Classroom Activitiescta = Critical Thinking Activity (from the Study Guide)




Download 469.9 Kb.
NameClassroom Activitiescta = Critical Thinking Activity (from the Study Guide)
page1/5
A typeDocumentation
manual-guide.com > manual > Documentation
  1   2   3   4   5
Bonewit: Clinical Procedures for Medical Assistants, 8th Edition
Chapter 05: The Physical Examination
Instructor’s Resource Manual
CHAPTER OVERVIEW

An important and frequent responsibility of the medical assistant (MA) is to assist with patient examinations that consist of the following: health history, physical examination, and laboratory and diagnostic tests. The physician uses the results of these examinations to determine the patient’s general state of health, to arrive at a diagnosis and prescribe treatment, and to observe any change in a patient’s illness after treatment has been instituted. For the physical examination, MA is usually responsible for preparing the examining room, preparing the patient, measuring weight and height, positioning and draping, and assisting the physician.

LEARNING OBJECTIVES

Preparation for the Physical Examination

1. Identify the three components of a complete patient examination.

2. List the guidelines that should be followed in preparing the examining room.

3. Identify equipment and instruments used during the physical examination.

Measuring Weight and Height

1. Explain the purpose of measuring weight and height.

2. List the guidelines that should be followed when measuring weight and height.

Body Mechanics

1. Explain the importance of using proper body mechanics.

2. State the basic principles that should be followed related to proper body mechanics.

Positioning and Draping

1. Explain the purpose of positioning and draping.

2. List one use of each patient position.

Wheelchair Transfer

1. Explain the purpose of a wheelchair.

2. Describe the purpose of a transfer belt.

Assessment of the Patient

1. List and define the four techniques of examining the patient.

2. State an example of the use of each examination technique used during the physical examination.

Assisting the Physician

1. Describe the responsibilities of the MA during the physical examination.

CHAPTER LESSON PLAN

Chapter 5 The Physical Examination

Chapter Outline


Classroom ActivitiesCTA = Critical Thinking Activity (from the Study Guide)


Introduction to the Physical Examination

 Definition of Terms

Preparation of the Examining Room

Preparation of the Patient

PowerPoint Slides for Chapter 5

 Pretest

 CTA A: Preparation of the Examining Room


Measuring Weight and Height

Application of Body Mechanics

Principles

 CTA B: Reading Weight Measurements

 Evolve Site: By the Pound

 CTA C: Reading Height Measurements

 Evolve Site: Feet and Inches

 CTA D: Calculating BMI

 CTA E: Dear Gabby

 Discuss Case Study 1 in textbook

 Discuss Case Study 2 in textbook

Positioning and Draping


 CTA F: Patient Positions

 Evolve Site: Let’s Get Physical


Wheelchair Transfer





Assessment of the Patient

 Inspection

 Palpation

 Percussion

 Auscultation

 CTA G: Examination Techniques

 CTA H: Otoscope

 Discuss Case Study 3 in textbook


Assisting the Physician





Chapter Summary and Evaluation


 CTA I : Crossword Puzzle

 Review Key Term Assessment

 A. Definitions

 B. Word Parts

 Review Evaluation of Learning questions

 Evolve Site: Apply Your Knowledge questions

 Review Video Evaluation

 Posttest

 Administer Chapter 5 Test: The Physical Examination



LABORATORY LESSON PLAN

Procedure and Textbook Page


Study Guide (SG = Study Guide)


Competencies


5-1: Measuring Weight and Height—Pages 184–185

Equipment

 Examining table

 Paper towel

 Upright balance scale

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 201–203

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

Affective (Behavior)

IV. 1. Demonstrate empathy in communicating with patients, family, and staff

IV. 9. Recognize and protect personal boundaries in communicating with others

ABHES

8. bb. Are impartial and show empathy when dealing with patients 9. l.

Prepare patient for examinations and treatments

5-A: Body Mechanics—Page 186

Equipment

 Chair

 Object for lifting

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 205–207

CAAHEP

Psychomotor (Skills)

XI. 3. Develop a personal (patient and employee) safety plan

XI. 11. Use proper body mechanics

ABHES

4. e. Perform risk management procedures


5-2: Sitting Position—Page 189

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 209–210

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-3: Supine Position—Page 190

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 211–212

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-4: Prone Position— Page 191

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 213–214

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-5: Dorsal Recumbent Position—Page 192

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 215–217

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-6: Lithotomy Position—Pages 193–194

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 219–221

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-7: Sims Position—Pages 194–195

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 223–224

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-8: Knee-Chest Position—Pages 195–196

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 225–227

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-9: Fowler’s Position—Pages 196–197

Equipment

 Examining table

 Patient gown

 Drape

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 229–230

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

9. l. Prepare patient for examinations and treatments


5-10. Wheelchair Transfer—Pages 198–201

Equipment

 Examining table

 Wheelchair

 Transfer belt

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 231–234

CAAHEP

Psychomotor (Skills)

IV. 6. Prepare a patient for procedures and/or treatments

XI. 11. Use proper body mechanics

Affective (Behavior)

IV. 4. Demonstrate awareness of the territorial boundaries of the person with whom communicating

ABHES

5. b. Identify and respond appropriately when working/caring for patients with special needs

9. l. Prepare patient for examinations and treatments

9. q. Instruct patients with special needs

5-11: Assisting with the Physical Examination— Pages 207–209

Equipment

 Examining table

 Patient gown

 Drape

 Equipment for the type of examination to be performed

Practice for Competency, SG—Page 199

Evaluation of Competency, SG—Pages 235–238

CAAHEP

Psychomotor (Skills)

I. 10. Assist physician with patient care

IV. 5. Instruct patients according to their needs to promote health maintenance and disease prevention

IV. 6. Prepare a patient for procedures and/or treatments

IV. 12. Develop and maintain a current list of community resources related to patients’ health care needs

V. 9. Perform routine maintenance of office equipment with documentation

XI. 11. Use proper body mechanics

Affective (Behavior)

I. 3. Demonstrate respect for diversity in approaching patients and families

IV. 2. Apply active listening skills

IV. 3. Use appropriate body language and other nonverbal skills in communicating with patients, family, and staff

IV. 8. Analyze communications in providing appropriate responses/feedback

IV. 10. Demonstrate respect for individual diversity, incorporating awareness of one’s own biases in areas including gender, race, religion, age, and economic status

X. 3. Demonstrate awareness of diversity in providing patient care

ABHES

6. g. Analyze the effect of hereditary, cultural, and environmental influences

8. x. Maintain medical facility

8. y. Perform routine maintenance of administrative and clinical equipment

8. z. Maintain inventory equipment and supplies 8. aa. Are attentive, listen, and learn

8. cc. Communicate on the recipient’s level of comprehension

8. ii. Recognize and respond to verbal and nonverbal communication

8. kk. Adapt to individualized needs

9. k. Prepare and maintain examination and treatment area

9. l. Prepare patient for examinations and treatments

9. m. Assist physician with routine and specialty examinations and treatments

9. p. Advise patients of office policies and procedures

9. r. Teach patients methods of health promotion and disease prevention
  1   2   3   4   5

Share in:

Related:

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconCritical Thinking Questions

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconCritical thinking exercise 5-3

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconResearch methods and critical thinking

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconChapter 8 Answers To road to Critical Thinking Assessment (Text Page 160)

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconLike the Fingers of the Hand: Thinking the Human in the Texture of...

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconB ureau of indian affairs agency administrator’s guide to Critical Incident Management

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconTr study guide

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconStudy guide for the

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconIshmael Study Guide

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconStudy guide chapter 6,7,8

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconMidterm Study Guide/Practice Midterm Exam Completing the practice...

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconExcel Chapters 3-4 Study Guide

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconHonors Study Guide Semester Two

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconStudy Guide for sections 19. 4/19. 5 and Chapter 20

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconDiscovery Computers Study Guide

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconBi 24 Final Exam Study Guide

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconBiology 6 study guide: lab exam I

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconForces Social World Study Guide

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconStudy guide the bead box game

Classroom Activitiescta = Critical Thinking Activity (from the Study Guide) iconComputer Applications 1 Final Study Guide




manual




When copying material provide a link © 2017
contacts
manual-guide.com
search