1. Educate the Educator Behaviors for Success in HealthCare Competencies 3 and 4

2. Competency 3 Describe the expectations employers have of healthcare personnel

3. 3. Describe the expectations employers have of healthcare personnel A.Identify key components of a job application. B.Discuss ways to prepare for an interview. C.Discuss the use of resumes and personal portfolios in job interviews. D.Discuss expectations for attendance and punctuality. E.Discuss dress and hygiene standards. F.Discuss productive work habits. G.Describe the functions of a team. H.Discuss behaviors that support the care of clients. I.List workers’ right and responsibilities Competency 3

4. Recommended Content Many applications are done on-line today. Pay attention to details as it is a representation of you to your potential employer. Practice completing an application. Never leave lines blank; if the question does not apply to you, write “N/A” in space provided. If completing a hand-written application, be neat, legible, avoid abbreviations, and use ink. If you can get a paper application—complete it beforehand to find information and to make on-line completion easier. Unit 3A: Job Application

5. Recommended Content Valuable interviewing techniques include: Dress for success and exhibit professional behavior Do not smoke or drink before an interview Arrive early to the interview Use a firm handshake when greeting the interviewer Make eye contact with the interviewer Provide honest and positive answers to the questions that are asked Speak with a confident voice Understand legal and illegal questions that may be asked Unit 3B: Interviewing

6. Recommended Content Résumé: a concise systematic summary of your professional experience and educational background “Snapshot,” glimpse of one’s professional background and experience One-page preferred, two-page maximum (If it’s too wordy, it will probably not be read) Document should be well-planned, informative, and organized; be precise, neat, and accurate Three types: chronological, functional, and a combination of both Unit 3C: Resumes and Portfolios

7. Recommended Content The discussion of attendance and punctuality with students is a never-ending discussion! Not only do students seems to march to their own time clock, there are circumstances that may play into a person’s sense of time, such as ethnic heritage, culture and family backgrounds. The following slide provides a list of expectations that employers may have of their employees surrounding attendance and punctuality. Unit 3D: Attendance and Punctuality

8. These are standard values important to making workplaces run effectively: Report for work on time Observe break/meal time Adhere to time off policy Adhere to sick usage policy Notify supervisor if unable to work Avoid absences Make known availability to work Provide an accurate way in which to be contacted Attendance and Punctuality

9. Recommended Content How a person dresses, his/her body language, demeanor and mannerisms are all important aspects to appearance and first impressions. A first impression and judgment is made within one-tenth of a second. Needless to say, a person’s dress and hygiene can either make or break an interview, or a career. Dress and Hygiene

10. Having reviewed the standards for dress and hygiene on the previous slide, it is wise to follow up with the rationale for some of those standards. For example: Uniforms or appropriate work attire are worn for infection control reasons. Perfumes and colognes need to be kept to a minimum for those patients and co-workers who have allergies or sensitivities to smell. Unit 3E: Dress and Hygiene

11. Recommended Content What are productive work habits? This is a critical discussion to have with students, especially if students don’t have experience in the work place. Examples of productive work habits include: Assess the assignment of duties Develop a plan for completing duties safely, effectively, efficiently, and in a timely manner Management of time, so assigned tasks can be completed with time-sensitive tasks done first. Unit 3F: Work Habits

12. Examples of productive work habits include: Prioritize tasks in order of acuity, considering client’s appointment times. Recognize additional tasks that need to be performed and take initiative to complete them. Be flexible to meet changing conditions and situations. Stay within the scope of job duties. Seek to learn new duties and assignments. Unit 3F: Work Habits Fuzy, J. & Leahy, W. (2005).

13. Recommended Content The functions and rewards of a team are: Purpose – accomplish goals, support each other Activities – work together, support each other, coordinate work, effective verbal/non-verbal communication Reap Benefits - Teamwork increases continuity of care, client satisfaction, cost effectiveness, job satisfaction, and self-esteem Unit 3G: Functions of a Team

14.  What is a team?  "A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they are mutually accountable." (Katzenbach and Smith)  "A team is a group of people working together towards a common goal" (Team Technology) 14 Team

15. Recommended Content Anyone who is in the healthcare field is very well aware that the patient/client/resident is number one. This lesson can be a difficult one to teach to the students and therefore discussing behaviors that support the care of the patients/clients/residents is important. The courteous behaviors introduced in this module can be found on the following slide. Unit 3H: Caring for Clients

16. Courteous behaviors include: Introducing oneself to the patient Asking the patient how he/she would like to be addressed, i.e. Mr., Mrs., Dr., or perhaps by their first name Putting patients and others first Considering others’ feelings and concerns before your own Caring for Clients

17. Establishing trust with a patient/client/resident is key to making a connection with the person and being able to provide sincere care. Some ways to build and improve trust are: Smile and make eye contact with the patient Listen attentively and sincerely Be honest Respect the privacy of the patient Maintain a positive attitude Unit 3H: Caring for Clients

18. Besides displaying courteous behaviors and establishing trust with a patient, there are three other things to be aware of when discussing behaviors that support the care of clients. 1.Engage only in appropriate conversation with a patient. 2.Recognize the influence that family members have on the patient. 3.Maintain respect for all members of the healthcare team. Caring for Clients

19. Recommended Content The curriculum calls for addressing the rights and responsibilities of employees and lists those rights as: Confidentiality Safety Grievance Procedure Affirmative Action Anti-Harassment Workman’s Compensation Workers’ Rights and Responsibility

20. The responsibilities listed in the curriculum for employees are: To provide a safe environment for clients To report and record any injuries that may occur To keep confidential information confidential Anti-harassment To attend educational meetings Search the web for specific Employee Rights in your state. Example of Minnesota’s Employee Rights Unit 3I: Workers’ Rights and Responsibility

21. AssignmentResourcesNotes BFS Competency #3: Scenario Core Behaviors Activity Assignment on websiteStudents reflect on poor customer service and how they would feel in the situation Competency 3: Employer’s Expectation Recommended Learning Activities

22. Competency 4: Discuss quality issues in healthcare facilities and their impact on healthcare workers and delivery of care

23. Discuss quality issues in healthcare facilities and their impact on healthcare workers and delivery of care. A.Define quality in healthcare. B.List several issues in delivering quality healthcare. Competency 4

24. Recommended Content Definition of a health care system: “ The total services offered by all health disciplines and the method to pay for them” Purpose of the health care system: Provide care for ill & injured Health promotion Illness & disease prevention Levels of wellness Unit 4A: Define Quality in Healthcare Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008).

25. Listed here are characteristics of great healthcare employees: Compassionate-Caring, concerned, & understanding Empathetic-Ability to enter into another’s feelings; put oneself into another’s shoes Honest-Speaking & doing the truth Conscientious-Always doing one’s best/ being observant, accurate, and responsible for actions Dependable-Being on time, being reliable, assisting others when they need it; doing what you say you will do Unit 4A: Define Quality in Healthcare

26. Respectful-Respect and concern for others and their personal property Considerate-an understanding of other’s feelings and privacy Unprejudiced-Treating others the same regardless of culture, race, religion, economic status, or health condition Nonjudgmental-Not judging the opinions, behaviors, or conduct of others Define Quality in Healthcare Fuzy, J. & Leahy, W. (2005).

27. Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Health care delivery systems. 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. 101-116). Upper Saddle River, NJ: Prentice Hall Clavreul, G.M. (2011). The nursing chain of command. WorkingNurse.com. Retrieved from http:// www.workingnurse.com/articles/The-Nursing-Chain-of-Command Fuzy, J. (2003). The nursing assistant’s handbook. Albuquerque, NM: Hartman Publishing Inc. Fuzy, J. & Leahy, W. (2005). The home health aide handbook. Albuquerque, NM: Hartman Publishing Inc. Juliar, K. (2003) Minnesota Healthcare Core Curriculum, 2e. Clifton Park, NY: Delmar Publishers, Inc. United States Department of Agriculture. (2005). Dietary guidelines for Americans. Retrieved from http:// www.mypyramid.gov/guidelines/index.html References

28. 28 “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 is licensed under a Creative Commons Attribution 4.0 International License.