Educate the Educator
Awareness and Sensitivity
to Client Needs
Competencies 7 and 8
1
Module Competencies
7. Describe how to care for the clients’ environment.
8. Using a problem solving process applied to healthcare
situations, describe how healthcare workers can be aware
and sensitive to their clients’ need/behaviors.
Module Competency #7
Describe how to care for the clients’
environment.
Module Competency #7: Describe how
to care for the clients’ environment.
Two units and their learning activities are embedded in this
competency.
A. Discuss the importance of a clean environment.
B. Describe proper care of client’s personal items
Unit 7A: Clean Environment
Recommended Content
 In the busy-ness of the career of a healthcare provider, some
important tasks might be overlooked.
 A clean and organized environment for clients/patients can provide
the person with safety, health and comfort.
 When caring for a patient’s environment keep in mind to:
 Clean surface items appropriately
 Reduce allergens
 Promote infection control
Unit 7B: Client’s Personal Items
Recommended Content
 At times it is necessary to assist the client/patient with proper caring
of their personal belongings.
 In doing so, it is important not to move their personal items to a new
location.
 Doing so could cause confusion and/or anxiety for the client.
 Also, when cleaning their environment, ask the client for any
suggestions that they may have. This will promote a feeling of
inclusion and encourage pride in their surroundings.
Module Competency #7: Describe How to Care for the
Clients’ Environment
Recommended Learning Activities
Assignments
AS Competency #7: Care
of George’s
Environment
Resources
Assignment on website
Notes
Students review a
picture of a patient’s
room and identify 20
problems with his
environment.
Module Competency #8
Using a problem solving process applied to healthcare situations,
describe how healthcare workers can be aware and sensitive to
their clients’ need/behaviors.
Module Competency 8
One unit is included in this competency and its learning activities.
A. Discuss the problem solving process as applied to awareness and
sensitivity to clients utilizing a team approach.
Unit 8A: Problem Solving Process
Recommended Content
1. Identify the problem
2. Analyze the problem
3. Generate and analyze solutions – brainstorm for possible solutions,
evaluate the best solution
4. Implement the best solution
5. Evaluate the solution’s effect, plan the next steps
Module Competency 8: Problem Solving Process
Recommended Learning Activities
Assignments
AS Competency #8:
Aging Suits
Resources
Assignment on website
Notes
Students compare
normal movement to
what it feels like to be
aged with arthritis,
cataracts, limited
movement by putting
on an aging suit.
This completes
the curriculum for
Awareness & Sensitivity to Clients Needs.
(see next slide)
What to do now?
 You’ve now been introduced to Awareness and Sensitivity to Clients’ Needs..
 Presented were key points found on the instructor resource outline and several
possible learning activities to use.
 You received tips on teaching the material, along with areas to be sensitive to with
students.
 Now, click on the “Survey” tab and complete the Awareness & Sensitivity to Clients’
Needs Survey.
 You are invited to go to the website to preview additional learning activities,
PowerPoints, assessments, etc.
 You are encouraged to use the instructor learning resource module outline to make
notes on which online resources would benefit you and your teaching style.
Accessing HealthForce Minnesota
Click here to access the HCCC curriculum
A. Password: HCCC
1.Select desired module to view
You have completed
Health Care Core Curriculum
Awareness & Sensitivity to
Clients’ Needs.
Congratulations!!
Complete the “Self Assessment” found under “Assessments”
References
Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Promoting family
health. In A. Berman, S.J. Snyder, B. Kozier, & G. Erb (Eds.). Kozier
& Erb’s Fundamentals of nursing: Concepts, process, and practice
(8th ed.) (pp.428-441). Upper Saddle River, NJ: Prentice Hall
Cooley, M. L.(2009). A family perspective in community/public health
nursing. In F. Maurer & C. Smith (Eds.). Community/public health
nursing practice: Health for families and populations (4th ed.) (pp.
327-344). St. Louis, MO: Elsevier.
Friedman, M.M. (1998). Family nursing: Theory & Practice (3rd ed.).
Norwalk, CT: Appleton & Lange
References
Juliar, K. (2003) Minnesota Healthcare Core Curriculum (2nd ed.). Clifton Park,
NY: Delmar Publishers
Maurer, F., & Smith, C. (2009). Community/public health nursing practice:
Health for families and populations (4th ed.). St. Louis, MO: Elsevier.
Ramon, P.R. & Niedringhaus, D. M. (2008). Promoting culturally proficient
care. Fundamental nursing care (2nd ed.) (pp. 16-26). Upper Saddle River,
NJ: Person Prentice Hall
Wright, L.M. & Leahey, M. (2009). Nurses and families: A guide to family
assessment and intervention (5th ed.). Philadelphia, PA: F.A. Davis
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Power point created by:
Dede Carr, BS, CDA, LDA
Pat Reinhart, RN