Learning Outcomes

and KPIs
 Workshop’s Learning Outcomes

Attendees will:

1.Comprehend the nature and role of program and

course learning outcomes in instruction,
2.Align an understanding of assessment of learning
outcomes using KPIs and benchmarks,
3.Write out examples of learning outcomes with KPI
assessment tools.

2
 Workshop’s Learning Outcomes

4. Summarize the role of learning outcomes in

instruction, in order to illustrate an understanding
of assessment’s importance.
• Why we are writing learning outcomes
• The role of learning outcomes in assessment
• Why it is important to assess student learning

3
 Workshop’s Learning Outcomes

5. Recognize and use the National Qualifications

Framework domains of learning; including the
selection of verbs that map to measurable
instructional objectives and learning outcomes.

4
 Workshop’s Learning Outcomes

6. Construct learning outcomes from learning

objectives, in order to develop assessable learning
outcomes for proposals.
– Learning outcomes formula
– Characteristics of good learning outcomes
– Example learning outcomes

7. Map learning outcomes

5
 First day sessions
First session Second session Third Session

• General introduction to Characteristics of National Qualifications

Learning Outcomes Learning Outcomes Framework (NQF)
• The difference between Learning Domains and LOs
Learning Outcomes
and Objectives
• The importance of
Learning Outcomes

6
 Introduction
• The Design phase of a typical curriculum
development process (Analysis, Design,
Development, Implementation, Evaluation) is
largely concerned with developing clear learning
outcomes and objectives.

• It is important to recognize during this phase that

there is a direct relationship between objectives
and students assessments.
7
 Introduction
Set teaching content and skill objectives that are
based on student and employer needs and the
institutional mission statement
• Set student learning outcomes
• Design learning activities  teaching methods
• Evaluate results  assessment

8
 Learning Outcome are
• Learning outcomes are broad goals that that
describe what the
– learners are supposed to know or be able to do
and may be based upon:
• the needs of the learner
• the needs of society
• what the learner should know about a
particular subject
9
 Learning Outcome are
• What a STUDENT should learn as a result of a
period of specified and supported study.

• The ACHIEVEMENTS of the learner rather then

the intentions of the teacher.

10
 Learning Outcome are

• Formal statements that articulate:

• What students are able to do after instruction

• Why students need to do this

11
 Learning Outcome are
• Are concerned with the learning of the student
PERFORMANCE

• What the student will be able to do

• What the student will know and do
• What the student will understand and do

• Must be measurable or observable

12
 Learning Outcomes
Learning Outcomes begin with the end in mind.
A learning outcome, according to Mager, has 3
parts:
1. A measurable verb
2. The important condition (if any) under which the
performance is to occur and
3. The criterion of acceptable performance.
13
 Objectives vs. Outcomes
• The distinction between learning outcomes and
learning objectives is not universally recognized.

• Many instructors may find that the term ‘learning

outcomes’ describes what they have already
understood by the term ‘learning objectives.’

14
 Objectives
and L.O.
Teaching Learning
Objectives Outcomes

Knowledge Assessment
and  both 
Skills
(Content)

15
 Objectives vs. Outcomes
• Learning objectives, for example, may outline the
material the instructor intends to cover or the
disciplinary questions the class will address.

• By contrast, learning outcomes should focus on what

the student should know and realistically be able to
do by the end of an assignment, activity, class, or
course
16
 Objectives vs. Outcomes
• learning outcomes, mean focusing on the
application and integration of the course
content from the perspective of the student.

• learning outcomes can more explicitly and

directly address expectations for student
learning.
17
 Objectives vs.
Outcomes
• Which dentist do you want working on your
teeth?
Student A: The student will know how to
successfully drill cavities…

Student B: The student earns 100% on the exam

for drilling cavities….

Student C: The student who successfully drills out

18 cavities…
 What are the differences in knowledge
and skill for learning?
What is the same?
What are the different teaching
methods required?
What different assessment methods
are required?

Student A Student B

Student C
Divide into student groups A, B, and C. Each group will
answer these 3 questions and present their answers.
1. What kind of knowledge is required?
2. What teaching methods are required?
3. What assessment methods are required?

19
 Objectives are…
The primary building blocks of good curriculum
design:
They support the learning outcome in that each is a small step in arriving
at what the learner is supposed to know or be able to do.
Objectives 
1. Define specific outcomes or competencies to be achieved in
terms of skills, content mastery, attitudes, or values
2. Form the basis upon which to select or design instruction
materials, content, or techniques
3. Provide the basis for determining or assessing when the instruction
purpose has been accomplished
4. Provide a framework within which a learner can organize his
efforts to complete the learning tasks
 The importance of LOs

• It builds evidence for accountability,

accreditation and improvement.

– Show evidence of how well our students learn.

– Use evidence for continuous improvement.

21
 The importance of LOs
• Know what you are doing

• Know why you are doing it

• Know what students are learning as a result

• Changing because of that information

22
 The importance of LOs

• Shifting from:
• Teaching to learning

• Teaching effectiveness to learning results

• Private affair to community property

23
 Start 
Graduate
Characteristics

Assessment Content
Empirical Objectives
or &
Observable Learning
Outcomes

Learning and
Teaching Strategies

Differentiated
Instruction

24
 Some benefits of learning
outcomes
1. Select learning content objectives and skills

2. Development of instructional strategies that align

with specific learning outcomes

3. Develop and select instructional materials that align

with specific learning outcomes

4. Construct evaluation instruments for assessing

student performance based on the learning outcomes.
5. Improve overall program and as a faculty.
25
 Benefits of L.O.

Student
Needs

Employment Institutional
Needs Student Mission

Learning
Outcomes
Teacher Program
Objectives Outcomes

Course
Outcomes
26
 NCAAA

Characteristics of Learning Outcomes

Session 2

27
 CHEA says….

Learning Outcome knowledge,

skills, and abilities that the
STUDENT attains as a result of a
learning experience, activity, or
teaching.
28
 Characteristics of Good
Learning Outcomes

1. Measurable/Assessable
2. Clear to the student & instructor
3. Integrated, developmental, transferable
4. Use discipline-specific competencies or
standards as a basis, not an end
5. Similar scope and scale
6. “In order to” gets to the uniqueness and
real world application of the learning
7. Use a variety of learning domains
29
 OBE  Outcome-Based Education

Outcome-based education is a method of

teaching that focuses on what students can
actually do after they are taught.
All curriculum and teaching decisions are
made based on how best to facilitate the
desired outcome.
This leads to a planning process in reverse of
traditional educational planning.
The desired outcome is selected first and the
curriculum is created to support the intended
30 outcome.
 Learning Outcome Alignment

Alignment
University
At ALL Levels

Learning Outcomes
Mission & College
Programs
Student Needs
DEPARTMENTS
Flow to Highly
CLASS
Specified
COURSES
Knowledge &
STUDENTS
Skills
31 ASSESSMENT
 Learning Outcome Process
Elements of the Program
Process informed by:
Specification

Start What’s the

Aims of the Program purpose of the
program?

NCAAA NQF (domains of learning)

What should
Level Descriptors
students know
Learning Outcomes
and be able to
of the Program Subject Benchmarks do on
completion?
Professional Body Requirements
including:
Knowledge & understanding
Cognitive Skills
Interpersonal Skills and
Responsibility
Communication, IT & Numerical
Skills Outcomes for level Attainment Grades awarded
Psychomotor Skills attained through: verified by: according to:

Program learning outcomes broken

down by level to ensure incremental Course learning Course Assessment
attainment over duration of course outcomes assessment criteria
32
 Characteristics of a Graduate Are:
Holders of a bachelor degree should have demonstrated:

Knowledge of a comprehensive, coherent and systematic body of

knowledge in a field of enquiry;

The ability to investigate complex problems and develop creative

solutions with limited guidance;

The ability to use appropriate statistical techniques in the analysis

and resolution of complex issues, and select and use the most
appropriate mechanisms for communicating the results to a
variety of audiences;

Capacity to provide leadership and willingness to cooperate fully with

others in joint projects and initiatives;

In the case of a professional program the full range of knowledge and

33 skill required for effective practice in the profession concerned.
 Learning Outcomes….
 be written in the future tense
 identify important learning requirements
 be achievable and assessable
 use clear language easily understandable to students
When writing outcomes, it may be useful to use the
following expression: At the end of this program or
course the student should be able to…….
Then follow with a verb. Useful verbs are:
Analyse; appraise; apply; calculate; choose;
compare; contrast; create; criticise; demonstrate;
derive; describe; design; develop; differentiate;
discuss; explain; evaluate; extrapolate; formulate;
identify; list; measure; name; plan; plot; postulate;
predict; present; propose; recall; recognise; use;
34 utilise; and WRITE
 Well written L.O. are….

Use a verb that indicates what the learner is

expected to be able to do at the end of the
period of learning; measurable or observable.

Word(s) that indicate on what or with what the

learner is acting. If the outcome is about
skills then the word(s) may describe the way
the skill is performed.

Word(s) that indicate the nature (in context or

in terms of standard) of the performance
required as evidence that the learning was
35
achieved.
 A good L.O. is….

 Active  it describes what students can do

 Attractive  students want to achieve it
 Comprehensible  students know what it
means
 Appropriate  to the student’s current
goals and career plans
 Attainable  most students will mostly
meet it, with due effort
36
 A Good L.O. is ….
Assessable  we can verify if it has
been achieved
Visible  observable and stated in
the course booklet and on the Webb

Good learning outcomes are

scaffolding on which you
and your students build their
studies and their learning
37
 Things to avoid…

Avoid learning outcomes which are too broad in scope,

such as ‘Recall the fundamental concepts of Structural,
Mechanical and Electrical Engineering.’

Avoid learning outcomes which are too narrow in scope,

such as ‘State the six categories in Bloom’s Taxonomy.’

Avoid overloading your modules with too much ‘content’;

knowledge and understanding outcomes emphasize what
your students will be able to comprehend and explain, but
this isn’t as important as being able to use the
information through application, analysis, synthesis and
38 evaluation.
 Scaffolding Examples

Course Learning Outcomes

…student will write a speech

…student will give a speech
…student will give a persuasive speech
Describe the differences compare and contrast.
What teaching methods and assessments?
39 What KPIs can be written for each of them??
 Learning OUTCOMES

….are “performance of knowledge,

skills, and attitudes embedded within
them.”

Attitudes???

40
 ATTITUDES 
Why do we teach ATTITUDES?

What are the ATTITUDES that student

performance outcomes expect?

How do you teach attitudes?

41
 Bubble Map +
In the center circle write an attitude; a
student need for a teacher course or a
nursing course.
In the connected circles write learning
outcomes you want performed.
On the lines outside each learning
outcome circle write how to teach and
asess this attitude for each learning
outcome
42
 Job Satisfaction
Learning Outcomes
Outcomes that are implied in both
program or course specifications

….are things like employment, career

mobility, enhanced income, improved
lifestyle, opportunity, or fulfilled life.
43
 Venn Diagram Activity

Learning Outcomes
vs
Job Satisfaction
Outcomes
44
 Venn Diagram

Learning Job
Outcomes Satisfaction

How do learning outcomes align

with job satisfaction outcomes?
45
 Reporting Learning Outcomes  Program,
Course, & Field Experience Specifications
5. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
• The knowledge or skill the program is intended to develop
and the level of that knowledge and skill. (as a guide see
general descriptions of knowledge and skills in the National
Qualifications Framework for the qualification level of this
program;
• The teaching strategies to be used in courses in the
program to develop that knowledge and those skills. (This
should be a general description of the approaches taken
throughout the program but if particular responsibility is to be
assigned to certain courses this should be indicated.);
• The methods of student assessment to be used in
courses in the program to evaluate learning
46 outcomes in the domain concerned.
 Program and Course Specifications:
Five NQF Domains of Learning

1. Knowledge (Content)
2. Cognitive Skills
3. Interpersonal Skill and Responsibility
4. Communication, Information
Technology and Numerical Skills
5. Psychomotor Skills
(presented in Session 3)
47
 Allocation of Responsibilities for Learning Outcomes to Courses
√ Major Responsibility x Minor Responsibility
(Note: Add additional sheets if necessary to provide for all required courses in the program
including any courses offered by other departments)
Learning Outcomes Courses
Course Code and
Number
Knowledge
Facts
Concepts, theories
Procedures
Cognitive Skills
Apply skills
Creative thinking and
problem solving
Interpersonal Skills and
Responsibility
Responsibility for own
learning
Group participation and
leadership
Act responsibly-
personal and
professional situations
Ethical standards of
behavior
Communication IT and
Numerical Skills
Oral and written
communication
Use of IT
Basic maths and statistics
48
Psychomotor Skills
Allocation of Responsibilities for Learning Outcomes to Courses 49
√ Major Responsibility x Minor Responsibility
Learning Outcomes Courses

& Chem
Chem

& Chem

Engl
Chem 201

102

IAS 201
101&102

Chem 223
Chem 323

& 202
303
Chem 212

311

Chem 331

Chem 471
399
Math 101
&102

Engl 214
IAS 212
IAS 322

IAS 101

IAS 301
PE 101
&
& chem.

101&102
Chem 479

ICS 101
332

472

Phys 101
Course Code and

Chem

Chem
Number

chem

Islam
org.chem

Chem
Chem
Chem

Chem

Profession
Profession
Human
training

English

English

rights in
Anal

Qual
General

Oral
Physical
Practical
Analysis

Calculus

Computer
Physics

ethcs
Project

comm.
Inst.

Inorg.

prog.
Phys.

seminar

Summer

Grammer

al Writing
chem
Chem

al
Org.
Knowledge
Facts √ √ √ √ √ √ √ X X X √ √ √ X X X X X X X X
Concepts, theories √ √ √ √ √ √ √ X X X √ √ √ X X X X X X X X
Procedures √ √ √ √ √ √ √ X X X √ √ √ X X X X X X X X
Cognitive Skills
√ √ √ √ √ √ √ √ √ √ √ √ √ X X X X X X X X
Apply skills when asked
√ √ √ √ √ √ √ √ √ √ √ √ √ X X X X X X X X
Creative thinking and problem
√ √ √ √ √ √ √ X √ √ √ √ √ X X X X X X X X
solving
Interpersonal Skills and
Responsibility
Responsibility for own X X X X X X X √ √ √ X X X X X X X X X X √
learning
Group participation and X X √ X √ √ √ √ √ √ X X X X X X X X X X √
leadership
Act responsibly-personal and X X √ √ √ √ √ X √ √ X X X X X X X X X X √
professional situations
Ethical standards of behavior X X √ X √ X X X √ √ X X X X X √ √ X X X √
Communication IT and
Numerical Skills
Oral and written X X √ √ √ √ √ √ √ √ X X X √ √ X X √ √ √ X
communication
Use of IT X X √ X X √ X X √ √ X X √ X X X X X X X X
X X √ X X √ X X √ √ √ √ X X X X X X X X X
Basic maths and statistics
 L.O. Curriculum Mapping Cu
l
Ma
g
Le

O
m

50
 NCAAA
National Qualifications Framework
Learning Domains
And
Student Learning Outcomes

Session 3
51
 NQF
The principal elements in the framework are:
• Levels: numbered and linked to qualification titles to
describe the increasing intellectual demand and
complexity of learning expected as students progress
to higher academic awards.
• Credits Points: allocated to describe the amount of
work or volume of learning expected for an
academic award or units or other components of a
program.
• Domains of Learning: The broad categories of
types of learning outcomes that a program is
52 intended to develop.
 LD and LOs
Learning objectives can be written as teacher or
curriculum centered content or they can be re-
written as student-centered learning outcomes.
The teacher will... OR
The student will….
Both learning objectives and outcomes must be
measurable or observable.
One assessment is for a teacher’s teaching and
another assessment is for a student’s learning.
53
 NQF Domains of Learning Outcomes

Learning Outcomes are aligned with

the five domains of learning
provided in the National Qualification
Framework.

Domains of learning apply to both

Program and Course learning
outcomes
54 Keep in mind both Program & Course L.O.s
 Five Learning Domains,
NQF
• Knowledge
• Cognitive skills
• interpersonal skills and responsibility
• Communication, information technology
and numerical skills
• Psychomotor skills
NCAAA  Must use with Program, Course,
and Field Experience Specifications
55 templates
 Knowledge
Knowledge: the ability to recall, understand, and
present information, including:
• knowledge of specific facts,
• knowledge of concepts, principles and theories
• Answers may be memorized or closely paraphrased
from assigned material.
• Define, list, name, recall
• knowledge of procedures.
56
 Cognitive Skills
Cognitive skills: the ability to:
• apply conceptual understanding of concepts, principles, and
theories
• apply procedures involved in critical thinking and creative
problem solving, both when asked to do so, and when faced
with unanticipated new situations,
• Investigate issues and problems in a field of study using a
range of sources and draw valid conclusions.
• Ability to comprehend the meaning of material.
• Answers must be in the student’s own words while still using
terminology appropriate to the course material.
57
• Explain, summarize, distinguish between, restate
 Interpersonal Skills and
Responsibility
Including the ability to:
• Take responsibility for their own learning and
continuing personal and professional development,
• Work effectively in groups and exercise leadership
when appropriate,
• Act responsibly in personal and professional
relationships,
• Act ethically and consistently with high moral
58
standards in personal and public forums.
 Communication, Information Technology
and Numerical Skills
Including the ability to:
• Communicate effectively in oral and written
form,
• Use information and communications
technology, and
• Use basic mathematical and statistical
59 techniques.
 Psychomotor skills
Psychomotor skills involving manual dexterity are
a fifth domain that applies only in some programs.
• They are extremely important in some fields of
study. For example very high levels of psychomotor
skills are required for a surgeon, an artist, or a
musician.
• Since these psychomotor skills apply only to certain
fields, and their nature varies widely, learning
outcomes in this domain have not been described in
the learning outcomes for each level in the
60
Qualifications Framework for Higher Education.
 Program LO for NQF
Domains of Learning

Knowledge for Dentistry,

Clinical techniques and procedures relative to the practice of dentistry
• Principles of recording oral conditions and evaluating data
• Infection control in the dental clinic
• Prevention of oral diseases
• Medical & therapeutics
• Surgical approaches in the treatment of oral diseases
• Restorative care
Patient investigations in dental care
• How to take a history
• How to use special tests
• How to make a diagnosis
• How to develop treatment plans

61 Cognitive Skills.
 Program LO for NQF
Domains of Learning

Cognitive Skills for Business.

• Business and management degrees are strongly related to practice. There
should be a strong link between the development of skills and the employability
of graduates at appropriate levels. It is important that there are effective
strategies for the development of work-related skills and that teaching staff are
equipped to deliver them.

• Graduates should be able to demonstrate a range of cognitive skills together

with techniques specific to business and management. Graduates should be
able to identify and use appropriate cognitive skills to deal with anticipated
and unanticipated issues and problems in the business environment.

• Skills of critical thinking, analysis and synthesis applying the knowledge

and understanding of concepts and theories described in the knowledge
category above to business problems This includes the capability to identify
assumptions, evaluate statements by reference to relevant evidence, to
detect false logic or reasoning, to identify implicit values, to utilize terms
62 correctly and to generalize appropriately
 Program LO for NQF
Domains of Learning
• Effective problem solving and decision-making using appropriate
quantitative and qualitative skills and applying the knowledge described
above including identifying, formulating and solving business problems The
ability to create, evaluate and assess a range of options together with the
capacity to apply ideas and knowledge to a range of business situations
• ability to apply numeracy and quantitative skills including data analysis,
interpretation and extrapolation to issues and problems in business
• use of models to analyze business problems and phenomena
• ability to conduct research into business and management issues, either
individually or as part of a team for projects, investigations and presentations.
This requires familiarity with and an evaluative approach to a range of business
data, sources of information and appropriate methodologies, and for this to
inform the overall investigating, reporting and learning process
• ability to interpret accounting, business and economic data including
material published in the business and financial press, in periodicals and on
websites
• ability to anticipate the impact of information and communication
technologies on business performance, and the ability to recognize and exploit
63 the potential of new technologies
 Program LO for NQF
Domains of Learning

Interpersonal Skills & Responsibility for

Teacher Education
• Have high expectations and a commitment that learners can achieve
their full educational potential
• Cooperate and contribute as constructive members of teams in
schools, applying these skills to improve the educational outcomes
for all students
• Create a learning environment for students that encourages them to be
involved in social and positive interaction, and become active and self-
motivated learners
• Possess the leadership and classroom management skills to maintain a
cooperative and constructive learning environment
• Have the interpersonal skills required to develop the confidence and
64 trust of their students when providing advice and support
 Program LO for NQF
Domains of Learning

Interpersonal Skills & Responsibility for

Teacher Education
• Seek and use evidence based research in order to resolve difficulties
and issues in their work as teachers
• Show initiative in identifying issues that may contribute to the further
development of the school and work as an individual or on a team basis to
address them
• Understand and appreciate the position of trust they are given by parents
and the community
• Work within the legal and ethical framework and regulations expected
of all teachers
• Model the positive values attitudes and behavior they expect from
students
• Establish fair, respectful, trusting, supportive and constructive
relationships with students and colleagues
• Regard all students as capable of learning and demonstrate a
65 commitment to equity in their teaching practice
 Program LO for NQF
Domains of Learning
Communication, Information Technology and
Numerical Skills for Engineering:
• Ability to communicate effectively, both orally and in written
form using appropriate media, on complex engineering activities
with the engineering community and with society at large.
• Ability to understand and prepare effective reports.
• Ability to prepare design documentation.
• Ability to make effective presentations to different kinds of
audiences.
• Ability to give and receive clear instructions.
– Ability to make sound judgments about the quality and
reliability of information sources, for example information
66 derived from the internet or from other reports.
 Program LO for NQF
Domains of Learning

Psychomotor skills for Nursing:

All items may be procedurally altered to take into account patient
variance, age, gender, pregnancy and lactation, and predisposing
conditions.
• Assessment and therapeutics
• Assessing skin integrity
– Visual and manual
• Assessing the Head and Neck
– Use of an otoscope
– Use of an ophthalmoscope
– Use of tongue depressor
67
 Program LO for NQF
Domains of Learning
• Assessing the Thorax and Lungs
– Use of a stethoscope (lung sounds)
– Manual palpation, auscultation, percussion
• Cardiovascular Assessment
– Use of a stethoscope (heart sounds)
– Electrocardiogram
• Assessing the Abdomen
– Use of a stethoscope (bowel sounds)
– Manual palpation, auscultation, percussion
– Fundal height
– Fetal heart sounds
• Musculoskeletal and Neurological Assessment
– Testing reflexes and muscle strength, range of motion
– Testing balance
68
– Manual palpation
 Program LO for NQF
Domains of Learning
• Accurately measure, record and collect:
– Temperature, pulse, respirations, and blood pressure
– Anthropometry (measurement of body parameters)
– Specimens from the nose and throat
– Sputum specimen by suction- sputum specimen by expectoration
– Blood pressure from lower extremity by auscultation
– Electronic blood pressure
– Venipuncture with Vacuum tube, Venipuncture with Syringe, and
Blood Cultures
– Oxygen Saturation with Pulse Oximetry
– Urinalysis, (Urine Specimen Collection Midstream)
– Blood glucose levels
– Faecal analysis (stool specimen)
69 – Obtaining Wound Cultures
 Program LO for NQF
Domains of Learning
• Therapeutics
– Eye Irrigations
– Eye eversion
– Ear Irrigations
– Inserting an oral pharyngeal airway
– Application of a sling, brace, splint, cast application and removal
– Insertion of a peripheral intravenous device (intermittent and continuous
infusion)
– Regulating intravenous infusion flow rates
– Maintenance of intravenous site
– Administering intravenous medications
– Transfusions of blood products
– Suctioning
– Endotracheal tube and tracheostomy care
– Nasogastric Tube, inserting, irrigating, removing, checking placement.
– Cardiopulmonary resuscitation, (Basic Life Support and Advanced Cardiac
70 Life Support)
 • First aid procedures
– Managing central venous lines
– Mechanical ventilation
– Applying control and restrain techniques
• Infection Control
– Hand Hygiene
– Using Disposable Clean Gloves
– Applying Personal Protective Equipment (masks and gowns)
– Preparing a Sterile Field
– Sterile Gloving
• Activity and Mobility
– Assisting with moving and positioning clients in bed
– Transfer techniques (manual handling)
– Assisting with ambulation
• Hygiene
– Bathing,
– Skin care
– Oral Care
– Hair Care
– Foot and Nail Care
71
 • Nutrition
– Feeding Dependent Clients
– Aspiration techniques
– Nasogastric intubatation
– PEG feeding
– Intravenous cannulation
– Parenteral alimentation (subcutaneous, intramuscular and intravenous)
– Monitoring Intake and Output
• Elimination
• Giving a bedpan and urinal
• Catheterization (external)- intermittent, indwelling, supra pubic, male/female.
• Catheter hygiene
• Administration of an enema
• Medication Administration
• Oral medications
– Oxygen
– Medication through a feeding tube
– Applying topical medications
– Instilling eye and ear medications
– Using inhalers
– Using nebulizers
– Inserting rectal and vaginal medications
72
 • Injections
• Reconstituting medications from a powder
• Mixing medications from a vial
• Subcutaneous injections
• Intramuscular injections
• Intradermal injections
• Intravenous injections
• Continuous subcutaneous medications
• Surgery
– Physical skin preparation
– Surgical hand antisepsis
– Donning sterile gown and closed gloving
– Providing surgical wound care
– Measuring drainage devices
– Removing staples and sutures (including applying Steri-Strips)
• Applications and use of specialized medical devices
• Applying Wound Dressings- pressure, closed, vacuum
• Applying Binders and Bandages
• Applications of Warm/ cold compresses- Moist/dry heat
• Using a bed- e.g. Air Suspension Bed, Air-Fluidized Bed, Rotokinetic Bed, Bariatric
Bed
• Pump, monitors, and computer assisted devices.
73
 Thank you

74