Solution Manual for Introduction to Health Care 6th Edition by Lee Haroun Chapter 1-23

Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

Solution And Answer Guide, Solution Manual For Introduction to Health Care by Lee Haroun 6th Edition HAROUN, M ITCHELL, AND GRAMMATER, INTRODUCTION TO HEALTH CARE, 2025, ISBN 9780357936498; CHAPTER 01: YOUR CAREER IN HEALTH CARE

TABLE OF CONTENTS Purpose and Perspective of the Chapter ..................................................... Error! Bookmark not defined.

Chapter Objectives ..................................................................................................................................... 2 What's New in This Chapter ...................................................................................................................... 2 Chapter Outline ......................................................................................................................................... 2 Teaching Thinking Skills ............................................................................................................................ 4 Classroom Activities ................................................................................................................................... 5 Internet Activities........................................................................................................................................ 6 Short-Answer and Essay Questions with Suggested Answers ................................................................ 9

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

PURPOSE AND PERSPECTIVE OF THE CHAPTER This chapter offers students in-depth insights into a wide range of career options within the health care sector and the specific duties associated with each. The goal is to assist students in effectively preparing for their future health care careers by fostering the development of problem-solving and critical thinking skills, which are essential for engaging with patients and the broader community.

Additionally, the chapter will delve into the specific standards, educational prerequisites, and certifications that are vital for pursuing various health care professions.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 01.01 Describe the current and projected economic status of the health care industry.

01.02 Explain how students may prepare themselves for health care educational programs and future jobs.

01.03 Summarize how to approach a problem using the five-step problem-solving process.

01.04 Describe the various standards for health care professionals and their purpose.

01.05 Summarize the educational and certification requirements, major duties, and attributes necessary for success in occupations in which you are interested.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources.

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. II.

III.

Your Future in Health Care (LO 01.01, PPT 5-6) Getting off to a Good Start (LO 01.02, PPT 7-18) a. Essential Core Qualities of Health Care Professionals b. Learning for Mastery i. Getting the Most from Your Studies c. Volunteering d. Professional Organizations e. Returning Adult Students Learning to Think Like a Health Care Professional (LO 01.03, PPT 19-28) a. Problem-Solving Process

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

IV.

V.

i. Step One—Identify the Problem ii. Step Two—Gather Information iii. Step Three—Create Alternatives iv. Step Four—Choose an Alternative and Take Action v. Step Five—Evaluate and Revise as Needed Making a Career Decision (LO 01.05, PPT 29-35) a. Educational Requirements b. Standards for Health Care Professionals Occupational Profiles (LO 01.04, PPT 36-39) a. Therapeutic and Treatment Occupations i. Dental Occupations 1. Dental Hygienist 2. Dental Assistant 3. Dental Laboratory Technician ii. Emergency Medical Occupations iii. Massage Therapy Occupations iv. Medical Office Occupations 1. Medical Assistant v. Mental Health Occupations 1. Psychiatric/Mental Health Technician 2. Psychiatric Aide vi. Nursing Occupations 1. Registered Nurse 2. Licensed Practical/Vocational Nurse 3. Certified Nursing Assistant 4. Patient Care Technician 5. Home Health Aide 6. Personal Care Aide vii. Occupational Therapy Occupations 1. Occupational Therapy Assistant 2. Occupational Therapy Aide viii. Pharmacy Occupations 1. Pharmacy Technician ix. Physical Therapy Occupations 1. Physical Therapist Assistant 2. Physical Therapist Aide x. Respiratory Therapy Occupations 1. Respiratory Therapist xi. Surgical Occupations 1. Surgical Technologist/Surgical Technician/Operating Room Technician xii. Veterinary Occupations 1. Veterinary Technologists and Technicians xiii. Vision Care Occupations 1. Ophthalmic Medical Technician 2. Ophthalmic Laboratory Technician b. Diagnostic Occupations (LO 01.04, PPT 40-42) i. Diagnostic Imaging Occupations

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

1.

2.

3.

4.

5.

6.

7.

Radiologic Technologist/Radiographer Diagnostic Medical Sonographer Limited X-ray Machine Operator Cardiovascular Technologist and Diagnostic Vascular Technologist Electrocardiography Technician Neurodiagnostic Technologist/Electroneurodiagnostic Technologist/Electroencephalographic Technologist ii. Medical Laboratory Occupations 1. Medical Laboratory Technologists and Technicians 2. Medical Laboratory Assistant 3. Phlebotomist iii. Health Information Management Occupations 1. Medical Records Specialist 2. Medical Transcriptionist iv. Environmental Occupations v. Nutrition and Dietary Service Occupations 1. Dietetic Technician 2. Health and Safety Engineer vi. Biomedical Engineer 1. Biomedical Equipment Technologist/Technician or Medical Equipment Repairer c. Sources of Additional Information (PPT 43)

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TEACHING THINKING SKILLS In today's health care environment, it is crucial for students to develop strong critical thinking skills.

These skills are essential for applying knowledge from the classroom to real-world situations where their decisions can have significant consequences.

Skills such as observing, assessing, asking relevant questions, identifying relationships, and drawing conclusions require extensive practice. It is a challenging task for instructors to convey technical information while also teaching these thinking skills. However, doing so can significantly contribute to student success.

Unlike memorized facts, the ability to think critically allows students to research and gather necessary information long after they have left the classroom. In today's rapidly changing society, the ability to learn how to learn is more important than ever, especially in the health care field.

To assist instructors in teaching thinking skills, the authors suggest the following: 1. Use scenarios and open-ended questions to help students apply knowledge obtained from the text.

2. Encourage students to explain the rationale behind their actions and decisions, such as through questions like "Checking for Understanding" in the procedure checklists.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

3. Administer quizzes and tests that require more than simple recall of facts. For instance, the test bank ―Powered by Cognero‖ contains essay questions that prompt students to apply chapter content.

4. Use probing questions to explore students' reasoning when they solve problems and answer questions.

For example, ask them to explain why they perform a task in a particular way, explain the theory behind their answer, or consider how they would respond in different circumstances. Questions such as these force students to demonstrate in-depth understanding. A related technique is to present variations of a question and ask how the altered conditions would change their response.

5. Use simulated work situations and examples in class activities whenever possible.

6. Expect students to behave and work in class as they would in a professional setting.

7. Use the "Thinking It Through" exercises in the chapters to encourage class discussion and writing assignments.

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CLASSROOM ACTIVITIES Engaging students in activities can enhance learning, help them retain information, and develop their skills. The activities recommended in this section cater to different learning styles and interests, but not all may be suitable for every class or schedule. For instance, tasks like creating posters may be better suited for completion outside of regular class time.

Considering time constraints, instructors must carefully plan activities involving student participation.

These activities should be well-organized and clearly explained, with announced time limits to ensure that they do not overshadow the primary course material. When students understand and adhere to these guidelines, activities can add enjoyment and engagement without disrupting the need to cover a substantial amount of content in a typical health care course.

1. Invite employers to speak to the class about the nature of work in health care and what local employers are looking for when they hire new employees. Students should be prepared with questions to ask before the speaker arrives. A whole-group discussion during the following class session is a good way to summarize the speaker’s points and to help students recognize their value.

2. Write examples of personal or workplace problems that students might be expected to solve. Divide the class into small groups of three to four students. Have each group draw a card and go through the first four steps in the problem-solving process (through ―selecting an alternative‖). Problems should be simple enough that extensive information gathering is not needed to do the exercise. The purpose of the activity is for students to define the problem clearly and to brainstorm a variety of possible solutions.

3. Students work in groups to develop learning activities for typical health care assignments (e.g., memorize medical prefixes, learn the metric system, recall the bones of the hand, take a temperature, and so on).

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

4. Students prepare and report on the certification requirements of various occupations. (This works if the class is composed of students in a variety of health care programs.)

5. Game: ―Name that Specialty.‖ Descriptions of the various medical specialties listed in Box 1–1 are written on separate cards, or the instructor or a student can read the descriptions aloud. Teams either race to supply the correct specialty, or alternate sides with different descriptions. For extra points, they can also supply the correct spelling.

6. Small groups list ideas for applying the essential qualities of health care professionals at school and at home, such as those suggested in the section ―Essential Core Qualities of Health Care Professionals.‖ 7. Small groups work together to discuss their decisions to return to school, how they deal with their various responsibilities, and techniques they use for personal organization and effective time management. Following the discussion, a member of each group shares the group’s ideas with the class.

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INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

WIKIHOW How to Improve Your Study Skills https://www.wikihow.com/Improve-Your-Study-Skills 1. Read this illustrated guide.

2. Are there any suggestions you think might help you?

3. If so, try them for a couple of weeks and report on how they work for you.

STUDY GUIDES AND STRATEGIES https://losalamos.unm.edu/academics/study-skills.html This is an excellent website with information on dozens of topics, including study habits, time management, effective writing, and much more.

1. Choose any topics you think might help you improve your chance for success in school.

2. Select one or two to apply and report on the results.

OPERATION SELF-RESET Four Study Tips That Work https://www.operationselfreset.com/4-study-tips-work/

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

1. List the study tips described in the article.

2. Explain how you can incorporate at least two study tips into your own study skills.

CAREERS IN GOVERNMENT Seven Advantages of Working in the Healthcare Industry https://www.careersingovernment.com/tools/gov-talk/career-advice/on-the-job/7-advantagesworking-healthcare-industry/ 1. List the advantages described in the article.

2. Which one is most important to you? Why? 3. Are there advantages not listed that you believe are important?

RASMUSSEN COLLEGE Eight Compelling Reasons to Consider Working in the Healthcare Industry https://www.rasmussen.edu/degrees/health-sciences/blog/working-in-the-healthcare-industry/ 1. Compare the reasons listed here with those in the previous activity, Careers in Government.

Which new ones are listed here?

2. Did this list add any information to help you make a career decision?

OPEN COLLEGES Six Qualities of Truly Great Health and Community Care Professionals https://www.opencolleges.edu.au/blog/2017/11/06/ca-6-qualities-truly-great-healthprofessionals/ Here is a list that is different from the core qualities listed in this text.

1. Do you agree that these qualities are important?

2. If so, do you believe that you have these qualities?

3. If not, and you think they are important, how might you develop them?

LIVE STRONG What Are the Benefits of Volunteering in a Hospital? https://www.livestrong.com/article/239565-what-are-the-benefits-of-volunteering-in-a-hospital/ 1. What types of volunteer positions may be available in a hospital?

2. What are the benefits for volunteers?

3. What are the benefits for patients?

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

NURSING TIMES Thinking Your Way to Successful Problem-Solving https://www.nursingtimes.net/archive/thinking-your-way-to-successful-problem-solving-13-092001/ Although written for nurses several years ago, this article shows how problem-solving is applied on the job in health care.

1. What are the two kinds of approaches nurses can use when approaching problems?

2. What are the three kinds of problems nurses are likely to encounter?

3. Why is perception important when addressing problems that deal with other people?

4. When should other people be involved in generating solutions to a problem?

5. What are some methods for generating ideas for solutions?

6. How does this information apply to the careers that interest you?

HEALTHCARE CAREER QUIZ https://alliedhealthprograms.com/healthcare-career-quiz/ This quiz matches your personality traits with various health care careers.

1. Take the matchmaker to see which careers are suggested.

2. Were you surprised by the results?

3. Are any of the suggestions for careers you have considered?

Note: This tool is only meant to give you some ideas about what to consider when choosing a career.

OCCUPATIONAL OUTLOOK HANDBOOK https://www.bls.gov/ooh/healthcare/ 1. Locate an occupation of interest in the list.

2. Using the information provided, write a description of the occupation that includes significant points, desirable personal qualities, job outlook, and typical earnings.

HEALTH CARE PROFESSIONAL ORGANIZATIONS Explore the website of a professional organization for a career that interests you.

1. What information is provided by the organization that can help you make a career choice?

2. What information did you learn about the career?

Note: For example, the American Physical Therapy Association has information for prospective students at https://www.apta.org/your-career/careers-in-physical-therapy.

OREGON LAWS https://www.oregonlaws.org/ors/688.515

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care

This website contains information about the state requirements in Oregon for limited X-ray machine operators. Although you may live in another state and have a different career in mind, reviewing this page can give you an idea of how states regulate health care occupations.

1. What are the limitations of this occupation in Oregon?

2. What training is required?

3. Is an exam required?

4. Who supervises the work of limited X-ray operators?

5. Does your state have laws regulating this occupation? Does it regulate the occupation in which you are interested?

CALIFORNIA BOARD OF REGISTERED NURSING https://www.rn.ca.gov/ You may not be interested in a career in nursing—and you may not live in California—but this website will give you an idea of the information provided by state licensing boards.

1. Skim the information available. Note that information about education, professional exams, and other topics of interest to students interested in pursuing a career in nursing are available.

2. Search for information provided by your state for your career of interest. Is there anything available? If so, what information is useful to you at this time?

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SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least four factors that students should consider when choosing a health care career.

Suggested Answer: Amount of education required; their natural abilities; type of activities they enjoy; their educational background; preferred workplace environment; preferred working conditions.

2. List at least five skills that demonstrate the type of thinking ability needed by health care professionals.

Suggested Answer: Learn for understanding; apply knowledge to new situations; have an organized approach to problem-solving; base decisions on facts; look for relationships between facts; locate

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

reliable information; guide actions by ethical principles; practice good communication skills; follow scope of practice.

3. List at least five essential qualities that all health care professionals should demonstrate.

Suggested Answer: Care about others; have integrity; be dependable; work well with others; be flexible; be willing to learn; be cost-conscious.

4. List, in order, the five steps in the problem-solving process.

Suggested Answer: 1. Identify the problem.

2. Gather information.

3. Create alternatives.

4. Choose an alternative and take action.

5. Evaluate and revise as needed.

5. Explain the importance of evaluation, the last step in the problem-solving process.

Suggested Answer: Solutions may not be effective or may have unexpected negative consequences; circumstances can change; needs of those affected by the process may change; additional information may become available.

ESSAY QUESTION 1. Describe ways that students can begin to develop and practice the qualities needed by health care professionals while they are in school.

Suggested Answer: Be kind and show respect for others; be polite in class; prepare for class; practice courtesy; do your own work; be honest; respect confidentiality; maintain good attendance; be punctual; strive for accuracy; fulfill obligations; participate in class; cooperate and work well with instructors and other students; take school seriously; study for each class. [return to top]

Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 12 Chapter Objectives ................................................................................................................................... 12 What's New in This Chapter .................................................................................................................... 12 Chapter Outline ........................................................................................................................................ 12 Class Activities .......................................................................................................................................... 13 Internet Activities...................................................................................................................................... 14 Short-Answer and Essay Questions with Suggested Answers .............................................................. 16

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to underscore the importance for health care students to grasp the significance of professionalism in a health care setting. It is crucial to highlight the necessity of demonstrating empathy and compassion and of maintaining a positive demeanor not only towards patients but also towards others. Students should be mentored on conducting themselves professionally both at work and in their personal lives, and on the importance of their appearance in these environments.

Furnishing students with the essential knowledge to further their education and emphasizing the significance of self-motivation while recognizing that health care careers are a lifelong journey is essential. Additionally, students will comprehend the importance of advancing their education to benefit themselves and their patients.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 02.01 02.02 02.03 02.04 02.05 02.06 02.07 02.08 02.09 02.10 02.11 02.12 02.13

Explain the meaning of professionalism for individuals who work in health care.

Explain why empathy, compassion, and a positive attitude are important in health care.

List the components of professional conduct and appearance.

Explain how health care professionals can effectively handle difficult situations.

Describe why it is important to accept criticism professionally.

List behaviors to avoid on social media.

Explain the meaning of ―professional development.‖ Explain the importance of lifelong learning and self-directed learning for the health care student and professional.

Explain the meaning and significance of ―expanded scope of practice.‖ Explain the following terms: ―continuing education units,‖ ―continuing professional education,‖ and ―continuing medical education.‖ List ways a role model and a mentor can help a beginning health care professional.

Explain how the duties and responsibilities vary with different levels on career ladders.

List the characteristics of a health care leader.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources.

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

I.

II. III. IV. V. VI. VII. VIII.

The Meaning of Professionalism (LO 02.01-02.06, PPT 5-19) a. Professional Attitude i. Empathy ii. Demonstrating a Professional Attitude b. Professional Behaviors c. Technical Skills d. Professional Appearance e. Professional Distance f. Handling Difficult Situations Professionally g. Professional Acceptance of Criticism h. Professionalism Outside the Workplace Professional Development (LO 02.07, PPT 20-21) Professional Organizations (LO 02.09-02.10, PPT 22-23) Importance of Lifelong Learning (LO 02.08, PPT 24-26) a. Keeping Up with Changes in Health Care Continuing Education Units (LO 02.10, PPT 27-30) a. Ways to Earn CEUs Self-Directed Learning (LO 02.11, PPT 31-32) a. Learn from Role Models and Mentors Career Ladders (LO 02.12, PPT 33) Professional Leadership (LO 02.13, PPT 34)

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CLASS ACTIVITIES 1. In pairs, have students role-play a variety of situations they may encounter in health care work: a. Working with a patient who wants to be friends b. Accepting criticism from a supervisor c. Responding to a coworker who asks them to do something unethical, such as sign a timecard d. Working with a rude patient 2. Have students put on a ―fashion show‖ to demonstrate appropriate and inappropriate dress and grooming.

3. Have students collect information about the professional organization that represents their career area of interest. Encourage students to attend a meeting if these are held locally.

4. Invite a representative from a local employer to speak to the class about the importance of professionalism in the workplace.

5. Group students by occupational areas of interest. Have them brainstorm ways that they can demonstrate professionalism in their future work. Share their lists with the class for large-group discussion.

6. Have students locate appropriate resources for lifelong learning to report on to the class. These might include local adult learning centers, continuing education programs at nearby colleges and universities, courses on the Internet, classes held at health care facilities, and local chapters of

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

professional organizations. Ask students to bring in catalogs, brochures, computer printouts, and other information about the resources.

7. Assign students to find out the current continuing education requirements for their intended occupational titles.

8. Have students investigate the professional journals available for their occupational areas. Create a bibliography.

9. Conduct a class discussion about changes that affect health care professionals, such as those presented in Table 2–1. Ask students to suggest how these changes will affect their specific occupational goals and to think of additional changes not included in the table. [return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

LOCKTON AFFINITY A Positive Attitude in Health Care: Make It the Rule, Not the Exception http://locktonmedicalliabilityinsurance.com/positive-attitude-in-healthcare/ 1. Why is a positive attitude so important in health care?

2. What are three other advantages to having a positive attitude?

3. What are some common causes of a bad attitude?

4. What are ways to deal with job burnout?

5. How can a positive attitude help you succeed in your career?

RN JOURNAL http://rn-journal.com/journal-of-nursing/attitude-matters-nursing Although directed to nurses, the information in this article applies to all health care professionals.

1. Do you agree that the set of professional behaviors listed for nurses applies to your future occupation?

Why or why not?

2. What are the core values that nurses must have?

3. Do you believe these values apply to you? Do you have these values?

4. What conditions in the health care work environment can cause bad attitudes?

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

5. Give your impression of this statement: ―We all have a choice between self-encouragement and selfpity.‖

UNIVERSITY OF MINNESOTA 10 Must-Have Characteristics of Health Care Professionals https://ccaps.umn.edu/story/10-must-have-characteristics-health-care-professionals 1. Define each of the ten characteristics of the successful health care professional according to the article.

2. Choose three characteristics and create a plan to develop and integrate these characteristics into being a health care student.

CLEVELAND CLINIC Watch this powerful video, ―Empathy: The Human Connection to Patient Care.‖ https://www.youtube.com/watch?v=cDDWvj_q-o8 1. What is your reaction to the video?

2. Do you think you will think about people differently after watching this?

3. How can experiencing empathy make us better people as well as better health care professionals?

JOHN MUIR HEALTH https://www.johnmuirhealth.com/get-involved/careers/working-here/professional-appearance.html Explore what one employer states about professional appearance for its employees.

VARIOUS WEBSITES 1. Search for ―continuing education requirements for,‖ inserting the occupation in which you are interested.

2. What information is available?

NATIONAL LIBRARY OF MEDICINE—MEDLINE PLUS www.medlineplus.gov Explore the sections on the following website, such as Health Videos. https://medlineplus.gov/videosandcooltools.html Choose three videos that you watched or reviewed and report on what you learned from them.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

AMERICA’S BIOPHARMACEUTICAL COMPANIES https://phrma.org/Scientific-Innovation/In-The-Pipeline/Medicines-in-Development/ 1. Choose at least one topic to explore.

2. Write a short report describing what you learned about the role of pharmaceutical products in health care today.

PROFESSIONAL ORGANIZATIONS 1. Explore the website of the professional organization(s) for careers of interest to you.

2. Does the organization contain a definition of professionalism for its members?

3. If you cannot find a section on professionalism, try searching for ―professionalism for‖ and insert an occupational area of interest, such as physical therapy.

4. What opportunities does it provide for members to develop professionally?

5. What information does it contain about CEUs?

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SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least five behaviors that are examples of positive professional conduct.

Suggested Answer: Be dependable; perform all duties; be flexible; accept differences; treat everyone courteously; use good communication skills; leave personal problems at home; use good organizational skills; plan work ahead; always behave ethically; remain calm; serve as a good role model; set goals; work for continual self-improvement

2. Explain what it means to be a leader. Include at least five characteristics of a leader in health care.

Suggested Answer: High level of competence; commitment to high-quality service; recognize and support the work of others; meet high standards; believe that positive change can be accomplished; serve as a good example; complete work; aim at achieving goals; communicate effectively

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 02: Developing Professionalism and Learning for Your Career

3. Give two examples of what health care professionals must learn to respond effectively to each of the following changes that are affecting today’s health care delivery systems (total of eight examples). a. People are living longer. b. Length of hospital stays has decreased. c. Increased emphasis on wellness and prevention d. Cultural diversity of patient population

Suggested Answer: a. Characteristics and needs of older adults; developmental stage care implications of older adults; patient care skills for long-term care; understanding of chronic diseases; knowledge of Medicare requirements and billing procedures b. Home health care techniques; patient education c. Preventive practices; patient education; wellness practices; role model for good health habits d. Understanding of cultural differences; variety of health beliefs and practices; languages; communication techniques 4. List at least three ways health care professionals might earn CEUs that are recognized by their professional organizations.

Suggested Answer: Classes/workshops/seminars; professional conferences; home study materials/study packets; distance education; classes on the Internet

5. Give at least three criteria to use when choosing continuing education courses and materials.

Suggested Answer: Current job requirements; future career goals; reputation of educational provider; personal and professional areas that need improvement; personal and professional interests

ESSAY QUESTIONS 1. Discuss the statement, ―The actions of the health care professional directly influence the level of patient satisfaction.‖ Include the behaviors that should be demonstrated on the job in your answer.

Suggested Answer: Answers should include influence on patients’ health and the fact that unhappy patients are most likely to bring malpractice suits.

2. Discuss the meaning of the following sentence: ―Your graduation marks the end of formal training and the beginning of lifelong learning.‖ Include examples of how health care professionals continue to learn.

Suggested Answer: Continual advances in health care require professionals to continue learning.

Advancing in one’s field requires acquiring additional knowledge. Retaining one’s certification

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

requires continuing education. Professionals who wish to be promoted should continue to learn.

Examples of learning methods: formal classes, online classes, workshops, professional journals, observing other professionals.

(Answers should discuss how change continually takes place and that professionals who do not continue to learn will become incompetent. Answers should mention that licenses and certifications require continuing education to be renewed. Chapter contains a variety of suggestions for learning that students should include.)

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 19 Chapter Objectives ................................................................................................................................... 19 What's New in This Chapter .................................................................................................................... 19 Chapter Outline ........................................................................................................................................ 19 Class Activities .......................................................................................................................................... 20 Internet Activities...................................................................................................................................... 21 Short-Answer and Essay Questions with Suggested Answers .............................................................. 24

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to acquaint students with the current state of Western medicine and health care. It will cover various approaches to health care and the challenges encountered in the field. Students will gain insight into the present challenges in health care and their potential impact on the future of the industry. The chapter will also explain different types of health care facilities and the services they offer to the community.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 03.01

Describe the history and evolution of Western medicine.

03.02

Summarize the trends and issues in health care today.

03.03

Explain the variety of approaches to health care.

03.04

Describe the challenges faced in health care today.

03.05

Explain how the challenges in health care will influence the future of health care.

03.06

Summarize the different types of health care facilities and the services they provide.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I.

The History of Western Health Care (LO 03.01, PPT 4-10) a. Trends and Issues in Health Care Today (LO 03.02, PPT 11-14) i. Specialization ii. Aging Population iii. Cost of Health Care b. Variety of Approaches to Health Care (LO 03.03, PPT 15-26) i. Wellness ii. Holistic Medicine iii. Complementary, Alternative, and Integrative Medicine 1. Osteopathy and Chiropractic 2. Massage Therapy 3. Naturopathy 4. Homeopathy

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

5. Energy Theories c. The Future of Health Care (LO 03.05, PPT 27) d. Challenges in Health Care Today (LO 03.04-03.05, PPT 28-33) i. Providing Affordable Health Care ii. Providing Long-Term Care iii. Improving Social Conditions iv. Eliminating Racism in Health Care v. Maintaining the Quality of Care vi. Treating Alzheimer’s and Other Forms of Dementia vii. Addressing Public Health Concerns viii. Encouraging Medication Adherence ix. Managing the Opioid Crisis x. Preventing Antibiotic Resistance xi. Preventing Suicides xii. Dealing with TV Prescription Drug Ads e. Health Care Facilities and Services (LO 03.06, PPT 34-44) i. Hospitals ii. Ambulatory Services iii. Long-Term Care Facilities iv. Home Health Care Providers v. Hospice vi. Consolidation of Health Care Services vii. Other Types of Health Care Facilities viii. Government Health Services ix. State Health Departments x. Local Health Departments

[return to top]

CLASS ACTIVITIES Note that for online classes, activities may be completed via an online conferencing system.

1. Encourage students to visit a health care facility and report their findings to the class. Facilities might include a wellness center, imaging facility, hospital, and dental clinic. Guidelines should be given for students to observe specific aspects of the facility and people at work.

2. Through an online conferencing system, have a guest speaker talk about the various types of medical facilities or arrange for a panel of professionals who represent a variety of facilities. This works best if guests are given specific information about the class and course objectives and if students are given the opportunity to prepare questions in advance.

3. Have individual students research one of the complementary therapies presented in the chapter and post one to two paragraphs to the discussion board for the course. This can work well if students are given specific guidelines or questions about what to include in their post. Then, have each student respond to two of the posts. Provide guidelines for students’ responses, such as whether they know someone who has used the complementary therapy.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

4. Individually or in small groups, have students complete Suggested Learning Activity #5 in the text, and report on their findings to the class. Find articles on health care trends and consider how these will affect the students’ future careers.

5. Have students collect information about the challenges listed in the chapter and report their findings to the class. This could also be a writing assignment.

6. Have individual students report about milestones in health care history and their effect on human health. These may be discoveries, events, or individuals.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

ANCIENT HISTORY ENCYCLOPEDIA Justinian’s Plague https://www.ancient.eu/article/782/justinians-plague-541-542-ce/ 1. When did Justinian’s plague epidemic take place?

2. How was the disease transmitted?

3. How many were killed during a later plague, known as the Black Death, in the 1300s?

4. How did war contribute to the spread of the disease?

5. What home remedies were used?

Student’s Choice Choose one the following leaders in Western medicine to learn more about and answer the questions that follow. 

Hippocrates



William Harvey



Edward Jenner



Elizabeth Blackwell



Louis Pasteur

1. When did this person live?

2. What was their contribution to Western medicine?

3. What was the impact of the contribution? That is, how did it change the way medicine was

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

practiced?

MEDIUM LIFESTYLE The 8 Pillars of Holistic Wellness: What It Truly Means to Be Well https://medium.com/@alexandra.baker/the-8-pillars-of-holistic-wellness-what-it-truly-means-to-bewell-b0d0b8e55bd1 1. Do you agree with the eight types of wellness?

2. How do you think the eight pillars of wellness relate to overall health?

3. Are there any you feel you would like to work on improving for yourself?

NATIONAL PUBLIC RADIO Results of At-Home Genetic Tests for Health Can Be Hard to Interpret https://www.npr.org/sections/health-shots/2018/06/18/609750963/results-of-at-home-genetictests-for-health-can-be-hard-to-interpret 1. Do you think home genetic tests contribute positively or negatively to a person’s health and wellness?

2. How do you think home genetic tests will impact long-term health of the population?

KAISER FAMILY FOUNDATION www.kff.org 1. Choose a topic to read about.

2. Based on what you learned, what changes do you think might take place in health care in the next ten years?

3. What might be done to control health care costs in the United States?

NATIONAL INSTITUTES OF HEALTH—NATIONAL CENTER FOR COMPLEMENTARY AND INTEGRATIVE HEALTH https://nccih.nih.gov 1. Click on the tab Health Info, then on Topics A-Z. (https://www.nccih.nih.gov/health/atoz).

2. Choose five therapies to explore and write a paragraph about each.

U.S. FOOD AND DRUG ADMINISTRATION Health Fraud Scams https://www.fda.gov/consumers/health-fraud-scams

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

1. Choose three Health Fraud News articles from the list to read.

2. Based on what you learned, how do you think the United States can best combat health fraud information in the public?

NATIONAL LIBRARY OF MEDICINE—MEDLINE PLUS https://medlineplus.gov/druginfo/herb_All.html1.

Choose five herbs and supplements from the list to read about and write a paragraph about each.

ZERO SUICIDE https://zerosuicide.edc.org/ 1. Explore this organization’s website.

2. Write a short paper describing its goals.

3. What do you think health care professionals can do to help prevent suicides?

MAYO CLINIC Suicide: What to do when someone is thinking about suicide https://www.mayoclinic.org/diseases-conditions/suicide/in-depth/suicide/art-20044707 Read the very practical information given and think about how you might use it in your future work in health care.

HARVARD SCHOOL OF PUBLIC HEALTH What led to the opioid crisis and how to fix it https://www.hsph.harvard.edu/news/features/what-led-to-the-opioid-crisis-and-how-to-fix-it/ 1. What were the contributing factors to the start of the opioid crisis in the mid-1990s?

2. How did the COVID-19 pandemic influence the opioid crisis?

3. What are some ways that you believe the United States can address the opioid crisis?

YOUR CHOICE Choose five of the following websites to explore and learn more about issues in health care.

American Association of Naturopathic Physicians. https://naturopathic.org/ American Cancer Society. www.cancer.org American Heart Association. www.heart.org

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

American Hospital Association. www.aha.org American Stroke Association. www.stroke.org Centers for Disease Control and Prevention. www.cdc.gov Centers for Medicare and Medicaid. www.medicare.gov U.S. Food and Drug Administration. www.fda.gov The Joint Commission. www.jointcommission.org Medline Plus. https://medlineplus.gov National Library of Medicine. http://www.nlm.nih.gov National Association for Home Care and Hospice. www.nahc.org National Center for Complementary and Integrative Health. https://nccih.nih.gov National Center for Health Statistics. www.cdc.gov/nchs National Hospice and Palliative Care Organization. https://www.nhpco.org/ National Institutes of Health. www.nih.gov Occupational Safety and Health Administration. www.osha.gov

THE COMMONWEALTH FUND In Focus: Reducing Racial Disparities in Health Care by Confronting Racism https://www.commonwealthfund.org/publications/newsletter-article/2018/sep/focus-reducingracial-disparities-health-care-confronting 1. Write a report or discuss the continuing problem of racial discrimination in health: Who are the underrepresented groups affected and how?

2. What has the federal government done to investigate and reduce health disparities due to discrimination? [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least five health care issues that are being addressed in the twenty-first century.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 03: Health Care Yesterday, Today, and Tomorrow

Suggested Answer: Vaccine to prevent HIV; cures for AIDS, obesity, heart disease, hypertension, cancer; more effective treatments for mental illnesses; cloning of organs for transplantation; expanded use of alternative/complementary therapies by traditional Western practitioners; longer life span; less invasive treatments; treatments with fewer side effects 2. List at least five ambulatory health care facilities and briefly describe the services they offer.

Suggested Answer: Adult day care: activities, meals, and supervision for adults unable to function on their own Dental offices: prevention, diagnosis, and treatment of problems with the teeth Diagnostic centers: procedures to determine causes of diseases and injuries Emergency and urgent care: care for conditions that need immediate attention Onsite services in non-health-care places such as companies, prisons, and schools: basic and preventive care Laboratories: collecting samples, conducting tests, making teeth, prosthetics, and eyeglasses Rehabilitation centers: providing therapy to regain function, overcome special problems Specialty clinics: large variety that include treatment for specific diseases, help with certain disorders, provision of counseling, etc.

Surgical centers: surgery that does not require hospitalization Wellness centers: physical exams, immunizations, education programs 3. List at least three ways that health care professionals can help meet the challenges facing today’s health care system.

Suggested Answer: Keep informed; perform duties to the best of their ability; model good health habits; provide patient education; demonstrate professionalism

ESSAY QUESTION 1. Discuss the expansion of home health services. Include the reasons for the increase in home care, the types of services provided, and which health care occupations make home visits.

Suggested Answer: Reasons: shorter hospital stays; more chronic diseases; increasing number of older adults; advances in equipment allowing more procedures to be done in the home Services: nursing; physical, occupational, and speech therapy; social workers; personal care; housekeeping tasks, shopping, transportation Occupations: nurses; therapists and therapy assistants; certified nursing assistants; home health aides

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Instructor Manual: Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

[return to top]

Instructor Manual Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 27 Chapter Objectives ................................................................................................................................... 27 What's New in This Chapter .................................................................................................................... 27 Chapter Outline ........................................................................................................................................ 27 Class Activities .......................................................................................................................................... 28 Internet Activities...................................................................................................................................... 29 Short-Answer and Essay Questions with Suggested Answers .............................................................. 31

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to inform students about the importance of ethics and of abiding by the laws in health care. By guiding them through ethical principles, students will better understand patients' rights and be provided with examples of sources that will help them when they are faced with ethical dilemmas.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 04.01 04.02 04.03 04.04 04.05 04.06

Explain the meaning of ethics and its importance in the practice of health care.

Explain how ethics and laws are related.

Describe the purpose of professional codes of ethics.

Explain the eight guiding ethical principles that apply to health care.

Describe the role of patient rights in health care.

Give examples of sources that help when an individual or organization is faced with ethical difficulties.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

IX. X. XI.

XII.

The Purpose of Ethics (LO 04.01, PPT 4-5) Ethics and the Law (LO 04.02, PPT 6) Ethics and Health Care (LO 04.03, PPT 7-10) a. Professional Code of Ethics b. Personal Values c. Professional Values Guiding Principles of Health Care Ethics (LO 04.04, PPT 11-39) a. Preserve Life b. Right to Die c. Organ Transplantation d. Rationing Care and Resources i. Do Good ii. Respect Autonomy e. Consent f. Advance Directives

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Instructor Manual: Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

i. Uphold Justice Reporting Abuse Child Abuse Elder Abuse Domestic Violence Laws That Protect i. Be Honest ii. Be Discreet iii. Keep Promises iv. Do No Harm l. Good Samaritan Law Patient Rights (LO 04.05, PPT 39) Handling Ethical Dilemmas (LO 04.05, PPT 40-41) Who Decides? (LO 04.06) g. h. i. j. k.

XIII. XIV. XV.

[return to top]

CLASS ACTIVITIES 1. Engage in class discussions and/or team debates on ethical issues, including euthanasia, abortion, experimentation, cloning, assisted suicide, and organ donation. The debates should be wellstructured and require students to conduct research and present various perspectives on the issues rather than simply sharing their personal opinions. The goal of the debates is not to determine a winner but to present different viewpoints on the issues. It is essential for participants to understand that these issues may not have clear-cut solutions and will often involve disagreement.

It is important for students not to insist on a single "correct answer" as part of the exercise. After the debates, consider follow-up questions such as: How would your emotions come into play as a health care professional dealing with these issues? From where do your beliefs originate? What can you do if your beliefs differ from the practices of the facility where you work?

2. Role-play various scenarios: a health care professional obtaining written consent from a patient; advising a patient of their right to an advance directive; asking a parent to give consent to treat a child.

3. Create a wall chart or illustrated poster of the eight guiding ethical principles. Take a photo and share on the discussion board for the course.

4. Have students brainstorm how to apply the eight principles in their daily lives and share their ideas with the class.

5. Encourage individuals to record themselves delivering oral presentations on articles they find related to ethical concerns in the health care field (refer to suggested learning activity #1).

Students can also prepare presentations on topics such as child, spousal, and elder abuse (local and state laws, examples of policies at local health care facilities, and reporting procedures); OSHA laws (pertaining to health care facilities and staff); malpractice (recent cases filed, common complaints, prevention methods); Americans who lack affordable health care access; substances regulated by the U.S. Drug Enforcement Agency; and the health care reform legislation enacted in 2010.

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Instructor Manual: Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

6. Ask students to compare the professional codes of ethics from different occupational groups in the class and identify commonalities. [return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

MEDSCAPE Physicians’ Top 20 Ethical Dilemmas—Survey Results Slideshow https://www.medscape.com/features/slideshow/public/ethical-dilemmas 1. Slide #4: Do you agree with the decision made by the majority of physicians on using placebos? Why or why not?

2. Slide #5: How does this question relate to the current opioid crisis and the difficult position of physicians in controlling pain?

3. Slide #6: What are some of the circumstances given in which doctors believe patients should not be told they have a terminal condition?

4. Slides #7 and #8: Discuss the opposing arguments given for covering up a mistake.

5. Slide #9: Why would physicians want to perform defensive medicine?

7. Slides #13, #14, and #15: Discuss the problem of retaining patients versus dealing with the financial issues of maintaining a health care practice.

8. Slide #16: Physicians see two sides to HIPAA. Do you think it is ethical for physicians to consult colleagues not involved in their patient’s care if they believe the colleagues can help with the patients’ diagnoses or treatments?

9. Do you believe, as 53% of doctors surveyed do, that it is acceptable to break patient confidentiality if the patient’s condition might harm others?

MYRKO THUM Do You Know Your Personal Values? https://www.myrkothum.com/personal-values/ 1. What does the author mean when stating that values are on ―auto-pilot‖?

2. Why is it good to know and be aware of your personal values?

3. Try creating your own value hierarchy as suggested in the article.

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Instructor Manual: Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

4. Now try creating a list of your top ten negative values.

5. Did these exercises help you learn more about yourself?

HEALTH LAW & POLICY BRIEF The Debate Surrounding the Right to Die http://www.healthlawpolicy.org/?s=right+to+die Choose a side of the debate and present your arguments.

STAT Doctors Who Don’t Accept Medicaid Breach Contract with Society https://www.statnews.com/2017/12/28/medicaid-physicians-social-contract/ 1. Do you agree with the author’s arguments?

2. What do you think about the arguments of physicians who say they cannot remain in business with low reimbursements from Medicaid?

3. Is there anything our society or government can do to solve this problem?

HELP GUIDE Elder Abuse and Neglect: Spotting the Warning Signs and Getting Help https://www.helpguide.org/articles/abuse/elder-abuse-and-neglect.htm 1. What factors of aging contribute to elder abuse?

2. What are the warning signs of the seven types of elder abuse?

3. What are the reasons that many victims of elder abuse will not report the abuse?

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES https://www.hhs.gov/hipaa/for-individuals/guidance-materials-for-consumers/index.html 1. Watch the video entitled, ―Your Rights Under HIPAA.‖ 2. What are the basic patient rights under HIPAA? 3. What is the Notice of Privacy Practices?

4. What can patients do if they believe their rights under HIPAA have been violated?

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Instructor Manual: Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

MENTAL HEALTH AMERICA Mental Health Rights http://www.mentalhealthamerica.net/issues/mental-health-rights 1. Why do people with mental health conditions need protection of their rights? Include information about the history of abuse in the treatment of mental illness.

2. According to the article, what percent of Americans will have a diagnosable mental health condition sometime in their lifetime?

3. What are five policy changes called for by Mental Health America?

[return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Give two examples of behaviors that demonstrate how health care workers can apply the following eight health care principles on the job (a total of sixteen examples): a. Preserve life. b. Do good. c. Respect autonomy. d. Uphold justice. e. Be honest. f. Be discreet. g. Keep promises. h. Do no harm.

Suggested Answer: a. Preserve life: provide caring attention to all patients; learn about dying and grieving; learn about organ transplant laws b. Do good: develop good communication skills; treat every patient with respect; serve as a role model; promote healthy living c. Respect autonomy: ensure patient consent; be familiar with advance directive laws d. Uphold justice: treat all patients equally; know rules for handling controlled substances; know

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Instructor Manual: Haroun, Mitchell, Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 04: Ethical and Legal Responsibilities

policies regarding suspected abuse; follow safety rules and OSHA guidelines e. Be honest: admit and correct mistakes; refuse to participate in fraudulent activities; document and code procedures accurately; give a full day’s work f.

Be discreet: never give out patient information without a signed release; do not discuss patients with anyone not directly involved in their care; conduct necessary discussions about patients in private; keep written documentation out of view of those not authorized to see it; do not leave patient records in public places; keep conversations with patients private; protect the physical privacy of patients

g. Keep promises: ensure that necessary contracts have been completed; be careful of unintended promises and implications h. Do no harm: provide excellent customer service; stay within your scope of practice; observe all safety rules; follow facility protocols/standards; ask about anything you are unsure about; keep skills up to date; keep certifications current; stay informed about health care laws NOTE: Students may provide many other valid answers.

ESSAY QUESTIONS 1. Discuss the following statement by Myrtle Flight: ―Technology has progressed beyond society’s readiness to deal with the ethical and legal issues it presents.‖ Include examples of how this applies to health care.

Suggested Answer: Technology has given us procedures that require ethical decisions. Many situations have no clear-cut answers (ethical dilemmas).

Answers should include a discussion of all or some of the following issues: the definition of life and death, our ability to prolong life, quality of life, organ transplants, abortion, and euthanasia. Students may have other valid answers.

2. The Hippocratic Oath was created 2500 years ago. Why is it still relevant? What issues does it address that remain ethical dilemmas today?

Suggested Answer: Points might include: The Hippocratic Oath recognizes the important role of health care professionals. Health care professionals must be educated/trained.

The regulation of health care knowledge. Focus on ―do no harm‖ and justice.

It demonstrates awareness of and concern with ethical issues in health care. It emphasizes respect for all persons (free men and slaves).

Continuing ethical dilemmas include abortion, mercy killing, and sexual harassment. [return to top]

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 05: Medical Terminology

Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 05: Medical Terminology

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 34 Chapter Objectives ................................................................................................................................... 34 What's New in This Chapter .................................................................................................................... 34 Chapter Outline ........................................................................................................................................ 34 Class Activities .......................................................................................................................................... 35 Internet Activities...................................................................................................................................... 35 Short-Answer and Essay Questions with Suggested Answers .............................................................. 36

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 05: Medical Terminology

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to elucidate the importance of health care professionals using medical terminology accurately and employing various strategies to interpret medical terms. The aim is for the student to comprehend the importance of correct spelling, pronunciation, abbreviations, and symbols in medical language, while also equipping them with five tools or techniques to aid them in becoming proficient in medical terminology.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 05.01 05.02 05.03 05.04

Explain why it is important for health care professionals to use medical terminology correctly when reading, writing, and speaking.

Use strategies to decipher medical terms through word roots, combining forms, prefixes, and suffixes.

Explain the importance of proper spelling, pronunciation, abbreviations, and symbols in medical language.

Describe five tools or techniques designed to help students become proficient in medical terminology.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XVI. Importance of Medical Terminology (LO 05.01, PPT 4) XVII. The Building Block of Medical Language (LO 05.02, PPT 5-8) a. Word Roots and Combining Forms b. Suffixes c. Prefixes XVIII. Deciphering Medical Terms (LO 05.02, PPT 9-12) a. Example 1: Cardiology b. Example 2: Polyarthritis c. Example: Echocardiogram XIX. Eponyms (LO 05.03, PPT 13) XX. Words with Special Meanings in Medicine (LO 05.03, PPT 14) XXI. Names of Drugs (LO 05.03, PPT 15)

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 05: Medical Terminology

XXII. Spelling and Pronunciation (LO 05.03, PPt 16) XXIII. Medical Abbreviations and Symbols (LO 05.03, PPT 17-19) XXIV. Medical Dictionary (LO 05.04, PPT 20) XXV. Becoming Proficient in Medical Terminology (LO 05.04, PPT 21)

[return to top]

CLASS ACTIVITIES 1.

2.

3.

4.

Traditional word games, such as bingo and spelling bees, are good ways to provide fast-paced practice with definitions, spelling, and pronunciation.

Large flashcards that are visible to all students are helpful for practicing. They can include medical terms, brief definitions, and/or words in "plain English." The instructor can prompt responses from the entire group, rows, or individual students.

Play the game ―Make That Medical.‖ Students convert the ―common terms‖ for the body parts shown on Figure 5–1 to medical terms.

Ask the students to invent their own terms using the word elements from the chapter, and have the class guess the meanings. These terms can be humorous or silly, but the goal is for students to practice decoding skills.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

AMERICAN INSTITUTE OF MEDICAL SCIENCES & EDUCATION Super Easy Tips to Learn Medical Terminology http://www.aimseducation.edu/blog/how-to-learn-medical-terminology/ This website is an excellent resource. It contains short descriptions of study methods, links to helpful videos, lists of apps, and more. Choose techniques to try and report on the results.

MEDLINEPLUS Understanding Medical Words: from the National Library of Medicine http://medlineplus.gov/medicalwords.html Review frequently used medical terms, including root words, suffixes, and prefixes with this interactive tutorial.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 05: Medical Terminology

INSTITUTE FOR SAFE MEDICAL PRACTICES (ISMP) https://www.ismp.org/recommendations/error-prone-abbreviations-list Note that the ISMP website requires you to complete a form with your name, email address, and organization type, and to submit this form before allowing access to the list.

Review the ―List of Error-Prone Abbreviations‖ and list ten examples other than those presented in Table 5–10.

NATIONAL LIBRARY OF MEDICINE https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4120137/ Read the article about medical eponyms and list the ten conditions described, along with a sentence about the physician/scientist associated with each.

STUDY STACK https://www.studystack.com/flashcard-137287 Make online flashcards to practice medical word parts. [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Why is it recommended that students learn the meanings of word parts rather than complete medical words when studying medical terminology?

Suggested Answer: This method can be used to decipher unfamiliar words; it eliminates the need to relearn every new medical word from scratch; it eliminates the need to memorize an even longer list of words.

2. Name at least five important features to consider when purchasing a medical dictionary.

Suggested Answer: Understandable definitions; explanations of procedures, conditions, disorders, and diseases; pronunciation; abbreviations and symbols; reference tables; diagrams, charts, and tables; expanded explanations; applications to patient care; vocabulary coverage in student’s occupational area 3. List at least five general, suggested techniques that help students learn medical terminology.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 06: Medical Math

Suggested Answer: Study a few each day; practice word parts in new combinations; adapt study techniques to one’s learning style; repeatedly practice using new terms; learn new terms as they appear in classes and textbooks; use a medical dictionary to look up meanings and correct pronunciation; learn from others at the workplace

ESSAY QUESTION Explain why learning medical terminology is an essential health care skill. Discuss the possible consequences for a health care professional who does not understand medical terminology.

Suggested Answer: Medical terminology is used when conversing with other health care personnel, in charting and documentation, for understanding health care reference materials, ensuring accuracy and precision, and communicating better with other health care professionals and supervisors.

Consequences: miscommunication; medication errors; documentation errors; and many others.

[return to top]

Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 06: Medical Math

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 38 Chapter Objectives ................................................................................................................................... 38 What's New in This Chapter .................................................................................................................... 38 Chapter Outline ........................................................................................................................................ 38 Class Activities .......................................................................................................................................... 39 Internet Activities...................................................................................................................................... 39 Short-Answer and Essay Questions with Suggested Answers .............................................................. 41

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 06: Medical Math

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide students with the opportunity to practice mathematics relevant to health care. It aims to help students overcome anxiety related to math, which can hinder their confidence and competence in studying and applying mathematical concepts. Students will learn to perform various mathematical calculations and conversions commonly used in health care settings.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 06.01 06.02 06.03

Explain situations when math is used by health care.

Describe the signs of math anxiety and explain how it prevents confidence and competence in the study and application of math.

Demonstrate how to perform various math calculations and conversions pertinent to health care.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XXVI. Importance of Math in Health Care (LO 06.01-06.03, PPT 3-4) XXVII. Math Anxiety (LO 06.02, PPT 5) XXVIII. Basic Calculations (LO 06.03, PPT 6-36) a. Whole Numbers b. Decimals c. Fractions d. Percentages e. Ratios f. Converting Decimals, Fractions, Percentage, and Ratios g. Rounding Numbers h. Solving Problems with Proportions i.

Converting Medications XXIX. Estimating (LO 06.03, PPT 37) XXX. Statistics (LO 06.03, PPT 38) XXXI. Military Time (LO 06.03, PPT 39) XXXII. Roman Numerals (LO 06.03, PPT 40-41) XXXIII. Angles (LO 06.03, PPT 42-43)

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 06: Medical Math

XXXIV. Systems Measurement (LO 06.03, PPT 44-57) a. Household System b. Metric System c. Apothecary System d. Converting Systems of Measurement XXXV. Medication Safety (LO 06.01-06.03, PPT 58) XXXVI. Temperature Conversion (LO 06.03, PPT 59-61)

[return to top]

CLASS ACTIVITIES 1.

2.

3.

Assign math problems for students to solve in groups. When reviewing or practicing challenging concepts, it can be helpful for students to consider how others approach and solve the problems.

Encourage students to listen for statements expressing math anxiety, both from themselves and their classmates. Facilitate a class discussion about how fear and negative attitudes affect performance in math. As an example, have students refute negative statements with positive affirmations to promote a healthy attitude toward math.

Ask students to create poems and songs that relate to mathematical calculations and conversion rules.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

MATH ANXIETY http://mathpower.com/anxtest.htm 1. Take the Math Anxiety Test and record your score.

2. If you scored 20 points or higher, review the Ten Ways to Reduce Math Anxiety (http://mathpower.com/reduce.htm) and develop a plan to decrease your math anxiety.

MATH.COM www.math.com/

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 06: Medical Math

1. Go to this site for a good review of math principles and examples.

2. Review the information on fractions, decimals, and percents.

3. Work with a buddy, and have each of you create five examples of fractions, decimals, and percents.

When both of you have completed the math problems, compare your answers to see if they are the same.

4. If you have any questions, ask your instructor or another student to help solve the problems.

KHAN ACADEMY www.khanacademy.org The Khan Academy contains lessons on many math topics, including conversions of measurements within each system.

Choose one or more topics to review.

NATIONAL CENTER FOR HEALTH STATISTICS https://www.cdc.gov/nchs/ 1. Choose a subject listed under Topics and list the type of statistics collected.

2. What new facts did you learn about the status of health in the United States?

USING MATH IN MEDICINE http://mathcentral.uregina.ca/beyond/articles/medicine/med1.html ―Medicine and Math‖ is an interesting article about practical math applications in health care. After reading the article, write a short summary.

MILITARY TIME Military Time Made Easy: The Best Ways to Use a 24-Hour Clock: Learn Everything You Need to Know about the Metric-System-For-Clocks https://bestlifeonline.com/military-time/ Learn more about using the 24-hour clock.

CALCULATING DOSAGES Dosage Calculation Using the Formula Method https://basicmedicalkey.com/dosage-calculation-using-the-formula-method/ 1. Study the information and examples to increase your understanding of the formula method.

2. Why shouldn’t healthcare professionals rely solely on the answers to their formula calculations?

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 07: Organization of the Human Body

[return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Give at least five examples of how math is used in health care.

Suggested Answer: Medication dosages; height and weight readings; measuring intake and output; billing and bookkeeping; lab tests; cleaning solutions; and many others 2. Explain why healthcare professionals must be 100% accurate when performing math calculations on the job.

Suggested Answer: Prevent negative consequences to patient health; prevent billing and bookkeeping errors; prevent waste of supplies Students may have other valid answers.

3. Briefly describe military time and explain why it is often used in health care settings.

Suggested Answer: Military time is based on a 24-hour clock, numbers are not repeated, and a.m. and p.m. designations are not used. It’s easier to distinguish between a.m. and p.m. times; it helps prevent errors in the administration of medications and other patient care duties; it prevents miscommunication regarding scheduling.

ESSAY QUESTION Discuss the condition known as ―math anxiety.‖ Include common false beliefs about math and at least five suggestions for overcoming math anxiety.

Suggested Answer: Refer to Tables 6–1, 6–2 and the list of suggestions given in the text.

[return to top]

Instructor Manual Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 07: Organization of the Human Body

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

41

Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 07: Organization of the Human Body

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 43 Chapter Objectives ................................................................................................................................... 43 What's New in This Chapter .................................................................................................................... 43 Chapter Outline ........................................................................................................................................ 43 Class Activities .......................................................................................................................................... 44 Internet Activities...................................................................................................................................... 44 Short-Answer Questions with Suggested Answers................................................................................. 45

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

42

Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 07: Organization of the Human Body

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to instruct the student about how the body achieves hemostasis to sustain life and function. The student will gain the ability to recognize the various levels of the body and understand the composition of its major components. Additionally, the student will develop an understanding of the specific arrangement of the human body by utilizing the correct terminology to describe the locations of the structures within it.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 07.01 07.02 07.03 07.04 07.05

Describe homeostasis.

Describe the levels of the structural organization of the body.

Explain the major components of a typical human cell and their functions.

State the four primary types of tissues and their functions.

Use directional terms, body planes, body cavities, and/or abdominal regions to describe various locations on the body.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XXXVII. a. b.

XXXVIII. a. b. c. d.

The Basis of Life (LO 07.01- 07.04, PPT 4-12) Cells Tissues Describing the Body (LO 07.05, PPT 13-26) Body Planes Directional Terms The Body Cavities Abdominal Descriptions

[return to top]

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 07: Organization of the Human Body

CLASS ACTIVITIES 1.

2.

3.

Draw the outline of a body on the board; point and elicit directional terms from students.

Play the game ―Name That Term.‖ Have students work in pairs, pointing to parts of their body and/or motioning directions and asking their partner to give the proper term.

Have students stand and point to the correct place on their own anatomy as terms (abdominal quadrants, directional terms in relation to a specific part) are given by the instructor.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

HOMEOSTASIS https://www.khanacademy.org/science/biology/principles-of-physiology/body-structure-andhomeostasis/a/homeostasis Read the article and study the diagrams, then write a short summary describing how the human body maintains homeostasis.

BIOLOGY: CELL STRUCTURE https://www.youtube.com/watch?v=URUJD5NEXC8 Watch this excellent video to learn more about cells and their structure.

LEVELS OF THE HUMAN BODY: HOW DOES THE BODY WORK SO WELL? https://www.youtube.com/watch?v=dva-f_btvlk Review the material in this chapter by watching this animated description of the various body levels.

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 07: Organization of the Human Body

HOW IS THE HUMAN BODY SIMILAR TO A WELL-TUNED MACHINE? https://www.ck12.org/biology/human-body/lesson/Organization-of-the-Human-Body-BIO After reading the text material and watching the video ―Specialized Cells and Tissues,‖ write a short summary describing the specialized cells and their purpose.

SEER’S TRAINING WEBSITE www.training.seer.cancer.gov/ Enter the keywords ―anatomical terminology‖ in the search box. Then click on Anatomical Terminology SEER Training.

Find Body Cavities and list them and which organs are located in each cavity. Then click on ―Directional Terms‖ and ―Planes of the Body‖ to review these topics.

[return to top]

SHORT-ANSWER QUESTIONS WITH SUGGESTED ANSWERS The short-answer questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 6. List at least four specialized functions of cells.

Suggested Answer: Provide support (bone cells); enable communication (nerve cells); transport oxygen (red blood cells); permit movement (muscle cells); provide protection (skin cells) 7. List the four types of tissue and the function of each.

Suggested Answer: Epithelial, which serves as a covering or lining Connective, which holds parts in place Nervous, which transmits impulses Muscular, which contracts and relaxes to permit movement

[return to top]

Instructor Manual © 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 08: Structure and Function of the Human Body

Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 08: Structure and Function of the Human Body

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 47 Chapter Objectives ................................................................................................................................... 47 What's New in This Chapter .................................................................................................................... 47 Chapter Outline ........................................................................................................................................ 47 Class Activities .......................................................................................................................................... 49 Internet Activities...................................................................................................................................... 49 Short-Answer Questions with Suggested Answers................................................................................. 51

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

46

Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 08: Structure and Function of the Human Body

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to differentiate between anatomy, physiology, and pathophysiology. The chapter will elucidate the distinctions between states of wellness and illness. The student will gain the ability to delineate various anatomical features and functions of all major body systems, as well as the common diseases and disorders associated with those systems. Furthermore, they will be able to provide examples of the manifold behaviors and functions associated with each system in promoting health and preventing diseases and disorders.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 08.01 08.02 08.03 08.04 08.05 08.06 08.07 08.08

Explain the difference between anatomy, physiology, and pathophysiology.

Explain what determines a state of wellness as opposed to illness.

Describe the primary anatomical features and physiological actions of the systems for movement and protection of the body.

Describe the primary anatomical features and physiological actions of the systems for providing energy and removing waste from the body.

Describe the primary anatomical features and physiological actions of the systems for sensing and for coordinating and controlling the body.

Describe the primary anatomical features and physiological actions of the systems for producing new life.

Describe common diseases and disorders associated with each system.

Give three examples of behaviors and actions for each body system that promote health and help prevent major diseases and disorders.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XXXIX. The Importance of Anatomy and Physiology (LO 08.01-08.02, PPT 4-8) XL. Genetics (LO 08.01, PPT 9) XLI. The Systems of the Body (LO 08.03-08.07, PPT 10) XLII. Systems for Movement and Protection (LO 08.03, 08.07-08.08, PPT 11-26) a. Skeletal i. Bone Structure ii. The Axial Skeleton

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 08: Structure and Function of the Human Body

iii. Appendicular Skeleton iv. Joints v. Major Diseases and Disorders vi. Preventive Measures vii. Age-Related Changes: Skeletal System b. Muscular i. Major Diseases and Disorders ii. Preventative Measures iii. Age-Related Changes: Muscular System c. Integumentary i. Major Diseases and Disorders ii. Preventative Measures iii. Age-Related Changes: Integumentary System XLIII. Systems for Providing Energy and Removing Waste (LO 08.04, 08.07-08.08, PPT 27-44) a. Circulatory i. Cardiovascular System ii. Lymphatic System iii. Major Diseases and Disorders iv. Preventative Measures v. Age-Related Changes b. Respiratory i. Major Diseases and Disorders ii. Preventative Measures iii. Age-Related Changes: Respiratory (Pulmonary) System c. Digestive i. Major Diseases and Disorders ii. Age-Related Changes: Digestive (Gastrointestinal) System iii. Preventative Measures d. Urinary i. Major Diseases and Disorders ii. Preventative Measures iii. Age-Related Changes: Urinary System XLIV. Systems for Sensing, Coordinating, and Controlling (LO 08.05, 08.07-08.08, PPT 45-62) a. Eyes and Ears i. Major Diseases and Disorders ii. Preventative Measures iii. Age-Related Changes: Sensory System b. Nervous i. Central Nervous System ii. Peripheral Nervous System iii. Neurons iv. Major Diseases and Disorders v. Preventative Measures vi. Age-Related Changes: Nervous System c. Endocrine i. Major Diseases and Disorders ii. Preventative Measures

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 08: Structure and Function of the Human Body

iii. Age-Related Changes: Endocrine System XLV. Systems for Producing New Life (LO 08.06- 08.08, PPT 63-69) a. Female Reproductive i. Major Diseases and Disorders ii. Preventative Measures iii. Age-Related Changes: Female Reproductive System b. Male Reproductive i. Major Diseases and Disorders ii. Preventative Measures iii. Age-Related Changes: Male Reproductive System

[return to top]

CLASS ACTIVITIES 1. Encourage individuals or groups of two to four students to conduct Internet research and give reports about disease prevention. Encourage creativity, such as songs and skits about good health practices, PowerPoint slides that illustrate healthy habits, and mock television ads.

2. Act out joint articulations. Students can stand up and make correct movements in response to instructor verbal cues, or the students can work in pairs and give each other directions.

3. Pick one of the students to provide symptoms and allow the class to guess the disease. Or play ―Twenty Questions‖ for students to guess the disease.

4. Models and charts are very effective in illustrating anatomy and where the parts of the various systems are located. Choose a variety of these so that each group will have the opportunity to study them.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

CRASH COURSE LESSONS https://www.youtube.com/playlist?list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 08: Structure and Function of the Human Body

This is a very engaging and entertaining series of illustrated lectures covering all aspects of anatomy and physiology.

NATIONAL GEOGRAPHIC VIDEOS Human Body 101 https://www.youtube.com/watch?v=Ae4MadKPJC0 This video will explain the intricacies of the human body, how its parts work together to form the framework of the human structure, and the complex processes that enable the body to function.

When you play this video, identify which part of the body fascinates you the most. Write a summary of that system by explaining its components, functions, and explain why you chose this system.

Brain 101 https://www.youtube.com/watch?v=pRFXSjkpKWA The human brain makes up only around 2% of the body's total weight, but it plays a critical role in controlling all bodily functions. It is important to understand the different parts of the human brain and its remarkable defense mechanisms, such as the blood-brain barrier.

List the different parts of the human brain. Select one area of the brain and explain its function and how it supports the body in everyday activities.

MEDLINE PLUS https://medlineplus.gov/healthtopics.html Select from among the dozens of topics that include the cardiovascular system, endocrine glands, blood flow, and osteoarthritis.

INNERBODY ANATOMY EXPLORER https://www.innerbody.com/htm/body.html Review one of the twelve major anatomy systems, then choose a body system and draw a schematic to detail the structure and function of the system.

THE PATHWAY OF BLOOD THROUGHOUT THE HEART https://www.youtube.com/watch?v=rf-rJRs2lLQ In this animated video, you can learn about the structure and function of the heart, including how it pumps blood throughout its specialized structures and around the body to deliver oxygen, nutrients, and minerals to our vital organs.

After playing the video, illustrate the heart's flow with a diagram and present it to the class along with your explanation of its function. https://www.youtube.com/watch?v=BEWjOCVEN7M

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 08: Structure and Function of the Human Body

Discover the intricacies of blood circulation within the heart through a captivating animation. Gain insight into the mechanics of the heart and delve into the fascinating cycle of blood flow with a detailed explanation of the pivotal role played by heart valves.

List all the heart valves and explain their functions. What happens when a valve does not function at the correct capacity?

NATIONAL HUMAN GENOME RESEARCH INSTITUTE https://www.genome.gov/For-Patients-and-Families/Genetic-Disorders Choose one of genetic, orphan, and rare diseases from the list, and write a one-page report on the selected condition.

HUMAN BRAIN TOUR AND ALZHEIMER’S DISEASE https://alz.org/alzheimers_disease_4719.asp View an illustrated tour of the healthy brain by selecting Part 1: Brain Basics followed by descriptions of a brain at various stages of Alzheimer’s disease in Part 2: Alzheimer’s Effect. Write a short paper describing the changes that Alzheimer’s causes in the brain. [return to top]

SHORT-ANSWER QUESTIONS WITH SUGGESTED ANSWERS The short-answer questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWERS 1. Explain the difference between the terms sign and symptom. Give an example of each and include the terms objective and subjective in your answer.

Suggested Answer: A sign is measurable and can be observed, either directly or indirectly, by the health care worker.

Examples will vary but could include such things as fever, wound, blood count, and so on.

A symptom is reported by the patient and is not observable to the health care worker. Examples will vary but could include such things as pain, fatigue, and dizziness.

2. List ten examples of preventive measures that contribute to maintaining the wellness of the various body systems.

Suggested Answer: Get adequate exercise; eat properly to get sufficient nutrients; practice good hygiene; follow standard precautions; do not smoke; drink adequate amounts of water; have regular

© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 09: Growth and Development

health checkups; do not use illegal drugs; take medications cautiously; use appropriate protective devices; avoid excessive alcohol; get sufficient sleep; maintain a healthy weight (Many others are listed throughout the chapter.)

3. Explain how a skeletal muscle produces movement.

Suggested Answer: Skeletal muscles work in pairs. One muscle (prime mover) produces movement in one direction. The muscle on the other side of a joint (antagonist) relaxes as the prime mover contracts.

4. List three ways that the skin protects the body from the outside environment.

Suggested Answer: Provides barrier against sun’s rays and bacteria; alerts the body to hazards by responding to pain (through nerve endings); controls body temperature (by widening and narrowing blood vessels) 5. Trace the path that food takes as it moves through the digestive system, naming the major structures and their functions in processing the food.

Suggested Answer: 1. Mouth: chewing; saliva, teeth; and tongue; chopping, mashing, and moving food to the back of the throat 2. Esophagus: muscular tube that connects throat (pharynx) to stomach and moves food toward stomach (peristalsis) 3. Stomach: food mixed with gastric juices for 2-4 hours; food broken down; bacteria killed 4. Small intestines: add more digestive juices; absorption of nutrients begins 5. Large intestines: absorption of nutrients and water completed; certain vitamins (K and some Bcomplex) synthesized [return to top]

Instructor Manual Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 09: Growth and Development

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 54 Chapter Objectives ................................................................................................................................... 54 What's New in This Chapter .................................................................................................................... 54 Chapter Outline ........................................................................................................................................ 54 Class Activities .......................................................................................................................................... 55 Internet Activities...................................................................................................................................... 55

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 09: Growth and Development

Short-Answer and Essay Questions with Suggested Answers .............................................................. 57

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 09: Growth and Development

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explore the distinctions between physical, cognitive, and psychosocial development as they pertain to human growth. Students will gain an understanding of Erikson's nine stages of life and the corresponding changes. With this knowledge, students will also learn about the diverse approaches to patient care at each life stage. Additionally, the chapter will cover key concepts in developmental theories by Piaget, Kohlberg, and Gilligan. The chapter will also address Thomas's perspectives on life stages and aging and provide insights into the various stages of grief and the dying process.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 09.01 09.02 09.03 09.04 09.05 09.06

Explain the differences between physical, cognitive, and psychosocial as they relate to growth and development.

Describe the nine life stages including physical, cognitive, and psychosocial changes according to the theory of Erik Erikson.

Describe specific approaches to care at each life stage based on a knowledge of growth and development.

Describe the main concepts of the developmental theories of Piaget, Kohlberg, and Gilligan.

Discuss how Thomas’s description of the life stages and aging differs from other developmental theories.

Identify and describe the five stages of the grieving and dying process.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XLVI. Knowing Your Patient (LO 09.01, PPT 4-7) XLVII. Life Stages (LO 09.02, 09.03, PPT 8-21) a. Prenatal b. Infancy c. Toddler d. Preschooler e. School-Age Child f. Adolescence g. Young Adulthood

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 09: Growth and Development

h. Middle Adulthood i. Later Adulthood XLVIII. Care Considerations (LO 09.02-09.03, PPT 22) XLIX. Other Developmental Theories (LO 09.04, PPT 23-29) a. Jean Piaget b. Lawrence Kohlberg c. Carol Gilligan L. Future Trends (LO 09.05, PPT 30-31) LI. Death and Dying (LO 09.06, PPT 32-33)

[return to top]

CLASS ACTIVITIES 1. Ask students to observe individuals from different age groups and present their findings to the class. How do these observations align with Erikson's stages of psychosocial development?

2. Task students with comparing the theories of Erikson, Piaget, Kohlberg, and Gilligan. How do these theories differ or intersect?

3. Role-play scenarios where students act as health care professionals explaining various procedures (e.g., injections, tooth brushing, exercise) to patients or their parents in different age groups.

4. Assign pairs or small groups to research and present the most prevalent health concerns associated with each of the eight life stages.

5. Instruct students to gather information about the services offered by the following organizations: - The National Council on Aging www.ncoa.org - The American Association of Retired Persons www.aarp.org - National Hospice and Palliative Care Organization (NHPCO) www.nhpco.org 6. Invite older adults to speak as guests, representing a significant percentage of the future patient demographic for the students.

7. Have students develop a waiting room layout that caters to the needs of all age groups.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

ERIK ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 09: Growth and Development

Use this illustrated article to learn more about Erikson’s theory.

TEEN DEVELOPMENT https://medlineplus.gov/teendevelopment.html This web page contains many links covering various aspects of teen development. Examples include communication and promoting a positive body image. Choose topics to explore and report on.

Medline Plus also contains sections on ―Infant and Newborn Development‖ (https://medlineplus.gov/infantandnewborndevelopment.html) and ―Toddler Development‖ (https://medlineplus.gov/toddlerdevelopment.html).

CHILD DEVELOPMENT THEORIES AND EXAMPLES: SOME KEY IDEAS https://www.verywellmind.com/child-development-theories-2795068 This website describes seven of the best-known theories of child development. Read the sections on the theorists not included in this chapter. Is there information you might apply as a health care professional?

WHAT HAPPENS TO THE BRAIN AS WE AGE? https://www.medicalnewstoday.com/articles/319185.php This article describes how the brain changes over our lifetime. It includes strategies for helping retain healthy brain function.

After reading the article, describe how the health care professional can apply this information when working with older patients.

MAYO CLINIC (AGING: WHAT TO EXPECT) https://www.mayoclinic.org/healthy-lifestyle/healthy-aging/in-depth/aging/art-20046070 This article provides information from the Mayo Clinic about changes that occur with aging and suggestions for older adults to promote their health. Which preventive measures apply to people of any age? How many have you incorporated into your own life?

NATIONAL INSTITUTE ON AGING https://www.nia.nih.gov/ This website contains dozens of topics of interest to aging adults and those who work with them. Choose a topic to explore in depth and write a paragraph describing what you learn.

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Instructor Manual: Haroun Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 09: Growth and Development

ELISABETH KÜBLER-ROSS www.ekrfoundation.org Learn more about the woman who researched death and dying to bring to the world an awareness of this process.

AMERICAN CANCER SOCIETY The Grieving Process – Coping with the Loss of a Loved One https://www.cancer.org/treatment/end-of-life-care/grief-and-loss/grieving-process.html Read this article to learn about the stages of grief experienced by friends and family members who lose a loved one. [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least three factors other than genetics that influence the individual human characteristics.

Suggested Answer: Family relationships; cultural customs; religion; education; and physical health 2. List at least four safety precautions that parents can take to help keep young children safe.

Suggested Answer: Place objects out of reach; use barriers to prevent access to hazards; use locking cabinets; lock up all poisonous substances; ensure that they cannot leave the house by themselves; prevent access to items that enable climbing 3. Identify the five stages of dying developed by Elizabeth Kubler-Ross in the order in which they occur.

Suggested Answer: 1. denial; 2. anger; 3. bargaining; 4. depression; 5. acceptance

ESSAY QUESTIONS 1. Discuss the importance of understanding various life stages for healthcare professionals. Provide examples of care considerations for at least five life stages.

Suggested Answer: Choose the appropriate assessment and approach to care; understand behavior and needs; increase effectiveness of communication with patients

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 10: Body Mechanics

(Examples are provided in Table 9–3 in the text.)

2. Explain why Carol Gilligan decided to develop her theory separate from Kohlberg’s moral stages.

Suggested Answer: Gilligan worked with Lawrence Kohlberg on his Moral Development Theory but became independent and began to criticize Kohlberg’s work. She felt that Kohlberg only studied ―privileged, white men and boys‖ and this caused a biased opinion against women. She felt that a woman’s development in terms of their caring effect on human relationships was given less significance than some of the male characteristics of rights and rules. She felt women must learn to address their interests AND the interests of others. Women hesitate to judge because they see the complexities of relationships.

[return to top]

Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 10: Body Mechanics

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 59 Chapter Objectives ................................................................................................................................... 59 What's New in This Chapter .................................................................................................................... 59 Chapter Outline ........................................................................................................................................ 59 Class Activities .......................................................................................................................................... 60 Internet Activities...................................................................................................................................... 60 Short-Answer Questions with Suggested Answers................................................................................. 61

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 10: Body Mechanics

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to emphasize to the student the significance of consistently practicing proper body mechanics and ergonomics to prevent workplace injuries. It also aims to explain how repetitive motions can lead to injuries, detailing various conditions that may result from such motions and methods to prevent them. Additionally, the chapter will discuss ways to avoid injuries from exertion in the health care setting and explore different approaches for treating musculoskeletal and nerve injuries in patients and oneself.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 10.01 10.02 10.03 10.04 10.05 10.06

Explain the importance of practicing good body mechanics and ergonomics to prevent injury.

Explain how ―repetitive motion injuries‖ occur.

Describe the following conditions: carpal tunnel syndrome, thoracic outlet syndrome, and tendonitis.

List ways to prevent repetitive motion injuries.

Explain how exertion injuries are prevented in health care settings.

Describe methods for treating musculoskeletal and nerve injuries.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LII. LIII.

LIV. LV. LVI.

The Importance of Prevention (LO 10.01, PPT 5-8) Repetitive Motion Injuries (LO 10.02-10.04, PPT 9-19) a. Computer Use and Repetitive Motion Injuries b. Preventing Repetitive Motion Injuries c. Visual Problems Exertion Injuries (LO 10.05, PPT 20-25) a. Preventing Exertion Injuries Treatment of Musculoskeletal and Nerve Injuries (LO 10.06, PPT 26-27) Back Belts (LO 10.06, PPT 28-30)

[return to top]

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 10: Body Mechanics

CLASS ACTIVITIES 1.

2.

3.

4.

Invite a fitness professional to discuss proper exercise and posture.

Use props such as an empty cardboard box and a computer keyboard to help students practice using proper body mechanics while "performing" various tasks. Different activities could be placed on cards for drawing. Students will draw cards and demonstrate the indicated task.

Practice the computer exercises described in Table 10-2 as a group.

Have students research and report on the most common injuries associated with the occupation they are interested in pursuing, as well as suggested preventive measures.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

ERGONOMIC SELF-EVALUATION https://ehs.wsu.edu/workplace-safety/ergonomics/ergonomic-evaluation/ Use the guides on this website to evaluate and adjust your workstation at home or in your office. What adjustments can you make to your workspace?

U.S. DEPARTMENT OF LABOR—OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION (OSHA) Safe Patient Handling: Busting the Myths https://www.osha.gov/sites/default/files/3.1_Mythbusters_508.pdf After reading this document, write a paper arguing the benefits of using specialized equipment for lifting and transferring patients.

U.S. DEPARTMENT OF LABOR—OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION (OSHA) https://www.osha.gov/healthcare/safe-patient-handling Review this website for links to OSHA websites about safe patient handling for various health care occupations.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

[return to top]

SHORT-ANSWER QUESTIONS WITH SUGGESTED ANSWERS The short-answer questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1.

List two common symptoms of carpal tunnel syndrome.

Suggested Answer: Tingling, inability to make a fist, numbness, pain in hand, loss of strength in hand.

2.

Provide at least three general health practices for health care professionals to reduce the risk of onthe-job injuries.

Suggested Answer: Use good posture, exercise regularly, maintain muscle and joint flexibility (stretching exercises), maintain a healthy weight, practice healthy eating habits, reduce mental stress.

3.

Provide two reasons for and against the use of back belts by health care professionals.

Suggested Answer: For: Provides support for the back (increases intra-abdominal pressure), keeps muscles warm (increases flexibility), reminds health care professionals to use proper body mechanics.

Against: Leads to cardiac problems (increased blood and pelvic pressures), causes rashes (the warmth from wearing a belt), causes injuries by giving a false sense of security.

4.

List at least three ways to prevent eyestrain when using the computer.

Suggested Answer: Direct eyes away from the screen at frequent intervals, rest your eyes every 20 to 30 minutes, adjust the contrast on the screen, keep the screen clean, avoid glare on the screen, and use a paper holder.

[return to top]

Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 63 Chapter Objectives ................................................................................................................................... 63 What's New in This Chapter .................................................................................................................... 63 Chapter Outline ........................................................................................................................................ 63 Class Activities .......................................................................................................................................... 64 Internet Activities...................................................................................................................................... 65 Procedure Checklists ................................................................................................................................ 68 Short-Answer and Essay Questions with Suggested Answers .............................................................. 68

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

PURPOSE AND PERSPECTIVE OF THE CHAPTER In this chapter, students will be taught the importance of infection control and how to prevent its spread.

They will learn various methods to prevent infections and the correct practices for proper hand hygiene.

Understanding the different types of microbes and infections, as well as the use of personal protective equipment (PPE) and standard precautions, is crucial for preventing transmission. This knowledge is essential, as students in health care settings may be exposed to infectious diseases. It is imperative that they grasp how these diseases are transmitted and the impact of drug-resistant pathogens on health care.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 11.01 11.02 11.03 11.04 11.05 11.06 11.07 11.08 11.09

Explain the importance of infection control practices in the health care facility to maintain the safety of the health care professional, patients, and others.

Describe methods of infection prevention.

Explain the importance of proper hand hygiene.

Describe types of microbes and the infections they may cause.

Explain the importance of personal protective equipment and standard precautions.

Describe the chain of infection as a model for explaining how infection spreads.

Explain the risks of exposure for the health care worker and methods of prevention.

Summarize the ways pathogens may be transmitted.

Describe how pathogens become drug resistant and the impact this has on health care.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LVII.

Importance of Infection Control in Health Care (LO 11.01-11.03, PPT 4-10) a. Scope of the Problem b. Regulatory Agencies LVIII. Microorganisms (LO 11.04, PPT 11-24) a. Types of Microbes i. Bacteria 1. Treating Bacterial Infections ii. Viruses iii. Fungi iv. Rickettsia v. Protozoa

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

LIX. LX. LXI.

Defense Mechanisms (LO 11.02, PPT 25) How Infections Spread (LO 11.06, 11.08, PPT 26-27) Preventing Infection (LO 11.01-11.09, PPT 28-48) a. Breaking the Chain of Infection b. Handwashing i. Procedure 11-1 Handwashing c. Personal Protective Equipment i. Gloves ii. Procedure 11-2 Nonsterile Gloves (Applying Clean Gloves and Removing Contaminated Gloves) iii. Mask, Eye Protection, Face Shield iv. Gown v. Application of PPE d. Patient-Care Equipment e. Antiseptics, Disinfectants, and Sterilization i. Procedure 11-3 Applying and Removing PPE ii. Surgical Asepsis iii. Standard Precautions iv. Procedure 11-4 Applying Sterile Gloves v. Environmental Control 1. Linen 2. Patient Placement vi. Blood-Borne Pathogens vii. Transmission Precautions viii. Disposal of Hazardous Waste ix. Neutropenic Precautions LXII. The Challenges (LO 11.01-11.09, PPT 49-56) a. Influenza b. Workplace Risks i. Hepatitis B ii. Human Immunodeficiency Virus iii. Tuberculosis c. Other Infectious Diseases d. Drug-Resistant Organisms LXIII. Reporting Accidental Exposure (LO 11.01-11.09, PPT 58)

[return to top]

CLASS ACTIVITIES 1.

2.

Organize a session for students to use microscopes to observe different examples of microorganisms.

Instruct students to wash their hands using fluorescent paint as a substitute for soap.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

3.

4.

5.

6.

7.

8.

9.

10.

After washing, examine their hands under a black light to evaluate the thoroughness of their handwashing.

Task students with creating a PowerPoint presentation that illustrates the chain of infection, emphasizes precautions such as handwashing, depicts examples of personal protective equipment, and provides explanations for antiseptics, disinfectants, and sterilization.

Assign each student an infectious disease to research and present a PowerPoint presentation on the assigned disease to the class.

Encourage students to explore the websites for OSHA (www.osha.gov) and the CDC (www.cdc.gov) to gain a deeper understanding of the functions of these agencies.

Have students practice handwashing and gloving (nonsterile and sterile) following the guidelines outlined in Procedures 11–1, 11–2, and 11–3.

If personal protective equipment (PPE) is available, have students practice the proper procedure for donning and doffing by following Procedure 11–4.

Instruct students to prepare reports, either written or oral, on influential figures in the fields of microbiology and infection control, such as van Leeuwenhoek, Pasteur, Holmes, Semmelweis, and Lister.

Develop flashcards featuring illustrations of various types of bacteria for students to identify. Responses can be elicited from the entire group or individuals, and students can use the flashcards to quiz each other.

Create flashcards that display diseases and the name of the microorganism causing the disease.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The web sites in this section have been selected to support and expand on material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

CENTERS FOR DISEASE CONTROL AND PREVENTION Handwashing: Clean Hands Save Lives https://www.cdc.gov/handwashing/ Read the information on the Clean Hands page, and then explore the provided links in the text that you may be interested in.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

Antibiotic/Antimicrobial Resistance https://www.cdc.gov/antimicrobial-resistance/about/index.html Explore the links provided in the information to learn more about this important topic, and then answer the following questions: 1. How does antibiotic resistance happen?

2. How can people protect themselves against infections?

3. What is the CDC doing to combat antibiotic resistance?

Tuberculosis (Tb) https://www.cdc.gov/tb/about/index.html After reading and watching the video about Tuberculosis, explain what it is, how it is spread, and list different facts about it.

Standard Precautions in All Patient Care https://www.cdc.gov/infection-control/hcp/basics/standard-precautions.html Select the recommendation details about hand hygiene, PPE, patient placement, etc., and review the information presented in this chapter.

The 1918 Flu Pandemic: Why It Matters 100 Years Later https://blogs.cdc.gov/publichealthmatters/2018/05/1918-flu/ After reading the blog, answer the following questions.

1. What were the reasons for the severity of the 1918 pandemic?

2. What is being done today to prevent future influenza pandemics?

Travelers’ Health: Yellow Fever https://wwwnc.cdc.gov/travel/page/yellow-fever-information 1. What causes yellow fever?

2. Who is at risk of contracting yellow fever?

3. How can travelers protect themselves?

Zika Travel Information https://wwwnc.cdc.gov/travel/page/zika-travel-information After reading the article, answer the following questions.

1. What is the most serious result of a zika infection?

2. What parts of the world are currently affected by the zika virus?

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

Environmental services guidelines from the Guidelines for Environmental Infection Control in HealthCare Facilities (2003) https://www.cdc.gov/infection-control/hcp/environmental-control/environmental-services.html List ten actions that can protect against various bacteria, viruses, and fungi in patient care areas.

OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION OSHA Model Exposure Control Plan https://www.osha.gov/sites/default/files/CPL_2-2_69_APPD.pdf Review the example of a facility exposure plan to learn what health care facilities must do to comply with OSHA standards. When hired, you will be expected to read your facility’s policies and procedures and follow them in case of exposure.

Infectious Diseases https://www.osha.gov/healthcare/infectious-diseases/ Choose one of the links to the CDC guidelines and report on your findings.

Hepatitis B Vaccination Protection https://www.osha.gov/OshDoc/data_BloodborneFacts/bbfact05.pdf Read this OSHA notice to learn about how health care professionals can be protected against Hepatitis B, and then answer the following questions.

1. Would you choose to receive the vaccination if it is offered by your employer?

2. Why or why not?

WORLDOMETERS www.worldometers.info Go to this website, scroll down the page to HEALTH and report on the following worldwide statistics: 1.

2.

3.

4.

Number of communicable diseases this year Number of HIV/AIDS infected people Deaths caused by HIV/AIDS this year Deaths caused by malaria this year

WORLD HEALTH ORGANIZATION Fact Sheets: Infectious Diseases http://www.who.int/topics/infectious_diseases/factsheets/en/ Choose an infectious disease to read about and write a summary of what you learn.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 11: Infection Control

AMERICAN COUNCIL ON SCIENCE AND HEALTH Bloom, J., 36 Years Since AIDS Hit – Now the Possibility of a Cure. https://www.acsh.org/news/2018/03/17/36-years-aids-hit-now-possibility-cure-12700 Read the article and then answer the following question.

How does this new discovery act on HIV to prevent AIDS? [return to top]

PROCEDURE CHECKLISTS The Procedure Checklists for this chapter are available online. Sign up or sign in at www.cengage.com to search for and access this product and the procedure checklists.

The Procedure Checklists include skills evaluation checklists for the procedures in this chapter that the instructor can use for evaluating a student’s skill level. A blank evaluation checklist is also included so that instructors can customize their own checklist. [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1.

List three common signs and/or symptoms of a generalized infection.

Suggested Answer: Headache, fever, fatigue, vomiting, diarrhea, increase in pulse and respirations.

2.

List at least five times when health care professionals should wash their hands.

Suggested Answer: Arriving at or leaving work, taking a break, between patients, before applying and after removing gloves, before and after touching the face, after contact with contaminated items, before touching clean items, before and after eating, drinking, using restroom.

3.

Briefly explain the two common laboratory methods for identifying bacteria.

Suggested Answer: Gram staining involves using a substance and observing whether the color is lost or retained after being treated with acid.

Growing colonies in a special material, which takes 24 to 72 hours, allows shape and size to be observed.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 12: Environmental Safety

4.

Identify the six elements that make up the chain of infection and give an example of each.

Suggested Answer: 1.

2.

3.

4.

5.

6.

5.

Infectious agent or pathogen or microbe Examples: any of the five types of microbes Reservoir host or place to grow Examples: person, animal, insect, bird, organic material, feces, water, etc.

Portal of exit or way to escape from host Examples: body fluids, breaks in skin, or feces Route of transmission or means of transport or transportation Examples: air, droplets, contact, insects, food, water, etc.

Portal of entry or way to enter a host Examples: body openings such as mouth and nostrils, or breaks in skin Susceptible host or human body or individual or person Examples: a person with a suppressed immune system or with a large number of pathogens in the system

Explain the purpose of personal protective equipment (PPE) and give three examples.

Suggested Answer: Protect the eyes, skin, and/or clothing from blood and other body fluids.

Examples: gloves, masks, protective eyewear, gowns, and caps

6.

List two actions that have caused the development of pathogens that are resistant to antibiotics.

Suggested Answer: Overuse of antibiotics or using antibiotics for minor conditions or too many prescriptions for antibiotics; failing to complete the entire course or failing to take all medication prescribed.

ESSAY QUESTION The actions of health care professionals can play a crucial role in both causing and preventing the spread of infection among patients." Please reference the chain of infection and standard precautions in your response and provide specific actions that professionals can undertake to prevent the spread of infection.

Suggested Answer: Health care professionals can carry microbes to their patients while performing various tasks. For this reason, it is critical that health care professionals ensure that their actions do not cause a break in the chain of infection. The main method of protecting the patient is to always follow standard precautions.

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 12: Environmental Safety

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 12: Environmental Safety

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 71 Chapter Objectives ................................................................................................................................... 71 What's New in This Chapter .................................................................................................................... 71 Chapter Outline ........................................................................................................................................ 71 Class Activities .......................................................................................................................................... 72 Internet Activities...................................................................................................................................... 73 Short-Answer and Essay Questions with Suggested Answers .............................................................. 74

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 12: Environmental Safety

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to emphasize to students the importance of safety in the health care environment, not only for the professionals but also for the patients and all individuals. Students will be educated on potential hazards and trained in safe practices to avoid injuries. They will also learn the necessary steps to minimize workplace violence. The instructional approach will include a detailed explanation and demonstration of safety measures so that students are well-prepared to respond if a hazard arises, including how to reduce hazards in the health care environment. Moreover, it is essential for students to comprehend their role in assisting individuals during emergencies, including understanding the emergency code system and familiarizing themselves with the emergency preparedness plan at their facility.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 12.01 12.02 12.03 12.04 12.05

12.06

Explain the importance of environmental safety in maintaining the safety of the health care professional, the patients, and others.

List potential hazards and safety practices to help prevent injuries and accidents in the health care environment.

Define workplace violence and list preventive measures.

Identify the appropriate steps to take in the event of a fire, including how to properly use a fire extinguisher and how to evacuate in the event of a fire.

Identify safety measures and procedures to decrease environmental hazards in health care settings, including electrical, chemical, radiation, infectious waste, bioterrorism, and oxygen use hazards. Explain the organization and use of an emergency code system in a health care facility.

Explain the purpose and sample contents of an emergency preparedness plan.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LXIV. Important of Environmental Safety in Health Care (LO 12.01, PPT 4-6) LXV. General Safety Guidelines (LO 12.02, PPT 7-10) a. Moving Safely b. Dressing for Safety c. Working Safely with Patients

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d. Protecting Yourself and Others e. Reporting for Safety LXVI. Workplace Violence (LO 12.03, PPT 11-14) LXVII. Fire and Electrical Hazards (LO 12.04-12.05, PPT 15-21) LXVIII. Chemical Hazards (LO 12.05, PPT 22-24) LXIX. Radiation Hazards (LO 12.05, PPT 25) LXX. Infectious Waste (LO 12.05, PPT 26) LXXI. Oxygen Hazards (LO 12.05, PPT 27) LXXII. Bioterrorism (LO 12.05, PPT 28) LXXIII. Emergency Code System (LO 12.05, PPT 29-30) LXXIV. Emergency Preparedness Plan (LO 12.06, PPT 31-33) a. Triage

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CLASS ACTIVITIES 1.

2.

3.

4.

5.

6.

7.

8.

9.

Have students create a safety PowerPoint covering electrical hazards, PASS, RACE, and types of fire extinguishers.

Have students perform a ―safety inspection‖ of the classroom and prepare reports with recommendations.

Invite a representative from the local fire department to speak to the class about fire safety and proper actions to take in case of fire.

Arrange for students to have an opportunity to practice using fire extinguishers. Local fire departments frequently offer demonstrations, if conditions allow this.

Transfer each of the physical or mental changes provided in Table 12–2 onto separate index cards. Students will randomly select these index cards and then outline the appropriate actions they would take when interacting with each type of patient. Encourage them to align their responses with their intended career path.

Create a simulation for students to demonstrate the steps taken in case of fire, as outlined in Table 12–5. Have them verbalize any actions that cannot be simulated in the classroom.

Break students into groups and have each group create an emergency preparedness plan for the class. The plan should include the elements outlined in the chapter, assignment of duties, and general guidelines for members of the group.

Assign students the task of collecting materials from local organizations, such as the American Red Cross, regarding how to respond to emergencies. These materials can be displayed in the classroom and used as a basis for future oral presentations.

Have students observe safety features in schools, stores, public buildings, and so on. Ask them to share examples of safe and unsafe practices in class discussions.

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[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

NATIONAL SAFETY COUNCIL (NSC) https://www.nsc.org/work-safety/safety-topics After reading the information on this web page, answer the following questions: 1. What are the negative consequences of fatigue?

2. What are the negative consequences for employees who are drug-impaired at work?

3. What actions does the NSC advise to help prevent workplace violence?

4. What is the number one reason for lost workdays?

OSHA OSHA Brief—Hazard Communication Standard: Safety Data Sheets https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf Read through the sixteen sections required for preparing a Safety Data Sheet, and then answer the following question: Why do you think the government wants this amount of detailed information about each chemical?

Caring for Our Caregivers https://www.osha.gov/hospitals/patient-handling Explore the various links on this page and search for the answers to the following questions: 1. What are five reasons why hospital staff are especially prone to injury?

2. What other health care facilities face similar challenges regarding staff injuries?

3. What are the critical components of a safe patient handling program?

4. What are some common myths, barriers, and concerns about safe patient handling?

5. Which hospital workers are at the highest risk for injury?

6. How do worker injuries negatively affect patients?

OSHA Fact Sheet: Protecting Yourself When Handling Contaminated Sharps https://www.osha.gov/OshDoc/data_BloodborneFacts/bbfact02.pdf Read the fact sheet, then answer the following questions:

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What are the responsibilities of employers to prevent sharps injuries?

1. In what types of decisions must nonmanagerial staff be included?

2. Describe a properly designed sharps container.

Workplace Violence https://www.osha.gov/workplace-violence After reading the webpage, select the risk factors (https://www.osha.gov/workplace-violence/riskfactors ) and prevention programs (https://www.osha.gov/workplace-violence/prevention-programs ) links. List methods to identify risks, reduce hazards, and prevent workplace violence in health care environments.

OREGON HEALTH AUTHORITY Radiation Protection: Obtaining and Using Dosimeters https://www.oregon.gov/oha/PH/HEALTHYENVIRONMENTS/RADIATIONPROTECTION/Page s/dosimetry.aspx List five things that should not be done with a dosimeter, along with the rationale for each.

OCCUPATIONAL SAFETY & HEALTH TRAINING Health Care Slip, Trip, and Fall Prevention https://lhatrustfunds.com/assets/uploads/documents/OSHAcademy.pdf After reading the document at this website, answer the following questions.

1. What are the four negative consequences of slip, trip, and fall (STF) injuries?

2. What are the ten hazards for STFs? 3. What are some ways you can prevent STFs in your living environment? [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least four safety practices that help prevent accidents when you are moving around the health care facility.

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Suggested Answer: Never run, stay to the right, approach intersections carefully, pay attention to warning mirrors, remove loose rugs, open doors slowly, use handrails on stairs, never run on stairs, never carry sharp items in hallways, or between rooms.

2. List three ways the health care professional can assist visually impaired patients.

Suggested Answer: Identify oneself when approaching, remove obstructions where they will walk, place items within patients’ visual field or where they can be reached, explain the location of items, explain the noises patients will hear, describe floor plans.

3. Explain safe procedures for picking up and discarding broken glass.

Suggested Answer: Use a brush or broom and dustpan and place the glass in a puncture-resistant container or in puncture-resistant wrapping before placing it in a trash bag or receptacle.

4. List at least three ways to prevent electrical hazards.

Suggested Answer: Know how to use all electrically powered equipment, follow operating instructions, do not use damaged equipment, do not attempt repairs unless you are trained to do them, never use broken cords or plugs, never handle equipment around water, do not touch electrocution victims while they are in contact with live power.

ESSAY QUESTION Discuss the implications of the following statement for the health care professional: ―The best approach to safety is to focus on prevention.‖ Include at least five personal safety practices that contribute to the prevention of accidents and injuries.

Suggested Answer: Most workplace injuries can be prevented. There are many techniques and practices available to help health care professionals avoid future injuries.

Answers should include points from the chapter included in the various tables and lists of recommendations. There are many areas, and students may choose from the groupings that relate best to their chosen occupations.

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 13: Lifestyle Management

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 77 Chapter Objectives ................................................................................................................................... 77 What's New in This Chapter .................................................................................................................... 77

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Chapter Outline ....................................................................................................................................... 77 Class Activities .......................................................................................................................................... 78 Internet Activities...................................................................................................................................... 79 Short-Answer and Essay Questions with Suggested Answers .............................................................. 80

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 13: Lifestyle Management

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to educate students on the importance of health care professionals maintaining healthy lifestyles and habits. This knowledge empowers them to guide and assist patients in adopting their own healthy habits. Understanding the significance of maintaining healthy habits can potentially help prevent diseases and even save lives. Health care professionals often face burnout due to the immense responsibility of caring for others. In this regard, students will learn strategies to combat and prevent burnout.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 13.01 13.02 13.03 13.04 13.05 13.06 13.07 13.08 13.09 13.10

Explain the significance of health care professionals maintaining a healthy lifestyle.

Develop effective strategies for cultivating positive habits.

Describe the key principles of nutrition.

Identify essential nutrients and their roles in the body.

Examine dietary components like vitamins, minerals, and their impact on health.

Analyze the importance of a healthy diet.

Assess the relationship between personal health habits and major causes of death.

Describe prevention strategies pertaining to burnout.

Explore methods for assisting individuals in changing addictive habits.

Evaluate the risks, preventive measures, and health implications associated with sexually transmitted infections.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LXXV. Importance of a Healthy Lifestyle (LO 13.01, 13.02, PPT 5-6) a. Habits and Health LXXVI. Diet and Nutrition (LO 13.03-13.05, PPT 7-22) a. Nutrients b. Calories c. Carbohydrates d. Sugars e. Fats i. Cholesterol ii. Trans Fats

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f. Salt (Sodium) g. Processed Foods h. Organic Foods LXXVII. Healthy Eating (LO 13.06, PPT 23-25) LXXVIII. Maintaining a Healthy Weight (LO 13.06, 13.07, PPT 26-32) a. Body Mass Index b. Weight-Loss Diets c. Vegetarian Diets LXXIX. Eating Disorders (LO 13.07, PPT 33) LXXX. Physical Activity (LO 13.07, PPT 34-36) LXXXI. Sleep (LO 13.07, PPT 37-38) LXXXII. Preventive Measures (LO 13.07, PPT 39) LXXXIII. Stress in Modern Life (LO 13.08, PPT 40-52) a. External and Internal Stressors b. Dealing with Stress i. Setting Priorities ii. Time Management iii. Muscle Relaxation Techniques iv. Meditation c. Burnout LXXXIV. Minimizing Health Risks (LO 13.09-13.10, PPT 53-59) a. Tobacco Use b. Substance Abuse c. Occupational Hazards d. Safe Sex LXXXV. Helping Patients Develop Healthy Lifestyles (LO 13.01-13.10, PPT 60)

CLASS ACTIVITIES 1. Divide students into groups, assign them a lifestyle topic, and have them present helpful suggestions to classmates. For example, a report on exercise might include local parks that feature walking paths, community centers that teach exercise classes at reasonable rates, and so on.

2. As a group, have the students do the muscle relaxation exercise described in Box 13–2.

3. Invite a psychologist or another professional to speak to the class about stress relief, burnout prevention, and cultivating a positive mindset.

4. Have the class create a lifestyle inventory checklist to evaluate their current habits. The purpose is to encourage students to think about healthy habits and develop a self-evaluation tool.

5. Carry out a classroom discussion about personal stress. Encourage students to share positive strategies they use to maintain perspective and reduce stress.

6. Have students research information on community resources to help people deal with smoking, alcohol use disorder, and substance abuse, and create a PowerPoint slide or advertisement.

These presentations could be displayed on the digital monitors throughout the college.

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[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

STUDYFINDS https://studyfinds.org/healthy-lifestyle-income// Survey: 53% of Americans admit they are not living a ―healthy‖ lifestyle.

1.

What is defined as a ―healthy lifestyle‖?

2.

What impacts the ability to achieve a ―healthy lifestyle,‖ according to this survey?

VOX https://www.vox.com/2016/8/31/12368246/obesity-america-2018-charts It’s Easy to Become Obese in America: These 7 Charts Explain Why. 1. What were the estimated rates of obesity in 2016?

2. What is the percentage growth of obesity rates for men from 1960 to 2014? For women?

3. What components in the food environment contribute to weight gain?

4. Which types of foods are the most expensive? Why is this a problem?

5. How do the following factors contribute to weight gain: eating in restaurants, common breakfast foods, and ads for snack foods?

6. What are ways the food environment could better support healthful eating?

U.S. DEPARTMENT OF AGRICULTURE www.myplate.gov Explore this website to learn more about nutrition and healthy eating.

1. List ten facts you did not know before researching the site.

2. Write a summary about how you can apply what you learned to your daily eating habits.

HARVARD MEDICAL SCHOOL–DIVISION OF SLEEP MEDICINE https://sleep.hms.harvard.edu/education-training/public-education/sleep-and-health-educationprogram/sleep-health-education-40

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After viewing the video, select three articles that pique your interest and provide a summary of each.

NATIONAL LIBRARY OF MEDICINE–MEDLINE PLUS https://medlineplus.gov/exerciseandphysicalfitness.html Follow the links to find two articles or news reports of interest, read them, and summarize them.

PERCEIVED STRESS SCALE (PSS) https://www.bemindfulonline.com/test-your-stress 1. Take the quiz to determine your stress.

2. What are some interventions you can implement in your life to decrease your level of stress?

MONSTER Stress-management Tips for Health Care Workers https://www.monster.com/career-advice/article/stress-management-tips-in-healthcare Write a short report describing the suggestions given for combating stress in the health care workplace.

AMERICAN INSTITUTE OF MEDICAL SCIENCES & EDUCATION 10 YouTube Videos That Will Boost Your Productivity https://www.aimseducation.edu/blog/10-youtube-videos-boost-productivity/ The following four videos, presented in various formats, delve into the causes of procrastination, and offer advice for increasing productivity and simplifying life.

1. The Science of Productivity 2. How to Stop Procrastinating 3. Tips to Structure Your Day 4. Robin Sharma—How I Beat Procrastination (This video presents the topic in terms of reaching your goals and realizing your dreams for a good life.) [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

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SHORT ANSWER 1. List at least two methods found to be effective for individuals who are trying to stop using addictive substances.

Suggested Answer: Professionals or counselors, counseling, or self-help groups.

2. List at least three conditions that may be caused by being overweight.

Suggested Answer: Shortness of breath, back and joint pains, reduced ability for physical activity, diabetes mellitus, high blood pressure, heart disease, stroke, gallbladder disease, osteoarthritis, sleep apnea, respiratory problems, and certain cancers.

3. List at least two sources for each of the following food substances. a. b. c.

Proteins Carbohydrates Fats

Suggested Answer: a. b. c.

Meats, fish, poultry, eggs, milk, cheese Breads, cereals, sugars, fruits, potatoes, corn Oils, butter, margarine, cream, nuts, cheese

4. Provide at least five examples of the benefits of regular physical exercise.

Suggested Answer: Feeling of well-being, stress relief; improved mental outlook; better-quality sleep; help with weight control; increased energy level; increased muscle mass, which burns more calories; increased resistance to certain diseases; healthier/stronger heart; reduced risk of osteoporosis, type 2 diabetes, and certain types of cancer.

5. List at least four actions that help increase the quality and length of sleep.

Suggested Answer: Avoid caffeine, avoid stressful activities before bedtime, postpone worrying, practice good time management, do daily physical exercise, avoid vigorous exercise before bedtime, follow a bedtime routine, do not study or do work in bed.

6. Explain the distinction between internal and external stressors and provide an example of each.

Suggested Answer: Internal stressors are within the individual’s control and are often self-generated.

Examples: attitude, unrealistic goals, poor time management and problem-solving skills, poor study habits, not knowing how to prioritize.

External stressors are outside the individual’s control.

Examples: fast pace of life, high cost of living, crowded cities and freeways, demanding patients, physical disabilities, economy, difficult supervisors and coworkers, health problems of self and family

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7. List at least four conditions that can cause health care professionals to experience burnout.

Suggested Answer: Long hours, difficult working conditions, inadequate rest, frustration, lack of emotional support, few recreational activities, emotional involvement with patients, poor health habits.

ESSAY QUESTION Discuss the following statement: ―One’s state of wellness is largely under one’s control.‖ Include recommendations for personal habits that influence health.

Suggested Answer: Answers should include links between serious diseases causes of death and lifestyle habits. [return to top]

Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 14: The Patient as an Individual

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 83 Chapter Objectives ................................................................................................................................... 83 What's New in This Chapter .................................................................................................................... 83 Chapter Outline ........................................................................................................................................ 83 Class Activities .......................................................................................................................................... 84 Internet Activities...................................................................................................................................... 85 Short-Answer and Essay Questions with Suggested Answers .............................................................. 86

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to allow students to understand that each patient is an individual and how to treat them with respect when barriers arise, such as culture, language, and beliefs. Maslow’s hierarchy of needs provides students with insight into how unmet patient needs can impact their ability to recover from illness or alter their normal behavior. Patients may use defense mechanisms to protect themselves when their needs are not being met. Students will learn that individuals cope with loss differently and how to support a patient's needs in their time of adjustment to that loss.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 14.01 14.02 14.03 14.04 14.05 14.06 14.07

Explain why it is important for the health care professional to consider each patient as an individual.

Give examples of how cultural or individual differences might affect health care interactions.

Compare how beliefs and practices among various cultural groups impact health care.

Summarize each of the categories of Maslow’s hierarchy of needs.

Describe how human needs can affect patient behavior and recovery.

Explain how individuals use defense mechanisms and why it is important for the health care professional to recognize when a patient is using them.

Describe strategies that individuals may use to deal with loss.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LXXXVI. Patients as Individuals (LO 14.01, PPT 5-10) a. Philosophy of Individual Worth b. Understanding Patients i. Dealing with Prejudice LXXXVII. The Meaning of Culture (LO 14.02, PPT 11-17) a. Dominant Culture b. Individuals and Culture c. Cultural Differences LXXXVIII. Health Care Beliefs (LO 14.03, PPT 18-20) a. Religious Beliefs and Health b. Harmony and Health

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c. Herbs and Plant Medicines LXXXIX. Human Needs (LO 14.04, PPT 21-24) a. Implications for Health Care Professionals i. Physiological Needs ii. Safety Needs iii. Love and Belonging Needs iv. Esteem Needs v. Self-Actualizations Needs XC. Defense Mechanisms (LO 14.06, PPT 25-30) XCI. Dealing with Loss (LO 14.07, PPT 31-33) XCII. Treating Patients as Individuals (LO 14.01-14.07, PPT 34-38)

[return to top]

CLASS ACTIVITIES 1. Plan a class cultural day where students share their cultural backgrounds. Some activities may include discussing values and having a potluck of traditional foods.

2. Students, individually or in groups, will research and present on a local ethnic group, including their health care beliefs and practices. This may involve interviews with individuals sharing cultural backgrounds.

3. Students will use questions from the chapter to determine individual needs. Students playing the role of patients can be given specific backgrounds to act out. The health care professional should not be informed in advance about the patient.

4. Invite a diversity specialist to speak to the class about issues related to diversity, inclusion, and how to assist patients with their needs.

Ask students to come up with additional examples of behaviors that demonstrate the defense mechanisms listed in Table 14-2.

5. Divide the class into five groups, each representing one level on Maslow's hierarchy. Each group thinks of examples that illustrate each type of need, in addition to those provided in the text.

Then, have students discuss how health care professionals can assist patients in meeting these needs. [return to top]

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INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

EXACTLY WHAT IS TIME? Time in Different Cultures https://www.exactlywhatistime.com/other-aspects-of-time/time-in-different-cultures// 1. How have our concepts of time changed over the last 100 years?

2. Compare and contrast past-oriented and future-oriented cultures.

3. How are concepts of time of pre-industrial cultures different from post-industrial cultures? Give examples of groups today that remain pre-industrial.

4. Give the meaning of the following terms, including countries in which the dominant culture practices them: monochronic, polychronic, and variably monochronic.

5. How can understanding different orientations to time help you as a health care professional?

99% INVISIBLE It’s Chinatown https://99percentinvisible.org/episode/its-chinatown/ 1. Read the article, and you can also listen to the 39-minute audio portion.

2. When San Francisco’s Chinatown was rebuilt after the 1906 earthquake, why did it appear foreign to Chinese immigrants?

3. Why do tourists like Chinatown?

4. How was Chinese cooking adapted to American tastes? What are examples of ―Chinese food‖ that isn’t Chinese at all?

5. Explain how San Francisco’s Chinatown is an example of combining two very different cultures.

6. Do you think that Chinatown gives a false impression of what modern China is like? Explain your answer.

ETHNOMED Integrating Clinical Culture Information into Clinical Practice https://ethnomed.org/ 1. Choose three articles to read or videos to play from the drop-down menus ―Clinical Topics,‖ ―Cultures,‖ or ―Immigration‖ at the top of the webpage.

2. Report on what you learned about the effects of culture on health care.

3. What can health care professionals do to help patients from other cultures?

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PSYCH CENTRAL 10 Defense Mechanisms: What Are They and How They Help Us Cope https://psychcentral.com/health/common-defense-mechanisms 1. Discuss the differences between primitive and mature defense mechanisms.

2. Write a brief description of the mechanisms described in the article that are not included in this chapter.

SIMPLY PSYCHOLOGY Theoretical Perspectives of Psychology (Psychological Approaches) https://www.simplypsychology.org/perspective.html 1. Read about different approaches to psychology and human behavior.

2. Choose a perspective that interests you and explain why you are interested in that perspective.

3. How can having a basic understanding of psychology help you work more effectively with patients? [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least five different cultural beliefs about the causes of diseases.

Suggested Answer: Problems with or blockage or imbalance of body energy, disharmony with environment, demons or spirits, punishment for sins, evil eye, bad fright, microbes, supernatural forces, violation of taboo, will of God. 2. List at least eight examples of treatments accepted by various cultures for curing illness.

Suggested Answer: Acupressure, acupuncture, traditional healers, exercise, eating habits, fasting, herbs, meditation, drugs, prayer, roots, restoration of energy balance, restoration of mind–body– spirit harmony, rituals and ceremonies, surgery.

3. How can healthcare professionals increase the feelings of security of hospitalized patients?

Suggested Answer: Tell them the names of staff providing their care, how to contact staff, the care routine, the daily schedule, the pain they may experience, the availability of pain medication, explain procedures.

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4. List at least five ways that health care professionals can help reinforce the self-esteem of patients.

Suggested Answer: Listen, show interest, let them express their needs, ask about their preferences, protect their privacy, treat them with respect, ask for their approval before giving care, ask for their opinions when there are options.

ESSAY QUESTION Discuss the following statement: "Being sensitive to the needs of patients is a prerequisite for establishing good communication." In your answer, include the various influences that determine a patient’s behavior, as well as effective ways for healthcare professionals to determine the patient’s individual needs.

Suggested Answer: Each patient is an individual with specific needs determined by cultural background, family influences, religion, education, and so on (also depends on current needs).

Answers should mention Maslow, as well as any special conditions discussed in the chapter, such as visual impairments, experiencing a recent loss, fear of being ill, etc.

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Instructor Manual Haroun, Mitchell and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 15: The Communication Process

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 88 Chapter Objectives ................................................................................................................................... 88 What's New in This Chapter .................................................................................................................... 88 Chapter Outline ........................................................................................................................................ 88 Class Activities .......................................................................................................................................... 89 Internet Activities...................................................................................................................................... 90 Short-Answer and Essay Questions with Suggested Answers .............................................................. 92

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to help students understand how to effectively communicate as health care professionals. They will learn about the factors that increase the necessity for proficient communication and the importance of recognizing various communication styles displayed by patients. Additionally, the chapter addresses how to communicate with patients facing diverse health challenges, including active listening and communication over the phone.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 15.01 15.02

15.08

Define communication.

Explain the significance of effective communication in health care, considering its role in addressing stress, anxiety, and loneliness in patients.

Identify four factors that have increased the demand for competent communication in health care.

List three universal goals for every interaction with a patient.

Explain considerations and techniques for communicating with individuals across different age groups and diverse health conditions.

Explain the importance of nonverbal communication, including eight examples of positive body language, and identify five environmental factors influencing communication.

Describe appropriate communication techniques for patients facing various health challenges, including those who are terminally ill; in pain; medicated; confused; disoriented; depressed; anxious; hard of hearing; visually impaired; speech impaired; have dementia; or do not speak or understand English.

Describe the components of active listening.

15.09

List eight communication techniques to maintain professionalism during phone calls.

15.03 15.04 15.05 15.06 15.07

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XCIII. Importance of Communication in Health Care (LO 15.01, 15.03, 15.06, PPT 5-10) a. Communication with Patients XCIV. The Communication Process (LO 15.02, 15.04, 15.06, 15.07, 15.09, PPT 11-33) a. The Six Steps of the Communication Process i. Step One: Set Communication Goals

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1. Collect Information ii. Step Two: Create the Message 1. Asking Questions 2. Using Humor iii. Step Three: Deliver the Message 1. Nonverbal Communication 2. Body Language 3. Facial Expressions 4. Use of Touch 5. Physical Environment iv. Step Four: Listen to the Response v. Step Five: Ask for Feedback vi. Step Six: Evaluate the Encounter XCV. Communication through the Life Span (LO 15.05, PPT 34) XCVI. Overcoming Communication Barriers (LO 15.08, PPT 35-45) a. Patients Who are Terminally Ill b. Patients Who Are in Pain, Medicated, Confused, or Disoriented c. Patients with Dementia d. Patients Who Are Depressed e. Patients Who Are Anxious f. Patients Who Experience Hearing Loss g. Patients Who Have Visual Impairments h. Patients Who Have Speech Impairments i. Patients Who Are Angry j. Patients Who Do Not Speak English XCVII. Special Applications of Communication Skills (LO 15.06, 15.10, PPT 46-52) a. Telephone Communication b. Patient Education c. Presentations to Groups d. Gossip and Patient Privacy

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CLASS ACTIVITIES 1. Develop health care professional-patient scenarios (e.g., a patient asking a question about their bill) to help students role-play and practice the communication process.

2. Ask students to provide examples of nonverbal communication that they notice outside of the classroom.

3. Have students bring in their phones to practice answering and handling different types of calls.

Some students may think this activity is too easy, but it's important to emphasize that having poor telephone skills is a major concern for employers. Ask students to share their experiences making calls to businesses and services.

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4. Have students present a brief lesson on health care topics to practice patient education. Encourage the use of various teaching techniques such as visual aids, written materials, and return demonstrations.

5. Have a class discussion on ways to overcome common communication barriers.

6. Have the class participate in a Jeopardy-style game to practice formulating good questions.

Provide a scenario ("My stomach hurts") and the person involved ("older adult patient"), then prompt students to ask appropriate questions.

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INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

AMERICAN MEDICAL ASSOCIATION FOUNDATION Health Literacy and Patient Safety: Help Patients Understand www.youtube.com/watch?v=cGtTZ_vxjyA This is an excellent and very informative video, well worth the twenty-three minutes it takes to watch it.

Although created for physicians, this video has excellent information about communicating with the many patients who have difficulty understanding the information they receive from their health care providers.

1. After watching the video, write a summary that explains the reasons why patients have trouble understanding health information.

2. Why don’t patients tell their health care providers that they don’t understand what they have been told?

3. What are some of the most serious consequences of patients not understanding their health care providers?

4. List suggestions for health care professionals to improve their communication with patients.

THE FOCUSING INSTITUTE Listening and Focusing: Holistic Health Care Tools for Nurses https://www.focusingtherapy.org/PDFs/Medicine/NursesKlags.pdf This is an excellent article that includes examples of exchanges between nurses and patients. Although addressed to nurses, it is applicable to all health care professionals who work with patients.

1. What is the meaning of holistic communication?

2. How does the author define active listening?

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3. How can you apply active listening to your future occupation?

4. What is the process of focusing?

5. How might focusing be helpful for patients?

EFFECTIVE COMMUNICATION—STUDENT’S CHOICE 1. Using the term effective communication techniques, conduct an Internet search.

2. Review at least three articles and choose one you think contains helpful methods for the health care professional.

3. Write a summary of this article and try out at least two of the methods in your daily communications.

HEALTH LITERACY CONSULTING Adding a Dose of Humor to Your Patient Teaching https://healthliteracy.com/2003/07/01/humor/ 1. Do you agree that humor can be an effective communication tool when working with patients?

Explain why or why not.

2. What are the four ways the author suggests for using humor in communications with patients?

TEACH BACK Elements for Using Teach-back Effectively https://teachbacktraining.org/wp-content/uploads/2024/06/TB_10-Elements-for-Using-Teach-backEffectively_v10.pdf10 1. Practice explaining something you have learned in class to a friend or family member, then use teach back to check their understanding.

2. Copy the list of elements and review it from time to time.

HEALTH LITERACY CONSULTING Know When to Speak and When to Listen: Communicating with Patients Who Are Anxious or Angry https://healthliteracy.com/2001/08/01/anxious-angry-patients/ 1. Have you had an experience that made you anxious in health care? If so, did you get help? If so, what was it that helped you?

2. How can you ―put yourself in the patient’s shoes‖ to better understand how they feel?

3. Why is it important not to use judgmental language when communicating with an angry patient? [return to top]

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SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Give at least three examples of ways that the health care professional can establish trust with a patient.

Suggested Answer: Establish eye contact, explain t h e necessity of procedures, explain what you are going to do, and follow through on anything you say you will do.

2. List at least three environmental factors that can affect the effectiveness of communication between the patient and health care professionals.

Suggested Answer: Physical barriers such as furniture; light sources that are either too low or too bright; noise levels; lack of privacy; activity in the immediate area; physical comfort of the patient.

3. Give at least four examples of barriers that can block communication efforts.

Suggested Answer: Language differences, cultural influences or differences, defense mechanisms, physical or environmental distractions, sensory impairments, medication effects, pain.

4. Provide at least three strategies each for effectively working with patients who have the following special needs (twelve strategies in all): a.

Disoriented due to medication

b.

Hearing loss

c.

Visual limitations

d.

Angry

Suggested Answer: a. Identify yourself, say the patient’s name, maintain eye contact, speak slowly, speak clearly, use simple language, keep messages short, give the patient adequate time to respond, use touch if this is okay with the patient, communicate when the patient is in the least amount of pain when possible, repeat the message as needed, check for understanding, give information in writing for review later. b. Position yourself close to the patient, position yourself face to face, reduce the noise level, have the light source on your face, make sure your mouth is visible to the patient, speak clearly, do not shout, maintain a low to moderate pitch, use short sentences, watch for comprehension, do not change the subject without warning.

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c. Announce your presence, identify yourself, describe equipment, describe the positions of equipment, explain noises, explain procedures and what will be done, give clear and complete directions, tell the patient when you are leaving the area, tell the patient about physical barriers they may encounter, give extra verbal information for what is usually communicated through body language. d. Do not express anger, do not argue, stay calm, be courteous, listen attentively, offer an apology if appropriate, do not raise your voice, look at the patient, express concern and interest, answer questions, resolve the problem or take it to someone who can, ask for help if necessary.

5. Jamie is preparing a talk about a new cancer treatment that they will present to members of the nursing staff at the hospital where they work. List at least five techniques they can use to give an effective talk.

Suggested Answer: Have a clear purpose, determine the needs and level of understanding of the audience/nurses, organize their material so it is easy to follow, avoid jumping from topic to topic, speak at a moderate rate, prepare notes or a checklist, make eye contact with the audience.

ESSAY QUESTION Discuss the statement: ―Patients’ satisfaction is determined, to a great extent, by the quality of their communication with health care staff.‖ Include in your answer the underlying attitudes that influence good communication, the steps in the communication process, and suggestions for improving communication skills.

Suggested Answer: Philosophy of Individual Worth Respect for patients Steps in effective communication: • • •

Learn to ask good questions, listen actively, use feedback, be aware of nonverbal communication, etc., as presented in the chapter.

Recognize communication barriers.

Learn techniques to use in special situations, such as with hearing-impaired and Alzheimer’s patients.

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 16: Written Communication

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TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 95 Chapter Objectives ................................................................................................................................... 95 What's New in This Chapter .................................................................................................................... 95 Chapter Outline ........................................................................................................................................ 95 Class Activities .......................................................................................................................................... 96 Internet Activities...................................................................................................................................... 97 Short-Answer and Essay Questions with Suggested Answers .............................................................. 98

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to emphasize the importance of written skills in the health care field and their impact on patient communication. Students will be instructed on effective strategies for organizing written documents and using proper punctuation. In addition to mastering medical terminology, students will also learn techniques for overcoming challenges associated with learning English vocabulary. They will gain an understanding of the necessity of maintaining organized professional documents and identifying the types of materials patients require during their care, along with proper handling of written documents to protect patient records.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 16.01 16.02 16.03 16.04 16.05 16.06 16.07 16.08 16.09 16.10 16.11

Explain the importance of clear and accurate writing skills in health care.

Describe effective steps for planning and organizing written documents.

Describe different methods of organizing content: formal outline, informal outline, and mind map.

Explain the significance of correct spelling in written communication.

Identify resources and strategies that help health care professionals to improve spelling.

Explore strategies for mastering challenging English words.

Explain the appropriate instances for capitalizing words.

Provide rules for using punctuation marks: period, comma, semicolon, colon, apostrophe, and quotation marks.

Explain the guidelines for correct number and title writing.

Summarize various professional documents, including business letters, memos, agendas, meeting minutes, and patient education materials.

Discuss the proper handling of written documents to protect patient confidentiality.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XCVIII. Written Communication: A Vital Link in Health Care (LO 16.01, PPT 5) XCIX. The Components of Good Writing (LO 16.02-16.09, PPT 6-19) a. Organizing Content b. Preparing to Write c. Starting to Write

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d. e. f. g. h.

C.

CI. CII. CIII. CIV. CV. CVI.

Spell Your Way to Success Spelling Tips Grammar at a Glance Capitalization Rules Punctuation Rules i. Using More Than One Punctuation Mark i. Writing Numbers Correctly j. Writing Titles Correctly Business Letters (LO 16.10, PPT 20-25) a. Using Form Letters b. Writing Effective Letters c. Business Letter Formats d. Preparing Letters for Mailing Memos (LO 16.10, PPT 26) Meeting Agendas (LO 16.10, PPT 27) Minutes of Meetings (LO 16.10, PPT 28-29) Patient Education Materials (LO 16.10, PPT 30) Confidentiality of Written Materials (LO 16.10, PPT 31) Proofreading Written Work (LO 16.01-16.10, PPT 32-33)

[return to top]

CLASS ACTIVITIES 1. Guide the class through the planning process together as outlined in the section "Preparing to Write." The goal is to demonstrate how to follow these steps: 1. Choose a topic as a group.

2. Determine the purpose of the writing.

3. Brainstorm ideas for the content.

4. Conduct research together in class 5. Collect research outside of the classroom and bring the information to class to share with the other group members.

6. Discuss who the intended readers are.

7. Decide how the content should be organized.

2. After completing these steps, students can write a short report based on their collaborative work. This activity can be spread over several days and does not need to take up a lot of class time. The aim is to help students understand and practice a structured process for creating a written report individually and as a group.

3. Have the class work together to write emails as a practice exercise. For example, they can request product information from a vendor of medical products, invite a guest speaker to visit the class, thank a class visitor for making a presentation, and request permission to visit a health care facility.

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4. Have groups prepare some written patient education materials to present to the class. The class will then vote for the created material that is the most original, appealing, or interesting.

5. Provide students who have very weak writing skills with grammar activities and allow them to work in small groups to discuss the answers.

6. Collect examples of written documents from health care facilities to share with students. Invite potential health care employers or an experienced health care professional to discuss the importance of developing good writing skills.

7. Ask students to visit a health care facility and conduct interviews with professionals in their field to inquire about the quantity and types of writing involved in their work. [return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

HOW STUFF WORKS Why Spellcheck Is So Good and Grammar Check Is So Bad https://people.howstuffworks.com/why-spellcheck-is-so-good-and-grammar-check-is-so-bad.htm Why is it difficult for a computer program to identify correct English grammar?

PURDUE UNIVERSITY’S ONLINE WRITING LAB https://owl.purdue.edu/owl/index.html 1. Select 'General Writing' from the left-hand navigation pane. Choose five topics from those listed to review, including mechanics, grammar, and punctuation.

https://owl.purdue.edu/owl_exercises/index.html 2. Complete the exercises that you believe might be helpful for you to improve your writing skills.

EFFECTIVE STUDY GUIDES AND STRATEGIES https://universityhq.org/resources/study-guides/ Read through the article and answer the following questions for each section: Benefits of Utilizing a Study Guide What are the benefits of using a study guide?

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Creating an Effective Study Guide What are the steps for setting personal learning objectives?

Types of Study Guides List the different types of study guides and how to effectively utilize them for studying.

Project and Time Management How much time should students dedicate to studying per class each day, and how will this help them understand the concepts?

Effective Research and Reading Techniques: Enhancing the Learning Experience What are the 3 Ps of Effective Reading, and how can you utilize them to focus on relevant material?

The Process and Types of Writing What are the four steps of writing?

What are the most frequently used citation styles for academic writing?

Thinking and Memorizing Strategies for Test Prep and Taking Summarize the strategies and explain how you will use them in your academic learning.

GUIDE TO GRAMMAR AND WRITING http://guidetogrammar.org/grammar/index.htm Explore the many topics available and choose one topic to write a summary of what you learned.

AGENCY FOR HEALTHCARE RESEARCH AND QUALITY: SBAR https://www.ahrq.gov/teamstepps-program/curriculum/communication/tools/sbar.html After reading about this communication tool, explain how SBAR can be used in the health care setting and how can it improve your communication with patients and others. [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Give at least four examples of strategies that students can use to improve their spelling ability.

Suggested Answer: Write each word several times, spell words out loud, make flashcards, create a wall chart, develop rhymes, make associations with similar sounding words, start a personal dictionary or word list, record yourself spelling out words, set learning goals, quiz yourself, and work in groups to study and quiz each other.

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2. List at least four items that should be included in a meeting agenda.

Suggested Answer: Date of meeting, start and end times, location, topics to be discussed, items that attendees should bring, guest speakers.

3. Identify at least five important considerations when creating written educational materials for patients.

Suggested Answer: Appropriate reading level, clear print, appropriate size of print, logical order of items, creation of lists or easy-to-read text, and accurate, up-to-date, non-technical language.

ESSAY QUESTION Discuss the need to consider your readers when preparing written communication. Include in your discussion the factors that characterize readers and how you can plan and organize the material to best meet their needs.

Suggested Answer: Factors that characterize readers: knowledge of the subject matter, reading level, age, native language, interest in the subject, and importance of the subject. Planning and organizing: use an appropriate level of language, use technical terms only if appropriate, use an appropriate tone for the situation, organize content in easy-to-follow order (introduction, body, conclusion), use organizing features (examples, descriptions, steps, lists, categories).

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 17: Technology in Health Care

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 100 Chapter Objectives ................................................................................................................................. 100 What's New in This Chapter .................................................................................................................. 100 Chapter Outline ...................................................................................................................................... 101 Class Activities ........................................................................................................................................ 101 Internet Activities.................................................................................................................................... 102 Short-Answer and Essay Question with Suggested Answers .............................................................. 104

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explain how essential it is for health care professionals to be computer literate, how to improve their skills, and how to be able to maintain patient confidentiality. Students need to understand how computers and technology are used in their chosen health care field, as well as how to identify reliable sources for online research. They should also be aware of the potential barriers patients and themselves may face when using technology in health care. Additionally, it is important to acknowledge the importance of computer security in the health care system and the sensitive information it contains.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 17.01 17.02

17.03 17.04 17.05 17.06 17.07 17.08

Explain why it is important for today’s health care professional to be computer literate.

List at least two ways that computers and technology are applied in the following areas of health care: a. Information management b. Creation of documents c. Numerical calculations d. Diagnostics e. Treatment f. Rehabilitation g. Patient monitoring h. Research i. Education j. Communication Explain how to assess the reliability of online resources.

Describe guidelines for effective written digital communication.

Define telemedicine and its application in modern health care.

Identify obstacles or barriers related to using technology in health care.

List three ways that health care professionals can acquire and/or improve their computer skills.

Summarize the importance of security related to health care technology.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CVII. Computers in Health Care (LO 17.01-17.05, PPT 6-37) a. Information Management b. Creation of Documents c. Spreadsheets d. Diagnostics i. Diagnostic Imaging ii. Remote Diagnostics e. Medical Lab Testing i. Treatment ii. Pharmaceuticals iii. Rehabilitation f. Patient Monitoring g. Research h. Education i. Communication i. The Internet 1. Using the Internet for Research 2. Evaluating Internet Sources 3. Electronic Mail 4. Social and Professional Networking j. Virtual Communities k. Telemedicine CVIII. Using Computers Effectively (LO 17.06, PPT 38) CIX. Computer Security (LO 17.08, PPT 39-42) CX. Maintaining the Human Touch (LO 17.06, PPT 43) CXI. Learning More about Computers (LO 17.07, PPT 44)

[return to top]

CLASS ACTIVITIES 1.

Assign students to select and research computer applications in health care for in-class reporting, such as information management, document creation, spreadsheets, and treatment.

2.

Have students interview a health care professional in their occupational area to learn about what computer skills will be used during their daily work activities.

3.

While many students may have used the Internet, they may not know how to conduct proper

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research and determine the credibility of sources. Invite a librarian or computer instructor who is an expert in this area to speak to the class. Follow this by assigning students a brief research project to be conducted on the Internet.

4.

Have students research articles about the appropriate use of computers in health care and summarize the information applicable to their chosen occupational field.

5.

Assign computer tasks suitable for students' knowledge, such as typing class notes, creating graphs, designing a one-page patient newsletter, etc., to present and demonstrate computer capabilities to their peers.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

U.S. GOVERNMENT ACCOUNTABILITY OFFICE Telehealth in the Pandemic – How Has It Changed Health Care Delivery in Medicaid and Medicare? https://www.gao.gov/blog/telehealth-pandemic-how-has-it-changed-health-care-delivery-medicaidand-medicare After reading this article, summarize how telehealth has changed following the COVID-19 pandemic.

1. How do you think the quality of care can be affected by telehealth care?

2. Document the pros and cons of telehealth based on what you learned in this article.

TELEPHARM Telepharmacy is a lot #MoreThanPills https://www.youtube.com/watch?v=3lHUzLBwUTc This is a video that shows how telepharmacy works. After playing the video, answer the following questions.

1. How does this help the patients in the community?

2. What services do they offer patients?

MEDLINE PLUS Patient Portals—an online tool for your health https://medlineplus.gov/ency/patientinstructions/000880.htm

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After reading the web page, answer the following questions.

1. What is a patient portal?

2. What are the contents of a patient portal?

3. How are patient portals used?

4. What are the benefits to patients who use them?

Evaluating Internet Health Information Tutorial https://medlineplus.gov/webeval/intro1.html Read all six parts of the tutorial and create a digital brochure or fact sheet explaining how to evaluate websites.

AMERICAN TELEMEDICINE ASSOCIATION www.americantelemed.org Choose three news articles to read and write a short summary of each.

HEALTH CARE COST AND UTILIZATION PROJECT HCUP Fact Sheet https://www.hcup-us.ahrq.gov/news/exhibit_booth/hcup_fact_sheet.jsp After reading the fact sheet, answer the following questions.

1. How are databases used to gather and organize data about hospital admissions?

2. How is this information used?

THE MEDICAL FUTURIST 10 Ways Technology Is Changing Healthcare https://medicalfuturist.com/ten-ways-technology-changing-healthcare After reading the article, answer the following questions.

1. Which change do you find most interesting? Why? 2. Have you personally been affected by any of these changes? If so, which one(s)?

3. What change(s) do you think will most affect your career in health care?

INTUITIVE Do you know how the da Vinci robotic system works? https://youtu.be/M4eclQcqhH0?si=qMtNIjYfMvCSdLF7 This video demonstrates how robotic surgery is performed. Explain something you learned about the use of robots in surgery today.

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NATIONAL INSTITUTES OF HEALTH Human Genome Project https://www.genome.gov/about-genomics/educational-resources/fact-sheets/human-genome-project After reading about the human genome project, answer the following questions.

1. How has health care benefited from this project?

2. When was the first complete human genome sequence produced? How do you think this will influence the future of health care? [return to top]

SHORT-ANSWER AND ESSAY QUESTION WITH SUGGESTED ANSWERS The short answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Give at least two examples of how computer technology can be used to help improve the lives of individuals with disabilities.

Suggested Answer: Give commands for household functions with voice, eye contact, or touch; improve prosthetic devices; stimulate muscles; communicate through e-mail; enable therapists to plan treatment and measure progress.

2. What are at least two advantages of taking computerized exams for professional certification or licensing?

Suggested Answer: Not limited to specific test dates, may pass with fewer questions, tests may be individualized according to student’s responses, find out results more quickly.

3. List at least four sources of information that a health care student might find on the Internet when seeking to learn more about the risks of hepatitis B. Suggested Answer: Government reports from the Centers for Disease Control and Prevention (CDC), Occupational Safety and Health Administration (OSHA), and other agencies; articles in newspapers and popular magazines; reports in professional journals; newsgroups for patients or professionals who work with infectious diseases; reference books for sale; university research reports; stores that sell safety products.

4. Give at least four ways to help ensure the security and confidentiality of computer records.

Suggested Answer: Keep your password a secret, clear screens, do not allow unauthorized persons into the work area, shred discarded printouts, and take steps against viruses

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5. List at least four ways to prevent viruses from infecting workplace computers.

Suggested Answer: Do not open e-mail messages or download files from unknown parties; do not use workplace computers for personal correspondence; use only purchased application software, not copies; do not bring CDs from home to use on workplace computer; use and update antivirus software.

ESSAY QUESTION Discuss the following statement: ―All health care professionals now function as information managers, and the ability to use computers has become an essential health care competency.‖ Include in your answer several examples of tasks performed by health care professionals in your occupational area of interest.

Suggested Answer: Answers will vary. Answers should incorporate the material covered in the chapter and include a variety of computer applications. [return to top]

Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 18: Documentation and Medical Records

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 106 Chapter Objectives ................................................................................................................................. 106 What's New in This Chapter .................................................................................................................. 106 Chapter Outline ...................................................................................................................................... 106 Class Activities ........................................................................................................................................ 107 Internet Activities.................................................................................................................................... 107 Short-Answer and Essay Question with Suggested Answers .............................................................. 109

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to show students the importance of medical documentation and records, including their definitions, purposes, characteristics, and the consequences of poor documentation. They will also be introduced to different charting methods, such as source-oriented and problem-oriented charting, as well as the SOAP acronym and narrative charting. Additionally, students will understand the significance of charting by exception and electronic health records (EHR) in health care. They will also learn about personal health records (PHR) and the importance of adhering to the Health Insurance Portability and Accountability Act of 1996 (HIPAA), including the Privacy and Security Rules.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 18.01 18.02 18.03 18.04 18.05 18.06 18.07 18.08 18.09 18.10 18.11

Define medical documentation, medical record, and charting.

List the major purposes of medical documentation.

Describe the characteristics of good medical documentation.

Explain the potential consequences of poor medical documentation.

Differentiate between source-oriented and problem-oriented charting.

Explain the SOAP acronym and how it is used in medical charting.

Describe the pros and cons of narrative charting.

Explain when you would use charting by exception.

Explain the significance of the electronic health record (EHR) in health care.

List the components of a personal health record (PHR).

Describe the main features of the Health Insurance Portability and Accountability Act of 1996 (HIPAA), including the Privacy and Security Rules.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CXII. Medical Documentation and Recordkeeping (LO 18.01-18.04, PPT 4-9) a. Purposes of Medical Documentation b. Characteristics of Good Medical Documentation c. Making Corrections on Written Medical Documentation CXIII. Contents of the Medical Record (LO 18.05-18.08, PPT 10-19) a. Progress Notes

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i. Problem-Oriented Charting ii. Narrative Charting iii. Charting by Exception (CBE) CXIV. Electronic Health Recordkeeping (LO 18.09, PPT 20-24) a. Example of a Computerized System b. Advantages of Computerized Systems c. Challenges of Computerized Systems d. Providers’ Concerns CXV. Personal Health Record (LO 18.10, PPT 25-27) CXVI. Safeguarding Health Records (LO 18.11, PPT 28-35) a. HIPAA b. Cybersecurity c. Sending Protected Information

[return to top]

CLASS ACTIVITIES 1. Play "Name the Rationale." Write characteristics of good documentation on separate cards, such as completeness, accuracy, legibility, correct spelling, etc. When a card is drawn, teams should provide a reason for that characteristic and discuss the potential consequences if documentation is incorrectly done.

2. Provide students with fictitious samples of medical histories, charting, and other medical documentation to examine. Make sure to provide examples to facilitate their comprehension.

3. Obtain a sample medical history form from a health care facility or create your own and have students work in pairs to fill it out. Have each student act as the patient and as the health care professional. The student posing as the patient should provide fictitious information, not personal data.

[return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

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CAPTERRA Electronic Medical Record (EMR) Software https://www.capterra.com/electronic-medical-records-software/#infographic This site contains recommendations and reviews electronic medical records software.

1. Choose two or three programs and view their profiles.

2. Compare the features listed for each program and determine which one you feel would be the most helpful in the field you are interested in pursuing.

ALL NURSES Nurses Notes: Guidelines on What Not to Chart https://allnurses.com/nursing-issues-patient/nurses-notes-guidelines-913714.html After reading the article, identify three items not to chart that you previously did not know.

HIPAA JOURNAL https://www.hipaajournal.com/category/healthcare-cybersecurity/ 1. Choose an article in this section on cybersecurity to read.

2. Write a summary of what you learned.

HEALTH IT OUTCOMES Fixing the EHR Interoperability Mess https://www.healthitoutcomes.com/doc/fixing-the-ehr-interoperability-mess-0001 After reading the article, create three lists: 1. Problems encountered by providers when they cannot communicate over electronic EHR systems 2. Reasons for the incompatibility of systems 3. Suggestions for improving interoperability

SCIENCE DAILY When Hospitals Share Patient Records, Emergency Patients Benefit, Study Suggests https://www.sciencedaily.com/releases/2014/01/140124101900.htm After reading the news release, answer the following questions.

1. What advantage did the study find with hospitals that could access each other’s records?

2. What do you think would be other benefits for patients if hospitals can share patient records?

3. What would be the probable impact on health care costs?

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[return to top]

SHORT-ANSWER AND ESSAY QUESTION WITH SUGGESTED ANSWERS The short answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least eight characteristics of good medical documentation.

Suggested Answer: Complete; concise and factual; properly identified; legible; uses correct spelling, punctuation, and grammar; accurate; without unnecessary duplications; uses only approved abbreviations; all entries have time and date; all entries are properly signed; no empty lines between entries; always completed after the procedure is done or medication administered; written in blue or black ink; corrections made properly per facility policy 2. List the four steps required when correcting an error made on a medical record.

Suggested Answer: 1.

2.

3.

4.

Draw a single line through the error.

Write in the correct information near the original entry.

Note the error as required by the facility.

Date and initial the correction.

3. List the four components of problem-oriented charting as outlined by the acronym SOAP. Suggested Answer: Subjective data (reported by patient, symptoms); objective data (observed or measured by health care personnel, signs); assessment (health care professional’s opinion of patient’s problem); and plan (procedures, treatments, and instructions)

ESSAY QUESTION Discuss the meaning of the phrase ―If it isn’t documented, it isn’t done.‖ Include in your answer a discussion of the possible consequences of incomplete or missing documentation.

Suggested Answer: Written documentation is essential, as it serves as the primary evidence of health care actions. It facilitates communication among health care professionals and ensures the consistency of care. The absence of proper documentation may lead to negative consequences such as the inability to provide evidence in case of a lawsuit, noncompliance with regulatory agencies, denial of insurance claims, unnecessary duplication of resources, and a lack of preventive measures.

[return to top]

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 19: Physical Assessment

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 111 Chapter Objectives ................................................................................................................................. 111 What's New in This Chapter .................................................................................................................. 111 Chapter Outline ..................................................................................................................................... 111 Class Activities ........................................................................................................................................ 112 Internet Activities.................................................................................................................................... 113 Procedure Checklists .............................................................................................................................. 115 Short-Answers and Essay Question with Suggested Answers ............................................................ 115

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is for students to learn the essential skills of assessing patients by gathering their medical history, performing physical examinations, and documenting patients' pain levels. Students will also develop effective communication techniques to understand patients' daily lives. The chapter will cover proper procedures for taking vital signs and height and weight measurements, emphasizing the importance of assessing a patient's BMI.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 19.01 19.02 19.03 19.04 19.05 19.06 19.07 19.08 19.09

Describe the key components of a history and physical (H&P).

List the contents contained in a review of all body systems.

Explain the meaning and significance of ―variances from the normal.‖ Describe the techniques used to complete a physical assessment.

Explain the value of using a pain rating scale.

Define ―activities of daily living.‖ Describe each of the vital signs.

Explain how vital signs, height, and weight vary over the life span.

Explain the use of the body mass index in health assessment.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CXVII. General Assessment (LO 19.01-19.006, PPT 5-18) a. Noting Variances from Normal b. General Survey c. Psychosocial Observations d. Physical Observations i. Musculoskeletal ii. Integumentary iii. Circulatory iv. Respiratory v. Digestive vi. Urinary vii. Eyes and Ears

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viii. Nervous ix. Endocrine x. Female Reproductive xi. Male Reproductive e. Pain Evaluation f. ADL Evaluation CXVIII. Vital Signs (LO 19.07, PPT 19-34) a. Temperature i. Procedure 19-1 How to Take a Temperature b. Pulse i. Procedure 19-2 How to Take a Radial Pulse ii. Procedure 19-3 How to Take an Apical Pulse Using a Stethoscope c. Respirations i. Procedure 19-4 How to Count Respirations d. Oxygen Saturation e. Blood Pressure i. Procedure 19-5 How to Take a Manual Blood Pressure CXIX. Height and Weight (LO 19.09, PPT 35-37)

[return to top]

CLASS ACTIVITIES 1.

Have students pair off into groups of two and practice taking vital signs on each other as outlined in Procedures 19–1 (rectal temperature can be presented verbally) through 19–5.

2.

Have students practice measuring and weighing each other using a scale. Emphasize that this is a voluntary exercise to avoid embarrassing any students.

3.

Play "System by System." Write each system on a card or call them out. Ask students to give examples of appropriate questions and observations for each. Another option is to have teams list as many as they can within a limited period.

4.

In groups of three, practice determining apical-radial deficits.

5.

Provide students with case histories, including vital signs, and ask them to identify variances from the normal.

[return to top]

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INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

WIKIPEDIA Activities of Daily Living https://en.wikipedia.org/wiki/Activities_of_daily_living 1. How does this site define ADLs? 2. Scroll down to learn how the difference between Basic and Instrumental ADLs is defined, and then prepare a list of each.

3. Which of the ADLs can be assessed by observing a patient? Which would require information from the patient or another person, such as a caregiver?

4. How do the instrumental ADLs identified by the American Occupational Therapy Association differ from the seven listed in the previous section of the article?

5. What are the roles of occupational and physical therapists in helping patients regain their ADLs? 6. What types of tests are available for evaluating ADLs?

UNIVERSITY OF CALIFORNIA, SAN DIEGO A Practical Guide to Clinical Medicine—Vital Signs https://meded.ucsd.edu/clinicalmed/vital.htm 1. What information can vital signs reveal about a patient’s state of health?

2. Scroll down and read the section entitled ―A few additional clinically oriented thoughts‖ under the heading ―Implications, interpretation and other clinical pearls related to hypertension.‖ What did you learn about blood pressure problems that were not covered in the text?

MEDLINE PLUS Aging Changes in Vital Signs https://medlineplus.gov/ency/article/004019.htm Read the article, and then list the changes in vital signs that can take place in aging adults.

SCIENTIFIC AMERICAN What Causes a Fever? https://www.scientificamerican.com/article/what-causes-a-fever/ Read the article, and then answer the following questions.

1. Why does the body’s temperature rise to fight infection?

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2.

3.

4.

5.

What are other causes of fever?

What is the hypothalamus, and how does it work to regulate body temperature?

Why is it best not to eat much when experiencing a fever?

What are the negative results of a very high fever?

MAYO CLINIC High Blood Pressure Dangers: Hypertension’s Effects on Your Body https://www.mayoclinic.org/diseases-conditions/high-blood-pressure/in-depth/high-bloodpressure/art-20045868 After reading the article, answer the following questions.

1.

2.

3.

4.

About how many people with untreated hypertension die of heart disease?

What is an aneurysm?

Describe the effects of hypertension on the heart, brain, kidneys, and eyes.

What is a high blood pressure emergency?

MAYO CLINIC 10 Ways to Control High Blood Pressure Without Medication https://www.mayoclinic.org/diseases-conditions/high-blood-pressure/in-depth/high-bloodpressure/art-20046974 Read the article. Consider how you can adjust your lifestyle, and then answer the following questions.

1. Which of the lifestyle changes listed also contribute to the prevention of cancer and heart disease?

2. Which lifestyle changes can you incorporate into your daily life?

3. What would be the advantages of making lifestyle changes instead of taking medication?

MAYO CLINIC Low Blood Pressure (Hypotension) https://www.mayoclinic.org/diseases-conditions/low-blood-pressure/symptoms-causes/syc-20355465 While reading the article, think about how you would answer the following questions and provide your answers based on the information you find.

1.

2.

3.

4.

5.

6.

What readings are considered low blood pressure?

What are the symptoms of low blood pressure?

What are some of the causes of low blood pressure not mentioned in the text?

Why does blood pressure tend to change throughout the day?

Why can a sudden drop in blood pressure be dangerous?

What are the four types of hypotension?

NATIONAL HEART, LUNG, AND BLOOD INSTITUTE Calculate Your Body Mass Index

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https://www.nhlbi.nih.gov/health/educational/lose_wt/BMI/bmicalc.htm Use the online calculator to determine your BMI. 1. Select the link ―Learn more about overweight and obesity‖ to the right of the BMI calculator (https://www.nhlbi.nih.gov/health/overweight-and-obesity) to learn more about these conditions. [return to top]

PROCEDURE CHECKLISTS The Procedure Checklists for this chapter are available online. Sign up or sign in at www.cengage.com to search for and access this product and the procedure checklists.

The Procedure Checklists include skills evaluation checklists for the procedures in this chapter that the instructor can use for evaluating a student’s skill level. A blank evaluation checklist is also included so that instructors can customize their own checklist. [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short answers and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Explain why health care professionals can provide providers with valuable information about the conditions of patients.

Suggested Answer: They have opportunities to observe and interact with patients over periods of time; they can review changes over time.

2. List at least six components that make up the history and physical for new patients.

Suggested Answer: Date; demographic data; source of referral; chief complaint; history of present illness; past history; current health status; family history of illness; psychosocial history; review of all systems.

3. List at least five physical and two psychosocial aspects that should be observed when doing a general survey of a patient.

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Suggested Answer: Physical: strength; wellness or illness; posture; signs of distress; body size and proportion; skin color; odors; speech; vital signs; level of consciousness; motor response.

Psychosocial: emotional responses; appropriate expressions; appropriate behavior; appropriate appearance; and clothing.

4. List at least two significant factors to be included when performing a physical evaluation of each of the following systems. a. Musculoskeletal b. Integumentary c. Circulatory d. Respiratory e. Digestive f.

Urinary

g. Nervous h. Sensory i.

Reproductive

Suggested Answer: a. Musculoskeletal: discomfort with movement; manner of walking; muscle strength b. Integumentary: color; temperature; dryness or moisture; cuts; rashes; bruises c. Circulatory: vital signs; weight; weight changes; pain in arms and legs; peripheral pulses; capillary refill; neck vein distention; activity intolerance d. Respiratory: rate and rhythm; color of skin and mucous membranes; breathing problems; chest pain; cough; cyanosis e. Digestive: condition of abdomen; change in bowel habits or nature of stools; abdominal discomfort; changes in weight and/or appetite f.

Urinary: appearance of urine; problems with urination; changes in urination habits; need to urinate during the night; inability to hold urine

g. Nervous: numbness or tingling; emotional changes; mental changes h. Sensory: discomfort or pain; visual disturbances; eye difficulties when reading; drainage from ear; sounds or sensations in ears; difficulty hearing i.

Reproductive: menstruation (females); pain or discharge from genitalia; surgeries

5. List the three observations to make when taking a pulse.

Suggested Answer: Rate or number of beats per minute; rhythm or regularity; volume or strength of beat.

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6. Explain why a diagnosis of high blood pressure is never made after just one reading.

Suggested Answer: Many variables affect blood pressure, including the stress of visiting the physician’s office.

ESSAY QUESTION Discuss the meaning of the following statement: ―A critical function of the health care professional is to be able to discriminate between normal and abnormal conditions and situations.‖ Include knowledge and skills that students should acquire.

Suggested Answer: It is critical to understand normal anatomy and physiology (A&P), as this provides knowledge of a normal baseline. This is the baseline that all assessments will be compared with to determine abnormal conditions and situations. Answers to the knowledge and skills required will vary but should include the ability to perform a thorough head-to-toe assessment and good communication and observational skills. [return to top]

Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 20: Emergency Procedures

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 118 Chapter Objectives ................................................................................................................................. 118 What's New in This Chapter .................................................................................................................. 118 Chapter Outline ..................................................................................................................................... 118 Class Activities ........................................................................................................................................ 119 Internet Activities.................................................................................................................................... 120 Procedure Checklists .............................................................................................................................. 121 Short-Answer Questions with Suggested Answers............................................................................... 121

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 20: Emergency Procedures

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to teach students the importance of first aid and provide them with scenarios in which they may need to administer it. The chapter also includes information on how to assist the general public without facing any negative consequences and how health care professionals can protect themselves in case of an emergency. Students will learn about different signs and symptoms of medical emergencies and how to provide treatment for them. Additionally, they will be able to respond appropriately in the event of a critical emergency.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 20.01 20.02 20.03 20.04 20.05 20.06

Explain the purpose of first aid.

Describe the situations when cardiopulmonary resuscitation should be performed.

Explain the meaning and purpose of the Good Samaritan Act. List the seven steps to follow that will protect both the injured and the rescuer when an emergency occurs.

Summarize the signs, symptoms, and treatments for various medical emergencies, including allergic reactions, bleeding, injuries, burns, and poisoning.

Describe the appropriate response to critical emergency conditions, such as respiratory distress, chest pain, seizures, stroke, and drowning.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CXX. Emergency Situations (LO 20.01, 20.03, 20.04, 20.06, PPT 4-12) a. When an Emergency Occurs i. Assess the Environment ii. Obtain Consent to Treat iii. Try to Determine What Happened iv. Follow Standard Precautions v. Enlist the Help of Bystanders vi. Never Move an Injured Individual vii. Stay Calm

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CXXI. Cardiopulmonary Resuscitation (CPR) (LO 20.02, PPT 13) CXXII. First Aid Procedures (LO 20.05, PPT 14-37) a. Allergic Reactions i. Procedure 20-1 First Aid for Allergic Reactions b. Bleeding and Wounds i. Procedure 20-2 First Aid for Bleeding and Wounds c. Bone, Joint, and Muscle Injuries i. Procedure 20-3 First Aid for Bone, Joint, and Muscle Injuries d. Injuries to Facial Structures i. Procedure 20-4 First Aid for Facial Injuries e. Burns i. Procedure 20-5 First Aid for Burns f. Drug Abuse i. Procedure 20-6 First Aid for Drug-Related Problems g. Poisoning i. Procedure 20-7 First Aid for Poisonings h. Temperature-Related Illness i. Procedure 20-8 First Aid for Temperature-Related Illnesses i. Other Conditions i. Procedure 20-9 First Aid for Other Common Conditions j. Bandaging i. Procedure 20-10 Applying a Triangular Sling ii. Procedure 20-11 Applying a Spiral Wrap iii. Procedure 20-12 Applying a Figure-Eight Wrap iv. Procedure 20-13 Applying a Bandage to a Finger

[return to top]

CLASS ACTIVITIES 1. Ask students to practice following the steps outlined in the section "When an Emergency Occurs." They can describe what they would be doing, such as: "I am checking whether the area is safe to enter. I'm checking for fire hazards, wires, the smell of gas" and so on. They can roleplay, identifying themselves and asking the injured for consent to assist.

2. Invite a lawyer or other appropriate professional to explain your state's Good Samaritan law to the class.

3. Students should be paired up to practice the first aid steps for the different conditions described in the text. They should verbalize the steps rather than carry them out physically. Once students are comfortable with the procedures, partners can challenge each other by asking for explanations.

4. Students should practice applying bandages to one another, referring to the illustrations provided in Procedures 20-10 through 20-13.

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5. Students should gather safety information from various sources to create a presentation for the class. a. American Heart Association National Center 7272 Greenville Avenue Dallas, TX 75231 1-800-AHA-USA-1 1-800-242–8721 www.heart.org b. A local office of the American Red Cross c. National Highway Traffic Safety Administration http://www.nhtsa.dot.gov 1200 New Jersey Avenue SE, West Building, Washington, D.C. 20590 1-888-327-4236 1-888-275-9171 (TTY) d. The local fire department 6. Create an emergency scenario for each student and ask them individually how they would respond. [return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

VERY WELL HEALTH When and How to Respond to an Emergency If You’re CPR Certified https://www.verywellhealth.com/do-i-have-to-do-cpr-if-im-cpr-certified-1298422 After reading the article, answer the following questions.

1. In most states, under what circumstances are caregivers protected from prosecution for medical mistakes?

2. Why is it difficult to determine if a caregiver’s mistake is reasonable?

3. Who makes the final decision of what is reasonable?

4. Do all states protect everyone from liability, whether they are medically trained or not?

5. Are untrained persons required by law to help individuals with medical emergencies?

6. What are the actions for which there is never any liability?

MAYO CLINIC First Aid

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https://www.mayoclinic.org/first-aid Follow the provided link, choose a topic not covered in your text, and summarize the information that you learn.

AMERICAN HEART ASSOCIATION Heart Attack, Stroke, and Cardiac Arrest Symptoms https://www.heart.org/en/about-us/heart-attack-and-stroke-symptoms After reading the articles, answer the following questions.

1. What are the symptoms of a heart attack?

2. What are the symptoms of a stroke?

3. What are the symptoms of cardiac arrest?

AMERICAN RED CROSS Blood Donation Process www.redcross.org Explore the website to find information about blood donations and then answer the following questions.

1. How can a person donate blood in your area?

2. What are the donor guidelines?

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PROCEDURE CHECKLISTS The Procedure Checklists for this chapter are available online. Sign up or sign in at www.cengage.com to search for and access this product and the procedure checklists.

The Procedure Checklists include skills evaluation checklists for the procedures in this chapter that the instructor can use for evaluating a student’s skill level. A blank evaluation checklist is also included so that instructors can customize their own checklist. [return to top]

SHORT-ANSWER QUESTIONS WITH SUGGESTED ANSWERS The short-answer questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

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SHORT ANSWER 1. Explain why all allergic reactions, including mild ones, should be monitored carefully.

Suggested Answer: They can increase in severity and cause swelling in the respiratory system, which may interfere with breathing and can result in death.

2. List the three steps to take when caring for burns.

Suggested Answer: Stop the burning, cool the burned area, and cover the burned area loosely with clean, dry dressings.

3. Explain why electrical burns may be more serious than they appear.

Suggested Answer: The major damage is usually internal along the route the electrical current took when it passed through the body.

4. List at least five signs of a drug overdose.

Suggested Answer: Overexcitation; hallucinations; agitation; difficulty in breathing; drowsiness; tremors; heavy sweating; abnormal size of pupils; nausea; vomiting; seizures; unconsciousness.

5. Describe the type of chest pain that often accompanies a heart attack.

Suggested Answer: Dull, crushing; radiates to shoulder, arm, or jaw.

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 21: Paying for Health Care

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 123 Chapter Objectives ................................................................................................................................. 123 What's New in This Chapter .................................................................................................................. 123 Chapter Outline ...................................................................................................................................... 123 Class Activities ........................................................................................................................................ 124 Internet Activities.................................................................................................................................... 125 Short-Answers and Essay Question with Suggested Answers ............................................................ 127

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 21: Paying for Health Care

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to help students acquire an understanding of health care costs and the knowledge needed to minimize health care waste. They will be encouraged to develop a positive approach toward health care expenses and gain insights into patient payment options and available programs that aid in funding for patients. Students will delve into the historical changes pertaining to payment methods in health care. Furthermore, they will explore the roles of Medicaid, Medicare, and the funding mechanisms of the Affordable Care Act.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 21.01 21.02 21.03 21.04 21.05 21.06 21.07 21.08 21.09 21.10

List the factors that are contributing to the high cost of health care.

Describe the categories of wasted health care dollars.

Explain how the attitudes and behaviors of individuals contribute to the high cost of health care.

Describe the negative consequences that high cost of health care has on individuals.

Describe the categories of health care institutions based on their source of funding.

Explain the historical changes in medical cost payment methods.

Identify common methods patients use to finance their health care.

Explain the purposes and coverage of Medicaid and Medicare.

Describe the various managed care systems and their objectives.

Describe the major components and funding mechanisms of the Affordable Care Act.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CXXIII. The Rising Costs of Health Care (LO 21.01, 21.02, 21.04, PPT 5-8) a. Impact of Costs on Individuals CXXIV. Health Care Institutions (LO 21.05, PPT 9) CXXV. History of Health Care Reimbursement (LO 21.06, PPT 10) CXXVI. Health Care Payment Methods (LO 21.06, 21.07, PPT 11) CXXVII. Government Programs (LO 21.08, PPT 12-18) a. Veterans’ Health Care b. Medicare and Medicaid Reimbursement i. Government Regulations

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CXXVIII. Managed Care (LO 21.09, PPT 19-25) a. Types of Managed Care Plans b. Prepaid Plans c. Negotiated Fees d. Primary Care Providers e. Review of Services CXXIX. Providing Affordable Health Care (LO 21.10, PPT 26-30) CXXX. Controlling Organizational Costs (LO 21.01, PPT 31-34) CXXXI. Health Care Professionals’ Impact on Costs (21.03, PPT 35-41) a. Personal Efficiency b. Acting with Thought

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CLASS ACTIVITIES 1. Consider inviting a guest speaker, such as a health information manager or contracts administrator, to lead a discussion on managed care with the class.

2. Organize the class into groups based on their occupational interests. Encourage them to brainstorm various ways that health care professionals in their respective fields can contribute to cost control in the workplace.

3. Task students with gathering materials from health insurance companies and information about Medicare or Medicaid. They should then present on the different types of plans and services available, including eligibility requirements.

4. Instruct students to compile articles on health care costs and initiatives aimed at managing them, which will be shared and discussed.

5. Form groups of four to five students to act as managers of a small health care facility. They will be responsible for developing a facility budget based on provided information regarding operational costs, labor expenses, and projected patient or client numbers.

6. Have the students consider staffing needs, hours of operation, and strategies for cost control.

Using the budgets created in number 5 above, assume there is a 15% reduction in funding.

Students discuss where cuts can be made, how to maintain quality of service, and so on.

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INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

HEALTH AFFAIRS Health Care Cost Control: Where Do We Go from Here? https://www.healthaffairs.org/do/10.1377/hblog20180705.24704/full/ After reading the article, answer the following questions.

1.

2.

3.

4.

Who benefits from the high prices of health care products and services?

Who is affected the most by high health care costs?

What is ―targeted regulation‖?

Which groups (employers, consumers, etc.) need to take action to help control health care costs?

What are these actions?

5. Why is the control of health care costs in the United States so complex?

MICHIGAN TODAY Drugs versus Lifestyle Medicine: Combating Chronic Disease https://michigantoday.umich.edu/2015/02/14/drugs-versus-lifestyle-medicine/ After reading the article, answer the following questions.

1. What is the meaning of ―fix-it medicine‖?

2. Do you agree with what the author writes about why people do not change their lifestyle habits?

Why or why not?

3. If more people made more healthy choices, how might this affect health care costs in the United States?

AMERICAN DIABETES ASSOCIATION Policy Action to Lower the Cost of Diabetes Care https://diabetes.org/tools-resources/managing-diabetes-costs Read any four of the seven articles available on this page about the cost of health care related to diabetes and summarize what you learned.

MEDICARE What Medicare Covers https://www.medicare.gov/what-medicare-covers

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After exploring the different sections of the website, answer the following questions: 1.

2.

3.

4.

5.

Who is eligible to receive Medicare free Part A? How much was the premium for Medicare Part B in 2023?

What services are covered by Part A? By Part B? What are examples of services not covered by Medicare?

How can eligible patients get Part D, Medicare prescription insurance?

MEDICAID Medicaid Eligibility https://www.medicaid.gov/medicaid/eligibility/index.html After reading this page, answer the following questions.

1.

2.

3.

4.

5.

6.

How many Americans currently have Medicaid coverage?

Which groups of people are currently covered by Medicaid?

How did the Affordable Care Act alter Medicaid?

What are the financial guidelines for determining eligibility?

What is a ―medically needy program‖?

What recourse do individuals have if they are turned down for Medicaid?

CHILDREN’S HEALTH INSURANCE PROGRAM (CHIP) https://www.benefits.gov/benefit/607 Explore the site and answer the following questions about CHIP. 1.

2.

3.

4.

What is the purpose of CHIP? Who administers the programs?

Is the CHIP program the same in every state?

What does CHIP cover?

WORLD HEALTH ORGANIZATION ICD-11 Implementation https://www.who.int/standards/classifications/frequently-asked-questions/icd-11-implementation Read the information about the ICD-11 Implementation and explore additional documents via the links provided on this page, and then answer the following questions.

1.

2.

3.

4.

When was the ICD 11 released?

When did it come into effect?

What are the major changes from ICD 10?

Do you think these changes will make it easier for health care professionals to use the classification system?

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SNACKNATION 36 Freakishly Effective Ways To Be More Productive At Work In 2024 https://www.snacknation.com/blog/increase-productivity-at-work/ Read through all thirty-six suggestions and the bonus suggestions. Answer the following questions based on what you could implement into your daily life.

1. Are there any you think might help you become more efficient and productive?

2. Choose one or two to try for a couple of weeks. Were they helpful?

[return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List three goals of managed care.

Suggested Answer: Provide affordable health care; ensure high-quality care; discourage unnecessary costs; eliminate duplication of procedures; earn a profit 2. Please provide at least one argument in favor of and at least one argument against the practice of prepayment for covering health care services.

Suggested Answer: In favor: Increases efficiency, discourages unnecessary services and expensive drugs Against: Patients do not receive necessary services; quality is sacrificed to increase profits 3. List the three types of health care institutions and describe how they vary from each other.

Suggested Answer: 1. Nonprofit institutions operate as a charitable agency and any net earnings must be reinvested into the organization; they are tax-exempt.

2. Proprietary (for-profit) institutions operate in the same manner as any for-profit business; they pay local, state, and federal taxes.

3. Government institutions are referred to as public health care facilities. Most of the funding comes from local, state, or federal sources.

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ESSAY QUESTION You work as a respiratory therapist at a large urban hospital. Explain the methods you can use to help the hospital control expenses. Provide examples of how you can enhance your personal productivity.

Suggested Answer: Work efficiently; be on time; never waste or steal supplies; manage time well; set priorities; be responsible for your actions; meet personal needs; communicate clearly and honestly

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 22: Quality Control and Customer Service

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 129 Chapter Objectives ................................................................................................................................. 129 What's New in This Chapter .................................................................................................................. 129 Chapter Outline ...................................................................................................................................... 129 Class Activities ........................................................................................................................................ 130 Internet Activities.................................................................................................................................... 130 Short-Answer and Essay Questions with Suggested Answers ............................................................ 132

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to allow students to understand how important quality health care is to the community of patients. Students will be able to analyze how health care is measured in the United States and what the challenges are to achieve these outcomes. They will learn that each agency has specific goals they are to achieve. The chapter also covers how important it is to reduce medication errors and how customer satisfaction plays a role in health care.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 22.01 22.02 22.03 22.04 22.05 22.06

Explain the key elements of quality in health care.

Summarize how quality health care is measured in the United States.

Describe the challenges of comparing patient outcomes when measuring quality care.

Describe the goals for each agency that measure quality in health care.

Explain the various strategies to decrease medication errors.

Explain how customer satisfaction plays a role in health care.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CXXXII. a.

CXXXIII. a. b. c. d. e.

CXXXIV. a.

CXXXV. a. b. c.

Quality of Care (LO 22.01-22.03, PPT 4-8) Approaches to Measuring Quality of Care Quality Improvement (LO 22.04, PPT 9-15) Centers for Medicare and Medicaid Services i. Partnership for Patients The Joint Commission Agency for Healthcare Research and Quality American Hospital Association Internal Monitoring Reducing Medical Errors (LO 22.05, PPT 16-21) Medication Errors Customer Service (LO 22.06, PPT 22-32) Taking Responsibility for Quality Customer Satisfaction Internal Customers

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CLASS ACTIVITIES 1. Ask students to observe and note examples of both good and bad customer service in their daily experiences. Use these examples as the basis for discussing the importance of providing quality customer service.

2. Students will work as a group to identify a problem or situation in the classroom that could be improved through Quality Improvement. Discuss potential changes in the classroom system, the responsibilities of each class member in making these changes, the required resources, and how the success of the improvement will be evaluated. The problem should be real and simple enough for the class to address.

3. Ask students to describe the factors they believe would make the health services listed in Box 22-3 professional and of high quality.

4. Have students create patient satisfaction surveys for various types of services.

5. Students will select a classmate as a partner and role-play situations involving dissatisfied patients/customers.

6. Pair up students and have them role-play giving and receiving criticism. Afterward, have students share their reactions to receiving various types of criticism (constructive, destructive, given with sensitivity, etc.). The full group can then discuss what was effective, what wasn't, and what they learned from the experience.

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INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

AGENCY FOR HEALTHCARE RESEARCH AND QUALITY Understanding Quality Measurement: Child Health Care Quality Toolbox https://www.ahrq.gov/professionals/quality-patient-safety/qualityresources/tools/chtoolbx/understand/index.html

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After reviewing the material, write a paper that outlines the information, encompassing a definition of quality and the elements involved in assessing the quality of health care for children.

STANFORD HEALTH CARE About Us: Quality https://stanfordhealthcare.org/about-us/quality.html 1. Review Stanford’s patient information on how they define and measure quality: Overview and Measuring Quality.

2. What inquiries do they suggest patients make to evaluate care quality at Stanford?

UNIVERSITY OF MICHIGAN Drugs versus Lifestyle Medicine https://michigantoday.umich.edu/2015/02/14/drugs-versus-lifestyle-medicine/ 1. Do you agree with the author's perspective on Americans' preferences?

2. Can you identify instances of the behavior described by the author among your friends, family, and others?

3. How might a significant number of Americans making lifestyle changes impact the quality and cost of health care?

THE JOINT COMMISSION Hospital: 2024 National Patient Safety Goals www.jointcommission.org/-/media/tjc/documents/standards/national-patient-safety-goals/2024/hapnpsg-simple-2024-v2.pdf Review the 2024 national patient safety goals and explain what actions you could take as a health care professional to help achieve the goals listed.

THE WHITE HOUSE Fact Sheet: Medicare Prescription Drug, Improvement, and Modernization Act of 2003 https://georgewbush-whitehouse.archives.gov/news/releases/2003/12/20031208-3.html 1. Do you believe the changes to Medicare brought about by this Act increased the quality of care for Americans 65 years and older?

2. Why or why not?

PHARMACY TIMES FDA and ISMP Lists of Look-Alike Drug Names with Recommended Tall Man Letters https://www.ismp.org/sites/default/files/attachments/2017-11/tallmanletters.pdf Read through the list, then summarize the suggestions for avoiding mix-ups with drugs.

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[return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. Explain the difference between an internal and an external customer.

Suggested Answer: Internal: people who work in the health care industry, coworkers.

External: people who come for service, patients, clients.

2. Explain why the meaning of successful outcome can be very different for two patients who undergo the same surgical procedure.

Suggested Answer: Patients vary in age, physical condition, attitude, level of family support, preexisting conditions, etc.

3. Give five factors to examine when conducting a review to determine the level of patient service in an urgent care clinic.

Suggested Answer: Promptness of service, courtesy of staff, effectiveness of communication, clarity of instructions, completeness of explanations, telling who to contact if future problems develop, obtaining consent, level of compassion when delivering care, comfort and cleanliness of treatment area.

4. List two methods that a health care facility can use to monitor customer satisfaction.

Suggested Answer: Written surveys, telephone calls asking for responses to questions.

5. What are the three steps the health care worker should take when confronted by a dissatisfied patient?

Suggested Answer: 1. Identify the problem.

2. Seek resolution.

3. Verify satisfaction.

6. Briefly describe five guidelines for effectively giving constructive criticism.

Suggested Answer: Be clear and concise, give examples, never use vague or harsh language, include positive statements, state how you feel if the problem affects you, show a respectful attitude, demonstrate a cooperative attitude, be sensitive to how difficult this may be for the other person, speak in private, use empathy, and never complain about another person in front of others.

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ESSAY QUESTION Discuss the statement, ―Expensive health care is not necessarily excellent health care.‖ Include factors that are not tied to costs but can make a big difference in patient recovery and satisfaction.

Suggested Answer: It has been shown that expensive health care is not necessarily excellent health care.

Examples of factors that a health care worker can take to positively affect patient recovery and satisfaction are demonstrating a courteous and caring manner, ensuring prompt attention to needs, using good communication skills, explaining all procedures, and listening carefully to all expressed concerns.

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Instructor Manual Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 23: Preparing, Applying, and Maintaining a Job

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 134 Chapter Objectives ................................................................................................................................. 134 What's New in This Chapter .................................................................................................................. 134 Chapter Outline ...................................................................................................................................... 134 Class Activities ........................................................................................................................................ 136 Internet Activities.................................................................................................................................... 137 Short-Answer and Essay Questions with Suggested Answers ............................................................ 139

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 23: Preparing, Applying, and Maintaining a Job

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to demonstrate to students the importance of maintaining a positive attitude while searching for a job, the proper methods for conducting a job search, and the significance of presenting a professional image throughout the process. Students will acquire skills related to networking and effective online job searching. Additionally, they will be taught the correct approach to creating professional resumes, CVs, and cover letters. The chapter also covers how to prepare for a job interview and the purpose of a professional portfolio. Key actions during the post-interview phase of a job search will also be addressed, and students will learn the appropriate steps to take when leaving a job voluntarily or involuntarily.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 22.01 22.02 22.03 22.04 22.05 22.06 22.07 22.08 22.09 22.10 22.11

Explain the importance of maintaining a positive attitude during the process of searching for a job.

List factors to consider when organizing your job search.

Describe strategies for maintaining a professional image during your job search.

Explain the importance of networking.

Describe effective strategies to searching for jobs on the Internet.

Summarize the key components of a resume and CV. Explain the purpose of a cover letter.

Outline the steps to take when preparing for a job interview.

Describe the purpose of professional portfolios.

List key actions to take during the post-interview phase of a job search.

Describe actions to take when leaving a job voluntarily or involuntarily.

WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

CXXXVI. a. b. c. d. e.

Overview of the Job Search (LO 23.01, PPT 5-12) What Do You Have to Offer?

What Are Your Expectations?

Organizing Your Time Organizing Your Space and Supplies Projecting a Professional Image

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CXXXVII. Finding Job Leads (LO 23.04, 23.05, PPT 13-23) a. School Career Service b. Community Career Centers c. Networking d. Internet e. Clinical Experience f. Cold Calls and Visits g. Job Fairs CXXXVIII. The Resume and Curriculum Vitae (LO 23.06, PPT 24-29) a. Resume Contents i. Heading ii. Introduction iii. Education iv. Certifications and Licenses v. Work Experience vi. Optional Sections b. Formatting c. Important Guidelines d. Recent Trends CXXXIX. Cover Letters (LO 23.07, PPT 30) a. Writing Good Cover Letters CXL. The Job Interview (LO 23.08-23.10, PPT 31-53) a. The Importance of Proper Preparation b. Learn About the Employer c. Prepare to Demonstrate Your Qualifications d. Prepare Your Questions e. Questions to Avoid f. Anticipating an Employer’s Questions g. General Employment Questions h. Behavioral and Situational Questions i. Health Care-Specific Questions j. Difficult Questions k. Illegal Questions l. Creating a Professional Appearance m. Securing References n. Creating a Portfolio o. What to Take to an Interview p. Practice, Practice, Practice q. Starting Off on the Right Foot r. Recent Trends in Interviews s. After the Interview t. Additional Requirements CXLI. Accepting the Job (LO 23.10, PPT 54) CXLII. Declining the Job (LO 23.10, PPT 55) CXLIII. Dealing with Rejection (LO 23.10, PPT 56) CXLIV. Filling Out Applications (LO 23.10, PPT 57) CXLV. Getting Off to a Good Start (PPT 58-62)

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a. Learning about the Job b. Policies and Procedures c. Probationary Period CXLVI. Guidelines for Workplace Success (PPT 63-72) a. Act with Integrity b. Demonstrate Loyalty c. Follow the Chain of Command d. Give a Full Day’s Work e. Become Part of the Team f. Go Beyond the Minimum CXLVII. Employment Laws (PPT 73-80) a. Grievances b. Sexual Harassment CXLVIII. Tracking Your Progress (PPT 81) CXLIX. Moving Up (LO 23.11, PPT 82) CL. Moving On (LO 23.11, PPT 83-85) CLI. If You Are Fired (LO 23.11, PPT 86-88)

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CLASS ACTIVITIES 1. Have pairs of students role-play cold calls and walk-in visits, asking good questions while engaging in professional networking.

2. Invite someone from the career services center at your school to speak with students about job search strategies.

3. After students have written their resumes, have them exchange with classmates to critique.

4. Assign or have students volunteer to find job leads using the following sources: school career service center, networking, job fairs, cold calls, walk-in visits, professional organizations, and the Internet. Have them report their findings to the class, including what they learned about using the source effectively.

5. Collect well-written resumes for students to review. Ask them to explain why they are good examples.

6. Have students find a job opening in their occupational area of interest and write a cover letter that would be appropriate to send along with their resume.

7. Play ―Answer That Question.‖ Write commonly asked interview questions on cards or list them on a sheet of paper. Provide all types of questions, including a few that are illegal. Choose questions at random and call on students to answer. Ask other students to critique the answers and offer constructive suggestions for improvement, if needed.

8. Have pairs of students role-play, each acting as the interviewer and potential employee to ask and answer interview questions.

9. Provide students with examples of well-prepared portfolios to review.

10. Collect a variety of employment applications from different businesses for students to practice filling out.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 23: Preparing, Applying, and Maintaining a Job

11. Practice is critical to interviewing success. It is most effective when it is as authentic as possible.

Invite other instructors, school staff, and even local employers to conduct mock interviews with students. Videotaping and/or having a second student observe and critique are helpful ways to improve interviewing skills.

12. Have each student obtain information about a local employer and present a profile to the class in presentation form or a binder.

13. Have students practice writing appropriate thank-you notes for sending after an interview.

14. Collect a variety of health care job descriptions for students to review.

15. Have students research and report on the major employment laws listed in the chapter, either individually or in groups.

16. Have small groups assume the role of a specific employer (e.g., a pediatrician in a small office, the manager of a home health agency, etc.) and brainstorm what they would look for when hiring employees and why. Then, have the groups share their ideas with the class.

17. Facilitate a class discussion about behaviors that would demonstrate the recommendations given in the text, or those from number 16 above, for achieving career success. Have them relate as much as possible to their occupational areas of interest. (Recommendations from the chapter: act with integrity, demonstrate loyalty, observe the chain of command, give a full day’s work, become part of the team, go beyond the minimum, and learn from role models and mentors.)

18. Invite a guest speaker to address the subject of sexual harassment.

19. Have students create examples to demonstrate how to meet or exceed the performance measurements on a typical job evaluation as listed in Box 23-4. These can be brainstormed in groups or called out for student response. (For example, if the component is ―initiative,‖ students might say, ―Take on an extra project,‖ ―volunteer to serve on a committee,‖ and so on.)

20. Have pairs role-play various employment situations, such as asking a supervisor for clarification when receiving a poor rating during a performance evaluation, requesting additional information about how a task is to be performed, requesting a personal day off, and so on. [return to top]

INTERNET ACTIVITIES The Internet is a rich source of material about health care for both instructors and students. The websites in this section have been selected to support and expand on the material presented in the chapters. The questions and suggested activities can be used as homework, springboards for class discussions, or enrichment material for students who wish to learn more about the topics presented in the course.

NPR (NATIONAL PUBLIC RADIO) A Successful Job Search: It’s All About Networking https://www.npr.org/2011/02/08/133474431/a-successful-job-search-its-all-about-networking After reading the article, answer the following questions.

1. Why is networking so important?

2. What percentage of jobs are published?

3. Why is submitting a resume or application not as effective as networking?

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 23: Preparing, Applying, and Maintaining a Job

4. According to the article, how many contacts should jobseekers make each month?

5. What should be emphasized in a cover letter?

JOB-HUNT The ―Dirty Dozen‖ Online Job Search Mistakes https://www.job-hunt.org/jobsearchmistakes.shtml Read the article and think about your past or current job search, and then list any suggestions you weren’t aware of.

INDEED https://www.indeed.com/ 1. Visit this website and explore jobs of interest to you in your area. Note: Entering the zip code along with the city name will help refine the search. Then, answer the following questions.

2. Is the search function easy to use?

3. How much information was given about each job?

MONSTER The 10 Worst Resume Mistakes to Avoid https://www.monster.com/career-advice/article/avoid-the-top-10-resume-mistakes After reading the article, check the list against your resume.

1. Did you find any suggestions that will improve your resume?

2. If so, make any changes necessary.

FOX REHABILITATION The Interview: Rights and Not Quites Interview video: https://www.foxrehab.org/video/prepare-for-healthcare-ot-pt-job-interview/ Play the video in addition to reading the transcript.

1. List the ―dos and don’ts" Ms. Mendenhall explains and demonstrates with ―interviewees.‖ 2. What advice did her mother share? How can that help you when you prepare for and attend interviews?

THE BALANCE Best Thank-You Emails to Send After a Job Interview https://www.thebalancecareers.com/thank-you-email-after-job-interview-2063958 Read the article, and then answer the following questions.

1. What are the benefits of sending a thank-you email?

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 23: Preparing, Applying, and Maintaining a Job

2. What should be included in your email?

3. What suggestions are given to make your email effective and increase your chances of getting hired?

WAY UP Here’s How to Make A Great First Impression at An Entry-Level Job https://www.wayup.com/guide/alphasights-34660-sponsored-1-entry-level-job-advice/ Read the article, and then respond to the following: 1.

2.

3.

4.

List the suggestions given in the article.

Which do you think are the most helpful or important? Explain why.

Which one of the suggestions can you start preparing for now?

Create a plan to implement the suggestions.

THE BALANCE CAREER What You Should Ask an Employer When You’re Fired https://www.thebalancecareers.com/what-you-should-ask-an-employer-when-you-re-fired-2063949 Read the article, and then respond to the following: 1. List the questions you should ask.

2. Why is it essential that you ask these questions?

3. Would you feel comfortable asking them? Why or why not? [return to top]

SHORT-ANSWER AND ESSAY QUESTIONS WITH SUGGESTED ANSWERS The short-answer and essay questions can be used to provide students with questions that require thinking and application of the chapter material. Suggested answers are included for the instructor's convenience.

SHORT ANSWER 1. List at least six categories of expenses that should be included when calculating your cost of living.

Suggested Answer: Housing, transportation, clothing and grooming, health care, food, entertainment, insurance, taxes, childcare.

2. List at least five examples of factors about a facility that job seekers should consider when applying for employment.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 23: Preparing, Applying, and Maintaining a Job

Suggested Answer: Size, work pace, time spent alone and with others, amount of supervision, work hours and schedule, patient population, type of specialty, location.

3. Provide five examples of professional networking contacts who can assist a health care graduate.

Suggested Answer: Instructors, school staff members, guest speakers, people at professional meetings and activities, contacts at the clinical site, professionals at job fairs, your personal physician or dentist.

4. What are at least three reasons for gathering background information about an employer before attending an interview?

Suggested Answer: Demonstrate your motivation and interest, show that you want the job, give your information so you can come up with examples to demonstrate qualifications of interest to that employer, and prepare your questions to ask.

5. Write five questions that would be appropriate for the applicant to ask at an interview.

Suggested Answer: Questions could cover duties and responsibilities, the job description, a typical workday, training programs, equipment used on the job, essential qualifications and qualities for success, who the supervisor will be, when and how evaluations are conducted, and opportunities for advancement.

6. List eight items that would be good to include in a professional portfolio.

Suggested Answer: Diploma, certificate, licenses, certifications, documentation of accomplishments and service, exemplary performance evaluations, school assignments that demonstrate competencies, a list of technical skills mastered, and letters of recommendation.

7. Explain why it is essential to follow the chain of command in your organization when you have a problem in your department.

Suggested Answer: It is fair to your supervisor and keeps the problem among those who are most directly involved.

8. List at least five strategies to help you best use your time at work.

Suggested Answer: Write to-do lists, prioritize tasks, complete the most important tasks first, group and do similar tasks together, learn to deal efficiently with interruptions, look for time savers, and avoid procrastinating.

9. Provide a list of at least eight ways for health care professionals to be successful team members in the workplace.

Suggested Answer: Understand group goals, listen to others, be positive, be productive, contribute ideas, do a fair share of the work, keep promises, know when to ask for help, give credit to others, be flexible, adapt to change, and discuss personal differences in private.

ESSAY QUESTIONS 1. Discuss the meaning of the following statement: ―The job-seeking process is just like a job in itself.‖ Include suggestions for conducting a successful job search.

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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 23: Preparing, Applying, and Maintaining a Job

Suggested Answer: Students should demonstrate that they realize how much effort must be devoted to the job search. It takes preparation and follow-up, and this requires time. The suggestions from the chapter include activities such as performing a personal skills inventory, managing time, preparing a work area, and locating and tracking job leads. Include a variety of job lead sources along with a brief description of each.

2. Discuss the following statement: ―Graduates sometimes fail to realize how much they have to offer an employer and do not explain fully how they can be of benefit.‖ Include ways that applicants can present themselves more effectively at interviews.

Suggested Answer: Inventory their skills and personal attributes, think of examples to demonstrate them, use the portfolio when appropriate, and always relate to the employer’s needs and what they are looking for in an employee.

3. Discuss the following statement: ―Your professional reputation starts to be established during the first few months at the workplace.‖ Describe what actions the health care professional can take to get off to a good start and begin to gain a reputation for excellence.

Suggested Answer: Actions that a health care professional can establish to gain a reputation of excellence: 1. Take a tour of the facility and ask detailed questions directly related to your job duties that were discussed during your job interview.

2. Ask to review the facility's policies, procedures, and employee handbook to gain an understanding of the sections that relate to your job.

3. Act with integrity and always be honest and moral.

4. Establish a work relationship with your supervisor to better take care of patients and create a successful team.

5. When an issue arises, follow the chain of command and do not discuss workplace related issues with coworkers or in front of patients.

6. Be consistent and punctual daily to provide patients with the best service and support healthy work habits.

7. Work as a team within your specialty or department. A coordinated effort will achieve goals and better serve patients and their needs.

8. Set high standards for your professional success and development. Develop habits such as being a problem solver and continue to learn new skills and knowledge. [return to top]

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