Richard J. Daley Community College

PHLEBOTOMY TECHNICIAN

Student Handbook&

Syllabus

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Introduction and WelcomeWelcome to the Phlebotomy Technician Program at Daley Community College. The faculty and staff wish you success in the pursuit of your educational goals. We are glad to have you and will treat you with courtesy and respect. The student is our only product and therefore, our most important product. We are here to assist you in gaining an education both within the classroom and in clinical activities scheduled for application of knowledge gained from the classroom.

Upon successful completion of the Phlebotomy Technician Program, the graduate is eligible to sit for national certification exams. Graduation from the program is not contingent upon passing an external certification exam.

The Daley Community College Phlebotomy Technician Program Student Handbook has been compiled to provide information pertinent to students enrolled in the Phlebotomy program. The purpose of this handbook is to detail policies and procedures specific to this program. The handbook is constructed to be used as a supplement to the Daley Community College Student Handbook and serves to bridge the overriding policies of the College with the policies specific to this program. The policies and procedures set forth in this handbook are designed to support the success of the student.

Your instructor is committed to providing a quality educational program for the purpose of developing successful health care professionals. Developing caring, competent health care professionals prepared for diverse contemporary practice requires interactions with patients and patient services, thereby resulting in an educational environment with unique characteristics and requirements.

This Health Care Program prohibits discrimination. Enrollment at the College and access to its programs or activities shall not be limited on the basis of race, color, creed, national origin, religion, age, gender, sexual orientation, political affiliation, or physical disability.

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Phlebotomy ProfessionThe health of all Americans depends upon the educated minds and trained hands of the medical laboratory professional. The practice of modern medicine at the exacting standards currently required would be impossible without the scientific testing performed daily in the medical laboratory. Maintenance of these standards and progress toward improvement in the quality of laboratory services depends on the dedicated efforts of professional practitioners of medical laboratory science. The proper practice of Phlebotomy is essential for accurate laboratory test results.

DESCRIPTION OF THE PROFESSION

Phlebotomists are proficient in:• collecting, transporting, handling and processing blood specimens for analysis;• recognizing the importance of specimen collection in the overall patient care system;• relating the anatomy and physiology of body systems and anatomic terminology to the

major areas of the clinical laboratory, and to general pathologic conditions associated with body systems;

• identifying and selecting equipment, supplies and additives used in blood collection;• recognizing factors that affect specimen collection procedures and test results, and taking

appropriate actions within predetermined limits, when applicable;• recognizing and adhering to infection control and safety policies and procedures;• monitoring quality control within predetermined limits;• recognizing the various components of the health care delivery system;• recognizing the responsibilities of other laboratory and health care personnel and

interacting with them with respect for their jobs and patient care;• demonstrating professional conduct, stress management, interpersonal and

communication skills with patients, peers and other health care personnel and with the public;

• demonstrating an understanding of requisitioning and the legal implications of their work environment;

• applying basic principles in learning new techniques and procedures;• recognizing and acting upon individual needs for continuing education as a function of

growth and maintenance of professional competence.•

Upon graduation and initial employment, the phlebotomist will be able to demonstrateentry level competencies in the above areas.

Reference: NAACLS Guide to Approval, 2001

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Course Description The profession of phlebotomy is taught through didactic, student laboratory, and clinical experiences. The student will be trained to perform a variety of blood collection methods using proper techniques and precautions including vacuum collection devices, syringes, capillary skin puncture, butterfly needles, and blood culture specimen collection on adults, children, and infants. Emphasis will be placed on infection prevention, proper patient identification, proper labeling of specimens, and quality assurance. Students will be taught specimen handling, processing, and accessioning. Students will learn the theory and principles of CLIA waived laboratory tests and perform the tests in the student laboratory. The testing performed will include manual hematocrits, automated hemoglobin and glucose testing, urinalysis dipsticks, fecal occult blood, erythrocyte sedimentation rate and pregnancy testing.

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Course ObjectivesThe course objectives for each unit of instruction, including laboratory activities will be presented at the beginning of each lecture. Each student is strongly encouraged to incorporate these objectives into their notes and use unit and lab objectives as a study aid during preparation for the course examinations, as the exam questions are created from these objectives.

Upon successful completion in each unit of instruction and laboratory activity, the student will be able to meet each course objective listed.

The following affective objectives pertain to the classroom and clinical components. During enrollment in this course, the student will:

1. Demonstrate professionalism by:

a. Complying with the attendance policy

b. Complying with the dress code

c. Submitting assignments by the stated deadline

2. Demonstrate enthusiasm and interest in the profession of phlebotomy by asking questions, participating in class discussions and meeting with instructor during office hours as needed

3. Demonstrate initiative by reviewing objectives and completion of reading assignments prior to class

4. Demonstrate progression in laboratory skills by effective organization, coordination of multiple tasks, and insightful evaluation of results obtained

5. Utilize constructive criticism to correct deficiencies and improve performance

6. Work cooperatively with instructors and fellow students to achieve the goals of each activity assigned

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METHODS OF PRESENTATION

1. Lecture and Power Point presentations

2. Guest Speakers

3. Discussion and Question & Answer sessions

4. Demonstration

5. Audio/visual materials

6. Laboratory practice

7. Role Playing

8. Field Trips (tentative)

9. “VAMPIRES AMONG US” NIGHT

10. Clinical practice

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ASCLS CODE OF ETHICSPreamble The Code of Ethics of the American Society for Clinical Laboratory Science (ASCLS) sets forth the principles and standards by which clinical laboratory professionals practice their profession.

I. Duty to the PatientClinical laboratory professionals are accountable for the quality and integrity of the laboratory services they provide. This obligation includes maintaining individual competence in judgment and performance and striving to safeguard the patient from incompetent or illegal practice by others.Clinical laboratory professionals maintain high standards of practice. They exercise sound judgment in establishing, performing and evaluating laboratory testing.Clinical laboratory professionals maintain strict confidentiality of patient information and test results. They safeguard the dignity and privacy of patients and provide accurate information to other health care professionals about the services they provide.II. Duty to Colleagues and the ProfessionClinical laboratory professionals uphold and maintain the dignity and respect of our profession and strive to maintain a reputation of honesty, integrity and reliability. They contribute to the advancement of the profession by improving the body of knowledge, adopting scientific advances that benefit the patient, maintaining high standards of practice and education, and seeking fair socioeconomic working conditions for members of the profession.Clinical laboratory professionals actively strive to establish cooperative and respectful working relationships with other health care professionals with the primary objective of ensuring a high standard of care for the patients they serve.III. Duty to SocietyAs practitioners of an autonomous profession, clinical laboratory professionals have the responsibility to contribute from their sphere of professional competence to the general well being of the community.Clinical laboratory professionals comply with relevant laws and regulations pertaining to the practice of clinical laboratory science and actively seek, within the dictates of their consciences, to change those which do not meet the high standards of care and practice to which the profession is committed.

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Pledge to the Profession

As a clinical laboratory professional, I will strive to:

• Maintain and promote standards of excellence in performing and advancing the art and science of my profession.

• Preserve the dignity and privacy of others.• Uphold and maintain the dignity and respect of our

profession.• Seek to establish cooperative and respectful working

relationships with other health professionals.• Contribute to the general well being of the community.

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Philosophy and GoalsProgram MissionThe mission of the Phlebotomy Technician Certificate program of Daley Community College is to be an exemplary program graduating highly qualified individuals to fill the employment needs of clinical laboratories. The Program is committed to serving students and the medical laboratory community through guidance, excellent academic instruction and professional training utilizing traditional and innovative means while understanding the cultural diversity of individuals, maintaining a student-centered philosophy, striving to make wise use of community and educational resources and materials. The faculty of the Phlebotomy Technician Program is committed to providing quality instruction by preparing the graduate to be employable at an entry level in general Phlebotomy and to be successful on the National Certification Examination in Phlebotomy.

Program Goals

1. Demonstrate knowledge of the health care delivery system and medical terminology.

2. Demonstrate knowledge of infection control and safety.3. Demonstrate basic understanding of the anatomy and physiology of

body systems.4. Associate the major areas / departments of the clinical laboratory

with the laboratory tests ordered to evaluate a patient’s pathologic condition / illness.

5. Demonstrate understanding of the importance of specimen collection in the overall patient care system.

6. Demonstrate knowledge of collection equipment, various types of additives used, special precautions necessary and substances that can interfere in clinical analysis of blood constituents.

7. Demonstrate proper techniques to perform venipuncture and capillary puncture.

8. Demonstrate understanding of requisitioning, specimen transport and specimen processing.

9. Demonstrate understanding of quality assurance in phlebotomy.10. Demonstrate understanding of the basic concepts of

communications, personal and patient interaction, stress management, professional behavior and legal implications of the work environment.

11. Demonstrate knowledge of pre-analytical errors that can significantly alter results.

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Lecture   Objectives:1. Explain the role of the phlebotomist in a medical lab. 2. Identify the common specimens collected and their uses in the medical lab. 3. Identify basic equipment and supplies used by phlebotomist and explain proper use. 4. Identify and describe items on a collection tray. 5. Collect appropriate laboratory specimens by venipuncture and capillary techniques.6. Recognize the role of the Phlebotomist in the laboratory and in specimen collection. 7. Identify the role of the Phlebotomist in quality assurance for the laboratory and specimen collection. 8. Identify components and use of blood specimens in the laboratory. 9. Differentiate between urine collection procedures. 10. Identify reasons for and how to prevent chemical interferences in laboratory assays. 11. Identify common physical conditions which may interfere with laboratory assays and to recognize the role of the phlebotomist in the prevention of these interferences in laboratory assays. 12. Recognize the role of the phlebotomist in the identification and documentation of physical interferences which may interfere with laboratory assays. 13. Identify equipment and supplies commonly used in specimen collection. 14. Identify necessary equipment for a micro collection tray. 15. Identify necessary equipment for a venipuncture collection tray.16. Identify and give examples of special instructions for collection of blood and the circumstances that require them.17. Identify factors which influence effective communication between the patient, physician, laboratory and phlebotomist.18. Identify the information that a correctly filled out requisition form needs to contain. 19. Identify the steps for proper identification of a patient and to recognize the need to document identification. 20. Identify the major departments in a clinical laboratory. 21. Name three accrediting agencies for Clinical Laboratories.22. Recognize collection procedures and equipment used to insure the collection and documentation of a quality specimen. 23.  Recognize the phlebotomist's role in the management of inventory and quality assurance of equipment and supplies. 24. Define nosocomial infection and identify the phlebotomists role in prevention (HAI- Hospital Acquired Infections) 25. Identify infection control and isolation procedures used during specimen collection.26. Identify factors dealing with safety in specimen collection. 27. Recognize emergency procedures required for fainting, bleeding, respiratory failure, circulatory failure, and prevention of shock. 28. Recognize procedures and equipment necessary for the transportation and delivery of quality specimens.

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Laboratory Objectives: (Cognitive And Psychomotor)

Upon conclusion of the phlebotomy clinical experience the student will be able to:

1. Select the appropriate equipment needed to perform a venipuncture including needle, syringe or vacutainer holder, blood tubes alcohol wipe, sterile gauze, tourniquet and band aid. 2. Select the appropriate blood collection tubes considering the tests requested, minimum sample requirements and the needs of the patient. 3. Identify and select a suitable venipuncture or capillary site. 4. Properly prepare a venipuncture or capillary site. 5. Apply a tourniquet correctly. 6. Perform a venipuncture correctly using appropriate technique and order of draw, observing the recommended safety precautions. 7. Perform the necessary follow-up care on patients following a venipuncture or capillary procedure. 8. Identify appropriate sites for capillary puncture in children and adults 9. Perform a capillary puncture using acceptable technique and observing appropriate safety precautions. 10. Collect a suitable blood specimen following capillary puncture. 11. With 100% accuracy, properly identify patients prior to performing any procedure. 12. Observe appropriate precautions and procedures when collecting specimens under isolation conditions. 13. When appropriate, notify nursing personnel of specimen collection irregularities or potential problems. 14. Observe appropriate specimen preservation and handling procedures. 15. Identify situations where special precautions may be necessary including Nursery, Pediatrics, ICU/CCU, Emergency Room, Surgery and other special areas of the hospital and take action as necessary. 16. Properly inform the patient of any procedures. 17. Properly identify him/herself to the patient. 18. Label all specimens correctly with the necessary information. 19. Properly dispose of all used equipment. 20.Collect  80% of assigned patient using acceptable technique and following

appropriate safety procedures.

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SCANS CompetenciesThe Secretary’s Commission on Achieving Necessary Skills (SCANS), formed in 1990 was established to determine skills students need to succeed in the workplace. The Commission determined that to be successful, a student needed a firm foundation in basic literacy and computational skills, the thinking skills to put knowledge to work, and the personal qualities that make workers dedicated and trustworthy. Objectives for the theory, lab and clinical components of the program are written to incorporate the SCANS competencies.

This list summarizes the SCANS competencies.

1.0 Resources

10..1 Manages Time10..2 Manages Money10..3 Manages Material and Facility Resources10..4 Manages Human Resources

2.0 Interpersonal

2.1 Participates as a Member of a Team 2.2 Teachers Others 2.3 Serves Clients/Customers 2.4 Exercises Leadership 2.5 Negotiates to Arrive at a Decision

2.6 Works with Cultural Diversity

3.0 Information

3.1 Acquires and Evaluates Information3.2 Organizes and Maintains Information3.3 Interprets and Communicates Information3.4 Uses Computers to Process Information

4.0 Systems

4.1 Understands Systems4.2 Monitors and Corrects Performance4.3 Improves and Designs Systems

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5.0 Technology

5.1 Selects Technology 5.2 Applies Technology to Task 5.3 Maintains and Troubleshoots Technology

6.0 Basic Skills

6.1 Reading 6.2 Writing 6.3 Arithmetic 6.4 Mathematics 6.5 Listening 6.6 Speaking

7.0 Thinking Skills

7.1 Creative Thinking7.2 Decision Making7.3 Problem Solving7.4 Mental Visualization7.5 Knowing How to Learn7.6 Reasoning

8.0 Personal Qualities

8.1 Responsibilities 8.2 Self-Esteem 8.3 Sociability 8.4 Self-Management 8.5 Integrity/Honesty

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For the Phlebotomy Technician Program, examples of SCANS

competencies being incorporated are:

COMPETENCY EXAMPLEResources Following Standard Precautions, performs vein and capillary puncture procedures

using only necessary supplies and within a predetermined reasonable amount of time.

Interpersonal Demonstrates an understanding of the profession of Phlebotomy thorough ethical behavior when dealing with patients and other members of the health care team, including maintaining a professional appearance to relieve patient anxiety and maintaining patient confidentiality.

Information Record quality control results for basic CLIA waived laboratory tests performed and point out unexpected results to a supervisor.

Systems Use problem-solving skills to troubleshoot basic equipment or procedures that do not fall within standards, take corrective actions or inform an appropriate supervisor.

Technology Perform vein and capillary puncture procedures using a variety of methods and equipment including vacuum collection system, microcollection devices, Winged Infusion Set, and Syringe and needle.

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Entry Level CompetenciesAt career entry, the Phlebotomy Technician will be able to perform routine blood collection procedures making specimen oriented decisions on predetermined criteria, including pre-analytical errors that can significantly alter results. Communications skills will extend to frequent interactions with members of the healthcare team, external relations, customer service and patient education. Phlebotomists may perform waived and point of care testing and must be familiar with the processes and procedures to provide quality results.

Upon completion of the program and initial employment, the Phlebotomy technician should be able to demonstrate entry-level competencies in the areas of professional practice listed below:

1. Demonstrate knowledge of the health care delivery system and medical terminology.

2. Demonstrate knowledge of infection control and safety monitoring quality control within predetermined limits;

3. Demonstrate basic understanding of the anatomy and physiology of body systems and anatomic terminology in order to relate major areas of the clinical laboratory to general pathologic conditions associated with the body systems.

4. Demonstrate understanding of the importance of specimen collection and specimen integrity in the delivery of patient care.

5. Demonstrate knowledge of collection equipment, various types of additives used, special precautions necessary and substances that can interfere in clinical analysis of blood constituents.

6. Follow standard operating procedures to collect specimens.7. Demonstrate understanding of requisitioning, specimen transport and

specimen processing.8. Demonstrate understanding of quality assurance and quality control in

Phlebotomy.9. Communicate (verbally and nonverbally) effectively and appropriately

in the workplace.

Reference: NAACLS Phlebotomy Guide to Approval, 2001

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Essential Functions and Technical Standards

Successful students are those who are highly disciplined, self-motivated, self-reliant and capable of working independently. The phlebotomy program establishes technical standards and essential functions to insure that students have the abilities required to participate and potentially be successful in all aspects of the phlebotomy profession. Successful students are those who are highly disciplined, self-motivated, self-reliant and capable of working independently.

Essential functions, as distinguished from academic standards, refer to those physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the curriculum, as well as the development of professional attributes required by the program officials and clinical faculty of all students upon completion of the program. The essential functions consist of minimal physical, cognitive, affective and emotional requirements to provide reasonable assurance that students can complete the entire course of study and participate fully in all aspects of clinical training.

The Psychomotor Demands required include: a. Project a well-groomed, neat appearance. b. Physical abilities to move about freely and maneuver in small spaces,

stand and/or walk for long periods, and access areas within the healthcare facility.

c. Physical ability, including sufficient mobility and fine motor coordination, to manipulate Phlebotomy equipment to safely collect and process patient specimens, maintain a safe, aseptic work environment, and accurately and safely operate a variety of laboratory equipment.

d. Visual ability sufficient to discern colors and perform Phlebotomy procedures.

e. Visual acuity to read and interpret test requests and physician orders. f. Hearing ability to respond to messages from patients and staff g. Ability to operate computers.

The Cognitive Demands required include: h. Establish and maintain effective working relationships including

working as part of a team. i. Accurately remember and apply oral and written proceduresj. Maintains accurate records.k. Ability to organize one's work for completion in a timely fashion.l. Ability to exercise critical thinking skills to solve problems.

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The Affective Demands required include: m. Interpersonal abilities sufficient to communicate in a professional,

positive, tactful manner with patients, physicians, nurses, other health care and non-health care employees, and laboratory personnel.

n. The applicant must be fluent in English and possess adequate communication skills to permit regular, routine, timely, and productive interactions with faculty members, physicians, patients, and other students.

o. Emotional stability to allow professional interaction with patients and staff, to respect patient confidentiality, use reasonable judgment and accept responsibility for actions.

p. Must demonstrate the emotional health required for full utilization of intellectual abilities must be able to tolerate physical and emotionally taxing workloads and function effectively under stress

q. Project a well-groomed, neat appearance. r. Ability to maintain patient confidentiality and to exercise ethical

judgment, integrity, honesty, dependability, and accountability in the performance of one's laboratory responsibilities.

s. Ability to perform Phlebotomy procedures accurately and quickly even under stressful conditions.

t. Ability to exercise independent judgment and to think logically in the performance of one's duties.

u. Ability to organize and to assume responsibility for one's work.

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Academic PoliciesPolicies and ProceduresStudents enrolled in DCC Phlebotomy program are expected to agree to and abide by the Student Discipline Policy and Student Rights and Responsibilities regulations as outlined in the DCC Student Handbook.

Academic DishonestyAcademic integrity is an essential component of professional behavior. Any documented incidences of academic dishonesty may result in an academic penalty up to withdrawal from the specific program.

DCC Phlebotomy Technician program follows the college’s general policies on academic integrity as set forth in the DCC Student Handbook. A copy of the student handbook is available at each campus’s administrative offices.

Academic work submitted by students shall be the result of their own thought, research or self-expression. For purposes of these regulations, academic work is defined as, but not limited to exams and quizzes, whether taken electronically or on paper; projects, either individual or group; papers; classroom presentations; and homework. When students borrow ideas, wording or organization from another source, they shall reference that information in an appropriate manner.

Definition:Academic dishonesty includes but is not limited to the following:

! Cheating on an exam or quiz by bringing information to the testing area (no use of cell phones, talking to another student during the test, or looking at another student’s test during the examination.

! Plagiarizing - when students borrow ideas, wording or organization from another source, they shall reference that information in an appropriate manner

! Unauthorized collaboration/collusion with another in preparing outside work for fulfillment of course requirements.

! Unauthorized entry into test banks or examinations! Assisting others in academic dishonesty! Sharing the details of an examination/competency check-off with other

students.! Having a copy of the examination outside the time and place of test

administration or review.

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Progressive Discipline PolicyFaculty are committed to assisting students to be successful in the program. Therefore,Phlebotomy Technician students who are not meeting courses objectives in class, clinical/practicum or lab will be apprised of their performance status using the progressive discipline process.

! Step 1: Warning The instructor provides the student with a verbal warning or written feedback as to their status. The instructor counsels the student regarding criteria for successful completion of the course and makes other recommendations for improvement.

At the discretion of the instructor and depending on the situation, this step may be skipped and a conference done.

! Step 2: ConferenceThe student meets with the instructor in a formal conference to review the performance deficit. A written Conference Report will identify specific course/program objectives not met and a remediation plan/contract, including deadlines for completion, to assist the student to correct the deficit and remain in the program and be successful.

If at any time the student does not comply with all terms outlined in the conference report, the student may be placed on probation or withdrawn from the program.

! Step 3: Probation Probation action is implemented for:

! Unsatisfactory clinical performance ! Unsatisfactory clinical attendance and punctuality! Inability to maintain physical and mental health necessary to function

in the program! Unethical, unprofessional behavior, and/or unsafe clinical practice! Refusal to participate with a procedure! Unsafe or unprofessional clinical practice that compromises patient or

staff safety! Behavior which compromises clinical affiliations! Failure to meet terms outlined in a conference report.

Probation is a trial period in which the student must improve or be withdrawn from the program.

The student meets with the instructor and dean. An DCC counselor may be asked to assist in representing the student. The student and faculty will complete a Probation Report explicitly stating expectations that must be followed during the probationary period and signed.

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! Step 4: WithdrawalIf at any time during the probation period, the student fails to meet any of the conditions of the probation contract, the student may be withdrawn from the program. Accordingly, if at the end of the probation period the student has not met the criteria for satisfactory performance outlined in the probation contract, the student will be withdrawn from the program.

A student who is placed on probation for unsafe or unprofessional conduct will be withdrawn from the program for subsequent safety or professional conduct violations at any time during the program.

Some situations do not allow for the progressive discipline process due to the severity of nature or the timing of their occurrence. Incidents of this nature may require the student to be immediately placed on probation or withdrawn from the program. Examples of these include, but are not limited to:

o Violations of patient confidentiallyo Academic dishonestyo Falsification of documentationo Unprofessional behavior that seriously jeopardizes patient, student

staff, or preceptor safety.o Unprofessional behavior that seriously jeopardizes clinical

affiliations.

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Student Complaint ProcedureThe purpose of student complaint procedure is to ensure students due process in the resolution of a complaint. Student complaints may include (but are not limited to) issues regarding classroom instruction or other college services and offices as well as discrimination based on race, color, gender, religion, age, national origin, disability or sexual orientation. This procedure does not apply to student disputes about course grades which are resolved under the supervision of the appropriate instructors and instructional administrators. The program will not retaliate against the student as a result of filing a complaint.

Sexual and/or Racial Harassment ComplaintsIf a Phlebotomy Technician student has a complaint regarding sexual or racial harassment then the student should refer to the DCC Student Handbook for the policy and procedure related to sexual and racial harassment.

Grade Change Policies and ProceduresDCC Phlebotomy Technician program follows the college’s general policies on grade change as set forth in the DCC Student Handbook. A copy of the Daley Community College Student Handbook is available at each campus’s administrative offices.

Assignment of GradesThe instructor teaching the course shall assign grades. The instructor will provide information to the students at the beginning of the semester regarding the course, including the guidelines for grading. If the student has questions about a grading policy and/or a specific grade, the student must raise the question while enrolled in the course. If the student is unable to resolve the questions or objections with the instructor, the student is to make an appointment with the dean.

Procedures to Resolve Grade DisputesIf you have a question about a grading policy and/or a specific assignment grade, you must raise your question while enrolled in the course. Meet with your instructor and discuss your questions or objections. Document in writing what you discuss and the outcome of that discussion in case you later request a formal “Review of Final Course Grade.” If you are unable to resolve your questions or objections with your instructor, make an appointment with the dean.

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Textbooks and SuppliesTextbooks are available at the Campus Bookstore. The purchase of the required textbook is mandatory.

It is strongly advisable that students have a dependable home personal computer with internet access. The College provides student access to internet accessible computers located at various College locations and campuses.

You also will need a 3 ring binder with 7 divider tabs, a highlighter, notepad, blue or black ink pen, and index cards.

Scrubs (uniform) any color or pattern/print.

White (clean) leather shoes.

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Attendance Policy Attendance demonstrates professionalism and regular, punctual attendance is the expectation in the professional workplace setting. It is the student’s decision to take this class. Therefore, once the student makes this decision, he/she has responsibilities to everyone else in the community of learners. Excellent attendance and punctuality are key behaviors which demonstrate responsibility and commitment to a successful learning experience. It is this commitment to learning that will enable the student to progress satisfactorily towards completion of course goals and objectives.

The Attendance Policy is designed to set a pattern of professional behavior which mirrors the attendance expectations in the clinical environment. Regular and punctual attendance is required at all lecture and lab sessions. Class roll will be taken during each class period. Tardiness to class is strongly discouraged. Important announcements are made at the beginning of class which may not be repeated.

If you must be absent or tardy, you must notify your instructor by phone call, phone message, or by email in a timely fashion; at least 30 minutes prior to class start time. Each student is responsible for making up all class assignments, materials, examinations, etc. when absent from class.

All missed lab exercises must be completed to verify completion of the course objectives. Make-up exercises or alternative learning experiences will be planned according to the limits set by the instructor.

However, the amounts of credit awarded for the exercise will be no greater than 80%. Once a student has incurred two (2) absences, for whatever reason, the Progressive Discipline Policy will be initiated.

Also, be advised that absences and tardies WILL DEDUCT your points, and therefore will very likely lower your grade. Also, coming to class unprepared, not in proper uniform, inappropriate hairstyle, jewelry (more than 1 pair earrings, hoops, facial piercings, etc.) will cause a deduction in points for the days activities (I.E. quiz, homework assignment, class participation, etc.).

Instructor reserves the right to dismiss you from class if you are not in proper uniform or are unprepared for class (I.E. no notebook, textbook, binder, etc.) This will result in an unexcused absence.

YOU are EXPECTED to bring your required supplies to EVERY CLASS SESSION.

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Purpose of Attendance Policy Attendance demonstrates professionalism and regular, punctual attendance is the expectation in the professional workplace setting. It is the student’s decision to take this class. Therefore, once the student makes this decision, he/she has responsibilities to everyone else in the community of learners. Excellent attendance and punctuality are key behaviors which demonstrate responsibility and commitment to a successful learning experience. It is this commitment to learning that will enable the student to progress satisfactorily towards completion of course goals and objectives.

The Attendance Policy is designed to set a pattern of professional behavior which mirrors the attendance expectations in the clinical environment. Regular and punctual attendance is required at all lecture and lab sessions. Class roll will be taken during each class period. Tardiness to class is strongly discouraged. Important announcements are made at the beginning of class which may not be repeated.

If you must be absent or tardy, you must notify your instructor by phone call, phone message, or by email in a timely fashion; at least 30 minutes prior to class start time. Each student is responsible for making up all class assignments, materials, examinations, etc. when absent from class. All missed lab exercises must be completed to verify completion of the course objectives. Make-up exercises or alternative learning experiences will be planned according to the limits set by the instructor. However, the amounts of credit awarded for the exercise will be no greater than 80%. Once a student has incurred two (2) absences, for whatever reason, the Progressive Discipline Policy will be initiated.

Students are expected to always come to class and clinical prepared. This includes bringing the correct textbook, any assignments which are due, materials for note taking and accessories to be used in lab or clinical. A student may be dismissed from class or clinical if not prepared.

No make ups on missed quizzes or exams. No exceptions.

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General ApplicationsPunctual attendance is expected for scheduled lecture, laboratory and clinical days for each Phlebotomy course. According to each course’s syllabus, excessive absences will result in implementation of the Progressive Discipline Policy possibly resulting in dismissal from the course or program.

1. ClassroomAbsences from class for reasons other than health or emergencies will not be tolerated. The student is responsible for contacting the instructor to obtain any assignments or handouts. Students are expected to be on time for class

2. LaboratoryAbsences from student laboratory sessions are particularly disdainful and strongly discouraged. Laboratory schedules require a “building block” approach in which skills learned in one lab are utilized as the “building block” of another. The skills learned in student laboratory are essential for entry into the rotations in a clinical laboratory to develop competency. Missed laboratory sessions are very difficult to make up, critical lab skills must be demonstrated to the satisfaction of the course instructor. The amount of credit awarded for a missed lab will be 80% of the grade earned.

3. Clinical Regular and punctual attendance on all clinical days is required. Students should carefully review the attendance policies stated within the clinical courses syllabi. Absences or tardies from clinical for reasons other than health or emergencies will not be tolerated and the student will be subject to the Progressive Discipline policy which may ultimately result in being withdrawn from the Program.

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Students are expected to always come to class and clinical prepared. This includes bringing the correct textbook, any assignments which are due, materials for note taking and accessories to be used in lab or clinical, and in uniform. A student may be dismissed from class or clinical if not prepared.

General ApplicationsPunctual attendance is expected for scheduled lecture, laboratory and clinical days for each Phlebotomy course. According to each course’s syllabus, excessive absences will result in implementation of the Progressive Discipline Policy possibly resulting in dismissal from the course or program.

1. ClassroomAbsences from class for reasons other than health or emergencies will not be tolerated. The student is responsible for contacting the instructor to obtain any assignments or handouts. Students are expected to be on time for class.

2. LaboratoryAbsences from student laboratory sessions are particularly disdainful. Laboratory schedules require a “building block” approach in which skills learned in one lab are utilized as the “building block” of another. The skills learned in student laboratory are essential for entry into the rotations in a clinical laboratory to develop competency. Missed laboratory sessions are very difficult to make up, critical lab skills must be demonstrated to the satisfaction of the course instructor. The amount of credit awarded for a missed lab will be 80% of the grade earned.

3. Clinical Regular and punctual attendance on all clinical days is required. Students should carefully review the attendance policies stated within the clinical courses syllabi. Absences or tardies from clinical for reasons other than health or emergencies will not be tolerated and the student will be subject to the Progressive Discipline policy which may ultimately result in being withdrawn from the Program.

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PROMOTION, FAILURE, AND/OR DISMISSAL FROM THE PROGRAM

Any student may be withdrawn from the program for excessive absences (see Attendance Policy), consistently failing to meet class assignments, disruptive conduct during lecture or laboratory, displaying conduct detrimental to the ethics of phlebotomy, failing to meet competency levels in the clinical component, or for violating patient confidentiality/HIPAA violations or violating policies and procedures outlined in the DCC Student Handbook.

Acts prohibited by DCC for which discipline may be administered include, but is not limited to, scholastic dishonesty, cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work, or theft of any school property.

Academic work submitted by students shall be the result of their thought, research, or self-expression. Academic work is defined as, but not limited to, tests, quizzes (electronically or on paper), projects (individual or group), classroom presentations, and homework.

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Student Evaluation1. Lecture- 1/3 of course grade

a. Quizzes – Daily quizzes will be given on a regular basis at the start of class. If you are late, you will not be allowed to take the quiz.

The scores from the Daily quizzes are averaged together and are worth 25% of the lecture grade.

b. Written examinations will be given over lecture and related lab material to comprehensively assess the student’s knowledge of concepts, principles, techniques, and procedures. Students are expected to take all tests at the assigned time or will be given a grade of zero (0). If exams are missed, grades of zero (0) will be given...NO MAKE-UP EXAMS OR QUIZZES.

c. A comprehensive (all units, both lecture and lab) final exam will be given in class. You must score a 75% or better on the FINAL EXAM to pass this class, regardless of your over-all grades.

d. Points will be awarded for completion of assignments

e. Periodic review of your course notebook divided into the following areas:

1. Lecture Notes

2. Homework assignments/ workbook assignments

3. Graded Lab Exercises/ lab evaluation/check-off sheets

4. Graded Study Questions

5. Handouts

6. Quizzes

f. The lecture grade is worth 1/3 of the course grade and is calculated as follows:

1. Quizzes (class and exam review) = 15%

2. Examinations = 35%

3. Final Exam = 45%

4. Participation in Class Discussion = 5%

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2. Laboratory Experiences- 2/3 of course grade

a. Points are awarded for the successful completion of laboratory exercises as related to the specific objectives for each exercise.

b. Points are awarded for proper response to study questions/written assignments required for each laboratory exercise.

c. Points are awarded for the laboratory practical at the end of the semester. The practical is the comprehensive final exam for the laboratory component of the course.

d. The laboratory grade is worth 1/3 of the course grade and is calculated as follows:

1. Laboratory Study Questions = 10%

2. Laboratory Exercises = 40%

3. Laboratory Practical Exam = 50%

Grading and Academic Requirements This is a competency based program. Each student is expected to successfully demonstrate competency in classroom work and in laboratory clinical skills. The syllabus contains unit or course objectives and the specific criteria for grade calculations. The criteria outlined is used in determining grades. Unless otherwise stated in the syllabi, Phlebotomy courses require a minimum of 70% to pass each course.

The Phlebotomy courses use the following scale for determination of final grades:

A = 90-100%B = 80-89%

C = 70-79% D= 60-69% F = 59% and below

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On-Going EvaluationsThe following personal characteristics and attitudes include but are not limited to those observed and evaluated throughout the medical curriculum. Students are expected to demonstrate these characteristics, both in their academic and personal pursuits.

Integrity: Displays honesty in all situations and interactions; is able to identify information that is confidential and maintain its confidentiality.

Tolerance: Demonstrates ability to accept people and situations. Acknowledges his/her biases and does not allow them to affect patient care or contribute to threatening or harassing interactions with others.

Interpersonal relationships: Provides support and is empathetic in interactions with peers, patients, and their families. Interacts effectively with "difficult individuals." Demonstrates respect for and complements the roles of other professionals. Is cooperative and earns respect.

Initiative: Independently identifies tasks to be performed and makes sure that tasks are completed satisfactorily. Performs duties promptly and efficiently. Is willing to spend additional time and to assume new responsibilities.  Recognizes when help is required and when to ask for guidance.

Dependability: Completes tasks promptly and well. Arrives on time and actively participates in clinical and didactic activities. Follows through and is reliable.

Attitudes: Is actively concerned about others. Maintains a positive outlook toward others and toward assigned tasks. Recognizes and admits mistakes. Seeks and accepts feedback and uses it to improve performance.

Function under stress: Maintains professional composure and exhibits good personal and clinical judgment in stressful situations.  Identifies unprofessional conduct while recognizing the importance of maintaining professional behavior in the clinical setting, in spite of inappropriate action on the part of others.

Appearance: Displays appropriate professional appearance and is appropriately groomed.

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Dress CodeStudents will be expected to attend class/laboratory and assigned clinical sites clean and neatly dressed in scrubs to present a professional appearance.

1. The following dress code is required for lecture, laboratory and clinical. During clinical rotations, the student must also adhere to the dress code of the facility assigned to.a. Clothing: Scrubs must be worn during all classroom, laboratory and clinical activities.

Avoid wearing scrubs which are overly revealing, which may represent a safety hazard or which may be offensive to patients or laboratory personnel.

b. Shoes: Shoes must be closed-toed and soft-soled, non-marking. White leather-type tennis or similar shoes are strongly recommended. Clogs, crocs or other types of shoes with no back or holes in the top are not allowed.

c. Hair: Hair must be clean, neat and of a normal hair color. If the hair’s length is at or below the shoulder, or if it has tendency to hang in the face, it must be drawn back; such as in a clip or band.

d. Head coverings: Nothing shall be worn on the head (baseball caps, scarves, hats, etc.) unless it is of a required religious nature. If the head covering falls below the shoulders it must be tucked securely inside the lab coat to prevent contamination by blood and/or body fluids.

e. Beards: Male students must either shave regularly or if they choose to wear a mustache and/or beard, must keep them clean and well groomed (No “five o’clock shadows”).

f. Hygiene: Before attending clinical rotation, students must bathe regularly (i.e. daily) to avoid offensive odor. Students shall not use perfume, cologne or aftershave lotion. Conservatively applied makeup is permitted.

g. Body Piercing/Tattoos: No visible body piercings are allowed. Tattoos will be covered at all times in the clinical setting.

h. Fingernails: Fingernails must be kept clean and at a reasonable length. Reasonable length is defined as 1/8" above the fingertips. Artificial nails are NOT permitted due to infection control issues. The CDC recommended in its hand hygiene guidelines published in October 2002 that “health care personnel should avoid wearing artificial nails and keep natural nails no longer than one-quarter (¼) inch long if caring for patients at high risk of acquiring infections. Clear or light pink nail polish may be worn. Chipped nail polish is not permitted.

i. Jewelry: Jewelry should be limited to wedding rings and a wrist watch. A conservative necklace that is kept close to the skin (not dangling) and conservative earlobe earrings (no more than one pair) that do not extend more than ½ inch below the earlobe are acceptable.

j. Identification: During clinical assignments students must wear their DCC photo ID badge identifying them as a Daley Community College student. The badge must visible at all times by clipping the badge onto the top of the scrub top or the lab coat. Badges CANNOT be worn at or below waist level. Wearing the badge clipped to a lanyard is acceptable as long as it does not create a safety hazard or dangle into the workspace.

k. Other clothing articles, hats, etc. that may present a safety issue or be disruptive to the learning process will not be allowed. Contact the course instructor if uncertain about the suitability of any item taken into the lab setting.

Students not conforming to the dress code while in the classroom or clinical site may be sent home at the instructor’s discretion and will be required to make up the time. Repeat violations will result in the student being placed on probation.

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2. LABORATORY: a. Students must follow Standard Precautions at all times.b. Students must wear gloves during all blood collection procedures. c. Gloves must be worn at all times when working with biological samples.d. Gloves MAY NOT be worn outside the lab.e. All work areas must be disinfected upon completion of the laboratory activity

with a 10% bleach solution or “Sani-Wipes”.

Students not conforming to the dress code may be sent home from class or clinical at the instructor's discretion. Any and all class or clinical time missed will need to be made-up, regardless of reason.

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Electronic Communication Devices In any learning setting, the use of electronic communication devices, such as pagers and telephones must be limited to emergency situations only. The devices must be set to silent mode at all times in the classroom. If it is necessary to respond to a call or page, the student should leave the classroom with minimal disruption. Students may not use a cellular telephone during any testing situation or during test review. Violation of this policy will be considered an act of academic dishonesty. Electronic communication devices may be used in the clinical setting for appropriate purposes only. These purposes will be determined by the clinical instructor. Tape recorders, PDAs, cameras and other recording devices are not to be used in the clinical setting for recording identifiable client data. At no time during lab should any student have their phone on their person.

Noncompliance with Program PoliciesNoncompliance with the policies and procedures of the Phlebotomy Program or clinical affiliates may be grounds for dismissal from the program.

Policy and Procedure ChangesAll policies are subject to change by the Phlebotomy Program faculty as deemed necessary. Students will be notified of changes in writing and will sign the notification, which will be kept in the student file.

Restricted Laboratory AccessDue to the possible presence of potential biohazardous materials, the laboratory must be considered “off-limits” to non-DCC persons, such as family members, the public at large, etc. The door to the laboratory will be kept locked except during times when a faculty member or their designee is present. Non-laboratory persons must be escorted by a DCC faculty member or their designee when in the laboratory. Exceptions to this policy include other Health Science faculty and their supervised students as well as DCC custodial personnel. Other exceptions to this policy are at the discretion of Program faculty. At no time are individuals below the age of 18 allowed to be in the laboratory unsupervised.

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Health and Safety Information

Professional RisksInteractions with patients in the health care system carry inherent risks to both the patient and caregiver, including, but not limited to, communicable diseases. In the curriculum, students will be given information regarding known risks for various diseases and measures to decrease these risks.

All students are expected to provide appropriate care to all assigned patients in any setting. These assignments may include patients with medical diagnoses of tuberculosis, hepatitis A, B, or C, AIDS or other infectious diseases. Students are expected to implement standard precautions and appropriate barrier protection in the care of all assigned patients.

Accident/Exposure Procedure:

1. Provide first aid for the student sufficient to get the situation under control.

2. If the accident occurs in the clinical area, faculty responsible for the course in which the student is injured must be notified immediately of the incident.

Exposure Response

Students and faculty members who experience an exposure to any potentially infectious materials (needle stick, mucous membrane, or non-intact skin) or airborne inhalation require specific follow-up. It is the responsibility of the individual to initiate appropriate first aid and to report the incident as soon as possible (preferably within one hour) to their immediate supervisor or instructor. It is the responsibility of the clinical instructor or supervisor to ensure that the appropriate steps have been taken to provide for the safety of the student. It is the responsibility of the Dean to assist the faculty member following an exposure to the student or employee. Faculty will ensure that copies of the Exposure procedures and appropriate forms will be made available to the students prior to their first clinical experience.

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Physical Risk StatementInteractions with clients in the health care system carry inherent risks to both the client and caregiver, including, but not limited to, communicable diseases. In this document, as well as the curriculum, students will be given information regarding known risks for various diseases and provided skills to implement precautions appropriate to these risks. All students are expected to provide appropriate care to all clients assigned to them in any health care setting as a learning experience. These assignments may include clients with medical diagnoses of tuberculosis, hepatitis, AIDS, or other infectious diseases.Furthermore, the student understands that participation in this program exposes the student to certain risks of illness, injury, or infectious contact.

HIPAAThe Health Insurance Portability Accountability Act (HIPAA) Act requires that all protected health information be kept private and secure by all persons that handle, or have access to, that information. Since Phlebotomy Technician students, faculty, instructors, and staff use protected health information as part of the educational process (i.e. access to client health data to provide care and use of de-identified health data for educational assignments such as case studies and care plans), all students must complete a training module to remain in compliance with HIPAA regulations. Any violations of HIPAA regulations will result in disciplinary actions up to and including withdrawal from the program depending on the severity of the violation.

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Clinical Policies

IntroductionClinical course work allows students to apply the knowledge and skills obtained in the didactic component of the curriculum to real life experience in a clinical laboratory. The clinical courses are to provide students with clinical experience in and around the Chicago area hospitals and clinic laboratories. Students may also be provided with real or computer simulated learning activities.

Training students is very time consuming due to the nature of the training required at the bench. Training students slows down the work process in the department during the days that a student is on-site. Students should consider clinical training experiences to be a privilege not a right.

Students may be required to travel outside the Chicago Metropolitan area for some clinical rotations. Rotations on evenings, nights or weekends may be required. Non-traditional shifts may be created to accommodate the clinical sites.

Students will be held to the highest level of work ethics. Excellent attendance, reviewing of lecture notes, laboratory procedures, textbooks and attentiveness to instruction provided are high among the expectations. The ultimate goal of each rotation is that the student is able to do the basic work at the bench with minimum supervision in most areas, regardless of the time or location of the rotation.

Personal relationships with clinical personnel are strictly forbidden.

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Clinical Objectives:At the completion of Phlebotomy Clinical Practicum the participants/students will be able to:A. Demonstrate professionalism and confidence in specimen collectionB. Communicate effectively using appropriate medical terminologyC. Perform venipunctures and skin punctures successfully following correct order of drawD. Describe complications associated with blood collections and ways to effectively handle these situationsE. Demonstrate complications associated with blood collections and ways to effectively handle these situationsF. Demonstrate special blood collection procedures G. Organize and prioritize workload H.Follow standard precaution, infection control and safety policies I. Describe the role of phlebotomist within the clinical laboratory environment

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Clinical Visitation Students are permitted in the hospital or medical office in the role of “Phlebotomy Student” only during the designated clinical rotation and clinical preparation times. Additional time in the clinical laboratory must be arranged with the clinical instructor. When not in the role of “Phlebotomy Student,” students assume the role of visitor and abide by hospital and clinic regulations. Daley Community College student name tags should not be worn while the student is in the role of visitor.

TransportationTransportation to clinical facilities is the sole responsibility of the student. Clinical facilities can include learning experiences in cities located in adjacent towns or suburbs. Students should be prepared to accommodate travel to any facility deemed appropriate to meeting course objectives within and outside the Chicago metropolitan area.

Service Work PolicyPhlebotomy Technician students are not expected to perform service work and are not allowed to take the place of qualified staff during any clinical rotation. After demonstrating proficiency, students, with qualified supervision, may be permitted to perform procedures. A clinical institution which employs a currently-enrolled Phlebotomy student as a laboratory assistant will schedule the student for work during non-instructional hours. These paid hours may not count as clinical time as the student is performing the duties of an employee not a student in training. A student may be sponsored by a clinical laboratory facility and receive payment for training hours as long as the student performs the training activities with qualified supervision and the student is not replacing qualified staff.

Professional BehaviorFaculty of Daley Community College have an academic, legal and ethical responsibility to protect members of the public and of the health care community from unsafe or unprofessional practices. Phlebotomy students, while representing Daley Community College at any clinical agency, must conduct themselves in an ethical, professional, and safe manner. Students are expected to assume responsibility for their actions and will be held accountable for them. Students will abide by DCC and clinical agency policies during each clinical experience.

Failure to adhere to program specific policies related to professional behavior or safe clinical practice may result in the use of the Progressive Discipline Policy outlined in the Phlebotomy Student Handbook.

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Academic Dishonesty and/or Unprofessional Conduct

Students will be disciplined for academic dishonesty and unprofessional conduct. Unprofessional conduct includes, but is not limited to:

! Verbal or non-verbal language, actions, or voice inflections, or insubordination which compromise rapport or working relations with peers, faculty, patients and their family or healthcare team members.

! Any behavior that may compromise contractual agreements and /or working relations with clinical affiliates, or constitute violations of legal or ethical standards.

! Using or being under the influence of drugs and /or alcohol.! Theft of any school property or equipment/supplies, or theft of any

property belonging to clinical site.

Violations of the professional behavior standards can result in immediate removal from the clinical site, probation, or withdrawal from the program.

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Professional Ethics and Confidentiality

Students must remember that the information concerning patients is confidential. Students are required to adhere to legal and ethical standards as established by regulatory agencies and professional standards. Failure to comply with the above is cause for immediate dismissal from the program.

Safe/Unsafe Clinical Practices The Phlebotomy Technician Program identifies safety as a basic human need. A safety need can be identified as physical, biological, and /or emotional in nature. Safe practices are a requirement of each program.

Unsafe clinical/practicum practice shall be deemed to be behavior demonstrated by the student which threatens or violates the physical, biological, or emotional safety of the patients, caregivers, students, staff or self. Unsafe or unprofessional clinical practice may result in implementation of the Progressive Discipline Policy outlined in the Phlebotomy Student Handbook.

The following examples serve as guides to these unsafe behaviors, but are not to be considered all-inclusive.

Physical Safety: Unsafe behaviors include but are not limited to:! inappropriate use of side rails, wheelchairs, other equipment! lack of proper protection of the patient which potentiates falls, lacerations,

burns, new or further injury! failure to correctly identify patient(s) prior to initiating care! failure to perform pre-procedure safety checks of equipment, invasive

devices or patient status

Biological Safety: Unsafe behaviors include but are not limited to:! failure to recognize violations in aseptic technique! improper medication administration techniques / choices! performing actions without appropriate supervision! failure to seek help when needed! attending clinical while ill! failure to properly identify patient(s) prior to treatments

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Emotional Safety: Unsafe behaviors include but are not limited to:! threatening or making a patient, caregiver, or bystander fearful! providing inappropriate or incorrect information! performing actions without appropriate supervision! failure to seek help when needed, unstable emotional behaviors

Unprofessional Practice: Unprofessional behaviors include but are not limited to:

! Verbal or non-verbal language, actions, or voice inflections which compromise rapport and working relations with patients, family members, staff, or physicians, may potentially compromise contractual agreements and/or working relations with clinical affiliates, or constitute violations of legal/ethical standards

! Behavior which interferes with or disrupts teaching/learning experiences! Using or being under the influence of any drug or alcohol that may alter

judgment and interfere with safe performance in the clinical or classroom setting

! Breach of confidentiality in any form! Falsifying data in a patient health record! Misrepresenting care given, clinical errors, or any action related to the

clinical experience! Recording, taping, taking pictures in the clinical setting without expressed

consent ! Leaving the clinical area without notification of faculty and clinical staff or

supervisor

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Laboratory Rules & GuidelinesBlood,urine, and other biological specimens possibly containing pathogenic organisms will be collected and used in this course, therefore, the following precautions must be observed:

Eating, drinking or smoking will not be permitted in the laboratory. Avoid putting objects in your mouth.

Wash your hands before leaving the laboratory for any reason. Proper hand washing is essential in preventing the acquisition and spread of potentially harmful organisms.

Disinfect work area thoroughly after each laboratory session.

Cover spills with paper towels, soak thoroughly with disinfectant and wait 15 minutes before cleaning it up.

All accidents are to be reported immediately to the laboratory supervisor/instructor

Blood and Body Substance ExposureStudents who experience an exposure to any potentially infectious materials (needle stick, mucous membrane, or non-intact skin) or airborne inhalation require specific follow-up. It is the responsibility of the individual to report the incident to the faculty and seek medical evaluation/care as soon as possible (preferably within one hour). Faculty will ensure that copies of the appropriate insurance forms will be available to the students prior to their first clinical experience.

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Laboratory Requirements1. It is the responsibility of the student to prepare for each lecture/laboratory

session. Laboratory exercises must be read prior to attending the laboratory period to provide the student with basic understanding of what will be expected of him/her during the laboratory session. A quiz may be given to test laboratory concepts.

2. Each student is responsible for his/her own work and for the cleaning up of their workstation.

3. Blood, urine, and other biological specimens possibly containing pathogenic organisms will be collected and used in this course. Therefore, the following precautions must be observed:

a. Eating, drinking, and/or smoking will not be permitted in the laboratory. Avoid putting any objects in your mouth.

b. Wash your hands before leaving the laboratory for any reason. Proper hand washing is essential in preventing the acquisition and spread of potentially harmful organisms.

c. Disinfect work area thoroughly after each laboratory session.d. Cover spills with paper towels, soak thoroughly with disinfectant and

wait 15 minutes before cleaning it up.e. All accidents are to be reported immediately to the laboratory

supervisor/instructor.

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Standard Precautions

Since medical history and examination cannot reliably identify the infectivity of all patient’s blood and body fluids, precautions against exposure must be followed for all patients. The concept of Universal Precautions was first introduced in 1987 by the Center for Disease Control and Prevention (CDC) to decrease the occupational risks of blood-borne diseases such as Acquired Immunodeficiency Syndrome (AIDS) and Hepatitis B to healthcare workers.

Further modifications were made later and the name for this policy was changed to “Standard Precautions.” All body fluids must be handled with the same precautions as blood.

1. Use barrier protection (gloves, mask, gown, lab coat, face shield) as necessary to prevent skin and mucous membrane contamination with blood or other body fluids.

2. Gloves must be worn when:a. Cuts, scratches, or other breaks in the skin are present.b. Performing phlebotomy or capillary blood collections.c. Anytime it appears that contamination of the hands may occur.

3. Change gloves after each patient contact or when visibly contaminated with blood.

4. Exudative lesions or weeping dermatitis should be covered with an occlusive dressing to prevent contamination.

5. Wash hands or other skin surfaces thoroughly and immediately if contaminated with blood or other body fluids.

6. Wash hands immediately after gloves have been removed even when no external contamination appears to have occurred. Organisms on the hands multiply rapidly in the warm, moist environment within the glove.

7. Wear a mask, eyeglasses, goggles, or face shield during procedures that are likely to generate droplets of blood or other body fluids to prevent exposure of the mucous membranes of the mouth, nose, or eyes.

8. Wear a fluid-resistant gown, apron, or other covering when there is a potential for splashing or spraying of blood or body fluids onto the body.

9. Handle needles with extreme caution.

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10. Place used needles, disposable syringes, skin lancets, scalpel blades, and other sharp items into a puncture-resistant biohazard container specially designed for disposal. The container should be located as close as possible to the work area.

11. Needles must never be recapped, purposely bent, cut, broken, removed from disposable syringes, or otherwise manipulated by hand. The needle safety device must be activated immediately upon removal of the needle from the vein.

12. All specimens of blood and body fluids should be placed in well-constructed containers with secure lids to prevent leaking during transport. Care should be taken when collecting each specimen to avoid contaminating the outside of the container and laboratory form accompanying the specimen.

13. Fill evacuation tubes, vials, and bottles by using their internal vacuum only. If a syringe is used, the fluid should be transferred to an evacuation tube by using a safety transfer device attached to the syringe, puncturing the tube stopper then allowing the correct amount of fluid to flow slowly into the tube along the wall. If a safety transfer device is not available, the tube should not be held when puncturing the top. Place the tube in a test tube rack, styrofoam cup, or some other suitable holder. Puncture the diaphragm of the rubber stopper and allow the vacuum of the tube to fill the tube. Never force blood into an evacuation tube by exerting pressure on the syringe plunger.

14. Decontaminate all laboratory work areas with an appropriate chemical germicide after a spill of blood, other body fluid, and when work activities are completed. Laboratory countertops should be disinfected at least once per shift.

15. Rinse off all body fluids from reusable contaminated equipment prior to reprocessing according to the institution’s policies.

16. Pregnant laboratory workers are not considered to be at greater risk of infection than others in the laboratory. However, if an infection does develop during pregnancy or the mother is a carrier prior to the pregnancy, the infant is at risk of infection by perinatal transmission. Therefore, pregnant laboratory workers should be especially aware of standard precaution.

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Hints on How to Succeed in College Classes

Budgeting Your TimeA general rule of thumb for college classes is that you should expect to study about 2 to 3 hours per week outside class for each unit of credit. Based on this rule of thumb, a student taking 15 credit hours should expect to spend 30 to 45 hours each week studying outside of class. Combined with time in class, this works out to a total of 45 to 60 hours spent on academic work - not much more than the time required of a typical job, and you get to choose your own hours. Of course, if you are working while you attend school, you will need to budget your time carefully. As a rough guideline, your studying time might be divided as follows.If your course is:

If you find that you are spending fewer hours than these guidelines suggest, you can probably improve your grade by studying more. If you are spending more hours than these guidelines suggest, you may be studying inefficiently; in that case, you should talk to your instructor about how to study more effectively.

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GENERAL STRATEGIES FOR STUDYINGDon't miss class. Listening to lectures and participating in discussions is much more effective than reading someone else's notes. Active participation will help you retain what your are learning.

Budget your time effectively. An hour or two each day is more effective, and far less painful, than studying all night before homework is due or before exams. If a concept gives you trouble, do additional reading or problem solving beyond what has been assigned. And if you still have trouble, ask for help: you surely can find friends, colleagues, or teachers who will be glad to help you learn.

Working together with friends can be valuable in helping you to solve difficult problems. However, be sure that you learn with your friends and do not become dependent on them.

When studying your text: Don't highlight - underline! Using a pen or pencil to underline material requires greater care than highlighting, and therefore helps to keep you alert as you study.

Preparing for ExamsRework problems and other assignments; try additional problems to be sure you understand the concepts. Study your performance on assignments, quizzes, or exams from earlier in the semester.

Study your notes from lectures and discussions. Pay attention to what your instructor expects you to know for an exam.

Reread the relevant sections in the textbook, paying special attention to notes you have made in the margins.

Study individually before joining a study group with friends. Study groups are effective only if every individual comes prepared to contribute.

Don't stay up too late before an exam. Don't eat a big meal within an hour of the exam (thinking is more difficult when blood is being diverted to the digestive system).

Try to relax before and during the exam. If you have studied effectively, you are capable of doing well. Staying relaxed will help you think clearly.

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Presenting Homework and Writing Assignments

All work that you turn-in should be of collegiate quality: neat and easy to read, well-organized, and demonstrating mastery of the subject matter. Future employers and teachers will expect this quality of work. Moreover, although submitting homework of collegiate quality requires "extra" effort, it serves two important purposes directly related to learning.

The effort you expend in clearly explaining your work solidifies your learning. In particular, research has shown that writing and speaking trigger different areas of your brain. By writing something down - even when you think you already understand it - your learning is reinforced by involving other areas of your brain.

By making your work clear and self-contained (that is, making it a document that you can read without referring to the questions in the text), it will be a much more useful study guide when you review for a quiz or exam.

The following guidelines will help ensure that your assignments meet the standards of collegiate quality.

Always use proper grammar, proper sentence and paragraph structure, and proper spelling.

All answers and other writing should be fully self-contained. A good test is to imagine that a friend is reading your work, and asking yourself whether the friend would understand exactly what you are trying to say. It is also helpful to read your work out loud to yourself, making sure that it sounds clear and coherent.

In problems that require calculation: Be sure to show your work clearly. By doing so, both you and your instructor can follow the process you used to obtain an answer.

Word problems should have word answers. That is, after you have completed any necessary calculations, any problem stated in words should be answered with one or more complete sentences that describe the point of the problem and the meaning of your solution.

Express your word answers in a way that would be meaningful to most people. For example, most people would find it more meaningful if you express a result of 720 hours as 1 month.

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Similarly, if a precise calculation yields an answer of 9,745,600 years, it may be more meaningful in words as "nearly 10 million years."

Pay attention to details that will make your assignments look good. For example:

Use standard-sized white paper with clean edges (e.g., do not tear paper out of notebooks because it will have ragged edges).

Staple all pages together; don't use paper clips or folded corners because they tend to get caught with other students' papers.

Use a ruler to make straight lines in sketches or graphs.

Include illustrations whenever they help to explain your answer.

Ideally, make your work look professional by using a word processor for text and equations and by creating graphs or illustrations with a spreadsheet or other software.

If you study with friends, be sure that you turn in your own work stated in your own words - it is important that you avoid any possible appearance of academic dishonesty.

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Test Taking StrategiesPrepare for the Test

• Know exactly what you will be tested on. Review test outlines if available.• Study all key topics that will appear on the examination.• Spread out your review over a period of weeks. Focused reviews over time

are more effective than cramming.• Outline your text and mark topics that need a more concentrated review.• Try to predict questions that may be on the test and then test your skills in

answering them.• If possible, study in the room where the test will be given.

On the Day of the Test

• Get enough sleep the night before the test. Make sure you have gotten adequate sleep the week prior to the test.

• Arrive early and choose a comfortable working area.• Dress casually and comfortably. Take extra time planning appropriate

clothes.• Arrive prepared with necessary supplies.• Do a relaxation exercise prior to the test.

As You Take the Test

• Listen, read, and follow the directions carefully.• Look over the test before answering any questions. Scanning the test will

provide you with key information about the scope and difficulty of the test.• First complete the sections that are easiest for you.• Answer the questions in order but postpone questions that challenge you

until later in the test. Answer the harder questions later.• On your second pass through the test, ignore the answered questions and

focus only on the questions you did not answer.• Never leave a question unanswered; there is no penalty for guessing. (Time

management is key; it is to your advantage to answer all the items on the test.)

• Change your answers only when you are certain that you made a mistake. Your first answer is usually the correct one.

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Tips for Multiple-Choice Questions• Remember that there is only one preferred answer even though more than

one answer may appear to be correct.• Use the process of elimination when you do not know the answer. Eliminate

the most obviously wrong answer first, then the second, and then make your best decision between the last two choices.

• If you are still unsure about which is the correct answer, select the longer or more descriptive answer of the remaining answer set.

• If the answer set presents a range of numbers, eliminate the highest and lowest, and then select from the middle range of numbers.

• Slow down when you see negative words in the question. Look for words like not, except, etc. In this case, you need to identify the false statement instead of the true statement.

• Items that contain "absolutes" like always, never, must, all, and none severely limit the meaning of the item. Statements that contain absolutes are usually incorrect.

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Asking Productive Questions

Your instructor has given you an assignment: you are supposed to formulate three questions on the reading and discuss one of them with your small group. What is the value of this assignment? Why isn’t your instructor giving you the answers, instead of making you ask questions? You might wonder how you are going to get anything out of this assignment.

As a student, asking questions helps focus your thinking and helps you interact with the material. Asking questions—of yourself, fellow students and instructors—turns reading, listening and learning into active dialogue, rather than merely a passive exercise. Asking questions allows you to consider multiple scenarios and stimulates creative thinking. Asking questions helps you to clarify, understand and evaluate information.

But asking questions is not just for students. In the workplace, being willing to ask good questions when you need to will probably make the difference between being able to perform a task successfully or not. Asking questions at work can demonstrate your desire to learn, as well as an awareness of your capabilities. Being able to ask effective questions is one of the marks of a well-educated, insightful person, as well as part of being a valuable employee.

Let’s turn to some techniques for constructing effective questions. We will focus on written questions—but these suggestions could also be helpful for discussions or conversation.

Tips for Constructing Effective Questions:

First, be clear about what you want to know, what you are asking. To do that, figure out what your questions are. Try brainstorming as many questions on the topic as you can, sort them into similar groups, and then choose the top three or five that matter most to you, that express what you want most to know.

Or, ask yourself these questions:

Why is this question important? How will an answer help me?What information do I have about my topic, and what am I missing?

Make your question specific and concrete. Avoid ambiguity. Include enough background about your topic to make your question clear, but not so much that it overshadows your question. You might make reference to a previous conversation, a date, a page or question number, but don’t reproduce the entire conversation or chapter. Give an example to show what you mean.

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Try to avoid questions that will only result in yes or no responses—unless that is what you really want.

Are you asking for facts or opinions? Which do you want—or do you want both?

Before You Ask:

Consider whom you are asking—is this person likely to be able to provide the answers you need?

Evaluate your topic and its related questions as if you were a journalist, by asking who, what, when and where, why, and how. What do you need to add? Or is there too much information—what should you leave out?

Are you asking more than one question? Consider the order of your questions—put the most important question first, unless another order makes more sense (chronological order, for example). Or, consider dividing your questions; use numbers to clearly identify separate questions.

With written questions, pay attention to grammar, spelling and punctuation—they are important tools that help others better understand and respond to your question.

After You Ask:

Make sure your request for information includes how and when to respond to the request. Do you want an e-mail or phone response?

Allow enough time for a thoughtful response. Any responses you get will probably not be as thorough if you wait until the last minute to ask.

Be able to evaluate the responses you get—can they be verified? Do they fit with what you already know? Are there contradictions that make you doubt them?

Ask a follow-up question if any part of the response needs clarification.

Be persistent—if you don’t get the answer you need the first time, rephrase the question, break it into smaller pieces, connect it to something concrete, or ask someone else—but don’t give up.

Be ready for surprises—for answers that may take you in new directions, or offer insights you hadn’t expected.

Acknowledge the help you’ve received—say thank you!

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The Other Half of the Equation: Responding to Questions

How can you make your responses truly helpful when someone asks you a question? Check out the guidelines below.

Do respond, and respond promptly. If you don’t know an answer to part or all of the question, or you can’t answer within a reasonable amount of time, say so. But either way, respond as promptly as possible. If you can, offer suggestions for other resources (including people) that might be helpful.

Ask for clarification if you need it.

Try to answer specifically, rather than generally. Example: A classmate asks for your opinion of his paper topic. “It sounds great,” may be encouraging, but a response that points out how the topic is closely linked to the assignment, or to an important part of the class, will be more helpful as he or she works on the paper.

Answer the question that is being asked. In your response, address the actual question, not your own feelings about a related topic, or other points you would expect the topic to generate. Example: If a classmate asks you what you would do if a patient agreed then refused to take her medication, your response should focus on what action you would take rather than on how much you dread dealing with demanding patients.

Notice what isn’t being asked. This is the flip side of the previous piece of advice, and will help keep your response more focused. If you feel that answering the question calls for you to share more information than you were asked for, say so, and point out where you are offering additional facts or ideas.

Pay attention to the order of your responses. Consider whether it would be most helpful to answer a group of questions in the order they were asked, or whether you will answer them in another order—which might itself offer information about when something happened, for example, or about what you consider more or less important.

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Student Signature PagePHLEBOTOMY Student Handbook

Please read each statement below. INITIAL each statement in the space indicated to signify your understanding and agreement to abide by the policies and procedures in this Handbook. Print, sign and date in the space below.

1. ____ I have read and agree to comply with the student policies and procedures as outlined in the Student Handbook. Furthermore, I will agree to and will comply with the course requirements as listed in the Syllabus and Student Policies of the Phlebotomy Technician Program.

2. ____ I understand that while performing my regularly assigned duties, I may be exposed to blood, body fluids, or tissues. I will use the appropriate personal protective equipment required when there is an inherent potential for mucous membrane or skin contact with blood, body fluids or tissues, or a potential for spills or splashes of them. I understand that if I fail to use available personal protective equipment, I may be subject to disciplinary action.

3. ____I have been informed regarding the inherent health/safety hazards in the health care field and release DCC from any liability for such hazards.

4. ____I will complete all required clinical educational training modules and submit signed documentation to the Program as required.

5. ____ I have read the Essential Functions for the program and, to the best of my ability, believe I can meet them.

Printed Name _______________________________ Date ___________

Signature __________________________________

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