Professional Documents
Culture Documents
PORTFOLIO
Submitted to:
TM1 PANEL OF ASSESSO RS
TESDA-CAR
Submitted by:
WARREN JAE M. SANDOVAL, RN
June 6, 2014
CHECKLIST OF REQUIREMENTS
Date:
Republic of the Philippines
Technical Education and Skills Development
Authority Province of Benguet
DECLARATION
This is to hereby declare that all documents, learning materials and forms in
the portfolio are of my own effort and represent my capabilities accurately.
Instructions:
To better understand how you prefer to learn and process information,
encircle the letter of the appropriate choice, and then use the scoring
directions at the bottom of the page to evaluate your responses.
This 20-item questionnaire is not timed and has neither right nor wrong
answer. Respond to each statement as honestly as you can.
Scoring Procedures
Directions: Add up your answers for every respective letter of your choice. Then,
rank them from 1 -3, 1 being the highest and 3 as the lowest.
Points Ranking
A
B
C
Please refer to the table below and the description under it to see what kind of
learner you are.
A- Auditory
B- Visual
C- Kinesthetic/ Tactile
Characteristics of Learning
Styles A u ditory
U
If you are an auditory learner, you learn by hearing and listening. You
understand and remember things you have heard. You store information by the
way it sounds, and you have an easier time understanding spoken instructions
than written ones. You often learn by reading out loud because you have to
hear it or speak it in order to know it.
Here are some things that audi tory learners like you can do to learn better.
Sit where you can hear.
Have your hearing checked on a regular basis.
Use flashcards to learn new words; read them out loud.
Read stories, assignments, or directions out loud.
Record yourself spelling words an d then listen to the recording.
Have test questions read to you out loud.
Study new material by reading it out loud.
Remember that you need to hear things, not just see things, in order to
learn well.
U Visu a l
If you are a visual learner, you learn by reading or seeing pictures. You
understand and remember things by sight. You can picture what you are
learning in your head, and you learn best by using methods that are primarily
visual. You like to see what you are learning.
As a visual learner, you are usually neat and clean. You often close your eyes to
visualize or remember something, and you will find something to watch if you
become bored. You may have difficulty with spoken directions and may be
easily distracted by sounds. You are attracted to col or and to spoken language
(like stories) that is rich in imagery.
Here are some things that visual learners like you can do to learn better:
Sit near the front of the classroom. (It won't mean you're the
teacher's pet!)
Have your eyesight checked on a reg ular basis.
Use flashcards to learn new words.
Try to visualize things that you hear or things that are read to you.
Write down key words, ideas, or instructions.
Draw pictures to help explain new concepts and then explain the
pictures.
Color code things.
Avoid distractions during study times.
Remember that you need to see things, not just hear things, to learn well
Kinesthetic / Tactile
If you are a kinesthetic/tactile learner, you learn by touching and doing. You
understand and remember things through physical movement. You are a
"hands -on" learner who prefers to touch, move, build, or draw what you learn,
and you tend to learn better when some type of physical activity is involved.
You need to be active and take frequent breaks, you often speak with yo ur
hands and with gestures, and you may have difficulty sitting still.
As a tactile learner, you like to take things apart and put things together, and you
tend to find reasons to tinker or move around when you become bored.
You may be very well coordinated and have good athletic ability. You can
easily remember things that were done but may have difficulty remembering
what you saw or heard in the process. You often communicate by touching,
and you appreciate physically expressed forms of encouragement, suc h as a
pat on the back.
Here are some things that tactile learners like you can do to learn better:
Participate in activities that involve touching, building, moving,
or drawing.
Do lots of hands -on activities like completing art projects, taking walks , or
acting out stories.
It's OK to chew gum, walk around, or rock in a chair while reading
or studying.
Use flashcards and arrange them in groups to show relationships between
ideas.
Trace words with your finger to learn spelling (finger spelling).
Take f requent breaks during reading or studying periods (frequent, but
not long).
It's OK to tap a pencil, shake your foot, or hold on to something while
learning.
Use a computer to reinforce learning through the sense of touch.
Remember that you learn best by doing, not just by reading, seeing, or hearing.
EVIDENCES/ PROOF OF CURRENT COMPETENCIES
Form 1.2: Evidence of Current Competencies acquired related
to Job/ Occupation
Basic Competencies
Current competencies Proof/ Evidence Means of validating
Participate in Diploma Submitted authenticated
Workplace copy of Employment
Employment
Communication Certificate
Certificate
Obtain and convey
workplace
information
Participate in workplace
meetings and discussions
Complete relevant work
related documents
Work in Team Environment Diploma Submitted authenticated
copy of Employment
Describe team role and Employment
Certificate Certificate
scope
Identify own role and
responsibility within team Copy of Signed
Work as a team member Certificate of
Participation
Practice Career Professionalism Diploma Submitted authenticated
copy of Employment
Integrate personal Employment
Certificate and Basic First
objectives with Certificate
Aid Training Completion
organizational goals
Set and meet work priorities Certificate
Maintain professional
growth and development
Practice Occupational Health Diploma Submitted authenticated
and Safety Procedures copy of Employment
Employment
Certificate
Identify hazards and risks Certifi cate
Evaluate hazards and risks Certificate of
Control hazards and risks Participation
Maintain OHS awareness
COMMON COMPETENCIES
Current competencies Proof/ Evidence Means of validating
Implement and monitor infection Diploma Submitted authenticated
control policies and procedures Employment copy of Employment
Provide information to the Certificate Certificate
work group about the At least one Copy of Signed
organization's infection certificate Certificate of
control policies and signifying Participa tion
procedures. participation in a
Integrate the seminar, training
organization's infection or workshop
control policy and regarding
procedure into work infection control
practices policies
Monitor infection control
performance and implement
improvements in pr actices
Respond effectively to difficult/ Diploma Submitted authenticated
challenging behavior copy of Employment
Employment
Plan responses Certificate
Certificate
Apply response
At least one
Report and review incidents certificate Copy of Signed
signifying Certificate of
participation in a Participation
seminar, training
or workshop
regarding group
mechanics or
the like.
Apply basic first aid Diploma Submitted authenticated
copy of Employment
Assess the situation Employment
Certificate and Basic First
Apply basic first Certificate, Basic
First Aid Training Aid Training Completion
aid techniques
Certificate
Communicate details of the
incident
Maintain high standard of patient Diploma Submitted authenticated
services copy of Employment
Employment
Communicate appropriately Certificate Certificate
with patients Certificate of
Establish and maintain good At least a month
of training or Participation
interpersonal relationship with
patients didactics in an
Act in a respectful manner at health care
all times institution
Evaluate own work to maintain
a high standard of patient
service
CORE COMPETENCIES
Current competencies Proof/ Evidence Means of validating
Diploma I. Photocopy of the following:
a. Diploma
1. Prepare and Certificates of
maintain beds Employment b. Certificate of Employment
BASIC COMPETENCIES
CORE COMPETENCIES
A. INTRODUCTION
This module provides the framework and information necessary for Nursing Assistants to be able to understand and conduct
assisting in the mobility of clients/ patients correctly, safely and efficiently.
Knowing how to assist clients in their mobility is important since it motivate s the patient to go up one level at a time in his/
her overall health and functioning. By doing this, we are providing an opportunity for the patient to participate actively in their
own health care, thus hastening wellness.
Furthermore, knowing the correc t procedures protects both the client and the health care provider from unnecessary
stress and/ or injury.
B. LEARNING ACTIVITIES
Basic Competencies
Participate in
1.2 Participate in workplace
workplace meetings
meetings and discussions
and discussions
Complete relevant
1.3 Complete relevant work
work related
related documents
documents
Maintain professional
3.3 Maintain professional
growth and
growth and development
development
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Common Competencies
Monitor infection
1.3 Monitor infection
control performance
control performance and
and implement
implement impr ovements in
improvements in
practices
practices
Communicate
4.1 Communicate
appropriately with
appropriately with patients
patients
Core Competencies
Complete
3.3 Complete client/patient
client/patient mobility
mobility assistance
assistance
Assist patient in
5.3 Assist patient in meeting
meeting his bio -
his bio-psychosocial needs
psychosocial needs
6. Handle Waste in a Health Care Environment
Physical Ability
Special Course
Age
Name and n and Experience Learning Level Style
Language General with the Experience Complete
Sex
Ba ckgroun Knowledg topic d
d e
None None
SABAYTON, Tagalog College M 21 None None None Visual Employed
Jun Graduate
None None
TELIO, Ibaloi College F 24 None None None Kinesthetic Employed
Rosanna Graduate
None None
LUMA-ANG, Ibaloi With units M 23 None None None Kinesthetic Employed
Warner in
Master’s
Degree
None None
BANGCADO, Kankana -ey College M 21 None None None Visual Employed
Tony Graduate
None None
LUIS, Tagalog With units F 22 None None None Kinesthetic Employed
April May in
Master’s
Degree
None None
LARDIZABAL, Tagalog With units F 23 None None None Kinesthetic Employed
Valentina in
Master’s
Degree
None None
SALDA, Ibaloi Masterals F 26 None None None Kinesthetic Employed
Giselle Graduate
Date Developed: Document No.
May 2014 Issued by:
Health Care Services NC II Date Revised:
Welcome!
The unit of competency, "Assist in Client/ Patient Mobility" is one of the
competencies of Health Care Services NC II; a course which comprises the
knowledge, skills and attitudes required for a Nursing Assistant to possess.
This unit of competency contains knowledge, skills and attitudes
required for Health Care Services NC II. This module contains training
materials and activities for you to complete.
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. In each learning outcome are
Information Sheets, Self-Checks and Job Sheets. Follow these activities on
your own. If you have questions, don’t hesitate to ask your instructor for
assistance.
You may already have some or most of the knowledge and skills covered
in this learner's guide because you have been working for some time already
completed training in this area.
If you can demonstrate to your trainer that you are competent in a
particular skill or skills, talk to him/her about having them formally recognized
so you don't have to do the same training again. If you have a qualification or
Certificate of Competency from previous trainings, show it to your trainer. If
the skills you acquired are still current and relevant to the unit/s of
competency they may become part of the evidence you can present for RPL. If
you are not sure about the currency of your skills, discuss this with your
trainer.
This module was prepared to help you achieve the required competency
in “Assisting in Client/ Patient Mobility”.
This will be the source of information for you to acquire knowledge and
skills in this particular competency independently and at your own pace, with
minimum supervision or help from your instructors.
Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take
notes.
REMEMBER TO:
Work through all the information and complete the activities in each
section.
Talk to your trainer and agree on how you will both organize the Training
of this unit. Read through the module carefully. It is divided into
sections, which cover all the skills, and knowledge you need to
successfully complete this module.
Use the Self –Check and Job Sheets at the end of each section to test
your own progress.
When you feel confident that you have had sufficient practice, ask your
instructor to evaluate you. The results of your assessment will be recorded in
your Progress chart and Accomplishment Chart.
PRE REQUISITE:
List of Competencies 4
Module Content 5
Learning Experiences 8
Evaluation Instrument 72
Evidence Plan 74
Table of Specifications 75
Written Test 76
Performance Test 96
Questioning tool 98
References 100
HEALTH CARE SERVICES NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
MODULE DESCRIPTOR: This unit covers the knowledge, skills and attitudes
required to assist incapacitated patients in basic
physical movements.
ASSESSMENT CRITERIA:
1. Requirements for assisting with patient mobility are confirmed with
concerned institutions health personnel and care plan
2. Equipment are selected according to the institutions prescribed plan of
care
3. Prescribed mobility procedure is clearly communicated with patient
4. Patient mobility is carried out using safe handling method and
equipment as required by the institution
5. Patient comfort and safety is ensured throughout positioning of
movement
6. Communication with patients during movement is undertaken
according to established procedures
7. Patient is moved to prescribed position using the appropriate equipment
8. Equipment is cleaned in accordance with prescribed institution
standard procedure
9. Malfunctioning equipment is reported immediately to designated
personnel
LEARNING OUTCOME SUMMARY
CONTENTS:
Patient confidentiality and privacy requirements
OSH procedures
Infection control guidelines
Equipment use and specifications
Body Mechanics
ASSESSMENT CRITERIA:
1. Requirements for assisting with patient mobility are confirmed with
concerned institutions health personnel and care plan
2. Equipment are selected according to the institutions prescribed plan
of care
3. Prescribed mobility procedure is clearly communicated with patient
CONDITIONS:
Students/trainees must be provided with the following:
Access to relevant workstation
- Workshop area
Manual on:
- Workplace health and safety manual
- Infection control manual
- Standard Operating Procedure manual
Equipment manufacturer’s instructions
Equipment and materials relevant to the proposed activities
- Hospital bed
- Wheelchair
- Stretcher
- PPE
- Uniform
- Mask
- Gloves
- Shoes
METHODOLOGIES:
Simulation
One-on-one teaching
video tapes lectures
ASSESSMENT METHODS:
Demonstration
Oral questioning
Portfolio
Learning Experiences
Learning Outcome
1
PREPARE TO ASSIST WITH PATIENT MOBILITY
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Identify the patient’s rights being practiced in the local hospitals
2. Differentiate practices that honor the patient’s rights from those that
violate them.
Financial Issues
Without looking at the aspect of monthly income, a patient has the right
to be treated with considerate and respectful care.
The patient has the right to examine and receive an explanation of his
bill regardless of the source of payment.
The patient has the right to refuse or participate in a research project the
health care provider/ institution is conducting. He/ she must be advised
appropriately regarding the research experiment affecting his/ her care
and treatment.
Self-Check 3.1-1
Patient’s Rights
IDENTIFICATION
This quiz will test how well you understood the topic on Patient’s Rights
and is designed in seven items to be completed within an ideal duration of
15 minutes. The following are health care situations. Identify whether they
honor the patient’s rights or not. Draw a CIRCLE ( ) on Column B if the
situation honors the right of the patient and an X mark if it violates them.
A B
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has explained
how the surgery will be done, the risks during and after surgery and the
alternative treatment available.
3. Mrs. Lo has just delivered a premature baby under poor prognosis due to
asphyxiation during the birthing process. Mrs. Lo asks for her baby’s
condition but her obstetrician refuses to answer.
4. Mr. Yoso, a cognitively able stage-4 lung cancer patient has signed for an
informed consent and a Do-Not-Resuscitate order. By 3 am, he seizes and
undergoes cardiac arrest. The nurse in charge of his care gives him morphine
for pain but does not start CPR.
5. Nurse Karen does not continue the administration of enema to Ms. Gina, a
patient with a recent rape history, as she refuses to accept any treatment given
through the anus.
7. Nurse Alan and Nurse Jackson are close friends and work in the same hospital
but in different wards. Nurse Alan sees from the other ward that Nurse
Jackson is caring for his ex-girlfriend’s new boyfriend and so asks Nurse
Jackson about the patient’s diagnosis and condition. Nurse Jackson refuses to
answer.
Self-Check Answer Key
Patient’s Rights
A B
8. Mr. Raul is due for surgery of his appendicitis. The surgeon has explained
how the surgery will be done, the risks during and after surgery and the
alternative treatment available.
10. Mrs. Lo has just delivered a premature baby under poor prognosis due to
asphyxiation during the birthing process. Mrs. Lo asks for her baby’s
condition but her obstetrician refuses to answer.
11. Mr. Yoso, a cognitively able stage-4 lung cancer patient has signed for an
informed consent and a Do-Not-Resuscitate order. By 3 am, he seizes and
undergoes cardiac arrest. The nurse in charge of his care gives him morphine
for pain but does not start CPR.
12. Nurse Karen does not continue the administration of enema to Ms. Gina, a
patient with a recent rape history, as she refuses to accept any treatment given
through the anus.
13. The nurse in charge of Mr. de la Merced, who is requesting for a respiratory
therapist for her nebulization, rejects him justifying that a respiratory therapist
is too costly and that it easy for a nurse to operate a nebulizer.
14. Nurse Alan and Nurse Jackson are close friends and work in the same hospital
but in different wards. Nurse Alan sees from the other ward that Nurse
Jackson is caring for his ex-girlfriend’s new boyfriend and so asks Nurse
Jackson about the patient’s diagnosis and condition. Nurse Jackson refuses to
answer.
Information Sheet 3.1-2
Asepsis and Infection Control
Learning Objectives
After reading this Information Sheet, you should be able to:
3. Explain the chain of infection and the identify means to break each link.
4. Explain the Concepts of Medical and Surgical Asepsis
5. Identify interventions to reduce risks for infections.
6. Correctly implement aseptic processes
7. Enumerate the different classifications of health care waste
8. Describe the measures for health care waste management.
Asepsis
Microorganisms are tiny, microscopic entities naturally present and thriving
in the environment.
Types of Infections
Colonization: the process by which strains of microorganisms become
resident flora.
Local Infection: an infection that is limmited to the specific part of the
body where the microorganisms remain.
Systemic Infection: if the microorganisms spread ad damage different
parts of the body.
Bacteremia: When a culture of a person’s blood reveals microorganisms.
Septicemia: When bacteremia results in systemic infection.
Acute Infections: infections that generally appear suddenly or last a
short time.
Chronic Infections: occurs slowly, over a very long period and may last
for months or years.
Mode of Transmission
Pathogens are carried or transmitted from the reservoir to the host
through the following mechanisms:
1. Direct Transmission involves immediate and
direct transfer of pathogens from person to
person through touching, biting, kissing, or
sexual intercourse.
2. Indirect Transmission may be either vehicle-borne or vector-
borne.
a) Vehicle-borne transmission. A vehicle is any substance that
serves as an immediate means to transport and introduce an
infectious agent into a susceptible
host through a suitable portal of
entry. Examples include fomites,
(inanimate materials and objects), like
handkerchiefs, toys, soiled clothes,
surgical instruments or dressings);
water, food, blood, serum and plasma.
b) Vector-borne transmission. A vector is an
animal or a flying or crawling insect that
serves as an immediate means of
transporting the infectious agent. Examples
are rats, snails, mosquitoes.
Portal of Entry includes body orifices like the mouth, nose, ears, eyes,
vagina, rectum or urethra. Breaks in the skin or mucous membranes
from wounds or abrasions increase chances for pathogens to enter the
host. Pathogens can enter the body through the same routes they use for
exiting.
Never recap used needles using both hands or any other technique
that involves directing the point of a needle toward any part of the
body; rather, use either a one-handed “scoop” technique or a
mechanical device designed for holding the needle sheath
Patient Placement
• Use a private room for a patient who contaminates the
environment or who does not (or cannot be expected to) assist
in maintaining appropriate hygiene or environmental control.
• Consult Infection Control if a private room is not available.
P rinciples of Basic Infection Control
U
Principle Rationale
5. Microorganisms move slowly on dry For this reason, use a dry paper
surfaces but very quickly through towel when you turn off faucets,
moisture. and dry a bath basin before you
return it to a bedside stand for
storage.
6. Proper hand washing removes many Wash your hands not only when
of the microorganisms that would they are obviously soiled, but
be transferred by the hands from whenever you move from one
one item to another. client to another or from patient
contact to contact with the
general environment or vice
versa.
7. Blood-borne infections may be Health care workers can protect
spread to another person by contact themselves from these blood-
with items contaminated with blood borne infections by using
and body substances that contain precautions that prevent contact
the blood-borne organism through with blood and body fluids that
open wounds and sores, non-intact transmit blood-borne
mucous membranes, and pathogens.
penetrating injuries.
MULTIPLE-CHOICE
This quiz will test how well you understood the topic on
Asepsis and Infection Control and is designed in ten items to be
completed within an ideal duration of 20 minutes. The following
are questions or statements that pertain to microorganisms,
asepsis and infection control. Choose the letter of your chosen
answer and write them in capital letters in Column B.
A B
1. They are tiny living beings that make their presence known
only by their effect.
a. Dwarves
b. Microorganisms
c. Organisms
d. Pathogens
2. These are microbes that are useful to human beings
a. Eubacteria
b. Microorganisms
c. Non-pathogens
d. Pathogens
3. They are microbes that causes diseases to human are called:
a. Eubacteria
b. Microorganisms
c. Non-pathogens
d. Pathogens
4. Which of the following is not a classification of
microorganisms?
a. Bacteria
b. Cholera
c. Protozoa
d. Virus
5. Which statement is true about the Human Normal Flora?
a. Normal body flora are cells that attack foreign bodies
b. Normal body flora are flowers that normally
grow inside the human body
c. Normal body flora are naturally residing
microorganisms in the human body.
d. Normal body flora are the same in each part of the
body
6. Among the chain of infection, this is the part that causes the
disease
a. Causative agent
b. Mode of transmission
c. Portal of exit
d. Reservoir
7. This is a person who will become ill from the entry of
pathogens into the body.
a. Causative agent
b. Portal of entry
c. Reservoir
d. Susceptible host
8. It is where the pathogens can survive.
a. Causative agent
b. Portal of entry
c. Reservoir
d. Susceptible host
9. Which is not a way of transmitting a disease
a. Airborne transmission
b. Contact transmission
c. Droplet transmission
d. Mucosal transmission
10. These are people who have pathogens in their bodies but
does not show signs of the disease are called:
a. Carriers
b. Immune
c. Parasites
d. Pathogens
Self-Check Answer Key
Asepsis and Infection Control
A B
1. They are tiny living beings that make their presence known
only by their effect.
B
a. Dwarves
b. Microorganisms
c. Organisms
d. Pathogens
2. These are microbes that are useful to human beings
a. Eubacteria
C
b. Microorganisms
c. Non-pathogens
d. Pathogens
3. They are microbes that causes diseases to humans:
a. Eubacteria
D
b. Microorganisms
c. Non-pathogens
d. Pathogens
4. Which of the following is not a classification of
microorganisms?
B
a. Bacteria
b. Cholera
c. Protozoa
d. Virus
5. Which statement is TRUE about the Human Normal Flora?
a. Normal body flora are cells that attack foreign bodies
C
b. Normal body flora are flowers that normally
grow inside the human body
c. Normal body flora are naturally residing
microorganisms in the human body.
d. Normal body flora are the same in each part of the
body
6. Among the chain of infection, this is the part that causes the
disease
A
a. Causative agent
b. Mode of transmission
c. Portal of exit
d. Reservoir
7. This is a person who will become ill from the entry of
pathogens into the body.
D
a. Causative agent
b. Portal of entry
c. Reservoir
d. Susceptible host
8. It is where the pathogens can survive.
a. Causative agent
C
b. Portal of entry
c. Reservoir
d. Susceptible host
9. Which is not a way of transmitting a disease
a. Airborne transmission
D
b. Contact transmission
c. Droplet transmission
d. Mucosal transmission
10. These are people who have pathogens in their bodies but
does not show signs of the disease are called:
A
a. Carriers
b. Immune
c. Parasites
d. Pathogens
Information Sheet 3.1-3
Procedures for Proper Hand
Washing
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Explain the correct sequence of proper hand washing.
2. Perform the correct hand washing procedure.
In the previous information sheet you have read about Asepsis and
Infection Control, you have learned that there are two aseptic techniques
that can be used to deter microorganisms on a body surface- the medical
asepsis and the surgical asepsis. Medical asepsis reduces the amount of
microorganisms in a body surface and protects the health care giver while
surgical asepsis is a practice that eliminates all microorganism in a body
surface and is used to protect the patient.
There is a proper way to perform hand washing and three factors are of
utmost importance: soap, friction and water.
Purposes:
• To reduce the number of microorganisms on the hands.
• To reduce the risk of transmission of microorganisms to clients.
• To reduce the risk of cross-contamination among clients.
• To reduce the risk of transmission of infectious organisms to oneself.
Equipment:
Liquid/ bar soap
Cloth or paper towels
Water
Action Rationale
6. Apply about 5 ml. (1 Liquid soap harbors less bacteria than bar soap.
teaspoon) of liquid Lather facilitates removal of microorganisms. Rinsing
soap. Lather the bar of soap prevents the spread of
thoroughly. If bar microorganism to the next user.
soap is used, rub it
firmly between the
hands. Rinse soap
and drop it into the
soap dish.
10. Turn off the faucet Prevents contamination of clean hands by a less
with a clean dry paper clean faucet.
towel.
Criteria Yes No
Did you…
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Explain the significance of surgical asepsis.
2. Handle sterile objects properly.
3. Efficiently don sterile gloves using the sterile technique
4. Appropriately remove and dispose used gloves.
Purposes:
• To protect the hands when the nurse is likely to handle any body
substances like, blood, urine, feces, sputum, mucous membranes, and
non-intact skin.
• To reduce the likelihood of nurses transmitting their own endogenous
microorganisms to clients receiving care.
• To reduce the chance that the nurse’s hands will transmit
microorganisms from one client or a fomite to another client.
Equipment:
• Package of proper-sized sterile gloves.
Actions Rationale
1. Wash your hands. Deters the spread of
microorganisms.
2. Place sterile glove Moisture could
package on clean, dry contaminate the sterile
surface at or above gloves. Any sterile object
you waist. held below the waist is
considered contaminated.
3. Open the outside This maintains sterility
wrapper by carefully of gloves in inner packet.
peeling the top layer
back. Remove inner
package handling only
the outside of it.
CRITERIA YES NO
Did you…
2. Place the inner package on the work surface with the ‘cuff
end’ closest to the body to allow ease of access to the
gloves?
8. Pull the second glove off the fingers and the first glove by
turning it inside out?
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Enumerate the different classifications of health care waste
2. Describe the measures for health care waste management.
Being part of the health care delivery system, we are obliged to follow,
not just strict aseptic technique, but also proper and systematic health care
waste management.
This section will introduce you to the principles of health care waste
management and the universal system of health care waste management.
• Health care wastes include all the wastes that is generated or produced
as a result of any of the following activities:
– Diagnosis, treatment, or immunization of human beings or animals
– Production or testing of biologicals and
– Waste originating from minor or scattered sources.
2. Infectious Waste
This type of waste is suspected to contain
pathogens (bacteria, viruses, parasites or
fungi) in sufficient concentrations or quantity
to cause disease in susceptible hosts.
Kinds of Infectious Wastes
Cultures and stocks of infectious agents from laboratory
work
Waste from surgery and autopsies on patients with
infectious diseases
Wastes from infected patients in isolation wards
Waste that has been in contact with infected patients
undergoing hemodialysis
Infected animals from laboratories
Any other instruments or materials that have been in
contact with infected persons or animals
3. Pathological Waste
Consists of tissues, organs, body parts, human
fetus and animal carcasses, blood and body
fluids.
Within this category, recognizable human or
animal body parts are also called anatomical
waste.
This category should be considered as a
subcategory of infectious waste, even though it
may include healthy body parts
4. Sharps
Include needles, syringes, scalpels, saws, blades,
broken glass, infusion sets, knives, nails and any
other item that can cause a cut or puncture
wound.
Whether or not they are infected, such items are
usually considered as highly hazardous health
care waste.
5. Pharmaceutical Waste
Includes expired, unused, spilt and
contaminated pharmaceutical products,
drugs, vaccines and sera that are no longer
required and need to be disposed of
appropriately.
This category also includes discarded items used in handling of
pharmaceuticals such as bottles or boxes with residues, gloves,
masks, connecting tubing and drug vials.
6. Genotoxic Waste
Genotoxic waste may include certain cytostatic drugs, vomit, urine,
or feces from patients treated with cytotoxic drugs, chemicals and
radioactive materials.
This type of waste is highly hazardous and may have mutagenic,
teratogenic or carcinogenic properties.
Harmful cytotoxic drugs can be categorized as follows
1. Alkylating agents:
Cause alkylation of DNA nucleotides, which
leads to cross-linking and miscoding of the
genetic stock;
2. Anti-metabolites:
Inhibit the biosythesis of nucleic acids in the
cell; mitotic inhibitors prevent cell replication.
Cytotoxic wastes are generated from several sources and
include the following:
1. Contaminated materials from drug preparation and
administration, such as syringes, needles, gauges,
vials, packaging; outdated drugs, excess solutions and
drugs returned to wards.
2. Urine, feces, and vomit from patients which may contain
potentially hazardous amounts of the administered
cytotoxic drugs or of their metabolites and which should
be considered genotoxic for at least 48 hours and
sometimes up to 1 week after drug administration.
7. Chemical Waste
Solid, liquid, and gaseous chemicals, for
example from diagnostic and experimental
work and from cleaning, housekeeping, and
disinfecting procedures.
2 Classifications of Chemical Wastes
Hazardous Chemical Waste
Non-hazardous Chemical Waste
Chemical waste is considered hazardous if it has at least one of
the following properties:
Toxic
Corrosive
Flammable
Reactive
Genotoxic
Non-hazardous chemical waste consists of chemicals with none of
the above properties, such as sugars and certain organic and
inorganic salts
9. Pressurized Containers
Many types of gas are used in health care and are often stored in
pressurized cylinders, cartridges and aerosol cans.
Aerosol cans should be disposed of right away
Whether inert or potentially harmful, gases in pressurized
containers should always be handled with care; containers may
explode if incinerated or accidentally punctured.
10. Radioactive Waste
Includes disused sealed radiation sources; liquid and gaseous
materials contaminated with radioactivity; Excreta of patients who
underwent radionuclide diagnostic and therapeutic applications;
paper-cups, straws, needles and syringes
It is produced as a result of procedures such as in vitro analysis of
body tissues and fluids, inn vivo organ imaging, tumor localization
and treatment, and various clinical studies involving the use of
radioisotopes.
Health Care Waste Minimization
Residual
Disposal
Treatmen
t
Recyclin
g
Source
reduction
Yellow with Black Band Chemical waste including those with heavy
metals
Apart from the color-coding system for health care waste, the following practice
should also be observed
a. Residuals of the general health care waste join the stream of domestic
refuse or municipal solid waste for proper waste management.
b. Sharps should be collected together, regardless of whether or not they
are contaminated.
– Containers should be puncture proof (metal or high-density
plastic) and fitted with covers.
– Containers should be rigid and impermeable to contain not only
the sharps but also any residual liquids from syringes.
– To discourage abuse, containers should be tamper proof (difficult
to open or break) and needles and syringes should be rendered
unusable.
– Where plastic or metal containers are unavailable or too costly,
containers made of dense cardboard are recommended.
c. Bags and containers for infectious waste should be marked
with international infectious substance symbol.
d. Highly infectious and other hazardous waste should,
whenever possible, be treated immediately by any method
recommended (It therefore needs to be packaged in bags
that are compatible with the proposed treatment process.
e. Cytotoxic waste, most of which is produced in major hospital research
facilities, should be collected in strong, leak proof containers clearly
labeled “cytotoxic waste”
f. Radioactive wastes should be segregated according to its physical form:
– Solid
– Liquid
– According to its halflife or potency
g. Small amount of chemical or pharmaceutical waste may be collected
together with infectious waste.
h. Large quantities of obsolete or expired pharmaceuticals stored in hospital
wards or departments should be returned to the pharmacy for disposal.
– Other pharmaceutical waste generated at this level, such ass
expired drugs or packaging containing drug residues should not be
returned because of the risk of contaminating the pharmacy.
– It should be deposited in the specified container at the point of
generation.
i. Large quantities of chemical waste should be packed in chemical
resistant containers and sent to specialized treatment facilities (if
available).
– The identity of the chemicals should be clearly marked on the
containers.
– Hazardous chemical waste of different types should never be
mixed.
j. Waste with high content of heavy metals should be collected separately.
These wastes can be sent to waste treatment facility available in the area.
k. Aerosol containers may be collected with general health care waste once
they are completely empty. Aerosol containers should not be burnt or
incinerated.
l. Appropriate containers or bag holder should be placed in all locations
where particular categories of waste may be generated.
m. Staff should never attempt to correct errors of segregation by removing
items from a bag or container after disposal or by placing one bag inside
another bag of a different color.
– If general and hazardous waste are accidentally mixed, the mixture
should be classified as hazardous health care waste.
n. Cultural and religious constraints in certain parts of the country make it
unacceptable for anatomical waste to be collected in the usual yellow
bags
– Such waste should be disposed of in accordance with the local
custom, which commonly specifies burial.
Self-Check 3.1-3
Health Care Waste Management
ENUMERATION
This quiz will test how well you understood the topic on Heath
Care waste and Health Care Waste Management and is designed
to be completed within an ideal duration of 15 minutes. The
following are questions or statements that pertain to concept of
health care waste management, categories of health care wastes,
and Color Coding Scheme for Health Care Waste. Follow the
succeeding instructions and enumerate what is being asked for
by the following items and write those down on the boxes
provided.
Classification Example
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2. Enumerate the six colors of waste containers used on the first
column; give the description of what type of wastes each
colored container should contain on the second column and
an example of a waste product on the third column.
Classification Example
Yellow with Chemical waste Refer to chemical wastes and wastes with
Black Band including those heavy metals
with heavy
metals
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Explain in simple terms and in a brief statement the general principle of
practicing proper body mechanics
2. Describe different concepts and examples of practicing proper body
mechanics.
3. Appreciate the importance of proper body mechanics in the work place.
Body mechanics is the use of the human body with regards to its
structure, function and position in relation other body parts or external
factors. Proper body mechanics is the correct use of the body in relation to
daily activities and work.
It is important for us to practice proper body mechanics since we are
going to work with different kinds of people and equipment in different sizes
and weight; also to prevent injury not just to us but also to other health
care givers and the patient.
The correct use of body mechanics is a part of illness prevention and
illness prevention and health promotion.
Balance is maintained when the line gravity falls close to the base of
support. B, Balance is precarious when the line gravity falls at the edge of
the base of support. C, Balance cannot be maintained when the line of
gravity falls outside the base of support.
An object is stable when its center of gravity is close to its base of support,
when the line of gravity goes through the base of support, and when the
object has a wide base of support
Action Rationale
Adjust the working area to Objects that are close to the center of
waist level, and keep the gravity are moved with the least effort.
body close to the area.
Elevate adjustable beds
and overbed tables or lower
the side rails of beds to
prevent stretching and
reaching.
Provide a firm, smooth, dry Less friction between the object moved
bed foundation before and the surface on which it is moved
moving a client in bed or requires less energy.
use a pull sheet.
Before moving an object, The wider the base of support and the
increase your stability by lower the center of gravity, the greater
widening your stance and the stability.
flexing your knees, hips,
and ankles.
Use your gluteal and leg The synchronized use of as many large
muscles rather than the muscle groups as possible during an
sacrospinal muscles of your activity increases overall strength and
back to exert an upward prevents muscle fatigue and injury.
thrust when lifting.
Distribute the workload
between both arms and
legs to prevent back strain.
Use the weight of the body Body weight adds force to counteract the
as a force for pulling or weight of the object and reduces the
pushing, by rocking on the amount of strain on the arms and back.
feet or leaning forward or
backward.
TRUE OR FALSE
This quiz will test how well you understood the Principles of
Proper Body Mechanics and is designed in ten (10) items to be
completed within an ideal duration of 15 minutes. The following
are statements about body mechanics. Identify whether they are
true or false. Draw a CIRCLE ) on Column B if the statement is
correct and CROSS ( ) if it is incorrect.
A B
1. Appropriate preparation prevents potential falls and injury and safeguards the
client and equipment
2. Avoid working against gravity. Pull, push, roll, or turn objects instead of
lifting them. Lower the head of the client's bed before moving the client up in
bed
4. Before moving an object, relax your gluteal, abdominal, leg, and arm muscles
to prepare them for action.
5. Ineffective use of the major muscle groups occurs when the spine is rotated or
twisted.
6. More friction between the object moved and the surface on which it is moved
requires less energy.
7. Moving an object along a level surface requires more energy than moving an
object up an inclined surface or lifting it against the force of gravity
8. Objects that are close to the center of gravity are moved with the least effort.
9. The heavier an object, the lesser the force needed to move the object.
10. The wider the base of support and the lower the center of gravity, the greater
the stability
Self-Check Answer Key
Principles of Proper Body Mechanics
A B
1. Appropriate preparation prevents potential falls and injury and safeguards the
client and equipment
2. Avoid working against gravity. Pull, push, roll, or turn objects instead of
lifting them. Lower the head of the client's bed before moving the client up in
bed
4. Before moving an object, relax your gluteal, abdominal, leg, and arm muscles
to prepare them for action.
5. Ineffective use of the major muscle groups occurs when the spine is rotated or
twisted.
6. More friction between the object moved and the surface on which it is moved
requires less energy.
7. Moving an object along a level surface requires more energy than moving an
object up an inclined surface or lifting it against the force of gravity
8. Objects that are close to the center of gravity are moved with the least effort.
9. The heavier an object, the lesser the force needed to move the object.
10. The wider the base of support and the lower the center of gravity, the greater
the stability
Information Sheet 3.1-7
Client Safety Equipment
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Enumerate the different types of equipment to prepare for assisting in
client mobility.
2. Differentiate the names and use of the equipment from each other.
Devices Use
Support Devices
Position Indications
Used
allows greater
Fowler's
chest expansion place pillows
Or Semi-Sitting
and lung under the head,
ventilation the small of the
promotes back, arms and
postoperative ankles
drainage
footboard
place pillows
under the head,
promote comfort the small of the
head and back, arms and
Supine or Dorsal Recumbent shoulders are kept ankles
or Back-lying flat to facilitate footboard
healing following
certain surgeries or
anesthetics
facilitates drainage
from the mouth
prevents aspiration
reduces pressure
Sims‘ or Semi prone over the sacrum
and greater
trochanter of the
place pillows
hip
under head, upper
treatments like arm and upper leg
enema;
place sandbag
examinations or
parallel to plantar
treatments of the
surface of foot
perineal area
insertion of
suppository
promotes comfort
while sleeping
specially for
pregnant women
promote comfort
good for resting
and sleeping
Side-lying or Lateral place pillows at
promotes good
the back, under
back alignment
the head, upper
relieves pressure arm, upper leg
on the sacrum and and thigh
heels
facilitates drainage
from the mouth
promotes drainage
from the mouth
clients recovering place pillows
from surgery of the under the head,
Prone or Abdomen-lying abdomen (just
mouth and throat
below the
allows full diaphragm) and
extension of the lower leg
hip and knee joints
Orthopneic
provides postural
place pillows
drainage of basal
under the head,
Trendelenburg 's lung lobe promotes
arms and ankles
venous circulation
Self-Check 3.1-5
Client Safety Equipment
Identification
Identify the position that is being described by the following items. These are
questions that pertain to assistive devices needed in assisting in positioning
clients in bed. Write your answers on the box on the right side of each item.
Description Answer
1. Allows weak clients to roll from side to side or to
sit up in bed
2. Enables client to raise trunk from bed and to
transfer from bed to wheelchair. Allows client to
perform exercises that strengthen upper arms.
3. Individually molded for client to maintain proper
alignment of thumb; are slightly adducted in
opposition to fingers; maintains wrist in slight
dorsal flexion.
4. Keeps the feet in dorsiflexion to prevent plantar
flexion.
5. Maintains thumb slightly abducted and in
opposition to fingers, maintains fingers in slightly
flexed position.
6. Prevents external rotation of legs when client is in
supine position.
7. Provides additional support to mattress and
improves vertebral alignment.
8. Provides support and shape to body contours,
immobilizes and maintains specific body alignment
9. Supports natural body curvatures and prevents
pressure ulcers
10. Used for support or elevation of a body part.
Self-Check Answer Key
Client Safety Equipment
Description Answer
1. Allows weak clients to roll from side to side or to sit Side rails
up in bed
2. Enables client to raise trunk from bed and to Trapeze bar
transfer from bed to wheelchair. Allows client to
perform exercises that strengthen upper arms.
3. Individually molded for client to maintain proper Hand-wrist
alignment of thumb; are slightly adducted in splint
opposition to fingers; maintains wrist in slight
dorsal flexion.
4. Keeps the feet in dorsiflexion to prevent plantar Footboard or
flexion. Posey foot-
guard
5. Maintains thumb slightly abducted and in Hand Roll
opposition to fingers, maintains fingers in slightly
flexed position.
6. Prevents external rotation of legs when client is in Trochanter Roll
supine position.
7. Provides additional support to mattress and Bed boards
improves vertebral alignment.
8. Provides support and shape to body contours, Sandbag
immobilizes and maintains specific body alignment
9. Supports natural body curvatures and prevents Mattresses
pressure ulcers
10. Used for support or elevation of a body part. Pillow
Information Sheet 3.1-8
Handling of Hospital Equipment
Learning Objectives:
After reading this information sheet, you should be able to:
1. Identify and enumerate the two most common types of hospital bed.
2. Enumerate the basic parts of the hospital bed.
3. Handle the hospital bed according to its design and as appropriate.
With this bed you need to change bed positions by hand using
cranks. If you are unable to do this, you will need to ask someone
to help you. The cranks are located at the foot or head of the bed,
and you’ll have to pull them up manually.
Hip Gatch: this is where the hinges for adjusting the angle of the head of the
bed are being moved. It is designed so that the hip joints are positioned
approximately on these hinges. Thus, before adjusting the head of the bed,
make sure that the patient’s body is properly aligned and positioned on the
bed.
Head Crank: this is the pulley system usually located in the outer foot part of
the bed that is used to elevate or increase the angle of the head of the bed.
Turn this to clockwise to elevate the head; and counter clockwise to decrease
the elevation.
Knee Gatch: this is where the hinges for adjusting the angle of the foot of the
bed are being moved. It is designed in a way that when the crank is adjusted,
the knees should also flex.
Foot Crank: this is found next to the head crank that is used to adjust the
elevation or the angle of the foot of the bed.
Height Crank: used to elevate the height of the bed. It is usually located next
to the foot crank.
Wheels with Lock: the wheels are used to easily transport the bed from one
place to another while its locks are used to keep the bed in place. The lock
system is usually as easy as stepping on a button or switch every time you
want to lock or unlock the wheels. Lock the wheels whenever you are going to
perform anything with the patient or if you are going to leave the patient alone.
Adjustable Side-Rails: Usually comes in two pairs- one pair at the head part
and another at the foot part of the bed. These are raised to prevent the patient
from falling from bed. Sometimes they are also used to brace restraints for the
patient. However, to refrain from false imprisonment of the patient, one side
rail is left unraised.
Parts of the Electronic Hospital Bed
The electronic hospital bed has basically the same parts with the absence,
however, of the cranks since it can now be easily used by pushing on buttons
in a remote control, a control connected through a cable to the hospital bed or
on any bed surface.
If there are only two buttons, one button will be used to elevate the head of the
bed and the other the foot, while the height of the bed would be adjusted
manually through a separate crank.
If there are three buttons, then the three functions would be given a
corresponding button.
If there are four buttons, however, the fourth button would be used to change
the inclination of the bed, especially for positioning the patient to
trendelenburg or reverse.
Put a bell and a telephone within reach of the bed. These should be available
so the person may call for help when needed.
Keep the side rails up. If there is danger of the person falling off the bed,
keep the rails up at all times.
Never light matches, candles or smoke while in or around the bed. Do not
let others smoke or light matches or candles near your bed.
Put night lights where needed. Night-lights may help prevent falls.
If a footstool is needed for the person the get out of bed, make sure it is strong
and stable.
Put the bed control pad within easy reach of the bed for the person to
adjust positions. Learn to use the control panel, and practice the different
positions. Test the bed's hand and panel controls to be sure the bed is
working correctly. Some hospital bed controls may be locked so that a
person in bed cannot change bed positions themselves. If the bed has this
"locking" feature, test it to be sure it is working correctly.
Check for cracks and damage to the covering of the all bed controls. If
covers are damaged, liquids may get into the controls. This may cause them
to stop working, and may cause a fire.
Have a professional look at all parts of the bed, as well as the floor beneath
and around the bed for dust and lint build-up. These areas should be kept
clean.
Call the bed manufacturer or another professional if there are burning smells
or unusual sounds coming from the bed. Do not use the bed if there is a
burning smell coming from it. Call if the bed controls are not working
correctly to change positions of the bed.
Check the bed's power cord for damage. It may be crushed, pinched,
sheared, cut or worn through. Do not place furniture (such as rocking
chairs) away from the cord. Avoid placing or rolling the bed over the power
cord.
Do not place a rug or carpet over the power cord for the bed, or anything
else. Carpets and rugs may cause the cord to heat up too much, and lead to a
fire. Do not place the cord in a location where people walk, as this may
cause falls and damage the power cord.
Do not use an extension cord, or a power strip having more than one
plug-in outlet. Any damage to these can cause a fire. If you must use an
extension cord or power strip, have a professional check it before using it.
It will also need to be checked regularly for as long as you use it. Avoid
using outlet boxes that more than one cord may be plugged into. If you
must use an outlet box, place it where there is no risk of damage or
spilling liquids.
Plug the power cord from the bed directly into an outlet on the wall. Have a
professional check the outlet to see if it is working correctly. The outlet
should also be checked to be sure it is the right type for the cord. The
prongs (blades) on the plug should be tight. The cord should fit tightly into
the outlet. The plug, outlet and wall plate should not be chipped or cracked.
When adjusting the head, foot, or any part of the bed, be sure the bed is able
to move freely. It should extend to its full length, and adjust to any position.
Be sure bed movement does not affect the bed's power cord, plug, or outlet.
Hand control and power cords should not be threaded through moving parts
of the bed, or through bed rails. Watch the hand control cables and the
power cord as you are adjusting the bed. Normal bed movement should not
pinch or damage these cords.
Operation Sheet 3.1-1
Title : Operate a manual and an electronic hospital Bed
Performance Objective:
Given two manufacturer’s manual- one for a manual hospital bed
and the other an electronic hospital bed, you should be able to properly
and safely operate the hospital beds according to instructed positions
Supplies : Manufacturer’s Manual
CRITERIA
YES NO
Did you….
1. Gather instructions and relevant materials?
2. Read through the manufacturer’s manuals?
3. Follow standard precautions and check for any
discrepancies on the hospital beds?
4. Identify the parts of the bed correctly?
5. Operate the hospital beds according to prescribed
positions?
6. Re-check for any discrepancies on the equipment?
7. Complete the operation by using the correct
techniques?
Job Sheet 3.1-5
Title : Prepare to Assist in Client Mobility
Performance Objective:
Given the supplies, you should be able to properly prepare to
assist in Client mobility on a case simulation provided by evaluator.
Materials : Faucet with running water
Hand Soap
Paper Towels
Sterile Gloves
Waste Receptacles
Labels for receptacles
Hospital Devices
Pillow
Mattress
Sandbag
Trochanter
roll Trapeze
Side rail
Hospital Bed
Steps/Procedure:
1. Gather instructions and relevant materials.
2. Perform Medical Asepsis
3. Perform Surgical Asepsis through Gloving
4. Identify waste receptacles and label them correctly.
5. Identify Hospital devices and describe their uses.
6. Operate the hospital bed as prescribed, make sure to observe proper
body mechanics.
7. Report to evaluator for case analysis and oral questioning.
8. Evaluate Performance against Skill Evaluation sheet.
9. Refer to trainer for evaluation.
Assessment Method: Practical Demonstration
Republic of the Philippines
Cordillera Administrative Region
Municipality of La Trinidad
BVS COLLEGES
Km. 5, La Trinidad, Benguet
Please tick (/) YES if the following contents were successfully done and NO if not
successfully done in the performance of the job of preparing to assist in patient mobility.
Yes No
Takes standard precautions
MEDICAL ASEPSIS
Stop Time: H
Evaluators’ Input:
Evidence Plan
Competency
Health Care Services
Standard
Unit of
Assist in Patient Mobility
competency
Th
The evidence m ust show that the trainee..
Percentage
Comprehension
Factual Knowledge
Application
Content/ Objectives
Infection Control
10 15 5 30 30 %
Guidelines
Body Mechanics 6 12 12 30 30 %
This part of the learning material will test how much you have learned about
the entire learning outcome “Prepare to assist with client/patient mobility”
under the unit of competency “Assist in Client/ Patient Mobility”. A variation of
exam types has been designed for this test, starting from easy to hard. Follow
the succeeding instructions for each exam type.
I. TRUE OR FALSE
The following test is designed to measure a part of your comprehension
regarding the concepts of Patient Rights and Confidentiality, Infection
Control, Client Safety Equipment Use and Body Mechanics. Identify whether
statements are true or false. Draw a CIRCLE ( ) on Column B if the
statement is correct and CROSS ( ) if it is incorrect.
A B
1. Without looking at the aspect of monthly income, a
patient has the right to be treated with considerate and
respectful care.
20. Side rails allow weak clients to roll from side to side or
to sit up in bed.
Body Mechanics
21. Balance is maintained when the line gravity falls close
to the base of support.
26. Less friction between the object moved and the surface
on which it is moved requires less energy.
28. Objects that are far from the center of gravity are
moved with the least effort.
33. The farther the line of gravity to the center of the base
of support, the greater the stability.
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has
explained how the surgery will be done, the risks during and after
surgery and the alternative treatment available. What is the best
statement to describe the situation?
His surgeon is honoring the patient’s rights by explaining the
surgery to be done and including the risks and alternatives.
It does not have any weight on the client’s condition and is, thus,
insignificant.
The surgeon has done too much for the patient that the patient
already has a tendency to get confused.
None of the above.
2. A nursing attendant observes that Mrs. Lampitoc’s obstetrician hasn’t
been changing her gloves for the whole labor period of the mother and
finds out that this was because of Mrs. Lampitoc’s poverty. What
principle is subjected in this situation?
The patient has the right to know from his physician what his/ her
present diagnosis is.
The patient has the right to refuse any treatment
The privacy of the patient is very important.
Without looking at the aspect of monthly income, a patient has the
right to be treated with considerate and respectful care.
3. Before Mr. Raul goes to the surgery room for his operation, what should
be secured first?
A signed informed consent signifying that the patient knows the
surgery to be done, and the risks attached to it.
An anesthetic to numb him of the pain during surgery.
A transfer referral to another health care institution
Hallucinogens to divert his attention and keep him from being
anxious.
4. You are the nurse taking care of an attempted suicide patient and your
colleague who is not involved in your patient’s care asks you about the
past medical history of the patient. What is the best thing for you to say?
“Ok, I will let you take a peek at her chart”
“No, I cannot tell you any information about her since these are
private matters.”
“You’ll have to ask my chief nurse.”
“You’ll have to write a consent”
5. A patient is complaining that she does not want any student nurses
“practicing” with her and asks that only staff nurses care for her. What is
the best thing to consider?
The student nurses are competent and thus should not be
withdrawn from caring for the patient.
Honor the request of the patient and let staff nurses care
exclusively for her.
Ask for additional fee for her request.
Tell the patient to leave and find a better hospital.
6. The patient is in Abatan Hospital and is under severe cardiogenic shock.
He needs to be transferred to another institution since Abatan Hospital
lacks the needed facilities to support the care for the patient. Which
statement is best?
A transfer can only be completed if the receiving institution accepts
the patient.
The patient cannot be transferred unless he settles his fees.
The patient will be transferred but the health care providers of the
referring institution will go with him to continue care.
There is no correct statement.
7. They are tiny living beings that make their presence known only by their
effect.
Dwarves
Microorganisms
Organisms
Pathogens
8. These are microbes that are useful to human beings
Eubacteria
Microorganisms
Non-pathogens
Pathogens
9. They are microbes that causes diseases to human.
Eubacteria
Microorganisms
Non-pathogens
Pathogens
10. Which of the following is not a classification of microorganisms?
Bacteria
Cholera
Protozoa
Virus
11. Which statement is true about the Human Normal Flora?
Normal body flora are cells that attack foreign bodies
Normal body flora are flowers that normally grow inside the human
body
Normal body flora are naturally residing microorganisms in the
human body.
Normal body flora are the same in each part of the body
12. Among the chain of infection, this is the part that causes the disease
Causative agent
Mode of transmission
Portal of exit
Reservoir
13. This is a person who will become ill from the entry of pathogens into the
body.
Causative agent
Portal of entry
Reservoir
Susceptible host
14. It is where the pathogens can survive.
Causative agent
Portal of entry
Reservoir
Susceptible host
15. Which is not a way of transmitting a disease
Airborne transmission
Contact transmission
Droplet transmission
Mucosal transmission
16. These are people who have pathogens in their bodies but does not show
signs of the disease are called:
Carriers
Immune
Parasites
Pathogens
17. This type of waste is suspected to contain pathogens
General
Infectious
Radioactive
Chemical
18. Which is not a kind of infectious waste
Laboratory cultures
Wastes from autopsies
Patient’s feces
Wet food residuals
19. These are types of wastes that are parts of human body
Pathological waste
Chemical waste
Pharmaceutical waste
General waste
20. Which is not considered as a sharp
Needle
Syringe
Pressurized container
Blade
21. Which of the following is not a characteristic of haxardous wastes?
Toxic
Corrosive
Potable
Reactive
22. Where do you place non-infectious dry wastes?
Black container
Green container
Yellow container
Red container
23. Where should infectious wastes go?
Black container
Green container
Yellow container
Red container
24. Where should pathological wastes go?
Black container
Green container
Yellow container
Red container
25. What kinds of receptacle should radioactive materials be placed?
Orange
Red
Black
Green
26. Where should sharps be disposed in
Orange
Red
Black
Green
27. Where does non-infectious, wet waste go?
Orange
Red
Black
Green
28.It is the efficient, coordinated and safe use of the body to move objects
and carry out the activities of daily living
Aerobics
Body mechanics
Ergonomics
Exercise
29. Provides additional support to the mattress and improves vertebral
alignment.
Bed board
Footboard
Hand roll
Mattress
30. Used for support or elevation of a body part.
Bed board
Footboard
Hand roll
Pillow
Enumeration: list down what is being asked for by the following items in
the left column. Write your answers on the right column.
DESCRIPTION.
is another type
among two others which is
indicated for difficulty breathing
and where the head is elevated to
P-90 .
P P P
150.
P P
is also known as
back-lying position and is
indicated to enhance healing of
abdominal wounds or spinal
injuries or the administration of
general anesthesia.
Matching Type: Identify what is being asked for or described by each item.
Choose your answers from column B and write them down in Column C.
B C
A
1.
1. It is the efficient, coordinated and safe use of the
body to move objects and carry out the activities
of daily living
a. Balance
2. The point at which its mass is centered. b. Base of 2.
Support
3. The foundation that provides the stability of the c. Body 3.
object Mechanics
d. Center of
4. What is being maintained during work by 4.
Gravity
widening the base of support and keeping the
e. Pressure
line of gravity close to the center? Ulcer
5. Degradation of the skin consequent to stasis in 5.
one bed position.
WRITTEN TEST SELF-CHECK
I. TRUE OR FALSE
The following test is designed to measure a part of your comprehension
regarding the concepts of Patient Rights and Confidentiality, Infection
Control, Client Safety Equipment Use and Body Mechanics. Identify whether
statements are true or false. Draw a CIRCLE ( ) on Column B if the
statement is correct and CROSS ( ) if it is incorrect.
A B
1. Without looking at the aspect of monthly income, a
patient has the right to be treated with considerate and O
respectful care.
20. Side rails allow weak clients to roll from side to side or
to sit up in bed.
O
Body Mechanics
21. Balance is maintained when the line gravity falls close
to the base of support. O
28. Objects that are far from the center of gravity are
moved with the least effort.
X
33. The farther the line of gravity to the center of the base
of support, the greater the stability.
X
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has
explained how the surgery will be done, the risks during and after
surgery and the alternative treatment available. What is the best
statement to describe the situation?
His surgeon is honoring the patient’s rights by explaining the
surgery to be done and including the risks and alternatives.
It does not have any weight on the client’s condition and is, thus,
insignificant.
The surgeon has done too much for the patient that the patient
already has a tendency to get confused.
None of the above.
2. A nursing attendant observes that Mrs. Lampitoc’s obstetrician hasn’t
been changing her gloves for the whole labor period of the mother and
finds out that this was because of Mrs. Lampitoc’s poverty. What
principle is subjected in this situation?
The patient has the right to know from his physician what his/ her
present diagnosis is.
The patient has the right to refuse any treatment
The privacy of the patient is very important.
Without looking at the aspect of monthly income, a patient
has the right to be treated with considerate and respectful
care.
3. Before Mr. Raul goes to the surgery room for his operation, what should
be secured first?
A signed informed consent signifying that the patient knows
the surgery to be done and the risks attached to it.
An anesthetic to numb him of the pain during surgery.
A transfer referral to another health care institution
Hallucinogens to divert his attention and keep him from being
anxious.
4. You are the nurse taking care of an attempted suicide patient and your
colleague who is not involved in your patient’s care asks you about the
past medical history of the patient. What is the best thing for you to say?
“Ok, I will let you take a peek at her chart”
“No, I cannot tell you any information about her since these
are private matters.”
“You’ll have to ask my chief nurse.”
“You’ll have to write a consent”
5. A patient is complaining that she does not want any student nurses
“practicing” with her and asks that only staff nurses care for her. What is
the best thing to consider?
The student nurses are competent and thus should not be
withdrawn from caring for the patient.
Honor the request of the patient and let staff nurses care
exclusively for her.
Ask for additional fee for her request.
Tell the patient to leave and find a better hospital.
6. The patient is in Abatan Hospital and is under severe cardiogenic shock.
He needs to be transferred to another institution since Abatan Hospital
lacks the needed facilities to support the care for the patient. Which
statement is best?
A transfer can only be completed if the receiving institution
accepts the patient.
The patient cannot be transferred unless he settles his fees.
The patient will be transferred but the health care providers of the
referring institution will go with him to continue care.
There is no correct statement.
7. They are tiny living beings that make their presence known only by their
effect.
Dwarves
Microorganisms
Organisms
Pathogens
8. These are microbes that are useful to human beings
Eubacteria
Microorganisms
Non-pathogens
Pathogens
9. They are microbes that causes diseases to human:
Eubacteria
Microorganisms
Non-pathogens
Pathogens
10. Which of the following is not a classification of microorganisms?
Bacteria
Cholera
Protozoa
Virus
11. Which statement is true about the Human Normal Flora?
Normal body flora are cells that attack foreign bodies
Normal body flora are flowers that normally grow inside the human
body
Normal body flora are naturally residing microorganisms in the
human body.
Normal body flora are the same in each part of the body
12. Among the chain of infection, this is the part that causes the disease
Causative agent
Mode of transmission
Portal of exit
Reservoir
13. This is a person who will become ill from the entry of pathogens into the
body.
Causative agent
Portal of entry
Reservoir
Susceptible host
14. It is where the pathogens can survive.
Causative agent
Portal of entry
Reservoir
Susceptible host
15. Which is not a way of transmitting a disease
Airborne transmission
Contact transmission
Droplet transmission
Mucosal transmission
16. These are people who have pathogens in their bodies but does not show
signs of the disease are called:
Carriers
Immune
Parasites
Pathogens
17. This type of waste is suspected to contain pathogens
General
Infectious
Radioactive
Chemical
18. Which is not a kind of infectious waste
Laboratory cultures
Wastes from autopsies
Patient’s feces
Wet food residuals
19. These are types of wastes that are parts of human body
Pathological waste
Chemical waste
Pharmaceutical waste
General waste
20. Which is not considered as a sharp?
Needle
Syringe
Pressurized container
Blade
21. Which of the following is not a characteristic of hazardous wastes?
Toxic
Corrosive
Potable
Reactive
22. Where do you place non-infectious dry wastes?
Black container
Green container
Yellow container
Red container
23. Where should infectious wastes go?
Black container
Green container
Yellow container
Red container
24. Where should pathological wastes go?
Black container
Green container
Yellow container
Red container
25. What kinds of receptacle should radioactive materials be placed?
Orange
Red
Black
Green
26. Where should sharps be disposed in
Orange
Red
Black
Green
27. Where does non-infectious, wet waste go?
Orange
Red
Black
Green
28.It is the efficient, coordinated and safe use of the body to move objects
and carry out the activities of daily living
Aerobics
Body mechanics
Ergonomics
Exercise
29. Provides additional support to the mattress and improves vertebral
alignment.
Bed board
Footboard
Hand roll
Mattress
30. Used for support or elevation of a body part.
Bed board
Footboard
Hand roll
Pillow
Enumeration: list down what is being asked for by the following items in
the left column. Write your answers on the right column.
DESCRIPTION.
150. P P
position.
B. Identify what is being asked for or described by each item. Write your
answers on the space proved after each item.
◻ COMPETENT
◻ NOT YET COMPETENT
Questioning Tool
Satisfactory
Response
Question to Prove the Trainee’s Underpinning Knowledge
YES NO
Safety Questions
Contingency Questions
Infrequent Events
The candidates
underpinning ◻ NOT SATISFACTORY
◻ SATISFACTORY
knowledge was
Feedback to Candidate:
General Comments:
Strengths:
Improvements:
University-College of Nursing
Taylor, C.R. et. al (2011). Fundamentals of Nursing: The Art and Science of
U
Nursing Care. 7th Edition. Wolters Kluwer Health- Lippincott Williams &
UPU UPU U
Wilkins
Venue
Training Facilities/Tools Date &
Trainee (Workstation/ Remarks
Activity and Equipment Time
Area)
- Information
Sheet on Pateint
Confidentiality May 27,
- Patient
- Video 2014
confidentiality documentary
Learning
and privacy - Laptop Resource Area
8:00-
requirements - Speakers 9:00 am
- DLP Projector
- Information
- OSH sheet on OSH Learning
procedures resource Area
Procedures
- Soap
- Water May 27,
- Infection - Sink 2014
Bulcio, - Paper Towels
control Wash Area
Carlita
guidelines - Sterile Gloves 8:00-
- Performance 9:00 am
Checklist
Learning
Resource Area
- Information May 27,
- Equipment
Lilibeth Sheets 2014
use and Work Station
Alyao - Hospital
specifications 3: Assist in
Equipment 8:30 am
Patient
Mobility
- Information
Learning
Sheet on
- Body Resource Area
Principles of
Mechanics
Body
Lecture Area
Mechanics
- Information
Sheet on Safe
Norie Handling
Workstation # Ma7 27,
- Safe Diamas Skills
3: Assist in 2014
handling - Job Sheets in
Patient
skills Leah Assistin in
Mobility 9:00
Matis Patient
Mobility
-Oral
-Oral Trainer’s
Questionning
Questionning Resource Area
Tool
Prepared By:
BASIC COMPETENCIES
a. Plan responses
Segundo, Ronald M.
NAME OF TRAINEE
:
Alyao, Lilibeth G.
Diamas, Norie C.
Bulcio, Carlita G.
Matis, Leah V.
Qualif
icatio
n:
PARTICIPATE IN WORKPLACE
COMMUNICATION
2. Participate in workplace
meetings and
discussions
Date Developed:
Developed by:
team
SANDOVAL, Warren Jae M.
CHART
May 2014
Issued by:
priorities
Document No.
e to
3. Maintain professional
growth and development Fini
risks
4. Maintain occupational
health and safety (OHS)
awareness
NAME OF TRAINEE
Alyao, Lilibeth G.
Bulcio, Carlita G.
Segundo, Ronald
Diamas, Norie C.
Matis, Leah V.
Assist in Client. Patient Mobility
Date Developed:
Developed by:
SANDOVAL, Warren Jae M.
May 2014
1. Plan responses
2. Plan responses
COMMON COMPETENCIES
3. Plan responses
Issued by:
Document No.
NAME OF
TRAINEE
Lilibeth G.
Carlita G.
Segundo,
Diamas,
Norie C.
Ronald
Bulcio,
Alyao,
V. PREPARE AND MAINTAIN BEDS
2. Make bed
Date Developed:
Developed by:
SANDOVAL, Warren Jae M.
3. Perform post-transport
procedures
Revision # 01
Issued by:
ASSIST IN BIO-PSYCHOSOCIAL
Document No.
Achievement Chart
Healthcare Services NC II
Practice Career
Work in a Team Professionalism
Environment
Competency Competency
Asessment Asessment
Job Job
Sheet Sheet Pre- Post-
c test Job Job Job
1A-1 1A2 test Sheet Sheet Sheet
B Scores Scores
1B1 1B2 1C1
Name of Trainee a
Alindayo, Janice s
i
Alyao, Lilibeth c
Ben-At, Cristan
Biniahan, Samar
Bulcio, Carlita
Catalino Judy Ann
Damitan, Jurist Lee
Diamas, Norie
Dimuyog, Jerica
Matis, Leah
Legend:
/ Passed
X Failed
Prepared By:
Competency Competency
Asessment Asessment
re- Post- Job Job Pre- Post-
Job Job Job Job Job Job Job
test test Sheet Sheet test test
Sheet Sheet Sheet Sheet CO Sheet Sheet Sheet
Score Scores 1D13 1D14 Scores Scores
1C2 1C3 1D1 1D2 MM 2A1 2A2 2A3
s ON
P
Achievement Chart
Health Care Services NC II
S
h
Achievement Chart
Health Care Services NC II
andard of
patient services Collect and maintain linen
stocks at en
Competency Competency
Asessment Asessment
Post- Post- Self
Job Job ob Job Pre- Job Job Job Pre-
test test Check
Sheet Sheet Sheet Sheet test S Sheet Sheet Sheet test
cores Scores (Linen
2D1 2D2 2D3 2D3 Scores 1.1-1 1.1-2 1.1-2 Scores
C
J O
R
E
Achievement Chart
Health Care Services NC II
d-user
loc ions
a
t
rting
client
/patients
s
Competency
peration Operation Operation Operation
Asessment
Sheet 1.4-1 Sheet 1.4-2 Sheet 1.5-1 Sheet 1.5-2
Job Pre- Post- Pre-
Sheet test test test
Sel S
1.4-1 Scores cores Scores
f-
ch
O
eck
Achievement Chart
Health Care Services NC II
Competencye Competency
Asessm t n Asessment
Post- Job Job Job Pre- Post-
est Sheet Sheet Sheet test test
Scores 1.6-1 1.6-2 1.6-2 Scores Scores
t
H
TRAINING SESSION EVALUATION FORM
INSTRUCTIONS
Fair/ Satisfactory
Poor/ Unsatisfactory
Good/ Adequate
Outstanding
Satisfactory
TRAINERS/INSTRUCTORS
1 2 3 4 5
Name of Trainer:
1. Orients trainees about CBT, the use of CBLM
and the evaluation system
2. Discusses clearly the unit of competencies
and outcomes to be attained at the start of
every module
3. Exhibits mastery of the subject/course
he/she is teaching
4. Motivates and elicits active participation from
the students or trainees
5. Keeps records of evidence/s of competency
attainment of each student/trainees
6. Instill value of safety and orderliness in the
classrooms and workshops
7. Instills the value of teamwork and positive
work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in teaching
12. Provides extra attention to trainees and
students with specific learning needs
13. Attends classes regularly and promptly
Good/ Adequate
Outstanding
Fair/ Satisfactory
Unsatisfactory
Satisfactory
Poor/
PREPARATION
1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is
well explained
4. Expected activities/outputs are
clarified
Fair/ Satisfactory
Good/ Adequate
Outstanding
Unsatisfactory
1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and
presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like Task/Job Sheets
are sufficient to learn required skills
6. Valuable knowledge are learned through
the contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation
system are suitable for the trainees and
the competency
9. Recording of achievements and
competencies acquired is prompt and
comprehensive
10. Feedback about the performance of
learners are given immediately
Very Good/ Very
Fair/ Satisfactory
Good/ Adequate
Outstanding
Unsatisfactory
Satisfactory
Poor/
TRAINING FACILITIES/RESOURCES
1 2 3 4 5
1. Training resources are adequate
2. Training venue is conducive and
appropriate
3. Equipment, supplies, and materials are
sufficient
4. Equipment, supplies and materials are
suitable and appropriate
5. Promptness in providing supplies and
materials
Fair/ Satisfactory
Good/ Adequate
Outstanding
Poor/ Unsatisfactory
1 2 3 4 5
Comments/Suggestions:
C E R T I F I C A T I O N
This certification is issued upon the request of Mr. SANDOVAL for any legal
purposes and intends it may serve him best Issued this 30th day of May 2014 at
Km. 5 La Trinidad, Benguet, Philippines.
Housekeeping Inspection
Checklist
Waste Segregation
Purchase Request
Operational Procedure
Housekeeping Schedule
Breakdown/repair Report
Inspection Report
Work Request
Salvage Report
Training Certificates
ACTIVITIES MAN-
POWER Every Every
Other Weekly 15th Monthly Remarks
Daily
P P
Day Day
1. Test-check BP cuff
for leaks, holes , and
Trainer
breaks
2.Check for incorrect
zero and calibration of
Trainer
sphygmomanometer
3. Check functionality
of aneroid
sphygmomanometer
comparing results to a
Trainer
mercurial
sphygmomanometer or
the like
4. Test-check equity of
the stethoscope’s
sounds heard on the Trainer
earpieces
5. Check the
connection
of the stethoscopes Trainer
parts
6. Clean stethoscope
with 3% Hydrogen
Trainer
Peroxide solution
7. Wash BP cuff and
sun
Trainer
dry
Prepared by:
8 HOURS
1T 50 Hours 100 HOURS
Test-check BP cuff Clean
for leaks, holes , and stethoscope Check functionality of
breaks Check the aneroid
Check for incorrect connection of the sphygmomanometer
zero and calibration of stethoscopes
sphygmomanometer comparing results to a
parts
mercurial
Test-check equity of
sphygmomanometer
the stethoscope’s
sounds heard on the or the like
earpieces
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
HOUSEKEEPING INSPECTION CHECKLIST
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
2. Does the gauge return to zero after the cuff has been deflated?
4. Are the sounds heard from the right earpiece equal to those
heard from the left?
5. Are the rubber tubing’s of the stethoscope in place?
Remarks:
Prepared by:
In- Charge
1. Papers
3. Dressing trays
4. Sputum caps
5. Mercurial thermometers
6. Masks
7. Goggles
8. Head caps
9. Straps
10.Splints
11.Slings
12.Bandages
13.Crutches
14.Feeding utensils
15.Linens
17.Rubber sheet
18.Thermal blanket
19.Kelly pad
20.Rubber ring
21.Patient’s gown
22.Draw sheet
24.Bed pan
25.Soap dish
26.Urinals
27.Ambu man
28.Ambu baby
29.Plaster
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
PURCHASE REQUEST
BVS COLLEGES
Km. 5, La Trinidad, Benguet
Unit Total
Stock
Unit Item Description Quantity Cost Cost
No.
(Php) (Php)
Purpose: Tools and materials in the practical work area are not enough and
some are not functional. Supplies are consumables and are needed to replace.
Requested By:
Approved By:
Signature:
WARREN JAE M.
SANDOVAL GRACE E. CUYAHON
PRINTED NAME:
HCS NC II Trainer
Designation: Registrar/ Administrative
Officer
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
OPERATIONAL PROCEDURE
Equipment Code
Operation Procedure:
Prepared by:
Qualification
aa a Healthc re Services NC II
Area/ Section Healthc re Laboratory
In- Charge Healthc re Personnel (Warren Jae M. Sandoval)
o Schedule for the 2nd Semester, 2012
Every
P P
th
Every 15 Day
Weekly
Resp onsible
Daily
other Day
ACTIVITIES
Monthly
Remarks
pers n
P
P
1. Clean all tools Trainee/Utility
X
and equipment Personnel
2. Clean tables Trainee/Utility
X
and chairs Personnel
3. Arrange all
Trainee/Utility
tools, equipment, X
Personnel
tables and chairs
4. Wash all bed
linens, curtains Utility
X
and linen hamper Personnel
cloths.
5. Disinfect
Trainee/Utility
unused X
Personnel
tools/equipment
6. Disinfect used Trainee/Utility
X
tools/equipment Personnel
7. Dispose all
expired materials
Healthcare
and non-
Personnel
recyclable
damaged items
Trainee/Utility
8. Clean floor X
Personnel
9. Clean walls Utility
X
and windows Personnel
Trainee/Utility
10. Dispose waste X
Personnel
Prepared by:
11. Lock storage
Healthcare
WARREN JAE M. SANDOVAL
cabinets every X
Personnel
HCS NC II Trainer
WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO
1. Clean all tools and equipment.
2. Clean tables and chairs.
3. Arrange all tools, equipment, tables and chairs.
5. Disinfect unused tools/equipment
6. Disinfect used tools/equipment
7. Clean floor
8. Dispose waste
9. Lock storage cabinets every after use
WEEKLY TASK YES NO
1. Wash all bed linens, curtains and linen hamper cloths.
2. Clean walls and windows
MONTHLY TASK YES NO
1. Inspect expired materials and non-recyclable damaged
items.
2. Clean instructional materials & modules; arrange and put
in order
Prepared by:
DESCRIPTION
LOG DATE TYPE
(System Components,
SERIAL ISSUED (Danger/Caution)
Test reference, etc.
No smoking/fire within 50
2012- 05 10-18-2012 Warning
feet
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
BREAKDOWN/ REPAIR REPORT
Property ID Number:
Findings Recommendation
By Technician Reported:
Date: Date:
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
INSPECTION REPORT
FACILITY PROGRESS /
INCIDENT ACTION TAKEN
TYPE REMARKS
Overbed Table Detached wheels Sent to Repaired
on the left rear maintenance for
repair
Nebulizer Unable to switch Sent to Cannot be
on manufacturer for repaired; replace
repair nebulizer
Hospital Bed Malfunctioning Sent to Repaired
Manual Lever maintenance for
repair
BP Apparatus Non-Inflating Cuff Troubleshooting Needs
done replacement
Wheelchair Malfunctioning Sent to Repaired
left wheel lock maintenance for
repair
Bedside Table Inoperable door Hinges Lubricated Repaired
Linen Hamper Torn hamper Mended Repaired
cloth
Reported by:
Prepared by:
Unit Description:
No.
Over-bed Table
Observation:
Detached Wheels on the Left Rear Date Reported:
May 27, 2014
Should be reattached Reported by:
Warren Jae M.
Sandoval
Activity: Soldering Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Nebulizer
Observation:
Unable to switch on Date Reported:
May 27, 2014
Should be sent to manufacturer/place of purchase for Reported by:
repair or replacement Warren Jae M.
Sandoval
Activity: Referred to manufacturer for repair Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. BP Apparatus
Observation:
Non-inflating Cuff Date Reported:
May 27, 2014
Should be replaced if the damage is tearing of the cloth Reported by:
part of the cuff Warren Jae M.
Sandoval
Activity: Purchased Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Hospital
Bed
Observation:
Detached Wheels on the Left Rear Date Reported:
May 27, 2014
Should be reattached Reported by:
Warren Jae M.
Sandoval
Activity: Soldering Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Linen Hamper
Observation:
Torn Hamper Cloth Date Reported:
Should be mended May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Tear Stitched Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Bedside Table
Observation:
Inoperable door Date Reported:
Should be repaired May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Hinges lubricated Date completed:
May 27, 2014
Sign:
Spare parts used: none
Unit Description:
No. Wheelchair
Observation:
Malfunctioning left wheel lock Date Reported:
May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Should be repaired Date completed:
May 27, 2014
Sign:
Spare parts used: Wheel Lock
Prepared by:
Prepared by:
C E R T I F I C A T I O N
Likewise, he always prepare his session plans and adopted the requirements of
Competency -Based Training under the Unit of Competency Maintain Training
Facilities through the visual display and accomplishment of r elevant forms in
the Facilities Maintenance Area of his Laboratory with the following forms:
a. Housekeeping Schedule
b. Equipment Maintenance Schedule
c. Housekeeping Inspection Checklist
d. Maintenance Inspection Checklist
e. Equipment Record with Code and Drawing
f. Tag -out Bill
g. Waste Segregation List
h. Breakdown Report
i. Work Request
j. Salvage Report
k. Inspection Report
I. Operation of Equipment
This certification is issued upon the request of Mr. SANDOVAL for any legal
purposes and intends it may serve him best.
Training Plan
Evaluation
Trainee’s Progress
Sheet
Memorandum of Agreement
II
Information
Sheets
PowerPoint
Patient Presentations
Modular/ Self- Self-check
confidentiality Video
Paced
and privacy presentations Classroom Return
Lecture
Prepare to requirements Hygiene Kit Laboratory/ Demonstration
OSH procedures Discussions Warren Jae
assist with M. Sandoval, PPE Simulated TBA
Demonstrations Practical
patient Infection RN Sink with Workplace
Role-Play Exercises
mobility control faucet and Wash area
guidelines Video running water Oral
Equipment use Presentation Sterile gloves Questioning
and specifications Hospital
Body Mechanics Assistive
Devices
Hospital Bed
Information
Patient Sheets
confidentiality
PowerPoint
and privacy
Presentations Self-check
requirements Modular/ Self-
Video
OSH procedures Paced Classroom Return
presentations Demonstration
Infection Lecture Laboratory/
Assist with Hygiene Kit
control Discussions Warren Jae Simulated Observation
client/patient M. Sandoval, PPE TBA
guidelines Demonstrations Workplace
mobility RN Sink with Practical
Appropriate Role-Play Actual
faucet and Exercises
communication Video Workplace
running water
skills Presentation Oral
Sterile gloves
Equipment use Questioning
Hospital
and
Assistive
specifications
Devices
Safe handling
Hospital Bed
skills
INSTRUCTIONS
Fair/ Satisfactory
Poor/ Unsatisfactory
Good/ Adequate
Outstanding
Satisfactory
TRAINERS/INSTRUCTORS
1 2 3 4 5
Name of Trainer:
1. Orients trainees about CBT, the use of CBLM
and the evaluation system
2. Discusses clearly the unit of competencies
and outcomes to be attained at the start of
every module
3. Exhibits mastery of the subject/course
he/she is teaching
4. Motivates and elicits active participation from
the students or trainees
5. Keeps records of evidence/s of competency
attainment of each student/trainees
6. Instill value of safety and orderliness in the
classrooms and workshops
7. Instills the value of teamwork and positive
work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in teaching
12. Provides extra attention to trainees and
students with specific learning needs
13. Attends classes regularly and promptly
14. Shows energy and enthusiasm while teaching
Date Developed: Document No.
May 2014 Issued by:
Health Care Services NC II Date Revised:
Good/ Adequate
Outstanding
Fair/ Satisfactory
Unsatisfactory
Satisfactory
Poor/
PREPARATION
1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is
well explained
4. Expected activities/outputs are
clarified
Fair/ Satisfactory
Good/ Adequate
Outstanding
Unsatisfactory
1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and
presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like Task/Job Sheets
are sufficient to learn required skills
Date Developed: Document No.
May 2014 Issued by:
Health Care Services NC II Date Revised:
Good/ Adequate
Outstanding
Unsatisfactory
Satisfactory
Poor/
TRAINING FACILITIES/RESOURCES
1 2 3 4 5
1. Training resources are adequate
2. Training venue is conducive and
appropriate
3. Equipment, supplies, and materials are
sufficient
4. Equipment, supplies and materials are
suitable and appropriate
5. Promptness in providing supplies and
materials
Fair/ Satisfactory
Good/ Adequate
Outstanding
Poor/ Unsatisfactory
SUPPORT STAFF
1 2 3 4 5
Comments/Suggestions:
U Ok naman. Nagenjoy kami sa pagtuturo ni sir, pero sana masmabait yung nasa
I.D.
Trainee’s No.
NAME:
II TRAINING DURATION:
TRAINER:
NC Level II
NC Level II
Clean
Perform post-transport
equipment in
procedures accordance with
established
Unit of Competency: 5. ASSIST IN BIO-PSYCHOSOCIAL SUPPORT relationship
with patients
CARE OF PATIENTS
Generate trust
NC Level II and confidence
of patient
consistently in
Learning Outcome Task/Activity Date Instructors all of the
Required Accomplished Remarks relevant work
activities that
Make initial
Establish and maintain are undertaken
contact with
rapport with client Maintain
patient care and
Confidentiality
its appropriate
and privacy of
time according
patient
to the care plan
consistently
and / or
established Respect
procedures Patient’s rights
and roles in
Demonstrate
decision-
courtesy in all
making
communication
with patients
and staff in the
workplace Obtain information Obtain patient
Initiate regarding the Bio- information
interpersonal Psychosocial Needs of the from the family/
exchanges with significant
patient
patient as others and
appropriate concerned
Develop health personnel
communication
and maintained Determine
for effective and recognize
patient bio-
psychosocial emotional
care needs discomfort to
Confirm scope, patients and
nature and with minimum
frequency of risk to self
patient support
Provide
needs with
assistance in
patient and
emergency
appropriate
situations
health personnel
according to
as required
prescribed
Report patient
protocol
information as
appropriate and
conform with Trainee’s Signature
ethico-moral,
legal, Trainer’s Signature:_
professional and
institutional
requirements
Provide comfort
Assist patient in meeting
and safety
his bio-psychosocial needs measures
according to the
care plan and
direction of the
health
professional
Provide
assistance and
support with
minimum
physical and
Unit of Competency: 6. HANDLE WASTE IN A HEALTH CARE personal protective equipment
in accordance with job
ENVIRONMENT requirements, manufactures’
NC Level II specifications, workplace
requirements and relevant
legislation
Learning Task/Activity Required Date Instructors
Outcome Accomplished Remarks Identify and Clearly identify and handle
hazardous, dangerous and
segregate
Determine job Review work sheets to non-conforming waste in
determine waste handling waste accordance with workplace
requirements
requirements policies and procedures as well
Select and obtain as relevant legislation
appropriate equipment for Accurately identify, label and
waste handling tasks and to segregate all waste according
maximize work to waste types in accordance
effectiveness and efficiency with workplace policies and
Organize and set Health care procedures and relevant
sites up to ensure safe, legislation
effective and efficient handling Carefully place all sorted
of waste in accordance with waste into correct waste
workplace requirements and category containers to prevent
relevant legislation litter in work areas and avoid
Identify and manage cross-contamination
potential risks and hazards to Frequently monitor waste
work in accordance with containers to ensure adequate
workplace requirements, OSH, available containers and to
infection control and other secure containment of waste
relevant legislation Empty or replace full waste
Follow reporting containers or replace promptly
identified risks in to minimize disruption to the
accordance with workplace workplace in accordance with
procedures policies and procedures and
Select and fit emergency and
job requirements legislation and workplace
Clearly label segregated requirements
waste in accordance with job
requirements, workplace Conduct Inspect and check waste to
policies and procedures and ensure that it is placed in the
quality control
relevant legislation correct waste receptacle
activities
Inspect and check storage
Transport and Select appropriate transport
areas to ensure that they are
equipment for waste transport
store waste secured in accordance with
activities to maximize work
workplace requirements and
effectiveness and efficiency and
relevant legislation
in accordance with workplace
Document accurately and
policies and procedures and
promptly all details of quality
relevant legislation
control activities in accordance
Color-code and label all
with workplace requirements
transport equipment in
and relevant legislation
accordance with workplace
policies and procedures and Clean waste storage sites and
Clean-up work
relevant legislation all equipment to ensure safe
Secure transport loads and not areas
and effective future operation
overload according to in accordance with company
workplace requirements and requirements
relevant legislation Dispose of waste from
Perform waste collection cleaning activities in
rounds as often as required to accordance with workplace
minimize waste overflow requirements, council
hazards. requirements and relevant
Enclose and secure storage legislation
areas are in accordance with
workplace requirement and
Trainee’s Signature:
relevant legislation
Store waste types in
Trainer’s Signature:_
accordance with relevant
Patient
confidentiality
and privacy
requirements
OSH Numerical
PREPARE TO procedures Rating: 85 %
ASSIST WITH Infection September 3, September
60 hours
PATIENT control 2013 14, 2013 Adjectival
MOBILITY guidelines Rating: N.D.L
Competent W.J.M.S.
Equipment use
and
specifications
Body
Mechanics
HCS NC II Trainer
Outstanding
Good/ Adequate
Poor/ Unsatisfactory
Satisfactory
PREPARATION
1 2 3 4 5
RATER B
Outstanding
Good/ Adequate
Poor/ Unsatisfactory
Satisfactory
PREPARATION
1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is
well explained
4. Expected activities/outputs are
clarified
Outstanding
Good/ Adequate
Poor/ Unsatisfactory
Satisfactory
PREPARATION
1 2 3 4 5
PREPARATION AVERAGE
General Interpretation:
As shown by the data, it can be concluded that the trainer’s preparation
of the training is generally outstanding.
Recommendation/s:
In order to enhance the adherence of the health care laboratory to the
standard component of a CBT workshop, I dutifully recommend that more
equipment should be purchased.
Prepared by:
Prepared by:
B e n gu e t G en e r al H os pi t al
U
K m. 5, La Trinidad,
U
Department: Med i c a l W a rd
U
Semester: 2nd PU UP
Approved by:
MA. CORAZON B. SOMYDEN
Academic Dean
MEMORANDUM OF AGREEMENT AS AFFILIATING HOSPITAL
LUIS HORA MEMORIAL REGIONAL HOSPITAL with office address at Abatan Bauko
Mountain Province, a duly authorized secondary hospital represented by EPIFANIO B.
PAGALILAUAN,Jr., MD, MHA , Chief of Hospital III herein referred to as the PARTY OF
THE FIRST;
And
BVS COLLEGES, with office address at KM 5 La Trinidad Benguet, a duly recognized
Institution by the Department of Education and Technical Educational and Skills Development
Authority represented by Engr. KENDAR A. SOMYDEN herein referred as the PARTY OF
THE SECOND PART;
WITNESSETH
1. That the PARTY OF THE FIRST PART agrees and allows the affiliation and
training of HEALTH CARE SERVICES NC II students of the PARTY OF
THE SECOND PART subject to the policies, procedures and guidelines
governing Affiliation and Training of students in the Department of Health
Agencies and that the Chief of Agency representing the PARTY OF THE
FIRST PART shall be responsible and liable to the fullest extent any violation of
the Provision in Administrative Order No. –A, series 1996, likewise, in the
PARTY OF THE SECOND PART shall strictly comply with the provision of
the above Administrative Order and any violation thereof, shall be legitimate
ground for the cancellation of the contract.
3. The term of this contract is from September 30, 2013 to September 30, 2018.
IN THE WITNESS WHEREOF, the parties hereto have signed this contract in
Philippines, this day of
20 .
SIGNATORIES
ACKNOWLEDGEMENT
Before me, this day of , 2013 Notary Public in and for the
, Philippines personally appeared EPIFANIO B.
PAGALILAUAN,Jr.,MD,MHA with Residence Certificate No. issued
at on and ENGR.
KENDAR A. SOMYDEN with Residence Certificate No. 06377046 issued at La Trinidad,
Benguet on January 30, 2013 both known to me to be the same persons who executed the
foregoing instrument and they acknowledged that the same is their free act and voluntary deed.
This instrument consisting of two (2) pages, including this page on which this
acknowledgement is written, has been signed on each and every page thereof by the parties
hereof and their witnesses and sealed with my notarial seal.
IN WITNESS, WHEREOF, I have hereunto set my hand, the day, year and place
written above.
NOTARY PUBLIC
Doc. No.
Page No.
Book No.
Series of 2014 _
BVS COLLEGES
Km. 5, La Trinidad, Benguet
422-4992
C E R T I F I C A T I O N
This certification is issued upon the request of Mr. SANDOVAL for any legal
purposes and intends it may serve him best Issued this 30th day of May 2014 at
Km. 5 La Trinidad, Benguet, Philippines.
Attendance Sheet
Competency Assessment Results Summary
Self-Assessment
Competency Assessment
Agreement Rating Sheets
ATTENDANCE SHEET
Name of Competency
Assessment Center :
Date of Assessment:
Assessment
No. CANDIDATE’S NAME Signature
Results
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Assessor/s: TESDA Representative:
CAC Manager:
Signature over Printed Name
REFERENCE NUMBER
To be filled out by the Competency Assessor
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Title of Qualification / Cluster of
HEALTH CARE SERVICES NC II
Units of Competency
Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the
competencies identified in the above-named Qualification/Cluster of Units of Competency
Candidate’s Signature:
Date:
Assessor’s Signature:
Date:
Assessment Center Manager Signature: Date:
TESDA-SOP-CACO-07-F28
CANDIDATE’S COPY
(Please present this form when you file and claim your NC/COC)
To be filled out by the Competency Assessor
COMPETENCY ASSESSMENT RESULTS SUMMARY
REFERENCE
NUMBER
Date: Date:
SELF ASSESSMENT GUIDE
Make up bed*
Perform after care activities of tools, materials and equipment
that I used*
HCSHCS205-1009 1
HEALTH CARE SERVICES NC
II
Determine job requirements related to waste handling in a
health care environment*
I agree to undertake assessment in the knowledge that information gathered will only be
used for professional development purpose and can only be assessed by concerned
assessment personnel and may manager / supervisor.
Make up bed*
Perform after care activities of tools, materials and
equipment that I used*
HCSHCS205-1009 1
HEALTH CARE NC
II
Determine job requirements related to waste handling in a
health care environment*
I agree to undertake assessment in the knowledge that information gathered will only be
used for professional development purpose and can only be assessed by concerned
assessment personnel and may manager / supervisor.