSTAND (B2) the
use of the senses in
collecting patient data.
3.01 Collect Patient Data
PowerPoint Presentation,
slides 9-19
3.01Using the Senses
Teacher Resource
3.01Using the Senses
Handout
Summer 2011
Page 186
6
7
8
if the assessment
matched their senses.
Why or why not?
 How are the senses
useful in patient
assessment?
Patient Assessment
Using Medical
Instruments
 Present PowerPoint
Presentation, slides
20-29.
 Demonstrate the
medical instruments
used in patient
assessment.
 Allow students to
manipulate the
medical instruments.
 Discuss how each
instrument is used.
 Refer to handout as a
reference for key
terms.
Medical Instruments
Quiz
 Distribute handout to
assess student
knowledge of medical
instruments and their
use in patient
assessment.
 Collect, grade and
return to students in a
timely manner.
Record and Report
Patient Data
 Present PowerPoint
Presentation, slides 19.
 Facilitate discussion
regarding subjective
and objective patient
data and data
documentation.
7242 Health Science II
Students will
UNDERSTAND (B2) the
use of medical
instruments in collecting
patient data.
3.01 Collect Patient Data
PowerPoint Presentation,
slides 20-29
3.01 Key Terms Related
to Collecting Patient Data
Handout (This handout
was used in activity # 3.)
Medical Instruments
Used in Patient
Assessment
Students will
UNDERSTAND (B2) the
use of medical
instruments.
3.01 Instruments Used for
Patient Assessment
Handout
Students will
3.01 Record and Report
UNDERSTAND (B2) the Patient Data PowerPoint
difference between
Presentation, slides 1-9
subjective and objective
data and responsibility of
the healthcare
professional as they
record patient data.
Summer 2011
Page 187

Students will record
notes and class
discussion in their
notebooks.
9 Subjective or
Objective?
 Present PowerPoint
Presentation, slides
10-18.
 Have the students
determine if the
information on the
PowerPoint slide
indicates a subjective
or objective
assessment.
 Facilitate discussion
about how to record
the assessment.
10 Report Patient Data
 Present PowerPoint
Presentation, slides
19-22.
 Facilitate discussion
by asking:
 How does reporting
patient data impact
the healthcare team?
 How does reporting
patient data impact
patient care?
11 Measure and Record
Temperature Using an
Electronic Thermometer
 Distribute the
handout. Refer to the
handout as a resource
for students as you
progress through the
activity.
 Present Vital Signs
PowerPoint
Presentation, slides 114.
 Facilitate discussion
7242 Health Science II
Students will
UNDERSTAND (B2) the
how to record subjective
and objective patient
data.
3.01 Record and Report
Patient Data PowerPoint
Presentation, slides 1018
Students will
UNDERSTAND (B2) the
responsibility of the
healthcare professional
as they report patient
data.
3.01 Record and Report
Patient Data PowerPoint
Presentation, slides 1922
Students will APPLY
(C3) skills to accurately
measure and record
temperature using an
electronic thermometer.
3.01 Vital Signs
PowerPoint Presentation,
slides 1-14
3.01 Key Terms Related
to Interpreting Patient
Data Handout
3.01 Measure and
Record Temperature
Using an Electronic
Thermometer Handout
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12
of measuring and
recording the
temperature and
factors that influence
body temperature.
 Distribute the
Measure and Record
Temperature Using an
Electronic
Thermometer handout
to the students.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
5-verify student
passing
Measure and Record
Temperature Using an
Aural (Tympanic)
Thermometer
 Present Vital Signs
PowerPoint
Presentation, slides
15-16.
 Facilitate discussion
of measuring and
recording the aural
temperature.
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
5-verify student
passing
7242 Health Science II
Students will APPLY
(C3) skills to accurately
measure and record
temperature using an
aural (tympanic)
thermometer.
Summer 2011
3.01 Vital Signs
PowerPoint Presentation,
slides 15-16
3.01 Measure and
Record Temperature
Using an Aural
(Tympanic) Thermometer
Handout
Page 189
13
14
Measure and Record
Radial Pulse
 Present Vital Signs
PowerPoint
Presentation, slides
17-23.
 Facilitate discussion
regarding when to use
the various pulse
sites.
 Facilitate discussion
of measuring and
recording the radial
pulse and factors that
influence the pulse.
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
5-verify student
passing
Measure and Record
Apical Pulse
 Present Vital Signs
PowerPoint
Presentation, slides
24-25.
 Facilitate discussion
of measuring and
recording the apical
pulse and when to use
an apical pulse.
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
7242 Health Science II
Students will APPLY
(C3) skills to accurately
measure and record a
radial pulse.
3.01 Vital Signs
PowerPoint Presentation,
slides 17-23
3.01 Measure and
Record Radial Pulse
Handout
Students will APPLY
(C3) skills to accurately
measure and record an
apical pulse.
3.01 Vital Signs
PowerPoint Presentation,
slides 24-25
3.01 Measure and
Record Apical Pulse
Handout
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Page 190
15
16
5-verify student
passing
Measure and Record
Respirations
 Present Vital Signs
PowerPoint
Presentation, slides
26-29.
 Facilitate discussion
of measuring and
recording respirations
and factors that
influence respirations.
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
5-verify student
passing
Measure and Record
Blood Pressure
 Present Vital Signs
PowerPoint
Presentation, slides
30-33.
 Facilitate discussion
of measuring and
recording the blood
pressure and factors
that influence blood
pressure.
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
7242 Health Science II
Students will APPLY
(C3) skills to accurately
measure and record
respirations.
3.01 Vital Signs
PowerPoint Presentation,
slides 26-29
3.01 Measure and
Record Respirations
Handout
Students will APPLY
(C3) skills to accurately
measure and record
blood pressure.
3.01 Vital Signs
PowerPoint Presentation,
slides 30-33
3.01 Measure and
Record Blood Pressure
Handout
Summer 2011
Page 191
17
18
5-verify student
passing
Measure and Record
Combined Vital Signs
 Present Vital Signs
PowerPoint
Presentation, slides
34.
 Facilitate discussion
of measuring and
recording combined
vital signs.
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
5-verify student
passing
Measure and Record
Height and Weight
 Present Vital Signs
PowerPoint
Presentation, slides
35-39.
 Facilitate discussion
of measuring and
recording height and
weight.
 What factors influence
the frequency of
weighing patients?
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
7242 Health Science II
Students will APPLY
(C3) skills to accurately
measure and record
combined vital signs.
3.01 Vital Signs
PowerPoint Presentation,
slides 34
3.01 Measure and
Record Combined Vital
Signs Handout
Students will APPLY
(C3) skills to accurately
measure and record
height and weight.
3.01 Vital Signs
PowerPoint Presentation,
slides 35-39
3.01 Measure and
Record Height and
Weight Handout
Summer 2011
Page 192
19
20
21
5-verify student
passing
Measure and Record
Visual Acuity
 Present Vital Signs
PowerPoint
Presentation, slides
40-42.
 Facilitate discussion
of measuring and
recording visual
acuity.
 Distribute the
handout.
1- review the handout
2-demonstrate the
skill
3-provide for guided
practice
4-provide for
independent practice
5-verify student
passing
Record Vital Signs
 Distribute handout.
 The students will work
together, using each
other as patients, to
obtain and record the
vital data as
requested on the
handout.
Positioning a Patient
 Present PowerPoint
Presentation.
 Facilitate discussion
on positioning
patients.
 Distribute the
handout.
1-demonstrate the
skill
2-provide for guided
practice
3-provide for
7242 Health Science II
Students will APPLY
(C3) skills to accurately
measure and record
visual acuity.
3.01 Vital Signs
PowerPoint Presentation,
slides 40-42
3.01 Measure and
Record Visual Acuity
Handout
Students will
UNDERSTAND (B2) the
proper recording of vital
signs.
3.01 Record Vital Signs
Handout
Students will
UNDERSTAND (B2) the
importance of proper
patient positioning for
assessment.
3.01 Positioning a Patient
PowerPoint Presentation
3.01 Positioning a Patient
Handout
3.01 Positions for Patient
Assessment Handout
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Page 193
22
23
24
independent practice
4-verify student
passing
 Assign Positions for
Patient Assessment
Handout as homework
or use as a quiz
tomorrow.
Using Reagent Strips to
Test Urine
 Present PowerPoint
Presentation.
 Facilitate discussion
on testing urine with a
urine reagent strip and
the type of information
obtained.
 Distribute the
handout.
1-demonstrate the
skill
2-provide for guided
practice
3-provide for
independent practice
4-verify student
passing
Patient Movement
 Present PowerPoint
Presentation, Slides
1-13.
 Facilitate discussion
on patient movement.
 Distribute the
handout.
1-demonstrate the
skill
2-provide for guided
practice
3-provide for
independent practice
4-verify student
passing
Transfer to a
Chair/Wheelchair
 Distribute the
7242 Health Science II
Students will
UNDERSTAND (B2) the
importance of proper
testing of urine.
3.01 Testing Urine
PowerPoint Presentation
3.01 Using Reagent
Strips to Test Urine
Handout
Provide “urine” to be
tested using a food
coloring and sugar
mixture.
Students will APPLY
(C3) skills to safely
assist with ambulation
with crutches.
3.01 Patient Movement
PowerPoint Presentation,
Slides 1-13
3.01 Ambulation with
Crutches Handout
Students will APPLY
(C3) skills to safely
assist with ambulation
Summer 2011
3.01 Transfer to a
Chair/Wheelchair
Handout
Page 194
25
26
27
handout.
 Review the handout
and facilitate
discussion on patient
transfer to a
chair/wheelchair.
 The teacher will:
1-demonstrate the
skill
2-provide for guided
practice
3-provide for
independent practice
4-verify student
passing
Transfer to a Stretcher
 Distribute the
handout.
 Review the handout
and facilitate
discussion on patient
transfer to a stretcher.
 The teacher will:
1-demonstrate the
skill
2-provide for guided
practice
3-provide for
independent practice
4-verify student
passing
Patient Movement
Scenarios
 Distribute the
handout.
 Students will complete
the handout as
directed.
 Grade and review the
handout as a quiz or
homework.
Massage Therapy
 Present PowerPoint
Presentation.
 Facilitate discussion
7242 Health Science II
with crutches.
Students will APPLY
(C3) skills to safely
assist with ambulation
with crutches.
3.01 Transfer to a
Stretcher Handout
Students will
UNDERSTAND (B2)
assisting with patient
movement.
3.01 Patient Movement
Scenarios Handout
Students will
UNDERSTAND (B2) the
benefits of massage and
demonstrate two types
of massage.
3.01 Massage Therapy
PowerPoint Presentation
Summer 2011
3.01 Massage Therapy
Handout
Page 195
28
29
on massage therapy.
Allow students to
discuss massage
therapy experience
they may have had.
 Distribute the
handout.
1-demonstrate the
skill
2-provide for guided
practice
3-provide for
independent practice
4-verify student
passing
Respiratory Therapy
 Invite a respiratory
therapist to visit your
classroom. Ask the
therapist to bring and
demonstrate any
portable equipment
that they work with, if
possible.
 Prior to the visit,
distribute the handout.
 In preparation for the
guest speaker, the
students will reflect as
described on the
handout.
 When the guest
arrives, the students
will use the handout to
record notes and
class discussion.
Respiratory Therapy
Optional Activity:
Use a purchased
spirometer to allow
students to measure their
lung capacity.
If this is not available, ask
students that have a Peak
Flow Meter to bring it in for
them to demonstrate. Do
7242 Health Science II
Students will
UNDERSTAND (B2) the
role of respiratory
therapy in the healthcare
setting.
Summer 2011
3.01 Guest Speaker Form
Handout
Page 196
not allow students to share
Peak Flow Meters.
7242 Health Science II
Summer 2011
Page 197
3.01 Diagnostic and Therapeutic Services
Name_________________
Handout
Date _________________
Directions: Record notes and class discussion about the responsibilities of diagnostic
and therapeutic services personnel while viewing the PowerPoint presentation. Explain
the responsibilities in your own words and give examples.
Diagnostic Services
Diagnostic and Therapeutic Services
Therapeutic Services
Examples
Plan patient care
Examples
Career Responsibilities
Explain what this means
Implement patient care
Explain what this means
Evaluate patient care
Explain what this means
7242 Health Science II
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Page 198
3.01 Diagnostic and Therapeutic Services
Name________________
Handout
KEY
Date_________________
Directions: Record notes and class discussion about the responsibilities of diagnostic
and therapeutic services personnel while viewing the PowerPoint presentation. Explain
the responsibilities in your own words and give examples.
Diagnostic Services
Diagnostic and Therapeutic Services
Therapeutic Services
create a picture of the health status of a patient at a
given time
change the health status of a patient over a period
of time
Examples (answers will vary)
Examples (answers will vary)
doctor
x-ray technician
physical therapist
dietician
laboratory technician
respiratory therapist
doctor
Career Responsibilities
Plan patient care
Explain what this means (answers will vary)
Never do anything you have not been taught to do
work within scope of practice
Is this safe
determine if a request is appropriate for
Can he/she walk that far
patient
goals
include patient in plan of care
specific to patient
develop a plan of care to meet patient
needs
Have everything together
assemble needed materials
Implement care
Explain what this means (answers will vary)
Make sure you understand what you are to do
check physician’s orders
Make sure you have the right patient
verify patient identification
Make sure patient can tolerate the
evaluate for contraindications
obtain patient’s consent
properly prepare patient
perform care in an orderly manner
perform procedure according to standards
use equipment as recommended by
manufacturer
monitor patient condition throughout
procedure
modify care as required based on patient
response
Evaluate care
patient response and/or procedure
implementation of the procedure
personal performance
analysis of information obtained
revision of treatment plan based on
information gathered
7242 Health Science II
procedure/activity
Patient says OK
Make sure he/she has the right medicine/prep/etc.
Step 1, step 2, etc.
Step 1, step 2, etc.
Follow directions
Assess patient throughout procedure or activity
Change care if patient got dizzy: sit him/her down
to rest
Explain what this means (answers will vary)
Document vital signs
Did I have all of my materials
Did I follow directions
What do I do with vitals of ……..
Change care: I will not make him/her walk as far
next time without rest.
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Page 199
3.01 Key Terms Related to Collecting Patient Data
Handout
Patient Interview
Name__________________
Demographic data
Financial data
Privacy data
Release of Information
Medical history
assessment
determination of normal versus abnormal values based on patient results
auscultation
listening to sounds produced by the body as the organs perform their
functions
objective
perceptible to the external senses; results that are measurable
observation
using the sense of sight to determine characteristics of a patient
ophthalmoscope
instrument used to examine the interior of the eyes
otoscope
instrument used for inspection of the ears
palpation
using touch (fingers) to determine physical characteristics of tissues or
organs
penlight
flashlight used to observe size and reaction of the patient’s pupils
percussion
tapping a part of the body with the fingers to determine the size, position,
and density of the organs underneath
plan
how patient results are used
record
documentation of patient results
reflex hammer
instrument used to test patient reflexes
report
telling the appropriate person information regarding a patient’s condition
sphygmomanometer
instrument used to measure arterial blood pressure
stethoscope
used to hear and amplify sounds produced by the heart and other organs
subjective
perceived by the person involved; the patient’s description of condition
tonometer
instrument used to measure intraocular pressure
7242 Health Science II
Summer 2011
Page 200
3.01 Using the Senses
Teacher Resource
Set the classroom up into centers representing the four senses used in patient assessment.
See (vision)
Smell
Touch
Hear
Provide items in each center for the students to assess. Centers might include but not be
limited to:
See (vision)
Match the eye color of classmates.
Match other items as resources allow.
Smell
Match scented candles from a collection of candles. Wrap the candles in tissue paper if they
have color.
Create matching pairs of smells using small containers with holes in the tops. Use an
assortment of common spices and herbs, candy, powder, coffee, perfume, fruit, etc. Place
cotton balls in the containers to hold the item in place. Students will match the smells.
Touch
Place an assortment of items in a paper bag that has the opening taped to only allow the entry
of one hand. Students will reach into the bag and identify the items. Items for the bag: cotton
balls, sandpaper, lace, satin, small zip-top bag of ice, etc.
Hear
1. Using a deck of cards, have a student draw a card, without showing to his/her partner, and
clap the number of times as the number on the card. The partner will document the number of
claps.
2. Create matching pairs of sounds. Place different objects in small containers. Students will
match the pairs of sounds.
Ask students to place items in the order that they found them so the next pair of students can
have a turn.
7242 Health Science II
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Page 201
3.01 Using the Senses Handout
Name ___________________
Handout
Date ____________________
Directions: Work in pairs, as assigned by the teacher. Complete the activity at each sensory
center. Record your findings in the space provided.
See (vision)
Smell
Touch
Hear
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7242 Health Science II
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Page 202
3.01 Instruments Used for Patient Assessment
Name _______________
Handout
Date________________
Directions: Identify the instruments used for patient assessment by writing the name of the
instrument on the appropriate spoke. Answer the questions at the bottom of the page related
to when these instruments would be used.
__________
__________
___________
_
Collect Patient
Data
Using Medical
___________
_
__________
Instruments
__________
___________
_
__________
__________
___________
_
Identify the tool(s) used for:
1. a neurological exam ___________________________________________________
2. measuring the pressure exerted on arterial walls _____________________________
3. weighing a patient ____________________________________________________
4. examine the retina ____________________________________________________
5. evaluate the reaction of the pupil _________________________________________
6. measuring temperature ________________________________________________
7. examine the ear _____________________________________________________
8. auscultate the apical pulse _____________________________________________
7242 Health Science II
Summer 2011
Page 203
3.01 Instruments Used for Patient Assessment
Handout
KEY
Name _______________
Date________________
Directions: Identify the instruments used for patient assessment by writing the name of the
instrument on the appropriate spoke. Answer the questions at the bottom of the page related
to when these instruments would be used.
__________
__________
__ otoscope
electronic
thermometer
__________
__
__________
ophthalmoscope
penlight
Collect Patient
Data
Using Medical
Instruments
sphygmomanometer
__________
reflex
hammer
wheelchair
scale
aural
thermometer
__________
stethoscope
__________
__
mechanical
lift with scale
__________
__________
__________
__
Identify the tool(s) used for:
1. a neurological exam ____reflex hammer_____________________________
2. measuring the pressure exerted on arterial walls __sphygmomanometer____
3. weighing a patient ___lift or chair scales_____________________________
4. examine the retina __opthalmoscope_______________________________
5. evaluate the reaction of the pupil _____penlight_______________________
6. measuring temperature _aural/electronic thermometer __________________
7. examine the ear ___ otoscope _____________________________________
8. auscultate the apical pulse ___stethoscope___________________________
7242 Health Science II
Summer 2011
Page 204
3.01 Key Terms Related to Interpreting Patient Data
Handout
Name__________________
afebrile
without fever
apnea
without respirations
arrhythmia
irregular heart rhythm
bradycardia
pulse rate under 60 beats per minute
bradypnea
slow respiratory rate, below 10 per minute
Cheyne-Stokes
abnormal breathing pattern; periods of dyspnea and apnea
cyanosis
bluish discoloration of the skin
diastolic
pressure within the walls of arteries when the left ventricle is at rest
dyspnea
difficulty breathing
febrile
elevated body temperature, above 101°F (38.3°C)
hyperopia
defect in near vision; farsightedness
hypertension
high blood pressure
hyperthermia
rectal temperature above 104°F (40°C)
hypotension
low blood pressure
hypothermia
rectal temperature below 95°F (35°C)
myopia
defect in distant vision; nearsightedness
OD
abbreviation for right eye
OS
abbreviation for left eye
OU
abbreviation for both eyes
orthopnea
severe dyspnea; requires breathing sitting or standing
pyrexia
fever
rales
bubbling or noisy respirations caused by fluid or mucous in the air passages
rhythm
regularity of the pulse, space between the beats (regular or irregular)
systole
pressure within the walls of arteries when the left ventricle is contracting
tachycardia
pulse rate above 100 beats per minute (except in children)
tachypnea
rapid, shallow respiration, over 25 per minute
volume
strength of the pulse (strong, weak, thread, bounding)
wheezing
difficult breathing with a high-pitched whistling
7242 Health Science II
Summer 2011
Page 205
3.01 Measure and Record Temperature
Using an Oral Electronic Thermometer
Handout
Name ________________
1. Assembled equipment and supplies
____
2. Washed hands
____
3. Practiced standard precautions throughout procedure
____
4. Greeted and identified patient
____
5. Identified self
____
6. Explained procedure
____
7. Questioned patient about eating, drinking or smoking
____
8. Demonstrated proper use of electronic thermometer
according to manufacturer's instructions
____
9. Removed and disposed of plastic sheath/covering in biohazardous
waste container
____
10. Recorded temperature accurately
____
11. Washed hands
____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 206
3.01 Measure and Record Temperature
Using an Aural (Tympanic) Thermometer
Handout
Name ________________
1. Assembled equipment and supplies
____
2. Washed hands
____
3. Practiced standard precautions throughout procedure
____
4. Greeted and identified patient
____
5. Identified self
____
6. Explained procedure
____
7. Removed thermometer from base and set to proper mode
____
8. Installed probe cover assured thermometer was “ready”
____
9. Positioned patient
____
10. Holding the thermometer in the proper hand, pulled he pinna up and back
____
11. Inserted the covered probe into the ear far enough to seal the canal
____
12. Accurately measured the temperature
____
13. Removed thermometer. Read and recorded temperature
____
14. Ejected probe, disposed of it properly and returned thermometer to base
____
15. Repositioned patient, observing safety checkpoints.
____
16. Recorded temperature accurately.
____
17. Washed hands.
____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 207
3.01 Measure and Record Radial Pulse
Handout
Name________________
1. Assembled equipment and supplies
____
2. Washed hands
____
3. Practiced standard precautions throughout procedure
____
4. Greeted and identified patient
____
5. Identified self
____
6. Explained procedure
____
7. Positioned patient's hand and arm so they were well supported and rested
comfortably with palm of hand turned downward
____
8. Placed fingers properly on thumb side of wrist
____
9. Assessed quality of pulse and described accurately to teacher
____
10. By exerting light pressure, counted regular pulse for 30 seconds times 2;
if irregular, counted for full minute
____
11. Counted pulse accurately within + or - 2 of teacher
____
12. Recorded pulse accurately
____
13. Washed hands
____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 208
3.01 Measure and Record Apical Pulse
Handout
Name________________
1. Assembled equipment and supplies
____
2. Cleaned earpieces and bell/diaphragm with alcohol
____
3. Washed hands
____
4. Practiced standard precautions throughout procedure
____
5. Greeted and identified patient
____
6. Identified self
____
7. Explained procedure
____
8. Placed stethoscope in ears properly
____
9. Placed stethoscope on apical area, avoiding unnecessary exposure of patient ____
10. Counted pulse for one full minute
____
11. Counted pulse accurately within + or - 2 of teacher
____
12. Assessed quality of pulse and described accurately to teacher
____
13. Recorded pulse accurately
____
14. Cleaned and replaced equipment
____
15. Washed hands
____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 209
3.01 Measure and Record Respirations
Handout
Name _________________
1. Assembled equipment and supplies
____
2. Washed hands
____
3. Practiced standard precautions throughout procedure
____
4. Greeted and identified patient
____
5. Identified self
____
6. Explained procedure
____
7. Placed hand in pulse position, or continued pulse position, to keep patient
unaware of counting
____
8. Assessed quality of respirations and described accurately to instructor
____
9. Counted regular respirations for 30 seconds times 2; if irregular,
counted for full minute
____
10. Counted respirations accurately within + or - 2 of teacher
____
11. Recorded respirations accurately
____
12. Washed hands
____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 210
3.01 Measure and Record Blood Pressure
Handout
1.
2.
3.
4.
5.
6.
7.
Name ________________
Assembled equipment and supplies
Cleaned earpieces and bell/diaphragm with alcohol
Washed hands
Practiced standard precautions throughout procedure
Greeted and identified patient
Identified self and explained procedure
Measured blood pressure:
a. Exposed patient's arm, extending arm with palm up
b. Wrapped deflated cuff around patient's arm above the elbow,
snugly and smoothly
c. Centered the bladder over the brachial artery, 1 - 1 1/2" above the elbow
d. With one hand, closed valve on bulb, clockwise
e. Palpated radial pulse
f. Inflated cuff to 30mm Hg above pulse disappearance
g. Opened valve slowly until radial pulse detected
h. Reported palpated pressure and maximum inflation level to teacher
i. Deflated cuff completely and waited 15-30 seconds
j. Positioned earpieces of stethoscope in ears
k. Palpated brachial artery
l. Placed bell of stethoscope over brachial artery
m. Rapidly inflated cuff to the maximum inflation level
n. Released the air in the cuff at a rate of 2-3 mm Hg/second, silently noting
systolic/diastolic pressures
o. Listened for 10-20 mm Hg below the last sound heard to confirm
disappearance, then deflated cuff rapidly
p. Removed cuff from patient's arm, made pt. comfortable
8. Recorded blood pressure accurately
9. Obtained accurate systolic and diastolic readings within + or - 2 of teacher
10. Cleaned earpieces of stethoscope and replaced equipment
11. Washed hands
12. Recorded results.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 211
3.01 Measure and Record Height and Weight
Handout
Name _________________
1. Assembled equipment and supplies
2. Washed hands
3. Balanced scales at zero
4. Placed paper towel on foot platform of scale if appropriate
5. Greeted and identified patient
6. Identified self and explained procedure
7. Told patient to remove shoes or slippers if appropriate
8. Positioned patient on scale
a. Assisted as needed
b. Positioned in center of platform
c. Positioned feet slightly apart
9. Balanced scale correctly
10. Recorded weight accurately
11. Assisted patient off scale and raises height bar
12. Assisted patient back on scale with back toward scale
13. Asked patient to stand erect while positioning bar correctly, just touching top
of head
14. Accurately read measurement
15. Assisted patient off scale after raising height bar
16. Recorded height accurately
17. Replaced all equipment with weight beams to zero and height bar lowered
18. Washed hands
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 212
3.01 Measure and Record Visual Acuity
Handout
Name _____________________
1. Assured that chart is at patient's eye level, and tape is 20 feet from chart
____
2. Washed hands
____
3. Greeted and identified patient
____
4. Identified self
____
5. Explained procedure
____
6. Had patient stand with heels on 20 foot mark
____
7. Asked patient to remove corrective lenses if needed
____
8. Had patient cover left eye gently with occluder
____
9. Instructed patient to keep both eyes open during testing
____
10. Instructed patient to verbally identify letters/pictures on chart, beginning with
the smallest line the patient could read comfortably
____
11. Recorded smallest line patient could read comfortably
____
12. Used correct charting abbreviations to record results
____
13. Properly repeated procedure for the left eye
____
14. Used correct charting abbreviations to record results
____
15. Noted any observations such as squinting or turning head to see
____
16. Cleaned occluder with alcohol
____
17. Washed hands
____
Students must safely complete 90% of the steps to pass.
Passing Date: _______________________
Evaluator ___________________________
Comments:
7242 Health Science II
Summer 2011
Page 213
3.01 Record Vital Patient Data
Handout
Name _________________
Date__________________
Directions: Record the vital signs of classmates on the chart below.
Patient Name __________________________
Patient Name _____________________
Temperature __________________________
Temperature _____________________
Pulse ________________________________
Pulse ____________________________
Blood Pressure ________________________
Blood Pressure ___________________
Height _______________________________
Height ___________________________
Weight _______________________________
Weight __________________________
Vision ________________________________
Vision ___________________________
Patient Name __________________________
Patient Name _____________________
Temperature __________________________
Temperature _____________________
Pulse ________________________________
Pulse ____________________________
Blood Pressure ________________________
Blood Pressure ___________________
Height _______________________________
Height ___________________________
Weight _______________________________
Weight __________________________
Vision ___________________________
Vision ___________________________
7242 Health Science II
Summer 2011
Page 214
3.01 Positioning a Patient for Assessment
Handout
Name _____________________
1.
2.
3.
4.
5.
6.
Assembled equipment and supplies
Washed hands
Greeted and identified patient
Identified self and explained procedure
Assisted patient with gown and onto table
Horizontal recumbent (supine)
a. Assisted patient to lie on back with arms at side
b. Used small pillow for head
c. Draped with one sheet/drape, hung loosely
7. Prone
a. Turned patient toward self
b. Positioned patient on abdomen with arms flexed by head
c. Positioned head to side on small pillow
d. Draped with one sheet/drape, hung loosely
8. Sim's or left lateral
a. Turned patient onto left side
b. Positioned left arm behind back, right arm bent at elbow in front of body
c. Turned head to side on small pillow
d. Flexed left leg slightly, right leg to abdomen
e. Draped with one sheet/drape, hung loosely
9. Fowler's
a. Positioned patient on back with small pillow under head
b. Elevated head and back 25 degrees for low-Fowler's
c. Elevated head and back 45 degrees for semi-Fowler's
d. Elevated head and back 90 degrees for high-Fowler's
e. Flexed knees slightly and supports with pillow
f. Draped with one sheet/drape, hung loosely
10. Lithotomy
a. Patient positioned on back, arms at sides, buttocks at end of table
b. Placed pillow under head
c. Flexed and separated knees and placed feet in stirrups
d. Used diamond shaped draping procedure
e. Dropped lower end of table
11. Trendelenburg
a. Positioned patient on back
b. Inclined table/bed with head lower than body
c. Draped correctly with one sheet/drape
d. Remained with patient at all times
12. Assisted patient off table and to dress
13. Cleaned and replaced all equipment
14. Washed hands
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Students must safely complete 90% of the steps to pass.
Passing date: _________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 215
3.01 Positions for Patient Assessment
Handout
Name___________________
Date ___________________
Directions: Record the name of the proper position for the patient to be examined for
each symptom listed.
1. abdominal pain _______________________________________
2. becomes dizzy during procedure _________________________
3. breast exam __________________________________________
4. chest pain ___________________________________________
5. hemorrhoids _________________________________________
6. rectal exam ___________________________________________
7. removal of abdominal stitches ___________________________
8. shortness of breath ____________________________________
9. vaginal exam _________________________________________
10. wheezing ____________________________________________
7242 Health Science II
Summer 2011
Page 216
3.01 Positions for Patient Assessment
Handout
KEY
Name___________________
Date ___________________
Directions: Record the name of the proper position for the patient to be examined for
each symptom listed.
1. abdominal pain ___ supine, horizontal recumbent_____________
2. becomes dizzy during procedure ____ Trendelenburg__________
3. breast exam ______ supine, horizontal recumbent____________
4. chest pain _____ supine, Fowler’s_________________________
5. hemorrhoids ____ Sims’_________________________________
6. rectal exam _____ Sims’_________________________________
7. removal of abdominal stitches __ supine, horizontal recumbent__
8. shortness of breath ____ Fowler’s_________________________
9. vaginal exam ____ lithotomy_____________________________
10. wheezing ____ Fowler’s_______________________________
7242 Health Science II
Summer 2011
Page 217
3.01 Using Reagent Strips to Test Urine
Handout
Name___________________
1. Assembled equipment and supplies
2.
3.
4.
5.
6.
7.
8.
7.
8.
Read instructions for the reagent strip.
Washed hands, put on gloves
Practiced standard precautions throughout procedure
Greeted and identified patient
Identified self and explained procedure
Obtained a fresh urine specimen
Gently rotated the container to mix the specimen
Held reagent strip by clear end and immersed in specimen
Removed immediately, tapped against side of container to remove
excess urine
9. Held strip up to color comparison chart, noting the exact time
10. Read reagent areas at correct time intervals
11. Rechecked all readings (repeated entire process if necessary)
12. Discarded strip and urine appropriately
13. Cleaned work area with disinfectant, cleaned and replaced equipment
14. Removed gloves, washed hands
15. Accurately recorded information on the chart or lab slip
16. Reported abnormal readings to supervisor
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Students must safely complete 90% of the steps to pass.
Passing date ________________________
Evaluator ______________________________
Comments:
7242 Health Science II
Summer 2011
Page 218
3.01 Ambulation with Crutches
Handout
Name_______________
Note: The gait used for the purpose of providing this checklist for competency
evaluation is the swing-to-gait.
1. Obtained instructions or checked authorization
____
2. Assembled equipment – checked crutches, rubber suction tips, axillary
bar and hand rest padding
____
3. Washed hands
____
4. Greeted and identified patient
____
5. Identified self
____
6. Explained procedure
____
7. Put shoes/slippers on patient as appropriate
____
8. Assisted patient to standing position with crutches at each side
____
9. Checked the measurement of the crutches and notified the physical therapist
if adjustments needed
____
10. Instructed patient to balance weight on foot or feet.
Moved both crutches forward
____
11. Instructed patient to transfer weight forward
____
12. Instructed patient to swing body forward using shoulder and arm strength
____
13. Repeated steps 10-12 as instructed and tolerated by patient
____
14. Monitored progress and provided feedback to patient on gait performance and
avoidance of resting weight on axillary bar rest
____
15. Assisted patient back to bed/chair
____
16. Replaced equipment
____
17. Washed hands
____
18. Reported/recorded procedure accurately
____
Students must safely complete 90% of the steps to pass.
Date passing: ______________________
Evaluator _________________________
Comments:
7242 Health Science II
Summer 2011
Page 219
3.01 Transfer to Chair/Wheelchair
Handout
1.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Name _________________
Assemble equipment
Washed hands
Practiced standard precautions throughout procedure
Greeted and identified patient
Introduced self
Explained procedure and provided privacy
Determined which side of bed to use and placed chair at
head of bed
Locked wheels of wheelchair and folded up foot rest
Lowered bed and locked wheels
Elevated the head of the bed
Lowered the side rails on the exit side of the bed
Fanfolded the bed linen to the foot
Assisted patient to dangle feet and maintained patient safety
Put robe and slippers on patient
Transferred patient into chair / wheelchair
a.
Assisted patient to stand at bedside
b.
Assisted patient pivot and sit down in chair
c.
Adjusted footrest to wheelchair as needed
Draped patient with blanket / sheet
Attached safety belt / took safety measures for chair
Checked to assure patient comfort with call bell and supplies
within reach
Recorded / reported information accurately
_____ .
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 220
3.01 Transfer to Stretcher
Handout
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
19.
20.
21.
22.
23.
24.
25.
Name _________________
Checked order or obtained authorization
Assembled equipment and supplies
Washed hands and put on gloves if indicated
Identified patient and explained procedure
Screened unit
Elevated bed to level of stretcher
Locked bed to prevent movement
Lowered siderails on side of transfer
Draped patient with bath blanket
Positioned stretcher parallel to bed
Locked wheels on stretcher
Held stretcher against bed with weight of body
Held up bath blanket while patient slid across to stretcher
Assisted patient as needed
Positioned patient in correct alignment
Locked safety belt (s) across patient
Elevated siderails on stretcher
Transported with two team members:
a.
One at head and one at foot
b.
Moved slowly on right side of hall
c.
Moved patient feet forward
Returned patient to bed correctly by reversing transfer procedure
Positioned patient in proper alignment
Elevated siderails and lowered bed to lowest level
Positioned call signal and supplies within reach
Replaced equipment and leaves area neat and clean
Washed hands
Recorded or reported information accurately
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Students must safely complete 90% of the steps to pass.
Passing date: ________________
Evaluator ____________________
Comments:
7242 Health Science II
Summer 2011
Page 221
3.01 Patient Movement Case Scenarios
Handout
Name_________________
Date__________________
Directions: Determine the appropriate device and gait to be used in the following
scenarios.
1. Eighty-five-year-old patient with total hip replacement on right
Order: weight bearing as tolerated on right leg
__________________________________________________________________
2. Sixty-three-year-old male status post CVA with right hemiparesis
Order: needs ambulation aid to walk
__________________________________________________________________
3. Ten-year-old child with spastic diplegic cerebral palsy
Order: full weight bearing but needs assistive device
__________________________________________________________________
4. Fifteen-year-old with fractured right ankle
Order: non-weight bearing right leg
__________________________________________________________________
7242 Health Science II
Summer 2011
Page 222
3.01 Patient Movement Case Scenarios
Handout
KEY
Name_________________
Date__________________
Directions: Determine the appropriate device and gait to be used in the following
scenarios.
1. Eighty-five-year-old patient with total hip replacement on right
Order: weight bearing as tolerated on right leg
________walker with three point step to gait pattern_____________________
2. Sixty-three-year-old male status post CVA with right hemiparesis
Order: needs ambulation aid to walk
________cane with 3 point pattern ____________________________________
3. Ten-year-old child with spastic diplegic cerebral palsy
Order: full weight bearing but needs assistive device
________crutches with 2 or 4 point gait pattern__________________________
4. Fifteen-year-old with fractured right ankle
Order: non-weight bearing right leg
________crutches, swing through with 2 point__________________________
7242 Health Science II
Summer 2011
Page 223
3.01 Massage Therapy Skill
Handout
Name_________________
1. Obtained instructions or checked authorization
____
2. Provided a private, calm location
____
3. Washed hands
____
4. Greeted and identified patient
____
5. Identified self
____
6. Explained procedure
____
7. Positioned patient in chair
____
8. Clean the feet with a foot soak
____
9. Soak feet for 5 – 10 minutes
____
10. Apply lotion or cream and massage each foot completely with gentle strokes ____
11. Include the top and bottom of the foot from toes to ankle
____
12. Started massage with effleurage
____
13. Follow with deeper strokes. Using both hands, place fingers on bottom and
thumbs on top. Firmly slide thumbs between tendons of ankles and toes
____
14. Massage the soles of the feet using circular motions with thumbs of the entire
bottom of foot.
____
15. Rub your toes with gentle, circular motions. Gently bend and rotate each
Toe. Use circular motion to massage each toe individually.
____
16. Finished massage with effleurage – all over gentle massage from #10
____
17. Assisted patient with clothing and back to bed/chair
____
18. Replaced equipment
____
19. Washed hands
____
20. Reported/recorded procedure accurately
____
Students must safely complete 90% of the steps to pass.
Passing date: _____________________
Evaluator _________________________
Comments:
7242 Health Science II
Summer 2011
Page 224
3.01 Guest Speaker Form
Handout
Name ________________
Date _________________
Directions: Answer the following questions based on the speaker’s area of study.
Pre-reflection (What do you know about this speaker’s subject? What would you like
to know?) _____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Speaker’s name _______________________________________________________
Occupation ___________________________________________________________
Place of employment ___________________________________________________
Notes from speaker’s presentation ________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Questions you would like to ask __________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7242 Health Science II
Summer 2011
Page 225
What to Do if a Mercury Thermometer Breaks
Teacher Resource
NOTE: these instructions also apply to spills from other sources, if the amount spilled is less than
or similar to the amount in a thermometer
Have everyone else leave the area; don't let anyone walk through the mercury on their
way out. Make sure all pets are removed from the area. Open all windows and doors to
the outside; shut all doors to other parts of the house.
 DO NOT allow children to help you clean up the spill.
 Mercury can be cleaned up easily from the following
surfaces: wood, linoleum, tile and any similarly smooth
surfaces.
 If a spill occurs on carpet, curtains, upholstery or other
absorbent surfaces, these contaminated items should be
thrown away in accordance with the disposal means
outlined below. Only cut and remove the affected portion
of the contaminated carpet for disposal.
Items needed to clean up a small mercury spill
1. 4-5 ziplock-type bags
2. trash bags (2 to 6 mils thick)
3. rubber, nitrile or latex gloves
4. paper towels
5. cardboard or squeegee
6. eyedropper
7. duct tape, or shaving cream and small paint brush
8. flashlight
9. powdered sulfur (optional)
Cleanup Instructions
1. Put on rubber, nitrile or latex gloves.
2. If there are any broken pieces of glass or sharp objects, pick them up with care.
Place all broken objects on a paper towel. Fold the paper towel and place in a zip
lock bag. Secure the bag and label it as directed by your local health or fire
department.
3. Locate visible mercury beads. Use a squeegee or cardboard to gather mercury
beads. Use slow sweeping motions to keep mercury from becoming uncontrollable.
Take a flashlight, hold it at a low angle close to the floor in a darkened room and
look for additional glistening beads of mercury that may be sticking to the surface or
in small cracked areas of the surface. Note: Mercury can move surprising distances
on hard-flat surfaces, so be sure to inspect the entire room when "searching."
4. Use the eyedropper to collect or draw up the mercury beads. Slowly and carefully
squeeze mercury onto a damp paper towel. Place the paper towel in a zip lock bag
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5.
6.
7.
8.
9.
and secure. Make sure to label the bag as directed by your local health or fire
department.
After you remove larger beads, put shaving cream on top of small paint brush and
gently "dot" the affected area to pick up smaller hard-to-see beads. Alternatively, use
duct tape to collect smaller hard-to-see beads. Place the paint brush or duct tape in
a zip lock bag and secure. Make sure to label the bag as directed by your local
health or fire department.
OPTIONAL STEP: It is OPTIONAL to use commercially available powdered sulfur to
absorb the beads that are too small to see. The sulfur does two things: (1) it makes
the mercury easier to see since there may be a color change from yellow to brown
and (2) it binds the mercury so that it can be easily removed and suppresses the
vapor of any missing mercury. Where to get commercialized sulfur? It may be
supplied as mercury vapor absorbent in mercury spill kits, which can be purchased
from laboratory, chemical supply and hazardous materials response supply
manufacturers.
Note: Powdered sulfur may stain fabrics a dark color. When using powdered sulfur,
do not breathe in the powder as it can be moderately toxic. Additionally, users
should read and understand product information before use.
If you choose not to use this option, you may want to request the services of a
contractor who has monitoring equipment to screen for mercury vapors. Consult
your local environmental or health agency to inquire about contractors in your area.
Place all materials used with the cleanup, including gloves, in a trash bag. Place all
mercury beads and objects into the trash bag. Secure trash bag and label it as
directed by your local health or fire department.
Contact your local health department, municipal waste authority or your local fire
department for proper disposal in accordance with local, state and federal laws.
Remember to keep the area well ventilated to the outside (i.e., windows open and
fans in exterior windows running) for at least 24 hours after your successful cleanup.
Continue to keep pets and children out of cleanup area. If sickness occurs, seek
medical attention immediately. For additional information on health effects, the
Agency for Toxic Substances and Disease Registry (ATSDR) provides a Mercury
Fact Sheet that also presents information on health effects related to exposures to
vapors from metallic mercury.
Recommendation: If there are young children or pregnant women in the house, seek
additional advice from your local or state health or state environmental agency.
http://www.epa.gov/mercury/spills/#thermometer
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3.01 Prototype Assessment Items
Note: These items illustrate the types of items used in the item bank for this objective.
All items have been written to match the cognitive process of the understand verb in the
objective. Questions require students to interpret, summarize or explain concepts
related to and responsibilities of diagnostic and therapeutic services personnel. These
exact questions will not be used on the secured test, but questions in similar formats will
be used.
These assessment items may be used as prototypes by teachers and students to
generate similar items to comprise formative assessments for you classroom. This
strategy is especially helpful during the field test year when classroom item banks are
not available. Results of formative assessment should be used to diagnose levels of
mastery, determine if re-teaching is needed, and guide further instruction.
1.
Obtaining a medical history to assist in the diagnosis of a patient who presents
with abdominal pain is an example of:
a.
planning patient care.
b.
implementing patient care.
c.
collecting patient data.
d.
evaluating patient information.
Answer: C
2.
A certified medical assistant gathered the supplies needed to assist the physician
with the physical exam. Which component of patient care is she participating in?
a. Collecting patient data
b. Evaluating patient care
c. Implementing patient care
d. Planning patient care
Answer: D
3.
The nurse assessed the three-month-old patient’s irregular pulse using which
pulse site?
a.
Apical
b.
Brachial
c.
Dorsalis pedis
d.
Radial
Answer: A
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