CHAPTER 1
WHERE YOU WORK
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
What is long term care?
 Medical care
 Nursing and rehabilitative care
 Personal care
 Residential care
 Define what makes life worth living
Discussion; small group
activity; lecture
Discussion; small group
activity
Discussion
Why are people admitted to long term care?
 The long term care population
 List the types of care offered in long term care
 Describe a Long Term Care facility
 List four services provided in long term care

Give two reasons why people are admitted
to long term care
Discussion; lecture
Who provides care in a long term care facility?

Define the role of the members of the
interdisciplinary health care team
Lecture; discussion
How is care paid for?
 Medicare
 Medicaid
 Personal resources
 Managed care plans
 Long term care insurance

Explain how care is paid for
Who oversees long term care?
 Describe the agency that oversees long term
care
Lecture; discussion
CHAPTER 2
Starting Your Job: What to Expect
Curriculum Outline
Content
Providing care
 Providing the best care possible
 Mindful caregiving
 Understanding residents’ routines
 Values and culture
 Ethics
 Developing trust
The interdisciplinary team
 Developing a relationship with the
charge nurse
 Developing relationships with coworkers
 Daily assignments
Approaches to care
Factors that influence care
Behavioral Objective
Suggested Activities

Explain what is meant by mindful
caregiving
List ten questions to ask when learning
about a resident’s routine
Define ethical decisions
Group activities; lecture; discussion


Describe the nursing team
Explain the importance of developing a
trusting relationship with the charge nurse
and co-workers
Small group activity; lecture;
discussion
Small group activity; lecture

List three questions to ask when receiving
an assignment
Small group activity

Describe the three different approaches to
care
Discussion; group activities

List at least three factors that influence
care


Job functions

Taking care of yourself
 Coping with stress
 Coping with your emotions

Describe four essential job functions
common in nurse assistant job descriptions
Describe two ways to take care of yourself
Lecture; discussion
Lecture; discussion
Lecture; discussion
Group presentations; discussion;
flip chart /student responses
CHAPTER 3
Understanding People
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Psychosocial wellbeing
 Discovering the resident

Describe how to know a resident
Group presentations; discussion;
Lecture

Lecture; flip chart; discussion;
group presentations

List Erickson’s eight stages of psychosocial
development
Define Maslow’s hierarchy of needs

List ways to meet resident’s needs
Flip chart /student responses;
discussion;

Describe how knowing a resident’s history
will help understand resident’s needs
Lecture; group presentations; flip
chart /student responses;
discussion
Gaining an understanding of residents
 Erikson’s eight stages of psychosocial
development
 Maslow’s hierarchy of needs
- Physical needs
- Safety and security needs
- Social needs
- Self-fulfillment needs
 Other needs of residents
- Sexual needs
- Spiritual needs
 Cultural and values differences
 Meeting different needs
Understanding a resident’s history
Chapter 4
Understanding People’s Rights
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESED ACTIVITIES
Legal rights

Define rights
Right to exercise one’s rights
 How to assist residents to exercise
their rights

List the rights in the Residents’ Bill of Rights
Flip chart /student responses;
discussion; lecture
Flip chart /student responses;
discussion; group presentations


Define terms used for abuse
List what is required in an abuse program
Flip chart /student responses;
Discussion

Define the role of the ombudsman
Lecture
Right to privacy and confidentiality
 How to protect resident’s rights to
privacy
Right to information
 Your responsibilities for providing
information
Right to choose
 How to help residents exercise their
right to choose
Right to notification of change
 When to notify residents of change
Protection of resident’s personal funds
 Your responsibility regarding
resident’s funds
Grievance rights
 Your responsibility regarding resident
grievances
Admission, transfer and discharge rights
 Your role in transfers and
discharges
Right to be free from restraint and abuse
 What you can do to be free from
abuse
Ombudsman program
Chapter 5
Your Role in Ensuring Quality of Life
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
What is dignity?
 How perception influences dignity
 Changing a resident’s self-perception

Describe why treating a resident with dignity
is important
Flip chart /student responses;
lecture; discussion; group
presentations
Considering the resident as a customer
 How to add customer service into your
caregiving

Describe what a customer service focus
means for a nurse assistant
Flip chart /student responses;
lecture; discussion
Activities

Explain the importance of activities for
residents
Lecture; discussion

Describe the principles of the Eden
Alternative
Flip chart /student responses;
lecture; discussion
Honoring a resident’s life
 Who is Anna Mae Halgrim Seaver?
Helping the resident to redefine their life
What difference does promoting dignity make?
Quality of life
A different way to provide care
Chapter 6
The Role of the Family
Curriculum Outline
CONTENT
BEHAVIOR OBJECTIVE
SUGGESTED ACTIVITIES
What is family?
 The family as customer

Discussionl; role play; lecture;
flip chart /student responses;
lecture; discussion
Why is family important?
State why family is important
What happens to families when residents get
admitted?
 The adjustment process
 Guilt
 Anger
 Uncertainty
 Sadness
 Loss of control
 Relief
Define family

Define the family’s adjustment process
Flip chart /student responses;
lecture; discussion;
group presentations

Explain how to develop a relationship with
the family
Flip chart /student responses;
discussion

Describe how to make the resident’s family
feel part of the health care team
Group presentations;
discussion
Your relationship with the family
Involving the family in care
 Communicating effectively with family
members
Family visits
 Managing family members’ expectations
 When families express distress
When you become like a family member
Chapter 7
Communication
Curriculum Outline
CONTENT
How we communicate
 Verbal communication
 Nonverbal communication/body language
 Touch
 Listening
 Validating communication
Promoting effective communication
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES

List ways to make verbal communication
effective
Explain the importance of nonverbal
communication, touch, and listening
Flip chart /student responses;
discussion; lecture; small
group activity
Group presentations;
discussion

List general guidelines for good
communication and active listening
Discussion; lecture; flip chart
/student responses

Explain ways to communicate with residents
who have special communication needs
Group presentations; role
plays; discussion

Describe ways to handle residents’
inappropriate behavior or aggression
Discussion; flip chart /student
responses; lecture

Describe how to resolve conflicts
Discussion; flip chart /student
responses; lecture, group
presentations

Explain when it is OK to talk about yourself
with residents

Demonstrate proper telephone courtesy

Ending a conversation
Problems of ineffective communication
Special communication needs
 Communicating with demanding residents
 Communicating with residents who need
encouragement
 Communicating with residents with visual
impairment
 Communicating with residents with hearing
impairment
 Communicating with residents who are
depressed
 Communicating with residents with
cognitive
 impairment
 Communicating with residents with speech
impairment
Communication and inappropriate behavior
 Responding to sexual advances
 Responding to sexual abuse
Conflict resolution
 Understanding yourself
 Reactions to conflict
 Nondefensive communication
 Effective communication when conflict
occurs
 Steps for conflict resolution
Communicating about yourself
Telephone courtesy
Lecture
Lecture
Chapter 8
Documentation Principles and Procedures
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Gathering information about residents and their
care activities
 Residents
 The resident’s chart
 Other communication devices
 Other people
 Facility policies and procedures

Name all the locations where resident
information can be found
Small group activity;
responses; discussion;
lecture; flip chart /student
responses
The difference between objective and subjective
information

Explain the difference between objective
and subjective information
Flip chart /student responses;
discussion; lecture; group
presentations

Explain your role in the care planning
process
Flip chart /student responses;
optional group activity

Explain when and how to report and
document information
Resident assessment
 Quality indicators
Resident care plan
 Your role in the care plan meeting
How to report information
 Routine reporting
 Immediate reporting
 “By a certain time” reporting
Lecture; group presentations;
flip chart /student responses
Incident reports
Your role in documentation
 Guidelines for documentation
 Correcting a mistake in documentation
Common medical terms and abbreviations
Group activity; lecture

Identify medical terminology and
abbreviations
Chapter 9
Prevention and Control of Infection
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVES
TRAINING


Discussion; responses;
lecture; flip chart ; group
activity listing responses
How microorganisms cause infections
How microorganisms are transmitted: the chain
of infection
 The microorganism
 The reservoir
 Portal of exit from the reservoir
 Modes of transmission from the reservoir
 Direct transmission
 Indirect transmission
 Airborne transmission
 Portal of entry into susceptible host
 Susceptible host
State how microorganisms are transmitted
Describe how the body responds to infection
 Define your role in identifying the signs,
symptoms, and clues of infection
Lecture; flip charts
Handwashing

Demonstrate the skill of handwashing
Lecture; skill demonstration;
practice; skills check-off
Using barriers
 Gloves
 Gowns
 Disposable plastic aprons
 Eye protection

Demonstrate the proper way to put on and
remove gowns, aprons, gloves, masks, and
eye protection
Lecture; skill demonstration;
practice; skills check-off

Explain your facility’s policies and
procedures related to isolation precautions

State your role in cleaning objects and
disposing of solid items in the resident’s
environment
Strategies for breaking the chain of infection
 Handwashing and other strategies
 Breaking the chain at the mode of
transmission link
 Breaking the chain at the susceptible host
link
Isolation precautions
 Transmission-based precautions
- Airborne precautions
- Droplet precautions
- Contact precautions
 Applying isolation precautions
 Psychosocial needs of residents on
isolation precautions
Cleaning, disinfection, and sterilization
 Cleaning
 Disinfection
 Sterilization
 Designated clean and dirty areas of the
facility
Flip chart /student responses
lecture; discussion
Flip chart /student responses
Chapter 10
Personal Injury Prevention and Protection
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Protecting yourself from bloodborne infections
 Standard precautions
- Handwashing
- Gloves
- Mask, eye protection, face shield
- Gown
- Resident care equipment
- Environmental control
- Linen
- Occupational health and bloodborne
pathogens
- Resident placement

Explain standard precautions
Lecture; discussion;
demonstration
OSHA Bloodborne Pathogens Standard
 Preventing needlesticks
 Exposure control plan
 Engineering and work practice controls
 Personal protective equipment
 Housekeeping
 Hepatitis B vaccination and postexposure evaluation and follow-up
 Information and training requirements
 Information and bloodline pathogens
 HIV and AIDs
 Hepatitis B and Hepatitis C
 Nurse assistant tasks involving exposure to
blood

Define the OSHA Bloodborne Pathogens
standard
Flip chart; lecture; group
presentations; discussion

Define ergonomics
Flip chart; lecture

List at least ten common sense rules for
preventing injury
Demonstration; discussion; flip
chart /student participation;
lecture

Demonstrate good body mechanics
Flip chart; lecture; small group
activity; discussion;
demonstration; return
demonstration
Preventing resident falls
 Why residents fall
 Preventing falls
- Devices and equipment used to prevent
falls

Describe how to prevent resident falls
Lecture; demonstration
Environmental awareness
 Wet floor
 Electrical safety
 Chemical safety

Discuss your role in preventing injuries
Lecture; group presentations
discussion
Special equipment and supplies for infection
prevention and control
 Wastes requiring special handling
Injury Prevention (Ergonomics)
Mindful decision making: injury prevention
 Common sense rules
 Residents
 Nurse assistant
 Environment
Body mechanics
 Principles of body mechanics
- Step 1: things to consider
- Step 2: prepare yourself
- Step 3: determine how to move





Material Safety Data Sheets (MSDS)
Container labeling
Emergency first aid for chemical exposures
The “Right to Know” law
Safety around oxygen
Disaster preparedness
 Weather
 Fire
- If you are first to notice a fire
- If a fire alarm sounds on another wing or
unit
- If an evacuation is ordered
Incident reporting

Discuss their role in disaster preparedness
Flip chart ; Appendix D
review; lecture; discussion
Chapter 11
The Aging Process and Disease Management
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Learn how residents feel about aging

Identify four general characteristics of aging
Flip chart; discussion;
lecture
Avoid labeling

Explain why no one should be labeled by
disease or condition
Acute versus chronic problems

Define the terms acute, chronic, observation,
signs, and symptoms
Cancer

Infection
 Localized responses
 Whole body responses
 Silent responses
Explain the importance of early detection of
cancer

Describe how the body responds to infection
Flip chart /student responses;
lecture; discussion
Flip chart; lecture; small group
activity; discussion
Identifying signs and symptoms of
common infections
 Clues to infection in older adults
 Putting together clues to infection
Integumentary system (skin)
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the
 integumentary system
- Dry skin
 Signs and symptoms of dry skin
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
- Contact dermatitis
Signs and symptoms of contact
dermatitis
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
Musculoskeletal system
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the musculoskeletal
system
- Arthritis
 Signs and symptoms of arthritis
 Identify the structure, function and aging-related
changes of the 10 body systems

Give an example of each body system’s changes
as the body ages

Give five examples of information that should be
reported to the nurse

Complete a resident’s chart with a description of
an illness, disease or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care.
Pre-assigned group
presentations
or
Flip chart; lecture

Pre-assigned group
presentations
or
Flip chart; lecture



Identify the structure, function and aging-related
changes of the 10 body systems
Give an example of each body system’s changes
as the body ages
Give five examples of information that should be
reported to the nurse
Complete a resident’s chart with a description of
an illness, disease or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care.
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
- Osteoporosis
 Signs and symptoms of
osteoporosis
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
Respiratory System
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the
 respiratory system
- Cold and flu
 Signs and symptoms
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
 Sputum specimens
- Pneumonia
 Signs and symptoms of
pneumonia
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
- Chronic obstructive pulmonary
disease (COPD)
 Signs and symptoms of COPD
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
Circulatory system
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the circulatory
system
- Congestive heart failure (CHF)
 Signs and symptoms of CHF
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
- Peripheral vascular disease
 Signs and symptoms of
peripheral
 vascular disease








Identify the structure, function and aging-related
changes of the 10 body systems
Give an example of each body system’s changes
as the body ages
Give five examples of information that should be
reported to the nurse
Complete a resident’s chart with a description of
an illness, disease or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care.
Identify the structure, function, and aging-related
changes of the circulatory system
Give an example of the system’s aging changes
Give five examples of information that should be
reported to the nurse
Complete a patient chart with a description of an
illness, disease, or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care
Pre-assigned
Group presentations, skill
demonstration, skills practice,
skills check-off
or
Flip chart; lecture, skill
demonstration, skills practice,
skills check-off
Pre-assigned group
presentations; skill
demonstration; skills practice;
skills check-off
or
Flip chart; lecture; skill
demonstration; skills practice,
skills check-off
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
- Coronary artery disease
 Signs and symptoms of coronary
 artery disease
 Nurse assistant’s role in
observation
 Goals of care
 Interventions or skills for care
- Cerebral vascular accident (CVA)
 Signs and symptoms of CVA
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
Digestive system
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the digestive system
- Constipation
 Signs and symptoms of
constipation
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
- Diarrhea
 Signs and symptoms of diarrhea
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
Urinary system
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the urinary system
- Urinary tract infections
 Signs and symptoms of urinary
tract infections
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
- Urinary incontinence
 Signs and symptoms of urinary
incontinence
 Nurse assistant’s role in
observation and intervention








Identify the structure, function, and aging-related
changes of the circulatory system
Give an example of the system’s aging changes
Give 5 examples of information that should be
reported to the nurse
Complete a patient chart with a description of an
illness, disease, or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care
Identify the structure, function, and aging-related
changes of the circulatory system
Give an example of the system’s aging changes
Give five examples of information that should be
reported to the nurse
Complete a patient chart with a description of an
illness, disease, or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care
Pre-assigned
Group presentations; skill
demonstration; skills practice;
skills check-off
or
Flip chart; lecture; skill
demonstration; skills practice;
skills check-off
Pre-assigned
group presentations; skill
demonstration; skills practice;
skills check-off
or
Flip chart; lecture; skill
demonstration; skills practice;
skills check-off
 Goals of care
 Interventions or skills for care
 Bladder training program
 Prompted training program
 General guidelines for resident
care during bladder training and
thereafter
 Applying a disposable brief or
panty liner
 Urinary catheter care
Nervous system
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the nervous system
- Multiple sclerosis
 Signs and symptoms of multiple
 sclerosis
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
- Parkinson’s disease
 Signs and symptoms of
Parkinson’s
 disease
 Nurse assistant’s role in
observation and intervention
 Goals of care
 Interventions or skills for care
Endocrine system
 Structures
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the endocrine
system
- Diabetes
 Signs and symptoms of diabetes
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
Sensory system
The eye
 Structure
 Function
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the eye












Identify the structure, function, and aging-related
changes of the circulatory system
Give an example of the system’s aging changes
Give five examples of information that should be
reported to the nurse
Complete a patient chart with a description of an
illness, disease, or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care
Identify the structure, function, and aging-related
changes of the circulatory system
Give an example of the system’s aging changes
Give five examples of information that should be
reported to the nurse
Complete a patient chart with a description of an
illness, disease, or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care
Identify the structure, function, and aging-related
changes of the sensory system
Give an example of the system’s aging changes
Give five examples of information that should be
reported to the charge nurse
Complete a patient chart with a description of an
illness, disease, or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care
Pre-assigned group
presentations
or
Flip chart; lecture
Pre-assigned group
presentations
or
Flip chart; lecture
Pre-assigned group
presentations
or
Flip chart; lecture
- Cataracts
 Signs and symptoms of cataracts
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
- Blindness
 Signs and symptoms of blindness
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
The ear
 Structure
 Function
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the ear
- Hearing loss
 Signs and symptoms of hearing
loss
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care
The other senses
 Aging changes
 Abnormal signs and symptoms
 Observations to report
Male reproductive system
 Structures
 Functions
 Aging changes
Female reproductive system
 Structure
 Functions
 Aging changes
 Abnormal signs and symptoms
 Observations to report
 Common chronic illnesses, diseases,
and problems of the female
reproductive system
- Vaginal infections
 Signs and symptoms of vaginal
 infections
 Nurse assistant’s role in
observation
 and intervention
 Goals of care
 Interventions or skills for care




Identify the structure, function, and aging-related
changes of the reproductive system
Give an example of the system’s aging changes
Give five examples of information that should be
reported to the charge nurse
Complete a patient chart with a description of an
illness, disease, or problem; signs and
symptoms; your role in observation and
intervention; the goals of care; and interventions
or skills for care
Pre-assigned group
presentations
or
Flip chart; lecture
Chapter 12
Themes of Care
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Themes of care
 Communication
 Autonomy
 Respect
 Maximizing potential
 Safety
 Infection control
 Observation
 Time management

Define the themes of care
Small group activity (role
model); discussion; large
group activity
How to use themes in your work

List general questions you should consider
when beginning a skill
Discussion; small group
activity; flip chart /student
responses; lecture; discussion
Table 12-1 Common preparation steps

List the commonly used preparation and
completion steps
Flip chart /student responses;
lecture; discussion

List several CMS requirements for services
that long term care facilities must provide
residents
Lecture; small group activity;
discussion
Table 12-2 Common completion steps
The format of skill procedures
CMS requirements for quality care
Chapter 13
Gathering Information
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Physical exam and history

Explain the purpose of an accurate history
Flip chart /student responses;
lecture; discussion
Purpose of history

Describe what information the health care
team obtains about a resident’s past medical
history
Flip chart; student activity;
demonstration; role play
activity; lecture
Obtaining the history

Define two interviewing techniques the
health care team uses during the physical
exam.

Describe two methods used by the health
care team for collecting history data

Describe questions asked by the health care
team during the review of body systems.

Explain your role in the physical examination

Explain techniques used by the physician to
examine the resident

Demonstrate how to take an oral
temperature
Demonstrate how to take a rectal
temperature
Demonstrate how to take an axillary
temperature
Collecting the history data
Review of body systems
Nurses assistant’s role in the physical
examination
Techniques used in physical examination
Taking and recording vital signs
 Temperature
- How to clean a glass thermometer
- How to shake down a glass thermometer
- How to read a thermometer
- Oral temperature
- Rectal temperature
- Axillary temperature


Pulse rate

Demonstrate how to take a radial pulse
Respiratory rate

Demonstrate how to count respirations
Blood pressure

Demonstrate how to take a blood pressure

Demonstrate how to measure height and
weight
Lecture; flip chart /student
activity; skill demonstration;
skills practice; skills check-off
Flip chart; lecture; skill
demonstration; skills practice;
skills check-off
Accurate reporting and recording of vital signs
Height and weight
Flip chart; lecture; skill
demonstration; skills practice;
skills check-off
Chapter 14
The Importance of Creating a Home
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Admission of residents
 The interdisciplinary approach to admission
 What can you do to prepare for the new
resident?
 Greeting residents

Describe your role in admitting a resident
Small group activity;
flip chart /student responses;
lecture; role play activity;
discussion
Creating a home in a long term care facility

List three ways to make a resident’s room
home-like
Flip chart /student responses;
lecture; discussion
Responsibilities in caring for residents’ personal
belongings
 Care of a residents’ clothes
 Care of residents’ other belongings

Describe their role in caring for a resident’s
belongings
Lecture; discussion;
small group activity
Respecting residents’ privacy

Explain ways to ensure a resident’s privacy
Flip chart /student responses;
lecture; discussion
Bed making

Demonstrate how to make an occupied and
unoccupied bed
Flip chart /student responses
Discussion lecture; skill
demonstration; skills practice;
skills check-off

Demonstrate the use of a call system

Describe your role in transferring and
discharging a resident
Finishing touches
Call system
Transfer of a resident
 Interdisciplinary approach for transferring a
resident
 How you can prepare for the transfer of a
resident
 Transferring residents
Discharge of a resident
 Interdisciplinary approach for discharging a
resident
 Helping residents adjust in the discharge
 Day of discharge
Lecture; discussion
Discussion; flip chart /student
responses; discussion; lecture
Chapter 15
Learning to Position and Move Correctly
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Why moving and positioning are important

State the importance of moving and
positioning residents correctly
Flip chart /student responses
discussion; lecture
Preparing to move or position a resident
 When to get help

List at least five questions to
consider when preparing to move or
position a resident
Flip chart /student responses;
discussion

Demonstrate how to move a
resident:
Up in bed when a resident can help
Up in bed when a resident is unable
to help
•
Moving to the side of the bed
when a resident can help
 Moving to the side of the bed
when the resident is unable to
help.
 Moving to the side of the bed
using a draw sheet
 Turning a resident from supine
position to side lying for personal
care
 Moving a resident from supine to
sitting
 Moving a resident from sitting to
supine position
Lecture; skill demonstration; skills
practice; skills check-off
How movement affects body systems
Communicating with residents
Moving
Positioning
 Fowler’s position
 Side-lying position
 Positioning a resident in a chair
Moving a resident from one place to another
(transfer)
 Using a guard belt
 Putting a guard belt on a resident
 Considerations for transfers
 Two-person assistive device transfer
Stopping a fall
 If a resident falls and seems injured
 Positioning a resident on their
back
 Positioning a resident on their
side
 Using a gait belt
Transferring a resident


Demonstrate how to help a resident
move from bed to chair and back
with the help of a coworker (with or
without a mechanical lift), and how
to move a resident up in a
wheelchair, commode or toilet
Explain what to do if a resident falls
Lecture; skill demonstration; skills
practice; skills check-off
Lecture; discussion; skill
demonstration
Chapter 16
Personal Care
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Making routine activities mindful

Define personal care
Flip chart /student responses;
discussion; lecture

Give examples of ways to make
routine activities mindful and to
consider the resident’s preferences in
personal care.
State why observation is important
during personal care.
Discussion; small group activity
Demonstrate how to help with the
following skills:
Complete bed bath
Perineal care
Back rub
Tub bath
Shower
Whirlpool bath
Shampoo and conditioning
Lecture; skill demonstration; skills
practice; skills check-off
 Daily routines based on personal
preferences

 Determination of assistance needs and
observation during personal care

Flip chart /student responses;
lecture
Use of gloves in personal care
Personal care routines

Bathing
 Using a resident’s personal care products
 Waterless products
 Whirlpool bath
 Partial bath
 Shampooing and conditioning







Oral hygiene
 Brushing and flossing
 Dentures
 Mouth care for comatose residents
 Brushing and flossing
 Caring for dentures
 Mouth care for a comatose resident
Grooming
 Shaving
 Facial hair
 Hair care
 Care of fingernails
 Care of toenails
Assisting the resident with dressing and
undressing
Preparing for an event






Shaving
Trimming facial hair
Hair care
Care of fingernails
Care of toenails
Assisting with dressing and undressing
Lecture; demonstration; practice &
return demonstration; nursing arts
lab
Lecture; demonstration; practice &
return demonstration; nursing arts
lab
Lecture; skill demonstration; skills
practice; skills check-off
Chapter 17
Assisting with Nutrition
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
The role of the food service department

Explain the role of the food service
department and how you work with that
department
Discussion; flip chart /student
responses; lecture

List ways to provide and encourage good
nutrition
Small group activity;
discussion; flip chart /student
responses; group
presentations

Give examples of ways to make dining a
pleasant experience
Flip chart; small group activity;
group presentations;
discussion / brainstorming

Demonstrate how to properly record
residents’ intake and output
Flip chart; lecture; small group
activity
Assessing residents’ nutrition
Working together to provide the best for the
resident
Helping residents with a special diet
Making the dining experience pleasant
 Environmental factors
 Service factors
 Social factors
Assisting residents with meals
 Preparing residents for meals
 Tray preparation
 Serving residents
 Assisting with feeding residents
 Assisting residents with dysphagia
 Important observations while eating
 Identifying residents at risk
 Special devices for eating
Dietary supplements
Residents with feeding tubes
Dehydration
 Preventing dehydration
Food and fluid intake
 Evaluating food intake
 Evaluating fluid intake
Chapter 18
Assisting with Elimination
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Determining elimination patterns
 The resident
 The resident’s family
 The resident’s chart

Describe how to determine residents’
elimination patterns
Flip chart /student responses;
discussion; small group activity;
group presentations
Maintaining residents’ dignity when helping them
with elimination

List ways to help residents maintain
their dignity when you help them with
elimination
Display; demonstration; lecture;
discussion
Assisting with elimination
 Equipment for elimination

Identify equipment used to help with
elimination
Demonstrate correct ways to help a
resident use a bedpan, urinal, and
portable commode
Discussion; skill demonstration; skills
practice; skills check-off
Problems with elimination

State how to identify changes in
residents’ elimination patterns
Lecture
Collecting specimens
 Urine specimens
- Urinalysis
- Clean-catch urinalysis
- Collecting a 24-hour urine specimen
- Using reagent sticks (dipsticks) for testing
urine
- Glucose and ketone testing
 Stool specimens

Demonstrate specimen collection
techniques
Lecture; demonstration
Helping a resident with an ostomy
 Types of ostomies
 Ostomy care
- Emptying an ostomy bag

Describe your role in ostomy care
Display; discussion; flip chart;
lecture
Tips for promoting regular elimination patterns

Chapter 19
Maintaining Skin Integrity
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
The challenge of skin care

Describe factors that influence skin health
Discussion; lecture
Maintaining skin integrity

Describe why maintaining skin integrity can
be a problem for residents in long term care
Flip chart; lecture

List at least five strategies for keeping
residents’ skin healthy
Group presentations; discussion

Describe what can happen when a resident’s
skin integrity is not maintained
Discussion; flip chart; lecture
Other types of wounds

Demonstrate other kinds of wounds
Lecture; skill demonstration; skills
practice; skills check-off
Wound care

Demonstrate how to remove a wound
dressing, clean a wound and dress a wound
Discussion; demonstration
Observation and reporting
Pressure ulcers
 Early signs and symptoms of pressure
ulcers
 Stages of pressure ulcers
 Treatment of pressure ulcers
Chapter 20
Emergency Care
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
First Aid

Define emergency first aid
Lecture; discussion
Your role and responsibilities in an emergency

Explain your role and responsibilities in an
emergency
State general guidelines to follow in an
emergency
Discussion; lecture

Identify five signs and symptoms of a heart
attack and the care to give a resident having
a heart attack
Discussion; flip chart; lecture

Explain how to give cardiopulmonary
resuscitation
Flip chart; lecture;
demonstration

Identify the signs of choking and explain the
Heimlich maneuver
Flip chart; lecture;
demonstration

Identify the signs of a seizure and how to
care for a resident with seizures
Group presentations;
discussion

Explain what care to give to a resident who
has a burn

Explain what care to give to a resident who
is bleeding

Identify the signs and symptoms of shock
and the care of a resident who is in shock

Heart attack and cardiac arrest
 Heart attack
 Cardiac arrest
 Airway
 Breathing
 Circulation
Choking
 The Heimlich maneuver
Seizure
Burns
Hemorrhaging
Shock
Chapter 21
Pain Management, Sleep, and Comfort
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Pain
 Screening for pain
 Understanding pain
 Reporting pain accurately
 Pain left untreated
 Pain treatment

Describe your responsibility for reporting
pain
Lecture; discussion; flip chart



Describe what you might see when a
resident is in pain
List five side effects of pain medications
Describe five complementary or alternative
measures to help manage pain

List ways to promote comfort and sleep
Promoting comfort and sleep
Lecture; discussion; flip chart
Flip chart; lecture; group
presentations
Lecture; flip chart; discussion
Chapter 22
End of Life
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Living wills

Describe a living will
Lecture; flip chart /student
responses
Feelings about dying

Describe different feelings about death
Stages of dying

List the stages of dying
Lecture; discussion
End of life care
 Hospice

Describe end of life care
Flip chart; lecture; discussion
Your role through the dying process
 Comfort measures for the dying resident
 Helping the family during the process of
dying
 Religious and cultural practices
 Helping other residents cope with their loss
 Managing your own feelings

List specific things you can do to help
residents and family members during the
dying process
Discussion; discussion;
lecture
Lecture; discussion; group
activities
Signs of approaching death
Physical care of the body

Describe the care of the body after death
Lecture
Chapter 23
Other Work Environments and Resident Populations
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Assisted living facilities

Describe the services that are provided in an
assisted living facility
Discussion; flip chart; lecture
Subacute care units

Describe the types of patients admitted to
subacute care units
Small group activity;
flip chart; lecture
Facilities for residents with developmental
disabilities
 Mental retardation
 Down syndrome
 Autism
 Cerebral palsy
 Epilepsy

Define developmental disability
Group presentations;
discussion

Describe mental retardation, Down
syndrome, Autism, Cerebral Palsy, and
Epilepsy
Care of residents with developmental disabilities

Define the habilitation model used for the
care of residents with developmental
disabilities
Flip chart; lecture
Understanding cognitive impairment and
dementia

List the diseases that can cause dementia
Flip chart; lecture
Stages of Alzheimer’s Disease

Name five symptoms of each stage of
Alzheimer’s disease
Your role in caring for residents with Alzheimer’s
Disease and related disorders
 Provide guidance and direction
 Discover and use residents’ abilities
 Promote each resident’s dignity
 Comfort and reassure each resident
 Anticipate basic needs
 Enjoy residents and help them enjoy life

Describe six principles guiding your care of
residents with Alzheimer’s disease
General techniques for responding to behavioral
symptoms
 Enter a resident’s reality
 Know your resident
 Know your resources
 Communicate with the resident
 Body language
 Facial expressions
 Tone of voice
 Communicate techniques
 Motivate the resident
 Stop when a resident resists your care
 Specific behavioral symptoms
 Agitation
 Anxiety
 Delusion
 Depression
 Wandering
 Insomnia

List general techniques for responding to
behavioral symptoms
Different long term care environments
Care of residents with HIV or AIDS
Flip chart; lecture;
group presentations;
discussion
Flip chart; lecture
 Hallucinations
Specific techniques for activities of daily living
 Toileting
 Hydration
 Eating
 Dressing
 Bathing
 Grooming

Discuss ways to change your care when
helping residents with Alzheimer’s with the
activities of daily living
Group presentations;
discussion
Chapter 24
Specialty Skills for Subacute Environments
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Care of residents with diabetes in a subacute
setting
 Glucometer testing, refrigeration, sharps
management


Flip chart; demonstration;
lecture; skill demonstration;
skills practice; skills check-off
Care of the residents and persons needing
oxygen therapy

Describe your role in oxygen administration
Positioning for easier breathing

Demonstrate how to assist with
diaphragmatic breathing, deep breathing,
coughing and an incentive spirometer
List safety rules during oxygen therapy
Demonstrate how to assist with
administering oxygen by nasal canula and
by simple face mask
Describe the three common types on
artificial airways, and mechanical ventilation




Hot and cold applications


Caring for the person receiving dialysis


Alternative nutrition

Describe a subacute setting
Demonstrate how to obtain a blood glucose
sample by fingerstick
Demonstrate how to provide diabetic foot
care
List the types of heat applications and
explain guidelines to follow when applying
heat
List the types of cold applications and
explain guidelines to follow when applying
cold
Describe dialysis and your role in caring for
a person receiving peritoneal dialysis
State the signs and symptoms to observe
and report when a person is receiving
hemodialysis
State the reasons for enteral feedings or
total parenteral nutrition
Flip chart; bridging; flip chart
discussion; lecture; group
presentations; discussion; skill
demonstration; skills practice;
skills check-off
Lecture; flip chart
Bridging; discussion; lecture;
group presentations
Flip chart; lecture
Chapter 25
Care of the Person Having Surgery
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Common fears about surgery

Option one
Discussion; pre-assigned role
modeling; skill demonstration;
skills practice; skills check-off
(Involves entire chapter)
Explain how you can help reduce a person’s
fear and anxiety about having surgery
Option two
Flip chart /student responses;
lecture; discussion
Before surgery
After surgery

State what information is given to the person
Flip chart; lecture

Explain your role in preoperative phase of
surgery
Flip chart; lecture

Name at least five items on the preoperative
checklist
Flip chart; lecture;
small group activity

Describe how you can support family members
during surgery
Flip chart /student responses;
lecture; discussion; skill
demonstration; skills practice;
skills check-off

Explain your role in postoperative care
Flip chart /student responses;
discussion; skill demonstration;
skills practice; skills check-off
Chapter 26
Special Skills for Special Times
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Your role in prenatal care

Explain your role in prenatal care
Brainstorm/discussion; flip
chart; lecture

Identify signs and symptoms during pregnancy to
report to report to the health care team
Flip chart; lecture

State two normal signs and symptoms of pregnancy
for each of the three trimesters
Flip chart; small group activity;
discussion

Explain the reason for childbirth classes
Brainstorm/discussion. lecture


Explain two signs that labor is about to begin
Identify the five physical characteristics of the
newborn evaluated at 1 and 5 minutes after birth
Explain the immediate care of the neonate
Name at least one reason why a woman might need
a cesarean birth
Group presentations;
discussion
Labor and delivery


Care of mother during postpartum period


Neonatal care






Working with children
Explain what care is given to the mother during the
postpartum period and how to promote post partum
health
Demonstrate how to assist the postpartum mother
with a sitz bath
Identify standard care given to the newborn in the
first 24 to 48 hours after birth
Name two questions parents frequently ask about
caring for their newborn
Demonstrate how to diaper a newborn, how to bathe
a newborn and how to care for a circumcision
Explain how to assist a mother and newborn with
breast feeding and bottle feeding
Give four examples of when parents should call the
health care team about their infant
Name two standard procedures followed before
mother and newborn are discharged from the
hospital

Describe pediatric areas in which nurse assistants
can work

Explain why evaluating a child’s growth and
development is important

Name two standard procedures followed when a
child is admitted to a pediatric floor and describe
your role in caring got a hospitalized child
Identify two safety tips to teach parents and describe
the importance of immunizations
Name two universal good health habits for all age
groups, two specific good health habits for
adolescents and at least five behavior risks for
youths today
Growth and development
Promoting health from infancy into young
adulthood


Group presentations; lecture;
skill demonstration; skills
practice; skills check-off
Brainstorm/discussion; lecture
Flip chart; lecture; skill
demonstration; skills practice;
skills check-off
Group presentations;
discussion
Flip chart; lecture;
brainstorm/discussion
Chapter 27
Restorative Activities
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
What are restorative activities?

Describe your role in promoting
independence
Small group activity;
brainstorm/discussions; flip chart;
lecture

List different kinds of equipment that
promote independence
Flip chart; display items;
discussion; small group activity;
lecture

Demonstrate range-of-motion exercises and
assisted walking
Flip chart; lecture; skill
demonstration; skills practice; skills
check-off
Helping residents in the restorative process
Short- and long-term goals
Cuing, prompting, and encouraging
Assistive devices
 Types of assistive devices
 Prosthetic and orthotic devices
 Positioning and seating devices
 Aids for activities of daily living
 Improper use of equipment
 Faulty equipment
Exercise
 Range-of-motion exercises
 Active exercise
 Active assisted exercise
 Passive exercise
 Guidelines for ROM exercises
 Which joints to exercise
 How joints move
 Starting a ROM program
 Walking with a resident
Chapter 28
Pulling It All Together
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
The nurse assistant’s contribution to care

State how nurse assistants contribute to
quality care
Brainstorm/discussion;
lecture
Time management

Give examples of things that influence how
tasks are prioritized
Brainstorm/discussion;
lecture

Describe the theme of time management
Bridging; flip chart; discussion;
group presentations; case
studies; group activity/
presentations
A day in a facility
 Day shift
 Evening shift
 Night shift
 All shifts
Managing your time: the balance of art and
science
 Resident’s preferences and routines
 Shift responsibilities
 Assignment
 Organizing care
Chapter 29
Promoting Your Own Health
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Your health choices

List the factors that influence health
Guided discussion; flip chart
/student responses;
lecture
Developing a positive attitude

Explain why having a positive attitude is
important
Guided discussion; group
presentations
Good nutrition
 USDA guidelines

Describe general guidelines for good
nutrition
Exercise and health

State the benefits of exercise
Good health
Tips for getting started
Chapter 30
How to Be a Successful Employee
Curriculum Outline
CONTENT
BEHAVIORAL OBJECTIVE
SUGGESTED ACTIVITIES
Preparing for the state competency evaluation

Describe what you can do to ensure you
pass the state competency evaluation
Discussion; lecture; flip chart
/student responses; discussion
Getting a job as a nurse assistant

Explain how to find a job
Discussion; flip chart /student
responses; lecture
Getting a successful start at your job

Describe what you can do to be successful
when you start your new job
Bridging; lecture; discussion
Ongoing success
 Managing yourself and staying motivated

List what you can do to stay motivated on
the job
Describe how you can resolve problems on
the job
Group discussion
Describe the importance of inservice
education
Lecture
 Effective communication and problem
resolution
 Assertiveness: how to accomplish what
you think is
 important
 Evaluating your work: learning to grow
 Improving care through inservice
education

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Lecture; flip chart; small group
activity
Lecture