HIM Technical Standards
Technical Standards
General Job Description
Qualified applicants are expected to meet all admission criteria as well as essential
functions. Students requesting reasonable accommodations to meet these criteria must
inform the Program Director in writing of the need for accommodations at the time
of admission. The student is expected to contact the ADA counselor in the new ESC
(Enrollment Services Center) to file the appropriate forms documenting the need for
accommodations.
| Functional Ability Category | Representative Activity/Attribute |
Examples |
| Gross Motor Skills |
|
Function in an ICU environment: move about in an ICU room in order to perform procedures on the patient. Must also read patient chart, equipment settings, and/or equipment displays. Sit to record findings. Change equipment settings above head and below waist, plug electrical appliance into wall outlets. |
| Fine Motor Skills |
|
Lift medication vials to eyes to read. Squeeze medication vials to empty. Squeeze Ballard suction catheter button. Grasp hold and read small instruments such as volume measuring devices. Write in patient chart. Record patient data in record. Change settings on equipment by turning knob and observing change. |
| Physical Endurance |
|
Stand and perform repetitive procedure(s) on patients such as Chest Physical Therapy and CPR. Repeat this procedure periodically throughout an 8-hour shift. |
| Physical Strength |
|
Assist patient from bed to chair. Hoist patient up in bed. Move patient from stretcher to bed and back. Carry medications, pulse oximeter, stethoscope or other equipment to patient room. Push ventilator or other heavy equipment from respiratory care department to patient room. Move other equipment such as Pulse Oximeter, IPPB or IPV machine. Lift equipment from bed height to shelf height above chest level. |
| Mobility |
|
Turn to change settings on monitor while standing at patient bedside. Bend to change equipment settings on floor, at knee level, waist level, chest level, eye level, above head. Gather equipment and manually resuscitate patient without delay. Make rapid adjustments if needed to ensure patient safety. Make way to patient room if an emergency is called using stairs. |
| Hearing |
|
Listen to patient breath sounds to determine if patient is breathing. Listen to heart sounds to determine if heart is beating. Determine the intensity and quality of patient breath sounds in order to help determine a diagnosis. Hear audible alarms such as a ventilator alarm. Hear overhead pages to call for emergency assistance. |
| Visual |
|
Read patient chart to determine correct therapy. Visually assess patient color to assess for hypoxia. Read settings on monitors and other equipment. Visually assess for changes. Confirm settings visually such as with ventilator display. |
| Tactile |
|
Assess patient by feeling for patient pulse, temperature, tactile fremetis, edema, subcutaneous emphysema. |
| Smell |
|
Assess for noxious odors originating from the patient or environment (example gas leak or smoke). |
| Reading | Read and understand written documents | Read and interpret physician orders, physician, therapist and nurses notes. Read from a computer monitor screen. Gather data reasonably accurate, and in a reasonable amount of time to ensure safe and effective patient care relative to other care givers. |
| Math Competence |
|
Read and interpret patient graphics charts and graphic displays. Perform basic arithmetic functions in order to calculate minute ventilation, convert temperature, correctly place graduated tubing, and other functions. |
| Emotional Stability |
|
Provide for safe patient care despite a rapidly changing and intensely emotional environment. Perform multiple tasks concurrently, example: delivery of medication or oxygen in one room while performing an arterial blood gas in another such as in an emergency room environment. Maintain enough composure to provide for safe and effective patient care despite crisis circumstances. |
| Analytical Thinking |
|
Evaluate different sources of diagnostic information to help arrive at a patient diagnosis. Evaluate priorities in order to provide for the most appropriate care. Appropriately evaluate data in order to notify physician and nursing when necessary. |
| Critical Thinking |
|
Evaluate different sources of diagnostic information to help arrive at a patient diagnosis and treatment. Evaluate data in order to formulate an appropriate action plan. |
| Interpersonal Skills |
|
Communicate effectively with disagreeable patients, family doctors, and nurses and other staff in order to attempt to meet therapeutic goals for the patient. |
| Communication Skills |
|
Communicate effectively and appropriately with doctors, nurses, patients, family, and other staff in order to provide for most effective and efficient patient care. |
COLLEGE & CAREER PATHWAYS
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