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Becan-McBride
Garza
TENTH EDITION
PHLEBOTOMY
PHLEBOTOMY HANDBOOK
HANDBOOK
B LO O D S P E C I M E N C O L L E C T I O N F R O M B A S I C T O A DVA N C E D
Diana Garza
Kathleen Becan-McBride
www.pearson.com
ISBN-13: 978-0-13-470932-1
ISBN-10: 0-13-470932-2
9 0 0 0 0
9 780134 709321
Other Factors Affecting the Patient 295 Procedure 10–3 Basics of Patient Identification 325
Complications Associated with Test Requests and Special Considerations 326
Identification 296 Identity Errors are Preventable 328
Identification Discrepancies 296 Equipment Selection and Preparation 329
Time of Collection 296 Supplies for Venipuncture 329
Requisitions 296 Venipuncture Site Selection 330
Complications Associated with the Specimen Collection Tools to Make Difficult Veins More Prominent 336
Procedure 296 Procedure 10–4 Use of a Tourniquet and Vein Palpation 337
Tourniquet Pressure and Fist Pumping 296 Procedure 10–5 Cleansing the Puncture Site 339
Failure to Draw Blood 297 Tourniquet Application 340
Backflow of Anticoagulant 298 Decontamination of the Puncture Site 340
Fainting (Syncope) 298 Venipuncture Methods 340
Hematomas 300 Evacuated Tube System and Winged Infusion System, or
Petechiae 300 Butterfly Method 340
Excessive Bleeding 300 Procedure 10–6 Performing a Venipuncture Using the
Nerve Complications 300 Evacuated Tube Method 341
Seizure during Blood Collection 300 Procedure 10–7 Hand Vein Venipuncture Using a
Hemoconcentration 300 Winged Infusion/Butterfly Set 347
Intravenous Therapy 301 Syringe Method 350
Hemolysis 301 Procedure 10–8 Syringe Method 351
Collapsed Veins 302 Failure to Collect Blood after a Puncture 353
Improper Collection Tube 302 Order of Draw for Blood Collection Tubes 354
Self Study Manufacturers of Blood Collection Tubes 357
Study Questions 304 Specimen Identification and Labeling 357
Case Study 305 Caring for the Puncture Site 358
Action in Practice 1 305 Disposal of Used Supplies and Equipment 359
Action in Practice 2 305 Patient Assessment at the End of the Venipuncture
Competency Assessment 306 Procedure 359
References 306 Other Issues Affecting Venipuncture Practices 360
Resources 307 Self Study
Study Questions 365
CHAPTER 10 Venipuncture Case Study 1 366
Procedures 308 Case Study 2 366
Action in Practice 366
Chapter Learning Objectives 308 Competency Assessment 367
Key Terms 308 References 369
NAACLS Entry-Level Phlebotomist Competencies 309 Resources 370
Blood Collection 310
Health Care Worker Preparation 310 CHAPTER 11 C
apillary or Dermal Blood
Procedure 10–1 Preparing for the Patient Encounter 312
Specimens 371
Procedure 10–2 Hand Hygiene and Gloving
Technique 315 Chapter Learning Objectives 371
Precautions 317 Key Terms 371
Needlestick Prevention Strategies 317 NAACLS Entry-Level Phlebotomist Competencies 372
Approaching, Assessing, and Identifying the Patient 318 Indications for Skin Puncture 372
Initial Introduction and Patient Approach 318 Composition of Capillary Blood 373
Physical Disposition of the Patient 320 Basic Technique for Collecting Diagnostic Capillary
Positioning of the Patient and the Health Care Worker 322 Blood Specimens 374
Test Requisitions 324 Preparation for Skin Puncture 376
Patient Identification Process 324 Supplies for Skin Puncture 376
viii Contents
Considerations in Home Care Blood Collections 453 Procedure 15–3 Safety Butterfly Assembly Blood
Self Study Culture Collection 479
Study Questions 454 Procedure 15–4 Evacuated Tube System for Blood
Case Study 455 Culture Collection 481
Action in Practice 455 Procedure 15–5 After Blood Culture Collection by the
Previous Methods 482
Competency Assessment 455
Possible Interfering Factors 482
References 456
Glucose Tolerance Test (GTT) and HbA1c 483
Resources 457
Postprandial Glucose Test 487
Modified Oral Glucose Tolerance Test 487
CHAPTER 14 Point-of-Care Collections 458 Lactose Tolerance Test 487
Chapter Learning Objectives 458 Arterial Blood Gases 488
Key Terms 458 Radial Artery Puncture Site 488
NAACLS Entry-Level Phlebotomist Competencies 459 Brachial and Femoral Artery Puncture Sites 489
Types of POCT 460 Procedure 15–6 Radial ABG Procedure 491
Glucose Monitoring 460 Therapeutic Drug Monitoring (TDM) 494
Procedure 14–1 Obtaining Blood Specimen for Glucose Collection for Trace Metals (Elements) 495
Testing (Skin Puncture) 462 Genetic Molecular Tests 495
Point-of-Care Testing for HbA1c 464 Intravenous Line Collections 496
Quality in Point-of-Care Testing and Disinfecting POCT Collecting Blood through a Central Venous
Analyzers 464 Catheter 497
Blood Gas and Electrolyte Analysis 466 Procedure 15–7 Collecting Blood through a CVC 497
Point-of-Care Testing for Acute Heart Damage 467 Cannulas and Fistulas 499
White Blood Cell Count System 467 Donor Room Collections 499
Blood Coagulation Monitoring 467 Donor Interview and Selection 500
Hematocrit, Hemoglobin, and Other Hematology Collection of Donor’s Blood 501
Parameters 468 Autologous Transfusion 501
Cholesterol Screening 469 Therapeutic Phlebotomy 502
Other POCT Tests and Future Trends 469 Self Study
Self Study Study Questions 503
Study Questions 470 Case Study 1 504
Case Study 471 Case Study 2 504
Action in Practice 1 471 Action in Practice 504
Action in Practice 2 471 Competency Assessment 505
Competency Assessment 472 References 505
References 472 Resources 506
Resources 472
CHAPTER 16 U
rinalysis, Body Fluids, and
CHAPTER 15 B
lood Cultures, Arterial, Other Specimens 507
Intravenous (IV), and Special
Chapter Learning Objectives 507
Collection Procedures 473 Key Terms 507
Chapter Learning Objectives 473 NAACLS Entry-Level Phlebotomist Competencies 508
Key Terms 473 Urine Collection 509
NAACLS Entry-Level Phlebotomist Competencies 474 Single-Specimen Collection 511
Blood Cultures 474 Procedure 16–1 Clean-Catch Midstream Urine
Procedure 15–1 Site Preparation for Blood Culture Collection Instructions for Women 512
Collection 475 Procedure 16–2 Clean-Catch Midstream Urine
Procedure 15–2 Safety Syringe Blood Culture Collection Instructions for Men 513
Collection 477 Timed Urine Collections 514
x Contents
Procedure 16–3 Collecting a 24-Hour Urine Blood Alcohol and Breath Testing 549
Specimen 514 Future Trends 552
Cerebrospinal Fluid 516 Self Study
Fecal Specimens 517 Study Questions 553
Seminal Fluid 518 Case Study 1 554
Amniotic Fluid 518 Case Study 2 554
Synovial Fluid 519 Case Study 3 554
Other Body Fluids 519 Competency Assessment 555
Culture Specimens 519 References 555
Buccal Swabs 519 Resources 556
Sputum Collection 520
Nasopharyngeal Culture Collections 520 Appendix
Throat Swab Collections 520
Appendix 1 AACLS Entry-Level Phlebotomist
N
Procedure 16–4 Collecting a Sputum Specimen 521 Competencies and Chapter
Procedure 16–5 Collecting a Throat Swab for Coverage 558
Culture 522 Appendix 2 Competency Assessment Tracking
Skin Tests 524 Checklist 561
Gastric Analysis 524 Appendix 3 Finding a Job 569
Breath Analysis for Peptic Ulcers 525 Appendix 4 International Organizations 574
Sweat Chloride by Iontophoresis 525 Appendix 5 The Basics of Vital Signs 575
Self Study Procedure A5–1 Taking Oral Temperature 576
Study Questions 526 Procedure A5–2 Taking Aural Temperature 577
Case Study 526 Procedure A5–3 Taking Axillary Temperature 578
Action in Practice 1 527 Procedure A5–4 Assessing Peripheral Pulse
Rate 579
Action in Practice 2 527
Procedure A5–5 Taking Blood Pressure 581
Competency Assessment 527
Procedure A5–6 Assessing Respiration Rate 585
References 528 Appendix 6 Hand Hygiene in Health Care Settings:
Resources 528 Stay Up-to-Date with the Centers
for Disease Control and Prevention
(CDC) and the Food and Drug
CHAPTER 17 D
rug Use, Forensic Toxicology, Administration (FDA) 586
Workplace Testing, Sports Appendix 7 Common Laboratory Assays,
Medicine, and Related Reference Intervals, and Critical
Limits 588
Areas 529
Appendix 8 Blood Collection and Allowable
Chapter Learning Objectives 529 Volumes from Pediatric and Neonatal
Key Terms 529 Patients 596
NAACLS Entry-Level Phlebotomist Competencies 530 Appendix 9 Cautious Use of Abbreviations,
Acronyms, and Symbols 598
Overview and Prevalence of Drug Use 530
Appendix 10 Formulas, Calculations, and Metric
Drug Analysis: Rationale, Methods, and Conversion 600
Interferences 535
Appendix 11 Military Time (24-Hour Clock) 603
Drug Testing in Neonates or Pregnant Women 538 Appendix 12 Basic Spanish for Specimen Collection
Forensic Toxicology Specimens 539 Procedures 605
Chain of Custody 541 Appendix 13 Answers to Study Questions,
Workplace Drug Testing 541 Case Studies, and Competency
Tampering with Specimens 547 Checklists 608
Drug Testing in the Private Sector 548
Drug Use in Sports 548 Glossary 626
Blood Doping and the Use of Erythropoietin
(EPO) 549 Index 638
About the Authors
Diana Garza received her Bachelor of Science degree in Biology from Vanderbilt
University in Nashville, Tennessee, followed by an additional year to complete her
Medical Laboratory Science certification requirements at Vanderbilt University Medical
Center. Her interest in laboratory sciences and in teaching led her to earn a Masters in
Science Education at the Peabody School of Vanderbilt University. Dr. Garza worked at
Vanderbilt Medical Center in the Microbiology Department while a graduate student.
A move back to her home state of Texas led her to a collaborative graduate program with
Baylor College of Medicine at the University of Houston and resulted in her Doctorate
of Education in Allied Health Education and Administration, all while she worked in
the Microbiology Laboratory at the University of Texas M. D. Anderson Cancer Center
(MDACC). Dr. Garza’s laboratory and teaching experience continued at the University
of Texas Health Science Center at Houston and for many years at MDACC, where she
later became the Administrative Director of the Division of Laboratory Medicine. While
in Houston, Drs. Garza and Becan-McBride were involved in numerous national and
international courses for technologists, nurses, and physicians to teach phlebotomy tech-
niques. Together, they developed curriculum materials, and in 1984 published one of the
first comprehensive textbooks focused solely on phlebotomy practices. Their successful
coauthoring partnership has endured for over three decades. In 1990, Dr. Garza joined the
faculty of Texas Woman’s University–Houston Center, where she taught online quality
improvement courses, was tenured, and became editor of several journals and contin-
uing education publications. She has taught extensively; been a reviewer/inspector in
many regulatory processes; participated in accreditation procedures; and continues to
author, edit, and publish numerous manuscripts in the field of phlebotomy. Dr. Garza
has served on numerous health care advisory boards, as a board member for many non-
profit health care organizations, and on nationwide committees in the field of laboratory
medicine, including those for certification examinations, accrediting committees, and as
a consultant for companies and health care organizations. She continues her writing and
editorial pursuits primarily in the field of phlebotomy.
Dr. Becan-McBride has published 24 books and more than 57 articles, and has been
on numerous national and international health care advisory boards and several editorial
boards for health care journals. She is continuing to serve on national and international
committees and commissions. She has had research projects related to the medical lab-
oratory sciences and also the community (i.e., UV/TB Prevention Research Project in
Homeless Shelters in Houston). Most recently, she had received a National Institute
of Health (NIH) grant in research on new point-of-care (POC) technology as defined
through blood collection techniques. Dr. Becan-McBride is on educational advisory
boards for medical laboratory science educational programs and community outreach
programs. She has had invitational medical laboratory science presentations nationally
and internationally in Singapore, China, Russia, France, South America, New Zealand,
and, more recently, Croatia. She was the elected Chair of the ASCP Board of Certification
Board of Governors from 2008 to 2010, and received the ASCP Mastership Award in 2012;
the ASCP Board of Certification Distinguished Service Award in 2012; and the ASCP
Mentorship Award in 2016. Dr. Becan-McBride continues her Texas Higher Education
Consultants’ activities in writing, presenting, and editing, mainly in the expanding area
of blood collection.
During her years at UTHealth, Dr. Becan-McBride has been fortunate to have
the opportunity to receive several grants for phlebotomy training programs.
Drs. Becan-McBride and Garza became involved in developing curricular materials to
teach phlebotomy students, as well as nursing and other health professional students.
These two authors developed one of the first comprehensive textbooks devoted
strictly to phlebotomy and its importance in the clinical laboratory and in health care
settings. After several editions, it went on to become an award-winning, top-selling
international textbook that has been considered to be a “gold standard” in the field of
phlebotomy. Drs. Becan-McBride and Garza have been collaborators for over 33 years on
numerous phlebotomy textbooks (including e-books), videos, online teaching products
for instructors, and other curricular materials. They have also been invited presenters at
many national and international conferences. Their efforts, work, and passion in phle-
botomy have inspired many valuable improvements to the field.
Preface
■■ to link the phlebotomist (blood collector) to the latest safety information, techniques,
skills, and equipment for the provision of safe and effective collection procedures,
■■ to improve diagnostic and therapeutic laboratory testing,
■■ to enhance customer satisfaction, and
■■ to promote better health outcomes for all patients.
This renowned and updated textbook provides the most up-to-date, comprehensive
compilation of information about phlebotomy available in the world.
This edition has reconfigured student learning objectives to be a more advanced
extension of the National Accrediting Committee for Clinical Laboratory Sciences’
(NAACLS) “entry-level” competencies. Both NAACLS and Student Learning Objectives
are listed at the beginning of each chapter. The chapter-specific Student Learning Objec-
tives cover a range of basic to more advanced techniques and concepts for phlebotomists.
The key features include:
■■ Communication, clinical, technical, and safety skills that any health care worker will
use in the practice of phlebotomy and other specimen collection procedures.
■■ A renewed focus highlights professionalism and ethical behavior in serving every
individual patient.
■■ The chapter featuring new equipment (Chapter 8) emphasizes the most updated and
comprehensive safety features of phlebotomy supplies and equipment, with new
images from key manufacturers in the industry.
■■ The latest information about current industry standards from the Clinical and
Laboratory Standards Institute (CLSI), World Health Organization (WHO), the
Centers for Disease Control and Prevention (CDC), risk and error reduction, patient
and worker safety, needlestick prevention, and The Joint Commission National
Patient Safety Goals.
■■ Content stresses the importance of patient communication through topics such as
generational traits, age-specific considerations, cultural factors, patients with special
needs, and current health care issues related to gender identity. More advanced content
provides the latest techniques in vascular access for difficult blood collections from
pediatric and/or adult patients; and the latest information on diabetic testing using
procedures overlapping between the glucose testing and Hemoglobin A1c protocols.
■■ Provides extensive information and insights about quality issues to improve tech-
nical skills and patient outcomes and highlights the professional role that phleboto-
mists play as essential members of the health care team.
■■ An advanced focus on medical terminology, roles of other health care providers,
special considerations for specific and/or vulnerable groups of patients, and health
literacy.
xiii
xiv Preface
■■ Expanded content areas include drug testing, paternity testing, drug-resistant bac-
teria, viral infections, importance of timed tests, and special high risk situations in
patient identification.
The scope of work for the blood collector has expanded to encompass additional
patient care duties and clinical responsibilities, a more patient-sensitive role, and
improved interpersonal communication skills to deal effectively with every patient, treat
their families with respect, handle any special needs, and establish effective collabora-
tions with other members of the health care teams. These roles and responsibilities have
global applications.
As with previous editions, and based on input from various reviewers, the order
in which the material is presented generally follows the way in which a phlebotomist
approaches the patient (i.e., beginning with important communication skills, knowledge
of ethical behavior and legal implications, and a basic understanding of physiologic
aspects, then moving to safety and infection control considerations in preparation for the
phlebotomy procedure, preparation of supplies and equipment, actual venipuncture or
skin puncture, and potential complications). Specialized specimen collection procedures,
point-of-care testing, pediatric care, and considerations for the elderly are included.
Problem-solving cases, Action in Practice cases, and Check Yourself sections integrate
the information into real-life situations. The Competency Assessments provide a Check
Yourself feature, which can be used by instructors as a supplement for evaluation and by
students to self-monitor their skills and knowledge. And the Glossary has been updated
and expanded to include key words and other terms important to phlebotomists. The
appendices provide useful procedures (such as taking vital signs) and important terms,
phrases, and symbols. Updates include the lastest blood pressure categories from the
American College of Cardiology.
The content is divided into four major parts:
Video Program
A video library is available for viewing on The Phlebotomy Handbook’s Student Resources
Page (www.pearsonhighered.com/healthprofessionsresources). The video series con-
tains segments demonstrating a wide array of blood specimen collection procedures and
patient interactions (including pediatrics and adults in both clinic and hospital settings).
The videos emphasize safety, infection control, effective communication, quality assess-
ment, and avoiding errors. The footage correlates with many of the procedures shown in
Phlebotomy Handbook, 10th edition, and was filmed in collaboration with the authors.
The video series is ideal for independent self-study or review for those aiming to enhance
their understanding and performance. It is also an excellent classroom teaching tool for
instructors who wish to supplement their teaching with dynamic footage of experts in
action. The series provides an additional teaching tool to support National Association
for Accreditation of Clinical Laboratory Sciences competencies for accredited programs
in Phlebotomy.
xvii
Reviewers
Pamela Audette, MBA, MT, RMA Penny Ewing, BS, CMA (AAMA) Angela Norwood, BS, PBT(ASCP)
Program Chair, Medial Assistant Instructor Phlebotomy Professor, Department
Program Gaston College Chairperson
Finlandia University Dallas, North Carolina College of Lake County
Hancock, Michigan Grayslake, Illinois
Vickie Kirk, MBA, MT(ASCP),
Jerry Barton, MLS (ASCP) PBT(ASCP)CM Margaret Oliver, MT (ASCP)
Phlebotomy Program Director Phlebotomy Director, Instructor of Instructor
Cape Fear Community College Health Sciences Neosho County Community College
Wilmington, North Carolina Edison State Community College Ottawa, Kansas
Piqua, Ohio
Doris Beran, MPH, MT (ASCP) Evelyn Paxton, MS, MT (ASCP)
Allied Health Instructor Michelle Mantooth, MSc, MLS Program Director
Coconino Community College (ASCP)CM, CG(ASCP) CM Rose State College
Flagstaff, Arizona Instructor Midwest City, Oklahoma
Trident Technical College
Jimmy Boyd, MLS (ASCP) North Charleston, South Carolina Pam Tully, MHS, MT (ASCP), PBT
Program Director (ASCP)
Arkansas State University-Beebe Kimberly Meshell Phlebotomy Program Director
Beebe, Arkansas Program Director, Instructor Bossier Parish Community College
Angelina College Bossier City, Louisiana
Jennifer M. Elenbaas, MBA-HM Lufkin, Texas
Instructor
Davenport University
Grand Rapids, Michigan
xviii
Chapter 1
(certified or registered, CMA or RMA), clinical assistants, home health personnel, and
others. Regardless of specific job backgrounds, common elements about the practice of
phlebotomy should be known by all who are responsible for blood specimen collections.
The term phlebotomy is derived from the Greek words, phlebo, which relates to
veins, and tomy, which relates to cutting. In ancient times, phlebotomy was practiced
to withdraw blood using various means, including knives, crude lancets, leeches, blood
cups or bowls, pumps, and glass syringes. In some cultures, phlebotomy was thought
to cleanse or purify the body and/or get rid of unwanted spirits. However, today, mod-
ern phlebotomy equipment and practices are very advanced. The current definition of
phlebotomy can be summarized as the incision of a vein for collecting a blood sample
(a portion of blood that is small enough so as not to cause harm) for laboratory testing or
other therapeutic purposes (e.g., transfusion of blood components); synonymous words
are venesection or venisection. The phlebotomist, or blood collector, is the individual
who performs phlebotomy. The term phlebotomist will be used throughout this text even
though it is interchangeable with blood collector. Phlebotomists often assist in the collec-
tion and transportation of specimens other than venous blood (e.g., arterial blood, urine,
tissues, sputum) and may perform clinical, technical, or clerical functions. However, the
primary function of the phlebotomist is to assist the health care team in the accurate, safe,
and reliable collection and transportation of specimens for laboratory analyses.
In this text, numerous phlebotomy procedures and practices are covered, ranging
from the most basic to more advanced procedures. However, there are two commonly
used phlebotomy techniques that are the essence of all phlebotomy practices:
■■ Venipuncture—Withdrawing a venous blood sample (from a vein, not an artery)
using a needle attached to an evacuated tube system or other collection devices (cov-
ered in Chapters 8 and 10).
■■ Skin (dermal) or capillary puncture—Using a superficial skin puncture (typically
a finger) with a specially designed safety lancet to withdraw a smaller amount of
capillary blood (covered in Chapters 8, 11, and 13).
■■ Advanced and/or specialized procedures are covered in Chapters 13, 15, 16, and 17.
Patients’ blood specimens are discrete portions of blood taken for laboratory analysis
of one or more characteristics to determine the character of the whole body.1 Laboratory
analyses of a variety of specimens are used for three important clinical purposes:
■■ Diagnostic and screening tests—To figure out what is
wrong with the patient (e.g., tests that detect abnormal-
ities) or for screening to detect irregularities that require
follow-up testing. Specific laboratory procedures are cov-
ered in later chapters.
■■ Therapeutic assessments—To develop the appropriate
therapy or treatment of the medical condition (e.g., tests that
predict the most effective treatment or the drug of choice)
■■ Monitoring—To make sure the therapy or treatment is
working to alleviate the disease or illness (e.g., tests to
confirm that the abnormality has returned to normal or
that the drug is reaching its effective dosage)
Thus, the requirement for a high-quality specimen that is
correctly identified, collected, and transported is vital to the
overall care of a patient. Phlebotomists’ duties vary in scope and FIGURE 1–1
range, depending on the setting. They may have duties related Clinical Laboratory Procedures are Used to Monitor Astronauts’ Health
to all phases of laboratory analysis or may be assigned to only on the International Space Station (ISS)
specimen collection duties in one area of a hospital. Technol- Many venipuncture procedures during space flight are performed to
ogy has enabled laboratory testing to be performed closer to acquire blood samples for research after they are returned to earth.
the point-of-care (POC); for example, at the patient’s bedside, at Here, Astronaut Aki Hashide holds his blood samples and prepares the
ancillary or mobile clinic sites, at a pharmacy clinic, in the home, tubes in a centrifuge in the ISS’s Columbus module. Note that one end
in an ambulance, or in more remote places such as a war zone, a of the tourniquet is floating near his face.
field clinic, or even the International Space Station (FIGURE 1–1 NASA
4 Chapter 1 Phlebotomy Practice and Quality Assessment
BOX 1–1
and BOX 1–1). Phlebotomists’ duties have become more coordinated with other health
care processes. In some cases, health professionals—such as nurses, respiratory therapists,
patient care technicians, clinical assistants, medical assistants, and others—have been cross-
trained to assume phlebotomy duties; in other cases, traditional laboratory-based phle-
botomists have been cross-trained to assume expanded clerical tasks such as procedural
coding for billing purposes, or patient care duties such as performing electrocardiograms
and low-risk laboratory procedures. Whatever the case, phlebot-
omists work closely and professionally in a variety of settings and
with varied patients and health care professionals (BOX 1–2 and
FIGURE 1–2).
BOX 1–2
TABLE 1–1
Medical, Surgical, and Ancillary Service Departments in Large Health Care Facilities
Health care professionals make up one of the largest workforce segments in the United States. For every one physician, there are approx-
imately 16 health care workers who provide direct and support services to the patient and physician. The following list is only a partial
listing of common clinical departments and personnel. There are many levels of education, experience, credentialing processes, and
licensing requirements for the health care industry, and it is beyond the scope of this text to cover all the important individuals. There
are also a variety of specialties and subspecialties for physicians (medical doctors, MDs), scientists, biomedical engineers, nurses, phy-
sician assistants (PAs), social workers, pharmacists, therapists, technical individuals, and spiritual support personnel who are valuable
members of the health care team but too numerous to mention here.
Allergy Diagnosis and treatment of persons who have allergies or “reactions” to irritating Physicians, nurses, medical assistants
agents.
Anesthesiology Pain management before, during, and after surgery. Anesthesiologist, nurse anesthetist
Cardiology Medical diagnosis and treatment of conditions relating to the heart and Cardiologist (MD)
circulatory system.
Cardiovascular Surgical diagnosis and treatment of heart and blood circulation disorders. Cardiovascular surgeon (MD), surgical nurse
Dermatology Diagnosis and treatment of skin conditions. Dermatologist (MD), nurse, medical assistant
Diagnostic Imaging or Uses ionizing radiation for treating disease, fluoroscopic and radiographic x-ray Radiologist, radiologic technician/technologist
Radiology instrumentation and imaging methods for diagnosis, and radioisotopes for both
diagnosing and treating disease. Sometimes patients are injected with dye that
might interfere with some laboratory tests. The phlebotomist should document
the circumstances as appropriate. In addition, the phlebotomist should be
aware of applicable safety requirements.
Electrocardiography Uses the electrocardiograph (ECG or EKG) to record the electric currents Cardiologist, nurse, medical assistant, EKG
produced by contractions of the heart. This assists in the diagnosis of heart technician
disease.
Electroencephalography Uses the electroencephalograph (EEG) to record brain wave patterns. Neurologist (MD), nurse
Endocrinology Diagnosis and treatment of disorders in the organs and tissues that produce Endocrinologist (MD), nurse
hormones (e.g., estrogen, testosterone, cortisol).
Family Medicine/General Care of general medical problems of all family members. Family practice or primary care physician (MD)
Practice
Gastroenterology Diagnosis and treatment of conditions relating to the esophagus, stomach, and Gastroenterologist
intestines.
(continued)
6 Chapter 1 Phlebotomy Practice and Quality Assessment
TABLE 1–1
Medical, Surgical, and Ancillary Service Departments in Large Health Care Facilities (continued)
Department Functions Personnel
« Je vais demander s’il n’y aurait pas moyen, pour une partie
tout au moins de ces actes notariés, de faire établir des
procurations. Mais je crains que pour certains d’entre eux ma
présence soit nécessaire. Je serai fixé demain, — après-demain
au plus tard, et je vous écrirai aussitôt.
« Mes souvenirs affectueux.
« Robert Nordement. »