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Phlebotomy Practice

Written by kimmel52 on September 20, 2009 – 11:07 pm

Phlebotomy Practice Test Final 200 points

Phlebotomy Career Training, 28050 Ford Road, Garden City MI 48135
Phlebotomy Career Training 28050 Ford Road, Garden City MI 48135

Name: ____________________-

All Materials Copyright 2009, Phlebotomy Career Training, by Nancy Kimmel RN, PhD, CHMM, CNAT,

For the questions below list the order of draw according to tube color, number of tubes used and any preparation needed such as inversion times and whether or not it is a fresh frozen specimen.  You may refer to your lab handouts as reference.

Your labs are as follows;

  1. TSH, Electrolytes, Lipid Panel, Blood Cultures
  2. Your labs are as follows; Dilanitin level, Gentamyacin Peak, Sickle Cel

3.  Your labs are as follows; Hgb (hemoglobin), Hct (hematocrit), AST, ALT,  PTT

Fasting 6 hour Glucose, Hgb A1C, Depakene level

Serum Albumin, Alk Phos, Na, K, Cl, CO2

(See The Study Guide for Phlebotomy Certification)

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Phlebotomy Final Exam

Written by kimmel52 on September 20, 2009 – 1:22 pm

Phlebotomy Career Training 2009

All Materials Copyright, Phlebotomy Career Training, 2009, Nancy Kimmel RN, PhD, CHMM, CNAT CPI

Phlebotomy Career Training

Phlebotomy Career Training

Final Exam 200 Points


1. When going into an isolation room the healthcare worker must don personal protective equipment in which of the following orders?

a. Gloves, gown, goggles, mask

b. Gown, gloves, goggles, mask

c. Gown, mask, goggles, gloves

2. When leaving the isolation room the healthcare worker must doff their equipment in which of the following orders?

a. Gown, gloves, goggles, mask

b. Goggles, mask, gloves, gown

c. Mask, gloves, goggles, gown

3. When using a blue top tube, the following can be inferred.

a. The patient is a bleeder.

b. The lab could be a PT (Prothrombin Time) or PTT (Partial Thrombin Time) and the patient may have bleeding tendencies.

c. It is the first tube to be used if no blood cultures are ordered. The lab could be a PT (Prothrombin Time) or PTT (Partial Thrombin Time) and the patient may have bleeding tendencies.

4. The needle gage indicates the…

a. The size of the bevel

b. The length of the needle

c. The thickness of the needle

5. You walk into a room and see a child holding their doll tightly, looking away with fear. Your first approach would be to….

a. Walk up to the child and tell them what you are about to do, (explain venipuncture)

b. Get another phlebotomist or nurse to assist you with the child.

c. Greet the child with a smile and ask, “what is the name of your doll?”

6. You have just left the lab with your schedule of draws for the morning, and you notice a patient in a wheel chair crying quietly in the corridor. You would …….(see Phlebotomy Technician Certification Study Guide)

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CNA Course Syllabus

Written by kimmel52 on September 19, 2009 – 12:09 pm

Become a CNA

Become a CNA


Class meets every

Friday and Saturday from 8:00 AM to 2:30 PM,

Afternoon Classes meet every Friday and

Saturday from 3:00 PM to 9:30 PM

Instructor: Nancy L. Kimmel RN, PhD, CHMM,

CNAT (Certified Nursing Assistant Trainer)

Phone: (734) 762 -3220, or (313) 575- 1214

See School Catalog for policies.

Please notify your instructor immediately, both verbally and in writing, if you are a

student with special needs who may require course adaptations, special physical

accommodations, attention for potential medical emergencies, or would need help

in the event the building must be evacuated.

Course Description: The learner is introduced to basic nursing care, resident rights,

safety and emergency nursing procedures. Principles of therapeutic relationships and

client care are presented as well as the legal/ethical issues related to nursing assistant

practice. Students demonstrate competencies required to assist in giving basic nursing

care to patients in long-term care agencies under the supervision of the instructor or

licensed nursing staff. AIDS education and  59 lecture hours, 16 lab hours and 48 clinical hours.

Prerequisites: Completion of Michigan State Criminal History Background Check is

required prior to entry into clinical agencies. Documentation on file in Nursing Program

Office of immunizations: Hepatitis B vaccination started (optional), skin test or x-ray

findings negative for active TB.

Learner Outcomes: At the completion of the course, the learner will be able to:

1. Demonstrates basic technical skills that facilitate an optimal level of functioning

or the client, recognizing individual, cultural, and religious diversity. (Disciplinary Learning)

2. Provide personal care to clients. (Disciplinary Learning, Social and personal responsibility)

3. Identify psychosocial characteristics of all clients including persons with mental

retardation, mental illness, dementia, Alzheimer’s Disease, and related disorders. (Disciplinary Learning)

4. Incorporates principles and skills of restorative nursing in providing care. (Disciplinary Learning)

5. Demonstrate behaviors that maintain and respect client rights and promote

clients’ independence, regardless of race, religion, life-style, sexual preference,

disease process, or ability to pay. (Social and personal responsibility)

6. Use effective communication skills in order to function as a member of the nursing team. (Literacy)

7. Use procedures and techniques to prevent the spread of microorganisms.

(Disciplinary Learning, Social and personal responsibility)

8. Demonstrates the ability to identify and use safety and emergency

procedures (Disciplinary Learning, Social and personal responsibility)

9. Deliver sensitive care to the dying patient and the family.

(Social and personal responsibility)

10. Demonstrate knowledge of and is responsive to the laws

and regulations that affect his/her practice including but not limited client abuse and neglect, client

Desired Student Abilities 2

complaint procedures, workers right to know, and the Uniform Disciplinary Act.

(Disciplinary Learning, Social and personal responsibility)

Textbooks & Materials:

1. Michigan Model provided to all students

2. Optional for reference. Sorrentino, S. & Gorek, B. (2007).

Mosby’s textbook for long-term care nursing assistants (5th ed). Philadelphia: Elsevier Mosby

2. The Law Relating to Nursing Assistants, Federal Rules and

Regulations for CAN’s (Provided in class)

3. Resident’s Rights Handout (Provided in class) includes Public Health Code,

MCL 333.21766, and Public Health Code MCL 333.20201

4. Watch with second hand strongly recommended, stethoscope optional, uniform, nursing shoes

Teaching/Learning Methods: Lecture, discussion, videotapes, role play,

demonstration/return demonstration

Course Requirements:

1. A grade of “C” (2.0) or better is required to pass the course.

2. Active participation in class

3. Attendance is required.

Methods Of Evaluation: Weekly quizzes Final written and skills exam

Passing grade for clinical Grading Scale:

Passing A = 90-100% A, 80-89% B, 70-79% C, Below 70% is failing.

Course Outline Total of 75hours included 16 hours in lab with

the addition of 48 hours clinical rotation totaling 123 hours.

I. Introduction: 16-hours of education in the following prior to clinical rotations

A. Communication and interpersonal skills

1. Communication in health care

2. Communicating with staff members

3. Guidelines for communicating with clients

B. Infection Control

1. Chain of infection

2. Body defenses

3. Viral infections

4. Bacterial infections

5. Guidelines for preventing infections

6. Self-care

C. Safety/emergency procedures, including the Heimlich maneuver

1. The client environment

2. Safety measures

3. Fire Safety

4. Nursing assistant safety

D. Guidelines for promoting the client’s independence

E. Respecting client’s rights

1. Resident’s rights and responsibilities

2. Providing privacy and maintaining confidentiality

3. Giving assistance in resolving grievances and disputes

4. Providing needed assistance in getting to and participating in facility activities

5. Maintaining care and security of personal belongings

6. Promoting the right to be free from abuse, mistreatment and neglect

7. Reporting any abusive treatment

8. Avoiding use of restraints in accordance with current professional and facility standards

II. Basic Nursing Skills

A. Taking and recording vital signs

1. Body temperature

a. Definitions of body temperature

b. Temperature control

c. Measuring body temperature

d. Clinical thermometers

e. Guidelines for using oral and rectal thermometers

f. Guidelines for safe use of a glass thermometer

2. Pulse

a. Sites for taking a pulse

b. Using a stethoscope

c. Pulse rate

d. Rhythm and force of pulse

e. Taking a radial pulse

f. Taking an apical pulse

3. Respirations

a. Abnormal respirations

b. Counting respirations

4. Blood pressure

a. Factors affecting blood pressure

b. Equipment

c. Measuring blood pressure

B. Measuring and recording height and weight

1. Guidelines for obtaining accurate weight and height

2. upright scale

3. electronic scale

4. bed scale

5. chair scale

C. Caring for the client’s environment

1. Environment and nursing assistant safety

2. The client environment

3. Safety measures

D. Reporting and recording observations

1. Making observations

2. Reporting changes in client condition

3. Documentation

E. Caring for dying clients

1. Five stages of grief

2. Preparation for death

3. Client self-determination

4. Role of nursing assistant

5. Hospice care

6. Physical changes as death approaches

7. Postmortem care

8. Organ donation

9. Autopsy

III. Personal Care skills

A. Bathing

1. Guidelines for client bathing

2. Assisting with tub or shower bath

3. Bed bath

4. Peri-care (male/female)

5. Hand and fingernail care

6. Foot care

7. Bed shampoo

B. Bedmaking

1. Making the unoccupied bed

2. Making the occupied bed

C. Grooming/oral care

1. Routine oral care

2. Special oral hygiene

3. Denture care

4. Daily shaving

5. Hair care

D. Dressing

1. Guidelines for dressing and undressing the client

2. Use of assistive devices

E. Toileting

1. Elimination needs

2. Giving and removing a bedpan

3. Giving and removing a urinal

4. Assisting with the use of the bedside commode

5. Providing catheter care

F. Maintaining and restoring musculo-skeletal function

1. Range of motion exercises

2. Care and use of prosthetic and orthotic devices

3. Methods of fall prevention

G. Assisting with eating and hydration

1. Nutritional needs and diet modifications

2. Normal nutrition

3. Essential nutrients

4. Six food groups

5. Basic diets

6. Supplements and nourishment

7. Recognizing weight loss

8. Fluid balance

9. Providing fresh water

10. Recognizing signs of dehydration

11. Alternative nutrition

12. Measuring and recording intake and output

13. Proper feeding techniques

a. feeding the client

b. assisting the client with self feeding

c. use of assistive devices

d. feeding dependent client

14. Reporting weight loss, decreased food and fluid intake, and decreased urine output.

H. Skin care

1. Integumentary system structures

2. Skin functions

3. Aging changes

4. Skin lesions

5. Guidelines for preventing pressure ulcers

I. Positioning, moving, transferring, ambulating

1. Body mechanics for client and nursing assistant

2. Transfer skills

a. Moving

b. Lifting

3. Guidelines for safe transfers

4. Use of transfer belts

5. Use of assistive devices: cane, walker, crutches

6. Positioning

a. Fowler’s position

b. Supine position

c. Side-lying (lateral)

d. Prone position

e. Sims’ position

6. Moving the client

a. Moving client up on bed

b. Moving client to side of bed

7. Transfers

a. Bed to wheelchair – one person assist

b. Stretcher transfers

c. Toilet transfers

d. Tub transfers

e. Car transfers

8. Assisting the client to ambulate

9. Preventing falls

IV. Mental Health and Social Service Needs

A. Nursing assistant’s response to client behavior

1. Care for the demanding client

2. Care for the client experiencing emotional distress

3. Modifying own behavior in response to client behavior

4. Assisting the client to cope

5. Reporting client concerns

B. Meeting the spiritual and cultural needs of clients

C. Awareness of developmental tasks associated with the aging process

1. Normal changes of aging

2. Developmental tasks of the elderly

3. Adaptations necessary to accommodate the aging process

D. Allowing personal choices

1. Respect for human dignity

2. Safety issues

3. Exercise, activity, and recreation needs

E. Recognizing the family as a source of emotional support

1. Traditions

2. Client/family teaching

F. Care of the cognitively impaired client

1. Techniques for addressing the unique needs and behaviors of client

with dementia (Alzheimer’s Disease and others)

2. Care for the emotionally stressed client

3. Mental health

4. Defense mechanisms

5. Maladaptive behavior

6. Alcoholism

7. The cognitively impaired client

a. Communicating effectively with the cognitively impaired client

b. Understanding behavior

c. Responding appropriately to behavior

d. Reducing the effects of cognitive impairment

V. Basic Restorative Services

A. Rehabilitation and restorative services

B. Interdisciplinary health care team

C. Principles of rehabilitation

D. Training the client in self-care according to client abilities

E. Complications of inactivity

F. Restorative programs

G. Guidelines for implementing restorative programs

H. Use of assistive devices

I. Bowel and bladder training

VI. CPR for Health Care Providers VII. HIV/AIDS (see page 11) 8

Standards of Practice and Competencies of Nursing Assistants.

Consistent with the requirements of Michigan Department of Health,

the following Standards of Practice are accompanied by competencies

per Michigan Department of Health. During clinical rotations, and at the

completion of the course, students demonstrate the following:

1. Basic technical skills. The nurse assistant demonstrates basic technical skills

which facilitates an optimal level of functioning for the client, recognizing the cultural,

and religious diversity:

a. Demonstrate proficiency in CPR and Heimlich maneuver;

b. Takes and records vital signs;

c. Takes and records height and weight;

d. Measures and records fluid and food intake and output of clients;

e. Recognizes and reports abnormal signs and symptoms of common disease and conditions;

f. Demonstrates sensitivity to client’s emotional, social, and mental health needs;

g. Makes observations of client’s environment to ensure safety and comfort of client;

h. Participates in care planning and nursing reporting process;

2. Personal care skills. The nurse assistant demonstrates basic personal care skills:

a. Assists client with bathing, mouth care, and skin care;

b. Provides toileting assistance to client;

c. Assists client with eating and hydration;

d. Utilizes proper feeding techniques;

e. Provides for client privacy;

3. Mental health and social service needs. The nurse assistant demonstrates the ability

to identify the psychosocial characteristics of all clients including persons with

mental retardation, mental illness, dementia, Alzheimer’s and relaxation disorders:

a. Modifies his/her own behavior in response to the client’s behavior;

b. Identifies adaptations necessary to accommodate the aging process;

c. Provides training in, and the opportunity for, self-care according to the client’s capabilities;

d. Demonstrates skills supporting client’s personal choices;

e. Identifies ways to use the clients family as a resource for emotional support

4. Basic restorative services. The nurse assistant incorporates principles and skills

of restorative nursing in providing nursing care:

a. Demonstrates knowledge and skill in using assistive devices in ambulation;

b. Demonstrates knowledge and skill in the maintenance of range of motion;

c. Demonstrates proper techniques in turning/positioning client in bed and chair;

d. Demonstrates proper transferring of client;

e. Demonstrates knowledge about methods for meeting the elimination needs of clients;

f. Demonstrates knowledge and skill for he care and use of prosthetic and/or orthotic devices;

5. Client rights and promotion of client independence. The nurse assistant demonstrates

behavior which maintains and respects client rights and promotes client independence,

regardless of race, religion, life-style, sexual preference, disease process or ability to pay:

a. Recognizes that the client has the right to participate in decisions about his/her care;

b. Recognizes and respects the client’s need for privacy and maintenance of confidentiality;

c. Promotes and respects the client’s right to make personal choices to accommodate their needs;

d. Taught how to deal with their own on the job frustrations and are instructed in basic

anger management skills to effectively report client concerns;

e. Provides assistance in getting to and participating in activities

f. Provides for the care and security of client’s personal possessions:

g. Provides care which maintains the client free from abuse, mistreatment or neglect,

and reports any instance to appropriate facility staff;

h. Maintains the client’s environment and care through appropriate nurse assistant

behavior so as to minimize the need for physical and chemical restraints.

6. Communication and interpersonal skills. The nurse assistant uses communication

skills effectively in order to function as a member of the nursing team:

a. Reads, writes, speaks and understands English at the level necessary for

performing duties of the nursing assistant;

b. Listens and responds to verbal and nonverbal communication in an appropriate manner;

c. Recognizes how one’s own behavior influences client’s behavior;

d. Makes adjustments for client’s physical or mental limitations;

e. Uses terminology accepted in the nursing facility to record and report observations

and pertinent information;

f. Records and reports observations, action, and information accurately and timely;

g. Demonstrates ability to explain policies and procedures before and during client care.

7. Infection Control: The nurse assistant uses procedures and techniques

to prevent the spread of microorganisms.

a. Uses principles of medical asepsis and demonstrates infection control

techniques and universal precautions;

b. Explains how disease causing microorganisms are spread: lists ways the HIV and

Hepatitis B virus can spread from one person to another;

c. Demonstrates knowledge of cleaning agents and methods, which destroy microorganisms on surfaces.

8. Safety/emergency procedures: The nurse assistant demonstrates the

to identify safe/emergency procedures.

a. provides adequate ventilation, warmth, light and quiet measures;

b. uses measures that promote comfort, rest, and sleep;

c. promotes clean, orderly, and safe environment and equipment for the client;

d. identifies and utilizes measures for accident prevention;

e. identifies and demonstrates principles of body mechanics;


f. demonstrates proper use of protective devices in the care of clients;

g. demonstrates knowledge of fire and disaster procedures;

h. identifies and demonstrates principles of health and sanitation in the service of food;

i. demonstrates proper use and storage of cleaning agents and other potentially

hazardous materials;

j. recognizes abnormal changes in body functions and the importance of

reporting changes to a supervisor;

9. Death/dying client and family. The nurse assistant will be able to use

the nursing process to plan and implement care for the dying client and their family:

a. discuss the five stages of dying;

b. discuss his/her own reactions to death and dying;

c. begin to assess the needs of the dying client and his/her family;

d. describe the signs of imminent death;

e. Understand general post-death care.

10. Rules and Regulations. The nurse assistant demonstrates

knowledge of and is responsive to the laws and regulations which affect

his/her practice including but not limited to:

a. client abuse and neglect;

b. client complain procedures;

c. Workers right to know;

d. The Uniform Disciplinary Act.

11. Care of the cognitively impaired. The nursing assistant demonstrates

awareness of the various cognitive disorders, i.e., dementia, Alzheimer’s,

mental illness, retardation and other related disorders, and possible causes,

characteristics and demonstrated behaviors

a. Aware of the behavior and care of the cognitively impaired client:

b. Describes methods for reducing the effects of cognitive impairment;

c. Aware of effective interventions and techniques using re-directing

re-approaching for managing behaviors of the cognitively impaired;

d. Communication techniques for interacting with the cognitively impaired

with focus on non-verbal and verbal feedback and one step directives;

e. Uses appropriate responses for working with the behavior of the cognitively impaired.

f. Demonstrates modification of his/her behavior in response to behavior

of the cognitively impaired;

g. Knows the various stages of loss seen with Alzheimer’s disease and

effective approaches in dealing with these losses both with clients and family

h. Insight into modifications beneficial in directing and assisting cognitively

impaired client with activity of daily living skills, including dietary and mobility needs;

i. Values the importance of social interactions at all levels of cognitive function:

provides opportunity for meaningful social interaction relevant to individual cognitive abilities

j. Realizes the right of all clients to dignity and provides dignity for clients at all levels of cognitive loss;


k. Aware of how physiological needs directly affect behavioral responses and emotional alterations;

l. Aware of unique challenges to the family/social structure seen with long term/short term cognitive losses

m. Provides support and reinforcement at all social levels.


A. Etiology and epidemiology of HIV

1. Etiology 2. Reported AIDS cases in the United States and Washington State 3.

Risk groups/risky behavior

B. Transmission and infection control

1. Transmission of HIV 2. Infection control precautions 3. Factors

affecting risk for transmission 4. Risks for transmission to health care workers

C. Testing and counseling

1. HIV test information 2. Pretest counseling 3. Post test counseling

D. Clinical Manifestations and treatment

1. Clinical manifestations of HIV infection 2. Case management 3.

Physical care 4. Psychosocial care 5. Home care 6. Resources

E. Legal and ethical issues

1. Confidentiality as defined in the AIDS Omnibus bill 2. Informed consent 3.

Legal reporting requirements 4. Ethical issues 5. Civil rights

F. Psychosocial Issues

1. Personal impact of the HIV continuum 2. The human response to death and

dying 3. Issues for care providers 4. Family issues 5. Special populations 12

Nursing Assistant Skills Checklist Student Quarter/Year
Skill S NI NI Comments
* Handwashing
*Vital Signs:

Blood Pressure

*Temperature – non-mercury



tympanic thermometer
* Pulse
* Respiration
*Measures & Records weight
Making unoccupied bed
*Making occupied bed
*Mouth care
*Denture care
Shaving electric safety
*Feeding the dependent client
Measuring & recording intake
*Measuring & recording output
*Giving and removing bedpan / urinal
*Peri-care male/ female
*Catheter care
Assisting with shower
*Modified Bed bath
*Positions client on side
*Passive Range of motion exercises – shoulder
*PROM – Knee and ankle
Care & use of prosthetic/orthotic devices
*Put elastic stocking on client
Assist with dressing/undressing
*Dressing upper with weak right arm
*Transfers from bed to w/c
*Assist with ambulation
Assist with walker ambulation
*Hand and fingernail care
*Foot care
Assist with Mechanical lift
Appropriate client communication
Practices confidentiality & privacy
* On skills test

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Studying for the N.E.T. will help you become a Nurse Medical Expert

Written by kimmel52 on September 12, 2009 – 12:31 pm

Nurse Medical Experts
So you are thinking about your career or next career as a nurse. Your first hurtle is to pass the Nursing Entrance Test, the HESI or the TEAS TEST. The next step is nursing school. What then? Well, there are many avenues that nurses can take other than hospital or long term care nursing. There is the field of professional nurse medical expert.
The primary role of the nurse medical expert is to offer up their opinion to the jury in a fair and balanced manner. Nurses with specialty experience and training are more often called in as medical experts in many cases.  This is a upcoming field in the realm known as forensic nursing.  Forensic nursing is a relatively new medical practice that combines elements of law enforcement with health care. Forensic nurses may treat victims of violent crime, perform crime scene investigations or work as detectives in a clinical setting to help police catch and convict perpetrators. One of the most important duties in forensic nursing is assisting in the physical and emotional recovery of patients while protecting their rights.  The wealth and breadth of nursing experience in their field of specialty is widely accepted as testimony. Nurses are used in hotly contested legal proceedings, both sides have bias and both want to win. The goal of the nurse medical expert is to showcase his or her knowledge in an impartial way. However, this is difficult in some cases, especially since each side often hires its own medical expert, and the medical expert is collecting his paycheck from the attorney, who has a clear and strong bias. Read more »

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Don’t Stress the N.E.T, H.E.S.I. and TEAS

Written by kimmel52 on September 12, 2009 – 10:59 am

Don't Stress the N.E.T.

Are you ready to take the N.E.T., the HESI or the TEAS.  Even if you feel ready, you may not recognize the changes that your body is going through.   Many peoples futures are dependent on their performance on these exams.  It is no wonder that peoples stress levels are high.   Stress is the body’s way of preparing for an event.  Stress does not have to be a bad thing.  However, one has to learn how to handle stress without it taking control. For many of us, taking a  test causes a series of enzymatic cascades in our bodies. We begin to get sweaty palms, our heart rate goes up, we begin to breath faster, our pupils dilate, our muscles tense up, and if we continue to think about how frightened we are, we advance from a heightened state of alertness to one of panic. If this continues, then we cannot learn, study, or effectively interact with our peers or teachers. The proverbial panic before a test. This is very serious. Many very intelligent people cannot take tests. As the stakes go up so does the anxiety level. The biological sciences has taught us that as we become scared or threatened, our sympathetic nervous system is activated. This is done through a series of hormonal secretions from the adrenal glands that turn on various receptors and cause a cascade of biological changes in our system. The term, “fight or flight” has been used to describe the effects of fear or the sensing of danger in the human as well as mammalian species. Unfortunately for students, it is at work with each test. For some reason, there are those people that are calm during tests. You don’t even see their eyebrow raise. Then there are the ones who become so panicked that they could pass out. Some actually do. To begin to help those people who have test anxiety, it is first necessary for those people to find some quiet time and think about what it is that makes their vital signs go haywire, such as their blood pressure, heart rate and respiration. The answer will not be the same for everyone, but in solace it is easier to think. For those who have such dibilitating test anxiety the first question that they should ask themselves is when do they remember first having their test anxiety attack. It would not be surprising if many find that they must go way back in their memory to some point in grade school or kindergarten. Childhood memories of being humiliated in the classroom or at home, by overbearning teachers over expecting parents can cause a lot of mental damage to children. If this damage is never therapeutically processed, then as these children grow up, they find that those same feelings keep recurring during stressful or similar circumstances. Therefore, anxious test takers must confront and identify why they feel the way that they do. Once they have done that, then the next step is to identify how to not feel that way. Finding stress and anxiety release valves in ourselfs is about the most powerful endorphine we have. Because once you can unlock your own stress relief abilities, then you are on the way to successful test taking. It is a misnomer to think that just becasue someone gets a bad grade on a test they didn’t study. It is quite the contrary with those whom have test anxiety. These people study for hours. They know the material backwards and forwards. However, when it comes to performing in a environment that is not comfortable, unfamiliar, or threatening, these people are unable to recapture all of the information that they have learned. So, it would be a good idea for test takers to get to know the area where they are going to take their tests. Go down to the testing room, ask if you can look around and get a feel for where you are going to be spending three hours or more. Let the supervisor or teacher know that you are one of those people with test anxiety and that familiarizing yourself with your surroundings will help you to perform better on the test. The next thing that anxious test takers should do is to make mock tests and take them to public places and practice taking them. Confidence is built in small steps, but little by little even the most anxious test takers can overcome their fear.  To begin studying now and begin to ease some of the stress go to Nurses Learning Center and get immediate access to online tests simulated like the actual N.E.T., HESI and TEAS.
Best Wishes to all,
Nancy Kimmel

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Reading Comprehension Tutorials for the Nursing Entrance Test that WORK!

Written by kimmel52 on September 7, 2009 – 10:42 pm


We Help Prepare You with the Most Up To Date Materials

Pass The N.E.T. Reading Comprehension Includes over 140 pages of challenging science based essays with questions and completely and thoroughly explained reasoning.
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Price: $15.99

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Posted in HESI TEAS The NET ATT, How to Pass the HESI, Pass The Nursing Entrance Test, Reading Comprehension, Reading Comprehension Exerpt NET Practice Test | 5 Comments »

Become a Certified Nurses Assistant

Written by kimmel52 on September 6, 2009 – 6:02 pm

learn to become a CNAFor those who want to become a certified nures assistant there are many programs to choose from.  For those who live in Southeastern Michigan, a program is beginning on the 25th of September.  It is a six week program that has morning and afternoon classes.  The morning classes begin at 8:00 AM and run until 2:30 PM.  The afternoon class begins at 3:00 PM and runs until 9:30 PM.  Classes start on Friday, and meet every Friday and Saturday for six weeks.  By the third week students will begin clinical rotation two days throughout the week.  Clinical days are on Monday and Wednesday afternoon, and also on Tuesday.  Students will have over 48 hours of clinical experience upon graduation.  Job placement is available upon completion of the program.  The CNA program uses the Michigan model study guide.  Students are placed in hospital jobs prior to certification.  The CNA, certified nurses assistant program is a rewarding career that many people choose to further their experience in the health care field.  By placing the nurses aides in the hospitals prior to certification they can get reimbursed by the company up to $750 toward their school tuition.  It is also usual that the health care facility where they are hired will pay for their certification.  Nurses aides must complete their certification within four months after being hired.   The coures is rigorous and fast paced, but the rewards of immediate job placement and helping those that are ill are far reaching and rewarding.  Students are required to wear light blue scrubs, white tennis shoes and to bring to class a blood pressure cuff (manual), stethoscope and a box of latex or non-latex gloves.  Students should also bring paper, pencil, pens and a notebook.  Some of the tasks that nurses aides perform are as follows; bathing and dressing patients, taking blood pressure, temperature, pulse and respiration, tube feedings, dressing changes, cleaning decubitus ulcers, feeding patients, range of motion, understanding therapeutic communication, patients rights, (HIPPA), infection control principals, making a bed, correct disposal of linens, emptying foley bags, colostomy bags, putting on anti-embolism stockings, transferring patients from chair to bed and vice versa.  Students will learn about patient rights and how to recognize abuse and neglect.  A person that wants to be a nurses aide should be able to be on their feet for a full eight hour shift, and be able to lift up to 50 pounds.  Many nurses aides go on to become nurses.  Nurses aides assist the nurse and the patient.  They are a very valuable employee and are in demand.  Pay rate for nurse aides vary from $10.00 to0 $14.00 per hour.  These rates go up if overtime and holiday pay.  There are many full time job openings for nurses aides in the Metro Detroit Area.  Full time jobs come with health care benefits and vacation time.  Nurses aides who graduate from an approved Michigan Certified Nursing Assistant Program are in high demand.  They can also work for home care agencies and make up to $20.00 per patient visit.  For more information on the Nurses Aide Program included in this article call (313)575-1214 or pick up a course syllabus and catalog at Phlebotomy Career Training School, located at 28050 Ford Road, Suite C, Garden City Michigan, 48135.

Telephone (734) 762-3220

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Pass The N.E.T and get into Nursing School?

Written by kimmel52 on September 4, 2009 – 6:05 pm



The health-care job market for nurses is booming and so is the enrollment in nursing programs.  Nursing Schools across the United States are having difficulty keeping up with the high numbers of students seeking to get into their nursing programs.  There are not enough teachers to go around.  Those who wish to become nurses must wait until there is an opening in the next class.  It is not unusual for students to have to wait two to three years to get into nursing school.     So how hard is it to get into nursing school?  It all depends on you. First and foremost, you must first begin by finding out which of the NURSING ENTRANCE TESTS the school of your choice requires. The nursing school which you decide to attend may offer the HESI, THE TEAS-ATT, OR THE N.E.T. The pre-requisites vary, depending on whether a student chooses a two year or four year degree program.  Most two year associate degree nursing programs require at least one year of pre-requisites.  These pre-requisites include, Biology (two semesters), Anatomy and Physiology (two semesters), English, (two semesters), Political Science, Psychology, Child Psychology, Sociology, Basic Math, Beginning Algebra, Chemistry, and Pharmacology.  It seems that each year the list of pre-requisites gets longer.  These courses could take longer than a year to complete, depending on the students home life and job commitment.  Then there are the nursing entrance tests.  There are several variations of nursing entrance tests circulating throughout the United States.  There is the HESI, the TEAS and the NET.  Each nursing school requires a different score for passing.  Passing implies that the student has scored sufficiently high enough to get their name on the nursing school waiting list.  To make matters more difficult, some schools only allow the student to take the nursing entrance test three times.  If the student fails on the third try,then they are not allowed entrance into the schools nursing program.  This can be a devastating blow to someone who has just completed over one year of pre-requisites and have set their entire two year calender by one school.  There is indeed some very stiff competition for nursing school seats.  Some of the other criteria that is examined prior to students gaining admission includes, grade point average, past medical or healthcare experience, and nursing entrance test scores.  As unbelievable as it may seem, there are actually some schools that require students to have a 4.0 grade point average just to get placed on the nursing school wait list. It is no wonder that so many nursing school students are over stressed. The high expectations required by so many nursing schools are actually acting as a deterrent. Some students who contemplated a carrer in nursing change their path when faced with the daunting expectations of nursing schools. They go into other health-care fields that do not require as much preparation. These fields include patient care technicians, emergency technicians, and medical assistants. Though these careers do not pay as well as nursing, the student has a greater comfort level and can therefore perfrom better in class and in clinical. What’s the best advice to give someone who wants to become a nurse? To begin with, people should be selective when choosing a nursing school. Find out what are the requirements. Look into their pass rate on the NCLEX State Boards. Certainly, one would not want to put in three years of school, only to find out that their school had one person pass the State Boards out of 50. Also it is important to find out if the pre-requisites change while in the program and if it is necessary to take more classes. Most importantly find out if there is a limit to how many times the nursing entrance test can be taken, and if each failed attempt is counted as a strike against the student. Knowing the playing field ahead of time can save a lot of heartache not to mention money. Much of a students money and time is lost when they are not accepted to the nursing program. This takes a toll on the student and their family. Many nursing students are well into their thirties and forties. These are people that have had mortgages, prior schooling and have had their share of debts. When a student is fully aware of what is expected of them with regard to the school and the nursing program, there is less chance of failure. Good advice is to remember to keep the dream. Don’t give up, and plan well in advance for any road blocks that may occur.

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Phlebotomy Career Training

Written by kimmel52 on September 4, 2009 – 12:53 pm

phlebotomyA hands on phlebotomy workshop in Garden City, MI – click below for more info and payment information:
Phlebotomy Career Training

Classes are now forming for Thursday, March the 11th, 2010, we will possibly be running a  Saturday Class as well on March the 13th if ther are enough students.

Currently there are 5 openings for the day class from 8:00 AM until 2:30 PM, and 8 openings in the afternoon class which meets from 3:00 PM until 9:30 PM, every Thursday for 6 weeks.

Course fee is $700.00, half to be paid on the first day of class and the other half is due during the thrid week of class.

Students are required to wear navy blue scrubs to each class, bring a box of latex or non-latex gloves (see course catalog for latex allergy questionnaire and form) and to wear white tennis shoes.

Miscellaneous items needed include; pencil, pens, notebook, paper, stethoscope and blood pressure cuff.

Students may refer to the course catalog for other details.  Course catalog will be posted on the web site as well as the registration form and course syllabus.

The student may expect to posses the following skills upon completion of the course;

  • Perform venipuncture on adults, children and elderly.
  • Perform heel sticks on infants.
  • Perform finger sticks.
  • Glucometer testing.
  • Read ECG strip rhythms such as Bradycardia, Tachycardia and other immediately dangerous to life and health arrythmias.
  • 12 lead ECG placement, and 5 lead placement
  • Intravenous catheter insertion.
  • Pharmacology of various blood pressure, heart and diabetic medications.
  • Anatomy and physiology of the cardiovascular system, veins and arteries.
  • Therapeutic communication,
  • MAGNET Training for patient care excellence
  • Hazardous Materials Management.
  • Infection Control.
  • Skill at Patient assessment, and understanding the disease process as it relates to the patient and the type of care provided.
  • Knowledge of how to perform a history and physical.

Students will be qualified to work in the following job classifications upon graduation.

  1. Hospital Emergency Room
  2. 24 hour Urgent care facilities
  3. Physicians Clinics
  4. Laboratory Sites
  5. other health care facilities

After the six week course, students will graduate upon successful completion of required evaluation process, and will then begin their 25 draws along with capillary draws. The school will allow students to come in to draw on Tuesdays from 10:00 AM until 2:00 PM and on Wednesday from 5:00PM until 8:00PM.  Once the student has completed their 25 draws  and 10 capillary draws they are then eligible to sit for the National Healthcareer Association Exam.  This exam will certify the student as a Phlebotomy Technician in all 50 states.  Once this certification has been achieved, the student can then go on to do their clinical rotation through Oakwood Hospital Out Patient Labs to complete their 100 draws.  The student will work one on one with another certified phlebotomist drawing blood samples from patients coming in as well as processing laboratory specimens using the centrifuge machine and preparing fresh frozen specimens.  The student will not get paid for their rotation.  This is a complimentary externship for the student to help better prepare them for employment. The students liability insurance is paid through the school.

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Posted in Are You Ready?, Nursing Education | 26 Comments »

Who Wants To Draw Blood?

Written by kimmel52 on September 3, 2009 – 6:37 pm

phlebotomy certificationPhlebotomy Career Training
Address: 28050 Ford Road, Suite C., Garden City, MI 48127
Phone: (313) 575-1214 Cell
Business: (734) 762- 3220

Date: September 3, 2009

Nancy Kimmel’s phlebotomy career training course is unlike any other phlebotomy course. Students are trained not only in venipuncture, but they learn how to place a 12 lead ECG, how to take blood pressure, pulse, respiration and temperataure,  and recognize when a patients vitals need to be re-checked and reported,  they learn  pharmacology basics of blood pressure medications and diabetic medications.  An indepth study of diabetic medication and the signs and symptoms of high and low blood sugar is also taught.  This is crucial knowledge in an emergency situation where every minute counts.  Students are taught how to do a history and physical on patients. They learn how to assess the patient recognizing that each person is unique in how they are effected by the disease process as well as understanding the circulatory physiology of the heart, including the anatomy of the veins and arteries. Students learn how to insert intravenous catheters as well as how to read basic ECG (electrocardiogram strips) and recognize important heart rhythms that are immediately dangerous to life and health. Students are taught how to communicate therapeutically with patients and family members and how to recognize the signs of anxiety. All of this information and much more is done in six hour weekly classes for six weeks. Nancy Kimmel goes one step farther by helping every student find a job. The entire nation knows that Michigans economy is suffering. Nancy Kimmel is trying to help by offering a fast paced intensive training program as well as job placement for Michigan residents. In her own words: “I have great faith in all of my student’s that I have trained, and I will do everything in my power to help them all find employment in the healthcare field.. My students get placed in ER’s, trauma centers, urgent care centers, as well as in doctors clinics and hospitals. Let’s put is this way, if myself or any of my family members had to be in the hospital for any reason, I would trust my students to take of them. That’s how good they are.! That is also why I only take eight students per class. Smaller classes mean a better learning experience. Upon graduation these students are professional medical healthcare providers ready to assist the sick, the needy, the helpless and other medical professionals in a kind and caring manner that is truly genuine from the heart.”
One can see the passion that Professor Kimmel has for her students and for the healthcare filed. Talk about a stimulus package for Michigan, this is one for sure.

Classes are now forming for Thursday, January 21st, 2010

  • Currently there are 8 openings for the afternoon class which meets from 3:00 PM until 9:30 PM, every Thursday for 6 weeks.
  • Day classes are still forming with 8 openings left.  Maximum enrollment is 10 students per class.
  • Currently there is no financial aide available.  The school will take every effort to help the student achieve their goal.
  • Course fee is $600.00, half to be paid on the first day of class and the other half is due during the third week of class.
  • Course text books are available for student use with no charge, if the texts are available.  Students may purchase the book online in bookstores.  The text is the 4th ed. of Phlebotomy Essentials
  • Students are requested to have  current TB tests on record with the school as well as Measles, Mumps and Rubella Titers.  This is necessary for clinical rotations to hospitals and children s wards.
  • Students are required to wear navy blue scrubs to each class, bring a box of latex or non-latex gloves (see course catalog for latex allergy questioneer and form) and to wear white tennis shoes.
  • Miscellaneous items needed include; pencil, pens, notebook, paper, stethoscope and blood pressure cuff.
  • Students may refer to the course catalog for other details.  Course catalog will be posted on the web site as well as the registration form and course syllabus.

The student may expect to posses the following skills upon completion of the course;

  • Perform venipuncture on adults, children and elderly.
  • Perform heel sticks on infants.
  • Perform finger sticks.
  • Glucometer testing.
  • Read ECG strip rhythms such as Bradycardia, Tachycardia and other immediately dangerous to life and health arrythmias.
  • 12 lead ECG placement, and 5 lead placement
  • Intravenous catheter insertion.
  • Pharmacology of various blood pressure, heart and diabetic medications.
  • Anatomy and physiology of the cardiovascular system, veins and arteries.
  • Therapeutic communication,
  • MAGNET Training for patient care excellence
  • Hazardous Materials Management.
  • Infection Control.
  • Skill at Patient assessment, and understanding the disease process as it relates to the patient and the type of care provided.
  • Knowledge of how to perform a history and physical.

Job Placement Assistance;

Students are assisted in job placement after graduation and are placed in the following healthcare areas with job titles including but not limited to; Phlebotomist, Emergency Technician &Patient Care Technician

  1. Hospital Emergency Room
  2. 24 hour Urgent care facilities
  3. Physicians Clinics
  4. Laboratory Sites
  5. other health-care facilities

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