Medical Assisting II Clinical 2007.doc

NEWARK PUBLIC SCHOOLS


Medical Assisting II - Clinical


CURRICULUM GUIDE


2007


NEWARK PUBLIC SCHOOLS


Department of Special Programs


TABLE OF CONTENTS

Title Page.................................................................................................................................................................................................................1

Board Members........................................................................................................................................................................................................2

Administration.........................................................................................................................................................................................................3

Table of Contents.....................................................................................................................................................................................................4

District Mission Statement.......................................................................................................................................................................................5

District Goals and Guiding Principles.....................................................................................................................................................................6

Curriculum Committee............................................................................................................................................................................................8

Course Philosophy & Description...........................................................................................................................................................................9

Recommended Textbooks......................................................................................................................................................................................11

Course Clinical Skill Proficiencies........................................................................................................................................................................12

Curriculum Units...................................................................................................................................................................................................14

Course Pacing........................................................................................................................................................................................................15

Standards, Goals, and Objectives...........................................................................................................................................................................16

Appendix A – Reading List...................................................................................................................................................................................99

Appendix B – Outline for Field Experiences/Speakers.......................................................................................................................................103

Appendix C – Handouts.......................................................................................................................................................................................104


Mission Statement

The Newark Public Schools recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We

further recognize that each child can only be successful when we acknowledge all aspects of that child’s life – addressing their needs,

enhancing their intellect, developing character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve

differently; and it is therefore critical that as a district, we provide a diversity of programs based on student needs.

As a district, we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we

also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational and economic institutions

that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions

become an integral part of our educational program.

To this end, the Newark Public Schools is dedicated to providing a quality education, embodying a philosophy of critical and creative

thinking and designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Our educational program is

informed by high academic standards, high expectations, and equal access to programs that provide and motivate a variety of interests and

abilities for every student based on his or her needs. Accountability at every level is an integral part of our approach. As a result of the

conscientious, committed, and coordinated efforts of teachers, administrators, parents, and the community, ALL CHILDREN WILL LEARN.

Marion A. Bolden, DISTRICT SUPERINTENDENT


GOALS AND GUIDING PRINCIPLESReaching for the Brass Ring

GOALS

Goal 1 IMPROVE STUDENT ACHIEVEMENT

Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.

Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY

Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.

Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION

Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.

--Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals.

--Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.

Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS

Engage community and family in meaningful decision-making and planning for Newark children.


GOALS AND GUIDING PRINCIPLESReaching for the Brass Ring

GUIDING PRINCIPLES

FOCUS ON STUDENTS

Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement.

HIGH EXPECTATIONS / STANDARDS DRIVEN

All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful.

All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning.

CARING AND SAFE ENVIRONMENT

The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided.

SHARED DECISION MAKING

The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.


CURRICULUM COMMITTEE

Marion Mullarkey, RN – Consultant

Sylvia Kaplan – Consultant


Newark Public Schools

Medical Assisting II - Clinical

Course Philosophy and Description

This five-credit course is designed to prepare students to perform duties that entail keeping the office and clinics of physicians, podiatrists, chiropractors, and optometrists running efficiently. Students will receive instruction in using communication and interpersonal skills effectively; following medico-legal guidelines and ethical responsibilities; and performing clinical duties such as maintaining the safety and well being of patients, establishing patients’ records, preparing patients for examinations, specimen collection and laboratory procedures, and assisting with medications. Each topic area has an assigned list of medical terminology with which students must become familiar. Contests and prizes may encourage and excite an interest in students in their pursuit of knowledge and understanding of medical terminology.

Students will be expected to achieve both the knowledge and skills proficiencies identified in the objectives column for each unit. The laboratory skill proficiencies are listed in a separate section (Appendix C – Handout 4) as a guiding tool for the student, the instructor and the parent/guardian. Both laboratory and knowledge skills are intended to follow the criteria established by the American Association of Medical Assistants (AAMA). However, due to AAMA constraints for secondary school graduates, students will not be eligible for the AAMA certification examination. In its place, the NOCTI examination will be used to ascertain proficiency of all program completers.

Satisfactory completion of Medical Assistant I – Clerical and Anatomy and Physiology (A&P) are prerequisites for this course. Therefore, only a review of A&P will be conducted with emphasis placed upon such diseases and disorders that would most likely be encountered within various medical office settings. In addition, students must obtain Heartsaver CPR/Automated External Defibrillator (AED) recognition prior to enrollment in Medical Assistant II – Clinical in order to qualify. This can be obtained either through the American Heart Association (AHA) or the American Red Cross (ARC).

The integration of Applied Academics is encouraged throughout the course. In keeping with this concept, instructors are encouraged to adhere to those activities that address this integration and to have students do the following:


Read three hours or more each week on topics related to health which can be fiction or non-fiction. (See suggested reading list in Appendix A).

Every two weeks, report on an article from a newspaper, magazine, or the web, related to a health issue, a health occupations area or a health theme.

Maintain a notebook divided into two parts; one for vocabulary and the other a journal about guest speakers and clinical visits. Keep a portfolio listing the books or articles the student has read, reports and projects completed.

Instructors are urged to have students actively participate in the classroom. Comments, as appropriate, are encouraged. Text and workbook assignments may be better accomplished as a class, if time allows. Students will be required to complete text readings, workbook assignments and maintain their notebook. It is recommended the instructor(s) integrate skill development activities within classroom teaching. Students should have the opportunity to practice and refine all skills learned throughout the program

Medical terminology, abbreviations and/or “Words to Know” should be addressed at every class. Teacher presentations should alternate with job related task demonstrations whenever possible.

Field experiences and/or guest speakers enhance student understanding of the information being taught. Therefore, these opportunities should be incorporated throughout the program as the instructor finds appropriate. Invite resource persons to speak to students on the different specialty areas in which they work. A suggested outline for field experiences/speakers can also be found in Appendix B. Instructors are encouraged to utilize health care partners and or advisory board members to assist the instructor in obtaining these learning experiences. Teachers should contact the Advisory Committee members seeking out opportunities for speakers and site visits. See the School-to-Career Coordinator for the most current copy of the Advisory Committee list.


Recommended Textbooks/Resources

Student TextsTextLucille Kerr, Barbara Wise and Connie Krebs. Medical Assisting, Administrative and Clinical Competences, 5th Edition Thomson Delmar Learning, Clifton Park, NY, ISBN 0-7668-4146-4

WorkbookLucille Kerr, Barbara Wise and Connie Krebs. Medical Assisting, Administrative and Clinical Competences, 5th Edition Thomson Delmar Learning , Clifton Park, NY, ISBN 0-7668-4150-2

CD ROM – Included in the Text

Teacher Reference Texts2008 PHYSICIANS' DESK REFERENCE - 62nd Edition. (2007) Thomson Healthcare. ISBN-10: 1-56363-660-3, ISBN-13: 978-1-56363-660-8

Michelle Heller; Connie Krebs. (2004) Delmar Learning’s Clinical Handbook for the Medical Office, Delmar Cengage Learning, ISBN 10: 1401832857, ISBN 13: 9781401832858

Rice, Jane. (2005) Principals of Pharmacology for Medical Assisting, Thomson Delmar Learning, Clifton Park, NY. ISBN: 1-4018-8017-7

Further Resources RecommendedSee Student Reading List in Appendix A.


Medical Assisting II – Clinical Skill Proficiencies

1. Demonstrate the procedure for hand washing.2. Don and remove gloves and gown.3. Wrap items for the autoclave.4. Measure height and weight using an upright scale.5. Complete a medical history form.6. Measure and record an oral temperature taken electronically.7. Measure and record body temperature taken with an Infrared Tympanic Thermometer.8. Measure and record a radial pulse describing the quality characteristics to be observed.9. Measure and record an apical pulse describing the quality characteristics to be observed.10. Measure respirations identifying the normal range.11. Measure and record blood pressure.12. Using a model or a manikin, demonstrate the procedure for irrigating the eye.13. Using a model or a manikin, demonstrate the procedure for irrigating the ear.14. Using a model or a manikin, demonstrate the procedure for instilling drops into the ear.15. Using a model or a manikin, demonstrate instilling drops into the eye.16. Screen for visual acuity using a Snellen chart.17. Screen for color vision acuity using the Ishihara method.18. Position and drape patients (fellow students or manikins) for specified examinations.19. With the aid of a manikin, measure recumbent length of an infant.20. Measure height of child.21. Weigh an infant.22. Measure head circumference.23. Measure infant’s chest.24. Use a microscope.25. Simulate/perform a skin puncture procedure.26. Using a glucometer, students will measure their own blood sugar.27. Using selected materials, perform a RBC and WBC.28. Using selected lab materials, perform a blood smear.29. Test urine with a multistix.30. Test urine with a clinitest tablet.


31. Perform a Hemoccult Sensa Test with specimen brought from home.32. Streak an agar plate.33. Apply limb and chest electrodes.34. Obtain a standard 12 lead ECG/EKG.35. Demonstrate the use of an AED.36. Instruct a patient who is about to have a chest x-ray.37. Instruct patients undergoing selected diagnostic radiological procedures.38. Don and remove sterile gloves.39. Demonstrate calling in a prescription.40. Record medications on a patient’s chart.41. Calculate math problems related to medications.42. Demonstrate administering an oral medication.43. Withdraw simulated medication from an ampule and a vial.44. With the use of a latex training arm, administer intradermal, intramuscular and subcutaneous injections.45. Discard syringes and needles while maintaining safety and standard precautions.


Medical Assisting II Curriculum Units

Unit I: Introduction to Medical Assisting IITopic A: Orientation

Unit II Anatomy and Physiology ReviewTopic A: Anatomical Descriptors and Body SystemsTopic B: The Nervous SystemTopic C: The SensesTopic D: The Integumentary SystemTopic E: The Skeletal SystemTopic F: The Muscular SystemTopic G: The Respiratory SystemTopic H: The Circulatory SystemTopic I: The Immune SystemTopic J: The Digestive SystemTopic K: The Urinary SystemTopic L: The Endocrine SystemTopic M: The Reproductive System

Unit III Preparing for Clinical DutiesTopic A: Guidelines for Personal Safety and Well Being of

Staff and PatientsTopic B: Infection Control

Unit IV The Patient’s RecordTopic A: Medical HistoryTopic B: TriageTopic C: Vital Signs

Unit V Preparing Patients for ExaminationTopic A: Procedures of the Eye and EarTopic B: Positioning and Draping PatientsTopic C: Assisting with ExaminationsTopic D: Assisting with Special Examinations

Unit VI Specimen Collection and Laboratory ProceduresTopic A: The MicroscopeTopic B: Capillary Blood TestsTopic C: Venous Blood TestsTopic D: Body FluidsTopic E: Bacterial Smears and Cultures

Unit VII Diagnostic Tests, X-Rays, and ProceduresTopic A: Diagnostic TestsTopic B: Cardiology ProceduresTopic C: Diagnostic ProceduresTopic D: Diagnostic Radiological Examinations

Unit VIII Minor Surgical ProceduresTopic A: The Surgical Role of the Medical Assistant

Unit IX Assisting with MedicationsTopic A: Prescription and Nonprescription MedicationsTopic B: Methods of Administering MedicationsTopic C: Injection and Immunizations

Unit X ConclusionTopic A: Review of the Role of the Medical Assistant


Suggested Course Pacing

UNIT NUMBER OF DAYS BLOCK SCHEDULE

NUMBER OF DAYS REGULAR SCHEDULE

Unit I: Introduction to Medical Assisting II 2 4

Unit II: Anatomy and Physiology Review 26 52

Unit III: Preparing for Clinical Duties 6 12

Unit IV: The Patient’s Record 8 16

Unit V: Preparing Patients for Examination 8 16

Unit VI: Specimen Collection and Laboratory Procedures 10 20

Unit VII: Diagnostic Tests, X-Rays, and Procedures 10 20

Unit VIII: Minor Surgical Procedures 6 12

Unit IX: Assisting with Medications 12 24

Unit X: Conclusion 2 4

UNIT I: INTRODUCTION TO MEDICAL ASSISTING IITOPIC: OrientationCONTENT: Course Requirements; Role of the Clinical Medical Assistant

GOALS ANDOBJECTIVES

ACTIVITIES STATE/ NATIONAL

STANDARDS

CCCS LINKED RESOURCESMULTIMEDIA

BIBLIOGRAPHYWEB LINKS

Teacher welcome and introductions.Review course requirements. NHCSS 4.18 Handout 1 - MA II Course

RequirementsCompare the roles of the administrative and clinical medical assistant.

Conduct a class discussion regarding the role of the administrative medical assistant and the skills needed to perform in that role.

Review the duties of the medical assistant and how they vary from office to office, depending on office location, size and specialty.

Performing clinical skills is an extension of the physician’s role of assessment, examination, diagnosis and treatment.

Clinical duties - vary according to state law.

They may include the following: Taking medical histories; Recording vital signs; Explaining treatment procedures to

patients; Preparing patients for examination; Assisting the physician during the

examination; Collecting and preparing lab

specimens or performing basic

LA 3.3.12D1LA 3.3.12D1

SS 6.2.12A3

CE/C/F/LS 9.1.12B19.1.12B3

NHCSS 2.12NHCSS 2.13NHCSS4.23

www.AAMA-NTL.Org

Handout 2- “Medical Assisting Career”

Handout 3 - “AAMA Role Delineation Study”

Handout 4 – MA II Clinical Skills

GOALS ANDOBJECTIVES


STANDARDS



laboratory tests on the premises; Instructing patients about

medications and special diets; Preparing and administering

medications as directed by the physician;

Authorizing drug refills as directed; Telephoning prescriptions to the

pharmacy; Preparing patients for x-rays; Taking EKGs; Arranging examining rooms and

equipment; Maintaining supplies and equipment; Maintaining waiting and examining

room ensuring they are clean and neat.

Assistants who specialize have additional duties.

Have students list specialties. Brainstorm possible duties they would need in these professions.Research and report on the assigned specialty area(s) in the “Career of a Medical Assistant.”

LAL 3.2 Handout 5 - Project “ Career of a Medical Assistant”

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC A: Anatomical Descriptors and Body SystemsCONTENT: Body cavities; organs; genetic and congenital disorders; tissues; systems

GOALS ANDOBJECTIVES


STANDARDS



Spell and define “Words to Know” in this unit.

Have students prepare flash cards for “Words to Know”.

LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text - Medical AssistingAdministrative and Clinical CompetenciesKeir, Wise and KrebsPg. 261 – 262

Utilize the correct terminology to reference points on the human body.

Locate the eight body cavities on a given diagram

Name the major organs located within each body cavity.

Delineate the basic characteristics of the cell.

Review basic anatomy and physiology of the human body including the following:

Anatomical directional terms; Body cavities and organs; The cell; and Cellular division.

LA 3.1.12D1LA 3.3.12D1

NHCSS 1.12NHCSS 1.13NHCSS 2.13NHCSS 4.21

4.10 Workbook - Medical AssistingAdministrative and Clinical CompetenciesKeir, Wise and KrebsPgs. 153 - 157

Relate the characteristics of at least seven genetic and congenital disorders.

Discuss genetic and congenital disorders that may result from improper sex cell division at the time of fertilization, from inheritance of an altered gene or genes, from environmental factors, or from toxins.

Cleft lip

LA 3.3.12D1

NHCSS 1.21NHCSS 2.13

4.10 Text pgs. 273 – 277

Wk. Bk. Unit 1pg. 158

http://www.AAMA-NTL.Org/

GOALS ANDOBJECTIVES


STANDARDS



Cleft palate Color vision deficiency Cystic Fibrosis Down Syndrome Hemophilia Klinefelters Syndrome Spina Bifida Talipes Turner’s Syndrome

Define the four main types of body tissues.

Tissues: Cells of the same type come together for a common purpose.Tissue classifications

Epithelial Connective Nerve Muscle

LA 3.1.12G1LA 3.3.12D1


4.10 Text pgs. 279 – 281

Wk. Bk. Unit 1Pg. 159

Name the 10 systems of the body and an organ found in each.

Systems: Organs of the body that perform similar functions are organized into a body system.

Integumentary Muscular Skeletal Nervous Endocrine Circulatory Lymphatic Respiratory Digestive Urinary Reproductive

LA 3.1.12G1LA 3.3.12D1


4.10 Text pgs. 282 – 283

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC B: The Nervous SystemCONTENT: Divisions; Diagnostic Tests; Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

Text pg. 284

Explain to students the need to review body systems. Students should have previously completed an A & P course as a prerequisite for Medical Assisting.

www.innerbody.com/htm/body.html

Contrast the two main divisions of the nervous system.

The nervous system is the communication network that organizes and coordinates all the body’s functions.

The system has two main divisions: The central nervous system (CNS)

consisting of the brain & spinal cord; and

The peripheral nervous system including all the nerves that connect the CNS to every organ and area of the body

LA 3.1.12G1LA 3.3.12D1


4.10 Text pg. 284

Discuss common diagnostic tests used to identify neurological disorders and possible reasons for their use.

Diagnostic Tests Arteriography Coma Scale CAT or CT Scan EEG Electromyography Lumbar puncture

LA 3.1.12G1LA 3.3.12D1


4.10 Text pgs. 293 - 294

GOALS ANDOBJECTIVES


STANDARDS



MRI Myelography PET Scan Skull x-ray

Given a list of neurological disorders, the student will be able to discuss diseases or disorders associated with this system.

Diseases and disorders: Alzheimer’s disease ALS Bell’s palsy Cerebral palsy Encephalitis Epilepsy Essential tremor Headache Migraine Herpes Zoster Hydrocephalus Meningitis MS Neuralgia Paralysis Hemiplegia Paraplegia Quadriplegia Parkinson’s disease Reyes Syndrome Sciatica Spinal cord defects Subarachnoid Hemorrhage Subdural Hematoma Tourettes syndrome TIA Trigeminal Neuralgia

LA 3.1.12G1LA 3.3.12D1LA 3.3.12D3


4.10 Text pgs. 295 – 305

Wk. Bk. Unit 2Pgs. 162 - 167

GOALS ANDOBJECTIVES


STANDARDS



TumorOrally report salient facts on a given disease or disorder.

Divide the diseases and disorders amongst the class with each student preparing an oral presentation to the class.

Report in an oral presentation, the salient facts on diseases and disorders as assigned by the instructor.

LA 3.1.12G1LA 3.3.12D1LA 3.3.12D3

NHCSS 2.11NHCSS 2.13NHCSS 4.14NHCSS 4.21NHCSS 4.24NHCSS 8.23

4.10 Handout 6 – Guidelines for Oral Presentation On Diseases & Disorders Of The Neurological System

UNIT II ANATOMY AND PHYSIOLOGYTOPIC C: The SensesCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 306

Match the senses of the human body, with the corresponding organ(s) responsible for perception.

The Senses The eye The ear The nose The tongue The skin

LA 3.1.12D1LA 3.3.12D1

NHCSS 1.11NHCSS 2.13NHCSS 4.21

4.10 Text pgs. 306 – 319

http://www.innerbody.com/htm/body.html

GOALS ANDOBJECTIVES


STANDARDS



Summarize diseases and disorders of the eye as named on a teacher generated list.

Diseases and disorders of the eye. Macular degeneration Amblyopia Blepharitis Cataract Conjunctivitis Corneal Abrasion Diabetic Retinopathy Glaucoma Iritis Myopia Presbyopia Ptosis Retinal Detachment Strabismus

LA 3.3.12D1

NHCSS1.21NHCSS 2.13NHCSS 2.26NHCSS 4.21

4.10 Text pgs. 308 -313

Handout 7 – Guidelines for Oral Presentation on Diseases and Disorders of the Eye, Ear, Nose & Tongue.

Wk. Bk. Unit 3 Pgs. 168 - 169

Summarize diseases and disorders of the ear as named on a teacher generated list.

Diseases and disorders of the ear. Auditory Canal Obstruction Hearing loss Meniere’s Disease Motion Sickness Otitis External and Media Otosclerosis Presbycusis

LA 3.3.12D1


4.10 Text pgs. 315 – 317

Wk. Bk. Unit 3Pgs. 170 -171

Summarize diseases and disorders of the nose as named on a teacher generated list.

Diseases and disorders of the nose. Epistaxis Nasal Polyps Rhinitis

LA 3.3.12D1


4.10 Text 317 - 318

Summarize diseases and disorders of the tongue

Diseases and disorders of the tongue. Candidiasis

LA 3.3.12D1LA 3.3.12D1

4.10 Text pgs. 318 – 319

GOALS ANDOBJECTIVES


STANDARDS



as named on a teacher generated list.

Glossitis Oral Cancer NHCSS 1.21


Wk. Bk. Unit 3Pg.172

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC D: The Integumentary SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 320

Integumentary: This refers to an external covering or skin.

LA 3.3.12D3LA 3.3.12D1


4.10 Text pg. 320

Identify teacher selected diseases and disorders of the integumentary system.

Diseases and Disorders Acne Vulgaris Alopecia Cancer Cellulitis Dermatitis

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs. 322 – 335

Wk. Bk. Unit 4Pgs. 175 – 177

Handout 8 – Guidelines for Oral

GOALS ANDOBJECTIVES


STANDARDS



Eczema Furuncles Herpes Simplex Herpes Zoster Hirsutism Impetigo Lyme Disease Pediculosis Poison Ivy Psoriasis Roscacea Ringworm Scabies Urticaria Verrucae Wrinkles

NHCSS 4.21 Presentations on Diseases and Disorders of the Integumentary System

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC E: The Skeletal SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.1 Text pg. 335

Skeletal System - Consists of organs called Text pg. 335

GOALS ANDOBJECTIVES


STANDARDS



bones.Summarize teacher selected diseases and disorders of the skeletal system.

Diseases and Disorders Arthritis Osteoarthritis Rheumatoid Arthritis Bursitis Carpal Tunnel Syndrome Congenital Hip Dysplasia Dislocation Epicondylitis Gout Hallux

Valgus Herniated Disc Kyphosis Lordosis Osteoporosis Scoliosis Sprain Subluxation TMD

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs. 345 – 352

Wk. Bk. Unit 5Pgs. 179 184

Handout 9 – Guideline for Oral Presentations on Diseases and Disorders of the Skeletal System

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC F: The Muscular SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg.353

Muscular System:Three types of muscles differentiated on the basis of histological structure occur in the body and make-up the muscular system.

They are: Smooth; Striated; and Cardiac muscle.

NHCSS 2.13 Text pg. 355

Summarize teacher selected diseases and disorders of the muscular system.

Diseases and Disorders Bursitis/Tendonitis Epicondylitis Fibromyalgia Muscular Dystrophy Toticollis

LA 3.1.12D3LA 3.3.12D1


Text. pg. 359 – 361

Wk. Bk. Unit 6 Pgs. 186 – 191

Handout 10 – Guideline for Oral Presentation on Diseases and Disorders of the Muscular System

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC G: The Respiratory SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text. pg.362

The Respiratory System: The system includes organs involved in the interchange of gases between an organism and the atmosphere.

Text pg. 361

Summarize teacher selected diseases and disorders of the respiratory system.

Diseases and Disorders Allergic Rhinitis Asthma Atelectasis COPD Emphysema Epistaxis Histoplasmosis Influenza Laryngectomy Laryngitis Legionnaires Disease Lung Cancer Pleurisy Pneumonia Pneumothorax Pulmonary Fibrosis Pulmonary Edema Pulmonary Embolism RDS

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 368 – 378

Wk. Bk. Unit 7Pgs. 192 - 197

Handout 11 - Guidelines for Oral Presentation on Diseases and Disorders of the Respiratory System

GOALS ANDOBJECTIVES


STANDARDS



Sinusitis SIDS TB URI

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC H: The Circulatory SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 379

The Circulatory SystemThe circulatory system transports oxygen and nutrients to the body’s cells, and it transports carbon dioxide and other waste products from the cells to be eliminated from the body.

NHCSS 2.13

Summarize teacher selected diseases and disorders of the circulatory system.

Diseases and Disorders Anemia Aneuryism Arrest (Cardiac) Arrhythmia Arteriosclerosis Atherosclerosis

LA 3.1.12D3LA 3.1.12G1LA 3.3.12D1


4.10 Text pg. 397 – 411

Wk. Bk. Unit 8Pgs. 198 - 203

Handout 12 - Guideline for Oral Presentation on Diseases and

GOALS ANDOBJECTIVES


STANDARDS



Carditis CVA CHF CAD Embolism Heart Failure Hypertension Hypotension Leukemia Murmur MI Phlebitis Sickle Cell Anemia Thrombophlebitis Varicosities

NHCSS 4.21 Disorders of the Circulatory System

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC I: The Immune SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg.412

The Immune SystemThe function of immunity is provided

LA 3.1.12G1LA3.3.12D1

4.10 Text pg. 412

GOALS ANDOBJECTIVES


STANDARDS



primarily by specific cells and organs of the circulatory system.

To be immune is to be protected from or resistant to a disease due to the development of antibodies.

Summarize teacher selected diseases and disorders of the immune system.

Diseases and Disorders AIDS Allergies Cancer Chronic Fatigue Syndrome Lupus Erythematosus Lyphedema Rheumatoid Arthritis

LA 3.1.12G1


4.10 Text pgs. 422 – 437

Wk. Bk. Unit 9Pgs. 205 - 207

Handout 13 - Guideline for Oral Presentation on Diseases and Disorders of the Immune System

Unit II Anatomy and PhysiologyTopic J: The Digestive SystemContent: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 437

The Digestive SystemThis system is made up of a group of organs that changes food into a form that can be


GOALS ANDOBJECTIVES


STANDARDS



used by the body.

The digestive process consists of four phases:

1. Ingestion;2. Digestion;3. Absorption; and4. Elimination.

Summarize teacher selected diseases and disorders of the digestive system.

Diseases and Disorders Appendicitis Cirrhosis Colitis Colorectal cancer Colostomy Constipation Crohn’s disease Diarrhea Diverticulosis Esophageal varices Gastroenteritis GERD Hemorrhoids Hepatitis Hernia Ileostomy Irritable Bowel Syndrome Oral Cancer Pancreatitis Paralytic Ileus Peptic Ulcer Polyp Pyloric Stenosis

LA 3.1.12G1


4.10 Text pgs. 438 – 459

Wk. Bk. Unit 10Pgs. 209 – 217

Handout 14 - Guideline for Oral Presentation on Diseases and Disorders of the Digestive System

GOALS ANDOBJECTIVES


STANDARDS



Spastic colon Ulcerative Colitis

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC K: The Urinary SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 460

The Urinary System:The urinary system removes nitrogenous waste products, certain salts, and excess water from the blood and eliminates them from the body. At the same time, it evaluates the body’s acid-base balance and selectively reabsorbs elements needed.


Summarize teacher selected diseases and disorders of the urinary system.

Diseases and Disorders Cystitis Glomerulonephritis Incontinence Nephrotic Syndrome Polycystic Kidney Disease Pyelonephritis Renal Calculi Renal Failure

LA 3.1.12G1


4.10 Text pgs. 468 – 474

Wk. Bk. Unit 11Pgs. 218 – 223

Handout 15 - Guideline for Oral Presentation on Diseases and Disorders of the Urinary System

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC L: The Endocrine SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text 475

The Endocrine SystemThe Endocrine system is a group of glands that secrete substances directly into the blood stream. The secretions from endocrine glands are called hormones.


Summarize teacher selected diseases and disorders of the endocrine system.

Diseases and Disorders Cretinism Cushing Syndrome Diabetes Mellitus Graves Disease Myxedema

LA 3.1.12G1


4.10 Text pgs. 481 – 487

Wk. Bk. Unit 12Pgs. 225 - 228

Handout 16 - Guideline for Oral Presentation on Diseases and Disorders of the Endocrine System

UNIT II: ANATOMY AND PHYSIOLOGYTOPIC M: The Reproductive SystemCONTENT: Diseases and Disorders

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg.488

The Reproductive SystemThe reproductive system consists of the organs that are capable of accomplishing reproduction.


Summarize teacher selected diseases and disorders of the male reproductive system.

Diseases and Disorders of the Male Reproductive System

Epididymitis Erectile Dysfunction Hydrocele Prostatic Hypertrophy

LA 3.1.12G1


4.10 Text pgs. 494 – 496

Handout 17 - Guideline for Oral Presentation on Diseases and Disorders of the Male and Female Reproductive Systems

Summarize teacher selected diseases and disorders of the female reproductive system.

Diseases and Disorders of the Female Reproductive System.

Cervical Erosion Cystic Breast Disease Cystocele Dysmenorrhea Endometriosis Fibroids Hysterectomy Ovarian Cyst PMS Polyp

LA 3.1.12G1


4.10 Text pgs. 513 – 516

GOALS ANDOBJECTIVES


STANDARDS



Rectocele Vaginitis

Summarize teacher selected diseases that are sexually transmitted.

Sexually Transmitted Diseases Aids Chlamydia Gonorrhea Herpes Human Papilloma Virus PID Pediculosis Pubis Syphilis Trichomoniasis

LA 3.1.12G1


4.10 Text pg. 519 - 522

Wk. Bk. Unit 13Pgs. 229 – 231Pgs. 236 – 237

Handout 18 - Guideline for Oral Presentation on Diseases and Disorders that are Sexually Transmitted

UNIT III: PREPARING FOR CLINICAL DUTIESTOPIC A: Guidelines for Personal Safety and Well Being of Staff and PatientsCONTENT: Potential Hazards and Problems in the Medical Facility; Avoiding Accidents: Transfer of Disease; Hand Washing; Lab

Safety

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 528

Identify potential hazards and problems in a medical facility and

The medical facility must be clean and safe for all who enter.

Maintain asepsis.

LA 3.1.12D3LA 3.1.12G1LA 3.3.12D1

4.10 Text pgs 528 - 529

GOALS ANDOBJECTIVES


STANDARDS



the corresponding actions that should be taken for each.

Utilize proper disposal of trash. Ensure proper ventilation. Maintain ideal temperature (72

degree). Avoid tripping hazards. Make certain that repairs and

replacements are made immediately or ASAP.

CH/PE 2.2.12E1

CE/C/F/S 9.2.12F39.2.12.12F5

NHCSS 1.22NHCSS 4.21NHCSS 5.13NHCSS 7.11NHCSS 7.31NHCSS 7.33NHCSS 9.13

Cite steps that should be taken to avoid accidents in patient areas.

Avoiding Accidents Inspect facility daily. Any and all repairs should be made

immediately or ASAP. Post a sign in the reception area to

alert patients who are waiting about what to do in certain situations.

Emergency exits should be posted.

LA 3.3.12D1

CH/PE 2.1.12E1

CE/C/F/LS 9.2.12F5


4.10 Text pgs. 530 - 531

List actions that you can take to prevent the transfer of disease.

Guidelines for preventing the transfer of disease.

Never put your hands in your mouth or any other objects that could transfer your germs to others.

LA 3.1.12D1


4.10 Text pg.531

GOALS ANDOBJECTIVES


STANDARDS



After using tissues, wash your hands. Use tissues when coughing or sneezing.

If you are sick, stay home.

NHCSS 9.13

Demonstrate the procedure for hand washing.

Hand WashingThe very best way to prevent the transfer of microorganisms is by washing your hands.

Demonstrate hand washing procedure.

Enforce hand washing results with the use of the GloGerm Kit.

Have students practice procedure.

LA 3.1.12D1

CE/C/F/LS 9.2.12F5


5.6 Text pgs.531 – 534

MA Clinical Skills CD ROM 02-01

GloGerm Kitwww.glogerm.com/

List general guidelines for lab safety.

Basic Guidelines for Lab safety1. Wash hands correctly.2. Wear gloves. 3. Cover skin breaks.4. Avoid putting your hands to your

mouth while working.5. Wear PPE as needed6. Always recap bottles, jars and tubes

after use.7. Clean up spills immediately.8. Record lab test results immediately.9. Work in a well lighted, well

ventilated and uncluttered environment.

10. Discard all disposable sharps properly.

LA 3.1.12D1LA 3.1.12H5

CH/PE 2.1.12.E1

CE/C/F/LS 9.2.12F5


4.105.15.65.7

Text pgs. 534 – 536

Wk. Bk. Chapter 12 Unit 1Pgs. 238 - 240

GOALS ANDOBJECTIVES


STANDARDS



Don and remove gloves and gown.

Demonstrate the donning and removing of gloves, gown, and mask.

Provide opportunities for students to practice the procedures.

5.5 Handout 19 - Donning and Removing Transmission-Based Isolation Garments


UNIT III: PREPARING FOR CLINICAL DUTIESTOPIC B: Infection Control CONTENT: Standard Precautions; Disease Prevention; Direct and Indirect Contact; The Infection Cycle; Microbes; Infection

Control Methods

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 537

In addition to giving special regard to patients, health care workers have the responsibility of self-protection.

Emphasize - Standard blood and body fluid precautions are used for all patients.

CH/PE 2.1.12E2

CE/C/F/LS9.2.12F5

4.10 http://www.cdc.govCenters for Disease Control and Prevention

State the purpose of regulatory bodies (OSHA, CLIA) regarding disease

Disease Prevention

Discuss the functions of the regulatory bodies – OSHA and CLIA – “provide

CH/PE 2.1.2E1

LA 3.12.D3LA 3.1.12G1

4.105.15.55.6

Text pgs.538 – 540

www.OSHA.gov/

GOALS ANDOBJECTIVES


STANDARDS



transmission in the medical facility.

Give reasons for posting the recommended written statement concerning universal precautions in the physician’s office/laboratory.

Describe the recommended universal and standard precautions in regard to human tissue, blood, and body fluids.

standards for all who are employed with managed care of the public”.

Review poster explaining “Standard Precautions for Infection Control”.

Why should it be posted in each physician’s lab?

Employees must be protected from HBV.Discuss preventive immunization – series of 3 injections.

Recommended precautions: Routine use of personal protective

equipment (PPE). Hand washing Immediate placement of sharps and

needles in biohazard puncture-proof containers.

Use of disposables in resuscitation procedures

Refrain from direct patient care if you have an exudates skin condition.

Strict adherence to precautions during pregnancy.

LA 3.3.12D1

CE/C/F/LS 9.2.12F19.2.12F5

NHCSS 4.22NHCSS 5.27NHCSS 7.11NHCSS 7.12NHCSS 7.21NHCSS 7.23NHCSS 9.13NHCSS 10.11

5.75.8

Compare direct and indirect contact. Provide examples.

Direct Contact – Transmission of a contagious disease by a healthy person coming in contact with a person who is a carrier.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 540

http://www.glogerm.com/

GOALS ANDOBJECTIVES


STANDARDS



Indirect Contact – Spread of a contagious disease by some medium other than directly touching an infected person.

Disease Transmission

Brainstorm with class the number of communicable diseases with which they are familiar.

Review communicable diseases as listed in the text.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs. 540 – 541

Text pgs.541 – 542Describe the infection process cycle.

The Infection Cycle1. Reservoir host2. Means of exit3. Means of entry4. Susceptible host

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 543

List and describe disease producing microbes.

Disease producing microbes: Viruses Bacteria Protozoa Fungi Parasites

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs.543 – 545

State the difference among sanitization, disinfection, and sterilization.

Infection ControlThree methods recommended:

1. Sanitization;2. Disinfection; and3. Sterilization.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 545 – 546

http://www.OSHA.gov/

http://www.cdc.gov/

GOALS ANDOBJECTIVES


STANDARDS



Discuss the purpose of sterilization.

Purpose of sterilization: to diminish the spread of pathogens in the medical facility.

Care of Instruments Autoclave Chemical Disinfectant

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg.546 – 547

AutoclaveProvides steam under pressure which is a method that guarantees the destruction of spores.

Articles to be autoclaved must be sanitized and then double wrapped in a double thickness of paper or muslin.

Envelope packaging is manufactured for some instruments.

Articles must be labeled according to recommended procedure.

Autoclave tape provides indication of sterilization at completion.

Gas sterilizers and steam sterilizers use different tape.

LA 3.1.12D3


4.10 Text pgs.547 – 550

Wrap items for the autoclave

Demonstrate the steps used for wrapping items for the autoclave.

Provide opportunity for students to practice the procedure.

LA 3.1.12D3


4.10 Text pg. 549

GOALS ANDOBJECTIVES


STANDARDS



Incineration - Sterilization by flame. LA 3.1.12D3

NHCSS 4.22

4.10 Text pg. 550

Dry Heat OvenAnother method sometimes used for instruments with sharp blades.Drawback – time consuming

LA 3.1.12D3

NHCSS 4.22

4.10 Text pg. 550

Wk. Bk. Chapter 12; Unit 2; pgs. 241 -246

http://www.cdc.gov

UNIT IV: THE PATIENT’S RECORDTOPIC A: Medical HistoryCONTENT: Medical History Forms

GOALS ANDOBJECTIVES


STANDARDS



Spell and define “Words to Know” in this segment.


LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 553

Patient’s Medical HistoryA common practice is to have the patient fill out the form. Assist the patient as needed.


Review terminology found on most medical history forms.

LA 3.1.12D3LA 3.1.12F3

NHCSS 2.26

4.10 Text pgs.553 – 556

GOALS ANDOBJECTIVES


STANDARDS



NHCSS 4.22Measure height and weight using an upright scale.

Demonstrate the procedures for measuring the patient’s height and weight.

Provide opportunities for students to practice and demonstrate procedures.

LA 3.1.12D3LA3.3.12D1

MA 4.1.12A1

NHCSS 4.21

4.10 Text pgs. 556 - 560


Complete a medical history form.

Have each student obtain and record a medical history form from a fellow student who has been given a chief complaint (CC) by the instructor.

Discuss the legal and ethical aspects of patient’s confidentiality.

LA 3.1.12D3LA 3.1.12F3LA 3.2.12A4LA 3.2.12C8

CE/C/F/LS 9.2.12C2


3.33.84.24.10

Text pg. 555

Wk. Bk. Chapter 13; Unit 1; Pgs. 248 – 249

Handout 20 - Medical History Form

UNIT IV: THE PATIENT’S RECORDTOPIC B: TriageCONTENT: Phone Triage, Face-to-Face Triage

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg.559

Explain the origin and purpose of the word “triage”.

TriageThe term triage originated during war time.The term also is used in prioritizing the condition of the ill or injured.

During triage, one’s symptoms are appraised.

Phone Triage: Be knowledgeable of medical

terminology, anatomy and physiology, diseases and disorders, emergency procedures, and medications;

Use good communication skills; Listen carefully; Question thoroughly; and Follow guidelines.

Face-to-Face Triage: Review patient information; Ask open ended questions; Provide education as appropriate to

patient needs; and


4.10 Ext pgs.559 – 562

Wk. Bk. Chapter 13; Unit 2; Pg. 251

http://www.cdc.gov/

GOALS ANDOBJECTIVES


STANDARDS



Ask if they have further questions and encourage them to write them down.

UNIT IV: THE PATIENT’S RECORDTOPIC C: Vital SignsCONTENT - Temperature; Pulse; Respirations and Blood Pressure

GOALS ANDOBJECTIVES


STANDARDS



Spell and define “Words to Know” in this segment


LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 563

Identify the four vital signs and the body functions they measure.

Vital Signs – the measurement of body functions that are essential to life.

Four Vital Indicators1. Temperature2. Pulse3. Respiration 4. Blood pressure

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 563

State the normal range for oral body temperature.

Temperature - indicatesthe amount of heat produced by the activity of changing food into energy.

Factors affecting body heat: metabolic rate

LA 3.1.12D3


4.10 Text pg. 563

GOALS ANDOBJECTIVES


STANDARDS



time of day amount of activity

Average normal oral temperature 98.6 F (range 97.6 – 99.6)

Discuss the process the body uses to control temperature.

Discuss controlling body temperature temperature regulating center –

hypothalamus acts like a thermostat responds to the presence of

pathogens extent of the infection determines

body heat produced

LA 3.1.12D3LA 3.3.12D3


3.14.10

Text pg.564 - 565

Identify normal temperature values and relative accuracy of each.

Thermometer Types Glass mercury (3 types) (avoid use) Plastic disposable Digital Electronic probe Tympanic infrared

LA 3.1.12D3LA 3.3.12D1


Text pgs 565 – 567

Text pgs. 572 – 574

Text pgs. 574 - 576Given diagrams of mercury thermometer readings, accurately identify and record temperature results.

Reading and recording Mercury Thermometer measurements.

Compare the three types of mercury thermometers.

Review the calibrations used to measure a mercury thermometer.

Discuss the hazardous nature of mercury.

CH/PE 2.1.12D1

LA 3.1.12D3LA 3.3.12D1

MA 4.1.12A1MA 4.5.12B2MA 4.5.12C3

CE/C/F/LS 9.2.12F4

4.10 Text pgs. 566 -574

GOALS ANDOBJECTIVES


STANDARDS



Using diagrams, record measurements.

Review precautions.NHCSS 2.23NHCSS 4.21NHCSS 4.22NHCSS 4.24

Identify the positive features of an electronic thermometer.

Measure and record an oral temperature taken electronically.

Electronic Thermometers:

Review the properties of electronic thermometers.

Demonstrate procedure.

Provide opportunities for students to measure and record oral temperatures taken electronically.

LA 3.1.12D3LA 3.3.12D1

MA 4.5.12B2MA 4.5.12C3

CE/C/F/LS 9.2.12F4


4.105.4

Text pg. 574 – 575


Measure and record body temperature taken with an Infrared Tympanic Thermometer.

Tympanic Membrane Thermometers:

Review the properties of the Tympanic Membrane Thermometer and demonstrate the procedure.

Provide opportunities for students to measure and record temperatures taken electronically.

MA 4.5.12B2MA 4.5.12C3

CE/C/F/LS 9.2.12F4


5.4

Given temperature Celsius Temperature LA 3.1.12D3 4.10 Text pg. 577

GOALS ANDOBJECTIVES


STANDARDS



results, convert them from Celsius to Fahrenheit and Fahrenheit to Celsius.

Review temperature conversion from one scale to another. (Celsius and Fahrenheit)

MA 4.5B2MA 4.5C3


Wk. Bk. chapter 13; Unit 3; Pgs. 252 - 255

Review Cardiovascular System Text pgs. 386 -387.

Name and locate five pulse points.

Pulse points: Radial Brachial Carotid Femoral Popliteal

LA 3.1.12D3


4.10 Text. pg. 577

Identify normal pulse rates and factors that affect rate.

Pulse Rate average influencing factors

LA 3.1.12D3LA 3.3.12D1

MA 4.5C3


4.10 Text pg. 578

Pulse Characteristics: volume rhythm

LA 3.1.12D3LA 3.3.12D1

NHCSS 2.13

4.10 Text pg. 578 -579

Measure and record a radial pulse describing the quality characteristics to be observed.

Measuring Radial Pulse

Demonstrate the measuring and recording of the radial pulse.

LA 3.1.12D3LA 3.3.12D1

MA 4.5C3

4.10 Text pg.579

GOALS ANDOBJECTIVES


STANDARDS



Have students return demonstration. NHCSS 2.13NHCSS 2.23NHCSS 2.26NHCSS 4.21NHCSS4.22

Measure an apical pulse and describe the quality characteristics to be observed.

Measuring Apical Pulse

Demonstrate the measuring and recording of the apical pulse.

Student practice returning demonstration.

LA 3.1.12D3LA 3.3.12D1

MA 4.5B1MA 4.5C3


Text pg. 580 – 581



Review the Respiratory System Text pgs 363 - 365

Define respiration. Definition of respiration:“Total inspiration and total expiration”.

LA 3.1.12D3

NHCSS 4.22

4.10 Text pgs.581 - 582

Describe the qualities to be observed when measuring respirations.

Quality: Should be quiet, effortless and

regularly spaced. Should be observed for depth of

inhalation

Review terms

LA 3.1.12D3

NHCSS 4.22

4.10 Text 582

Identify normal respiratory rates

Rate: Adults 16 – 20

LA 3.1.12D3 4.10 Text pg.582

GOALS ANDOBJECTIVES


STANDARDS



throughout the life span. Newborn 30 - 80 Early childhood 20 - 40 Late childhood 16 - 26

Review termsMeasure respiration, identifying the normal range.

Describe the quality characteristics to be observed.

Counting Respirations

Review procedure and demonstrate measuring respirations

Provide opportunities for students to measure and record respiration rates.

LA 3.1.12D3LA 3.3.12D1

MA 4.5B1MA4.5C3

NHCSS 2.13NHCSS 2.23NHCSS 2.26NHCSS 4.21NHCSS 4.22

3.74.10

Text pgs. 582 583

Wk. Bk. Chapter 13; Unit 3; Pgs. 258- 259


Review the Cardiovascular System

State the meaning of the term “blood pressure.”

Blood Pressure (BP)“The fluctuating pressure that the body exerts against the arterial walls as the heart alternately contracts and relaxes”.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 584

BP Phases Contraction – Systole Relaxation - Diastole

LA 3.1.12D3 4.10 Text pg. 584

Give examples of normal blood pressure readings.

Normal BP

Measured in mm of mercury (mm Hg)

LA 3.1.12D3LA 3.3.12H5

NHCSS 2.13

4.10 Text pg. 584

GOALS ANDOBJECTIVES


STANDARDS



Tools stethoscope and, sphygmomanometer

Normal adult pressure -A systolic pressure less than 140 and a diastolic pressure less than 90.


List factors that may effect BP.

Hypertension: readings persistently above 140/90

Brainstorm with students what factors they believe effect BP.

Review factors from which hypertension can result.

stress obesity high salt intake sedentary life style aging physical conditions or cause(s) unknown (idiopathic)

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs. 584 585

Define pulse pressure. Pulse pressure:“The difference between the systolic and diastolic reading”.

LA 3.1.12D3

NHCSS 2.13

4.10 Text pg. 585

Differentiate between an aneroid and mercury manometer.

Equipment: Mercury manometer – eye level Aneroid – calibrated occasionally Equipment should be serviced

regularly Cuffs are critical to correct

LA 3.1.12D3


4.10 Text pgs. 586 - 587

GOALS ANDOBJECTIVES


STANDARDS



measurements.Measure and record blood pressure.

State normal findings.

Measuring Techniques

Demonstrate measuring blood pressure.

Student practice with one another.

When students are proficient, conduct a school BP screening.

LA 3.1.12D3LA 3.3.12D1

CE/C/F/LS 9.2.12F4

NHCSS 2.13NHCSS2.23NHCSS 2.26NHCSS 4.21NHCSS 4.22

2.23.74.105.4

Text pgs.587 – 589



UNIT V: PREPARING PATIENTS FOR EXAMINATIONTOPIC A: Procedures of the Eye and EarCONTENT - Eye and Ear Examination

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

Text pg. 594

Review the anatomy & physiology of the eye and ear

Text pg. 307Text pg. 314

Eye and Ear examinationsMA role:

Hand instruments to the physician as

LA 3.1.12D3

NHCSS 2.13

4.10 Text Pg. 594 - 595

GOALS ANDOBJECTIVES


STANDARDS



needed; Assemble instruments in order of

use; and Ensure that instruments are clean

and in working order.

NHCSS 4.22

Demonstrate the procedure for irrigating the eye using a manikin.

Demonstrate the procedure for instilling drops into the eye.

With the aid of a manikin, demonstrate the procedure for irrigating the eye.

With the aid of a manikin, demonstrate the procedure for instilling drops into the eye

With the aid of a manikin, have students demonstrate the procedure for irrigating the eye.

With the aid of a manikin, have students demonstrate the procedure for instilling drops into the eye

LA 3.1.12D3

CE/C/F/LS 9.2.12F4


2.24.34.10

Text pgs. 595 - 596

Text 597 – 600

CD – 05-02

Using a model of the ear or a manikin:

Demonstrate the procedure for irrigating the ear.

Demonstrate the procedure for instilling drops into the ear.

Using an anatomical model of the ear or a manikin, demonstrate irrigating the ear.

Using an anatomical model of the ear or a manikin, demonstrate instilling drops the ear.

Using a model or manikin, have students demonstrate the procedures for:

Irrigating the ear; and Instilling drops into the ear.

LA 3.1.12D3

CE/C/F/LS 9.2.12F4


2.24.34.10

Text 596

Text 597 – 600

CD – 05-02

Visual Acuity Text pg. 600

GOALS ANDOBJECTIVES


STANDARDS



Diagnostic screening procedure often done by the MA as part of the patients’ initial visit.

Snellen Chart - Most common screening device for distance vision

Screen for visual acuity using the Snellen Chart.

Demonstrate the screening of visual acuity with the Snellen chart.

Provide opportunities for students to return demonstration

LA 3.1.12D3


2.74.24.3

Text pgs. 600 - 601

Color Blindness: two types1. Daltonism – common – person

cannot tell the difference between red and green.

2. Achromatic – rare – total color blindness:

Screening – Ishihara Color Plates

LA 3.1.12D3 Text pg. 604

Screen for color vision acuity by using the Ishihara method.

Demonstrate Determining Color Vision Acuity by Ishihara Method.

Provide opportunities for student practice.

LA 3.1.12D3


2.23.74.24.10

Text pgs.603 – 605


GOALS ANDOBJECTIVES


STANDARDS



Identify common behaviors of patients who have hearing problems.

Auditory Acuity

With students, discuss common behaviors of patients indicating hearing disability.

LA 3.1.12D3


4.10 Text pgs.605 - 606

Name tools that are used for assessing hearing status.

Review Hearing Tests and Assessments

Audiometer “determines hearing threshold of pure tones of frequencies that are normally audible by an individual.”

LA 3.1.12D1


4.10 Text pg. 606

Audiometer test – earphones sound proof booth set of controls

Other assessment tool:Tuning fork

Weber Rinne

LA 3.1.12D3


4.10 Text pg.606 – 607

Wk Bk. Chapter 14; Unit 1; Pgs. 263 - 266

UNIT V: PREPARING PATIENTS FOR EXAMINATIONTOPIC B: Positioning and Draping a PatientCONTENT - Body Mechanics; Examination Positions

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 609

Introduction Examination Table

Types Care Use

LA 3.1.12D3NHCSS 2.13

4.10 Text pg. 609 - 610

Review using body mechanics.

Provide students with objects that will allow them to demonstrate proper body mechanics.

LA 3.3.12D3


5.1 Text pgs. 610 - 611

Handout 21 - Using Body Mechanics


CAUTION - Never try to lift a patient who weighs more than you – get help.

LA 3.3.12D3


5.1 Text pg. 610

Relate the purpose of each examination position discussed in class.

Examination Procedures. Horizontal Recumbent or Supine Prone Position Sims Position Knee Chest Position

LA 3.3.12D1


Text pgs. 611 - 617

GOALS ANDOBJECTIVES


STANDARDS



Semi-Fowler’s Lithotomy Positions Position

Position and drape patients (fellow students or manikin) for various examinations.

Demonstrate positions and allow students the opportunity to practice each one with the aid of a partner or manikin.

CH/PE 2.1.12E1

LA 3.1.12D3LA 3.3.12D

CE/C/F/LS 9.2.12F5

NHCSS2.12NHCSS 2.14NHCSS 4.17NHCSS 4.21NHCSS 7.22NHCSS 9.13

Text pgs.611 – 616

Wk. Bk. Chapter 14; Unit 2; Pgs. 267 - 271

UNIT V: PREPARING PATIENTS FOR EXAMINATIONTOPIC C: Assisting With the ExaminationCONTENT - Evaluation Techniques; Documentation of the Exam; Preparation

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg.618

GOALS ANDOBJECTIVES


STANDARDS



List the duties that involve the medical assistant in preparing a patient for a complete physical examination (CPE).

Duties: Prepare the room for the physician

and patient; Prepare patient; Assist with the exam as requested;

and Write findings as requested.

LA 3.1.12D3LA 3.2.12C8


4.10 Text pg. 618

The MAs responsibility in preparation of the examination room is to ensure the following:

The temperature comfortable; The room is clean and tidy; The cover on the examination table

is clean; and All equipment is in working order.

LA 3.1.12D3

NHCSS 2.13

4.10 Text pg. 620

State what actions should be taken to maintain the patient’s privacy and demonstrate respect.

Demonstrate preparing a patient for a routine physical examination.

Preparation of the patient Escort patient into exam room and

explain proceedings Answer questions May need to obtain a urine specimen Ask patient to disrobe & put on

exam gown Assist patient onto exam table and

cover as needed.

Role-play preparing a patient for a routine physical examination.

CH/PE 2.1.12E1

LA 3.1.12D3

NHCSS 2.13NHCSS 2.21NHCSS 2.22NHCSS 2.23NHCSS 2.24NHCSS 4.21NHCSS 4.22NHCSS 6.21NHCSS 7.22

4.24.64.105.3

Text 620 – 621


UNIT V: PREPARING PATIENTS FOR EXAMINATIONTOPIC D: Assisting With Special ExaminationsCONTENT – GYN Examination and Pap Smear: Obstetric Patients: Pediatric Examinations: Sigmoidoscopy

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 631

Summarize the role of the medical assistant when assisting with a gynecological examination and Pap test.

The Pap Test and Hormonal SmearsScreening tool for cervical cancer.

“Thin prep” is the technique now used.

MA role:Prepare patient

Escort patient to exam room; Have patient empty her bladder; Instruct patient on clothing to be

removed and how to put on gown.

Advise patient of process that follows the exam.

Prepare examination room Equipment and supplies for a pelvic

exam should be ready. Complete cytology request

LA 3.1.12D3LA 3.3.12D1


4.64.10

Text pgs.632 - 637

Identify the role of the medical assistant when assisting with an obstetrical examination.

Obstetric Patients Principles are the same as for a

complete physical exam (CPE). Stress importance of having check-

ups and keeping regular appointments.

LA 3.1.12D3LA 3.3.12D1


4.64.10

Text pgs. 637 - 640

GOALS ANDOBJECTIVES


STANDARDS



Assure completion of medical history (Hx) and risk assessment forms.

Relate the general appointment procedures to be followed for the obstetric/prenatal patient.

General appointment procedure: Check for complaints Instruct patient to empty her bladder Weigh and record findings Take and record vital signs Collect lab findings and place in

chart for physician Assist patient onto exam table and

position and drape. Place supplies and equipment on

Mayo stand Assist with exam Assist patient from exam table Clean and restock room following

exam Standard Precautions to be followed

at all times.

LA 3.1.12D3LA 3.3.12D1

CE/C/F/LS 9.2.12C2


4.64.10

Text pgs. 639 - 640

State the role of the medical assistant when assisting with a pediatric examination.

Pediatric Examinations Important to maintain a friendly,

non-threatening attitude. Cleanliness of play area important. Separate well visits from sick child

when possible. Note any unusual observations and

advise physician prior to exam. Complete forms.

LA 3.1.12D3LA 3.3.12D1


3.74.10

Text pgs. 640 - 644

Name the 13 areas to be Health care officials have developed a LA 3.1.12D3 4.10 Text pgs. 642 - 643

GOALS ANDOBJECTIVES


STANDARDS



included during each periodic interval examination.

program for periodic intervals of exams.Covers 13 areas:

1. Health2. Developmental history3. Complete physical4. Nutritional assessment5. Vision6. Hearing screening7. Immunizations8. Laboratory testing as indicated9. Anemia or sickle cell tests as

indicated10. Urinalysis11. Lead poisoning absorption12. TB test13. Dental assessment

LA 3.3.12D1


Pediatric Measurements Need to accurately record their

growth and development. Growth graph shows normal growth

of infants and children up to age 20. Physician can compare child’s

measurements in relation to percentiles

LA 3.1.12D3LA 3.3.12D1


4.10

With the aid of a manikin

Measure recumbent length of an infant.

Measure height.

Weigh an infant.

Demonstrate obtaining height, weight and head and chest measurements of infants/children.

Provide opportunities for students to demonstrate obtaining height, weight and head and chest measurements of infants/children.

LA 3.1.12D3

MA 4.1.12A1MA 4.5B1MA 4.5C3

CE/C/F/LS 9.2.12F4

3.74.35.35.4

Text pgs. 649 - 654

GOALS ANDOBJECTIVES


STANDARDS



Measure head circumference.

Measure infant’s chest.


List and describe the necessary instruments and equipment used during a sigmoidoscopy.

SigmoidoscopyDiscuss procedure and its use.Review equipment Flexible sigmoidoscope Obturator Suction machine

LA 3.1.12D3


2.24.10

Text pgs. 654 – 659.

Wk. Bk. Chapter 14; Unit 4; pgs. 277 - 280

UNIT VI: SPECIMEN COLLECTION AND LABORATORY PROCEDURESTOPIC A: The MicroscopeCONTENT – Purpose and Use of a Microscope

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 663

Identify the parts of the microscope and state the purpose of each.

The MicroscopePurposeParts

Arm

LA 3.1.12D3LA 3.3.12D3

NHCSS2.13

4.10 Text pg. s.663 -664

GOALS ANDOBJECTIVES


STANDARDS



Eyepieces Binocular observation tube Mechanical stage Focus Adjustments Objectives Stage Illuminators Base


Use a microscope. Demonstrate the use of a microscope.

Provide opportunities for students to practice using the microscope.

LA 3.1.12D3

CE/C/F/LS 9.2.12F4


2.24.34.10

Text pg. 664


UNIT VI: SPECIMEN COLLECTION AND LABORATORY PROCEDURESTOPIC B: Capillary Blood TestsCONTENT – Skin Puncture; PKU Tests; Hemoglobin & Hematacrit Tests; Blood Glucose Screening; GTT; Blood Cell Counts;

Blood Smears.

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

4.10 Text pgs. 665 - 666

GOALS ANDOBJECTIVES


STANDARDS



NHCSS 2.26List and describe the laboratory practices that yield quality assurance in the physician’s office laboratory (POL).

In the physician’s office laboratory (POL) the following practices should be followed:

1. Patient identification;2. Patient preparation;3. Specimen processing &

transportation;4. Safety; and5. In-service training & education of

all health care personnel.

CH/PE 2.1.12E!

LA 3.1.12D3LA 3.3.12D1

CE/C/F/LS 9.2.12F5


4.105.8

Text pg .666

Simulate/perform a skin puncture procedure.

Skin PunctureCapillary blood tests are commonly referred to as a “finger stick”.

Ideal for screening Hematacrit Hemoglobin Blood glucose PKU levels

Most practical sites – ring and great finger, the earlobe and the heel of an infant.

Maintain a log book:1. Date;2. Patient’s name; 3. Test performed;4. Results;5. Your initials; and6. Any kit, reagent strip, or reagent lot

LA 3.1.12D3

CH/C/F/LS 9.2.12F4CH/C/F/LS 9.2.12 F5


4.34.105.7

Text pgs. 666 – 668


GOALS ANDOBJECTIVES


STANDARDS



numbers and expiration dates.

Demonstrate a skin puncture procedure,

Have students return the demonstration.State the importance of the PKU screening test.

PKU - Screening test for a congenital disease

Caused by a defect in the metabolism of the amino acid phenylalanine.

Leads to mental retardation if not detected in time.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 669

Restate the purpose of hematocrit testing.

Hematocrit – screening test to determine anemia and polycythemia.

Expressed as the total blood volume made up of RBCs or as the volume in cc of erythrocytes packed by configuration in 100 cc of blood.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 670

Relate the function of hemoglobin.

Hemoglobin – the iron containing pigment of the red blood cells.

Function: To carry oxygen from the lungs to

the tissues; and To carry carbon dioxide back to the

lungs where it is exhaled.

Most reliable and simple way to determine Hbg. level is with a hemoglobinometer.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 674

Using a glucometer, Blood Glucose Screening LA 3.1.12D3 3.7 Text pgs. 675 – 678

GOALS ANDOBJECTIVES


STANDARDS



measure blood sugarPurpose – to determine the sugar (glucose) level of the blood.

Equipment – glucometer and reagent strips.

Normal fasting blood sugar – 70 to 126mg/100 dl blood.

Using a glucometer, students will measure their own blood sugar.

CE/C/F/LS 9.2.12F4


4.34.105.4


Compare the glucometer test to the GTT.

Instruct a patient who is to prepare for a GTT.

GTT – Glucose Tolerance Test – determines patient’s ability to metabolize carbohydrates.

Procedure – Fasting samples of blood and urine

are obtained. Patient is given glucola (Unless FBS

is 150 or higher) Samples of blood blood and urine

are taken ½ hour after glucola is taken

Samples taken every hour up to six hours or what physician has ordered.

Using role-play, the student will instruct a patient who is to prepare for a GTT.

LA 3.1.12D#LA 3.3.12D1


4.24.34.10

Text pg. 678

Distinguish the purpose of RBCs versus WBCs.

Blood Cell Count:Usually done in a certified lab.

LA 3.1.12D3

NHCSS 2.13

3.13.134.10

Text pgs.678 – 680

GOALS ANDOBJECTIVES


STANDARDS



Perform a RBC and WBC using selected lab materials.

RBC - red blood cell (erythrocyte) Function – transport oxygen to and

carry carbon dioxide from the cells. The iron-carrying protein,

hemoglobin gives the RBC its color.

WBC – white blood cell (leukocyte) Function – aids in the body’s

defense against disease.

Differential count – determines the number and percentage of each of the five different types of white blood cells. Each has a specific function.Categories of WBCs:

1. Neutrophils;2. Esinophils;3. Basophils;4. Lymphocytes; and5. Monocytes.

Provide students with the opportunity to use selected lab materials to perform a RBC and WBC.


Using selected lab materials, perform a blood smear.

Blood SmearsA blood smear can be obtained from capillary or venous blood.

A drop of blood is placed on the glass slide, frosted side up, and labeled with a pencil.

A second glass slide is used to distribute the

CH/PE 2.1.12E2

LA 3.1.12D3


4.134.105.5

Text pgs.680 – 682

Wk. Bk. Chapter 15; Unit 2; Pgs. 286 -290

GOALS ANDOBJECTIVES


STANDARDS



blood cells evenly over ¾ of the slide.

Standard precautions must be maintained.

Provide opportunities for students to perform a blood smear, using selected lab materials.


UNIT VI: SPECIMEN COLLECTION AND LABORATORY PROCEDURESTOPIC C: Venous Blood TestsCONTENT – Venipuncture

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 683

Describe the procedure recommended for an adult venipuncture.

List the different colors to be used to code blood specimen tubes and what they stand for.

Venipuncture is the surgical puncture of a vein. Specific training is required.

Area of choice – usually the inner arm at the bend in the elbow

Tourniquets aid in palpating and achieving a visual position of the vein.

Some situations require a butterfly needle

LA 3.1.12D3


4.34.105.4

Text pgs. 683 – 686


GOALS ANDOBJECTIVES


STANDARDS



method.

The vacuum method allows blood specimens to enter the tubes directly.

Specimen test tubes are color coded for various hematology departments in the lab.

Blood collection tubes and supplies must be checked for the expiration date.

NHCSS 2.13 4.10

Give examples of the information that must be kept in a specimen log book.

Analyze the purpose of this information.

A log book must be kept and contain the following:

1. Date collected;2. Patients full name, DOB, SS number

or records number;3. Date sent to lab;4. Test requested;5. Date results received; and6. Test results (usually copy of results

filed in patients chart).

Have students discuss the reason this information is required.

LA 3.1.12D3


3.13.83.123.134.10

Text pg. 691

Identify the purpose of an Erythrocyte Sedimentation Rate (ESR).

State the normal range.

Erythrocyte Sedimentation Rate - Known as sedimentation rate/ESR

Useful in diagnosis and evaluation of diseases of the respiratory tract and in cancer, arthritic, and collagen patients’ diseases.

LA 3.1.12D3 4.10 Text pg. 693


UNIT VI: SPECIMEN COLLECTION AND LABORATORY PROCEDURESTOPIC D: Body Fluids SpecimensCONTENT - Urine Specimens; Sputum Specimens; Stool Specimens

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 695

Explain why a clean catch mid stream urine specimen is recommended for testing.

Urinalysis:1. Physical;2. Chemical; and3. Microscopic.

Should be tested within two hours of collection.

Clean catch mid-stream urine most desirable for testing.

CH/PE 2.2.12E2

LA 3.1.12D3

NHCSS 2.13

4.10 Text pg. 695


Using role play, instruct a patient on how to collect a 24 hour urine specimen.

24 Hour Urine Specimen Large container with preservative Kept refrigerated Patient must collected all urine

voided in a 24 hour period.

Have students role play instructing a patient on how to collect a 24-hour urine specimen.

LA 3.1.12D3


4.24.10

Text pg.696

State the three reasons why urinary catherization may be needed.

Use of Catherization:1. To obtain a sterile urine specimen

for analysis;2. For relief of urinary retention;3. To instill medication into the

LA 3.1.12D3

NHCSS 2.13

4.10 Text pgs. 696 -697

GOALS ANDOBJECTIVES


STANDARDS



bladder.Compare normal versus abnormal physical urinalysis properties.

Physical Urinalysis appearance specific gravity turbidity color

LA 3.1.12D3

NHCSS 2.13

4.10 Text pg. 698

Identify chemical urinalysis agents and the tests for which they can be used.

Chemical UrinalysisReagent strips

pH protein (albumin) ketones (acetone) Bilirubin (bile) urobiligen hematuria (blood) nitrite glucose (sugar)

Clinitest tablets glucose

Pregnancy test: Ideal urine specimen is first morning urine. Contains greatest concentration of chorionic gonadotropin.

LA 3.1.12D3

NHCSS 2.13

4.10 Text pgs.698 -702

Test urine with a multistix.

Test urine with a clinitest tablet.

Demonstrate testing urine with a multistx.

Demonstrate testing urine with clinitest tablet.

Students practice testing with both a multistix and clinitest tablets.

CH/PE 2.1.12E12.1.12E2

CE/C/F/LS 9.2.12F49.2.12.F5


3.74.35.45.5

Text Pgs. 698 - 704


GOALS ANDOBJECTIVES


STANDARDS




Sputum specimens

Used to analyze secretions from the lower respiratory tract.

LA 3.1.12D3

NHCSS2.13

Text pgs. 704 - 707

Simulate instructing a patient to collect a sputum specimen.

Demonstrate the procedure.

Have students practice instructing a patient to collect a sputum specimen.

LA 3.1.12D3LA 3.3.1.12D1


4.24.105.7

Text pg. 706

Simulate instructing a patient to collect a stool specimen.

Stool Specimen

Demonstrate how to instruct a patient to collect a specimen at home.

Have students practice instructing a patient to collect a stool specimen.

Tested for microorganisms, ova and/or occult blood.


LA 3.1.12D3LA 3.3.1.12D1


4.24.105.7

Text pg. 708

Perform a Hemoccult Sensa Test.

Hemoccult Sensa Tests

Guaiac reagent strip test for occult blood.

Demonstrate the procedure.

CH/PE 2.1.12E2

LA 3.1.12D3

CE/C/F/LS

3.74.34.105.7

Text pgs.709 -710


GOALS ANDOBJECTIVES


STANDARDS



Provide students with Hemoccult Sensa Slides in order to collect specimen at home.

Have students perform a Hemoccult Sensa Test with their specimen brought from home.

9.2.12.F5



UNIT VI: SPECIMEN COLLECTION AND LABORATORY PROCEDURESTOPIC E: Bacterial Smears and CulturesCONTENT - Bacteriological Smear; Culturing; Gram’s Staining

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 711

Demonstrate the steps to be followed to prepare a bacteriological smear.

Bacteriological Smear

Purpose – Identify microorganisms that cause disease.

Need a sample of exudates to make smear.

Taken from the throat, mouth, ear, eye, nose, vagina, anus, surface of the skin or

CH/PE 2.1.12E2

LA 3.1.12D3LA 3.3.12D1

CE/C/F/LS 9.2.12.F5

NHCSS 2.13

4.105.7

Text pgs.711 -713

GOALS ANDOBJECTIVES


STANDARDS



from within a wound.

Demonstrate the procedure to prepare a bacteriological smear.

Have students demonstrate the steps to be followed to prepare a bacteriological smear.


State the purpose of culturing and the materials necessary to obtain a specimen.

CulturingMeans of isolating a disease-causing microorganism for identification.

Specimen obtained and placed in a culture medium (agar)

LA 3.1.12D3LA 3.3.12D1


3.14.10

Text pgs. 712 - 713

Demonstrate the steps necessary to obtain a throat culture.

Streak an agar plate.

Obtaining a throat culture.

Purpose - isolate disease-causing organism


Have students obtain a culture and streak an agar plate with it.

CH/PE 2.1.12E2

LA 3.1.12D3


3.13.73.124.24.34.105.7

Text pgs.712 - 714

List common diseases caused by gram-positive and gram-negative bacteria.

Gram’s Staining

Purpose – to make heat-fixed bacteria visible for microscopic identification.

The common divisions of bacteria:1. Gram-positive; and2. Gram-negative

LA 3.1.12D3


4.10 Text pgs. 713 – 717


GOALS ANDOBJECTIVES


STANDARDS



Review gram-positive and gram-negative bacteria and the diseases associated with them.

UNIT VII: DIAGNOSTIC TESTS, X-RAYS, AND PROCEDURESTOPIC A: Diagnostic TestsCONTENT - Skin Tests

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 721

Skin TestsPurpose - Commonly used to determine allergic reactions in patients.

MA role – assist the physician.

Tests involve an antigen.

Normal reaction – no change in skin following test.

Positive reaction – wheal.

CH/PE 2.1.12E1

LA 3.1.12D3

4.10 Text pgs. 721 - 723

GOALS ANDOBJECTIVES


STANDARDS



Adrenalin should always be available when testing to counteract anaphylactic shock.

Describe the scratch, patch, and intradermal skin tests and state the purpose of each.

Scratch TestDesirable sites

arms, and the back

Tests – numbered

Reactions – usually occur within first 20 minutes.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 723

Intradermal testsThought to be more accurate.

Performed at space intervals on the forearm or scapular area.

Fine gauge needle, usually 26G, 3/8” to 5/8” long.

LA 3.1.12D3 4.10 Text pg 725 - 726

Patch TestPurpose – to determine the cause of contact dermatitis.

Review procedures.

LA 3.1.12D3 4.10 Text pg. 727


UNIT VII: DIAGNOSTIC TESTS, X-RAYS, AND PROCEDURESTOPIC B: Cardiology ProceduresCONTENT - Electrocardiogram; Path of Electrical Impulses; Routine EKG Leads; Interference; Standardization; Stress Tests;

Holter Monitoring

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 728

State the purpose for performing an ECG/EKG.

Electrocardiogram – through a process of electrical transmissions, the machine traces impulses of the heart on paper to create a permanent record. Impulses are called an electrocardiogram.

ECG/EKG interpreted by the physician.

LA 3.1.12D3


4.10 Text pgs. 729 – 730

Trace the electrical conduction system of the heart identifying the pace maker cells involved in normal conduction.

Path of Electrical ImpulsesWith the aid of a model or chart, trace the electrical impulses of the heart.

Electrical impulse originates in the SA node causing atria to contract.

Called atrial depolarization.

First impulse on graph termed the “P” wave.

Impulse continues through to AV node, to bundle of His, and spreads through Purkinje fibers.

These fibers stimulate ventricles to contract

LA 3.3.12D1


4.10

GOALS ANDOBJECTIVES


STANDARDS



producing “QRS” complex.

Called ventricular depolarization.

“T” wave represents repolarization.LeadsECG consists of 12 leads.

Standard or bipolar leads, I, II, III Augmented leads aVR, aVL, and

aVF Six precordial leads V1, V2, V3, V4,

V5, and V6.Discuss the meaning and placement of leads.

LA 3.1.12D3

NHCSS 2.13

4.10 Text pgs. 730 – 735

Discuss causes of interference and the MA’s role in avoiding or remediation of them.

InterferenceMovement by patient may cause interference on the tracing.

Have students discuss how this may be avoided.

Discuss other causes of interference and how they can be avoided or remedied.

LA 3.1.12D3LA 3.3.12D1


3.14.10

Text pg. 735

Clarify the purpose of standardization.

StandardizationNecessary for physician to judge deviations.

Standardization mark – should begin each lead.

ECG can detect damage from previous heart

LA 3.1.12D3LA 3.3.12D1

NHCSS 2.13NHCSS 4.21NHCSS4.24

2.13.154.10

Text pgs 738 - 740

GOALS ANDOBJECTIVES


STANDARDS



attacks, enlargement of the heart muscle, disturbances in rhythm and abnormal conditions.

Apply limb and chest electrodes.

Obtain a standard 12 lead ECG.

Demonstrate “Obtaining a Standard 12 lead ECG/EKG”

Provide opportunities for students to practice applying limb and chest electrodes and obtaining a standard 12 lead ECG.

CE/C/F/LS 9.2.12F4


2.23.74.2

MA Clinical Skills CD ROM 11 - 01

State the purpose of cardiac stress testing.

Stress Tests

Purpose – detect unknown cause of patient’s heart problem.

Done while patient is exercising on a bicycle or treadmill.

Needs constant supervision.

MA monitors patient’s BP while exercising.

LA 3.1.12D3LA 3.3.12D1

NHCSS 2.13NHCSS 2.26NHCSS4.21NHCSS 4.24

4.24.10

Text pgs. 740 - 741

Express the purpose of the Holter Monitor.

Role-play instructing a patient when using a 24 hour Holter Monitor.

Holter MonitoringPurpose – to detect abnormal ECG events for patients with normal ECG. Test is done over a 24 hour period.

Discuss the role of the patient - Keep a diary of all activities and note any pain or discomfort.

LA 3.1.12D3LA 3.3.12A3LA 3.3.12D1LA 3.3.12A4

CE/C/F/LS 9.1.12B5

3.34.24.6 4.108.29

Text pgs.741 – 743

GOALS ANDOBJECTIVES


STANDARDS



When possible, visit a cardiac lab or cardiology office.

Guest speaker/presenter - Cardiologist; Cardiac Nurse Practioner; or MA from a cardiologist office.

Students should prepare questions in advance.

NHCSS 2.11 NHCSS 2.12NHCSS 2.13NHCSS 2.2.24NHCSS 4.21 Appendix B

Demonstrate the use of an AED.

Other Cardiac Equipment

DefibrillatorAED

Discuss the purpose of this equipment.

Demonstrate the use of an AED.

Have students practice and demonstrate the use of an AED.

CH/PE 2.1.12E4

LA 3.1.12D3

CE/C/F/LS 9.2.12.F2

2.24.105.4

Text pg. 743


UNIT VII: DIAGNOSTIC TESTS, X-RAYS, AND PROCEDURESTOPIC C: Diagnostic ProceduresCONTENT - Vital Capacity Test; Sonographic Studies; MRI

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 745

Explain a spirometry test and state the purpose of it.

Vital Capacity TestsUsed to evaluate patients who are suspected to have pulmonary insufficiency.

Hand-held spirometer preferred by many physicians.

Review procedure.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs.745 - 746

Describe ultrasound and state the purpose of it.

Sonographic StudiesRecords obtained by ultrasonic scanning.

Internal structures made visible by recording reflections or echoes of ultrasonic waves.

Wavers conducted by a transducer.

As echoes sent back, transducer changes them into electrical energy.

Energy is transmitted into an image on a monitor.

Physician interprets images to aid in

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 746

GOALS ANDOBJECTIVES


STANDARDS



diagnosis and treatment.

Echocardiography – used to examine the heart.

Ultrasound useful in examination of the abdominolpelvic cavity.

Beside diagnostic purposes Used in the treatment of diseased or

injured muscle tissues. Increases circulation Removal of tarter from the teeth.

Visit a sonography laboratory or a diagnostic center where students can view the equipment and the process.

Discuss magnetic resonance imaging (MRI) including its purpose and contradictions.

MRIA technique to view the structures inside the human body.

Allows physician opportunity to examine a particular area of the body without exposing the patient to x-rays or surgery.

May be done with or without contrast.

Uses radio signals and a scanner that are influenced by strong magnetic fields to which the body responds.

Most helpful in diagnosing brain and nervous system, cardiovascular disease,

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs.746 – 748


GOALS ANDOBJECTIVES


STANDARDS



cancer and disease of the visceral organs.

Field trip to a diagnostic center or local hospitals where students can view the equipment and the process.

UNIT VII: DIAGNOSTIC TESTS, X-RAYS, AND PROCEDURESTOPIC D: Diagnostic Radiological ExaminationsCONTENT - Radiological studies

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 748

Radiological studies are made by the use of x-rays which are high-energy electromagnetic radiation produced by the collision of a beam of electrons with a metal target in an x-ray tube.

Patients must follow preparation instructions for certain radiological studies.

LA 3.1.12D3 4.10 Text pgs 748 - 750

Instruct a patient who is about to have a chest x-ray.

Chest x-ray No advanced preparation.

PA AP

LA 3.1.12D3LA 3.3.12D1LA 3.3.12D3

2.14.24.105.8

Text pg. 750

GOALS ANDOBJECTIVES


STANDARDS



Lateral

Role-play instructing a patient who is about to have a chest x-ray.


Discuss the importance of diet in preparation of selected x-rays.

Gallbladder cholecystogram Rarely done Replaced by the abdominal

ultrasound MA responsibility – to instruct

patient on the preparation involved

LA 3.1.12D3LA 3.3.12D1LA 3.3.12D3


2.14.10

Text pgs. 750 - 752

Upper GI Series – Barium Swallow Patient must drink a contrast

medium Must adhere to a restricted diet the

day before and on the day of exam.

LA 3.1.12D3 4.10 Text pg. 752

Lower GI Series – Barium Enema Patient must be instructed to follow

preparation of diet and medication.

LA 3.1.12D3 4.10 Text pg. 752 - 753

Intravenous Pyelogram Used to identify structures of the

urinary system. Preparation is needed. Important to learn if patient has any

allergies to iodine.

LA 3.1.12D3 4.10 Text pg. 753

KUB (Kidneys, Ureters, Bladder) X-ray of abdomen Sometimes called a “flat plate of the

abdomen”. No preparation

LA 3.1.12D3 4.10 Text pgs. 753 -754

GOALS ANDOBJECTIVES


STANDARDS



Mammography Aids in the diagnosis of breast

masses. Requires patient to move into

various positions so that different angles of breast tissue may be x-rayed.

No powders, deodorant, or perfumes should be used on day of the mammography.

LA 3.1.12D3 2.14.24.105.8

Text pg. 754

Body Scans Rapid scanning of single tissue

planes – “slices” CAT scan Uptake studies involve ingestion of

a radioactive substance.

LA 3.1.12D3 4.10 Text pg. 755 – 756


Instruct a patient undergoing a selected diagnostic radiological procedure.

Provide opportunities for students to visit the various radiology studies areas.

Students should be prepared with the necessary background information and be required to keep a journal.

Using role-playing, have students practice instructing a patient undergoing a specific radiological procedure selected by the instructor.

LA 3.1.12D3LA 3.3.12D1LA 3.3.12D3


2.14.24.105.8

UNIT VIII: MINOR SURGICAL PROCEDURESTOPIC A: Procedures for Minor Surgery CONTENT - Role of the MA; Skin Preparation; Debridement; Sterile Gloves; Assisting with Procedures

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 759

Discuss scheduling procedures and preop instructions for patients undergoing minor surgery.

Defend the importance of obtaining the consent form for the surgical procedure.

Role of the MA Scheduling minor office surgery Out patient scheduling Affirm patient’s understanding of

the procedure and instructions regarding preoperative and post operative care.

Day before office scheduled surgery, get all necessary surgical instruments and supplies ready.

Day of surgery – check consent form.

Check vital signs. Have patient void. Check potential allergies. Have specimen vial ready, if biopsy

is needed. Complete lab request. Ensure that electrocautery or

cryosurgery equipment are available, if needed.

CH/PE 2.1.12E1

LA 3.1.12D3

4.10 Text pgs.759 - 762

Identify skin preparation for the surgical site.

Skin PreparationPreparation area is determined by the surgical procedure.


4.10

GOALS ANDOBJECTIVES


STANDARDS



Shave Application of an antiseptic

Review procedure “Prepare Skin for Minor Surgery”

Define debridement and state its importance.

DebridementInvolves the trimming of dead skin from a wound or burn.

LA 3.1.12D3


4.10 Text pg. 764

Don and remove sterile gloves.

Sterile GlovesA variety of office procedures will require the use of sterile gloves.

Review and demonstrate procedure.

Provide opportunities for students to practice this procedure.

CH/PE 2.1.12E2

LA 3.1.12D3

CE/C/F/LS 9.2.12F5

NHCSS 1.22 NHCSS 2.13NHCSS 7.11

4.105.7

Text pgs. 764 – 765


State the knowledge & skills needed by the MA when assisting with minor surgery procedures.

Assisting With ProceduresMA needs to have a basic understanding of the following:

A & P Medical terminology Names & uses of instruments used

in minor office procedures. Sterile or aseptic techniques

Review instruments scissors hemostats forceps

LA 3.1.12D3LA 3.3.12 D1


4.105.4

Text pg. 765 – 769

GOALS ANDOBJECTIVES


STANDARDS



Match surgical procedure instruments with their correct names.

needle holders blades.

Using instruments and name cards, have students match instructor selected instruments used in minor office surgical procedures with their correct names.Review procedure: “Assisting with Minor Surgery”.

Review procedure: Assisting with Suturing a Laceration

LA 3.1.12D3

NHCSS 2.13

4.10 Text pg. 771

Discuss the recommended procedure for removing sutures.

Suture removalDiscuss the role of the MA

Check the number of sutures put in; Follow the steps in the procedure for

suture removal; Check the report for a tetanus

booster; and Advise patient to keep wound clean

and dry.

Review procedure for Removing Sutures

LA 3.1.12D3LA 3.3.12D1


4.105.4

Text pgs. 774 – 777

Wk. Bk. Chapter 17; Pgs. 319 – 326


UNIT IX: ASSISTING WITH MEDICATIONSTOPIC A: Prescription and Nonprescription MedicationsCONTENT - Pharmaceutical References; Writing Prescriptions; Recording Medications; Storing Medications

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 781

Demonstrate how to use the PDR for both prescription and nonprescription medications.

Pharmaceutical ReferencesReview the PDR sections and uses.

LA 3.1.12D3 2.64.10

Text pgs. 781 - 783

Identify the information that must be included on a prescription.

Writing Prescriptions Must be written by a licensed

physician. Prescriptions must be recorded in

the patient’s chart.

Prescription should contain: Date Patient’s name Rx symbol Drug name and amount Pharmacists instructions Signature of physician Physicians full name, address and

phone number Physician’s DEA (Drug

Enforcement Administration) number

Number of refills

LA 3.1.12D3LA 3.3.12D1

CE/C/F/LS 9.2.12A1


4.10 Text pgs. 784 -785

GOALS ANDOBJECTIVES


STANDARDS



Demonstrate calling in a prescription.

DAW(dispense as written option) option.

Phoning in prescriptions: Give pharmacist all the information. Ask the pharmacist to repeat the

information.

Using role-playing, have students call in a prescription including all the required information and have the “pharmacist” repeat back the information.

Record medications on a patient’s chart.

Recording MedicationsDetails that should be included in recording medications:

Who What How much Where When Why

LA 3.1.12D3LA 3.1.12 F3LA 3.2.12 D1LA 3.3.12 D1


3.84.10

Text pg. 785

Define abbreviations commonly used in regard to medications.

Abbreviations and Symbols Commonly Used in Administering Medications.Have students prepare flash cards for the abbreviations and symbols identified in the text.

Develop a team challenge with a prize for the winners.

LA 3.1.12D3LA 3.3.12D1


4.10 Text pg. 787

Calculate math problems as provided by

Medications can be prepared in metric, apothecary or household measurements.

LA 3.1.12D3LA 3.3.12 D1

3.123.13

Text pgs. 788 – 789

GOALS ANDOBJECTIVES


STANDARDS



instructor.Review the various equivalents.

Provide examples of math problems for the students.

MA 4.1.12A!MA 4.5 A1MA 4.5 B2MA 4.5 C3

CE/C/F/LS 9.2.12 A1

NHCSS 2.13

4.10 Wk. Bk. Chapter 18; Unit 1; Pgs. 328 -336

Provide opportunity to brainstorm the potential medical, legal, ethical concerns regarding medications.

Have students write a response to one of the concerns raised in the brainstorming classroom discussion such as:

Overuse of antibiotics; Sharing of medications; Cost of medications.

CH/PE 2.2.12 B1CH/PE2.2.12 B4


3.13.35.8

UNIT IX: ASSISTING WITH MEDICATIONSTOPIC B: Methods of Administering MedicationsCONTENT - Oral Administration; Sublingual; Inhalation Administration; Topical Administration; Vaginal Administration

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. 791

List and describe the various methods of administering medications.

Methods Of Administering Medications: Oral, including sublingual and

buccal; Inhaled; Topical; Sprays, including transdermal; Vaginal; Rectal; Urethral; and Injections;

LA 3.1.12D3LA 3.3.12D1


4.10 Text pgs. 791 - 795

Demonstrate the administration of an oral medication.

Oral – most common.Examples – pills, tablets, capsules, lozenges, syrups, sprays & other liquids

Demonstrate the procedure for administration of an oral medication.

Have students return the demonstration.

Role-play administering an oral medication.

Sublingual & BuccalSublingual – under the tongueBuccal – between the gum and cheek

LA 3.1.12D3


4.10 Text pgs. 792 -794


GOALS ANDOBJECTIVES


STANDARDS



Inhalation These medications are in the form of gases, sprays, fluids or powders to be mixed with liquid and used with equipment that will produce a mist or vapor.These are breathed into the respiratory tract.

LA 3.1.12D3 4.10 Text pg. 794

Provide examples of topical medications.

Topical Used to treat diseases or disorders of the skin.Examples – sprays, lotions, creams, ointments, paints, salves, wet dressings, and transdermal pouches.

Transdermal pouch - Placed on the skin according to directions.

Commonly prescribed patches: Nitro-Dur (nitroglycerin) Nicotine patch

Review the application of the Nitro-Dur patch

LA 3.1.12D3


4.10 Text pgs 794 -796

VaginalApplied as creams, suppositories, tablets, douches, foams, ointments, tampons, sprays and salves.

LA 3.1.12D3

NHCSS 2.13

4.10 Text pg. 795


UNIT IX: ASSISTING WITH MEDICATIONSTOPIC C: Injections and ImmunizationsCONTENT - Injections; Intradermal Injections; Intramuscular Injections; Intravenous Injections; Immunizations

GOALS ANDOBJECTIVES


STANDARDS





LA 3.1.12D3LA 3.1.12F2

NHCSS 2.26

4.10 Text pg. pg. 798

Identify the parts of a syringe and needle.

Review the parts of a syringe and needle. LA 3.1.12D3 4.10 Text. pg. 799 - 800

Withdraw simulated medication from an ampule and a vial.

Demonstrate the following skills: Withdrawing from an ampule. Withdrawing medications from a

vial.

Provide opportunities for students to practice procedures.

LA 3.1.12D3

MA 4.1A1MA 4.5A1MA 4.5B2MA 4.5C3


4.105.15.6

Text pgs 799 – 800



With the use of a latex training arm, students will administer intradermal, intramuscular, and subcutaneous injections.

With the use of a latex training arm, demonstrate how to administer:

Intradermal; Intramuscular; and Subcutaneous injections.

Demonstrate the preparing and injecting of a dose of insulin.

Name the tissue layers and sites for each type of injection.

LA 3.1.12D3

CE/C/F/LS 9.2.12F5

NHCSS 213NHCSS 2.26NHCSS 4.21NHCSS 4.22NHCSS 7.11NHCSS 7.23

4.105.45.6

Text pgs. 801 – 807

Text pgs 810 – 811

GOALS ANDOBJECTIVES


STANDARDS



Provide opportunities for students to practice procedures.

Text pg. 801




Discard syringes and needles while maintaining safety and standard precautions.

Demonstrate the proper way to discard a used needle and syringe.

Provide opportunities for students to practice procedure.

CH/PE 2.1.12E2

LA 3.1.12D3

CE/C/F/LS 9.2.12F5


4.10

5.15.45.65.7

Text pgs 801 – 802

Wk. Bk. Chapter 18; Unit 3; Pg. 342

State the importance of immunizations.

ImmunizationArtificial immunity – produced by administering immunizations or vaccines made from the dead or harmless infectious agents that trigger the immune response in the body to manufacture antibodies against the particular disease-causing agent.

Review childhood immunization schedule.

LA 3.1.12D3LA 3.3.12D1

4.10 Text pgs 811 – 813

GOALS ANDOBJECTIVES


STANDARDS



List at least 10 diseases and their associated vaccines.

Diseases and Vaccines: Influenza Pneumonia Haemophilus Influenza type B Measles, Mumps and Rubella Diptheria Pertussis Rabies Tetanus Rotavirus Varicella zoster Hepatitis A Hepatitis B Meningitis Inactivated Polio Vaccine

LA 3.1.12D3 4.10 Text pgs.813 – 816


UNIT X: CONCLUSIONTOPIC: Role of the Medical AssistantCONTENT - The Administrative Medical Assistant/The Clinical Medical Assistant

GOALS ANDOBJECTIVES


STANDARDS



Students will be able to list and describe the skills associated with the roles of the MA.

Students will be able to

Present the opportunity for a review of the Clerical and Clinical MA.

Review the Clerical Skills.

Review the Clinical Skills.

CH/PE 2.2.12B1

LA 3.1.12H5LA 3.1.12D1

CE/C/F/LS 9.1.12

1.21.31.54.1

state which role appeals to them the most and defend why.

Question and Answer periodA2


Appendix A

Reading ListFiction:

Lurlene McDaniel’s novels are about teenagers facing and triumphing over life-altering situations that leave the reader with inspiration and hope. Several of her novels are as follows:

Angels in Pink by Lurlene McDanielA story of a young girl who becomes a hospital volunteer and the effect is has upon her and her connections with her sick mother.

The Time Capsule by Lurlene McDanielThis is a story of twins and when one becomes ill, how it affects the family.

Garden of Angels by Lurlene McDanielThis is a story of a young girl whose mother has breast cancer.

A Rose for Melinda by Lurlene McDanielThis is a story of an aspiring ballet dancer battling Leukemia.

Telling Christina Goodbye by Lurlene McDanielThis is a story of four high school friends who have a car accident and how it changes their lives.

I’ll Be Seeing You by Lurlene McDanielA story of a young girl disfigured by cancer who meets a handsome young man blinded in a freak chemistry accident.

Don’t Die My Love by Lurlene McDanielThe stories of high school sweethearts who help each other battle his illness.

To Live Again by Lurlene McDanielSeventeen year old Dawn, who has been diagnosed with Leukemia, faces another medical crisis when a stroke leaves her partially

paralyzed.

The Girl Death Left Behind by Lurlene McDanielThis story involves a young girl who looses her family in a car accident and how she must learn to come to terms with her cousins, a

new school and cliques.

Saving Jessica by Lurlene McDanielThis is a story of a young girl’s battle with kidney failure and how her friends help her through this ordeal.

Appendix A

Reading List Now I lay Me Down to Sleep by Lurlene McDaniel

A fifteen-year-old girl with leukemia meets a young man with cancer at a cancer support group. The effect of her relationship with him and his family impact her life.

Angels Watching Over Me by Lurlene McDanielThis is a story about a sixteen year old girl diagnosed with bone cancer who meets an Amish boy. Add in a mysterious nurse and the book becomes a blend of romance, mystery and problems.

Till Death Do Us Part by Lurlene McDanielThis is a story about a sixteen year old girl diagnosed with brain cancer and a twenty year old young man with cystic fibrosis who meet and marry. After the young man’s car racing accident, the young woman is forced into making a life altering decision.

Angel of Mercy by Lurlene McDanielEighteen year old Heather leaves home and travels on a Mercy ship bound for an African missionary in Uganda. The story revolves around the passion and sorrow of Heather’s missionary experience.

Angel of Hope by Lurlene McDanielThis is a sequel to Angel of Mercy where Heather returns home from being a medical missionary and then decides to return to Africa.

Baby Alicia is Dying by Lurlene McDanielThis is story about an HIV positive baby and how the baby changes the life of a young girl.

To Young to Die by Lurlene McDanielThis is a story of two young girls, one facing Leukemia and the other trying to help her friend.

Goodbye Doesn’t Mean Forever by Lurlene McDanielThis is a sequel to Too Young to Die and how the young girl with leukemia and her best friend deal with death, hope and inspiration.

When Happily Ever After Ends by Lurlene McDanielThis is a story of how a young girl and her mother deal with the father’s suicide.

Appendix A

Reading List

Other Novels

The Secret Life of Bees by Sue Monk KiddThis is a story about mothers and daughters and the power of love.

The Mermaid Chair by Sue Monk KiddThis is a story about a young woman’s efforts at coping with her mother’s illness and the resulting transformation she experiences.

My Sister’s Keeper by Jodi PicoultThis is story about a family torn apart by illness and how the family deals with the issues this brings to all.

Body of Evidence by Patricia CornwallThis is story about a medical examiners use of forensic evidence to solve a mystery.

Perfect by Natasha FriendThis is story about an eating disorder.

One True Thing by Anna QuindlenThis is story about a daughter who has to deal with her mother’s battle with cancer.

The Curious Incident of the Dog in the Night Time by Mark HaddonThis is story about a young persons dealing with autism.

Acceptable Risk by Robin CookA research scientist discovers a mood-altering enhancing drug and involves other researchers in a deadly experiment.

Coma by Robin CookThis is a medical thriller that takes place in a hospital where mysterious deaths occur.

Fatal Cure by Robin CookThis mystery story is about two doctors who investigate the death of children with cystic fibrosis.

Appendix A

Reading List

Harmful Intent by Robin CookThis is a mystery story about a doctor who is involved in the death of a patient.

Seizur e by Robin CookThis is a mystery in which the plot revolves around the issue of therapeutic cloning.

Vector by Robin CookThis mystery involves a medical examiner and efforts to diagnose a deadly form of anthrax.

Non-fiction

Its Not About the Bike – My Journey Back to Life by Lance ArmstrongThis is a story about Lance Armstrong and his battle against testicular cancer.

Still Me by Christopher ReevesChristopher Reeves provides us with insight into his physical and emotional experiences following his horseback riding accident.

Nothing is Impossible: Reflections on a New Life by Christopher ReevesThis is a sequel to Still Me. The book is devoted to some aspects of successful living (faith, hope) or addresses a major life issue (parenting, religion, recovery).

Madame Curie: A Biography by Eve CurieThis story is and account of the life and passion of Madame Marie Curie, discoverer of radioactive elements radium and polonium, as told by her daughter.

First Do No Harm by Lisa Belken.In novelistic detail, the author examines the cases of several patients in a Houston Hospital and discusses the ethical considerations of their doctors.

Appendix B

Medical Assistant II – Clinical – Field and Speaker Experiences

Person/Place_________________________________________ Type of Practice/Occupation________________________________________

Responsibilities:

________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

Student Generated Questions

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

Opinion

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

APPENDIX CMEDICAL ASSISTANT I CLERICAL – HANDOUT 1

HANDOUT I

MEDICAL ASSISTING II - CLINICAL COURSE REQUIREMENTS

Students will be required to satisfactorily do the following:

1. Attend classes and field experiences;

2. Participate in classroom activities;

3. Complete text readings;

4. Complete specific workbook assignments;

5. Maintain a notebook including:a. Class notesb. Medical terminology and abbreviationsc. Guest speaker and field experience reviews;

6. Read three hours or more each week on topics related to health which can be fiction or non-fiction.

7. Every two weeks, report on an article from a newspaper, magazine, or the web related to a health issue, a health occupations area or a health theme.

8. Keep a portfolio listing the books or articles read, reports and projects completed.

9. Complete assigned project; and

10. Demonstrate proficiency on the skills identified in the Task List.

Appendix C

MEDICAL ASSISTANT II – CLINICAL – HANDOUT 2

Appendix CMEDICAL ASSISTANT II – CLINICAL – HANDOUT 3

AAMA Role Delineation Study

Appendix CMEDICAL ASSISTANT II – CLINICAL SKILLS– HANDOUT 4

STUDENT NAME

TASK PROFICIENT DATE1. Demonstrate the procedure for hand washing.

2. Don and remove gloves and gown.

3. Wrap items for the autoclave.

4. Measure height and weight using an upright scale.

5. Complete a medical history form.

6. Measure and record an oral temperature taken

electronically.

7. Measure and record body temperature taken with an

Infrared Tympanic Thermometer.

8. Measure and record a radial pulse describing the quality

characteristics to be observed.

9. Measure and record an apical pulse describing the quality

characteristics to be observed.

10. Measure respirations identifying the normal range.

11. Measure and record blood pressure.

12. Using a model or a, demonstrate the procedure for irrigating

the eye.

13. Using a model or a manikin, demonstrate the procedure for

irrigating the ear.

14. Using a model or a manikin, demonstrate the procedure for

instilling drops into the ear.

15. Using a model or a manikin, demonstrate instilling drops

into the eye.

16. Screen for visual acuity using a Snellen chart.

17. Screen for color vision acuity using the Ishihara method.

18. Position and drape patients (fellow students or manikins) for

specified examinations.


TASK PROFICIENT DATE19. With the aid of a manikin, measure recumbent length of an

infant.

20. Measure height of child.

21. Weigh an infant.

22. Measure head circumference.

23. Measure infant’s chest.

24. Use a microscope.

25. Simulate/perform a skin puncture procedure.

26. Using a glucometer, students will measure their own blood

sugar.

27. Using selected materials, perform a RBC and WBC.

28. Using selected lab materials, perform a blood smear.

29. Test urine with multistix.

30. Test urine with a clinitest tablet.

31. Perform a Hemoccult Sensa Test with specimen brought

from home.

32. Streak an agar plate.

33. Apply limb and chest electrodes.

34. Obtain a standard 12 lead ECG/EKG.

35. Demonstrate the use of an AED.

36. Instruct a patient who is about to have a chest x-ray.

37. Instruct patients undergoing selected diagnostic radiological

procedures.

38. Don and remove sterile gloves.

39. Demonstrate calling in a prescription.

40. Record medications on a patient’s chart.

41. Calculate math problems related to medications.

42. Demonstrate administering an oral medication.

43. Withdraw simulated medication from an ampule and a vial.


TASK PROFICIENT DATE44. With the use of a latex training arm, administer intradermal,

intramuscular and subcutaneous injections.

45. Discard syringes and needles while maintaining safety and

standard precautions.

STUDENT SIGNATURE DATE

TEACHER SUGNATURE DATE

PARENT/GUARDIAN SIGNATURE DATE

Appendix CMEDICAL ASSISTANT II – CLINICAL HANDOUT 5

CAREER OF A MEDICAL ASSISTANT

Working with your designated partner(s), complete the following for your assigned specialty (specialties):

Describe the specialty (specialties); Ascertain the roles and responsibilities of the MA in each specialty; Identify the salary range for the MA in this profession; and State why you would or would not like working in this type of practice.

Physicians and Surgeons - List of Specialties Allergies Cardiovascular Diseases Dermatology Endocrinology Gastroenterology General Practice General Surgeon Hematology Internal Medicine Nephrology Neurology Obstetrics Oncology Ophthalmology Orthopedics Otorhinolaryngology Pediatrics Podiatry Psychiatry Urology


GUIDELINES FOR ORAL PRESENTATION ON

Diseases and Disorders of the Neurological System

For your assigned disease/disorder, prepare an oral presentation that includes:

1. The disease/disorder;2. System(s) and organ(s) involved;3. Description of the disease/disorder;4. Etiology; and5. Treatment(s).

Alzheimer’s disease ALS Bell’s palsy Cerebral palsy Encephalitis Epilepsy Essential tremor Headache Migraine Herpes Zoster Hydrocephalus Meningitis MS Neuralgia

Paralysis Hemiplegia Paraplegia Quadriplegia Parkinson’s disease Reyes Syndrome Sciatica Spinal cord defects Subarachnoid Hemorrhage Subdural Hematoma Tourettes syndrome TIA Trigeminal Neuralgia



Diseases and Disorders of the Eye, Ear, Nose & Tongue



Diseases and Disorders of the Eye

Macular degeneration Amblyopia Blepharitis Cataract Conjunctivitis Corneal Abrasion Diabetic Retinopathy

Glaucoma Iritis Myopia Presbyopia Ptosis Retinal Detachment Strabismus

Diseases and Disorders of the Ear

Auditory Canal Obstruction Hearing loss Meniere’s Disease Motion Sickness

Otitis External and Media Otosclerosis Presbycusis

Diseases and Disorders of the Nose

Epistaxis Nasal Polyps Rhinitis

Diseases and Disorders of the Tongue

Candidiasis Glossitis Oral Cancer



Diseases and Disorders of the Integumentary System



Acne Vulgaris Alopecia Cancer Cellulites Dermatitis Eczema Furuncles Herpes Simplex Herpes Zoster Hirsutism Impetigo Lyme Disease Pediculosis Poison Ivy Psoriasis Roscacea Ringworm Scabies Urticaria Verrucae Wrinkles



Diseases and Disorders of the Skeletal System



Arthritis Osteoarthritis Rheumatoid Arthritis Bursitis Carpal Tunnel Syndrome Congenital Hip Dysplasia Dislocation Epicondylitis Gout Hallux Valgus Herniated Disc Kyphosis Lordosis Osteoporosis Scoliosis Sprain Subluxation TMD



Diseases and Disorders of the Muscular System



Bursitis/Tendonitis Epicondylitis Fibromyalgia Muscular Dystrophy Toticollis



Diseases and Disorders of the Respiratory System



Allergic Rhinitis Asthma Atelectasis COPD Emphysema Epistaxis Histoplasmosis Influenza Laryngectomy Laryngitis Legionnaires Disease Lung Cancer Pleurisy Pneumonia Pneumothorax Pulmonary Fibrosis Pulmonary Edema Pulmonary Embolism RDS Sinusitis SIDS TB URI



Diseases and Disorders of the Circulatory System



Anemia Aneuryism Arrest (Cardiac) Arrhythmia Arteriosclerosis Atherosclerosis Carditis CVA CHF CAD Embolism Heart Failure Hypertension Hypotension Leukemia Murmur MI Phlebitis Sickle Cell Anemia Thrombophlebitis Varicosities



Diseases and Disorders of the Immune System



AIDS Allergies Cancer Chronic Fatigue Syndrome Lupus Erythematosus Lyphedema Rheumatoid Arthritis



Diseases and Disorders of the Digestive System



Appendicitis Cirrhosis Colitis Colorectal cancer Colostomy Constipation Crohn’s disease Diarrhea Diverticulosis Esophageal varices Gastroenteritis GERD Hemorrhoids Hepatitis Hernia Ileostomy Irritable Bowel Syndrome Oral Cancer Pancreatitis Paralytic Ileus Pep tic Ulcer Polyp Pyloric Stenosis Spastic colon Ulcerative Colitis



Diseases and Disorders of the Urinary System



Cystitis Glomerulonephritis Incontinence Nephrotic Syndrome Polycystic Kidney Disease Pyelonephritis Renal Calculi Renal Failure



Diseases and Disorders of the Endocrine System



Cretinism Cushing Syndrome Diabetes Mellitus Graves Disease Myxedema



Diseases and Disorders of the Male and Female Reproductive Systems



Diseases and Disorders of the Male Reproductive System

Epididymitis Erectile Dysfunction Hydrocele Prostatic Hypertrophy

Diseases and Disorders of the Female Reproductive System

Cervical Erosion Cystic Breast Disease Cystocele Dysmenorrhea Endometriosis Fibroids Hysterectomy Ovarian Cyst PMS Polyp Rectocele Vaginitis



Diseases and Disorders That Are Sexually Transmitted



Aids Chlamydia Gonorrhea Herpes Human Papilloma Virus PID Pediculosis Pubis Syphilis Trichomoniasis


Donning & Removing Transmission-Based Isolation Garments


Medical History Form


Using Body Mechanics

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