In this training, you will learn about alternatives to restraints and how to properly care for patients in restraints.

Size: px
Start display at page:

Download "In this training, you will learn about alternatives to restraints and how to properly care for patients in restraints."

Transcription

1 Slide 1 Physical restraints should only be used when a patient s actions interfere with the medical treatment plan or if they are a danger to themselves or others and when no alternative methods have worked. Always consider alternatives. In this training, you will learn about alternatives to restraints and how to properly care for patients in restraints. Welcome to the Restraints Reduction annual training. Physical restraints should only be used when a patient s actions interfere with the medical treatment plan or if they are a danger to themselves or others and when no alternative methods have worked. Restraints are a high-risk method for dealing with unsafe behavior and should only be used as a last resort. Before applying patient restraints, always consider alternative interventions. Patients rights and safety must always be balanced with the need to limit movement. In this training, you will learn about alternatives to restraints and how to properly care for patients in restraints.

2 Slide 2 Course Title: Restraints Reduction Regulations/Standards: Approximate Time to Complete: Joint Commission: Staff are competent in minimizing the use of restraint and seclusion 15 minutes Content Version: Clinical (Med/Surg) Intended Audience: Clinical Staff Technical Specifications: Contact Information Date Revised: February 1, 2013 Please forward any content questions or concerns for this course to the Subject Matter Expert: Flash Player 9, Internet Explorer 6, Headphones or speakers are recommended but not required Maureen Smith: Please call the Help Desk at with any technical issues. This course should take approximately 15 minutes to complete. If you have any questions, please contact the appropriate number listed on this screen. Remember, all technical questions should go to the Help Desk at To review the navigational features of the course, click on the Navigation tab at the top of the screen.

3 Slide 3 Discuss patient care interventions that can serve as alternatives to restraint use Describe interventions necessary when caring for a patient in restraints Describe findings that should be reported to the patient s clinical team Upon completion of this course, you will be able to: Discuss patient care interventions that can serve as alternatives to restraint use, Describe interventions necessary when caring for a patient in restraints, and Describe findings that should be reported to the patient s clinical team. If you feel you have already mastered the content described in the course objectives and would like to demonstrate your knowledge, you may click the Demonstrate Knowledge button and move directly to the course test. You must earn a score of at least 80% on the test to successfully pass this course. However, it is suggested that you review the content as it has been updated. To continue onto the course content, please select the next button located at the bottom of the screen.

4 Slide 4 Restraints policies can be found in the Administrative Policy Manual on the LVHN Intranet: At Lehigh Valley Health Network there are two policies that govern the use of restraints: Restraint for Non Self-Destructive Behavior. The information in this policy is used to prevent the patient from interfering in the treatment plan or pulling at tubes due to confusion. An example of a type of restraint under this policy would be 1-3 cloth restraints. Restraint and Seclusion for Violent/Self-Destructive Behavior. The information in this policy is used to limit patient behavior that may be harmful or dangerous to themselves or to others. Examples of restraints under this policy include the following: Locked restraints More than 3 cloth restraints Forced Hold Seclusion of the patient Both policies can be found in the Administrative Policy Manual on the LVHN intranet.

5 Slide 5 Other Restraints: Using more than 3 side rails Wedging bed against the wall NOT Considered Restraints: Recliner chairs with trays that can be removed by the patient Lap huggers and bed fellow pillows Arm boards as part of IV therapy Other types of restraints include the use of more than 3 side rails and wedging the bed against the wall. The following items are not considered restraints: Recliner chairs with trays that can be removed by the patient, Lap huggers and bed fellow pillows, and Arm boards as part of IV therapy.

6 Slide 6 Factors that affect how a patient reacts to being in the hospital and to physical contact include: Age Developmental concerns Gender Culture History of abuse Cognitive impairments Change in mental status Medical diagnosis Anxiety about tests Fear of needles Financial concerns Depression It is easier to deal with patients when we understand why they behave the way they do. By understanding the reasons behind your patient s actions, you will be able to address the underlying needs of your patient. You will also be able to choose which actions you should take to appropriately deal with your patient and reduce the need for restraints. Factors that affect how a patient reacts to being in the hospital and to physical contact include: Age Developmental concerns, such as mental retardation Gender Culture History of abuse Cognitive impairments or change in mental status Medical diagnosis Emotional and psychological concerns about being ill, such as: Anxiety about tests Fear of needles Financial concerns Depression

7 Slide 7 Emotional Needs Physical Needs New Faces & Places Patients may become upset or restless for many different reasons. Click each button to learn more about the reasons why patients behave the way they do. Drugs Medical Disorders Patients may become upset or restless for many different reasons. If you understand the reasons why your patient is acting a certain way, you will be able to help your patient better. Click on each of the buttons to learn more about the reasons why patients may become upset or restless.

8 Slide 8 Emotional Needs Physical Needs New Faces & Places Patients may feel a loss of freedom when they have to follow hospital rules and routines. Drugs Medical Disorders Consider the emotional needs of your patient. Patients may feel a loss of freedom when they have to follow hospital rules and routines.

9 Slide 9 Emotional Needs Physical Needs New Faces & Places Physical Needs Hungry Thirsty Need to use the bathroom Drugs Medical Disorders If your patient is upset or restless, you should assess your patient s physical needs. If your patient is hungry or thirsty, provide them with food or water if appropriate. Patients who need to go to the bathroom may need a bedpan or need help getting to the bathroom.

10 Slide 10 Emotional Needs Physical Needs New Faces & Places Drugs Medical Disorders The patient may be: Scared Confused Upset Lonely Being in the hospital often feels strange to patients. Hospital sights and sounds may scare or confuse them, or make them feel upset or lonely. When sights and sounds make it hard for patients to get rest, provide a quiet space for them. Spend time with patients who feel alone. Also, offer activities and promote family visits.

11 Slide 11 Emotional Needs Drugs may change the patient s behavior. Physical Needs New Faces & Places Drugs Medical Disorders Patients on more than one drug may have side effects that affect how they behave.

12 Slide 12 Emotional Needs Physical Needs New Faces & Places Address medical problems by: Talking to caregivers Involving the patient Checking the patient often Reporting what you observe Repositioning the patient Drugs Medical Disorders Patients may become restless or upset due to a medical problem, such as reduced oxygen, abnormal blood work, or pain. If a medical problem is found, it can be treated. You can address these problems by: Talking to caregivers. Ask the clinical staff what you can do to help. Involving the patient. The family may be able to tell you about past medical problems and what will calm the patient. Checking the patient often. Keep an eye on restless patients. Let other caregivers know what upsets or calms the patient. Reporting what you observe. Tell the patient s physician or other caregivers if you notice the patient is restless or upset. Repositioning the patient. Patients with pain or discomfort, or other medical problems may need to be placed in other positions.

13 Slide 13 It may be difficult to prevent patients from removing medical equipment or tubes. Try these solutions: Allow family to visit Spend time with the patient Cover the tubes or equipment If your patients can t follow or understand directions, it may be difficult to prevent them from removing medical equipment or tubes. You can solve this problem by doing any of the following: Allow family to visit. Patients often feel safer when family members are with them. Spend time with the patient. This may calm the patient and they may forget about the tubes. Cover the tubes or equipment so that blinking lights do not confuse or scare the patient.

14 Slide 14 Don t argue with your patient Explain procedures to the patient How you communicate with your patient can also influence your patient s behavior. Do not argue with your patient. You need to recognize the fact that the patient s feelings are real to him or her. Explain procedures to the patient before starting. The patient will be more calm if they understand what is happening to them.

15 Slide 15 Use of restraints should be a last resort! Attempting to de-escalate patient behavior Reassessing the patient s medications Keeping the bed in the lowest position Using diversionary activities for patients Checking patients frequently Toileting patients every 2-3 hours to prevent incontinence Using bed or chair alarms Ensuring that the patient s physical and emotional needs are met Problem solving Reducing stimulation Providing positive reinforcement Involving family members Restraints should only be used as a last resort. Alternative methods should be attempted before placing a patient in restraints. Alternatives to restraints include: Attempting to de-escalate patient behavior Reassessing the patient s medications Keeping the bed in the lowest position Using diversionary activities for patients Checking patients frequently Toileting patients every 2-3 hours to prevent incontinence Using bed or chair alarms Ensuring that the patient s physical and emotional needs are met Problem solving Reducing stimulation Providing positive reinforcement Involving family members

16 Slide 16 Patients who roam around the hospital: May not be at risk for getting hurt Often are steady on their feet Can follow commands Are usually always moving Patients who roam around the hospital: May not be at risk for getting hurt, Often feel steady on their feet, Can follow commands, and Are usually always moving.

17 Slide 17 Methods to help wandering patients: Follow a regular schedule Use simple commands to redirect patients back to their rooms Call the patient by his name, look directly at him when you talk Gain the patient s trust Set limits Give patients different things to do What can you do to help patients who wander? Instead of using restraints, use the following methods to help the wandering patient: Follow a regular schedule. This provides order and safety, and helps the patient feel more secure. Use simple commands to redirect patients back to their rooms. Call the patient by his name and look directly at him when you talk. To gain the patient s trust, talk with him, keep your promises and be truthful. Set limits by using signs to remind patients not to go into areas that are off limits. Give patients different things to do, so they don t become bored. Offer TV, radio, and books.

18 Slide 18 Order for restraints must be obtained as soon as possible following application, no longer than 1 hour Continuation of restraint order must be obtained every 24 hours Order for Restraints Must Include: Clinical justification for restraint use Type of restraint Criteria for discontinuation An order for restraint for non self-destructive behavior must be obtained as soon as possible after application. If continued use of restraints is needed, an order must be obtained every 24 hours. The order for restraints must include the clinical justification for the application of the restraint, the type of restraint that is used, and the criteria for discontinuation of restraint.

19 Slide 19 Order for restraints must be obtained as soon as possible following application, no longer than 1 hour. Continuation of Restraints and/or Seclusion for Violent/Self- Destructive orders must be obtained within these time limits: Adults renewal required every 4 hours Child/adolescent (9-17 years) renewal required every 2 hours Child (under 9 years) renewal required every hour An order for restraint and seclusion for violent/self-destructive behavior must be obtained as soon as possible after application. If continued use of restraints is needed, an order must be obtained appropriate to the time limits of the existing order. The order for restraints must include the clinical justification for the application of the restraint, the type of restraint that is used, and the criteria for discontinuation of restraint.

20 Slide 20 If a restraint is removed and then reapplied after a Family visit Trialing off period A new order MUST be obtained If restraints are removed while family is visiting or as a trialing off, and must be reapplied this constitutes a new restraint episode and a new order must be obtained.

21 Slide 21 Select a patient s file: Show how much you have learned by answering the following questions. Select each patient s file, then decide the actions that should be taken to care for the patient. Let s see how much you have learned so far. You are responsible for caring for three patients: Mr. Jones, Mrs. Smith, and Mr. Todd. Select each patient s file, then decide the actions that should be taken to care for each patient.

22 Slide 22 Mr. Todd just learned that he may not be able to go home. At dinner he would not eat. Then he threw his tray on the floor. What should you do? A B C Tell him he can go without dinner Ask that he be restrained Ask him why he is upset Mr. Todd just learned that he may not be able to go home today. At dinner he would not eat. Then he threw his tray on the floor. What should you do? Tell him he can go without dinner Ask that he be restrained, or Ask him why he is upset

23 Slide 23 Select a patient s file: You should: Ask him why he is upset Spend more time with him Talk to his family Provide support Good job. You should speak directly to Mr. Todd and ask him why he is upset. Provide support by spending more time with him. You can also talk with his family. They may be able to help him come to terms with his concerns. You should not tell him he can go without dinner. If he has emotional concerns he may need your support. And you should not ask that he be restrained because, if he feels out of control, restraining him may only scare or upset him further.

24 Slide 24 Select a patient s file: You should: Ask him why he is upset Spend more time with him Talk to his family Provide support I m sorry, you did not select the best response. You should speak directly to Mr. Todd and ask him why he is upset. Provide support by spending more time with him. You can also talk with his family. They may be able to help him come to terms with his concerns. You should not tell him he can go without dinner. If he has emotional concerns he may need your support. And you should not ask that he be restrained, because if he feels out of control, restraining him may only scare or upset him further.

25 Slide 25 Mrs. Smith takes a lot of medications since her stroke. Today, she became so upset that she almost pulled out her IV. What should you do? A B Ignore how she is acting Report Mrs. Smith s actions to her clinical team Mrs. Smith takes a lot of medications since her stroke. Today, she became so upset that she almost pulled out her IV. What should you do? Ignore how she is acting, or Report Mrs. Smith s actions to her clinical team

26 Slide 26 Select a patient s file: You should: Report Mrs. Smith s actions to her clinical team. Keep a close eye on Mrs. Smith. Good job. You should report Mrs. Smith s actions to her clinical team. They will need to assess Mrs. Smith s actions to decide what to do next. You should not ignore how Mrs. Smith is acting. You ll need to keep a close eye on her to make sure she remains safe.

27 Slide 27 Select a patient s file: You should: Report Mrs. Smith s actions to her clinical team. Keep a close eye on Mrs. Smith. I m sorry, you did not select the best response. You should report Mrs. Smith s actions to her clinical team. They will need to assess Mrs. Smith s actions to decide what to do next. You should not ignore how Mrs. Smith is acting. You ll need to keep a close eye on her to make sure she remains safe.

28 Slide 28 Many methods have been tried to keep Mr. Jones from pulling out his tubes, but none have worked. He is being placed in restraint. Should you tell the family why Mr. Jones is being restrained and what needs to be done for the restraints to be removed? A B Yes No Many methods have been tried to keep Mr. Jones from pulling out his tubes, but none have worked. He is being placed in restraint. Should you tell the family why Mr. Jones is being restrained and what needs to be done for the restraints to be removed?

29 Slide 29 Select a patient s file: If Mr. Jones family knows why he is restrained, they may feel less worried and afraid. If his family helps him deal with this problem, he may spend less time in the restraints. Good job. If Mr. Jones family knows why he is restrained, they may feel less worried and afraid. If his family helps him deal with this problem, he may spend less time in restraints.

30 Slide 30 Select a patient s file: If Mr. Jones family knows why he is restrained, they may feel less worried and afraid. If his family helps him deal with this problem, he may spend less time in the restraints. I m sorry, you did not select the best response. If Mr. Jones family knows why he is restrained, they may feel less worried and afraid. If his family helps him deal with this problem, he may spend less time in restraints.

31 Slide 31 Restraints may be discontinued: Based on assessment by either RN or Licensed Independent Practitioner If patient no longer exhibits the behavior that caused the need for restraints Once the patients' restraints are discontinued, the order in the computer must be discontinued immediately. Restraints may be discontinued based on an assessment by either an RN or Licensed Independent Practitioner. For the patient to have the restraints removed, the patient must show an absence of the behavior that caused the need for restraints. Once the patients' restraints are discontinued, the order in the computer must be discontinued immediately.

32 Slide 32 Document the behavior that required restraints Document alternatives attempted Document care Fluids Range of motion Toileting Obtain a physician order immediately after initiation, no longer than one hour. If the patient is restrained, staff must: Document the behavior that required the restraints Document alternative measures attempted Document care given to the patient, such as offering fluids, range of motion, toileting, etc. Obtain a physician order within the time frame specified in the restraint policy. A physician order is obtained within one hour of application.

33 Slide 33 Check patients with non-selfdestructive restraints at least every 2 hours: Offer fluids every 2 hours if appropriate Offer toileting every 2 hours Remove the restraint every 2 hours and provide exercise and skin care Other patient care needs: Emotional needs Physical needs Dignity and well-being When patients are restrained, their comfort and safety needs must be met. Check patients with non-self-destructive restraints at least every 2 hours (Form: NSG 224) and provide for their comfort. Offer fluids every 2 hours if appropriate and with meals, Offer toileting every 2 hours, and Remove the restraint every 2 hours and provide exercise and skin care. When caring for a patient in restraints, you should also take into consideration these other patient care needs: Emotional needs, Physical needs, and Dignity and well-being.

34 Slide 34 Check patients with restraint and/or seclusion for violent/selfdestructive behavior every 15 minutes and document: A patient in violent self-destructive restraints must have someone in attendance at all times to observe the patient and assure safety. Other patient care needs: Offer fluids Offer toileting every 2 hours Remove the restraint every 2 hours and provide exercise and skin care Check patients with restraint and seclusion for Violent or Self-Destructive Behavior every 15 minutes. The monitoring (Form NSG 223) must include the patient s behavior, the type of restraint that is being used, what interventions are being used to help the patient gain control of their behavior, and if the interventions are successful. A patient in violent self-destructive restraints must have someone in attendance at all times to observe the patient and assure safety. When caring for a patient in restraint and seclusion for violent or self-destructive behavior, you should also take into consideration these other patient care needs: Offer fluids Offer toileting every 2 hours Remove the restraint every 2 hours and provide exercise and skin care.

35 Slide 35 Notify the RN of signs of distress or changes in the patient s condition: Difficulty breathing or complaints of shortness of breath Change in color of the restrained extremity Change in temperature of the restrained extremity Decrease in level of consciousness Change in patient vital signs: Increased heart rate Increased or decreased respiratory rate Elevated blood pressure When a patient is restrained, immediately notify an RN of signs of distress or any changes in the patient s condition, such as: Difficulty breathing or complaints of shortness of breath Change in color of the restrained extremity Change in temperature of the restrained extremity Decrease in level of consciousness Change in patient vital signs, such as Increased heart rate Increased or decreased respiratory rate Elevated blood pressure

36 Slide 36 Physical restraints should only be used when patients are a danger to themselves or others and when no other method will work. We must protect the patient s rights and well-being. Patients have right to take part in their care Cover the restraints Have the patient wear clothing Physical restraints should only be used when patients are a danger to themselves or others and when no other method will work. When patients are physically restrained, we must protect their rights and well-being. Patients have a right to take part in their own care Cover restraints. They may attract attention and are a threat to the patient s privacy. Have the patient wear clothing. It helps ensure that the patient s comfort and privacy needs are met.

37 Slide 37 You should be able to: Discuss patient care interventions that can serve as alternatives to restraint use Describe interventions necessary when caring for a patient in restraints Describe findings that should be reported to the patient s clinical team To successfully complete this course, you must earn a score of at least 80% on the final test. Click the Test button to start the final test. Thank you for participating in the Restraints Reduction module. You should now be able to: Discuss patient care interventions that can serve as alternatives to restraint use Describe interventions necessary when caring for a patient in restraints Describe findings that should be reported to the patient s clinical team. Click the Test button to continue on to the final test. In order to pass this course, you must earn at least 80% on the test. You can go back and review any section of this course by selecting the Outline tab, then selecting any of the topics listed. If you do not pass the test on the first try, you can go back and try again. Good luck.

38 Slide 38 PROPERTIES On passing, 'Finish' button: On failing, 'Finish' button: Allow user to leave quiz: User may view slides after quiz: User may attempt quiz: Close Window Goes to Slide After user has completed quiz At any time Unlimited times

39 Slide 39 You have successfully completed the Restraint Reduction course. You can close this window to exit the course.

This course should take approximately 15 minutes to complete. If you have any questions, please contact the appropriate number listed on the screen.

This course should take approximately 15 minutes to complete. If you have any questions, please contact the appropriate number listed on the screen. Slide 1 Welcome to the Violence in the Workplace course. Unfortunately, hospital staff members are sometimes exposed to unsafe situations. In fact, Healthcare workers are four times more likely to be assaulted

More information

Restraints and Seclusion Use Training

Restraints and Seclusion Use Training Restraints and Seclusion Use Training Table of Content TOPIC PAGE NUMBER OBJECTIVES 2 WHAT ARE RESTRAINTS? 3 INTRODUCTION 4 WHAT IS A RESTRAINT? 6 A RESTRAINT FREE ENVIRONMENT 8 THE MOST COMMON REASONS

More information

Site: Lovelace Health System Title: PATIENT CARE - Restraints Approved Date: 08/28/2015 Effective Date: TBD

Site: Lovelace Health System Title: PATIENT CARE - Restraints Approved Date: 08/28/2015 Effective Date: TBD Approved Date: 08/28/2015 Effective Date: TBD 08/01/2018 Document Number P-NS-1063.6 Document Type: Policy Page 1 of 11 1. Policy: All patients have the right to be free from physical or mental abuse,

More information

Restraint Reduction. Moving Towards Restraint Free Care

Restraint Reduction. Moving Towards Restraint Free Care Restraint Reduction Moving Towards Restraint Free Care Revised: BW/January 2016 RESTRAINTS: Defined Any manual method, physical or mechanical device, material or equipment, that immobilizes or reduces

More information

POLICY AND PROCEDURE RESTRAINT/SECLUSION, MEDICAL CENTER PATIENT CARE Effective Date: March 2010

POLICY AND PROCEDURE RESTRAINT/SECLUSION, MEDICAL CENTER PATIENT CARE Effective Date: March 2010 Number: MS 08:03:05 Submitted by: BEHAVIORAL HEALTH CLINICAL PRACTICE TEAM Issuing Department: PATIENT CARE SERVICES Approved By: Reviewed by: Date: Patient Care Practice & 12/09 Outcomes David W. Cress,

More information

Restraint Reduction. Moving Towards Restraint Free Care

Restraint Reduction. Moving Towards Restraint Free Care Restraint Reduction Moving Towards Restraint Free Care Revised: BW/September 2010 RESTRAINTS: Defined Any manual method, physical or mechanical device, material or equipment, that immobilizes or reduces

More information

RESIDENT CARE AND SERVICES MANUAL SECTION: RESIDENT SAFETY INDEX I.D.: E-25. APPROVED BY: REVISED DATE: April 30, 2010

RESIDENT CARE AND SERVICES MANUAL SECTION: RESIDENT SAFETY INDEX I.D.: E-25. APPROVED BY: REVISED DATE: April 30, 2010 SUBJECT: RESTRAINTS PAGE: 1 OF 6 STANDARD: 1. The decision to use restraints is based on the principle that least restraint can only be considered after the interdisciplinary team had tried alternatives

More information

OAR Changes. Presented by APD Medicaid LTC Policy

OAR Changes. Presented by APD Medicaid LTC Policy OAR 411-015 Changes 1 Presented by APD Medicaid LTC Policy Table of Contents 2 Service Priority OAR 411-015 Project Overview Why Are We Making These Changes Overarching Changes Changes to ADLS (each ADL

More information

Welcome to Fairview Ridges Hospital Pediatrics

Welcome to Fairview Ridges Hospital Pediatrics Page 1 of 6 Welcome to Fairview Ridges Hospital Pediatrics For Patients, Families and Guests Welcome to patient and family centered care Care at Fairview Ridges Hospital Pediatrics centers on you our patients

More information

Comparison of Violent or Self Destructive vs. Non-Violent Restraints

Comparison of Violent or Self Destructive vs. Non-Violent Restraints Description Restraints can be initiated when unanticipated outbursts of severely aggressive or destructive behavior poses an imminent danger to the patient or others due to an underlying behavioral diagnosis

More information

Restraint Update 2016

Restraint Update 2016 Restraint Update 2016 For questions contact: Weddy Balmaceda, MSN, RN-BC, CCRN, CCDS Professional Development Ext. 5241 Source: RBMC policy and procedures Objectives Review types of restraints Review RBMC

More information

Restraint Education Program JHS Annual Mandatory Clinical Education

Restraint Education Program JHS Annual Mandatory Clinical Education Restraint Education Program 2017 JHS Annual Mandatory Clinical Education Program Goals Prevent, reduce and eliminate use of restraints Initiate restraint only when other less restrictive measures have

More information

The policy applies to all SHS employees involved in direct patient care and medical staff.

The policy applies to all SHS employees involved in direct patient care and medical staff. Restraints Use of Violent - System Introduction Restraints, Use of Violent System Introduction SCOPE The policy applies to all SHS employees involved in direct patient care and medical staff. Implementation

More information

9/17/2015. Bed Rail Safety A Clinical Process Guideline. Background. Federal Nursing Home Reform Act

9/17/2015. Bed Rail Safety A Clinical Process Guideline. Background. Federal Nursing Home Reform Act Bed Rail Safety A Clinical Process Guideline Laura Funsch, RN, BSN, MS, Director of Regulatory Strategy Background Safety hazards related to bed rail use have been realized since 1990. Michigan s initial

More information

Bed Rail Safety A Clinical Process Guideline. Laura Funsch, RN, BSN, MS, Director of Regulatory Strategy

Bed Rail Safety A Clinical Process Guideline. Laura Funsch, RN, BSN, MS, Director of Regulatory Strategy Bed Rail Safety A Clinical Process Guideline Laura Funsch, RN, BSN, MS, Director of Regulatory Strategy Background Safety hazards related to bed rail use have been realized since 1990. Michigan s initial

More information

BED RAIL SAFETY 9/15/2015. A Clinical Process Guideline. Background. Federal Nursing Home Reform Act

BED RAIL SAFETY 9/15/2015. A Clinical Process Guideline. Background. Federal Nursing Home Reform Act BED RAIL SAFETY A Clinical Process Guideline Laura Funsch, RN, BSN, MS Director of Regulatory Strategy, LeadingAge Michigan Background Safety hazards related to bed rail use have been realized since 1990.

More information

We use many of them. The devices are part of our restraint policy. See below

We use many of them. The devices are part of our restraint policy. See below Do you utilize body pillow, beveled mattresses, moxi mattresses, rolled blankets, swim noodles for positioning or bed demarcation? Do you have a comprehensive device assessment? If so, would you please

More information

a guide to Oregon Adult Foster Homes for potential residents, family members and friends

a guide to Oregon Adult Foster Homes for potential residents, family members and friends a guide to Oregon Adult Foster Homes for potential residents, family members and friends Table of contents Overview of adult foster homes...1 The consumer s choice...1 When adult foster care should be

More information

Management of Assaultive Behavior Workplace Violence in the Hospital

Management of Assaultive Behavior Workplace Violence in the Hospital Management of Assaultive Behavior Workplace Violence in the Hospital What is workplace violence? Definitions Workplace is any place where an employee performs job duties. Violence is any act that causes

More information

Quality Care is. Partners in. In-Home Aides. Assisting with ambulation and using assistive devices: - March

Quality Care is. Partners in. In-Home Aides. Assisting with ambulation and using assistive devices: - March In-Home Aides Partners in Quality Care - March 2015 - In-Home Aides Partners in Quality Care is a monthly newsletter published for AHHC of NC and SCHCA member agencies. Copyright AHHC 2015 - May be reproduced

More information

Resident Rights in Nursing Facilities

Resident Rights in Nursing Facilities Your Guide to Resident Rights in Nursing Facilities 1-800-499-0229 1 Table of Contents The Ombudsman Advocate...3 You Take Your Rights with You...4 Federal Regulations Protect You...5 Medical Assessment

More information

ABS ITEM RATING EXAMPLES Source: Jennifer Bogner, Mary Stange, and John Corrigan The Ohio State University Revised 4/07

ABS ITEM RATING EXAMPLES Source: Jennifer Bogner, Mary Stange, and John Corrigan The Ohio State University Revised 4/07 ABS ITEM RATING EXAMPLES Source: Jennifer Bogner, Mary Stange, and John Corrigan The Ohio State University Revised 4/07 ABS Item Ratings 1 1. Short attention span, distractibility, inability to concentrate

More information

When Your Loved One is Dying at Home

When Your Loved One is Dying at Home When Your Loved One is Dying at Home What can I expect? What can I do? Although it is impossible to totally prepare for a death it may be easier if you know what to expect. Hospice Palliative Care aims

More information

NOTE: The first appearance of terms in bold in the body of this document (except titles) are defined terms please refer to the Definitions section.

NOTE: The first appearance of terms in bold in the body of this document (except titles) are defined terms please refer to the Definitions section. TITLE RESTRAINT AS A LAST RESORT - CRITICAL CARE SCOPE Provincial: Critical Care APPROVAL AUTHORITY Clinical Operations Executive Committee SPONSOR Senior Operating Officer, Glenrose Rehabilitation Hospital

More information

RULES OF DEPARTMENT OF MENTAL HEALTH AND DEVELOPMENTAL DISABILITIES DIVISION OF MENTAL HEALTH SERVICES

RULES OF DEPARTMENT OF MENTAL HEALTH AND DEVELOPMENTAL DISABILITIES DIVISION OF MENTAL HEALTH SERVICES RULES OF DEPARTMENT OF MENTAL HEALTH AND DEVELOPMENTAL DISABILITIES DIVISION OF MENTAL HEALTH SERVICES CHAPTER 0940-3-9 USE OF ISOLATION, MECHANICAL RESTRAINT, AND PHYSICAL HOLDING RESTRAINT TABLE OF CONTENTS

More information

NOTE: The first appearance of terms in bold in the body of this document (except titles) are defined terms please refer to the Definitions section.

NOTE: The first appearance of terms in bold in the body of this document (except titles) are defined terms please refer to the Definitions section. TITLE RESTRAINT AS A LAST RESORT - ACUTE CARE INPATIENT - PEDIATRIC SCOPE Provincial: Acute Care Inpatient Pediatric APPROVAL AUTHORITY Clinical Operations Executive Committee SPONSOR Senior Operating

More information

SECTION P: RESTRAINTS

SECTION P: RESTRAINTS SECTION P: RESTRAINTS Intent: The intent of this section is to record the frequency over the 7-day look-back period that the resident was restrained by any of the listed devices at any time during the

More information

Preventing Falls in the Home

Preventing Falls in the Home ~ VOLUME I ISSUE V LESSON PLAN ~ OBJECTIVES Upon completion of this program, the home health aide will be able to:» Identify four variables that increase the likelihood of falls» List three common hazards

More information

2

2 1 2 3 4 5 6 7 Angry statements made by residents. At one time or another staff hear accusatory or disgruntled words uttered in a sarcastic, belligerent, or loud manner. Why are they so angry? That s a

More information

When an Expected Death Occurs at Home

When an Expected Death Occurs at Home Information for Caregivers When an Expected Death Occurs at Home What to expect, what to do Table of Contents What to expect...1 When someone is dying...2 At the time of death...5 Before your loved one

More information

Edna Evergreen Scenario. Carolyn Lewis

Edna Evergreen Scenario. Carolyn Lewis Carolyn Lewis Your life: You are a Certified Nursing Assistant (CNA) and have worked at Greenhill for six months. You respond well to most residents, but sometimes, you are frustrated by your job. You

More information

PRACTICE STANDARD. Restraints. Table of Contents. Introduction 3. What are Restraints? 3. Assumptions 4. Policy Direction: Least Restraint 4

PRACTICE STANDARD. Restraints. Table of Contents. Introduction 3. What are Restraints? 3. Assumptions 4. Policy Direction: Least Restraint 4 PRACTICE STANDARD Restraints Table of Contents Introduction 3 What are Restraints? 3 Assumptions 4 Policy Direction: Least Restraint 4 Quality Practice Settings 4 Nursing Responsibilities 5 Case Studies

More information

Proceed with the interview questions below if you are comfortable that the resident is

Proceed with the interview questions below if you are comfortable that the resident is Resident Interview Interviewer Interview Date Resident Room Preparation Resident interviews should be conducted in a private setting so the resident feels comfortable providing honest answers without fear

More information

Behavioural Supports Ontario (BSO)

Behavioural Supports Ontario (BSO) Behavioural Supports Ontario (BSO) What does it mean for you? Laurie Fox HNHB BSO Project Implementation Lead Hamilton Health Sciences With I am who I am, so help me continue to be me Dana Vladescu, Manager,

More information

Institutional Handbook of Operating Procedures Policy Responsible Vice President: Executive Vice President and CEO, Health System

Institutional Handbook of Operating Procedures Policy Responsible Vice President: Executive Vice President and CEO, Health System Section: Clinical Subject: General Policies Institutional Handbook of Operating Procedures Policy 09.13.06 Responsible Vice President: Executive Vice President and CEO, Health System Responsible Entity:

More information

Resident/Fellow Training Orientation Policies

Resident/Fellow Training Orientation Policies Resident/Fellow Training Orientation Policies Restraint or Seclusion: Violent Behavior Prevention and Reporting of Patient Abuse Blood Component Indications & Critical Tests HIPAA Privacy and Security

More information

Restoring Nutrition: What to expect during your child s hospital stay

Restoring Nutrition: What to expect during your child s hospital stay Patient and Family Education Restoring Nutrition: What to expect during your child s hospital stay Coming to the PBMU saved my child s life, no question. And the knowledge we gained during her stay will

More information

Care on a hospital ward

Care on a hospital ward Care on a hospital ward People with dementia may be admitted to general hospital wards either as part of a planned procedure such as a cataract operation or following an accident such as a fall. Carers

More information

This is me This hospital passport will help you support me in an unfamiliar place. I have memory problems.

This is me This hospital passport will help you support me in an unfamiliar place. I have memory problems. U.C.I USER & CARER INVOLVEMENT This is me This hospital passport will help you support me in an unfamiliar place. I have memory problems. This passport belongs to me. Please return it when I am discharged.

More information

Hospital Admission: How to Plan and What to Expect During the Stay

Hospital Admission: How to Plan and What to Expect During the Stay Family Caregiver Guide Hospital Admission: How to Plan and What to Expect During the Stay Admission to the hospital can happen in various ways. You family member may be treated in the Emergency Room (ER)

More information

Mental Health Commission Rules

Mental Health Commission Rules Mental Health Commission Rules Reference Number: R-S69(2)/02/2006 RULES GOVERNING THE USE OF SECLUSION AND MECHANICAL MEANS OF BODILY RESTRAINT 1 st November 2006 PREAMBLE Section 69(2) of the Mental Health

More information

UNIVERSITY OF TOLEDO

UNIVERSITY OF TOLEDO UNIVERSITY OF TOLEDO SUBJECT: CODE VIOLET VIOLENT SITUATION Procedure No: EP-08-015 PROCEDURE STATEMENT Code Violet will be initiated for serious situations involving any individual(s) exhibiting or threatening

More information

Individualised End of Life Care Plan for the Last Days or Hours of Life Patient name Hospital number Date of birth

Individualised End of Life Care Plan for the Last Days or Hours of Life Patient name Hospital number Date of birth Individualised End of Life Care Plan for the Last Days or Hours of Life Patient name Hospital number Date of birth NHS number Informed by Five Priorities for Care: Recognise, Communicate, Involve, Support,

More information

Bed Rail Entrapment Risk Notification Guide

Bed Rail Entrapment Risk Notification Guide Bed Rail Entrapment Risk Notification Guide EN NOTICE TO EQUIPMENT PROVIDER: These instructions, in their entirety, must be provided to the patient, the patient s family and/or the patient s primary day-to-day

More information

Alberta Health. Protection for Persons in Care. Decision Summaries Q2, Communities M Z

Alberta Health. Protection for Persons in Care. Decision Summaries Q2, Communities M Z Alberta Health Protection for Persons in Care Decision Summaries Q2, 2017 18 Communities M Z Important: Please read this notice Protection for Persons in Care (PPC) conducts investigations in response

More information

Suicide Risk Screening, Assessment and Precautions (Non Psychiatric Care Units) Policy No.: NSI SFT_05

Suicide Risk Screening, Assessment and Precautions (Non Psychiatric Care Units) Policy No.: NSI SFT_05 Suicide Risk Screening, Assessment and Precautions (Non Psychiatric Care Units) Policy No.: NSI SFT_05 ACKNOWLEDGEMENT: By opening and reviewing the following attachment: acknowledges that I have reviewed

More information

Caregiver Stress. F r e q u e n t l y A s k e d Q u e s t i o n s. Q: Who are our nation's caregivers?

Caregiver Stress. F r e q u e n t l y A s k e d Q u e s t i o n s. Q: Who are our nation's caregivers? Caregiver Stress Q: What is a caregiver? A: A caregiver is anyone who provides help to another person in need. Usually, the person receiving care has a condition such as dementia, cancer, or brain injury

More information

Nursing Assistant Curriculum Application Process and Form

Nursing Assistant Curriculum Application Process and Form Nursing Assistant Curriculum Application Process and Form Curriculum Application Instructions 1. Complete and submit the Curriculum Application Form. 2. Complete and submit the Curriculum Evaluation Form.

More information

Your Care Guide at Ohio State Harding Hospital

Your Care Guide at Ohio State Harding Hospital Your Care Guide at Ohio State Harding Hospital patienteducation.osumc.edu Your Care Guide Table of Contents What to Expect... 3 Your Treatment... 4 Information about Your Care... 6 Psychiatric Patient

More information

Personal Safety Attendant Training (PSA) Leah Formby RN and April Ebeling RN, BSN, CCRN

Personal Safety Attendant Training (PSA) Leah Formby RN and April Ebeling RN, BSN, CCRN Personal Safety Attendant Training (PSA) Leah Formby RN and April Ebeling RN, BSN, CCRN What brings us here today? We had a patient in one of our facilities who was assigned a sitter for their entire length

More information

Behavioral and Emotional Status Critical Element Pathway

Behavioral and Emotional Status Critical Element Pathway Behavioral and Emotional Status Critical Element Pathway Use this pathway to determine if the facility is providing necessary behavioral, mental, and/or emotional health care and services to each resident.

More information

Support individuals to maintain personal hygiene

Support individuals to maintain personal hygiene Support individuals to maintain personal hygiene Page 1 of 10 Level 2 Diploma in Health and Social Care Unit LD 206C Tutor Name: Akua Quao Thursday 12 th September 2013 Release Date: 22/08/2013 17:33 Assignment

More information

RALF Behavior Management Rules IDAPA

RALF Behavior Management Rules IDAPA RALF Behavior Management Rules IDAPA 16.03.22 DEFINITIONS: 010.10. Assessment. The conclusion reached using uniform criteria which identifies resident strengths, weaknesses, risks and needs, to include

More information

Minimizing Fall Risk in the Nursing Home: What Residents Need to Know

Minimizing Fall Risk in the Nursing Home: What Residents Need to Know Minimizing Fall Risk in the Nursing Home: What Residents Need to Know Objectives: 1. Review environmental and internal risk factors that contribute to an increased risk for falls. 2. Identify interventions

More information

Initial Pool Process: Resident Interview

Initial Pool Process: Resident Interview Initial Pool Process: Resident Interview Care Area Probes Response Options Choices Are you able to make choices about your daily life that are important to you? I d like to talk to you about your choices.

More information

The Adolescent Psychiatric Unit

The Adolescent Psychiatric Unit The Adolescent Psychiatric Unit A Guide for Youth and Families Phone: (250) 862-4346 Fax: (250) 862-4347 Table of Contents TABLE OF CONTENTS... 2 INTRODUCTION... 3 WHAT IS THE APU?... 3 WHAT IS AN ASSESSMENT?...

More information

ATTENTION ALL C.N.A S

ATTENTION ALL C.N.A S ATTENTION ALL C.N.A S October s monthly Education Manual will not be the usual booklet. You will find a different handout with required reading and a post test. This handout will meet your required units

More information

The CARE CERTIFICATE. Duty of Care. What you need to know. Standard THE CARE CERTIFICATE WORKBOOK

The CARE CERTIFICATE. Duty of Care. What you need to know. Standard THE CARE CERTIFICATE WORKBOOK The CARE CERTIFICATE Duty of Care What you need to know Standard THE CARE CERTIFICATE WORKBOOK Duty of care You have a duty of care to all those receiving care and support in your workplace. This means

More information

APPENDIX I HOSPICE INPATIENT FACILITY (HIF)

APPENDIX I HOSPICE INPATIENT FACILITY (HIF) INTRODUCTION APPENDIX I HOSPICE INPATIENT FACILITY (HIF) The principles and standards in all chapters of the Standards of Practice for Hospice Programs apply to hospice care provided in an inpatient facility.

More information

Central Maine Healthcare

Central Maine Healthcare General Administrative Policy No. HC-PA-2041 (R4) Patient Administrative SUBJECT: Restraint and Seclusion Policy POLICY: The purpose of this policy is to provide guidelines for the use of restraint and

More information

Nursing Assistant

Nursing Assistant Western Technical College 30543300 Nursing Assistant Course Outcome Summary Course Information Description Career Cluster Instructional Level Total Credits 3.00 The course prepares individuals for employment

More information

Interim Final Interpretive Guidelines Version 1.1

Interim Final Interpretive Guidelines Version 1.1 Interim Final Interpretive Guidelines Version 1.1 Big Changes from November 2008 to January 2009 418.54 Condition of participation: Initial and Comprehensive assessment of the patient L522 418.54(a) Standard:

More information

[ ] POSITIVE SUPPORT STRATEGIES AND EMERGENCY MANUAL RESTRAINT; LICENSED FACILITIES AND PROGRAMS.

[ ] POSITIVE SUPPORT STRATEGIES AND EMERGENCY MANUAL RESTRAINT; LICENSED FACILITIES AND PROGRAMS. Sec. 4. [245.8251] POSITIVE SUPPORT STRATEGIES AND EMERGENCY MANUAL RESTRAINT; LICENSED FACILITIES AND PROGRAMS. Subdivision 1. Rules. The commissioner of human services shall, within 24 months of enactment

More information

Preparing for Death: A Guide for Caregivers

Preparing for Death: A Guide for Caregivers Preparing for Death: A Guide for Caregivers Preparing for Death As a person is dying, their body will go through a number of physical changes as it slows down and moves toward the final stages of life.

More information

The CVICU or Cardiovascular Intensive Care Unit

The CVICU or Cardiovascular Intensive Care Unit The CVICU or Cardiovascular Intensive Care Unit #1216 (2012) The Emily Center, Phoenix Children s Hospital 1 2 (2012) The Emily Center, Phoenix Children s Hospital The CVICU or Cardiovascular Intensive

More information

Appendix: Behavioural Management of Agitation following Brain Injury

Appendix: Behavioural Management of Agitation following Brain Injury If Agitation is present: 1. Refer to Management of Post Traumatic Agitation Following Brain Injury Algorithm 2. Complete the Agitated Behaviour Scale (ABS). If score is > 21, initiate ABS q hourly for

More information

Contents. Introduction 3. Required knowledge and skills 4. Section One: Knowledge and skills for all nurses and care staff 6

Contents. Introduction 3. Required knowledge and skills 4. Section One: Knowledge and skills for all nurses and care staff 6 Decision-making frameworks in advanced dementia: Links to improved care project. Page 2 of 17 Contents Introduction 3 Required knowledge and skills 4 Section One: Knowledge and skills for all nurses and

More information

Your Health. Your Safety. Our Commitment. Individual Client Risk Assessment Toolkit for Health Care Settings

Your Health. Your Safety. Our Commitment. Individual Client Risk Assessment Toolkit for Health Care Settings Your Health. Your Safety. Our Commitment. Individual Client Risk Assessment Toolkit for Health Care Settings Individual Client Risk Assessment Toolkit for Health Care Settings Copyright 2017 Product Code:

More information

Choosing a Memory Care Provider Checklist (Part I- Comparing Communities)

Choosing a Memory Care Provider Checklist (Part I- Comparing Communities) Choosing a Memory Care Provider Checklist (Part I- Comparing Communities) We know the process of choosing a memory care community for your loved one can be stressful and confusing. Here is a helpful tool

More information

AT THE UNIVERSITY OF ILLINOIS HOSPITAL AND HEALTH SCIENCES SYSTEM

AT THE UNIVERSITY OF ILLINOIS HOSPITAL AND HEALTH SCIENCES SYSTEM PARENT HANDBOOK A PATIENT CENTERED ORGANIZATION The University of Illinois Hospital and Clinics is a patient centered organization. Providing safe, high-quality and cost-effective care for our patients

More information

Teepa Snow, Positive Approach, LLC to be reused only with permission.

Teepa Snow, Positive Approach, LLC to be reused only with permission. Handouts are intended for personal use only. Any copyrighted materials or DVD content from Positive Approach, LLC (Teepa Snow) may be used for personal educational purposes only. This material may not

More information

Welcome to Cedars-Sinai PATIENT AND FAMILY GUIDE

Welcome to Cedars-Sinai PATIENT AND FAMILY GUIDE Welcome to Cedars-Sinai PATIENT AND FAMILY GUIDE WHEN YOU NEED HELP DURING YOUR STAY SERVICES These services can be called directly from the phone in your room: Hospitality call 3-4444 Patient Relations

More information

Purpose and Objectives

Purpose and Objectives Fall Prevention Purpose and Objectives Purpose: Review the UC Health Fall Prevention Program. Objectives: 1. Present evidence about patient safety and falls. 2. Review the UC Health Fall Prevention Policy

More information

Chapter 14. Body Mechanics and Safe Resident Handling, Positioning, and Transfers

Chapter 14. Body Mechanics and Safe Resident Handling, Positioning, and Transfers Chapter 14 Body Mechanics and Safe Resident Handling, Positioning, and Transfers Body Mechanics Body mechanics means using the body in an efficient and careful way. It involves: Good posture Balance Using

More information

DRAFT. WORKING DRAFT Nursing associate skills annexe. Part of the draft standards of proficiency for nursing associates. Page 1

DRAFT. WORKING DRAFT Nursing associate skills annexe. Part of the draft standards of proficiency for nursing associates. Page 1 WORKING Nursing associate skills annexe Part of the draft standards of proficiency for nursing associates Page 1 Working draft version of the nursing associate skills annexe, part of the draft nursing

More information

Produced by The Kidney Foundation of Canada

Produced by The Kidney Foundation of Canada 85 PEACE OF MIND You have the right to make decisions about your own treatment, including the decision not to start or to stop dialysis. Death and dying are not easy things to talk about. Yet it s important

More information

RESIDENTIAL SUMMARY. Please complete one form per residential facility

RESIDENTIAL SUMMARY. Please complete one form per residential facility RESIDENTIAL SUMMARY Business Name: Please complete one form per residential facility Facility Name: Facility Address: Facility Contact Person (s): Title: Contact Phone Number: E-mail: Site Phone Number:

More information

Your Child is having an Operation

Your Child is having an Operation Department of Paediatrics Your Child is having an Operation Patient Information Leaflet This information leaflet explains what to expect when your child comes into hospital to have an operation or investigation

More information

WORKING WITH DEMENTIA: SAFE WORK PRACTICES FOR CAREGIVERS

WORKING WITH DEMENTIA: SAFE WORK PRACTICES FOR CAREGIVERS WORKING WITH DEMENTIA: SAFE WORK PRACTICES FOR CAREGIVERS Discussion Guide Table of contents Introduction...3 About the video...3 About this discussion guide...4 How to use the discussion guide...4 Module

More information

Documenting and Reporting

Documenting and Reporting Duty: Communicate Client Information to Authorized Persons Task : E.01 Report abuse of client E.02 Report client s unusual behavior E.03 Complete incident report E.05 Respond to authorized persons request

More information

SETHS STANDARDIZED USE OF RESTRAINT AND/OR SECLUSION. Date Adopted: 07/09 Date Revised: 03/18 Supersedes: Date Reviewed: 03/18

SETHS STANDARDIZED USE OF RESTRAINT AND/OR SECLUSION. Date Adopted: 07/09 Date Revised: 03/18 Supersedes: Date Reviewed: 03/18 CHRISTUS Southeast Texas Health System ADMINISTRATIVE POLICY TITLE: I. KEY WORDS: Restraint, Chemical Restraint, Seclusion, Non-Violent/Non-Self Destructive Restraints, Violent/Self-Destructive Restraints

More information

Working with Dementia:

Working with Dementia: Working with Dementia: Safe Work Practices for Caregivers Video Discussion Guide Table of Contents Introduction...3 About the video...3 About this discussion guide...4 How to use the discussion guide...4

More information

Revised 08/07/2014 BEHAVIORAL MANAGEMENT I-59 New 07/2013

Revised 08/07/2014 BEHAVIORAL MANAGEMENT I-59 New 07/2013 3195 Neil Armstrong Blvd. Eagan, MN 55121 651-686-0405 204 Mississippi Ave. Red Wing, MN 55066 651-388-7108 224 Main Street Zumbrota, MN 55992 507-732-7888 1202 Beaudry Blvd Hudson, WI 54016 715-410-4216

More information

BOARD OF DIRECTORS PAPER COVER SHEET. Meeting Date: 27 May 2009

BOARD OF DIRECTORS PAPER COVER SHEET. Meeting Date: 27 May 2009 BOARD OF DIRECTORS PAPER COVER SHEET Meeting Date: 27 May 2009 Agenda Item: 9 Paper No: F Title: PATIENT SURVEY 2008 BENCHMARK REPORT Purpose: To present the Care Quality Commission benchmarking report

More information

Using Body Mechanics

Using Body Mechanics Promotion of Safety Using Body Mechanics Muscles work best when used correctly Correct use of muscles makes lifting, pulling, and pushing easier Prevents unnecessary fatigue and strain and saves energy

More information

FOSTER STUDENT SUCCESS

FOSTER STUDENT SUCCESS THE CARE TEAM OUR MISSION Create solutions for healthier communities by assisting in protecting the health, safety, and welfare of the students and members of the UNT Health Science Center community. FOSTER

More information

Appendix E: Minimizing Restraining Staff Training Presentation. Least Restraint, Last Resort

Appendix E: Minimizing Restraining Staff Training Presentation. Least Restraint, Last Resort Appendix E: Minimizing Restraining Staff Training Presentation Least Restraint, Last Resort Audience: Registered Staff Release Date: December 3, 2010 Adapted from educational materials provided by Belmont

More information

Program Description PATIENT CARE ACADEMY

Program Description PATIENT CARE ACADEMY Program Description PATIENT CARE ACADEMY M-TEC at The Groves Campus 7107 Elm Valley Drive Kalamazoo, MI 49009 Phone: 269.353.1282 Fax: 269.353.1580 careeracademies@kvcc.edu www.kvcc.edu/training PATIENT

More information

LESSON ASSIGNMENT. Environmental Health and the Practical Nurse. After completing this lesson, you should be able to:

LESSON ASSIGNMENT. Environmental Health and the Practical Nurse. After completing this lesson, you should be able to: LESSON ASSIGNMENT LESSON 6 Environmental Health and the Practical Nurse. LESSON ASSIGNMENT Paragraphs 6-1 through 6-5. LESSON OBJECTIVES After completing this lesson, you should be able to: 6-1. Select

More information

Maria F. Giganti RN,MSN,FNP,CEN

Maria F. Giganti RN,MSN,FNP,CEN What ED Nurses Can Do To Identify and Manage Situations that May Lead to Violence Maria F. Giganti RN,MSN,FNP,CEN Objectives Describe aggressive behavior and what are the current attitudes on aggressive

More information

The Patient Experience at Florida Hospital Learning Module for Students

The Patient Experience at Florida Hospital Learning Module for Students The Patient Experience at Florida Hospital Learning Module for Students 1 Introduction Adventist Health System and its East Florida Region hospitals welcome the privilege to provide a wellrounded learning

More information

Emergency Use of Manual Restraints Policy

Emergency Use of Manual Restraints Policy Emergency Use of Manual Restraints Policy It is the policy of this DHS licensed provider, Companion Linc, to promote the rights of persons served by this program and to protect their health and safety

More information

Care Plan. I want to be communicated to in a way I can understand. I would like to be able to express my needs and wants

Care Plan. I want to be communicated to in a way I can understand. I would like to be able to express my needs and wants Name: Katie Devaney My preferred name: Kate Care Plan My Birthday is: 16 th January My Room number is: 12 I am allergic to aspirin I am at risk of falls Social History: I grew up in a country town west

More information

Health and Safety Information for Volunteers of Home-Start Exeter and East Devon

Health and Safety Information for Volunteers of Home-Start Exeter and East Devon Health and Safety Information for Volunteers of Home-Start Exeter and East Devon Page 1 November 2015 FOREWORD Health and safety is a condition free from risk of injury or threat to our health and well

More information

JCAHO Competency Exam

JCAHO Competency Exam 4041 Powder Mill Road, Suite 107 Beltsville, Maryland 20705 www.issnurses.com JCAHO Competency Exam Name: Date: Back Safety 1. The safest technique for pulling a patient up in the bed is: a. Position yourself

More information

Caring for Patients at Risk for Aspiration

Caring for Patients at Risk for Aspiration Nursing Assistants Sample Peak Development Resources, LLC P.O. Box 13267 Richmond, VA 23225 Phone: (804) 233-3707 Fax: (804) 233-3705 After reading the newsletter, the nursing assistant should be able

More information

Plan of Care in the Last Days and Hours of Life

Plan of Care in the Last Days and Hours of Life Fylde and Wyre Clinical Commissioning Group Blackpool Clinical Commissioning Group Plan of Care in the Last Days and Hours of Life An information leaflet around understanding the changes as the end of

More information

Hospice Residences Rev. May 28, 2014 R-4. Dame Cicely Saunders (1976) Founder of modern hospice movement. Design:

Hospice Residences Rev. May 28, 2014 R-4. Dame Cicely Saunders (1976) Founder of modern hospice movement. Design: Hospice Residences w w w. f r a s e r h e a l t h. c a in Fraser Health Dame Cicely Saunders (1976) Founder of modern hospice movement 280119 Rev. May 28, 2014 R-4 Design: www.kochink.com You matter because

More information

3/12/2015. Session Objectives. RAI User s Manual. Polling Question

3/12/2015. Session Objectives. RAI User s Manual. Polling Question Session Objectives MDS 3.0 Coding Challenges: Questions, Answers, and Explanations Jen Pettis, BS, RN, WCC Associate March 19, 2015 Upon completion of the program, the participate will: Describe the four

More information

Medical and Surgical Intensive Care Units (MICU/SICU)

Medical and Surgical Intensive Care Units (MICU/SICU) Medical and Surgical Intensive Care Units (MICU/SICU) Welcome Having a loved one in the Medical and Surgical Intensive Care Unit (MICU/SICU) can be overwhelming. Our goal is to provide you with expert

More information