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Reading/Writing/Math Skills
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Proficient in college English, medical terminology, and math required for specific
program standards. Possible example: Read and comprehend course textbooks, oral and
written command of medical terminology to understand written narrative summaries,
case reports, patient charts and course projects. |
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Personal Responsibility
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Ability to accept responsibility and accountability of personal actions in all class
and clinical settings. Ability to consistently approach highly stressful situations
in a professional, safe and effective manner. Accepts and integrates critical feedback
within class and clinical settings.
Possible example: Maintain professionalism and react appropriately in critical situations.
Work with fellow students on projects and with diverse populations in the clinical
setting. Receive constructive criticism appropriately and work independently in all
situations.
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Critical Thinking
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Analytical and critical thinking ability sufficient for safe and effective clinical
judgments.
Possible example: Ability to transfer theory into practical application. Identify
cause/effect relationships in clinical situations in a specified amount of time.
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Interpersonal
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Interpersonal abilities sufficient to interact professionally with staff, patients,
individuals, families and groups from a variety of social, emotional, cultural, and
intellectual backgrounds.
Possible example: Establish rapport with patients/clients and colleagues with an understanding
that individuals have different experiences and beliefs.
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Communication
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Verbal and written communication skills sufficient for clear and concise interactions
with all individuals or in groups.
Possible example: Explain treatments, testing, procedures, or initiate health teaching
with clear and concise diction. Accurately interpret and document patient information
where appropriate following HIPPA guidelines.
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Informational Literacy
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Ability to gather credible information using computer technology. Utilize current
medical technology in the field (as relates to specific programs).
Possible example: Research assignment information. Document appropriate patient information
using paperless charting. Remain current and knowledgeable of trends and protocols.
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Physical requirements
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Physically able to freely move around work spaces, move equipment where and when needed.
Able to safely assist lifting patients, perform CPR and any other physical functions
of the profession without weight restrictions.
Possible example: Quickly and efficiently move around in treatment room and work space.
Move equipment to patient’s room, push stretcher to/from Emergency center, begin or
assist with CPR in a CODE.
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Hearing
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Auditory ability sufficient to hear verbal instructions or responses from instructors,
classmates, patients or site staff with and without environmental distractions.
Possible example: hear, acknowledge and respond appropriately to instructor, patient,
equipment alarm, emergency signals and/or cries for help. In many situations, masks
are worn precluding the ability to read lips. |
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Visual
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Visual ability sufficient for, but not limited to, reading charts and medications,
observations needed in clinical care, for physical assessments and discerning contraindicated
health issues within a health history form or on the person.
Possible example: Read and apply patient/client orders, observe and react to patient/client
responses and to visualize and record diagnostic image by distinguishing subtle shades
of gray and small structural changes.
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Manual Dexterity
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Dexterity sufficient for safe, effective and timely performance of clinical and administrative
skills and techniques. Gross and fine motor abilities sufficient to provide safe and
reliable patient/client care and to perform the duties of specific programs.
Possible example: Perform vital signs, phlebotomy, diagnostic lab procedures computer
skills, and perform tasks requiring hand/eye coordination skills.
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Mental Acuity and Focus
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The ability to remain focused and on task in a distracting environment. Stable mental
and emotional behaviors sufficient to plan and implement patient/client care in a
safe and time effective manner.
Possible example: Make quick clinical decisions such as selecting the correct technique,
equipment, and safety precautions to assure comprehensive and safe care of patients/clients
in potentially chaotic situations.
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Learning Application
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The ability to replicate and integrate clinical skills during all classroom and clinical
settings.
Possible example: Transfer skills learned in lab and perform clinically in specified
time frame effectively and safely.
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