1. Behaviors for Success in HealthCare

2. This module focuses on the requirements needed by health care personnel to work in a variety of health care settings. Types of health care facilities and systems, applying for employment, accountability and responsibility, standards of dress, workplace behaviors, approaches needed to assist individuals, expectations of teams and team members, common healthcare facility policies and requirements are included. Behaviors for Success Module Description

3. This module consists of 8 competencies. 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 described. Choose the learning activities that best meet your classroom needs. Module Outline and Instructor Resources

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

5. 1.Discuss healthcare fields and types of workers needed. 2.Discuss ways healthcare personnel can balance their work and personal life to maintain personal wellness. 3.Describe expectations employers have of healthcare personnel. 4.Identify quality issues in healthcare facilities and their impact on healthcare workers and delivery of care. 5.Describe the responsibilities of users of the healthcare system. Module Competencies

6. 6.Describe selected types of healthcare facilities/systems; including organizational and financial structure, departments and services, types and levels of healthcare personnel and common policies and requirements. 7.Describe the different health care delivery systems (public, private, government and non-profit). 8.Using a problem solving process applied to a healthcare situation; describe behaviors for success in healthcare. Module Competencies

7. Competency 5

8. Describe the responsibilities of users of the healthcare Discuss how one can participate in their own healthcare. Describe how to choose a provider and healthcare plan. Identify healthy habits. Competency 5

9. Recommended Content When a person advocates and actively participates in their own healthcare it can sometimes be a daunting task. Some things to be aware of in the participation are: Educate oneself on diagnosis, treatment, medications, etc. Communicate and work in collaboration with healthcare providers Participate fully in treatment decisions Take care not to spread any diseases to another person Participate in Own Healthcare

10. Recommended Content Education of oneself is very important when choosing a provider or a health care plan. Be sure to research providers and plans before selecting one. Choose Provider and Healthcare Plan

11. Recommended Content Maintaining healthy habits can benefit a person their entire lifetime. Some of those healthy habits include: Eating a health diet Exercising regularly Not smoking Healthy Habits

12. Balancing Calories Enjoy food, but eat less Avoid super-sized portions Foods to Increase Make half you plate fruits and vegetable Make at least half your grains whole grains Foods to Reduce Sodium Frozen meals Sugary drinks, drink water instead Eating for Better Health United States Department of Agriculture. (2005).

13. Exercise Regularly Physical activity simply means movement of the body that uses energy For health benefits, physical activity should be moderate or vigorous and add up to at least 30 minutes a day. Some physical activities are not intense enough to help you meet the recommendations. Although you are moving, these activities do not increase your heart rate, so you should not count these towards the 30 or more minutes a day that you should strive toward Healthy Habits United States Department of Agriculture. (2005).

14. Competency 6

15. Nine units and learning activities : Identify the structure, department, personnel, and services of acute care hospitals Identify the structure, department, personnel, and services of long-term care facilities. Identify the structure, department, personnel, and services of physicians’ offices/clinics. Identify the structure, department, personnel, and services of ambulatory care/urgent care centers. Identify the structure, department, personnel, and services of mental health facilities. Identify the structure, department, personnel, and services of community and home health facilities. Identify the ways (educational and entry requirements) in which individuals can enter and advance within a healthcare career. Name lines of authority. Identify common facility policies. Competency 6

16. Recommended Content Acute Care Hospitals Long Term Care Facilities Physician Offices/Clinics Ambulatory/Urgent Care Mental Health Facilities Home Health Facilities Various Healthcare Facilities

17. Physicians’ Offices/Clinics May be primary care providers or general practitioners May be specialties: Dermatologist, Surgeons, Nurse Practitioners Extended Care (Long-Term Care) Facilities Independent living quarters Assisted living facilities Skilled nursing facilities (Intermediate Care) Extended Care (Long-term Care) Various Healthcare Facilities

18. Mental Health Care Facilities Includes emotional, psychological, and social well-being dimensions of a person Mental health affects how people think, feel, and act. Mental health is important at every stage of life, from childhood and adolescence through adulthood. Ambulatory/Urgent Care When a patient needs medical attention without the need for admission Includes several medical procedures or treatments such as blood tests, X-rays, endoscopy, biopsy and vaccinations Various Healthcare Facilities

19. Recommended Content The ways students can enter and advance within a healthcare career are through completing: High School courses/programs Technical and Community College courses/programs Universities courses/programs Entering and Advancement

20. Recommended Content Students will be introduced to an overview of organizational structures at this point in the module. Organizational structure refers to: The way in which a group is formed Its line of communication A means of channeling authority and making decisions Who does what, who supervises whom, and the reporting chain of command. Organizational Structure

21. There are two types of organizational structures. Formal Describes positions, tasks, responsibilities and relationships among people in their positions in the different departments in the organization, and presented in diagrammatic form called organizational chart. Informal Describes the personal and social relationships that do not appear on the organizational chart. Organizational Structure

22. Recommended Content Chain of Command = “Line of Authority” and responsibility along which orders are passed within the department, the organization, and between units. Every healthcare delivery system, and nearly every organization, has a chain of command. In most cases, this chain of command is delineated with a chart, often referred to as an organizational chart. A person who uses the chain of command correctly protects himself/herself, the patient, and ultimately the organization (hospital/clinic/agency). Chain of Command Clavreul, G.M. (2011).

23. The four steps to using Chain of Command are: 1.Call on the charge person 2.Should this fail or if for some reason there is no charge person available look to the Unit/Department head 3.Always move up the “Chain of Command” if you get no response/action from the person you reported to. 4.Document. Always use facts about the event & not opinions of personal judgments of the situation. Chain of Command

24. Recommended Content The information that the curriculum introduces to the student are the policies of: Corporate Safety guidelines of facilities Human Resources guidelines Categories of Policies

25. AssignmentResourcesNotes BFS Competency #6: Surgical Showdown Assignment on websiteStudents review the healthcare systems as it relates to a surgical procedure BFS Competency #6: Employee Rights Assignment on websiteStudents review and reflect on the Employee and Medical Family Leave Act Competency 6: Organizational Structures Recommended Learning Activities

26. 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

27. 27 “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.