1. Educate the Educator: Awareness and Sensitivity Client’s Basic Human Needs

2. This module consists of 8 competencies with 2 competencies per PowerPoint slide presentation. Each competency is divided into unit competencies with learning activities to help students master the competency. Each learning activity is explained on the Module Outline and the resources are identified/described Choose the learning activities that best meet your classroom needs. Module Outline and Instructor Resources

3. Find these learning activities and resources on the website or create your own. The Course Outline also has documents that the instructor can use in teaching the lesson. These competencies are listed on the course outline and module competencies and instructor notes will be addressed throughout the remainder of the power point. Module Outline and Instructor Resources

4. Describe the major stages of human development and the basic health needs of humans. Describe the needs of clients across the lifespan and how those needs can affect behaviors and attitudes. Describe the types of emotional, spiritual, mental health and social needs of clients and their families. Module Competencies

5. Explain how different diseases can influence the functioning, behaviors, and attitudes of individuals including dementia/Alzheimer’s disease. Describe selected client service strategies including customer service, their impact on quality client care and the importance of client participation in group/family activities. Module Competencies

6. Define the stages and processes of death and dying and the influence those stages have on clients and their families. Describe selected client service strategies including customer service, their impact on quality client care and the importance of client participation in group/family activities. Module Competencies

7. Define the stages and processes of death and dying and the influence those stages have on clients and their families. Describe how to care for the clients’ environment. Using a problem solving process applied to healthcare situations, describe how healthcare workers can be aware and sensitive to their clients’ need/behaviors. Module Competencies

8. Competency 5

9. Describe selected client service strategies including customer service, their impact on quality client care and the importance of client participation in group/family activities. Four units and learning activities round out the learning for this fifth competency. Identify ways that healthcare workers can promote client services. Discuss ways that quality client care can be enhanced in the health care setting. List common expectations for service. Discuss importance of client/family inclusion in group activities. Competency 5

10. Recommended Content At times is seems as though adequate customer service is dying. Within healthcare, the patient is always the #1 focus and providing patients with competent customer/patient service is critical. Some things to keep in mind with providing customer service to patients is: Stay focused on the client’s/patient’s needs Avoid allowing personal feelings to enter into a situation Recognize the stage of development of the client and how this impacts client needs Recognize the impact of family in the client’s receipt of healthcare services Promoting Client Services

11. Recommended Content When providing quality care to a client, it is important to remember that the client may have feelings of vulnerability and may be in a crisis. Being aware of this will aid in the healthcare provider delivering quality care. The following list provides a few suggestions for the enhancement of client care: Come to work ready to focus on the client and Leave personal problems at home Take care of self physically, emotionally, and mentally so that you are able to meet the needs of those you serve Seek professional development opportunities that assist in continuing in your own development Enhancing Quality Client Care

12. Recommended Content Common expectations for services received are: Service should be completed in a timely way Service is client centered Service in health care includes compassion Expectations for Service

13. Recommended Content Often times, clients/patients are lonely and as a result can suffer from depression. The inclusion in group activities can provide many benefits, such as: Loneliness may be reduced Provides a means of socialization Increases self worth Refocuses negative thoughts to positive thoughts Promotes a feeling of acceptance Importance of Client/Family in Group Activities

14. AssignmentsResourcesNotes AS Competency #5: Importance of Participation on Group-Family Activities Assignment on websiteStudents review several webpages on elderly and activities and then answer questions. Competency 5: Client Service Strategies Recommended Learning Activities

15. Competency 6

16. Define the stages and processes of death and dying and the influence those stages have on clients and their families. This competency consists of three units and their learning activities. List the stages of grief that occur in death and dying. List the needs of the dying client and their family. List the different causes of death and describe how this may affect the client and families ability to progress through the stages of death. Competency 6 Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008)

17. Grief: “The total response to the emotional experience to loss” “Grief is manifested in thoughts, feelings, and behaviors associated with overwhelming distress or sorrow” Everyone experiences loss, grieving, and death at some time during his/her life. People may suffer loss of: Valued relationships through moving from one city or state to another, separation, divorce, or the death of a family member (parent, grandparent, sibling, spouse) or friend changing life roles, as they watch grown children leave home or retire from lifelong work. Emotional Stages of Grief

18. Healthcare workers interact with dying clients and their families or caregivers in a variety of settings: from a death of an unborn child, to the adolescent victim of an automobile collision, to the elderly client who dies from a chronic illness There are many influences on the dying process: legal, ethical, religious, spiritual, biological, personal. It is important that the healthcare worker provides sensitive, skilled, and supportive care to all those affected. Emotional Stages of Grief Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008)

19. Recommended Content Any discussion about death and dying can be uncomfortable; however, the more that it is discussed, the less taboo it becomes. Such a discussion with students can make a powerful impact on many people especially given the fact that so many students have suffered numerous forms of loss and/or death. Elizabeth Kubler-Ross was responsible for introducing the five stage of dying and death. Emotional Stages of Grief

20. Kübler-Ross (1969) describes five stages of dying and although these stages are listed in order, grieving people do not experience them in any particular order for any length of time and often move back and forth between stages Emotional Stages of Grief

21. 1.Denial & Isolation Stage: a person acts as though nothing has happened and refuses to accept the fact of the loss; person shows no understanding of what has occurred. 2.Anger Stage of adjustment to loss; a person expresses resistance and sometimes intense anger at God, other people, or the situation. 3.Bargaining Stage: cushions and postpones awareness of the loss by trying to prevent it from happening. Grieving or dying people make promises to self, God, or loved ones that they will live or believe differently if they are spared the dreaded outcome. Emotional Stages of Grief

22. 4.Depression Stage: occurs when a person realizes the full impact of the loss. Some feel an overwhelming sense of sadness, hopelessness, and loneliness; resigned to the bad outcome, they sometimes withdraw from relationships and life. 5.Acceptance Stage: the person incorporates the loss into life and finds ways to move forward. Resolved to the fact that death is imminent and finds peaceful acceptance and positive feelings. Emotional Stages of Grief Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008)

23. Recommended Content The needs of clients and their family members when dealing with dying and death correspond to those of Maslow’s Hierarchy of Needs. As stated state earlier in the power point, Maslow’s Hierarchy of Needs are: Physiological needs – providing basic needs Safety and security – promoting comfort Love and belonging – support by the family Self-esteem – learning needs Self-actualization – being at their best in spite of the disease or illness Needs of the Dying Client & Family

24. Recommended Content Having a discussion about various types of death also lends itself to various types of loss. The various types of loss are briefly introduced here: 1.Actual Loss: Loss that can be recognized by others 2. Perceived Loss: Loss experience by one person, but cannot be verified by another Types of Death

25. 3. Anticipatory Loss: Loss that is experienced before the loss actually occurs. 4. Developmental Losses: Losses that occur during the process of normal development, such as grown children leaving home, retirement from a career, death of aged parents (these generally can be anticipated and prepared for). 5. Situational Losses: Loss of one’s job, death of a child, or loss of functional ability because of acute illness or injury. Types of Death

26. Unexpected death leaves families feeling shocked and bereaved (Examples might be death due to a heart attack) Traumatic death can lead to complicated grief: (Examples: suicide or homicide) Anticipated death from a chronic or prolonged illness; families may be physically and emotionally exhausted from caring for the family member prior to death Types of Death Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008)

27. AssignmentsResourcesNotes AS Competency #6: Morrie and ALS Assignment on websiteStudents watch the movie ”Morrie” about a man dying from Lou Gehring’s disease. AS Competency #6: Death & Dying Obituary Assignment on websiteStudents write their own obituary Competency 6: Death and Dying Recommended Learning Activities

28. All Psych & Heffner Media Group,Inc. (2003). Psychology 101: Personality development. Retrieved from http://allpsych.com/psychology101/development.html Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Concepts of growth & development. 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

29. 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). Life span development. Fundamental nursing care (2 nd ed.) (pp. 197-223). 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

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