1. CNA Instructor Conference
BASIC SKILLS FAQs
CNA Instructor Conference
April 21, 2017
Barbara Meinke, MA, MS, RN-BC
Joyce Steber, BSN, RN

2. Objectives
Discuss rules to follow when evaluating the Performance Skills.
Explain differences between the instruction and evaluation of the Performance Skills.
Describe the purpose of the Beginning and Completion Tasks.
Discuss appropriate responses to frequently asked questions to enhance your ability to successfully fulfill your role as an Approved Evaluator.
BJM & JAS 04/2017

3. What rules do I follow when evaluating my students’ skills?
According to the Performance Skills Manual
Must meet the STANDARD
Use the nursing assistant textbook as a resource
Always 1:1
BJM/JAS 04/2017

4. Can I do Performance Skills Evaluation in the lab?
While all skills should be practiced in the lab
Some of the Performance Skills can also be evaluated in the lab.
Some of the Performance Skills “must be provided to a resident” in clinical.
BJM & JAS 04/2017

5. The “WHO” is important Manikin – NEVER!! Peer – watch for clues
Resident – appropriate
Evaluator – NEVER!!
BJM & JAS 04/2017

6. How does skill practice differ from Performance Skill Evaluation?
Skill practice develops competence
Guided by the “Instructor”
Constructive support provided
Consistency within a BNATP
Theory = Lab = Clinical
Performance Skill Evaluation validates independent performance
Observed by the “Approved Evaluator”
Three attempts
BJM & JAS 04/2017

7. What are some of the most FAQs?
BJM & JAS 04/2017

8. Beginning and Completion Tasks
BEGINNING TASKS
Wash Hands.
Assemble Equipment.
Knock and pause before entering.
Introduce self and verify resident identity as appropriate.
Ask visitors to leave.
Provide privacy for the resident.
Explain the procedure and answer questions.
Note: Let the resident assist as much as possible and honor preferences.
Safety
Infection Control
Res/Pt Rights & Preferences
Common Sense
COMPLETION TASKS
Position the resident comfortably.
Remove or discard gloves/protective equipment.
Wash hands.
Return the bed to an appropriate position.
Place signal cords, phone and water within reach of the resident.
Conduct general safety check/resident and environment.
Open the curtains.
Care for the equipment as necessary.
Let visitors reenter, as appropriate.
Report completion of task, as appropriate.
Document actions and observations.
BJM & JAS 04/2017

9. Where did these Beginning and Completion Tasks come from?
Performance skills share many common beginning & ending tasks.
To minimize repetition these tasks are now listed on page 12.
Not all are appropriate for every situation in which that skill is performed.
Sequence of task performance varies related to the situation.
BJM & JAS 04/2017

10. What is the difference between hand hygiene, hand washing & use of hand gel?
Hand Hygiene may be either hand washing or use of alcohol-based hand gel.
Wash Hands is Performance Skill #1.
Wash hands is one of the steps in each of the Performance Skills.
The use of hand gel may not substitute for “wash hands” during Performance Skill Evaluation.
BJM & JAS 04/2017

11. What is the simple side of hand washing?
Standard
CDC Guidelines
Follow the Performance Skill steps
BJM & JAS 04/2017

12. So, how can Wash Hands be less problematic?
Fingertips down – Hands below elbows
Flicking?? Squeegee??
Rinsing –
Missed a spot? Check medial wrist!
Rubbing hands
Drying
Spiral or pat from fingertips up.
Down is recontamination.
Number of paper towels varies.
Use dry paper towel to turn off faucet.
BJM & JAS 04/2017

13. What counts as fluid intake?
Not all food items listed on a full liquid diet will count as fluid intake.
Pudding and gravy are NOT included – or are they?
Varies by health care facility
Broth, tomato soup and thin, cream soups count – chili & chicken noodle soup do not.
Consistency at room temperature is a good rule of thumb.
BJM & JAS 04/2017

14. How can I & O be less anxiety provoking?
Convert all liquid amounts to ml.
1 cc = 1 ml
1 oz = 30 ml
Line up number columns
Use block addition, as necessary
Double check the calculation
Practice NOT using a calculator
Record amount and unit of measure
BJM & JAS 04/2017

15. I & O Simplified Know the specified time period Intake Output
Write it – Convert it – Calculate it – Record it
Output
Write it – Add it – Record it
Compare the student’s written totals with the Approved Evaluator’s written totals
BJM & JAS 04/2017

16. How do I chose the movements when evaluating my students for PROM?
Basic ROM movements
Variations
Neck do’s & don’ts
Ankle: supination/pronation VS inversion/eversion
Circumduction
Evaluation choices
Minimum of three “sets”
Student must verbalize the name of each movement in the set
BJM & JAS 04/2017

17. Why does the PPE Performance Skill differ from the CDC guidelines?
CDC guidelines change more rapidly than Performance Skills manual.
Bulleted items vs numbered items
Situational
BJM & JAS 04/2017

18. What other questions do you have?
Thank you
BJM & JAS 04/2017