Course Profile Medical Technologies (TPT4C), Grade 12, College Preparation, Public
Unit 2: Pathology
Time: 50 hours
Activity
2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4
| Activity 2.5
Unit Description
Students learn about
and apply accepted practices in medicine for the treatment of disease. Through
theoretical and practical sessions, students are introduced to advanced medical
terminology, skills, equipment, and specialized careers, which address unique
health problems of patients. During all procedures, students adhere to
government legislation and health and safety laws that pertain to medical
technology.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1. 10 hours |
TFV.01, TF1.06,
TF1.08, SP2.03, SP2.04, SP2.07 |
Knowledge/
Understanding Communication Application |
Students working
in groups choose and research a common human illness. Students identify
how the healthy body responds to that pathogen. Students organize
and present their findings to the class. |
|
2.2. 3 hours |
TFV.01, SPV.02,
SP1.03, SP1.04, SP2.01, SP2.02, SP2.05, SP2.06 |
Knowledge/
Understanding Communication |
Students research
and apply medical words/terms, proper pronunciation, definitions, medical
prefixes and suffixes. Students create
their own glossary that will be assessed throughout the course and then
evaluated at the end of the course. |
|
2.3. 15 hours |
TFV.01, TFV.02,
TF2.01, TF2.02, TF2.03, TF2.04, TF2.05, TF2.08, TF2.09, SP2.02, SP2.05,
SP2.07 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students role play
a case study of a fictitious client with a disease. Students research
medical problems and treatment investigations. Conventional and
alternative health practices and cultural background are taken into
consideration throughout this cluster. |
|
2.4. 15 hours |
TFV.02, SPV.01,
SPV.02, TF2.04, TF2.06, SP1.01, SP1.07 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
demonstrate and apply a range of health care skills. Vital signs,
cardiopulmonary resuscitation, and first aid are identified and practised in
mock situations. |
|
2.5. 4 hours |
TFV.02, ICV.02,
IC1.01, IC1.02, IC1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Students learn
about Ontario Occupational Health and Safety Legislation/WHMIS affecting the
medical profession. Students identify
patient and worker rights, standards of practice, and procedural guidelines. |
|
2.6. 3 hours |
ICV.04, IC3.01,
IC3.02 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Students
investigate and report on specific employment opportunities and the
postsecondary education required in the healthcare system. |
Time: 10 hours
Through research on
one chosen anatomical system of the body, students apply their knowledge of
human anatomy acquired in the prerequisite course Health Care, Grade 11,
College Preparation. Using this knowledge of the human body, combined with
information from the Internet, textbooks, and interviews with people who live
with disease, students research the causes of common diseases and the body’s
reaction to them. Students prepare for a presentation in small groups on their
particular anatomical system and the diseases associated with it. Students
present the information in a visual format that incorporates a choice of
presentation software, videos, photographs, charts, or posters.
Note: The “interviews” suggested here may only be possible in those
circumstances where a protocol can be developed that protects the interviewee
and ensures that specific and detailed direction to the students is provided.
Consultation with board officials is advised. A literature search is the
recommended alternative.
Strand(s): Theory and Foundation, Skills and Processes
Overall
Expectations
TFV.01 - demonstrate
an understanding of human physiology, pathology, and immunology.
Specific
Expectations
TF1.06 - identify
causes of various diseases and the body changes related to each;
SP2.03 - demonstrate
advanced interviewing techniques;
SP2.04 - demonstrate
communication skills;
SP2.07 - use
computer technologies effectively to access, process, analyse, and present
information.
Students have
knowledge of:
·
effective
interpersonal skills;
·
human anatomy and
physiology from Health Care, Grade 11, College Preparation;
·
computer skills;
·
Internet skills.
The teacher:
·
ensures that all
students have a computer log-in code;
·
verifies
websites;
·
reserves computer
lab and library/resource centre time;
·
ensures all
students are familiar with the board policy on computer/Internet use in the
school;
·
obtains
permission from the medical institution and school board to have students
interview patients, where possible;
·
locates and books
appropriate A/V materials;
·
gathers display
materials (e.g., bristol board, markers) and has enough available for students.
1. The
teacher introduces the topic by initiating a class discussion of various
diseases (such as asthma, allergies, skin conditions) linking each disease to
the particular body system: asthma with pulmonary system, allergies to immune
system, skin conditions to integumentary system, memory problems to central
nervous system.
2. The class brainstorms to complete the list of
human anatomical systems with other diseases that are possibly linked to these
systems.
3. Through teacher-directed class discussion,
the class explores further one common example, such as asthma, using student
knowledge of causes and the body’s reaction.
4. The teacher hands out the sign up sheet for
Causes of Disease and the Body’s Reaction.
(Appendix 2.1.1).
5. Students form groups (maximum of three people
per group) according to interest in an anatomical system or a disease.
6. Building on the communication skills learned
in previous years, the students use appropriate communication techniques and
demonstrate effective interviewing skills, maintaining rules of
confidentiality. The teacher reviews the importance of confidentiality and
provides a confidentiality agreement for signature, and a letter of permission
if the student is to interview a member of the community (See Note, Unit 2,
page 2).
7. Students discuss and document the division of
the work between the group members.
8. Students receive a Letter of Permission
(Appendix 2.1.3), if the student is to interview a member of the community.
9. Students submit an outline describing the
responsibilities of each group member.
10. Students research particular diseases of the
assigned body system in the local library, pharmacy, Internet, retirement home,
Doctor’s office, fundraising agency (such as The Arthritis Society), focusing
on cause and reaction of disease.
11. Students brainstorm as to where to find
someone to interview, how to appropriately select this person, and how to
conduct oneself throughout the interview.
12. Each group develops questions and conducts the
interview.
13. From the information gathered from a variety
of sources, students present their findings in a presentation to the class.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Class discussion |
Observation |
Diagnostic |
Knowledge/Understanding |
|
Causes of Disease
and the Body’s Reaction Outline |
Anecdotal Comments Checklist |
Formative |
Thinking/Inquiry Communication |
|
Interview
Questions |
Anecdotal Comments |
Formative |
Communication Application |
|
Group Presentation |
Rubric |
Summative |
Knowledge/Understanding Communication Application |
·
Students may
complete their segment of the group assignment in a manner of their choice with
agreement of the group. For example, they may give a videotaped presentation,
use posters and diagrams.
·
Students may wish
to present their findings solely to the teacher.
Print Material
Borgstadt,
Marcia. Understanding and Caring for Human Disease. Scarborough: Nelson,
1997.
ISBN 0-8273-6605-1
Informational
Manual for Designated Officer Preventing and Assessing Exposures to Selected
Communicable Diseases.
Information Manual for Designated Officers. Toronto: Ontario Ministry of
Health.
Computer Software
OESS: The
Ultimate Human Body 2.0
Videos
Biology:
Changing Nature’s Blueprint.
Canada: Allegro Production Inc, 1993. 14 min.
Environmental
Health. Magic Lantern
Communications, 1993. 28 min.
Environmental
Illness: Bad Chemistry. Films
For the Humanities, 1991. 60 min.
Genetic
gamble. Boston: WGHB
Educational Foundation, 1985. 58 min.
Hazardous
waste management: challenge of the decade. Ontario: Federation of Ontario Naturalists, 1987. 35 min.
Lead
poisoning. WNET/Thirteen,
1989. 26 min.
Lyme
disease: danger in the grass.
ABC News, 20/20, 1989. 20 min.
More
germs. Toronto: TV Ontario,
1988. 15 min.
STD’s
Straight Talk (Revised).
Image Media 1996. 20 min.
The
Rising Threat of Infectious Diseases. Mcintyre Films, 1996. 30 min.
Virus! National Geographic Society, 1994. 28 min.
Virus, The:
Infection. Filmwest Assoc.,
1998. 26 min.
Websites
Ontario’s
Occupational Health and Safety Website – http://www.gov.on.ca/lab/ohs/ohse.htm
Professionals
in Infection Control and Epidemiology – www.apic.org
U.S. Department of
Health – www.healthfinder.gov
|
System |
Disease |
Name(s) |
|
|
Skeletal |
____________________ |
_______________________________ |
__________ |
|
Integumentary |
____________________ |
_______________________________ |
__________ |
|
Muscular |
____________________ |
_______________________________ |
__________ |
|
Respiratory |
____________________ |
_______________________________ |
__________ |
|
Digestive |
____________________ |
_______________________________ |
__________ |
|
Urinary |
____________________ |
_______________________________ |
__________ |
|
Reproductive |
____________________ |
_______________________________ |
__________ |
|
Endocrine |
____________________ |
_______________________________ |
__________ |
|
Circulatory |
____________________ |
_______________________________ |
__________ |
|
Immune |
____________________ |
_______________________________ |
__________ |
|
Lymphatic |
____________________ |
_______________________________ |
__________ |
|
nervous system |
____________________ |
_______________________________ |
__________ |
Student Name: ____________________________ Date:
___________________________
|
Criteria/Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Identifies causes
of diseases and the body’s changes to the disease. |
- limited knowledge
and understanding of disease and body changes |
- some knowledge
and understanding of disease and body changes |
- considerable
knowledge and understanding of disease and body changes |
- thorough
knowledge and understanding of disease and body changes |
|
Research includes
wide range of sources |
- uses limited
range of medical research |
- uses some range
of medical research |
- considerable
knowledge of medical research |
- thorough
knowledge of medical research |
|
Application |
||||
|
Applies knowledge
of human physiology, pathology and immunology to disease process |
- limited ability
to apply knowledge of the human body to disease process |
- some ability to
apply knowledge of human body to disease process |
- considerable
ability to apply knowledge of human body to disease process |
- excellent
ability to apply knowledge of human body to disease process |
|
Communication |
||||
|
Locates and uses
resources appropriately |
- limited
application of medical resources |
- some application
of medical resources |
- considerable
application of medical resources |
- thorough
application of medical resources |
|
Demonstrates
communication skills with clarity and organization |
- communicates
with limited clarity and organization |
- communicates
with some clarity and organization |
- communicates
with considerable clarity and organization |
- communicates
with a high degree of clarity and organization |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Time: 3 hours
Students learn new
medical terms and use them to communicate clearly and effectively. Students
learn medical words, proper pronunciation, definitions, medical prefixes and
suffixes, and how to apply them during the activities. Each student creates
their own glossary kit throughout the course, continually adding to it, and
expanding the definitions as required. Students bring their glossary daily for
formative assessment and then summative evaluation at the end of this course.
Strand(s): Theory and Foundation, Skills and Processes
Overall
Expectations
TFV.01 - demonstrate
an understanding of human physiology, pathology, and immunology;
SPV.02 - demonstrate
an advanced understanding and use of medical terminology and communication
techniques specific to health care.
Specific
Expectations
SP2.01 - use correct
terminology for equipment, tools, and procedures;
SP2.02 - demonstrate
an advanced understanding and use of medical care terminology;
SP2.05 - use
language appropriate to specific situations.
Students have
knowledge of:
·
basic vocabulary
terms such as root word, suffix, prefix;
·
human anatomy and
physiology terms from Grade 11 Health Care, College Preparation;
·
computer skills,
Internet skills, and research skills.
· The teacher locates and books A/V equipment, and arranges access to computers.
1. The teacher demonstrates various ways to
create glossaries, which allows students to choose one that suits their
learning style: index cards kept in small plastic file box, computer generated
lists, regular paper cut into quarters, notebooks of various sizes, tape
recorder.
2. The teacher explains that the definition is
on one side (on the sheet or card) and the medical term on the other.
3. The teacher demonstrates various methods of
categorizing, such as the medical terms divided into broad categories
(pathology, physiology, immunology) and sub-categories (digestive system,
diseases).
4. Students develop a personal system for
recording medical terminology as discussed in Planning Notes, understanding
that this is an on-going activity, including all new medical words learned
throughout the Medical Technologies Course.
5. Using the information learned in Activity 2.1
“Causes of Disease and the Body’s Reaction,” the students return to their
original group to develop lists of medical words and their definitions that
they discovered during their research and used in their presentation.
6. Groups have a choice of how to
present their glossary to the class; overhead, poster or typed handout. Groups
work to create this list with the proper spelling, pronunciation, and
definition.
7. The groups present their
glossaries to the class.
8. Each student adds these words to their
individual glossary. Students practise with their glossary, using it as they
would the audio/visual flash cards of primary school.
9. Each time a new medical term is used,
students add it to their glossary.
10. Students learn proper pronunciation using
phonetics (for example, “homeopathy” is pronounced “home-ee-aw-path-ee”),
and they record this to assist them during practice.
11. Students play games involving certain words
whereby they create a coherent sentence with proper usage of terms (e.g., using
the medical terms, carcinoma, diagnosis, benign, malignant, chemotherapy,
radiation) and shares their knowledge in small groups.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Glossary Use of Terminology |
Checklist Rubric |
Formative
(on-going) Summative at the
end of the unit |
Knowledge/Understanding Communication |
Note: This
may be summatively evaluated at the end of the unit using the Rubric provided.
·
The glossary may
be audio or visually taped.
Print Material
Informational
Manual for Designated Officer Preventing and Assessing Exposures to Selected
Communicable Diseases.
Information Manual for Designated Officers. Toronto: Ontario Ministry of
Health.
Websites
Ontario’s
Occupational Health and Safety Website – http://www.gov.on.ca/lab/ohs/ohse.htm
Professionals
in Infection Control and Epidemiology – www.apic.org
U.S.
Department of Health – www.healthfinder.gov
Workplace Hazard
Material Information System Website – http://www.utoronto.ca/safety/whmis2.htm
Student Name:
__________________________ Date:
___________________________
|
Criteria/Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Demonstrates
understanding of the human structure, various diseases, and their prevention SPV.02 |
- limited
knowledge and understanding of the human structure, disease, and prevention |
- some knowledge
and understanding of the human structure, disease, and prevention |
- considerable
knowledge and understanding of the human structure, disease, and prevention |
- thorough
knowledge and understanding of the human structure, disease, and prevention |
|
Communication |
||||
|
Relates various
medical terms to human physiology TFV.01 |
- limited
application of medical terminology |
- some application
of medical terminology |
- considerable
application of medical terminology |
- thorough
application of medical terminology |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Time: 15 hours
Students investigate
solutions to medical problems from the diseases they researched in Activity 2.1.
Using knowledge of disease causes and symptoms, students create a case study of
a fictitious client with one disease. Students identify medical problems then
devise a treatment plan for their client, providing the rationale based on
prior knowledge of physiology. Interventions must include medical treatments,
conventional and alternative health practices, and take into consideration the
cultural background of the client.
Strand(s): Theory and Foundation, Skills and Processes
Overall
Expectations
TFV.01 - demonstrate
an understanding of human physiology, pathology, and immunology;
TFV.02 - describe
accepted practices in health care.
Specific
Expectations
TF2.01 - identify
the evolution of health care practices;
TF2.02 - identify
common medical problems and possible interventions;
TF2.03 - identify a
range of medical services available (e.g., radiation, chemotherapy, and surgery
for cancer treatment);
TF5.05 - identify
the resources needed to implement intervention plans;
TF2.08 - describe
cultural diversity as it applies to medical care (e.g., the need to respect
religious beliefs such as those that preclude after-death care and blood
transfusions, and cultural beliefs related to child birth and pain management);
TF2.09 - describe
conventional health practices and alternative health practices (e.g.,
homeopathic remedies, acupuncture, therapeutic touch);
SP2.02 - demonstrate
an advanced understanding and use of medical care terminology;
SP2.05 - use
language appropriate to specific situations;
SP2.07 - use
computer technologies effectively to access, process, analyse, and present
information.
Students have
knowledge of:
·
anatomy and
physiology and health promotion utilizing conventional and alternative therapies
from Grade 11 Health Care;
·
human physiology
from Unit 1;
·
causes and
symptoms of diseases, medical terminology, and assessing history from
Activities 1
and 2.
The teacher:
·
arranges for a
classroom with a black/white board or flip chart;
·
posts and uses
examples of diseases studied in Activity 1 for students to work on solutions to
specific medical problems;
·
photocopies
Appendices 2.3.1 – Dr. Fix-it Does it Again, 2.3.2 – Presentation, 2.3.3 –
Sample List of Medical Problems, 2.3.4 – Sample List of Treatment and
Intervention Options, and 2.3.5 – Rubric for Evaluation of the Dr. Fix-it Does
It Again! Treatment Plan;
1. The teacher introduces the Medical Problems
and Interventions Activity by discussing the evolution of health care
practices.
i) The teacher describes how
health care is evolving and includes these key Theories:
· demon (unknown negative influence) theory and germ theory - to give a historical perspective;
· unknown negative influence theory - the theory that illness is caused by “evil spirits or demons,” from the Middle Ages where there was little knowledge about human physiology;
· germ theory - the theory that illness is caused by “germs”; practised now in health care practices such as hand washing and use of antibiotics.
ii) Health care practices are evolving as technology evolves (e.g., computer technology, genetics, and biotechnology are being applied to medicine).
iii) Treatments are becoming less
invasive and more accurate (e.g., endoscopic surgery- surgery using a scope
rather than cutting a large incision; thermometers have progressed from mercury
thermometers to highly accurate and fast ear thermometers).
iv) New treatments and cures are
available as research and technology expands our knowledge of human physiology
and disease process (e.g., electromechanical treatments for spinal cord
injuries and amputees).
v) There is more emphasis on
prevention of disease as research is identifying cause and risk factors.
2. Through teacher-directed class discussion,
students give examples of treatments and interventions for the various diseases
studied in Activity 2.1 that would have been used during the Middle Ages (using
unknown negative influence theory), are used now (germ theory), and may be used
into the future. In groups of three or four, students choose a disease and time
period to act out a five minute skit showing their ideas for treating a disease
applying the appropriate theory. Students perform their skits. The student
audience tries to identify the time period and the theory demonstrated.
3. The teacher distributes and reviews with the
students the project Dr. Fix-it Does It Again!
(Appendix 2.3.1). This is a three-part project including the creation of a case
study, a treatment plan, and presentation. Using the checklist and rubrics
(Appendix 2.3.5) the teacher reviews time management strategies, learning
expectations, and evaluation.
4. Working in pairs, students choose one disease
that they would like to base their project on. They may wish to continue
investigating the same disease from the last activity about diseases or choose
a new one. Students work cooperatively to create their case study using prior
knowledge of their chosen disease and resource material within the classroom
(see Resources). The teacher offers assistance where needed.
5. The teacher presents information about
identifying medical problems and their symptoms. Key concepts include
definition of medical problems and giving examples (Appendix 2.3.2).
6. Through teacher-directed class discussion,
then cooperative learning in small groups, the students ascertain the medical
problems by analysing the altered physiology of the system(s) affected by the
disease. Students may use the disease models created in Activity 2.1 for identifying
the medical problems. Answering the question, “What is stopping this organ from
working?” and, “What are the symptoms?” will also help identify medical
problems. Students work in pairs on their projects identifying both actual and
potential medical problems. The teacher circulates offering assistance as
needed.
7. Through brainstorming, the teacher helps
students create a web diagram of medical treatments and interventions that may
be useful for treating disease. The teacher uses open-ended and leading questions
to help students identify a wide range of therapies and approaches for treating
not only the disease, but also the underlying causes and symptoms (Appendix
2.3.4). Students work in pairs on their projects, linking up treatments or
interventions to identified problems (Appendix 2.3.3). The teacher circulates
offering assistance as needed.
8. The teacher presents more
information about the medical treatments and interventions by inviting guest
speakers, showing videos, and assigning readings from textbooks, articles, and
computer websites. Students continue working on their projects, filling in the
rationale for their treatment plans answering the question, “Why give this
treatment/intervention?”
9. The teacher discusses with the class how
cultural and religious diversity affects medical care. Key concepts to include
are respect, non-judgemental attitude, and stereotyping. Then, either by
teacher-directed class discussion or in small groups, students consider the
effects of cultural background on expression of pain, body language, privacy,
and acceptance of various treatments including blood products. The teacher may
show a video, where available, to demonstrate cultural beliefs and how they
affect medical care. Note: Teachers will need to be sensitive to the
student population when deciding if and when to use this strategy.
10. The teacher places pieces of paper each with a
different ethnic background written on it into a container. Students take from
the container an ethnic background for their case study. Students research and
write two paragraphs on the ethnic group’s cultural beliefs and their possible
effects on their case study treatment plan, which they present to the class.
11. The teacher reviews checklists for completion
of all components of the case study and care plan before the students work on
their presentation. For the presentation, one student acts as the “client,” the
other as “Dr. Fix-it” presenting the case. The presenters act or present the
symptoms, helping the student audience ascertain which disease the “client”
has, then act/present a treatment plan that takes into account cultural
influences.
12. The other students take notes to fill in a
medical problem/intervention chart (Appendix 2.3.1 for guidelines) for the
disease being presented.
13. The students hand in the projects and upon
approval by each student, the teacher copies and distributes to the class for
resource materials.
|
Task/Product |
Tool |
Purpose |
Assessment Chart Categories |
|
Skits |
Checklist Anecdotal
(Appendix 2.3.2) |
Formative |
Knowledge/Understanding Thinking/Inquiry |
|
Case Study and
Care Plan |
Checklist
(Appendix 2.3.1) |
Formative |
Knowledge/Understanding Thinking/Inquiry Application |
|
Presentations and
Projects |
Rubric (Appendix
2.3.5) |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
·
Students may
choose to present only to the teacher.
Human
Guest Speakers:
physician, nurse, respiratory technologist, emergency medical services worker.
Print Material
Ellis, J., Nowlis,
E., Bentz, P. Modules for Basic Nursing Skills. Boston: Houghton
Mifflin, 1988.
ISBN 039556563
Hegner, B.,
Caldwell, E., and Needham, J. Nursing Assistant. Toronto: Delmar
Publishers, 1998.
ISBN 0-8273-9058-0
Websites
Canadian Centre for
Occupational Health and Safety: Diseases, Disorders and Injuries
– http.//www.ccohs.ca/oshanswers/disease.htm
Centres for Disease
Control and Prevention
– www.cdc.gov/http://www.hc-sc.gc.ca/pphb-dgspsp/new-e.html
Videos
Cancer. Scholastic - Tab Public, 1994. 30 min.
Epilepsy:
First Aid for Seizures.
Coronet/Prentice Hall. 16 min.
Hearts
and Arteries in Trouble.
Visual Education Centre Limited., 1994. 10 min.
Just Kids. National Film Board of Canada, 1993. 28 min.
Multiple
Sclerosis. Canada: Canadian
Broadcasting Corp., 1997. 8 min.
Scientific
American Frontiers-Program 104.
Chedd-Angier Production/Scientific, 1991. 60 min.
Teens
with Cancer. Filmfair
Communications, 1996. 15 min.
Tourette
Syndrome. CTV Productions,
1993. 47 min.
Wisdom of the
Heart: Women & Heart Disease.
Canada: McNabb & Connelly, 1996. 55 min.
Case Study
Using knowledge of
the causes and symptoms of a disease, students work in pairs to write a case
study about a fictitious client with one disease and the appropriate medical
interventions needed. The case study must include all the risk factors and
typical demographics (e.g., age, sex, culture, lifestyle) of a client/patient.
The case study must be presented as a word-processed document. Students use the
following checklist to organize and complete this section of the project.
|
Checklist Criteria for Case Study |
Check when complete |
|
Includes student
name, date, and case study title |
|
|
Includes client
information: name, age, sex, occupation, body type |
|
|
Includes family
information: siblings, any history of same disease |
|
|
Includes community
information: type of residence, location (town, city, rural), support network |
|
|
Includes lifestyle
factors: diet, drug/alcohol use, stress, exercise, hobbies, environmental
factors (exposure to toxins?) |
|
|
Includes all
symptoms |
|
|
Identifies disease |
|
Treatment Plan
Example
|
Disease |
Medical Problems |
Solutions (Treatment/Interventions) |
Rationale |
|
Arthritis |
Pain, inflammation
of the joints, decreased mobility in hands, hips, etc., depression. |
Medications
(analgesics, anti-inflammatory drugs), physiotherapy, massage therapy,
assisting devices, emotional support, community agencies able to help with
emotional or physical needs. |
Detailed reasons
for treatments using knowledge of physiology where appropriate. |
For the
presentation, one student acts as the “client” and the other as the health care
worker presenting the case. Doctor “Fix-it” and the “client” present/act the
symptoms. The student audience ascertains what the disease is. The doctor and
client then present/act a treatment plan that takes into account cultural
influences.
Checklist for
self/peer assessment, and teacher evaluation of Student Presentation
Student Name: ____________________
Evaluator: Teacher: __________________ Peer: _________________ Self: __________________
|
|
Peer |
Self |
||
|
Criteria/Categories |
Yes |
No |
Yes |
No |
|
Communication |
||||
|
Uses medical
terminology |
|
|
|
|
|
Demonstrates
through role-playing appropriate communication skills |
|
|
|
|
|
Thinking/Inquiry |
||||
|
Presentation
encourages audience participation |
|
|
|
|
|
Demonstrates
creativity in presentation of the case study and treatment plan |
|
|
|
|
|
Presentation and
report indicates evidence of planning and rehearsal |
|
|
|
|
|
Application |
||||
|
Presentation is
well organized and includes: introduction, symptoms, identification of
disease, and intervention plan |
|
|
|
|
Definition
of Medical Problems - any abnormality in the structure or function of an organ
or system causing dysfunction in an organ or system, and any symptom of that
dysfunction that creates distress.
1. Altered mental status - a change in thought
processes and/or consciousness (e.g., confusion, memory loss or dementia, loss
of consciousness)
2. Aneurysm - a sac-like rupture in the wall of
an artery, vein or heart (most common site of arterial aneurysm is the aorta)
3. Anoxia - absence of oxygen to the body
tissues
4. Bradycardia - abnormally slow heart rate
(under 60 beats per minute)
5. Hypercholesterolemia - high blood cholesterol
(from genetic predisposition and diet)
6. Decreased mobility - less able to move a body
part, or the whole body
7. Dehydration - condition from the loss of
water from the body
8. Depression - sad feelings (may be caused by
situation such as experiencing pain or loneliness, or because of biochemical
imbalance, or both)
9. Dyspnea - difficulty breathing
10. Edema - increased water within cells, symptom
of fluid overload or excess circulating fluid
11. Embolism - the obstruction of an artery by a
clot (i.e., blood clot, fat globule, air bubble, piece of tissue or clump of
bacteria)
12. Fluid overload - excess circulating fluid (due
to failure of the fluid pump - the heart, blockage in the lymphatic system,
blockage in excreting fluids as urine)
13. Fracture - a broken bone
14. Hemorrhage - bleeding either internally,
externally, or into the skin
15. Thrombosis - a blood clot blocking a blood
vessel
16. Hyperglycemia - high blood sugar (seen in
untreated diabetes)
17. Hypertension - consistently elevated blood
pressure with systolic 140 mm of mercury or greater, and the diastolic 90 mm of
mercury or greater; a major indicator for the development of cardiovascular,
cerebrovascular, and renal disease
18. Hypotension - low blood pressure with systolic
90mm of mercury or lower, and diastolic 60 mm of mercury or lower
19. Hypoglycemia - low blood sugar (from insulin
overdose)
20. Hypoxia - decreased oxygen to the body tissues
21. Obstruction - blockage (by tumor, cysts, abscesses,
adhesions or scar tissues, herniation - protruding through an abnormal opening,
foreign substance)
22. Pain - feeling of distress, suffering, or
agony caused by stimulation of nerve endings; perception of pain is highly
individual (i.e., it is what the person says it is)
23. Perforation - a hole in the wall of an organ
due to erosion, infection, penetrating wound, or excess internal pressure
24. Seizure - a convulsion marked by an
interruption of thought and activity which may be accompanied by severe muscle
spasms
25. Shock - a condition of sudden peripheral
circulatory failure due to loss of circulating fluid (Symptoms include
hypotension or dangerously low blood pressure, cold skin, tachycardia or rapid
heart rate, anxiety, cyanosis or blue lips and nail beds)
26. Tachycardia - rapid heart rate (over 100 beats
per minute; symptom of shock)
27. Tumor - uncontrolled and progressive cell
growth, also called neoplasm, may be benign (slow growing and nonspreading) or
malignant (spreads to other tissues and organs, cancerous)
Medical Treatments
1. Chemotherapy - treatment of disease by use of
chemicals (medications)
2. Intravenous therapy - administration of
fluids through a vein to replace body fluids or to administer nutrition through
fluids (total parenteral nutrition or TPN)
3. Oxygen therapy - administration of oxygen
4. Radiation therapy - treatment for tumors by
delivering electromagnetic radiation to a particular area of the body with
minimal damage to normal tissues
5. Surgery - treatment of diseases or injuries
by operation. The surgeon inspects and fixes diseased or injured organs by
draining, removing, replacing, or repairing internal damage
Conventional Health
Care Treatments
1. Occupational therapy - the art of restoring
self-care, work, and leisure skills to patients recovering from physical injury
or illness, or to those have difficulty coping with the tasks of living because
of age, poverty, cultural differences, or psychological and social disability.
2. Physical therapy - physical and therapeutic
techniques of helping to alleviate suffering from muscle, nerve, joint, and
bone diseases and from injuries and to overcome or prevent disabilities.
Techniques include exercises, electrical stimulation, ultrasound, self-help
devices and instruction, hydrotherapy (use of water as treatment), and the use
of heat and cold to relieve pain.
Conventional Health
Practice Interventions
1. Assistive devices - a wide range of devices
that assist a person with movement or function (e.g., wheel chair, cane, brace,
splint, modified tools, hand grips, bathtub bench, etc.)
2. Community resources - helpers within the
community (e.g., neighbours, agencies such as Meals on Wheels, home care
services, public health nurse, support groups, etc.)
3. Diet - nutrition plan designed to treat or
prevent illness e.g., “Low fat” or “No added salt” (NAS) diet to prevent excess
fluid (fluid overload) in patients with heart disease, or “diabetic” diet for
those with diabetes
4. Education - to identify and decrease or
eliminate risk factors for disease
5. Emotional support - using supportive, caring
communication skills
6. Exercise - movement of the body to improve
health (e.g., range of motion exercises or ROM - exercising each joint to the
highest degree of motion of which it is capable to retain mobility or
strengthen muscles. (May be “active” - exercises done by patient; or “passive”
- exercises done by caregiver)
7. Monitor - to check constantly on a condition
(e.g., vital signs)
8. Positioning - moving a patient to a supported
position to improve comfort, treat illness, and prevent problems associated
with decreased mobility (e.g., elevating the patient’s head and upper body to
assist with breathing in a person short of breath, or turning an incapacitated
patient from side to side at least every two hours to prevent bed sores or
decubitus ulcers)
Alternative Health
Practices
1. Acupuncture - Chinese practice of inserting
needles into the skin at specific points along the “meridians” of the body
(pathways similar to blood circulation where energy flows), to correct the
energy flow or “chi” in the body to treat pain, for surgical anesthesia, and
for preventative or therapeutic purposes.
2. Chiropractic therapy - the treatment of
disease by manipulating the spine to alleviate pressure on the nerves caused by
faulty alignment (subluxation) of the bones.
3. Homeopathic remedies - natural products from
organic and inorganic sources that have therapeutic properties at very small
doses.
4. Massage therapy - treatment of disease by
kneading the muscles.
Student Name: __________________________ Date:
___________________________
|
Criteria/ Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Identifies common
medical problems TFV.01 TF2.02 |
- limited
knowledge and understanding of medical problems |
- some knowledge
and understanding of medical problems |
- considerable
knowledge and understanding of medical problems |
- thorough
knowledge and understanding of medical problems |
|
Thinking/Inquiry |
||||
|
Research includes
wide range of sources including use of computer technology SP2.07 |
- limited evidence
of medical research using computer technology |
- some evidence of
medical research using computer technology |
- considerable
evidence of medical research using computer technology |
- thorough
evidence of medical research using computer technology |
|
Describes cultural
influences on health care TF2.08 |
- limited
description of cultural influences |
- some description
of cultural influences |
- considerable
description of cultural influences |
- thorough
description of cultural influences |
|
Application |
||||
|
Applies knowledge
of medical services and interventions in treatment plan TF2.02 |
- limited
application and rationale of medical services and interventions |
- some application
and rationale of medical services and interventions |
- considerable
application and rationale of medical services and interventions |
- thorough
application and rationale of medical services and interventions |
|
Describes
conventional and alternative health practices in treatment plan TF2.09 |
- limited
description of conventional and alternative health practices |
- some description
of conventional and alternative health practices |
- considerable
description of conventional and alternative health practices |
- thorough
description of conventional and alternative health practices |
|
Communication |
||||
|
Case study and report
well organized and word-processed SP2.05, SP2.07,
SP2.02 |
- limited
demonstration of communications skills as it pertains to the medical
profession |
- some
demonstration of communications skills as it pertains to the medical
profession |
- considerable demonstration
of communications skills as it pertains to the medical profession |
- thorough
demonstration of communications skills as it pertains to the medical
profession |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Time: 15 hours
Students learn,
demonstrate, and apply a range of health care skills including vital signs,
cardiopulmonary resuscitation, and first aid. Students demonstrate and apply
all of their knowledge and skills by acting as paramedics in fictitious
accident scenarios.
Strands: Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall
Expectations
TFV.02 - describe
accepted practices in health care;
SPV.01 - demonstrate
correct techniques for performing various skills and for using the tools and
equipment of the health care field;
SPV.02 - demonstrate
an advanced understanding and use of medical terminology and communication
techniques specific to health care.
Specific
Expectations
TF2.04 - describe
abnormal values for each type of vital sign and identify appropriate
interventions for each of these values;
TF2.06 - explain
first-aid and cardiopulmonary resuscitation (CPR procedures);
SP1.01 - perform a
range of health care skills to meet industry standards;
SP1.07 - follow body
substance precautions in handling body substances.
Students have
knowledge of:
·
health and safety
measure from the prerequisite Grade 11 Health Care course;
·
human physiology,
medical terminology, disease process, medical problems and interventions from
previous units of this course.
The teacher:
·
locates blood
pressure cuff, thermometers, stethoscopes, watch with second hand, box of
non-sterile gloves, assortment of bandages, splints, slings, back board or sand
bags, cervical collar, blankets, pillows (these supplies could be obtained from
the first aid supplies within the school) and theatrical make up;
·
photocopies for
each student Appendices 2.4.1 – Health Care Skills Tracking Sheet, Appendix
2.4.2 – Vocabulary for Vital Signs Activity, Appendix 2.4.3 – Vital Signs Information
Chart;
·
photocopies or
prints and laminates procedures for taking each of the vital signs for students
to refer to during skills practice;
·
obtains videos
and contacts guest speakers as needed;
·
arranges the
classroom to accommodate learning stations for skills practice. It would be
helpful to have more stations than groups of students to ensure there is always
somewhere for the students to go after completing an activity (e.g., the case
studies and rescue situations could each be different stations);
·
ensures that any
CPR instruction in class is done by a qualified instructor;
·
offers an
alternative to covering CPR in class, students could take the course after
school as a workshop. Students should be aware that having CPR certification is
usually required by employers or postsecondary institutions before students are
allowed to perform any patient care. The teacher checks off all activities
listed under CPR on the tracking sheet upon student completion of the course;
·
carefully plans
and controls students’ “practice” on one another, so that students and staff
feel safe and comfortable. Students must understand the health and safety
precautions related to administrating CPR and First Aid and taking vital signs
from a personal and client point-of-view. It might be advisable to invite
experienced outside professionals to do some of this work.
1. The teacher hands out the Health Care Skills
Tracking Sheet (Appendix 2.4.1) and discusses classroom organization and
classroom management strategies for this activity (i.e., when a group of
students completes their station, they must demonstrate their skill to the
teacher and have their tracking sheets signed before progressing to the next
station). The Health Care Skills Activity has three sections: Vital Signs, CPR,
and First Aid. At the beginning of each section, the teacher provides
information using a combination of approaches (e.g., teacher-directed
discussion, and demonstration). The teacher provides a mini lesson and/or shows
a video about applying the skill. (See Appendix 2.4.2 for Vital Signs
Vocabulary, Appendix 2.4.3 for Vital Signs Information Chart, Appendix 2.4.4
for Case Studies and Rescue Situations.)
Note: Specialized information such as taking vital signs or performing
cardiopulmonary resuscitation could be presented by a video, printed material
or a guest speaker such as a registered nurse or qualified CPR instructor.
2. Students divide into small groups to practise
skills. Each station should contain instructions, appropriate equipment,
printed material with assigned related reading, and printed procedures for
students to refer to.
3. The teacher provides guidance as needed, then
signs the tracking sheets as the students demonstrate the appropriate skills.
4. To complete this activity, students
demonstrate and apply all of their knowledge and skills by acting as paramedics
in mock accident scenes. In groups of three, students create their own accident
scene complete with make-up to recreate the injuries. In groups of three, the
other students act as paramedics and treat the injuries using all the knowledge
and skills learned in this activity.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Health Care Skills
Tracking Sheet |
Observation Conferencing |
Formative |
Knowledge/Understanding Application |
|
Paramedic Skill
Demonstration |
Checklist Anecdotal Comments |
Formative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
·
Students may
choose to demonstrate only for the teacher.
Print Material
Basic Life Support. First Aid Training Manual (available through
Canadian Red Cross).
ISBN 0-8151-1732-9
St. John
Ambulance. First on the Scene Manual. Ottawa: Priory of Canada, 1998.
Order Code 6504
Vital Link. CPR Training Manual (available through
Canadian Red Cross).
Videos
Epilepsy: First Aid for
Seizures. Coronet/Prentice Hall. 16 min.
Save a Life-Part
1. British Broadcasting
Corporation, 1986. 27 min.
Save a life -
part 2. British Broadcasting
Corporation, 1986. 28 min.
Name:
______________________________ Date
Completed: __________________________
|
Skill |
Date, Check |
Comments |
Evaluator |
|
Vital Signs
Activities |
|
|
|
|
Blood Pressure |
|
|
|
|
Pulse |
|
|
|
|
Respirations |
|
|
|
|
Temperature |
|
|
|
|
Vital Signs Chart |
|
|
|
|
Recording: Flow
Sheet |
|
|
|
|
Case Study –1 |
|
|
|
|
Case Study – 2 |
|
|
|
|
Case Study – 3 |
|
|
|
|
CPR Activities |
|
|
|
|
Artificial
Respiration |
|
|
|
|
Choking -
Conscious |
|
|
|
|
Choking -
Unconscious |
|
|
|
|
1 Rescuer CPR |
|
|
|
|
2 Rescuer CPR |
|
|
|
|
Infant
Resuscitation |
|
|
|
|
First Aid Activities |
|
|
|
|
First Aid Safety |
|
|
|
|
Management of
Bleeding |
|
|
|
|
Management of
Fractures |
|
|
|
|
Head Injuries |
|
|
|
|
Treating Shock |
|
|
|
|
Burns |
|
|
|
|
Rescue Situation 1 |
|
|
|
|
Rescue Situation 2 |
|
|
|
Those body functions
that reflect the state of health of the body, i.e., temperature, pulse rate,
respiratory rate (TPR), and blood pressure (BP), are easily measurable. When
the body is not functioning normally, the vital signs change.
Normal vital sign
values for an adult:
Pulse (P)
The rate the heart
is beating (normal range: 60 - 80 regular beats per minute):
·
pulse points: the
places where arteries are close to the skin over a bony area (i.e., the radial,
carotid, brachial, femoral pulse).
Respiration (R)
The process of
inhaling and exhaling. Normally, the rate is 16 to 20 breathes per minute.
Key elements to
assess:
·
rate (per
minute);
·
rhythm (regular
or irregular);
·
quality (i.e.,
strong, weak, laboured, noisy, etc.).
Temperature (T)
The amount of heat
in the body:
·
the balance
between the heat produced and the heat lost (normal - 36.4 to 37.2 degrees
Celsius);
·
hypothermia: body
temperature is greatly below normal;
·
hyperthermia:
body temperature is greatly above normal;
·
sites for taking
temperature: oral, axillary, rectal, ear.
Blood Pressure (BP)
The pressure of the
blood against the walls of arteries:
·
diastolic
pressure (relaxation pressure): the pressure of the blood against the artery
walls in between contractions of the heart; is read when the tapping sound
changes;
·
systolic pressure
(contraction pressure): the pressure of the blood against the artery walls when
the heart is contracting; the first tapping sound heard;
·
hypertension:
high blood pressure (140/90 and above);
·
hypotension: low
blood pressure (100/60 and below);
·
sphygmomanometer:
the instrument used to measure blood pressure.
Five Types of
Abnormal Breathing
Dyspnea or
difficulty breathing which may be caused by environmental factors such as
exercise, digestion, emotional stress, drugs, stimulants, heat, cold, air
pollutants, and smoking:
·
stertorous
respiration: abnormal noises like snoring sounds when patient is breathing;
·
abdominal
respiration: breathing using mostly abdominal muscles;
·
shallow
respiration: breathing using only the upper part of the lungs;
·
irregular
respiration: depth and rate of breathing changes or is not steady;
·
cheyne-stokes
respiration: abnormal breathing wherein breathing is slow and shallow, then
becomes faster and deeper until it reaches a peak, then slows down again and
may stop completely, then the cycle repeats itself.
Student Name:
_________________________ Date
Completed: ________________________
|
Vital Sign (VS) |
Blood Pressure (BP) |
Pulse (P) |
Respirations (R) |
Temperature (T) |
|
Definition |
|
|
|
|
|
Normal range |
|
|
|
|
|
Abnormal range |
|
|
|
|
|
Possible reasons
for abnormal vital sign (Number each possible reason) |
|
|
|
|
|
Action to be taken
(Number each action to correspond to each of the possible reasons listed above) |
|
|
|
|
Students read case
study cards, then answer the questions individually or in small groups.
Case Study 1
Mrs. S is a
55-year-old shopkeeper. She smokes half a pack of cigarettes per day and enjoys
burgers with french fries. She is 168cm tall and weighs 86kg. She lives with
her husband in the country. After an episode of “indigestion,” her husband
brings her to the emergency room. You, the assessing nurse, takes her vital
signs: T - 37 ºC, R - 20 regular, P - 96, BP - 190/100.
Case Study 2
Danny, 20 years old,
comes to emergency limping badly. His right foot is edematous, inflamed, and
extremely tender to touch. Upon examination, you see a laceration on his heel
that has purulent discharge coming from it. Danny reports that he is feeling
unwell. You take his vital signs: T - 38.6ºC, P - 90, R - 24, BP - 124/80.
Case Study 3
Mr. B. is a
35-year-old construction worker. He is a new father, not sleeping well at night
from interrupted sleep. He has had a cold, lingering with a productive cough
for five weeks and it seems to be worsening. He complains of shortness of
breath and pain upon deep breathing. His sputum is yellow. You check his vital
signs: T - 38ºC, P - 88, R - 30 shallow, wheezing, BP - 120/76.
For each case
study, do the following
1. List the vital signs that are abnormal and
the possible reason(s) using correct medical terminology.
2. Identify the possible medical problem based
on the information provided.
3. Advise your client as to how to improve
his/her health.
In small groups,
students read and take turns re-enacting the following scenario(s) and applying
first aid using all the materials available. Key points: assess the scene,
safety first, then prioritize first aid. Students may make the assumption that
they have a cell phone or bystanders to call for help.
Rescue Situation 1
Chuckie Wood was
cutting down a tree in his back yard. Witnesses tell you the tree “jumped” and
the saw “kicked back and got ‘em”. You find Chuckie lying on the ground with
the chain saw still buzzing near by. He has a tree lying across his legs, and a
bleeding arm. He is conscious, but pale and his skin is cool to touch.
Rescue Situation 2
A badly dented car
is in the ditch with one occupant in it, smelling strongly of alcohol. He is
conscious and has lacerations on his forehead bleeding profusely. He states he
cannot move his left arm because of extreme pain, but he wants very badly to
leave the car.
Name: _______________________________ Date:
_______________________________
Evaluator: Teacher _______________ Peer: _________________ Self:
___________________
|
|
Peer |
Self |
||
|
Criteria/Categories |
Yes |
No |
Yes |
No |
|
Knowledge/Understanding |
||||
|
Recognizes and
follows body substance safety precautions. |
|
|
|
|
|
Communication |
||||
|
Uses medical
terminology and communication techniques appropriate for the situation. |
|
|
|
|
|
Thinking and
Inquiry |
||||
|
Prioritizes and
identifies first aid following “breathing”, “bleeding”, “brains”, “bones”
order for treatment. |
|
|
|
|
|
Application |
||||
|
Demonstrates
correct first aid techniques using tools and equipment appropriately. |
|
|
|
|
Time: 4 hours
Students learn about
legal and safety issues in the health care industry. By identifying patient and
worker rights and applying relevant legislation, standards of practice, and
procedural guidelines, students analyse both legal/ethical and hazardous work
situations.
Strands: Theory and Foundation, Impact and Consequences
Overall
Expectations
TFV.02 - describe
accepted practices in health care;
ICV.02 - describe
the laws and regulations governing health and safety standards in the health
care industry.
Specific
Expectations
IC1.01 - describe
malpractice and other liability issues;
IC1.02 - describe
existing and potential hazards to themselves, to clients, and to co-workers;
IC1.03 - describe
and where applicable, follow health and safety policies and procedures required
to prevent injury or illness.
Students have
knowledge of:
·
health and safety
from the prerequisite Grade 11 Health Care Course;
·
various health
care skills;
·
body substance
precautions.
The teacher:
·
obtains documents
about professional practices for any health care profession such as the College
of Nurses of Ontario (see Resources for a list of nursing professional practice
publications);
·
has sample
guidelines for worker safety available in the classroom for reference (see
Resources);
·
photocopies
legal/ethical situations (Appendix 2.5.2) and hazardous work situations
(Appendix 2.5.3) and cuts into cards for small groups discussion;
·
arranges for
computer access for researching health and safety guidelines;
·
arranges for a
classroom with black/white boards and/or flipcharts.
1. The teacher briefly reviews with the class an
outline for the health and safety activities including expectations for
learning. The teacher organizes the content into two parts: examining patients’
rights (including definitions of criminal acts, standards of practice, and
ethics) and examining the health care workers’ rights (including the Ontario
Occupational Health and Safety Act and various guidelines or procedures to
protect workers from work related hazards).
2. The teacher introduces legal and safety
issues in health care by having students brainstorm a list of patients’ rights.
Through leading questions, the teacher assists students in identifying
patients’ rights throughout the brain storming exercise. A student volunteer
writes the “patients’ rights” on chart paper to be left on display in the
classroom. Students should understand that in following legal/ethical
standards, the health care workers promise to give safe, correct care and to do
no harm.
3. The teacher explains the
difference between law and ethics. Using an overhead showing legal definitions,
the teacher reviews all the medical legal terms and assists students to
identify examples of each term. (See Appendix 2.5.1 for a list of medical legal
terms.) Using real examples of disciplinary action for workers in heath care
(see Resources for College of Nurses “Discipline Committee Decisions”) or
fictitious examples from the suggested text books, the teacher guides students
into a discussion about law and ethics in health care. Students should be able
to identify illegal and unethical acts using the list of definitions as a
guide, and demonstrate higher reasoning in determining appropriate actions in
various situations. Students then work in small groups to analyse a variety of
situations and report their findings to the class.
4. Using the brainstorming learning strategy,
students identify possible hazards for any health care profession. The teacher
prompts ideas by suggesting they think about the activities various health
occupations perform. (e.g., respiratory technologists deal with maintaining the
airway; laboratory technologists handle body fluid specimens; paramedics deal
with accident scenes, body fluids, lifting, and more).
5. The teacher presents information about
workers rights with reference to the Ontario Occupational Health and Safety Act
and use of sample guidelines for hazardous procedures.
6. In small groups, students examine fictitious
hazardous situations (Appendix 2.5.3) from a variety of occupations and
identify the hazard and possible procedures to limit the danger. The teacher
directs students to relevant resources and guides critical thinking by use of
probing or leading questions. Students report their findings to the class and
promote class discussion.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Group Discussion |
Observation |
Diagnostic Formative |
Thinking/Inquiry Communication |
|
Quiz (Appendix
2.5.4) |
Marking Scheme |
Summative |
Knowledge/Understanding |
Print Material
College of
Nurses of Ontario. Advocating for Clients Found Incapable of Making
Treatment, Admission of Personal Care Decisions. Toronto: 1999.
College of
Nurses of Ontario. A Guide to the Health Care Consent and Substitute
Decisions Legislation for RNs and RPNs. Toronto: June 1996.
College of
Nurses of Ontario. “Discipline Committee Decisions.” Communique.
Toronto: 2001
(any issue). (Copies may be ordered from the College of Nurses of Ontario.)
College of
Nurses of Ontario. Mandatory Reporting: Sexual Abuse. Toronto: 1999.
College of
Nurses of Ontario. Prevention of Abuse of Clients: Expectations for
Professional Behavior. Toronto: September 1994.
College of
Nurses of Ontario. Professional Misconduct for Nurses. Toronto: 1999.
College of
Nurses of Ontario. Professional Standards for Registered Nurses and
Registered Practical Nurses in Ontario. Toronto: June 1996. ISBN
0-921127-45-6
College of
Nurses of Ontario. Regulated Health Professions Act: An Overview for Nursing.
Toronto: April 1997.
College of
Nurses of Ontario. Resuscitation Standard for Nurses in Ontario.
Toronto: 1999
College of
Nurses of Ontario. Standard for the Therapeutic Nurse-Client Relationship.
Toronto: 1999.
College of
Nurses of Ontario. The Ethical Framework for Nurses in Ontario. Toronto:
1999.
Hegner, B.,
Caldwell, E. and Needham, J. Nursing Assistant. Toronto: Delmar
Publishers, 1998.
ISBN 0-8273-9058-0
Rambo, B. J. and
Wood, L. A. Nursing Skills for Clinical Practice. Toronto: W. B.
Saunders Company, 1982. ISBN 0-7216-7458-5
Websites
Canadian
Centre for Occupational Health and Safety – http://www.ccohs.ca
Canadian
Centre for Occupational Health and Safety: Biological Hazards
– http://www.ccohs.ca/oshanswers/biol_hazards/
Canada’s
National Occupational Safety and Health – http://www.canoshweb.org
Centres for
Disease Control and Prevention – www.cdc.gov/
College of
Medical Laboratory Technologists of Ontario – http://www.cmlto.com
College of
Nurses of Ontario – http://www.cno.org
Health
Canada: Population and Public Health Branch home page
– http://www.hc-sc.gc.ca/pphb-dgspsp/new-e.html
National
Centre for Disease Control home page – http://www.ncdc.gov.au/
Ontario
Ministry of Labour – www.gov.on.ca/lab/main.html
Universal
Precautions – http://www.ccohs.ca/oshanswers/prevention/ppe/universa.html
Universal
Precautions and Laboratory Safety for Medical Technologists and Laboratory
Support Staff
– http://www.upstate.edu/phebotomy/pages/precautions/upl.htm
1. Legal standards - guides to lawful behaviour;
when laws are not obeyed the worker is held liable (responsible), and may be
punished by fine or imprisonment.
2. Ethical standards - guides to moral behavior
(e.g., respect, confidentiality, refusing tips).
3. Standard of care - procedural documents that
define performance for safe and competent care for that health care profession.
4. Malpractice - bad or faulty practice; refers
to negligence by a professional person.
5. Negligence - failing to give care that is
expected or required by the job. To prove negligence the following factors must
be shown:
i) a standard of care existed to
show what should have been done;
ii) the person failed to meet the
standard of care;
iii) the person knew that harm
might result from failing to meet the standard;
iv) harm occurred.
Failure to perform the procedures correctly as outlined in the standards
of care, knowing that it could cause harm, and actually causing harm
constitutes negligence.
6. Abuse - any act that is deliberate and
harmful to a person (e.g., verbal, sexual, physical, psychological abuse).
7. Assault - approaching or handling another
person in a way that poses a threat to the person. (e.g., verbal threats,
bumping, shaking, or touching others without their consent.)
8. Battery - extension of a threat through
violent contact with or forcible restraint of the person (e.g., hitting,
pinching, roughness, forcing a patient to take medication or to submit to a
procedure or treatment).
9. False imprisonment - when a person is held
without just cause (e.g., using restraints to keep a person in bed or locking a
person in a room).
10. Invasion of privacy - failing to preserve
privacy of a person’s body and its function and information about a person’s
condition (e.g., ways to preserve privacy in a hospital include draping the
body for procedures, drawing curtains, closing doors, protecting the person
from unwanted visitors, releasing limited information about a person, or
obtaining consent before allowing students to observe a procedure on a person).
11. Confidential information - information about a
person that is not common knowledge; that should not be shared with other
people without the written consent of the person (e.g., medical history,
results of tests, or other information in a hospital record).
12. Defamation of character - any written or
verbal statement that damages the reputation of another person falsely and
without good cause. There are two kinds: slander and libel.
13. Slander - verbal statements that are false or
damaging to another’s reputation (e.g., statements such as, “that doctor is a
butcher, he’s not fit to practice medicine”).
14. Libel - written statements that are false or
damaging to another’s reputation (e.g., making false or malicious statements on
a patient’s hospital chart such as, “patient is a whiner; is addicted to...”).
For each of
the following situations, identify whether laws or ethics were contravened.
Identify the appropriate legal terms that apply to each situation. Discuss the
appropriate actions for each case.
1. Miss. A, a nursing assistant, knows that Mr.
F needs his heart medications, so when Mr. F refuses to take them, the nurse
forces them down his throat.
2. Personal support worker Q calms her patient
down but doesn’t assess her pain level, assuming that some people just scream a
lot anyhow.
3. A caregiver asks her client to stay in bed.
When the client refuses, she forcibly pushes her down and straps her arms to
the bed rails.
4. The personal support worker writes in her
chart, “Mr. S is addicted to narcotics, demanding analgesics every hour.”
5. Health care worker T says in a condescending
manner to his elderly patient who asked if she was dying, “You just let us
worry, you don’t need to know any more than that.”
6. Two health care workers taking a break in a
cafeteria, discuss their patient’s extensive sexual history. They laugh and
agree, “He deserves to have AIDS.”
7. Mr. R was pleased with his care. He offers
$5.00 and says, “Let me buy you a coffee to say thanks.”
8. Physiotherapist M makes a mistake writing her
notes in the chart. She erases her mistake, then starts again to correct it.
9. Mr. X is supposed to receive medication for
his heart at 1400 hours. Nurse R was extremely busy and didn’t get it to him
until 1600 hours. She charts it was given at 1500 hours.
10. You see a co-worker yelling and shaking his
fist at a patient saying, “If you don’t eat this in the next five minutes,
you’re not getting any more until tomorrow.” Your co-worker says to you, “You
didn’t see that,” then walks away.
11. Health care worker S forgets to turn her
bedridden elderly patient for six hours because she has a lot on her mind. When
she finally does turn her patient, she discovers broken reddened skin on his
right hip.
12. Mr. P requests Dr. X to treat his wife, who
repeatedly claims she isn’t mentally ill but just upset by her husband’s affair
with another woman. She refuses hospitalization but is restrained and forcibly
given an injection of a sedative by Dr. X. The next thing she remembers is
waking up in the hospital a week later and being forced to stay there for
another week.
13. Health care worker N takes her client’s
picture using crutches without his knowledge for use in a promotional pamphlet
about her occupation.
14. Dr. X asks nurse B to do a procedure she has
never been trained to do. She tries and hopes for the best.
15. Supervisor M assigns excessive work for one
health care worker to cope with. The health care worker knows she cannot
provide safe and appropriate care for her patients.
For each of the
following situations, identify the real or possible hazard and the action the
worker could take.
1. Personal support worker M must provide total
care for a 90 kg incapacitated patient.
2. Paramedic Q arrives at an accident scene: A
person is covered in blood with a knife sticking out of his chest. A crowd of
people quickly gathers around to watch.
3. Nurse R is ordered to collect samples of
urine, feces, and blood for diagnostic workup on a patient.
4. Two paramedics have to climb four flights of
stairs to get to their client who has collapsed with chest pain. The elevator
is broken.
5. Lab technologist W handles samples of blood,
sputum, feces, and urine daily for analysis.
6. Personal support worker must care for her
invalid client with AIDS.
7. Student health care worker L assists in
caring for her client diagnosed with cancer, including accompanying her to
X-ray.
8. Respiratory therapist M suctions secretions
from her client’s breathing tube.
9. Dr. W and nurse M help their patient to
deliver a baby.
10. Health care worker A must provide daily care
to an uncooperative patient with dementia.
Name: ___________________________ Date:
_____________________ Total marks: /22
Expectations: TFV.02, ICV.02, IC1.01, IC1.02, IC1.03.
Categories: Knowledge/Understanding, Thinking/Inquiry,
Communication
Directions: Match statement on the right to the most
appropriate term on the left.
|
______ 1. |
Negligence |
a) Making false statements about a person. |
|
______ 2. |
Standard of care |
b) When a person is held without just cause. |
|
______ 3. |
Invasion of
privacy |
c) Failing to give care that is expected or required by the job. |
|
______ 4. |
Assault |
d) Writing statements that are false or damaging to another’s reputation |
|
______ 5. |
Slander |
e) Procedural documents that define performance for safe and competent care for that health care profession. |
|
______ 6. |
Battery |
f) Failing to preserve privacy of a person’s body and its function and information about a person’s condition. |
|
______ 7. |
False imprisonment |
g) Hitting, pinching, roughness, forcing a patient to take medication or to submit to a procedure or treatment. |
|
______ 8. |
Libel |
h) Approaching or handling another person in a way that poses a threat to the person. |
Complete the
statement:
9. Every
health care worker has a legal and ethical obligation to provide
___________________ and _________________ care and to do
_______________________.
Multiple Choice -
circle one answer only
10. The doctor orders a treatment procedure for
the patient that the nurse does not know how to perform. The nurse does so
anyway and the patient is injured. The person most likely to be accused of
negligence is the:
a) doctor
b) hospital
c) nurse
d) supervisor
11. A health care worker yells at her patient in
frustration. She may be accused of:
a) assault
b) battery
c) invasion of privacy
d) slander
12. Which of the following will help the health
worker avoid being sued?
a) obtaining written consents
b) consistent practising of
conscientious care
c) always considering human
rights
d) staying within the limits of
his/her training
e) all of these
13. List four examples of safety hazards to a
health care worker, and beside each one, give the appropriate action for the
worker to protect him/herself.
(Answers: c, e, f,
h, a, g, b, d, “safe,” “correct,” “no harm.” c, a, e, varies due to student’s
response)
Activity 2.6:
Careers in Health Care Field
Time: 3 hours
Students explore in
depth a career in the health care profession, and the postsecondary training or
education that is required. Students present their findings in a booth or at a
desk, during a “Career Day” in their classroom. They could invite the Grade 10
Career Studies classes to attend as well as presenting to their peers. The
focus should be on education and training required and the details of the daily
work involved.
Strand(s): Impact and Consequences
Overall
Expectations
ICV.04 - describe
career opportunities in the health care industry.
Specific
Expectations
SP2.07 - use
computer technologies effectively to access, process, analyse, and present
information;
IC3. 01 - identify
career opportunities in the health care field;
IC3.02 - describe
the education and training required for career opportunities in health care.
Students have
knowledge of:
·
effective
interpersonal skills;
·
computer skills
and Internet skills;
·
Grade 10 Career
Studies.
The teacher:
·
ensures that all
students have a computer log-in code;
·
arranges for
computer lab and library/resource centre time to research career of choice;
·
ensures all
students are familiar with the board policy on computer/Internet use in the
school;
·
arranges with the
Career Studies teacher to have the Grade 10 students tour the classroom and
visit the “booths” explaining possible careers in the health field.
1. Teacher brainstorms with the students various
health careers (Appendix 2.6.1), what they entail, and where one could work.
2. Students sign up for a career that is of
interest, and investigate it further on the computer
(Appendix 2.6.2) discovering what education/training is required, starting
salary, desirable strengths/skills required to succeed, locations of work
(self-employed, institution, geographical needs, etc.)
3. Students interview a health care professional
in their chosen area and prepare a case study based on what that person does.
4. During the interview, students may request
visual aids for their career day booth, such as photographs of the
office/equipment, any professional journals, disposal items associated with the
occupation such gloves, masks, disposable gowns, suction tips, etc.
5. Students present the
information they have learned by setting up their posters on desks around the
periphery of the classroom. Information includes a personal example through a
case study of someone they know or interviewed. No names are to be used.
6. Classmates tour the various
booths to learn more about other health care professionals.
7. To increase their awareness of Health Care
Professions, Grade 10 students could be invited to visit the booths and discuss
the education requirements and career possibilities.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Progress check |
Teacher Conference |
Formative |
Knowledge/Understanding
|
|
Poster/Case study |
Rubric |
Summative |
Thinking/Inquiry Application Communication |
·
Students may
conduct their interview by mail, e-mail or telephone.
Print Material
Case, Betty.
Career Planning for Nurses. Scarborough: Nelson, 1997. ISBN
0-8273-7165-9
Field, Ben
T. and Paul K. Wright. Better Job Search in 3 Easy Steps. Scarborough:
Nelson, 2000.
ISBN 0-7668-1564-1
Anderson,
Shirley and Jody Smith. Delmar’s Handbook for Health Information Careers.
Scarborough: Nelson, 1998. ISBN 0-8273-8083-6
Simmers,
Louise. Diversified Health Occupations, 5th ed. Scarborough: Nelson,
2001.
ISBN 0-7668-1820-9
Colbert,
Bruce J. Workplace Readiness for Health Occupations. Scarborough:
Nelson, 2000.
ISBN 0-827307781-9
Videos
Diversified
Health Occupations Video Series;
Tape #1 ISBN 0-8273-8276-6, Tape #2
ISBN 0-8273-8277-4, Tape #3 ISBN 0-8273-8278-2, Tape #4 ISBN 0-8273-8279-0.
Scarborough: Nelson, 1998.
Stress
management - Staying Balanced Under Pressure Vol. 1 (or 2). Careertrack Publications, 1988.
90 min.
Choose one career
per person unless you can subdivide it. Example: the category “Dental”, which
you will find after research on the Internet, can be subdivided into Dental Receptionist,
Dental Assisting, Hygienist, Denturist, Dental Lab Technician or Dentist.
|
Health Career Choice |
Student |
|
Biometrics |
|
|
Dietary |
|
|
Communication
Disorders |
|
|
Dental careers |
|
|
Emergency Medicare |
|
|
Medical Laboratory |
|
|
Medical Office |
|
|
Medical Records |
|
|
Medical Health |
|
|
Nursing |
|
|
Medicine Doctor |
|
|
Occupational
Therapy |
|
|
Pharmacy |
|
|
Radiology |
|
|
Respiratory
Therapy |
|
|
Veterinary
Sciences |
|
|
Vision Care |
|
|
Education/Training
(length, location, cost) |
|
|
Skills/Duties
description |
|
|
Salary (beginning
and experienced) |
|
|
Self-employment
Opportunities |
|
|
Employment
Prospects |
|
|
Safety Issues in
the Workplace |
|
|
Emerging trends
(Economic and Societal) |
|
|
Other related
health care careers |
|
Student Name:
______________________________ Date:
_________________
|
Criteria/Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/
Understanding Student has
knowledge and understanding of career opportunities in the health care field. ICV.04, IC3.01 |
- limited
knowledge and understanding of opportunities |
- some knowledge
and understanding of opportunities |
- considerable
knowledge and understanding of opportunities |
- thorough
knowledge and understanding of opportunities |
|
Application Thinking/Inquiry Communication Student locates
and uses resources appropriately in researching the required education for a
particular medical care profession. IC3.02 |
- limited use of
resources to obtain educational information |
- some use of
resources to obtain educational information |
- considerable use
of resources to obtain educational information |
- thorough use of
resources to obtain educational information |
|
Communication Student’s case
study and booth well-presented, organized and word processed. SP2.07 |
- limited
demonstration of communications skills as it pertains to the health care
profession |
- some
demonstration of communications skills as it pertains to the health care
profession |
- considerable
demonstration of communications skills as it pertains to the health care
profession |
- thorough
demonstration of communications skills as it pertains to the health care
profession |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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