• Students demonstrate basic bedside patient care skills, such as bed making, bathing, oral care, hair care, dressing.
• Students research death and dying through a variety of readings to gain an understanding of the patient and the patient’s family and friends’ behaviors during the process and the appropriate reactions of the health care worker.
• Students practice and demonstrate various patient procedures and treatments such as vital signs, hot packs, and other regularly provided health care services.
• Students practice and demonstrate the use, care, and maintenance of various equipment used in patient care procedures.

Home Care Standard 2: Students will know how to adapt basic patient care skills and treatments to a safe and hygienic environment in the home. They will provide care according to a prescribed plan of care while maintaining a clean patient environment.
Examples of the types of work students should be able to do to meet the standard:

• Students practice and demonstrate basic home health patient care skills as well as food service and nutritional activities included in home care responsibilities.
• Students identify and demonstrate home safety measures that they must be practice in the various home settings.
• Students practice patient care recording and reporting skills through case study scenarios.

Restorative Procedures Standard 3: Students will understand the concepts and procedures of restorative care. They will assist in restorative practices and procedures as designated by facility policy and resident capability.
Examples of the types of work students should be able to do to meet the standard:

• Students demonstrate the use of various restorative equipment and will participate in a simulated demonstration of various restorative practices.
• Students prepare a case study of an injured person who requires restorative care including why the care is needed, the kinds of care that should be provided, and the level of recovery anticipated.

Rehabilitative Care Standard 4: Students will understand the needs of disabled clients and know necessary rehabilitative modalities and the use of assistive and orthotic equipment necessary for client mobility. They will perform rehabilitative procedures and treatments, and assist disabled clients with the use and care of their equipment.
Examples of the types of work students should be able to do to meet the standard:

• Students perform various daily functions and activities for patients with disabilities such as being wheelchair bound, blind, hearing impaired, or having head injury and other disabling conditions.
• Students gain an understanding through research of typical behavioral and psychological problems of the disabled client. They prepare a paper on the various responses that would be appropriate for the health care worker aligned with the typical behavioral problems that may occur.
• Students practice recording and reporting patients’ progress in the various rehabilitation modalities.

Gerontology Care Standard 5: Students will know the signs and symptoms of diseases and disorders commonly observed in the elderly, as well as basic principles of medication administration and unit management. They will perform treatments, administer selected medications, recognize changes, and report outcomes. They will design work schedules for nurse assistants, and transcribe and document physician’s orders.
Examples of the types of work students should be able to do to meet the standard:

• Students practice common gerontological medication administration. They will describe normal and abnormal reactions to the medications to be administered.
• Students demonstrate transcription techniques accurately and completely from written scenario situations.
• Students design a typical 8-hour work schedule for the nursing assistant staff.

Specialty Procedures Standard 6: Students will understand the principles of caring for patients in specialty care units. They will apply these principles as they assist in the nursing care and treatments of these patients.
Examples of what a student should be able to do at the proficient level:

• Students identify various departments in an acute care hospital and describe the typical patient population and practices that occur in the department.

Advanced Patient Care Standard 7: Students will utilize the nursing process as they expand their basic patient contact skills with additional methods and procedures needed to meet competencies as determined by the state licensing agency. Students will know the facts related to providing care for clients with specific medical/surgical diagnoses. They will apply this knowledge when providing patient care.
Examples of the types of work students should be able to do to meet the standard:

• Students learn and understand the significance of the scope of practice for vocational nursing.
• In a role play activity, students demonstrate leadership and supervision techniques in several situations including uncooperative subordinates, difficult patients, disagreements about scheduling, and an unequal patient load.
• Students practice medication administration through a specialized computer activity within their scope of practice and with a variety of patient types.

Advanced Specialty Care Standard 8: Students will understand the principles of caring for patients with a variety of specialized needs. They will apply these principles as they care for these patients.
Examples of the types of work students should be able to do to meet the standard:

• Students practice communicable disease care and treatment procedures and will demonstrate appropriate and sensitive communication techniques with the recipient of the care.
• Students practice special pediatric care and treatment procedures with sensitivity to the age, attitude, and condition of the child.

Developmental Disability and Mental Health Care Standard 9: Students will know the needs of the developmentally disabled population. Students will understand the differences between normal and abnormal behavior and factors that influence these behaviors as well as specific interventions for abnormal behaviors. They will provide a safe environment while maximizing client potential. They will identify and reinforce positive behavior in the cognitively impaired.
Examples of the types of work students should be able to do to meet the standard:

• Students list several of the more common developmental disabilities and discuss normal and abnormal behaviors related to the disability.
• Students identify and demonstrate in a simulation activity positive behavior modification techniques.
• Students demonstrate through a role model crisis intervention techniques in response to several typical patient behaviors.

Advanced Developmental Disability Care Standard 10: Students will understand the factors leading to developmental disabilities. Students will know signs, symptoms and prognoses of common developmental disorders. Students will understand the concept of normalization and will know what community services are available to achieve this goal. They will provide care for clients that reflect understanding of specific diagnoses with a focus on skills that reinforce normalization in all settings.
Examples of the types of work students should be able to do to meet the standard:

• Students practice and demonstrate competency for treatments and procedures necessary in the care of the developmentally disabled.
• Students research, identify, and prepare a brochure on community services available for the developmentally disabled.

Advanced Mental Health Care Standard 11: Students will know classification and symptoms of major mental disorders including addictive behaviors, personality disorders, and eating disorders as described in the current edition of the diagnostic and statistical manual. They will use methods and procedures which assist in maintaining a safe environment and in providing care for clients.
Examples of the types of work students should be able to do to meet the standard:

• Students read, interpret, and understand the significance of the scope of practice regulations for the psychiatric technician.
• Students investigate community resources that are available to help assist the mentally challenged.
• Students role play various addictive behaviors as they relate to the mentally ill showing appropriate response of the health care worker.

• After completing of a unit on appropriate protocol and procedures at proficient skill levels, students participate in a health fair and take blood pressure measurements on a variety of individuals (clients) attending the health fair including children, elderly, and the disabled. Students assemble the necessary equipment and follow all safety procedures and protocols, and record blood pressure measurement and report the information to client.