Educate the EducatorAwareness and Sensitivity

to Client Needs Competencies 7 and 8

1

Module Competency #7

Two units and their learning activities are embedded in this competency.A. Discuss the importance of a clean environment.B. Describe proper care of client’s personal items

Module Competency #7: Describe how to care for the clients’ environment.

Recommended Content In the busy-ness of the career of a healthcare provider, some important

tasks might be overlooked. A clean and organized environment for clients/patients can provide the

person with safety, health and comfort. When caring for a patient’s environment keep in mind to:

Clean surface items appropriately Reduce allergens Promote infection control

Unit 7A: Clean Environment

Recommended Content At times it is necessary to assist the client/patient with proper caring of

their personal belongings. In doing so, it is important not to move their personal items to a new

location. Doing so could cause confusion and/or anxiety for the client.

Also, when cleaning their environment, ask the client for any suggestions that they may have. This will promote a feeling of inclusion and encourage pride in their surroundings.

Unit 7B: Client’s Personal Items

Assignments Resources NotesAS Competency #7:

Care of George’s Environment

Assignment on website

Students review a picture of a

patient’s room and identify 20 problems

with his environment.

Module Competency #7: Describe How to Care for the Clients’ Environment

Recommended Learning Activities

Using a problem solving process applied to healthcare situations, describe how healthcare workers can be aware and sensitive to their clients’ need/behaviors.

Module Competency #8

One unit is included in this competency and its learning activities.A. Discuss the problem solving process as applied to awareness and

sensitivity to clients utilizing a team approach.

Module Competency 8

Recommended Content1. Identify the problem2. Analyze the problem3. Generate and analyze solutions – brainstorm for possible solutions,

evaluate the best solution4. Implement the best solution5. Evaluate the solution’s effect, plan the next steps

Unit 8A: Problem Solving Process

Assignments Resources NotesAS Competency #8:

Aging SuitsAssignment on

websiteStudents compare normal movement to what it feels like

to be aged with arthritis, cataracts, limited movement by putting on an

aging suit.

Module Competency 8: Problem Solving Process

Recommended Learning Activities

This completes the curriculum for

Awareness & Sensitivity to Clients Needs.

(see next slide)

You’ve now been introduced to Awareness and Sensitivity to Clients’ Needs.. Presented were key points found on the instructor resource outline and several

possible learning activities to use. You received tips on teaching the material, along with areas to be sensitive to with

students. Now, click on the “Survey” tab and complete the Awareness & Sensitivity to Clients’

Needs Survey. You are invited to go to the website to preview additional learning activities,

PowerPoints, assessments, etc. You are encouraged to use the instructor learning resource module outline to make

notes on which online resources would benefit you and your teaching style.

What to do now?

To access the HCCC curriculum go to: 1.www.healthforceminnesota.org/curriculum2.Click on Healthcare Core Curriculum3.Click on Curriculum (Password Required)

A. Password: HCCC4.Select desired module to view

Accessing HealthForce Minnesota

“This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.”

This work by the Health Professions Pathways (H2P) Consortium, a Department of Labor, TAACCCT funded project is licensed under a Creative Commons Attribution 3.0 Unported License.

Power point created by:Dede Carr, BS, CDA, LDA

Pat Reinhart, RN

Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Promoting family health. In A. Berman, S.J. Snyder, B. Kozier, & G. Erb (Eds.). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice (8th ed.) (pp.428-441). Upper Saddle River, NJ: Prentice Hall

Cooley, M. L.(2009). A family perspective in community/public health nursing. In F. Maurer & C. Smith (Eds.). Community/public health nursing practice: Health for families and populations (4th ed.) (pp. 327-344). St. Louis, MO: Elsevier.

Friedman, M.M. (1998). Family nursing: Theory & Practice (3rd ed.). Norwalk, CT: Appleton & Lange

References

Juliar, K. (2003) Minnesota Healthcare Core Curriculum (2nd ed.). Clifton Park, NY: Delmar Publishers

Maurer, F., & Smith, C. (2009). Community/public health nursing practice: Health for families and populations (4th ed.). St. Louis, MO: Elsevier.

Ramon, P.R. & Niedringhaus, D. M. (2008). Promoting culturally proficient care. Fundamental nursing care (2nd ed.) (pp. 16-26). Upper Saddle River, NJ: Person Prentice Hall

Wright, L.M. & Leahey, M. (2009). Nurses and families: A guide to family assessment and intervention (5th ed.). Philadelphia, PA: F.A. Davis

References

You have completedHealth Care Core Curriculum

Awareness & Sensitivity to Clients’ Needs.

Congratulations!!

Complete the “Self Assessment” found under “Assessments”