1. Educate the Educator Awareness and Sensitivity to Client Needs Competencies 7 and 8 1

2. Module Competency #7

3. Two units and their learning activities are embedded in this competency. A.Discuss the importance of a clean environment. B.Describe proper care of client’s personal items Module Competency #7: Describe how to care for the clients’ environment.

4. Recommended Content  In the busy-ness of the career of a healthcare provider, some important tasks might be overlooked.  A clean and organized environment for clients/patients can provide the person with safety, health and comfort.  When caring for a patient’s environment keep in mind to:  Clean surface items appropriately  Reduce allergens  Promote infection control Unit 7A: Clean Environment

5. Recommended Content  At times it is necessary to assist the client/patient with proper caring of their personal belongings.  In doing so, it is important not to move their personal items to a new location.  Doing so could cause confusion and/or anxiety for the client.  Also, when cleaning their environment, ask the client for any suggestions that they may have. This will promote a feeling of inclusion and encourage pride in their surroundings. Unit 7B: Client’s Personal Items

6. AssignmentsResourcesNotes AS Competency #7: Care of George’s Environment Assignment on websiteStudents review a picture of a patient’s room and identify 20 problems with his environment. Module Competency #7: Describe How to Care for the Clients’ Environment Recommended Learning Activities

7. Using a problem solving process applied to healthcare situations, describe how healthcare workers can be aware and sensitive to their clients’ need/behaviors. Module Competency #8

8. One unit is included in this competency and its learning activities. A.Discuss the problem solving process as applied to awareness and sensitivity to clients utilizing a team approach. Module Competency 8

9. Recommended Content 1.Identify the problem 2.Analyze the problem 3.Generate and analyze solutions – brainstorm for possible solutions, evaluate the best solution 4.Implement the best solution 5.Evaluate the solution’s effect, plan the next steps Unit 8A: Problem Solving Process

10. AssignmentsResourcesNotes AS Competency #8: Aging Suits Assignment on websiteStudents compare normal movement to what it feels like to be aged with arthritis, cataracts, limited movement by putting on an aging suit. Module Competency 8: Problem Solving Process Recommended Learning Activities

11. This completes the curriculum for Awareness & Sensitivity to Clients Needs. (see next slide)

12.  You’ve now been introduced to Awareness and Sensitivity to Clients’ Needs..  Presented were key points found on the instructor resource outline and several possible learning activities to use.  You received tips on teaching the material, along with areas to be sensitive to with students.  Now, click on the “Survey” tab and complete the Awareness & Sensitivity to Clients’ Needs Survey.  You are invited to go to the website to preview additional learning activities, PowerPoints, assessments, etc.  You are encouraged to use the instructor learning resource module outline to make notes on which online resources would benefit you and your teaching style. What to do now?

13. To access the HCCC curriculum go to: 1.www.healthforceminnesota.org/curriculum 2.Click on Healthcare Core Curriculum 3.Click on Curriculum (Password Required) A.Password: HCCC 4.Select desired module to view Accessing HealthForce Minnesota

14. “This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.” This work by the Health Professions Pathways (H2P) Consortium, a Department of Labor, TAACCCT funded project is licensed under a Creative Commons Attribution 3.0 Unported License.Creative Commons Attribution 3.0 Unported License Power point created by: Dede Carr, BS, CDA, LDA Pat Reinhart, RN

15. Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Promoting family health. In A. Berman, S.J. Snyder, B. Kozier, & G. Erb (Eds.). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice (8 th ed.) (pp.428-441). Upper Saddle River, NJ: Prentice Hall Cooley, M. L.(2009). A family perspective in community/public health nursing. In F. Maurer & C. Smith (Eds.). Community/public health nursing practice: Health for families and populations (4 th ed.) (pp. 327-344). St. Louis, MO: Elsevier. Friedman, M.M. (1998). Family nursing: Theory & Practice (3 rd ed.). Norwalk, CT: Appleton & Lange References

16. Juliar, K. (2003) Minnesota Healthcare Core Curriculum (2 nd ed.). Clifton Park, NY: Delmar Publishers Maurer, F., & Smith, C. (2009). Community/public health nursing practice: Health for families and populations (4 th ed.). St. Louis, MO: Elsevier. Ramon, P.R. & Niedringhaus, D. M. (2008). Promoting culturally proficient care. Fundamental nursing care (2 nd ed.) (pp. 16-26). Upper Saddle River, NJ: Person Prentice Hall Wright, L.M. & Leahey, M. (2009). Nurses and families: A guide to family assessment and intervention (5 th ed.). Philadelphia, PA: F.A. Davis References

17. You have completed Health Care Core Curriculum Awareness & Sensitivity to Clients’ Needs. Congratulations!! Complete the “Self Assessment” found under “Assessments”