1

Contents
1 Overview and description ................................................................................................... 4

1.1 VISION ............................................................................................................................ 4

1.2 MISSION ......................................................................................................................... 4

1.3 Overview of the program ............................................................................................. 4

1.4 Duties of the Nursing Care Assistant (NCA) ............................................................ 5

1.5 Targeted Learners .......................................................................................................... 7

2 Program Goals & Objectives: .............................................................................................. 8

2.1 Goal statement ............................................................................................................... 8

2.2 Program Objectives ....................................................................................................... 9

2.3 Duration: ......................................................................................................................... 9

3 PROGRAM COMPETENCIES .......................................................................................... 10

3.1 Education Strategies.................................................................................................... 14

3.1.1 Educational Methods ......................................................................................................... 14

4 NCA Student Responsibilities .......................................................................................... 14

4.1 Before Clinical Experiences: ....................................................................................... 14

4.2 During Clinical Experiences: ..................................................................................... 15

4.3 Under the supervision of the instructor or nursing staff, the Trainees: .............. 15

5 Assessment and evaluation ............................................................................................... 16

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 5.1 The Continuous Evaluation Process ......................................................................... 16

5.2 Centralized examinations........................................................................................... 18

5.3 Certification .................................................................................................................. 19

6 Program implementation .................................................................................................. 19

6.1 READING AND RESOURCES .................................................................................. 19

6.2 SYLLABUS ................................................................................................................... 20

6.3 MODULES DESCRIPTIONS AND OUTLINE ........................................................ 21

7 Training site requirements ................................................................................................ 37

7.1 Faculty ........................................................................................................................... 37

7.2 Facility ........................................................................................................................... 37

7.2.1 Nursing Laboratories .......................................................................................................... 37

7.2.2 Classrooms ......................................................................................................................... 37

References ................................................................................................................................... 38

APPENDICES ............................................................................................................................. 39

GLOSSARY ................................................................................................................................ 45

3
1 Overview and description
1.1 Vision

The nursing care assistant program (NCA) is an essential contribution in support of

qualified nurses for delivery of patient care in the healthcare system in Saudi Arabia in
alignment to Vision 2030.

1.2 Mission

The nursing care assistant (NCA) fulfils an essential role in caring for patients in either
the ambulatory or inpatient care settings, and are fundamental to patients having a
positive experience and better outcome. This patient outcome is gained through NCA
foundational skills that range from responding to basic needs to a range of activities of
daily living for the citizen as an activated person in the healthcare system. The NCA is a
vital partner in a nursing team aimed at supporting the total delivery of patient care.

1.3 Overview of the program

This program prepares Nursing Care Assistants (NCA) to be integral members of the
health care system in Saudi Arabia. It will be used to meet the demand in the nursing
workforce by enthusiastic well prepared and highly qualified Saudi women and men in
alignment with Kingdom of Saudi Arabia Vision 2030. The program offers instruction in
the clinical settings and for trainee’s who will work under the supervision of the
registered nurse (RN) to provide direct person care in the ambulatory and inpatient
settings. The NCAs will learn the basic skills needed to assist a RN in the care of persons
4
across different health care settings. NCA’s duties will include taking vital signs, making
bed, wound dressing, providing dressing and bathing, assist the RN with performing
procedures, assisting the patient with mobilization, persons’ movements and report any
concern to the RN. After passing a final assessment exam, the NCA will be classified by
the SCFHS. This need for NCAs comes primarily from the Ministry of Health, as well as
some of the private sectors for NCAs in the workforce. The program has been designed
and developed by the Health Academy and shall be delivered by eligible training centers
fulfilling specific criteria across the kingdom of Saudi Arabia.

The NCA program has been internationally bench-marked with the American Red Cross
(2013) evidence-based work on Nurse Assistant Training that is a generic textbook used
across North America, and therefore has suitability to the majority of institutions in the
public and private sector. In this approach, it was adapted for relevancy and
appropriateness for the local setting, and carefully mapped out to avoid overlap or
ambiguity with the role of the RN. Essentially the role of the NCA is taken to be
supplemental to the role of the RN as the NCA functions at all times under the direct or
indirect supervision of the RN.

1.4 Duties of the Nursing Care Assistant (NCA)

The NCAs will provide basic skills needed to assist RNs, and/or care for patients in the
ambulatory care and inpatient care settings.

1. Reports to work on time as contracted and scheduled

2. Takes vital signs including temperature, blood pressure, pulse, and respiration rate,
and height and weight as applicable, and records these accurately without delay in
the person’s file or chart.
3. Provides personal care to enhance patient experience as follows:
5
 a) Assist in turning and repositioning person to prevent pressure induced
breakdown of skin
b) Lifts patients on and off the beds, examination beds, wheelchairs, etc.
c) Makes beds, change bed sheets, and assists with making patient
comfortable during bed rest
d) Restocks examination rooms with care-related supplies as needed
e) Assist person with self-care activities where person cannot manage alone
f) Orients the person to the ward, inpatient setting, clinic and services as
applicable
g) Collect specimens such as (urine, feces, or sputum as directed for
laboratory tests)
h) Tests for blood sugar levels under the supervision of the RN
i) Assist with the transport of person for tests, procedures, or therapeutic
reasons in another section of the hospital
j) Communicate effectively with person, family and members of health care
team
k) Answers questions when needed within scope as NCA, or refers to RN as
appropriate
l) Maintain person confidentiality all the times
4. Builds positive and supportive professional relationships with person and family
members
5. Reports to supervisor/charge nurse any observations and/ or concerns about the
person’s condition without delay
6. Enters observations and care provided into person’s documents in an accurate and
prompt manner without delay
7. Keeps all related work areas and person’s environment clean, neat and tidy, and
ensures safety in the environment where patient care is provided
6
8. Ensures that safety goals are maintained, infection prevention and control measures
are followed, including taking standard precautions as specified in policy by the
organization, and/ or in the treatment plan of the person
9. Monitors and records all person intake and output without delay including nutrition,
meal supplements and fluids
10. Assists with admissions, transfers and discharges as required
11. Follows fire and disaster plans, and related duties in case of fire or disaster.
12. Attends all mandatory continuing development programs and training sessions.
13. Takes initiative in providing services according to scope of NCA job role.
14. Records required details of patient care in manual and computerized records within
the scope of the NCA under the supervision of the RN
15. Answer telephone courteously, relay messages accurately and promptly, answer
general enquiries by visitors.
16. Direct person to relevant areas for investigations, giving written information as
required.
17. Prepare specific equipment required within the clinic prior to clinical procedures.
18. Carries out delegated duties and tasks as assigned by RN

1.5 Targeted Learners

Admission criteria:

Admission Criteria for Applicants

 Applicant must be a Saudi Citizen, with a Bachelor’s Degree in Science (Physics,

Biology, Microbiology, Chemistry, Biochemistry, Biotechnology).
 The required GPA is 3.00/5 or its equivalent.
 Applicant must be ≤ 35 years old.
 Applicant must pass the English placement test and application interview
(personality, psychological stability, and physical fitness) to provide a safe

7
 practice.

Essential Requirements:

To obtain a certificate of NCA program, the trainee must fulfill the following
requirements:

 Training is a full-time commitment.

 A total of 40 hours of theory and clinical must be completed each week.
 The trainee rotation consists of an 8- or -12-hour shift, excluding lunchtime to
complete the required total of 40 hours per week.
 Training is to be conducted in institutions accredited for nurses’ training by the
Saudi Commission for Health Specialties.
 The trainee shall be actively involved in person care with gradual progression of
responsibility.
 The trainee shall abide by the regulations and obligations established by the Saudi
Commission for Health Specialties (SCFHS) and health academy.
 The medium of instruction of the program is the English language.

2 Program Goals & Objectives:

2.1 Goal statement

The goal of the NCA role is to assist the RN in the delivery of care to persons in the
ambulatory and inpatient settings by providing efficient and competent patient care, and
to assist the RN and members of the team to achieve best healthcare outcomes for the
persons requiring care.

8
2.2 Program Objectives

By the end of this program the trainee will be able to:

 Provide safe nursing care while caring for persons in the ambulatory and inpatient
care settings
 Follow the instruction of the RN, and other health care professionals
(Physiotherapist, Respiratory Therapists, Social Worker, etc.) where appropriate
and as advised by the RN.
 Communicate effectively with persons, family or sitters, and all health care
providers
 Provide persons and family with support as appropriate
 Maintain person safety by following the hospital policies, and procedures
 Follow the nursing care plan and RN instructions in providing nursing care
 Document the observation and nursing care provided by following the hospital
policy.
 Reports of any concern or abnormal observation to the RN immediately

2.3 Duration:

 The required period for the completion of this program is one calendar year.
 The program consists of a 52 weeks in one calendar year, including examination
weeks, annual vacation and holidays.
 A total of 48 weeks must be completed during the entire training period.
 The trainee shall be enrolled on a full-time, continuous basis for the entire duration
of the program

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3 Program competencies

On completion of the program, trainee must be capable to achieve program competencies

which are illustrated at the end of each module that contains range of skills applicable to
ambulatory care and inpatient setting. These skills will guide the trainee on a step-by-
step process to achieve competency in performing the skills to become a nursing care
assistant (NCA). All competencies are approached using Bloom’s taxonomy that embrace
the domain of learning that include (i) knowledge, (ii) psychomotor skills, and (iii)
attitude/ approach. The first part is the knowledge section, which embraces acquisition
of knowledge and understanding by the trainee before beginning a psychomotor skill.
The second part demonstrates and assesses the psychomotor skills in a step-by-step
sequence to perform any particular procedure or skill. The third aspect impacts the first
and second parts but is emphasized that each skill must embrace the professional attitude
of caring and compassion, with professionalism that upholds the principles of care,
namely safety, privacy, dignity, independence and communication.

Integrated into the program on an applied basis where it is relevant, there are areas that
intentionally are not stand alone. These areas are incorporated as applied knowledge in
training and practice of the NCA. These key areas include, but are not limited to the
following:

 Knowledge of the human body, needs, and related activities of daily living
 Medical terminology as applicable in the various modules for conceptualization
in practice aimed a greater cognitive retention
 Ethical underpinning of professional communication and interpersonal
interaction in the health care team
 The vital activity of documentation regardless whether an institution uses

10
 electronic or manual documentation systems.

The NCA program has been developed mindful of the established approach that all new
employees that join an institution undergo an organizational orientation program. The
NCA program therefore is not a program that takes on an orientation function to
institutions. It is essentially focused on providing the fundamental training for NCA
learners who will continue to learn and be developed by the institution as part of the
onboarding and staff development programs.

Module Competencies

Module 1: 1.1: Understanding NCA – patient relationship in an ambulatory and

The role of the Nursing Care inpatient setting
Assistant (NCA) in the 1.2: Understanding the related patient experience
ambulatory and inpatient care 1.3: Activities of Daily Living (ADL) for the holistic approach to care
settings of the person
1.4: Professional Conduct in clinical setting
1.5: Interpersonal skills
1.6: Understanding the NCA job role

Module 2: 2.1: International Patient Safety Goals (IPSG)

Promoting Safety in the
ambulatory and inpatient care
settings
2.2: Ensuring safety in the patient/ clinical environment
2.3: Controlling the Spread of Infection
2.4: Isolation Precautions and Procedures
2.5: Preventing Injuries
2.6: Fire protection and prevention

Module 3: Vital Signs

Fundamentals of providing care
by the NCA in the ambulatory
and inpatient care settings
3.1: Checking Blood Pressure
3.2: Checking Radial Pulse
3.3: Checking Respiratory Rate
3.4: Checking Temperature
3.5: Measuring Person's Weight and Height

Bed/ Stretcher Preparation

3.6: Types of bed-making

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3.7: Preparing patient stretcher

Assisting Patients with Repositioning / Turning / Mobility

3.8: Turning of patients and pressure care
3.9: Moving a person on & off a bed/ stretcher
3.10: Assisting a Person to Walk
3.11: Turning a patient on a bed/stretcher

Personal Hygiene and Care

3.12: Bed-bathing and grooming of a patient
3.13: Mouth Care
3.13: Assisting Person to Change into Examination Gown/ Clothes

Eating & Drinking

3.14: Helping person to eat & drink

Helping with Elimination (Inpatient care)

3.15: Assisting a Person to Use a Portable Commode
3.16: Helping the person to Use a Bedpan or a Urinal
3.17: Applying a Condom Catheter
3.18: Collecting a Routine Urine Specimen or Stool Specimen
3.19: Collecting a Clean Catch (Midstream) Urine Specimen
3.20: Providing Catheter Care
3.21: Emptying a Urine Drainage Bag

Documentation by the NCA

3.22: Scope of documentation by the NCA
3.23: Vital Signs
3.24: Patient Care
3.25: Elimination and fluid balance
3.26: Incident reporting
3.27: Confidentiality of the Medical Record of the Patient

12
Module 4:
Age-specific Care - Nursing
Considerations in ambulatory
and inpatient care settings
Patient Care Conditions &
Situations in ambulatory and
inpatient care settings
Indirect Components of Care in
ambulatory and inpatient care
settings
Module 5:
Transitioning From Trainee To
Employee
4.1: Nursing of Infants and Toddlers (birth – 3yrs)
4.2: Nursing of Young Children (4-6 yrs.)
4.3: Nursing of Older Children (7-12 yrs.)
4.4: Nursing of Adolescents (13-17 yrs.)
4.5: Nursing of Young Adults (18-39 yrs.)
4.6: Nursing of Middle Age Adults (40-64 yrs.)
4.7: Nursing of Old Age Adults (65 yrs. +)
4.8: Caring for persons with Acute Conditions
4.9: Caring for persons with Chronic Conditions
4.10: Approach to pediatric care - Medical/Surgical Common
Conditions in Saudi Arabia
4.11: Approach to adult care - Medical/Surgical Common
Conditions in Saudi Arabia
4.12: Caring for persons with cognitive changes and dementia
4.13: Caring for persons at End-of-Life
4.14: Preparation of examination room in ambulatory care/
inpatient settings
4.15: Ordering, receiving and storage of patient care supplies
4.16: Duties for maintaining clean and dirty utility rooms
4.17: Cleanliness of medication fridges and temperature recording
4.18: Labelling of specimens collected for the laboratory analysis
5.1: Time and priorities management
5.2: Employee orientation
5.3: Meeting requirements of probationary period
5.4: Continuing education/ In-Service training
5.5: Rights of the Employee – HR
13
3.1 Education Strategies
3.1.1 Educational Methods

The teaching method are recommended on the following:

1. Interactive lectures and discussions.

2. Weekly reading assignments.
3. Simulations and clinical skills demonstrations.
4. Presentations by faculty, participant and guest speakers.
5. Group discussion of case studies.
6. Theory to precede related clinical assignments (as needed).
7. Post clinical debriefing
8. Exam and Quizzes
9. Optional teaching strategies to include:
a. Know-Want to Know-Learned (KWL)
b. Computer assisted interactive instructional programs.
c. Use of the SCFHS digital library.

4 NCA Student Responsibilities

After written notification of acceptance into the NCA program, the following will apply:

4.1 Before Clinical Experiences:

1. Trainees are required to purchase required uniform and required equipment.

2. Trainees must provide a recent medical report, and immunization record
3. Trainees must arrange and plan transportation needs to avoid absenteeism

14
4.2 During Clinical Experiences:

All health care setting participating in this program are required to be well equipped and
prepared with supply and human resources to support the training of Nurse Care
Assistants and fulfil the program objectives.

1. Trainees are expected to wear the required uniform and adhere to all clinical
settings rules and regulations.
2. Trainees must adhere to the dress code of each clinical setting.
3. Clinical experiences/ lab training is mandatory and unexcused absences may
result in non-admission to tests and examinations as required will be considered
as unmet
4. Trainees must notify their clinical instructor, or faculty member regarding any
absences (emergency situations, absence from classes, and clinical settings)
5. Trainees must report any incident (injury, exposure to blood or body fluid, and
needles injury) to their clinical instructors
6. Basic Life Support (BLS) is done during the training
7. Inappropriate behaviors and offensive remarks will not be tolerated during
clinical experiences.

4.3 Under the supervision of the instructor or nursing staff, the Trainees:

1. Have the right to access the clinical settings to gain the required skills
2. The RN will orient the NCA trainee to the site, nursing care routine, and other
health care team members
3. Has the right to be aware about the person’s condition, and progress
4. Allowed to take authorized breaks
5. Introduced the nursing care assistants to the person’s and all people involved in

15
 providing care for the person
6. Are allowed to provide direct care
7. trained to use the proper equipment and supplies when needed
8. Assign one preceptor for each trainee
9. Must be allowed to access the supply rooms, patient’s files, and machines when
needed
10. Provided with all essential nursing care equipment
11. The RN will support the NCA trainee to be involved in every aspect of their
person’s care
12. Has the right to collaborate with other trainees to enhance their learning
experiences
13. Provided with regular constructive feedback
14. Encouraged to ask for help and seek support when needed

5 Assessment and evaluation

Overall, the assessment and evaluation of trainees are carried out in accordance with the
SCFHS training and examination rules and regulations. Assessment is divided into two
parts:

1. Continuous evaluation process

2. Centralized examinations

5.1 The Continuous Evaluation Process

The main aim of the continuous evaluation process is to evaluate every aspect of the
trainee’s performance during his or her time at the training center. This process enables

16
those involved in the training process (i.e. preceptors) to provide objective feedback. It
also involves evaluating interactive training activities such as case studies and seminars.

The following components are part of the continuous evaluation process:

Feedback from the assigned preceptor, assigned clinical instructor, and assigned head
nurse /nurse manager: this feedback should be obtained and documented every month
and as needed.

a) Grading system for a theoretical subject (for each theoretical Module) 100 %
 Attendance and punctuality 10%
 Quizzes: 20%
 Final written: 50%
 Assignment: 10%
 Behavior & Attitude: 10%

b) Grading system for modules with clinical components

 Attendance and punctuality: 5%
 Quizzes: 20%
 Final written: 30%
 Assignment: 5%
 Behavior & Attitude: 5%
 Group discussion of case studies: 5%.

Practical evaluation: clinical competencies, OSCE or SOE (Structured Oral Exam) if

applicable: 30%

17
  Scoring policy
 Excellent 90 – 100 %
 Very good: 80 -89%
 Good 70- 79 %
 Acceptable: 70- 80 %
 Poor: 60 – 70 %
 Fail 60% or below

 Trainee who will fail to achieve 60% as a total grade for any of the module is
required to sit for a remediation exam.
 Trainee who fail to pass the remediation exam is required to repeat the module

5.2 Centralized examinations

This assessment component includes the following examinations conducted centrally by
the Saudi Commission for Health Specialties:
 Final (End-of-program) Examination
1. Final Written Examination
This exam assesses the trainees’ theoretical knowledge and skills in relation to all of the
topics and clinical experience covered during the program. The examination format
(including the number of questions, eligibility, and the scores required to pass) will be
based on the SCFHS Examination Rules and Regulations, available from the SCFHS
Website, www.scfhs.org.sa

2. Final Clinical Examination

An objective structured clinical examination (OSCE) will be held to assess the trainees’
clinical skills. This examination will include a specific number of stations designed to

18
achieve the training objectives. The examination format (including the number of
stations, eligibility, and scores required to pass) will be based on the SCFHS Examination
Rules and Regulations, available from the SCFHS website, www.scfhs.org.sa

5.3 Certification
A certificate of completion will be issued when the trainee has successfully completed all
training program requirements, including examinations and competencies. Trainees who
complete these requirements successfully will receive a certificate as a "Nursing Care
Assistant ".

6 Program implementation
6.1 READING AND RESOURCES

 The textbook for use by the trainees is the American Red Cross Nurse Assistant
Training Textbook that can be downloaded from:

https://www.redcross.org/content/dam/redcross/atg/PDFs/Take_a_Class/NAT_Te
xtbook_978-1-58480-582-3-upd.pdf

 A trainee workbook will be provided with the competencies for use in the clinical
practice component of the program

The recommended textbook for preceptoring in NCA training and practice is:

 Ulrich B., (2018) Mastering Preceptoring: A Nurse’s Handbook for Success. 2nd
Ed. Indianapolis: Sigma

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6.2 SYLLABUS
The required period for the completion of this program is one calendar year.

Total Credit
Item(s) Module Name Duration
Hours

1. Program Introduction And Orientation 80 hours 2 weeks

2. Module 1: The Role of the Nursing Care Assistant 160 hours 4 weeks
(NCA) in the ambulatory and inpatient care settings
3. Module 2: Promoting Safety in the ambulatory and 120 hours 3 weeks
inpatient care settings
4. Module 3: Fundamentals for providing care by the 200 hours 5 weeks
NCA in the ambulatory and inpatient care settings

5. Break 2 weeks

6. Module 4: 480 hours 12 weeks

Age-Specific Care – Nursing Considerations in the
ambulatory and inpatient care settings;
Patient Care Conditions & Situations in the ambulatory
and inpatient care settings;
Indirect Components of Care in the ambulatory and
inpatient care settings
7. Module 5: Transitioning From Trainee To Employee 80 hours 2 weeks

8. Clinical Placement and Mastery of Skills 560 hours 14 weeks

9. Modules Revision : Final Exam Preparation 80 hours 2 weeks

10. Final Exam And OSCE Exam 80 hours 2 weeks

20
 11. Leave 2weeks

12. HOLIDAYS 2 weeks

TOTAL 1,840 52
HOURS WEEKS

6.3 Modules descriptions and outline

In the following pages, the modules are listed, however, the instructor reserves the right
to make changes to delete, add or modify this syllabus as the program progresses.

21
 Part I. Program Introduction and Orientation

Introduction and Orientation

# of Weeks Date Topic/Objectives Pages Format/Activities Key Assignment/Activities/Due
Terms/Vocabulary Dates
Week: 1 Introductions & Course In Class Introductions
Orientation Review syllabus
Complete Learning Style
Preference and Emotional
Intelligence Surveys
Week: 1 Hospital Orientation Area Core Orientation - Hospital

Part II. MODULE 1 – The Role of the Nursing Care Assistant (NCA)

MODULE 1: The Role of the Nursing Care Assistant (NCA) in the ambulatory and inpatient care settings

Week Date Topic/Objectives Pages Format/Activities Key Assignment/Activities/Due

Terms/Vocabulary Dates
Weeks: 4  Explain the nurse 2 - 11 Classroom Activities of daily Pre-Reading
(NCA) – patient living (ADLs) Review PowerPoint
relationship, and its Health care team Quiz
link to improving Nursing team Know-Want to Know-Learned
patient experience Delegation (KWL)
 Discuss ADLs in Scope of practice Lab
providing holistic Empathy Simulation
care to the person Compassion
 Explain what it Professionalism
means to be a Communication
22
 professional, and Dependability
describe how a Accountability
nurse assistant Integrity
conduct as a Courtesy
professionalism on Islamic culture
the job and in the Muslim patient
clinical setting.
 Describe the
nursing care
assistant’s
responsibilities and
the requirements
that a person must
meet in order to
work as a nurse
assistant.
 Describe how the
nurse care assistant
functions as a
member of the
health care team
and of the nursing
team.
 Discuss
interpersonal skills
in relation to
interacting with the
patient, family and
the team
 Describe tasks that
are usually outside
23
 of the nurse
assistant’s scope of
practice.
Interpersonal Skills - 44 - 56 Homework Communication Pre-Reading
Communicating with In Class Verbal Review PowerPoint
People communication Quiz
 Describe a model Nonverbal Know-Want to Know-Learned
for effective communication (KWL)
communication. Endorsement Short Essay
 Explain the Reporting Lab
difference between Care plan Simulation
verbal and
nonverbal
communication.
 List strategies for
enhancing
communication.
 List strategies for
communicating
with people with
sensory
impairments.
 Describe
communication
techniques that can
be effective when it
is necessary to
discuss difficult
topics.
 Describe how NCA
use communication
24
 skills to assist with
teaching and
reinforcing new
information and
skills.
 Describe the NCA
role in
communicating
with family
members.
 Describe a process
for determining the
meaning of
unfamiliar medical
words.
 Describe the nurse
assistant’s role in
making and
reporting
observations.
 Describe guidelines
for recording
information.
 Describe guidelines
for using the
telephone.
Review course objectives, Review
Summarize outcomes, and Module Exam
Course Wrap-up &
Evaluations

25
 Part III. MODULE 2 – Promoting Safety
MODULE 2: Promoting Safety in the ambulatory and inpatient care settings
# of Date Topic/Objectives Pages Format/Activities Key Assignment/Activities/Due
Weeks Terms/Vocabulary Dates
Weeks: 3  Explain the  Microbes  Pre-Reading
International Patient  Microorganisms  Review PowerPoint
Safety Goals (IPSG)  Pathogens  Quiz
as related to the role  Infection  Videos
of NCA  Mucous  Know-Want to Know-
 Describe the elements membranes Learned (KWL)
for ensuring safety 58-75 In Class  Chain of infection
in the patient/ Nursing labs  Contaminated
clinical environment  Health care–
 Controlling the associated infection
Spread of Infection  Infection control
 Define infection  Body fluids
 Understand the  Disinfectant
chain of infection.  Sterilization
 Recognize the signs  Personal protective
and symptoms of an equipment (PPE)
infection.  Standard
 Take measures to precautions
control the spread of  Transmission-
microbes that can based
cause infection.  Precautions
 Recognize the  Sharps container
importance of hand  Tuberculosis
26
 hygiene  Blood borne
 Different between pathogens
the different types  Human
of isolation immunodeficiency
 Wash your hands in virus (HIV)
a way that controls  Acquired
the spread of  Immunodeficiency
microbes that can syndrome (AIDS)
cause infection.  Hepatitis
 Apply standard
precautions and
transmission-based
precautions.
 Put on and take off
personal protective
equipment (PPE)
correctly.
 Open and close a
trash bag correctly
and double-bag
contaminated trash
and laundry.
Preventing Injuries / Fire 76-88 In class  Body mechanics  Pre-Reading
Prevention and Protection Nursing lab  Alignment  Review PowerPoint
 State the three principles  Balance  Quiz
underlying proper body  Coordination  Videos
mechanics  Entrapment  Know-Want to Know-
 Identify at least three  Incident Learned (KWL)
principles related to safe  Restraint
movement of persons in
and out of bed/ stretcher.
27
 Differentiate between
different devices that can
be used to position or
transfer the person.
 Differentiate between the
different person positions
 Demonstrate safe manual
handling techniques in
persons and objects.
 Use proper body
mechanics and lifting
techniques to protect your
body from injury on the
job.
 Take measures to prevent
common accidents (such
as falls, electrical shocks)
from occurring.
 Ensure that proper
follow-up takes place if an
incident does occur.
 Demonstrate the safe use
of equipment with
moving parts.
 Demonstrate the ability to
position a person safely
into each of these
positions.
 Demonstrate the ability to
move a partially or totally
immobile person safely
28
 from bed/trolley to
wheelchair and back
 Demonstrate the ability to
use the wheeled stretcher
safely.
 Discuss fire protection
and prevention using the
fire-training system of the
training center
Week Review course objectives, Review
Summarize outcomes, and MODULE Exam
Course Wrap-up &
Evaluations

Part IV. MODULE 3 – Fundamentals of Providing Care by the NCA in the ambulatory and inpatient care setting
MODULE 3: Fundamentals of Providing Care by the NCA in the ambulatory and inpatient care setting
# of Date Topic/Objectives Pages Format/Activities Key Assignment/Activities/Due
Weeks Terms/Vocabulary Dates
Weeks: Vital Signs Theory & Practice Devices to measure Pre-Reading
5  Checking Blood sessions in vital signs: Review PowerPoint
Pressure classroom and labs -Blood Pressure Quiz
 Checking Radial -Radial Pulse Know-Want to Know-Learned
Pulse -Respiratory rate (KWL)
 Checking -Temperature Lab
Respiratory rate 125 - -Weight & Height Simulation
 Checking 139 Bed-making
Temperature Linens
 Measuring Weight Pressure ulcer
& Height Bony prominences
Skin breakdown
Bed/ Stretcher Preparation Friction
29
  Types of bed- Shearing
making Supine position
 Preparing patient Fowler’s position
stretcher Sims’ position
Prone position
Assisting Patients with Logrolling
Mobility/ Turning Mouth care
 Turning patients Dressing & changing
and pressure care
 Moving person on
& off a trolley/ bed
 Assisting a person
to walk
 Turning a patient
on a bed/ stretcher

Person Hygiene & Care

 Bed-bathing and
grooming of a
patient
 Mouth care
 Assisting person to
change into
examination gown/
clothes

Eating & Drinking

 1. Helping person to
eat and drink
30
 245 - Theory & Practice Urine Pre-Reading
Helping with Elimination 277 sessions in Feces Review PowerPoint
(Inpatient care) classroom and labs Urination Quiz
 Assisting a Person to Defecation Know-Want to Know-Learned
Use a Portable Incontinence (KWL)
Commode Condom catheter Short Essay
 Helping the person Diarrhea Lab
to Use a Bedpan or a Constipation Simulation
Urinal Fecal impaction
 Applying a Condom Indwelling urinary
Catheter catheter
 Collecting a Routine Elimination
Urine Specimen or Bedpan
Stool Specimen Urinal
 Collecting a Clean Commode
Catch (Midstream) Specimen collection
Urine Specimen Toileting
 Providing Catheter
Care
 Emptying a Urine
Drainage Bag

Documentation by the
NCA
 Scope of
documentation by
the NCA
 Vital Signs
 Patient Care
31
  Elimination and
fluid balance
 Incident reporting
 Confidentiality of
the Medical Record
of the Patient

Week Review course objectives, Review

Summarize outcomes, and MODULE Exam
Course Wrap-up &
Evaluations

Part V. MODULE 4
Age-Specific Care – Nursing Considerations in the ambulatory and inpatient care setting
Patient Care Conditions & Situations in the ambulatory and inpatient care setting
Indirect Components of Care in the ambulatory and inpatient care setting

MODULE 4:
Age-Specific Care – Nursing Considerations in the ambulatory and inpatient care setting
Patient Care Conditions & Situations in the ambulatory and inpatient care setting
Indirect Components of Care in the ambulatory and inpatient care setting

# of Date Topic/Objectives Pages Format/Activities Key Assignment/Activities/Due

Weeks Terms/Vocabulary Dates
Weeks: 12 Age-Specific Care – Classroom &  Acute Pre-Reading
Nursing Considerations in Labs condition Review PowerPoint
the ambulatory and  Chronic Quiz
inpatient care setting condition

32
  Infants & toddlers  Arthritis Know-Want to Know-Learned
(birth – 3yrs)  Chronic heart (KWL)
 Young Children (4-6  Failure Short Essay
yrs) 295-310 Classroom &  Hypertension Lab
 Older Children (7- Labs  Influenza Simulation
12 yrs)  Pneumonia OSCE
 Adolescents (13-  Chronic SOE
17yrs) obstructive
 Young Adults (18-  Pulmonary
39 yrs) disease
 Middle Age Adults  Asthma
(40-64 yrs)  Multiple
 Old Age Adults (65 sclerosis (MS)
yrs +)  Hemiplegia
 Paralysis
Patient Care Conditions &  Paraplegia
Situations in the  Diabetes
ambulatory and inpatient  Kidney
care setting (renal)failure
 Cancer
 Caring for persons 
with Acute  Cognition
Conditions  Age-related
 Caring for persons memory
with Chronic  Impairment
Conditions  Mild
 Approach to cognitive
Pediatric Care - impairment
Medical/Surgical  Dementia
Common  Delirium
Conditions in Saudi  Amnesia
33
 Arabia  Short-term
 Approach to Adult memory
Care -
Medical/Surgical  No
Common resuscitation
Conditions in Saudi (no code)
Arabia patients
 Stages of
 Caring for persons Dying
with cognitive
changes and
dementia

 Caring for persons

at End-of-Life

Indirect Components of
Care in the Ambulatory
Care Setting in the
ambulatory and inpatient
care setting

 Preparation of
examination room
in ambulatory
care / inpatient
settings
 Ordering,
receiving and
storage of patient
34
 care supplies
 Duties for
maintaining clean
and dirty utility
rooms
 Cleanliness of
medication fridges
and temperature
recording
 Labelling of
specimens
collected for the
laboratory
analysis

Week Review course objectives, Review

Summarize outcomes, and MODULE Exam
Course Wrap-up &
Evaluations

Part VI. MODULE 5 – Transition from trainee to Employee

MODULE 5: Transition from Trainee to Employee
Week Date Topic/Objectives Pages Format/Activities Key Assignment/Activities/Due
Terms/Vocabulary Dates
Weeks: 2 Transitioning from Trainee  CV and Portfolio Pre-Reading
to Employee  Evaluation Review PowerPoint
 Time and priorities 373-399 Classroom &  Employee Quiz
management Role plays orientation Know-Want to Know-Learned
 Employee  Probationary (KWL)

35
 orientation period Short Essay
 Meeting Lab
requirements of Simulation
probationary OSCE
period SOE
 Continuing
education/ In-
Service training
 Rights of the
Employee – HR
 Describe how to deal with
violence and harassment
in the workplace.
 Describe how to
contribute to a positive
work environment.
 Manage time properly.
 Care for yourself.
 Develop owns career.
Week Review course objectives, Review and MODULE Exam
Summarize outcomes, and
Course Wrap-up &
Evaluations

36
7 Training site requirements
7.1 Faculty

All faculty, clinical instructors, or nurses who will be working with the nursing care
assistants must have at least a minimum of 2 years of clinical experience.

 Faculty to trainee's ratio is 1: 5- 10 Max in the clinical settings

 Faculty to trainee's ratio is 1: 20- 30 Max

7.2 Facility
7.2.1 Nursing Laboratories

1. Availability of well-equipped nursing/ simulation labs

2. The labs must be prepared with enough number of trainee’s stations for all
trainees enrolled in the program.
3. The faculty or clinical instructor to trainee’s ratio is 1: 10 max
4. All equipment must be prepared for the trainees before each learning sessions

7.2.2 Classrooms

1. All classrooms must be will equipped with all required resources that needed
during the teaching sessions such as (smart board, white board, PC, projector,
chairs, tables and stationery)
2. All classrooms must have enough ventilation, lightening, and air conditioning

37
References

1) *American Red Cross (2013). American Red Cross Nurse Assistant Training
Textbook: Third Edition. United States of America: Krames StayWell Strategic
Partnerships Division. ISBN: 978-1584805823
2) Berman, A., Snyder, S., & Frandsen, G. (2016). Kozier & Erb's Fundamentals of
Nursing: 10th Ed. United States of America: Pearson. ISBN:978-0133974362
3) Dougherty, L., Lister, S., & West-Oram, A., (2015) The Royal Marsden Manual of
Clinical Nursing Procedures. 9th Ed. UK: Wiley-Blackwell. ISBN-13: 978-1118746677,
ISBN-10: 1118746678
4) Grant, A., Goodman, B., (2018) Communication and Interpersonal Skills in Nursing.
4th Ed. UK: Learning Matters. ISBN-10: 1526400995
5) Perry, AG., Potter PA. (2017) Clinical Nursing Skills and Techniques, 9th Ed. USA:
Mosby. ISBN-10: 0323400698

* Prescribed book for trainees

38
 APPENDICES

APPENDIX A: Clinical Competency template

Hospital:

NURSING CARE ASSISTANT PROGRAM

Name of Trainee Date Performed

Method of Competency Assessment:
Knowledge: W – Written; V – Verbal
Skills: De – Demonstration; D – Discussion; O – Observation; S – Simulation

Attitude: O - Observation
REMARKS
Assessment Key: Tick () the corresponding space provided. 0 – Not 1 – Partially Met Met- 2 NA - Not Applicable
Critical Steps:

Patient safety and nursing standards are the basis in selection of the critical elements. Every critical element in the checklist will be highlighted with an asterisk (*).

If the trainee fails to meet one or two critical elements (*), the trainee will be required to repeat the critical elements he/she may have missed.

If the trainee fails to meet three and more critical elements (*), the trainee will be required to repeat the whole procedure.

ASSESSOR ASSESSMENT
COMPETENCIES NA Competency
0 1 2 Assessment Method
No
KNOWLEDGE
.
1.
2.
3.
No
PSYCHOMOTOR SKILLS
.
4.
5.
6.
7.
8.
No
ATTITUDE
.
9.
10.
11.

39
 Total Score { }

Total Mark: --- x 10 =

No. of Evaluated Items { }

REMARKS:  PASS  NEEDS REMEDIAL  FAIL

(≥ 60%) (≥ 50 % to %59) (≤ 49 %)

Assessor’s Comments/Recommendations:

NAME OF ASSESSOR DESIGNATION SIGNATURE OF ASSESSOR

NAME OF TRAINEE SIGNATURE OF TRAINEE

Learning resources:

 American Red Cross (2013). American Red Cross Nurse Assistant Training Textbook: Third Edition. United
States of America: Krames StayWell Strategic Partnerships Division. ISBN: 978-1584805823

40
 APPENDIX B: Clinical Competency # 1

Hospital:

NURSING CARE ASSISTANT PROGRAM

Measuring Radial Pulse
Name of Trainee Date Performed
Method of Competency Assessment:
Knowledge: W – Written; V – Verbal
Skills: De – Demonstration; D – Discussion; O – Observation; S – Simulation REMARKS
Attitude: O - Observation

Assessment Key: Tick () the corresponding space provided. 0 – Not 1 – Partially Met Met- 2 NA - Not Applicable
Critical Steps:

Patient safety and nursing standards are the basis in selection of the critical elements. Every critical element in the checklist will
be highlighted with an asterisk (*).

If the trainee fails to meet one or two critical elements (*), the trainee will be required to repeat the critical elements he/she may
have missed.

If the trainee fails to meet three and more critical elements (*), the trainee will be required to repeat the whole procedure.

ASSESSOR ASSESSMENT
COMPETENCIES NA Competency
0 1 2 Assessment Method
No KNOWLEDGE
12. Availability of watch or timing device that counts seconds
13. Correctly identifies the patient for procedure
14. Checks infection control level and opportunity to wash hands
No PSYCHOMOTOR SKILLS
15. *Greets and identifies patient, explains procedure
16. *Performs hand hygiene
Gently presses first, second and third fingers over the person’s
17. radial artery that is located on the inside of the wrist on the
same side as the thumb
Begins counting when second hand on watch is at “12” and
18.
counts for one full minute
19. *Observes for rate, rhythm, and force of pulse
20. Performs hand hygiene
21. *Records pulse rate, rhythm, and force of pulse
No ATTITUDE
22. Is professional, caring and polite in manner
23. Ensures privacy and dignity of patient as appropriate
24. Ensures patient is comfortable

41
 Total Score { }

Total Mark: --- x 10 =

No. of Evaluated Items { }

REMARKS:  PASS  NEEDS REMEDIAL  FAIL

(≥ 60%) (≥ 50 % to %59) (≤ 49 %)

Assessor’s Comments/Recommendations:

NAME OF ASSESSOR DESIGNATION SIGNATURE OF ASSESSOR

NAME OF TRAINEE SIGNATURE OF TRAINEE

Learning resources:
 American Red Cross (2013). American Red Cross Nurse Assistant Training Textbook. 3rd Ed. United
States of America: Krames StayWell Strategic Partnerships Division. ISBN: 978-1584805823
 Dougherty, L., Lister, S., & West-Oram, A., (2015) The Royal Marsden Manual of Clinical Nursing
Procedures. 9th Ed. UK: Wiley-Blackwell. ISBN-13: 978-1118746677, ISBN-10: 1118746678

42
 APPENDIX C: Clinical Competency # 2

Hospital:

NURSING CARE ASSISTANT PROGRAM

Measuring Manual Blood Pressure
Name of Trainee Date Performed
Method of Competency Assessment:
Knowledge: W – Written; V – Verbal
Skills: De – Demonstration; D – Discussion; O – Observation; S – Simulation REMARKS
Attitude: O - Observation

Assessment Key: Tick () the corresponding space provided. 0 – Not 1 – Partially Met Met- 2 NA - Not Applicable
Critical Steps:

Patient safety and nursing standards are the basis in selection of the critical elements. Every critical element in the checklist will
be highlighted with an asterisk (*).

If the trainee fails to meet one or two critical elements (*), the trainee will be required to repeat the critical elements he/she may
have missed.

If the trainee fails to meet three and more critical elements (*), the trainee will be required to repeat the whole procedure.

ASSESSOR ASSESSMENT
COMPETENCIES NA Competency
0 1 2 Assessment Method
No KNOWLEDGE
Availability of sphygmomanometer (BP machine) and a
25. stethoscope with a cleaned diaphragm
26. Correctly identifies the patient for procedure
27. Checks infection control level and opportunity to wash hands
No PSYCHOMOTOR SKILLS
*Greets and identifies patient, explains procedure to patient
28.
ensuring that patient is resting
29. *Performs hand hygiene
Ensure that tight or restrictive clothing is removed from the
30.
arm of the patient
Ensure that upper arm is supported and positioned at the same
31. level of the heart of the patient, with the palm of the hand facing
upwards
Apply the appropriate cuff of the BP machine firmly around the
32.
arm
Advise the patient to stop talking or eating, and to be silent
33.
during the measurement
Places your fingers on the person’s radial pulse on the wrist,
34.
and inflate the cuff until the radial pulse can no longer be felt

43
 Place the diaphragm of the stethoscope on the pulse point of
35.
the brachial artery
*Deflate the cuff slowly and note the measure of the systolic BP
36. when a clear repeated tapping pulse sound is heard.
Note the measure of diastolic BP when the sound disappears
37. Performs hand hygiene
38. *Records systolic and diastolic BP measurements
No ATTITUDE
39. Is professional, caring and polite in manner
40. Ensures privacy and dignity of patient as appropriate
41. Ensures patient is comfortable

Total Score { }

Total Mark: --- x 10 =

No. of Evaluated Items { }

REMARKS:  PASS  NEEDS REMEDIAL  FAIL

(≥ 60%) (≥ 50 % to %59) (≤ 49 %)

Assessor’s Comments/Recommendations:

NAME OF ASSESSOR DESIGNATION SIGNATURE OF ASSESSOR

NAME OF TRAINEE SIGNATURE OF TRAINEE

Learning resources:
 American Red Cross (2013). American Red Cross Nurse Assistant Training Textbook. 3rd Ed. United
States of America: Krames StayWell Strategic Partnerships Division. ISBN: 978-1584805823
 Dougherty, L., Lister, S., & West-Oram, A., (2015) The Royal Marsden Manual of Clinical Nursing
Procedures. 9th Ed. UK: Wiley-Blackwell. ISBN-13: 978-1118746677, ISBN-10: 1118746678

44
GLOSSARY

abandonment: withdrawal of one’s support or help from another person, despite having the
responsibility to provide this support or help

abuse: the willful infliction of injury or harm on another

accreditation: official recognition by a professional association or non-government agency

that the facility provides care to a certain standard

acquired immunodeficiency syndrome (AIDS): a condition caused by the human

immunodeficiency virus (HIV) that results in a breakdown of the body’s defense systems

activities of daily living (ADLs): routine tasks of everyday life, essential for meeting a
person’s basic physical needs

acute care setting: a health care setting that specializes in providing care to people who
become sick or injured suddenly, or who have other conditions that require short-term
health care

acute condition: an illness or injury that develops rapidly and usually resolves completely,
after a period of time, with treatment

acute pain: pain that occurs suddenly with injury, with illness or from surgery; lasts less
than 6 months and lessens as tissue heals

admission: a person’s formal entry into the health care setting

45
age-related memory impairment: difficulties remembering or recalling information, or
learning new information, that occur with normal aging and do not impair a person’s ability
to carry out normal routines and activities

agnosia: the inability to interpret sensory input to recognize familiar things or people

alignment: correct positioning of body parts relative to each other to maintain good posture

ambulation: the medical term for walking

amnesia: memory loss

angina: chest pain that occurs because the heart is not getting enough oxygen

anorexia: loss of appetite

anxiety: a feeling of unease, dread or worry

aphasia: problems with communication resulting from damage to the brain

appetite: desire for food

apraxia: the inability to plan and perform purposeful motor movements to complete a task
despite having the ability and the desire to perform the task

arthritis: a condition that causes joints to become inflamed, swollen, stiff and painful

aspiration: inhalation of fluids or other foreign materials into the lungs

aspiration pneumonia: pneumonia that occurs when foreign material (such as food or
vomit) is inhaled into the lungs

assault: an action that causes a person to fear being touched in a harmful or unwelcome way

46
assertive: adjective used to describe a person who is able to state his or her feelings and
needs in a direct way, while still respecting the feelings and needs of others

asthma: an illness in which certain substances or conditions, called “triggers,” cause

inflammation and construction of the airways, making breathing difficult

atrophy: loss of muscle mass

automated external defibrillator (AED): a device that delivers a defibrillation shock

automatically or with the push of a button to help the heart restore an effective pumping
rhythm

balance: stability achieved through the even distribution of weight

baseline: initial measurements that are taken to be compared with measurements taken later
on

battery: touching another person in a harmful or unwelcome way

benign: noncancerous

bereavement care: care that is provided for people who are grieving after a loved one dies

bloodborne pathogen: a disease-causing microbe that is transmitted through contact with

an infected person’s blood

body fluids: liquid or semiliquid substances produced by and released from the body, such
as blood, urine, feces, saliva, mucus, vomit, semen, vaginal secretions, breast milk, wound
drainage and sweat

47
body mechanics: using the body in a safe and efficient way to avoid placing unnecessary
strain on muscles and joints

bony prominence: parts of the body where there is only a thin layer of fat and muscle
between the skin and the underlying bone or cartilage

calorie: the unit of measure used to describe the amount of energy a food supplies

cancer: the abnormal growth of new cells that crowd out or destroy other body tissues

cardiopulmonary resuscitation (CPR): a technique used to sustain breathing and circulation

for a person who has gone into cardiac arrest

care plan: a document that details the care the person requires, as well as the methods,
equipment and frequency for providing that care

catastrophic reaction: an intense emotional and behavioral outburst over a seemingly small
event, seen in people with dementia

cerebrovascular accident: a disorder that occurs when blood fl ow to part of the brain is
blocked, causing the brain cells to die; also called a “stroke”

chain of infection: the six requirements that must be met before an infection can pass from
one person to another

chemotherapy: the use of drugs to stop or slow the growth of cancer cells

chronic condition: an illness or injury that is ongoing and usually requires continuous
treatment to manage

48
chronic heart failure: a condition that occurs when the heart is damaged or weak and is
unable to effectively pump blood throughout the body

chronic obstructive pulmonary disease (COPD): a term used to describe lung disorders
that make it difficult for air to enter or leave the lungs

chronic pain: pain that lasts longer than 6 months

circumcision: surgical removal of the foreskin of the penis

client: a person who receives care in his or her home

closed bed: a bed where the bedspread is pulled up to cover the linens

cognition: thinking processes, which include memory, reasoning, judgment and language

cognitive impairment: problems with thinking processes involving memory, reasoning,

judgment and language

comfort (supportive) care: care that makes the person more comfortable but does not
prolong the person’s life, such as oxygen therapy, the administration of pain medications
and personal care

compassion: the quality of recognizing another person’s hardship, accompanied by a desire

to help relieve that hardship

communication: the process of giving and receiving information

condom catheter: a condom-like device that is placed over a man’s penis and is connected
by tubing to a drainage bag to collect urine; used in the management of incontinence

constipation: difficult elimination of dry, hard feces

49
contaminated: soiled with pathogens

contracture: a condition that results when a joint is held in one position for too long, causing
the tendons to shorten and become stiff, resulting in loss of motion in the joint

coordination: the use of direction and force for purposeful action

cover letter: a brief letter to a potential employer explaining why you are interested in the
job and the organization, and summarizing the qualifications and experience you have that
makes you an appropriate candidate for the job

culture: a shared set of beliefs, values, customs and practices that characterizes a group of
people or a society cuticle: the skin along the edge of the nail

defecation: the elimination of solid waste from the body

dehydration: too little fluid in the body

delegation: the process of giving another person the authority and responsibility to
complete a task on one’s behalf

delirium: a rapid change in cognition that is related to chemical changes in the body

delusion: a fixed, false belief

dementia: a term used to describe a cluster of symptoms involving progressive decline in

memory and thinking abilities, such as the use of language and the ability to reason and
make judgments

depression: a mental health disorder characterized by a persistent feeling of sadness

50
diabetes: a disorder characterized by the body’s inability to process glucose (sugar) in the
bloodstream

dialysis: a treatment that replaces the function of the kidneys by removing waste products
and excess fluid from the body

diarrhea: the frequent passage of loose, watery feces

diet: the food and beverages a person consumes

dietitian: a health care professional who has specialized knowledge and training in the field
of nutrition

disaster: a severe event that causes widespread damage and destruction, affecting many
people and disrupting normal functioning of the community

discharge: a person’s formal release from the health care setting where he or she is currently
receiving care

discharge planning: a process that involves identifying the person’s ongoing care needs and
making arrangements to have those needs met after the person leaves the facility

disinfectant: a chemical solution used to kill microbes on an object or surface

do-not-resuscitate (DNR) order: an order to withhold cardiopulmonary resuscitation (CPR)

in the event of cardiopulmonary arrest

dyspnea: labored, difficult breathing

edema: too much fluid in the body

51
emergency: a situation that arises suddenly and requires immediate action to keep a person
safe

empathy: the quality of seeking to understand another person’s situation, point of view or
feelings

employee orientation: an informational session conducted with new employees within the
first few days of employment, during which the employee is given information about the
organization’s policies and procedures and the benefits employees are entitled to receive

enema: the introduction of fluid into the bowel through the anus to remove feces from the
bowel

entrapment: an injury that occurs when a person's head or other body part becomes trapped
between, under, or on the side rails, or between the mattress and the side rail

epilepsy: a chronic seizure condition

ethical dilemma: a situation where there may be more than one good or moral solution,
depending on one’s point of view

ethics: moral principles or standards that we use to decide the correct action to take

ethics committee: a group of people representing many different areas of expertise and with
an in-depth knowledge of ethical principles that is brought together to help resolve ethical
dilemmas

expressive aphasia: the inability to use language to express oneself, verbally or in writing
(or both)

52
family-centered care: a philosophy of caring for injured or ill children that emphasizes an
open, working relationship among health care providers, the child and family members

fecal impaction: a serious form of constipation that occurs when constipation is not relieved
and feces build up in the bowel until the bowel is almost completely blocked

feces: solid body waste

fever: a temperature that is higher than the normal range

fiber: a substance found in foods that helps the digestive tract function properly and lowers
the risk for conditions such as heart disease and diabetes

first aid: care that is provided to an injured or ill person while waiting for more advanced
help to arrive

Fowler’s position: a variation of supine position where the head of the bed is raised 45
degrees

fraud: lying to gain profit or advantage

friction: rubbing of two surfaces against each other

glucose: the body’s most basic source of energy

grief: intense sadness that occurs as a result of loss

hallucination: seeing, hearing, tasting, smelling or feeling something that does not exist
53
hangnail: ragged and torn cuticle

harassment: ongoing behavior that causes significant distress to another person

health care–associated infection: an infection that a person gets while receiving care in a
health care facility

health care team: a group of people with specialized knowledge and skills who work
together to provide personalized quality care that meets the person’s physical, emotional,
social and spiritual needs

hemiparesis: weakness on one side

hemiplegia: paralysis on one side

hepatitis: inflammation of the liver

high-efficiency particulate air filter ( HEPA) mask: a special type of mask that filters out
very small droplets suspended in the air (aerosols)

high Fowler’s position: a variation of Fowler’s position where the head of the bed is raised
90 degrees

homebound: adjective used to describe a person who is unable to leave his or her home
without assistance

hospice: a model of care that focuses on providing supportive care to people who are dying,
and on supporting their families, during the end-of-life period

human development: social, emotional and cognitive changes that a person experiences as
he or she grows older

human growth: physical changes that a person experiences as he or she grows older

54
human immunodeficiency virus (HIV): a bloodborne pathogen that invades and destroys
the cells that help to fight infections

hyperglycemia: excessively high blood-glucose levels

hypertension: (1) high blood pressure; (2) a disorder characterized by chronically high
blood pressure

hypoglycemia: excessively low blood-glucose levels

hypotension: low blood pressure

hypothermia: a temperature that is lower than the normal range

immobility: the state of not moving

incident: anything unusual that happens to a person receiving care, a staff member or a
visitor to the facility and has the potential to cause harm

incontinence: the inability to control the release of urine or feces

indwelling urinary catheter: a small tube inserted through the urethra into the bladder that
is left in place to drain urine from the bladder on a continuous basis

infection: a disease caused by the growth of pathogens in the body

infection control: actions taken to control the spread of microbes that can cause disease

influenza: a highly contagious viral infection that affects the respiratory tract

55
informed consent: permission given by a patient, resident or client (or the person
authorized to make decisions on the patient’s, resident’s or client’s behalf) to go ahead with
a treatment or procedure

ingrown toenail: a condition that occurs when the toenail is trimmed too short and the edge
curls down and grows into the neighboring skin

inpatient care: care that is provided in a hospital or other acute care setting that requires at
least one overnight stay

in-service training: additional training offered by an employer to employees, designed to

teach new skills and knowledge or keep existing skills and knowledge current

insulin: a hormone that causes glucose to be moved from the bloodstream into the cells

intimacy: the need and ability to feel emotional closeness to another person and to have that
closeness returned

Islam: the religion of Saudi Arabia that involves complete submission to the will of Allah

job application: a form that employers use to collect basic information about a job applicant,
such as the person’s contact information, employment history, educational history,
additional experience and skills, the hours the person is available to work, and the names
and contact information of references

job interview: a meeting between a job candidate and an employer that allows both parties
to find out more about each other

kidney (renal) failure: the inability of the kidneys to filter waste products
56
L

laws: rules established by a governing authority to protect people from harm and provide a
framework for resolving conflicts

life-sustaining treatments: treatments that will prolong life, such as cardiopulmonary

resuscitation (CPR) or mechanical ventilation

logrolling: a method used to turn a person onto his or her side in bed when the person’s
spine must be kept in alignment throughout the move

long-term care setting: health care facilities that provide residents with ongoing assistance
with meeting medical, personal and social needs

long-term memory: memory of the past

low Fowler’s position: a variation of Fowler’s position where the head of the bed is raised
30 degrees

malignant: terminal cancer

malnutrition: failure to take in enough of the right kinds of nutrients to stay healthy

medical record: a legal document that details the person’s condition, the measures taken by
the health care team to diagnose and manage the condition, and the person’s response to the
care provided

metastasize: the spreading of cancerous cells to other parts of the body other than where the
cancer originated

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microbe (microorganism): a tiny living thing that can be seen only through the
magnification of a microscope

mild cognitive impairment: problems with memory, language or thinking processes that
are noticeable to other people, but do not interfere with the person’s ability to live a normal
life

modified side-lying position: the person is positioned on his or her side and leaning slightly
toward the back to relieve pressure on the hip

mucous membranes: sticky, moist membranes that line the respiratory, genitourinary and
digestive tracts

multiple sclerosis (MS): a chronic neurologic disorder that gradually destroys the
protective coating on the nerves in the brain and spinal cord

myocardial infarction: a condition that results when blood flow to part of the heart muscle
(the myocardium) is blocked, causing the cells in that area to die; also called a “heart attack”

nausea: a sick feeling in the stomach often accompanied by the urge to vomit

nonverbal communication: communication through body language, including gestures,

facial expressions, tone of voice, and body position and movement

nursing team: staff members with specialized knowledge and training in the delivery of
nursing care; consists of, at minimum, a nurse and a nurse assistant

nutrients: substances that the body needs to grow, maintain itself and stay healthy

nutrition: the process of taking in and using nutrients

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O

occupational exposure: exposure to disease in the workplace

osteoporosis: a disease in which loss of bone tissue causes the bones to become very fragile
and prone to breaking

outpatient care (ambulatory): care that is provided in a hospital or other acute care setting
that does not require an overnight stay

pain: an unpleasant sensation that signals actual or potential damage to the body

pain threshold: the point at which the person becomes aware of experiencing pain

pain tolerance: the highest level of pain that a person is willing to experience before taking
action to relieve it

palliative treatments: treatments provided to relieve uncomfortable symptoms without

actually curing the disease that is causing the symptoms

paralysis: the loss of movement and sensation

paranoia: excessive suspicion without cause

paraplegia: paralysis that affects both legs and the lower trunk

Parkinson’s disease: a neurologic disorder characterized by muscle tremors and difficulty

with movement as a result of insufficient amounts of dopamine

pathogen: a microorganism that causes disease

patient: a person who receives care in a hospital or other acute care setting
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perineal care: cleansing of the area between the legs, including the genitals and the anus

personal protective equipment: protective gear worn to prevent microbes from

contaminating your uniform, skin or mucous membranes; includes gloves, gowns, masks
and protective eyewear

pneumonia: inflammation of the lungs

podiatrist: health care provider who specializes in care of the feet

postmortem care: care that is provided for a person’s body after death

pre-placement health evaluation: health screening tests done after a job offer is made to
ensure that a new employee is physically and emotionally capable of meeting the job
requirements, and to identify any accommodations that may need to be made so that the
employee can perform the job competently and safely

pressure ulcer: a sore that develops when part of a person’s body presses against a hard
surface for a long period of time; also called a decubitus ulcer

prioritize: to list items or tasks in order of importance

probationary period: a period of time during which the employer closely evaluates the job
performance and potential of a new employee to ensure that the employee is performing the
job to expectations

prone position: the person is positioned on his or her stomach

pulse oximetry: a technique used to measure the oxygen levels in a person’s blood

quadriplegia: paralysis that affects both arms, the trunk and both legs

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R

radiation: the use of high-energy x-rays to destroy cancer cells

receptive aphasia: the inability to understand communication from others

recording (documenting): the written exchange of information between members of the

health care team

reference list: a document providing the contact information for three to five people who
know you well enough in a professional capacity to speak to a potential employer about
your experience and suitability for a job

regression: a return to a previous stage of development

reporting: the verbal exchange of information among members of the health care team

resident: a person who receives care in a long-term care setting

restorative care (rehabilitation nursing): nursing care that helps people maintain abilities
that they still have and helps regain, to the greatest extent possible, abilities that they have
lost

restraint: any device that inhibits a person’s freedom of movement; may be physical or
chemical

resume: a document summarizing your contact information, education and previous

experience

rigor mortis: stiffening of the muscles of the body after death

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salaat: an Arabic term used to describe the act of praying by a Muslim person

schedule: a written plan that lists the time and order of several tasks

scope of practice: the range of tasks that a health care worker is legally allowed to do

seizure: involuntary changes in body movement, function, sensation, awareness or behavior

as a result of abnormal electrical activity in the brain

separation anxiety: anxiety that is experienced when the child is away from his or her
parents or other primary caregivers

sharps container: a sturdy, puncture-proof plastic box with a tight-fitting lid used for the
disposal of sharp objects such as needles or razors

shearing: one surface moves in the opposite way against another surface that offers
resistance, creating a dragging effect

shock: a condition in which the circulatory system fails to deliver enough oxygen-rich blood
to the body’s tissues and vital organs

short-term memory: memory of recent events

shroud: a cloth covering placed around the body of a deceased person

side-lying (lateral) position: the person is positioned on his or her side

skin breakdown: loss of healthy, intact skin

spirituality: a belief in something greater than oneself that helps the person assign meaning
and purpose to life

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standard precautions: practices used by caregivers when providing care to a person,
regardless of the person’s condition or injury, to minimize the spread of pathogens carried
in body fluids

sterilization: a technique that uses gas, liquid, dry heat or pressurized steam to destroy all
microbes on an object or surface

stethoscope: a piece of equipment that is used to listen to sounds produced inside the body

stoma: a surgically created opening made in the abdominal wall to allow the elimination of
waste

sub-acute care setting: a special unit of a hospital or nursing home or a separate facility that
specializes in providing care to patients who are well enough to leave the hospital but still
require treatments that can only be provided by health care professionals

suicide: the act of deliberately taking one’s own life

supine position: the person is positioned flat on his or her back

surgical bed: a bed where the bedspread, blanket and top sheet have been folded to the side
of the bed

terminal illness: an illness for which there is no treatment and that is ultimately expected to
lead to the person’s death

therapeutic diet: a special diet ordered to help a person regain or maintain health

transfer: a move from one part of a facility to another

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transmission-based precautions: practices used by caregivers to minimize the spread of
microbes when the person has a disease known to be transmitted in a specific way; includes
airborne precautions, droplet precautions and contact precautions

tuberculosis: a bacterial infection of the lungs that is spread through the air from one person
to another

tumor: a solid mass of tissue

urination: the elimination of liquid waste from the body

urine: liquid body waste

verbal communication: communication using spoken, written or Arabic and English

Language

vital signs: measurements that give us basic information about how a person’s body is
functioning, including temperature, pulse, respirations and blood pressure

wudoo: a requirement for ablution prior to a Muslim person saying prayers

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