August 2007
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INSTRUCTIONAL PROGRAM REVIEW
Healthcare Technician
Prepared by Patricia M. Bufalino
MVC Interim Dean of Instruction
Riverside Community College District
Moreno Valley Campus
August 2007
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Table of Contents
A. Mission and Relationship to the College
3
B. History
4
C. Data and Environmental Scan
6
D. Programs and Curriculum
9
E. Student Outcomes Assessment
12
F. Collaboration with Other Units
15
G. Outreach
16
H. Summary Analysis
17
Appendices
A. HET Course Descriptions
B. HET-80 Daily Schedule
C. HET-82 Daily Schedule
D. Sample Course Grade Worksheet
E. Sample Skills Evaluation Form
F. Sample Phlebotomy Log Sheet
G. HET-79 COR
H. HET-80 COR
I. HET-82 COR
J. HET-86 COR
K. HET-87 COR
L. HET PROGRAMS INFO
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Mission and Relationship to the College
The Healthcare Technician (HET) Discipline, located on the Moreno Valley
Campus (MVC), within the Department of Health, Human, and Public Services,
offers courses with minimal prerequisites and provides students with entry level
and beginning skills in healthcare professions. Currently, no sections of HET
courses are offered on the Riverside or Norco campuses. Some courses are
offered at the Rubidoux Annex, with the MVC listed as the campus of record.
Therefore, this HET Program Review will focus exclusively on the courses offered
through the MVC Department of Health, Human, and Public Services..
Students in the Healthcare Technician courses may be beginning college
students, re-entry students, or the first members of their family to attend college.
The HET courses provide employable skills as well as a foundation for future
healthcare educational programs. The portions of the mission statements most
relevant to the HET Program are highlighted below in yellow. The HET Program
reflects both the mission of the Riverside Community College District
The Riverside Community College District is accessible and comprehensive, committed to
providing an affordable post-secondary education, including student services and
community services, to a diverse student body. The District provides transfer programs
paralleling the first two years of university offerings, pre-professional, career preparation,
and occupational and technical programs leading to the associate of arts degree, the
associate of science degree, and a variety of certificates. In the tradition of general
education, the liberal arts and sciences and the occupational and technical programs and
courses prepare students for intellectual and cultural awareness, critical and independent
thought, and self-reliance. Consistent with its responsibility to assist those who can
benefit from post-secondary education, the District provides pre-college, tutorial and
supplemental instruction for under-prepared students. Through its three constituent
colleges, Moreno Valley, Norco and Riverside City, the District works in partnership with
other educational institutions, business, industry, and community groups to enhance the
quality of life and the internal harmony of the communities it serves. The District serves
Western Riverside County from three interrelated colleges in the cities of Riverside, Norco
and Corona, and Moreno Valley.
and the Moreno Valley Campus
Responsive to the educational needs of its region, Moreno Valley College offers academic
programs and student support services which include baccalaureate transfer,
professional, pre-professional, and pre-collegiate curricula for all who can benefit from
them. Life-long learning opportunities are provided, especially, in health and public
service preparation.
The Moreno Valley Campus is the RCCD’s Health Sciences Campus. The
HET courses attract students who are interested in exploring career options in
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healthcare and as well as students who have a specific educational goal (e.g.,
entering the nursing, physician assistant, or dental hygienist programs) in mind
and are seeking related employment while they complete program prerequisites.
Two courses provide career advancement opportunities for nurse assistants.
History
Healthcare Technician (HET) courses were first offered on the Moreno
Valley Campus (MVC) in the academic year 1997—1998. The initial courses
were developed in response to and in recognition of the evolving nature of state
and national healthcare and public service industries. At the time, there were no
full-time faculty members in the newly established Department of Health, Human
and Public Services (HHPS), but the MVC Dean of Instruction, as Chair of HHPS,
convened an advisory group of community partners from the healthcare industry
who requested assistance in training workers for entry-level positions. These
entry-level workers were envisioned as assisting the professional healthcare
workers perform their duties. The healthcare technician courses (then designated
HCT rather than the current HET) developed at that time reflected the college’s
response to workforce development needs through innovative occupational
courses. The initial courses approved by the RCCD Curriculum Committee on
May 13, 1997, and the Board of Trustees on June 17, 1997, included:
HCT 80 Certified Nurse Assistant 5 units (54 hours lecture and 108 hours laboratory)
HCT 81 Certified Home Health Aide 2 units (28 hours lecture and 28 hours laboratory)
HCT 82 Phlebotomy Technician 2 units (18 hours lecture and 54 hours laboratory)
HCT 83 EKG/Monitor Techician 2 units (18 hours lecture and 54 hours laboratory)
HCT 84 Unit Secretary 3 units (36 hours lecture and 54 hours laboratory)
HCT 85 Sterile Processing and Distribution Technician 3 units (36 hrs lect and 54 hrs lab)
HCT 86 Patient Care Technician I 3 units (36 hours lecture and 54 hours laboratory).
The first of these courses, HCT 82 and HCT 83, were offered in Fall 1997
and initially enrolled 29 and 27 students respectively. In the Spring 1998, HCT 82
(31 students) was again offered, and HCT 80 (15 students) and HCT 84 (15
students) were offered for the first time. HCT 85 (15 students) was offered in
Spring 1999. Of the originally approved courses, HCT 81 and HCT 86 were never
offered.
The initial intention, suggested by the occupational advisory group, was to
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offer a Multi-skilled Healthcare Technician Certificate Program. The Certificate
Pattern, while approved by the RCCD Curriculum Committee, was never
approved by the California Community Colleges’ Chancellor’s Office, despite two
attempts in 1997 and in 1999. In preparation for the second application, a
number of the courses were revised to better reflect industry needs. After 1999,
the idea of a multi-skilled healthcare technician was no longer an industry priority.
The proposal for a certificate program was dropped, but the individual courses
were retained as part of the RCCD Curriculum.
Since 1999, the HET courses have been offered in cooperation with the
Workforce Development Programs (CalWORKS & New Visions). Sections were
scheduled on the Riverside Campus and at the Economic Development Center on
Spruce Street. Currently, the Workforce Preparation Office on the MVC refers
students to the HET courses and works with students to facilitate their success by
assisting them with childcare and transportation arrangements.
In response to the Healthcare Technician Program Advisory Committee’s
requests, a number of new courses were added during the years 1999—2000.
Some of the existing courses were revised in 2002, 2004, and 2005, again in
response to the changing healthcare environment and changes in state
regulations regarding required content and hours to be included in the curriculum.
A complete list of currently approved courses that appear in the RCCD Catalog is
provided as Appendix A.
Over the last few years, only five HET courses have consistently enrolled
sufficient students; these courses will be discussed in greater depth in the
Programs and Curriculum portion of this program review. Of currently offered
courses, HET-79 (Introduction to Healthcare Careers) is the only course that does
not have a clinical laboratory component. This course is open to all students, and
is offered as part of the campus sections targeted for middle and early college
high school students on the MVC and at the Rubidoux Annex. Two of the
regularly scheduled courses, HET-80 (Certified Nurse Assistant Theory and
Practices) and HET-82 (Phlebotomy Technician) are training programs approved
by the California Department of Health Services. Students who complete these
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programs are eligible to sit for state certification examinations. The other two
courses currently scheduled are designed as career advancement options for
certified nurse assistants (CNAs): HET-86 (Acute Care Nurse Assistant) and
HET-87 (Restorative Nursing Assistant).
Data and Environmental Scan
Healthcare Technician Data 1997—2000
Enrollment
Total
for
Session
Phlebotomy Technician
Cardiac Monitor/EKG Technician
29
27
56
HET 80
HET 82
HET 84
Certified Nurse Assistant
Phlebotomy Technician
Unit Secretary
15
31
15
61
HET 80
HET 82
HET 84
Certified Nurse Assistant
Phlebotomy Technician
Unit Secretary
28
41
12
81
HET 79
HET 80
HET 82
HET 83A
HET 84
HET 85
Introduction to Healthcare Careers
Certified Nurse Assistant
Phlebotomy Technician
Cardiac Monitor Technician
Unit Secretary
Sterile Processing/Distribution Technician
15
37
56
8
12
15
143
HET 79
HET 80
HET 83B
HET 86
Introduction to Healthcare Careers
Certified Nurse Assistant
EKG Technician
Acute Care Nursing Assistant
20
20
12
20
72
HET 79
HET 80
HET 82
HET 83A
HET 83B
HET 84
Introduction to Healthcare Careers
Certified Nurse Assistant
Phlebotomy Technician
Cardiac Monitor Technician
EKG Technician
Unit Secretary
29
32
33
14
10
10
128
W 2000
HET 80
Certified Nurse Assistant
19
19
Sp 2000
HET 79
HET 80
HET 82
HET 83A
HET 83B
HET 85
HET 86
Introduction to Healthcare Careers
Certified Nurse Assistant
Phlebotomy Technician
Cardiac Monitor Technician
EKG Technician
Sterile Processing/Distribution Technician
Acute Care Nursing Assistant
13
24
40
29
18
10
12
146
Session
Course
F 1997
HET 82
HET 83
Sp 1998
F 1998
Sp 1999
Su 1999
F 1999
Total Enrollment 1997—2000
706
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Healthcare Technician Data 2002--2007
Total Enrollment 930
Session
Course
Sp 2002
HET 80
HET 82
HET 86
Certified Nurse Assistant
Phlebotomy Technician
Acute Care Nursing Assistant
43
29
10
HET 87
Restorative Nursing Assistant
5
87
HET 80
HET 86
Certified Nurse Assistant
Acute Care Nursing Assistant
12
6
18
HET 79
HET 80
HET 82
Introduction to Healthcare Careers
Certified Nurse Assistant
Phlebotomy Technician
26
42
39
HET 86
Acute Care Nursing Assistant
13
HET 80
HET 82
Certified Nurse Assistant
Phlebotomy Technician
41
35
HET 86
Acute Care Nursing Assistant
12
88
Su 2003
HET 80
Certified Nurse Assistant
31
31
F 2003
HET 80
Certified Nurse Assistant
37
HET 86
Acute Care Nursing Assistant
14
HET 80
Certified Nurse Assistant
44
HET 86
Acute Care Nursing Assistant
20
64
Su 2004
HET 80
Certified Nurse Assistant
41
41
F 2004
HET 79
HET 80
HET 86
Introduction to Healthcare Careers
Certified Nurse Assistant
Acute Care Nursing Assistant
8
30
12
50
HET 80
Certified Nurse Assistant
25
HET 86
Acute Care Nursing Assistant
15
HET 80
Certified Nurse Assistant
19
HET 86
Acute Care Nursing Assistant
14
HET 79
HET 80
HET 82
Introduction to Healthcare Careers
Certified Nurse Assistant
Phlebotomy Technician
9
28
33
HET 86
Acute Care Nursing Assistant
14
HET 79
HET 80
Introduction to Healthcare Careers
Certified Nurse Assistant
5
22
HET 86
Acute Care Nursing Assistant
HET 80
Certified Nurse Assistant
HET 86
Acute Care Nursing Assistant
8
HET 80
HET 86
Certified Nurse Assistant
Acute Care Nursing Assistant
27
14
HET 87
Restorative Nursing Assistant
HET 79
HET 80
HET 82
Introduction to Healthcare Careers
Certified Nurse Assistant
Phlebotomy Technician
HET 86
Acute Care Nursing Assistant
9
80
HET 80
HET 86
Certified Nurse Assistant
Acute Care Nursing Assistant
22
7
29
Su 2002
F 2002
Sp 2003
Sp 2004
Sp 2005
Su 2005
F 2005
Sp 2006
Su 2006
F 2006
Sp 2007
Su 2007
Enrollment
7
Total for Session
120
51
40
33
84
34
24
7
32
48
25
21
25
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The first table (HET 1997—2000) was compiled from department records.
The second table (HET 2002—2007) contains data provided by Institutional
Research, with the addition of data regarding HET 79 that came from department
records. These tables provide “snapshots” of the HET discipline in its initial years
and more recently. Not included were the sections that had been cancelled
because of low enrollment. A number of the courses that were developed in
response to community advisory requests (e.g., HET-76, HET-77, and HET-78)
were scheduled to be offered during several terms, but the sections never had
sufficient enrollment to remain as open sections and were cancelled.
Course
Fall
2007
Sum
2007
Spr
2007
Win
2007
Fall
2006
Sum
2006
Spr
2006
Win
2006
Fall
2005
Sum
2005
HET 79
1
0
1
2
0
1
3
0
1
0
1
0
HET 80
1
1
1
cancelled
0
1
cancelled
1
2
0
2
1
HET 82
1
0
1
0
0
0
cancelled
0
1
0
2
HET 86
1
1
1
cancelled
HET 87
1
0
cancelled
2
0
1
cancelled
1
1
0
2
2
0
1
0
0
0
0
0
The third table (above) provides information on recent scheduling of HET
sections, including cancelled sections. Review of data obtained from the District
Dean, Institutional Reporting and Academic Services, show that the HET
discipline is not efficient by RCCD standards. For example, for the Fall 2006
session, the HET courses generated 16.4 Res FTES, had a FTEF of 2.04,
resulting in a WSCH of 516.5, with an efficiency of 253.63 as compared to the
desired district standard of 525. The reason for the lack of efficiency is primarily
due to the state-mandated clinical ratios limiting the size of clinical laboratories to
a maximum of 15 for the HET-80. HET-86, and HET-87 students. In the HET-82
clinical laboratories, where students actually perform venipunctures on real
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patients, the maximum clinical group is 8. These instructor to student ratios (1:15
and 1:8) are much lower than the ratios for more typical college sections.
In scheduling HET-80 for Fall 2007, the department eliminated the evening
lectures as the evening sections consistently demonstrated lower enrollment than
the day sections. This is a concern as some prospective students are not able to
enroll in day sections. Perhaps in the future, the evening sessions may once
again be scheduled. The DHS restricts the clinical component in that it may not be
scheduled after 8:00 PM, but there is no restriction on lecture sessions.
Experiments in the past with scheduling afternoon to evening lab sections (3:30—
8:00 PM) were not sufficiently enrolled and resulted in cancelled sections.
Evening enrollment does not seem to be a barrier to HET-82 students,
however. Since all of the part-time faculty teaching these hold full-time positions
as phlebotomy technicians in the daytime, this course has traditionally been
offered in the evenings only and the lecture section consistently is filled to
capacity. As previously mentioned, the capacity is dependent upon the availability
of clinical instructors and clinical sites.
The MVC should continue to offer the HET courses, despite their inherent
inefficiencies, because these courses are meeting a community need for entry
level healthcare workers.
Programs and Curriculum
The following course descriptions provide information about the five HET
courses that are currently being offered on a regular basis. The Course Outlines
of Record (COR) for each of these courses have been reviewed and submitted to
the Healthcare Technician/ Medical Assistant Occupational Advisory Committee
for their review. The Advisory Committee recommended approval of the revised
course outlines at its meeting on 8/2/07. It also approved the recommendation to
delete all other HET courses that are not currently being offered. These
recommendations will be forwarded to the MVC HHPS Department, and, with
department approval, to the RCCD Curriculum Committee. As mentioned in the
History section of this document, the only course currently offered that does not
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include a clinical laboratory component is the first course, HET 79. It is also the
only course that does not provide students with marketable employment skills;
however, it does enable students to gather information helpful in selecting a
healthcare career choice. While this course has been offered in winter or summer
in the past, the best scheduling pattern seems to be during the fall or spring.
HET 79 INTRODUCTION TO HEALTHCARE CAREERS
2 Units
PREREQUISITE: None.
Provides an overview of healthcare careers and requisite educational requirements.
Describes entry-level occupations and outlines related career ladder tracks. Emphasizes
development of core skills identified as basic to success by the U.S. Department of
Education in the National Healthcare Skill Standard Project and recommended by the
California Health Care Industry Council. Discusses specific requirements for health
occupational programs and courses offered at RIVERSIDE COMMUNITY COLLEGE. Total
of 36 hours lecture.
HET 80 CERTIFIED NURSE ASSISTANT THEORY AND PRACTICES
6 Units
PREREQUISITE: None.
LIMITATION TO ENROLLMENT: requires fingerprinting and submission of application for
state certification examination, current CPR certification & immunizations, medical
clearance from healthcare provider, uniform, and RCC HET I.D. badge.
Provides theoretical and clinical laboratory components of state-mandated curriculum
required for certification as a nurse assistant in California. Complies with federal regulations
for preparing healthcare workers in long-term care settings. Focuses on the role and
responsibilities of certified nurse assistants (CNAs) as members of the healthcare team in a
long-term care setting. Requires demonstrated competence of identified skills. 72 hours
lecture and 108 hours laboratory.
HET 82 PHLEBOTOMY TECHNICIAN
5 Units
PREREQUISITE: None.
LIMITATION TO ENROLLMENT: Requires current CPR certification and immunizations,
medical clearance from healthcare provider and uniform with RCC HET I.D. badge.
Provides theoretical and laboratory preparation for entry level certification as a phlebotomy
technician; includes overview of federal and state regulations governing clinical
laboratories; focuses on vascular anatomy and physiology and performance of venipuncture
and dermal puncture techniques; describes additional responsibilities of phlebotomy
technicians as members of the health care team; requires demonstration of skill
competency. 54 hours lecture and 108 hours laboratory.
HET 86
ACUTE CARE NURSING ASSISTANT
1 Unit
PREREQUISITE: HET 80 or evidence of status as a Certified Nursing Assistant required.
LIMITATION TO ENROLLMENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Designed to assist Certified Nursing Assistants in adapting their nursing skills to the
requirements of clients in acute care settings. Includes demonstration of required skills and
supervised practice in acute care clinical settings. Total of 54 hours laboratory.
HET 87
RESTORATIVE NURSING ASSISTANT
2 Units
PREREQUISITE: HET 80B or Certified Nurse Assistant (CNA)
LIMITATION TO ENROLLMENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
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Prepares CNAs for career advancement as Restorative Nursing Assistants (RNAs).
Provides overview of rehabilitative and restorative nursing care. Focuses on the roles and
responsibilities of RNAs. Includes discussion of federal & state regulations, principles of
rehabilitative and restorative care, and supervised clinical practice in long-term care
settings. 28 hours lecture and 28 hours laboratory.
The two courses that require the approval of the California Department of
Health Services (DHS) to be offered are HET-80 and HET-82. Both of these
courses have content that is specifically prescribed by the state of California and
the course outlines of record reflect this content. The RCC Certified Nurse
Assistant (CNA) Training Program (HET-80) is in compliance with the California
Code of Regulations (CCR), Title 22, Chapter 2.5. and the California Health
and Safety Code Section 1337—1338.5. The RCCD MVC Phlebotomy
Technician Program (HET-82) is in compliance with California Business and
Professions Code, Sections 1242, 1242.5, 1246 and 1269, the California
Health and Safety Code, Section 120580, and the California Code of
Regulations (CCR), Title 17, Sections 1029.31, 1029.32, 1029.33, 1029.34,
1029.108, 1029,116, 1029.124, 1029.132, 1029.133, 1029.154, 1029.195,
1031.4, 1031.5, 1031.7, 1034, and 1035.1.
There are no prerequisites to these single-course training programs. The
HHPS Department is required to keep files on each student who enrolls and
maintain these files for 5 years after students complete their respective programs.
Both programs require health clearances, current immunizations and CPR, and
the students entering the CNA program must be fingerprinted (at college
expense—also by state mandate) prior to beginning the clinical component of the
HET-80 course. The phlebotomy students must demonstrate competency in both
theory and practical skills prior to beginning the clinical component of the HET-82
course. In both programs, there are lists of required skills that must be
demonstrated satisfactorily in the clinical laboratory in order for the students to
complete the course satisfactorily, regardless of what students score on tests and
quizzes in the classroom. Consultants from the DHS are required to review the
proposed day-to-day teaching schedules for these courses, examining the
schedules for completeness and for compliance. Samples from these daily
schedules are provided as Appendix B and Appendix C.
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HET-86 (Acute Care Nurse Assistant) and HET-87 (Restorative Nurse
Assistant) are courses designed for career advancement for certified nurse
assistants. These courses are in keeping with the life-long learning tenet of our
MVC Mission. Community members, as well as recent students of HET-80, enroll
in these courses to upgrade their skills and prepare themselves for advancement.
Student Outcomes Assessment
Faculty teaching HET courses follow guidelines for assessing student
learning outcomes that were developed by the full-time faculty member previously
assigned to the HHPS department. Since October, 2006, there has been no fulltime faculty member in this discipline. All HET syllabi have been developed by
the full-time faculty member, and evaluative tools such as quizzes, tests, and
examinations have been shared with part-time faculty members currently teaching
the courses. For the Phlebotomy Technician Training Program, all evaluative
measures were authored by the then HET faculty member and have been
reviewed and approved by a California Department of Health Services/Laboratory
Field Services (DHS/LFS) Examiner. These assessment tools may not be revised
without review and approval by the examiner. To do so would jeopardize the
program’s status as an approved program. The part-time faculty teaching HET-82
are aware of this stipulation and use the approved quizzes, tests, and
examinations for assessing student attainment of learning outcomes in the
course. Since there is usually only one section of each course offered each term,
the HET discipline does not anticipate using a common final examination, a
measure other disciplines have used to assess student outcomes across the
discipline.
In all HET courses, multiple measures including homework, daily
attendance quizzes, periodic tests, comprehensive final exams, individual and
group projects, are used to assess student learning. The student learning
outcomes specified in the course outlines of record provide the framework for
assessing student performance in attaining the desired learning outcomes. A
sample course grade worksheet is provided as Appendix D. As discussed
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previously, all courses except HET-79 have a clinical component and students
must demonstrate competency on designated skills, as assessed by observation
by clinical instructors, to successfully complete those courses that do have a
clinical component. An example a of tool used to evaluate clinical performance of
a single skill is included as Appendix E and a sample log for recording all skills
performed is provided as Appendix F.
Regarding the appropriateness of the HET courses in meeting general
education requirements, all the HET courses are clearly occupational and none
qualify as courses identified as meeting RCCD general education requirements as
specified in the catalog. However, these courses do contribute to students’
abilities to achieve the RCCD General Education Student Learning Outcomes
under the categories of critical thinking, information skills, communications skills,
application of knowledge, and global awareness. For example, consider the first
course, HET-79 (Introduction to Healthcare Careers) (See Appendix G for COR)
which has the following SLOs:
Upon successful completion of the course, students should be able to:
1.
Discuss the historical and economic development of the healthcare industry.
2.
Identify ethical and legal standards that guide the provision of healthcare services.
3.
Discuss developmental, social, and cultural factors that exert an impact on the
delivery of healthcare services.
4.
Describe the spectrum of careers in the healthcare industry and identify required
educational preparation for selected careers.
5.
Explain how educational preparation for entry-level health occupations can be used
as a first step on a career ladder in specific healthcare careers.
6.
Develop competency in basic skills required for success in healthcare careers.
The content for this course, as stipulated in the COR, includes:
Overview of Healthcare Industry
 Historical Perspective
 Types of Healthcare Providers
Foundations of Healthcare
 Ethical
 Legal
 Developmental
 Sociocultural
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Career Ladders in Health Care
 Educational Preparation
 Certification and Licensure
Basic Competencies for Success in Healthcare Occupations
 Professionalism in work habits
 Communication Skills
 Computational Skills
 Technological Skills
Faculty members assess the attainment of the course SLOS by:
 Formative evaluation measures such as daily quizzes that enable students to recognize
what they have learned from the previous class session and periodic tests that cover
sections of course content.
 Summative evaluation as reflected by performance on comprehensive mid-term and final
examinations
 Individual student presentations (written, oral, poster, PowerPoint, and/or multimedia) that
enable students to explore topics of interest in greater depth
 Group presentations that demonstrate students’ abilities to collaborate as members of a
team to organize selected course content and directly apply learned concepts and
practices
 Extra credit presentations on class topics appearing in current media (e.g., newspapers,
professional journals, internet sources) that demonstrate that students are making a direct
connections between what they are learning in the course and what is happening in the
world.
The CORs for the other HET courses (See Appendices H—K) are even
more explicit in defining what the desired SLOs are for each course and what
content is to be taught (especially for HET-80 and HET-82 where the DHS
prescribes the curriculum). Assessing the effectiveness of the HET courses in
meeting the students’ goals is currently anecdotal. An end-of-term survey should
be designed to be distributed at the end of each course and could be analyzed by
course faculty.
Students who complete HET-80 and HET-82 may or may not report their
success (or failure) in passing the state certification examinations for HET-80 (the
CNA course) and HET-82 (the phlebotomy course). The DHS does not routinely
distribute this data to schools; however, it does monitor all schools’ applicants,
and visits, without prior notice, schools with low performance to audit the program
files and observe instruction. RCC MVC has not received a visit for this reason.
Like the students completing the CNA and Phlebotomy course, students who
have completed HET-86 and HET-87 may call or stop by the instructional office at
MVC to report they are working or request a reference, but there is no systematic
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mechanism in place to track students after completing HET courses.
The HHPS department currently does not have the resources (no full-time
faculty member and the only instructional support is through the IDS who is also
responsible for all HHPS programs) to follow-up on students who have completed
the HET courses. Perhaps, in collaboration with other HHPS or all MVC
occupational programs, a plan to systematically survey students completing the
HET courses could be developed and implemented. The survey could be
structured to query students six months to one year after course completion and
provide data as to the students’ perceived effectiveness of the course. At present,
with no full-time faculty member in the discipline and with no support services
other than the instructional department specialist (IDS) for HHPS, there is no one
available to design and distribute the surveys, analyze the data obtained, and
make recommendations for curriculum revisions as needed.
Collaboration with Other Units
As a part of the HHPS department, the HET discipline interacts with other
department disciplines such as Community Interpretation (CMI), Dental Assisting
(DEA), Dental Hygiene (DEH), Dental Technology (DEN), Early Childhood
Studies (EAR), Education (EDU), Emergency Medical Services (EMS), Human
Services (HMS), Medical Assisting & Transcription (MDA), and Physician
Assistant (PHT). Indeed, the HET courses provide potential applicants for all of
these programs, and for the Registered Nursing (NRN) and Vocational Nursing
(NVN) programs administered by the City Campus Department of Nursing. While
there is no direct articulation between HET-80 and the VN program, the former
full-time faculty member had engaged in discussions with the VN director about
attempting to articulate the programs in the future. Members of the MVC Student
Services Staff are routinely invited to come to HHPS meetings to increase their
awareness of all HHPS programs.
In addition, as mentioned in the History section of this document, the HET
discipline maintains a good working relationship with the Workforce Development
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Programs. The MVC Workforce Preparation Counselor provides information about
potential resources for HET students. Similarly, the counselors for the Early and
Middle College Programs, on the MVC, City Campus, and at the Rubidoux annex
work with the HHPS staff to schedule HET-79 (Introduction to Healthcare
Careers).
At one point in 2004 or 2005, discussions were held with the MVC Title V
Coordinator about the possibility of creating a learning community consisting of
HET-80 and a basic skills or English as a Second Language (ESL) course. This
would be a good project to pursue as it should increase the likelihood of success
for students who have limited English or Reading abilities.
Outreach
As described in the previous section, the HET discipline works with
Workforce Development Programs as part of its outreach efforts. Similarly, the
Outreach Specialist on the MVC distributes information about all HHPS programs.
The department worked with the RCCD marketing department to produce a
brochure which has inserts for each department program. Copies of this brochure
have been distributed and are available in the MVC Dean of Instruction’s Office.
HHPS Department faculty members promote the HET courses at High School
Career Fairs and as guests in high school classes, particularly those schools with
Healthcare Academies. The former HET faculty member served on the Advisory
Committees for the academies at Canyon Springs and Valley View High Schools.
HHPS faculty also participate Counselor-to-Counselor Meetings here on
the MVC (and previously at City Campus), and at the Riverside County Career
and Education Faire at Raincross Square each October. The HET courses have
been highlighted on the inside cover of Schedules of Classes and in
advertisements in local papers prior to the beginning of academic sessions. On
several occasions, individual courses have been advertised on the closed circuit
television located in the MVC Tiger’s Den and flyers describing specific courses
have been posted on campus. See Appendix L for examples of the text provided
for these postings.
August 2007
Page 17 of 56
Summary Analysis
The Healthcare Technician courses comprise a very small portion of the
RCCD curriculum. Pending the approval of the HHPS Department and the RCCD
Curriculum Committee, there will be just five free-standing courses offered by the
discipline, with one section of each typically offered in the Fall, no sections in the
Winter, one section of all except HET-87 in the Spring, and HET-80 and HET-86
as the only sections offered during the Summer. Given the enrollment patterns of
recent years, this seems to be the most effective scheduling pattern. These
courses will probably never be efficient according to RCCD standards, but offering
these courses is consistent with both the RCCD and MVC missions.
Until a new full-time faculty position is approved for the discipline, the
courses will continue to be staffed by part-time faculty who are in clinical practice
in their fields. HET-79 (Introduction to Healthcare Careers) could be part of a fulltime faculty assignment for any of the faculty members of the HHPS department
or for a nursing faculty member. HET-82 requires a collage laboratory and
equipment for practice and this has an impact upon scheduling as the room
utilized is shared with the Medical Assisting Program. For these reasons, the
current scheduling practice should be adequate until MVC acquires additional
staff and instructional spaces.
Future goals for beyond the next five years might include:
1. Increasing offerings of HET-79, especially in conjunction with the area high
schools health academies, offering sections on site at he high schools in a
manner similar to the RCCD Guidance sections.
2. Directly articulate the CNA Program with the Vocational Nursing Program on
City Campus and/or develop a new vocational nursing program on the MVC
which includes the HET-80 as among its first semester courses.
3. Develop career ladder courses for Phlebotomy Technicians similar to the HET86 and HET-87 courses available to CNAs. This could be the first step for the
MVC towards developing a Medical Laboratory Technician Program.
4. Work with the Medical Assisting and Physician Assistant Programs to better
August 2007
Page 18 of 56
coordinate the Phlebotomy Technician Training Program with those programs
to their mutual benefit.
Attainment of these goals is dependent upon adequate resources. The MVC
Dean of Health Sciences is currently working with community representatives
from cooperating clinical practice sites to expand and improve all HHPS Programs
and the Healthcare Technician courses will benefit from his efforts with the
expectation of additional clinical sites (e.g., for the Phlebotomy Program) and
perhaps cooperative agreements with clinical agencies to provide clinical faculty.
To collect data necessary to demonstrate the continued value and potential for
growth of the HET discipline, at least a part-time instructional support staff
member would be needed to maintain the HET files (relieving the HHPS IDS of
this responsibility) and to survey graduates and employers of graduates and
prepare these surveys for faculty analysis.
The future of the Healthcare Technician discipline is tied to the future of the
Moreno Valley Campus as the RCCD Health Sciences Campus and that future
will be determined as the campus progresses into a college and assumes
increased autonomy in making the decisions that could be beneficial to a small,
but necessary discipline such as the Healthcare Technician.
August 2007
Page 19 of 56
Appendix A
RIVERSIDE COMMUNITY COLLEGE
MORENO VALLEY CAMPUS
Current HET Course Descriptions
HET 10
INTRODUCTION TO PUBLIC HEALTH
3 Units
PREREQUISITE: None
Introduction to the history and definition of public health; addressing current principles and
practices in this field. This course is developed to give student a broad overview of the
areas of specialization in public health and the roles they play in healthcare, as well as
assist students with career choices in this field. 54 hours lecture.
HET 76
DIRECT CARE STAFF: DEVELOPMENTAL DISABILITIES
3 Units
PREREQUISITE: None
Prepares students to function as members of the Individual Development Team that
provides active habilitation for Developmentally Disabled Clients. Focuses on training and
support strategies to increase and maintain client independence. 45 hours lecture and 27
hours laboratory.
HET 77
IN-HOME SUPPORT SERVICES PROVIDER
3 Units
PREREQUISITE: None.
Prepares students to be primary caregivers in home settings. Focuses on physical, care,
psychosocial care, and domestic services. Emphasizes practices and principles to enable
persons to remain at home in a safe, secure, and caring environment. 45 hours lecture and
27 hours laboratory.
HET 79
INTRODUCTION TO HEALTHCARE CAREERS
2 Units
PREREQUISITE: None.
Provides an overview of healthcare careers and requisite educational requirements.
Describes entry-level occupations and outlines related career ladder tracks. Emphasizes
development of core skills identified as basic to success by the U.S. Department of
Education in the National Healthcare Skill Standard Project and recommended by the
California Health Care Industry Council. Discusses specific requirements for health
occupational programs and courses offered at RIVERSIDE COMMUNITY COLLEGE. Total
of 36 hours lecture.
HET 80
CERTIFIED NURSE ASSISTANT THEORY AND PRACTICES
6 Units
PREREQUISITE: None.
PRIOR TO COURSE: requires fingerprinting and submission of application for state
certification examination, current CPR certification & immunizations, medical clearance from
healthcare provider, uniform, and RCC HET I.D. badge.
Provides theoretical and clinical laboratory components of state-mandated curriculum
required for certification as a nurse assistant in California. Complies with federal regulations
for preparing healthcare workers in long-term care settings. Focuses on the role and
responsibilities of certified nurse assistants (CNAs) as members of the healthcare team in a
long-term care setting. Requires demonstrated competence of identified skills. 72 hours
lecture and 108 hours laboratory.
HET 81
CERTIFIED HOME HEALTH AIDE
2 Units
PREREQUISITE: HET 80B or Certified Nurse Assistant
PRIOR TO CLINICAL COMPONENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Provides overview of home health care agencies. Focuses on the roles and responsibilities
of Certified Home Health Aides. Includes discussion of federal & state regulations,
August 2007
Page 20 of 56
guidelines for provision of direct care in home settings, and supervised clinical practice in
home or long-term care settings. 28 hours lecture and 28 hours laboratory.
HET 82
PHLEBOTOMY TECHNICIAN
5 Units
PREREQUISITE: None.
LIMITATION TO ENROLLMENT: Requires current CPR certification and immunizations,
medical clearance from healthcare provider and uniform with RCC HET I.D. badge.
Provides theoretical and laboratory preparation for entry level certification as a phlebotomy
technician; includes overview of federal and state regulations governing clinical
laboratories; focuses on vascular anatomy and physiology and performance of venipuncture
and dermal puncture techniques; describes additional responsibilities of phlebotomy
technicians as members of the health care team; requires demonstration of skill
competency. 54 hours lecture and 108 hours laboratory.
HET 83A
CARDIAC MONITOR TECHNICIAN
2 Units
PREREQUISITE: None. EMT-A certification recommended.
PRIOR TO CLINICAL COMPONENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Provides an overview of basic cardiovascular terminology, anatomy, and physiology.
Focuses on electrical components of cardiac cycle and corresponding electrocardiogram
(EKG) waveforms. Introduces common deviations from normal cardiac rhythms. Outlines
responsibilities of cardiac monitor technicians and provides clinical laboratory opportunity
to develop entry level skills. Total of 18 hours lecture and 54 hours laboratory.
HET 83B
ELECTROCARDIOGRAM (EKG) TECHNICIAN
1 Unit
PREREQUISITE: None. HET 83A or EMT-A certification recommended.
PRIOR TO CLINICAL COMPONENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Provides an overview of basic cardiovascular terminology, anatomy, and physiology.
Focuses on proper placement of electrocardiogram (EKG) leads and maintenance of
equipment to obtain an accurate 12-Lead EKG. Outlines responsibilities of 12-Lead EKG
technicians and provides clinical laboratory opportunity to develop entry level skills. Total
of 6 hours lecture and 36 hours laboratory.
HET 84 UNIT SECRETARY
3 Units
PREREQUISITE: MDA-1A; basic computer skills desirable
PRIOR TO CLINICAL COMPONENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Provides theoretical and laboratory preparation for entry level performance as a unit
secretary; includes overview of clerical and operational functions of the nursing unit;
focuses on roles and responsibilities of unit secretaries as members of the healthcare
delivery team; provides guidelines for developing organizational skills and competencies
required for employment; 36 hours lecture and 54 hours laboratory.
HET 85 STERILE PROCESSING AND DISTRIBUTION TECHNICIAN
3 Units
PREREQUISITE: MDA-1A
PRIOR TO CLINICAL COMPONENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Provides theoretical and laboratory preparation for entry level performance as a sterile
processing and distribution technician in clinical settings; includes overview of infection
control policies and practices, historical development of the field, and departmental
organizational and operational practices; focuses on roles and responsibilities of sterile
procession and distribution technicians as members of the healthcare delivery team; 36
hours lecture and 54 hours laboratory.
August 2007
Page 21 of 56
HET 86
ACUTE CARE NURSING ASSISTANT
1 Unit
PREREQUISITE: Current CPR and HET 80 or evidence of status as a Certified Nursing
Assistant required.
PRIOR TO CLINICAL COMPONENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Designed to assist Certified Nursing Assistants in adapting their nursing skills to the
requirements of clients in acute care settings. Includes demonstration of required skills and
supervised practice in acute care clinical settings. Total of 54 hours laboratory.
HET 87
RESTORATIVE NURSING ASSISTANT
2 Units
PREREQUISITE: HET 80B or Certified Nurse Assistant (CNA)
PRIOR TO CLINICAL COMPONENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Prepares CNAs for career advancement as Restorative Nursing Assistants (RNAs).
Provides overview of rehabilitative and restorative nursing care. Focuses on the roles and
responsibilities of RNAs. Includes discussion of federal & state regulations, principles of
rehabilitative and restorative care, and supervised clinical practice in long-term care
settings. 28 hours lecture and 28 hours laboratory.
Appendix B
DAILY NURSE ASSISTANT SCHEDULE
RCC Moreno Valley Campus CNA Training Program Spring 2007
HET 80 Certified Nurse Assistant (CNA) Theory and Practices (6 units)
LECTURE
WEEK
LAB
MONDAY or
TUESDAY
1
LECTURE
TUESDAY/THURSDAY
FRIDAY or SATURDAY
CLINICAL LABS
WEDNESDAY or
THURSDAY
Day 1: 4 hours theory


Overview of CNA Training Program
Read Syllabus, Daily Nurse Assistant
Schedule, and Wolgin, Chapters 2 & 4
Module 1: Introduction
A. Role and responsibilities of the Certified
Nurse Assistant
B. Title 22, Division 5, California Code of
Regulations, overview
C. Requirements for nurse assistant
certification
D. Professionalism
E. Ethics and confidentiality
Module 2: Patients’ Rights
A. Title 22, California Code of Regulations
section 72527
B. California Health and Safety Code
section 1599.1, 1599.2, and 1599.3
C. Title 42, Code of Federal Regulations
Part 483, Sections 483.10, 483.12,
483.13, and 485.15
Module 16: Death & Dying
C.
Rights of dying patient
Day 2: 4 hours theory

NO CLINICAL CLASSES until 16 hours of
theory have
been provided.
REMINDER: All clinical clearance materials
must be in the HHPS office by FRIDAY
2/23/07.
Enrollment will not be confirmed until clinical
files are complete.
Read: Wolgin: Chapters 3, 4, & 32
Module 3: Communication/
Interpersonal Skills
A. Communications
C. Socio-cultural factors
D. Attitudes toward illness and health care
E. Family interaction
Module 15
Observation and Charting
A. Observation of patients and reporting responsibilities
D. Legal issues of charting
E. Medical terminology
LECTURE
WEEK
LAB
MONDAY or
TUESDAY
2
MONDAY 2/19/07
PRESIDENTS’ DAY HOLIDAY
Day 3 content will be provided on Wednesday
2/21/07
Day 3: 4 hours theory

Wolgin: Chapters 5 & 6
Module 4:
Prevention and Management of Catastrophe
and Unusual Occurrences
A. Emergencies
B. General safety rules
C. Fire and disaster plans
D. Roles and procedures for Certified Nurse
Assistant
E. Patient safety
Module 12: Emergency Procedures)
B. Heimlich Maneuver
C. Emergency Codes
Module 6:
Medical and Surgical Asepsis
A. Micro-organisms
B. Infection Control methods
C. Basic principles of asepsis
LECTURE
TUESDAY/THURSDAY
FRIDAY or SATURDAY
CLINICAL LABS
WEDNESDAY or
THURSDAY
NO CLINICAL Labs until 16 hours of theory
have been provided
REMINDER: All clinical clearance materials
must be in the HHPS office by FRIDAY
2/23/07
If your clinical file is not complete, you will not
be able to participate in the clinical laboratory
sessions that begin next week.
Students with complete clinical files may
“bump” students with incomplete files from
desired lab sections.
Wednesday 2/21/07
Day 3 content as for Tuesday 2/20/07
Students whose files remain incomplete after
FRIDAY 2/23/07 (last day to enroll in full
semester courses) may be dropped.
Day 4: 4 hours theory
Read Wolgin: Chapters 14 & 15
Module 13: Long-Term Care Patient
B. Introduction to anatomy & physiology
C. Physical & behavioral needs & changes
D. Community resources available
E. Psychological, social, & recreational needs
Read Wolgin: Chap 7
Module 5: Body Mechanics
A.
B.
C.
D.
Basic rules of body mechanics
Transfer techniques
Ambulation
Proper use of body mechanics and positioning
techniques
LECTURE
WEEK
LAB
TUESDAY/THURSDAY
FRIDAY or SATURDAY
CLINICAL LABS
WEDNESDAY or
THURSDAY
Monday 2/26/07:
See Week 2, Day 4 lecture
Days 6A& 6B: 4.5 hours clinical each day
(Tuesday/Thursday Section)
Wednesday 2/28/07
See Day 5 lecture
Day 6: 8.5 hours clinical
(Fri. & Sat. Sections)
Day 7: 2 hours theory
3
Day 5: 2 hours theory
•
•
LECTURE
MONDAY or
TUESDAY
Test # 1 (first hour)
Read Wolgin: Chapters 9 & 10
Module 9:
Patient Care Procedures
D. Bedmaking
FIRST CLINICAL DAY/S







Orientation to Facility
Required Skills listed by Modules on Skills
Check List (HS276A)
Handwashing (Module 6.1)
Facility tour
Facility policies & procedures
Residents’ Rights
Safety in the clinical setting
•

Review of Test 1
Read: Wolgin Chap 12
Module 8: Patient Care Skills
A. Bathing and medical baths which includes
substances such as bran, oatmeal, starch, sodium
bicarbonate, Epsom salts, pine products tar, sulfur,
potassium permanganate of salt
B. Dressing
C. Oral Hygiene
D. Hair care, hair shampoo, medicinal shampoo, nail
care and shaving
E. Prosthetic devices:



Hearing Aids
Artificial Eyes
Contact Lenses
NOTE: Weekly Schedule continues for entire 16 week semester.
Appendix C
DETAILED SCHEDULE OF PHLEBOTOMY LEARING EXPERIENCES
WEEK
1
LECTURE 1
LECTURE 2
COLLEGE PRACTICE
Tuesdays 4:10—6:10 PM in HM334
Thursdays 4:10—6:10 PM in
HM334
Tuesdays or Thursdays (half of lecture
section each day)
6:40—8:40 PM in HM 334
Introduction to Phlebotomy
(2 hours)
Introduction to Phlebotomy
(2 hours)
 Medical Terminology

Course Overview:

Syllabus

Schedule of Learning
Experiences

Roles and responsibilities of
phlebotomists
SLOs:
1. Review the syllabus and schedule
of learning experiences to identify
course policies and expectations.
2. Briefly outline the history of
phlebotomy.
3. Define the role of phlebotomist as
a member of the healthcare team.
4. Describe desirable personal
characteristics of phlebotomists.
5. Describe the members of the
laboratory team.
6. Recognize the state requirements
for phlebotomy practice.
SLOs:
1. Identify commonly used
a. body part roots
b. prefixes
c. suffixes.
2. Discuss commonly used
abbreviations and
symbols.
3. Recognize terminology,
abbreviations, and
symbols commonly used
in phlebotomy.
CLINICAL
PRACTICE
Quiz on Introduction to Phlebotomy (10
minutes)
Instructor Review of Quiz (10 minutes)
Lecture/Instructor Demonstration on
Infection Control & Environmental Safety (1
hour 40 minutes)

Infection Control & Environmental
Safety:

Universal and Standard Precautions

Exposure Control Policies and
Procedures

Handwashing

Gloving

Waste disposal colored containers and
locations

Procedures for disposal of soiled
materials
SLOs:
1. Identify universal and standard
precautions as described by the CDC
and OSHA.
2. Review policies and procedures
designed to control infection.
3. Describe effective handwashing
technique.
4. Explain how to correctly apply and
remove disposable gloves.
5. Explain the different colors and
symbols used to indicate infectious
and non-infectious waste disposal
No clinical
laboratory
practical
instruction
scheduled
for Week 1
6.
7.
2
Basic Anatomy and Physiology
(2 hours)
Overview of Body Systems
SLOs:
1. Describe the anatomical position
of the body.
2. Identify and describe body
planes.
3. Apply directional terms to
describe the body and the
relationships of body parts.
4. Label the major body cavities.
5. Discuss the development of
body parts, including:
a. cells
b. tissues
c. organs
d. systems
6. Recognize the major structures
and functions of each of the
human body systems, including:
a. musculoskeletal
b. nervous
c. cardiovascular
d. respiratory
e. digestive
f. endocrine
g. urinary
h. reproductive
Basic Anatomy and Physiology
(2 hours)
Circulatory System
Vascular Anatomy and Physiology,
including Body Landmarks
SLOs:
1. Discuss the major components of
the cardiovascular system:
a. heart
b vessels
c. blood
2. Describe the major functions of
the cardiovascular system.
3. Trace pulmonary & systemic
circulation.
4. Differentiate between the
structures and functions of blood
cells, including
a. erythrocytes
b. leukocytes
c. thrombocytes
5. Recognize the major blood
vessels used in phlebotomy.
6. Identify body landmarks used to
assist the phlebotomist in
locating sites for venipuncture.
containers.
Describe suggested locations of waste
disposal containers.
Identify safe mechanisms for handling
and disposal of soiled materials.
Quiz # 2 (10 minutes)
Instructor Review of Quiz (10
minutes)
Infection Control:
Handwashing Student Return
Demonstration (20 minutes)
SLOs:
1. Demonstrate effective
handwashing technique.
2. Demonstrate safe mechanisms
for handling and disposing of
soiled materials.
Instructor Demonstration of
Routine Venipuncture Equipment
(1 hour)
SLOs:
1. Recognize equipment used for
collection of venous specimens.
2. Describe types and sizes of
needles, butterfly tubing,
syringes, and vacuum systems
as to appropriate use.
3. Recognize collection tubes by
stopper top color, size, and
presence or absence or
additives.
4. List equipment to be included in
student phlebotomy trays.
Student Practice and Check-off:
Clean and prepare student
phlebotomy trays (20 minutes)
No clinical
laboratory
practical
instruction
scheduled
for Week 2
3
Patient Identification and Routine
Venipuncture and Specimen
Collection (2 hours)

Accurate identification of patients

Proper identification of specimens

Routine venipuncture video
NOTE: See Instructor Lecture Outline
for Details of Content to be included)
SLOs:
1. Explain the importance of identifying
patients and specimens accurately.
2. Describe procedures and policies
designed to accurately identify
patients, including:

Ambulatory patients

Inpatients

Outpatients

Emergency Room

Newborns

Unconscious Patients
3. Describe procedures and policies
designed to properly identify
laboratory specimens, including the
paperwork needed to perform the
draw (labels, order forms, etc.),
which contain all or some of the
following per lab policies.

Patient’s name

Patient’s unique identifier
(medical record number)

Ordering physician’s name

Type of test to be
performed (legible order)

Date that the test is to be
performed
4. Describe the OSHA recommended
protective equipment for handling
specimens.
Routine Venipuncture and Specimen
Collection:
(2 hours)
 Venipuncture Equipment, Including
types of tubes and additives

Waste Disposal
SLOs:
1. Differentiate among types & sizes of
needles, butterfly tubing, syringes,
and vacuum systems as to
appropriate use.
2. Recognize collection tubes by
stopper top color, size, and
presence or absence or additives.
3. Explain the purposes of selected
additives commonly used in
collection tubes.
4. Correlate the color code with the
anticoagulant used in the evaluated
(color-coded) evacuated tubes:

Red stopper = no anticoagulant

Green stopper = heparin
(lithium, sodium)

Lavender stopper =
ethylenediaminetetraacetic acid
(EDTA)

Gray stopper = potassium
oxalate or sodium fluoride

Light blue = sodium citrate

Yellow = acid citrate dextrose
(ACD)
5. Identify types of tubes to be selected
based on the laboratory test
requested.
6. Explain why there is a specified
“Order of the Draw” when collecting
venous specimens.
7. Describe mechanisms for the safe
disposal of used equipment
Quiz # 3 (10 minutes)
Instructor Review of Quiz (10
minutes)
Basic Anatomy & Routine
Venipuncture: Instructor
Demonstration (15 minutes)
Student Practice and Return
Demonstrations (1 hour 25
minutes)
 Location & preparation of
venipuncture sites
 Tourniquet selection
 Practice use of tourniquets on
classmates
 Palpation of veins
SLOs:
1. Using demonstration model
arms first, and subsequently with
classmates of different body
types, use body landmarks to
locate common sites for
venipuncture.
2. Select and apply appropriate
size and type tourniquets on
classmates of different body
types.
3. Demonstrate safe and effective
technique when palpating veins.
4. Demonstrate aseptic preparation
of venipuncture sites.
No clinical
laboratory
practical
instruction
scheduled
for Week 3
4
Dermal (Skin) Puncture
Collections (2 hours)
 Common usage
 Aseptic techniques and proper
site selection
 Proper identification of patients
and specimens
 Tenderfoot video
SLOs:
1. Recognize common indications
for the use of dermal (skin)
punctures.
2. Identify sites typically selected
for skin punctures.
3. Describe procedures for
aseptically preparing sites prior
to skin puncture.
4. Determine appropriate
equipment to perform skin
punctures:
 lancets
 microcollection containers
 warming devices
5. Discuss mechanisms for
properly identifying patients and
specimens for skin puncture
collections.
6. Describe special precautions to
be used when obtaining skin
puncture specimens from infants
and children.
7. Recognize common variances in
reference values for specimens
collected by skin puncture
versus venipuncture.
Routine Venipuncture and
Specimen Collection (2 hours)
 Proper Vein Site Selection and
Aseptic Preparation
 Techniques and Approaches for
Venipunctue
 Post Puncture Care
 Appropriate disposal of sharps,
needles, and waste
SLOs:
1. Discuss methods of determining
proper site selection prior to
venipuncture.
2. Indicate procedures for aseptic
preparation of venipuncture
sites.
3. Describe the procedure for Post
puncture care. (See Lecture
outline Supplement)
4. Identify procedures for safe
disposal of used phlebotomy
equipment.
Quiz # 4 (10 minutes)
Instructor Review of Quiz (10
minutes)
Routine Skin Puncture and
Venipuncture and Specimen
Collection : Student Practice and Return
Demonstrations (1 hour 40 minutes)

Practice demonstrated techniques
on classmates

Demonstrate special handling
procedures

Practice and demonstrate
competencies using competency on
artificial arms and afterwards
classmates as simulated patients

Proper identification of patients

Proper positioning of patients

Procedures for Specimen Collection,
including proper order of the draw
when additives are required and
special precautions

Post-puncture Care
SLOs:
1.
2.
Given simulated situations, follow
the proper order of the draw when
collecting specimens.
Given simulated situations,
demonstrate the ability to safely and
accurately:
 Identify patients and prepare
them for skin punctures and
venipunctures.
 Locate and prepare sites
 Obtain capillary or venous
specimens.
 Provide post puncture care.
 Dispose of waste materials.
No clinical
laboratory
practical
instruction
scheduled
for Week 4
5
Laboratory sections (2 hours)
 Common tests performed in
each section
 Processing specimens for
various laboratory sections
 Correlating laboratory tests with
body system functioning
SLOs:
1. Describe the major laboratory
sections according to their
functions, including:
 Chemistry
 Toxicology
 Hematology
 Coagulation
 Microbiology
 Immunology
 Serology
 Blood Bank
 Cytology
 Histology
2. Recognize common tests
performed in each laboratory
section.
3. Describe processing
procedures specific for
individual laboratory sections.
4. Discuss how laboratory results
reflect information about body
systems.
NOTE: Today’s content will not
be on Test # 1, but will be on both
the Midterm Exam and Test # 2.
Review of Basic Content (Weeks
1—4) in Preparation for Test #1
(2 hours)
SLOs:
1. Review basic content in
preparation for Test # 1.
2. Clarify principles and practices
learned.
3. Correlate didactic content to
activities in the supervised
practical setting.
4. Summarize key content areas
to be mastered.
Test # 1 (1 hour)
Routine Venipuncture and
Specimen Collection
Student Practice and Return
Demonstrations (1 hour)
 Proper identification of patients
 Proper positioning of patients
 Procedures for Specimen
Collection, including proper
order of the draw when additives
are required and special
precautions
 Post-puncture Care
 Practice and demonstrate
competency on artificial arms.
SLOs:
1. Given simulated situations,
follow the proper order of the
draw when collecting
specimens.
2. Given simulated situations,
demonstrate the ability to safely
and accurately:
 Identify patients and prepare
them for venipuncture.
 Locate and prepare sites for
venipuncture.
 Obtain venous specimens.
 Provide post venipuncture
care.
 Dispose of waste materials.
NOTE: Weekly Schedule continues for entire 16 week semester.
No student will
participate in
clinical
laboratory
practical
instruction
sessions until
after the
student has
passed either
Test # 1 or the
comprehensive
mid-term
examination on
the basic
phlebotomy
content and
has
demonstrated
skill
competency to
perform skin
punctures and
routine
venipunctures
and in the
college
laboratory
setting.
Appendix D
HET 80
COURSE GRADE WORKSHEET
EVALUATIVE
MEASURE
Homework
T1
Assignments
2 3
4 5
6
Turn in assignments at the
beginning of each test.
Numbers refer to workbook
exercises for assigned
chapters in the textbook.
Late assignments will be
awarded ½ credit if turned
in at final exam.
T2
8
9
Name
COURSE
WEIGHT
7
14 15 32
10 12 20 21 22 33
5%
T3
T4
POINTS
POSSIBLE
5
16 17 18 19 24 26
13 29 30 34
Attendance Quizzes
Points Earned
Points Possible
Pts Earned
TESTS
Pts Possible
Self-Selected
Presentation
Group Presentation
5%
5
20%
20
10%
10
5%
5
25%
25
Final Exam
Extra Credit
(5)
Clinical Competency
TOTALS
NOTE: AN INCOMPLETE GRADE WILL BE EARNED IF YOUR COMPLETED CLINICAL
SKILLS CHECK LIST IS NOT ON FILE IN THE HHPS DEPARTMENT OFFICE.
Letter Grade:
A = 90—100
B = 80—89
C = 70—79
D = 60—69
F = <60
30%
30
100
POINTS
EARNED
Appendix E
Phlebotomy Skills Evaluation Sheet
Phlebotomist
Performance* (Check One)
Procedure
Excellent
Good
Satisfactory
Failure
Points
Instructor
Earned
Initials
200
Pass/Fail
1. Introduce yourself and state your purpose
2. Ask the patient to spell his/her name
3. Check the name against the requistion
4. Match ID information against patient ID
5. Inform patient what you are going to do
6. Confirm that all items on the request match pt.ID
7. The touriquet was applied and removed correctly
8. The proper/best site for venipuncture was chosen
9. The phlebotomist was wearing gloves
10. The puncture site was properly disinfected
11. Blood flowed properly throughout the procedure
12. Correct tubes are drawn in the correct order
13. Anitcoagulant tubes were mixed adequately
14. Pressure applied to the puncture site
15. Bandage applied to the site
16. Patient observed for adverse reaction
17. Documentation completed correctly
18. OSHA guidelines for easte disposal were followed
19. Student demonstrated professionalism
20 Tubes for failed draw discarded properly
Total Points Earned
Total Points Possible
Performance Standards:
was excellent
Excellent
- 10 points:
All skill criteria were performed; skill performance
Good
- 8 points:
Student performed all skill criteria well, but could
Satisfactory
- 7 points:
Failure
- 0 points:
Student performed all skill criteria adequately with
improvement
Student failed to perform enough of skill criteria to
improve
room for
evaluate

Students scoring less than 70% (140 points) must retake practicum
Signature and Title( MD, RN, CLS) of licensed Person examining the above student:
Date
Appendix F
Phlebotomy Log Sheet
Student Name _________________________________________ Facility __________________________________
Social Security Number. _______________________________
NO.
1
2
3
4
5
6
7
8
9
10
1 1
12
13
14
15
Phone__________________________________
Facility Address_____________________________________________________________________________
Date Clinical Training Started________________ Date Clinical Training Completed________________
Type of
Patient
Explain Unsuccessful Procedures Experienc
ed person
Successful
DOB
Date procedure
e.g.
QNS,
Hemolyzed,
Wrong
tube,
with 3 of
(VP, SP,
misidentified
patient,
etc.
last 5
YES
NO
Observed
years
ABG)
-
16
17
Is
19
.
20
21
22
23
24
25
Procedures should comply with the pertinent portion of the didactic and specialized curriculum requirement. 50 Venipunctures
and 10 skin punctures including geriatric and pediatric patients are required. Successful means having testing performed on
the specimen under CLIA regulations.
SIGNATURE OF LICENTIATE PROVIDING TRAINING
MUST BE AN ORIGINAL SIGNATURE, STAMPED SIGNATURE WILL NOT BE APPROVED
DATE SIGNED
Signature of Supervising Physician, RN or CLS
______________________________________________Date______________
Appendix G
Disciplines: Healthcare Technician, Physician Assistant, Medical Assistant, Dental
Hygiene/Assistant/Technology, Emergency Medical Services, Nursing
Degree Credit _x__
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE
COURSE OUTLINE
HEALTHCARE TECHNICIAN 79
COURSE DESCRIPTION
79
INTRODUCTION TO HEALTHCARE CAREERS
2 Units
PREREQUISITE: None
Provides an overview of the healthcare industry, describes entry-level occupations, and
outlines related career ladder. Explores professional and educational options. Focuses on
developing competencies and skills required for success in healthcare professions,
Including ethical, legal, developmental, and sociocultural foundations of care. 36 hours
lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Provides overview of healthcare careers and educational requirements. Explores professional
options and focuses on basic skills competencies required in all health care professions.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1.
Discuss the historical and economic development of the healthcare industry.
2.
Identify ethical and legal standards that guide the provision of healthcare services.
3.
Discuss developmental, social, and cultural factors that exert an impact on the
delivery of healthcare services.
4.
Describe the spectrum of careers in the healthcare industry and identify required
educational preparation for selected careers.
5.
Explain how educational preparation for entry-level health occupations can be used
as a first step on a career ladder in specific healthcare careers.
6.
Develop competency in basic skills required for success in healthcare careers.
COURSE CONTENT
Overview of Healthcare Industry
 Historical Perspective
 Types of Healthcare Providers
Foundations of Healthcare
 Ethical
 Legal
 Developmental
 Sociocultural
Career Ladders in Health Care
 Educational Preparation
 Certification and Licensure
Basic Competencies for Success in Healthcare Occupations
 Professionalism in work habits
 Communication Skills
 Computational Skills
 Technological Skills
Students are also assigned reading, writing and other outside assignments equivalent to
two hours per one-hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve course objectives may include, but are not limited to:






Class lectures on assigned topics to provide a theoretical basis for related discussions that
would gives students opportunities to clarify content and/or validate their understanding of
content presented
Class demonstrations of selected skills to provide models for student performance
Videos/films/slides to illustrate examples of topics presented in the class, in the text, or from
other sources
PowerPoint presentations with accompanying student handouts to serve as a guide for notetaking
Student reports, papers, and/or presentations that enable students to apply concepts and
principles in particular areas of students’ interests
Guest lecturers, especially in areas of specialization, to provide current updates on policies
and procedures
METHODS OF EVALUATION
Students will be evaluated for mastery of learning objectives by methods of evaluation which may
include, but are not limited to:


Formative evaluation measures such as daily quizzes that enable students to recognize what
they have learned from the previous class session and periodic tests that cover sections of
course content.
Summative evaluation as reflected by performance on comprehensive mid-term and final
examinations



Individual student presentations (written, oral, poster, PowerPoint, and/or multimedia) that
enable students to explore topics of interest in greater depth
Group presentations that demonstrate students’ abilities to collaborate as members of a team
to organize selected course content and directly apply learned concepts and practices
Extra credit presentations on class topics appearing in current media (e.g., newspapers,
professional journals, internet sources) that demonstrate that students are making a direct
connections between what they are learning in the course and what is happening in the world.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to insure that they are
appropriate for college level instruction. Possible texts include:
Badasch, S.A. & Chesboro, D.S. (2004) Introduction to Health Occupations: Today’s
Healthcare Worker. Prentice Hall.
Haroun, L. (2006) Career Development For Health Professionals: Success in School and on
the Job. Saunders Elsevier.
Haroun, L. (2001) Introduction to Healthcare. Thompson–Delmar Learning.
Royce, S.R. & Haroun, L.. (2003) Teaching Ideas and Classroom Activities for Healthcare.
Thompson–Delmar Learning.
Snook, I.D. & D’Orazio, L.P. (2004) Opportunities in Health and Medical Careers. McGrawHill Professional.
Stanfield, P.S. & Hui, Y.H. (2002) Introduction to the Health Professions. Jones & Bartlett.
Swanson, B.M. (2005) Careers in Healthcare. McGraw-Hill Professional.
Revised: 8/07
Appendix H
Disciplines: Healthcare Technician, Nursing
Degree Credit _X__
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE
COURSE OUTLINE
HEALTHCARE TECHNICIAN 80
COURSE DESCRIPTION
80
CERTIFIED NURSE ASSISTANT THEORY AND PRACTICES
6 Units
PREREQUISITE: None.
LIMITATIONS ON ENROLLMENT: requires fingerprinting and submission of application for
state certification examination, current CPR certification & immunizations, medical
clearance from healthcare provider, uniform, and RCC HET I.D. badge.
Provides theoretical and clinical laboratory components of state-mandated curriculum
required to take the state certification examination for nurse assistants. Complies with
federal regulations for preparing healthcare workers in long-term care settings. Focuses on
the role performance and responsibilities of certified nurse assistants (CNAs) as members
of the healthcare team. Requires evaluation of clinical performance through demonstrated
competence on identified skills. 72 hours lecture and 108 hours laboratory.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Lectures and clinical laboratory practice in preparation for state nurse assistant
certification examination.
PREREQUISITE/ENTRY SKILLS
Before entering the course, students will be able to:
1. Provide evidence of current CPR Certification and immunizations, and signed medical
clearance from a healthcare provider.
2. Be fingerprinted and successfully be cleared of criminal barriers to certification as a
nurse assistant.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1. Describe the role and responsibilities of certified nurse assistants (CNAs) in the delivery of
healthcare in various settings and demonstrate competence in performing the role of a
certified nurse assistant (CNA) in the long-term care setting.
2. Explain the obligations and role of nurse assistants in maintaining patient (resident) rights and
demonstrate this understanding as an advocate for assigned residents in the clinical setting.
3. Describe influencing factors that affect communication in healthcare settings and use effective
communication skills in the clinical setting.
4. Identify measures to prevent and manage emergency situations in healthcare settings and
demonstrate the ability to apply these measures, as appropriate, in the clinical setting.
5. State principles of body mechanics, give examples of effective use in healthcare settings, and
use principles of body mechanics when providing care as assigned.
6. Discuss principles and practices of medical and surgical asepsis and apply these practices
appropriately when providing care.
7. Compare the use of selected systems of measurement used in healthcare settings and
demonstrate competency in using clinical measurement systems.
8. Describe methods for performing basic patient care skills and perform assigned patient care
skills in a competent and safe manner.
9. Identify resources for safely and competently performing patient care procedures and perform
assigned patient care procedures in a competent and safe manner
10. Identify methods for accurately obtaining and recording vital signs and measure and record
vital signs accurately in the clinical setting.
11. Describe the relationship between nutrition and health status, giving specific examples
relevant to residents in long-term care settings, and demonstrate competency in feeding
residents and assisting residents with meals.
12. Recognize signs and symptoms of impending emergency situations, identify appropriate
immediate and temporary interventions certified nursing assistants should implement in
selected situations, and initiate appropriate immediate and/or temporary interventions should
emergencies occur in the clinical setting.
13. Describe the basic needs of residents commonly cared for in long-term settings, discussing
the responsibilities of certified nursing assistants in meeting these needs, and demonstrating
competency in assisting assigned long-term care residents to meet their basic needs.
14. Differentiate among the roles of the members of the rehabilitative team in promoting
restoration of health and collaborate appropriately with other members of the rehabilitative
team in the clinical setting.
15. Identify guidelines for nurse assistants’ responsibilities for observation, reporting and
recording, and demonstrate competency in appropriately reporting and recording observations
and care provided in the clinical setting.
16. Describe the stages of death and dying and the grieving process, giving examples of how to
assist residents and their support persons at various stages, and appropriately assist assigned
residents and their support persons in the clinical setting.
COURSE CONTENT
(Note: Hours are Minimum State Mandated Theory and Suggested Clinical Hours for each
Module)
Theory
Clinical
Module 1 Introduction to Certified Nurse Assisting
 Title 22, Division 5, California Code of Regulations
 Requirements for Certification
 Professionalism
 Ethics
 Confidentiality
2
0
Module 2 Patient/Resident Rights
2
 California Guidelines
 Title 22, section 72527
 Health & Safety Code, sections 1599.1, 1599.2, and 1599.3
 Code of Federal Regulations Part 483, Sections 483.10, 483.12, 483.13, and 483.15
Module 3 Interpersonal Skills
 Communications
 Defense mechanisms
 Sociocultural factors
 Attitudes towards illness & health
 Family interaction
Module 4 Prevention & Management of Catastrophe
& Unusual Occurrences
 Emergency situations
 General safety rules
 Fire & disaster plans
 Roles & procedures for Certified Nurse Assistants
 Patient safety
2
0
0
1
1
Module 5 Body Mechanics
 Principles of body mechanics
 Transfer techniques
 Ambulation
 Positioning techniques
 Proper use of body mechanics
2
4
Module 6 Medical & Surgical Asepsis
 Microorganisms
 Infection control methods
 Standard Precautions
 Category Specific Precautions
 Basic principles of asepsis
2
8
Module 7 Weights & Measures
 The metric system
 Weight, length, & liquid volume
 Military time (24 hour clock)
Module 8 Patient Care Skills
 Bathing & medicinal baths
 Dressing
 Oral hygiene
 Hair care, hair shampoo, medicinal shampoo, nail care, & shaving
 Prosthetic devices
 Skin care, including prevention of decubitus ulcers
 Elimination needs
 Bowel & bladder retraining
 Weighing & measuring patients
1
1
14
44
Module 9 Patient Care Procedures
7
20
 Collection of specimens, including stool, urine, and sputum
 Care of patients with tubing (e.g., urinary, gastric, oxygen, & intravenous), excluding
insertion, suctioning, or changing tubes
 Intake & output
 Bedmaking
 Cleansing enemas & laxative suppositories
 Admission, transfer, & discharge
 Bandages & nonsterile dressings, including application of nonlegend topical ointments to
intact skin surfaces
Module 10 Vital Signs
 Purpose of vital signs
 Factors affecting vital signs
 Normal ranges
 Methods of measurement
 Temperature, pulse, respiration (TPR)
 Blood pressure (BP)
 Abnormalities
 Recording and reporting
3
6
Module 11 Nutrition
 Proper nutrition
 Feeding techniques
 Diet therapy
2
6
Module 12 Emergency Procedures
 Signs & symptoms of distress
 Immediate & temporary intervention
 Emergency codes
2
1
Module 13 Long-Term Care Patient
 Needs of persons with developmental & mental disorders including
 Mental retardation
 Alzheimer’s disease
 Cerebral palsy and epilepsy
 Dementia and mental illness
2
0





Introduction to anatomy & physiology
Physical & behavioral needs & changes
Community resources available
Psychological, social, & recreational needs
Common diseases & disorders, including signs and symptoms
Module 14 Rehabilitative Nursing
 Promoting patients’ potential
 Devices & equipment
 Activities of daily living (ADLs) and ambulation
 Family interactions
 Complications of inactivity
 Range of motion
2
4
Module 15 Observation & Documentation
 Observation of patients & reporting responsibility
 Patient care plan
 Patient care documentation
 Legal issues of charting
 Medical Terminology and abbreviations
4
4
Module 16 Death & Dying
 Stages of grief
 Emotional & spiritual needs of patients & families
 Rights of dying patients
 Signs of approaching death
 Monitoring dying patients
 Post mortem care
2
0
Students are also assigned reading, writing and other outside assignments equivalent to two
hours per one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve course objectives may include, but are not limited to:







Class lectures on assigned topics to provide a theoretical basis for related discussions giving
students opportunities to clarify content and/or validate their understanding of content
presented
Class demonstrations by instructors to provide models for student performance of designated
skills
Videos/films/slides to provide additional demonstrations of skills and to illustrate examples of
topics presented in the class, in the text, or from other sources
Clinical observations and practice on real patients in laboratory settings
PowerPoint presentations with accompanying student handouts to serve as a guide for notetaking
Student reports, papers, and/or presentations that enable students to apply theoretical
concepts and principles to practical situations in students’ particular areas of interest
Guest lecturers, especially in areas of specialization, to provide current updates on policies
and procedures
METHODS OF EVALUATION
Students will be evaluated for mastery of learning objectives by methods of evaluation which may
include, but are not limited to:








Formative evaluation measures such as daily quizzes that enable students to recognize what
they have learned from the previous class session and periodic tests that cover sections of
course content.
Summative evaluation as reflected by performance on comprehensive final examination
Return demonstrations to clinical instructors that provide an opportunity to demonstrate
competency on California Department of Health Services (DHS) mandated skills learned
through practice in the clinical setting; Skills Checklist will be maintained and signed off by
clinical instructors.
Demonstrated safe clinical laboratory performance, as observed by the clinical instructor.
Effective use of communication skills in the clinical laboratory, as observed by the clinical
instructor, in interactions with facility residents and staff members.
Individual student presentations (written, oral, poster, PowerPoint, and/or multimedia) that
enable students to explore topics of interest in greater depth
Group presentations that demonstrate students’ abilities to collaborate as members of a team
to organize selected course content and directly apply learned concepts and practices
Extra credit presentations on class topics appearing in current media (e.g., newspapers,
professional journals, internet sources) that demonstrate that students are making a direct
connections between what they are learning in the course and what is happening in the world.
All students must demonstrate clinical competency on state-mandated skills as evidenced by
clinical instructor observation and completion of signed record of attendance indicating a minimum
of one hundred clinical laboratory hours to successfully complete this course.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to insure that they are appropriate for
college level instruction. Possible texts include:
Carter, P.J. (2008) Lippincott’s Textbook for Nursing Assistants. Lippincott Williams and Wilkins.
Dugan, D. (2002) Successful Nursing Assistant Care. Hartman Publishing, Inc.
Hegner, B.R., E. Caldwell, & J.F. Needham. (2008) Nurse Assistant: A Nursing Process
Approach, 10th edition. Thompson Delmar Learning.
Sorentino, S.A. & B. Gorek. (2001) Mosby’s Essentials for Nursing Assistants, 2nd edition. Mosby.
Wolgin, F. (2005) Being a Nursing Assistant, 9th edition. Prentice Hall:
Revised: 8/07
Appendix I
Disciplines: Healthcare Technician, Physician Assistant, Nursing
Degree Credit _X__
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE
COURSE OUTLINE
HEALTHCARE TECHNICIAN 82
COURSE DESCRIPTION
82
5 Units
PHLEBOTOMY TECHNICIAN
PREREQUISITE: None.
COREQUISITE: None.
LIMITATIONS ON ENROLLMENT: Prior to beginning of clinical laboratory component,
requires evidence of current CPR certification and immunizations, and medical clearance
from healthcare provider to be on file in the department office; clinical laboratory experience
requires wearing a green scrubs uniform and an RCC HET I.D. badge. The California
Department of Health Services requires applicants for certification as a phlebotomist have a
high school diploma or equivalent and the ability to obtain and process official documents in
English.
Provides theoretical and laboratory preparation for entry level certification as a phlebotomy
technician; includes overview of federal and state regulations governing clinical
laboratories; focuses on vascular anatomy and physiology and performance of venipuncture
and dermal puncture techniques; describes additional responsibilities of phlebotomy
technicians as members of the health care team; requires demonstration of skill
competency. 54 hours lecture and 108 hours laboratory.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Preparation for entry level certification as a phlebotomy technician; includes lecture,
college laboratory and supervised clinical laboratory performance.
PREREQUISITE/ENTRY SKILLS
Before entering the course, students will be able to:
1. Provide evidence of current CPR Certification and immunizations, and signed medical
clearance from a healthcare provider.
2. Have attained a high school diploma or equivalent.
3. Be proficient in obtaining and processing documents in English.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1.
Describe the role and responsibilities of phlebotomy technicians in the provision of health
care services.
2.
Explain and apply basic and advanced principles and practices of environmental safety
applicable in clinical laboratory and specimen collection settings
3.
Recognize basic anatomical landmarks and physiological functions of body systems,
particularly the circulatory system, and use appropriate medical terminology when
performing as a phlebotomist.
4. Explain principles and practices used in collecting laboratory specimens for analysis.
5. Demonstrate safe and competent, and effective performance in the college laboratory and
clinical settings when:
a. preparing persons for laboratory studies ordered
b. selecting appropriate sites and equipment
c. obtaining venipunctures and dermapunctures
d. disposing of sharps, needles, and wastes
e. processing specimens collected
6.
Describe possible complications of venipunctures and identify appropriate interventions to
prevent or manage selected complications.
7.
Discuss possible pre-analytical sources of error in specimen collection, transport, and
processing.
8.
Identify high risk and other special patient populations and describe mechanisms to
prevent and treat possible complications, including modifications of site selection and
techniques.
9.
Compare and contrast the functions of various sections of a clinical laboratory.
10. Describe methods used to assure quality control in clinical laboratories.
11. Discuss additional duties commonly assigned to phlebotomy technicians.
12. Recognize interpersonal skills, legal and ethical standards affecting the clinical practice of
phlebotomy technicians and be able to demonstrate competency in applying these skills
and standards in the clinical setting..
COURSE CONTENT
Introduction to Phlebotomy
 Roles and Responsibilities of Phlebotomists
 Healthcare Delivery Systems
Environmental Safety and Infection Control
 Chain of Infection
 Methods of Transmission
 Universal and Standard Precautions
 Exposure Control Policies and Procedures
Basic Anatomy and Physiology
 Overview of Body Systems
 Circulatory System
 Medical Terminology
Routine Venipuncture and Specimen Collection
 Accurate identification of patients and specimens
 Vascular Anatomy and Physiology, including Body Landmarks
 Proper Site Selection and Aseptic Preparation
 Venipuncture Equipment, Including types of tubes and additives
 Procedures for Specimen Collection, including proper order of the draw when
additives are required and special precautions
 Post-puncture Care
 Prevention and Management of Complications
 Appropriate disposal of sharps, needles, and waste
Dermal Puncture Collections
 Common Usage
 Techniques and proper site selection, including aseptic preparation
 Proper identification of patients and specimens
Special Venipuncture Collections
 Timed Specimens
 Diurnal Variations
 Therapeutic Drug Monitoring
 Special Handling Procedures
 Blood Cultures
Pre-analytical Sources of Error:
 Specimen collection
 Transport
 Processing
Advanced Infectious Disease Control and Biohazards: Special Precautions & Procedures
Anti-coagulation Theory and Applications for Phlebotomy
Arterial Punctures
High Risk patients:
 Anatomical Site Selection and Patient Preparation
 Identification of Potential Complications
 Prevention of Complications
Recognition of Complications & Appropriate Corrective Actions for Problems with
 Test requisitions
 Specimen Transport
 Specimen Processing
Clinical Laboratories
 Laboratory Sections
 Common Tests Performed
 Correlating Laboratory Tests with Body System Functioning
 Processing Specimens
 Reporting Results
Competencies for Success as a Phlebotomy Technician
 Professional work habits
 Communication Skills
 Computational Skills
 Technological Skills
 Stress Management Techniques
 Certification
Quality Phlebotomy
 Standards of Practice
 Quality Assurance Policies and Procedures
 Quality Control Practices
Additional Duties of Phlebotomy Technicians
 Collection of Specimens other than Blood
 Patient Instructions
 Specimen Processing
 Reporting
Legal Issues Relating to Blood collection
 Federal and state regulations governing clinical laboratories and phlebotomists
Students are also assigned reading, writing and other outside assignments equivalent to
two hours per one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve course objectives may include, but are not limited to:







Class lectures on assigned topics to provide a theoretical basis for related discussions giving
students opportunities to clarify content and/or validate their understanding of content
presented
Class demonstrations by instructors to provide models for student performance of designated
skills
Videos/films/slides to provide additional demonstrations of skills and to illustrate examples of
topics presented in the class, in the text, or from other sources
Clinical observations and practice on real patients in laboratory settings
PowerPoint presentations with accompanying student handouts to serve as a guide for notetaking
Student reports, papers, and/or presentations that enable students to apply theoretical
concepts and principles to practical situations in students’ particular areas of interest
Guest lecturers, especially in areas of specialization, to provide current updates on policies
and procedures
METHODS OF EVALUATION
Students will be evaluated for mastery of learning objectives by methods of evaluation which may
include, but are not limited to:
 Formative evaluation measures such as daily quizzes that enable students to recognize what
they have learned from the previous class session and periodic tests that cover sections of
course content.
 Summative evaluation as reflected by performance on comprehensive mid-term and final
examinations
 Return demonstrations to clinical instructors that provide an opportunity to demonstrate
competency on skills learned through practice in the college laboratory, including:
o Selection of blood equipment appropriate to test requisitions
o Preparation of patients
o Appropriate infection control practices
o Post puncture care
o Processing of blood containers after collection, including centrifugation
o Proper disposal of needles, sharps, and medical waste products
 Successful clinical laboratory performance, as witnessed by the clinical instructor
demonstrating:
o A minimum of 10 skin punctures for testing purposes from patients of varying ages,
including pediatric and geriatric and of varying health and obesity status
o A minimum of 50 venipunctures for specimen collection from patients of varying ages,
health, and obesity status
o Observation of arterial punctures
o Demonstration of continued practice of competencies previously documented in the
college laboratory:
 Selection of blood equipment appropriate to test requisitions
 Preparation of patients
 Appropriate infection control practices
 Post puncture care
 Processing of blood containers after collection, including centrifugation
 Proper disposal of needles, sharps, and medical waste products
 Individual student presentations (written, oral, poster, PowerPoint, and/or multimedia) that
enable students to explore topics of interest in greater depth
 Group presentations that demonstrate students’ abilities to collaborate as members of a team
to organize selected course content and directly apply learned concepts and practices
 Extra credit presentations on class topics appearing in current media (e.g., newspapers,
professional journals, internet sources) that demonstrate that students are making a direct
connections between what they are learning in the course and what is happening in the world.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to insure that they are appropriate for
college level instruction. Possible texts include:
Davis, B.K. (2001) Phlebotomy: A Customer-Service Approach. Thompson Delmar Learning.
Ernst, D.J. (2003) Applied Phlebotomy. Center for Phlebotomy Education.
Flynn, J.C. & J.C. Flynn, Jr. (2004) Procedures in Phlebotomy. Elsevier Saunders.
Hoeltke, L.B., (2006) The Complete Textbook of Phlebotomy, 3nd edition. Thompson Delmar
Learning.
Kalanick, K.A., (2003) Phlebotomy Technician Specialist: A Practical Guide to Phlebotomy.
Thompson Delmar Learning.
McCall, R.E. & C.M. Tankersley. (2007) Phlebotomy Essentials. Lippincott Williams & Wilkins.
Revised: 8/07
Appendix J
Disciplines: Healthcare Technician, Nursing
Degree Credit _x__
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE
COURSE OUTLINE
HEALTHCARE TECHNICIAN 86
COURSE DESCRIPTION
86
ACUTE CARE NURSE ASSISTANT
1 Unit
PREREQUISITE: HET-80 (Evidence of Certification as Nurse Assistant also acceptable)
LIMITATION ON ENROLLMENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Designed to assist Certified Nurse Assistants in adapting their nursing skills to the
requirements of clients in acute care settings. Includes demonstration of required skills and
supervised practice in acute care clinical settings. 54 hours laboratory.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Provides the Certified Nurse Assistant (CNA) with demonstration and practice of nursing
assistant skills used when providing care in acute care settings.
PREREQUISITE/ENTRY SKILLS
Before entering the course, students will be able to:
1. Demonstrate the ability to perform the skills expected of a CNA.
2. Provide evidence of current CPR Certification and immunizations, and signed medical
clearance from a healthcare provider.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1. Compare and contrast the delivery of basic nursing care in long-term and acute care
clinical settings.
2. Describe the role of the acute care nursing assistant, noting similarities to and
differences from the role of the CNA in the long-term clinical setting.
3. Identify essential information that the nursing assistant in an acute care setting is
required to document and describe methods used to document care provided.
4. Demonstrate competency in performing basic skills commonly provided by nursing
assistants in acute care clinical settings.
COURSE CONTENT
Comparison of Long Term and Acute Care Clinical Settings
Role of the Acute Care Nurse Assistant in providing care
Documentation of Care Provided in Acute Care Settings
Adaptations of Basic Nursing Skills for Clients in Acute Care Settings
Students are also assigned reading, writing and other outside assignments in preparation
for supervised clinical laboratory practice.
METHODS OF INSTRUCTION
Methods of instruction used to achieve course objectives may include, but are not limited to:






Clinical seminars on assigned topics to provide students with opportunities to clarify content
and/or validate their understanding of content presented
Clinical demonstrations by instructors or nursing staff members to provide models for student
performance of designated skills
Videos/films/slides to provide additional demonstrations of skills and to illustrate examples of
topics presented in the clinical seminars, in the text, or from other sources
Clinical observations and practice on real patients in laboratory settings
Student reports, papers, and/or presentations that enable students to apply clinical concepts
and principles to practical situations in students’ particular areas of interest
Guest lecturers, especially in areas of specialization, to provide current updates on policies
and procedures
METHODS OF EVALUATION
Students will be evaluated for mastery of learning objectives by methods of evaluation which may
include, but are not limited to:





Formative evaluation measures such as daily oral responses to instructors’ questions,
enabling students to recognize what they have learned from the previous class sessions
Summative evaluation as reflected by performance on comprehensive final examination
Return demonstrations to clinical instructors that provide an opportunity to demonstrate
competency on skills learned through practice in the clinical setting
Demonstrated safe clinical laboratory performance, as observed by the clinical instructor.
Effective use of communication skills in the clinical laboratory, as observed by the clinical
instructor, in interactions with patients and staff members.



Individual student presentations (written, oral, poster, PowerPoint, and/or multimedia) that
enable students to explore topics of interest in greater depth
Group presentations that demonstrate students’ abilities to collaborate as members of a team
to organize selected course content and directly apply learned concepts and practices
Extra credit presentations on class topics appearing in current media (e.g., newspapers,
professional journals, internet sources) that demonstrate that students are making a direct
connections between what they are learning in the course and what is happening in the world.
COURSE MATERIALS
No new textbook is required for this course. Students may use the text they previously used
in their CNA Program.
All materials used in this course will be periodically reviewed to insure that they are
appropriate for college level instruction. Possible texts include:
Carter, P.J. (2008) Lippincott’s Textbook for Nursing Assistants. Lippincott Williams and
Wilkins.
Dugan, D. (2002) Successful Nursing Assistant Care. Hartman Publishing, Inc.
Hegner, B.R., E. Caldwell, & J.F. Needham. (2008) Nurse Assistant: A Nursing Process
Approach, 10th edition. Thompson Delmar Learning.
Sorentino, S.A. & B. Gorek. (2001) Mosby’s Essentials for Nursing Assistants, 2nd edition.
Mosby.
Wolgin, F. (2005) Being a Nursing Assistant, 9th edition. Prentice Hall:
Revised: 8/07
Appendix K
Disciplines: Healthcare Technician, Nursing
Degree Credit __X_
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE
COURSE OUTLINE
HEALTHCARE TECHNICIAN 87
COURSE DESCRIPTION
87
2 Units
RESTORATIVE NURSE ASSISTANT
PREREQUISITE: HET-80 (Evidence of Certification as a Nurse Assistant also acceptable)
LIMITATION ON ENROLLMENT: Requires current CPR certification & immunizations,
medical clearance from healthcare provider, and uniform with RCC HET I.D. badge.
Prepares Certified Nurse Assistants (CNAs) for career advancement as Restorative Nurse
Assistants (RNAs). Provides overview of rehabilitative and restorative nursing care.
Focuses on the roles and responsibilities of RNAs. Includes discussion of federal & state
regulations, principles of rehabilitative and restorative care, and supervised clinical
practice in long-term care settings. 28 hours lecture and 28 hours laboratory.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Prepares Certified Nurse Assistants (CNAs) for career advancement as Restorative Nurse
Assistants (RNAs).
PREREQUISITE/ENTRY SKILLS
Before entering the course, students will be able to:
1. Demonstrate the ability to perform the skills expected of a CNA.
2. Provide evidence of current CPR Certification and immunizations, and signed medical
clearance from a healthcare provider.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1. Describe the roles and responsibilities of Restorative Nurse Assistants (RNAs) as
employees of long-term care facilities and members of the rehabilitative team.
2. Recognize federal and state regulations governing restorative care workers and
provision of restorative care in long-term care facilities.
3. Discuss restorative care applications of principles of safety, body mechanics, and
infection control.
4. Identify and describe underlying principles of providing rehabilitative and restorative
nursing care.
5. Explain restorative principles and practices aimed at promoting rehabilitative mobility
and meeting other basic human needs.
6. Describe standards of restorative care for persons with selected health-illness
conditions.
7. Demonstrate ability to provide safe and competent restorative care to assigned clients
in the long-term care setting.
COURSE CONTENT
Introduction & Overview of Rehabilitative and Restorative Care

Historical Perspective

State & Federal regulations

Functions of Members of the Rehabilitative Team

Roles & Responsibilities of Restorative Nursing Assistants

Candidates for Restorative Nursing Care
Restorative Care Principles and Applications

Safety

Infection Control

Body Mechanics

Basic Human Needs

Persons with Disabilities

Communication Techniques

Monitoring Reponses to Treatments

Documentation of Restorative Care
Restorative Practices for Persons with Selected Common Health-Illness Conditions

Musculoskeletal

Neurological

Skin

Cardiopulmonary
Clinical Performance in Restorative Care

Safety

Infection Control

Communication Skills

Assisting With Activities of Daily Living
 Feeding Techniques
 Hygiene & Grooming
 Toileting

Assisting with Mobility Needs
 Transfer & Positioning Techniques
 Bed Mobility

 Ambulation
 Active & Passive Range of Motion
 Hot & Cold Treatments
Member of Rehabilitative Team
 Reporting and Recording
 Work habits
 Requires minimal supervision
Students are also assigned reading, writing and other outside assignments equivalent to
two hours per one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve course objectives may include, but are not limited to:







Class lectures on assigned topics to provide a theoretical basis for related clinical seminar
discussions providing students opportunities to clarify content and/or validate their
understanding of content presented
Class and clinical demonstrations by instructor or clinical staff members to provide models for
student performance of designated skills
Videos/films/slides to provide additional demonstrations of skills and to illustrate examples of
topics presented in the class, in the text, or from other sources
Clinical observations and practice on real patients in laboratory settings
PowerPoint presentations with accompanying student handouts to serve as a guide for notetaking
Student reports, papers, and/or presentations that enable students to apply theoretical
concepts and principles to practical situations in students’ particular areas of interest
Guest lecturers, especially in areas of specialization, to provide current updates on policies
and procedures
METHODS OF EVALUATION
Students will be evaluated for mastery of learning objectives by methods of evaluation which may
include, but are not limited to:








Formative evaluation measures such as daily quizzes that enable students to recognize what
they have learned from the previous class session and periodic tests that cover sections of
course content.
Summative evaluation as reflected by performance on comprehensive final examination
Return demonstrations to clinical instructors that provide an opportunity to demonstrate
competency on skills learned through practice in the clinical setting.
Demonstrated safe clinical laboratory performance, as observed by the clinical instructor.
Effective use of communication skills in the clinical laboratory, as observed by the clinical
instructor, in interactions with facility residents and staff members.
Individual student presentations (written, oral, poster, PowerPoint, and/or multimedia) that
enable students to explore topics of interest in greater depth
Group presentations that demonstrate students’ abilities to collaborate as members of a team
to organize selected course content and directly apply learned concepts and practices
Extra credit presentations on class topics appearing in current media (e.g., newspapers,
professional journals, internet sources) that demonstrate that students are making a direct
connections between what they are learning in the course and what is happening in the world.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to insure that they are
appropriate for college level instruction. Possible texts include:
Acello, B. (2000). Restorative Care: Fundamentals for Certified Nursing Assistants. Delmar
Thompson Learning.
Grubbs, P.A, & B. A. Blasband. (2000) The Long-Term Care Nursing Assistant (A
Restorative Approach). Prentice Hall Health.
Revised: 8/07
Appendix L
HET PROGRAM INFORMATION
(templates for PowerPoints for advertising courses)
CNA PROGRAM
 HET 80 is a six unit course that provides 72 hours of lecture and 108 hours of clinical
laboratory practice that provides the knowledge & skill necessary to be a CERTIFIED
NURSE ASSISTANT (CNA).
 Theory sections scheduled for 2 days/week.
 Lab sections are scheduled in 2 half-day weekday sessions or 1 full-day Friday or
Saturday sessions
 Low cost: Approximately $415 total plus physical examination & immunization fees
 $120 for the class
$50 for textbook
 $100 uniforms & shoes
$35 for CPR
 $15 DHS application fee
$90 Certification Examination fee
 $ 5 DMV printout
 Obtain information packet in Humanities 113
 Contact: Vivian Gonzales (951) 571-6251 or vivian.gonzales@rcc.edu
CAREER ADVANCEMENT FOR CNAS
 Single semester courses which provide additional skills and knowledge
 Acute Care Nursing Assistant (1 unit: 54 hours laboratory)
 Restorative Nursing Assistant (2 units: 28 hours lecture and 23 hours laboratory)
 Current status as a CNA required
 Require CPR & current immunizations for clinical participation
 Enables students to advance as a CNA while taking prerequisites for other nursing or
healthcare programs.
 Courses offered on weekends and evenings
 Obtain information packet in Humanities 113
 Contact: Vivian Gonzales (951) 571-6251 or vivian.gonzales@rcc.edu
PHLEBOTOMY TECHNICIAN
 Phlebotomy Technician (HET-82) 5 units: 54 hours lecture and 108 hours laboratory
 No prerequisites for this California Department of Health Services Approved Phlebotomy
Technician Program
 Requires CPR & current immunizations for clinical participation
 Low-costs: Class fees, books, scrub uniforms; after class completion, application and
certification exam fees required to become a Certified Phlebotomy Technician I.
 Obtain information packet in Humanities 113
 Contact: Vivian Gonzales (951) 571-6251 or vivian.gonzales@rcc.edu