(Test Bank) Hartmans Nursing Assistant Care Long Term Care And Home Care

Hartman, 3

Nursing

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3rd Edition

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Test Bank for Hartmans Nursing Assistant Care Long Term Care And Home Care, The downloadable file consists of 697 pages, and the total size of the file is 14.23 MB. Purchase now only for highly discounted price.

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Instructor’s Guide for Hartman’s Nursing Assistant Care Long -Term Care and Home Care THIRD EDITION by Hartman Publishing, Inc. ii Credits Managing Editor Susan Alvare Hedman Cover Illustrator Iveta Vaicule Production Tracy Kopsachilis Proofreaders Kristin Calderon Stephen Kosnar Copyright Information © 2018 by Hartman Publishing, Inc. 1313 Iron Avenue SW Albuquerque, New Mexico 87102 (505) 291-1274 web: hartmanonline.com e-mail: orders@hartmanonline.com Twitter: @HartmanPub All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. ISBN 978-1-60425 -072-5 PRINTED IN THE USA Notice to Readers Though the guidelines and procedures contained in this text are based on consultations with healthcare professionals, they should not be considered absolute recommendations. The instructor and readers should follow employer, local, state, and federal guide lines concerning healthcare practices. These guidelines change, and it is the reader’s responsibility to be aware of these changes and of the policies and procedures of her or his healthcare facility. The publisher, authors, editors, and reviewers cannot accept any responsibility for errors or omissions or for any conse - quences from application of the information in this book and make no warranty, express or implied, with respect to the contents of the book. The publisher does not warrant or guarantee any of the products described herein or perform any analysis in connection with any of the product information contained herein. Table of Contents iii Preface v Appendices Appendix A Transparency Masters 220 Lesson Plans Appendix B Handouts 332 1 Understanding Healthcare Settings 1 Appendix C Chapter Exams 381 2 The Nursing Assistant and the Care Team 6 Appendix D Answer Key for Chapter Exams 450 3 Legal and Ethical Issues 7 Appendix E 2nd Set of Chapter Exams 461 4 Communication and Cultural Diversity 19 Appendix F Answer Key for 2nd Set of Chapter Exams 548 5 Infection Prevention and Control 28 Appendix G Final Exam 561 6 Safety and Body Mechanics 37 Appendix H Answer Key for Final Exam 570 7 Emergency Care and Disaster Preparation 44 Appendix I Final Exam 2 573 8 Human Needs and Human Development 50 Appendix J Answer Key for Final Exam 2 579 9 The Healthy Human Body 61 Appendix K Workbook Answer Key and Practice Exam Answer Key 581 Appendix L Answer Key for Chapter Review Questions 628 10 Positioning, Transfers, and Ambulation 69 11 Admitting, Transferring, and Discharging 74 12 The Resident’s Unit 79 13 Personal Care Skills 83 14 Basic Nursing Skills TESTBANK S9E1 15 Nutrition and Hydration 100 16 Urinary Elimination 111 17 Bowel Elimination 117 18 Common Chronic and Acute Conditions 123 19 Confusion, Dementia, and Alzheimer’s Disease 140 20 Mental Health and Mental Illness 149 21 Rehabilitation and Restorative Care 154 22 Special Care Skills 159 23 Dying, Death, and Hospice 167 24 Introduction to Home Care 173 25 Infection Prevention and Safety in the Home 178 26 Medications in Home Care 184 27 New Mothers, Infants, and Children 189 28 Meal Planning, Shopping, Preparation, and Storage 197 29 The Clean, Safe, and Healthy Home Environment 202 30 Managing Time, Energy, and Money in the Home 209 31 Caring for Your Career and Yourself 212 iv v Preface Welcome to the instructor’s guide for Hartman’s Nursing Assistant Care: Long -Term Care and Home Care ! We want to be your teaching partner, and we have tried to make this the most useful instruc - tor’s guide we have ever written. If you have suggestions for improving it, please let us know. If you teach topics not covered in the book, call us and we will do something about it! Like the textbook and the workbook, the instructor’s guide is organized around learning objectives, which should make teaching the material much simpler. We have included the textbook and work - book page numbers to make it easier for you to assign readings and exercises to your students. Appendix A contains all of the transparency masters that we have created for this course, and Ap - pendix B contains the handouts. There are exams for all chapters located in Appendix C. Appen - dix D co ntains the answers for each chapter’s exams. Appendix E contains a second set of chapter exams for each chapter, and Appendix F has the answers to those exams. Appendix G contains a final exam and Appendix H has the answers to that exam. Appendix I contains a shorter, additional final exam, and Appendix J contains the answers to that exam. Appendix K contains the workbook answer key and the answer key for the chapter exam. Appendix L contains the answers to the chap - ter review questions. Hartman Publishing’s complete instructor’s guides (lesson plans, transparency masters, key mate - rial, handouts, exams, PowerPoint slides, key terms, and procedure checklists) are legally protected by United States copyright law. Each instructor’s guide is licensed f or use as part of an adoption and purchase of textbooks. If every student in your course has a purchased textbook, and we are able to verify your purchases of HartmTanESboToBksA, yNoKu SarEeLfrLeeEtRo .mCakOeMas many copies as you need of the instructor’s guide for use at your facility, school, or agency, as well as to modify items to suit your teaching needs. Electronic or online use is limited and conditional: permission is conveyed only to purchasing institutions and the material can only be accessed by students and instructors via a pri- vate, password -protected, non-public portal. Posting or uploading of Hartman Publishing’s material to a public website is expressly prohibited. This instructor’s guide, along with additional exams, critical thinking questions, and other teaching material, is available at no charge for registered users at Hartman Publishing’s instructor’s website: instructors.hartmanonline.com. We hope you find this guide helpful, thorough, and engaging. Call us with your feedback and sug- gestions! We would love to hear from you. Happy teaching! vi 1 1 Understanding Healthcare Settings 1. Discuss the structure of the healthcare system and describe ways it is changing 2. Describe a typical long-term care facility 3. Describe residents who live in long-term care facilities 4. Explain policies and procedures 5. Describe the long-term care survey process 6. Explain Medicare and Medicaid 7. Discuss the terms culture change and person -centered care Supplemental Tools TRAN sPARENC y 1-1 TRADITIONAL HEALTHCARE sysTEM TRAN sPARENC y 1-2 REsIDENT s IN LTC FACILITIE s TRAN sPARENC y 1-3 FACTs ABOuT MEDICARE AND MEDICAID CHAPTER 1: EXAM • Skilled care • Length of stay • Terminal illness • Chronic • Home health care • Diagnoses Assignments TEXTBOOK READIN g: PP. 1-8 WORKBOOK EXERCI sEs: PP. 1-4 Overview of Teaching Strategies TESTBANKSELL E• RAs.sCisOteMd living • Dementia • Adult day services • Acute care The purpose of the teaching strategy for this chap - ter is to describe various healthcare settings, with an emphasis on long-term care. Students will learn how LTC is paid for and will be introduced to the types of residents for whom they will care. 1. Discuss the structure of the healthcare system and describe ways it is changing Meeting the Learning Objective TEXTBOOK PP. 1-4 WORKBOOK PP. 1-2 Lecture Define the following terms: • Providers • Facilities • Payers • Long -term care (LTC) • Subacute care • Outpatient care • Rehabilitation • Hospice care • Managed care • Health maintenance organizations (HMOs) • Preferred provider organizations (PPOs) Display Transparency 1-1 TRADITIONAL HEALTHCARE sysTEM Discuss the evolution of health care, using this transparency or creating one of your own as part of the lecture. Emphasize major changes in the healthcare system: • Increased use of expensive technology • Rising costs of health care • New ways to control costs of care 2 2. Describe a typical long-term care facility Meeting the Learning Objective TEXTBOOK P. 4 WORKBOOK P. 2 Lecture Define the following terms: • Activities of daily living (ADLs) • Catheters Discuss different models of LTC facilities, includ - ing those for residents with dementia and assisted living wings. Review services that facilities offer. 3. Describe residents who live in long-term care facilities Meeting the Learning Objective TEXTBOOK PP. 4-5 WORKBOOK P. 3 Display Transparency Residents with a length of stay of less than six months: • May be admitted for terminal care (will die in facility) • May be admitted for rehabilitation or temporary illness (will recover and return to community) Stress that different reasons for being in a facility will require different kinds of care. Note that many residents in LTC lack outside sup- port, and stress the importance of caring for the whole person. 4. Explain policies and procedures Meeting the Learning Objective TEXTBOOK PP. 5-6 WORKBOOK P. 3 Lecture Define the following terms: • Policy • Procedure 1-2 REsIDENT s IN LTC FACILITIE s Discuss common policies and procedures in Discuss these facts about residents in long-term care facilities in the U.S.: • 84.9% are over 65 • 67% are female • More than 76% are white and non-Hispanic • About 1/3 come from a private residence • Over 50% come from a hospital or other facility • As many as 90% have dementia Discuss length of stay and the reasons residents with different lengths of stay might be in an LTC facility. Residents with a length of stay of six months or more: • Over 2/3 of residents • Require 24-hour care • Did not have caregivers available to give enough care at home • Group with longest average is made up of people with developmental disabilities facilities: • All resident information is confidential. • Resident’s care plan must be followed. • NAs only perform tasks in job descriptions. • NAs report to nurse. • NAs should not discuss personal problems with residents or families. • NAs should not take money or gifts from resi- dents or families. • NAs must be on time and dependable. Encourage students to ask questions about poli - cies and procedures and to review the procedure manual when they are unsure about care. 5. Describe the long-term care survey process Meeting the Learning Objective TEXTBOOK PP. 6 WORKBOOK P. 3 3 Lecture Define the following terms: • Cite • Joint Commission Discuss how surveyors study residents’ care and how well their needs are being met: • Interview residents and their families • Observe staff interactions with residents and care given • Review residents’ charts • Observe residents’ meals Emphasize that NAs should tell the truth when asked questions by surveyors. They should not guess if they do not know the answer. Point out to students that surveys conducted by the Joint Commission are not affiliated with state inspections and that facilities participate in Joint Commission surveys on a voluntary basis. Optional Learning Activity If teaching in an LTCF, show students the last sur- • Part C allows private health insurance companies to provide Medicare benefits. • Part D helps pay for medications prescribed for treatment. Describe facts about Medicaid: • Funded by both federal government and each state • Eligibility determined by income and special circumstances • People must qualify for Medicaid Describe long-term care coverage under Medicare and Medicaid: • Pays LTC facilities a fixed amount for services • Services are based on the resident’s needs upon admission and throughout facility stay 7. Discuss the terms culture change and person -centered care Meeting the Learning Objective TEXTBOOK P. 7 vey and discuss the areas listed onTthEeSsuTrBveAy.NKSELLERW.ORCKOBOMOK P. 4 6. Explain Medicare and Medicaid Meeting the Learning Objective TEXTBOOK P. 6-7 WORKBOOK P. 3 Lecture Define the following terms: • Centers for Medicare & Medicaid Services (CMS) • Medicare • Medicaid Display Transparency 1-3 FACT s ABOuT MEDICARE AND MEDICAID Describe Medicare coverage: • For those 65 or older or anyone who has perma - nent kidney failure and/or certain disabilities • Part A helps pay for care in a hospital or skilled nursing facility or for care from a home health agency or hospice. • Part B helps pay for doctor services and other medical services and equipment. Lecture Define the following terms: • Culture change • Person -centered care Discuss the core values of culture change: • Choice • Dignity • Respect • Self-determination • Purposeful living Describe person -centered care: • Emphasizes individuality of person who needs care • Each person’s background, culture, language, beliefs, and traditions are respected • Improving each resident’s quality of life is an important goal Activity As a class project, ask students to write a report on either the Pioneer Network or the Eden Alternative. They can include their own opinions on how care 4 might be changed to reflect the person’s individual psychosocial needs. Chapter Review Exam dIsTRIBuTE CHAPTER 1: EXAM (APPENDIX C) Allow students enough time to finish the test. See Appendix D for answers to the chapter exams. Appendices E and F contain a second set of chapter exams and an answer key for those exams if needed. Chapter Review Questions dIsTRIBuTE APPENDIX L, CHAPTER 1 The answers to the chapter review questions are located below and are also listed in Appendix L. You may print and distribute the answers to review them with students or have students review the answers on their own. 1. Long -term care (LTC) is given in long -term care facilities (LTCF) for people who need 24- hour, skilled care. This type of care is given to ate care for illnesses or injuries. People are also admitted for short stays for surgery. • Subacute care is care given in hospitals or long-term care facilities. It is used for people who need less care than for an acute (sud - den onset, short -term) illness, but more care than for a chronic (long -term) illness. • Outpatient care is usually given to people who have had treatments, procedures, or surgeries and need short -term skilled care. • Rehabilitation is care given by specialists. Physical, occupational, and speech thera - pists help restore or improve function after an illness or injury. • Hospice care is given in facilities or homes for people who have approximately six months or less to live. Hospice workers give physical and emotional care and comfort until a person dies, while also supporting families . 4. Answers include the following: • Assisted living housing • Dementia care • Subacute care • Personal care TESTBANKSEL L• EPRhy.siCcaOl,Moccupational, and speech therapy people who need a high level of care for ongo - ing conditions. 2. Home health care is care provided in a per - son’s home for people who are older and are chronically ill, but who are able to and wish to remain at home. Home care may also be needed when a person is weak after a recent hospital stay. 3. Answers include the following: • Assisted living facilities are residences for people who need some help with daily care, such as showering, meals, and dressing. Help with medications may also be giv en. People who live in these facilities do not need 24-hour skilled care, and they are rela- tively independent. • Adult day services are for people who need some assistance and supervision during cer- tain hours, but who do not live in the facility where care is provided. Generally, adult day services are for people who need some help but are not seriously ill or disabled. • Acute care is 24 -hour skilled care given in hospitals and ambulatory surgical centers for people who require short -term, immedi - • Wound care • Care of different types of tubes, including catheters • Nutrition therapy • Management of chronic diseases 5. Women 6. Terminal care and rehabilitation or temporary illness 7. Answers include the following: • All resident information must remain confidential. • The plan of care must always be followed. • Nursing assistants should not do tasks that are not included in the job description. • Nursing assistants must report important events or changes in residents to a nurse. • Nursing assistants should not discuss personal problems with residents or their families. • Nursing assistants should not take money or gifts from residents or their families. • Nursing assistants must be on time for work and must be dependable. 5 8. They study how well staff care for residents, focusing on how residents’ nutritional, physi - cal, social, emotional, and spiritual needs are being met. They interview residents and their families and observe staff’s interaction s with residents and the care given. They review resi- dent charts and observe meals. 9. Medicare insurance covers people aged 65 and older. It also covers people of any age with per- manent kidney failure or certain disabilities. 10. Person -centered care is care that emphasizes the individuality of the person who needs care, and recognizes and develops his or her capa - bilities. Person -centered care revolves around the resident and promotes his or her individu - al preferences, choices, dignity, and interests. Each person’s background, culture, language, beliefs, and traditions are respected. TEXTBOOK : PP. 9-11 6 2 The Nursing Assistant and the Care Team 1. Identify the members of the care team and describe how the care team works together to provide care 2. Explain the nursing assistant’s role 3. Explain professionalism and list examples of professional behavior 4. Describe proper personal grooming habits 5. Explain the chain of command and scope of practice 6. Discuss the resident care plan and explain its purpose 7. Describe the nursing process 8. Describe The Five Rights of Delegation 9. Demonstrate how to manage time and assignments Supplemental Tools TRAN sPARENC y 2-1 quALITIE s OF gREAT NuRsINg AssIsTANT s TRAN sPARENC y 2-2 CHAIN OF COMMAND TRAN sPARENC y 2-3 REsIDENT CARE PLAN 1 1. Identify the members of the care team and describe how the care team works together to provide care Meeting the Learning Objective TRAN sPARENC y 2-4 REsIDENT CARE PLAN 2 TRAN sPARENC y 2-5 NuRsINg PROCE ss CHAPTER 2: EXAM Assignments TEXTBOOK READIN g: PP. 9-19 WORKBOOK EXERCI sEs: PP. 5-9 Overview of Teaching Strategies It is important that the future NA understand his or her role as a member of the healthcare team. The purpose of the teaching strategy for this chap - ter is to offer insight into the roles of members of the healthcare team and to emphasize the specific roles and functions the nursing assistant will be expected to perform. Discussions should first cen - ter on how the students see themselves and what they believe they will be doing in their new career. Discussions should then move on to the text cur - ricul um and how the authors view the role of the NA. Asking an experienced NA to come to the class and discuss what he or she does from day -to- day would be a positive approach after the learning objectives have been met. WORKBOOK : P. 5 Lecture Define care team by discussing the roles of each of the following team members: • Nursing assistant • Registered nurse • Licensed practical nurse/licensed vocational nurse • Physician or doctor • Physical therapist • Occupational therapist • Speech -language pathologist • Registered dietitian • Medical social worker • Activities director • Resident and resident’s family Define the following terms: • Activities of daily living (ADLs) • Assistive or adaptive devices 7 2. Explain the nursing assistant’s role Meeting the Learning Objective TEXTBOOK : PP. 11-12 WORKBOOK : PP. 5-6 Lecture Define the following term: • Charting Discuss two ways NAs provide services for residents: • Performing assigned nursing tasks • Providing personal care or assisting with self- care Encourage students to discuss specific tasks NAs do perform (e.g. bathing residents, helping resi- dents dress, caring for supplies and equipment) and tasks NAs generally do not perform (e.g., inserting or removing tubes, giving medications, changing sterile dressings). Emphasize NAs as the “eyes and ears” of the healthcare team. • Doing only assigned tasks • Keeping residents’ information confidential • Always being polite and cheerful • Not discussing personal problems • Not using personal phones in residents’ rooms or any resident care area • Not using profanity • Listening • Calling residents by their proper names • Not giving or accepting gifts • Explaining care • Following care practices Discuss important points about professional rela- tionships with employers: • Completing duties • Following policies/procedures • Documenting and reporting care • Reporting problems • Reporting anything that keeps a nursing assis - tant from completing duties TESTBANKSELL E• RAs.kCinOgMquestions 3. Explain professionalism and list examples of professional behavior Meeting the Learning Objective TEXTBOOK : PP. 12-14 WORKBOOK : P. 6 Lecture Define the following terms: • Professional • Personal • Professionalism • Compassionate • Empathy • Sympathy • Tactful • Conscientious Discuss important points about professional rela- tionships with residents: • Providing person -centered care • Being positive • Taking directions and feedback • Being clean and neatly dressed and groomed • Being on time • Notifying employer if absent • Following chain of command • Participating in education programs • Being a role model for the facility Display Transparency 2-1 quALITIE s OF gREAT NuRsINg AssIsTANT s Ask students if they can think of examples of each quality as it pertains to care of residents: Compassionate : being caring, concerned, empa - thetic (identifying with the feelings of others), understanding, and sympathetic (sharing in the feelings and difficulties of others) Honest : never saying or doing anything that is not true Tactful : showing sensitivity and having a sense of what is appropriate when dealing with others 8 Conscientious : always trying to do one’s best Dependable : being on time and helping peers when they need it Patient: not acting irritated or complaining when things are hard Respectful : valuing other people’s individuality, treating others politely and kindly, not gossiping about others Unprejudiced : giving all residents the same quality care, regardless of age, gender, sexual orientation, religion, race, ethnicity, or condition Tolerant : never judging the beliefs and practices of residents 4. Describe proper personal grooming habits Meeting the Learning Objective TEXTBOOK : P. 14 WORKBOOK : P. 7 formed by NAs (e.g. procedures involving sterile technique, making diagnoses, telling the resident or family the diagnosis or treatment plan). Clarify that NAs are not allowed to administer medi - cations unless their state permits it and they have completed additional training for medication. Emphasize that NAs must never honor a request to do something outside their scope of practice and that such requests must be reported to the nurse. 6. Discuss the resident care plan and explain its purpose Meeting the Learning Objective TEXTBOOK : PP. 16-17 WORKBOOK : P. 8 Lecture Describe the purpose of the care plan. Discuss how and why each care plan is different. Note that care planning involves the resident and/or the family. Lecture TESTBANK SEEmLpLhaEsRiz.e CthOatMactivities not listed on the care plan Review the personal grooming habits. What does the text say NOT to wear? 5. Explain the chain of command and scope of practice Meeting the Learning Objective TEXTBOOK : PP. 14-16 WORKBOOK : PP. 7-8 Lecture Define the following terms: • Chain of command • Liability • Scope of practice Display Transparency 2-2 CHAIN OF COMMAND Discuss the chain of command (Figure 2-9, p. 15 in textbook) Remind students that while laws and regulations vary from state to state, some tasks are never per- should not be performed. Display Transparencies 2-3 REsIDENT CARE PLAN 1 2-4 REsIDENT CARE PLAN 2 Review the example resident care plans. 7. Describe the nursing process Meeting the Learning Objective TEXTBOOK : PP. 17 WORKBOOK : PP. 8-9 Display Transparency 2-5 NuRsINg PROCE ss Discuss each step in the process: • Assessment • Nursing Diagnosis • Planning • Implementation • Evaluation 9 8. Describe The Five Rights of Delegation Meeting the Learning Objective TEXTBOOK : PP. 17-18 WORKBOOK : P. 9 Lecture Define the following term: • Delegation Discuss each of the five rights: • Right Task • Right Circumstance • Right Person • Right Direction/Communication • Right Supervision/Evaluation Discuss these questions NAs may consider before accepting tasks: • Do I have all the information I need to do this job? Are there questions I should ask? • Do I believe that I can do this task? Do I have the necessary skills? Discuss the “get help” item and where an NA can find help if she or he needs it. Chapter Review Exam dIsTRIBuTE CHAPTER 2: EXAM (APPENDIX C) Allow students enough time to finish the test. See Appendix D for answers to the chapter exams. Appendices E and F contain a second set of chapter exams and an answer key for those exams if needed. Chapter Review Questions dIsTRIBuTE APPENDIX L, CHAPTER 2 The answers to the chapter review questions are located below and are also listed in Appendix L. You may print and distribute the answers to review them with students or have students review the answers on their own. 1. Answers may differ for each team member , but may include: • Do I have the needed supplies, eTquEipSmTeBnAt, NanKdSELLER.TChOe Mnursing assistant performs assigned other support? • Do I know who my supervisor is and how to reach him/her? • Do we both understand who is doing what? Emphasize that they can provide better care by asking questions and asking for help when they need it. 9. Demonstrate how to manage time and assignments Meeting the Learning Objective TEXTBOOK : P. 19 WORKBOOK : P. 9 Lecture Discuss the following five basic strategies for man- aging time and their usefulness for the NAs: • Plan ahead. • Prioritize. • Make a schedule. • Combine activities. • Get help. tasks, such as measuring vital signs, and pro - vides personal care. The registered nurse coordinates, manages, and provides skilled nursing care, which includes administering special treatments and giving medication as prescribed by a physi - cian. A registered nurse also assigns tasks and supervises daily care of residents by nursing assistants. The physician diagnoses disease or disability and prescribes treatment. The physical therapist evaluates a person and develops a treatment plan to increase move - ment, improve circulation, promote healing, reduce pain, prevent disability, and help the resident regain or maintain mobility. A PT administers therapy in the form of heat, cold, massage, ultrasound, electrical stimulation, and exercise to muscles, bones, and joints. The occupational therapist helps residents learn to adapt to disabilities. An OT helps train residents to perform activities of daily living (ADLs).