AUTHORITY: Implementing and authorized by the Nursing Home Care Act [210 ILCS 45], the ID/DD Community Care Act [210 ILCS 47], and the MC/DD Act [210 ILCS 46].

SOURCE: Adopted at 13 Ill. Reg. 19474, effective December 1, 1989; amended at 17 Ill. Reg. 2984, effective February 22, 1993; emergency amendment at 20 Ill. Reg. 529, effective January 1, 1996, for a maximum of 150 days; emergency expired May 29, 1996; amended at 20 Ill. Reg. 10085, effective July 15, 1996; amended at 22 Ill. Reg. 4057, effective February 13, 1998; amended at 25 Ill. Reg. 4264, effective March 20, 2001; amended at 26 Ill. Reg. 2747, effective February 15, 2002; ; amended at 26 Ill. Reg. 14837, effective October 15, 2002; amended at 37 Ill. Reg. 10546, effective June 27, 2013; amended at 42 Ill. Reg. 6727, effective March 29, 2018; amended at 44 Ill. Reg. 3455, effective February 21, 2020; emergency amendment at 44 Ill. Reg. 5946, effective March 25, 2020, for a maximum of 150 days; emergency expired August 21, 2020; emergency amendment at 44 Ill. Reg. 7936, effective April 21, 2020, for a maximum of 150 days; emergency amendment to emergency rule at 44 Ill. Reg. 16329, effective September 15, 2020, for the remainder of the 150 days; emergency amendment effective April 21, 2020, as amended September 15, 2020, expired September 17, 2020; emergency amendment at 44 Ill. Reg. 14350, effective August 24, 2020, for a maximum of 150 days; emergency amendment expired January 20, 2021; emergency amendment at 44 Ill. Reg. 16526, effective September 25, 2020 through November 2, 2020; emergency amendment at 44 Ill. Reg. 18489, effective November 3, 2020 through December 18, 2020; emergency amendment at 45 Ill. Reg. 483, effective December 19, 2020 through January 18, 2021; emergency amendment at 45 Ill. Reg. 1732, effective January 21, 2021, for a maximum of 150 days; emergency expired June 19, 2021.

SUBPART A: PROGRAM APPLICATION AND APPROVAL PROCESS

 

Section 395.50  Definitions

 

Ability-Centered Care – a comprehensive approach to attaining or maintaining the highest practicable physical, mental and psychosocial well-being, in which the resident's abilities and competencies are recognized and incorporated in a plan of care to adapt and modify tasks to provide for the resident's involvement at his or her maximum level.

 

Act − the Nursing Home Care Act [210 ILCS 45].

 

Activities of Daily Living or ADL – tasks performed on a day-to-day basis, including, but not limited to, eating, dressing, bathing, toileting, transferring or personal hygiene.

 

Advanced Nursing Assistant Training Program or ANATP – a Department-approved course curriculum that prepares individuals for certification as Certified Nursing Assistant II (CNA II).

 

Alzheimer's Instructor – a registered professional nurse who is approved by the Department based upon meeting the Alzheimer's Instructor requirements of Section 395.160(b) and who is also an approved clinical instructor.

 

ANATP Course Schedule – a course schedule for ANATP prescribed by the Department.

 

ANATP Instructor – a registered professional nurse who is approved by the Department based upon meeting the requirements of Section 395.235 and who is an approved evaluator in a BNATP.

 

Approved Evaluator – a registered professional nurse who is an approved clinical instructor and has completed a Department-sponsored evaluator course pursuant to Section 395.162.

 

Approved Outside Evaluator – an Approved Evaluator who performs an evaluation of students in a training program sponsored by a long-term care facility, and who has no fiduciary connection, within 30 days before or after the evaluation, with the facility by which the student is employed.

 

Approved Performance Skills – tasks generally performed by certified nursing assistants (CNAs) for which competency must be demonstrated, including, but not limited to: wash hands; perform oral hygiene; shave a resident; perform nail care; perform perineal care; give a partial bath; give a shower or tub bath; make an occupied bed; dress a resident; transfer a resident to a wheelchair using a transfer belt; transfer a resident using a mechanical lift; help a resident to ambulate with a transfer belt; feed a resident; calculate intake and output; place a resident in a side-lying position; perform passive range of motion; apply and remove personal protective equipment; measure temperature, pulse and respiration; measure and record blood pressure; measure and record height; and measure and record weight.

 

Asepsis – a condition in which living pathogenic organisms are absent.

 

Basic Nursing Assistant Training Program or BNATP – a Department-approved course curriculum that prepares individuals for employment as Certified Nursing Assistants (CNAs).

 

Cardiopulmonary Resuscitation Instructor or CPR Instructor – a person approved by the Department, or by the Department of Human Services-Division of Developmental Disabilities and who is certified in cardiopulmonary resuscitation at the health care provider level or health care provider instructor level by a nationally recognized program, by the Department or by DHS-DD.

 

Care – as used in this Part, the personal, restorative or rehabilitative treatment of a resident in a health care setting by a CNA.

 

Certified Nursing Assistant or CNA – an individual who does not hold a professional license from the Department of Financial and Professional Regulation, or someone who volunteers to provide licensed services without pay; an individual who was grandfathered in, or has successfully completed the BNATP and competency examination or has met the equivalency requirements of 77 Ill. Adm. Code 300.663 (Skilled Nursing and Intermediate Care Facilities Code); an individual who provides nursing or nursing-related services for monetary compensation under the clinical supervision of a nurse; an individual who has not had a period of 24 consecutive months, since his or her most recent competency examination or the date of being grandfathered in, during which he or she did not provide nursing or nursing-related services for monetary compensation under the clinical supervision of a nurse.

 

Certified Nursing Assistant II or CNA II – a CNA who has met the training requirements of Section 395.305.

 

Clinical Conference – a conference of short duration held during a clinical instruction to communicate information regarding direct resident care. Theory content shall not be presented.

 

Clinical Instruction – a teaching method used by an approved clinical instructor in a clinical setting in which the student explains and demonstrates competency of skills learned during theory instruction to a level accepted by the instructor.

 

Clinical Instructor (ANATP and BNATP) – a registered professional nurse who is approved by the Department based upon meeting the requirements of Section 395.235(b) (ANATP) or Section 395.160(a) (BNATP) and who is an approved evaluator.  These are the minimum requirements to teach the clinical component of the ANATP and BNATP curriculum.

 

Competency Examination-CNA − a comprehensive multiple choice test meeting the requirements of 42 CFR 483 and administered by the Department or its designee under a contract with the Department.  This examination shall be successfully completed within one year after the student's having completed the BNATP or having been deemed equivalent to a CNA through training or training and experience pursuant to 77 Ill. Adm. Code 300.663.

 

Competency Examination-CNA II – a comprehensive multiple choice test administered by the Department or its designee under a contract with the Department.  This examination shall be successfully completed within one year after the student has completed the ANATP or has been deemed equivalent to a CNA II through training or training and experience pursuant to 77 Ill. Adm. Code 300.663.

 

Course Coordinator (CNA Training Program) – an individual in each Certified Nursing Assistant Training Program who is responsible for planning, organization, management, coordination, compliance, documentation and linkage with the Department.  The Course Coordinator is not required to be an instructor.

 

Course Coordinator (DSP Training Program) – a designated Department of Human Services individual who is responsible for the organization, management and coordination of Direct Support Person (DSP) training.  The Course Coordinator assures that training is in compliance with Department requirements, assures that required documentation is retained, and maintains linkage with the Department of Human Services.  The Course Coordinator is not required to be an instructor.

 

Cultural Competence – the ability to interact effectively with people of different cultures.

 

Department – the Illinois Department of Public Health.

 

DHS − the Illinois Department of Human Services.

 

DHS-DD − the Illinois Department of Human Services-Division of Developmental Disabilities.

 

Direct Access Worker – any individual who routinely has access to or has the ability or potential to have access to a resident, a resident's living quarters, or a resident's financial, medical or personal records through employment or through a contract with a facility or provider.  A volunteer is included if the volunteer has duties that are equivalent to the duties of an employee or contracted worker who would be a direct access worker.

 

Direct Care – the provision of nursing care or assistance with feeding, dressing, movement, bathing, toileting or other personal needs, including home services as defined in the Home Health, Home Services and Home Nursing Agency Licensing Act.

 

Direct Contact – the provision of any services to a client by an individual carrying out tasks usually performed by nursing assistants or Direct Support Persons.

 

Direct Support Person or DSP – any person who provides habilitative care, services or support to individuals with developmental disabilities and is listed on the Department's Health Care Worker Registry as a trained DSP or DD Aide under its "Program" section. DSPs shall function under the supervision of a Qualified Intellectual Disabilities Professional (QIDP) or a nurse.  Other titles often used to refer to Direct Support Persons include, but are not limited to, Developmental Disabilities (DD) Aide, Habilitation/Child Care Aides, Mental Health Technician, Program Aide or Program Technician.

 

Direct Support Person Training Instructor or DSP Training Instructor – an individual who meets the requirements of Section 395.160(c) and is approved by DHS.

 

Evidence-Based Practice – recommended nursing interventions that have been shown to be effective when tested in clinical research.

 

Grandfathered CNA – an individual who has previously demonstrated to the satisfaction of the State that he or she had served as a nursing assistant at one or more facilities of the same employer in the State for at least 24 consecutive months before December 19, 1989.  A grandfathered CNA may also be an individual who completed a training program before July 1, 1989 that would have met the requirements to be an approved training program if the approval had been offered at that time.  Since the date the individual was grandfathered in as a CNA, that individual shall not have had a period of 24 consecutive months during which the individual did not provide nursing or nursing-related services for monetary compensation under the supervision of a nurse. No additional individuals will be considered for grandfathered status.

 

Holistic Care – care that incorporates the whole person, i.e., physical, psychological, emotional and spiritual dimensions.

 

Home Health Aide – any person who meets the requirements of a CNA and provides part time and intermittent nursing services to a person in his or her residence according to a plan of treatment for illness or infirmity prescribed by a physician.

 

Interdisciplinary Team – a group of persons who represent those professions, disciplines or service areas that are relevant to identifying an individual's strengths and needs, and designs a program to meet those needs.  This team shall include at least a physician and a social worker and may include other professionals.  In programs serving individuals with developmental disabilities, at least one member of the team shall be a Qualified Intellectual Disabilities Professional.  The interdisciplinary team includes the resident; the resident's guardian; the resident's primary service providers, including staff most familiar with the resident; and other appropriate professionals and care givers as determined by the resident's needs.  Other terms often used in place of "Interdisciplinary Team" include, but are not limited to, Community Support Team (CST) or Individual Education Plan (IEP).

 

Laboratory Environment – a designated location for laboratory instruction that includes a minimum of one bed per five students, access to hand-washing facilities, and clinical instruction equipment and supplies.

 

Laboratory Instruction − a teaching method used during the theory section of the training program, requiring the student to demonstrate skill competencies in a supervised laboratory environment.

 

Lead Instructor – the theory instructor who is responsible for providing day-to-day management of the class.

 

Licensed Practical Nurse or LPN – a person with a valid license to practice as a licensed practical nurse under the Nurse Practice Act.

 

Methodologies – instructional methods by which content or curriculum information is to be presented in a BNATP, i.e., lecture, discussion, audiovisual, demonstration and group activities.

 

Nurse − for purposes of this Part, a registered professional nurse (RN), a licensed practical nurse (LPN), or an advanced practice registered nurse (APRN), as these titles are defined in the Nurse Practice Act.

 

Nursing Assistant Training and Competency Evaluation Program or NATCEP – a training and competency program consisting of an approved ANATP or BNATP, demonstration of required performance skills, and the written competency evaluation.

 

Nursing Care – activities, performed by a person licensed under the Nurse Practice Act, that carry out the diagnostic, therapeutic and rehabilitative plan prescribed by the physician; care for the resident's environment; observing symptoms and reactions; and taking necessary measures, including the delegation and supervision of tasks, to carry out nursing procedures involving understanding of cause and effect in order to safeguard life and health.

 

Personal Care − assistance with meals, dressing, movement, bathing or other personal needs or maintenance, or general supervision and oversight of the physical and mental well-being of an individual, who is incapable of maintaining a private, independent residence or who is incapable of managing his or her person whether or not a guardian has been appointed for such individual. (Section 1-120 of the Act)

 

Person-Centered Planning – a process through which persons with disabilities and with the support of families direct the planning and allocation of resources to meet their own life vision and goals.

 

Person-Centered Services – an approach to care focusing on individual rights and personal preferences.

 

Physician – any person licensed to practice medicine in all of its branches as provided by the Medical Practice Act of 1987.

 

Plan of Care – a strategy of action by the interdisciplinary team to address the needs of the individual, in keeping with the core values of Person-Centered Services.  Other references used in place of "Plan of Care" include, but are not limited to, Individual Service Plan, Program Plan or Individual Habilitation Plan.

 

Plan of Correction – a written document, subject to the Department's or to DHS-DD's approval, that addresses a situation, condition or practice constituting noncompliance by a training program.  It shall include corrective actions specific to the cited deficiency, a procedure for implementation of the corrective actions, a monitoring procedure that ensures compliance with the requirements of this Part, the title of the person responsible for implementation, and the dated signature of the Program Coordinator.

 

Prerequisite – A requirement of education or training prior to completing additional training.  A CNA shall complete and pass a BNATP program and achieve CNA certification as a prerequisite to enrollment in an ANATP.

 

Probation (BNATP and ANATP) − an enforcement measure pursuant to Section 395.190 or Section 395.260, applied by the Department for noncompliance of a BNATP or ANATP, respectively.

 

Program – ANATP and BNATP.

 

Program Cluster Scores Summary Reports – monthly, annual, and biennial reports that provide a breakdown of training programs' examination results by specific content area for the purpose of program improvement and monitoring.

 

Program Coordinator (BNATP and ANATP) − a registered professional nurse who is approved by the Department, based upon meeting the requirements of Section 395.165(a) or Section 395.240(a). This individual is responsible for the planning, implementation, evaluation, and overall coordination of a BNATP or ANATP.

 

Program Sponsor (BNATP and ANATP) – an entity that has been approved by the Department to conduct an approved BNATP or ANATP.  The entity types that may be approved as a program sponsor are listed in Section 395.100 or Section 395.205.

 

Psychiatric Rehabilitation Services Aide or PRSA – an individual who meets the training requirements of a Psychiatric Rehabilitation Services Aide as described in Section 395.330.

 

Qualified Intellectual Disabilities Professional or QIDP – a person who meets the qualifications defined in 42 CFR 483.430(a).

 

Quality of Care – the necessary care and services to attain or maintain the highest practicable physical, mental and psychosocial well-being, in accordance with the comprehensive assessment and plan of care.

 

Quality of Life – care provided in a manner and in an environment that promote maintenance or enhancement of each resident's quality of life.

 

Registered Professional Nurse or RN – a person with a valid license to practice as a registered professional nurse under the Nurse Practice Act.

 

Resident or Client – A person who is receiving medical care, personal care, maintenance, or related services and supports.  The term resident is used interchangeably in this Part to mean patient, client or person as appropriate to the regulatory setting.  The term resident in this Part shall not be construed in any way to restrict the meaning to those living in long-term care facilities.

 

Special Content Instructor – a person who is approved by the Department or DHS to teach content related to his/her area of expertise, based upon meeting the requirements of Section 395.160(e).

 

Suspension – temporary withdrawal of a program sponsor's approval to offer training program classes.

 

Syllabus (BNATP and ANATP) – a document provided to the students by the BNATP or ANATP outlining information necessary for completion of the training program; this information shall include, but is not limited to, program policies and requirements, content outline and evaluation methods.

 

Theory Instruction (BNATP and ANATP) – a teaching method using principles of education and learning in the classroom and laboratory environments to provide instruction to the student in accordance with the BNATP content outlined in Section 395.300 or ANATP content outlined in Section 395.305. Theory instruction includes laboratory instruction and is provided by a Theory Instructor.

 

Theory Instructor – a registered professional nurse who is approved by the Department based upon meeting the requirements of Section 395.160 and is an approved evaluator or a QIDP who is approved by DHS-DD based upon meeting the requirements of Section 395.160(c).

 

Train the Trainer Instructor – a registered professional nurse who is approved by the Department based upon meeting the requirements of Section 395.155(f) and is an approved evaluator.

 

Train the Trainer Program (ANATP and BNATP) − a college-based or Department-approved program, of no fewer than 31 clock hours excluding meals and breaks, designed to prepare a registered professional nurse to teach in an ANATP or BNATP.  The Program includes the Alzheimer's component and may include an approved evaluator course. The Department will approve a Train the Trainer Program based upon the Program's meeting the requirements of Section 395.155.

 

Training Program (ANATP and BNATP) – an approved course curriculum, conducted by a program sponsor, that has not been suspended, for training of Certified Nursing Assistants.

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.55  Incorporated and Referenced Materials

 

a)         The following federal statutes are referenced in this Part:

 

1)         Americans With Disabilities Act (42 USC 12101)

 

2)         Nursing Home Reform Amendments of the Omnibus Budget Reconciliation Act of 1987 (Public Law 100-203)

 

3)         Health Insurance Portability and Accountability Act (HIPAA) of 1996 (Public Law 104-191)

 

4)         Older Americans Act (Public Law 89-73)

 

b)         The following federal regulations are incorporated in this Part:

 

1)         42 CFR 483.151, State Review and Approval of Nurse Aide Training and Competency Evaluation Programs (October 1, 2019)

 

2)         42 CFR 483.152, Requirements for Approval of a Nurse Aide Training and Competency Evaluation Program (October 1, 2019)

 

3)         42 CFR 483.156, Registry of Nurse Aides (October 1, 2019)

 

4)         42 CFR 483.430(a), Standard: Qualified Intellectual Disability Professional (October 1, 2019)

 

c)         All incorporations by reference of federal regulations refer to the regulation on the date specified and do not include any amendments subsequent to the date specified.

 

d)         The following State statutes are referenced in this Part:

 

1)         Nursing Home Care Act [210 ILCS 45]

 

2)         Nurse Practice Act [225 ILCS 65]

 

3)         Medical Practice Act of 1987 [225 ILCS 60]

 

4)         Private Business and Vocational Schools Act of 2012 [105 ILCS 426]

 

5)         Hospital Licensing Act [210 ILCS 85]

 

6)         Home Health, Home Services, and Home Nursing Agency Licensing Act [210 ILCS 55]

 

7)         Health Care Worker Background Check Act [225 ILCS 46]

 

8)         Assisted Living and Shared Housing Act [210 ILCS 9]

 

9)         ID/DD Community Care Act [210 ILCS 47]

 

10)        Specialized Mental Health Rehabilitation Act of 2013 [210 ILCS 49]

 

11)        Community Integrated Living Arrangements Licensure and Certification Act [210 ILCS 135]

 

12)        MC/DD Act [210 ILCS 46]

 

e)         The following State rules are referenced in this Part:

 

1)         Department of Public Health, Health Care Worker Background Check Code (77 Ill. Adm. Code 955)

 

2)         Department of Public Health, Practice and Procedure in Administrative Hearings (77 Ill. Adm. Code 100)

 

3)         Illinois Board of Higher Education, Private Business and Vocational Schools (23 Ill. Adm. Code 1095)

 

4)         Department of Human Services, Administration of Medication in Community Settings (59 Ill. Adm. Code 116)

 

5)         Department of Human Services, Family Assistance and Home-Based Support Programs for Persons with Mental Disabilities (59 Ill. Adm. Code 117)

 

6)         Department of Human Services, Minimum Standards for Certification of Developmental Training Programs (59 Ill. Adm. Code 119)

 

7)         Department of Human Services, Medicaid Home and Community-Based Waiver Services Program for Individuals with Developmental Disabilities (59 Ill. Adm. Code 120)

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.100  Program Sponsor

 

Training program sponsors may be any one of the following:

 

a)         A community college or other public school operated by the State of Illinois or unit of local government.

 

b)         A private vocational or business school as defined in the Private Business and Vocational Schools Act, which holds a valid certificate of approval or certificate of exemption issued by the Illinois Board of Higher Education under rules titled Private Business and Vocational Schools.

 

c)         A facility licensed by the Department under the Nursing Home Care Act, under the Hospital Licensing Act or under the Home Health, Home Services, and Home Nursing Agency Licensing Act.

 

d)         A facility licensed by the Department under the ID/DD Community Care Act, or a program licensed or certified by DHS as a Community Integrated Living Arrangement, a Family Assistance and Home-Based Support Program for Persons with Mental Disabilities, a Developmental Training Program, or a Medicaid Home and Community-Based Waiver Services Program for Individuals with Developmental Disabilities.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.110  Application for Program Approval

 

a)         The program sponsor shall submit an application for program approval to the Department or DHS-DD at least 90 days in advance of the scheduled or DHS-DD beginning of the training program.  If any part or portion of the originally approved program changes, a subsequent application for program approval shall be submitted to the appropriate Department at least 90 days in advance of the scheduled beginning of the new training program. The program sponsor shall not offer the training program prior to receipt of written approval from the Department or DHS-DD.  The appropriate Department will not grant retroactive approval of training programs.

 

1)         The program sponsor shall submit an application for each theory site operating under its sponsorship.

 

2)         The program sponsor shall submit an application for each program type under its sponsorship (i.e., community college, adult vocational, secondary, facility based, or private business or vocational school).

 

b)         The contents of the application will be prescribed by the Department or by DHS-DD and will include at least the following information about the proposed program: 

 

1)         The type of training program being proposed:

 

A)        Basic Nursing Assistant Training Program;

 

B)        Direct Support PersonTraining Program:

 

i)          Direct Support Person Training Program;

 

ii)         Mental Health Technician Training Program;

 

iii)        Program Technician Training Program; or

 

iv)        Any other common name for this type of training program; or

 

C)        Psychiatric Rehabilitation Services Aide Training Program.

 

2)         A copy of the sponsor's certificate of approval issued by the State Board of Education or the Board of Higher Education, as appropriate, if the sponsor is a private business, vocational school or college.

 

3)         A summary of the program, including the philosophy, rationale and purpose of the program.

 

4)         Either a statement indicating that the Department's model program based on Section 395.300 of this Part is being used or an outline containing the objectives, content and methodologies for the training program. In either case:

 

A)        The outline or model program shall indicate the number of hours that will be dedicated to each component of the training program.  This outline shall not preclude the instructor from varying the order of presentation of the outlined course components.

 

B)        The outline or model program shall address each of the required curricula content requirements contained in Section 395.300 (Basic Nursing Assistant Training Program), Section 395.320 (Direct Support Person Training Program) or Section 395.330 (Psychiatric Rehabilitation Services Aide Training Program).

 

5)         A syllabus.

 

6)         A completed master schedule, in a format prescribed by the Department or by DHS-DD, including, but not limited to:  

 

A)        Identification of the program coordinator or curriculum coordinator, with contact information;

 

B)        The location of theory and clinical sites, classroom designation, and scheduled dates and times of the training program;

 

C)        The allocation of the daily hours and total hours of instruction, differentiating between theory, clinical instruction, and clinical conferences, excluding meals, breaks and field trips;

 

D)        Identification of all instructors to be approved for clinical, theory, Alzheimer's and other dementias, CPR and designated areas of instruction;

           

            E)        Identification of approved evaluators; and

 

F)         Clinical site locations and signatures of the facility administrator or designee.

 

7)         Any clinical site agreements for the use of facilities and equipment that are not owned or operated by the program sponsor.  Agreements shall be signed by the owner or operator of the facilities or equipment and by the program sponsor.

 

8)         A copy or a description of the evaluation tools that will be used to evaluate the following aspects of the training program:  

 

A)        Training program objectives, content and methodology;

 

B)        Training program instructor;

 

C)        Student performance, encompassing all skills taught and, for a BNATP, the Department-approved performance skills evaluation developed from the curriculum outlined in Section 395.300.

 

i)          Comprehensive final examination with answer key;

 

ii)         Laboratory and clinical performance evaluation tools; and

 

iii)        Clinical performance skills checklist.

 

9)         A copy of the attendance policy.

 

10)         A floor plan indicating (BNATP Only):

 

            A)        Classroom and laboratory dimensions;

 

B)        The placement of laboratory equipment, including the location of the hand-washing sink;

 

            C)        Student seating accommodations;

 

            D)        The location of audiovisual (AV) equipment; and

 

E)        Adequate space to provide the training component and not interfere with the individuals' activities.

 

11)        A statement identifying other businesses and entities operating at this location.

 

c)         The program sponsor for all programs except Direct Support Person Training Programs (or this type of program known by another name) shall submit the application for approval of a training program to the Department or to DHS-DD at the address provided on the application.

 

d)         The Department has a Memorandum of Understanding with the Department of Human Services for that agency to administer the approval of the Direct Support Person Training Programs (or this type of program known by another name) in accordance with the requirements of this Part.  Questions concerning that type of program should be directed to the Illinois Department of Human Services, Division of Developmental Disabilities, Bureau of Quality Management.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.120   Review Process and Program Approval

 

a)         The Department or DHS-DD will evaluate the application and proposed program for conformance to the program requirements contained in this Part.  Based on this review, the appropriate Department will take one of the following actions regarding the application:

 

1)         Grant approval of the proposed program.

 

2)         Deny approval of the proposed program based on major deficiencies in the application.

 

b)         When the Department DHS-DD finds that a proposed program fails to comply with the program requirements contained in this Part or 42 CFR 483.151(b)(2)(i) through (v), the appropriate Department will notify the sponsor in writing and request additional or revised documentation necessaryto remedy deficiencies in the application.

 

c)         When the Department or DHS-DD finds that a proposed program, along with any additional materials and revisions that have been submitted, complies with the program requirements contained in this Part, the appropriate Department will issue a written notice of program approval to the program sponsor.

 

d)         The Department will issue an identification number to each approved BNATP.  The sponsor shall reference that number in any correspondence to the Department about the program.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.130  Review of Approved Training Program

 

a)         The Department or DHS-DD will review each approved training program for renewal at least every two years.

 

b)         The program renewal review shall evaluate compliance with this Part and include an on-site monitoring visit, as appropriate.

 

c)         Determination of the need for additional on-site visits and other monitoring activities by the Department will be based upon (BNATP Only):

 

1)         The proportion of an approved training program's students who successfully complete the training program;

 

2)         The program's cluster scores summary reports;

 

3)         The nature of complaints that may warrant an investigation by the Department or by DHS-DD;

 

4)         Submission of incorrect documentation; and

 

5)         A review of noncompliance issues that resulted in probation or the suspension of program approval (see Section 395.190).

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.140  Inactive Status

 

a)         The Department or DHS-DD shall place an approved training program on inactive status upon receipt of a written request from the program sponsor for placement on inactive status or if there has been no program activity for 24 consecutive months.

 

b)         To apply for a return to active status, an approved training program that has been on inactive status shall submit an application and materials as required in Section 395.110.

 

c)         The request for return to active status shall be submitted no fewer than 90 days prior to the scheduled beginning of the program.

 

d)         Based on a review of the application and materials for return to active status, the Department or DHS-DD will follow the requirements of Section 395.120.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.150  Minimum Hours of Instruction

 

a)         Time frames for Basic Nursing Assistant Training Programs

 

1)         Each program shall include a minimum of 120 hours of instruction, excluding breaks, meals, and any orientation to the program and clinical site.

 

2)         The basic program content shall be presented in a minimum time frame of three weeks, but cannot exceed 120 days, unless the training program is conducted by a community college or other educational institution on a term, semester, or trimester basis.

 

3)         The program shall include a minimum of 80 hours of theory instruction and 40 hours of clinical instruction.

 

4)         The program shall include a minimum of 12 hours of theory instruction related to Alzheimer's disease and other dementias, as described in Section 395.300(i), excluding breaks, meals and clinical conferences.

 

5)         The program shall include a minimum of four hours of theory instruction in CPR.  Students shall be certified in CPR before the conclusion of the BNATP, except as provided in Section 395.300(f)(12)(I).

 

6)         The program shall include a minimum of 16 hours of training in the following areas, which shall be conducted prior to any direct contact with a resident (42 CFR 483.152(b)(1)):

 

A)        Communication and interpersonal skills;

 

B)        Infection control;

 

C)        Safety/emergency procedures, including airway obstruction clearing procedures;

 

D)        Promoting residents' independence; and

 

E)        Promoting residents' rights.

 

b)         Time frames for Direct Support Person Training Programs

 

1)         Each program shall include a minimum of 120 hours of instruction, excluding breaks, meals and any orientation to the specific policies of the employing facility.

 

2)         The basic program content shall be presented in a minimum time frame of three weeks, but cannot exceed 120 days, unless the training program is conducted by a community college or other educational institution on a term, semester, or trimester basis.

 

3)         Training shall consist of 40 hours of approved classroom instruction and at least 80 hours of approved on-the-job training.

 

c)         Time frame requirements for Psychiatric Rehabilitation Services Aide Training Programs

 

1)         Each program shall include a minimum of 120 hours of instruction, excluding breaks, meals and any orientation to the specific policies of the employing facility.

 

2)         The basic program content shall be presented in a minimum time frame of three weeks, but cannot exceed 120 days.

 

3)         For the Health Care Skills Module only, there shall be a ratio of three hours of theory, including supervised laboratory instruction, to each hour of supervised clinical practice instruction.  The other two modules shall consist of theory and supervised laboratory instruction.

 

4)         A waivered program may contain fewer than 120 hours if all students are individuals who have satisfactorily completed an Illinois-approved BNATP, and have at least one year of experience in the last three years working as a nursing assistant with persons with mental illness.

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.155  Train the Trainer Program (BNATP Only)

 

a)         Requirements for Basic Nursing Assistant Instructor Train the Trainer Programs

 

1)         Each Train the Trainer program shall be college based, and the college shall have an active, approved BNATP.

 

2)         The Train the Trainer program shall include the Alzheimer's component and may include an Approved Evaluator Workshop.

 

3)         The college shall submit an application for program approval to the Department at least 90 days prior to the scheduled start date of the initial Train the Trainer Course.

 

4)         The application shall include, at a minimum, the following documentation:

 

A)        A program summary, including the philosophy and purpose of the program;

 

B)        A statement that the Department's model program based on Section 395.156 is being used;

 

C)        An outline of the number of hours that will be dedicated to each component of the training program, with no fewer than 31 total hours, excluding breaks and meals;

 

D)        A schedule of any modification to the model program presentation sequence;

 

E)        A course syllabus, including the minimum required assignments;

 

F)         A resume describing the education, experience and qualifications of the instructor;

 

G)        The method used to inform program participants of the qualifications required to become a Department-approved instructor teaching any portion of a BNATP;

 

H)        A sample of the certificate of completion that will be provided to participants who have successfully completed the Train the Trainer program or an independent course for Alzheimer's.

 

b)         Upon review of the required documentation described in this Section, the Department will:

 

1)         Request additional information, if needed;

 

2)         Mail an approval letter, including a Train the Trainer program number, to the program sponsor; or

 

3)         Mail a denial letter, stating the reasons for the denial, to the program sponsor.

 

c)         Subsequent Train the Trainer program schedules shall be submitted in writing to the Department 30 days prior to start of the course.

 

d)         An official class roster shall be submitted to the Department within 10 working days after course completion.

 

e)         Any changes to course sequence shall be submitted to the Department within 30 days prior to the course's scheduled start date.

 

f)         An approved Train the Trainer instructor shall meet the following requirements:

 

1)         Be a Department-approved instructor (pursuant to Section 395.160) for theory, clinical and Alzheimer's, and an Approved Evaluator for the BNATP;

 

2)         Have four years of documented teaching experience within the last six years, two of which shall be as a theory instructor in a BNATP; and

 

3)         Have completed Department approved instructor training.

 

(Source:  Added at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.156  Train the Trainer Model Program (BNATP Only)

 

The Train the Trainer Model program shall include, at a minimum, the following curriculum:

 

a)         Module I – Course Contract

 

1)         Importance of contracts. Objectives: upon completion of this unit, the participant will be able to:

 

A)        Articulate the importance of various contracts in defining course parameters, including a syllabus, clinical contracts and cooperative agreements;

 

B)        Discuss the importance of developing a mission and philosophy statement;

 

C)        Explore instructor and student expectations in a BNATP;

 

D)        Identify various legal issues related to course contracts, confidentiality of student instructor progress, and record keeping; and

 

E)        Examine methods of the documentation of student and instructor understanding of the course contract.

 

2)         Course description. Objective: upon completion of this unit, the participant will be able to discuss examples of course descriptions.

 

3)         Course schedule. Objectives: upon completion of this unit, the participant will be able to:

 

A)        Identify considerations made when developing a course schedule;

 

B)        Identify methods used to communicate the course schedule to students; and

 

C)        Review a sample Master Schedule.

 

4)         Code of conduct. Objectives: upon completion of this unit, the participant will be able to:

 

A)        Discuss aspects related to a CNA course code of conduct in both classroom and clinical environments;

 

B)        Explore the components of an appearance/dress code; and

 

C)        Describe the protocols needed to address student safety issues.

 

5)         Attendance. Objectives: upon completion of this unit, the participant will be able to explain student guidelines related to:

 

A)        Attendance requirements;

 

B)        Notification;

 

C)        Make-up policy; and

 

D)        Mandatory content.

 

6)         Health requirements.  Objective: upon completion of this unit, the participant will be able to identify the following required student health information:

 

A)        Physical examination;

 

B)        Tuberculosis tests;

 

C)        Hepatitis B;

 

D)        Pregnancy; and

 

E)        Restrictions.

 

7)         Evaluation methods.  Objective: upon completion of this unit, the participant will be able to integrate appropriate evaluation methods related to:

 

A)        Grading policy;

 

B)        Laboratory skills; and

 

C)        Clinical skills.

 

8)         Assignments.  Objective:  upon completion of this unit, the participant will be able to discuss the development of course assignments related to:

 

A)        Theory; and

 

B)        Clinical instruction.

 

9)         Special needs.  Objectives:  upon completion of this unit, the participant will be able to identify special needs arrangements for students with disabilities.  These arrangements include the following:

 

A)        Tutoring;

 

B)        Study partner; and

 

C)        Americans With Disabilities Act requirements related to program policies and reasonable accommodations.

 

b)         Module Two – Dynamics of Teaching

 

1)         Principles of teaching.  Objective:  upon completion of this unit, the participant will have examined current teaching theories.

 

2)         Principles of learning.  Objective:  upon completion of this unit, the participant will be able to demonstrate understanding of current learning theories.

 

3)         Learning styles.  Objectives: upon completion of this unit, the participant will be able to compare and contrast various learning styles, which include:

 

A)        Visual;

 

B)        Auditory;

 

C)        Tactile;

 

D)        Kinetic; and

 

E)        Combination of styles.

 

4)         Influences.  Objectives:  upon completion of this unit, the participant will be able to identify influences on the learner's educational experience, which include the following:

 

A)        Culture;

 

B)        Socio-economics; and

 

C)        Age.

 

c)         Module Three:  Course Development

 

1)         Behavioral learning objectives.  Objective:  upon completion of this unit, the participant will be able to develop measurable behavioral learning objectives.

 

2)         Curriculum development.  Objectives:  upon completion of this unit, the participant will be able to:

 

A)        Compile a curriculum development plan, including mandatory content and task analysis;

 

B)        Discuss the implementation of the Department's Model BNAT curriculum (see Section 395.300); and

 

C)        Interpret the Department's curriculum/task list matrix.

 

3)         Ethical/legal use.  Objectives:  upon completion of this unit, the participant will be able to discuss the ethical concerns and legal issues in regard to:

 

A)        Plagiarism; and

 

B)        Copyright infringement.

 

4)         Evaluative methods.  Objectives:  upon completion of this unit, the participant will be able to:

 

A)        Compare and contrast various formats of written tests, which include, but are not limited to:

 

i)          Multiple choice;

 

ii)         True and false;

 

iii)        Essay;

 

iv)        Matching; and

 

v)         Fill in the blank;

 

B)        Discuss knowledge-based versus application-based testing;

 

C)        Identify appropriate methods of skills testing;

 

D)        Explore the use of test banks;

 

E)        Identify internal or external tools used to perform program assessment.  External tools may include, but are not limited to:

 

i)          Program cluster summary report;

 

ii)         Curriculum/task list matrix report; and

 

iii)        Monthly program report.

 

5)         Clinical instruction.  Objectives:  upon completion of this unit, the participant will be able to complete the following:

 

A)        Summarize components of a pre- and post-conference;

 

B)        Describe methods of student supervision during a clinical rotation in regard to observing and guiding;

 

C)        Choose techniques to enhance communication;

 

D)        Identify documentation performed by a clinical instructor; and

 

E)        Recognize the processes surrounding textbooks, which include reviewing, selecting and ordering.

 

d)         Module Four:  Methodologies

 

1)         Content delivery methods.  Objectives: upon completion of this unit, the participant will be able to integrate a variety of teaching techniques into the curriculum, which may include, but are not limited to:

 

A)        Lecture;

 

B)        Discussion;

 

C)        PowerPoint;

 

D)        Handouts; and

 

E)        Study guide.

 

2)         Classroom activities.  Objectives:  upon completion of this unit, the participant will be able to organize appropriate classroom learning activities such as:

 

A)        Icebreakers;

 

B)        Groups;

 

C)        Games;

 

D)        Case scenario;

 

E)        Projects/paper;

 

F)         Worksheets;

 

G)        Puzzles;

 

H)        Skits;

 

I)         Role-playing; and

 

J)         Skills demonstrations.

 

3)         Technology use.  Objective:  upon completion of this unit, the participant will be able to select appropriate audiovisual or other equipment for use in the course such as:

 

A)        Overhead projection;

 

B)        Document camera;

 

C)        CD-Rom;

 

D)        DVD; and

 

E)        Internet.

 

e)         Module Five:  Sample Content Areas

 

1)         Rehabilitation/restorative care.  Objectives:  upon completion of this unit, the participant will be able to:

 

A)        Explain the philosophy surrounding rehabilitation/restorative care;

 

B)        Describe basic needs of the person involved in the rehabilitation/restorative care process;

 

C)        Identify adaptive equipment that can be used for the person involved in the process.

 

2)         Communication.  Objectives:  upon the completion of this unit, the participant will be able to:

 

A)        Describe the five principles of effective communication;

 

B)        Discuss types of communication;

 

C)        Identify methods of effective communication;

 

D)        Explain the common barriers to effective communication; and

 

E)        Articulate various topics related to communication to include in the BNATP curriculum.

 

3)         Current issues/stressors.  Objectives:  upon the completion of this unit, the participant will be able to:

 

A)        Identify common perceptions of CNAs and their role;

 

B)        Explore common interpersonal conflicts experienced by CNAs in the workplace;

 

C)        Identify methods to cope with the stress related to being short staffed; and

 

D)        Recognize issues related to CNAs prioritizing resident care.

 

f)         Module Six:  Teaching Demonstrations

 

1)         Demonstration guidelines.  Objective:  upon completion of this unit, the participant will be able to articulate guidelines for preparing a teaching demonstration.

 

2)         Lesson plan.  Objective:   upon completion of this unit, the participant will be able to compile a lesson plan using a four-step criteria.

 

3)         Test questions.  Objective: upon completion of this unit, the participant will be able to write five appropriate test questions with rationales that correspond to the teaching simulation material.

 

4)         Individual teaching demonstration.  Objective:  upon completion of this unit, the participant will be able to perform an individual teaching demonstration.

 

5)         Analysis/critique.  Objective:  upon completion of this unit, the participant will be able to analyze teaching simulations through the use of verbal/written critiques.

 

g)         Module Seven:  Alzheimer's Disease (may be offered independently)

 

1)         Description.  Objective:  upon completion of this unit, the participant will be able to provide an overview of Alzheimer's Disease and related disorders.

 

2)         Stages.  Objectives:  upon completion of this unit, the participant will be able to identify the following stages of Alzheimer's Disease:

 

A)        Early;

 

B)        Middle;

 

C)        Late; and

 

D)        Terminal.

 

3)         Common behaviors and interventions.  Objectives:  upon completion of this unit, the participant will be able to describe common behaviors of the person with Alzheimer's Disease and interventions used for specific behaviors, including, but not limited to, the following:

 

A)        Rummaging:

 

B)        Wandering;

 

C)        Clinging:

 

D)        Delusions;

 

E)        Hallucinations;

 

F)         Agitation;

 

G)        Combativeness;

 

H)        Sundowning;

 

I)         Catastrophic reactions; and

 

J)         Sexually inappropriate behavior.

 

h)         Module Eight:  Approved Evaluator Workshop (may be offered independently and shall be presented only by Department staff or designee)

 

1)         Federal regulation.  Objectives:  upon completion of this unit, the participant will be able to discuss federal laws and regulations that have an impact on the BNATP, which include, but are not limited to:

 

A)        Omnibus Budget Reconciliation Act of 1987 (OBRA); and

 

B)        Code of Federal Regulations (42 CFR 483.151, 42 CFR 483.152 and 42 CFR 483.156).

 

2)         State regulation.  Objectives:  upon completion of this unit, the participant will be able to:

 

A)        Identify Illinois administrative rules that govern an approved BNATP;

 

B)        Describe the methods necessary to meet State requirements related to the Health Care Worker Background Check Act and Health Care Worker Background Check Code;

 

C)        Assemble the forms required when conducting an approved BNATP in order to maintain compliance; and

 

D)        Establish a plan for communicating information to the Department.

 

3)         State competency testing.  Objective:  upon completion of this unit, the participant will be able to describe the methods necessary to ensure student competency testing in Illinois.

 

4)         Relevant websites.  Objective:  upon completion of this unit, the participant will be able to navigate websites relevant to a BNATP.

 

5)         Approved evaluator.  Objectives:  upon completion of this unit, the participant will be able to:

 

A)        Discuss the role and responsibilities of an Approved Evaluator; and

 

B)        Explain the performance skills evaluation procedure.

 

6)         Manual skills evaluation.  Objective:  upon completion of this unit, the participant will be able to demonstrate competence in the required performance skills according to the established standards and guidelines.

 

(Source:  Added at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.160  Instructor Requirements (BNATP Only)

 

a)         Requirements for Clinical and Theory Instructors in a BNATP

 

1)         The Department will evaluate each instructor for minimum requirements set forth in this Section and will approve or deny approval of the instructor before the instructor provides program instruction.  The Program Coordinator shall submit a request for instructor approval 60 days prior to the first day of the course.

 

2)         Each theory and clinical instructor shall:

 

A)        Be a registered professional nurse with a minimum of two years of nursing experience;

 

B)        Have successfully completed a Department-approved evaluator course prior to initial approval.  Registered nurses possessing a Bachelor of Science in Nursing (BSN) degree or higher are exempt from this requirement.  An RN may not serve as the Program Coordinator or the sole instructor in a BNATP unless the RN has two years of experience teaching in a BNATP or has taken a Train the Trainer course and an approved evaluator course; and

 

C)        Have two years' experience as a registered professional nurse and one year of experience in one of the following areas:

 

i)          Teaching theory in an accredited nurse training program;

 

ii)         Providing nursing care, including personal care and activities of daily living, to older adults or for chronically ill adults; or

 

iii)        One year of experience in the provision of long term care facility services or direct care.

 

3)         Only approved clinical and approved theory instructors shall be used.

 

4)         Each theory course instructor and each clinical instructor shall have completed a Department-approved Train the Trainer program.  Registered professional nurses possessing a BSN degree or higher are exempt from this requirement.  An RN may not serve as the Program Coordinator or the sole instructor in a BNATP unless the RN has two years of experience teaching in a BNATP or has taken a Train the Trainer course and an approved evaluator course.

 

b)         Requirements for Instructors of the Alzheimer's Disease and Related Dementias (Section 395.300(i)) portions of a BNATP 

 

1)         Each instructor shall meet the Clinical Instructor requirements in subsection (a).

 

2)         Each instructor shall also provide documentation of completion of a Department-approved specialized workshop, course, seminar, continuing education unit, or other approved training for instruction in Alzheimer's Disease and related dementias of at least four hours or four CEU credits.  Registered professional nurses who possess a BSN degree or higher are not exempt from this requirement.

 

c)         Requirements for Instructors in a Direct Support Person Training Program

 

1)         The Course Coordinator shall monitor the Direct Support Person Training Program and shall ensure that instructors are qualified and are instructing the program as required, and that the required documentation is maintained.

 

2)         Each classroom instructor shall meet at least one of the following requirements:

 

A)        Be a QIDP with at least one year of experience with developmental disabilities programs and who has successfully completed a DHS-approved QIDP Orientation Training Program;

 

B)        Have a valid Illinois teaching certificate with at least one year of experience with developmental disabilities programs;

 

C)        Be a community college or college instructor with at least one year of teaching experience and familiarization with developmental disabilities programs; or

 

D)        Be a special content instructor with at least one year of experience in his or her field of expertise and with at least one year of experience working with individuals with developmental disabilities.

 

d)         Requirements for Instructors in a Psychiatric Rehabilitation Services Aide Training Program

 

1)         Each program instructor shall meet the clinical instructor requirements in subsection (a) for each module taught, approved by the Department of Human Services' Division of Mental Health.

 

2)         Instructors for the Introduction to Mental Illness and Psychiatric Rehabilitation Module and the Psychiatric Rehabilitation Skills Module shall either:

 

A)        Be a community college or college instructor with at least one year of teaching experience and familiarization with programs for individuals with serious mental illness; or

 

B)        Have a bachelor's degree in a mental health-related field or be a certified psychiatric nurse and have at least three years of experience providing services to persons with serious mental illness.

 

3)         Instructors for the Health Care Skills Module shall be a registered professional nurse with a minimum of two years of nursing experience.  Instructors shall be required to have one year of experience as an RN in one or both of the following areas:

 

A)        Teaching an accredited nurse training program;

 

B)        Caring for persons with serious mental illness through employment in a residential setting.

 

e)         A Special Content Instructor in an ANATP or BNATP and Direct Support Person Program shall have at least one year experience in his or her field of expertise.  These would include, but not be limited to, registered professional nurses, Qualified Intellectual Disabilities Professionals, licensed practical nurses, pharmacists, dieticians, social workers, sanitarians, fire safety experts, nursing home administrators, gerontologists, psychologists, physical and occupational therapists, activities specialists, speech/language/hearing therapists, and resident rights experts.  (See 42 CFR 483.152(a)(5)(iv).)

 

f)         Only Department- or DHS-DD-approved CPR instruction may be used.  A CPR instructor shall provide current documentation of training at the health care provider level or health care provider instructor level from a nationally-recognized program.  Documentation of current CPR certification at this level shall be maintained and provided to the Department or DHS-DD.

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.162  Approved Evaluator (BNATP Only)

 

a)         Requirements for an Approved Evaluator and an Approved Outside Evaluator:

 

1)         Shall complete a theory/clinical instructor course and meet the requirements in Section 395.160(a); and

 

2)         Shall have successfully completed a Department approved evaluator course prior to initial approval.  Registered professional nurses possessing a BSN degree are qualified to teach without this course.  An RN may not serve as the Program Coordinator or the sole instructor in a BNATP unless he or she has two years of experience teaching in a BNATP or has completed a Train the Trainer course and approved evaluator course.

 

b)         For a facility-based BNATP, the program's Clinical Instructor/Approved Evaluator shall determine competencies on all approved performance skills.  Selected performance skills as determined by the Department shall then be evaluated by an Approved Outside Evaluator, who shall have no fiduciary connection, within 30 days before or after the evaluation, with the facility at which the student is employed or will be employed.

 

c)         An Approved Evaluator shall have the following responsibilities:

 

1)         Evaluation of performance skills in conjunction with an approved BNATP;

 

2)         Evaluation of performance skills as an Approved Outside Evaluator for a facility-based program; and

 

3)         Evaluation of performance skills as part of the CNA recertification process.

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.165  Program Coordinator (BNATP Only)

 

a)         Requirements for Program Coordinators of a BNATP – only an approved program coordinator shall be used.

 

b)         A Program Coordinator of a BNATP shall be a registered nurse and shall have the following responsibilities:

 

1)         Planning, implementing, evaluating and coordinating a BNATP as required in this Part;

 

2)         Planning, implementing, evaluating and coordinating competency testing submission;

 

3)         Planning, implementing, evaluating and coordinating criminal background check submission;

 

4)         Completing, verifying and submitting accurate documentation as required in this Part;

 

5)         Functioning as the primary contact in communications with the Department;

 

6)         Formulating, implementing and communicating corrective measures as required by the Department; and

 

7)         Notifying the Department, in writing and within five business days, after a change in program coordinator.

 

(Source:  Added at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.170  Program Operation (BNATP Only)

 

a)         A master schedule shall be submitted to the Department 15 business days prior to the start of the actual training program, in accordance with Section 395.110(b)(6).

 

b)         Any change in program content, objectives or instructors shall be submitted to the Department at least 30 days prior to program start date.

 

c)         Unscheduled changes in the master schedule shall be promptly reported to the Department.

 

d)         A BNATP shall require each student to show competency of Department-approved performance skills by hands-on return demonstration. The performance skills evaluation shall be conducted by an Approved Evaluator.  If the program is facility-based, an Approved Outside Evaluator shall perform an additional evaluation of performance skills.

 

e)         The student-to-instructor ratio shall not exceed eight students per one clinical instructor and 16 students per one laboratory instructor.

 

f)         The BNATP shall provide access to medical equipment and supplies for student practice and demonstration of the required skills outlined in the model program.

 

(Source:  Amended at 42 Ill. Reg. 6727, effective March 29, 2018)

 

Section 395.171  Health Care Worker Background Check

 

a)         A training program shall comply with the Health Care Worker Background Check Act and the Health Care Worker Background Check Code.

 

b)         A training program shall provide counseling to all individuals seeking admission to the training program concerning the Health Care Worker Background Check Act and the Health Care Worker Background Check Code. The counseling shall include, at a minimum:

 

1)         Notification that a fingerprint-based criminal history records check will be initiated;

 

2)         A clear statement that a fingerprint-based criminal history records check is required for the individual to work as a direct access worker, a CNA or a Direct Support Person in Illinois; and

 

3)         A listing of those offenses in Section 25 of the Health Care Worker Background Check Act for which a conviction would disqualify the individual from finding employment as a direct access worker, a CNA or a Direct Support Person unless the individual obtained a waiver pursuant to Section 40 of the Health Care Worker Background Check Act.

 

c)         An individual shall not be allowed to enroll in a training program unless the individual has had:

 

1)         A criminal background check that reveals no disqualifying convictions, unless a waiver has been granted; and

 

2)         No administrative findings of abuse, neglect, or misappropriation of property.

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.173  Successful Completion of the Basic Nursing Assistant Training Program

 

a)         A student shall be considered to have successfully completed the BNATP when he or she has:

 

1)         Completed a minimum of 80 hours of theory and 40 hours of clinical instruction, including the required hours of content in accordance with Section 395.150; and

 

2)         Demonstrated competence in the Department-approved performance skills.

 

b)         A student shall pass the Department-established written competency examination.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.174  Successful Completion of the Direct Support Person Training Program

 

A student shall be considered to have successfully completed the training program when he or she has completed the classroom and on-the-job training requirements.  The completion of training shall be reported to the Health Care Worker Registry.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.175  Program Notification Requirements (BNATP Only)

 

The program sponsor shall submit, within 30 days after program completion, an official roster of all students who have successfully completed the training program.  The official roster shall include, but not be limited to, the following required information:

 

a)         Student identification, including name, complete home address and Social Security number;

 

b)         Training program identification number;

 

c)         Program start and end dates;

 

d)         Signature, or other verification as prescribed by the Department, of the Program Instructor and Approved Evaluator, when appropriate, or Curriculum Coordinator, as applicable.  (Any additional signatures are optional.)

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.180  Department Monitoring (Repealed)

 

(Source:  Repealed at 20 Ill. Reg. 10085, effective July 15, 1996)

 

Section 395.190  Denial, Suspension, and Revocation of Program Approval (BNATP Only)

 

a)         When the Department finds that a proposed program, along with any additional information and revisions that are submitted, fails to comply with the program requirements contained in this Part or 42 CFR 483.151(b)(2)(i) through (v), the Department will notify the sponsor in writing of denial of program approval.  The notice to the sponsor shall state the reasons for the denial and the right of the sponsor to appeal the denial and to a hearing before the Department.

 

b)         When the Department, upon evaluation or during monitoring, finds that an approved program does not comply with the program requirements contained in this Part or 42 CFR 483.151(b)(2)(i) through (v), the Department will notify the sponsor in writing of the finding of non-compliance and the reasons for the finding.

 

1)         Findings of non-compliance include, but are not limited to:

 

A)        The instructor is not approved by the Department;

 

B)        The instructor does not meet the requirements of Section 395.160;

 

C)        The program lacks an Approved Evaluator;

 

D)        The program is not conducted in accordance with the master schedule;

 

E)        The official roster of students is not submitted to the Department within 30 days after program completion;

 

F)         The instruction does not follow the approved curriculum;

 

G)        The instruction is being held at a location other than the approved site or sites;

 

H)        The program does not satisfy the requirement of 120 hours of training;

 

I)         The master schedule was not received within 15 days prior to the first scheduled class day;

 

J)         The program exceeds the student-to-instructor ratio at the clinical site;

 

K)        The program exceeds the student-to-instructor ratio in a laboratory setting;

 

L)        The laboratory environment does not meet requirements in Section 395.50;

 

M)       The theory instruction site does not meet student needs for space, comfort and learning; or

 

N)        There was no review of the approved training program pursuant to Section 395.130.

 

2)         The BNATP shall submit a written plan of correction with completion dates to address all findings of non-compliance within 10 days following receipt of the Department's notification.

 

3)         A BNATP found in non-compliance may be subject to follow-up monitoring by the Department if necessary to ensure correction.

 

c)         When the Department determines that the findings of non-compliance in the written notice under subsection (b) have not been corrected, the Department will place the BNATP on probationary status.

 

1)         The Department will notify the BNATP in writing regarding probationary status, including conditions of probation and the duration of the probationary period.

 

2)         When the Department determines that the findings of non-compliance in the written notice issued under subsection (b) have been corrected, the Department will remove the BNATP from probationary status.

 

3)         The Department will notify the BNATP in writing when the probationary status has been lifted.

 

d)         When the Department determines that the findings of non-compliance in the written notice of probation issued under subsection (c) have not been corrected, the Department will suspend or revoke its approval of the program.

 

1)         The Department will notify the BNATP in writing regarding the suspension status, including the duration of suspension and conditions of reinstatement.

 

2)         A BNATP placed on suspension shall not conduct nursing assistant training programs until notified by the Department in writing.

 

3)         The Department will notify the BNATP in writing when the suspension has been lifted.

 

4)         A revoked BNATP shall not conduct nursing assistant training programs.

 

5)         When the approval of a program has been suspended or revoked for reasons other than 42 CFR 483.151(b)(2)(i) through (v), the program sponsor shall have a right to appeal the suspension or revocation and to a hearing before the Department.

 

e)         When the approval of a program has been denied, suspended or revoked for reasons other than 42 CFR 483.151(b)(2)(i) through (v), the program sponsor may submit a written appeal of the action and request for a hearing within 10 calendar days after notification of the decision to deny, revoke or suspend approval.

 

f)         All hearings under this Part shall be conducted in accordance with the Department's Practice and Procedure in Administrative Hearings.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.200  Other Programs Conducted by Facilities (Repealed)

 

(Source:  Repealed at 17 Ill. Reg. 2984, effective February 22, 1993)

 

Section 395.205  Program Sponsor (ANATP Only)

 

The sponsor of an ANATP shall be a community college, vocational or private business school, long term care facility, or home health agency licensed or certified by the State of Illinois and approved by the Department.  Secondary schools shall not operate an ANATP.  The sponsor shall already have a Department-approved BNATP.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.210  Application for Program Approval (ANATP Only)

 

a)         The program sponsor shall submit a letter of application for program approval to the Department at least 90 days prior to the scheduled beginning of the training program.  The program sponsor shall not offer the ANATP prior to receipt of written approval from the Department.  The Department will not grant retroactive approval of an ANATP. The program sponsor shall submit a letter of application for each theory site operating under the program sponsor's sponsorship.

 

b)         The application shall include, at a minimum, the following documentation:

 

1)         A statement that the training program being proposed is for the ANATP;

 

2)         A statement of the program summary, including the philosophy, rationale, and purpose of the program;

 

3)         A statement that the Department's model program based on this Section is being used. No modifications shall be made to the model program content;

 

4)         An outline indicating the time allocation of each module. Minimum numbers of hours, excluding breaks and meals, are indicated in the model program;

 

5)         A course syllabus;

 

6)         An ANATP course schedule, completed in a form and manner prescribed by the Department;

 

7)         Resumes describing the education, experience, and qualifications of the Program Coordinator and each instructor, including a copy of any valid Illinois licenses and certifications, as applicable;

 

8)         A statement that a clinical site agreement shall be obtained for the use of facilities and equipment that are not owned or operated by the program sponsor. Clinical site agreements shall be in place prior to the commencement of the clinical practicum. Agreements shall be signed by the owner, operator, or administrator of the facilities or equipment and by the program sponsor;

 

9)         A sample of the certificate of completion that will be provided to participants who have successfully completed the ANATP;

 

10)        A description of evaluative methods to be used by the program, including copies of the evaluation tools used in laboratory instruction and the clinical environment;

 

11)        A copy of the attendance policy;

 

12)        A copy of the policy for make-up hours for absences, if allowed by the program, or absences for unforeseen circumstances; and

 

13)        A statement showing an approved and active BNATP, including program code number.

 

c)         The program sponsor shall submit the application for approval of the ANATP to the Department's Education and Training Division.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.215  Review Process and Program Approval (ANATP Only)

 

a)         The Department will evaluate the application and proposed ANATP for conformance to the program requirements contained in this Part.  Based on the Department review, the Department will either approve or deny the program application.

 

b)         If the Department denies the program application for failure to comply with the program requirements contained in this Part, the Department will notify the sponsor in writing and request additional or revised documentation necessary to remedy program application deficiencies.

 

c)         When the Department finds that a proposed program, along with any additional materials and revisions that have been submitted, complies with the program requirements contained in this Part, the Department will issue a written notice of program approval to the program sponsor.

 

d)         The Department will issue an identification number to each approved ANATP.  The sponsor shall reference that number in any correspondence to the Department.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.220  Review of Approved Program (ANATP Only)

 

a)         The Department will review each approved program for renewal at least every two years.

 

b)         The program renewal review shall evaluate compliance with this Part and include, if necessary, an onsite monitoring visit.

 

c)         Determination of the need of additional onsite visits and other monitoring activities by the Department will be based upon:

 

1)         The proportion of an approved training program's students who successfully complete the training program;

 

2)         The program cluster scores summary reports, which are measures of performance of a BNATP or ANATP;

 

3)         The nature of complaints that may warrant investigation by the Department;

 

4)         Submission of incorrect documentation; and

 

5)         Review of noncompliance issues resulting in probation or suspension of program approval.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.225  Inactive Status (ANATP Only)

 

a)         The Department shall place an approved program on inactive status upon receipt of a written request from the program sponsor to be placed on inactive status, or if there has been no program activity for 24 consecutive months.

 

b)         To apply for active status, an approved program that has been on inactive status shall submit an application and materials as required in Section 395.210.

 

c)         The request for return to active status shall be submitted no fewer than 90 days prior to the scheduled beginning of a CNA II class.

 

d)         Based on review of the application and materials for return to active status, the Department will approve or disapprove the application pursuant to Section 395.215.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.230  Minimum Hours of Instruction (ANATP Only)

 

a)         Each program shall include a minimum of 120 hours of instruction, excluding breaks, meals, and any orientation to the program or clinical practicum.  The course hours shall be divided between:

 

1)         80 hours of theory/laboratory instruction; and

 

2)         40 hours of clinical practicum.

 

b)         The theory/laboratory content shall be presented in a minimum time frame of four weeks.  Program sponsors may determine the appropriate length of the program.

 

c)         Clinical practicum shall not commence until theory/lab instruction is successfully completed.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.235  Instructor Requirements (ANATP Only)

 

Requirements for ANATP Instructor

 

a)         Each ANATP instructor shall be evaluated for minimum requirements and approved or denied by the Department prior to providing program instruction.  A request for instructor approval shall be submitted by the Program Coordinator 60 days prior to the first day of the course.

 

b)         Each ANATP instructor shall:

 

1)         Be a registered professional nurse with a minimum of two years nursing experience providing direct care; and

 

2)         Have experience as an RN in at least one of the following:

 

A)        One year experience teaching theory in an approved BNATP;

 

B)        One year experience teaching theory in an accredited nurse's training program and have successfully completed a Department- approved Train the Trainer Program and approved evaluator course; or

 

C)        At least one year experience in development, teaching and evaluation in health related courses and have successfully completed a Department-approved Train the Trainer Program and approved evaluator course.

 

c)         A Clinical Instructor shall:

 

1)         Be a registered professional nurse;

 

2)         Have successfully completed a Department-approved Train the Trainer and approved evaluator course. RN's possessing a BSN degree or higher are exempt from this requirement.  An RN may not serve as the Program Coordinator or the sole instructor in an ANATP unless the RN has two years of experience teaching in an ANATP or BNATP or has taken a Train the Trainer course and approved evaluator course;

 

3)         Be mutually identified and approved by the theory instructor and program sponsor; and

 

4)         Have completed clinical instructor orientation as designed by the program sponsor and agreed to comply with established guidelines.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.240  Program Coordinator (ANATP Only)

 

a)         The Program Coordinator shall be a registered professional nurse. Documentation of approval shall be provided to the Department.

 

b)         Responsibilities for Program Coordinator include:

 

1)         Planning, implementation, evaluation, and overall coordination of a program as required;

 

2)         Planning, implementation, evaluation, and overall coordination of competency testing submission;

 

3)         Completing, verifying, and submitting accurate documentation as required;

 

4)         Functioning as primary contact in communications with the Department;

 

5)         Formulating, implementing, and communicating corrective measures as required by the Department; and

 

6)         Notifying the Department, in writing, of any change in the Program Coordinator. This notification shall be made within five business days after the change in the Program Coordinator.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.245  Program Operation (ANATP Only)

 

a)         An ANATP course schedule shall be submitted to the Department no later than 15 business days prior to the start date of each CNA II class (see Section 395.210(b)(6)).

 

b)         Each student shall be required to demonstrate competency in the required ANATP performance skills in the laboratory environment.

 

c)         Student-to-instructor maximum ratio shall be no more than 16 students to one instructor in the laboratory environment. 

 

d)         The program shall provide access to medical equipment and supplies that allow students to practice and demonstrate required skills outlined in the model program.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.250  Successful Completion of the Advanced Nursing Assistant Training Program (ANATP)

 

a)         Upon successful completion of an ANATP, a student will be a CNA II who is active on the Illinois Department of Public Health's Health Care Worker Registry (HCWR).

 

b)         A student shall successfully complete all components of the ANATP, including the:

 

1)         Model program content;

 

2)         Model program performance skills; and

 

3)         Program clinical practicum.

 

c)         Upon successful completion of the ANATP, a student is eligible to take the Department-established written competency exam.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.255  Program Notification Requirements (ANATP Only)

 

The program sponsor shall submit, within 30 days after program completion, an official roster of all students who have successfully completed the training program, in a form and manner prescribed by the Department.  The information shall include, but is not limited to, the following required information:

 

a)         Student identification, including name, complete home address, and social security number;

 

b)         Training program identification number; and

 

c)         Program start and end dates.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.260  Denial, Suspension, and Revocation of Program Approval (ANATP Only)

 

a)         Denial of Approval of a Proposed Program

If the Department finds that a proposed program, along with any additional information and revisions that are submitted, fails to comply with the program requirements contained in this Part, the Department will notify the sponsor in writing of denial of program approval.  The notice to the sponsor shall state the reasons for the denial, the right of the sponsor to appeal the denial, and the right to a hearing before the Department.

 

b)         Noncompliance By an Approved Program

If the Department, upon evaluation or during monitoring, finds that an approved program does not comply with the program requirements contained in this Part, the Department will notify the sponsor in writing with a Notice of Findings of Noncompliance (Notice).

 

1)         Violations that constitute noncompliance shall include, but are not limited to:

 

A)        The instructor is not approved by the Department;

 

B)        The instructor does not meet the requirements in accordance with Section 395.235 and is not approved by IDPH;

 

C)        The program is not conducted in accordance with the ANATP course schedule;

 

D)        The official roster of students was not submitted to the Department within 30 days after program completion;

 

E)        The instruction is not following the approved curriculum;

 

F)         The instruction is being held at a location other than the approved site or sites;

 

G)        The program is less than the minimum requirement of 120 hours of training (see Section 395.230(a));

 

H)        The ANATP course schedule was not received within 15 days prior to the first scheduled class day without prior communication with the Department about a delay;

 

I)         The program exceeds the 16-to-one student-to-instructor ratio for the laboratory environment;

 

J)         The laboratory environment does not meet requirements in Section 395.50;

 

K)        There was no review of the approved training program pursuant to Section 395.220;

 

L)        The program exceeds the eight-to-one student-to-instructor ratio for the clinical environment.

 

2)         The ANATP shall submit a written plan of correction, with completion dates, to address all findings of noncompliance within 10 business days following receipt of the Department's notification.

 

3)         The ANATP shall submit evidence of resolution of the findings of noncompliance within 30 days after the date of the ANATP plan of correction.

 

4)         An ANATP found in noncompliance may be subject to follow-up monitoring by the Department.

 

c)         Probation

If the Department determines that the findings of noncompliance in the Notice (see subsection (b)) have not been corrected, the Department will issue a Notice of Probationary Status that will remain in effect until the deficiencies have been corrected and the Department has notified the ANATP that the probation is lifted. 

 

1)         The Notice of Probationary Status will include the conditions of, and the duration of, the probationary period.

 

2)         If the Department determines that the findings in the Notice have been corrected during the probationary period, the Department will remove the ANATP from probationary status.

 

3)         The Department will notify the ANATP in writing when the probationary status has been lifted.

 

d)         Suspension/Revocation

If the Department determines that the findings in the Notice have not been corrected, within 90 days after the Department has issued the Notice of Probationary Status, the Department will suspend or revoke its approval of the program, subject to appeal.

 

1)         Suspension

 

A)        The Department will issue a Notice of Suspension that includes the duration of the suspension and the conditions of reinstatement.

 

B)        An ANATP placed on suspension shall not conduct CNA II classes until notified by the Department in writing that its suspension has been lifted. 

 

C)        The Department will notify the ANATP in writing when the suspension has been lifted.

 

2)         Revocation

An ANATP whose approval has been revoked shall not conduct CNA II classes. 

 

e)         Appeal

If the approval of an ANATP has been denied, suspended, or revoked, the program sponsor may submit a written appeal of the action and a request for a hearing within 10 business days after receiving notification of the action.  Failure to request an appeal within 10 business days after notification will result in the immediate implementation of any sanctions, actions, probationary periods, or additional requirements originally listed in the Notice of Findings of Noncompliance. 

 

f)         Hearings

All hearings under this Part will be conducted in accordance with Department hearing rules (Practice and Procedure in Administrative Hearings).

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

SUBPART B: TRAINING PROGRAM CURRICULA REQUIREMENTS

 

Section 395.300  Basic Nursing Assistant Training Program

 

The BNATP shall include, at a minimum, the following:

 

a)         Module I – Introduction to Health Care

 

1)         Functions of Health Care Organizations.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe the purposes and services of health care facilities/agencies, which include, but are not limited to, the following health care settings:

 

i)          Long-term care facilities;

 

ii)         Hospitals;

 

iii)        Rehabilitation facilities;

 

iv)        Home health agencies; and

 

v)         Hospice care.

 

B)        Person-Directed Care Across All Settings.  Objectives:  upon completion of the unit, the student will be able to:

 

i)          Explain the philosophy of person-directed care;

 

ii)         Discuss the concepts of person-directed care, which are self-determination, individual needs, ability focused, person before task, individualized choices, relationship building, holistic focused, and spontaneous activities;

 

iii)        Contrast person-directed care with task-centered care;

 

iv)        Explain how the CNA can apply the concepts to provide person-directed care; and

 

v)         Discuss the impact of a person-directed care model on those involved, including caregiver, elders and the health care facility.

 

2)         The Interdisciplinary Team.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the purpose of the Interdisciplinary Team;

 

B)        Describe ways to enhance the ability of the Interdisciplinary Team to accomplish its purpose;

 

C)        Describe the role of each member of the Interdisciplinary Team;

 

D)        Examine ways in which a CNA can become an effective team member; and

 

E)        Discuss the crucial role of the CNA with the health care team.

 

3)         The CNA Role Across Health Care Settings.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Demonstrate professional behaviors expected of a CNA in appearance and behaviors;

 

B)        Describe work ethics for CNAs, including qualities, legal implications and ethical behaviors;

 

C)        Identify competency standards in CNA practice, which include standardized testing and maintaining safety;

 

D)        Discuss person-directed qualities by describing the attributes of:

 

i)          An effective communicator and demonstrate effective interpersonal communication techniques;

 

ii)         A resident advocate and describe methods to promote a resident's independence in decision making;

 

iii)        A relationship builder and examine ways to build effective interpersonal relationships; and

 

iv)        An effective team player and describe ways to promote the quality of life for persons in the CNA's care;

 

E)        Discuss the importance of the scope of practice for a CNA;

 

F)         Examine the legal limits of the CNA role;

 

G)        Explain the importance of a job description for a CNA;

 

H)        Explore the components of a CNA job description; and

 

I)         Discuss the importance of delegation and list the five rights of delegation:

 

i)          Right task;

 

ii)         Right circumstance;

 

iii)        Right person;

 

iv)        Right direction/communication; and

 

v)         Right supervision.

 

4)         Nursing Assistant as a Para-professional.  Objective:  upon completion of this unit, the student will be able to:

 

A)        Discuss current State and federal regulations related to CNA certification;

 

B)        Explain the requirements for maintaining CNA certification on the Health Care Worker Registry, which include accessing, updating information and maintaining certification;

 

C)        Discuss the purpose of and disqualifying convictions for the Health Care Worker Background Check; and

 

D)        Develop awareness of resources to enhance career development for CNAs through CNA organizations, continuing education and career ladders.

 

5)         Information Sharing.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Know frequently used medical terminology and abbreviations;

 

B)        Describe the purpose and list components of the health care record;

 

C)        Discuss pertinent information that should be reported to the RN and give examples of observations that need to be reported immediately;

 

D)        Know the legal aspects of recording in the health care record;

 

E)        Discuss the requirements for recording in the health care record; and

 

F)         Describe how the Interdisciplinary Team works together to develop an individualized plan of care:

 

i)          Define the nursing process;

 

ii)         Differentiate between the role of the CNA and the role of the RN in the nursing process;

 

iii)        List the steps of the nursing process;

 

iv)        Differentiate between objective and subjective information; and

 

v)         Discuss the role and the responsibilities of the CNA in reporting observations, developing a plan of care, and following the person's individualized plan of care.

 

b)         Module II – Rights and Relationships

 

1)         Rights.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify basic human rights;

 

B)        Discuss the importance of State and federal regulations in promoting resident rights:

 

i)          Describe the purpose of the Health Insurance Portability and Accountability Act (HIPAA);

 

ii)         Explain the role of the CNA in ensuring compliance with HIPAA;

 

iii)        Identify resident rights according to the Omnibus Budget Reconciliation Act of 1987 (OBRA);

 

iv)        Discuss how following the State and federal regulations enhances the resident's quality of life;

 

v)         Discuss how following the State and federal regulations enhances the resident's quality of care; and

 

vi)        Describe the purpose of the Ombudsman Program (Older Americans Act);

 

C)        Identify key concepts for person-directed care and discuss ways to apply the concepts for person-directed care:

 

i)          Discuss the importance, principles and methods of building relationships with residents and family.  The principles include, but are not limited to, trust, respect and commitment;

 

ii)         Discuss methods for building relationships;

 

iii)        Discuss ways to promote care partnerships;

 

iv)        Discuss strategies the CNA can use to support a culture of home;

 

v)         Examine the CNA's role in promoting care partnerships;

 

vi)        Differentiate between care practices that are person-directed versus an institutional model; and

 

vii)       Discuss some of the limitations that the CNA may encounter focusing on person-directed care;

 

D)        Discuss the importance and describe the principles of culture competence:

 

i)          Examine ways in which the culture of an elder may differ from the culture of the caregiver, such as generational, communication, family and religious differences, and differences in customs; and

 

ii)         Recognize the impact of the CNA's views and values on the care provided;

 

E)        Discuss abuse, neglect and theft:

 

i)          Describe the types of abuse, neglect and theft that occur in the health care setting;

 

ii)         Discuss ways that elder abuse, neglect and theft can be prevented;

 

iii)        Describe indications of abuse, neglect and theft;

 

iv)        Explain the CNA's role in reporting elder abuse, neglect and theft;

 

v)         Discuss requirements for reporting abuse, neglect and theft; and

 

vi)        Discuss consequences of abusing, neglecting or stealing from a resident.

 

2)         Holistic Care.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Explain the importance and describe the components of holistic care, which include, but are not limited to:

 

i)          Physical;

 

ii)         Social:

 

iii)        Psychological; and

 

iv)        Spiritual;

 

B)        Discuss the culture of aging:

 

i)          Describe the impact that physical changes may have on a person's self-image;

 

ii)         Discuss the psychological effects of loss on the elder;

 

iii)        Discuss the impact of aging on the family; and

 

iv)        Describe how elders are viewed in society;

 

C)        Describe ways in which the CNA can meet basic human needs of the elder and implement evidence-based practices to provide holistic care.

 

3)         Communication.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        List the components of communication;

 

B)        Describe the principles of communication;

 

C)        Identify the types of communication:

 

i)          Distinguish between verbal and non-verbal communication; and

 

ii)         Describe the appropriate use of touch in communication;

 

D)        Identify effective techniques for enhancing communication, which include, but are not limited to:

 

i)          Active listening;

 

ii)         Focusing on feelings;

 

iii)        Providing feedback;

 

iv)        Observing non-verbal clues; and

 

v)         Defusing anger;

 

E)        Discuss barriers to the communication process, which include, but are not limited to:

 

i)          Language;

 

ii)         Culture;

 

iii)        Perception; and

 

iv)        Situation;

 

F)         Discuss the CNA's responsibility for effective communication.

 

4)         Interpersonal Relationships.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe professional boundaries in relationships with residents;

 

B)        Discuss the importance of developing therapeutic relationships;

 

C)        Discuss the importance of building relationships within the health care team; and

 

D)        Describe appropriate relationship boundaries for a CNA as a member of the health care team.

 

c)         Module III – Infection Control in the Health Care Setting

 

1)         Infection Control Issues.  Objectives:  upon completion of this unit, the student will be able to explain the following:

 

A)        Microorganisms

 

i)          List the different types of microorganisms;

 

ii)         Differentiate between non-pathogens and pathogens;

 

iii)        Describe the role normal flora play in resisting infection;

 

iv)        Explain the importance of practicing asepsis in order to decrease a person's chance of developing a facility-acquired infection;

 

v)         Identify common microbes that are drug resistant;

 

vi)        Describe the implications of drug-resistant microbes; and

 

vii)       List the requirements that microorganisms need for survival and growth;

 

B)        Chain of infection

 

i)          Explain the role that each link in the chain of infection plays in transmitting disease; and

 

ii)         Identify factors that increase a person's risk of acquiring an infection;

 

C)        Signs and symptoms of infection

 

i)          List and describe signs and symptoms of infection, which include, but are not limited to, pain, heat, redness, swelling and change in resident behavior; and

 

ii)         List ways in which a CNA can prevent the spread of infection;

 

D)        Asepsis in health care 

 

i)          Differentiate between clean and sterile techniques; and

 

ii)         Describe principles for medical asepsis;

 

E)        State and federal regulations.  Discuss the role of the CNA in meeting current State and federal regulations related to infection control in health care settings;

 

F)         Skills in hand hygiene

 

i)          Identify situations requiring hand hygiene techniques;

 

ii)         Describe techniques for proper hand hygiene; and

 

iii)        Demonstrate proper hand hygiene techniques;

 

G)        Skills in isolation techniques

 

i)          Discuss the impact of isolation on a person's well-being;

 

ii)         Differentiate between standard precautions and transmission-based precautions;

 

iii)        Contrast nursing care for persons with each category of transmission-based precautions;

 

iv)        Demonstrate procedures according to established guidelines for Personal Protective Equipment (PPE);

 

v)         Select the appropriate PPE for both standard and transmission-based precautions; and

 

vi)        Demonstrate the procedure of removing PPE used in isolation. 

 

2)         Equipment and Supplies.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss methods of disinfection;

 

B)        Discuss methods of sterilization; and

 

C)        Explain the role of the CNA in properly caring for equipment and supplies.

 

d)         Module IV – Emergency Procedures

 

1)         Fire Safety.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        List the three main types of fire:

 

i)          Oil/grease;

 

ii)         Electrical; and

 

iii)        Paper/wood;

 

B)        List the three elements necessary for a fire;

 

C)        Describe risk factors for a fire, which include, but are not limited to:

 

i)          Oxygen;

 

ii)         Impaired cognition;

 

iii)        Electrical hazards; and

 

iv)        Smoking;

 

D)        Explain safety precautions when oxygen is in use;

 

E)        Describe the responsibility of the CNA in fire prevention;

 

F)         Describe the actions a CNA should take in the event of a fire, including:

 

i)          Initial response;

 

ii)         Demonstrating the proper use of a fire extinguisher; and

 

iii)        Listing methods other than a fire extinguisher that may be used to extinguish a fire.

 

2)         Disasters.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe appropriate actions of the CNA in response to natural disasters, which include, but are not limited to:

 

i)          Storm/tornado;

 

ii)         Severe weather;

 

iii)        Floods; and

 

iv)        Earthquake;

 

B)        Describe appropriate actions of the CNA in response to man-made disasters, which include, but are not limited to:

 

i)          Bomb threats; and

 

ii)         Terrorist attacks;

 

C)        Explain the role of the CNA in relation to emergency preparedness.

 

3)         Foreign Body Airway Obstruction.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Differentiate between partial airway obstruction and complete airway obstruction;

 

B)        Demonstrate the procedures for dislodging a foreign body in:

 

i)          A conscious victim; and

 

ii)         An unconscious victim.

 

4)         Incidents.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the responsibility of the CNA when:

 

i)          Assisting a resident who has fallen;

 

ii)         A resident has eloped;

 

iii)        A resident has sustained a thermal injury;

 

iv)        A resident has a skin tear or bruise; and

 

v)         A resident has ingested a harmful substance;

 

B)        Identify the role of the CNA in providing psychosocial support after an incident/emergency.

 

5)         State and Federal Regulations.  Objective: upon completion of this unit, the student will be able to review current State and federal regulations pertaining to resident rights during an emergency.

 

e)         Module V – Injury Prevention in the Health Care Environment

 

1)         Risk Management.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Explain and discuss State and federal regulations:

 

i)          Explain the role of the CNA in meeting current State and federal regulations pertaining to injury;

 

ii)         Discuss the role of the Occupational Safety and Health Administration (OSHA) in relation to injury prevention; and

 

iii)        Explain the purpose of the Material Safety Data Sheets;

 

B)        Explain and discuss ergonomics:

 

i)          Explain the importance of ergonomics to the health care worker;

 

ii)         Describe risk factors for the CNA that may contribute to injury;

 

iii)        Demonstrate consistent use of body mechanics while providing care;

 

iv)        Explain the principles of body mechanics;

 

v)         Discuss techniques to ensure proper body mechanics; and

 

vi)        Describe equipment to assist in promoting proper body mechanics.

 

2)         Resident Safety.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the importance of maintaining safety for the resident;

 

B)        Identify factors in the elderly that contribute to an increased risk for injury;

 

C)        Determine the CNA responsibility regarding each of the following safety issues:

 

i)          Falls;

 

ii)         Elopement;

 

iii)        Resident identification;

 

iv)        Thermal injury;

 

v)         Skin tears;

 

vi)        Choking; and

 

vii)       Poisoning;

 

D)        Explain and discuss restraint safety:

 

i)          Analyze the adverse psychological and physical effects of restraining a resident;

 

ii)         Explain how to maintain resident's rights when a safety device or restraint must be applied;

 

iii)        Discuss the legal implications of restraint usage;

 

iv)        Discuss the right of a resident not to be restrained;

 

v)         Discuss industry movement toward restraint-free environments;

 

vi)        Explore the various alternatives to applying restraints;

 

vii)       Demonstrate application of a less restrictive alternative;

 

viii)      Recognize when a device is considered a restraint; and

 

ix)        Compare and contrast chemical and physical restraints with less restrictive alternatives and positioning devices;

 

E)        Examine the responsibilities of the CNA in maintaining resident safety in regard to:

 

i)          Person-directed strategy;

 

ii)         Observation of actual risk and potential risk;

 

iii)        Documentation; and

 

iv)        Reporting.

 

3)         Personal Safety.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe environmental factors that have an impact on personal safety in the workplace;

 

B)        Explain and discuss workplace violence:

 

i)          Discuss the various types of violence encountered in the work environment;

 

ii)         Explain risk factors for violence in the workplace; and

 

iii)        Discuss techniques to decrease the likelihood of encountering workplace violence.

 

4)         Equipment Safety.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the responsibility of the CNA for assuring safe use of equipment; and

 

B)        Examine the importance of proper reporting of unsafe equipment.

 

5)         Documentation.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe various types of documentation required when safety infractions have occurred; and

 

B)        Discuss the responsibility of the CNA for documenting problems related to safety.

 

f)         Module VI – Care of the Resident

 

1)         Resident Living Space.  Objectives:  upon completion of this unit, the student will be able to: 

 

A)        Explain why a comfortable environment is important to a person's well-being;

 

B)        Identify and discuss factors related to residential living space:

 

i)          Identify the environmental factors that can affect a person's comfort in his or her living space; and

 

ii)         Discuss the importance of personal belongings in the person's environment;

 

C)        Explain and discuss the role of furniture and equipment in residential living space:

 

i)          Discuss safety issues when operating a bed;

 

ii)         Demonstrate how to operate a bed;

 

iii)        Examine reasons for use of various bed positions;

 

iv)        Demonstrate placing a hospital bed in various positions;

 

v)         Explain how the over-bed table is used by the health care team and the resident;

 

vi)        Demonstrate how to raise and lower the over-bed table;

 

vii)       Describe how the bedside stand is used by the health care team and the resident;

 

viii)      Explain why curtains and screening devices are important for the purposes of privacy;

 

ix)        Identify the limitations of curtains and screening devices; and

 

x)         Identify other equipment that is generally part of a resident's room;

 

D)        Explain the rules for proper maintenance of the resident's living space;

 

E)        Explain and discuss call system devices:

 

i)          Demonstrate prompt response to signal lights or call system devices;

 

ii)         Explain various types of call systems; and

 

iii)        Discuss use of alternatives if a call system fails;

 

F)         Explain and discuss bed making:

 

i)          Explain the importance of bed making for the person's comfort and well-being, encouraging personal preferences, and identifying the person's preferences when handling personal linens;

 

ii)         Explain and demonstrate aseptic techniques when handling linens;

 

iii)        Discuss the guidelines for making beds;

 

iv)        Explain the difference between an unoccupied and occupied bed; and

 

v)         Demonstrate making a closed bed an open bed and an occupied bed, according to established standards;

 

G)        Examine the importance of frequent observations of the resident in his/her living space, including, but not limited to:

 

i)          Side rails;

 

ii)         Bed position:

 

iii)        Call light;

 

iv)        Safety alarms;

 

v)         Personal items;

 

vi)        Linens; and

 

vii)       Personal preferences;

 

H)        Demonstrate consistent maintenance of resident's comfort and safety.

 

2)         Admission, Transfer, Discharge.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss admission procedures:

 

i)          Compare and contrast admission to various types of health care settings;

 

ii)         Discuss the emotional responses a person may experience when admitted to a health care facility;

 

iii)        Identify the equipment needed to admit a person;

 

iv)        Describe the process for admitting a person to the facility; and

 

v)         Recognize the CNA's role in the care of a person being admitted;

 

B)        Discuss room transfers:

 

i)          Identify the need for room transfers;

 

ii)         Discuss the emotional responses that a person may experience when transferred to a different room;

 

iii)        Describe the process used to transfer a resident from one room to another;

 

iv)        Recognize the CNA's role in the care of a person transferring to a different room; and

 

v)         Discuss the strategies the CNA uses to support a smooth transition to another room;

 

C)        Discuss discharge procedures:

 

i)          Identify places to which a person may be discharged;

 

ii)         Discuss the emotional responses a person may experience when being discharged  to various facilities;

 

iii)        Described the process for discharging a resident; and

 

iv)        Recognize the CNA's role in the care of the person being discharged;

 

D)        Demonstrate skills: height, weight:

 

i)          Identify the purpose of obtaining height and weight measurements; and

 

ii)         Demonstrate obtaining a person's height and weight measurements according to established standards.

 

3)         Psychosocial Concerns.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Explain the importance of recognizing psychosocial concerns;

 

B)        Discuss psychosocial concerns common to residents;

 

C)        Describe common behaviors associated with how a person is feeling;

 

D)        Recognize the CNA's role in meeting the resident's psychosocial needs, which include:

 

i)          Person-directed strategies;

 

ii)         Observations;

 

iii)        Documentation; and

 

iv)        Reporting.

 

4)         Promoting Resident Comfort and Managing Pain.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Recognize indicators that a resident is not comfortable and the CNA's role in maintaining a person's comfort, which includes:

 

i)          Person-directed strategies;

 

ii)         Observations;

 

iii)        Documentation; and

 

iv)        Reporting;

 

B)        Discuss the importance of identifying when a person is experiencing pain:

 

i)          Recognize indicators of a person experiencing pain;

 

ii)         Compare various methods used for pain level evaluation;

 

iii)        Examine non-pharmacological methods a CNA may use to assist a person in managing pain, which may include massage, imagery, relaxation technique, music or pet therapy;

 

iv)        Recognize the CNA's role in caring for a person experiencing pain, which includes person-directed strategies, observations, documentation and reporting.

 

5)         Body Structure.  Objectives:  upon completion of this unit, the student will be able to explain the organization of the human body, including cells, tissue, organs and systems.

 

6)         Integumentary System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the structures of the integumentary system;

 

B)        Identify the functions of the integumentary system;

 

C)        Discuss how changes in the skin may affect a person's life physically, psychologically and socially;

 

D)        Discuss healthy skin:

 

i)          Discuss the importance of maintaining healthy skin;

 

ii)         Describe factors affecting the maintenance of healthy skin; and

 

iii)        Recognize the CNA's role in promoting healthy skin;

 

E)        Discuss common health concerns:

 

i)          Identify various skin conditions, such as too moist, too dry, poor skin turgor, alterations in color, fragility and allergic reactions;

 

ii)         Discuss common communicable diseases affecting the skin, such as shingles, scabies, fungal infections and pediculosis; and

 

iii)        Discuss common injuries to the skin and examine various methods to prevent injuries, which include, but are not limited to, skin tears, contusions and burns;

 

F)         Discuss pressure ulcers:

 

i)          Identify the persons at risk for developing pressure ulcers;

 

ii)         Identify the stages of pressure ulcers;

 

iii)        List the sites where pressure ulcers are likely to develop;

 

iv)        List the causes of pressure ulcers;

 

v)         Explain interventions the CNA can take to prevent pressure ulcers;

 

vi)        Describe various treatments for pressure ulcers; and

 

vii)       Examine various actions taken by the CNA to care for the person with skin abnormalities;

 

G)        Recognize the CNA's role in preventing pressure ulcers, which includes:

 

i)          Person-directed strategies;

 

ii)         Observations;

 

iii)        Documentation; and

 

iv)        Reporting;

 

H)        Explain and demonstrate oral hygiene skills:

 

i)          Explain why oral hygiene helps meet the person's basic needs;

 

ii)         Identify the supplies needed for oral hygiene;

 

iii)        Demonstrate how to assist the person to brush his/her teeth, according to established standards;

 

iv)        Demonstrate how to brush a person's teeth according to established standards;

 

v)         Describe how to floss a person's teeth according to established standards;

 

vi)        Describe special measures a CNA needs to practice when handling dentures;

 

vii)       Demonstrate cleaning of dentures, according to established standards;

 

viii)      Demonstrate insertion of dentures;

 

ix)        Demonstrate removal of dentures;

 

x)         Describe the special measures that need to be taken when providing mouth care for the unconscious resident;

 

xi)        Explain when mouth care should be given to the unconscious resident;

 

xii)       Describe how to perform mouth care on an unconscious resident, according to established standards; and

 

xiii)      Recognize the CNA's role when providing oral hygiene;

 

I)         Discuss bathing skills:

 

i)          Explain why bathing is important for meeting basic needs;

 

ii)         Identify the factors that influence the bathing method chosen by a person and the health care team;

 

iii)        Discuss the bathing schedule;

 

iv)        Compare various types of skin care products;

 

v)         Recognize the CNA's role in the application of skin care products;

 

vi)        Describe the procedural steps for various types of bathing, such as complete bed bath, partial bath, tub bath and shower;

 

vii)       Perform a complete bed bath, according to established standards;

 

viii)      Demonstrate giving a partial bed bath, according to established standards;

 

ix)        Explain procedures used when assisting a person to take a tub bath, according to established standards;

 

x)         Demonstrate procedures used when assisting a person to take a shower, according to established standards;

 

xi)        Discuss alternatives to traditional bathing methods; and

 

xii)       Recognize the CNA's role in bathing the resident;

 

J)         Discuss and identify back massage skills:

 

i)          Identify the purpose of a back massage; and

 

ii)         Demonstrate a back massage, according to established standards;

 

K)        Explain and discuss perineal care skills:

 

i)          Explain the purpose of perineal care;

 

ii)         Discuss the indications for perineal care;

 

iii)        Demonstrate female and male perineal care according to established standards; and

 

iv)        Recognize the role of the CNA in providing perineal care;

 

L)        Identify and demonstrate hair care skills:

 

i)          Identify the importance of providing hair care;

 

ii)         Demonstrate brushing and combing hair, according to established standards;

 

iii)        Explain various methods of shampooing hair; and

 

iv)        Recognize the CNA's role in providing hair care;

 

M)       Explain and demonstrate shaving skills:

 

i)          Explain the importance of shaving as it relates to meeting basic needs;

 

ii)         Demonstrate a shave, according to established standards; and

 

iii)        Recognize the CNA's role in shaving a resident;

 

N)        Explain and demonstrate nail care skills:

 

i)          Identify the importance of nail care;

 

ii)         Discuss nail care, for a person with special conditions, such as diabetes, impaired circulation and fungus;

 

iii)        Demonstrate nail care, according to established standards;

 

iv)        Differentiate between nail care for hands and feet; and

 

v)         Recognize the CNA's role in providing nail care to the resident;

 

O)        Explain and demonstrate dressing and undressing skills:

 

i)          Identify the importance of being appropriately dressed;

 

ii)         Demonstrate dressing and undressing a person, according to established standards;

 

iii)        Describe special considerations, such as physical limitation, medical equipment, and special needs in dressing and undressing;

 

iv)        Discuss the impact of appropriate dress on a person's quality of life and comfort; and

 

v)         Recognize the CNA's role in dressing and undressing a resident;

 

P)         Discuss therapeutic applications:

 

i)          Identify various types of applications;

 

ii)         Compare and contrast moist and dry applications;

 

iii)        Explain the purpose and principles involved in the application of heat;

 

iv)        Describe the effects of heat applications;

 

v)         Explain the purpose and principles involved in the application of cold;

 

vi)        Describe the effects of cold applications;

 

vii)       Describe the procedure used for various applications;

 

viii)      Identify a person at risk for complications associated with various applications; and

 

ix)        Recognize the CNA's role in caring for a person receiving therapeutic application.

 

7)         Musculoskeletal System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe the structures of the musculoskeletal system, including the following:

 

i)          The types of bones;

 

ii)         The function and types of joints;

 

iii)        The major functions of muscles; and

 

iv)        The types of muscles;

 

B)        Describe the functions of the musculoskeletal system;

 

C)        Discuss how age-related changes in the musculoskeletal system may affect a person's life physically, psychologically and socially;

 

D)        Identify the complications of immobility, including, but not limited to, contractures and atrophy;

 

E)        Explain the importance of preventing complications of immobility and identify interventions to prevent these complications;

 

F)         Identify common health concerns:

 

i)          Arthritis. Identify types of arthritis and recognize the CNA's role in caring for a person with arthritis, such as person-directed strategies, observations, documentation and reporting;

 

ii)         Factures.  Identify types of fractures and describe common causes of fractures, including osteoporosis; recognize the CNA's role in caring for a person in a cast or in traction, or who has had a hip fracture or hip replacement;

 

iii)        Amputation.  Identify common causes of amputation and describe the impact of an amputation on a person's life.  Recognize the CNA's role in caring for a person with an amputation;

 

G)        Discuss range of motion exercise skills:

 

i)          Identify the purpose of range of motion;

 

ii)         Explain the safety and comfort guidelines for range of motion exercises;

 

iii)        Identify types of range of motion exercises, including active, passive and active-assistive;

 

iv)        Describe and demonstrate the movements of range of motion exercise, which include abduction, adduction, extension, flexion, plantar flexion, dorsi-flexion, opposition, internal rotation, external rotation, pronation and supination; and

 

v)         Recognize the CNA's role in performing range of motion exercises;

 

H)        Discuss prosthetic and orthotic devices skills:

 

i)          Identify the purpose of prosthetic and orthotic devices;

 

ii)         Describe the types of prosthetic and orthotic devices; and

 

iii)        Describe how to apply and remove various prosthetic and orthotic devices;

 

I)         Discuss lifting and moving skills:

 

i)          Identify the principles of lifting and moving;

 

ii)         Demonstrate various methods for turning a person on his/her side;

 

iii)        Demonstrate various methods for moving a person to the head of the bed;

 

iv)        Demonstrate various methods for moving a person to the side of the bed;

 

v)         Demonstrate various types of lifts; and

 

vi)        Recognize the CNA's role in lifting and moving;

 

J)         Discuss repositioning skills:

 

i)          Identify the purpose of repositioning;

 

ii)         Explain the principles of repositioning;

 

iii)        Demonstrate various types of positions; and

 

iv)        Recognize the CNA's role in repositioning the resident;

 

K)        Discuss transfer skills:

 

i)          Explain the principles of transferring a person safely;

 

ii)         Demonstrate various procedures for transferring a resident using a transfer/gait belt, including the proper application of a transfer/gait belt;

 

iii)        Demonstrate various procedures for transferring a resident to a stretcher; and

 

iv)        Recognize the CNA's role in transferring a resident;

 

L)        Discuss ambulating skills:

 

i)          Discuss the importance of ambulation;

 

ii)         Explain the principles of ambulation;

 

iii)        Describe assistive devices used for ambulation, such as transfer/gait belts, walkers and canes; and

 

iv)        Demonstrate various ambulation techniques and recognize the CNA's role in ambulation of a resident;

 

M)       Discuss transporting skills:

 

i)          Explain the principles of transporting;

 

ii)         Demonstrate various methods of transporting a person; and

 

iii)        Recognize the CNA's role in transporting the resident.

 

8)         Gastrointestinal System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the structures of the gastrointestinal system;

 

B)        Identify the functions of the gastrointestinal system;

 

C)        Discuss how age-related changes in the gastrointestinal system may affect a person's life physically, psychologically and socially;

 

D)        Discuss basic nutrition:

 

i)          Identify the importance of nutrition;

 

ii)         Discuss healthy nutrition based on the daily requirements; and

 

iii)        Identify basic food groups and discuss factors affecting a person's nutrition;

 

E)        Discuss hydration:

 

i)          Identify the importance of hydration;

 

ii)         Explain the principles of hydration; and

 

iii)        Discuss factors affecting a person's hydration;

 

F)         Discuss therapeutic diets/nourishments:

 

i)          Identify the purpose of therapeutic diets/nourishments;

 

ii)         Explain the principles of therapeutic diets/nourishments;

 

iii)        Describe the various types of therapeutic diets;

 

iv)        Identify the various types of supplements and nourishments; and

 

v)         Recognize the CNA's role in caring for the person receiving a therapeutic diet/nourishment;

 

G)        Discuss dining experience:

 

i)          Identify the importance of creating a positive dining experience;

 

ii)         Explain the principles involved in the dining experience;

 

iii)        Describe methods of creating a person-directed dining experience;

 

iv)        Discuss types of dining experiences, including restaurant style and buffet; and

 

v)         Recognize the CNA's role in supporting the dining experience;

 

H)        Discuss assistance with the dining experience:

 

i)          Identify the importance of providing assistance during dining;

 

ii)         Explain the principles involved in providing assistance during dining, which include positioning, prep and set up, and assistive devices;

 

iii)        Demonstrate safety measures when assisting with the dining experience;

 

iv)        Demonstrate assisting the person to eat according to established standards;

 

v)         Demonstrate adaptations for assisting a person with special needs.  Special needs may include, but are not limited to, visual and cognitive impairment;

 

vi)        Discuss special concerns, such as recognizing indications of dysphagia, squirreling or pocketing of food, and aspiration;

 

vii)       Demonstrate aspiration precautions; and

 

viii)      Recognize the CNA's role in assisting with the dining experience;

 

I)         Discuss bowel elimination:

 

i)          Identify the characteristics of normal bowel elimination;

 

ii)         Identify the resident's normal bowel habits/patterns;

 

iii)        Discuss the factors affecting bowel elimination;

 

iv)        Discuss how age-related changes affect bowel elimination;

 

v)         Describe common health concerns association with bowel elimination, which include, but are not limited to, constipation and diarrhea;

 

vi)        Recognize the CNA's role regarding bowel elimination;

 

vii)       Demonstrate assisting a resident with bowel elimination procedures, which include, but are not limited to, bedpans, commodes, briefs and incontinent care, according to established standards; and

 

viii)      Describe the procedures for collecting a stool specimen.

 

9)         Urinary System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the structures of the urinary system;

 

B)        Identify the functions of the urinary system;

 

C)        Discuss how age-related changes in the urinary system may affect a person's life physically, psychologically and socially;

 

D)        Describe common health concerns associated with urinary elimination, including urinary tract infection and incontinence;

 

E)        Discuss intake and output:

 

i)          Explain the purpose of measuring intake and output;

 

ii)         Describe the guidelines for intake and output;

 

iii)        Demonstrate the measurement of intake and output, according to established standards; and

 

iv)        Recognize the CNA's role in caring for the person on intake and output;

 

F)         Discuss urinary elimination:

 

i)          Identify characteristics of normal urinary elimination;

 

ii)         Identify the person's urinary elimination habits/patterns;

 

iii)        Discuss factors affecting urinary elimination;

 

iv)        Demonstrate the procedure for assisting a person to use a urinal, bedpan or commode/toilet;

 

v)         Describe the use of various incontinence products;

 

vi)        Identify types of urinary incontinence;

 

vii)       Describe methods of prevention of urinary incontinence;

 

viii)      Describe the CNA's role in the care of the incontinent resident;

 

ix)        Discuss the purpose of urinary catheters;

 

x)         Describe the types of urinary catheters;

 

xi)        Describe the CNA's role in caring for a resident with an indwelling urinary catheter;

 

xii)       Describe the procedures for collecting various urinary specimens; and

 

xiii)      Recognize the CNA's role in regard to urinary elimination.

 

10)        The Reproductive System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the structures of the reproductive system;

 

B)        Identify the functions of the reproductive system;

 

C)        Discuss how age-related changes in the reproductive system may affect a person's life physically, psychologically and socially;

 

D)        Differentiate between sex and sexuality, including:

 

i)          Discuss promoting sexuality;

 

ii)         Recognize the importance of maintaining sensitivity related to a person's sexuality; and

 

iii)        Discuss ways that a person may inappropriately express sexuality and describe interventions that the CNA may use when caring for sexually aggressive residents and residents who display inappropriate sexually explicit public behaviors;

 

E)        Discuss common health concerns of sexually transmitted diseases:

 

i)           Define sexually transmitted diseases;

 

ii)          Identify the various types of sexually transmitted diseases;

 

iii)         Describe the signs and symptoms of the various sexually transmitted diseases; and

 

iv)         Recognize the CNA's role in caring for a person with a sexually transmitted disease.

 

11)        The Cardiovascular System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the structures of the cardiovascular system;

 

B)        Identify the functions of the cardiovascular system;

 

C)        Discuss how age-related changes in the cardiovascular system may affect a person's life physically, psychologically and socially;

 

D)        Identify the signs/symptoms of various cardiovascular diseases, which include, but are not limited to:

 

i)          Hypertension;

 

ii)         Coronary artery disease;

 

iii)        Angina pectoris;

 

iv)        Myocardial infarction; and

 

v)         Congestive heart failure;

 

E)        Recognize the CNA's role in caring for a person with a cardiovascular disease;

 

F)         Discuss dietary modification related to cardiovascular diseases; and

 

G)        Describe the role of the CNA in the application and removal of anti-embolism stockings (TED hose).

 

12)        The Respiratory System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the structures of the respiratory system;

 

B)        Identify the functions of the respiratory system;

 

C)        Discuss how age-related changes in the respiratory system may affect a person's life physically, psychologically and socially;

 

D)        Discuss common health concerns:

 

i)          Identify various types of chronic obstructive pulmonary diseases (COPD);

 

ii)         Discuss the psychosocial needs of the resident with COPD;

 

iii)        Describe the signs and symptoms of various respiratory illnesses, which include asthma, pneumonia and tuberculosis; and

 

iv)        Recognize the CNA's role in caring for a person with a respiratory illness;

 

E)        Discuss oxygen therapy:

 

i)          Identify the purpose of oxygen therapy;

 

ii)         Explain the principles involved in oxygen therapy;

 

iii)        Identify the types of oxygen delivery;

 

iv)        Recognize the CNA's role in caring for a person receiving oxygen therapy;

 

v)         Identify the purpose of artificial ventilation; and

 

vi)        Recognize the CNA's role in caring for a person with a ventilator;

 

F)         Identify the purposes of sputum collection and explain the procedure used when collecting a sputum specimen;

 

G)        Discuss vital signs:

 

i)          Identify the purpose of measuring temperature;

 

ii)         Identify the types of thermometers;

 

iii)        Identify sites where temperature may be measured;

 

iv)        Demonstrate obtaining an oral temperature according to established standards;

 

v)         Identify the purpose of measuring the pulse;

 

vi)        Identify the sites where a pulse may be measured;

 

vii)       Demonstrate obtaining a pulse according to established standards;

 

viii)      Identify the purpose of measuring respirations;

 

ix)        Discuss various respiratory patterns;

 

x)         Demonstrate obtaining respiration according to established standards;

 

xi)        Identify the purpose of measuring blood pressure;

 

xii)       Explain the principles involved in obtaining a blood pressure;

 

xiii)      Demonstrate obtaining a blood pressure according to established standards; and

 

xiv)      Recognize the CNA's role in measuring vital signs;

 

H)        Discuss and be certified in CPR, except as provided in subsection (f)(12)(I):

 

i)          Discuss the purpose of performing CPR;

 

ii)         Explain the principles involved in providing CPR;

 

iii)        Demonstrate the performance of CPR, including one-rescuer adult, child and infant CPR and two rescuer adult, child and infant CPR;

 

iv)        Demonstrate the performance of foreign airway obstruction for adult, child and infant victims; and

 

v)         Recognize the CNA's role related to CPR;

 

I)         A student who previously has certified in CPR and whose certification is current is exempt from the requirements of subsection (f)(12)(H).

 

13)        The Nervous System.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify the structures of the nervous system;

 

B)        Identify the functions of the nervous system;

 

C)        Discuss how age-related changes in the nervous system may affect a person's life physically, psychologically and socially;

 

D)        Discuss common health concerns:

 

i)          Discuss the signs and symptoms of various nervous disorders, including cerebrovascular accident, Parkinson's disease, multiple sclerosis and types of traumatic injuries;

 

ii)         Identify communication problems resulting from hearing disorders;

 

iii)        Discuss communication strategies when caring for a person with a hearing disorder;

 

iv)        Identify special concerns associated with caring for a person with a visual disorder;

 

v)         Discuss ways the CNA can promote independence of a person with a visual disorder; and

 

vi)        Recognize the CNA's role in caring for a person with various nervous system disorders, including observations, critical thinking, documentation and reporting;

 

E)        Discuss hearing instrument skills:

 

i)          Identify the purpose of hearing instruments;

 

ii)         Discuss the various types of hearing instruments;

 

iii)        Explain the insertion and removal of the hearing instrument; and

 

iv)        Recognize the CNA's role in caring for a person with a hearing instrument;

 

F)         Discuss visual aids skills:

 

i)          Identify the purpose of visual aids;

 

ii)         Discuss the various types of visual aids;

 

iii)        Explain the care of visual aids; and

 

iv)        Recognize the CNA's role in caring for a person with visual aids;

 

g)         Module VII – Fundamentals of Rehabilitation/Restorative Care

 

1)         Philosophy.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Explain the philosophy of rehabilitation;

 

B)        Review basic human needs;

 

C)        Identify individual motivations for a person participating in rehabilitation; and

 

D)        Apply holism to the philosophy of rehabilitation. 

 

2)         Objective:  upon completion of this unit, the student will be able to discuss principles of rehabilitation.

 

3)         Objective:  upon completion of this unit, the student will be able to compare and contrast rehabilitation and restorative nursing.

 

4)         Objective:  upon completion of this unit, the student will be able to identify the members of the rehabilitation team.

 

5)         Objective:  upon completion of this unit, the student will be able to identify State and federal regulations that have an impact on rehabilitation/restorative care.

 

6)         Objective:  upon completion of this unit, the student will be able to recognize the CNA's role in providing rehabilitation/restorative care, which includes:

 

A)        Importance;

 

B)        Care-giving modifications;

 

C)        Observations;

 

D)        Reporting; and

 

E)        Documentation.

 

7)         ADL Programs.  Objectives: upon completion of this unit, the student will be able to:

 

A)        Describe the types of ADL programs available for persons needing rehabilitation/restorative care, which include, but are not limited to:

 

i)          Eating:

 

ii)         Dressing/grooming;

 

iii)        Mobility; and

 

iv)        Communication;

 

B)        Explain the purpose of ADL programs;

 

C)        Discuss adaptive devices:

 

i)          Describe the adaptive devices available to assist with performance of ADL;

 

ii)         Explain the purpose of adaptive devices; and

 

iii)        Recognize the CNA's role in caring for the person using an adaptive device, including importance, care-giving modification, observations, reporting and documentation.

 

h)         Module VIII – End-of-Life Care

 

1)         End-of-Life Issues.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss attitudes:

 

i)          Discuss the impact that spiritual and cultural beliefs have on one's attitudes; and

 

ii)         Examine one's feelings about providing care for the terminally ill person;

 

B)        Explore legal issues associated with end-of-life care, which include, but are not limited to:

 

i)          Self-determination;

 

ii)         Guardianship;

 

iii)        Advance directives, including the significance of living wills and power of attorney; and

 

iv)        Implications of do-not-resuscitate (DNR) orders and the Physician's Order for Life Sustaining Treatment (POLST).

 

2)         State and Federal Regulations.  Objectives:  upon completion of this unit, the student will be able to discuss current State and federal regulations related to end-of-life issues, such as:

 

A)        Resident rights;

 

B)        Resident behaviors and facility practices;

 

C)        Quality of life; and

 

D)        Quality of care.

 

3)         Care of a Dying Person.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss physical aspects:

 

i)          Identify the signs of approaching death;

 

ii)         Discuss how to preserve the dying person's rights;

 

iii)        Discuss ways to promote comfort for the dying person; and

 

iv)        Recognize the CNA's role in meeting the physical needs of the dying person;

 

B)        Discuss psychosocial aspects:

 

i)          Discuss the importance of celebrating a person's life;

 

ii)         Describe strategies to celebrate a person's life;

 

iii)        Describe the grieving process as it may pertain to the dying person, friends/loved ones, and the care givers:

 

iv)        Discuss various facility practices to honor deceased residents; and

 

v)         Recognize the CNA's role in meeting the psychosocial needs of the dying person, which include observations, critical thinking, documentation and reporting;

 

C)        Discuss hospice care and palliative care:

 

i)          Discuss the philosophy of hospice and palliative care;

 

ii)         Discuss the goals of hospice and palliative care; and

 

iii)        Describe ways that hospice and palliative care are incorporated into the plan of care.

 

4)         Post-mortem Care.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Explain the principles involved in caring for the body after death; and

 

B)        Perform post-mortem care according to established facility practices.

 

i)          Module IX – Alzheimer's and Other Dementias

 

1)         Cognitive Impairment.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Differentiate between normal aging and dementias;

 

B)        Describe how dementias are diagnosed;

 

C)        List types of reversible dementia; and

 

D)        List types of non-reversible dementia.

 

2)         Alzheimer's Disease.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe the physical changes that occur as the person progresses through Alzheimer's Disease; and

 

B)        List the signs and symptoms of Alzheimer's Disease.

 

3)         Impacts of Cognitive Impairments.  Objectives:  upon completion of this unit, the student will be able to describe the impact of cognitive impairment on society, the family and the individual.

 

4)         State and Federal Regulations.  Objectives:  upon completion of this unit, the student will be able to discuss current State and federal regulations related to the care of the person with dementia.

 

5)         Ability Centered Care:

 

A)        Overview.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss the philosophy of person-directed, ability-centered care;

 

ii)         Describe the goals of ability-centered care;

 

iii)        Discuss the importance of a team approach in caring for a person with dementia; and

 

iv)        Discuss the role of the CNA in providing ability-centered care;

 

B)        Therapeutic Environment.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss elements of a therapeutic environment; and

 

ii)         Discuss creative strategies to promote a therapeutic environment;

 

C)        Communication.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Describe how challenges in communication change as the person progresses through the stages of dementia;

 

ii)         Discuss creative strategies to enhance communication; and

 

iii)        Discuss appropriate techniques for physical touch with someone with dementia;

 

D)        Relationships.  Objectives; upon completion of this unit, the student will be able to:

 

i)          Examine the importance of relationships between care givers and the person who has dementia; and

 

ii)         Describe ways that the CNA can enhance his/her relationship with the person with dementia;

 

E)        Activities.  Objectives: upon completion of this unit, the student will be able to:

 

i)          Discuss examples of activities appropriate for persons in different stages of dementia;

 

ii)         Discuss approaches the CNA can use to engage residents in activities;

 

iii)        Compare and contrast traditional versus non-traditional activities; and

 

iv)        Compare and contrast structured versus spontaneous activities;

 

F)         Activities of Daily Living (ADL).  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss the purpose of restorative goals, including improving performance, maintaining abilities and preventing complications;

 

ii)         Explore physical challenges, psychosocial challenges, environmental challenges and approaches to support resident's independence related to each ADL, which include, but are not limited to, dressing, bathing, grooming, oral hygiene, toileting and eating/nutritional issues.

 

6)         Understanding Behaviors as Unmet Needs.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Explain the difference between symptoms and behaviors;

 

B)        Describe defense mechanism/coping behaviors used to compensate for cognitive impairment;

 

C)        Examine ways in which the CNA can diminish behavioral challenges;

 

D)        Explore creative strategies to manage common behavioral challenges:

 

i)          Purposeful wandering;

 

ii)         Agitation and aggression;

 

iii)        Catastrophic reaction;

 

iv)        Combativeness;

 

v)         Delusions/hallucinations/paranoia;

 

vi)        Rummaging and hoarding;

 

vii)       Sexual behavior;

 

viii)      Sleep disturbances;

 

ix)        Sundowning;

 

x)         Wanting to go home;

 

xi)        Indifference;

 

xii)       Purposeful waking; and

 

xiii)      Other behaviors.

 

7)         Safety.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Describe challenges in maintaining the safety of the resident while supporting the resident's need to remain active.  These include physical, psychosocial and environmental challenges; and

 

B)        Investigate creative strategies to provide for the safety of the person with dementia.

 

8)         Psychosocial Needs.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the Person with Dementia:

 

i)          Describe role changes and reversals that the person with dementia experiences;

 

ii)         Identify stressors;

 

iii)        Discuss grief and loss issues; and

 

iv)        Describe coping strategies for the person with dementia, including understanding disease progression, realistic expectations and self-care;

 

B)        Discuss Family and Loved Ones:

 

i)          Describe the role changes and reversals that family members go through when a loved one has dementia;

 

ii)         Describe ways to manage the stresses of caring for persons with cognitive impairment;

 

iii)        Discuss grief and loss issues; and

 

iv)        Discuss the psychological support that family and loved ones might need in coping with dementia;

 

C)        Discuss Caregivers and Staff:

 

i)          Identify stressors;

 

ii)         Discuss grief and loss issues; and

 

iii)        Describe coping strategies for those caring for persons with cognitive impairment, including understanding disease progression, realistic expectations, self-care and recognizing burnout.

 

9)         Resources.  Objectives:  upon completion of this unit, the student will be able to identify community resources available to the following:

 

A)        Persons with dementia;

 

B)        Families and loved ones; and

 

C)        Caregivers and staff.

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.305   Advanced Nursing Assistant Training Program

 

The ANATP shall obtain the model program curriculum from the Department.  The ANATP curriculum shall include, at a minimum, the following:

 

a)         Module I – Introduction to the CNA II Role

 

1)         History of CNA Education.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the progression of Certified Nursing Assistant (CNA) education in Illinois; and

 

B)        Differentiate the current CNA practice levels.

 

2)         Purpose of CNA II.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the role of the CNA II as an agent of change; and

 

B)        Describe the various responsibilities of a CNA II in Illinois.

 

3)         CNA II Requirements.  Objective:  upon completion of this unit, the student will be able to identify the current requirements to practice as a CNA II in Illinois, including:

 

A)        Education;

 

B)        Experience;

 

C)        Criminal Background Check;

 

D)        Competency Testing;

 

E)        Registry;

 

F)         Renewal; and

 

G)        Recertification.

 

b)         Module II – Rules and Regulations Overview

 

1)         Rules and Regulations.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Define the purpose of administrative rules;

 

B)        Discuss the impact of standards of care on CNA II practice;

 

C)        Discuss the impact of practice Acts on CNA II practice; and

 

D)        Examine the expanded role of the CNA II pertaining to administrative rules.

 

2)         Governmental Regulatory Agencies.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify pertinent regulatory agencies; and

 

B)        Discuss the purpose of the regulating governmental agencies.

 

3)         Current Regulations.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Locate sources for current regulations;

 

B)        Review information related to abuse, neglect and theft;

 

C)        Examine the expanded role of the CNA II regarding abuse, neglect and theft; and

 

D)        Discuss the impact of current regulations.

 

4)         Facility Policies and Procedures.  Objective:  upon completion of this unit, the student will be able to analyze policies and procedures found in various health care settings.

 

5)         Compliance Issues.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Investigate compliance issues identified in various health care settings by regulatory agencies;

 

B)        Discuss the connection between regulatory requirements and policies and procedures in various health care settings; and

 

C)        Describe the accreditation options in various health care settings, including type and purpose.

 

c)         Module III – Person-Directed Care

 

1)         Respect of the Individual

 

A)        Culture.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Define culture as it relates to healthcare; and

 

ii)         Compare and contrast the previous and current perceptions of healthcare and culture.

 

B)        Philosophy.  Objective:  upon completion of this unit, the student will be able to discuss the philosophy of person-directed care.

 

2)         Advocate for the Individual.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Review appropriate methods used to deliver person-directed care;

 

B)        Examine methods to support the CNA II in his or her role as an advocate; and

 

C)        Examine the expanded advocacy role of the CNA II in person-directed care.

 

3)         Continuity of Individualized Care.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Recognize the importance of maintaining individualized care across various health care settings; and

 

B)        Model ways that continuity of care can be supported by the CNA II.

 

d)         Module IV – Professional Relationships

 

1)         Attitude.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify various types of attitudes in the workplace;

 

B)        Discuss the impact of attitudes on professional relationships; and

 

C)        Examine various influences affecting one's professional attitude.

 

2)         Communication

 

A)        Personal.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Distinguish between various styles of personal communication;

 

ii)         Identify one's own personal style of communication; and

 

iii)        Demonstrate effective communication utilizing his or her personal style.

 

B)        Organizational.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Examine the expanded role of the CNA II regarding documentation;

 

ii)         Discuss factors affecting staff scheduling;

 

iii)        Develop a sample staff schedule;

 

iv)        Discuss factors affecting care assignments;

 

v)         Develop a sample care assignment;

 

vi)        Identify skills required to be an effective committee member;

 

vii)       Examine the expanded role of the CNA II regarding organizational evaluation; and

 

viii)      Examine the role of the CNA II regarding the utilization of technology in the workplace.

 

3)         Motivations.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Compare and contrast various motivational theories;

 

B)        Discuss various external motivators; and

 

C)        Discuss various internal motivators.

 

4)         Team Building.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the concepts of team building;

 

B)        Examine the role of a leader in team building;

 

C)        Identify effective team building techniques utilized by leaders;

 

D)        Examine various roles in which team members may serve; and

 

E)        Identify various responsibilities of effective team members.

 

5)         Conflict Resolution.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify common causes of conflict in the workplace;

 

B)        Analyze possible effects of workplace conflict; and

 

C)        Identify steps of a resolution process, including:

 

i)          Discussing appropriate informal conflict resolution strategies, including assertiveness and negotiation; and

 

ii)         Discussing appropriate formal conflict resolution strategies, including chain of command and grievance policy.

 

6)         Critical Thinking.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Differentiate between critical thinking and problem-solving;

 

B)        Identify steps of the critical thinking process, including:

 

i)          Interpretation;

 

ii)         Analysis;

 

iii)        Evaluation;

 

iv)        Inference;

 

v)         Explanation; and

 

vi)        Self-regulation; and

 

C)        Integrate critical thinking strategies into the CNA II role.

 

e)         Module V – Mentoring

 

1)         Peer Mentor.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Examine the role of a peer mentor;

 

B)        Differentiate peer mentor, preceptor, and trainer roles; and

 

C)        Identify qualities and characteristics of an effective peer mentor.

 

2)         Peer Mentor Program.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Discuss the purpose of a peer mentor program;

 

B)        Discuss the role of the CNA II regarding program planning;

 

C)        Examine the role of the CNA II regarding program implementation; and

 

D)        Examine the role of the CNA II in the evaluative process of the mentee and the program.

 

3)         Education 

 

A)        Learning Styles.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Identify various learning styles; and

 

ii)         Discuss the importance of recognizing various learning styles.

 

B)        Learning Theories.  Objective:  upon completion of this unit, the student will be able to compare and contrast various learning theories, including Knowles Theory of Adult Learning.

 

C)        Influences on Learning.  Objective:  upon completion of this unit, the student will be able to examine various influences affecting one's ability to learn.

 

D)        Teaching Methods.  Objective:  upon completion of this unit, the student will be able to recognize the importance of matching teaching methods to learning styles.

 

4)         Mentor-Mentee Relationship

 

A)        Recognition.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Examine the role of the CNA II in welcoming the mentee;

 

ii)         Examine the role of the CNA II in appreciating the value of the mentee, including prior experiences and individualism; and

 

iii)        Examine the role of the CNA II regarding inclusion of the mentee in the workplace culture.

 

B)        Motivation.  Objective:  upon completion of this unit, the student will be able to examine the role of the CNA II in selecting appropriate motivational methods.

 

C)        Communication.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Examine the role of the CNA II in serving as an appropriate role-model;

 

ii)         Examine the role of the CNA II in providing appropriate clinical guidance; and

 

iii)        Examine the role of the CNA II in providing appropriate feedback to the mentee in a timely, constructive, and respectful manner.

 

f)         Module VI – Common Health Concerns

 

1)         Neurological System

 

A)        Parkinson's Disease.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Parkinson's disease;

 

ii)         Recognize signs and symptoms of Parkinson's Disease;

 

iii)        Discuss the impact of Parkinson's Disease on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Parkinson's Disease.

 

B)        Multiple Sclerosis.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Multiple Sclerosis;

 

ii)         Recognize signs and symptoms of Multiple Sclerosis;

 

iii)        Discuss the impact of Multiple Sclerosis on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Multiple Sclerosis.

 

C)        Alzheimer's Disease and Related Dementias.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Alzheimer's Disease and Related Dementias;

 

ii)         Recognize signs and symptoms of Alzheimer's Disease and Related Dementias;

 

iii)        Discuss the impact of Alzheimer's Disease and Related Dementias on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Alzheimer's Disease and Related Dementias.

 

D)        Cerebrovascular Accident.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Cerebrovascular Accident;

 

ii)         Recognize signs and symptoms of Cerebrovascular Accident;

 

iii)        Discuss the impact of Cerebrovascular Accident on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Cerebrovascular Accident.

 

2)         Cardiovascular System

 

A)        Congestive Heart Failure.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Congestive Heart Failure;

 

ii)         Recognize signs and symptoms of Congestive Heart Failure;

 

iii)        Discuss the impact of Congestive Heart Failure on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Congestive Heart Failure.

 

B)        Peripheral Vascular Disease.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Peripheral Vascular Disease;

 

ii)         Recognize signs and symptoms of Peripheral Vascular Disease;

 

iii)        Discuss the impact of Peripheral Vascular Disease on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Peripheral Vascular Disease.

 

C)        Coronary Artery Disease.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Coronary Artery Disease;

 

ii)         Recognize signs and symptoms of Coronary Artery Disease;

 

iii)        Discuss the impact of Coronary Artery Disease on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Coronary Artery Disease.

 

3)         Respiratory System

 

A)        Chronic Obstructive Pulmonary Diseases.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Chronic Obstructive Pulmonary Diseases;

 

ii)         Recognize signs and symptoms of various Chronic Obstructive Pulmonary Diseases;

 

iii)        Discuss the impact of Chronic Obstructive Pulmonary Diseases on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Chronic Obstructive Pulmonary Diseases.

 

B)        Pneumonia.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Pneumonia;

 

ii)         Recognize signs and symptoms of Pneumonia;

 

iii)        Discuss the impact of Pneumonia on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Pneumonia.

 

4)         Gastrointestinal System

 

A)        Gastro-Esophageal Reflux Disorder.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Gastro-Esophageal Reflux Disorder;

 

ii)         Recognize signs and symptoms of Gastro-Esophageal Reflux Disorder;

 

iii)        Discuss the impact of Gastro-Esophageal Reflux Disorder on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Gastro-Esophageal Reflux Disorder.

 

B)        Gastrointestinal Ulcers.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Gastrointestinal Ulcers;

 

ii)         Recognize signs and symptoms of various Gastrointestinal Ulcers;

 

iii)        Discuss the impact of Gastrointestinal Ulcers on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Gastrointestinal Ulcers.

 

C)        Gallstones.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Gallstones;

 

ii)         Recognize signs and symptoms of Gallstones;

 

iii)        Discuss the impact of Gallstones on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Gallstones.

 

D)        Diverticulitis.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Diverticulitis;

 

ii)         Recognize signs and symptoms of Diverticulitis;

 

iii)        Discuss the impact of Diverticulitis on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Diverticulitis.

 

5)         Urinary System

 

A)        Incontinence.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Identify various types of Incontinence;

 

ii)         Demonstrate understanding of the incidence and prevalence of Incontinence;

 

iii)        Recognize signs and symptoms of various types of Incontinence;

 

iv)        Discuss the impact of Incontinence on a person; and

 

v)         Demonstrate understanding of the role of the CNA II in supporting the care of a person with Incontinence.

 

B)        Urinary Tract Infections.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Urinary Tract Infections;

 

ii)         Recognize signs and symptoms of Urinary Tract Infections;

 

iii)        Discuss the impact of Urinary Tract Infections on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Urinary Tract Infections.

 

C)        Kidney Stones.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Kidney Stones;

 

ii)         Recognize signs and symptoms of Kidney Stones;

 

iii)        Discuss the impact of Kidney Stones on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Kidney Stones.

 

6)         Reproductive System, Male: Prostate Enlargement. Objectives: upon completion of this unit, the student will be able to:

 

A)        Demonstrate understanding of the incidence and prevalence of Prostate Enlargement;

 

B)        Recognize signs and symptoms of Prostate Enlargement;

 

C)        Discuss the impact of Prostate Enlargement on a person; and

 

D)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Prostate Enlargement.

 

7)         Reproductive System, Female

 

A)        Endometriosis.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Endometriosis;

 

ii)         Recognize signs and symptoms of Endometriosis;

 

iii)        Discuss the impact of Endometriosis on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Endometriosis.

 

B)        Menopause.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Menopause;

 

ii)         Recognize signs and symptoms of Menopause;

 

iii)        Discuss the impact of Menopause on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Menopause.

 

C)        Hysterectomy.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of a Hysterectomy;

 

ii)         Recognize signs and symptoms of problems experienced post-Hysterectomy;

 

iii)        Discuss the impact of a Hysterectomy on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with a Hysterectomy.

 

8)         Musculoskeletal System

 

A)        Osteoporosis.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Osteoporosis;

 

ii)         Recognize signs and symptoms of Osteoporosis;

 

iii)        Discuss the impact of Osteoporosis on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Osteoporosis.

 

B)        Fractures.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Fractures;

 

ii)         Recognize signs and symptoms of various Fractures;

 

iii)        Discuss the impact of a Fracture on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with a Fracture.

 

C)        Osteoarthritis.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Osteoarthritis;

 

ii)         Recognize signs and symptoms of Osteoarthritis;

 

iii)        Discuss the impact of Osteoarthritis on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Osteoarthritis.

 

9)         Integumentary System

 

A)        Wounds.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of various Wound types;

 

ii)         Discuss measures commonly utilized for Wound prevention;

 

iii)        Recognize signs and symptoms of various Wounds;

 

iv)        Discuss the impact of Wounds on a person;

 

v)         Identify and demonstrate skills in non-sterile dressing changes:

 

vi)        Describe and demonstrate techniques for non-sterile dressing changes (e.g., adhesive bandages, non-sterile gauze and tape, and drain sponges/drainage gauze);

 

vii)       Describe and demonstrate application of triple antibiotic ointment (TAO) or other over-the-counter antimicrobial creams/ointments;

 

viii)      Describe and demonstrate other non-sterile dressing changes (e.g., removal of soiled, and application of new, non-sterile drain sponge/gauze at g-tube/j-tube site and removal of soiled, and application of new, non-sterile drain sponge/gauze at tracheostomy site); and

 

ix)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with a Wound.

 

B)        Pressure Ulcers.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Pressure Ulcers;

 

ii)         Discuss measures commonly utilized for Pressure Ulcer prevention; 

 

iii)        Recognize signs and symptoms of various Pressure Ulcers;

 

iv)        Discuss the impact of Pressure Ulcers on a person; and

 

v)         Demonstrate understanding of the role of the CNA II in supporting the care of a person with Pressure Ulcers.

 

C)        Circulatory Ulcers.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Circulatory Ulcers;

 

ii)         Recognize signs and symptoms of Circulatory Ulcers;

 

iii)        Discuss the impact of Circulatory Ulcers on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with a Circulatory Ulcer.

 

D)        Dermal Anomalies.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Identify various types of Dermal Anomalies;

 

ii)         Demonstrate understanding of the incidence and prevalence of various Dermal Anomalies;

 

iii)        Recognize signs and symptoms of various Dermal Anomalies;

 

iv)        Discuss the impact of Dermal Anomalies on a person; and

 

v)         Demonstrate understanding of the role of the CNA II in supporting the care of a person with a Dermal Anomaly.

 

E)        Infestations.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Identify various types of Infestations;

 

ii)         Demonstrate understanding of the incidence and prevalence of various Infestations;

 

iii)        Recognize signs and symptoms of various Infestations;

 

iv)        Discuss the impact of an Infestation on a person; and

 

v)         Demonstrate understanding of the role of the CNA II in supporting the care of a person with an Infestation.

 

10)         Cancer.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Demonstrate understanding of the incidence and prevalence of various Cancers;

 

B)        Recognize signs and symptoms of various Cancers;

 

C)        Discuss the impact of Cancer on a person; and

 

D)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Cancer.

 

11)         Infections.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify various types of Infections, including sepsis and septicemia;

 

B)        Demonstrate understanding of the incidence and prevalence of various types of Infections, including sepsis and septicemia;

 

C)        Discuss measures commonly utilized to prevent Infections;

 

D)        Recognize signs and symptoms of Infections, including sepsis and septicemia;

 

E)        Discuss the impact of an Infection on a person; and

 

F)         Demonstrate understanding of the role of the CNA II in supporting the care of a person with an Infection.

 

12)         Pain.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify various types of Pain;

 

B)        Demonstrate understanding of the incidence and prevalence of Pain;

 

C)        Identify methods of Pain recognition;

 

D)        Recognize signs and symptoms of Pain;

 

E)        Discuss the impact of Pain on a person; and

 

F)         Demonstrate understanding of the role of the CNA II in supporting the care of a person experiencing Pain.

 

13)         Mental Health 

 

A)        Anxiety Disorders.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Anxiety Disorders;

 

ii)         Recognize signs and symptoms of various Anxiety Disorders;

 

iii)        Discuss the impact of an Anxiety Disorder on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with an Anxiety Disorder.

 

B)        Mood Disorders.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Mood Disorders;

 

ii)         Recognize signs and symptoms of various Mood Disorders;

 

iii)        Discuss the impact of a Mood Disorder on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with a Mood Disorder.

 

C)        Mental Illness.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Demonstrate understanding of the incidence and prevalence of Mental Illness;

 

ii)         Recognize signs and symptoms of various Mental Illnesses;

 

iii)        Discuss the impact of Mental Illness on a person; and

 

iv)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with a Mental Illness.

 

14)       Endocrine System.  Diabetes.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Demonstrate understanding of the incidence and prevalence of Diabetes;

 

B)        Recognize signs and symptoms of Diabetes;

 

C)        Discuss the impact of Diabetes on a person; and

 

D)        Demonstrate understanding of the role of the CNA II in supporting the care of a person with Diabetes.

 

g)         Module VII – Skills

 

1)         CNA II as a Procedural Assistant.  Objective:  upon completion of this unit, the student will be able to examine the role of the CNA II as a procedural assistant to health care practitioners.

 

2)         Sterile Technique.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Explain the purpose of sterile technique;

 

B)        Examine the role of the CNA II regarding sterile technique;

 

C)        Demonstrate applying sterile gloves; and

 

D)        Demonstrate setting up the sterile field.

 

3)         Respiratory Procedures 

 

A)        Assisting with Oxygen Delivery.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Explain the purpose of oxygen delivery;

 

ii)         Review the responsibilities of the CNA II in oxygen therapy;

 

iii)        Examine the role of the CNA II regarding oxygen delivery;

 

iv)        Demonstrate maintenance of correct placement of established oxygen delivery devices, including mask, cannula, and tent;

 

v)         Verify rate of oxygen administration ordered with supervisor;

 

vi)        Compare rate of administration ordered with rate being delivered;

 

vii)       Monitor the person with established oxygen therapy;

 

viii)      Review signs and symptoms of respiratory distress;

 

ix)        Review appropriate CNA actions utilized for the person experiencing respiratory distress; and

 

x)         Transfer oxygen delivery tubing from one oxygen delivery device to another.

 

B)        Pulse Oximetry.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Explain the purpose of pulse oximetry;

 

ii)         Examine the role of the CNA II regarding pulse oximetry; and

 

iii)        Demonstrate correct measurement of pulse oximetry.

 

4)         Urinary Catheters.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Review the purpose of urinary catheters;

 

B)        Review routine catheter care;

 

C)        Examine the role of the CNA II regarding urinary catheters; and

 

D)        Demonstrate application of external urinary catheters.

 

5)         Ostomy Appliances.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Review the purpose of ostomies;

 

B)        Examine the role of the CNA II regarding ostomies;

 

C)        Differentiate ostomy types;

 

D)        Demonstrate cleaning the stoma of an established ostomy; and

 

E)        Demonstrate changing an ostomy appliance of an established ostomy.

 

6)         Dressings.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify various types of dressings;

 

B)        Discuss the purpose of various types of dressings;

 

C)        Examine the role of the CNA II regarding dressings;

 

D)        Describe observations made during care of a person with a dressing;

 

E)        Demonstrate various types of non-sterile dressing changes; and

 

F)         Demonstrate set-up assistance for sterile dressing changes.

 

7)         Drains.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Identify various types of drains;

 

B)        Discuss the purpose of drains;

 

C)        Examine the role of the CNA II regarding drains; and

 

D)        Describe observations made during care of a person with a drain.

 

8)         Enteral Feedings.  Objectives:  upon completion of this unit, the student will be able to:

 

A)        Review enteral feedings;

 

B)        Discuss the purpose of enteral feedings;

 

C)        Examine the role of the CNA II regarding enteral feedings;

 

D)        Describe observations made during care of a person with an enteral feeding; and

 

E)        Demonstrate care of an established enteral tube insertion site.

 

9)         Testing 

 

A)        Testing of Occult Blood.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss the purpose of testing for occult blood;

 

ii)         Examine the role of the CNA II regarding testing for occult blood; and

 

iii)        Demonstrate testing for occult blood.

 

B)        Blood Glucose Testing.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss the purpose of blood glucose testing;

 

ii)         Examine the role of the CNA II regarding blood glucose testing; and

 

iii)        Demonstrate blood glucose testing.

 

C)        Urine Testing.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Identify various types of urine tests;

 

ii)         Discuss the purpose of various types of urine tests;

 

iii)        Examine the role of the CNA II regarding urine testing; and

 

iv)        Demonstrate various methods of urine testing.

 

10)        Blood Pressure

 

A)        Measurements.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss measurement of blood pressure; and

 

ii)         Examine the role of the CNA II regarding blood pressure measurements.

 

B)        Alternative Sites.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss the purpose of using alternate sites when measuring blood pressure; and

 

ii)         Demonstrate measuring blood pressure utilizing alternative sites, such as, forearm, thigh and lower leg.

 

C)        Orthostatic Blood Pressure.  Objectives:  upon completion of this unit, the student will be able to:

 

i)          Discuss the purpose of orthostatic blood pressure measurements; and

 

ii)         Demonstrate measuring orthostatic blood pressure manually and electronically.

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.310  Developmental Disabilities Aide Training Program (Repealed)

 

(Source:  Repealed at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.320  Direct Support Person Training Program

 

The Direct Support Person Training Program shall include the following values, themes and principles, which are considered to be current best practice by the developmental disabilities service system leaders in the field:  abuse and neglect issues; active treatment; advocacy; choice/preference; communication/active listening; confidentiality; documentation; involvement/participation; age-appropriate outcomes; people-first language; quality assurance; respect/dignity; rights/responsibilities; self-advocacy/empowerment; client satisfaction; and appreciation for diversity.  At a minimum, the curriculum shall also include the following:

 

a)         Orientation:

 

1)         Functions of developmental disabilities programs, or other living or service programs, licensed or certified by the Department or by the Department of Human Services for individuals with developmental disabilities who require DSPs;

 

2)         The health care professions and support services for individuals with developmental disabilities and community social service agencies;

 

3)         Philosophy of community inclusion;

 

4)         Role of the interdisciplinary team; and

 

5)         Job duties and responsibilities of the Direct Support Person.

 

b)         Introduction to the Clients:

 

1)         Types and styles of communicating with people;

 

2)         Communication and interpersonal relationships;

 

3)         Psychosocial needs;

 

4)         The growth and development process;

 

5)         Characteristics and types of developmental disabilities; and

 

6)         A client's adjustment to death and dying.

 

c)         Fundamentals of Habilitation Planning:

 

1)         Philosophy of achieving independent living skills:

 

2)         Introduction to the individual habilitation plan, including the role of each employee in the habilitation process;

 

3)         Habilitation plan assessment procedures and goal/future planning;

 

4)         The role of the employee in the admission, transfer and discharge processes; and

 

5)         The role of the employee in basic habilitation planning and procedures.

 

d)         Techniques of Habilitation Planning and Implementation.  The role of the employee in social habilitation, including:

 

1)         ADLs;

 

2)         Therapeutic and leisure time activities;

 

3)         Education;

 

4)         Community living adjustment;

 

5)         Behavior development;

 

6)         Behavior management and self-control;

 

7)         Effect of drugs in behavior management and illness;

 

8)         Effective total communication;

 

9)         Pre-vocational and vocational training;

 

10)         Nutrition and fluid intake; and

 

11)         Diets and therapeutic diets.

 

e)         Principles of Record Keeping:

 

1)         The history and use of facility records with special emphasis on the role of the employee in the record-keeping process;

 

2)         The content and organization of resident records;

 

3)         Recording methods for progress notes, universal notes, ADL notes and habilitation reviews;

 

4)         Writing effective progress notes;

 

5)         Confidentiality; and

 

6)         Recording admission, transfer and discharge information.

 

f)         Safety:

 

1)         Basic fire safety;

 

2)         Emergency and disaster procedures;

 

3)         Injury prevention techniques; and

 

4)         Household daily safety procedures, including body mechanics.

 

g)         Facility Environment:

 

1)         Creating a normalized environment for daily living activities: and

 

2)         The importance of cleanliness of the facility, use of equipment and supplies.

 

h)         Principles of Disease Control:

 

1)         Introduction to micro-organisms that cause resident illness and disease; and

 

2)         The teaching of disinfection and sanitation.

 

i)          Emergency Medical Procedures:

 

1)         CPR;

 

2)         Seizures;

 

3)         Drug reactions;

 

4)         Traumas; and

 

5)         Airway obstruction clearing procedures.

 

j)          Client Rights:

 

1)         Basic civil, human and legal rights of clients; and

 

2)         Protecting clients' personal property.

 

k)         Bodily Functions:

 

1)         Helping clients to understand their bodily functions;

 

2)         Personal hygiene; and

 

3)         Human sexual behavior.

 

(Source:  Amended at 37 Ill. Reg. 10546, effective June 27, 2013)

 

Section 395.330  Psychiatric Rehabilitation Services Aide Training Program

 

The Psychiatric Rehabilitation Services Aide Training Program shall include, at a minimum, the following:

 

a)         Module I - Introduction to Mental Illness and Psychiatric Rehabilitation

 

1)         Mental illness diagnoses and the stress vulnerability model;

 

2)         Disabilities that result from mental illness;

 

3)         Medication in the treatment of mental illness;

 

4)         The impact of stigma;

 

5)         Recovery, empowerment, and self-help;

 

6)         The role of the family;

 

7)         Skills training strategies;

 

8)         Strategies for engaging residents in rehabilitation;

 

9)         Substance use/abuse issues;

 

10)       Vocational rehabilitation;

 

11)       The mental health system:  laws and policies; and

 

12)       Community programs and resources:  access and collaboration.

 

b)         Module II - Psychiatric Rehabilitation Skills

 

1)         Providing effective resident support:

 

A)        Resident rights;

 

B)        Abuse/neglect reporting and penalties; and

 

C)        Appropriate physical and verbal communication between staff and residents;

 

2)         Reflective listening skills;

 

3)         Assessment, goals, methods, and other key areas;

 

4)         Treatment planning;

 

5)         Working with the treatment team;

 

6)         How-to-train skills;

 

7)         Problem-solving skills;

 

8)         Simple behavioral skills;

 

9)         Generalizing skills to new situations and settings;

 

10)       Managing crises;

 

11)       Preventing and managing aggression; and

 

12)       Environment and program supports for cognitive deficits.

 

c)         Module III - Health Care Skills

 

1)         Functions of long-term care facilities for persons with serious mental illness;

 

2)         Nutrition:

 

A)        Diets and therapeutic diets;

 

B)        Fluid intake; and

 

C)        Elimination needs;

 

3)         Reporting and recordkeeping:

 

A)        Recognizing signs and symptoms;

 

B)        The purpose of recordkeeping;

 

C)        Types of records;

 

D)        Confidentiality; and

 

E)        Writing effective progress notes;

 

4)         Safety:

 

A)        Basic fire safety;

 

B)        Emergency and disaster procedures;

 

C)        Injury prevention;

 

D)        Body mechanics; and

 

E)        Maintaining safe environments;

 

5)         Human growth and development;

 

6)         Principles of disease prevention and control:

 

A)        The importance of cleanliness;

 

B)        Personal hygiene and patient care;

 

C)        Hand washing and disinfection;

 

D)        Blood-borne pathogens; and

 

E)        Universal precautions and isolation;

 

7)         Medical terminology;

 

8)         Vital signs:

 

A)        Temperature;

 

B)        Pulse;

 

C)        Respiration;

 

D)        Blood pressure; and

 

E)        Height and weight;

 

9)         Emergency medical procedures:

 

A)        First aid; and

 

B)        CPR and the Heimlich maneuver;

 

10)       Human sexuality; and

 

11)       Dealing with death and dying.

 

(Source:  Added at 26 Ill. Reg. 2747, effective February 15, 2002)

 

Section 395.333  Waivered Psychiatric Rehabilitation Services Aide Training Program

 

a)         The Department may grant waivers from the requirements of Section 395.330 of this Part, based on the information provided in subsection (c) of this Section.

 

b)         A program sponsor may request a waiver for a Psychiatric Rehabilitation Services Aide training program by submitting a request to the Department in writing at least 30 days prior to the start of the training program.

 

c)         The request for a waiver shall include the following:

 

1)         A statement that all trainees have satisfactorily completed a Basic Nursing Assistant training program approved in accordance with Section 395.300 of this Part;

 

2)         A statement that all trainees have at least two years of experience during the preceding five years working as a nursing assistant with persons with mental illness; and

 

3)         A statement that the training program includes, at a minimum, Module I as described in Section 395.330(a) of this Part and Module II as described in Section 395.330(b) of this Part.

 

d)         The training program shall not begin prior to Department approval of the waiver request.

 

(Source:  Added at 26 Ill. Reg. 2747, effective February 15, 2002)

SUBPART C: PROFICIENCY EXAMINATION

 

Section 395.400  Competency Examination (BNATP Only)

 

a)         The basic nursing assistant proficiency examination will be the Department-approved competency examination, with written and performance skills components, developed from the curriculum outlined in Section 395.300.

 

1)         The written examination will be developed from a pool of standardized written test questions, only a portion of which are used in any one examination.

 

2)         The Department will verify that the written test questions address each course requirement as specified in the modules presented in Section 395.300. 

 

3)         A facility may proctor the examination but shall not score it.  Scoring will be done only by the Department or its designee. 

 

4)         The skills demonstration part of the evaluation will require the student to exhibit the ability to perform each of the approved performance skills.

 

5)         A record of successful completion of the competency evaluation will be included in the Health Care Worker Registry.

 

b)         A student who has completed an approved BNATP shall be allowed three opportunities to pass the written competency examination within 12 months after the program completion date.

 

(Source:  Amended at 44 Ill. Reg. 3455, effective February 21, 2020)

 

Section 395.405  Competency Examination (ANATP Only)

 

a)         The ANATP competency examination will be the Department-approved examination with written and performance skills components, developed from the curriculum outlined in Section 395.400.

 

b)         A student who has completed an approved ANATP shall be allowed three opportunities to successfully pass the written competency examination within 12 months after the ANATP completion date.

 

c)         A student who has successfully passed the written competency exam will be known as a Certified Nursing Assistant II (CNA II).

 

(Source:  Added at 44 Ill. Reg. 3455, effective February 21, 2020)