Common Planner
K–12 Standards

HOME HEALTH AIDE, 51.2602.00

Other Arizona CTE sets

EXAMINE ROLES AND RESPONSIBILITIES OF THE HOME HEALTH CARE AGENCYHHA1.0

  • 1.1 

    Describe settings for direct care and support servicesHHA1.1

  • 1.2

    Describe types of services provided to individuals and families (e.g., homemaking, companion services, personal care, and attendant care)HHA1.2

  • 1.3

    Identify Arizona agencies and programs that offer direct care services and require training and testing for direct care workersHHA1.3

  • 1.4

    Distinguish among activities of daily living (ADLs) and instrumental activities of daily living (IADLs)HHA1.4

  • 1.5

    Describe the basics functions of the service team and the importance of teamwork in providing servicesHHA1.5

  • 1.6

    Describe the training requirements for a home health aide/direct care workerHHA1.6

  • 1.7

    Describe positive caregiver traits and professional standards (i.e., appearance, being on time, etc.)HHA1.7

  • 1.8

    Explain how professional standards influence the relationship between the direct care worker (DCW) and the person receiving servicesHHA1.8

  • 1.9

    Explain the importance of notifying the agency/supervisor about a change in the direct care worker’s scheduleHHA1.9

  • 1.10

    Describe the supervisory role with examples of questions about specific proceduresHHA1.10

DEMONSTRATE ETHICAL AND LEGAL CONDUCT IN ALL ACTIVITIESHHA2.0

  • 2.1

    Define legal terms that apply to direct care and support including legal consequences [e.g., abuse, neglect, and exploitation; fraud; assault and battery; abandonment; negligence; liability; false imprisonment (i.e., improper restraints, etc.)]HHA2.1

  • 2.2

    Explain “mandatory reporting” according to Adult Protective Services (APS) and Child Protective Services (CPS)HHA2.1

  • 2.3

    Describe the role and purpose of a service plan (i.e., care plan, support plan, etc.)HHA2.2

  • 2.4

    Explain consumer rights and responsibilities in building a good provider-patient relationshipHHA2.4

  • 2.5

    Explain the legal and ethical responsibility of the DCW to safeguard consumer information and confidentiality [e.g., according to the Health Insurance Portability and Accountability Act of 1996 (HIPAA); in face-to-face conversations and on the phone; conduct in the event of a confidentiality breach; and meaning of the “need to know rule”]HHA2.5

  • 2.6

    Explain how the direct career worker can promote an individual’s independence and the right to make personal choicesHHA2.6

  • 2.7

    Describe advance directives used for healthcare planning (e.g., Living Will, Durable Power of Attorney for Medical, and Pre-hospital Medical Directive)HHA2.7

UTILIZE OBSERVATION, REPORTING, AND DOCUMENTATION SKILLSHHA3.0

  • 3.1

    Explain the purpose of reporting and documentingHHA3.1

  • 3.2

    Describe how to record information accuratelyHHA3.2

  • 3.3

    Analyze the difference between documenting and reporting facts versus opinions or feelingsHHA3.3

  • 3.4

    Explain the importance of and reporting observed changes in individualsHHA3.4

DEMONSTRATE COMMUNICATION AND CULTURAL COMPETENCYHHA4.0

  • 4.1

    Compare effective verbal and non-verbal communicationHHA4.1

  • 4.2

    Describe barriers to communication (i.e., judgment based on personal bias or perceptions, poor listening habits, etc.)HHA4.2

  • 4.3

    Distinguish among aggressive communication, passive communication, and assertive communicationHHA4.3

  • 4.4

    Give examples of respectful interactions (i.e., regarding personal preferences, avoiding unprofessional forms of address, etc.)HHA4.4

  • 4.5

    Demonstrate techniques for communicating with individuals with disabilities (e.g., persons who are blind or have low vision, persons who are deaf or hard of hearing, persons who have aphasia, persons who have mental illness, persons who have a cognitive disability, and persons who do not communicate using the spoken language)HHA4.5

  • 4.6

    Give examples of and explain the importance of “person first language”HHA4.6

  • 4.7

    Demonstrate how to respond in a nonthreatening way to another person’s behaviorHHA4.7

  • 4.8

    Practice problem-solving and conflict resolution techniques (i.e., active listening, open-ended questions, showing empathy, etc.)HHA4.8

  • 4.9

    Identify culture-specific concepts or practices and explain the impact of culture on a person’s needs and preferencesHHA4.9

  • 4.10

    Analyze cultural barriers to communication (i.e., one’s own upbringing and perceptions, etc.)HHA4.10

  • 4.11

    Explain “cultural competence” and actions that support culturally competent careHHA4.11

DEMONSTRATE JOB MANAGEMENT AND SELF-CARE SKILLSHHA5.0

  • 5.1

    Distinguish between positive and negative stressHHA5.1

  • 5.2

    List causes and effects of stressHHA5.2

  • 5.3

    Identify appropriate strategies for coping with stress and reducing work-related stressHHA5.3

  • 5.4

    Identify ways to practice appropriate time managementHHA5.4

  • 5.5

    Identify strategies to improve organizational skillsHHA5.5

  • 5.6

    Distinguish between personal and professional boundariesHHA5.6

  • 5.7

    Describe the rights of DCWs including personal safety precautionsHHA5.7

APPLY STANDARD PRECAUTIONS AND INFECTION CONTROL MEASURESHHA6.0

  • 6.1

    Define and give examples of standard precautions (universal precautions)HHA6.1

  • 6.2

    Analyze measures that prevent and control infectionsHHA6.2

  • 6.3

    Demonstrate appropriate hand-washing techniqueHHA6.3

  • 6.4

    Explain when to wear gloves and demonstrate how to apply, remove, and dispose of glovesHHA6.4

  • 6.5

    Demonstrate compliance procedures for handling and disposing of sharps and other wasteHHA6.5

ANALYZE SAFETY AND EMERGENCY PROCEDURESHHA7.0

  • 7.1

    Describe common emergency situations including guidelines for handling emergencies (i.e., when to call 911, etc.)HHA7.1

  • 7.2

    Describe an individual emergency plan including when to contact the family and/or supervisorHHA7.2

  • 7.3

    Describe a service plan to include risk factors, safety precautions, and assistance to the person receiving servicesHHA7.3

  • 7.4

    Describe fire safety procedures and risk factorsHHA7.4

  • 7.5

    Describe and simulate (role-play) the use of a fire extinguisherHHA7.5

  • 7.7

    Describe ways to promote oxygen safetyHHA7.7

  • 7.6

    Identify hazards in the home such as frayed cords and poisonous cleaning materialsHHA7.6

EXAMINE NUTRITIONAL NEEDS AND FOOD PREPARATION TECHNIQUESHHA8.0

  • 8.1

    Identify food groups and nutrients for a healthy diet and good healthHHA8.1

  • 8.2

    Explain the order of ingredients listed on the food labelHHA8.2

  • 8.3

    Explain the terms “portion” and “serving”HHA8.3

  • 8.4

    List health issues that may require a modified dietHHA8.4

  • 8.5

    Plan a menu based on individual preference and/or a modified diet based on dietary needs and/or a medically recommended dietHHA8.5

  • 8.6

    Identify nutrients that may be monitored for certain dietsHHA8.6

  • 8.7

    Explain ways to encourage a person to eat and/or comply with a medically recommended dietHHA8.7

  • 8.8

    Identify assistive devices to help a person feel more in control of the meal planning and eating processHHA8.8

  • 8.9

    Describe proper food preparation and storageHHA8.9

  • 8.10

    Define foodborne illness and describe ways to reduce foodborne illnessHHA8.10

FACILITATE HOME ENVIRONMENT MAINTENANCEHHA9.0

  • 9.1

    Utilize the service plan to determine cleaning tasks and how and who is responsible for completionHHA9.1

  • 9.2

    Distinguish between personal choice and the need to complete tasks to avoid health and safety risksHHA9.2

  • 9.3

    Identify cleaning solutions and the proper concentration of these solutionsHHA9.3

  • 9.4

    Explain procedures for trash disposal and cleaning up clutterHHA9.4

  • 9.5

    Practice general procedures for homemaking skills (i.e., washing dishes, doing laundry, cleaning the bathroom, etc.)HHA9.5

UTILIZE PROPER BODY MECHANICS AND BACK SAFETY TECHNIQUESHHA10.0

  • 10.1

    Explain the importance of good body mechanics and lifting techniquesHHA10.1

  • 10.2

    Describe elements of good body mechanics such as proper use of leg muscles and keeping the center of gravity over the base of supportHHA10.2

  • 10.3

    Demonstrate good techniques for moving objects with good body alignmentHHA10.3

  • 10.4

    Identify assistive devicesHHA10.4

ANALYZE CHRONIC DISEASES AND PHYSICAL DISABILITIESHHA11.0

  • 11.1

    Differentiate among aging, chronic illness, and disabilityHHA11.1

  • 11.2

    Identify body systems and determine their function (e.g., heart and circulation; lungs, brain and nervous system; skin, muscles, and bones; and stomach, bowels, and bladder)HHA11.2

  • 11.3

    Identify common conditions affecting body systems and their potential effect on a person’s careHHA11.3

  • 11.4

    Describe the effects of aging on the bodyHHA11.4

  • 11.5

    Describe signs and symptoms of anxiety and depressionHHA11.5

  • 11.6

    Explain the terms “paralysis” and “amputation”HHA11.6

EXAMINE PHYSICAL AND EMOTIONAL NEEDS OF AN INDIVIDUALHHA12.0

  • 12.1

    Describe the impact of aging on the physical and emotional needs of an individualHHA12.1

  • 12.2

    Describe the physical and emotional needs of a person with a psychological or cognitive conditionHHA12.2

  • 12.3

    Give examples of how to determine a person’s abilities, needs, and desires when providing servicesHHA12.3

  • 12.4

    Discuss the possible emotional impact of a physical disability or a chronic diseaseHHA12.4

  • 12.5

    Describe how age, illness, and disability affect sexualityHHA12.5

UTILIZE TRANSFERRING AND POSITIONING SKILLSHHA13.0

  • 13.1

    Identify common assistive devices (i.e., walkers, wheelchairs, etc.)HHA13.1

  • 13.2

    Explain the importance of proper transfer skills and the safe use of assistive devicesHHA13.2

  • 13.3

    Explain the importance of repositioning to prevent skin damage and pressure ulcersHHA13.3

  • 13.4

    Describe the use of a mechanical lift and/or slide boardHHA13.4

  • 13.5

    Practice assistance with ADLs (e.g., gait belt, ambulation, positioning a person in bed or a wheelchair, transferring a person out of bed, and transferring a person in and out of a wheelchair)HHA13.5

DEMONSTRATE PERSONAL CARE WITH CONSIDERATION TO PERSONAL PREFERENCESHHA14.0

  • 14.1

    Explain the relationship between a person’s service plan and the DCW’s role when providing ADLsHHA14.1

  • 14.2

    Give examples of techniques that can be used to preserve dignity and privacy while providing personal careHHA14.2

  • 14.3

    Identify techniques used to preserve independence and respect a person’s preferences while providing personal careHHA14.3

  • 14.4

    Identify characteristics of people who might be at risk for skin-integrity concernsHHA14.4

  • 14.5

    Identify the most common causes of skin breakdownHHA14.5

  • 14.6

    Practice assistance with ADLs (e.g., in dressing, with meals, bathing, catheter bag, and the bed pan)HHA14.6

FACILITATE ACTIVITIES AND ACTIVITY PLANNINGHHA15.0

  • 15.1

    Identify basic principles and purposes of activities and give examplesHHA15.1

  • 15.2

    Describe how a person’s functional status affects activitiesHHA15.2

  • 15.3

    Give examples of activities suitable for individuals with specific disabilitiesHHA15.3

  • 15.4

    Describe the individual’s right to choose or refuse activitiesHHA15.4

  • 15.5

    Give an example of choosing an activity appropriate to a person’s cultural or religious backgroundHHA15.5

DEMONSTRATE DEMENTIA-SPECIFIC CARE COMPETENCIESHHA16.0

  • 16.1

    Define types of dementiaHHA16.1

  • 16.2

    Describe the stages of dementiaHHA16.2

  • 16.3

    Describe changes in cognitive abilities and the difference between normal forgetfulness and that associated with dementiaHHA16.3

  • 16.4

    Identify dementia-related symptoms of depression and withdrawal from normal life activitiesHHA16.4

  • 16.5

    Understand changes in behavior and emotionsHHA16.5

  • 16.6

    Describe dementia-specific care related to communication issues and the use of a life story; ADLs; managing difficult behaviors; planning activities; pain management; safety issuesHHA16.6

  • 16.7

    Practice ways to redirect a person with dementiaHHA16.7

ASSIST INDIVIDUALS WITH GRIEF AND THE END-OF LIFE PROCESSHHA17.0

  • 17.1

    Describe the stages of grieving and the death and dying processHHA17.1

  • 17.2

    Describe physical and emotional aspects of the dying processHHA17.2

  • 17.3

    Give examples of how cultural and family differences influence the death and dying processHHA17.3

  • 17.4

    Explain how a death can affect a DCWHHA17.4

  • 17.5

    Identify and explain coping strategies relevant to grieving and/or dyingHHA17.5

  • 17.6

    Describe community resources available to help with death and dyingHHA17.6

ASSIST INDIVIDUALS WITH DEVELOPMENTAL DISABILITIESHHA18.0

  • 18.1

    Identify the rights of people with developmental disabilitiesHHA18.1

  • 18.2

    Identify ways to build and maintain a positive, professional relationship with the client/patientHHA18.2

  • 18.3

    Explain the meaning and importance of “self-determination”HHA18.3

ANALYZE COMMON DEVELOPMENTAL DISABILITIES AND THEIR CAREHHA19.0

  • 19.1

    Define “developmental disability”HHA19.1

  • 19.2

    Identify four conditions to qualify for services from the Division of Developmental DisabilitiesHHA19.2

  • 19.3

    Identify effects of Cerebral PalsyHHA19.3

  • 19.4

    Identify effects of Cognitive DisabilityHHA19.4

  • 19.5

    Identify effects of AutismHHA19.5

  • 19.6

    Identify effects of EpilepsyHHA19.6

  • 19.7

    Describe factors that contribute to seizure activity and how to recognize when a person is having a seizureHHA19.7

  • 19.8

    Describe what to do and what not to do when a person is having a seizureHHA19.8

  • 19.9

    Identify when to call 911 when a person is having a seizureHHA19.9

  • 19.10

    Describe how to document and report seizure activityHHA19.10

  • 19.11

    Give examples of how to support a person after seizure activityHHA19.11

Frequently asked questions

What grade levels do these standards cover?
VOCATIONALTRAINING, Grade 12, and Grade 11
Where can I read the official document?
ARIZONA CTE PROGRAM TECHNICAL STANDARDS

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