allied health midterm

During World War II in the 1940s, employers began to offer their employees health benefits. Why was this?

It was a way to recruit potential employees and retain those already employed

The National Health Expenditures (NHE) percentage of the United States Gross Domestic Product (GDP) has decreased since 1960

false

Medicare because law in 1965. What was the purpose for enacting and passing this legislation?

It provided health care for retirees no longer covered by their employer

This group, also known as the insurer, negotiates and administers insurance

plans

This is the largest health care insurer in the United States

medicare

This is a system used to classify hospital cases into one of 467 groups, intended to identify products that a hospital provides

DRG

Administered by Medicare, this is a 32 question survey designed to measure a patients satisfaction of their hospital stay and experience

HCAHPS

This is a medical code set that is used by a health care profession to report medical, surgical, and diagnostic procedures that they performed

CPT

This is an approach where clinicians and patients make decisions together using the best available evidence

shared decision making

Which of the following is not a part of Medicares model for reimbursing health care facilities for their services

the quantity of the services provided

In what decade did insurance companies (Blue Cross) begin to start?

1920s

Which professional trait can be termed as commitment to advocate for the interests of others over ones own self interests

altruism

When assessing a patient which of the following questioning strategies is the most effective

open ended question

In the APIE model, which of the 4 major components of the patient education process is most likely to be overlooked

assessment

Which of the following are included in the process of communication

Sender, Message, Receiver, Feedback

In the APIE model, which of the following involves the actual process of teaching

Implementation

Which of the following are factors that affect communication

Literacy level, language barriers, lack of readiness for change, interruptions, cultural and spiritual beliefs.

Musculoskeletal Disorders (MSDs)

an injury or disorder of the muscles, nerves, tendons, joints, cartilage, or spinal discs.

Early stage

pain may disappear after a rest away from work

Intermediate Stage

body part aches and feels weak soon after starting work and lasts until well after finishing work

Advanced Stage

body part aches and feels weak even at rest, sleep may be affected, light tasks are difficult on days off

MRSA, VRE, C.diff, Salmonella Group A, Streptococcus

bacteria

Flu, Hep B, HIV

viruses

Giardia, Malaria

parasites

Candida, Aspergillus

fungi

Droplet

Large particles >5 microns
Travel short distances <6-8 feet
Close proximity is necessary

Mask, gown, gloves

Airborne

Small particles
Able to travel long distances via droplets and dust

N95 or PAPR, negative-pressure room

Elements of Standard Precautions

Hand hygiene
Environmental cleaning and disinfection
Soiled resident care equipment and devices
Personal protective equipment (PPE)
Resident placement

Assume that all of the following are infectious

Blood
Body fluids
Secretions
Excretions (except sweat)
Non-intact skin
Mucous membranes

Employers, government; subsidize care, want to lower costs

purchasers

Hospitals, nursing homes, RTs, nurses, etc.; deliver care

providers

Process claims and payments; can accept/reject claims

payers

contact(direct/indirect)

Gloves, gown

chain of infection

• Pathogen (germ)

• Reservoir (where it lives)

• Exit route (how it leaves)

• Transmission (how it spreads)

• Entry route (how it enters a new host)

• Susceptible host (person at risk)

Process of Communication

• Sender/source

• Message

• Encoding

• Channel (medium)

• Decoding

• Receiver

• Feedback

Closed-ended

yes/no answers

apie model

Assessment

Identify learning needs, readiness to learn

Planning

Set goals & objectives tailored to the patient

Implementation

Teach using clear strategies (verbal, visual, demonstration)

Evaluation

Determine if learning occurred; adjust as needed

Transferring Patients

• Assess physical condition.

• Communicate steps clearly.

• Keep feet apart, knees bent.

• Use mechanical aids (gait belt, slide board).

• Never twist—pivot your feet.

• Have enough staff for the patient’s size.