TM1 Portfolio - HCS NCII PDF

TRAINERS METHODOLOGY I
PORTFOLIO
HEALTH CARE SERVICES NC II

Submitted in the Realization of the Requirements for
National Assessment for TM 1
Submitted to:
TM1 PANEL OF ASSESSORS
TESDA-CAR
Submitted by:
WARREN JAE M. SANDOVAL, RN
June 6, 2014
NATIONAL ASSESSMENT FOR TM LEVEL 1

District: Pre-Orientation:
Name of Portfolio Docs.
Candidate: Received on:
Qualification: Portfolio Docs.
Date of Reviewed on:
CHECKLIST OF REQUIREMENTS
COC 1: DELIVER TRAINING SESSION
A. PLAN TRAINING SESSION- Written Report and Portfolio REMARKS

1. Sample Session Plan
Sample Learning Materials and PowerPoint Presentation
with Video
Sample Assessment Tools
Training Activity Matrix
2. Training Certificates
3. Third Party Certificates
B. FACILITATE LEARNING SESSION-Demonstration with Oral
Questioning and interview
C. UTILIZE ELECTRONIC MEDIA TO FACILITATE TRAINING-
Demonstration with Oral Questioning and Interview
D. MAINTAIN TRAINING FACILITIES-Portfolio and Written Report
1. Shop lay-out
2. Maintain Schedule
3. Inspection Checklist
4. Waste Segregation Plan
5. Sample Equipment Purchase Request
6. Third Party Certificates
E. SUPERVISE WORK-BASED LEARNING-Portfolio and Written
Report
1. Sample Training Plan
2. Sample Monitoring Sheet
3. Sample Evaluation Form
4. Sample Training Certificates
5. Third-Party Certificates
COC 2: CONDUCT COMPETENCY ASSESSMENT- Demonstration with Oral Questioning and

Interview
A. Prepare Candidate (10)

B. Gather Evidence (10)
C. Make Assessment Decisions (15)
D. Record and Report the Assement Results (10)
E. Provide Feedback (10)
CHECKED BY AND REVIEWED BY:
Date:
Republic of the Philippines
Technical Education and Skills Development Authority
Province of Benguet
DECLARATION
TO WHOM IT MAY CONCERN:
This is to hereby declare that all documents, learning materials and forms
in the portfolio are of my own effort and represent my capabilities accurately.
Accomplished this 6th of June, 2014 at Baguio City, Philippines.
WARREN JAE M. SANDOVAL

TABLE OF CONTENTS
I. Preliminary Pages
Title Page ............................................................................................... i
Checklist of Requirements ................................................................. ii
Declaration............................................................................................... iii
Table of Contents .................................................................................... iv
II. Plan Training Session
Session Plan.................................................................................................1
Learning Style Inventory ..........................................................................2
Characteristics of Learning Style ...........................................................5
Form 1.2: Evidence of Current Competencies ...................................8
Self-Assessment Tool ...............................................................................12
Session Plan..............................................................................................15
Summary of Current Competencies...................................................17
Trainees Characteristics .......................................................................22
Summary of Trainees Characteristics ................................................25
Training Needs ........................................................................................26
Competency-Based Learning Material ................................................50
Training Activity Matrix ............................................................................27
Class Progress Chart ................................................................................33
Achievement Chart ................................................................................36
Training Session Evaluation Form ..........................................................43
Third Party Certificate .............................................................................47
III. Maintain Training Facilities ...........................................................49
Contents ............................................................................................50
Laboratory Lay-out .........................................................................51
Equipment Maintenance Schedule ............................................52
Housekeeping Inspection Checklist ............................................54
Equipment Maintenance Inspection Checklist ................................55
Waste Segregation Form ......................................................................56
Purchase Request ..................................................................................58
Operational Procedure .........................................................................60
Housekeeping Schedule .......................................................................61
Tag-out Index .........................................................................................63
Breakdown/ Repair Report ...................................................................64
Inspection Report ...................................................................................65
Work Request ..........................................................................................66
Salvage Report .......................................................................................69
Third Party Certificate ............................................................................70
IV. Supervise Work-Based Training ....................................................71
Contents ..................................................................................................72
Training Plan ............................................................................................73
Training Session Evaluation Form .........................................................76
Trainees Record Book ...........................................................................79
Trainees Progress Sheet ..................................................................... 101
Interpretation and Analysis of Program Evaluation ...................... 104
Average Ratings .................................................................................. 106
Self-Evaluation...................................................................................... 107
On The Job Monitoring Sheet ........................................................... 108
Memorandum of Agreement ........................................................... 109
Third Party Certificate ......................................................................... 111
V. Conduct Competency Assessment.......................................... 112
Contents ............................................................................................... 113
Attendance Sheet .............................................................................. 114
Competency Assessment Results Summary ................................... 115
Self-Assessment Guide........................................................................ 117
Rating Sheet ......................................................................................... 119
Plan Training
Session
FORM 1.1
LEARNING STYLE INVENTORY
Instructions:
To better understand how you prefer to learn and process information,
encircle the letter of the appropriate choice, and then use the scoring directions
at the bottom of the page to evaluate your responses.
This 20-item questionnaire is not timed and has neither right nor wrong
answer. Respond to each statement as honestly as you can.
1. What kind of book would you like to read for fun?

a. A book with lots of pictures in it
b. A book with lots of words in it
c. A book with word searches or crossword puzzles
2. When you are not sure how to spell a word, what are you most likely to do?
a. Write it down to see if it looks right
b. Spell it out loud to see if it sounds right
c. Trace the letters in the air (finger spelling)
3. You're out shopping for clothes, and you're waiting in line to pay. What are
you most likely to do while you are waiting?
a. Look around at other clothes on the racks
b. Talk to the person next to you in line
c. Fidget or move back and forth
4. When you see the word "cat," what do you do first?
a. Picture a cat in your mind
b. Say the word "cat" to yourself
c. Think about being with a cat (petting it or hearing it purr)
5. What's the best way for you to study for a test?
a. Read the book or your notes and review pictures or charts
b. Have someone ask you questions that you can answer out loud
c. Make up index cards that you can review
6. What's the best way for you to learn about how something works (like a
computer or a video game)?
a. Get someone to show you
b. Read about it or listen to someone explain it
c. Figure it out on your own
7. If you went to a school dance, what would you be most likely to remember
the next day?
a. The faces of the people who were there
b. The music that was played
c. The dance moves you did and the food you ate
Date Developed: Document No.

May 2014 Issued by:
Health Care Services NC II Date Revised:
Developed by: Page 2 of

Assist in Client. Patient
SANDOVAL, Warren 122
Mobility Jae M.
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01
8. What do you find most distracting when you are trying to study?
a. People walking past you
b. Loud noises
c. An uncomfortable chair
9. When you are angry, what are you most likely to do?
a. Put on your "mad" face
b. Yell and scream
c. Slam doors
10. When you are happy, what are you most likely to do?
a. Smile from ear to ear
b. Talk up a storm
c. Act really hyper
11. When in a new place, how do you find your way around?
a. Look for a map or directory that shows you where everything is
b. Ask someone for directions
c. Just start walking around until you find what you're looking for
12. Of these three classes, which is your favorite?
a. Art class
b. Music class
c. Gym class
13. When you hear a song on the radio, what are you most likely to do?
a. Picture the video that goes along with it
b. Sing or hum along with the music
c. Start dancing or tapping your foot
14. What do you find most distracting when in class?
a. Lights that are too bright or too dim
b. Noises from the hallway or outside the building (like traffic or someone
cutting the grass)
c. The temperature being too hot or too cold
15. What do you like to do to relax?
a. Read
b. Listen to music
c. Exercise (walk, run, play sports, etc.)
16. What is the best way for you to remember a friend's phone number?
a. Picture the numbers on the phone as you would dial them
b. Say it out loud over and over and over
c. Write it down or store it in your phone contact list
17. If you won a game, which of these three prizes would you choose?
a. A poster for the wall
b. A music CD or mp3 download
c. A game of some kind (or a football or soccer ball, etc.)

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18. Which would you rather go to with a group of friends?
a. A movie
b. A concert
c. An amusement park
19. What are you most likely to remember about new people you meet?
a. Their face but not their name
b. Their name but not their face
c. What you talked about with them
20. When you give someone directions to your house, what are you most
likely to tell them?
a. A description of building and landmarks they will pass on the way
b. The names of the roads or streets they will be on
c. "Follow meit will be easier if I just show you how to get there."
21. When I operate new equipment I generally:
a. read the instructions first
b. listen to an explanation from someone who has used it before
c. go ahead and have a go, I can figure it out as I use it
22. When I need directions for travelling I usually:
a. look at a map
b. ask for spoken directions
c. follow my nose and maybe use a compass
23. When I cook a new dish, I like to:
a. follow a written recipe
b. call a friend for an explanation
c. follow my instincts, testing as I cook
24. If I am teaching someone something new, I tend to:
a. write instructions down for them
b. give them a verbal explanation
c. demonstrate first and then let them have a go
25. I tend to say:
a. watch how I do it
b. listen to me explain
c. you have a go
26. During my free time I most enjoy:
a. going to museums and galleries
b. listening to music and talking to my friends
c. playing sport or doing DIY
27. When I go shopping for clothes, I tend to:
a. imagine what they would look like on
b. discuss them with the shop staff
c. try them on and test them out
28. When I am choosing a holiday I usually:
a. read lots of brochures
b. listen to recommendations from friends
c. imagine what it would be like to be there
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29. If I was buying a new car, I would:
a. read reviews in newspapers and magazines
b. discuss what I need with my friends
c. test-drive lots of different types
30. When I am learning a new skill, I am most comfortable:
a. watching what the teacher is doing
b. talking through with the teacher exactly what Im supposed to do
c. giving it a try myself and work it out as I go
Scoring Procedures
Directions: Add up your answers for every respective letter of your choice. Then,
rank them from 1-3, 1 being the highest and 3 as the lowest.
Points Ranking
A
B
C
Please refer to the table below and the description under it to see what kind of
learner you are.
A- Auditory
B- Visual
C- Kinesthetic/ Tactile
Characteristics of Learning Styles

Auditory
U
If you are an auditory learner, you learn by hearing and listening. You
understand and remember things you have heard. You store information by the
way it sounds, and you have an easier time understanding spoken instructions
than written ones. You often learn by reading out loud because you have to
hear it or speak it in order to know it.
As an auditory learner, you probably hum or talk to yourself or others if you

become bored. People may think you are not paying attention, even though
you may be hearing and understanding everything being said.
Here are some things that auditory learners like you can do to learn better.
Sit where you can hear.
Have your hearing checked on a regular basis.
Use flashcards to learn new words; read them out loud.
Read stories, assignments, or directions out loud.
Record yourself spelling words and then listen to the recording.
Have test questions read to you out loud.
Study new material by reading it out loud.

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Remember that you need to hear things, not just see things, in order to learn
well.
Visual
U
If you are a visual learner, you learn by reading or seeing pictures. You
understand and remember things by sight. You can picture what you are
learning in your head, and you learn best by using methods that are primarily
visual. You like to see what you are learning.
As a visual learner, you are usually neat and clean. You often close your eyes to
visualize or remember something, and you will find something to watch if you
become bored. You may have difficulty with spoken directions and may be
easily distracted by sounds. You are attracted to color and to spoken language
(like stories) that is rich in imagery.
Here are some things that visual learners like you can do to learn better:
Sit near the front of the classroom. (It won't mean you're the teacher's
pet!)
Have your eyesight checked on a regular basis.
Use flashcards to learn new words.
Try to visualize things that you hear or things that are read to you.
Write down key words, ideas, or instructions.
Draw pictures to help explain new concepts and then explain the
pictures.
Color code things.
Avoid distractions during study times.
Remember that you need to see things, not just hear things, to learn well
Kinesthetic/ Tactile
If you are a kinesthetic/tactile learner, you learn by touching and doing. You
understand and remember things through physical movement. You are a
"hands-on" learner who prefers to touch, move, build, or draw what you learn,
and you tend to learn better when some type of physical activity is involved.
You need to be active and take frequent breaks, you often speak with your
hands and with gestures, and you may have difficulty sitting still.
As a tactile learner, you like to take things apart and put things together, and
you tend to find reasons to tinker or move around when you become bored.
You may be very well coordinated and have good athletic ability. You can
easily remember things that were done but may have difficulty remembering
what you saw or heard in the process. You often communicate by touching,
and you appreciate physically expressed forms of encouragement, such as a
pat on the back.

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Here are some things that tactile learners like you can do to learn better:
Participate in activities that involve touching, building, moving, or
drawing.
Do lots of hands-on activities like completing art projects, taking walks, or
acting out stories.
It's OK to chew gum, walk around, or rock in a chair while reading or
studying.
Use flashcards and arrange them in groups to show relationships between
ideas.
Trace words with your finger to learn spelling (finger spelling).
Take frequent breaks during reading or studying periods (frequent, but not
long).
It's OK to tap a pencil, shake your foot, or hold on to something while
learning.
Use a computer to reinforce learning through the sense of touch.
Remember that you learn best by doing, not just by reading, seeing, or hearing.
EVIDENCES/PROOF OF CURRENT COMPETENCIES

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Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation
Basic Competencies
Current competencies Proof/Evidence Means of validating
Participate in Workplace Diploma Submitted authenticated
Communication copy of Employment
Employment
Certificate
Obtain and convey Certificate
workplace information
Participate in workplace
meetings and discussions
Complete relevant work
related documents
Work in Team Environment Diploma Submitted authenticated
copy of Employment
Describe team role and Employment
Certificate
scope Certificate
Identify own role and
responsibility within team Copy of Signed
Work as a team member Certificate of
Participation
Practice Career Professionalism Diploma Submitted authenticated
copy of Employment
Integrate personal objectives Employment
Certificate and Basic First
with organizational goals Certificate
Aid Training Completion
Set and meet work priorities
Certificate
Maintain professional growth
and development
Practice Occupational Health Diploma Submitted authenticated
and Safety Procedures copy of Employment
Employment
Certificate
Identify hazards and risks Certificate
Evaluate hazards and risks Certificate of
Control hazards and risks Participation
Maintain OHS awareness

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COMMON COMPETENCIES
Implement and monitor infection Diploma Submitted authenticated
control policies and procedures copy of Employment
Employment
Provide information to the Certificate
Certificate
work group about the Copy of Signed
At least one
organization's infection Certificate of
certificate
control policies and Participation
signifying
procedures. participation in a
Integrate the organization's seminar, training
infection control policy and or workshop
procedure into work
regarding
practices
infection control
Monitor infection control
policies
performance and implement
improvements in practices
Respond effectively to difficult/ Diploma Submitted authenticated
challenging behavior copy of Employment
Employment
Certificate
Plan responses Certificate
Apply response At least one
Report and review incidents certificate Copy of Signed
signifying Certificate of
participation in a Participation
seminar, training
or workshop
regarding group
mechanics or
the like.
Apply basic first aid Diploma Submitted authenticated
copy of Employment
Assess the situation Employment
Certificate and Basic First
Apply basic first aid Certificate, Basic
Aid Training Completion
techniques First Aid Training
Certificate
Communicate details of the
incident
Maintain high standard of patient Diploma Submitted authenticated
services copy of Employment
Employment
Communicate appropriately Certificate
Certificate
with patients Certificate of
Establish and maintain good At least a month
Participation
interpersonal relationship with of training or
patients didactics in an
Act in a respectful manner at health care
all times institution
Evaluate own work to maintain
a high standard of patient
service

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CORE COMPETENCIES
Diploma I. Photocopy of the following:
a. Diploma
1. Prepare and Certificates of
maintain beds Employment b. Certificate of Employment
Prepare area for Certificate of trainings c. Certificates of Participation

bed making attended in trainings attended
Make bed d. Other certificates related to
Certificate of related
Perform after- NC
NC (Caregiving NC II)
care activities e. Certificate of
Certificate of graduation/OTR on related
graduation/OTR on medical course/s
related medical
course/s
2. Collect and Certificates of a. Diploma
maintain linen b. Certificate of Employment
Employment
stocks at end-user c. Certificates of Participation
Certificate of trainings in trainings attended
locations
attended d. Other certificates related to
Collect soiled NC
Certificate of related
linen e. Certificate of
NC (Caregiving NC II)
Distribute clean graduation/OTR on related
linen medical course/s
Maintain linen Certificate of
stock levels graduation/OTR on
related medical
course/s
3. Assist in client/ Diploma I. Photocopy of the following:
patient mobility a. Diploma
Certificates of
b. Certificate of Employment
Prepare to assist Employment
c. Certificates of Participation
with patient Certificate of trainings in trainings attended
mobility attended d. Other certificates related to
Assist with patient
Certificate of related NC
mobility
NC (Caregiving NC II) i. Certificate of
Complete patient
graduation/OTR on
mobility
related medical
assistance
Certificate of course/s
graduation/OTR on II. Properly demonstrated how to
related medical assist in patient mobility
course/s

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Diploma I. Properly demonstrated how
4. Assist in transporting
to assist in patient transport
clients/patients Certificates of
Employment II. Photocopy of the following:
Prepare patient a. Diploma
for transport Certificate of trainings b. Certificate of
attended Employment
Assist in patient
transport Certificate of related
NC (Caregiving NC II) c. Certificates of
Perform post- Participation in trainings
transport attended
procedures d. Other certificates
Certificate of
graduation/OTR on related to NC
related medical III. Certificate of
course/s graduation/OTR on related
medical course/s
a. Diploma
5. Assist in bio- Certificates of
b. Certificate of
psychosocial Employment
Employment
support care of Certificate of trainings c. Certificates of
clients/ patients attended Participation in trainings
Establish and Certificate of related attended
maintain rapport NC (Caregiving NC II) d. Other certificates
with the patient related to NC
Obtain information i. Certificate of
regarding the bio- Certificate of graduation/OTR on
psychosocial graduation/OTR on related medical
needs of the related medical course/s
patient course/s II. Submitted an authenticated
Provide assistance copy of the required
to meet patient certificate/s
needs as directed
5. Handle waste in a Diploma III. Photocopy of the following:

Health Care Certificates of a. Diploma
Environment Employment b. Certificate of
Employment
Determine job Certificate of trainings c. Certificates of
requirements attended Participation in trainings
Identify and Certificate of related attended
segregate waste NC (Caregiving NC II) d. Other certificates
related to NC
Transport and
store waste i. Certificate of
Certificate of
Conduct quality graduation/OTR on graduation/OTR on
control activities related medical related medical
course/s course/s
Clean up work
IV. Submitted an authenticated
areas
copy of the required
certificate/s
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SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or
information which is essential in planning training sessions.
Please check the appropriate box of your answer to the
questions below.
BASIC COMPETENCIES
CAN I? YES NO
1. Participate in Workplace Communication
a. Obtain and convey workplace information
b. Participate in workplace meetings and discussions
c. Complete relevant work related documents
2. Work in a Team Environment
a. Describe team role and scope
b. Identify own role and responsibility within team
c. Work as a team member
3. Practice Career Professionalism
a. Integrate personal objectives with organizational goals
b. Set and meet work priorities
c. Maintain professional growth and development
d. Integrate personal objectives with organizational goals
e. Set and meet work priorities
f. Maintain professional growth and development
4. Practice Occupational Health and Safety Procedures
a. Identify hazards and risks
b. Evaluate hazards and risks
c. Control hazards and risks
d. Maintain occupational health and safety (OHS) awareness

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COMMON COMPETENCIES
CAN I? YES NO

1. Implement and monitor infection control policies and procedures
a. Provide information to the work group about the
organizations infection control policies and procedures
b. Integrate the organizations infection control policy and
procedure into work practices.
c. Monitor infection control performance and implement
improvements in practices.

2. Respond effectively to difficult/ challenging behavior

a. Plan responses

b. Apply appropriate responses

c. Report and review incident/s

3. Apply basic first aid

a. Assess the situation

b. Apply basic first aid techniques

c. Communicate details of the incident/event

6. Maintain high standard of patient services

a. Communicate appropriately with client/patients
b. Establish and maintain good interpersonal relationship with
clients/patients

c. Act in a respectful manner at all times
d. Evaluate own work to maintain high standard of client/patient
services
CORE COMPETENCIES
CAN I? YES NO
1. Prepare and maintain beds
a. Prepare the area for bed making?
b. Perform bed making?

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c. Perform aftercare activities of materials and equipment used?
2. Collect and maintain linen stocks at end-user locations
a. Collect soiled linen?
b. Distribute clean linen?
c. Maintain linen stock levels?
3. Assist in client/ patient mobility

a. Prepare to assist with client/patient mobility?
b. Assist with client/ patient mobility?
c. Complete client/ patient mobility assistance?
4. Assist in transporting clients/patients
a. Prepare client/patient for transport?
b. Assist in client/patient transport?
c. Perform post-transport procedures?
5. Assist in bio-psychosocial support care of clients/ patients
a. Establish and maintain rapport with client/patient?

b. Obtain information regarding the bio-psychosocial needs of the

client/patient?
c. Assist patient in meeting his bio-psychosocial needs?
6. Handle waste in a health care environment
a. Determine job requirements related to handling waste?
b. Identify and segregate waste?
c. Transport and store waste?
d. Conduct quality control activities?
e. Clean up work areas?

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SESSION PLAN
Sector : HEALTH, SOCIAL AND OTHER COMMUNITY DEVELOPMENT SERVICES

Qualification Title : HEALTH CARE SERVICES NC II
Unit of Competency : ASSIST IN CLIENT/PATIENT MOBILITY
Module Title : ASSISTING IN CLIENT/PATIENT MOBILITY
Learning Outcomes:
LO1. Prepare to assist with patient mobility
LO2. Assist with client/patient mobility
LO3. Complete client/patient mobility assistance
A. INTRODUCTION
This module provides the framework and information necessary for Nursing Assistants to be able to understand and
conduct assisting in the mobility of clients/ patients correctly, safely and efficiently.
Knowing how to assist clients in their mobility is important since it motivates the patient to go up one level at a time in his/
her overall health and functioning. By doing this, we are providing an opportunity for the patient to participate actively in their
own health care, thus hastening wellness.
Furthermore, knowing the correct procedures protects both the client and the health care provider from unnecessary
stress and/or injury.
B. LEARNING ACTIVITIES
LO 1: Prepare to assist with patient mobility

Learning Content Methods Presentation Practice Feedback Resources Time
(hours)
a. Patient Modular Information Sheet Do the Self- Compare answer Information Sheet 5
confidentiality Check to Self-check key
and privacy answer
requirements
Video Presentation Video Documentary Do the Self- Compare answer Documentary
Presentation Check to Self-check key Video
answer Laptop
Task Sheet Perform Task LCD Projector/
Role Play Sheet 1.1-1 Evaluate Screen
Performance Performance
Criteria Criteria Checklist
b. Infection Control Modular Information Sheet Do the Self- Compare answer LCD Projector 7
Principles and Check to Self-check key PPT Presentation
Procedures answer Board & Marker
PPE
Lecture with Illustration Lecture/ Perform Task Evaluate Hygiene

Information Sheet 1.1-2 Performance Materials
Criteria Checklist
Demonstration Task Sheet for Task sheet 1.1-2 Performance
Criteria
Checklist
c. Use of Proper Modular Information Sheet Do the Self- Compare answer LCD Projector 7
Body Mechanics Check to Self-check key Hospital Bed and
and Equipment answer Assistive Devices
Information Sheet
Evaluate
Lecture with Slide Presentation Perform Task Performance
Demonstration Assistive devices 1.1-3 Criteria Checklist
for Task sheet 1.1-3
C. ASSESSMENT PLAN
Observation
Demonstration
Oral questioning
Third party report
D. TEACHERS SELF-REFLECTION OF THE SESSION

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Jae M.
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Summary of Current Competencies versus Required
Competencies
Required Units of Current Competencies Training

Competency/Learning Gaps/Requirements
Outcomes based on CBC
Basic Competencies
1. PARTICIPATE IN WORKPLACE COMMUNICATION
1.1 Obtain and convey Obtain and convey

workplace information workplace information
Participate in
1.2 Participate in workplace
workplace meetings
meetings and discussions
and discussions
Complete relevant
1.3 Complete relevant work
work related
related documents
documents
2. WORK IN TEAM ENVIRONMENT
2.1 Describe team role and Describe team role and

scope scope
Identify own role and

2.2 Identify own role and
responsibility within
responsibility within team
team
2.3 Work as a team Work as a team

member member
3. PRACTICE CAREER PROFESSIONALISM
3.1 Integrate personal Integrate personal

objectives with objectives with
organizational goals organizational goals
3.2 Set and meet work Set and meet work

priorities priorities
Maintain professional
3.3 Maintain professional
growth and
growth and development
development
4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
4.1 Identify hazards and Identify hazards and

risks risks
4.2 Evaluate hazards and Evaluate hazards and

risks risks
4.3 Control hazards and Control hazards and

risks risks
4.4 Maintain OHS Maintain OHS

awareness awareness
Common Competencies
1. IMPLEMENT AND MONITOR INFECTION CONTROL POLICIES AND PROCEDURES
Provide information to
1.1 Provide information to
the work group about
the work group about the
the organization's
organization's infection
infection control
control policies and
policies and
procedures.
procedures.
1.2 Integrate the Integrate the

organization's infection organization's infection
control policy and control policy and
procedure into work procedure into work
practices practices
Monitor infection
1.3 Monitor infection
control performance
control performance and
and implement
implement improvements in
improvements in
practices
practices
2. RESPOND EFFECTIVELY TO DIFFICULT/ CHALLENGING BEHAVIOR
2.1 Plan responses Plan responses
2.2 Apply response Apply response
2.3 Report and review Report and review

incidents incidents

Health Care May 2014 Issued by:
Services NC II Date Revised:
Developed by: Page 18 of 122

Assist in Client.
SANDOVAL,
Patient Mobility
Warren Jae M. Revision # 01
3. APPLY BASIC FIRST AID
3.1 Assess the situation Assess the situation
3.2 Apply basic first aid Apply basic first aid

techniques techniques
3.3 Communicate details of Communicate details

the incident of the incident
4. MAINTAIN HIGH STANDARDS OF PATIENT SERVICES
Communicate
4.1 Communicate
appropriately with
appropriately with patients
patients
Establish and maintain

4.2 Establish and maintain
good interpersonal
good interpersonal
relationship with
relationship with patients
patients
4.3 Act in a respectful Act in a respectful

manner at all times manner at all times
Evaluate own work to

4.4 Evaluate own work to
maintain a high
maintain a high standard of
standard of patient
patient service
service
Core Competencies
1. Prepare and Maintain Beds
1.1 Prepare area for bed Prepare area for bed

making making
1.2 Perform bed making Perform bed making
1.3 Perform after care Perform after care

activities of materials and activities of materials
equipment used and equipment used


Assist in Client.
SANDOVAL,
Patient Mobility
2. Collect and Maintain Linen Stocks
2.1 Collect soiled linen Collect clean linen
2.2 Distribute clean linen Distribute clean linen
2.3 Maintain linen stock Maintain linen stock

levels levels
3. Assist in Client/ Patient Mobility
3.1 Prepare to assist with Prepare to assist with

patient mobility patient mobility
3.2 Assist with client/patient Assist with

mobility client/patient mobility
Complete
3.3 Complete client/patient
client/patient mobility
mobility assistance
assistance
4. Assist in Transporting Clients/ Patient
4.1 Prepare client/patient Prepare client/patient

for transport for transport
4.2 Assist in client/patient Assist in client/patient

transport transport
4.3 Perform post transport Perform post transport

procedures procedures
5. Assist in Bio-Psychosocial Support Care of Patients
5.1 Establish and maintain Establish and maintain

rapport with client rapport with client
5.2 Obtain information Obtain information

regarding the bio- regarding the bio-
psychosocial needs of the psychosocial needs of
patient the patient
Assist patient in
5.3 Assist patient in meeting
meeting his bio-
his bio-psychosocial needs
psychosocial needs


Assist in Client.
SANDOVAL,
Patient Mobility
6. Handle Waste in a Health Care Environment
6.1 Determine job

requirements Determine job
requirements
6.2 Identify and segregate Identify and segregate

waste waste
6.3 Transport and store Transport and store

waste waste
6.4 Conduct quality control Conduct quality control

activities activities
6.5 Clean-up work areas Clean up work areas


Assist in Client.
SANDOVAL,
Patient Mobility
Data Gathering Instrument for Trainees Characteristics
Please answer the following instrument according to the characteristics

described below. Encircle the letter of your choice that best describes you as
a learner. Blank spaces are provided for some data that need your response.
Characteristics of learners
Language, Average grade in: Average grade in:

literacy and English Math
numeracy (LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
a. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloi
g. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Masters degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female

Assist in Client.
SANDOVAL,
Patient Mobility
Age Your age: _____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
a. Health Care Services related
Previous
experience with b. Care Services Worker
the topic c. Health Care Services Course related
graduate
List down trainings related to Health Care
Previous learning
experience Services NC II
___________________________
___________________________
___________________________
National Certificates acquired and NC level
Training Level
completed ___________________________
___________________________
Other courses related to TM
Special courses
a. Units in education
b. Masters degree units in education
c. Others(please specify)
_________________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information, oral
or written, presentations of new information
must contain diagrams and drawings,
preferably in color. The visual learner can't
concentrate with a lot of activity around him
and will focus better and learn faster in a
quiet study environment.


Assist in Client.
SANDOVAL,
Patient Mobility
b. Kinesthetic - described as the students in the

classroom, who have problems sitting still and
who often bounce their legs while tapping
their fingers on the desks. They are often
referred to as hyperactive students with
concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
a. Financially challenged
Other needs
b. Working student
c. Solo parent
d. Others(please specify)
___________________________


Assist in Client.
SANDOVAL,
Patient Mobility
SUMMARY OF TRAINEES CHARACTERISTICS
Trainees Cultural Educatio Previous Previous Training Learning Others

Name and n and Experience Learning Level Style
Physical
Special
Course
Age
Ability
Sex
Language General with the Experience Complete
Backgroun Knowledg topic d
d e
SABAYTON, Tagalog College M 21 None None None None None
Visual Employed
Jun Graduate
TELIO, Ibaloi College F 24 None None None None None
Kinesthetic Employed
Rosanna Graduate
LUMA-ANG, Ibaloi With units M 23 None None None None None
Warner in
Masters
Degree
BANGCADO, Kankana-ey College M 21 None None None None None
Visual Employed
Tony Graduate
LUIS, Tagalog With units F 22 None None None None None
April May in
Masters
Degree
LARDIZABAL, Tagalog With units F 23 None None None None None
Valentina in
Masters
Degree
SALDA, Ibaloi Masterals F 26 None None None None None
Giselle Graduate
May 2014 Issued by:
Assist in Client. Patient Developed by: Page 25 of 122

Mobility SANDOVAL, Warren Jae
M. Revision # 01
TRAINING NEEDS
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Preparing and Maintaining Beds
Collecting and Maintaining Linen

Stocks
Prepare to assist with patient mobility

Assist with client/patient mobility ASSISTING IN CLIENT/PATIENT
Complete client/patient mobility MOBILITY
assistance
Assist in Transporting Clients/

Patient
Assist in Bio-Psychosocial Support

Care of Patients
Handle Waste in a Health Care

Environment

May 2014 Issued by:
Assist in Client. Patient Developed by:

Mobility SANDOVAL, Warren Jae
M. Revision # 01
COMPETENCY BASED LEARNING MATERIAL
Sector : HEALTH, SOCIAL AND OTHER

COMMUNITY DEVELOPMENT SERVICES
Qualification Title : HEALTHCARE SERVICES NC II
Unit of Competency : ASSIST IN CLIENT/ PATIENT MOBILITY
Module Title : ASSISTING IN CLIENT/ PATIENT MOBILITY
BVS Colleges
Km.5 La Trinidad, Benguet
HOW TO USE THIS COMPETENCY BASED LEARNING MODULE
Welcome!
The unit of competency, "Assist in Client/ Patient Mobility" is one of the
competencies of Health Care Services NC II; a course which comprises the
knowledge, skills and attitudes required for a Nursing Assistant to possess.
This unit of competency contains knowledge, skills and attitudes
required for Health Care Services NC II. This module contains training
materials and activities for you to complete.
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. In each learning outcome are
Information Sheets, Self-Checks and Job Sheets. Follow these activities on
your own. If you have questions, dont hesitate to ask your instructor for
assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered
in this learner's guide because you have been working for some time already
completed training in this area.
If you can demonstrate to your trainer that you are competent in a
particular skill or skills, talk to him/her about having them formally recognized
so you don't have to do the same training again. If you have a qualification or
Certificate of Competency from previous trainings, show it to your trainer. If
the skills you acquired are still current and relevant to the unit/s of
competency they may become part of the evidence you can present for RPL. If
you are not sure about the currency of your skills, discuss this with your
trainer.
This module was prepared to help you achieve the required competency
in Assisting in Client/ Patient Mobility.
This will be the source of information for you to acquire knowledge and
skills in this particular competency independently and at your own pace, with
minimum supervision or help from your instructors.
Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take
notes.

Page 2 of 100
Assist in Client. Developed by:
SANDOVAL,
Patient Mobility Revision # 01
Warren Jae M.
You will be given plenty of opportunity to ask questions and practice on
the job. Make sure you practice your new skills during regular work shifts. This
way you will improve both your speed and memory and also your confidence.
REMEMBER TO:
Work through all the information and complete the activities in each
section.
Talk to your trainer and agree on how you will both organize the Training
of this unit. Read through the module carefully. It is divided into
sections, which cover all the skills, and knowledge you need to
successfully complete this module.
Read information sheets and complete the self-check. Suggested

references are included to supplement the materials provided in this
module.
Use the Self Check and Job Sheets at the end of each section to test
your own progress.
Talk to more experience workmates and ask for their guidance.
When you feel confident that you have had sufficient practice, ask your
instructor to evaluate you. The results of your assessment will be recorded in
your Progress chart and Accomplishment Chart.
PRE REQUISITE:
Basic and Common Competencies

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Warren Jae M.
TABLE OF CONTENTS
Title Page 1
How to Use This Competency-Based Learning Material 2
Recognition of Prior Learning 2
List of Competencies 4
Module Content 5
Learning Outcome Summary 6
Learning Experiences 8
Information Sheet 3.1-1 :Patients Rights 10
Self-Check 3.1-1: Patients Rights 12
Information Sheet 3.1-2: Asepsis and Infection Control 14
Self-Check 3.1-2: Asepsis and Infection Control 25
Information Sheet 3.1-3: Procedure for Proper Hand Washing 29
Task Sheet 3.1-1: Hand Washing 32
Performance Checklist 3.1-1: Hand Washing 33
Information Sheet 3.1-4: Procedures for Donning and removing Gloves 34
Task Sheet 3.1-2: Donning and removing Gloves 38
Performance Checklist 3.1-2: Donning and Removing Gloves 39
Information Sheet 3.1-5: Health Care Waste Management 40
Self-Check 3.1-3: Health Care Waste Management 47
Information Sheet 3.1-6: Principles of Proper Body Mechanics 52
Self-Check 3.1-4: Principles of Proper Body Mechanics 56
Information Sheet 3.1-7: Client Safety Equipment 58
Self-Check 3.1-5: Client Safety Equipment 63
Information Sheet 3.1-8: Handling of Hospital Equipment 65
Operation Sheet 3.1-1: Operate a Manual and Electronic Hospital Bed 69
Performance Criteria Checklist 3.1-3: Operate a Hospital Bed 70
Job Sheet 3.1-5: Prepare to Assist in Client Mobility 71
Evaluation Instrument 72
Evidence Plan 74
Table of Specifications 75
Written Test 76
Written Test Self Check 86
Performance Test 96
Questioning tool 98
References 100
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

PREPARE AND MAINTAIN PREPARING AND
1. HCS323314
BEDS MAINTAINING BEDS
COLLECT AND MAINTAIN COLLECTING AND
LINEN STOCKS AT END- MAINTAINING LINEN
2. HCS323315
USERS LOCATION STOCKS AT END-USERS
LOCATION
ASSIST IN ASSISTING IN
3. CLIENT/PATIENT CLIENT/PATIENT HCS323316
MOBILITY MOBILITY
ASSISTING IN
ASSIST IN TRANSPORTING
4. TRANSPORTING CLIENTS/ HCS323317
CLIENTS/PATIENT
PATIENT
ASSIST IN BIO- ASSISTING IN BIO-
5. PSYCHOSOCIAL SUPPORT PSYCHOSOCIAL SUPPORT HCS323318
CARE OF PATIENTS CARE OF PATIENTS
HANDLE WASTE IN A HANDLING WASTE IN A
6. HEALTH CARE HEALTH CARE HCS323319
ENVIRONMENT ENVIRONMENT

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Warren Jae M.
MODULE CONTENT
UNIT OF COMPETENCY : ASSIST IN CLIENT/PATIENT MOBILITY
MODULE TITLE : ASSISTING IN CLIENT/PATIENT MOBILITY
MODULE DESCRIPTOR: This unit covers the knowledge, skills and attitudes
required to assist incapacitated patients in basic
physical movements.
NOMINAL DURATION : 200 hours
QUALIFICATION LEVEL : High School Graduate
SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO 1. Prepare to assist with patient mobility
LO 2. Assist with client/patient mobility
LO 3. Complete client/patient mobility assistance
ASSESSMENT CRITERIA:
1. Requirements for assisting with patient mobility are confirmed with
concerned institutions health personnel and care plan
2. Equipment are selected according to the institutions prescribed plan of
care
3. Prescribed mobility procedure is clearly communicated with patient
4. Patient mobility is carried out using safe handling method and
equipment as required by the institution
5. Patient comfort and safety is ensured throughout positioning of
movement
6. Communication with patients during movement is undertaken
according to established procedures
7. Patient is moved to prescribed position using the appropriate equipment
8. Equipment is cleaned in accordance with prescribed institution
standard procedure
9. Malfunctioning equipment is reported immediately to designated
personnel

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SANDOVAL,
Warren Jae M.
LEARNING OUTCOME SUMMARY
Learning Outcome No. 1

PREPARE TO ASSIST WITH PATIENT MOBILITY
CONTENTS:
Patient confidentiality and privacy requirements
OSH procedures
Infection control guidelines
Equipment use and specifications
Body Mechanics
ASSESSMENT CRITERIA:
1. Requirements for assisting with patient mobility are confirmed with
concerned institutions health personnel and care plan
2. Equipment are selected according to the institutions prescribed plan
of care
3. Prescribed mobility procedure is clearly communicated with patient
CONDITIONS:
Students/trainees must be provided with the following:
Access to relevant workstation
- Workshop area
Manual on:
- Workplace health and safety manual
- Infection control manual
- Standard Operating Procedure manual
Equipment manufacturers instructions
Equipment and materials relevant to the proposed activities
- Hospital bed
- Wheelchair
- Stretcher
- PPE
- Uniform
- Mask
- Gloves
- Shoes
METHODOLOGIES:
Simulation
One-on-one teaching
video tapes lectures

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SANDOVAL,
Warren Jae M.
ASSESSMENT METHODS:
Demonstration
Oral questioning
Portfolio

Page 7 of 100
SANDOVAL,
Warren Jae M.
Learning Experiences
Learning Outcome 1
PREPARE TO ASSIST WITH PATIENT MOBILITY
Learning Activities Special Instructions

1. Read Information Sheet 3.1-1 on
Patients Rights Read and understand the information
2. Answer Self-check 3.1-1 about sheet and Check yourself by
Patients Rights answering the Self-check. You must
answer all questions correctly before
proceeding to the next activity
Compare your answer with Self-Check
Answer Key 1.1-1.
. 3. Read Information Sheet 3.1-2 on
Asepsis and Infection Control
4. Answer Self-check 3.1-2 about
Compare your answer with Self-
check Answer Key 3.1-2
Procedures for Proper Hand Washing
6. Perform Task sheet 3.1-1 on Hand

Washing
Evaluate your output using the
Performance Criteria Checklist 3.1-1
before showing it to your trainer.
Procedures for Donning and Removing
Gloves
8. Perform Task Sheet 3.1-2 on

Donning and Removing Gloves
Evaluate your output using the
before showing it to your trainer.
9. Read Information Sheet 3.1-5 on
Health Care Waste Management

Compare your answer with Self-check

Answer Key 3.1-3

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SANDOVAL,
Warren Jae M.
11. Read Information Sheet 3.1-6
about Principles of Proper Body
Mechanics

Principles of Proper Body
Mechanics
13. Read Information Sheet 3.1-7
about Client Safety Equipment
Client safety Equipment

Page 9 of 100
SANDOVAL,
Warren Jae M.
Information Sheet 3.1-1
Patients Rights
Learning Objectives
After reading this Information Sheet, you should be able to:
1. Identify the patients rights being practiced in the local hospitals
2. Differentiate practices that honor the patients rights from those that
violate them.
To be able to perform your tasks as a health care giver properly and

correctly, one of the factors that you will need to consider is the patients
rights. Knowing the rights of the patient addresses the expectations,
privileges and responsibilities of the patient while receiving care in the
hospital and ranges from hospital care to preparing to leave the hospital and
eventually even home based care.
With health care provision progressing from hospital based care to home
care, we must also take in consideration how different institutions and
health care professional groups define patients rights. Here are some of the
most common rights health care professionals acknowledge.
Financial Issues
Without looking at the aspect of monthly income, a patient has the right
to be treated with considerate and respectful care.
The patient has the right to examine and receive an explanation of his
bill regardless of the source of payment.
Health Care Treatment Issues

The patient has the right to know from his physician what his/ her
present diagnosis is, the treatments to be done and given, the status of
prognosis and those persons involved in the care as simply as can be
understood by the patient. If information is deemed to be harmful to the
patient or is medically inappropriate, it can be disclosed to an
appropriate person.
An informed consent should first be made by a patient before undergoing
any kind of treatment (medication, therapy, etc.) or procedure (surgery,
radiography, etc.) The informed consent should include identifying what
procedure or treatment will be done, the risks that may likely occur if the
procedure or treatment is done, even if there is risk of dying, and
knowing who the persons involved in the treatment or procedure are. An
Alternative treatment/ procedure should be given as an option to the
patient.
The patient has the right to refuse any treatment, procedure or any life-
giving measure as long as the patient is able to decide for himself/
herself with the possible consequences of his actions explained to him/
her.
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The patient has the right to request for services from the hospital as long
as it is reasonable and within the institutions capacity. If in case the
hospital lacks resources to serve the patients needs, a referral may be
made with other services aside from the institution or to another health
care facility. The transfer of a patient from one health care professional,
department or institution to another should only be made if it is
medically permissible for the patient and if all information (including
risks and alternatives) has been fully given. However, the transfer of the
patient from one health care professional, department or institution to
another can only be completed if the health care professional,
department or institution accepts the patient.
The patient has the right to expect reasonable continuity of care, to know
in advance the appointment times the physicians are available and
where. The patient also has the right to expect the health care institution
to provide information regarding the patients continuing health
care requirements following discharge either from his/ her physician or a
delegate.
The patient has the right to know what hospital rules and regulation
apply to his conduct as a patient.
Privacy Issues
The privacy of the patient is very important. Case discussions,
consultations, treatments, and examination are confidential and should
be strictly conducted discreetly. Researches, case studies, interviews, etc.
from those not directly involved in the patients care must have
permission from the patient first.
All communications (written, spoken, non-verbal) should always be
treated as confidential.
Research and Academic Issues
The patient has the right to know if the hospital he/ she is admitted in
has any relationship with other health care service and/ or educational
system, and if his/ her health care provider is not of his preference (e.g a
student, a midwife, the gender of the provider, etc.) The patient has the
right to choose and/ or change his/ her health care provider.
The patient has the right to refuse or participate in a research project the
health care provider/ institution is conducting. He/ she must be advised
appropriately regarding the research experiment affecting his/ her care
and treatment.

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Self-Check 3.1-1
Patients Rights
IDENTIFICATION
This quiz will test how well you understood the topic on Patients Rights
and is designed in seven items to be completed within an ideal duration of
15 minutes. The following are health care situations. Identify whether they
honor the patients rights or not. Draw a CIRCLE ( ) on Column B if the
situation honors the right of the patient and an X mark if it violates them.
A B
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has explained
how the surgery will be done, the risks during and after surgery and the
alternative treatment available.
2. Nurse Ana is in charge of Mrs. Lampitoc in the Delivery Room-Charity Ward

and intentionally does not replace her gloves in every other Internal
Examination because the patient does not afford buying three sets of sterile
gloves.
3. Mrs. Lo has just delivered a premature baby under poor prognosis due to
asphyxiation during the birthing process. Mrs. Lo asks for her babys
condition but her obstetrician refuses to answer.
4. Mr. Yoso, a cognitively able stage-4 lung cancer patient has signed for an
informed consent and a Do-Not-Resuscitate order. By 3 am, he seizes and
undergoes cardiac arrest. The nurse in charge of his care gives him morphine
for pain but does not start CPR.
5. Nurse Karen does not continue the administration of enema to Ms. Gina, a
patient with a recent rape history, as she refuses to accept any treatment given
through the anus.
6. The nurse in charge of Mr. de la Merced, who is requesting for a respiratory

therapist for her nebulization, rejects him justifying that a respiratory therapist
is too costly and that it easy for a nurse to operate a nebulizer.
7. Nurse Alan and Nurse Jackson are close friends and work in the same hospital
but in different wards. Nurse Alan sees from the other ward that Nurse
Jackson is caring for his ex-girlfriends new boyfriend and so asks Nurse
Jackson about the patients diagnosis and condition. Nurse Jackson refuses to
answer.

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SANDOVAL,
Warren Jae M.
Self-Check Answer Key
Patients Rights
A B
8. Mr. Raul is due for surgery of his appendicitis. The surgeon has explained
how the surgery will be done, the risks during and after surgery and the
alternative treatment available.
9. Nurse Ana is in charge of Mrs. Lampitoc in the Delivery Room-Charity Ward

and intentionally does not replace her gloves in every other Internal
Examination because the patient does not afford buying three sets of sterile
gloves.
10. Mrs. Lo has just delivered a premature baby under poor prognosis due to
asphyxiation during the birthing process. Mrs. Lo asks for her babys
condition but her obstetrician refuses to answer.
11. Mr. Yoso, a cognitively able stage-4 lung cancer patient has signed for an
informed consent and a Do-Not-Resuscitate order. By 3 am, he seizes and
undergoes cardiac arrest. The nurse in charge of his care gives him morphine
for pain but does not start CPR.
12. Nurse Karen does not continue the administration of enema to Ms. Gina, a
patient with a recent rape history, as she refuses to accept any treatment given
through the anus.
13. The nurse in charge of Mr. de la Merced, who is requesting for a respiratory
therapist for her nebulization, rejects him justifying that a respiratory therapist
is too costly and that it easy for a nurse to operate a nebulizer.
14. Nurse Alan and Nurse Jackson are close friends and work in the same hospital
but in different wards. Nurse Alan sees from the other ward that Nurse
Jackson is caring for his ex-girlfriends new boyfriend and so asks Nurse
Jackson about the patients diagnosis and condition. Nurse Jackson refuses to
answer.

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SANDOVAL,
Warren Jae M.
Learning Objectives
3. Explain the chain of infection and the identify means to break each link.
4. Explain the Concepts of Medical and Surgical Asepsis
5. Identify interventions to reduce risks for infections.
6. Correctly implement aseptic processes
7. Enumerate the different classifications of health care waste
8. Describe the measures for health care waste management.
Being a Health Care Service provider, it is necessary for us to be

knowledgeable about the different concepts of Asepsis, Infection Control and
Health Care Waste Management, especially that we are working with
peoples.
When we talk about Asepsis and Infection Control, we are focused on
preventing the transmission of microorganisms from one entity to another,
say, from a person to another, from an animal to a person or from an object
to a person. Microorganisms are all around us and we cannot simply
generalize that all of them are harmful. Most of our body surfaces are even
inhabited by microorganisms. Some are naturally harmful; however, even
the harmless microorganisms become harmful in certain circumstances.
Health Care Waste Management is a universal system that health care
providers follow to ensure the minimization of waste production and the
contamination of peoples from unnecessary sources.
Examining this section will help you know how to get involved in the
identification, prevention, and control of infection; and participate in health
care waste management by knowing the different procedures and systems of
waste segregation.
Asepsis
Microorganisms are tiny, microscopic entities naturally present and thriving
in the environment.
Two Types of Microorganisms

1. Non-pathogens are microorganisms that do not cause diseases
2. The pathogens are microorganisms that cause diseases.
Resident Flora/ Normal Flora are naturally present microorganism (usually

bacteria) that thrives in or on specific parts of the body like the skin or the
digestive system which aids in the functioning of the body part or system.
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However, these microorganisms may also cause an infection if their number
rises substantially higher than usual or when the microorganisms migrate to
another part of the body. For example, the normal flora E. coli in the large
intestines can become infectious to the host if it migrates to the mouth or the
vagina.
Infections are invasions of the body tissue by microorganisms and their

eventual population in that area. Infection results when the body is invaded by
pathogens.
Infectious agent: A microorganism that produces an infection
Asymptomatic Infection: an infection that does not produce any sign or
symptom of disease.
Nosocomial Infection: are infections obtained from the health care
facility or because of a given health care therapy.
Disease: An obvious and abnormal change in normal tissue function.

Virulence: a microorganisms ability to produce disease.
Opportunistic Pathogen: A pathogen that only produces disease on
immunosuppressed (individuals whose immune system are intentionally
brought down because of medical regimen like that of chemotherapy or organ
transplant, or because of a current disease process like that of HIV or AIDS) or
susceptible individuals.
Client safety in the health care environment requires the reduction of
microorganism transmission. Thus, infection control practices are directed at
controlling or eliminating sources of infection. Health care workers are
responsible for protecting clients and themselves using the aseptic technique.
Asepsis is a condition of freedom from disease-causing microorganisms.
Aseptic Technique is a strategy used to decrease the possibility of transferring
microorganisms from one place to another.
Two Types of Asepsis
1. Medical Asepsis includes all practices intended to confine a specific

microorganism to a specific area, limiting the number, growth and
transmission of microorganisms. In medical asepsis, objects are referred to
as clean, which means the absence of almost all microorganisms, or dirty
U U U U
which means likely to have microorganisms, some of which may be capable of

causing infections.
2. Surgical Asepsis, also known as Sterile Technique, refers to those practices

that keep an area or object free of all microorganisms; It includes practices that
destroy all microorganisms and spores. Sterile technique is used for all
procedures involving the sterile areas of the body like the internal organs and
cavities.
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Warren Jae M.
Types of Microorganisms Causing Infections
Bacteria: the most common infection- causing microorganisms. There
are several hundreds of species that can cause disease in humans and
can live and be transported through air, food, water, soil, body tissues
and fluids and inanimate objects.
Viruses: consists primarily of nucleic acid and therefore must enter
living cells in order to reproduce.
Fungi: a member of a large group of eukaryotic organisms that includes
microorganisms such as yeasts and molds, as well as the more familiar
mushrooms
Types of Infections
Colonization: the process by which strains of microorganisms become
resident flora.
Local Infection: an infection that is limmited to the specific part of the
body where the microorganisms remain.
Systemic Infection: if the microorganisms spread ad damage different
parts of the body.
Bacteremia: When a culture of a persons blood reveals microorganisms.
Septicemia: When bacteremia results in systemic infection.
Acute Infections: infections that generally appear suddenly or last a
short time.
Chronic Infections: occurs slowly, over a very long period and may last
for months or years.
The Chain of Infection

U
An infection, which is a state of the body in

disease resulting from the presence of
pathogens in or on the body, occurs as a
result of a cyclical process that involves
the following elements:
1. An infectious I etiologic agent
or pathogen
2. A reservoir or source for the
growth of a pathogen
3. A portal of exit or method of
escape of the pathogen from
the reservoir
4. A mode of transmission
5. A portal of entry to the host
6. A susceptible host

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Infectious Agent (Etiologic Agent or Pathogen) are Pathogenic
organisms that include bacteria, viruses, fungi and parasites.
The extent to which any microorganism is capable of producing an
infectious process depends on the following:
a. number of organisms
b. virulence or ability to produce disease
c. ability to enter and survive in the host
d. susceptibility of host
Reservoir is basically the habitat of the pathogen. Pathogens have many

sources or reservoirs for growth. Common sources are other humans, the
clients own microorganisms, plants, animals, or the general environment
(air, water, food, soil). A carrier is a person or animal reservoir of specific
infectious agent that does not usually manifest any clinical signs of
disease.
Portal of Exit
Before an infection can establish itself in a host, the pathogens must
leave the reservoir. If the reservoir is a human being, the pathogens can
have the following exits:
Respiratory tract : droplets, sputum
Gastrointestinal tract : saliva, vomitus, feces, drainage tubes
Urinary tract : urine, urethral catheters
Reproductive tract : semen, vaginal discharges
Blood : open wound, needle puncture site
Mode of Transmission
Pathogens are carried or transmitted from the reservoir to the host
through the following mechanisms:
1. Direct Transmission involves immediate and
direct transfer of pathogens from person to
person through touching, biting, kissing, or
sexual intercourse.
2. Indirect Transmission may be either vehicle-borne or vector-
borne.
a) Vehicle-borne transmission. A vehicle is any substance that
serves as an immediate means to transport and introduce an
infectious agent into a susceptible
host through a suitable portal of
entry. Examples include fomites,
(inanimate materials and objects), like
handkerchiefs, toys, soiled clothes,
surgical instruments or dressings);
water, food, blood, serum and plasma.

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b) Vector-borne transmission. A vector is an
animal or a flying or crawling insect that
serves as an immediate means of
transporting the infectious agent. Examples
are rats, snails, mosquitoes.
3. Airborne Transmission. It may involve

droplets or dusts. Droplet nuclei, the
residue of evaporated droplets emitted by
an infected host can remain in the air for
long periods. Likewise, dust particles
containing the infectious agent can be
transmitted by air currents to a suitable
portal of entry, usually the respiratory
tract, of another person
Portal of Entry includes body orifices like the mouth, nose, ears, eyes,
vagina, rectum or urethra. Breaks in the skin or mucous membranes
from wounds or abrasions increase chances for pathogens to enter the
host. Pathogens can enter the body through the same routes they use for
exiting.
A Susceptible Host is any person who is at risk for infection. A

compromised host is a person at increased risk , an individual who for
one or more reasons is more likely than others to acquire an infection.
Impairment of the bodys natural defenses and a number of other factors
can affect susceptibility to infection. Examples include age, (the very
young and the very old), clients receiving immune suppression treatment
for cancer, chronic illness, or following a successful organ transplant;
and those with immune deficiency conditions.
Stages of the Infectious Process

U
Incubation Period is the interval between the entrance of the pathogen

into the body and the appearance of the first symptoms. (e.g.,
chickenpox, 2-3 weeks; common colds, 1-2 days; influenza, 1-3 days;
mumps, 18 days)
Prodromal Period is the interval from the onset of nonspecific signs
and symptoms (malaise, low-grade fever, fatigue) to more specific
symptoms. It is during this stage that the pathogens grow and multiply,
so that the person is more capable of spreading the disease to others.
Illness Period. Interval when the client manifests signs and symptoms
specific to type of infection (e.g., common cold manifested by sore throat,
sinus congestion, rhinitis; mumps manifested by earache, high fever,
parotid and salivary gland swelling)
Convalescence Period is the interval when acute symptoms of
infection disappear. The length of recovery depends on the severity of
infection and the clients general state of health.
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Asepsis is the absence of all disease-producing microorganisms. Aseptic
technique is the effort to keep a client free from hospital microorganisms. The
two types of asepsis are medical and surgical asepsis.
Breaking The Chain of Infection

U
Medical Asepsis or clean technique includes practices or procedures

that reduce the number and transmission of
pathogens. Medical asepsis destroys organisms
after they leave the body. This types of asepsis
protects the health care giver.
Surgical asepsis or sterile technique

includes practices or procedures that
destroy all microorganisms and their
spores. Sterile technique is practiced in the
operating room and treatment areas. In this
type of asepsis, an area or object is
considered contaminated if touched by any
object that is not sterile. Surgical asepsis
destroys organisms before they enter the
body. This type of asepsis protects the
client.
Medical Aseptic Practices

1. Hand washing - the single most important infection control practice.
2. Cleaning - the physical removal of visible dirt by washing using soap
and water.
3. Disinfection -the use of chemical preparations to reduce the number
of pathogens on inanimate objects but not necessarily destroying the
spores.
4. Use of barriers or techniques that prevent the transfer of pathogens
from one person to another. The most commonly used barriers are
gloves, masks, caps, gowns, shoe coverings, goggles or face shields,
waterproof disposable bags for linens and trash, labeling and bagging
of contaminated equipment and specimen, private rooms and the
control of airflow into the sterile areas and out of contaminated areas.
5. Proper waste segregation and disposal
6. Isolation systems
Surgical Aseptic Practice

1. Sterilization- The process that destroys all microorganisms including
spores and viruses using moist heat, gas, radiation, chemicals and
boiling water.
2. Donning and removing cap and mask. For sterile surgical
procedures in the operating room or delivery room, a cloth or paper
cap is worn over the head covering all the hair.

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A mask is also worn fitted snugly over the nose and mouth to
prevent droplet nuclei. After a surgical procedure, remove gloves
before removing mask and cap to prevent contaminating the hair,
neck and face. Untie the mask, hold it by the ties and discard it with
the cap.
3. Donning sterile gloves There are two methods of donning sterile
gloves: open and closed. Open gloving is usually used when changing
U U
dressings and inserting urinary catheters. The closed method is

practiced in the operating room and special treatment areas.
Standard Precautions for Infection Control
U
Standard Precautions are to be used for all clients receiving care in hospitals
without regard to their diagnosis or presumed infection status. Standard
Precautions apply to blood; all body fluids, secretions and excretions except
sweat, regardless of the presence of visible blood; non-intact skin; and mucous
membranes.
Wash Hands (use plain soap)
Wash after touching blood, body fluids, secretions, excretions
and contaminated items.
Wash immediately after gloves are removed and between patient
contacts.
Avoid transfer of microorganisms to other patients or
environments.
Wear Gloves
Wear when touching blood, body fluids, secretions, excretions
and contaminated items.
Put on clean gloves just before touching mucous membranes
and non-intact skin.
Change gloves between tasks and procedures on the same
patient after contact with material that may contain high
concentrations of microorganisms. Remove gloves promptly
after use, before touching non-contaminated items and
environmental surfaces, and before going to another patient,
and wash hands immediately to avoid transfer of
microorganisms to other patients or environments.
Wear Mask and Eye Protection or Face Shield
Protect mucous membranes of the eyes, nose and
mouth during procedures and patient-care
activities that are likely to generate splashes or
sprays of blood, body fluids, secretions or
excretions.
Wear Gown
Protect skin and prevent soiling of clothing
during procedures that are likely to generate
splashes or sprays of blood, body fluids,
secretions or excretions. Remove a soiled gown
as promptly as possible and wash hands to
avoid transfer of microorganisms to other

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patients or environments.
Patient-Care Equipment
Handle used patient-care equipment soiled with blood, body
fluids, secretions or excretions in a manner that prevents skin
and mucous membrane exposure, contamination of clothing,
and transfer of microorganisms to other patients and
environments. Ensure that reusable equipment is not used for
the care of another patient until it has been appropriately
cleaned and reprocessed and single use items are properly
discarded.
Environmental Control
Follow hospital procedures for routine
care, cleaning and disinfection of
environmental surfaces, beds, bedrails,
bedside equipment and other frequently
touched surfaces.
Linen
Handle, transport, and process used linen
soiled with blood, body fluids, secretions or
excretions in a manner that prevents
exposures and contamination of clothing and
avoids transfer of microorganisms to other
patients and environments.
Occupational Health and Blood-borne Pathogens

Prevent injuries when using needles,
scalpels and other sharp instruments or
devices; when handling sharp instruments
after procedures; when cleaning used
instruments; and when disposing of used
needles.
Do not remove used needles from disposable syringes by hand;
and do not bend, break or otherwise manipulate used needles
by hand.
Place used disposable syringes and needles, scalpel blades, and
other sharp items in puncture- resistant sharps containers
located as close as practical to the area in which the items were
used, and place reusable syringes and needles in a puncture
resistant container for transfer to the reprocessing area.
Use resuscitation devices as an alternative to mouth-to-mouth
resuscitation.
Never recap used needles using both hands or any other technique
that involves directing the point of a needle toward any part of the
body; rather, use either a one-handed scoop technique or a
mechanical device designed for holding the needle sheath

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Patient Placement
Use a private room for a patient who contaminates the
environment or who does not (or cannot be expected to) assist
in maintaining appropriate hygiene or environmental control.
Consult Infection Control if a private room is not available.
Principles of Basic Infection Control
U
In all aspects of patient care, the following principles should be observed

to minimize the spread of microorganisms.
Principle Rationale
1. Microorganisms move through Because of this movement, avoid

space on air currents. shaking or tossing linens.
2. Microorganisms are transferred Therefore, keep your hands

from one surface to another away from your own hair and
whenever objects touch. When a face, keep linens away from
clean item touches a less clean your uniform, and always keep
item, it becomes dirty, because clean items separate from dirty
microorganisms are transferred to ones. If you drop anything on
it. the floor, consider it dirty.
3. Microorganisms are transferred by Avoid passing dirty items over

gravity when one item is held above clean items or areas because it
another. is possible for microorganisms to
drop off onto a clean item or
area.
4. Microorganisms are released into Avoid having a patient breathe

the air on droplet nuclei whenever a directly into your face, and avoid
person breathes or speaks. breathing directly into a clients
Coughing or sneezing dramatically face.
increases the number of
microorganisms released from the
mouth and nose.
5. Microorganisms move slowly on dry For this reason, use a dry paper
surfaces but very quickly through towel when you turn off faucets,
moisture. and dry a bath basin before you
return it to a bedside stand for
storage.
6. Proper hand washing removes many Wash your hands not only when
of the microorganisms that would they are obviously soiled, but
be transferred by the hands from whenever you move from one
one item to another. client to another or from patient
contact to contact with the
general environment or vice
versa.

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7. Blood-borne infections may be Health care workers can protect
spread to another person by contact themselves from these blood-
with items contaminated with blood borne infections by using
and body substances that contain precautions that prevent contact
the blood-borne organism through with blood and body fluids that
open wounds and sores, non-intact transmit blood-borne pathogens.
mucous membranes, and
penetrating injuries.
Principles of Surgical Asepsis

1. A sterile object remains sterile only when touched by another sterile
object.
a. Sterile touching sterile remains sterile.
b. Sterile touching clean becomes contaminated.
c. Sterile touching contaminated becomes contaminated.
d. Sterile touching questionable is contaminated.
2. Only sterile objects may be placed on a sterile field. All items are properly
sterilized before use.
3. A sterile object or field that is out of vision and an object held below the
waist level are considered unsterile. Do not turn your back on a sterile
tray or leave it unattended.
4. A sterile object or field can become unsterile by prolonged exposure to
airborne microorganisms.
5. Moisture that passes through a sterile object draws microorganisms from
unsterile surfaces above or below to the sterile surface by capillary
action.
6. Fluids flow in the direction of gravity. A sterile object becomes
contaminated if gravity causes a contaminated liquid to flow over the
objects surface.
7. The edges of a sterile field are considered unsterile. Place all sterile
objects more than 2.5 em. inside the edges of the sterile field.
8. The skin cannot be sterilized and so is unsterile.
9. All items brought in contact with broken skin, used to penetrate the skin
to inject substances into the body, or used to enter normally sterile body
cavities should be sterile (e.g.; dressings to cover wounds and incisions,
needles for injection and urinary catheters).
10. Avoid talking, coughing, sneezing, or reaching over a sterile field or
object to prevent contamination by droplets from the nose and mouth or
by particles dropping from the workers arms.
11. Conscientiousness, alertness and honesty are essential qualities in
maintaining surgical asepsis.

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Surgical Aseptic Practices
1. Donning and removing cap and mask.

For sterile surgical procedures in the operating room or delivery room,
a cloth or paper cap is worn over the head covering all the hair.
A mask is also worn fitted snugly over the nose and mouth to prevent
droplet nuclei.
After a surgical procedure, remove gloves before removing mask and
cap to prevent contaminating the hair, neck and face.
Untie the mask, hold it by the ties and discard it with the cap.
2. Donning sterile gloves

There are two methods of donning sterile gloves: open and closed.
Open gloving is usually used when changing dressings and inserting
urinary catheters.
The closed method is practiced in the operating room and special
treatment areas.

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Warren Jae M.
Self-Check 3.1-2
MULTIPLE-CHOICE
This quiz will test how well you understood the topic on
Asepsis and Infection Control and is designed in ten items to be
completed within an ideal duration of 20 minutes. The following
are questions or statements that pertain to microorganisms,
asepsis and infection control. Choose the letter of your chosen
answer and write them in capital letters in Column B.
A B
1. They are tiny living beings that make their presence known
only by their effect.
a. Dwarves
b. Microorganisms
c. Organisms
d. Pathogens
2. These are microbes that are useful to human beings
a. Eubacteria
b. Microorganisms
c. Non-pathogens
d. Pathogens
3. They are microbes that causes diseases to human are called:
a. Eubacteria
b. Microorganisms
c. Non-pathogens
d. Pathogens
4. Which of the following is not a classification of
microorganisms?
a. Bacteria
b. Cholera
c. Protozoa
d. Virus
5. Which statement is true about the Human Normal Flora?
a. Normal body flora are cells that attack foreign bodies
b. Normal body flora are flowers that normally grow
inside the human body
c. Normal body flora are naturally residing
microorganisms in the human body.
d. Normal body flora are the same in each part of the
body

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6. Among the chain of infection, this is the part that causes the
disease
a. Causative agent
b. Mode of transmission
c. Portal of exit
d. Reservoir
7. This is a person who will become ill from the entry of
pathogens into the body.
a. Causative agent
b. Portal of entry
c. Reservoir
d. Susceptible host
8. It is where the pathogens can survive.
a. Causative agent
b. Portal of entry
c. Reservoir
d. Susceptible host
9. Which is not a way of transmitting a disease
a. Airborne transmission
b. Contact transmission
c. Droplet transmission
d. Mucosal transmission
10. These are people who have pathogens in their bodies
but does not show signs of the disease are called:
a. Carriers
b. Immune
c. Parasites
d. Pathogens

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SANDOVAL,
Warren Jae M.
A B
1. They are tiny living beings that make their presence known
only by their effect.
B
a. Dwarves
b. Microorganisms
c. Organisms
d. Pathogens
a. Eubacteria
C
b. Microorganisms
c. Non-pathogens
d. Pathogens
3. They are microbes that causes diseases to humans:
a. Eubacteria
D
b. Microorganisms
c. Non-pathogens
d. Pathogens
4. Which of the following is not a classification of
microorganisms?
B
a. Bacteria
b. Cholera
c. Protozoa
d. Virus
5. Which statement is TRUE about the Human Normal Flora?
a. Normal body flora are cells that attack foreign bodies
C
b. Normal body flora are flowers that normally grow
inside the human body
c. Normal body flora are naturally residing
microorganisms in the human body.
d. Normal body flora are the same in each part of the
body
6. Among the chain of infection, this is the part that causes the
disease
A
a. Causative agent
b. Mode of transmission
c. Portal of exit
d. Reservoir
7. This is a person who will become ill from the entry of
pathogens into the body.
D
a. Causative agent
b. Portal of entry
c. Reservoir
d. Susceptible host

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SANDOVAL,
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a. Causative agent
C
b. Portal of entry
c. Reservoir
d. Susceptible host
a. Airborne transmission
D
b. Contact transmission
c. Droplet transmission
d. Mucosal transmission
10. These are people who have pathogens in their bodies
but does not show signs of the disease are called:
A
a. Carriers
b. Immune
c. Parasites
d. Pathogens

Page 28 of 100
SANDOVAL,
Warren Jae M.
Procedures for Proper Hand Washing
Learning Objectives
1. Explain the correct sequence of proper hand washing.
2. Perform the correct hand washing procedure.
In the previous information sheet you have read about Asepsis and
Infection Control, you have learned that there are two aseptic techniques
that can be used to deter microorganisms on a body surface- the medical
asepsis and the surgical asepsis. Medical asepsis reduces the amount of
microorganisms in a body surface and protects the health care giver while
surgical asepsis is a practice that eliminates all microorganism in a body
surface and is used to protect the patient.
There is a proper way to perform hand washing and three factors are of
utmost importance: soap, friction and water.
Purposes:
To reduce the number of microorganisms on the hands.
To reduce the risk of transmission of microorganisms to clients.
To reduce the risk of cross-contamination among clients.
To reduce the risk of transmission of infectious organisms to oneself.
Equipment:
Liquid/ bar soap
Cloth or paper towels
Water
Action Rationale
1. Assess condition of Intact skin acts as a barrier to microorganisms.

hands for hangnails, Breaks in skin integrity facilitate development of
cuts or breaks in the infection and should receive extra attention during
skin, as well as extent cleaning.
and areas of
contamination.
2. Remove jewelry. Roll Microorganisms can lodge in the settings of jewelry

sleeves of uniform. and under rings. Provides access to skin surfaces.
Facilitates cleaning of hands and forearms.

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3. Stand in front of the The sink is a
sink. Keep hands and contaminated area.
uniform away from Reaching over the sink
the sink surface. increases risk of touching
the edge which is
contaminated.
4. Consider type of Running water removes microorganisms. Warm

faucet. Turn on the water is more comfortable and is less likely to open
water. Adjust the flow pores and remove oils from the skin.
and temperature.
Water temperature
should be preferably
warm.
5. Wet hands and wrists Water should flow from

thoroughly under the least to the most
running water. Keep contaminated area The
hands and forearms hands are generally
lower than elbows. considered more
Avoid splashing water contaminated than the
and touching the lower arms. Splashing of
sides of the sink. water facilitates transfer
of microorganisms.
Touching of any surface
during cleaning
contaminates the skin.
6. Apply about 5 ml. (1 Liquid soap harbors less bacteria than bar soap.
teaspoon) of liquid Lather facilitates removal of microorganisms. Rinsing
soap. Lather the bar of soap prevents the spread of
thoroughly. If bar microorganism to the next user.
soap is used, rub it
firmly between the
hands. Rinse soap
and drop it into the
soap dish.
7. Wash hands using Friction and circular action

plenty of lather and mechanically loosen and
friction for about 10- remove dirt and
15 seconds. Use firm, microorganisms.
rubbing and circular Interlacing the fingers and
movements to wash thumbs cleans the
the palm, back, wrist interdigital spaces. The
and fingers of each nails and fingertips are
hand. Interlace the commonly missed during
fingers and thumbs, hand washing.
and move the hands
back and forth. Rub
the fingertips against
the palm of the
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opposite hand. If nails
are dirty, clean these
using a flat toothpick
or use the fingernails
of the opposite hand.
8. Rinse hands and Rinsing washes away dirt

wrists thoroughly and microorganisms.
keeping hands lower Gravity allows water to
than the elbows. drain from an area of
lesser contamination to an
area of greater
contaminated.
9. With a towel, blot Blotting reduces chapping of skin. Drying from

hands and forearms cleanest (hand) to least clean area (forearm) prevents
to dry thoroughly. Dry transfer of microorganisms to cleanest area.
in the direction of
fingers to wrist and
forearm. Discard
paper towels in the
proper receptacle.
10. Turn off the faucet Prevents contamination of clean hands by a less
with a clean dry paper clean faucet.
towel.
Three elements of hand washing: water, soap and friction.

Soaps and detergents help remove dirt because these lower surface
tension and act as emulsifying agents.
Wash hands for 10 - 30 seconds for minimal contamination 1 - 2
minutes for moderate contamination and 3 - 4 minutes for heavy
contamination.
Repeat washing procedure as
necessary. When hands are heavily
contaminated; a second and even a
third washing is necessary to
remove all dirt and organisms.
Wash at least 1 inch above area of
contamination.
Clean under the nails using a flat
toothpick

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Warren Jae M.
Task Sheet 3.1-1
Title Hand Washing
Performance Objective Given a task with several clients, you

should be able to perform the hand washing
procedure correctly following the steps given
in the previous information sheet in
duration of not less than 30 seconds, but
not more than three minutes.
Supplies/ Materials/ Liquid/ bar soap

Equipment Cloth or paper towels
Running Water
Procedure Checklist (Use Information Sheet
3.1-3)
Steps/ Procedure 1. Gather needed supplies to a sink.

2. Using the steps provided in the
Information Sheet, demonstrate the
proper hand washing technique.
3. Make sure to briefly explain important
points during the hand washing
procedure
4. Implement after-care procedures.
Assessment Method Demonstration

Portfolio Assessment using the Performance
Criteria Checklist

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Warren Jae M.
Performance Checklist 3.1-1
Criteria Yes No
Did you
1. Have a complete set of supplies?

2. Assess condition of hands for hangnails, cuts or breaks in
the skin, as well as extent and areas of contamination.
3. Remove any jewelry and rolled your sleeves up to your
elbow?
4. Keep distance from the sink surface while you were
performing the procedure?
5. Assess the type of faucet, examining it before actually
turning it on?
6. Gradually turn on the faucet so that it will not spray
water?
7. Wet your hands thoroughly under running water?
8. Keep your hands lower than your elbows while washing,

and making sure that your hands dont touch the surface
of the sink?
9. Lather thoroughly with a 5 ml of soap or rubbed firmly
with a bar soap between your hands and eventually
dropping the bar of soap once you were done?
10. Wash hands using plenty of friction in a firm,
rubbing and circular manner for 10 - 30 seconds for
minimal contamination 1 - 2 minutes for moderate
contamination and 3 - 4 minutes for heavy
contamination?
11. Use a flat toothpick or the nails of your opposite
hand to clean through dirty finger nails?
12. Rinse your hands and wrists thoroughly keeping
your hands lower than your elbows?
13. Repeat washing procedure as necessary when
hands are extra dirty?
14. Blot your hands from fingers to wrist to forearm
with a dry paper towel to dry your hands?
15. Use a clean paper towel to turn off the faucet?
16. Explain the importance of doing significant

procedures as you perform the hand washing technique?
17. Implement after care procedures

Page 33 of 100
SANDOVAL,
Warren Jae M.
Procedures for Donning and Removing Gloves
Learning Objectives
1. Explain the significance of surgical asepsis.
2. Handle sterile objects properly.
3. Efficiently don sterile gloves using the sterile technique
4. Appropriately remove and dispose used gloves.
In the previous learning material you have read about the

concept of asepsis and infection control. You have also practiced
how to perform medical asepsis through the proper hand
washing technique in the previous task sheet.
Here, you are going to practice surgical asepsis or sterile
technique. When we talk about surgical asepsis, we are
eliminating all possible microorganisms in a body surface for the
primary purpose of protecting the client from infection, and
preventing contamination of a sterile field.
Run through the following procedures and practice proper
donning of gloves which is one of the most common ways of
maintaining sterility.
Purposes:
To protect the hands when the nurse is likely to handle any body
substances like, blood, urine, feces, sputum, mucous membranes, and
non-intact skin.
To reduce the likelihood of nurses transmitting their own endogenous
microorganisms to clients receiving care.
To reduce the chance that the nurses hands will transmit
microorganisms from one client or a fomite to another client.
Equipment:
Package of proper-sized sterile gloves.

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Actions Rationale
1. Wash your hands. Deters the spread of
microorganisms.
2. Place sterile glove Moisture could
package on clean, dry contaminate the sterile
surface at or above gloves. Any sterile object
you waist. held below the waist is
considered contaminated.
3. Open the outside This maintains sterility of
wrapper by carefully gloves in inner packet.
peeling the top layer
back. Remove inner
package handling only
the outside of it.
4. Place the inner Allows for ease of glove

package on the work application.
surface with the cuff
end closest to the
body.
5. Carefully open the The inner surface of the
inner package. Fold package is considered
open the top flap, then sterile. The 1 inch border
the bottom and sides. of the inner package is
Take care not to touch considered contaminated.
the inner surface of
the package or the
gloves.
6. With the thumb and Unsterile hand touches
first two fingers of the only inside of glove.
non-dominant hand, Outside remains sterile.
grasp the folded cuff
of the glove for
dominant hand,
touching only the
exposed inside of the
glove.
7. Keeping the hands
above the waistline, Glove is contaminated if
lift and hold the glove it touches unsterile
up and off the inner object.
package with fingers
down. Be careful it
does not touch any
unsterile object.

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8. Carefully insert Attempting to turn
dominant hand palm upward with unsterile
up into glove and pull hand may result in
glove on. Leave the contamination of sterile
cuff folded until the glove.
other hand is gloved.
9. Hold the thumb of the Thumb is less likely to

gloved hand outward. become contaminated if
Place the fingers of the held outward. Sterile
gloved hand inside the surface touching sterile
cuff of the remaining surface prevents
glove. Lift it up from contamination. Prevents
the wrapper, taking contamination of clean
care not to touch hands by a less clean
anything with the faucet.
gloves or hands.
10. Carefully insert Contact of gloved hand
non-dominant hand with exposed hand
into glove. Pull the results in contamination.
glove on, taking care
that the skin does not
touch any of the outer
surfaces of the gloves.
11. Adjust each glove Glove is removed and

so that it fits held without contact with
smoothly, interlock soiled surfaces.
fingers, and carefully
pull the cuffs up by
sliding the fingers
under the cuffs.
12. Place the first two Glove is removed and
fingers of the bare held without contact with
hands inside the cuff soiled surfaces. Exposes
of the opposite glove. only the clean surface of
Pull the second glove the glove. Reduces the
off the fingers and the chance of transferring
first glove by turning any microorganism by
it inside out. direct contact.
13. Dispose soiled Prevents transmission of microorganisms.

gloves properly.
14. Wash your hands Deters the spread of microorganisms.

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Wash hands each time gloves are changed between client contact
Wash hands each time gloves are removed because
a) the gloves may have imperfections or be damaged during wearing
allowing entry of microorganisms.
b) the hands may become contaminated during removal of glove.

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Task Sheet 3.1-2
Title Donning and Removing Gloves
Performance Objective Given a sterile package of surgical gloves,

you should be able to demonstrate efficient
donning of gloves and accurately remove
them afterwards.
Supplies/ Materials/ A pair of sterile surgical gloves

Equipment
Steps/ Procedure 1. Gather needed supplies in a working

table.
2. Using the steps provided in the
information sheet 3.1-4, demonstrate
the proper methods of donning and
removing gloves.
3. Make sure to rationalize every action
that is being performed.
4. Implement after care procedures.
Assessment Method Demonstration

Portfolio Assessment using the Performance
Criteria Checklist

Page 38 of 100
SANDOVAL,
Warren Jae M.
Performance Checklist 3.1-2
CRITERIA YES NO
Did you
1. Gather all needed materials?
2. Place the inner package on the work surface with the cuff
end closest to the body to allow ease of access to the
gloves?
3. Open the packaging carefully, making sure not to touch

beyond one inch from the borders of the packaging?
4. Reach for the dominant hands glove with your non-

dominant hand by the folded cuff to preserve sterility?
5. Carefully insert the dominant hand palm up into glove

and pull glove on, leaving the cuff folded until the other
hand is gloved?
6. Hold the thumb of the gloved hand outward while placing

the fingers if the gloved hand inside the cuff of the
remaining glove and taking care to preserve the sterility of
the glove?
7. Carefully pull the gloves on to better fit them onto your

hands, making sure that the skin does not touch any
outer surface of the gloves?
8. Pull the second glove off the fingers and the first glove by
turning it inside out?
9. Rationalize every action that is being performed?
10. Implement after care procedures such as throwing the

used gloves into the right receptacle and washing your
hands?

Page 39 of 100
SANDOVAL,
Warren Jae M.
Learning Objectives
1. Enumerate the different classifications of health care waste
2. Describe the measures for health care waste management.
Being part of the health care delivery system, we are obliged to follow,
not just strict aseptic technique, but also proper and systematic health care
waste management.
This section will introduce you to the principles of health care waste
management and the universal system of health care waste management.

U
Health care wastes include all the wastes that is generated or produced
as a result of any of the following activities:
Diagnosis, treatment, or immunization of human beings or animals
Production or testing of biologicals and
Waste originating from minor or scattered sources.
Categories of Health Care Waste

1. General Waste
Comparable to domestic waste, this type of
waste does not pose special handling
problem or hazard to human health or to the
environment.
It comes mostly from the administrative and housekeeping
functions of health care establishments and may also include
waste generated during maintenance of health care premises.
They should be dealt with by the municipal waste disposal system.
2. Infectious Waste
This type of waste is suspected to contain
pathogens (bacteria, viruses, parasites or
fungi) in sufficient concentrations or quantity
to cause disease in susceptible hosts.
Kinds of Infectious Wastes
Cultures and stocks of infectious agents from laboratory
work
Waste from surgery and autopsies on patients with
infectious diseases
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Wastes from infected patients in isolation wards
Waste that has been in contact with infected patients
undergoing hemodialysis
Infected animals from laboratories
Any other instruments or materials that have been in
contact with infected persons or animals
3. Pathological Waste
Consists of tissues, organs, body parts, human
fetus and animal carcasses, blood and body
fluids.
Within this category, recognizable human or
animal body parts are also called anatomical
waste.
This category should be considered as a
subcategory of infectious waste, even though it
may include healthy body parts
4. Sharps
Include needles, syringes, scalpels, saws, blades,
broken glass, infusion sets, knives, nails and any
other item that can cause a cut or puncture
wound.
Whether or not they are infected, such items are
usually considered as highly hazardous health
care waste.
5. Pharmaceutical Waste
Includes expired, unused, spilt and
contaminated pharmaceutical products,
drugs, vaccines and sera that are no longer
required and need to be disposed of
appropriately.
This category also includes discarded items used in handling of
pharmaceuticals such as bottles or boxes with residues, gloves,
masks, connecting tubing and drug vials.
6. Genotoxic Waste
Genotoxic waste may include certain cytostatic drugs, vomit, urine,
or feces from patients treated with cytotoxic drugs, chemicals and
radioactive materials.
This type of waste is highly hazardous and may have mutagenic,
teratogenic or carcinogenic properties.
Harmful cytotoxic drugs can be categorized as follows
1. Alkylating agents:
Cause alkylation of DNA nucleotides, which
leads to cross-linking and miscoding of the
genetic stock;
2. Anti-metabolites:
Inhibit the biosythesis of nucleic acids in the
cell; mitotic inhibitors prevent cell replication.
Cytotoxic wastes are generated from several sources and
include the following:
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1. Contaminated materials from drug preparation and
administration, such as syringes, needles, gauges,
vials, packaging; outdated drugs, excess solutions and
drugs returned to wards.
2. Urine, feces, and vomit from patients which may contain
potentially hazardous amounts of the administered
cytotoxic drugs or of their metabolites and which should
be considered genotoxic for at least 48 hours and
sometimes up to 1 week after drug administration.
7. Chemical Waste
Solid, liquid, and gaseous chemicals, for
example from diagnostic and experimental
work and from cleaning, housekeeping, and
disinfecting procedures.
2 Classifications of Chemical Wastes
Hazardous Chemical Waste
Non-hazardous Chemical Waste
Chemical waste is considered hazardous if it has at least one of
the following properties:
Toxic
Corrosive
Flammable
Reactive
Genotoxic
Non-hazardous chemical waste consists of chemicals with none of
the above properties, such as sugars and certain organic and
inorganic salts
8. Waste with high Content of Heavy Metals

Wastes with a high heavy-metal content represent a subcategory of
hazardous chemical waste, and are usually highly toxic.
Mercury Waste: typically generated by spillage from broken clinical
equipment.
Whenever possible, spilled drops of mercury should be
recovered.
Residues from dentistry have high mercury content.
Cadmium Waste
Comes mainly from discarded batteries.
Certain reinforced wood panels containing lead is still being
used in radiation proofing X-ray and diagnostic departments.
9. Pressurized Containers
Many types of gas are used in health care and are often stored in
pressurized cylinders, cartridges and aerosol cans.
Aerosol cans should be disposed of right away
Whether inert or potentially harmful, gases in pressurized
containers should always be handled with care; containers may
explode if incinerated or accidentally punctured.

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10. Radioactive Waste
Includes disused sealed radiation sources; liquid and gaseous
materials contaminated with radioactivity; Excreta of patients who
underwent radionuclide diagnostic and therapeutic applications;
paper-cups, straws, needles and syringes
It is produced as a result of procedures such as in vitro analysis of
body tissues and fluids, inn vivo organ imaging, tumor localization
and treatment, and various clinical studies involving the use of
radioisotopes.
Health Care Waste Minimization
Residual
Disposal
Treatment
Recycling
Source reduction
In addressing waste management, waste minimization basically utilizes the

first two elements that could help reduce the bulk of health care wastes for
disposal- minimizing of waste by reducing the production from the source and
recycling.
Waste Handling, Collection, Storage
The effective management of health care waste considers the basic
elements of waste minimization, segregation and proper identification of
the waste.
Segregation
The process of separating different types of waste at the point of
generation and keeping wastes isolated from each other
Appropriate handling, treatment and disposal of waste by type reduce

costs and do much to protect public health.
Segregation at source should always be the responsibility of the
producer.
Segregation should take place as close as possible to where the waste is
generated and should be maintained in storage areas and during
transport
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Hazardous Waste
Should be placed in clearly marked containers that are
appropriately labeled for the type and weight of the waste.
Except with sharps and fluids, hazardous wastes are generally put
in plastic bags, plastic lined cardboard boxes, or leaked
proofed containers that meet the specific performance
standards.
General waste containers placed beside infectious waste containers could
result in better segregation.
Color Coding Scheme for Health Care Waste
The most appropriate way of identifying the categories of health care
waste is by sorting the waste into color-coded plastic bags or containers.
COLOR OF CONTAINER/ TYPE OF WASTE

BAG
Black Non-infectious, dry waste
Green Non-infectious, wet waste (kitchen, dietary,

etc.)
Yellow Infectious and Pathological waste
Yellow with Black Band Chemical waste including those with heavy
metals
Orange Radioactive waste
Red Sharps and pressurized containers
Apart from the color-coding system for health care waste, the following practice
should also be observed
a. Residuals of the general health care waste join the stream of domestic
refuse or municipal solid waste for proper waste management.
b. Sharps should be collected together, regardless of whether or not they
are contaminated.
Containers should be puncture proof (metal or high-density
plastic) and fitted with covers.

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Containers should be rigid and impermeable to contain not only
the sharps but also any residual liquids from syringes.
To discourage abuse, containers should be tamper proof (difficult
to open or break) and needles and syringes should be rendered
unusable.
Where plastic or metal containers are unavailable or too costly,
containers made of dense cardboard are recommended.
c. Bags and containers for infectious waste should be
marked with international infectious substance symbol.
d. Highly infectious and other hazardous waste should,
whenever possible, be treated immediately by any method
recommended (It therefore needs to be packaged in bags
that are compatible with the proposed treatment process.
e. Cytotoxic waste, most of which is produced in major hospital research
facilities, should be collected in strong, leak proof containers clearly
labeled cytotoxic waste
f. Radioactive wastes should be segregated according to its physical form:
Solid
Liquid
According to its halflife or potency
g. Small amount of chemical or pharmaceutical waste may be collected
together with infectious waste.
h. Large quantities of obsolete or expired pharmaceuticals stored in hospital
wards or departments should be returned to the pharmacy for disposal.
Other pharmaceutical waste generated at this level, such ass
expired drugs or packaging containing drug residues should not be
returned because of the risk of contaminating the pharmacy.
It should be deposited in the specified container at the point of
generation.
i. Large quantities of chemical waste should be packed in chemical
resistant containers and sent to specialized treatment facilities (if
available).
The identity of the chemicals should be clearly marked on the
containers.
Hazardous chemical waste of different types should never be
mixed.
j. Waste with high content of heavy metals should be collected separately.
These wastes can be sent to waste treatment facility available in the area.
k. Aerosol containers may be collected with general health care waste once
they are completely empty. Aerosol containers should not be burnt or
incinerated.
l. Appropriate containers or bag holder should be placed in all locations
where particular categories of waste may be generated.

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m. Staff should never attempt to correct errors of segregation by removing
items from a bag or container after disposal or by placing one bag inside
another bag of a different color.
If general and hazardous waste are accidentally mixed, the mixture
should be classified as hazardous health care waste.
n. Cultural and religious constraints in certain parts of the country make it
unacceptable for anatomical waste to be collected in the usual yellow
bags
Such waste should be disposed of in accordance with the local
custom, which commonly specifies burial.

Page 46 of 100
SANDOVAL,
Warren Jae M.
Self-Check 3.1-3
ENUMERATION
This quiz will test how well you understood the topic on Heath
Care waste and Health Care Waste Management and is designed
to be completed within an ideal duration of 15 minutes. The
following are questions or statements that pertain to concept of
health care waste management, categories of health care wastes,
and Color Coding Scheme for Health Care Waste. Follow the
succeeding instructions and enumerate what is being asked for
by the following items and write those down on the boxes
provided.
1. Enumerate ten (10) classifications of health care wastes and

give at least one example for each classification.
Classification Example
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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2. Enumerate the six colors of waste containers used on the first
column; give the description of what type of wastes each
colored container should contain on the second column and
an example of a waste product on the third column.
Color of Description Example

Container

Page 48 of 100
SANDOVAL,
Warren Jae M.
1. Ten (10) classifications of health care wastes and examples for

each classification.
Classification Example
1. General Waste Paper, residuals, boxes, plastic

bottles
2. Infectious Waste Laboratory cultures, wastes from

surgery or autopsies, wastes from
infected patient, wastes from
infected patients in isolation
wards and undergoing
hemodialysis, infected animals or
instruments and materials that
has made contact with infected
persons or animals.
3. Pathological Waste Tissues, organs, body parts,

human fetus and animal
carcasses, blood and body fluids.
4. Sharps Needles, syringes, scalpels, saws,

blades, broken glass, infusion
sets, knives, nails and any other
item that can cause a cut
5. Pharmaceutical Waste Expired, unused, spilt and

contaminated pharmaceutical
products, drugs, vaccines and
sera that are no longer required
and need to be disposed of
appropriately, discarded items
used in handling of
pharmaceuticals such as bottles
or boxes with residues, gloves,
masks, connecting tubing and
drug vials
6. Genotoxic Waste cytostatic drugs, vomit, urine, or

feces from patients treated with
cytotoxic drugs, chemicals and
radioactive materials.

Page 49 of 100
SANDOVAL,
Warren Jae M.
7. Chemical Waste Solid, liquid, and gaseous
chemicals, for example from
diagnostic and experimental work
and from cleaning, housekeeping,
and disinfecting procedures
8. Waste with high Content of Mercury

Heavy Metals Cadmium
9. Pressurized Containers Aerosol cans, O2 tanks
10. Radioactive Waste disused sealed radiation sources;

liquid and gaseous materials
contaminated with radioactivity;
Excreta of patients who
underwent radionuclide
diagnostic and therapeutic
applications; paper-cups, straws,
needles and syringes
2. Enumerate the six colors of waste containers used on the first

column; give the description of what type of wastes each colored
container should contain on the second column and an example
of a waste product on the third column.
Color of Description Example

Container
Black Non-infectious, Office wastes like paper (refer to general

dry waste wastes)
Green Non-infectious, Residuals

wet waste
(kitchen,
dietary, etc.)
Yellow Infectious and Refer to infectious and pathological wastes

Pathological
waste
Yellow with Chemical waste Refer to chemical wastes and wastes with
Black Band including those heavy metals
with heavy
metals
Orange Radioactive disused sealed radiation sources; liquid and

waste gaseous materials contaminated with
radioactivity; Excreta of patients who

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underwent radionuclide diagnostic and
therapeutic applications; paper-cups, straws,
needles and syringes
Red Sharps and Needles, syringes, scalpels, saws, blades,

pressurized broken glass, infusion sets, knives, nails and
containers any other item that can cause a cut
Aerosol cans, O2 tanks

Page 51 of 100
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Warren Jae M.
Principles of Proper Body Mechanics
Learning Objectives
1. Explain in simple terms and in a brief statement the general principle of
practicing proper body mechanics
2. Describe different concepts and examples of practicing proper body
mechanics.
3. Appreciate the importance of proper body mechanics in the work place.
Body mechanics is the use of the human body with regards to its
structure, function and position in relation other body parts or external
factors. Proper body mechanics is the correct use of the body in relation to
daily activities and work.
It is important for us to practice proper body mechanics since we are
going to work with different kinds of people and equipment in different sizes
and weight; also to prevent injury not just to us but also to other health
care givers and the patient.
The correct use of body mechanics is a part of illness prevention and
illness prevention and health promotion.
Practicing Body Mechanics

Body mechanics is the efficient, coordinated and safe use of the body to
move objects and carry- out the activities of daily living.
Good body mechanics is essential to both health care workers and clients
to maintain balance, reduce the energy required, reduce fatigue and
decrease the risk of injury.
Concepts most helpful to the understanding of body mechanics are those

concerned with the effect of gravity and balance.

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The Effect of the Base of Support and Gravity on Balance
Balance is maintained when the line gravity falls close to the base of
support. B, Balance is precarious when the line gravity falls at the edge of
the base of support. C, Balance cannot be maintained when the line of
gravity falls outside the base of support.
An object is stable when its center of gravity is close to its base of support,
when the line of gravity goes through the base of support, and when the
object has a wide base of support
Guidelines and Principles Related to Body Mechanics
Action Rationale
Plan the move or transfer Appropriate preparation prevents

carefully. Free the potential falls and injury and safeguards
surrounding area of the client and equipment.
obstacles and move
required equipment near
the head or foot of the bed.
Obtain the assistance of The heavier an object, the greater the

other people or use force needed to move the object.
mechanical devices to move
objects that are too heavy.
Encourage clients to assist

as much as possible by
pushing or pulling
themselves to reduce your
muscle effort.

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Use arms as levers
whenever possible to
increase lifting power.
Adjust the working area to Objects that are close to the center of
waist level, and keep the gravity are moved with the least effort.
body close to the area.
Elevate adjustable beds
and overbed tables or lower
the side rails of beds to
prevent stretching and
reaching.
Provide a firm, smooth, dry Less friction between the object moved
bed foundation before and the surface on which it is moved
moving a client in bed or requires less energy.
use a pull sheet.
Always face the direction of Ineffective use of the major muscle

the movement. groups occurs when the spine is rotated
or twisted.
Start any body movement Balance is maintained and muscle

with proper alignment. strain is avoided as long as the line of
Stand as close as possible gravity passes through the base of
to the object to be moved. support.
Avoid stretching, reaching
and twisting, which may
place the line of gravity
outside the base of
support.
Before moving an object, The wider the base of support and the
increase your stability by lower the center of gravity, the greater
widening your stance and the stability.
flexing your knees, hips,
and ankles.
Before moving an object, The greater the preparatory isometric

contract your gluteal, tensing, or contraction of muscles,
abdominal, leg, and arm before moving an object, the less the
muscles to prepare them energy required to move it, and the less
for action. the likelihood of musculoskeletal strain
and injury.

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Avoid working against Moving an object along a level surface
gravity. Pull, push, roll, or requires less energy than moving an
turn objects instead of object up an inclined surface or lifting it
lifting them. Lower the against the force of gravity.
head of the client's bed
before moving the client up
in bed.
Use your gluteal and leg The synchronized use of as many large
muscles rather than the muscle groups as possible during an
sacrospinal muscles of your activity increases overall strength and
back to exert an upward prevents muscle fatigue and injury.
thrust when lifting.
Distribute the workload
between both arms and
legs to prevent back strain.
When pushing an object, Balance is maintained with minimal

enlarge the base of support effort when the base of support is
by moving the front foot enlarged in the direction in which the
forward. movement will occur.
Likewise, when pulling an
object, enlarge the base of
support by either moving
the rear leg back if facing
the object or moving the
front foot forward if facing
away from the object.
When moving or carrying The closer the line of gravity to the

objects, hold them as close center of the base of support, the greater
as possible to your center the stability.
of gravity.
Use the weight of the body Body weight adds force to counteract the
as a force for pulling or weight of the object and reduces the
pushing, by rocking on the amount of strain on the arms and back.
feet or leaning forward or
backward.
Alternate rest periods with Continuous muscle exertion can result

periods of muscle use to in muscle strain and injury.
help prevent fatigue.

Page 55 of 100
SANDOVAL,
Warren Jae M.
Self-Check 3.1-3
TRUE OR FALSE
This quiz will test how well you understood the Principles of
Proper Body Mechanics and is designed in ten (10) items to be
completed within an ideal duration of 15 minutes. The following
are statements about body mechanics. Identify whether they are
true or false. Draw a CIRCLE ( ) on Column B if the statement is
correct and CROSS ( ) if it is incorrect.
A B
1. Appropriate preparation prevents potential falls and injury and safeguards the
client and equipment
2. Avoid working against gravity. Pull, push, roll, or turn objects instead of
lifting them. Lower the head of the client's bed before moving the client up in
bed
3. Balance is maintained and muscle strain is avoided as long as the line of

gravity passes away the base of support.
4. Before moving an object, relax your gluteal, abdominal, leg, and arm muscles
to prepare them for action.
5. Ineffective use of the major muscle groups occurs when the spine is rotated or
twisted.
6. More friction between the object moved and the surface on which it is moved
requires less energy.
7. Moving an object along a level surface requires more energy than moving an
object up an inclined surface or lifting it against the force of gravity
8. Objects that are close to the center of gravity are moved with the least effort.
9. The heavier an object, the lesser the force needed to move the object.
10. The wider the base of support and the lower the center of gravity, the greater
the stability

Page 56 of 100
SANDOVAL,
Warren Jae M.
A B
1. Appropriate preparation prevents potential falls and injury and safeguards the
client and equipment
2. Avoid working against gravity. Pull, push, roll, or turn objects instead of
lifting them. Lower the head of the client's bed before moving the client up in
bed
3. Balance is maintained and muscle strain is avoided as long as the line of

gravity passes away the base of support.
4. Before moving an object, relax your gluteal, abdominal, leg, and arm muscles
to prepare them for action.
5. Ineffective use of the major muscle groups occurs when the spine is rotated or
twisted.
6. More friction between the object moved and the surface on which it is moved
requires less energy.
7. Moving an object along a level surface requires more energy than moving an
object up an inclined surface or lifting it against the force of gravity
8. Objects that are close to the center of gravity are moved with the least effort.
9. The heavier an object, the lesser the force needed to move the object.
10. The wider the base of support and the lower the center of gravity, the greater
the stability

Page 57 of 100
SANDOVAL,
Warren Jae M.
Client Safety Equipment
Learning Objectives
1. Enumerate the different types of equipment to prepare for assisting in
client mobility.
2. Differentiate the names and use of the equipment from each other.
To finally be able to successfully and efficiently assist the client to move

from one position to another, assistive devices are going to be needed.
The incorrect use of these assistive devices can lead to improper

handling of the patient and further cause to unnecessary injury and trauma
to the patient, you as the health care provider or other persons linked to the
care of the patient.
This information will help you become more familiarized with the
different assistive devices and, therefore, become confident in caring for
your patients.
Devices Used in Positioning Clients in Bed
Devices Use
1. Pillow (of Used for support or

different elevation of a body
sizes) part.

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2. Mattresses Supports natural body curvatures
a. Standard Prevents pressure ulcers
b. Egg Crate
3. Bed boards Provides additional support

(made of wood to mattress and improves
and placed vertebral alignment.
under the
mattress)
4. Footboard or Keeps the feet in dorsiflexion

Posey footguard to prevent plantar flexion.
(a flat panel
made of plastic
or wood)
5. Sandbag Provides support and shape

to body contours
Immobilizes
Maintains specific body
alignment.
6. Trochanter Roll Prevents external rotation of
legs when client is in supine
position.
7. Hand Roll Maintains thumb slightly

abducted and in opposition to
fingers, maintains fingers in
slightly flexed position.

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8. Hand-wrist Individually molded for client
splint to maintain proper alignment
of thumb; are slightly
adducted in opposition to
fingers; maintains wrist in
slight dorsal flexion.
9. Trapeze bar Enables client to raise trunk
from bed and to transfer from
bed to wheelchair. Allows
client to perform exercises that
strengthen upper arms.
10. Side rails Allows weak clients to roll from

side to side or to sit up in bed.
Indications and Support Devices Used in Positioning Clients in Bed
Support Devices
Position Indications
Used
allows greater
Fowler's
chest expansion place pillows
Or Semi-Sitting
and lung under the head,
ventilation the small of the
promotes back, arms and
postoperative ankles
drainage footboard
place pillows
under the head,
promote comfort the small of the
head and back, arms and
Supine or Dorsal Recumbent shoulders are kept ankles
or Back-lying flat to facilitate footboard
healing following
certain surgeries or
anesthetics

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facilitates drainage
from the mouth
prevents aspiration
reduces pressure
Sims or Semi prone over the sacrum
and greater
trochanter of the
place pillows
hip
under head, upper
treatments like arm and upper leg
enema;
place sandbag
examinations or
parallel to plantar
treatments of the
surface of foot
perineal area
insertion of
suppository
promotes comfort
while sleeping
specially for
pregnant women
promote comfort
good for resting
and sleeping
Side-lying or Lateral place pillows at
promotes good
the back, under
back alignment
the head, upper
relieves pressure arm, upper leg
on the sacrum and and thigh
heels
facilitates drainage
from the mouth
promotes drainage
from the mouth
clients recovering place pillows
from surgery of the under the head,
Prone or Abdomen-lying abdomen (just
mouth and throat
below the
allows full diaphragm) and
extension of the lower leg
hip and knee joints

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Orthopneic
facilitates place pillows on

respiration by over bed table for
allowing maximum client to lean on
chest expansion
provides postural
place pillows
drainage of basal
under the head,
Trendelenburg 's lung lobe promotes
arms and ankles
venous circulation

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SANDOVAL,
Warren Jae M.
Self-Check 3.1-5
Identification
Identify the position that is being described by the following items. These are
questions that pertain to assistive devices needed in assisting in positioning
clients in bed. Write your answers on the box on the right side of each item.
Description Answer
1. Allows weak clients to roll from side to side or to
sit up in bed
2. Enables client to raise trunk from bed and to
transfer from bed to wheelchair. Allows client to
perform exercises that strengthen upper arms.
3. Individually molded for client to maintain proper
alignment of thumb; are slightly adducted in
opposition to fingers; maintains wrist in slight
dorsal flexion.
4. Keeps the feet in dorsiflexion to prevent plantar
flexion.
5. Maintains thumb slightly abducted and in
opposition to fingers, maintains fingers in slightly
flexed position.
6. Prevents external rotation of legs when client is in
supine position.
7. Provides additional support to mattress and
improves vertebral alignment.
8. Provides support and shape to body contours,
immobilizes and maintains specific body alignment
9. Supports natural body curvatures and prevents
pressure ulcers
10. Used for support or elevation of a body part.

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Description Answer
1. Allows weak clients to roll from side to side or to sit Side rails
up in bed
2. Enables client to raise trunk from bed and to Trapeze bar
transfer from bed to wheelchair. Allows client to
perform exercises that strengthen upper arms.
3. Individually molded for client to maintain proper Hand-wrist
alignment of thumb; are slightly adducted in splint
opposition to fingers; maintains wrist in slight
dorsal flexion.
4. Keeps the feet in dorsiflexion to prevent plantar Footboard or
flexion. Posey foot-
guard
5. Maintains thumb slightly abducted and in Hand Roll
opposition to fingers, maintains fingers in slightly
flexed position.
6. Prevents external rotation of legs when client is in Trochanter Roll
supine position.
7. Provides additional support to mattress and Bed boards
improves vertebral alignment.
8. Provides support and shape to body contours, Sandbag
immobilizes and maintains specific body alignment
9. Supports natural body curvatures and prevents Mattresses
pressure ulcers
10. Used for support or elevation of a body part. Pillow

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Warren Jae M.
Handling of Hospital Equipment
Learning Objectives:
After reading this information sheet, you should be able to:
1. Identify and enumerate the two most common types of hospital bed.
2. Enumerate the basic parts of the hospital bed.
3. Handle the hospital bed according to its design and as appropriate.
In preparing in assisting in patient mobility, one of the factors that we have to

look at before actually handling the patient is to know how to operate the
hospital bed.
There are different types of hospital beds, but in this learning material we are
only going to tackle the two most common types. Read on to know the
difference between these two types of bed and how to operate them accurately.
What is a hospital bed?
A hospital bed is a special bed that may be needed to care for a person who is
ill. Most hospital beds are made of heavy metal with movable parts. The bed
has moveable side rails, hand cranks or electric buttons or levers that may be
used to change positions of the bed.
Types of Hospital Beds
1. Manual hospital bed:
With this bed you need to change bed positions by hand using
cranks. If you are unable to do this, you will need to ask someone
to help you. The cranks are located at the foot or head of the bed,
and youll have to pull them up manually.
Manual beds may not move to as many positions as an electric

bed. The bed may also be lowered to make it easier for you to get in
and out of bed. A manual bed may be very difficult for a person
who has limited hand or arm strength to use. You may need good
hand strength to turn the cranks. A person with a back condition
or knee problems may also have trouble. Therefore, proper body
mechanics should be strictly observed. A person may need to bend
or kneel to use the bed cranks.
2. Electric hospital bed

An electric bed has a motor and a cord to plug into an electrical
outlet.
There is a control pad hooked to the bed or located on the bed
itself that may look like a television remote control. Each button on
the control may have a picture showing how the bed will move
when you push the button.
Many people like an electric bed because the positions of the bed
can be changed easily.
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Parts of a Manual Hospital Bed
Hip Gatch: this is where the hinges for adjusting the angle of the head of the
bed are being moved. It is designed so that the hip joints are positioned
approximately on these hinges. Thus, before adjusting the head of the bed,
make sure that the patients body is properly aligned and positioned on the
bed.
Head Crank: this is the pulley system usually located in the outer foot part of
the bed that is used to elevate or increase the angle of the head of the bed.
Turn this to clockwise to elevate the head; and counter clockwise to decrease
the elevation.
Knee Gatch: this is where the hinges for adjusting the angle of the foot of the
bed are being moved. It is designed in a way that when the crank is adjusted,
the knees should also flex.
Foot Crank: this is found next to the head crank that is used to adjust the
elevation or the angle of the foot of the bed.
Height Crank: used to elevate the height of the bed. It is usually located next
to the foot crank.
Wheels with Lock: the wheels are used to easily transport the bed from one
place to another while its locks are used to keep the bed in place. The lock
system is usually as easy as stepping on a button or switch every time you
want to lock or unlock the wheels. Lock the wheels whenever you are going to
perform anything with the patient or if you are going to leave the patient alone.
Adjustable Side-Rails: Usually comes in two pairs- one pair at the head part
and another at the foot part of the bed. These are raised to prevent the patient
from falling from bed. Sometimes they are also used to brace restraints for the
patient. However, to refrain from false imprisonment of the patient, one side
rail is left unraised.
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SANDOVAL,
Warren Jae M.
Parts of the Electronic Hospital Bed
The electronic hospital bed has basically the same parts with the absence,
however, of the cranks since it can now be easily used by pushing on buttons
in a remote control, a control connected through a cable to the hospital bed or
on any bed surface.
If there are only two buttons, one button will be used to elevate the head of the
bed and the other the foot, while the height of the bed would be adjusted
manually through a separate crank.
If there are three buttons, then the three functions would be given a
corresponding button.
If there are four buttons, however, the fourth button would be used to change
the inclination of the bed, especially for positioning the patient to
trendelenburg or reverse.
Safe use of the Hospital Bed

Keep the wheels of the bed locked at all times. Unlock the wheels only if the
bed needs to be moved.
Put a bell and a telephone within reach of the bed. These should be available
so the person may call for help when needed.
Keep the side rails up. If there is danger of the person falling off the bed,
keep the rails up at all times.
Never light matches, candles or smoke while in or around the bed. Do not let
others smoke or light matches or candles near your bed.
Follow the specific manufacturer's instructions for using the bed.
Put night lights where needed. Night-lights may help prevent falls.
If a footstool is needed for the person the get out of bed, make sure it is strong
and stable.
Put the bed control pad within easy reach of the bed for the person to adjust
positions. Learn to use the control panel, and practice the different
positions. Test the bed's hand and panel controls to be sure the bed is
working correctly. Some hospital bed controls may be locked so that a
person in bed cannot change bed positions themselves. If the bed has this
"locking" feature, test it to be sure it is working correctly.
Check for cracks and damage to the covering of the all bed controls. If covers
are damaged, liquids may get into the controls. This may cause them to
stop working, and may cause a fire.
Have a professional look at all parts of the bed, as well as the floor beneath
and around the bed for dust and lint build-up. These areas should be kept
clean.
Call the bed manufacturer or another professional if there are burning smells
or unusual sounds coming from the bed. Do not use the bed if there is a
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burning smell coming from it. Call if the bed controls are not working
correctly to change positions of the bed.
Check the bed's power cord for damage. It may be crushed, pinched,
sheared, cut or worn through. Do not place furniture (such as rocking
chairs) away from the cord. Avoid placing or rolling the bed over the power
cord.
Do not allow clothing, sheets, blankets, books, or anything else to be in

contact with a wall outlet. Do not let these items get stuck between the cord
and outlet when the bed is plugged in. This may cause a fire, or damage the
cord or the plug.
Do not place a rug or carpet over the power cord for the bed, or anything else.
Carpets and rugs may cause the cord to heat up too much, and lead to a
fire. Do not place the cord in a location where people walk, as this may
cause falls and damage the power cord.
Do not use an extension cord, or a power strip having more than one plug-in
outlet. Any damage to these can cause a fire. If you must use an extension
cord or power strip, have a professional check it before using it. It will also
need to be checked regularly for as long as you use it. Avoid using outlet
boxes that more than one cord may be plugged into. If you must use an
outlet box, place it where there is no risk of damage or spilling liquids.
Plug the power cord from the bed directly into an outlet on the wall. Have a
professional check the outlet to see if it is working correctly. The outlet
should also be checked to be sure it is the right type for the cord. The
prongs (blades) on the plug should be tight. The cord should fit tightly into
the outlet. The plug, outlet and wall plate should not be chipped or cracked.
When adjusting the head, foot, or any part of the bed, be sure the bed is able
to move freely. It should extend to its full length, and adjust to any position.
Be sure bed movement does not affect the bed's power cord, plug, or outlet.
Hand control and power cords should not be threaded through moving parts
of the bed, or through bed rails. Watch the hand control cables and the
power cord as you are adjusting the bed. Normal bed movement should not
pinch or damage these cords.

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SANDOVAL,
Warren Jae M.
Operation Sheet 3.1-1
Title : Operate a manual and an electronic hospital Bed
Performance Objective:
Given two manufacturers manual- one for a manual hospital bed
and the other an electronic hospital bed, you should be able to properly
and safely operate the hospital beds according to instructed positions
Supplies : Manufacturers Manual
Equipment : A manual hospital bed

An Electronic Hospital Bed
Steps/Procedure:
1. Gather instructions and relevant materials.
2. Read through the manufacturers manuals
3. Follow standard precautions. Check for any discrepancies on the
hospital beds.
4. Identify the parts of the beds.
5. Raise the height of the beds to the highest position
6. Raise the head of the manual bed.
7. Raise the foot of the manual bed.
8. Raise the head of the electronic bed.
9. Raise the foot of the electronic bed.
10. Position the bed so that they are in high fowlers.
11. Check for any discrepancies on the equipment.
12. Complete the operation.
13. Evaluate your performance against the Performance Criteria
Checklist.
14. Refer to your trainer for evaluation.
Assessment Method: Practical Demonstration

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CRITERIA
YES NO
Did you.
1. Gather instructions and relevant materials?
2. Read through the manufacturers manuals?
3. Follow standard precautions and check for any
discrepancies on the hospital beds?
4. Identify the parts of the bed correctly?
5. Operate the hospital beds according to prescribed
positions?
6. Re-check for any discrepancies on the equipment?
7. Complete the operation by using the correct
techniques?

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SANDOVAL,
Warren Jae M.
Job Sheet 3.1-5
Title : Prepare to Assist in Client Mobility
Performance Objective:
Given the supplies, you should be able to properly prepare to
assist in Client mobility on a case simulation provided by evaluator.
Materials : Faucet with running water
Hand Soap
Paper Towels
Sterile Gloves
Waste Receptacles
Labels for receptacles
Hospital Devices
Pillow
Mattress
Sandbag
Trochanter roll
Trapeze
Side rail
Hospital Bed
Steps/Procedure:
1. Gather instructions and relevant materials.
2. Perform Medical Asepsis
3. Perform Surgical Asepsis through Gloving
4. Identify waste receptacles and label them correctly.
5. Identify Hospital devices and describe their uses.
6. Operate the hospital bed as prescribed, make sure to observe proper
body mechanics.
7. Report to evaluator for case analysis and oral questioning.
8. Evaluate Performance against Skill Evaluation sheet.
9. Refer to trainer for evaluation.
Assessment Method: Practical Demonstration

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SANDOVAL,
Warren Jae M.
Republic of the Philippines
Cordillera Administrative Region
Municipality of La Trinidad
BVS COLLEGES
Km. 5, La Trinidad, Benguet
CBLM Evaluation Instrument

Health Care Services NC II
Assisting in Patient Mobility
Developed by: Warren Jae M. Sandoval
Please tick (/) YES if the following contents were successfully done and NO if not
successfully done in the performance of the job of preparing to assist in patient mobility.
Yes No
Takes standard precautions
MEDICAL ASEPSIS
Gathers needed supplies to a sink.
Uses the steps provided in the Information Sheet,

demonstrate the proper hand washing technique.
Ensures to briefly explain important points during the

hand washing procedure
Implements after-care procedures.
DONNING AND REMOVING GLOVES
Gathers needed supplies in a working table.
Demonstrates the proper methods of donning and
removing gloves.
Rationalizes every action that is being performed.
Implements after care procedures.
HEALTH CARE WASTE MANAGEMENT
Enumerate the different classifications of health care

wastes
Describe the measures for health care waste management.
Identifies the health care waste according to their
prescribed color code.
HOSPITAL ASSITIVE DEVICES
Identify Hospital devices correctly
Describes correctly the uses of hospital devices
OPERATION OF HOSPITAL BED
Gather instructions and relevant materials.
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Warren Jae M.
Read through the manufacturers manuals
Follow standard precautions. Check for any discrepancies
on the hospital beds.
Identify the parts of the beds.
Raise the height of the beds to the highest position
Raise the head of the manual bed.
Raise the foot of the manual bed.
Raise the head of the electronic bed.
Raise the foot of the electronic bed.
Position the bed so that they are in high fowlers.
Check for any discrepancies on the equipment.
Practices proper body mechanics
Stop Time: ___________H
Evaluators Input: _______________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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SANDOVAL,
Warren Jae M.
Evidence Plan
Competency
Health Care Services
Standard
Unit of
Assist in Patient Mobility
competency
Ways in which evidence will be collected
through simulation
Third party report

and questioning
Demonstration
[tick (/) the column]
Written
The evidence must show that the trainee..
*Observed strict infection control guidelines / / /
*Practiced patient confidentiality and privacy

/ /
requirements
Selected equipment according to prescribed

/ / /
plan of care.
Performed proper medical aseptic technique / /
Demonstrated correct sterile technique in

/ /
donning and removing gloves
Identified necessary equipment as

/ /
appropriate for the eventual procedure.

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SANDOVAL,
Warren Jae M.
TABLE OF SPECIFICATIONS
Test item distribution
Total number of items

Factual Knowledge
Comprehension
Percentage
Application
Content/ Objectives
Patient confidentiality and

6 7 7 20 20 %
privacy requirements
Infection Control
10 15 5 30 30 %
Guidelines
Equipment Use and

6 6 8 20 20 %
Specifications
Body Mechanics 6 12 12 30 30 %
Total 28 40 32 100 100 %

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SANDOVAL,
Warren Jae M.
WRITTEN TEST
This part of the learning material will test how much you have learned about
the entire learning outcome Prepare to assist with client/patient mobility
under the unit of competency Assist in Client/ Patient Mobility. A variation of
exam types has been designed for this test, starting from easy to hard. Follow
the succeeding instructions for each exam type.
I. TRUE OR FALSE
The following test is designed to measure a part of your comprehension
regarding the concepts of Patient Rights and Confidentiality, Infection
Control, Client Safety Equipment Use and Body Mechanics. Identify whether
statements are true or false. Draw a CIRCLE ( ) on Column B if the
statement is correct and CROSS ( ) if it is incorrect.
Patient Rights and Confidentiality
A B
1. Without looking at the aspect of monthly income, a
patient has the right to be treated with considerate and
respectful care.
2. If information is deemed to be harmful to the patient or

is medically inappropriate, it cannot be disclosed to an
appropriate person.
3. The patient DOES NOT have the right to refuse any

treatment, procedure or any life-giving measure as long
as the patient is able to decide for himself/ herself.
4. Case discussions, consultations, treatments, and

examination are confidential and should be strictly
conducted discreetly.
5. All communications (written, spoken, non-verbal)

should always be treated as confidential except when a
media person is asking for information regarding the
patients condition.
Infection Control Guideline

6. A sterile object or field cannot become unsterile by
prolonged exposure to airborne microorganisms.
7. Do not remove used needles from disposable syringes by

hand; and do not bend, break or otherwise manipulate
used needles by hand.

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8. Microorganisms move slowly on wet surfaces but very
quickly through dry surface.
9. Microorganisms move through space on air currents.
10. Never recap used needles using both hands
11. Practice passing dirty items over clean items or areas,

that way, sterility will be preserved.
12. Put on clean gloves just before touching mucous

membranes and non-intact skin.
13. The skin can be sterilized via autoclaving for an

optimal duration of 15 minutes.
14. Wash immediately after gloves are removed and

between patient contacts.
15. When a clean item touches a less clean item, it

becomes dirty, because microorganisms are
transferred to it
Client Safety Equipment Use

16. Pillows are used for support and / or elevation of a
body part
17. Mattresses provide additional support to pillows and

improve vertebral alignment.
18. The fowlers position is indicated to facilitate healing

following certain surgeries or anesthetics.
19. The orthopneic position facilitates respiration by

allowing maximum chest expansion.
20. Side rails allow weak clients to roll from side to side or
to sit up in bed.
Body Mechanics
21. Balance is maintained when the line gravity falls close
to the base of support.
22. Appropriate preparation prevents potential falls and

injury and safeguards the client and equipment.
23. Balance cannot be maintained when the line of gravity

falls outside the base of support.

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24. Balance is not maintained and muscle strain is
promoted as long as the line of gravity passes through
the base of support.
25. More friction between the object moved and the

surface on which it is moved requires less energy.
26. Less friction between the object moved and the surface
on which it is moved requires less energy.
27. Moving an object along a level surface requires less

energy than moving an object up an inclined surface
28. Objects that are far from the center of gravity are
moved with the least effort.
29. The heavier an object, the greater the force needed to

move the object.
30. When pushing an object, enlarge the base of support

by moving the front foot forward.
31. The unsynchronized use of as many large muscle

groups as possible during an activity increases overall
strength and prevents muscle fatigue and injury.
32. Imbalance is maintained with minimal effort when the

base of support is enlarged in the direction in which the
movement will occur.
33. The farther the line of gravity to the center of the base
of support, the greater the stability.
34. Body weight decreases force to counteract the weight

of the object and reduces the amount of strain on the
arms and back.
35. Continuous muscle exertion can result in muscle

strain and injury.

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II. Multiple-Choice
The following test is a set of items derived from the different contents of
the first learning outcome- Prepare to Assist in Client Mobility. Identify what
is being asked for by each item.
This part will measure how you are going to perform in actual situations
and your knowledge about the concepts previously learned.
Choose your answers from the selection given after each statement. Place
a tick (/) inside the circle of the answer of your choice.
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has
explained how the surgery will be done, the risks during and after
surgery and the alternative treatment available. What is the best
statement to describe the situation?
His surgeon is honoring the patients rights by explaining the
surgery to be done and including the risks and alternatives.
It does not have any weight on the clients condition and is, thus,
insignificant.
The surgeon has done too much for the patient that the patient
already has a tendency to get confused.
None of the above.
2. A nursing attendant observes that Mrs. Lampitocs obstetrician hasnt
been changing her gloves for the whole labor period of the mother and
finds out that this was because of Mrs. Lampitocs poverty. What
principle is subjected in this situation?
present diagnosis is.
The patient has the right to refuse any treatment
The privacy of the patient is very important.
Without looking at the aspect of monthly income, a patient has the
right to be treated with considerate and respectful care.
3. Before Mr. Raul goes to the surgery room for his operation, what should
be secured first?
A signed informed consent signifying that the patient knows the
surgery to be done, and the risks attached to it.
An anesthetic to numb him of the pain during surgery.
A transfer referral to another health care institution
Hallucinogens to divert his attention and keep him from being
anxious.

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4. You are the nurse taking care of an attempted suicide patient and your
colleague who is not involved in your patients care asks you about the
past medical history of the patient. What is the best thing for you to say?
Ok, I will let you take a peek at her chart
No, I cannot tell you any information about her since these are
private matters.
Youll have to ask my chief nurse.
Youll have to write a consent
5. A patient is complaining that she does not want any student nurses
practicing with her and asks that only staff nurses care for her. What is
the best thing to consider?
The student nurses are competent and thus should not be
withdrawn from caring for the patient.
Honor the request of the patient and let staff nurses care
exclusively for her.
Ask for additional fee for her request.
Tell the patient to leave and find a better hospital.
6. The patient is in Abatan Hospital and is under severe cardiogenic shock.
He needs to be transferred to another institution since Abatan Hospital
lacks the needed facilities to support the care for the patient. Which
statement is best?
A transfer can only be completed if the receiving institution accepts
the patient.
The patient cannot be transferred unless he settles his fees.
The patient will be transferred but the health care providers of the
referring institution will go with him to continue care.
There is no correct statement.
7. They are tiny living beings that make their presence known only by their
effect.
Dwarves
Microorganisms
Organisms
Pathogens
Eubacteria
Microorganisms
Non-pathogens
Pathogens
9. They are microbes that causes diseases to human.
Eubacteria
Microorganisms
Non-pathogens
Pathogens

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10. Which of the following is not a classification of microorganisms?
Bacteria
Cholera
Protozoa
Virus
Normal body flora are cells that attack foreign bodies
Normal body flora are flowers that normally grow inside the human
body
Normal body flora are naturally residing microorganisms in the
human body.
Normal body flora are the same in each part of the body
12. Among the chain of infection, this is the part that causes the disease
Causative agent
Mode of transmission
Portal of exit
Reservoir
13. This is a person who will become ill from the entry of pathogens into
the body.
Causative agent
Portal of entry
Reservoir
Susceptible host
Causative agent
Portal of entry
Reservoir
Susceptible host
Airborne transmission
Contact transmission
Droplet transmission
Mucosal transmission
16. These are people who have pathogens in their bodies but does not
show signs of the disease are called:
Carriers
Immune
Parasites
Pathogens
17. This type of waste is suspected to contain pathogens
General
Infectious
Radioactive
Chemical
18. Which is not a kind of infectious waste
Laboratory cultures
Wastes from autopsies
Patients feces
Wet food residuals

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19. These are types of wastes that are parts of human body
Pathological waste
Chemical waste
Pharmaceutical waste
General waste
20. Which is not considered as a sharp
Needle
Syringe
Pressurized container
Blade
21. Which of the following is not a characteristic of haxardous wastes?
Toxic
Corrosive
Potable
Reactive
22. Where do you place non-infectious dry wastes?
Black container
Green container
Yellow container
Red container
23. Where should infectious wastes go?
Black container
Green container
Yellow container
Red container
24. Where should pathological wastes go?
Black container
Green container
Yellow container
Red container
25. What kinds of receptacle should radioactive materials be placed?
Orange
Red
Black
Green
26. Where should sharps be disposed in
Orange
Red
Black
Green
27. Where does non-infectious, wet waste go?
Orange
Red
Black
Green

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28. It is the efficient, coordinated and safe use of the body to move objects
and carry out the activities of daily living
Aerobics
Body mechanics
Ergonomics
Exercise
29. Provides additional support to the mattress and improves vertebral
alignment.
Bed board
Footboard
Hand roll
Mattress
Bed board
Footboard
Hand roll
Pillow
Enumeration: list down what is being asked for by the following items in
the left column. Write your answers on the right column.
Ten Categories of Health Care wastes 1.

2.
3.
4.
5.
6.
7.
8.
9.
10.
Ten Assistive Devices 1.

2.
3.
4.
5.
6.
7.
8.
9.
10.
Two types of Asepsis 1.

2.

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Warren Jae M.
COMPLETION:
A. Identify the bed positions illustrated below and complete the following
descriptions stated on the second column.
DESCRIPTION.
The ___________ position is one of

three types where the head is
elevated up to 300 to 450. P P P P
____________ is another type

among two others which is
indicated for difficulty breathing
and where the head is elevated to
750-900.
P P P P
The ___________ is a type of

Fowlers position where the head is
elevated to a minimum of 70 to P P
150. P P
______________ is also known as

back-lying position and is
indicated to enhance healing of
abdominal wounds or spinal
injuries or the administration of
general anesthesia.
Best for pregnant women,

___________ is a position that
provides rest to the back of the
patient and relieves pregnant
women from the weight of her
womb.
This is best used to relieve tension

and pressure on one side of the
bodys bony prominences and is
also used to enhance the healing
process in certain lung surgeries.
This is called the ____________
position.

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The ______________ is best done to
patients that has had previous
throat or mouth injuries and to
also relieve the back from
pressure.
The ____________ position is best

made for patients who are having
difficulty breathing such as those
with asthma or COPD.
Matching Type: Identify what is being asked for or described by each item.
Choose your answers from column B and write them down in Column C.
B C
A
1.
1. It is the efficient, coordinated and safe use of the
body to move objects and carry out the activities
of daily living
a. Balance
2. The point at which its mass is centered. b. Base of 2.
Support
3. The foundation that provides the stability of the c. Body 3.
object Mechanics
d. Center of
4. What is being maintained during work by Gravity 4.
widening the base of support and keeping the e. Pressure
line of gravity close to the center? Ulcer
5. Degradation of the skin consequent to stasis in 5.
one bed position.

Page 85 of 100
SANDOVAL,
Warren Jae M.
WRITTEN TEST SELF-CHECK
I. TRUE OR FALSE
The following test is designed to measure a part of your comprehension
regarding the concepts of Patient Rights and Confidentiality, Infection
Control, Client Safety Equipment Use and Body Mechanics. Identify whether
statements are true or false. Draw a CIRCLE ( ) on Column B if the
statement is correct and CROSS ( ) if it is incorrect.
Patient Rights and Confidentiality
A B
1. Without looking at the aspect of monthly income, a
patient has the right to be treated with considerate and O
respectful care.
2. If information is deemed to be harmful to the patient or

is medically inappropriate, it cannot be disclosed to an O
appropriate person.
3. The patient has the right to refuse any treatment,

procedure or any life-giving measure as long as the X
patient is able to decide for himself/ herself.
4. Case discussions, consultations, treatments, and

examination are confidential and should be strictly 0
conducted discreetly.
5. All communications (written, spoken, non-verbal)

should always be treated as confidential except when a
media person is asking for information regarding the
X
patients condition.
Infection Control Guideline

6. A sterile object or field can become unsterile by
prolonged exposure to airborne microorganisms.
O
7. Do not remove used needles from disposable syringes by

hand; and do not bend, break or otherwise manipulate O
used needles by hand.
8. Microorganisms move slowly on wet surfaces but very

quickly through dry surface.
X
9. Microorganisms move through space on air currents. O
10. Never recap used needles using both hands O

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Warren Jae M.
11. Practice passing dirty items over clean items or areas,
that way, sterility will be preserved.
X
12. Put on clean gloves just before touching mucous

membranes and non-intact skin.
O
13. The skin can be sterilized via autoclaving for an

optimal duration of 15 minutes.
X
14. Wash immediately after gloves are removed and

between patient contacts.
O
15. When a clean item touches a less clean item, it

becomes dirty, because microorganisms are O
transferred to it
Client Safety Equipment Use

16. Pillows are used for support and / or elevation of a
body part
O
17. Mattresses provide additional support to pillows and

improve vertebral alignment.
X
18. The fowlers position is indicated to facilitate healing

following certain surgeries or anesthetics.
X
19. The orthopneic position facilitates respiration by

allowing maximum chest expansion.
O
20. Side rails allow weak clients to roll from side to side or
to sit up in bed.
O
Body Mechanics
21. Balance is maintained when the line gravity falls close
to the base of support. O
22. Appropriate preparation prevents potential falls and

injury and safeguards the client and equipment.
O
23. Balance cannot be maintained when the line of gravity

falls outside the base of support.
O
24. Balance is not maintained and muscle strain is

promoted as long as the line of gravity passes through X
the base of support.
25. More friction between the object moved and the

surface on which it is moved requires less energy.
X

Page 87 of 100
SANDOVAL,
Warren Jae M.
26. Less friction between the object moved and the surface
on which it is moved requires less energy.
O
27. Moving an object along a level surface requires less

energy than moving an object up an inclined surface
O
28. Objects that are far from the center of gravity are
moved with the least effort.
X
29. The heavier an object, the greater the force needed to

move the object.
O
30. When pushing an object, enlarge the base of support

by moving the front foot forward.
O
31. The unsynchronized use of as many large muscle

groups as possible during an activity increases overall X
strength and prevents muscle fatigue and injury.
32. Imbalance is maintained with minimal effort when the

base of support is enlarged in the direction in which the X
movement will occur.
33. The farther the line of gravity to the center of the base
of support, the greater the stability.
X
34. Body weight decreases force to counteract the weight

of the object and reduces the amount of strain on the X
arms and back.
35. Continuous muscle exertion can result in muscle

strain and injury.
O

Page 88 of 100
SANDOVAL,
Warren Jae M.
III. Multiple-Choice
The following test is a set of items derived from the different contents of
the first learning outcome- Prepare to Assist in Client Mobility. Identify what
is being asked for by each item.
This part will measure how you are going to perform in actual situations
and your knowledge about the concepts previously learned.
Choose your answers from the selection given after each statement. Place
a tick (/) inside the circle of the answer of your choice.
1. Mr. Raul is due for surgery of his appendicitis. The surgeon has
explained how the surgery will be done, the risks during and after
surgery and the alternative treatment available. What is the best
statement to describe the situation?
His surgeon is honoring the patients rights by explaining the
surgery to be done and including the risks and alternatives.
It does not have any weight on the clients condition and is, thus,
insignificant.
The surgeon has done too much for the patient that the patient
already has a tendency to get confused.
None of the above.
2. A nursing attendant observes that Mrs. Lampitocs obstetrician hasnt
been changing her gloves for the whole labor period of the mother and
finds out that this was because of Mrs. Lampitocs poverty. What
principle is subjected in this situation?
present diagnosis is.
The patient has the right to refuse any treatment
The privacy of the patient is very important.
Without looking at the aspect of monthly income, a patient
has the right to be treated with considerate and respectful
care.
3. Before Mr. Raul goes to the surgery room for his operation, what should
be secured first?
A signed informed consent signifying that the patient knows
the surgery to be done and the risks attached to it.
An anesthetic to numb him of the pain during surgery.
A transfer referral to another health care institution
Hallucinogens to divert his attention and keep him from being
anxious.

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SANDOVAL,
Warren Jae M.
4. You are the nurse taking care of an attempted suicide patient and your
colleague who is not involved in your patients care asks you about the
past medical history of the patient. What is the best thing for you to say?
Ok, I will let you take a peek at her chart
No, I cannot tell you any information about her since these
are private matters.
Youll have to ask my chief nurse.
Youll have to write a consent
5. A patient is complaining that she does not want any student nurses
practicing with her and asks that only staff nurses care for her. What is
the best thing to consider?
The student nurses are competent and thus should not be
withdrawn from caring for the patient.
Honor the request of the patient and let staff nurses care
exclusively for her.
Ask for additional fee for her request.
Tell the patient to leave and find a better hospital.
6. The patient is in Abatan Hospital and is under severe cardiogenic shock.
He needs to be transferred to another institution since Abatan Hospital
lacks the needed facilities to support the care for the patient. Which
statement is best?
A transfer can only be completed if the receiving institution
accepts the patient.
The patient cannot be transferred unless he settles his fees.
The patient will be transferred but the health care providers of the
referring institution will go with him to continue care.
There is no correct statement.
7. They are tiny living beings that make their presence known only by their
effect.
Dwarves
Microorganisms
Organisms
Pathogens
Eubacteria
Microorganisms
Non-pathogens
Pathogens
9. They are microbes that causes diseases to human:
Eubacteria
Microorganisms
Non-pathogens
Pathogens

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SANDOVAL,
Warren Jae M.
10. Which of the following is not a classification of microorganisms?
Bacteria
Cholera
Protozoa
Virus
Normal body flora are cells that attack foreign bodies
Normal body flora are flowers that normally grow inside the human
body
Normal body flora are naturally residing microorganisms in the
human body.
Normal body flora are the same in each part of the body
12. Among the chain of infection, this is the part that causes the disease
Causative agent
Mode of transmission
Portal of exit
Reservoir
13. This is a person who will become ill from the entry of pathogens into
the body.
Causative agent
Portal of entry
Reservoir
Susceptible host
Causative agent
Portal of entry
Reservoir
Susceptible host
Airborne transmission
Contact transmission
Droplet transmission
Mucosal transmission
16. These are people who have pathogens in their bodies but does not
show signs of the disease are called:
Carriers
Immune
Parasites
Pathogens
17. This type of waste is suspected to contain pathogens
General
Infectious
Radioactive
Chemical
18. Which is not a kind of infectious waste
Laboratory cultures
Wastes from autopsies
Patients feces
Wet food residuals

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SANDOVAL,
Warren Jae M.
19. These are types of wastes that are parts of human body
Pathological waste
Chemical waste
Pharmaceutical waste
General waste
20. Which is not considered as a sharp?
Needle
Syringe
Pressurized container
Blade
21. Which of the following is not a characteristic of hazardous wastes?
Toxic
Corrosive
Potable
Reactive
22. Where do you place non-infectious dry wastes?
Black container
Green container
Yellow container
Red container
23. Where should infectious wastes go?
Black container
Green container
Yellow container
Red container
24. Where should pathological wastes go?
Black container
Green container
Yellow container
Red container
25. What kinds of receptacle should radioactive materials be placed?
Orange
Red
Black
Green
26. Where should sharps be disposed in
Orange
Red
Black
Green
27. Where does non-infectious, wet waste go?
Orange
Red
Black
Green

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SANDOVAL,
Warren Jae M.
28. It is the efficient, coordinated and safe use of the body to move objects
and carry out the activities of daily living
Aerobics
Body mechanics
Ergonomics
Exercise
29. Provides additional support to the mattress and improves vertebral
alignment.
Bed board
Footboard
Hand roll
Mattress
Bed board
Footboard
Hand roll
Pillow
Enumeration: list down what is being asked for by the following items in
the left column. Write your answers on the right column.
Ten Categories of Health Care wastes 1. General Waste

2. Infectious Waste
3. Pathological Waste
4. Pharmaceutical Waste
5. Sharps
6. Pressurized Containers
7. Wastes with high metal
content
8. Chemical Waste
9. Radioactive Waste
10. Genotoxic Waste
Ten Assistive Devices 1. Pillow

2. Mattress
3. Side Rails
4. Trapeze Bar
5. Hand Roll
6. Foot Board
7. Bed Board
8. Trochanter Roll
9. Sand Bag
10. Hand-Wrist Splint
Two types of Asepsis 1. Medical Asepsis

2. Surgical Aspesis

Page 93 of 100
SANDOVAL,
Warren Jae M.
COMPLETION:
A. Identify the bed positions illustrated below and complete the following
descriptions stated on the second column.
DESCRIPTION.
The Fowlers position is one of

U U
three types where the head is

elevated up to 300 to 450. P P P P
High-Fowlers is another type

U U
among two others which is

indicated for difficulty breathing
and where the head is elevated to
750-900.
P P P P
The Low-fowlers is a type of

U U
Fowlers position where the head is

elevated to a minimum of 70 to P P
150. P P
Supine Position is also known as

U U
back-lying position and is

indicated to enhance healing of
abdominal wounds or spinal
injuries or the administration of
general anesthesia.
Best for pregnant women, Sims U
Position is a position that provides

U
rest to the back of the patient and

relieves pregnant women from the
weight of her womb.
This is best used to relieve tension

and pressure on one side of the
bodys bony prominences and is
also used to enhance the healing
process in certain lung surgeries.
This is called the Side-lying U U
position.

Page 94 of 100
SANDOVAL,
Warren Jae M.
The Prone Position is best done to
U U
patients that has had previous

throat or mouth injuries and to
also relieve the back from
pressure.
The Orthopneic position is best

U U
made for patients who are having

difficulty breathing such as those
with asthma or COPD.
B. Identify what is being asked for or described by each item. Write your
answers on the space proved after each item.
1. It is the efficient, coordinated and safe 1. C

use of the body to move objects and
carry out the activities of daily living
2. The point at which an objects mass is 2. D
centered. a. Balance
b. Base of
3. The foundation that provides the Support 3. B
stability of the object c. Body
Mechanics
4. What is being maintained during work d. Center of 4. A
by widening the base of support and Gravity
keeping the line of gravity close to the e. Pressure Ulcer
center?
5. Degradation of the skin consequent to 5. E

stasis in one bed position.

Page 95 of 100
SANDOVAL,
Warren Jae M.
PERFORMANCE TEST
Specific Instruction for the Candidate

Qualifications Health Care Services NC II
Unit of Competency Assist in Client/ Patient Mobility
General Instructions: Given the necessary equipment, supplies and
materials you are required to prepare in assisting in client/ patient mobility
following the proper procedures. Perform the said task in accordance with
the criteria.
Time Duration: 1 hour and 20 minutes
Specific Instructions:
The following tasks should be accomplished. If you finish before the allotted time,
you may call the attention of your trainer.
1. Before starting the task, identify important safety practices to be
observed. (5 minutes)
2. Prepare and identify materials and equipment needed in
assisting client in mobility. (10 Minutes)
3. Using the given supply/ materials and equipment, you should
be able to perform the following tasks.
a. Identify the patient and the patients case (2 minutes)
b. Perform the appropriate aseptic technique (5 minutes)
Materials and Supplies Needed:
1. Sink
2. Faucet
3. Paper Towel
4. Soap
4. After this, proceed to the working area and gather needed
materials strategically. (10 minutes)
5. Identify the waste containers accordingly using the provided
labels: (10 minutes)
a. Black
b. Green
c. Yellow
d. Red
6. Identify and check the equipment and materials if they are
complete and functioning well: (15 minutes)
a. Pillows
b. Trochanter rolls
c. Sand bags
d. Hospital Bed
e. Trapeze Bar
f. Side Rails
g. Foot board
7. Operate the equipment according to its ideal function as
instructed by your trainer. (10 minutes)
a. Hospital Bed
8. Make sure to practice proper body mechanics while performing.

Page 96 of 100
SANDOVAL,
Warren Jae M.
9. The questioning will be made while the demonstration is being
performed and assessment will be undertaken while tasks are
being performed. Make sure to explain significant details of your
performance as you are being rated accordingly. (3 minutes)
10. After successfully performing the procedure of preparing in
assisting the client in mobility, some additional problems may
be given to further test your skills. (10 minutes)
11. Other evidence gathering methods maybe used to address the
less critical areas, fill the gaps or confirm judgment that strictly
adhere to the Evidence Plan.
Portfolio- Checks the authenticity of the materials presented
and the trainees work.
Demonstration with questioning
Oral Questioning
12. Record Assessment result using the prescribe form.
13. Obtain feedback on the assessment result.
COMPETENT
NOT YET COMPETENT

Page 97 of 100
SANDOVAL,
Warren Jae M.
Questioning Tool
Satisfactory
Response
Question to Prove the Trainees Underpinning Knowledge
YES NO
Extension/ Reflection Questions:
1. What are some safety practices that you should

observe before, during and after performing a task?
Give at least three
2. What is the significance of gathering materials before

proceeding with your tasks?
3. What would be better to use, a bar of soap or a liquid

one? Could you explain your answer?
4. Suppose only a bar soap is available, how would you

consider it before using it? What should you do with it
first before lathering it over your hands?
5. What are the types of wastes that you are going to

place on those waste receptacles that you have just
identified? Can you give an example for each color?
6. What are the materials that you have just checked

(refer to item no. 6 in the Performance Test)? Can you
briefly describe how they function?
7. Why is it important for you to know how the hospital

bed functions?
Safety Questions
1. When working with patients and equipment, what

should you observe to prevent yourself from
unnecessary back strain and/or injury?
2. What is the importance of using PPEs in the

preparation of your task?
Contingency Questions
1. Suppose a bulk of infectious waste was accidentally

place in the black container, what would you do to
prevent contamination to health care waste handlers?

Page 98 of 100
SANDOVAL,
Warren Jae M.
2. If your patient needs to be positioned to low fowlers
position but you have a problem elevating the head of
the bed, then what could be a remedy that you can
use?
Infrequent Events
1. Lets say you have performed surgical asepsis, and you

are already considered sterile. You have unmindfully
touched your left hand with the other, how would you
consider yourself and what should you do?
2. What if a trochanter roll is needed for your patient but

there is none available in your department
Rules and Regulations
1. Supposed you heard your patient arguing with her

husband about lack of funds to pay for hospital bills.
What should be your reaction?
The candidates
underpinning NOT SATISFACTORY
SATISFACTORY
knowledge was
Feedback to Candidate:
General Comments:
Strengths:
Improvements:
Candidates Signature Date

Assessors Signature Date

Page 99 of 100
SANDOVAL,
Warren Jae M.
REFERENCES
Valles, C.R. (2009). Manual of Basic Nursing Procedures. Benguet State

U U
University-College of Nursing
Taylor, C.R. et. al (2011). Fundamentals of Nursing: The Art and Science of
U
Nursing Care. 7th Edition. Wolters Kluwer Health- Lippincott Williams &
UP UP U
Wilkins

Page 100 of 100
SANDOVAL,
Warren Jae M.
TRAINING ACTIVITY MATRIX
Venue
Training Facilities/Tools Date &
Trainee (Workstation/ Remarks
Activity and Equipment Time
Area)
- Information Sheet
on Pateint
Confidentiality May 27,
- Patient
- Video 2014
confidentiality Learning
documentary
and privacy - Laptop Resource Area
8:00-
requirements - Speakers 9:00 am
- DLP Projector
- Information
- OSH sheet on OSH Learning
procedures resource Area
Procedures
- Soap
- Water May 27,
- Infection - Sink 2014
Bulcio, - Paper Towels
control Wash Area
Carlita
guidelines - Sterile Gloves 8:00-
- Performance 9:00 am
Checklist
Learning
Resource Area
- Information May 27,
- Equipment
Lilibeth Sheets 2014
use and Work Station
Alyao - Hospital
specifications 3: Assist in
Equipment 8:30 am
Patient
Mobility
- Information
Learning
Sheet on
- Body Resource Area
Principles of
Mechanics
Body
Lecture Area
Mechanics
- Information
Sheet on Safe
Norie Handling
Workstation # Ma7 27,
- Safe Diamas Skills
3: Assist in 2014
handling - Job Sheets in
Patient
skills Leah Assistin in
Mobility 9:00
Matis Patient
Mobility

Health Care Services NC May 2014 Issued by:
II Date Revised:

Mobility SANDOVAL, Warren
Jae M. Revision # 01
- Performace
Checklist
-Oral
-Oral Trainers
Questionning
Questionning Resource Area
Tool
Prepared By:

HCS NC II Trainer

Health Care Services NC May 2014 Issued by:
II Date Revised:

Mobility SANDOVAL, Warren
Jae M. Revision # 01
FORM 1.1 SELF-ASSESSMENT CHECKLIST
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer to
the questions below.
BASIC COMPETENCIES
CAN I? YES NO
1. Participate in Workplace Communication
a. Obtain and convey workplace information
b. Participate in workplace meetings and discussions
c. Complete relevant work related documents
2. Work in a Team Environment
a. Describe team role and scope
b. Identify own role and responsibility within team
c. Work as a team member
3. Practice Career Professionalism
a. Integrate personal objectives with organizational goals
b. Set and meet work priorities
c. Maintain professional growth and development
d. Integrate personal objectives with organizational goals
e. Set and meet work priorities
f. Maintain professional growth and development
4. Practice Occupational Health and Safety Procedures
a. Identify hazards and risks
b. Evaluate hazards and risks
c. Control hazards and risks
d. Maintain occupational health and safety (OHS) awareness

Health Care May 2014
Issued by:

Assist in Client.
Patient Mobility SANDOVAL,
COMMON COMPETENCIES
CAN I? YES NO
1. Implement and monitor infection control policies and

procedures
a. Provide information to the work group about the

organizations infection control policies and procedures
b. Integrate the organizations infection control policy and
procedure into work practices.
c. Monitor infection control performance and implement
improvements in practices.
2. Respond effectively to difficult/ challenging behavior

a. Plan responses

b. Apply appropriate responses
c. Report and review incident/s
3. Apply basic first aid
a. Assess the situation

b. Apply basic first aid techniques
c. Communicate details of the incident/event
6. Maintain high standard of patient services

a. Communicate appropriately with client/patients
b. Establish and maintain good interpersonal relationship with
clients/patients

c. Act in a respectful manner at all times
d. Evaluate own work to maintain high standard of
client/patient services

Issued by:

Assist in Client.
CORE COMPETENCIES
CAN I? YES NO
1. Prepare and maintain beds
a. Prepare the area for bed making?
b. Perform bed making?
c. Perform aftercare activities of materials and equipment used?
2. Collect and maintain linen stocks at end-user locations
a. Collect soiled linen?
b. Distribute clean linen?
c. Maintain linen stock levels?
3. Assist in client/ patient mobility

a. Prepare to assist with client/patient mobility?
b. Assist with client/ patient mobility?
c. Complete client/ patient mobility assistance?
4. Assist in transporting clients/patients
a. Prepare client/patient for transport?
b. Assist in client/patient transport?
c. Perform post-transport procedures?
5. Assist in bio-psychosocial support care of clients/ patients
a. Establish and maintain rapport with client/patient?

b. Obtain information regarding the bio-psychosocial needs of

the client/patient?
c. Assist patient in meeting his bio-psychosocial needs?
6. Handle waste in a health care environment
a. Determine job requirements related to handling waste?
b. Identify and segregate waste?

Issued by:

Assist in Client.
c. Transport and store waste?
d. Conduct quality control activities?
e. Clean up work areas?
Prepared by: WARREN JAE M. SANDOVAL, RN

U
HCS NC II Trainer

Issued by:

Assist in Client.
NAME OF TRAINEE
Matis, Leah V.
Alyao, Lilibeth G.
Segundo, Ronald M.
Diamas, Norie C.
Bulcio, Carlita G.
PARTICIPATE IN WORKPLACE
COMMUNICATION
1. Obtain and convey

workplace information
2. Participate in workplace
Name:_____________________________
Qualification:_______________________
meetings and
discussions
3. Complete relevant work

related documents
WORK IN A TEAM
ENVIRONMENT
1. Describe team role and

scope
Assist in Client. Patient Mobility

2. Identify own role and
responsibility within
team
3. Work as a team member
May 2014
Date Revised:
Developed by:
PRACTICE CAREER
Date Developed:
PROFESSIONALISM
1. Integrate personal
SANDOVAL, Warren Jae M. objectives with
organizational goals
CLASS PROGRESS CHART
BASIC COMPETENCIES
2. Set and meet work

priorities
3. Maintain professional
Issued by:
growth and development

Revision # 01
Trainer:_______________________________
Target Date to Finish:___________________
Document No.
PRACTICE OCCUPATIONAL
HEALTH AND SAFETY
PROCEDURE
1. Identify hazards and

risks
2. Evaluate hazards and

risks
3. Control hazards and

risks
Page 33 of 122
4. Maintain occupational
health and safety (OHS)
awareness
NAME OF TRAINEE
Diamas, Norie C.
Bulcio, Carlita G.
Alyao, Lilibeth G.
Segundo, Ronald
Matis, Leah V.
IMPLEMENT AND MONITOR INFECTION
CONTROL POLICIES AND PROCEDURES
1. Provide information to the work group about

the organization's infection control policies
and procedures.
2. Integrate the organization's infection control

policy and procedure into work practices
RESPOND EFFECTIVELY TO DIFFICULT/

CHALLENGING BEHAVIOR

1. Plan responses
2. Plan responses
May 2014
Date Revised:
Developed by:
3. Plan responses
Date Developed:
APPLY BASIC FIRST AID

SANDOVAL, Warren Jae M.
1. Assess the situation
2. Apply basic first aid techniques

COMMON COMPETENCIES
3. Communicate details of the incident

Issued by:
Revision # 01
MAINTAIN HIGH STANDARDS OF PATIENT

Document No.
SERVICES
1. Communicate appropriately with patients
2. Establish and maintain good interpersonal

relationship with patients
3. Act in a respectful manner at all times

Page 34 of 122
4. Evaluate own work to maintain a high

standard of patient service
TRAINEE
NAME OF
Lilibeth G.
Ronald
Carlita G.
Segundo,
V.
Matis, Leah
Norie C.
Diamas,
Bulcio,
Alyao,
PREPARE AND MAINTAIN BEDS
1. Prepare area for bed making
2. Make bed
3. Perform after-care activities
COLLECT AND MAINTAIN LINEN

STOCKS AT END-USER LOCATIONS
1. Collect soiled linen
2. Distribute clean linen
3. Maintain linen stock levels
ASSIST IN PATIENT MOBILITY

1. Prepare to assist with patient

mobility
2. Assist with patient mobility
3. Complete patient mobility

assistance
ASSIST IN TRANSPORTING
May 2014
PATIENTS
Date Revised:
Developed by:
1. Prepare patient for transport
Date Developed:
2. Assist in patient transport
SANDOVAL, Warren Jae M. 3. Perform post-transport

procedures
ASSIST IN BIO-PSYCHOSOCIAL
CORE COMPETENCIES
SUPPORT CARE OF PATIENTS
1. Establish and maintain rapport

with the patient
Issued by:
2. Obtain information regarding

Revision # 01
the bio-psychosocial needs of

the patient
Document No.
3. Provide assistance to meet

patient needs as directed
HANDLE WASTE IN A HEALTH

CARE ENVIRONMENT
1. Determine job requirements
2. Identify and segregate waste
3. Transport and store waste

Page 35 of 122
4. Conduct quality control

activities
5. Clean up work areas
Trainer
Legend:
Prepared By:
Matis, Leah
Diamas, Norie
Name of Trainee
Alyao, Lilibeth
Bulcio, Carlita
Ben-At, Cristan
Dimuyog, Jerica
Achievement Chart
Alindayo, Janice
Biniahan, Samar
Catalino Judy Ann
/
X
Damitan, Jurist Lee
Warren Jae M. Sandoval

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t
TRAINING SESSION EVALUATION FORM
INSTRUCTIONS
This post-training evaluation instrument is intended to measure how satisfactorily

your trainer has done his job during the whole duration of your training. Please
give your honest rating by checking on the corresponding cell of your response.
Your answers will be treated with utmost confidentiality.
Very Good/ Very

Unsatisfactory
Outstanding
Satisfactory
Satisfactory
TRAINERS/INSTRUCTORS
Adequate
Good/
Poor/
Name of Trainer: _______________________________

1 Fair/
2 3 4 5
1. Orients trainees about CBT, the use of CBLM

and the evaluation system
2. Discusses clearly the unit of competencies
and outcomes to be attained at the start of
every module
3. Exhibits mastery of the subject/course
he/she is teaching
4. Motivates and elicits active participation from
the students or trainees
5. Keeps records of evidence/s of competency
attainment of each student/trainees
6. Instill value of safety and orderliness in the
classrooms and workshops
7. Instills the value of teamwork and positive
work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in teaching
12. Provides extra attention to trainees and
students with specific learning needs
13. Attends classes regularly and promptly

Issued by:

Assist in Client.
14. Shows energy and enthusiasm while teaching
15. Maximizes use of training supplies and
materials
16. Dresses appropriately
17. Shows empathy
18. Demonstrates self-control

your trainer prepared and facilitated your training. Please give your honest
rating by checking on the corresponding cell of your response. Your answers will
be treated with utmost confidentiality.
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very Good/
Adequate
PREPARATION
Good/
Poor/
Fair/
Very
1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is
well explained
4. Expected activities/outputs are
clarified

Issued by:

Assist in Client.
Very Good/ Very
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
DESIGN AND DELIVERY
Poor/
Fair/
1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and
presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like Task/Job Sheets
are sufficient to learn required skills
6. Valuable knowledge are learned through
the contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation
system are suitable for the trainees and
the competency
9. Recording of achievements and
competencies acquired is prompt and
comprehensive
10. Feedback about the performance of
learners are given immediately

Issued by:

Assist in Client.
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very Good/
TRAINING FACILITIES/RESOURCES
Poor/
Fair/
Very
1 2 3 4 5
1. Training resources are adequate
2. Training venue is conducive and
appropriate
3. Equipment, supplies, and materials are
sufficient
4. Equipment, supplies and materials are
suitable and appropriate
5. Promptness in providing supplies and
materials
Very Good/ Very

Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Poor/
Fair/
SUPPORT STAFF
1 2 3 4 5
1. Support Staff are accommodating
Comments/Suggestions:
Ok naman. Nagenjoy kami sa pagtuturo ni sir, pero sana masmabait yung

U
nasa tool room.

Issued by:

Assist in Client.
BVS COLLEGES
422-4992
C E R T I F I C A T I O N
This is to certify that Warren Jae M. Sandoval, RN, a trainer/instructor of

HEALTH CARE SERIVICES NC II in this institution has prepared, submitted and
used session plans in all the competencies in Health Care Services NC II.
Likewise, he has adopted the requirements of Competency-Based Training

under the Unit of Competency Maintain Training Facilities through the visual
display and use of complete set of Competency-Based Learning Materials in his
laboratory with the following forms:
a. Learning Style Questionnaire

b. Evidence and Proof of Competency
c. Self-Assessment
d. Session Plans (Complete Set)
e. Summary of Current Competencies
f. Trainee Characteristics
g. Training Needs
h. Competency-Based Learning Materials (Complete Set)
This certification is issued upon the request of Mr. SANDOVAL for any legal
purposes and intends it may serve him best Issued this 30th day of May 2014 at
Km. 5 La Trinidad, Benguet, Philippines.
ENGR. KENDAR A. SOMYDEN

President
MAINTAIN TRAINING
FACILITIES
CONTENTS
Laboratory Lay-out
Equipment Maintenance Schedule
Housekeeping Inspection Checklist
Equipment Maintenance Inspection Checklist
Waste Segregation
Purchase Request
Operational Procedure
Housekeeping Schedule
Workshop Housekeeping Schedule
Tag-out Index Card
Breakdown/repair Report
Inspection Report
Work Request
Salvage Report
Training Certificates
Third party certificate

Issued by:

Assist in Client.
LABORATORY LAY-OUT

Issued by:

Assist in Client.
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE BP Apparatus (Aneroid)
EQUIPMENT CODE
BP 01
LOCATION
Healthcare Laboratory
Schedule for the Month of November U
MAN-
ACTIVITIES
POWER Every Every
Other Weekly 15th Monthly Remarks
Daily
P P
Day Day
1. Test-check BP cuff
for leaks, holes , and
Trainer
breaks
2.Check for incorrect
zero and calibration of
Trainer
sphygmomanometer
3. Check functionality
of aneroid
sphygmomanometer
comparing results to a
Trainer
mercurial
sphygmomanometer or
the like
4. Test-check equity of
the stethoscopes
sounds heard on the Trainer
earpieces
5. Check the
connection

of the stethoscopes Trainer
parts
6. Clean stethoscope
with 3% Hydrogen
Trainer
Peroxide solution
7. Wash BP cuff and
sun
Trainer
dry
Prepared by:

HCS NC II Trainer

Issued by:

Assist in Client.
BP APPARATUS EQUIPMENT MAINTENANCE SCHEDULE*
1T
8 HOURS
1T 50 Hours 100 HOURS
Test-check BP cuff Clean
for leaks, holes , and stethoscope Check functionality of
breaks Check the aneroid
Check for incorrect connection of the sphygmomanometer
zero and calibration of stethoscopes
sphygmomanometer comparing results to a
parts
Test-check equity of mercurial
the stethoscopes sphygmomanometer or
sounds heard on the the like
earpieces
Prepared by:
HCS NC II Trainer

Issued by:

Assist in Client.
HOUSEKEEPING INSPECTION CHECKLIST
Qualification Healthcare Services NC II
Area/ Section Healthcare Laboratory
Healthcare Personnel (Warren Jae M.

In- Charge
Sandoval)
YES NO INSPECTION ITEMS
1. Are the tools and equipment returned to their proper

places?
2. Are the walls, ceiling, floor and other furniture and
fixtures well cleaned?

3. Are all used equipment disinfected?

4. Is all the equipment in good working condition?

5. Are all areas well lighted and ventilated?
6. Is the equipment arranged for the purpose of safety
and ease in maintenance?
7. Is all the equipment well clean, in order and
arranged for safety and maintenance?
8. Are the tables and chairs properly arranged
according to the floor layout?
9. Are all expired materials and non-recyclable damaged
items disposed?
Remarks:
Inspected by: Jun A. Sabayton Date: May 22, 2014
Prepared by:
HCS NC II Trainer

Issued by:

Assist in Client.
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type : BP Apparatus (Aneroid)

Property Code/Number :
Location : Practical Work Area / Healthcare Laboratory
YES NO INSPECTION ITEMS
1. Does the gauge pointer drop slowly if the cuff is wrapped

around
Itself and then inflated till 250?
2. Does the gauge return to zero after the cuff has been deflated?
3. Are the results taken using the aneroid sphygmomanometer

synonymous with the results taken using the mercurial
Sphygmomanometer?
4. Are the sounds heard from the right earpiece equal to those
heard from the left?
5. Are the rubber tubings of the stethoscope in place?
6. Is the equipment arranged for the purpose of safety and ease in

maintenance?
7. Is the stethoscope and BP cuff free from dust and dirt?
Remarks:
Inspected by: Jun A. Sabayton Date:
Prepared by:

HCS NC II Trainer

Issued by:

Assist in Client.
WASTE SEGRAGATION
Area/ Section Healthcare Department
In- Charge
WASTE SEGREGATION METHOD

GENERAL / ACCUMULATED
WASTES
Recycle Compost Dispose
1. Papers
2. Cottons, bandages, and cotton

sticks
3. Dressing trays
4. Sputum caps
5. Mercurial thermometers
6. Masks
7. Goggles
8. Head caps
9. Straps
10. Splints
11. Slings
12. Bandages
13. Crutches
14. Feeding utensils
15. Linens
16. Pillow and pillow cases
17. Rubber sheet
18. Thermal blanket
19. Kelly pad
20. Rubber ring

Issued by:

Assist in Client.
21. Patients gown
22. Draw sheet
23. Towel, hand towel
24. Bed pan
25. Soap dish
26. Urinals
27. Ambu man
28. Ambu baby
29. Plaster
Prepared by:
HCS NC II Trainer

Issued by:

Assist in Client.
PURCHASE REQUEST
BVS COLLEGES
PR. October 18,

Department: Technical
No.: 2012
Date:
Section: Electronics
Unit Total
Stock
Unit Item Description Quantity Cost Cost
No.
(Php) (Php)
Plastic dressing tray (complete

pcs with accessories) and alcohol and 3 250 750
betadine
pcs Sputum cap 3 10 30
pcs Thermometer (digital, axillary) 12 120 1440

Disposable non-woven fabric
pcs hospital clinical surgical medical 12 5 60
mask
pcs Surgical Goggles 3 65 195
pcs Surgical Cap 12 2 24
pcs Rubber Bandages 3 100 300
Pcs Gauze Bandages 3 30 90
pcs Stainless-Steel Feeding utensils 12 20 240
unit Caja de Oro Shelves 1 1000 1000
pcs Stainless-Steel Basin 3 50 150
pcs Soap dish 3 20 60
pcs Surgical Plaster 3 25 75
Adult Brachial Aneroid BP

pcs 3 1500 4500
apparatus
pcs Hospital pillow case 6 50 300

Issued by:

Assist in Client.
pcs Cotton hand towel 6 20 120
Grand Total: 9334
Purpose: Tools and materials in the practical work area are not enough and
some are not functional. Supplies are consumables and are needed to replace.
Requested By:
Approved By:
Signature:
WARREN JAE M.
SANDOVAL GRACE E. CUYAHON
PRINTED NAME:
HCS NC II Trainer
Designation: Registrar/ Administrative
Officer
Prepared by:
HCS NC II Trainer

Issued by:

Assist in Client.
OPERATIONAL PROCEDURE
Equipment Type Aneroid BP Apparatus
Equipment Code
Location Healthcare Laboratory
Operation Procedure:
1. Check functionality of stethoscope, earpieces, chest-pieces,

bladder, cuff and rubber tubings.
2. Check availability of all parts.
3. Check for protruding parts.
4. Always deflate the bladder when not in use.
5. Wipe the diaphragm or the bell and the earpieces with alcohol.
6. Wipe the rubber tubings with clean water, NOT alcohol or
soap.
7. Place all needed materials in the prescribe receptacle.
Prepared by:

Trainer

Issued by:

Assist in Client.
HOUSEKEEPING SCHEDULE

Area/ Section Healthcare Laboratory
In- Charge Healthcare Personnel (Warren Jae M. Sandoval)
Schedule for the 2nd Semester, 2012

P P
Responsible
Remarks
15th Day
Monthly
ACTIVITIES
Weekly
person
Every
Every
other
Daily
P
Day
P
1. Clean all tools Trainee/Utility
X
and equipment Personnel
2. Clean tables Trainee/Utility
X
and chairs Personnel
3. Arrange all
Trainee/Utility
tools, equipment, X
Personnel
tables and chairs
4. Wash all bed
linens, curtains Utility
X
and linen hamper Personnel
cloths.
5. Disinfect
Trainee/Utility
unused X
Personnel
tools/equipment
6. Disinfect used Trainee/Utility
X
tools/equipment Personnel
7. Dispose all
expired materials
Healthcare
and non-
Personnel
recyclable
damaged items
Trainee/Utility
8. Clean floor X
Personnel
9. Clean walls Utility
X
and windows Personnel
Trainee/Utility
10. Dispose waste X
Personnel
11. Lock storage
Healthcare
cabinets every X
Personnel
after use
Prepared by:
HCS NC II Trainer

Issued by:

Assist in Client.
WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO
1. Clean all tools and equipment.
2. Clean tables and chairs.
3. Arrange all tools, equipment, tables and chairs.
5. Disinfect unused tools/equipment
6. Disinfect used tools/equipment
7. Clean floor
8. Dispose waste
9. Lock storage cabinets every after use
WEEKLY TASK YES NO
1. Wash all bed linens, curtains and linen hamper cloths.
2. Clean walls and windows
MONTHLY TASK YES NO
1. Inspect expired materials and non-recyclable damaged
items.
2. Clean instructional materials & modules; arrange and put
in order
Prepared by:

Trainer

Issued by:

Assist in Client.
TAG-OUT INDEX CARD
DESCRIPTION
LOG DATE TYPE
(System Components,
SERIAL ISSUED (Danger/Caution)
Test reference, etc.
Fire Hazard. Do not use in

2012-01 10-18-2012 Warning the presence of flammable
Anesthetic gases.
Allow the heater to cool

2012- 02 10-18-2012 Warning
before handling
Electrical Shock Hazard.

Refer all servicing to
2012- 03 10-18-2012 Warning
qualified, trained personnel
only.
Do not autoclave, gas

sterilize, pasteurize or
2012- 04 10-18-2012 Caution immerse this device in any
liquid. Severe equipment
damage will result.
No smoking/fire within 50
2012- 05 10-18-2012 Warning
feet
The instrument contains

electrical circuits, devices
2012- 06 10-18-2012 Warning
and components operating
at dangerous voltages.
Prepared by:
HCS NC II Trainer

Issued by:

Assist in Client.
BREAKDOWN/ REPAIR REPORT
Property ID Number:
Property Name: Wheelchair 01
Practical Work Area / Healthcare

Location:
Laboratory
Findings Recommendation
Malfunctioning left wheel lock Sent to maintenance for repair
Inspected by: Warren Jae M.

Reported to: Engr. Kendar A. Somyden
Sandoval
Date: Oct. 18, 2012 Date: Oct. 18, 2012
Assigned to: Jun A. Sabayton Received Assignment:
Date: Oct. 18, 2012 Date:
Subsequent Action Taken: Recommendation:
By Technician Reported:
Date: Date:
Prepared by:
HCS NC II Trainer

Issued by:

Assist in Client.
INSPECTION REPORT
Area / Section: Healthcare Laboratory
In-Charge: Healthcare Personnel

Warren Jae M. Sandoval
FACILITY PROGRESS /
INCIDENT ACTION TAKEN
TYPE REMARKS
Overbed Table Detached wheels Sent to Repaired
on the left rear maintenance for
repair
Nebulizer Unable to switch Sent to Cannot be
on manufacturer for repaired; replace
repair nebulizer
Hospital Bed Malfunctioning Sent to Repaired
Manual Lever maintenance for
repair
BP Apparatus Non-Inflating Cuff Troubleshooting Needs
done replacement
Wheelchair Malfunctioning Sent to Repaired
left wheel lock maintenance for
repair
Bedside Table Inoperable door Hinges Lubricated Repaired
Linen Hamper Torn hamper Mended Repaired
cloth
Reported by:

U
Signature over Printed Name
Date: May 27, 2014
Prepared by:

HCS NC II Trainer

Issued by:

Assist in Client.
WORK REQUEST
Unit Description:
No.
Over-bed Table
Observation:
Detached Wheels on the Left Rear Date Reported:
May 27, 2014
Should be reattached Reported by:
Warren Jae M.
Sandoval
Activity: Soldering Date completed:
May 27, 2014
Sign:
Spare parts used: None
Unit Description:
No. Nebulizer
Observation:
Unable to switch on Date Reported:
May 27, 2014
Should be sent to manufacturer/place of purchase for Reported by:
repair or replacement Warren Jae M.
Sandoval
Activity: Referred to manufacturer for repair Date completed:
May 27, 2014
Sign:
Unit Description:
No. BP Apparatus
Observation:
Non-inflating Cuff Date Reported:
May 27, 2014
Should be replaced if the damage is tearing of the cloth Reported by:
part of the cuff Warren Jae M.
Sandoval
Activity: Purchased Date completed:
May 27, 2014
Sign:

Issued by:

Assist in Client.
Unit Description:
No. Hospital Bed
Observation:
Detached Wheels on the Left Rear Date Reported:
May 27, 2014
Should be reattached Reported by:
Warren Jae M.
Sandoval
Activity: Soldering Date completed:
May 27, 2014
Sign:
Unit Description:
No. Linen Hamper
Observation:
Torn Hamper Cloth Date Reported:
Should be mended May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Tear Stitched Date completed:
May 27, 2014
Sign:
Unit Description:
No. Bedside Table
Observation:
Inoperable door Date Reported:
Should be repaired May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Hinges lubricated Date completed:
May 27, 2014
Sign:
Spare parts used: none

Issued by:

Assist in Client.
Unit Description:
No. Wheelchair
Observation:
Malfunctioning left wheel lock Date Reported:
May 27, 2014
Reported by:
Warren Jae M.
Sandoval
Activity: Should be repaired Date completed:
May 27, 2014
Sign:
Spare parts used: Wheel Lock
Prepared by:

HCS NC II Trainer

Issued by:

Assist in Client.
SALVAGE REPORT
Area / : Healthcare Laboratory

Section
In-Charge : Healthcare Personnel

(Warren Jae M. Sandoval)
FACILITY TYPE PART ID RECOMMENDATION

Short Linens Short Linen( All parts) Store as back-up linen
draw sheets
BP Apparatus Cuff Bulb and Store as back-up bulb
Stethoscope Tubing and tubing
Reported by: Date
Signature Over Printed Name
Prepared by:

HCS NC II Trainer

Issued by:

Assist in Client.
BVS COLLEGES
422-4992
This is to certify that WARREN JAE M. SANDOVAL, RN a trainer/instructor of

HEALTH CARE SERIVICES NC II in this institution has been maintaining good
housekeeping of the laboratory assigned to him.
Likewise, he always prepare his session plans and adopted the requirements of
Competency-Based Training under the Unit of Competency Maintain Training
Facilities through the visual display and accomplishment of relevant forms in the
Facilities Maintenance Area of his Laboratory with the following forms:
a. Housekeeping Schedule
b. Equipment Maintenance Schedule
c. Housekeeping Inspection Checklist
d. Maintenance Inspection Checklist
e. Equipment Record with Code and Drawing
f. Tag-out Bill
g. Waste Segregation List
h. Breakdown Report
i. Work Request
j. Salvage Report
k. Inspection Report
I. Operation of Equipment
purposes and intends it may serve him best.
Issued this 27th day of May 2014 at Km.5 La Trinidad, Benguet, Philippines.

President
SUPERVISE
WORK-BASED TRAINING
Contents
Training Plan
Training Session Evaluation Form
Work-Based Training Evaluation
Interpretation and Analysis of Program Evaluation
Trainers Self Evaluation
Training Evaluation Form
Trainees Record Book
Trainees Progress Sheet
OJT Monitoring Sheet
Memorandum of Agreement
Office Order of Designation
Third Party Certificate

May 2014 Issued by:

Mobility Jae M.
Revision #
01
TRAINING PLAN
Trainees Facilities/ Date

Training Activity/ Assessment
Training Mode of Training Staff Tools and Venue and
Task Method
Requirements Equipment time
Information
Sheets
PowerPoint
Patient Presentations
Modular/ Self- Self-check
confidentiality and Video
Paced
privacy presentations Classroom Return
requirements Lecture
Prepare to Warren Jae
Hygiene Kit Laboratory/ Demonstration
OSH procedures Discussions
assist with M. Sandoval, PPE Simulated TBA
Demonstrations Practical
patient mobility Infection control Role-Play
RN Sink with Workplace Exercises
guidelines faucet and Wash area
Equipment use Video running water Oral
and specifications Presentation Questioning
Sterile gloves
Body Mechanics Hospital
Assistive
Devices
Hospital Bed
Information
Patient Sheets
confidentiality
PowerPoint
and privacy
Presentations Self-check
requirements Modular/ Self-
Video
OSH procedures Paced Classroom Return
presentations
Infection control Lecture Laboratory/ Demonstration
Assist with Hygiene Kit
guidelines Discussions Warren Jae Simulated
PPE Observation
client/patient Appropriate Demonstrations M. Sandoval,
Workplace TBA
mobility RN Sink with Practical
communication Role-Play Actual
faucet and Exercises
skills Video Workplace
running water
Equipment use Presentation Oral
Sterile gloves
and Questioning
Hospital
specifications
Assistive
Safe handling
Devices
skills
Hospital Bed

May 2014 Issued by:

Mobility Jae M.
Revision #
01
Information
Sheets
Patient PowerPoint
confidentiality Presentations
and privacy Modular/ Self- Video Self-check
requirements Paced presentations Classroom Return
Complete OSH procedures Lecture Hygiene Kit Laboratory/ Demonstration
Warren Jae
client/patient Infection control Discussions PPE Simulated
M. Sandoval, Practical TBA
mobility guidelines Demonstrations RN Sink with Workplace
assistance Exercises
Appropriate Role-Play faucet and Wash Area
communication running water Oral
Video Presentation
techniques Sterile gloves Questioning
Safe handling Hospital
skills Assistive
Devices
Hospital Bed
Prepared by: WARREN JAE M. SANDOVAL, RN

U
HCS NC II Trainer

May 2014 Issued by:

Mobility Jae M.
Revision #
01
TRAINING SESSION EVALUATION FORM
INSTRUCTIONS

your trainer has done his job during the whole duration of your training. Please give
your honest rating by checking on the corresponding cell of your response. Your
answers will be treated with utmost confidentiality.
Very Good/ Very

Unsatisfactory
Outstanding
Satisfactory
Satisfactory
TRAINERS/INSTRUCTORS
Adequate
Good/
Poor/
Fair/
1 2 3 4 5
Name of Trainer: _______________________________
1. Orients trainees about CBT, the use of CBLM
and the evaluation system
2. Discusses clearly the unit of competencies
and outcomes to be attained at the start of
every module
3. Exhibits mastery of the subject/course
he/she is teaching
4. Motivates and elicits active participation from
the students or trainees
5. Keeps records of evidence/s of competency
attainment of each student/trainees
6. Instill value of safety and orderliness in the
classrooms and workshops
7. Instills the value of teamwork and positive
work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in teaching
12. Provides extra attention to trainees and
students with specific learning needs
13. Attends classes regularly and promptly
14. Shows energy and enthusiasm while teaching
May 2014 Issued by:

Mobility Jae M.
Revision #
01
15. Maximizes use of training supplies and
materials
16. Dresses appropriately
17. Shows empathy
18. Demonstrates self-control

your trainer prepared and facilitated your training. Please give your honest rating by
checking on the corresponding cell of your response. Your answers will be treated
with utmost confidentiality.
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very Good/
Adequate
PREPARATION
Good/
Poor/
Fair/
Very
1 2 3 4 5
well explained
clarified
Very Good/ Very
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
DESIGN AND DELIVERY

Poor/
Fair/
1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and
presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like Task/Job Sheets
are sufficient to learn required skills
May 2014 Issued by:

Mobility Jae M.
Revision #
01
6. Valuable knowledge are learned through
the contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation
system are suitable for the trainees and
the competency
9. Recording of achievements and
competencies acquired is prompt and
comprehensive
10. Feedback about the performance of
learners are given immediately
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very Good/
TRAINING FACILITIES/RESOURCES
Poor/
Fair/
Very
1 2 3 4 5
1. Training resources are adequate
2. Training venue is conducive and
appropriate
3. Equipment, supplies, and materials are
sufficient
4. Equipment, supplies and materials are
suitable and appropriate
5. Promptness in providing supplies and
materials
Very Good/ Very
Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Poor/
Fair/
SUPPORT STAFF
1 2 3 4 5
1. Support Staff are accommodating
Comments/Suggestions:
Ok naman. Nagenjoy kami sa pagtuturo ni sir, pero sana masmabait yung nasa tool
U
room.

May 2014 Issued by:

Mobility Jae M.
Revision #
01
BVS COLLEGES
U
TRAINEES RECORD BOOK
I.D.
Trainees No.___________
NAME: _______________________________________
QUALIFICATION: HEALTH CARE SERVICES NC II
U
TRAINING DURATION: __________________________

TRAINER: ____________________________________

May 2014 Issued by:

Mobility Jae M.
Revision #
01
Instructions:
This Trainees Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence that
can be submitted for portfolio assessment and for whatever
purpose it will serve you. It is therefore important that all its
contents are viably entered by both the trainees and instructor.
The Trainees Record Book contains all the required
competencies in your chosen qualification. All you have to do is to
fill in the column Task Required and Date Accomplished with
all the activities in accordance with the training program and to be
taken up in the school and with the guidance of the instructor. The
instructor will likewise indicate his/her remarks on the
Instructors Remarks column regarding the outcome of the task
accomplished by the trainees. Be sure that the trainee will
personally accomplish the task and confirmed by the instructor.
It is of great importance that the content should be written
legibly on ink. Avoid any corrections or erasures and maintain the
cleanliness of this record.
This will be collected by your trainer and submit the same to
the Vocational Instruction Supervisor (VIS) and shall form part of
the permanent trainees document on file.
THANK YOU!

May 2014 Issued by:

Mobility Jae M.
Revision #
01
NOTES:

May 2014 Issued by:

Mobility Jae M.
Revision #
01
BASIC COMPETENCIES Clearly express own
opinion
Unit of Competency: 1. PARTICIPATE IN WORKPLACE Establish protocols
COMMUNICATION Conduct workplace
interactions
NC Level II
Ask and respond to
Learning Task/Activity Required Date Instructors questions about simple
routine workplace
Outcome Accomplished Remarks
Interpret and implement
Obtain and Access specific and meetings outcomes
convey relevant information
Complete range of forms
workplace
Effective questioning , relating to conditions of
information
active listening and employment
Participate in
speaking skills
workplace Record workplace data.
meetings and Use appropriate medium
discussions Use Basic mathematical
Use appropriate non- process
Complete
relevant work verbal communication
Identify errors in
related Identify Appropriate recording information on
documents lines of communication forms/ documents
with supervisors and
colleagues
Use Defined workplace Complete report
procedures requirements to
supervisor
Carry personal
interaction __________________ ___________________
Attend Team meetings
Trainees Signature Trainers Signature
May 2014 Issued by:

Mobility Jae M.
Revision #
01
Unit of Competency: 2. WORK IN A TEAM ENVIRONMENT contributions
Observe protocols in
NC Level II reporting using
standard operating
Learning Outcome Task/Activity Required Date Instructors procedures
Accomplished Remarks Contribute to the
Describe team Identify the role and
development of team
role and scope objective of the team
work plans based on
Identify own role Identify team an understanding of
and responsibility parameters, teams role and
within team reporting objectives and
Work as a team relationships and individual
member responsibilities competencies of the
Identify Individual members.
role and
responsibilities
within the team
__________________ ___________________
environment
Identify Roles and
responsibility of
other team members
Identify Reporting
relationships within
team and external
Use effective and
appropriate forms of
communications
Make effective and
appropriate
May 2014 Issued by:

Mobility Jae M.
Revision #
01
Unit of Competency: 3. PRACTICE CAREER PROFESSIONALISM Unit of Competency: 4. PRACTICE OCCUPATIONAL HEALTH
AND SAFETY PROCEDURES
NC Level II
Learning Task/Activity Required Date Instructors NC Level II

Outcome Accomplished Remarks
Integrate Pursue Personal growth Learning Outcome Task/Activity Date Instructors
personal and work plans Required Accomplished Remarks
objectives with Maintain Intra- and Provide information to the Relevant
organizational interpersonal work group about the information
goals relationships organizations infection about the
Integrate Demonstrate control policies and organization's
personal Commitment to the procedures infection
objectives with organization and its goal Integrate the control policy
organizational Prioritize competing organizations infection and
goals demands control policy and procedures,
Maintain Utilize resources procedure into work and
professional Follow practices along practices. applicable
growth and economic use and Monitor infection control industry
development maintenance of performance and codes of
equipment and facilities implement improvements practice are
Identify Trainings and in practices. accurately
career opportunities and clearly
Sought/receive and explained to
demonstrate the work
recognitions group.
Obtain Licenses and/or Information
certifications relevant to about
job and career identified
__________________ ___________________ hazards and
the outcomes
Trainees Signature Trainers Signature of infection
May 2014 Issued by:

Mobility Jae M.
Revision #
01
risk COMMON COMPETENCIES
assessments
is regularly Unit of Competency: 1. IMPLEMENT AND MONITOR INFECTION
provided to
the work CONTROL POLICIES AND PROCEDURES.
group.
Opportunity is NC Level II
provided for
the work Learning Outcome Task/Activity Date Instructors
group to seek Required Accomplished Remarks
further Provide Explains
information on information to the accurately and
workplace work group about clearly relevant
infection the organizations information about
control issues infection control the organization's
and practices. policies and infection control
procedures policy and
Integrate the procedures, and
organizations applicable
__________________ ___________________
infection control industry codes of
policy and practice.
Trainees Signature Trainers Signature procedure into Provides regular
work practices. information about
Monitor infection identified hazards
control and the outcomes
performance and of infection risk
implement assessments.
improvements in
Provides
practices.
opportunity for the
work group to
seek further
information on

May 2014 Issued by:

Mobility Jae M.
Revision #
01
workplace refers to the
infection control appropriate
issues and personnel for
practices. resolution.
Implements Implements
Infection control workplace
policy and procedures for
procedures. dealing with
Maintains liaison infection control
with person risks and
responsible for hazardous events
organization-wide whenever
infection control. necessary.
Ensures the Encourages
Supervisor's employees to
coaching supports report infection
the risks and to
individuals/teams improve infection
are able to control
implement procedures.
infection control Promptly
practices. investigates
Adopts work infection control
procedures to hazardous events
reflect appropriate to identify their
infection control cause in
practice. accordance with
organization
Deals with and
policy and
resolves promptly
procedures.
issues raised
through Monitors work
consultation or procedures to

May 2014 Issued by:

Mobility Jae M.
Revision #
01
control infection inadequacies in
risks to ensure work procedures
compliance. and infection
Reviews and control measures
adjusts work to designated
procedures are personnel.
regularly to Maintains
ensure accurate records
improvements in of infection
infection control control risks and
practice. incidents as
Provides required.
supervisor Uses aggregate
feedback to team infection control
and individuals information
on compliance reports are to
issues, changes identify hazards,
in work to monitor and
procedures and improve risk
infection control control methods
outcomes. and to indicate
Provides training training needs.
in work
procedures as
required to __________________ ___________________
ensure
maintenance of
infection control
standards.
Identifies,
corrects and
reports

May 2014 Issued by:

Mobility Jae M.
Revision #
01
Unit of Competency: 2. RESPOND EFFECTIVELY TO DIFFICULT/ procedures.
CHALLENGING BEHAVIOR Uses communication
effectively to achieve the
NC Level II desired outcomes in
Learning Outcome Task/Activity Required Date Instructors responding to difficult or
Accomplished Remarks challenging behavior.
Plan and respond Plans responses to Selects appropriate
to emergencies instances of difficult or strategies to suit
Report and review challenging behavior to particular instances of
incident/s maximize the availability difficult or challenging
of other appropriate behavior.
staff and resources. Reports incidents
Identifies specific according to
manifestations of institutional policies and
difficult or challenging procedures.
behavior and plans Reviews incidents with
strategies appropriate to appropriate staff and
these behaviors as suggestions appropriate
required. to area of responsibility
Gives priority to safety are made.
of self and others in Uses and participates in
responding to difficult or debriefing mechanisms
challenging behavior and other activities.
according to
Soughs advice and
institutional policies and
assistance from
procedures.
legitimate sources when
Deals difficult or appropriate.
challenging behavior is
__________________ ___________________
with prompt, firm and
diplomatically in
accordance with Trainees Signature Trainers Signature
institutional policies and
May 2014 Issued by:

Mobility Jae M.
Revision #
01
Unit of Competency: 3. APPLY BASIC FIRST AID available resources.
Seek First Aid
NC Level II assistance from others
in a timely manner and
Learning Outcome Task/Activity Required Date Instructors as appropriate.
Accomplished Remarks Monitor and respond to
casualtys condition in
Identify Physical
Assess the accordance with
hazards to self and
situation effective First Aid
casualtys health and
Apply basic first principles and
safety.
aid techniques workplace procedures.
Minimized immediate
Communicate Accurately record
risks to self and
details of the details of casualtys
casualtys occupational
incident physical condition,
health and safety (OSH
changes in conditions,
) by controlling the
management response
hazard in accordance
in line with
with OSH
organizational
requirements.
procedures.
Assess casualtys vital
Finalize casualty
signs and physical
management according
condition in
to his/her needs and
accordance with
First Aid principles.
workplace procedures.
Request appropriate
Provided First Aid
medical assistance
management in
using relevant
accordance with
communication media
established First Aid
and equipment
procedures.
Accurately convey
Reassure casualty is in
details of casualtys
a caring and calm
condition and
manner and made
management activities
comfortable using
to emergency
May 2014 Issued by:

Mobility Jae M.
Revision #
01
services/relieving NC Level II
personnel
Prepare reports to Learning Outcome Task/Activity Required Date Instructors
supervisors in a timely Accompli Remarks
manner, presenting all shed
relevant facts
Communicate Identify and use effective
according to
appropriately with communication
established company
patients strategies and
procedures
Establish and techniques to achieve
maintain good best patient service
interpersonal outcomes.
__________________ ___________________ relationship with Responded to complaints
patients in accordance with
Trainees Signature Trainers Signature Act in a respectful organizational policy to
manner at all ensure best service to
times patients.
Deal with complaints in
accordance with
established procedures
Accessed interpreter
services as required
Take action to resolve
conflicts either directly,
where a positive outcome
can be immediately
achieved, or by referral to
the appropriate
personnel
Unit of Competency: 4. MAINTAIN HIGH STANDARDS OF
PATIENT SERVICES Participate in work team
constructively and

May 2014 Issued by:

Mobility Jae M.
Revision #
01
collaboratively and in all interactions with
demonstrate an patients, their visitors,
understanding of own careers and family
role. Provide assistance with
Establish rapport to the care of patients with
ensure the service is challenging behaviors in
appropriate to and in the accordance with
best interests of patients. established procedures
Use effective listening Use techniques to
skills to ensure a high manage and minimize
level of effective aggression
communication and
quality of service Receive or seek advice
Correctly identify and and assistance from
respond to patient appropriate sources on
concerns and needs own performance
responsibly and Adjust own work,
accordingly established incorporating
procedures and recommendations that
guidelines address performance
Consistently monitor and issues, to maintain the
evaluate effectiveness of agreed standard of
interpersonal interaction patient support
to ensure best patient
service outcomes
Demonstrate respect for __________________ ___________________
differences is positively,
actively and consistently Trainees Signature Trainers Signature
in all work.
Maintain confidentiality CORE COMPETENCIES
and privacy of patients. Unit of Competency: 1. PREPARE AND MAINTAIN BED
Demonstrated courtesy
May 2014 Issued by:

Mobility Jae M.
Revision #
01
NC Level II where necessary
Learning Outcome Task/Activity Required Date Instructors Place clean bed linen is
Accompli Remarks on bed in accordance
shed with institution
procedures
Use personal protective
Prepare Area for Remake existing bed
equipment according to
Bed Making linen, as needed
institutional policy
Adjust bed height is Ask patient whether
adjusted as necessary he/she is comfortable, or
if he/she has any
Clear of bed
surroundings of medical preferred bed needs
and other equipment Handle reusable clean
before bed is stripped, bed linen is accordance
where necessary with institution
procedures
Provide patient privacy,
comfort and safety at all Clean and disinfect
times mattresses and pillows,
in accordance with
Check bed linen for
displaced personal items, established procedures
aids and equipment and Adjust bed height for
place such occupancy and apply
aids/equipment in brakes according to bed
appropriate type
area/container Keep beds and
Perform after care
Strip bed linen where equipment/ aids
Perform Bed Making activities of
necessary accessible and leave bed
materials and
Remove and place ready for occupancy
equipment used
clinical waste and soiled Report damaged and/or
linen in appropriate faulty beds, equipment
container mattresses, pillows and
Clean bed according to linen to appropriate
established procedures, personnel and document
accordingly.
May 2014 Issued by:

Mobility Jae M.
Revision #
01
Discard soiled linen and Unit of Competency: 2. COLLECT AND MAINTAIN LINEN
clinical wastes according
STOCKS AND END-USERS LOCATION
to established protocol
Clean and returned NC Level II
cleaning implements to Learning Task/Activity Required Date Instructors
designated storage areas Outcome Accomplished Remarks
or disposed of Collect soiled Collect soiled linen as
appropriately. linen scheduled from end user
locations
__________________ ___________________ Replace soiled linen bag in
accordance with institution
Trainees Signature Trainers Signature policies and procedures
Transport soiled linen to
designated holding area
using appropriate
equipment and safe
handling techniques
Carry out collection of soiled
linen out in a manner that
minimizes the risk of cross
contamination and comply
with OHS policy and
procedures
Identify and report hazards
to supervisor
Follow correctly appropriate
procedures for dealing with
accidents, including sharp
injuries
Distribute Transport clean linen as
clean linen scheduled to end- user
locations using appropriate

May 2014 Issued by:

Mobility Jae M.
Revision #
01
equipment and safe handling Unit of Competency: 3. ASSIST IN CLIENT OR PATIENT
techniques
MOBILITY
Replace linen to ensure
adequate supply for users NC Level II
Rotate linen stock and return Learning Outcome Task/Activity Required Date Instructors
old stock for reprocessing Accompli Remarks
Maintain linen Maintain optimum stock shed
stock levels levels to ensure linen Confirm requirements for
Prepare to assist
availability assisting with patient
with patient
Requisite linen to par level mobility with concerned
mobility
quantity health personnel and care
Store linen in linen storage plan
facilities and maintain Select equipment
according to institution according to prescribed
requirements plan of care
Maintain linen stock records Prepare environment
according to institution according to established
requirements guidelines
Do linen inventory according Explain procedure to
to institution policies and patient as required using
procedures appropriate
communication
techniques
__________________ ___________________
Carry out patient mobility
Trainees Signature Trainers Signature Assist with
using safe handling
client/patient
methods and equipment
mobility
as required
Take appropriate action to
ensure patient comfort
and safety throughout
positioning or transfer
Undertake

May 2014 Issued by:

Mobility Jae M.
Revision #
01
communication with Unit of Competency: 4. ASSIST IN TRANSPORTING
patients during movement
according to established
CLIENTS/PATIENT
procedures.
Move patient to NC Level II
Complete client/
prescribed position and
patient mobility
concerned health Learning Outcome Task/Activity Date Instructors
assistance
personnel are informed Required Accomplished Remarks
accordingly
Clean equipment in Confirm
Prepare client/patient
accordance with transportation
for transport requirements
established procedures
Report equipments with appropriate
working condition health care
immediately in personnel
accordance with Explain
established procedures transport
procedures to
patient as
required
__________________ ___________________ Make
Trainees Signature Trainers Signature preparations for
the safe and
efficient
transport of the
patient as per
instructions
Ready
equipment for
transportation
according to
requirements
and check to
May 2014 Issued by:

Mobility Jae M.
Revision #
01
ensure that it is procedures
clean, complete Return
and functional Equipment
according to
standard
Transport operating
Assist in client/patient procedures
patient to
transport designated Immediately
location in report the
accordance with working
established condition of
procedures equipment in
Adjust accordance with
equipment to established
ensure patient procedures.
comfort and
safety with
minimal risk to Trainees Signature:___________________________
self
Bring patient to
designated
location and Trainers Signature:____________________________
reported to
appropriate
health care
personnel
Clean
Perform post-transport
equipment in
procedures accordance with
established

May 2014 Issued by:

Mobility Jae M.
Revision #
01
Unit of Competency: 5. ASSIST IN BIO-PSYCHOSOCIAL relationship
with patients
SUPPORT CARE OF PATIENTS
Generate trust
NC Level II and confidence
of patient
consistently in
Learning Outcome Task/Activity Date Instructors all of the
Required Accomplished Remarks relevant work
activities that
Make initial
Establish and maintain are undertaken
contact with
rapport with client Maintain
patient care and
Confidentiality
its appropriate
and privacy of
time according
patient
to the care plan
consistently
and / or
established Respect
procedures Patients rights
and roles in
Demonstrate
decision-
courtesy in all
making
communication
with patients
and staff in the
workplace Obtain information Obtain patient
Initiate regarding the Bio- information
interpersonal Psychosocial Needs of the from the family/
exchanges with significant
patient
patient as others and
appropriate concerned
Develop health personnel
communication
and maintained Determine and
for effective recognize
patient bio-
May 2014 Issued by:

Mobility Jae M.
Revision #
01
psychosocial emotional
care needs discomfort to
Confirm scope, patients and
nature and with minimum
frequency of risk to self
patient support
Provide
needs with
assistance in
patient and
emergency
appropriate
situations
health personnel
according to
as required
prescribed
Report patient
protocol
information as
appropriate and
conform with Trainees Signature ______________________
ethico-moral,
legal,
Trainers Signature:______________________
professional and
institutional
requirements
Provide comfort
Assist patient in meeting
and safety
his bio-psychosocial needs measures
according to the
care plan and
direction of the
health
professional
Provide
assistance and
support with
minimum
physical and
May 2014 Issued by:

Mobility Jae M.
Revision #
01
Unit of Competency: 6. HANDLE WASTE IN A HEALTH CARE personal protective equipment
in accordance with job
ENVIRONMENT
requirements, manufactures
NC Level II specifications, workplace
requirements and relevant
legislation
Learning Task/Activity Required Date Instructors
Outcome Accomplished Remarks Identify and Clearly identify and handle
hazardous, dangerous and
segregate
Determine job Review work sheets to non-conforming waste in
determine waste handling waste accordance with workplace
requirements
requirements policies and procedures as well
Select and obtain as relevant legislation
appropriate equipment for Accurately identify, label and
waste handling tasks and to segregate all waste according
maximize work effectiveness to waste types in accordance
and efficiency with workplace policies and
Organize and set Health care procedures and relevant
sites up to ensure safe, legislation
effective and efficient handling Carefully place all sorted
of waste in accordance with waste into correct waste
workplace requirements and category containers to prevent
relevant legislation litter in work areas and avoid
Identify and manage cross-contamination
potential risks and hazards to Frequently monitor waste
work in accordance with containers to ensure adequate
workplace requirements, OSH, available containers and to
infection control and other secure containment of waste
relevant legislation Empty or replace full waste
Follow reporting identified containers or replace promptly
risks in accordance with to minimize disruption to the
workplace procedures workplace in accordance with
Select and fit emergency and policies and procedures and
May 2014 Issued by:

Mobility Jae M.
Revision #
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job requirements legislation and workplace
Clearly label segregated requirements
waste in accordance with job
requirements, workplace Conduct Inspect and check waste to
policies and procedures and ensure that it is placed in the
quality control
relevant legislation correct waste receptacle
activities
Inspect and check storage
Transport and Select appropriate transport areas to ensure that they are
equipment for waste transport secured in accordance with
store waste
activities to maximize work workplace requirements and
effectiveness and efficiency and relevant legislation
in accordance with workplace Document accurately and
policies and procedures and promptly all details of quality
relevant legislation control activities in accordance
Color-code and label all with workplace requirements
transport equipment in and relevant legislation
accordance with workplace
policies and procedures and Clean-up work Clean waste storage sites and
relevant legislation all equipment to ensure safe
areas
Secure transport loads and not and effective future operation
overload according to in accordance with company
workplace requirements and requirements
relevant legislation Dispose of waste from
Perform waste collection cleaning activities in
rounds as often as required to accordance with workplace
minimize waste overflow requirements, council
hazards. requirements and relevant
Enclose and secure storage legislation
areas are in accordance with
workplace requirement and Trainees Signature:___________________________
relevant legislation
Store waste types in Trainers Signature:____________________________
accordance with relevant

May 2014 Issued by:

Mobility Jae M.
Revision #
01
TRAINEES PROGRESS SHEET
Name: LANGATO, NORIE D.

U Trainer: WARREN JAE M. SANDOVAL
U
Qualification: Health Care Services NC II Nominal

Duration: 960 hours
UNITS OF TRAINING TRAINING DATE DATE RATING TRAINEES SUPERVISORS

COMPETENCY ACTIVITY DURATION STARTED FINISHED SIGNATURE SIGNATURE
Patient
confidentiality
and privacy
requirements
OSH Numerical
PREPARE TO procedures Rating: 85 %
ASSIST WITH Infection September 3, September
60 hours
PATIENT control 2013 14, 2013 Adjectival
MOBILITY guidelines Rating: N.D.L
Competent W.J.M.S.
Equipment use
and
specifications
Body
Mechanics

May 2014 Issued by:
Health Care Services NC Date Revised:
II
Assist in Client. Patient SANDOVAL, Warren 122
Mobility Jae M.
Revision #
01
Patient
confidentiality
and privacy
requirements
OSH
procedures
Numerical
Infection
Rating: 92%
ASSIST WITH control
September October 12,
CLIENT/PATIENT guidelines 90 hrs
17, 2013 2013 Adjectival
MOBILITY Appropriate
Rating: N.D.L
communicatio W.J.M.S.
Competent
n skills
Equipment use
and
specifications
Safe handling
skills

May 2014 Issued by:
II
Mobility Jae M.
Revision #
01
Patient
confidentiality
and privacy
requirements
OSH Numerical
COMPLETE procedures Rating: 95%
CLIENT/PATIENT Infection October 12, October 24,
50 hrs
MOBILITY control 2013 2013 Adjectival
ASSISTANCE guidelines Rating: N.D.L
Competent W.J.M.S.
Appropriate
communicatio
n techniques
Safe handling
skills
Prepared by: WARREN JAE M. SANDOVAL,RN

U
HCS NC II Trainer

May 2014 Issued by:
II
Mobility Jae M.
Revision #
01
INTERPRETATION AND ANALYSIS OF PROGRAM
EVALUATION
RATER A
Fair/ Satisfactory
Very Good/ Very

Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
PREPARATION
Poor/
1 2 3 4 5

3. Objectives of every training session is well
explained
4. Expected activities/outputs are clarified

RATER B
Fair/ Satisfactory
Very Good/ Very

Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
PREPARATION
Poor/
1 2 3 4 5

well explained
clarified


May 2014 Issued by:
II
Mobility Jae M.
Revision #
01
RATER C
Fair/ Satisfactory
Very Good/ Very

Good/ Adequate
Unsatisfactory
Outstanding
Satisfactory
Poor/
PREPARATION
1 2 3 4 5


well explained

clarified

May 2014 Issued by:
II
Mobility Jae M.
Revision #
01
AVERAGE RATINGS
PREPARATION AVERAGE
1. Workshop layout conforms with the components of 4- Very Satisfactory

a CBT workshop
2. Number of CBLM is sufficient 5- Outstanding
3. Objectives of every training session is well 5- Outstanding

explained
4. Expected activities/outputs are clarified 4- Very Satisfactory
General Average 4.50
General Interpretation:
As shown by the data, it can be concluded that the trainers preparation
of the training is generally outstanding.
Recommendation/s:
In order to enhance the adherence of the health care laboratory to the
standard component of a CBT workshop, I dutifully recommend that more
equipment should be purchased.
Prepared by:

HCS NC II Trainer

May 2014 Issued by:
II
Mobility Jae M.
Revision #
01
SELF-EVALUATION
The trainer shall design a self-evaluation questionnaire that he/she shall
answer after the conduct of the training. This shall serve as a checklist of what
he/she must do.
During the session, did I? Yes No
1. Establish an atmosphere of trust?

2. Encourage participation of the trainees?
3. Assist the trainees when they needed assistance?
4. Consider the feedback of trainees?
5. Remain aware of nonverbal communication?
6. Praise effort?
7. Summarize key points?
8. Vary activities and tasks to aid attainment of competency?
9. Provide opportunities for practice?
10. Achieve the learning objectives?
Questions:
U
1. Were there any parts of the session which did not run as expected? Why?
2. Did any unexpected problem arise? Did I deal with them correctly?
3. Were the session outcomes achieved? If not, why?
4. Should anything be changed for the next training sessions?
Prepared by:

HCS NC II Trainer

May 2014 Issued by:
II
Mobility Jae M.
Revision #
01
BVS Colleges
Telefax No.: (074) 422-4992
Email address: bvscolleges@rocketmail.com
0TU U0T
Benguet General Hospital

U

U
OJT CENTER/ADDRESS
ON THE JOB MONITORING SHEET
Trainee: DIAMAS, Norie

U
Department: Medical Ward

U
Course: Health Care Services NC II

U
Semester: 2nd PU UP
School Year: 2013-2014

U
OJT Duration: 150 hrs U
DATE JOB JOB

PERFORMED RESULT COMMENTS/RECOMMENDATION REMARKS
(DAILY TASK) (QUALITY)
12/2/14 Assist in Proficient Trainee completes the
Positioning procedure with confidence,
Patient in using the correct techniques
bed and communication skills
Monitored by: Noted by:
___________________________ _______________________________
Signature Over Printed Name Signature Over Printed Name
Supervisor In-Charge OJT Coordinator/Trainer
Approved by:
MA. CORAZON B. SOMYDEN
Academic Dean

May 2014 Issued by:
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Revision #
01
MEMORANDUM OF AGREEMENT AS AFFILIATING HOSPITAL
KNOW ALL MEN BY THESE PRESENTS:
This MEMORANDUM OF AGREEMENT AS AFFILIATING HOSPITAL made

and entered into the Province of Benguet, Philippines, this 30thday of September, 2013 by and
between:
LUIS HORA MEMORIAL REGIONAL HOSPITAL with office address at Abatan Bauko
Mountain Province, a duly authorized secondary hospital represented by EPIFANIO B.
PAGALILAUAN,Jr., MD, MHA , Chief of Hospital III herein referred to as the PARTY OF
THE FIRST;
And
BVS COLLEGES, with office address at KM 5 La Trinidad Benguet, a duly recognized
Institution by the Department of Education and Technical Educational and Skills Development
Authority represented by Engr. KENDAR A. SOMYDEN herein referred as the PARTY OF
THE SECOND PART;
WITNESSETH
1. That the PARTY OF THE FIRST PART agrees and allows the affiliation and
training of HEALTH CARE SERVICES NC II students of the PARTY OF
THE SECOND PART subject to the policies, procedures and guidelines
governing Affiliation and Training of students in the Department of Health
Agencies and that the Chief of Agency representing the PARTY OF THE
FIRST PART shall be responsible and liable to the fullest extent any violation of
the Provision in Administrative Order No. A, series 1996, likewise, in the
PARTY OF THE SECOND PART shall strictly comply with the provision of
the above Administrative Order and any violation thereof, shall be legitimate
ground for the cancellation of the contract.
2. In consideration of the use of the facility as affiliating hospital, the PARTY OF

THE FIRST PART may require commensurate institutional fee either monetary
or its equivalent in kind that will contribute to the overall hospital development
and effective provision of learning environment for students.
3. The term of this contract is from September 30, 2013 to September 30, 2018.
IN THE WITNESS WHEREOF, the parties hereto have signed this contract in
_____________________ Philippines, this ___________ day of
_____________________ 20___.
SIGNATORIES
EPIFANIO B. PAGALILAUAN, Jr., MD, MHA ENGR.KENDAR A. SOMYDEN

Chief of Hospital III President
Party of the First Part Party of the Second Part
CARMELITA O. LUD-AYEN, RN MAY GRACE A. SOMYDEN, RN, RMT

Nurse III (OIC- Chief Nurse) Dean, BVSC- School of Midwifery
CONFORMED:
HON. ABRAHAM AKILIT

Municipal Mayor
______________________________________________________________________________
ACKNOWLEDGEMENT
REPUBLIC OF THE PHILIPPINES )

PROVINCE OF _________________ ) S.S
Before me, this ______ day of _________, 2013 Notary Public in and for the
_________________________, Philippines personally appeared EPIFANIO B.
PAGALILAUAN,Jr.,MD,MHA with Residence Certificate No. ______________issued
at ___________________________________on _______________________ and ENGR.
KENDAR A. SOMYDEN with Residence Certificate No. 06377046 issued at La Trinidad,
Benguet on January 30, 2013 both known to me to be the same persons who executed the
foregoing instrument and they acknowledged that the same is their free act and voluntary deed.
This instrument consisting of two (2) pages, including this page on which this
acknowledgement is written, has been signed on each and every page thereof by the parties
hereof and their witnesses and sealed with my notarial seal.
IN WITNESS, WHEREOF, I have hereunto set my hand, the day, year and place
written above.
NOTARY PUBLIC
Doc. No. ____________

Page No. ____________
Book No.____________
Series of 2014_______
BVS COLLEGES
422-4992
This is to certify that Warren Jae M. Sandoval, RN, a trainer/instructor of HEALTH

CARE SERIVICES NC II in this institution has prepared, submitted and used session
plans in all the competencies in Health Care Services NC II.
Likewise, he has been preparing forms and accomplished reports on Supervised

Work Based Training using the following documents:
a. Class Progress Charts

b. Trainee Progress Sheet
c. Trainee Record Book
d. Training Plan (Industry Setting)
e. Trainee's Learning Requirements
f. List of Tools
g. Determining and Validating Trainee's Current Competencies
h. Comparing and Cross- matching Competencies
i. Prepare Training Facilities for Work-Based Training
j. Trainer Self-Evaluation
k. Interpretation and Analysis of Program Evaluation
I. Self-Assessment Tools
m. OJT Monitoring Form
n. Memorandum of Agreement of Training Institution and Partner Industry
purposes and intends it may serve him best Issued this 30th day of May 2014 at
Km. 5 La Trinidad, Benguet, Philippines.

President
Conduct Competency
Assessment
CONTENTS
Attendance Sheet
Competency Assessment Results Summary
Self-Assessment
Competency Assessment Agreement
Rating Sheets

Page 113 of
122
SANDOVAL,
Patient Mobility
TESDA-SOP-CACO-07-F23

ASSESSMENT AND CERTIFICATION PROGRAM
ATTENDANCE SHEET
Name of Competency
Assessment Center:
Date of Assessment:
Assessment
No. CANDIDATES NAME Signature
Results
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Assessor/s: TESDA Representative:
_______________________________ ______________________________
Signature over Printed Name Signature over Printed Name
Accreditation Number:
__________________________________ CAC Manager:

Signature over Printed Name
______________________________
Accreditation Signature over Printed Name
Number:_______________

Page 114 of
122
SANDOVAL,
Patient Mobility
REFERENCE NUMBER
To be filled out by the Competency Assessor
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidates Name:
Assessors Name:
Title of Qualification / Cluster of
Units of Competency
Assessment Center: Date:
The performance of the candidate in the following unit(s) of competency and

corresponding methods Satisfactory Not Satisfactory
Unit of Competency Assessment Method
Demonstration with Oral
1. Prepare and Maintain Beds Questioning
Interview
2. Collect and Maintain Linen Questioning
Stocks at End-Users Location
Interview
3. Assist Mobility Questioning
Interview
4. Assist Transporting Patient Questioning
Interview
5. Assist in Bio-Psychological Questioning
Support Care of Patients
Interview
6. Handle Waste in a Health Care Questioning
Environment
Interview
Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the
competencies identified in the above-named Qualification/Cluster of Units of Competency
For issuance of
NC/COC
For submission of
additional For re-
(Indicate title of COC, if full documents assessment (pls.
Recommendation: Qualification is not met) Specify: specify)
_________________
_________________
Did the candidate overall performance meet the required evidences/standards?

YE
NO
S
OVERALL EVALUATION
Competent Not Yet Competent
General Comments [Strengths/Improvements needed]
Candidates Signature:
Date:
Assessors Signature:
Date:
Assessment Center Manager Signature: Date:
CANDIDATES COPY
(Please present this form when you file and claim your NC/COC)
To be filled out by the Competency Assessor
COMPETENCY ASSESSMENT RESULTS SUMMARY
Name of Candidate: Date:

Name of Assessment
Date:
Center:
Assessment Results:
Competent
Not Yet Competent
Recommendation:
For issuance of For submission of For re-assessment
NC/COC additional (pls. specify)
(Indicate title of COC, if documents
full Qualification is not Specify:
met)
REFERENCE
NUMBER
_____________________________ __________________________
Assessed by: Attested by:
Name and Signature Name and Signature
Date: Date:
SELF ASSESSMENT GUIDE
Qualification: HEALTH CARE SERVICES NCII
Project: PROVIDE HEALTH CARE SERVICES TO PATIENTS

Units of Competency Prepare and Maintain Beds
Covered:
Collect and Maintain Linen Stocks at End-Users Location
Assist in Patient Mobility
Assist in Transporting Patients
Assist in Bio-Psychological Support Care of Patients
Handle Waste in a Health Care Environment
Instruction:
Read each of the questions in the left-hand column of the chart.
Place a check in the appropriate box opposite each question to indicate your answer.
CAN I? YES NO
Prepare area for bed making*
Make up bed*
Perform after care activities of tools, materials and equipment

that I used*
Collect soiled linen*
Distribute clean linen*
Maintain linen stock level*
Prepare to assist with patient mobility*
Assist with patient mobility*
Complete patient mobility assistance*
Prepare patient for transport*
Assist in patient transport*
Perform post transport procedures*
Establish and maintain rapport with the patient*
Obtain information regarding the bio-psychosocial needs of the

patient*
Provide assistance to meet patient needs as directed by a health
professional*
HCSHCS205-1009 1
Determine job requirements related to waste handling in a
health care environment*
Identify and segregate waste*
Transport waste and store in an enclosed and secured place*
Conduct quality control activities related to waste handling in a

health care environment
Clean up work areas in a health care environment
I agree to undertake assessment in the knowledge that information gathered will only be
used for professional development purpose and can only be assessed by concerned
assessment personnel and may manager / supervisor.
Candidates signature: Date:
HCSHCS205-1009 2
RATING SHEET
Qualification: HEALTH CARE SERVICES NCII

PROVIDE HEALTH CARE SERVICES TO PATIENTS
Project:
Units of Prepare and Maintain Beds
Competency Collect and Maintain Linen Stocks at End-Users Location
Covered: Assist in Patient Mobility
Assist in Transporting Patients
Assist in Bio-Psychological Support Care of Patients
Handle Waste in a Health Care Environment
Instruction:
Read each of the questions in the left-hand column of the chart.
Place a check in the appropriate box opposite each question to indicate your answer.
CAN I? YES NO N/A
Prepare area for bed making*
Make up bed*
Perform after care activities of tools, materials and
equipment that I used*
Collect soiled linen*
Distribute clean linen*
Maintain linen stock level*
Prepare to assist with patient mobility*
Assist with patient mobility*
Complete patient mobility assistance*
Prepare patient for transport*
Assist in patient transport*
Perform post transport procedures*
Establish and maintain rapport with the patient*

Obtain information regarding the bio-psychosocial needs of
the patient*
Provide assistance to meet patient needs as directed by a
health professional*
HCSHCS205-1009 1
HEALTH CARE NC II
Determine job requirements related to waste handling in a
health care environment*
Identify and segregate waste*
Transport waste and store in an enclosed and secured place*
Conduct quality control activities related to waste handling in a

health care environment
Clean up work areas in a health care environment
I agree to undertake assessment in the knowledge that information gathered will only be
used for professional development purpose and can only be assessed by concerned
assessment personnel and may manager / supervisor.
Candidates signature: Date:
HCSHCS205-1009 2
HEALTH CARE NC II

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TRAINERS METHODOLOGY I

HEALTH CARE SERVICES NC II

NATIONAL ASSESSMENT FOR TM LEVEL 1

COC 1: DELIVER TRAINING SESSION

A. PLAN TRAINING SESSION- Written Report and Portfolio REMARKS

COC 2: CONDUCT COMPETENCY ASSESSMENT- Demonstration with Oral Questioning and

A. Prepare Candidate (10)

CHECKED BY AND REVIEWED BY:

TO WHOM IT MAY CONCERN:

Accomplished this 6th of June, 2014 at Baguio City, Philippines.

WARREN JAE M. SANDOVAL

1. What kind of book would you like to read for fun?

Date Developed: Document No.

Developed by: Page 2 of

Date Developed: Document No.

Developed by: Page 3 of

Developed by: Page 4 of

Characteristics of Learning Styles

As an auditory learner, you probably hum or talk to yourself or others if you

Date Developed: Document No.

Developed by: Page 5 of

Date Developed: Document No.

Developed by: Page 6 of

EVIDENCES/PROOF OF CURRENT COMPETENCIES

Developed by: Page 7 of

Date Developed: Document No.

Developed by: Page 8 of

Date Developed: Document No.

Developed by: Page 9 of

Prepare area for Certificate of trainings c. Certificates of Participation

Date Developed: Document No.

Developed by: Page 10 of

5. Handle waste in a Diploma III. Photocopy of the following:

Developed by: Page 11 of

1. Participate in Workplace Communication

a. Obtain and convey workplace information

b. Participate in workplace meetings and discussions

c. Complete relevant work related documents

2. Work in a Team Environment

a. Describe team role and scope

b. Identify own role and responsibility within team

c. Work as a team member

3. Practice Career Professionalism

a. Integrate personal objectives with organizational goals

b. Set and meet work priorities

c. Maintain professional growth and development

d. Integrate personal objectives with organizational goals

e. Set and meet work priorities

f. Maintain professional growth and development

4. Practice Occupational Health and Safety Procedures

a. Identify hazards and risks

b. Evaluate hazards and risks

c. Control hazards and risks

d. Maintain occupational health and safety (OHS) awareness

Date Developed: Document No.

Developed by: Page 12 of

1. Prepare and maintain beds

a. Prepare the area for bed making?

b. Perform bed making?

Date Developed: Document No.

Developed by: Page 13 of

2. Collect and maintain linen stocks at end-user locations

a. Collect soiled linen?