Documente Academic
Documente Profesional
Documente Cultură
PORTFOLIO
Submitted to:
TM1 PANEL OF ASSESSORS
TESDA-CAR
Submitted by:
WARREN JAE M. SANDOVAL, RN
June 6, 2014
CHECKLIST OF REQUIREMENTS
Date:
Republic of the Philippines
Technical Education and Skills Development Authority
Province of Benguet
DECLARATION
This is to hereby declare that all documents, learning materials and forms
in the portfolio are of my own effort and represent my capabilities accurately.
Instructions:
To better understand how you prefer to learn and process information,
encircle the letter of the appropriate choice, and then use the scoring directions
at the bottom of the page to evaluate your responses.
This 20-item questionnaire is not timed and has neither right nor wrong
answer. Respond to each statement as honestly as you can.
Scoring Procedures
Directions: Add up your answers for every respective letter of your choice. Then,
rank them from 1-3, 1 being the highest and 3 as the lowest.
Points Ranking
A
B
C
Please refer to the table below and the description under it to see what kind of
learner you are.
A- Auditory
B- Visual
C- Kinesthetic/ Tactile
If you are an auditory learner, you learn by hearing and listening. You
understand and remember things you have heard. You store information by the
way it sounds, and you have an easier time understanding spoken instructions
than written ones. You often learn by reading out loud because you have to
hear it or speak it in order to know it.
Here are some things that auditory learners like you can do to learn better.
Sit where you can hear.
Have your hearing checked on a regular basis.
Use flashcards to learn new words; read them out loud.
Read stories, assignments, or directions out loud.
Record yourself spelling words and then listen to the recording.
Have test questions read to you out loud.
Study new material by reading it out loud.
Visual
U
If you are a visual learner, you learn by reading or seeing pictures. You
understand and remember things by sight. You can picture what you are
learning in your head, and you learn best by using methods that are primarily
visual. You like to see what you are learning.
As a visual learner, you are usually neat and clean. You often close your eyes to
visualize or remember something, and you will find something to watch if you
become bored. You may have difficulty with spoken directions and may be
easily distracted by sounds. You are attracted to color and to spoken language
(like stories) that is rich in imagery.
Here are some things that visual learners like you can do to learn better:
Sit near the front of the classroom. (It won't mean you're the teacher's
pet!)
Have your eyesight checked on a regular basis.
Use flashcards to learn new words.
Try to visualize things that you hear or things that are read to you.
Write down key words, ideas, or instructions.
Draw pictures to help explain new concepts and then explain the
pictures.
Color code things.
Avoid distractions during study times.
Remember that you need to see things, not just hear things, to learn well
Kinesthetic/ Tactile
If you are a kinesthetic/tactile learner, you learn by touching and doing. You
understand and remember things through physical movement. You are a
"hands-on" learner who prefers to touch, move, build, or draw what you learn,
and you tend to learn better when some type of physical activity is involved.
You need to be active and take frequent breaks, you often speak with your
hands and with gestures, and you may have difficulty sitting still.
As a tactile learner, you like to take things apart and put things together, and
you tend to find reasons to tinker or move around when you become bored.
You may be very well coordinated and have good athletic ability. You can
easily remember things that were done but may have difficulty remembering
what you saw or heard in the process. You often communicate by touching,
and you appreciate physically expressed forms of encouragement, such as a
pat on the back.
Remember that you learn best by doing, not just by reading, seeing, or hearing.
BASIC COMPETENCIES
CAN I? YES NO
CORE COMPETENCIES
CAN I? YES NO
A. INTRODUCTION
This module provides the framework and information necessary for Nursing Assistants to be able to understand and
conduct assisting in the mobility of clients/ patients correctly, safely and efficiently.
Knowing how to assist clients in their mobility is important since it motivates the patient to go up one level at a time in his/
her overall health and functioning. By doing this, we are providing an opportunity for the patient to participate actively in their
own health care, thus hastening wellness.
Furthermore, knowing the correct procedures protects both the client and the health care provider from unnecessary
stress and/or injury.
B. LEARNING ACTIVITIES
Evaluate
Lecture with Slide Presentation Perform Task Performance
Demonstration Assistive devices 1.1-3 Criteria Checklist
for Task sheet 1.1-3
C. ASSESSMENT PLAN
Observation
Demonstration
Oral questioning
Third party report
D. TEACHERS SELF-REFLECTION OF THE SESSION
Basic Competencies
Participate in
1.2 Participate in workplace
workplace meetings
meetings and discussions
and discussions
Complete relevant
1.3 Complete relevant work
work related
related documents
documents
Maintain professional
3.3 Maintain professional
growth and
growth and development
development
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Common Competencies
Provide information to
1.1 Provide information to
the work group about
the work group about the
the organization's
organization's infection
infection control
control policies and
policies and
procedures.
procedures.
Monitor infection
1.3 Monitor infection
control performance
control performance and
and implement
implement improvements in
improvements in
practices
practices
Communicate
4.1 Communicate
appropriately with
appropriately with patients
patients
Core Competencies
Complete
3.3 Complete client/patient
client/patient mobility
mobility assistance
assistance
Assist patient in
5.3 Assist patient in meeting
meeting his bio-
his bio-psychosocial needs
psychosocial needs
Physical
Special
Course
Age
Ability
Sex
Language General with the Experience Complete
Backgroun Knowledg topic d
d e
SABAYTON, Tagalog College M 21 None None None None None
Visual Employed
Jun Graduate
TELIO, Ibaloi College F 24 None None None None None
Kinesthetic Employed
Rosanna Graduate
LUMA-ANG, Ibaloi With units M 23 None None None None None
Kinesthetic Employed
Warner in
Masters
Degree
BANGCADO, Kankana-ey College M 21 None None None None None
Visual Employed
Tony Graduate
LUIS, Tagalog With units F 22 None None None None None
Kinesthetic Employed
April May in
Masters
Degree
LARDIZABAL, Tagalog With units F 23 None None None None None
Kinesthetic Employed
Valentina in
Masters
Degree
SALDA, Ibaloi Masterals F 26 None None None None None
Kinesthetic Employed
Giselle Graduate
Date Developed: Document No.
May 2014 Issued by:
Health Care Services NC II Date Revised:
BVS Colleges
Km.5 La Trinidad, Benguet
HOW TO USE THIS COMPETENCY BASED LEARNING MODULE
Welcome!
The unit of competency, "Assist in Client/ Patient Mobility" is one of the
competencies of Health Care Services NC II; a course which comprises the
knowledge, skills and attitudes required for a Nursing Assistant to possess.
This unit of competency contains knowledge, skills and attitudes
required for Health Care Services NC II. This module contains training
materials and activities for you to complete.
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. In each learning outcome are
Information Sheets, Self-Checks and Job Sheets. Follow these activities on
your own. If you have questions, dont hesitate to ask your instructor for
assistance.
You may already have some or most of the knowledge and skills covered
in this learner's guide because you have been working for some time already
completed training in this area.
If you can demonstrate to your trainer that you are competent in a
particular skill or skills, talk to him/her about having them formally recognized
so you don't have to do the same training again. If you have a qualification or
Certificate of Competency from previous trainings, show it to your trainer. If
the skills you acquired are still current and relevant to the unit/s of
competency they may become part of the evidence you can present for RPL. If
you are not sure about the currency of your skills, discuss this with your
trainer.
This module was prepared to help you achieve the required competency
in Assisting in Client/ Patient Mobility.
This will be the source of information for you to acquire knowledge and
skills in this particular competency independently and at your own pace, with
minimum supervision or help from your instructors.
Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take
notes.
REMEMBER TO:
Work through all the information and complete the activities in each
section.
Talk to your trainer and agree on how you will both organize the Training
of this unit. Read through the module carefully. It is divided into
sections, which cover all the skills, and knowledge you need to
successfully complete this module.
Use the Self Check and Job Sheets at the end of each section to test
your own progress.
When you feel confident that you have had sufficient practice, ask your
instructor to evaluate you. The results of your assessment will be recorded in
your Progress chart and Accomplishment Chart.
PRE REQUISITE:
List of Competencies 4
Module Content 5
Learning Experiences 8
Evaluation Instrument 72
Evidence Plan 74
Table of Specifications 75
Written Test 76
Performance Test 96
Questioning tool 98
References 100
HEALTH CARE SERVICES NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
MODULE DESCRIPTOR: This unit covers the knowledge, skills and attitudes
required to assist incapacitated patients in basic
physical movements.
ASSESSMENT CRITERIA:
1. Requirements for assisting with patient mobility are confirmed with
concerned institutions health personnel and care plan
2. Equipment are selected according to the institutions prescribed plan of
care
3. Prescribed mobility procedure is clearly communicated with patient
4. Patient mobility is carried out using safe handling method and
equipment as required by the institution
5. Patient comfort and safety is ensured throughout positioning of
movement
6. Communication with patients during movement is undertaken
according to established procedures
7. Patient is moved to prescribed position using the appropriate equipment
8. Equipment is cleaned in accordance with prescribed institution
standard procedure
9. Malfunctioning equipment is reported immediately to designated
personnel
CONTENTS:
Patient confidentiality and privacy requirements
OSH procedures
Infection control guidelines
Equipment use and specifications
Body Mechanics
ASSESSMENT CRITERIA:
1. Requirements for assisting with patient mobility are confirmed with
concerned institutions health personnel and care plan
2. Equipment are selected according to the institutions prescribed plan
of care
3. Prescribed mobility procedure is clearly communicated with patient
CONDITIONS:
Students/trainees must be provided with the following:
Access to relevant workstation
- Workshop area
Manual on:
- Workplace health and safety manual
- Infection control manual
- Standard Operating Procedure manual
Equipment manufacturers instructions
Equipment and materials relevant to the proposed activities
- Hospital bed
- Wheelchair
- Stretcher
- PPE
- Uniform
- Mask
- Gloves
- Shoes
METHODOLOGIES:
Simulation
One-on-one teaching
video tapes lectures
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Identify the patients rights being practiced in the local hospitals
2. Differentiate practices that honor the patients rights from those that
violate them.
Financial Issues
Without looking at the aspect of monthly income, a patient has the right
to be treated with considerate and respectful care.
The patient has the right to examine and receive an explanation of his
bill regardless of the source of payment.
The patient has the right to refuse or participate in a research project the
health care provider/ institution is conducting. He/ she must be advised
appropriately regarding the research experiment affecting his/ her care
and treatment.
IDENTIFICATION
This quiz will test how well you understood the topic on Patients Rights
and is designed in seven items to be completed within an ideal duration of
15 minutes. The following are health care situations. Identify whether they
honor the patients rights or not. Draw a CIRCLE ( ) on Column B if the
situation honors the right of the patient and an X mark if it violates them.
A B
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has explained
how the surgery will be done, the risks during and after surgery and the
alternative treatment available.
3. Mrs. Lo has just delivered a premature baby under poor prognosis due to
asphyxiation during the birthing process. Mrs. Lo asks for her babys
condition but her obstetrician refuses to answer.
4. Mr. Yoso, a cognitively able stage-4 lung cancer patient has signed for an
informed consent and a Do-Not-Resuscitate order. By 3 am, he seizes and
undergoes cardiac arrest. The nurse in charge of his care gives him morphine
for pain but does not start CPR.
5. Nurse Karen does not continue the administration of enema to Ms. Gina, a
patient with a recent rape history, as she refuses to accept any treatment given
through the anus.
7. Nurse Alan and Nurse Jackson are close friends and work in the same hospital
but in different wards. Nurse Alan sees from the other ward that Nurse
Jackson is caring for his ex-girlfriends new boyfriend and so asks Nurse
Jackson about the patients diagnosis and condition. Nurse Jackson refuses to
answer.
A B
8. Mr. Raul is due for surgery of his appendicitis. The surgeon has explained
how the surgery will be done, the risks during and after surgery and the
alternative treatment available.
10. Mrs. Lo has just delivered a premature baby under poor prognosis due to
asphyxiation during the birthing process. Mrs. Lo asks for her babys
condition but her obstetrician refuses to answer.
11. Mr. Yoso, a cognitively able stage-4 lung cancer patient has signed for an
informed consent and a Do-Not-Resuscitate order. By 3 am, he seizes and
undergoes cardiac arrest. The nurse in charge of his care gives him morphine
for pain but does not start CPR.
12. Nurse Karen does not continue the administration of enema to Ms. Gina, a
patient with a recent rape history, as she refuses to accept any treatment given
through the anus.
13. The nurse in charge of Mr. de la Merced, who is requesting for a respiratory
therapist for her nebulization, rejects him justifying that a respiratory therapist
is too costly and that it easy for a nurse to operate a nebulizer.
14. Nurse Alan and Nurse Jackson are close friends and work in the same hospital
but in different wards. Nurse Alan sees from the other ward that Nurse
Jackson is caring for his ex-girlfriends new boyfriend and so asks Nurse
Jackson about the patients diagnosis and condition. Nurse Jackson refuses to
answer.
Learning Objectives
After reading this Information Sheet, you should be able to:
3. Explain the chain of infection and the identify means to break each link.
4. Explain the Concepts of Medical and Surgical Asepsis
5. Identify interventions to reduce risks for infections.
6. Correctly implement aseptic processes
7. Enumerate the different classifications of health care waste
8. Describe the measures for health care waste management.
Asepsis
Microorganisms are tiny, microscopic entities naturally present and thriving
in the environment.
Types of Infections
Colonization: the process by which strains of microorganisms become
resident flora.
Local Infection: an infection that is limmited to the specific part of the
body where the microorganisms remain.
Systemic Infection: if the microorganisms spread ad damage different
parts of the body.
Bacteremia: When a culture of a persons blood reveals microorganisms.
Septicemia: When bacteremia results in systemic infection.
Acute Infections: infections that generally appear suddenly or last a
short time.
Chronic Infections: occurs slowly, over a very long period and may last
for months or years.
Mode of Transmission
Pathogens are carried or transmitted from the reservoir to the host
through the following mechanisms:
1. Direct Transmission involves immediate and
direct transfer of pathogens from person to
person through touching, biting, kissing, or
sexual intercourse.
2. Indirect Transmission may be either vehicle-borne or vector-
borne.
a) Vehicle-borne transmission. A vehicle is any substance that
serves as an immediate means to transport and introduce an
infectious agent into a susceptible
host through a suitable portal of
entry. Examples include fomites,
(inanimate materials and objects), like
handkerchiefs, toys, soiled clothes,
surgical instruments or dressings);
water, food, blood, serum and plasma.
Portal of Entry includes body orifices like the mouth, nose, ears, eyes,
vagina, rectum or urethra. Breaks in the skin or mucous membranes
from wounds or abrasions increase chances for pathogens to enter the
host. Pathogens can enter the body through the same routes they use for
exiting.
Standard Precautions are to be used for all clients receiving care in hospitals
without regard to their diagnosis or presumed infection status. Standard
Precautions apply to blood; all body fluids, secretions and excretions except
sweat, regardless of the presence of visible blood; non-intact skin; and mucous
membranes.
Wash Hands (use plain soap)
Wash after touching blood, body fluids, secretions, excretions
and contaminated items.
Wash immediately after gloves are removed and between patient
contacts.
Avoid transfer of microorganisms to other patients or
environments.
Wear Gloves
Wear when touching blood, body fluids, secretions, excretions
and contaminated items.
Put on clean gloves just before touching mucous membranes
and non-intact skin.
Change gloves between tasks and procedures on the same
patient after contact with material that may contain high
concentrations of microorganisms. Remove gloves promptly
after use, before touching non-contaminated items and
environmental surfaces, and before going to another patient,
and wash hands immediately to avoid transfer of
microorganisms to other patients or environments.
Wear Mask and Eye Protection or Face Shield
Protect mucous membranes of the eyes, nose and
mouth during procedures and patient-care
activities that are likely to generate splashes or
sprays of blood, body fluids, secretions or
excretions.
Wear Gown
Protect skin and prevent soiling of clothing
during procedures that are likely to generate
splashes or sprays of blood, body fluids,
secretions or excretions. Remove a soiled gown
as promptly as possible and wash hands to
avoid transfer of microorganisms to other
Never recap used needles using both hands or any other technique
that involves directing the point of a needle toward any part of the
body; rather, use either a one-handed scoop technique or a
mechanical device designed for holding the needle sheath
Principle Rationale
5. Microorganisms move slowly on dry For this reason, use a dry paper
surfaces but very quickly through towel when you turn off faucets,
moisture. and dry a bath basin before you
return it to a bedside stand for
storage.
6. Proper hand washing removes many Wash your hands not only when
of the microorganisms that would they are obviously soiled, but
be transferred by the hands from whenever you move from one
one item to another. client to another or from patient
contact to contact with the
general environment or vice
versa.
MULTIPLE-CHOICE
This quiz will test how well you understood the topic on
Asepsis and Infection Control and is designed in ten items to be
completed within an ideal duration of 20 minutes. The following
are questions or statements that pertain to microorganisms,
asepsis and infection control. Choose the letter of your chosen
answer and write them in capital letters in Column B.
A B
1. They are tiny living beings that make their presence known
only by their effect.
a. Dwarves
b. Microorganisms
c. Organisms
d. Pathogens
2. These are microbes that are useful to human beings
a. Eubacteria
b. Microorganisms
c. Non-pathogens
d. Pathogens
3. They are microbes that causes diseases to human are called:
a. Eubacteria
b. Microorganisms
c. Non-pathogens
d. Pathogens
4. Which of the following is not a classification of
microorganisms?
a. Bacteria
b. Cholera
c. Protozoa
d. Virus
5. Which statement is true about the Human Normal Flora?
a. Normal body flora are cells that attack foreign bodies
b. Normal body flora are flowers that normally grow
inside the human body
c. Normal body flora are naturally residing
microorganisms in the human body.
d. Normal body flora are the same in each part of the
body
A B
1. They are tiny living beings that make their presence known
only by their effect.
B
a. Dwarves
b. Microorganisms
c. Organisms
d. Pathogens
2. These are microbes that are useful to human beings
a. Eubacteria
C
b. Microorganisms
c. Non-pathogens
d. Pathogens
3. They are microbes that causes diseases to humans:
a. Eubacteria
D
b. Microorganisms
c. Non-pathogens
d. Pathogens
4. Which of the following is not a classification of
microorganisms?
B
a. Bacteria
b. Cholera
c. Protozoa
d. Virus
5. Which statement is TRUE about the Human Normal Flora?
a. Normal body flora are cells that attack foreign bodies
C
b. Normal body flora are flowers that normally grow
inside the human body
c. Normal body flora are naturally residing
microorganisms in the human body.
d. Normal body flora are the same in each part of the
body
6. Among the chain of infection, this is the part that causes the
disease
A
a. Causative agent
b. Mode of transmission
c. Portal of exit
d. Reservoir
7. This is a person who will become ill from the entry of
pathogens into the body.
D
a. Causative agent
b. Portal of entry
c. Reservoir
d. Susceptible host
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Explain the correct sequence of proper hand washing.
2. Perform the correct hand washing procedure.
In the previous information sheet you have read about Asepsis and
Infection Control, you have learned that there are two aseptic techniques
that can be used to deter microorganisms on a body surface- the medical
asepsis and the surgical asepsis. Medical asepsis reduces the amount of
microorganisms in a body surface and protects the health care giver while
surgical asepsis is a practice that eliminates all microorganism in a body
surface and is used to protect the patient.
There is a proper way to perform hand washing and three factors are of
utmost importance: soap, friction and water.
Purposes:
To reduce the number of microorganisms on the hands.
To reduce the risk of transmission of microorganisms to clients.
To reduce the risk of cross-contamination among clients.
To reduce the risk of transmission of infectious organisms to oneself.
Equipment:
Liquid/ bar soap
Cloth or paper towels
Water
Action Rationale
6. Apply about 5 ml. (1 Liquid soap harbors less bacteria than bar soap.
teaspoon) of liquid Lather facilitates removal of microorganisms. Rinsing
soap. Lather the bar of soap prevents the spread of
thoroughly. If bar microorganism to the next user.
soap is used, rub it
firmly between the
hands. Rinse soap
and drop it into the
soap dish.
10. Turn off the faucet Prevents contamination of clean hands by a less
with a clean dry paper clean faucet.
towel.
Criteria Yes No
Did you
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Explain the significance of surgical asepsis.
2. Handle sterile objects properly.
3. Efficiently don sterile gloves using the sterile technique
4. Appropriately remove and dispose used gloves.
Purposes:
To protect the hands when the nurse is likely to handle any body
substances like, blood, urine, feces, sputum, mucous membranes, and
non-intact skin.
To reduce the likelihood of nurses transmitting their own endogenous
microorganisms to clients receiving care.
To reduce the chance that the nurses hands will transmit
microorganisms from one client or a fomite to another client.
Equipment:
Package of proper-sized sterile gloves.
CRITERIA YES NO
Did you
2. Place the inner package on the work surface with the cuff
end closest to the body to allow ease of access to the
gloves?
8. Pull the second glove off the fingers and the first glove by
turning it inside out?
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Enumerate the different classifications of health care waste
2. Describe the measures for health care waste management.
Being part of the health care delivery system, we are obliged to follow,
not just strict aseptic technique, but also proper and systematic health care
waste management.
This section will introduce you to the principles of health care waste
management and the universal system of health care waste management.
Health care wastes include all the wastes that is generated or produced
as a result of any of the following activities:
Diagnosis, treatment, or immunization of human beings or animals
Production or testing of biologicals and
Waste originating from minor or scattered sources.
2. Infectious Waste
This type of waste is suspected to contain
pathogens (bacteria, viruses, parasites or
fungi) in sufficient concentrations or quantity
to cause disease in susceptible hosts.
Kinds of Infectious Wastes
Cultures and stocks of infectious agents from laboratory
work
Waste from surgery and autopsies on patients with
infectious diseases
Date Developed: Document No.
Health Care May 2014 Issued by:
Services NC II Date Revised:
Page 40 of 100
Assist in Client. Developed by:
SANDOVAL,
Patient Mobility Revision # 01
Warren Jae M.
Wastes from infected patients in isolation wards
Waste that has been in contact with infected patients
undergoing hemodialysis
Infected animals from laboratories
Any other instruments or materials that have been in
contact with infected persons or animals
3. Pathological Waste
Consists of tissues, organs, body parts, human
fetus and animal carcasses, blood and body
fluids.
Within this category, recognizable human or
animal body parts are also called anatomical
waste.
This category should be considered as a
subcategory of infectious waste, even though it
may include healthy body parts
4. Sharps
Include needles, syringes, scalpels, saws, blades,
broken glass, infusion sets, knives, nails and any
other item that can cause a cut or puncture
wound.
Whether or not they are infected, such items are
usually considered as highly hazardous health
care waste.
5. Pharmaceutical Waste
Includes expired, unused, spilt and
contaminated pharmaceutical products,
drugs, vaccines and sera that are no longer
required and need to be disposed of
appropriately.
This category also includes discarded items used in handling of
pharmaceuticals such as bottles or boxes with residues, gloves,
masks, connecting tubing and drug vials.
6. Genotoxic Waste
Genotoxic waste may include certain cytostatic drugs, vomit, urine,
or feces from patients treated with cytotoxic drugs, chemicals and
radioactive materials.
This type of waste is highly hazardous and may have mutagenic,
teratogenic or carcinogenic properties.
Harmful cytotoxic drugs can be categorized as follows
1. Alkylating agents:
Cause alkylation of DNA nucleotides, which
leads to cross-linking and miscoding of the
genetic stock;
2. Anti-metabolites:
Inhibit the biosythesis of nucleic acids in the
cell; mitotic inhibitors prevent cell replication.
Cytotoxic wastes are generated from several sources and
include the following:
Date Developed: Document No.
Health Care May 2014 Issued by:
Services NC II Date Revised:
Page 41 of 100
Assist in Client. Developed by:
SANDOVAL,
Patient Mobility Revision # 01
Warren Jae M.
1. Contaminated materials from drug preparation and
administration, such as syringes, needles, gauges,
vials, packaging; outdated drugs, excess solutions and
drugs returned to wards.
2. Urine, feces, and vomit from patients which may contain
potentially hazardous amounts of the administered
cytotoxic drugs or of their metabolites and which should
be considered genotoxic for at least 48 hours and
sometimes up to 1 week after drug administration.
7. Chemical Waste
Solid, liquid, and gaseous chemicals, for
example from diagnostic and experimental
work and from cleaning, housekeeping, and
disinfecting procedures.
2 Classifications of Chemical Wastes
Hazardous Chemical Waste
Non-hazardous Chemical Waste
Chemical waste is considered hazardous if it has at least one of
the following properties:
Toxic
Corrosive
Flammable
Reactive
Genotoxic
Non-hazardous chemical waste consists of chemicals with none of
the above properties, such as sugars and certain organic and
inorganic salts
9. Pressurized Containers
Many types of gas are used in health care and are often stored in
pressurized cylinders, cartridges and aerosol cans.
Aerosol cans should be disposed of right away
Whether inert or potentially harmful, gases in pressurized
containers should always be handled with care; containers may
explode if incinerated or accidentally punctured.
Residual
Disposal
Treatment
Recycling
Source reduction
Yellow with Black Band Chemical waste including those with heavy
metals
Apart from the color-coding system for health care waste, the following practice
should also be observed
a. Residuals of the general health care waste join the stream of domestic
refuse or municipal solid waste for proper waste management.
b. Sharps should be collected together, regardless of whether or not they
are contaminated.
Containers should be puncture proof (metal or high-density
plastic) and fitted with covers.
ENUMERATION
This quiz will test how well you understood the topic on Heath
Care waste and Health Care Waste Management and is designed
to be completed within an ideal duration of 15 minutes. The
following are questions or statements that pertain to concept of
health care waste management, categories of health care wastes,
and Color Coding Scheme for Health Care Waste. Follow the
succeeding instructions and enumerate what is being asked for
by the following items and write those down on the boxes
provided.
Classification Example
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Classification Example
Yellow with Chemical waste Refer to chemical wastes and wastes with
Black Band including those heavy metals
with heavy
metals
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Explain in simple terms and in a brief statement the general principle of
practicing proper body mechanics
2. Describe different concepts and examples of practicing proper body
mechanics.
3. Appreciate the importance of proper body mechanics in the work place.
Body mechanics is the use of the human body with regards to its
structure, function and position in relation other body parts or external
factors. Proper body mechanics is the correct use of the body in relation to
daily activities and work.
It is important for us to practice proper body mechanics since we are
going to work with different kinds of people and equipment in different sizes
and weight; also to prevent injury not just to us but also to other health
care givers and the patient.
The correct use of body mechanics is a part of illness prevention and
illness prevention and health promotion.
Balance is maintained when the line gravity falls close to the base of
support. B, Balance is precarious when the line gravity falls at the edge of
the base of support. C, Balance cannot be maintained when the line of
gravity falls outside the base of support.
An object is stable when its center of gravity is close to its base of support,
when the line of gravity goes through the base of support, and when the
object has a wide base of support
Action Rationale
Adjust the working area to Objects that are close to the center of
waist level, and keep the gravity are moved with the least effort.
body close to the area.
Elevate adjustable beds
and overbed tables or lower
the side rails of beds to
prevent stretching and
reaching.
Provide a firm, smooth, dry Less friction between the object moved
bed foundation before and the surface on which it is moved
moving a client in bed or requires less energy.
use a pull sheet.
Before moving an object, The wider the base of support and the
increase your stability by lower the center of gravity, the greater
widening your stance and the stability.
flexing your knees, hips,
and ankles.
Use your gluteal and leg The synchronized use of as many large
muscles rather than the muscle groups as possible during an
sacrospinal muscles of your activity increases overall strength and
back to exert an upward prevents muscle fatigue and injury.
thrust when lifting.
Distribute the workload
between both arms and
legs to prevent back strain.
Use the weight of the body Body weight adds force to counteract the
as a force for pulling or weight of the object and reduces the
pushing, by rocking on the amount of strain on the arms and back.
feet or leaning forward or
backward.
TRUE OR FALSE
This quiz will test how well you understood the Principles of
Proper Body Mechanics and is designed in ten (10) items to be
completed within an ideal duration of 15 minutes. The following
are statements about body mechanics. Identify whether they are
true or false. Draw a CIRCLE ( ) on Column B if the statement is
correct and CROSS ( ) if it is incorrect.
A B
1. Appropriate preparation prevents potential falls and injury and safeguards the
client and equipment
2. Avoid working against gravity. Pull, push, roll, or turn objects instead of
lifting them. Lower the head of the client's bed before moving the client up in
bed
4. Before moving an object, relax your gluteal, abdominal, leg, and arm muscles
to prepare them for action.
5. Ineffective use of the major muscle groups occurs when the spine is rotated or
twisted.
6. More friction between the object moved and the surface on which it is moved
requires less energy.
7. Moving an object along a level surface requires more energy than moving an
object up an inclined surface or lifting it against the force of gravity
8. Objects that are close to the center of gravity are moved with the least effort.
9. The heavier an object, the lesser the force needed to move the object.
10. The wider the base of support and the lower the center of gravity, the greater
the stability
A B
1. Appropriate preparation prevents potential falls and injury and safeguards the
client and equipment
2. Avoid working against gravity. Pull, push, roll, or turn objects instead of
lifting them. Lower the head of the client's bed before moving the client up in
bed
4. Before moving an object, relax your gluteal, abdominal, leg, and arm muscles
to prepare them for action.
5. Ineffective use of the major muscle groups occurs when the spine is rotated or
twisted.
6. More friction between the object moved and the surface on which it is moved
requires less energy.
7. Moving an object along a level surface requires more energy than moving an
object up an inclined surface or lifting it against the force of gravity
8. Objects that are close to the center of gravity are moved with the least effort.
9. The heavier an object, the lesser the force needed to move the object.
10. The wider the base of support and the lower the center of gravity, the greater
the stability
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Enumerate the different types of equipment to prepare for assisting in
client mobility.
2. Differentiate the names and use of the equipment from each other.
Devices Use
Support Devices
Position Indications
Used
allows greater
Fowler's
chest expansion place pillows
Or Semi-Sitting
and lung under the head,
ventilation the small of the
promotes back, arms and
postoperative ankles
drainage footboard
place pillows
under the head,
promote comfort the small of the
head and back, arms and
Supine or Dorsal Recumbent shoulders are kept ankles
or Back-lying flat to facilitate footboard
healing following
certain surgeries or
anesthetics
promote comfort
good for resting
and sleeping
Side-lying or Lateral place pillows at
promotes good
the back, under
back alignment
the head, upper
relieves pressure arm, upper leg
on the sacrum and and thigh
heels
facilitates drainage
from the mouth
promotes drainage
from the mouth
clients recovering place pillows
from surgery of the under the head,
Prone or Abdomen-lying abdomen (just
mouth and throat
below the
allows full diaphragm) and
extension of the lower leg
hip and knee joints
provides postural
place pillows
drainage of basal
under the head,
Trendelenburg 's lung lobe promotes
arms and ankles
venous circulation
Description Answer
1. Allows weak clients to roll from side to side or to
sit up in bed
2. Enables client to raise trunk from bed and to
transfer from bed to wheelchair. Allows client to
perform exercises that strengthen upper arms.
3. Individually molded for client to maintain proper
alignment of thumb; are slightly adducted in
opposition to fingers; maintains wrist in slight
dorsal flexion.
4. Keeps the feet in dorsiflexion to prevent plantar
flexion.
5. Maintains thumb slightly abducted and in
opposition to fingers, maintains fingers in slightly
flexed position.
6. Prevents external rotation of legs when client is in
supine position.
7. Provides additional support to mattress and
improves vertebral alignment.
8. Provides support and shape to body contours,
immobilizes and maintains specific body alignment
9. Supports natural body curvatures and prevents
pressure ulcers
10. Used for support or elevation of a body part.
Description Answer
1. Allows weak clients to roll from side to side or to sit Side rails
up in bed
2. Enables client to raise trunk from bed and to Trapeze bar
transfer from bed to wheelchair. Allows client to
perform exercises that strengthen upper arms.
3. Individually molded for client to maintain proper Hand-wrist
alignment of thumb; are slightly adducted in splint
opposition to fingers; maintains wrist in slight
dorsal flexion.
4. Keeps the feet in dorsiflexion to prevent plantar Footboard or
flexion. Posey foot-
guard
5. Maintains thumb slightly abducted and in Hand Roll
opposition to fingers, maintains fingers in slightly
flexed position.
6. Prevents external rotation of legs when client is in Trochanter Roll
supine position.
7. Provides additional support to mattress and Bed boards
improves vertebral alignment.
8. Provides support and shape to body contours, Sandbag
immobilizes and maintains specific body alignment
9. Supports natural body curvatures and prevents Mattresses
pressure ulcers
10. Used for support or elevation of a body part. Pillow
Learning Objectives:
After reading this information sheet, you should be able to:
1. Identify and enumerate the two most common types of hospital bed.
2. Enumerate the basic parts of the hospital bed.
3. Handle the hospital bed according to its design and as appropriate.
With this bed you need to change bed positions by hand using
cranks. If you are unable to do this, you will need to ask someone
to help you. The cranks are located at the foot or head of the bed,
and youll have to pull them up manually.
Hip Gatch: this is where the hinges for adjusting the angle of the head of the
bed are being moved. It is designed so that the hip joints are positioned
approximately on these hinges. Thus, before adjusting the head of the bed,
make sure that the patients body is properly aligned and positioned on the
bed.
Head Crank: this is the pulley system usually located in the outer foot part of
the bed that is used to elevate or increase the angle of the head of the bed.
Turn this to clockwise to elevate the head; and counter clockwise to decrease
the elevation.
Knee Gatch: this is where the hinges for adjusting the angle of the foot of the
bed are being moved. It is designed in a way that when the crank is adjusted,
the knees should also flex.
Foot Crank: this is found next to the head crank that is used to adjust the
elevation or the angle of the foot of the bed.
Height Crank: used to elevate the height of the bed. It is usually located next
to the foot crank.
Wheels with Lock: the wheels are used to easily transport the bed from one
place to another while its locks are used to keep the bed in place. The lock
system is usually as easy as stepping on a button or switch every time you
want to lock or unlock the wheels. Lock the wheels whenever you are going to
perform anything with the patient or if you are going to leave the patient alone.
Adjustable Side-Rails: Usually comes in two pairs- one pair at the head part
and another at the foot part of the bed. These are raised to prevent the patient
from falling from bed. Sometimes they are also used to brace restraints for the
patient. However, to refrain from false imprisonment of the patient, one side
rail is left unraised.
Date Developed: Document No.
Health Care May 2014 Issued by:
Services NC II Date Revised:
Page 66 of 100
Assist in Client. Developed by:
SANDOVAL,
Patient Mobility Revision # 01
Warren Jae M.
Parts of the Electronic Hospital Bed
The electronic hospital bed has basically the same parts with the absence,
however, of the cranks since it can now be easily used by pushing on buttons
in a remote control, a control connected through a cable to the hospital bed or
on any bed surface.
If there are only two buttons, one button will be used to elevate the head of the
bed and the other the foot, while the height of the bed would be adjusted
manually through a separate crank.
If there are three buttons, then the three functions would be given a
corresponding button.
If there are four buttons, however, the fourth button would be used to change
the inclination of the bed, especially for positioning the patient to
trendelenburg or reverse.
Put a bell and a telephone within reach of the bed. These should be available
so the person may call for help when needed.
Keep the side rails up. If there is danger of the person falling off the bed,
keep the rails up at all times.
Never light matches, candles or smoke while in or around the bed. Do not let
others smoke or light matches or candles near your bed.
Put night lights where needed. Night-lights may help prevent falls.
If a footstool is needed for the person the get out of bed, make sure it is strong
and stable.
Put the bed control pad within easy reach of the bed for the person to adjust
positions. Learn to use the control panel, and practice the different
positions. Test the bed's hand and panel controls to be sure the bed is
working correctly. Some hospital bed controls may be locked so that a
person in bed cannot change bed positions themselves. If the bed has this
"locking" feature, test it to be sure it is working correctly.
Check for cracks and damage to the covering of the all bed controls. If covers
are damaged, liquids may get into the controls. This may cause them to
stop working, and may cause a fire.
Have a professional look at all parts of the bed, as well as the floor beneath
and around the bed for dust and lint build-up. These areas should be kept
clean.
Call the bed manufacturer or another professional if there are burning smells
or unusual sounds coming from the bed. Do not use the bed if there is a
Date Developed: Document No.
Health Care May 2014 Issued by:
Services NC II Date Revised:
Page 67 of 100
Assist in Client. Developed by:
SANDOVAL,
Patient Mobility Revision # 01
Warren Jae M.
burning smell coming from it. Call if the bed controls are not working
correctly to change positions of the bed.
Check the bed's power cord for damage. It may be crushed, pinched,
sheared, cut or worn through. Do not place furniture (such as rocking
chairs) away from the cord. Avoid placing or rolling the bed over the power
cord.
Do not place a rug or carpet over the power cord for the bed, or anything else.
Carpets and rugs may cause the cord to heat up too much, and lead to a
fire. Do not place the cord in a location where people walk, as this may
cause falls and damage the power cord.
Do not use an extension cord, or a power strip having more than one plug-in
outlet. Any damage to these can cause a fire. If you must use an extension
cord or power strip, have a professional check it before using it. It will also
need to be checked regularly for as long as you use it. Avoid using outlet
boxes that more than one cord may be plugged into. If you must use an
outlet box, place it where there is no risk of damage or spilling liquids.
Plug the power cord from the bed directly into an outlet on the wall. Have a
professional check the outlet to see if it is working correctly. The outlet
should also be checked to be sure it is the right type for the cord. The
prongs (blades) on the plug should be tight. The cord should fit tightly into
the outlet. The plug, outlet and wall plate should not be chipped or cracked.
When adjusting the head, foot, or any part of the bed, be sure the bed is able
to move freely. It should extend to its full length, and adjust to any position.
Be sure bed movement does not affect the bed's power cord, plug, or outlet.
Hand control and power cords should not be threaded through moving parts
of the bed, or through bed rails. Watch the hand control cables and the
power cord as you are adjusting the bed. Normal bed movement should not
pinch or damage these cords.
CRITERIA
YES NO
Did you.
1. Gather instructions and relevant materials?
2. Read through the manufacturers manuals?
3. Follow standard precautions and check for any
discrepancies on the hospital beds?
4. Identify the parts of the bed correctly?
5. Operate the hospital beds according to prescribed
positions?
6. Re-check for any discrepancies on the equipment?
7. Complete the operation by using the correct
techniques?
BVS COLLEGES
Km. 5, La Trinidad, Benguet
Please tick (/) YES if the following contents were successfully done and NO if not
successfully done in the performance of the job of preparing to assist in patient mobility.
Yes No
Takes standard precautions
MEDICAL ASEPSIS
Competency
Health Care Services
Standard
Unit of
Assist in Patient Mobility
competency
through simulation
Written
The evidence must show that the trainee..
Comprehension
Percentage
Application
Content/ Objectives
Infection Control
10 15 5 30 30 %
Guidelines
Body Mechanics 6 12 12 30 30 %
This part of the learning material will test how much you have learned about
the entire learning outcome Prepare to assist with client/patient mobility
under the unit of competency Assist in Client/ Patient Mobility. A variation of
exam types has been designed for this test, starting from easy to hard. Follow
the succeeding instructions for each exam type.
I. TRUE OR FALSE
The following test is designed to measure a part of your comprehension
regarding the concepts of Patient Rights and Confidentiality, Infection
Control, Client Safety Equipment Use and Body Mechanics. Identify whether
statements are true or false. Draw a CIRCLE ( ) on Column B if the
statement is correct and CROSS ( ) if it is incorrect.
A B
1. Without looking at the aspect of monthly income, a
patient has the right to be treated with considerate and
respectful care.
20. Side rails allow weak clients to roll from side to side or
to sit up in bed.
Body Mechanics
21. Balance is maintained when the line gravity falls close
to the base of support.
26. Less friction between the object moved and the surface
on which it is moved requires less energy.
28. Objects that are far from the center of gravity are
moved with the least effort.
33. The farther the line of gravity to the center of the base
of support, the greater the stability.
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has
explained how the surgery will be done, the risks during and after
surgery and the alternative treatment available. What is the best
statement to describe the situation?
His surgeon is honoring the patients rights by explaining the
surgery to be done and including the risks and alternatives.
It does not have any weight on the clients condition and is, thus,
insignificant.
The surgeon has done too much for the patient that the patient
already has a tendency to get confused.
None of the above.
2. A nursing attendant observes that Mrs. Lampitocs obstetrician hasnt
been changing her gloves for the whole labor period of the mother and
finds out that this was because of Mrs. Lampitocs poverty. What
principle is subjected in this situation?
The patient has the right to know from his physician what his/ her
present diagnosis is.
The patient has the right to refuse any treatment
The privacy of the patient is very important.
Without looking at the aspect of monthly income, a patient has the
right to be treated with considerate and respectful care.
3. Before Mr. Raul goes to the surgery room for his operation, what should
be secured first?
A signed informed consent signifying that the patient knows the
surgery to be done, and the risks attached to it.
An anesthetic to numb him of the pain during surgery.
A transfer referral to another health care institution
Hallucinogens to divert his attention and keep him from being
anxious.
DESCRIPTION.
150. P P
Matching Type: Identify what is being asked for or described by each item.
Choose your answers from column B and write them down in Column C.
B C
A
1.
1. It is the efficient, coordinated and safe use of the
body to move objects and carry out the activities
of daily living
a. Balance
2. The point at which its mass is centered. b. Base of 2.
Support
3. The foundation that provides the stability of the c. Body 3.
object Mechanics
d. Center of
4. What is being maintained during work by Gravity 4.
widening the base of support and keeping the e. Pressure
line of gravity close to the center? Ulcer
5. Degradation of the skin consequent to stasis in 5.
one bed position.
I. TRUE OR FALSE
The following test is designed to measure a part of your comprehension
regarding the concepts of Patient Rights and Confidentiality, Infection
Control, Client Safety Equipment Use and Body Mechanics. Identify whether
statements are true or false. Draw a CIRCLE ( ) on Column B if the
statement is correct and CROSS ( ) if it is incorrect.
A B
1. Without looking at the aspect of monthly income, a
patient has the right to be treated with considerate and O
respectful care.
20. Side rails allow weak clients to roll from side to side or
to sit up in bed.
O
Body Mechanics
21. Balance is maintained when the line gravity falls close
to the base of support. O
28. Objects that are far from the center of gravity are
moved with the least effort.
X
33. The farther the line of gravity to the center of the base
of support, the greater the stability.
X
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has
explained how the surgery will be done, the risks during and after
surgery and the alternative treatment available. What is the best
statement to describe the situation?
His surgeon is honoring the patients rights by explaining the
surgery to be done and including the risks and alternatives.
It does not have any weight on the clients condition and is, thus,
insignificant.
The surgeon has done too much for the patient that the patient
already has a tendency to get confused.
None of the above.
2. A nursing attendant observes that Mrs. Lampitocs obstetrician hasnt
been changing her gloves for the whole labor period of the mother and
finds out that this was because of Mrs. Lampitocs poverty. What
principle is subjected in this situation?
The patient has the right to know from his physician what his/ her
present diagnosis is.
The patient has the right to refuse any treatment
The privacy of the patient is very important.
Without looking at the aspect of monthly income, a patient
has the right to be treated with considerate and respectful
care.
3. Before Mr. Raul goes to the surgery room for his operation, what should
be secured first?
A signed informed consent signifying that the patient knows
the surgery to be done and the risks attached to it.
An anesthetic to numb him of the pain during surgery.
A transfer referral to another health care institution
Hallucinogens to divert his attention and keep him from being
anxious.
Enumeration: list down what is being asked for by the following items in
the left column. Write your answers on the right column.
DESCRIPTION.
150. P P
position.
B. Identify what is being asked for or described by each item. Write your
answers on the space proved after each item.
COMPETENT
NOT YET COMPETENT
Satisfactory
Response
Question to Prove the Trainees Underpinning Knowledge
YES NO
Safety Questions
Contingency Questions
Infrequent Events
The candidates
underpinning NOT SATISFACTORY
SATISFACTORY
knowledge was
Feedback to Candidate:
General Comments:
Strengths:
Improvements:
University-College of Nursing
Taylor, C.R. et. al (2011). Fundamentals of Nursing: The Art and Science of
U
Nursing Care. 7th Edition. Wolters Kluwer Health- Lippincott Williams &
UP UP U
Wilkins
Venue
Training Facilities/Tools Date &
Trainee (Workstation/ Remarks
Activity and Equipment Time
Area)
- Information Sheet
on Pateint
Confidentiality May 27,
- Patient
- Video 2014
confidentiality Learning
documentary
and privacy - Laptop Resource Area
8:00-
requirements - Speakers 9:00 am
- DLP Projector
- Information
- OSH sheet on OSH Learning
procedures resource Area
Procedures
- Soap
- Water May 27,
- Infection - Sink 2014
Bulcio, - Paper Towels
control Wash Area
Carlita
guidelines - Sterile Gloves 8:00-
- Performance 9:00 am
Checklist
Learning
Resource Area
- Information May 27,
- Equipment
Lilibeth Sheets 2014
use and Work Station
Alyao - Hospital
specifications 3: Assist in
Equipment 8:30 am
Patient
Mobility
- Information
Learning
Sheet on
- Body Resource Area
Principles of
Mechanics
Body
Lecture Area
Mechanics
- Information
Sheet on Safe
Norie Handling
Workstation # Ma7 27,
- Safe Diamas Skills
3: Assist in 2014
handling - Job Sheets in
Patient
skills Leah Assistin in
Mobility 9:00
Matis Patient
Mobility
-Oral
-Oral Trainers
Questionning
Questionning Resource Area
Tool
Prepared By:
BASIC COMPETENCIES
CAN I? YES NO
CAN I? YES NO
CAN I? YES NO
HCS NC II Trainer
Matis, Leah V.
Alyao, Lilibeth G.
Segundo, Ronald M.
Diamas, Norie C.
Bulcio, Carlita G.
PARTICIPATE IN WORKPLACE
COMMUNICATION
2. Participate in workplace
Name:_____________________________
Qualification:_______________________
meetings and
discussions
May 2014
Date Revised:
Developed by:
PRACTICE CAREER
Date Developed:
PROFESSIONALISM
1. Integrate personal
SANDOVAL, Warren Jae M. objectives with
organizational goals
CLASS PROGRESS CHART
BASIC COMPETENCIES
3. Maintain professional
Issued by:
Document No.
PRACTICE OCCUPATIONAL
HEALTH AND SAFETY
PROCEDURE
4. Maintain occupational
health and safety (OHS)
awareness
NAME OF TRAINEE
Diamas, Norie C.
Bulcio, Carlita G.
Alyao, Lilibeth G.
Segundo, Ronald
Matis, Leah V.
IMPLEMENT AND MONITOR INFECTION
CONTROL POLICIES AND PROCEDURES
2. Plan responses
May 2014
Date Revised:
Developed by:
3. Plan responses
Date Developed:
Revision # 01
SERVICES
Lilibeth G.
Ronald
Carlita G.
Segundo,
V.
Matis, Leah
Norie C.
Diamas,
Bulcio,
Alyao,
PREPARE AND MAINTAIN BEDS
2. Make bed
ASSIST IN TRANSPORTING
May 2014
PATIENTS
Date Revised:
Developed by:
1. Prepare patient for transport
Date Developed:
ASSIST IN BIO-PSYCHOSOCIAL
CORE COMPETENCIES
Prepared By:
Matis, Leah
Diamas, Norie
Name of Trainee
Alyao, Lilibeth
Bulcio, Carlita
Ben-At, Cristan
Dimuyog, Jerica
Achievement Chart
Alindayo, Janice
Biniahan, Samar
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TRAINING SESSION EVALUATION FORM
INSTRUCTIONS
Outstanding
Satisfactory
Satisfactory
TRAINERS/INSTRUCTORS
Adequate
Good/
Poor/
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very Good/
Adequate
PREPARATION
Good/
Poor/
Fair/
Very
1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is
well explained
4. Expected activities/outputs are
clarified
Outstanding
Satisfactory
Satisfactory
DESIGN AND DELIVERY
Poor/
Fair/
1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and
presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like Task/Job Sheets
are sufficient to learn required skills
6. Valuable knowledge are learned through
the contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation
system are suitable for the trainees and
the competency
9. Recording of achievements and
competencies acquired is prompt and
comprehensive
10. Feedback about the performance of
learners are given immediately
Outstanding
Satisfactory
Satisfactory
Very Good/
TRAINING FACILITIES/RESOURCES
Poor/
Fair/
Very
1 2 3 4 5
1. Training resources are adequate
2. Training venue is conducive and
appropriate
3. Equipment, supplies, and materials are
sufficient
4. Equipment, supplies and materials are
suitable and appropriate
5. Promptness in providing supplies and
materials
Outstanding
Satisfactory
Satisfactory
Poor/
Fair/
SUPPORT STAFF
1 2 3 4 5
Comments/Suggestions:
C E R T I F I C A T I O N
This certification is issued upon the request of Mr. SANDOVAL for any legal
purposes and intends it may serve him best Issued this 30th day of May 2014 at
Km. 5 La Trinidad, Benguet, Philippines.
Laboratory Lay-out
Waste Segregation
Purchase Request
Operational Procedure
Housekeeping Schedule
Breakdown/repair Report
Inspection Report
Work Request
Salvage Report
Training Certificates
MAN-
ACTIVITIES
POWER Every Every
Other Weekly 15th Monthly Remarks
Daily
P P
Day Day
1. Test-check BP cuff
for leaks, holes , and
Trainer
breaks
2.Check for incorrect
zero and calibration of
Trainer
sphygmomanometer
3. Check functionality
of aneroid
sphygmomanometer
comparing results to a
Trainer
mercurial
sphygmomanometer or
the like
4. Test-check equity of
the stethoscopes
sounds heard on the Trainer
earpieces
5. Check the
connection
of the stethoscopes Trainer
parts
6. Clean stethoscope
with 3% Hydrogen
Trainer
Peroxide solution
7. Wash BP cuff and
sun
Trainer
dry
Prepared by:
8 HOURS
1T 50 Hours 100 HOURS
Test-check BP cuff Clean
for leaks, holes , and stethoscope Check functionality of
breaks Check the aneroid
Check for incorrect connection of the sphygmomanometer
zero and calibration of stethoscopes
sphygmomanometer comparing results to a
parts
Test-check equity of mercurial
the stethoscopes sphygmomanometer or
sounds heard on the the like
earpieces
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
2. Does the gauge return to zero after the cuff has been deflated?
4. Are the sounds heard from the right earpiece equal to those
heard from the left?
5. Are the rubber tubings of the stethoscope in place?
Remarks:
Prepared by:
In- Charge
1. Papers
3. Dressing trays
4. Sputum caps
5. Mercurial thermometers
6. Masks
7. Goggles
8. Head caps
9. Straps
10. Splints
11. Slings
12. Bandages
13. Crutches
15. Linens
26. Urinals
29. Plaster
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
BVS COLLEGES
Km. 5, La Trinidad, Benguet
Unit Total
Stock
Unit Item Description Quantity Cost Cost
No.
(Php) (Php)
Purpose: Tools and materials in the practical work area are not enough and
some are not functional. Supplies are consumables and are needed to replace.
Requested By:
Approved By:
Signature:
WARREN JAE M.
SANDOVAL GRACE E. CUYAHON
PRINTED NAME:
HCS NC II Trainer
Designation: Registrar/ Administrative
Officer
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
Equipment Code
Operation Procedure:
Prepared by:
Responsible
Remarks
15th Day
Monthly
ACTIVITIES
Weekly
person
Every
Every
other
Daily
P
Day
P
1. Clean all tools Trainee/Utility
X
and equipment Personnel
2. Clean tables Trainee/Utility
X
and chairs Personnel
3. Arrange all
Trainee/Utility
tools, equipment, X
Personnel
tables and chairs
4. Wash all bed
linens, curtains Utility
X
and linen hamper Personnel
cloths.
5. Disinfect
Trainee/Utility
unused X
Personnel
tools/equipment
6. Disinfect used Trainee/Utility
X
tools/equipment Personnel
7. Dispose all
expired materials
Healthcare
and non-
Personnel
recyclable
damaged items
Trainee/Utility
8. Clean floor X
Personnel
9. Clean walls Utility
X
and windows Personnel
Trainee/Utility
10. Dispose waste X
Personnel
11. Lock storage
Healthcare
cabinets every X
Personnel
after use
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
Prepared by:
DESCRIPTION
LOG DATE TYPE
(System Components,
SERIAL ISSUED (Danger/Caution)
Test reference, etc.
No smoking/fire within 50
2012- 05 10-18-2012 Warning
feet
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
Property ID Number:
Findings Recommendation
By Technician Reported:
Date: Date:
Prepared by:
WARREN JAE M. SANDOVAL
HCS NC II Trainer
FACILITY PROGRESS /
INCIDENT ACTION TAKEN
TYPE REMARKS
Overbed Table Detached wheels Sent to Repaired
on the left rear maintenance for
repair
Nebulizer Unable to switch Sent to Cannot be
on manufacturer for repaired; replace
repair nebulizer
Hospital Bed Malfunctioning Sent to Repaired
Manual Lever maintenance for
repair
BP Apparatus Non-Inflating Cuff Troubleshooting Needs
done replacement
Wheelchair Malfunctioning Sent to Repaired
left wheel lock maintenance for
repair
Bedside Table Inoperable door Hinges Lubricated Repaired
Linen Hamper Torn hamper Mended Repaired
cloth
Reported by:
Prepared by:
Unit Description:
No.
Over-bed Table
Observation:
Detached Wheels on the Left Rear Date Reported:
May 27, 2014
Should be reattached Reported by:
Warren Jae M.
Sandoval
Activity: Soldering Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Nebulizer
Observation:
Unable to switch on Date Reported:
May 27, 2014
Should be sent to manufacturer/place of purchase for Reported by:
repair or replacement Warren Jae M.
Sandoval
Activity: Referred to manufacturer for repair Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. BP Apparatus
Observation:
Non-inflating Cuff Date Reported:
May 27, 2014
Should be replaced if the damage is tearing of the cloth Reported by:
part of the cuff Warren Jae M.
Sandoval
Activity: Purchased Date completed:
May 27, 2014
Sign:
Spare parts used: None
Observation:
Detached Wheels on the Left Rear Date Reported:
May 27, 2014
Should be reattached Reported by:
Warren Jae M.
Sandoval
Activity: Soldering Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Linen Hamper
Observation:
Torn Hamper Cloth Date Reported:
Should be mended May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Tear Stitched Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Bedside Table
Observation:
Inoperable door Date Reported:
Should be repaired May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Hinges lubricated Date completed:
May 27, 2014
Sign:
Spare parts used: none
Observation:
Malfunctioning left wheel lock Date Reported:
May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Should be repaired Date completed:
May 27, 2014
Sign:
Spare parts used: Wheel Lock
Prepared by:
Prepared by:
C E R T I F I C A T I O N
Likewise, he always prepare his session plans and adopted the requirements of
Competency-Based Training under the Unit of Competency Maintain Training
Facilities through the visual display and accomplishment of relevant forms in the
Facilities Maintenance Area of his Laboratory with the following forms:
a. Housekeeping Schedule
b. Equipment Maintenance Schedule
c. Housekeeping Inspection Checklist
d. Maintenance Inspection Checklist
e. Equipment Record with Code and Drawing
f. Tag-out Bill
g. Waste Segregation List
h. Breakdown Report
i. Work Request
j. Salvage Report
k. Inspection Report
I. Operation of Equipment
This certification is issued upon the request of Mr. SANDOVAL for any legal
purposes and intends it may serve him best.
Issued this 27th day of May 2014 at Km.5 La Trinidad, Benguet, Philippines.
Training Plan
Memorandum of Agreement
Information
Sheets
PowerPoint
Patient Presentations
Modular/ Self- Self-check
confidentiality and Video
Paced
privacy presentations Classroom Return
requirements Lecture
Prepare to Warren Jae
Hygiene Kit Laboratory/ Demonstration
OSH procedures Discussions
assist with M. Sandoval, PPE Simulated TBA
Demonstrations Practical
patient mobility Infection control Role-Play
RN Sink with Workplace Exercises
guidelines faucet and Wash area
Equipment use Video running water Oral
and specifications Presentation Questioning
Sterile gloves
Body Mechanics Hospital
Assistive
Devices
Hospital Bed
Information
Patient Sheets
confidentiality
PowerPoint
and privacy
Presentations Self-check
requirements Modular/ Self-
Video
OSH procedures Paced Classroom Return
presentations
Infection control Lecture Laboratory/ Demonstration
Assist with Hygiene Kit
guidelines Discussions Warren Jae Simulated
PPE Observation
client/patient Appropriate Demonstrations M. Sandoval,
Workplace TBA
mobility RN Sink with Practical
communication Role-Play Actual
faucet and Exercises
skills Video Workplace
running water
Equipment use Presentation Oral
Sterile gloves
and Questioning
Hospital
specifications
Assistive
Safe handling
Devices
skills
Hospital Bed
HCS NC II Trainer
INSTRUCTIONS
Outstanding
Satisfactory
Satisfactory
TRAINERS/INSTRUCTORS
Adequate
Good/
Poor/
Fair/
1 2 3 4 5
Name of Trainer: _______________________________
1. Orients trainees about CBT, the use of CBLM
and the evaluation system
2. Discusses clearly the unit of competencies
and outcomes to be attained at the start of
every module
3. Exhibits mastery of the subject/course
he/she is teaching
4. Motivates and elicits active participation from
the students or trainees
5. Keeps records of evidence/s of competency
attainment of each student/trainees
6. Instill value of safety and orderliness in the
classrooms and workshops
7. Instills the value of teamwork and positive
work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in teaching
12. Provides extra attention to trainees and
students with specific learning needs
13. Attends classes regularly and promptly
14. Shows energy and enthusiasm while teaching
Date Developed: Document No.
May 2014 Issued by:
Health Care Services NC II Date Revised:
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very Good/
Adequate
PREPARATION
Good/
Poor/
Fair/
Very
1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is
well explained
4. Expected activities/outputs are
clarified
Very Good/ Very
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Fair/
1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and
presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like Task/Job Sheets
are sufficient to learn required skills
Date Developed: Document No.
May 2014 Issued by:
Health Care Services NC II Date Revised:
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very Good/
TRAINING FACILITIES/RESOURCES
Poor/
Fair/
Very
1 2 3 4 5
1. Training resources are adequate
2. Training venue is conducive and
appropriate
3. Equipment, supplies, and materials are
sufficient
4. Equipment, supplies and materials are
suitable and appropriate
5. Promptness in providing supplies and
materials
Very Good/ Very
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Poor/
Fair/
SUPPORT STAFF
1 2 3 4 5
Comments/Suggestions:
Ok naman. Nagenjoy kami sa pagtuturo ni sir, pero sana masmabait yung nasa tool
U
room.
I.D.
Trainees No.___________
NAME: _______________________________________
QUALIFICATION: HEALTH CARE SERVICES NC II
U
Clean
Perform post-transport
equipment in
procedures accordance with
established
Patient
confidentiality
and privacy
requirements
OSH Numerical
PREPARE TO procedures Rating: 85 %
ASSIST WITH Infection September 3, September
60 hours
PATIENT control 2013 14, 2013 Adjectival
MOBILITY guidelines Rating: N.D.L
Competent W.J.M.S.
Equipment use
and
specifications
Body
Mechanics
HCS NC II Trainer
Fair/ Satisfactory
Outstanding
Satisfactory
PREPARATION
Poor/
1 2 3 4 5
RATER B
Fair/ Satisfactory
Outstanding
Satisfactory
PREPARATION
Poor/
1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is
well explained
4. Expected activities/outputs are
clarified
Fair/ Satisfactory
Outstanding
Satisfactory
Poor/
PREPARATION
1 2 3 4 5
PREPARATION AVERAGE
General Interpretation:
As shown by the data, it can be concluded that the trainers preparation
of the training is generally outstanding.
Recommendation/s:
In order to enhance the adherence of the health care laboratory to the
standard component of a CBT workshop, I dutifully recommend that more
equipment should be purchased.
Prepared by:
1. Were there any parts of the session which did not run as expected? Why?
2. Did any unexpected problem arise? Did I deal with them correctly?
3. Were the session outcomes achieved? If not, why?
4. Should anything be changed for the next training sessions?
Prepared by:
OJT CENTER/ADDRESS
Semester: 2nd PU UP
___________________________ _______________________________
Signature Over Printed Name Signature Over Printed Name
Supervisor In-Charge OJT Coordinator/Trainer
Approved by:
MA. CORAZON B. SOMYDEN
Academic Dean
LUIS HORA MEMORIAL REGIONAL HOSPITAL with office address at Abatan Bauko
Mountain Province, a duly authorized secondary hospital represented by EPIFANIO B.
PAGALILAUAN,Jr., MD, MHA , Chief of Hospital III herein referred to as the PARTY OF
THE FIRST;
And
BVS COLLEGES, with office address at KM 5 La Trinidad Benguet, a duly recognized
Institution by the Department of Education and Technical Educational and Skills Development
Authority represented by Engr. KENDAR A. SOMYDEN herein referred as the PARTY OF
THE SECOND PART;
WITNESSETH
1. That the PARTY OF THE FIRST PART agrees and allows the affiliation and
training of HEALTH CARE SERVICES NC II students of the PARTY OF
THE SECOND PART subject to the policies, procedures and guidelines
governing Affiliation and Training of students in the Department of Health
Agencies and that the Chief of Agency representing the PARTY OF THE
FIRST PART shall be responsible and liable to the fullest extent any violation of
the Provision in Administrative Order No. A, series 1996, likewise, in the
PARTY OF THE SECOND PART shall strictly comply with the provision of
the above Administrative Order and any violation thereof, shall be legitimate
ground for the cancellation of the contract.
3. The term of this contract is from September 30, 2013 to September 30, 2018.
IN THE WITNESS WHEREOF, the parties hereto have signed this contract in
_____________________ Philippines, this ___________ day of
_____________________ 20___.
SIGNATORIES
______________________________________________________________________________
ACKNOWLEDGEMENT
Before me, this ______ day of _________, 2013 Notary Public in and for the
_________________________, Philippines personally appeared EPIFANIO B.
PAGALILAUAN,Jr.,MD,MHA with Residence Certificate No. ______________issued
at ___________________________________on _______________________ and ENGR.
KENDAR A. SOMYDEN with Residence Certificate No. 06377046 issued at La Trinidad,
Benguet on January 30, 2013 both known to me to be the same persons who executed the
foregoing instrument and they acknowledged that the same is their free act and voluntary deed.
This instrument consisting of two (2) pages, including this page on which this
acknowledgement is written, has been signed on each and every page thereof by the parties
hereof and their witnesses and sealed with my notarial seal.
IN WITNESS, WHEREOF, I have hereunto set my hand, the day, year and place
written above.
NOTARY PUBLIC
C E R T I F I C A T I O N
This certification is issued upon the request of Mr. SANDOVAL for any legal
purposes and intends it may serve him best Issued this 30th day of May 2014 at
Km. 5 La Trinidad, Benguet, Philippines.
Attendance Sheet
Competency Assessment Results Summary
Self-Assessment
Competency Assessment Agreement
Rating Sheets
ATTENDANCE SHEET
Name of Competency
Assessment Center:
Date of Assessment:
Assessment
No. CANDIDATES NAME Signature
Results
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Assessor/s: TESDA Representative:
_______________________________ ______________________________
Signature over Printed Name Signature over Printed Name
Accreditation Number:
REFERENCE NUMBER
To be filled out by the Competency Assessor
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidates Name:
Assessors Name:
Title of Qualification / Cluster of
HEALTH CARE SERVICES NC II
Units of Competency
Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the
competencies identified in the above-named Qualification/Cluster of Units of Competency
For issuance of
NC/COC
For submission of
additional For re-
(Indicate title of COC, if full documents assessment (pls.
Recommendation: Qualification is not met) Specify: specify)
_________________
_________________
Candidates Signature:
Date:
Assessors Signature:
Date:
Assessment Center Manager Signature: Date:
TESDA-SOP-CACO-07-F28
CANDIDATES COPY
(Please present this form when you file and claim your NC/COC)
To be filled out by the Competency Assessor
COMPETENCY ASSESSMENT RESULTS SUMMARY
Assessment Results:
Competent
Not Yet Competent
Recommendation:
For issuance of For submission of For re-assessment
NC/COC additional (pls. specify)
(Indicate title of COC, if documents
full Qualification is not Specify:
met)
REFERENCE
NUMBER
_____________________________ __________________________
Assessed by: Attested by:
Name and Signature Name and Signature
Date: Date:
SELF ASSESSMENT GUIDE
Make up bed*
HCSHCS205-1009 1
HEALTH CARE SERVICES NC II
Determine job requirements related to waste handling in a
health care environment*
I agree to undertake assessment in the knowledge that information gathered will only be
used for professional development purpose and can only be assessed by concerned
assessment personnel and may manager / supervisor.
HCSHCS205-1009 2
HEALTH CARE SERVICES NC II
RATING SHEET
Make up bed*
Perform after care activities of tools, materials and
equipment that I used*
HCSHCS205-1009 1
HEALTH CARE NC II
Determine job requirements related to waste handling in a
health care environment*
I agree to undertake assessment in the knowledge that information gathered will only be
used for professional development purpose and can only be assessed by concerned
assessment personnel and may manager / supervisor.
HCSHCS205-1009 2
HEALTH CARE NC II