1. Identify basic human needs

1. 1. Identify basic human needs • Define the following term: • psychosocial needs • needs that involve social interaction, emotions, intellect, and spirituality.

2. 1. Identify basic human needs • Human beings have the following basic physical needs: • Food and water • Protection and shelter • Activity • Sleep and rest • Comfort, freedom from pain

3. 1. Identify basic human needs Think about this question: Which NA tasks address residents’ physical needs?

4. 1. Identify basic human needs Human beings have the following psychosocial needs: Love and affection Acceptance by others Safety and security Self-reliance and independence in daily living Contact with other people Success and self-esteem

5. 1. Identify basic human needs When psychosocial needs are not met, people may experience the following: Frustration Stress Fear Anxiety Anger Aggression Withdrawal Depression

6. 1. Identify basic human needs Think about this question: How could the negative feelings listed on the previous slide interfere with a resident’s health?

7. Transparency 8-1: Maslow’s Hierarchy of Needs

8. 1. Identify basic human needs Think about this question: What do self-esteem and self-actualization mean for you?

9. 1. Identify basic human needs Think about these questions: Which of the needs in Maslow’s Hierarchy are physical? Which are psychosocial? Is one need dependent on the others? Are any needs more important than the others?

10. 2. Define holistic care and explain its importance in health care Define the following term: holistic care a type of care that involves caring for the whole person—the mind as well as the body.

11. 2. Define holistic care and explain its importance in health care Think about this question: How does the term holistic apply to caregiving and what does it mean for an NA to care for the whole person?

12. 3. Explain why independence and self-care are important Residents in an LTCF may be experiencing any or all of these losses: Loss of spouse, family, or friends Loss of workplace and its relationships Loss of ability to go places Loss of ability to attend religious services and meetings Loss of home and personal possessions Loss of health and ability to care for themselves Loss of ability to move freely Loss of pets

13. 3. Explain why independence and self-care are important Loss of independence may cause the following difficulties for residents: Poor self-image Anger Feelings of helplessness, sadness, and hopelessness Feelings of uselessness Increased dependence Depression

14. 3. Explain why independence and self-care are important NAs can assist residents by promoting independence in these ways: Encourage residents to do as much as possible for themselves, no matter how long it takes. Be patient. Allow residents to make choices.

15. 3. Explain why independence and self-care are important REMEMBER: NAs must never treat residents like children. They must respect the fact that residents can make their own choices, and always encourage residents to care for themselves.

16. 4. Respect different forms of sexual identity and explain ways to accommodate sexual needs Define the following terms: masturbation to touch or rub sexual organs in order to give oneself or another person sexual pleasure. heterosexual (straight) a person whose sexual preference is for people of the opposite sex. homosexual (gay and lesbian) a person whose sexual preference is for people of the same sex.

17. 4. Respect different forms of sexual identity and explain ways to accommodate sexual needs Define the following terms: bisexual a person who is sexually attracted to both men and women. transsexual 1. one who wishes to be accepted by society as a member of the opposite sex; 2. one who has undergone a sex change operation. transgender a person whose gender identify conflicts with his or her birth sex (sex assigned at birth due to anatomy). transitioning the process of changing genders.

18. 4. Respect different forms of sexual identity and explain ways to accommodate sexual needs REMEMBER: No matter what an NA’s feelings about LGBT people may be, they must respect all residents and their choices.

19. 4. Respect different forms of sexual identity and explain ways to accommodate sexual needs Think about this question: How can an NA respect residents’ sexual identities? Why is this important?

20. 4. Respect different forms of sexual identity and explain ways to accommodate sexual needs NAs must respect residents’ sexual needs, remembering these points: People continue to have sexual needs throughout their lives. Humans express their sexuality through different behaviors. Knock and wait for a response before entering residents’ rooms. Provide privacy if you encounter a sexual situation between consenting adults. Remove the resident from an unsafe situation and notify the nurse immediately if sexual abuse is observed. Be open and nonjudgmental. Honor “Do Not Disturb” signs.

21. Transparency 8-2: Myths about Older Adults and Sexuality Older men are not capable of having sexual relations. After menopause, older women are not interested in sexual relations. Any expression of sexuality by older people is either disgusting or cute.

22. 4. Respect different forms of sexual identity and explain ways to accommodate sexual needs Think about this question: Can you think of examples of these myths in the media and popular culture?

23. 5. Identify ways to help residents meet their spiritual needs Define the following term: spiritual of, or relating to, the spirit or soul.

24. 5. Identify ways to help residents meet their spiritual needs NAs can help residents meet their spiritual needs in these ways: Learn about their religion. Respect residents’ decisions to participate in, or refrain from, food-related rituals. Assist with practices as requested (never make judgments). Encourage participation in religious services for residents who are religious. Respect all religious items. Report requests to see clergy to nurse. Get to know resident’s priest, rabbi, or minister. Allow privacy for clergy visits. If asked, read religious materials aloud. Refer resident to spiritual resources if requested.

25. Transparency 8-3: Not Permitted Nursing assistants should never: Try to change someone’s religion Tell residents their belief or religion is wrong Express judgments about a religious group Insist that residents join religious activities Interfere with religious practices

26. 5. Identify ways to help residents meet their spiritual needs Think about these questions: Why should an NA not be judgmental about other people’s beliefs? Why should an NA not impose his beliefs on residents? Would an NA’s political ideas be appropriate topics of conversation with residents or their families? What are some appropriate topics of conversation with residents and their families?

27. 6. Identify ways to accommodate cultural and religious differences Define the following terms: reincarnation a belief that some part of a living being survives death to be reborn in a new body. karma the belief that all past and present deeds affect one’s future and future lives. yarmulke a small skullcap worn by Jewish men as a sign of their faith.

28. 6. Identify ways to accommodate cultural and religious differences Define the following terms: rabbi religious leader of the Jewish faith. dietary restrictions rules about what and when individuals can eat. fasting not eating food or eating very little food.

29. 6. Identify ways to accommodate cultural and religious differences Define the following terms: vegetarians people who do not eat meat, fish, or poultry and may or may not eat eggs and dairy products. vegans people who do not eat any animals or animal products; vegans may also not use or wear any animal products.

30. 6. Identify ways to accommodate cultural and religious differences The following religions and beliefs may be practiced by residents: Buddhism Christianity Hinduism Islam Judaism Spirituality Native American spiritual traditions

31. 6. Identify ways to accommodate cultural and religious differences Think about these questions: Do you practice any of the religions/beliefs listed on the previous slide? If an NA and a resident do not share the same religious or cultural beliefs, how might this affect their relationship?

32. 6. Identify ways to accommodate cultural and religious differences Define the following terms: agnostics people who believe that they do not know or cannot know if God exists. atheists people who believe that there is no God and actively deny the existence of God.

33. 6. Identify ways to accommodate cultural and religious differences Think about these questions: How might cultural and religious practices relate to residents’ diets? Do you have any dietary practices that relate to your faith or culture?

34. 7. Describe the need for activity The following are positive effects of physical activity: Lessens risk of illnesses Relieves symptoms of depression Improves mood and concentration Improves body function Lowers risk of falls Improves sleep Improves ability to cope with stress Increases energy Increases appetite

35. 7. Describe the need for activity Inactivity may cause the following problems: Loss of self-esteem Depression Boredom Pneumonia Urinary tract infection Constipation Blood clots Dulling of senses

36. 8. Discuss family roles and their significance in health care NAs may encounter residents and family members from any of the following family types: Nuclear families Single-parent families Married or committed couples of the same sex or opposite sex Extended families Blended families

37. 8. Discuss family roles and their significance in health care REMEMBER: A resident must never be denied the right to have the people he loves around him. Families of all descriptions make residents’ lives more meaningful and caregivers should always make residents’ families feel welcome.

38. 8. Discuss family roles and their significance in health care Residents’ families may perform these functions in the care of the residents: Helping to make care decisions Communicating with care team Giving support and encouragement Connecting to outside world Giving assurance to dying residents

39. 8. Discuss family roles and their significance in health care Families of LTCF residents are likely experiencing significant and challenging adjustments, including the following: Accepting the resident’s illness/disability and its consequences Finding money to pay for hospitalization, long-term care, or home care Dealing with paperwork Taking care of tasks residents cannot handle Understanding medical information and making care decisions Caring for children while also caring for an elderly loved one

40. 9. List ways to respond to emotional needs of residents and their families NAs should remember the following three ways to respond to residents and families: Listen Offer support and encouragement Refer the problem to a social worker or your supervisor

41. 9. List ways to respond to emotional needs of residents and their families Think about these questions: What are clichés? Give some examples. What should the NA say to the resident when there is a need to refer him or her to the nurse? What are some examples of encouraging remarks NAs can offer to residents? How about to families?

42. 10. Describe the stages of human growth and development and identify common disorders for each stage NAs should be familiar with the following information regarding infancy (birth to 12 months): Period of rapid growth and development Development is from head down Common disorders include the following: Prematurity Low birth weight Birth defects Viral or bacterial infections Sudden infant death syndrome (SIDS)

43. 10. Describe the stages of human growth and development and identify common disorders for each stage NAs should be familiar with the following information regarding toddlerhood (ages 1 - 3): Formerly dependent, now gaining independence and body control Learn to speak, gain coordination and bladder and bowel control May have tantrums or whine to get their way

44. 10. Describe the stages of human growth and development and identify common disorders for each stage NAs should be familiar with the following information regarding the preschool years (ages 3 - 6): More social relationships Play cooperatively and learn language Learn right from wrong

45. 10. Describe the stages of human growth and development and identify common disorders for each stage NAs should be familiar with the following information regarding the school-age years (ages 6 - 10): Strong focus on cognitive development (thinking and learning) Learn to get along with others in peer group Develop a conscience and self-esteem

46. 10. Describe the stages of human growth and development and identify common disorders for each stage Common disorders of childhood (toddlerhood through school age) include the following: Chickenpox Viral or bacterial infections Leukemia Child abuse or neglect Vaccine-preventable illnesses (no longer common in developed countries): Measles Mumps Rubella

47. 10. Describe the stages of human growth and development and identify common disorders for each stage Common disorders of childhood (cont’d): Vaccine-preventable illnesses (cont’d): Diphtheria Smallpox Whooping cough Polio

48. 10. Describe the stages of human growth and development and identify common disorders for each stage NAs should be familiar with the following information regarding the preadolescent years (ages 10 - 13): Growing sense of self-identity Strongly identify with peers Relatively calm period Imaginary fears give way to fears based in real world

49. 10. Describe the stages of human growth and development and identify common disorders for each stage NAs should be familiar with the following information regarding the adolescent years (ages 13 - 19): Marked by onset of puberty (age range is approximate) Secondary sex characteristics appear Reproductive organs begin to function Concern for body and peer acceptance Changing moods Common disorders include the following: Eating disorders (anorexia, bulimia) STIs

50. 10. Describe the stages of human growth and development and identify common disorders for each stage NAs should be familiar with the following information regarding the adolescent years (cont’d): Common disorders (cont’d): Pregnancy Depression Trauma due to auto accidents or sports injuries