Transcript Define the following terms

3
Communication Skills
1. Define important words in this chapter
active listening
a way of communicating that involves giving a person your full
attention while he is speaking and encouraging him to give
information and clarify ideas; includes nonverbal
communication.
barrier
a block or an obstacle.
body language
all of the conscious or unconscious messages your body sends
as you communicate, such as facial expressions, shrugging
your shoulders, and wringing your hands.
care conference
a meeting to share and gather information about residents in
order to develop a care plan.
3
Communication Skills
1. Define important words in this chapter
care plan
a written plan for each resident created by the nurse; outlines
the steps taken by the staff to help the resident reach his or
her goals.
charting
the act of noting care and observations; documenting.
code
in health care, an emergent medical situation in which
specially-trained responders provide resuscitative measures to
a person.
3
Communication Skills
1. Define important words in this chapter
code status
formally written status of the type and scope of care that
should be provided in the event of a cardiac arrest, other
catastrophic failure, or terminal illness; terms and acronyms
are used to identify the care desired by the person, such as
“DNR” (do not resuscitate) and “no code.”
critical thinking
the process of reasoning and analyzing in order to solve
problems; for the nursing assistant, critical thinking means
making good observations and promptly reporting all potential
problems.
culture
a set of learned beliefs, values, traditions, and behaviors
shared by a social, ethnic, or age group.
3
Communication Skills
1. Define important words in this chapter
edema
swelling in body tissues caused by excess fluid.
incident
an accident, problem, or unexpected event during the course of
care.
incident report
a report documenting an incident and the response to the
incident; also known as an occurrence report or event report.
medical chart
written legal record of all medical care a patient, resident, or
client receives.
3
Communication Skills
1. Define important words in this chapter
Minimum Data Set (MDS)
a detailed form with guidelines for assessing residents in longterm care facilities; also details what to do if resident problems
are identified.
nonverbal communication
communication without using words, such as making gestures
and facial expressions.
nursing process
an organized method used by nurses to determine residents’
needs, plan the appropriate care to meet those needs, and
evaluate how well the plan of care is working; five steps are
assessment, diagnosis, planning, implementation, and
evaluation.
3
Communication Skills
1. Define important words in this chapter
objective information
factual information collected using the senses of sight, hearing,
smell, and touch; also called signs.
orientation
a person’s awareness of person, place, and time.
prefix
a word part added to the beginning of a root to create a new
meaning.
prioritize
to place things in order of importance.
3
Communication Skills
1. Define important words in this chapter
root
the main part of a word that gives it meaning.
rounds
physical movement of staff from room to room to discuss each
resident and his or her care plan.
sentinel event
an unexpected occurrence involving death or serious physical
or psychological injury.
subjective information
information collected from residents, their family members and
friends; information may or may not be true but is what the
person reported; also called symptoms.
3
Communication Skills
1. Define important words in this chapter
suffix
a word part added to the end of a root or a prefix to create a
new meaning.
verbal communication
communication involving the use of spoken or written words or
sounds.
vital signs
measurements—temperature, pulse, respirations, blood
pressure, pain level—that monitor the functioning of the vital
organs of the body.
3
Communication Skills
2. Explain types of communication
Define the following terms:
verbal communication
communication involving the use of spoken or written words or
sounds.
nonverbal communication
communication without using words, such as making gestures
and facial expressions.
3
Communication Skills
2. Explain types of communication
Define the following terms:
body language
all of the conscious or unconscious messages your body sends
as you communicate, such as facial expressions, shrugging
your shoulders, and wringing your hands.
active listening
a way of communicating that involves giving a person your full
attention while he is speaking and encouraging him to give
information and clarify ideas; includes nonverbal
communication.
3
Communication Skills
2. Explain types of communication
Communication is the exchange of information with others which
involves sending and receiving messages.
People have different roles during communication. For example,
a person can be the “sender” or the “receiver.” The person who
communicates first is the “sender.” The person who receives the
message is the “receiver.”
3 Communication Skills
Transparency 3-1: Communication Process
3
Communication Skills
2. Explain types of communication
The process shown in Transparency 3-1 occurs over and over,
with the sender and receiver switching roles during a
conversation.
Communicating verbally means using words. Verbal
communication includes the way words are spoken or written.
How the voice sounds when someone speaks is as important as
the words he uses.
3
Communication Skills
2. Explain types of communication
Think about these questions:
• How do you feel when a teacher or supervisor sounds irritated
when answering a question you have asked?
• Try to imagine how residents feel when nursing assistants
seem annoyed in the tone of their voice.
3
Communication Skills
2. Explain types of communication
Body language has to do with all of the conscious or
unconscious messages your body sends as you communicate. It
includes posture, body movements, facial expressions, and
gestures. It can be positive or negative.
3 Communication Skills
Transparency 3-2: Body Language
3
Communication Skills
2. Explain types of communication
Think about this question:
What signals are the two people on Transparency 3-2 sending to
each other through their body language?
3
Communication Skills
2. Explain types of communication
Body language can be positive or negative.
Examples of positive nonverbal communication:
• Smiling in a friendly manner
• Leaning forward to listen
• With permission, putting your hand over a resident’s hand
3
Communication Skills
2. Explain types of communication
Examples of negative nonverbal communication:
• Rolling your eyes
• Crossing your arms in front of you
• Tapping your foot
• Pointing at someone while speaking
3
Communication Skills
2. Explain types of communication
Think about this question:
Can you think of other examples of either positive or negative
nonverbal communication?
3
Communication Skills
2. Explain types of communication
Remember these guidelines for good communication:
• Use appropriate words.
• Be aware of your body language.
• Use an acceptable tone of voice.
• Wait for responses and let pauses happen.
• Practice active listening.
• Use mostly facts when communicating.
3
Communication Skills
3. Explain barriers to communication
Define the following term:
barrier
a block or an obstacle.
3
Communication Skills
3. Explain barriers to communication
As a nursing assistant (NA), you will encounter various barriers
to communication with your residents.
It is important to be aware of these barriers and ways to avoid
them.
3 Communication Skills
Transparency 3-3: Barriers to Communication
3
Communication Skills
3. Explain barriers to communication
Barriers to communication:
• Resident does not hear, does not hear correctly, or does
not understand you.
• Resident is difficult to understand.
• NA, resident, or others use words that are not understood.
• NA uses slang or profanity.
• NA uses clichés.
3
Communication Skills
3. Explain barriers to communication
Barriers to communication (cont'd.):
• NA responds with “why.”
• NA gives advice.
• NA asks questions that only require yes/no answers.
• Resident speaks a different language.
• NA or resident uses nonverbal communication.
3
Communication Skills
4. List ways that cultures impact communication
Define the following term:
culture
a set of learned beliefs, values, traditions, and behaviors
shared by a social, ethnic, or age group.
3
Communication Skills
4. List ways that cultures impact communication
The following aspects of communication are influenced by
culture and are important to understand when caring for
residents:
• Eye contact
• Touch
• Language
Touch is an important way to communicate, and there are
differences among cultures and among individual personalities, in
terms of how comfortable they are with touch.
3
Communication Skills
4. List ways that cultures impact communication
Examples of acceptable touch include the following:
• Giving residents respectful personal care, such as bathing,
dressing, feeding, and shaving
• Hugging, if the resident permits or asks for it
• Holding a resident’s hand when she asks you to
3
Communication Skills
4. List ways that cultures impact communication
Examples of unacceptable touch include the following:
• Sitting on a resident’s lap or asking a resident to sit on
your lap
• Kissing a resident
• Hugging a resident who pulls away from you
• Inappropriately touching or rubbing against a resident or
staff member
3
Communication Skills
4. List ways that cultures impact communication
Think about this question:
Can you think of other examples of acceptable and unacceptable
touch?
3
Communication Skills
4. List ways that cultures impact communication
Discussion:
• Describe how your culture influences your own communication
and use of touch.
• Are there are any other cultural considerations when working
with residents from different cultures than your own which
you can think of that would be useful in your job?
3
Communication Skills
5. Identify the people you will communicate with in a facility
There are many different people you will communicate with on
the job. This is another reason why understanding
communication and communicating clearly are so important.
Remember that you will communicate with the following while on
the job:
• Doctors, nurses, supervisors, and other staff members
• Other departments
• Residents
• Families and visitors
• The community
3
Communication Skills
6. Understand basic medical terminology and abbreviations
Define the following terms:
edema
swelling in body tissues caused by excess fluid.
root
the main part of a word that gives it meaning.
prefix
a word part added to the beginning of a root to create a new
meaning.
suffix
a word part added to the end of a root or a prefix to create a
new meaning.
3
Communication Skills
6. Understand basic medical terminology and abbreviations
In order to communicate well with other members of the care
team, you need to learn medical language. You will use medical
terms for specific conditions.
Medical terms are made up of these word parts:
• roots
• prefixes
• suffixes
3
Communication Skills
6. Understand basic medical terminology and abbreviations
A root is the main part of the word that gives it meaning.
A prefix comes at the front of the word. It works with a word
root to make a new term.
For example, the root “scope” means an instrument to look
inside. The prefix “oto” means ear. An otoscope is an instrument
used to examine the ear.
3 Communication Skills
Handout 3-1: Prefixes
a, an: without, not, lack of
analgesic = without pain
ante: before, in front of
antepartum = before delivery
bi: two, twice, double
bifocal = two lenses
brady: slow
bradycardia = slow pulse, heartbeat
contra: against
contraceptive = prevents pregnancy
dis: apart, free from
disinfected = free from microorganisms
dys: bad, painful
dysuria = painful urination
endo: inner
endoscope = instrument for examining the inside of an organ
epi: on, upon, over
epidermis = outer layer of skin
erythro: red
erythrocyte = red blood cell
3 Communication Skills
Handout 3-1: Prefixes (cont’d.)
ex: out, away from
exhale = to breathe out
hemi: half
hemisphere = one of two parts of the brain
hyper: too much, high
hypertension = high blood pressure
hypo: below, under
hypotension = low blood pressure
inter: between, within
interdisciplinary = between disciplines
leuk: white
leukocyte = white blood cell
mal: bad, illness, disorder
malformed = badly made
micro: small
microscopic = too small for the eye to see
olig: small, scant
oliguria = small amount of urine
patho: disease, suffering
pathology = study of disease
3 Communication Skills
Handout 3-1: Prefixes (cont’d.)
per: by, through
perforate = to make a hole through
peri: around
pericardium = sac around the heart
poly: many, much
polyuria = much urine
post: after, behind
postmortem = period after death
pre: before, in front of
prenatal = period before birth
sub: under, beneath
subcutaneous = beneath the skin
supra: above, over
suprapelvic = located above the pelvis
tachy: swift, fast, rapid
tachycardia = rapid heartbeat
3 Communication Skills
Handout 3-2: Roots
abdomin (o): abdomen
abdominal = pertaining to the abdomen
aden (o): gland
adenitis = inflammation of a gland
angi (o): vessel
angioplasty = surgical repair of a vessel using a balloon
arterio: artery
arteriosclerosis = hardening of artery walls
arthr (o): joint
arthrotomy = cut into a joint
brachi (o): arm
brachial = pertaining to the arm
bronchi, bronch (o): bronchus
bronchopneumonia = inflammation of lungs
card, cardi (o): heart
cardiology = study of the heart
cerebr (o): cerebrum
cerebrospinal = pertaining to the brain and spinal cord
cephal (o): head
cephalalgia = headache
3 Communication Skills
Handout 3-2: Roots (cont’d.)
chole, chol (o): bile
cholecystitis = inflammation of the gall bladder
colo: colon
colonoscopy = examination of the large intestine or colon with a scope
cost (o): rib
costochondral = pertaining to a rib
crani (o): skull
craniotomy = cutting into the skull
cyan (o): blue
cyanosis = blue, gray, or purple tinge to the skin due to lack of oxygen in the
blood
cyst (o): bladder, cyst
cystitis = inflammation of the bladder
derm, derma: skin
dermatitis = inflammation of the skin
duoden (o): duodenum
duodenal = pertaining to the duodenum, the first part of the small intestine
encephal (o): brain
encephalitis = inflammation of the brain
gaster (o), gastro: stomach
gastritis = inflammation of the stomach
3 Communication Skills
Handout 3-2: Roots (cont’d.)
geron: aged
gerontology = study of the aged
gluco: sweet
glucometer = device used to measure blood glucose
glyco, glyc: sweet
glycosuria = glucose (sugar) in the urine
gyneco, gyno: woman
gynecology = study of diseases of the female reproductive organs
hema, hemato, hemo: blood
hematuria = blood in the urine
hepato: liver
hepatomegaly = enlargement of the liver
hyster (o): uterus
hysterectomy = surgical removal of the uterus
ile (o), ili(o): ileum
ileorrhaphy = surgical repair of the ileum
laryng (o): larynx
laryngectomy = excision of the larynx
lymph (o): lymph
lymphocyte = type of white blood cell
3 Communication Skills
Handout 3-2: Roots (cont’d.)
mamm (o): breast
mammogram = x-ray of the breast
mast (o): breast
mastectomy = excision of the breast
melan (o): black
melanoma = mole or tumor, may be cancerous
mening (o): meninges; membranes covering the spinal cord and brain
meningitis = inflammation of the membranes of the spinal cord or brain
necro: death
necrotic = dead tissue
nephr (o): kidney
nephrectomy = removal of a kidney
neur (o): nerve
neuritis = inflammation of a nerve
onc (o): tumor
oncology = study of tumors
ophthalm (o): eye
ophthalmologist = eye doctor
oste (o): bone
osteoarthritis = disease of the joints
3 Communication Skills
Handout 3-2: Roots (cont’d.)
ot (o): ear
otology = science of the ear
pharyng (o): pharynx
pharyngitis = inflammation of the throat, sore throat
phleb (o): vein
phlebitis = inflammation of a vein
pneo (a): breathing
tachypnea = rapid breathing
pneum: air, gas, respiration
pneumonia = inflammation of the lung
pod (o): foot
podiatrist = foot doctor
proct (o): anus, rectum
proctology = study of the rectum
pulm (o): lung
pulmonary = relating to the lungs
splen (o): spleen
splenomegaly = enlarged spleen
stomat (o): mouth
stomatitis = inflammation of mouth
3 Communication Skills
Handout 3-2: Roots (cont’d.)
therm (o): hot, heat
thermoplegia = heatstroke
thorac (o): chest
thoracotomy = incision into chest wall
thromb (o): blood clot
thrombus = blood clot blocking a vessel
toxic (o), tox (o): poison
toxicology = study of poisons
trache (o): trachea, windpipe
tracheostomy = incision to make an artificial airway
urethr (o): urethra
urethritis = inflammation of urethra
3
Communication Skills
6. Understand basic medical terminology and abbreviations
A suffix is found at the end of a word. A suffix by itself does not
form a full word. When you add a prefix or a root, the suffix turns
it into a working medical term.
For example, the suffix “meter” means measuring instrument.
The prefix “thermo” means heat. A thermometer is an instrument
that measures body temperature.
3 Communication Skills
Handout 3-3: Suffixes
-cyte: cell
leukocyte = white blood cell
-ectomy: excision, removal of
splenectomy = removal of spleen
-emesis: vomiting
hyperemesis = excessive vomiting
-emia: blood condition
anemia = lack of red blood cells
-ism: a condition
hyperthyroidism = condition caused by an excessive production of thyroid
hormones
-itis: inflammation
stomatitis = inflammation of the mouth
-logy: study of
hematology = study of the blood
-megaly: enlargement
splenomegaly = enlarged spleen
-oma: tumor
melanoma = mole or tumor, may be cancerous
-osis: condition
halitosis = bad breath
3 Communication Skills
Handout 3-3: Suffixes (cont’d.)
-ostomy: creation of an opening
ileostomy = creation of an opening into the ileum
-otomy: cut into
laparotomy = cutting into the abdomen
-pathy: disease
myopathy = disease of the muscle
-penia: lack
leukopenia = a lack of white blood cells
-phagia: to eat
dysphagia = difficulty swallowing
-phasia: speaking
aphasia = absence of speaking
-phobia: exaggerated fear
acrophobia = fear of high places
-plasty: surgical repair
angioplasty = surgical repair of a vessel using a balloon
-plegia: paralysis
paraplegia = paralysis of lower portion of the body
-rrhage: excessive flow
hemorrhage = excessive flow of blood
3 Communication Skills
Handout 3-3: Suffixes (cont’d.)
-scopy: examination using a scope
colonoscopy = examination of the large intestine or colon with a scope
-stomy: creation of an opening
colostomy = opening into the colon
-tomy: incision, cutting into
thoracotomy = incision into chest wall
-uria: condition of the urine
dysuria = painful urination
3
Communication Skills
6. Understand basic medical terminology and abbreviations
Abbreviations help healthcare workers communicate more
efficiently, and many abbreviations are used in healthcare. Two
examples of a common medical abbreviations are “BP” for blood
pressure and “temp” for temperature.
3 Communication Skills
Handout 3-4: Abbreviations
a
before
AAROM active-assistive range of
motion
abd
abdomen
ABR
absolute bedrest
ac, a.c. before meals
AD
Alzheimer’s disease
ADC
AIDS dementia complex
ad lib as desired
adm.
admission
ADLs
activities of daily living
AED
automated external
defribrillator
AHA
American Heart Association
AIDS
acquired immune deficiency
syndrome
AIIR
airborne infection isolation
room
AKA
above-knee amputation, also
known as
am, AM morning
AMA
against medical advice,
American Medical Association
amb
ambulate, ambulatory
AMD
age-related macular
degeneration
amt.
amount
ant.
anterior
ANS
autonomic nervous system
a.p./AP apical pulse
approx. approximately
AROM active range of motion
ASAP
as soon as possible
assist assistance
as tol as tolerated
A, T, D admission, transfer, and
discharge
ax
axillary
BID,
b.i.d.
two times a day
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
BKA
below-knee amputation
bld
blood
BLS
basic life support
BM
bowel movement
BP, B/P blood pressure
BPH
benign prostatic hypertrophy
BPM
beats per minute
BR
bedrest
BRP
bathroom privileges
BSC
bedside commode
BSE
breast self examination
C
centigrade, Celsius
c
with
Ca/CA calcium, cancer, carcinoma
CAD
coronary artery disease
cal
calorie
cath.
catheter
CBC
complete blood count
CBI
continuous bladder irrigation
CBR
CCMS
CDC
CDE
C-diff
CEP
CEU
CHD
CHF
chol
ck
cl liq
cm
CMS
CNA
CNP
complete bedrest
clean-catch midstream
Centers for Disease Control
and Prevention
certified diabetes educator
clostridium difficile
competency evaluation
(testing) programs
continuing education unit
coronary heart disease
congestive heart failure
cholesterol
check
clear liquid
centimeter
Centers for Medicare and
Medicaid Services
certified nursing assistant
certified nurse practitioner
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
CNS
c/o
CO2
COLD
COPD
CP
CPM
CPR
CRF
CSF
C.S.
CVA
CVP
CVS
CXR
DAT
DKA
central nervous system
complains of, in care of
carbon dioxide
chronic obstructive lung
disease
chronic obstructive pulmonary
disease
cerebral palsy
continuous passive motion
cardiopulmonary resuscitation
chronic renal failure
cerebrospinal fluid
Central Supply
cerebrovascular accident,
stroke
central venous pressure
cardiovascular system
chest x-ray
diet as tolerated
diabetic ketoacidosis
DJD
DM
DNR
DO
DOA
DOB
DON
Dr.
DRG
drsg
DVT
Dx/dx
ECG/EKG
ED
EENT
e.g.
EMS
ER
ESRD
degenerative joint disease
diabetes mellitus
do not resuscitate
doctor of osteopathy
dead on arrival
date of birth
director of nursing
doctor
diagnostic related group
dressing
deep vein thrombosis
diagnosis
electrocardiogram
emergency department
eye, ear, nose and throat
for example
emergency medical services
emergency room
end-stage renal disease
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
et al.
ETOH
exam
F
FBS
FDA
Fe
FF
FH
fld
FS
FSBS
ft
FUO
FWB
FYI
F/U, f/u
fx
GAD
and other things
alcohol
examination
Fahrenheit, female
fasting blood sugar
Food and Drug Administration
iron
force fluids
family history
fluid
fingerstick
fingerstick blood sugar
foot
fever of unknown origin
full weight-bearing
for your information
follow-up
fracture
generalized anxiety disorder
gal
GB
GERD
gallon
gallbladder
gastroesophageal reflux
disease
geri chair geriatric chair
GI
gastrointestinal
GP
general practitioner
Gm, gm
gram
GSW
gunshot wound
GTT
glucose tolerance test
GU
genitourinary
GYN/gyn gynecology
h, hr, hr. hour
H20
water
H202
hydrogen peroxide
HAART
highly active anti-retroviral
therapy
H/A
headache
HAV
hepatitis A virus
HBV
hepatitis B virus
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
HCV
HDV
HEV
Hg
HHA
Hi-cal
HIPAA
hepatitis C virus
hepatitis D virus
hepatitis E virus
mercury
home health aide
high calorie
Health Insurance Portability
and Accountability Act
HIV
human immunodeficiency virus
H&P
history and physical
HOB
head of bed
HOH
hard of hearing
HMO
health maintenance
organization
HPV
human papillomavirus
HS/hs hours of sleep
ht
height
HTN
hypertension
H.U.C. Health Unit Coordinator
Hx
history
hyper
hypo
IBD
IBS
ICCU
ICU
ID
I&D
i.e.
IM
In
inc
inf
I&O
IQ
Irr/irrig
I.V., IV
isol
K+
above normal, too fast, rapid
low, less than normal
irritable bowel disease
irritable bowel syndrome
intermediate intensive care unit
intensive care unit
identification
incision and drainage
that is
intramuscular
inch
incontinent
inferior
intake and output
intelligence quotient
irrigation
intravenous
isolation
potassium
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
kg
KS
l
L
lab
lb
LBP
LE
LLE
lg
liq
LLQ
LOC
of
Low-cal
Low Fat
Low cal
Low Na
LPN
lt
kilogram
Kaposi’s sarcoma
liter
left
laboratory
pound
low back pain
lower extremity
left lower extremity
large
liquid
left lower quadrant
level of consciousness, level
care
low calorie
low fat
low calorie
low sodium
Licensed Practical Nurse
left
LTC
LTCF
LUQ
LVN
M.D.
MD
MDROs
MDR-TB
long-term care
long-term care facility
left upper quadrant
Licensed Vocational Nurse
medical doctor
muscular dystrophy
multidrug-resistant organisms
multidrug resistant
tuberculosis
MDS
minimum data set
meds
medications
med-surg medical-surgical
mg
milligram
MI
myocardial infarction
min
minute
mL
milliliter
mm
millimeter
mm Hg
millimeters of mercury
MO
microorganism
mod
moderate
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
MRI
MRSA
magnetic resonance imaging
methicillin-resistant
staphylococcus aureus
MS
multiple sclerosis
MSDs
musculoskeletal disorders
MSDS
material safety data sheet
MSW
medical social worker
MUFA
monounsaturated fat
MVA
motor vehicle accident
Na
sodium
N/A
not applicable
NA
nursing assistant
NaCl
sodium chloride
NAS
no added salt
NATCEP Nurse Aide Training and
Competency Evaluation
Program
N/C
no complaints, no call
NCS
no concentrated sweets
neg
negative
NF
nursing facility
NG, ng nasogastric
NIBP
non-invasive blood pressure
monitoring
no
number
NKA
no known allergies
NKDA no known drug allergies
noc
night
NPO
nothing by mouth
NVD
nausea, vomiting, and
diarrhea
NWB
non-weight-bearing
O2
oxygen
OB
obstetrics
ob/gyn obstetrics and gynecology
OBRA Omnibus Budget Reconciliation
Act
OCD
obsessive-compulsive
disorder
OG
orogastric
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
OOB
occ
OCD
OD
O.D.
O&P
OPD
O.R.
ord.
ORIF
ortho
os
O.S.
OSHA
OT
OTC
O.U.
out of bed
occasionally
obsessive compulsive disorder
overdose
right eye
ova and parasites
outpatient department
operating room
orderly, ordered
open reduction, internal
fixation
orthopedics
mouth
left eye
Occupational Safety and
Health Administration
occupational therapist,
occupational therapy
over-the-counter (medication)
both eyes
oz.
P
P.A.
PAD
pc, p.c.
PCA
PDR
PE
Peds
PEG
ounce
after
physician’s assistant
peripheral artery disease
after meals
patient-controlled anesthesia
Physician’s Desk Reference
pulmonary embolism
pediatrics
percutaneous endoscopic
gastrostomy
per os
by mouth
PET
positron emission
tomography
peri care perineal care
pH
parts hydrogen
PH
past history
PHI
protected health
information
phy. ex. physical exam
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
PID
PM/pm
PMH
PNS
PO
post op
PPD
pelvic inflammatory disease
afternoon
past medical history
peripheral nervous system
(per os) by mouth
after surgery
purified protein derivative
(test for tuberculosis)
PPE
personal protective equipment
pos.
positive
pre op before surgery
prep
preparation
prn
when necessary
prog.
progress
PROM passive range of motion
Pt/pt patient
pt.
pint
P.T.
physical therapist, physical
therapy
PTH
parathyroid hormone
PTSD
PUFA
PVD
PWB
q
Q&A
QA
qam
qd
qh, qhr
qhs
Q2h
Q3h
q4h
q.o.d.
qt.
quad
R
R, rt.
post-traumatic stress disorder
polyunsaturated fat
peripheral vascular disease
partial weight-bearing
every
questions and answers
quality assurance
every morning
every day
every hour
every night at bedtime
every two hours
every three hours
every four hours
every other day
quart
quadrant, quadriplegic
respirations, rectal
right
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
RA
RBC
RDT
reg.
rehab
REM
req.
res.
resp.
RF
RLE
RLQ
RN
RNA
R/O
ROM
RR
R/rt.
RT
rheumatoid arthritis
red blood cell
registered dietician
regular
rehabilitation
rapid eye movement
requisition
resident
respiration
restrict fluids
right lower extremity
right lower quadrant
registered nurse
restorative nursing assistant
rule out
range of motion
respiratory rate
right
respiratory therapy/therapist
RUE
RUQ
Rx
s
S&A
s.c.
SCA
SCDs
right upper extremity
right upper quadrant
prescription, treatment
without
sugar and acetone
subcutaneously
sudden cardiac arrest
sequential compression
devices
SIDS
sudden infant death syndrome
sl
sublingually
SLE
systemic lupus erythematosis
SLP
speech-language pathologist
sm.
small
SNAFU situation normal, all fouled up
(slang)
SNF
skilled nursing facility
spec.
specimen
SOB
shortness of breath
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
SNS
SP
S.P.D.
somatic nervous system
Standard Precautions
Supply, Processing and
Distribution
Ss
one-half
S&S, S/S signs and symptoms
SSE
soapsuds enema
ST.
standard, speech therapy
staph
staphylococcus
STAT/stat immediately
Std prec
Standard Precautions
STDs
sexually-transmitted
diseases
STIs
sexually-transmitted
infections
strep
streptococcus
supp.
suppository
surg.
Surgery
T., temp
temperature
TB
tuberculosis
tbsp.
T,C, DB
tablespoon
turn, cough, and deep
breathe
THR
total hip replacement
TIA
transient ischemic attack
t.i.d., tid three times a day
UTI
urinary tract infection
vag.
vaginal
VAP
ventilator-acquired
pneumonia
VD
venereal disease
VRE
vancomycin-resistant
enterococcus
VS, vs
vital signs
W/A,WA while awake
WBC
white blood cell/count
w/c
wheelchair
WNL
within normal limits
wt.
weight
yr.
year
3 Communication Skills
Handout 3-4: Abbreviations (cont’d.)
TKR
TLC
TPN
T.P.R.
total knee replacement
tender loving care
total parenteral nutrition
temperature, pulse, and
respiration
trach.
tracheostomy
tsp.
teaspoon
TWE
tap water enema
Tx, tx
traction, treatment
U/A, u/a urinalysis
UE
upper extremity
UGI
upper gastrointestinal
unk
unknown
URI
upper respiratory infection
US
ultrasound
USDA
United States Department of
Agriculture
3
Communication Skills
6. Understand basic medical terminology and abbreviations
Review the information in the book and handouts about medical
terminology and abbreviations.
Think about this question:
In what ways would it be more difficult for healthcare workers
(doctors, nurses, nursing assistants, etc.) to communicate if
there were no medical terminology or abbreviations?
3
Communication Skills
7. Explain how to convert regular time to military time
Facilities may use the 24-hour clock, or military time, to
document information. Regular time uses numbers 1 through 12.
In military time, the hours are numbered from 00 to 23.
• To change the regular hours between 1:00 p.m. to 11:59
to military time, add 12 to the regular time.
• Minutes and seconds do not change.
• Midnight may be written as 0000 or 2400; follow your
facility’s policy.
3 Communication Skills
Transparency 3-4: 24-hour Clock
3
Communication Skills
8. Describe a standard resident chart
Define the following terms:
medical chart
written legal record of all medical care a patient, resident, or
client receives.
charting
the act of noting care and observations; documenting.
3
Communication Skills
8. Describe a standard resident chart
Your responsibility as a nursing assistant is to gather information
and report it to the nurse. You will write down your observations
and record the care you give. This is called charting.
Some facilities allow nursing assistants to chart in a medical
record. Others limit nursing assistants’ charting to certain forms.
3
Communication Skills
8. Describe a standard resident chart
REMEMBER:
A resident’s chart is the legal record of a resident’s care. What is
written on the chart is considered to be what actually happened.
3
Communication Skills
8. Describe a standard resident chart
Information found on a resident’s chart:
• Admission forms
• Resident’s history and results of exams
• Care plans
• Doctor’s orders and progress notes
• Nursing assessments
• Notes from nurses and other specialists
3
Communication Skills
8. Describe a standard resident chart
Information found on a resident’s chart (cont'd.):
• Flow sheets
• Graphic record
• Intake and output record
• Consent forms
• Lab and test results
• Surgery reports
• Advance directives
3
Communication Skills
8. Describe a standard resident chart
REMEMBER:
All information in a resident’s chart is confidential.
3
Communication Skills
9. Explain guidelines for documentation
Nursing assistants chart, or document, all resident care that they
provide. They also document their observations. It is very
important to document accurately because documentation is a
legal record of all resident care.
3
Communication Skills
9. Explain guidelines for documentation
Remember these guidelines for accurate documentation:
• Keep all information confidential.
• Document care immediately after it is given. Never
document care before it is given.
• Use black ink.
• Sign each note you make.
3
Communication Skills
9. Explain guidelines for documentation
Guidelines for accurate documentation (cont'd.):
• Use only facts when documenting.
• If an error is made, draw one line through it and initial it
and write the date. Write the correct information.
• Use only your facility’s accepted abbreviations and terms.
• Use comparisons to describe size.
3
Communication Skills
10. Describe the use of computers in documentation
Your facility may use computers to document information.
Computers can easily store information that can be retrieved
when it is needed.
Remember these general rules for computer use:
• Do not share your password or log-in ID with anyone.
• Do not access personal e-mail or inappropriate websites
from work.
• Log off and/or exit the web browser when done with
charting or using the computer.
• Be careful about who can see PHI on the screen, as HIPAA
guidelines apply to computer use.
3
Communication Skills
11. Explain the Minimum Data Set (MDS)
Define the following term:
Minimum Data Set (MDS)
a detailed form with guidelines for assessing residents in longterm care facilities; also details what to do if resident problems
are identified.
3
Communication Skills
11. Explain the Minimum Data Set (MDS)
The Minimum Data Set (MDS) manual is an assessment tool
developed by the federal government. It gives long-term care
facilities a structured, standardized approach to care.
Here
•
•
•
•
are some facts about the MDS:
Assessment tool developed by the federal government
Detailed form for assessing residents
Details what to do if problems are identified
Completed for each resident within 14 days of admission
and again each year
3
Communication Skills
11. Explain the Minimum Data Set (MDS)
Facts about the MDS (cont'd.):
• Must be reviewed every three months
• New MDS is done when there is any major change in
resident’s condition
3
Communication Skills
11. Explain the Minimum Data Set (MDS)
REMEMBER:
Your reports on changes in the condition of residents you care for
is extremely important. When you report any changes right
away, a new MDS assessment can be done if needed.
3
Communication Skills
12. Describe how to observe and report accurately
Define the following terms:
care plan
a written plan for each resident created by the nurse; outlines
the steps taken by the staff to help the resident reach his or
her goals.
objective information
factual information collected using the senses of sight, hearing,
smell, and touch; also called signs.
subjective information
information collected from residents, their family members and
friends; information may or may not be true but is what the
person reported; also called symptoms.
3
Communication Skills
12. Describe how to observe and report accurately
Define the following terms:
orientation
a person’s awareness of person, place, and time.
vital signs
measurements—temperature, pulse, respirations, blood
pressure, pain level—that monitor the functioning of the vital
organs of the body.
critical thinking
the process of reasoning and analyzing in order to solve
problems; for the nursing assistant, critical thinking means
making good observations and promptly reporting all potential
problems.
3
Communication Skills
12. Describe how to observe and report accurately
REMEMBER:
Nursing assistants spend more time with residents than any
other care team members do. Because they spend the most time
with residents, they are in the best position to observe changes
in residents.
The care plan that nurses create for residents is based on
information observed and reported by nursing assistants and
other staff members.
3
Communication Skills
12. Describe how to observe and report accurately
Think about this question:
What would happen if a nursing assistant reported incorrect or
inaccurate information about a resident?
3 Communication Skills
Transparency 3-5: Using Your Senses
3
Communication Skills
12. Describe how to observe and report accurately
Nursing assistants will report signs and symptoms that they
observe. This information will be either objective or subjective.
Objective information is information based on what you see,
hear, touch, or smell; it is collected using four of the five senses:
sight, hearing, smell, and touch. It is also called “signs.”
Subjective information is information collected from something
that residents or their families reported to you, and it may or
may not be accurate. It is also called “symptoms.”
3
Communication Skills
12. Describe how to observe and report accurately
Other ways to observe residents accurately:
• Note changes in orientation.
• Check vital signs.
• Report any changes in ability.
• Report other important changes, such as appetite, ability to
go to the bathroom, and mood.
3
Communication Skills
12. Describe how to observe and report accurately
REMEMBER:
Critical thinking for nursing assistants involves making good
observations to get help for potential problems.
3
Communication Skills
12. Describe how to observe and report accurately
Remember that these signs and symptoms should be reported
right away:
• Wheezing
• Difficulty breathing
• Chest pain and pressure
• Pain in calf of leg
• Blurred vision
• Slurred speech
3
Communication Skills
12. Describe how to observe and report accurately
Signs and symptoms that should be reported right away
(cont'd.):
• Vomiting
• Sudden limp or change in ability to walk
• Numbness or loss of feeling in one side of body or in arms
or legs
• Abdominal pain
• Change in vital signs
• Headache
• Falls
3 Communication Skills
Handout 3-5: Scientific Method
The scientific method is a process used to determine the best solution to solve
certain problems. In order to do this, a problem must be identified. Once the
problem is discovered, a hypothesis must be created. A hypothesis is a possible
explanation for a problem or observation. After the hypothesis is created, it is
tested through investigation and experiments. After performing tests, a
conclusion is usually reached. In order to determine solutions using the
scientific method, facts, not opinions or emotions, must be used.
Problem:
Resident Mrs. S says that it hurts when she urinates.
Hypothesis: She has a UTI.
Conclusion:
The urine was tested, and bacteria was found in the urine.
The resident has started taking antibiotics, and she states: “I feel much better
now.” The resident is resting comfortably.
3
Communication Skills
13. Explain the nursing process
Define the following term:
nursing process
an organized method used by nurses to determine residents’
needs, plan the appropriate care to meet those needs, and
evaluate how well the plan of care is working; five steps are
assessment, diagnosis, planning, implementation, and
evaluation.
3
Communication Skills
13. Explain the nursing process
The nursing process has five steps:
• Assessment
• Diagnosis
• Planning
• Implementation
• Evaluation
3
Communication Skills
14. Discuss the nursing assistant’s role in care planning and at
care conferences
Define the following term:
care conference
a meeting to share and gather information about residents in
order to develop a care plan.
3
Communication Skills
14. Discuss the nursing assistant’s role in care planning and at
care conferences
REMEMBER:
• Nursing assistants have an important role in care planning.
Care plans are prepared from the observations of staff caring
for the resident.
• At care planning meetings, do not be afraid to share your
observations. If you are unsure about what information to
share, talk to the nurse before the meeting.
3
Communication Skills
14. Discuss the nursing assistant’s role in care planning and at
care conferences
Care plans may be written at a special care conference. The care
conference is a meeting to share and gather information.
This is done in order to develop care plans for residents. Care
team members may attend. Each team member may share
important information used to create or add to the care plan.
3
Communication Skills
15. Describe incident reporting and recording
Define the following terms:
incident
an accident, problem, or unexpected event during the course of
care.
sentinel event
an unexpected occurrence involving death or serious physical
or psychological injury.
incident report
a report documenting an incident and the response to the
incident; also known as an occurrence report or event report.
3
Communication Skills
15. Describe incident reporting and recording
Incident reports are vital to the safety of the staff and
residents. An incident is an accident, problem, or unexpected
event during the course of care.
Events in the facility that are considered incidents:
• An accident or problem during the course of care
• An error in care, such as feeding the resident from the wrong
meal tray
• A fall or injury to a resident or staff member
• An accusation against staff members
3
Communication Skills
15. Describe incident reporting and recording
A sentinel event is an unexpected occurrence involving death or
serious physical or psychological injury.
An example of a sentinel event is a resident falling out of bed and
breaking a hip or a medication error that results in a resident’s
death.
3
Communication Skills
15. Describe incident reporting and recording
REMEMBER:
An incident report must be filled out if a nursing assistant is
injured on the job in any way, even if it seems minor.
3
Communication Skills
15. Describe incident reporting and recording
Remember these guidelines for incident reporting:
• Include exactly what you saw.
• State the time and the condition of the resident or visitor.
• Describe the person’s reaction to the incident.
• State the facts.
• Do not give your opinion.
3
Communication Skills
16. Explain proper telephone etiquette
REMEMBER:
When you use the telephone during your shift, you are
representing your facility to the community. You must follow
rules for proper telephone etiquette.
3
Communication Skills
16. Explain proper telephone etiquette
Remember these rules for telephone etiquette:
• Cheerfully greet callers.
• Identify your facility, yourself, and your position.
• Listen closely to the caller’s request and write down any
messages.
• Get a telephone number if needed.
• Thank the caller and say “Goodbye.”
3
Communication Skills
16. Explain proper telephone etiquette
Remember these rules for general telephone use:
• Do not give out staff or resident information over the
phone.
• Ask before placing a caller on hold.
• Ask for training to transfer calls.
• Follow facility policy regarding cell phone use.
3
Communication Skills
16. Explain proper telephone etiquette
Think about this question:
What could happen if you gave out confidential information about
residents or staff over the phone?
3
Communication Skills
17. Describe the resident call system
Residents signal staff that they need them by using the call
system.
Other terms for this system are “signal light,” or “call light.”
This system allows residents to call for help when needed.
3
Communication Skills
17. Describe the resident call system
REMEMBER:
• The call light is the residents’ lifeline and must always be
answered immediately. Ignoring a call light is abuse.
• A call light must always be left within the resident’s reach
before leaving the room.
3
Communication Skills
18. Describe the nursing assistant’s role in change-of-shift
reports and “rounds”
Define the following term:
rounds
physical movement of staff from room to room to discuss each
resident and his or her care plan.
3
Communication Skills
18. Describe the nursing assistant’s role in change-of-shift
reports and “rounds”
Remember these guidelines for start-of-shift reports:
• Arrive on time.
• Listen for your assignment and for information about all
residents in your area.
• Listen carefully to information from the prior shift.
• Ask any questions you have about your residents.
3
Communication Skills
18. Describe the nursing assistant’s role in change-of-shift
reports and “rounds”
REMEMBER:
Your role in end-of-shift reports is to report information gathered
about residents during your shift so that the staff members on
the next shift can provide good care.
3
Communication Skills
19. List the information found on an assignment sheet
Define the following terms:
code status
formally written status of the type and scope of care that
should be provided in the event of a cardiac arrest, other
catastrophic failure, or terminal illness; terms and acronyms
are used to identify the care desired by the person, such as
“DNR” (do not resuscitate) and “no code.”
code
in health care, an emergent medical situation in which
specially-trained responders provide resuscitative measures to
a person.
3
Communication Skills
19. List the information found on an assignment sheet
An assignment sheet lists residents and all of the tasks that you
must do for them.
Information typically found on an assignment sheet:
• Residents’ names and room numbers
• Medical diagnosis
• Code status
• Activity level
• Range of motion (ROM) exercises
• Bathing information
3
Communication Skills
19. List the information found on an assignment sheet
Information typically found on an assignment sheet (cont'd.):
• Diet orders
• Fluid orders
• Bowel and bladder information
• How often to measure vital signs
• Treatments to be performed
• Tests and procedures to be performed
3
Communication Skills
20. Discuss how to organize your work and manage time
Define the following term:
prioritize
to place things in order of importance.
3
Communication Skills
20. Discuss how to organize your work and manage time
Remember these tips for organization and time management:
• Plan ahead.
• Identify the most important tasks and get those done first.
• Make a schedule.
• Combine activities.
• Get help when needed.
3
Communication Skills
20. Discuss how to organize your work and manage time
REMEMBER:
Do not be afraid to ask for help. If you cannot complete an
assignment for any reason, notify the nurse. Nursing assistants
who are not afraid to ask for help provide the best care to their
residents.
3
Communication Skills
20. Discuss how to organize your work and manage time
Think about these questions:
• How strong are your organization and time management
skills?
• In what ways can you improve them?
3
Communication Skills
Exam
Multiple Choice. Choose the correct answer.
1. Which of the following is an example of nonverbal communication?
(A) Writing a note in a resident’s chart
(B) Giving an oral report to a supervisor
(C) Smiling at a new resident
(D) Speaking in an encouraging tone of voice to a resident who is moving slowly
2. Which of the following is an example of positive nonverbal communication by a
nursing assistant?
(A) Leaning forward to listen as a resident talks about her day
(B) Rolling her eyes as the supervisor gives an assignment
(C) Tapping her foot while waiting for a resident to get ready for his bath
(D) Shaking her head when a resident has been incontinent
3
Communication Skills
Exam (cont’d.)
3. To communicate well with a resident, a nursing assistant should:
(A) Finish his sentences for him if he is taking a long time to say something
(B) State her opinions as though they were facts
(C) Be aware of her body language
(D) Fill any pauses in conversation to prevent awkwardness
4. If a resident is difficult to understand, a nursing assistant should:
(A) Pretend to understand the resident even when she doesn’t
(B) Restate what she is saying in her own words to find out if she has understood
(C) Avoid communicating with the resident
(D) Use clichés to make it easier for the resident to understand what is being said
3
Communication Skills
Exam (cont’d.)
5. Why is it important to consider a resident’s cultural background when
communicating with him or her?
(A) It is not important to consider cultural background.
(B) Because the resident will certainly want to tell stories about his or her culture.
(C) Because you might know somebody with the same background and you can
tell the resident about that person.
(D) Because cultural background helps determine how people communicate and
can help you communicate better with the resident.
6. If a resident’s native language is different from the nursing assistant’s, the
nursing assistant should:
(A) Use an interpreter to translate the message
(B) Ignore the resident unless she speaks in the nursing assistant’s language
(C) Communicate with coworkers in nursing assistant’s native language in front
of the resident
(D) Ask the resident only yes/no questions
3
Communication Skills
Exam (cont’d.)
7. Each time a nursing assistant greets a resident, he should:
(A) Assume that the resident knows who he is
(B) Explain the procedure to be performed
(C) Reassure the resident that she won’t have to do anything during the
procedure
(D) Avoid telling the resident about the procedure if he thinks it will upset her
8. One way to have a good relationship with a resident’s family and friends is to:
(A) Avoid talking to the resident when he has visitors
(B) Let the family take care of the resident’s needs themselves
(C) Tell the resident’s friends stories about the resident that will make them
laugh
(D) Respond immediately when the resident calls for help
3
Communication Skills
Exam (cont’d.)
9. The main part of a word that gives it meaning is the:
(A) Prefix
(B) Root
(C) Suffix
(D) Abbreviation
10. When is it appropriate to use medical terminology?
(A) When communicating with the care team
(B) When communicating with residents
(C) When communicating with residents’ families
(D) When communicating with visitors
3
Communication Skills
Exam (cont’d.)
11. In regular time, 1330 hours would be:
(A) 1:30 a.m.
(B) 1:30 p.m.
(C) 11:30 a.m.
(D) 11:30 p.m.
12. In military time, 7:45 p.m. would be:
(A) 0745 hours
(B) 1975 hours
(C) 1945 hours
(D) 0775 hours
3
Communication Skills
Exam (cont’d.)
13. A nursing assistant’s responsibility with the resident’s medical chart is to:
(A) Keep the chart in case it is needed later
(B) Make changes to the care plan
(C) Gather information and write down observations and care
(D) Suggest the best treatment for the resident
14. A nursing assistant can share information about residents with:
(A) Anyone she chooses
(B) The resident’s family and friends
(C) Other members of the care team
(D) No one
3
Communication Skills
Exam (cont’d.)
15. Accurate documentation is important because:
(A) The medical chart includes information about the menus offered at the facility
each day
(B) Documentation provides an up-to-date record of residents’ status and care
(C) Family members will want to view medical charts
(D) Nursing assistants put their diagnoses in medical charts
16. When should documentation be recorded?
(A) Immediately after care is given
(B) At the end of the shift
(C) Whenever there is time
(D) Before the care is given
3
Communication Skills
Exam (cont’d.)
17. When using the computer at work, a nursing assistant should:
(A) Access personal e-mail accounts
(B) Log off the computer when she is finished using it
(C) Look for websites she has a personal interest in
(D) Share her password with the rest of the care team
18. Why must a nursing assistant be concerned about privacy if documentation is
done on a computer?
(A) It is common for computer hackers to target LTC facilities.
(B) Because the federal government is monitoring all computers in LTC facilities
to ensure that HIPAA is followed.
(C) Because residents will probably try to sneak a look at other residents’
information.
(D) Because the information is confidential and someone who is not part of the
care team might see the screen.
3
Communication Skills
Exam (cont’d.)
19. Which of the following is true of the MDS?
(A) MDS stands for Multiple Diagnosis System.
(B) Every time an MDS is completed for a resident, an investigation by the state
is done.
(C) Not all residents will have an MDS.
(D) A nursing assistant’s report may trigger a needed assessment for a resident.
20. Which of the following statements contains objective information?
(A) Mr. Castillo seems a little grouchy today.
(B) Mr. Castillo says that he has a stomachache.
(C) Mr. Castillo’s blood pressure is 115/68.
(D) Mr. Castillo doesn’t get along with the nurses very well.
3
Communication Skills
Exam (cont’d.)
21. Which of the following statements gives subjective information?
(A) Mrs. Parker says she is feeling dizzy.
(B) Mrs. Parker has a temperature of 101°F.
(C) Mrs. Parker had a visit from her son today.
(D) Mrs. Parker didn’t eat any of her dinner today.
22. Which of the following senses is not used in making observations?
(A) Sight
(B) Touch
(C) Smell
(D) Taste
3
Communication Skills
Exam (cont’d.)
23. Choose the resident condition that the NA should report immediately to the
nurse.
(A) Family fighting
(B) Chest pain
(C) Watching too much TV
(D) Acting lonely
24. The correct order of the steps in the nursing process is:
(A) Diagnosis, planning, evaluation, implementation, assessment
(B) Assessment, diagnosis, planning, implementation, evaluation
(C) Evaluation, implementation, assessment, planning, diagnosis
(D) Planning, assessment, implementation, evaluation, diagnosis
3
Communication Skills
Exam (cont’d.)
25. What is the nursing assistant’s role in care planning?
(A) The nursing assistant will write the care plan.
(B) The nursing assistant will share observations that may affect the care plan.
(C) The nursing assistant makes changes to the care plan.
(D) The nursing assistant has no role in care planning.
26. If a nursing assistant is not sure what information to share at the care
conference, she should:
(A) Talk to the nurse before the meeting
(B) Not attend the meeting
(C) Attend the meeting, but not say anything
(D) Ask the other team members at the meeting what they need to know
3
Communication Skills
Exam (cont’d.)
27. Which of the following would be considered an incident?
(A) Mrs. Storey eats half of her dinner.
(B) Mrs. Desmond’s family thanks a nursing assistant for taking such good care
of her.
(C) Mr. Noble wants to go for a walk after his bath.
(D) Ms. Martin slips and falls in the bathroom but seems uninjured.
28. A sentinel event is:
(A) Any event requiring an incident report
(B) An occurrence involving death or serious injury
(C) A normal event that occurs in the course of the day
(D) A complaint by a resident or family member
3
Communication Skills
Exam (cont’d.)
29. Under what conditions should a nursing assistant fill out an incident report if
he is injured on the job?
(A) Only if the injury is serious
(B) Only if the nursing assistant feels the facility is at fault
(C) Only if another employee was involved
(D) Any time he is injured on the job
30. Which of the following is the best example of using proper telephone
etiquette at work?
(A) “Yes, Mr. Garcia is a resident here; he was admitted for dementia.”
(B) “Good afternoon, Hartman Skilled Care Facility, Brenda Johnson speaking.”
(C) “We’re very busy here today. Can you call back some other time?”
(D) “No, I’m sorry, I can’t take a message. That is not part of my duties.”
3
Communication Skills
Exam (cont’d.)
31. If a nursing assistant sees a call light for a resident that is not assigned to
her, she should:
(A) Answer the call light
(B) Tell the nursing assistant assigned to that resident to answer it
(C) Tell the supervisor
(D) Ignore it
32. Rounds are:
(A) The group of residents assigned to each nursing assistant
(B) The list of tasks that must be done on each shift
(C) A method of reporting in which staff move from room to room
(D) Meetings during which the care plan is written
3
Communication Skills
Exam (cont’d.)
33. What does a resident’s code status indicate?
(A) The type of diet a resident has and how much food should be offered at each
meal
(B) The type care that should be provided in the event of a cardiac arrest or other
catastrophic failure
(C) The type and amount of medication that a resident must take each day
(D) The type of personal care tasks that must be completed each day for a
resident
34. What is the first thing a nursing assistant should do after getting a work
assignment?
(A) Set up residents for mealtime
(B) Write down anything important on the assignment sheet
(C) Check to see if any of his assigned residents requires immediate help or care
(D) Take vital signs on all residents