Hartman s Nursing Assistant Care Long-Term Care

Transcription

1 Hartman s Nursing Assistant Care Long-Term Care Susan Alvare Hedman Jetta Fuzy, RN, MS and Suzanne Rymer, MSTE, RN, LSW fourth edition

2 ii Credits Managing Editor Susan Alvare Hedman Designer Kirsten Browne Cover Illustrator Iveta Vaicule Photography Matt Pence Pat Berrett Art Clifton Dick Ruddy Sales/Marketing Deborah Rinker Kendra Robertson Erika Walker Belinda Midyette Carol Castillo Customer Service Fran Desmond Thomas Noble Angela Storey Eliza Martin Col Foley Brian Fejer 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 guidelines 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 consequences 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. Gender Usage This textbook uses the pronouns he, his, she, and her interchangeably to denote healthcare team members and residents. Warehouse Coordinator Chris Midyette Copyright Information 2018 by Hartman Publishing, Inc Iron Ave SW Albuquerque, New Mexico (505) web: hartmanonline.com orders@hartmanonline.com 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 ISBN (Hardcover) PRINTED IN CANADA

3 iii Special Thanks We are very appreciative of the many sources who shared their informative photos with us: Briggs Corporation Detecto Dreamstime Exergen Corporation Harrisburg Area Community College Hollister Incorporated Invacare Corporation Laerdal Medical Dr. Jere Mammino Medline Industries The Medcom Group, Ltd. Motion Control, Inc. National Pressure Ulcer Advisory Panel North Coast Medical, Inc. Nova Medical Products RG Medical Diagnostics of Wixom, MI Sage Products LLC Standard Textile Teleflex Vancare, Inc. Welch Allyn

4 iv Contents Learning Objective 1 Understanding Healthcare Settings 1. Discuss the structure of the healthcare system and describe ways it is changing 1 2. Describe a typical long-term care facility 4 3. Describe residents who live in long-term care facilities 4 4. Explain policies and procedures 5 5. Describe the long-term care survey process 6 6. Explain Medicare and Medicaid 6 7. Discuss the terms culture change and person-centered care 7 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 9 2. Explain the nursing assistant s role Explain professionalism and list examples of professional behavior Describe proper personal grooming habits Explain the chain of command and scope of practice Discuss the resident care plan and explain its purpose Describe the nursing process Describe The Five Rights of Delegation Demonstrate how to manage time and assignments 18 3 Legal and Ethical Issues 1. Define the terms law and ethics and list examples of legal and ethical behavior Explain the Omnibus Budget Reconciliation Act (OBRA) Explain Residents Rights and discuss why they are important Discuss abuse and neglect and explain how to report abuse and neglect List examples of behavior supporting and promoting Residents Rights Describe what happens when a complaint of abuse is made against a nursing assistant Explain how disputes may be resolved and identify the ombudsman s role Explain HIPAA and list ways to protect residents privacy Explain the Patient Self-Determination Act (PSDA) and discuss advance directives and related medical orders 32 4 Communication and Cultural Diversity 1. Define communication Explain verbal and nonverbal communication Describe ways different cultures communicate Identify barriers to communication List ways to make communication accurate and explain how to develop effective interpersonal relationships Explain the difference between facts and opinions Explain objective and subjective information and describe how to observe and report accurately Explain how to communicate with other team members Describe basic medical terminology and abbreviations Explain how to give and receive an accurate report of a resident s status Explain documentation and describe related terms and forms Describe incident reporting and recording Demonstrate effective communication on the telephone Explain the resident call system List guidelines for communicating with residents with special needs 50

5 v Learning Objective Learning Objective 5 Infection Prevention and Control 1. Define infection prevention and discuss types of infections Describe the chain of infection Explain why the elderly are at a higher risk for infection Explain Standard Precautions Explain hand hygiene and identify when to wash hands Discuss the use of personal protective equipment (PPE) in facilities List guidelines for handling equipment and linen Explain how to handle spills Explain Transmission-Based Precautions Define bloodborne pathogens and describe two major bloodborne diseases Explain OSHA s Bloodborne Pathogens Standard Define tuberculosis and list infection prevention guidelines Discuss MRSA, VRE, and C. difficile List employer and employee responsibilities for infection prevention 79 6 Safety and Body Mechanics 1. Identify the persons at greatest risk for accidents and describe accident prevention guidelines List safety guidelines for oxygen use Explain the Safety Data Sheet (SDS) Define the term restraint and give reasons why restraints were used List physical and psychological problems associated with restraints Discuss restraint alternatives Describe guidelines for what must be done if a restraint is ordered Explain the principles of body mechanics Apply principles of body mechanics to daily activities Identify major causes of fire and list fire safety guidelines 91 7 Emergency Care and Disaster Preparation 1. Demonstrate how to recognize and respond to medical emergencies Demonstrate knowledge of first aid procedures Describe disaster guidelines Human Needs and Human Development 1. Identify basic human needs Define holistic care and explain its importance in health care Explain why independence and self-care are important Describe sexual orientation and gender identity and explain ways to accommodate sexual needs Identify ways to help residents meet their spiritual needs Identify ways to accommodate cultural and religious differences Describe the need for activity Discuss family roles and their significance in health care List ways to respond to emotional needs of residents and their families Describe the stages of human growth and development and identify common disorders for each stage Distinguish between what is true and what is not true about the aging process Explain developmental disabilities and list care guidelines Identify community resources available to help the elderly and people who are developmentally disabled 128

6 vi Learning Objective Learning Objective 9 The Healthy Human Body 1. Describe body systems and define key anatomical terms Describe the integumentary system Describe the musculoskeletal system Describe the nervous system Describe the circulatory system Describe the respiratory system Describe the urinary system Describe the gastrointestinal system Describe the endocrine system Describe the reproductive system Describe the immune and lymphatic systems Positioning, Transfers, and Ambulation 1. Review the principles of body mechanics Explain positioning and describe how to safely position residents Describe how to safely transfer residents Discuss how to safely ambulate residents Admitting, Transferring, and Discharging 1. Describe how residents may feel when entering a facility Explain the nursing assistant s role in the admission process Explain the nursing assistant s role during an in-house transfer of a resident Explain the nursing assistant s role in the discharge of a resident Describe the nursing assistant s role in physical exams The Resident s Unit 1. Explain why a comfortable environment is important for the resident s well-being Describe a standard resident unit Discuss how to care for and clean unit equipment Explain the importance of sleep and factors affecting sleep Describe bedmaking guidelines and perform proper bedmaking Personal Care Skills 1. Explain personal care of residents Identify guidelines for providing skin care and preventing pressure injuries Explain guidelines for assisting with bathing Explain guidelines for assisting with grooming List guidelines for assisting with dressing Identify guidelines for proper oral care Define dentures and explain how to care for dentures Basic Nursing Skills 1. Explain the importance of monitoring vital signs List guidelines for measuring body temperature List guidelines for measuring pulse and respirations Explain guidelines for measuring blood pressure Describe guidelines for pain management Explain the benefits of warm and cold applications Discuss non-sterile and sterile dressings Discuss guidelines for elastic bandages List care guidelines for intravenous (IV) therapy Discuss oxygen therapy and explain related care guidelines Nutrition and Hydration 1. Describe the importance of proper nutrition and list the six basic nutrients Describe the USDA s MyPlate Identify nutritional problems of the elderly or ill 259

7 vii Learning Objective Learning Objective 4. Describe factors that influence food preferences Explain the role of the dietary department Explain special diets Explain thickened liquids and identify three basic thickened consistencies Describe how to make dining enjoyable for residents Explain how to serve meal trays and assist with eating Describe how to assist residents with special needs Define dysphagia and identify signs and symptoms of swallowing problems Explain intake and output (I&O) Identify ways to assist residents in maintaining fluid balance Urinary Elimination 1. List qualities of urine and identify signs and symptoms about urine to report List factors affecting urination and demonstrate how to assist with elimination Describe common diseases and disorders of the urinary system Describe guidelines for urinary catheter care Identify types of urine specimens that are collected Explain types of tests performed on urine Explain guidelines for assisting with bladder retraining Bowel Elimination 1. List qualities of stool and identify signs and symptoms about stool to report List factors affecting bowel elimination Describe common diseases and disorders of the gastrointestinal system Discuss how enemas are given Demonstrate how to collect a stool specimen Explain occult blood testing Define ostomy and list care guidelines Explain guidelines for assisting with bowel retraining Common Chronic and Acute Conditions 1. Describe common diseases and disorders of the integumentary system Describe common diseases and disorders of the musculoskeletal system Describe common diseases and disorders of the nervous system Describe common diseases and disorders of the circulatory system Describe common diseases and disorders of the respiratory system Describe common diseases and disorders of the endocrine system Describe common diseases and disorders of the reproductive system Describe common diseases and disorders of the immune and lymphatic systems Identify community resources for residents who are ill Confusion, Dementia, and Alzheimer s Disease 1. Describe normal changes of aging in the brain Discuss confusion and delirium Describe dementia and define related terms Describe Alzheimer s disease and identify its stages Identify personal attitudes helpful in caring for residents with Alzheimer s disease List strategies for better communication with residents with Alzheimer s disease Explain general principles that will help assist residents with personal care List and describe interventions for problems with common activities of daily living (ADLs) 361

8 viii Learning Objective Learning Objective 9. List and describe interventions for common difficult behaviors related to Alzheimer s disease Describe creative therapies for residents with Alzheimer s disease Discuss how Alzheimer s disease may affect the family Identify community resources available to people with Alzheimer s disease and their families Mental Health and Mental Illness 1. Identify seven characteristics of mental health Identify four causes of mental illness Distinguish between fact and fallacy concerning mental illness Explain the connection between mental and physical wellness List guidelines for communicating with residents who are mentally ill Identify and define common defense mechanisms Describe anxiety, depression, and schizophrenia Explain how mental illness is treated Explain the nursing assistant s role in caring for residents who are mentally ill Identify important observations that should be made and reported List the signs of substance abuse Rehabilitation and Restorative Care 1. Discuss rehabilitation and restorative care Describe the importance of promoting independence and list ways that exercise improves health Describe assistive devices and equipment Explain guidelines for maintaining proper body alignment Explain care guidelines for prosthetic devices Describe how to assist with range of motion exercises Describe the benefits of deep breathing exercises Special Care Skills 1. Understand the types of residents who are in a subacute setting Discuss reasons for and types of surgery Discuss preoperative care Describe postoperative care List care guidelines for pulse oximetry Describe telemetry and list care guidelines Explain artificial airways and list care guidelines Discuss care for a resident with a tracheostomy List care guidelines for residents requiring mechanical ventilation Describe suctioning and list signs of respiratory distress Describe chest tubes and explain related care Dying, Death, and Hospice 1. Discuss the stages of grief Describe the grief process Discuss how feelings and attitudes about death differ Discuss how to care for a resident who is dying Describe ways to treat dying residents and their families with dignity and how to honor their rights Define the goals of a hospice program Explain common signs of approaching death List changes that may occur in the human body after death Describe postmortem care Understand and respect different postmortem practices 413

9 ix Learning Objective 24 Caring for Your Career and Yourself 1. Discuss different types of careers in the healthcare field Explain how to find a job and how to write a résumé Demonstrate completing an effective job application Demonstrate competence in job interview techniques Describe a standard job description Discuss how to manage and resolve conflict Describe employee evaluations and discuss appropriate responses to feedback Explain how to make job changes Discuss certification and explain the state s registry Describe continuing education Define stress and stressors Explain ways to manage stress Describe a relaxation technique List ways to remind yourself of the importance of the work you have chosen to do 427 Abbreviations 429 Symbols 431 Appendix 432 Glossary 434 Index 453

10 x Procedure Procedure Procedures Washing hands (hand hygiene) 64 Putting on (donning) and removing (doffing) gown 65 Putting on (donning) mask and goggles 66 Putting on (donning) gloves 67 Removing (doffing) gloves 68 Donning a full set of PPE 68 Doffing a full set of PPE 69 Performing abdominal thrusts for the conscious person 96 Responding to shock 97 Responding to a myocardial infarction 98 Controlling bleeding 98 Treating burns 99 Responding to fainting 100 Responding to a nosebleed 101 Responding to a seizure 102 Responding to vomiting 104 Moving a resident up in bed 152 Moving a resident to the side of the bed 153 Positioning a resident on the left side 154 Logrolling a resident 155 Assisting a resident to sit up on side of bed: dangling 156 Applying a transfer belt 158 Transferring a resident from bed to wheelchair 160 Transferring a resident from bed to stretcher 162 Transferring a resident using a mechanical lift 164 Transferring a resident onto and off of a toilet 166 Transferring a resident into a vehicle 167 Assisting a resident to ambulate 168 Assisting with ambulation for a resident using a cane, walker, or crutches 170 Admitting a resident 176 Measuring and recording weight of an ambulatory resident 177 Measuring and recording height of an ambulatory resident 178 Transferring a resident 180 Discharging a resident 181 Making an occupied bed 191 Making an unoccupied bed 193 Making a surgical bed 194 Giving a complete bed bath 203 Giving a back rub 207 Shampooing hair 208 Giving a shower or tub bath 210 Providing fingernail care 212 Providing foot care 214 Shaving a resident 215 Combing or brushing hair 217 Dressing a resident 219 Providing oral care 221 Providing oral care for the unconscious resident 222 Flossing teeth 223 Cleaning and storing dentures 224 Measuring and recording an oral temperature 230 Measuring and recording a rectal temperature 231 Measuring and recording a tympanic temperature 232 Measuring and recording an axillary temperature 233 Counting and recording apical pulse 235 Counting and recording radial pulse and counting and recording respirations 236 Measuring and recording blood pressure (one-step method) 238 Applying warm compresses 242 Administering warm soaks 243 Applying an Aquamatic K-Pad 244 Assisting with a sitz bath 245 Applying ice packs 246

11 xi Procedure Applying cold compresses 246 Changing a dry dressing using non-sterile technique 247 Assisting in changing clothes for a resident who has an IV 250 Feeding a resident 271 Measuring and recording intake and output 276 Serving fresh water 279 Assisting a resident with the use of a bedpan 284 Assisting a male resident with a urinal 286 Assisting a resident to use a portable commode or toilet 287 Providing catheter care 291 Emptying the catheter drainage bag 293 Changing a condom catheter 293 Collecting a routine urine specimen 295 Collecting a clean-catch (mid-stream) urine specimen 296 Collecting a 24-hour urine specimen 297 Testing urine with reagent strips 299 Giving a cleansing enema 308 Giving a commercial enema 310 Collecting a stool specimen 312 Testing a stool specimen for occult blood 313 Caring for an ostomy 315 Putting elastic stockings on a resident 335 Collecting a sputum specimen 339 Providing foot care for a resident with diabetes 342 Assisting with passive range of motion exercises 387

12 18 xii Using a Hartman Textbook Using a Hartman Textbook Understanding how this book is organized and what its special features are will help you make the most of this resource!

13 xiii List examples of legal and ethical behavior We have assigned each chapter its own colored tab. Each colored tab contains the chapter number and title, and is located on the side of every page. Everything in this book, the student workbook, and the instructor s teaching material is organized around learning objectives. A learning objective is a very specific piece of knowledge or a very specific skill. After reading the text, if you can do what the learning objective says, you know you have mastered the material. Using a Hartman Textbook bloodborne pathogens Bold key terms are located throughout the text, followed by their definitions. They are also listed in the glossary at the back of this book. Making an occupied bed All care procedures are highlighted by the same black bar for easy recognition. Guidelines: Handwashing Guidelines and Observing and Reporting lists are colored green for easy reference. Residents Rights Call Lights It is never acceptable to unplug a resident s call light, no matter how often he or she uses it, or how demanding the resident is. Staff must respond kindly Chapter and promptly Review to call lights every time they are used. This response can even save lives. Blue Residents Rights boxes teach important information about how to support and promote legal rights and person-centered care. Chapter-ending questions test your knowledge of the information found in the chapter. If you have trouble answering a question, you can return to the text and reread the material.

14 xiv Beginning and ending steps in care procedures For most care procedures, these steps should be performed. Understanding why they are important will help you remember to perform each step every time care is provided. Beginning Steps Identify yourself by name. Identify the resident by name. Wash your hands. Explain procedure to resident. Speak clearly, slowly, and directly. Maintain face-to-face contact whenever possible. Provide for the resident s privacy with a curtain, screen, or door. Adjust the bed to a safe level, usually waist high. Lock the bed wheels. A resident s room is his home. Residents have a right to privacy. Before any procedure, knock and wait for permission to enter the resident s room. Upon entering his room, identify yourself and state your title. Residents have the right to know who is providing their care. Identify and greet the resident. This shows courtesy and respect. It also establishes correct identification. This prevents care from being performed on the wrong person. Handwashing provides for infection prevention. Nothing fights infection in facilities like performing consistent, proper hand hygiene. Handwashing may need to be done more than once during a procedure. Practice Standard Precautions with every resident. Residents have a legal right to know exactly what care you will provide. It promotes understanding, cooperation, and independence. Residents are able to do more for themselves if they know what needs to happen. Doing this maintains residents rights to privacy and dignity. Providing for privacy in a facility is not simply a courtesy; it is a legal right. Locking the bed wheels is an important safety measure. It ensures that the bed will not move as you are performing care. Raising the bed helps you to remember to use proper body mechanics. This helps prevent injury to you and to residents.

15 xv Ending Steps Make resident comfortable. Return bed to lowest position. Remove privacy measures. Place call light within resident s reach. Wash your hands. Report any changes in the resident to the nurse. Document procedure using facility guidelines. Make sure sheets are wrinkle-free and lie flat under the resident s body. This helps prevent pressure injuries. Replace bedding and pillows. Check that the resident s body is in proper alignment. This promotes comfort and health after you leave the room. Lowering the bed provides for the resident s safety. Remove extra privacy measures added during the procedure. This includes anything you may have draped over and around the resident, as well as privacy screens. A call light allows the resident to communicate with staff as necessary. It must always be left within the resident s reach. You must respond to call lights promptly. Handwashing is the most important thing you can do to prevent the spread of infection. You will often be the person who spends the most time with a resident, so you are in the best position to note any changes in a resident s condition. Every time you provide care, observe the resident s physical and mental capabilities, as well as the condition of his or her body. For example, a change in a resident s ability to dress himself may signal a greater problem. After you have finished giving care, document the care using facility guidelines. Do not record care before it is given. If you do not document the care you gave, legally it did not happen. In addition to the beginning and ending steps listed above, remember to follow infection prevention guidelines. Even if a procedure in this book does not tell you to wear gloves or other PPE, there may be times when it is appropriate. For example, the procedure for giving a back rub does not include gloves. Gloves are usually not required for a back rub. However, if the resident has open sores on his back, gloves are necessary.

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17 1 1 1 Understanding Healthcare Settings 1. Discuss the structure of the healthcare system and describe ways it is changing Health care is a growing field. The healthcare system refers to the different kinds of providers, facilities, and payers involved in delivering medical care. Providers are people or organizations that provide health care, including doctors, nurses, clinics, and agencies. Facilities are places where care is delivered or administered, including hospitals, long-term care facilities, and treatment centers (such as for cancer). Payers are people or organizations paying for healthcare services. These include insurance companies, government programs like Medicare and Medicaid, and individual patients or clients. Together, these people, places, and organizations make up the healthcare system. This textbook will focus on two types of care: long-term care and home health care. Longterm care (LTC) is given in long-term care facilities for people who need 24-hour skilled care. Skilled care is medically necessary care given by a skilled nurse or therapist; it is available 24 hours a day. It is ordered by a doctor and involves a treatment plan. This type of care is given to people who need a high level of care for ongoing conditions. The term nursing homes was once widely used to refer to these facilities. Now they are often known as long-term care facilities, skilled nursing facilities, rehabilitation centers, or extended care facilities. People who live in long-term care facilities may be disabled. They are often elderly, but younger adults sometimes require long-term care, too. They may arrive from hospitals or other healthcare settings. Their length of stay (the number of days a person stays in a healthcare facility) may be short, such as a few days or months, or longer than six months. Some of these people will have a terminal illness, which means the illness will eventually cause death. Other people may recover and return to their homes or to other care facilities or situations. Most people who live in long-term care facilities have chronic conditions. This means the conditions last a long period of time, even a lifetime. Chronic conditions include physical disabilities, heart disease, and dementia. (Chapter 18 has more information about these disorders and diseases.) People who live in these facilities are usually referred to as residents because the facility is where they reside or live. These places are their homes for the duration of their stay (Fig. 1-1). Fig People who live in long-term care facilities are called residents because the facility is where they reside for the duration of their stay. Understanding Healthcare Settings

18 Understanding Healthcare Settings 1 2 Home health care, or home care, is provided in a person s home (Fig. 1-2). This type of care is also generally given to people who are older and are chronically ill but who are able to and wish to remain at home. Home health care may also be needed when a person is weak after a recent hospital stay. Skilled assistance or monitoring may be required. People who receive home health care are usually referred to as clients. Other healthcare settings include the following: Fig Home health care is performed in a person s home. People receiving home care are generally referred to as clients. 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 given. People who live in these facilities do not need 24-hour skilled care. Assisted living facilities allow for more independent living in a homelike environment. A resident can live in a single room or an apartment; however, some residents have roommates. An assisted living facility may be attached to a long-term care facility, or it may stand alone. Some assisted living facilities have memory care units for people who have mild dementia. These people are unable to live alone but are still fairly independent. Dementia is defined as the serious loss of mental abili ties, such as thinking, remembering, reason ing, and communicating. There is more information about dementia in Chapter 19. In some ways, working as a home health aide is similar to working as a nursing assistant. Almost all care described in this textbook applies to both nursing assistants and home health aides. Most of the basic medical procedures and many of the personal care procedures are the same. Home health aides may also clean, shop for groceries, do laundry, and cook. Adult day services are for people who need some assistance and supervision during certain 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. Adult day services can also provide a break for spouses, family members, and friends. Home health aides may have more contact with the client s family than nursing assistants do. They also will work more independently, although a supervisor monitors their work. The advantage of home care is that clients do not have to leave home. They may have lived there for many years, and staying at home can be comforting. Acute care is 24-hour skilled care given in hospitals and ambulatory surgical centers for people who require short-term, immediate care for illnesses or injuries (Fig. 1-3). People are also admitted for short stays for surgery. People who need long-term care or home health care will have different diagnoses, or medical conditions determined by a doctor. The stages of illness or disease affect how sick people are and how much care they will need. The jobs of nursing assistants will also vary. This is due to each person s different symptoms, abilities, and needs. Fig Acute care is performed in hospitals for illnesses or injuries that require immediate care.

19 3 Outpatient care is usually given to people who have had treatments, procedures, or surgeries and need short-term skilled care. They do not require an overnight stay in a hospital or other care facility. Rehabilitation is care given by specialists. Physical, occupational, and speech therapists help restore or improve function after an illness or injury. Information about rehabilitation and related care is located in Chapter 21. ance Program (CHIP), military health benefits from TRICARE and the Veterans Health Administration, and the Indian Health Service. Private health insurance plans may be purchased by a person s employer, and costs are paid for by the employer or the employee, or shared by both. An individual may also purchase private health insurance directly. Coverage of medical services varies from plan to plan. The healthcare system is constantly changing, and with these changes come new costs. New technologies and medications are being created, and better ways of caring for people in a wide variety of healthcare settings are being developed. Better health care helps people live longer, which leads to a larger elderly population that may need additional health care. New discoveries and expensive equipment have also increased healthcare costs (Fig. 1-4). 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 during this process. There is more information about hospice care in Chapter 23. Often payers control the amount and type of healthcare services people receive. The kind of care a person receives and where he receives it may depend, in part, on who is paying for it. In 2010, the Patient Protection and Affordable Care Act (PPACA) was signed into law by President Barack Obama. This law is commonly referred to as the Affordable Care Act. Its goals include increasing the quality of health insurance, expanding insurance coverage (both public and private), and reducing healthcare costs. The Affordable Care Act has been controversial and, like any law, it may be changed by elected officials. Public health insurance programs include Medicare and Medicaid, the Children s Health Insur- Fig Technology makes it possible to offer better health care, but equipment can be expensive. Many health insurance plans employ cost-control strategies called managed care. Health maintenance organizations (HMOs) and preferred provider organizations (PPOs) are examples of managed care. Managed care seeks to control costs by limiting plan members choice of healthcare providers and facilities. There is an increasing emphasis within managed care on Understanding Healthcare Settings 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 (sudden onset, short-term) illness, but more care than for a chronic (long-term) illness. Treatment usually ends when the condition has stabilized or after the predetermined time period for treatment has been completed. The cost is usually less than for acute care but more than for long-term care. Subacute care is covered in Chapter 22. 1

20 1 4 Understanding Healthcare Settings promoting wellness as a means of reducing the need for healthcare services (and, as a result, reducing costs). In the past, the goal of health care was simply to make sick people well. Today things are more complicated. Cost control is a consideration, as is the coordination of the many types of care a person might receive. While in many cases a person who is seriously ill will still be admitted to a hospital, hospital stays are often shorter now due to cost-control measures. After release from the hospital, many people need continuing care. This care may be provided in a long-term care facility, a rehabilitation hospital, or by a home health agency, depending on the needs of the patient or client. 2. Describe a typical long-term care facility Long-term care facilities are businesses that provide skilled nursing care 24 hours a day. These facilities may offer assisted living housing, dementia care, or subacute care. Some facilities offer specialized care, while others care for all types of residents. The typical long-term care facility offers personal care for all residents and focused care for residents with special needs. Personal care includes bathing; skin, nail, and hair care; mouth care; and assistance with walking, eating and drinking, dressing, transferring, and elimination. All of these daily personal care tasks are called activities of daily living, or ADLs. Other common services offered at these facilities include the following: Physical, occupational, and speech therapy Wound care Care of different types of tubes, including catheters (thin tubes inserted into the body to drain or inject fluids) Nutrition therapy Management of chronic diseases, such as Alzheimer s disease, acquired immune deficiency syndrome (AIDS), diabetes, chronic obstructive pulmonary disease (COPD), cancer, and congestive heart failure (CHF) When specialized care is offered at long-term care facilities, the employees must have special training. Residents with similar needs may be placed in units together. Nonprofit companies or for-profit companies can own long-term care facilities. 3. Describe residents who live in long-term care facilities There are some general statements that can be made about residents in long-term care facilities. While it is helpful to understand the entire population, it is more important for nursing assistants to understand each individual for whom they will care. Residents care should be based on their specific needs, illnesses, and preferences. According to a survey conducted in by the National Center for Health Statistics (cdc.gov/nchs), 84.9 percent of long-term care residents in the United States are over age 65. Almost 67 percent of residents are female. More than 76 percent are white and non-hispanic (Fig. 1-5). About one-third of residents come from a private residence; over 50 percent come from a hospital or other facility. Fig White, non-hispanic women make up a high percentage of residents in long-term care facilities.

21 5 1 The length of stay of over two-thirds of residents in long-term care is six months or longer. These residents need enough help with their activities of daily living to require 24-hour care. Often they do not have caregivers available to give sufficient care for them to live in the community. The group with the longest average stay are people who are developmentally disabled. They are often younger than 65. More information about developmental disabilities may be found in Chapter 8. The other third of residents stay for less than six months. This group generally falls into two categories. The first category is made up of residents admitted for terminal care. Due to their disease or condition, they will probably die in the facility. The second category is made up of residents admitted for rehabilitation or temporary illness. They will usually recover and return to the community. Care of these residents may be very different than care provided for permanent residents. Dementia and other mental disorders are major causes of admissions to care facilities. Various studies place the number of residents with dementia in long-term care facilities as high as 90 percent. Many residents are admitted with other disorders as well. However, the disorders themselves are often not the main reason for admission. It is most often the lack of ability to care for oneself and the lack of a sup port system that leads people into a facility. Having a support system is vital in allowing the elderly to live outside a facility. Some residents have very little outside support from family or friends. This is one reason it is essential to care for the whole person and his or her individual needs, instead of only the illness or disease. Residents have many needs besides bathing, eating, drinking, and elimination. These needs will go unmet if staff do not work to meet them. 4. Explain policies and procedures All facilities have manuals outlining their policies and procedures. A policy is a course of action that should be taken every time a certain situation occurs. For example, a very basic policy is that healthcare information must remain confidential. A procedure is a method, or way, of doing something. For example, a facility will have a procedure for reporting information about residents. The procedure explains what form to complete, when and how often to fill it out, and to whom it is given. New employees will be told where to find a list of policies and procedures that all staff are expected to follow. Common policies at long-term care facilities include the following: All resident information must remain confidential. This is not only a facility rule: it is also the law. More information about confidentiality, including the Health Insurance Portability and Accountability Act (HIPAA), can be found in Chapter 3. The care plan must always be followed. Nursing assistants should perform tasks assigned by the care plan. Tasks that are not listed in the care plan or approved by the nurse should not be performed. 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 residents families. Nursing assistants should not take money or gifts from residents or residents families (Fig. 1-6). Nursing assistants must be on time for work and must be dependable. Understanding Healthcare Settings

22 1 6 Understanding Healthcare Settings Fig Nursing assistants should not accept money or gifts because it is unprofessional and may lead to conflict. Employers will have policies and procedures for every resident care situation. These have been developed to give quality care and protect resident safety. Procedures may seem long and complicated, but each step is important. It is essential that nursing assistants become familiar with and always follow policies and procedures. 5. Describe the long-term care survey process Inspections are performed to help ensure that long-term care facilities follow state and federal regulations. Inspections are done periodically by the state agency that licenses facilities. These inspections are called surveys. They may be done more often if a facility has been cited for problems. To cite means to find a problem through a survey. Inspections may be done less often if the facility has a good record. Inspection teams include a variety of trained healthcare professionals. Surveyors study how well staff care for residents. They focus on how residents nutritional, physical, social, emotional, and spiritual needs are being met. They interview residents and their families and observe the staff s interactions with residents and the care given. They review resident charts and observe meals. Surveys are one reason the documentation done by nursing assistants is so important. Surveyors use tags that identify specific federal regulations (F-Tags) to note any problems. When surveyors are in a facility, staff should try not to be nervous. They should give the same quality care they give every day, and answer any questions to the best of their abilities. If an employee does not know the answer to a surveyor s question, she should be honest and never guess. She should tell the surveyor that she does not know the answer but will find out as quickly as possible. Then she should follow up with the surveyor after she has the answer. The Joint Commission is an independent, not-for-profit organization that evaluates and accredits healthcare organizations. Its standards focus on improving the quality and safety of care given to patients, clients, and residents. For an organization to receive accreditation from the Joint Commission, it must undergo a comprehensive survey process at least every three years. The survey process includes carefully checking performance in specific areas, such as patient rights, treatment, and infection prevention. The Joint Commission s surveys are not associated with state inspections. Healthcare organizations are not required to participate in the Joint Commission s survey process; they may do so on a voluntary basis. Types of healthcare facilities that are accredited by the Joint Commission include hospitals, long-term care facilities, rehabilitation centers, hospice services, home health care agencies, laboratories, and other organizations. 6. Explain Medicare and Medicaid The Centers for Medicare & Medicaid Services (CMS) is a federal agency within the United States Department of Health and Human Services. CMS runs two national healthcare programs: Medicare and Medicaid. They both help pay for health care and health insurance for millions of Americans. CMS has many other responsibilities as well.

23 7 1 Medicare (medicare.gov) is a federal health insurance program that was established in 1965 for people aged 65 or older. It also covers people of any age with permanent kidney failure or certain disabilities. Medicare has four parts. Part A (hospital insurance) helps pay for care in a hospital or skilled nursing facility or for care from a home health agency or hospice. Part B (medical insurance) helps pay for doctor services and other medical services and equipment. Part C (Medicare Advantage Plans) allows private health insurance companies to provide Medicare benefits. Part D (prescription drug coverage) helps pay for medications prescribed for treatment. Medicare will only pay for care it determines to be medically necessary. Medicaid (medicaid.gov) is a medical assistance program for people who have a low income, as well as for people with disabilities. It is funded by both the federal government and each state. Eligibility is determined by income and special circumstances. People must qualify for this program. Medicare and Medicaid pay long-term care facilities a fixed amount for services. This is based on the resident s needs upon admission and throughout his stay at the facility. 7. Discuss the terms culture change and person-centered care Many long-term care facilities promote meaningful environments with individualized approaches to care. Culture change is a term given to the process of transforming services for elders so that they are based on the values and practices of the person receiving care. Culture change involves respecting both elders and those working with them. Core values are promoting choice, dignity, respect, self-determination, and purposeful living. To honor culture change, healthcare settings may need to change their organization, practices, physical environments, and relationships. Person-centered care (also known as persondirected care) emphasizes the individuality of the person who needs care, and recognizes and develops his or her capabilities. Person-centered care revolves around the resident and promotes his or her individual preferences, choices, dignity, and interests. Each person s background, culture, language, beliefs, and traditions are respected (Fig. 1-7). Improving each resident s quality of life is an important goal. Giving person-centered care will be an ongoing focus throughout this textbook. Fig Person-centered care places the emphasis on the person needing care and his or her individuality and capabilities. The Pioneer Network (pioneernetwork.net) and Eden Alternative (edenalt.org) have more information. Chapter Review 1. What is long-term care? 2. List one fact about each of the following healthcare settings: assisted living facilities, adult day services, acute care, subacute care, outpatient care, rehabilitation, and hospice care. 3. List five services commonly offered at longterm care facilities. 4. Who makes up the majority of residents in long-term care men or women? Understanding Healthcare Settings

24 What are two general categories of residents who stay in a care facility for less than six months? Understanding Healthcare Settings 6. List five common policies at long-term care facilities. 7. When surveyors visit a facility, what do they study and observe? 8. Whom does Medicare insurance cover? 9. Define person-centered care.