Accelerated CNA

  • Total Enrolled 5


Thank you for choosing Bannic Healthcare. You are on your way to a new healthcare career.

Your journey begins here. The Accelerated Certified Nursing Assistance Program is completed in two parts. First the ten on-line modules must be completed. At the end of every chapter there is a chapter quiz. Each quiz needs to be passed with a score of 80% to move forward. When you have completed all 10 of the modules, Call Bannic and schedule your skills day and course overview.

Each module contains a set of key words. Familiarize yourself with the keywords and its meaning. Complete the reading and activities in your text and workbook. Finally, review the PowerPoint and complete the Chapter exam.

The course will be available for you to view for one month. After the month, you will not be able to access the course content. However, the text and workbook can be used for reference up until you complete and pass your exam.

At Bannic we are invested in your success. You can complete this course twice if you need more time to study or you need to retake the Prometric exam.

Upon completion of the course, you will be given instructions on how to sign up for your certification exam. All students enrolled in the ACNAP will “challenge” the Prometric examination. More information about Prometric will be given to you during your course overview and skills practice day.

Once your course is completed you may sign up to take the BLS class for free. Each student is responsible for buying the American Heart BLS book. The course itself is included in tuition.

Good luck to you on your journey.

Your instructors can be reached via email at Or by telephone at (813) 600-0296

Topics for this course

49 Lessons

Chapter 1

Objective and Overview
Activity and Role Plays
Case Study
Lecture and Discussion
Exam: The Nursing Assistant in Long-Term Care

Chapter 2?

Overview: The bulk of information OBRA requires to be covered in its mandated 16 hours of instruction prior to resident contact is found in this chapter. Communication: Nursing assistants communicate important medical information to the other members of the team, who expect the information to be accurate, factual, descriptive, and pertinent. Students should learn in this chapter to be very clear about how, when, and why they communicate properly. The importance of both oral and written communication should be emphasized. Communicating with residents who have special needs will likely be a daily part of the NA’s job. Nursing assistants must be aware of the special circumstances of these residents and adapt their communication techniques to them. Safety: Accidents involving injuries to NAs and residents are always a serious concern to employers. Keeping NAs and residents as safe as possible is best accomplished by first emphasizing the principles of proper body mechanics, demonstrating them to the students, and having the students do a return demonstration. NAs should be able to apply the principles of body mechanics to the tasks required of them as they function in their jobs. The overall objective is to teach the students that there are ways to prevent many injuries and accidents. NAs should become more educated about various high-risk situations because awareness may make a difference for them and their residents. Students should be aware of OSHA and the employer’s requirement to provide an SDS for all chemicals used in a facility. Medical Emergencies: NAs need to have the ability not only to recognize medical emergencies, but also to respond appropriately. The students will learn the skills to remain calm and to take action in this section. Many facilities require a CPR certification for all NAs caring for residents. A CPR hand- out has been included as a review for students, but because policies regarding CPR vary, CPR is best learned from certified instructors in the field. Infection Prevention and Control: The lecture for this section should begin with an overview of what infection prevention means and the role of the NA in meeting the precautions established by OSHA, the CDC, and the individual facility. It is important for NAs to understand that there are state and federal laws requiring healthcare workers, including NAs, to follow the guidelines presented in this section. When the students learn that preventing infection is a method of lowering the incidence of illness and disease, these procedures and guidelines will take on a new level of value. The instructor’s ability to emphasize the importance of these guidelines will determine whether that sense of importance stays with the students in the years to come. These guidelines affect not only the residents’ health, but the health of the NA as well, and this should be the central theme of the lecture. Demonstration of procedures to the class and return demonstration by the students either individually or in a group would be very beneficial as a teaching strategy.

Chapter 3?

Overview: All humans have basic needs, and NAs are expected to assist their residents in meeting their needs as they provide care. This chapter focuses on the physical and psychological needs of human beings and how, by offering a holistic approach to care, NAs may best care for the whole resident, not just the illness. It is vital that the students learn to provide person- centered care that encourages dignity and independence. This chapter begins an emphasis on encouraging independence and empathy. The most effective way to have the students look at the psychological, social, and physical side of their residents is to have them place themselves into situations where they must begin to feel as the resident or family would feel. Understanding the losses residents may be experiencing is helpful in promoting the student’s ability to empathize. It is important to stress the significance of the family in the lives of residents, especially as they adjust to their loved one’s illness or disability. Taking an emotional, caring approach, as opposed to simply a physical caregiving approach, is the emphasis of this chapter. If some of the students do not seem to have this “feeling” attitude, the instructor should take the opportunity at this time to stress its importance. Students should be aware that activity is an essential part of human life. They should be aware of both the positive consequences of meaningful activities in the lives of their residents, and the negative results of inactivity and immobility. Ask the students to describe some physical and recreational activities that they enjoy. Ask them to think about how they would feel if they could no longer participate in these activities. Ask them to think of activities that they would enjoy participating in with their residents. The psychological aspects of aging are a major factor in the relationship between the NA and the elderly resident, because this is often a time of difficult adjustment, even in the best of circumstances. Happy times experienced with the elderly should be shared with the class to reinforce the positive side of growing old. Applying personal observations of the other developmental stages would also add a better understanding of those stages as well. Students could bring in pictures of themselves or family and friends as they were going through some of the stages. This would serve to increase understanding of the characteristics of age groups offered in this chapter. It will also help to clearly illustrate some stereotypes about aging. It is important for NAs to understand the stages and signs of dying, as well as the grieving process, so that they may help provide support to residents. Exploring their own attitudes about death will be a part of the teaching approach. This will facilitate a deeper understanding of how others feel about death, especially the residents themselves. Hospice may be a career direction for some of the students, so a clear overview of the philosophy and goals of hospice care is included in this chapter. An instructor who has never been involved with hospice may wish to invite a representative from the local hospice organization to speak to the students. The emphasis here, as with hospice itself, is to maintain as much dignity as is possible for the dying resident. Students may voice concerns about providing post- mortem care. This is a common human response, and the instructor should first discuss why this creates anxiety and fear in the students. Encourage the class to discuss their feelings, which will lower their levels of anxiety about care of the dying resident and care of the body after death. The instructor should keep in mind that the discussion about the elderly in this chapter may establish the mindset for care to be given by these students for years to come. It should have a humanistic, person-centered approach.

Chapter 4?

Overview: The body systems are covered in this chapter, including their basic structure and function, common disorders, and signs and symptoms to observe and report. Normal changes of aging are emphasized, as well as the NA’s role in helping the resident with these changes. The goal here is to emphasize the system’s normal functions so that the NA is able to recognize and report potential problems. Diseases and disorders commonly seen in long-term care are introduced, along with related care guidelines. They have been grouped under their respective body systems to reinforce a body-systems-based teaching approach. Any anatomical teaching tools that are available should be incorporated into the lecture, as well as the transparencies and PowerPoint slides provided, so the students have a comprehensive idea of each system’s make-up and function.

Chapter 5?

Overview: The Alzheimer’s Association estimates that 5.5 million Americans currently have Alzheimer’s dis- ease (AD). That number will continue to grow un- less a cure is found. Until then, there is a growing need for care of people with Alzheimer’s disease. Because over half of LTCF residents are living with Alzheimer’s disease, it is essential that nursing assistants are trained and supported in providing the best possible care for people living with AD. It is important to emphasize throughout this chapter that the person with AD should be cared for as an individual. Providing person-centered care is key. People with AD will show different signs and symptoms throughout the progression of the disease.

Chapter 6?

Overview: Providing personal care is one of the most important roles a nursing assistant has. Whether it is only assisting with care or if it is doing all the personal care for the resident, this is what NAs will spend most of their time doing. It is important for students to understand that personal care procedures should be done properly, using the step-by- step techniques that are taught in this chapter. NAs will be moving residents regularly during personal care and ambulation. It is important that no injuries occur to the resident or the NA. Building on the principles of body mechanics learned in Chapter 2, the student will focus on safely and comfortably transferring and positioning residents The habits students develop now will become the foundation of their workdays and will continue throughout their careers. That foundation should be based on respect for the resident, skills that follow time-honored techniques, and a sense of pride in caring for others. All the procedures should be demonstrated to the class. In addition, they should learn each of them completely, step by step, and return the demonstration at a competent level.

Chapter 7?

Overview: This chapter begins by exploring the nursing assistant’s duties when admitting, transferring, and discharging residents. The emphasis should be on communicating and empathizing with the resident during these potentially difficult times. The effects of major life changes should be discussed. During admission, making the resident feel welcome and introducing him to others, as well as educating him on the use of unit equipment, is important. During transfers, emphasis is on making the change as smooth as possible for the resident. During discharge, nursing assistants should keep a positive and encouraging attitude. This chapter explains the importance of vital signs and contains many more of the hands-on procedures the NA will be doing for residents. The largest amount of time for this chapter should be devoted to demonstration and return demonstration of the vital sign procedures until students are completely comfortable with the techniques. Hart- man has two related vital signs skills videos as well, and those can be viewed during this time. The vital signs procedures should be practiced in a skills lab setting so that students have a chance to perform them many times on each other. The importance of monitoring and relieving pain and the experience of pain as unique to each individual are emphasized. It should be stressed that pain is an individual experience for each person and that students should be on the alert for signs that a resident is in pain. The use of restraints on residents is a sensitive area that the instructor must discuss. Many facilities are now restraint-free, and students need to under- stand the negative effects of restraints. All facilities should have policies regarding restraint use, and the instructor, if associated with a facility, should review them at this time. Intake and output should be discussed at length, and the students can practice measuring with a graduate and recording the results, as well as review the skills video for urinary output. Practicing conversions is a good idea. Collection of specimens is also covered in this chapter. Catheter care and safety in- formation for working around oxygen are included. The dangers of fire hazards and prevention should be emphasized. It is a good idea to go over your facility’s fire evacuation plan and disaster plans. This chapter focuses on the resident’s living space, including identifying equipment, cleaning measures, and how the unit affects the resident’s comfort level. A review of infection prevention measures as they relate to cleaning the unit would be helpful. It is also important that students understand how lack of sleep and comfort can affect a person’s health and well-being. Measures to reduce problems help ensure that a resident is comfort- able and sleeps well. It is a good idea to remind students again to empathize with residents. Residents might be sharing a room for the first time with another person—and not just a room, but also an entire living space, i.e., the care facility. There are procedures for bed making and non- sterile dressing changes. Students should practice these procedures until they are competent and comfortable with them.

Chapter 8?

Overview: Proper nutrition is important for all human beings. It is imperative that the students in this course learn the basics about proper nutrition, the purpose of nutrients, and the sources of essential vitamins and minerals. The USDA’s My Plate is explained, and the students should have an opportunity in class to apply their knowledge of the food groups to their own lives, as well as to examples of special types of diets that are included in this chapter. It is a good idea for the students to share their cultural or religious preferences so that others get a feel for differences they may encounter. Emphasize respect for all differences. Emphasize the importance of fluid balance and preventing dehydration. Discuss signs and symptoms of dehydration and remind students how serious dehydration and unintended weight loss are. They should be able to recognize signs and report them immediately. Some residents will have swallowing problems or need help eating. Assisting a resident with eating is a skill best learned by actually doing it. The students should practice being fed, as well as doing the feeding, to get a feel for how the resident must feel when being fed by someone else.

Chapter 9?

Overview: The residents that these students will be caring for will be in the process of regaining their lives after an illness or injury. The NA will be expected to assist the resident throughout this difficult period and to do so with skills learned in this chapter. The instructor will, through these students, be touching and affecting other people’s lives in the area of restorative care well into the future. It is vital that the students learn to provide supportive care that encourages dignity and independence in their residents. A positive attitude toward recovery, coupled with an excellent comprehension of the rehabilitation process, is the basis of such care. This chapter emphasizes sensitivity and patience. Just as the students will soon be motivating their residents, the teacher now becomes the motivating force behind these future caregivers. Assisting residents with ambulation and range of motion exercises, offering careful skin care, and encouraging the use of adaptive devices are NA skill areas that will improve with practice on actual residents. It would more effectively reinforce this chapter and the teaching strategy if the instructor can take the students to a rehabilitation center for hands-on experience. If this is not possible, a rehabilitation specialist, such as a rehab nurse or therapist, could be invited to the classroom to share case studies and personal experiences with the students. An equipment company could demonstrate assistive and adaptive devices, or the school could have the students research these items online together. The school could also order catalogs from equipment companies. This could be the basis for a project such as a collage of rehabilitation equipment. The teaching strategy is to provide an opportunity for the students to become familiar with such equipment before they care for residents.

Chapter 10?

Overview: This chapter is as much a motivational chapter as a learning one. It focuses on the student, rather than the resident. Students will be asked to think about their career directions, including how to secure a job, how to have a good relationship with an employer, and the importance of maintaining their continuing education. In addition, the students are encouraged to learn how to manage their stress effectively. Students will also ask the question, “Where do I go from here?” The instructor should encourage the students to think about how they see themselves in their new career and how they will conduct themselves professionally, now and in the future. Hopefully the students will be motivated to set some goals for themselves to stay as mentally and physically healthy as possible. Many stress management programs are available online or on DVD at local libraries and can be very effective as a classroom experience. Guest speakers could speak to the class about wellness and healthy lifestyles, which adds an interesting outside perspective to the chapter. Group discussions will encourage the students to interact and to exchange ideas, especially regarding meeting personal learning objectives. Demonstrations and role-play sessions can be very effective in allowing the students time to practice the job interview skills and stress management techniques outlined in this chapter. If the students have an opportunity to practice a job interview or the hiring process first, they will be more confident during an actual interview, when getting a job depends on their performance. If the instructor is affiliated with a facility, it would be beneficial for the students to review actual examples of hiring paperwork and employee applications. Policies that explain company hiring guidelines, criminal background checks, hiring skills tests, on-hire competency exams, or job descriptions can be brought in and shared with students.

Final Exam

Nurse Aide Certification Sample Test?

Notice: This Sample Test is provided as a courtesy to individuals who are preparing to take a Prometric Nurse Aide Competency Examination. You are reminded that how well you do on these practice questions, does not predict results on your actual examination.

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