Course Profile Child Development and Gerontology (TPO4C), Grade 12, College Preparation, Public
Unit 3: Life Stages and Needs of Older Adults
Time: 35 hours
Activity
3.1 | Activity 3.2 | Activity 3.3
Unit Description
Students assess the
needs of the elderly, in regard to their cognitive, physical, emotional, and
social status to maintain and/or improve the quality of their lifestyles and
stages. Issues that will be covered include the later stages of the family life
cycle according to different theorists, myths about aging, health and
recreational requirements, health promotion, and necessary fundamental skills.
Using the theoretical foundation from this unit, students demonstrate standard
practices and techniques that assess and address specific needs of the elderly.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
5 |
TFV.01, TFV.02,
TF1.01, TF1.02, TF1.03 |
Knowledge/
Understanding |
· Students participate in classroom discussions, research and prepare a visual/audio brochure about the myths of aging. |
|
3.2 |
15 hours |
TFV.02, SPV.01,
TF2.01, TF2.02, TF2.03, TF2.04, TF2.05, TF2.06, TF2.07, TF2.08, SP1.08,
SP1.09 |
Knowledge/ Understanding |
· In groups, students incorporate various communication, recording, and reporting techniques to demonstrate and share their findings about an older individual. |
|
3.3 |
15 hours |
SPV.01, ICV.02,
SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP1.07, IC1.05 |
Knowledge/
Understanding |
· Students learn about health and safety practices for the elderly in the work place by theoretical and practical application. · This is performed by in-class scenarios and real life situations at the work place where the option for work in the field can be provided. |
Time: 5 hours
Students study the
later stages of family life cycles, and learn myths about aging and why they
are fallacies. Students explore various stages of the older individual through
role-playing. Students then incorporate this knowledge to develop an
informational brochure for educational purposes.
Strand(s): Theory and Foundation, Skills
and Processes, Impact and Consequences
Overall
Expectations
TFV.01 - describe
the stages of child development and the stages of older adulthood;
TFV.02 - identify
needs of children and the elderly at the various stages of development and of
older adulthood.
Specific
Expectations
TF1.01 - explain
some of the major theories relating to child development and the stages of
older adulthood;
TF1.02 - identify
the stages of development in children and the stages of older adulthood as
related to the major theories;
TF1.03 - describe
and correct myths about early childhood development and aging.
·
ability to précis
a resource
·
collaborative/cooperative
group skills
·
computer literacy
skills
·
critical thinking
skills
·
role playing and
development of dramatizations
The teacher:
·
prepares
overheads;
·
prepares and
photocopies notes to accompany visual presentations, including information on
developmental theories and myths about aging;
·
reserves
appropriate computer lab and verifies websites for Internet research;
·
ensures that art
supplies/graphic design supplies are available.
1. The teacher reviews stage theories of
development emphasizing later stages of both Duvall’s 8 Stage Family Life Cycle
(Aging Family – Retirement to Death) and McGoldrick’s 6 Stage Life Cycle –
Families in Later Life. Tasks help to instil understanding about the process of
adjusting to retirement, coping with the death of a marriage partner and life
alone, and coping with debilitating diseases.
2. Introduce Older Adulthood: Physical and
Cognitive Development and Social, Emotional, and Personality Development.
3. An open class discussion focuses on factors
of aging, and how these factors may affect an individual.
4. Students prepare dramatizations 2- to
5-minutes in length about adjustments, problems, and myths associated with
aging. Students compile a list of questions and prepare a questionnaire. Each
student surveys 20 people, compiles the results, and writes a report about
current perceptions of aging.
Note: Students must be instructed to accept “no comment” as a valid
answer to any questions, and to respect that people may choose not to respond
at all.
5. In groups, students research topics and
prepare centres to help classmates gain understanding and empathy for what it
is like to have visual impairments, hearing impairments, problems with
arthritis, mobility restrictions, and depression resulting from the loss of a
spouse. Each student writes a proposal for a centre that relates to one
specific disability or impairment. Group conferences with the teacher help to
determine suitability and appropriateness of ideas. Students set up the
centres.
Possible activities for each centre are:
· At the centre focusing on visual impairments, classmates may be asked to try and read a poem while wearing glasses that are smeared with Vaseline.
· At the centre focusing on problems resulting from arthritis, classmates may be asked to do up buttons on the front of a shirt/blouse and make change from a coin purse, with their middle and index fingers taped together.
· At the centre focusing on mobility restrictions, classmates may be able to sit in a wheelchair and attempt to reach five items on the bottom shelf of a wall cupboard.
· At the centre focusing on hearing impairments, students may be asked to listen to a song being played at a very low volume and then convey the song’s meaning to others.
· At the centre focusing on depression, a student may read a letter from a good friend of the deceased and demonstrate an inability to move or make decisions by just sitting and staring into space.
Each centre should include written instructions to help students rotate through all of the centres. Students discuss how they feel after experiencing each centre.
6. Students prepare brochures
debunking the most common myths about aging and on a daily basis ensure that
they are meeting the criteria for the assignment through teacher/student
conferencing (Appendix 3.1.1).
7. As a final report, students submit their
brochures to the class and then to the teacher for summative marking (Appendix
3.1.2).
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Skits |
Observation |
Formative |
Thinking/Inquiry |
|
Activity Centres |
Observation |
Formative |
Knowledge/Understanding |
|
Questionnaire and
Report |
Anecdotal Comments
Conferencing (Appendix 3.1.1) |
Formative |
Thinking/Inquiry |
|
Brochure |
Rubric (Appendix
3.1.2) |
Summative |
Knowledge/Understanding |
·
Teachers should
consult individual student IEPs for specific direction on accommodation for
individuals.
·
More time may be
allowed for those students who require it.
·
Learning
strategies may be enriched by having students apply their acquired knowledge of
how health is maintained and promoted by designing a healthy living space for
an older adult. These students may use the example of the person they
interviewed, with the goal of providing housing that will best promote healthy
living for that individual. Instead of looking at individual living space, they
may create housing for a group of elderly people who share living quarters. For
students who do not have an older person in their lives to interview,
arrangements can be made to locate interviewees through local nursing homes,
retirement homes, or geriatric wings of hospitals. Interviews with individuals
reflecting a range of cultural backgrounds will help broaden student awareness
during this activity. Note: Students must be instructed to
accept “no comment” as a valid answer to any questions, and to respect that
people may choose not to respond at all.
·
The interview may be adapted by
broadening the age range of interviewees to include middle-aged adults when no
elderly adults are available for interviews and allowing interviews to be
conducted by e-mail, telephone, or mail if interviewees are not available in
person (for example, an older relative in the student’s country of origin).
Students may choose to present their interview findings to the class or through
a videotaped format. Encourage students to draw upon family members as
interview subjects to develop their own sense of personal history, even if it
means interviewing the mother or father because older relatives are not
available. Encourage the use of photographs, especially ones that compare the
interviewee at a similar age to that of the student.
Textbooks
Kart, C. and
J. Kinney. The Realities of Aging: An Introduction to Gerontology.
Toronto: Pearson Education Canada Inc., 2001.
Lassey,W.
and M. Lassey. Quality of Life for Older People: An International
Perspective. Toronto: Pearson Education Canada Inc., 2001.
Novak, M.
Issues in Aging: An Introduction to Gerontology. Toronto: Pearson Education
Canada Inc., 1997.
Santrock, J.
Life Span Development. Dubuque, Iowa: Wm. C. Brown Publisher, 1983.
Ward, M. The
Family Dynamic. Toronto: Nelson Canada, 1995.
Websites
– http://www.chebucto.ns.ca/CommunitySupport/CHPNA/chpnotes2_99.html
Videos
Acting
Our Age. 972170. 29 min.
Aging. 970940. 31 min.
Development
and Aging 997939. 30 min.
Hello/Goodbye. 250006. 15 min.
It’s
Never Too Early. 165302. 29
min.
Later
Years. 990885. 30 min.
The Generation
Connection. 975652. 55 min.
Name:
________________________________ Date:
______________
|
Criteria/Categories |
Needs Improvement |
Satisfactory |
Good |
Excellent |
|
Works
Independently/Initiative Research is
complete, detailed, and relevant to myths about aging and fallacies of those
myths. |
- uses creative
and critical thinking skills with limited effectiveness |
- uses creative
and critical thinking skills with moderate effectiveness |
- uses creative and
critical thinking skills with considerable effectiveness |
- uses creative
and critical thinking skills with a high degree of effectiveness |
|
Organization Uses graphics,
layout, grammar, and appropriate language. |
- with limited
accuracy and effectiveness |
- with moderate
accuracy and effectiveness |
- with
considerable accuracy and effectiveness |
- with a high
degree of accuracy and effectiveness |
Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
|
Criteria/Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding |
||||
|
Identify and
describe needs of different stages of adulthood clearly |
- identifies and
describes stages with limited clarity
and completeness |
- identifies and
describes stages with moderate clarity
and completeness |
- identifies and
describes stages with considerable
clarity and completeness |
- thorough
identification and description of stages |
|
Communication |
||||
|
Communicate
verbally or by printed word, “Duvall’s 8 Stage Family Life Cycle (Aging
Family - Retirement to Death)” and “McGoldrick’s 6 Stage Life Cycle –
Families in Later Life” |
- communicates
with limited accuracy and effectiveness |
- communicates
with moderate accuracy and effectiveness |
- communicates
with considerable accuracy and effectiveness |
- communicates
with a high degree of accuracy and effectiveness |
|
Application |
||||
|
Brochure reflects
understanding of myths about aging and fallacies of the same |
- brochure
reflects limited understanding |
- brochure
reflects moderate understanding |
- brochure reflects
considerable understanding |
- brochure
reflects a high degree of understanding |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Time: 15 hours
Students conduct an
interview to understand and assess the needs of an older individual. They
identify how a specific older individual views their physical, psychological,
cognitive, nutritional, spiritual, and social life stage and style. Students
present their findings to the class with a prepared audio/visual presentation.
Students submit a written report that includes the interview information
assessment, and analysis, and describes how environmental factors are
beneficial or detrimental. In conclusion, the students’ reports contain their
own opinions on how to address these issues by utilizing programs/activities
for the elderly within that person’s community.
Strand(s): Theory and Foundation, Processes
and Skills
Overall
Expectations
TFV.02 - identify
needs of children and the elderly at the various stages of development and of
older adulthood;
SPV.01 - demonstrate
techniques and practices needed to effectively assess and meet the needs of the
elderly.
Specific
Expectations
TF2.01 - identify
factors that contribute to the promotion and maintenance of the health and
well-being of children and the elderly;
TF2.02 - explain the
relationship among proper nutrition, physical activity, rest, sleep, and
physical, psychological, social, spiritual, and cognitive well-being;
TF2.03 - describe
the importance of social activities and outings on physical, psychological,
social, spiritual, and cognitive well-being;
TF2.04 - explain the
importance of promoting general physical, psychological, social, spiritual, and
cognitive well-being;
TF2.05 - explain
health and recreational requirements at different stages of development in
children and at different stages of older adulthood;
TF2.06 - describe
the effects of good nutrition on physical, psychological, and cognitive
development;
TF2.07 - explain the
requirements of balanced diets for children and the elderly according to
Canada’s Food Guide;
TF2.08 - describe
various diets for people with special needs.
SP1.08 - describe
and, where applicable, demonstrate the techniques of therapeutic communication
and explain how communication skills must fit the stage or condition of
children and the elderly;
SP1.09 - explain and
apply pertinent human relations strategies that facilitate interpersonal
relations with children of different ages and the elderly (e.g., talking to
children in age-appropriate language, compensating for hearing or visual
deficits in the elderly).
·
effective
communication and interview skills
·
knowledge of
stages and aspects of older adulthood from Activity 3.1
·
knowledge of a
food guide that addresses the various nutritional needs of an individual during
various stages of their lives
The teacher:
·
ensures all
students have an older adult they can interview;
·
obtains
permission for students to visit and interview an older individual (an
alternative could be to invite an older adult to be interviewed by the class);
·
verifies all
resource websites;
·
arranges for the
use of the e-mail during class time;
·
reserves library
and computer lab time/rooms;
·
provides videos
illustrating the importance of health for the elderly;
·
prepares handouts
(Appendices 3.2.1, 3.2.2, and 3.2.3) on interviewing, reporting, and evaluation
techniques;
·
locates and signs
out appropriate audio/visual equipment as needed;
·
provides
magazines aimed at the retired person to broaden students’ understanding of the
older adults’ interests and healthy choices.
·
Note: Teachers should be sensitive to the personal
nature of the experience, and support students in avoiding disclosure and
discussion of sensitive issues in the classroom context.
1. The importance of nutrition, physical
activity, rest, sleep and physical, psychological, social, spiritual and cognitive
well-being of the elderly are taught through videos and references to written
text. Students form into groups to focus on one of the above topics and develop
a short presentation on what can happen to an older individual when the
selected aspect of well-being is not maintained. After each presentation,
brainstorming with the class on how health in each example can be promoted and
improved will strengthen the learning process. Open-ended questions and leading
questions will assist students in identifying the importance of health in these
areas and considering ways to promote it.
2. The teacher introduces the activity
Interviewing an Older Person (Appendix 3.2.1) by demonstrating an interview.
Asking for a student volunteer, the teacher conducts an interview with the
student, covering aspects of nutrition, physical activity, rest, sleep and
physical, psychological, social, spiritual, and cognitive well-being (Appendix
3.2.2). After modelling the interview, time is allowed for a discussion about
different aspects of the interview. Students then divide into groups of three,
allowing one person to be interviewed, one to interview and another to observe.
Discussion follows on issues that arise during the interview. Note:
Students must be instructed to accept “no comment” as a valid answer to any
questions, and to respect that people may choose not to respond at all. The
teacher must review with students board and school policy related to health and
safety for out-of-school activities.
3. Using the rubric (Appendix 3.2.3) the teacher
reviews interview strategies, learning expectations, and evaluation procedures.
Students prepare a communication report of their interview within a set time
limit.
4. The name of the interviewee should not be
included in the report. Groups of three students brainstorm and assign specific
roles to each member for the assignment (Appendix 3.2.1).
5. Students report to the teacher on a regular
basis and obtain permission for the purpose of gathering, assessing, and
reporting their assignment.
6. After completing all components of the assignment, students present their findings to the class (Appendix 3.2.3) and submit their individual written reports for evaluation. (Teachers will need to develop an assessment tool that allows for students to demonstrate their achievement of the expectations.)
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Interview Role
Plays |
Observation Group
Discussion |
Formative |
Knowledge/Understanding |
|
Interview Report |
Checklist Rubric |
Summative |
Knowledge/Understanding |
|
Class Presentation |
Rubric |
Summative |
Knowledge/Understanding |
·
For enrichment,
students can use their knowledge of how health is maintained and promoted by
designing a healthy living space for an older adult. The student may use the
example of the person they interviewed, with the goal of providing housing that
will best promote healthy living for that individual. Instead of looking at
individual living space, they may create housing for a group of elderly people
who share living quarters.
Websites
– http://www.thecareguide.com Senior Housing, Care and Services
– www.elderhostel.org
– www.foreveryoung.news.com
–
www.ottawaseniors.com Seniors Magazine
Periodicals/Articles
Canadian Journal on Aging. ISSN 0714-9808
Forever Young. Oakville: Metroland Publishing. ISSN 0827-6854
Perspectives on Aging. Washington: National Council on Aging. ISSN 0096-2740
Prevention Monthly. Pasadena: Rodale Press. ISSN 0032-8006
North York:
Willowdale Mirror. “Today’s Seniors.” ISSN 0827-6854
Videos
Aging & Spirituality. 510604
Aging: The Sixth Sense. 050487. 27 min.
Communication and Documentation Skills. ISBN 0-8273-8576-5. 30 min.
Healthy Young, Healthy Aging. 052362. 17 min.
The Generation Connection. 050705. 30 min.
The Generation
Connection: Where do I fit in?
976617. 16 min.
Following the
completion of the interview (Appendix 3.2.2), write a report and submit both
the initial interview form as well as the final communication report for
evaluation (Appendix 3.2.3).
1. Introductory paragraph – introduce the
person to the reader, include initials of their name (but not their full name),
or nickname(s), their age, and gender, and how you know them. Include where the
interview was conducted. Also incorporate a brief history, noting where they
spent most of their lives, what economic/social contributions they made (e.g.,
career/homemaker/education/employment) and any other introductory information
you feel is important.
2. Eight paragraphs – write a paragraph
for each of the topics from the interview chart
(Appendix 3.2.2). Include interesting examples, stories, or anecdotes the
interviewee provides. Include samples of your questions and the interviewee’s
responses.
3. Your assessment – after compiling and
organizing the above, write a conclusion as to the present state of the
individual and how their health, social, and psychological well-being can
either be maintained or improved within the community in which they live.
Remember that names and establishments should not be mentioned; however, a
personal opinion or summation of your findings is valid for evaluation
(Appendix 3.2.3).
Note: Teachers should be sensitive to the personal nature of the experience, and support students in avoiding disclosure and discussion of sensitive issues in the classroom context.
With permission from
the interviewee and/or custodial guardian.
Note: Students must be instructed to accept “no
comment” as a valid answer to any questions, and to respect that people may
choose not to respond at all.
Date: ___________________
Age: ________ Gender: ____________ Location:
_____________________________
|
Aspects of Health |
Past Information |
Present Information |
Interviewee’s Perspective on How Their Needs
Are Being Met |
Interviewee’s Perspective on Changes Needed |
|
- below the
specific aspects, student write down the question that was being asked of the
interviewee |
|
|
|
|
|
Nutrition - number of meals
per day, quantity/quality compared to the Canada Food Guide |
|
|
|
|
|
Physical
Activity - minutes and type
of exercise per day/week |
|
|
|
|
|
Rest and Sleep - patterns and
requirements; also any aids needed to acquire rest |
|
|
|
|
|
Physical
Condition |
|
|
|
|
|
Psychological
Condition |
|
|
|
|
|
Family Relationships |
|
|
|
|
|
Social
Relationships and/or Activities |
|
|
|
|
|
Spiritual
Well-being |
|
|
|
|
|
Cognitive
Well-being |
|
|
|
|
Student:
___________________________________ Date:
___________________________
|
Categories/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding |
||||
|
Use appropriate
terminology and descriptions when presenting various aspects about the older
individual. |
- demonstrates
limited use of terminology and descriptions |
- demonstrates moderate
use of terminology and descriptions |
- demonstrates
considerable use of terminology and descriptions |
- demonstrates
thorough use of terminology and descriptions |
|
Thinking/Inquiry |
||||
|
Explain and
demonstrate their assessment and alternatives for the promotion of the older
individual’s needs. |
- explains and
demonstrates their assessment and alternatives with limited effectiveness |
- explains and
demonstrates their assessment and alternatives with moderate effectiveness |
- explains and
demonstrates their assessment and alternatives with considerable
effectiveness |
- explains and
demonstrates their assessment and alternatives with a high degree of
effectiveness |
|
Communication |
||||
|
Describe and/or
demonstrate the various communication skills needed to acquire the applicable
information for assessment to assist an older individual. |
- communicates
assessment information with limited effectiveness |
- communicates
assessment information with moderate effectiveness |
- communicates
assessment information with considerable effectiveness |
- communicates
assessment information with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Time: 15 hours
Using the assessment
skills and interviewing form from Activity 3.2, students identify, apply, and
evaluate various care-giving services and techniques to assist an older
individual. Application and promotion of independent fundamental skills (e.g.,
feeding, bathing, skincare, ambulatory devices) for the elderly are practised
by the student in simulated classroom scenarios. Note: Where an actual
site visit can be arranged for students to practise or demonstrate various
techniques, teachers will need to ensure that appropriate protocols are
established and followed for the out-of-school component. This will include
routine school policies for out-of-school activities, the policies of the
institution or site to be visited, professional health and safety regulations,
and appropriate supervision.
Strand(s): Skills and Processes, Impact and
Consequences
Overall
Expectations
SPV.01 - demonstrate
techniques and practices needed to effectively assess and meet the physical,
psychological, cognitive, spiritual, and social needs of children and the
elderly;
ICV.02 - describe
and where appropriate, apply laws and regulations related to health and safety
in childcare and the care of elderly people who require support or assistance.
Specific
Expectations
SP1.01 - demonstrate
appropriate hand-washing techniques and explain when they should be performed;
SP1.02 - use correct
techniques for taking care of children and elderly people who require support
in the following areas: feeding, bathing, accomplishing a range of motion
exercises, lifting and transferring, toileting and diapering, and caring for
the skin;
SP1.03 - describe
and demonstrate where applicable the correct use of safety devices or
appropriate techniques for caring for children and elderly people;
SP1.04 - explain the
correct use of ambulation devices used by children and elderly people (e.g.,
walkers, canes, wheelchairs) and how to teach someone to use these devices;
SP1.05 - describe
the techniques of cardiopulmonary resuscitation (CPR), basic first aid, and the
Heimlich manoeuvre;
SP1.06 - explain the
theory and techniques associated with body substance precautions;
SP1.07 - describe
how the health and well-being of children and the elderly can be assessed
(e.g., in terms of body temperature, skin condition, infection or illness,
abuse, difficulties in ambulation);
IC1.05 - follow
routines for hygienic food preparation and for waste disposal.
·
basic hand
washing techniques
·
ability to précis
resources
·
collaborative/cooperative
group skills
·
critical thinking
skills
·
communication
skills
·
computer skills
The teacher:
·
prepares
overheads, slides, and videos about caring for the elderly;
·
reserves
audio/visual materials;
·
prepares and photocopies
notes to accompany visual presentations including information on hand washing
(Appendix 3.3.1), feeding, bathing, a range of motion exercises, lifts and
transfers, toileting and diapering, skin care, correct use of safety devices
and ambulation devices;
·
photocopies the
interview form for assessing health and well-being of patient (Appendix 3.2.2);
·
prepares notes on
body substance precautions and communication tips for conversing with the
elderly;
·
if not a
certified CPR instructor, books a certified instructor to visit the class;
·
prepares print
materials;
·
arranges for the
use of ambulation devices such as walker, cane, and wheelchair;
·
develops a
personalized placement learning plan based on the curriculum expectations in
collaboration with the participation placement supervisor
·
contacts local
elderly care facilities and services to arrange for on-site work experience for
students;
·
obtains and
photocopies all required legal forms that must be approved by administration
for having students work outside the school;
·
makes special
arrangements for students to interview a healthcare worker and their
client/patient if the community is not able to support work sites or students
are not able to attend work site placements;
·
has students fill
out, with endorsement by their custodial guardians, the appropriate forms to go
to a work site.
1. Review proper hand washing techniques
(Appendix 3.3.1) and why they should be performed. Students who have taken
TPA3C could demonstrate their skills.
2. Using teacher demonstrations, checklists,
and/or videos students learn the following patient care skills: hand and
fingernail care, feeding, bathing, providing a range of motion exercises, lifts
and transfers, toileting and diapering, and skin care. If a patient care
mannequin is not available for practice, students could practise on a washable
doll such as the infant CPR baby.
3. To review patient-care techniques, the
teacher may take a checklist of steps for each patient-care activity, cut the
steps into strips, jumble the strips, and have the students put the steps
(strips) into the correct order.
4. A qualified instructor teaches CPR, basic
first aid, and the Heimlich manoeuvre. Students practise these techniques and
are then tested.
5. Facilitate classroom discussion and provide a
lesson on techniques associated with body substance precautions.
6. Brainstorm how the health and well-being of
the elderly can be assessed (e.g., tone of voice, body language, body
temperature, skin condition, difficulties in ambulation, signs of abuse such as
bruises, infection or illness, etc.). Using semantic webbing, discuss each
assessment tool in more detail. Have the class copy the semantic web from board
notes.
7. Demonstrate or show a video about techniques
of therapeutic communication. Have students role-play various scenarios
incorporating various stages and conditions of the elderly and applying
pertinent strategies that facilitate good interpersonal relations with the
elderly (e.g., patient distressed about a family member, patient agitated
because of another patient, patient disoriented, deaf patient, blind patient,
etc.).
8. Have class brainstorm and identify within
their community long-term care facility/hospitals/health care services for the
elderly. Students should observe and participate in the correct use of
ambulation devices and safety devices at work site placements. Students must
independently complete Health and Safety Worksheets (Appendices 3.3.2, 3.3.3),
the Interviewing an Older Individual Form (Appendix 3.2.1), and the
Client/Patient Requirements Sheet (Appendix 3.3.4), and hand them in for
assessment.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Hand Washing Demo |
Observation |
Formative |
Application |
|
Role Play of
Skills |
Observation |
Formative |
Knowledge/Understanding |
|
Appendices 3.3.1,
3.3.2, and 3.3.3 |
Marking Scheme |
Formative |
Knowledge/Understanding |
|
Workplace Setting
or Simulation |
Checklist Appendix
3.3.6 |
Summative |
Application |
·
Students may
choose to work individually or in partners for role-playing and workplace
settings.
·
Allow more time
for those who require it.
·
Consult
individual student IEPs for specific direction on accommodation for
individuals.
·
May allow
students to pair up for work site placements or simulations.
·
Accommodates
varying times and lengths of practical training.
Textbooks
Caldwell, E.
and B. Hegner. Health Care Assistant. Toronto: Nelson Canada, 1985.
Delmar’s
Home Care Aide Video Series:
Instructor’s Manual. ISBN 0-8273-8604-4
Sorrentino,
S. and B. Borek. Long Term Care Assistants. 1999. ISBN: 0-323-00709-0
Zucker, E. Being
a Homemaker/Home Health Aide, 5th ed. Toronto: Prentice Hall. ISBN 0-13-083897-7
Videos
Body
Mechanics and Positioning.
ISBN 0-8273-8583-8. 30 min.
CPR
Theatre. 800770. 18 min.
Saving a
Life, Part 1. 990470. 27 min.
Saving a
Life, Part 2. 990471. 27 min.
Skin Care
and Bathing. ISBN
0-8273-8582-X. 30 min.
Sneeze:
How germs are spread. 974089.
5 min.
Special
Procedures and Emergency Care.
ISBN 0-8273-8587-0. 30 min.
Standard
Precautions and Infection Control. ISBN 0-82773-8580-3. 30 min.
Transfers
and Ambulating. ISBN
0-8273-8584-6. 30 min.
Vital Signs and
Indicators of Change. ISBN
0-8283-8581-1. 30 min.
1. Roll up your sleeves.
2. Check to ensure that soap and paper towels,
and a garbage pail are accessible, or that an air dryer is available.
3. Remove any bandages.
4. Remove any watches and/or rings and place
them on a piece of paper towel along with a new bandage.
5. Adjust the water temperature to ensure that
it is lukewarm.
6. Rinse your hands under the running water.
7. Dispense an application of soap into the
palm.
8. Roll hands to create lather.
9. Wash the back of one hand, palm, nail area,
and finger webs with the soap for 30–60 seconds.
10. Repeat this sequence for the other hand.
11. Rinse the hands thoroughly with warm water
from the wrists to the fingertips, with the water running down off your
fingertips.
12. Turn off the water. Use a paper towel (if
available) to turn off the tap, in case the handles are dirty.
13. Pat the hands thoroughly using a different
paper towel for each hand, or use an air dryer.
14. Use the paper towel to wipe the counter area
before throwing the towel away.
15. Cover all cuts with bandages. Replace your
ring and watch.
Note: Remember to time yourself so the hand washing
time will not be less than 30–60 seconds.
Bacteriology,
Sterilization, and Sanitation
To be independently
researched by student and submitted for evaluation.
Name:
_______________________________ Date:
____________________
|
Terms |
Definitions |
Health and Safety |
|
Host |
|
|
|
Blood Borne
Disease Transmission |
|
|
|
Disinfectant |
|
|
|
Air Borne Disease
Transmission |
|
|
|
Pathogen |
|
|
|
Fungi |
|
|
|
Cross-contamination |
|
|
|
Cross-infection |
|
|
|
Microbe |
|
|
|
Bacteria |
|
|
|
Non-Pathogenic
Bacteria |
|
|
|
Pathogenic
Bacteria |
|
|
|
Sepsis |
|
|
|
Asepsis |
|
|
|
Virus |
|
|
Lifting Techniques
of Client/Patient when Addressing Fundamental Needs of an Elderly
Client/Patient
Name:
____________________________________ Date:
____________________
|
Terms |
Definitions/Reasons |
Health and Safety |
|
Spread the load |
|
|
|
Break it down |
|
|
|
Line it up |
|
|
|
Lift together |
|
|
|
Get a grip on it |
|
|
|
Tighten up |
|
|
|
Keep it close |
|
|
|
Press your partner |
|
|
|
Bend don’t twist |
|
|
|
Stagger your
stance |
|
|
|
Shrug don’t curl |
|
|
Students are to
identify, describe, perform, and explain the purpose for each of the following.
Performance must be supervised by a qualified caregiver, health care, or
education professional.
Student:
____________________________________________ Date:
_________________
Supervisor/Teacher:
__________________________________________
|
Client/Patient Requirements |
Identification/ Classification of
Client/Patient’s Fundamental Needs |
Description/ Procedure Required of
Client/Patient’s Fundamental Needs |
Explanation of why Procedure is Practised |
Student’s Initials and Comments |
Teacher’s/ Supervisor’s Initials and Comments |
|
Ambulatory devices
used by client/patient. |
|
|
|
|
|
|
Dietary needs of
patient/client. |
|
|
|
|
|
|
Physical/social
activities of patient/client. |
|
|
|
|
|
(as identified by
the Ontario Ministry of Health for Mandatory Health Programs and Services
Guidelines)
To be filled out by
the teacher or supervisor at work site.
Student:
_____________________________________ Date:
_______________________
Supervisor/Teacher:
________________________________
|
|
Criteria |
Yes |
No |
Comments |
|
Hand Washing |
- washes hands prior to and after serving a client |
|
|
|
|
Wear Gloves |
- wears protective gloves when performing services which may result in the contact of bodily fluids |
|
|
|
|
Wear Protective Clothing |
- wears protective clothing to prevent the penetration of chemicals and/or bodily fluids |
|
|
|
|
Clean Sharp and Metal Implements |
- immerses reusable metal instruments/ implements in 6% hydrogen peroxide or 70% isopropyl alcohol for 10 minutes |
|
|
|
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