老年基础照护实务课程标准
Practical Basic Care for the Elderly curriculum standards
I. Basic information of the course
course title | Practical basic care for the elderly | Course code |
|
the type of course | Required courses | Nature of the course | Professional core courses |
total class hours | 72 | credit | 5 |
Target audience | Freshman year | Applicable majors | Smart Health and Elderly Care Service and Management major |
Preparatory courses | Fundamentals of human anatomy and physiology | ||
Further courses | Basic skills training in health care | ||
II. Course nature and orientation
This course is a core foundational subject for the Smart Health and Elderly Care Services Management program. Designed as an integrated theoretical-practical curriculum, it builds upon students 'prior knowledge from courses like Human Anatomy and Basic Physiology, equipping them with essential understanding of elderly physiological structures and bodily functions. Aligned with professional training objectives, this program prepares students for careers in elderly physical and mental rehabilitation services and nursing positions. The curriculum aims to develop students' fundamental competencies in providing safe and comprehensive health care for seniors, covering physiological needs, psychological well-being, and daily living support.
III. curriculum design ideas
Focusing on the skill requirements for elderly health and service management positions, this curriculum design addresses students' practical needs in both academic studies and future careers. Through theoretical learning of basic elderly care techniques and project-based practice, the course adopts a project-driven, task-oriented approach to achieve modern educational philosophies: "student-centered," "learning through application," "knowledge for practice," and "applicable learning." Emphasizing nursing objectives and holistic development, the integrated "teach-learning-doing" model enables students to understand work processes and gain hands-on experience in task completion. This approach cultivates professional competencies through knowledge acquisition, skill refinement, and attitude cultivation, ultimately meeting diverse elderly care needs across different life stages.
IV. Course Objectives
(1) Overall objectives
Through rich teaching content and diversified teaching forms, this course enables students to master basic elderly care technology, understand the cutting-edge technology of elderly care, understand the relationship between elderly care and improving the quality of life of the elderly, have the ability of elderly care and the literacy of respecting, caring for and helping the elderly, and be competent for typical tasks of elderly care.
(2) Specific objectives
1. Knowledge Objectives
(1) Know the principles and methods of life care such as diet care, excretion care and sleep care;
(2) Know basic care methods such as hot and cold application and vital sign measurement;
(3) Master the communication and evaluation in the process of elderly care, matters needing attention, etc.
2. Ability objectives
(1) Be able to independently complete the typical tasks of elderly life care;
(2) Able to complete the daily care and basic care of the elderly according to the professional standards of nursing staff;
V. Course content and teaching requirements
project name | Learning context | Knowledge and skills content and requirements | Teaching implementation | Reference hours |
Project 1: Dietary care | Task 1: Assessment of nutritional status and eating ability in the elderly | Know the assessment methods and precautions of nutritional status and feeding ability; Be able to correctly assess the nutritional status of the elderly; Can complete the elderly feeding ability assessment. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Arrange the eating position for the elderly | Know common positions; Know how to arrange the eating position; Can properly position the body to eat. | 2 | ||
Task 3: Assist bedridden elderly people to eat and drink | Know how to assist the bedridden elderly to eat and drink and pay attention to the matters; Can safely assist the elderly to eat and drink. | 2 | ||
Task 4: The elderly are fed by nose | Know the causes, methods and precautions of nasogastric feeding; Know the method to determine whether the nasogastric tube is in the stomach; Can correctly complete the nasal feeding diet. | 2 | ||
Project 2: Excretion care | Task 1: Assessment of excretion capacity in the elderly | Know the methods of excretion assessment and its precautions; It can assess the excretory capacity of the elderly. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Assist bedridden elderly people to use the toilet | Know how to use the toilet and pay attention to the precautions; Can assist bedridden elderly people to use the toilet. | 2 | ||
Task 3: Change diapers for elderly people with urinary incontinence | Know how to change diapers and what to pay attention to; Know how to choose a diaper; Be able to change diapers for the elderly correctly. | 2 | ||
Task 4: Use of Kaisailu for elderly people with constipation | Know the use and precautions of Caisulu; Can be used correctly by elderly people with constipation. | 2 | ||
Task 5: Replace the stoma bag for the elderly with an enterostomy | Know the method of changing the bag and its precautions; Know the nursing methods of intestinal stoma; The creation pocket can be replaced quickly and safely. | 2 | ||
Project 3: Clean Care | Task 1: Change the sheets for the bedridden elderly | Know how to change the sheets and what to pay attention to; Be able to change the sheets for bedridden elderly people correctly. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Help the elderly change clothes | Know how to change clothes and its precautions; Can assist the elderly to change clothes. | 2 | ||
Task 3: Help the elderly take a bath | Know the types of bathing and their operation methods and precautions; Be able to assist the elderly with bathing. | 2 | ||
Task 4: Provide care for elderly patients with pressure sores | Know the causes of pressure sores and their prevention and treatment methods and precautions; Can provide care for elderly patients with pressure ulcers. | 2 | ||
Task 5: Clean your mouth with a cotton ball or cotton swab | Know the method of cleaning the mouth and its precautions; You can wipe and clean your mouth with a cotton ball or cotton swab. | 2 | ||
Project 4: Sleep Care | Task 1: Assessment of sleep status and influencing factors in the elderly | Know the factors that affect sleep status; The sleep status and influencing factors of the elderly can be evaluated. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Arrange a sleep environment for the elderly | Know the significance of arranging a sleep environment and its precautions; Be able to arrange a sleep environment for the elderly. | 2 | ||
Task 3: Take care of sleep-disordered older people to fall asleep | Know the types and causes of sleep disorders; Be able to care for sleep-disordered elderly people to fall asleep. | 2 | ||
Task 4: Guide the elderly to change their bad sleep habits | Know how to change sleep habits and what to pay attention to; Can guide older people to change bad sleep habits. | 2 | ||
Item 5: Physical signs and observations | Task 1: Take the temperature of the elderly | Know the method of body temperature measurement and its precautions; Know the use and precautions of different thermometers; It can measure the temperature of the elderly. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Measure the pulse and breathing of the elderly | Know the method of respiration and pulse measurement and its precautions; Can measure the pulse and breathing of the elderly. | 2 | ||
Task 3: Measure blood pressure for the elderly | Know how to measure blood pressure and its precautions; It can measure blood pressure for the elderly. | 2 | ||
Task 4: Measure blood sugar for the elderly | Know the method of blood glucose measurement and its precautions; It can measure blood sugar in the elderly. | 2 | ||
Item 6: Medication care | Task 1: Assist the elderly population to take medicine | Know the method of oral medication and its precautions; Can assist the elderly population to take medicine. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Use eye drops, nasal drops and ear drops for the elderly | Know the use of topical drugs and its precautions; Can be used for the elderly with eye drops, nasal drops and ear drops. | 2 | ||
Task 3: Nebulization inhalation for the elderly | Know the method of ultrasonic atomization inhalation and its precautions; It can be used for nebulization inhalation for the elderly. | 2 | ||
Item 7: Safety care | Task 1: Assess the risk of falls in the elderly | Know the method of fall risk assessment and its precautions; Be able to correctly assess the risk of falls in the elderly. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Emergency education on falls for the elderly | Know the methods and precautions of fall prevention; Be able to provide first aid to the elderly who fall down; Be able to correctly teach the elderly about fall emergency. | 2 | ||
Task 3: Apply cold to sprained and muscle strained areas in the elderly | Know the method of cold compress and its precautions; Can correctly apply cold to the sprained and muscle strained areas of the elderly. | 2 | ||
Task 4: Perform hemostatic dressing for bleeding sites of trauma in the elderly | Know the method of hemostasis and bandaging and its precautions; Be able to properly perform hemostatic dressing for bleeding sites of trauma in the elderly. | 2 | ||
Task 5: Perform primary treatment for first-degree burns in the elderly | Know the operation steps and precautions of burn treatment; Can correctly perform primary treatment for first-degree burns in the elderly. | 2 | ||
Task 6: Emergency treatment of foreign body in the throat of the elderly | Know the first aid treatment and precautions for foreign body in the throat; Be able to correctly handle foreign body choking in the elderly. | 2 | ||
Item 8: Infection control | Task 1: Sterile technique | Know the operation steps and precautions of aseptic technology; Be able to properly implement aseptic techniques. | The teaching methods such as project teaching method, task-driven method and lecture method are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 2 |
Task 2: Configure the disinfectant | Know the preparation method and precautions of disinfectant; Can correctly configure disinfectant. | 2 | ||
Task 3: Clean and disinfect the environment and articles for the elderly | Know the methods and precautions of cleaning and disinfecting the environment and articles; It can clean and disinfect the environment and articles for the elderly. | 2 | ||
Task 4: Ultraviolet disinfection of the living room for the elderly | Know the method of ultraviolet disinfection and its precautions; Can complete the ultraviolet disinfection of the elderly room. | 2 | ||
Task 5: Perform terminal disinfection for the elderly room | Know the method of terminal disinfection and its precautions; Can correctly perform terminal disinfection for elderly people's rooms. | 2 | ||
amount to | 64 | |||
VI. Teaching evaluation and assessment
（1）Assessment and evaluation methods
In the assessment and evaluation system of "Practical Basic Care for the Elderly", whole-process and diversified assessment is realized.
The overall score of the course = 10% of the learning attitude and assessment + 30% of the process assessment + 60% of the comprehensive assessment at the end of the course.
1. Assessment of students 'learning attitude at ordinary times, including students' attendance, classroom discipline and learning attitude, answering questions in class, and homework completion.
2. Process assessment. It mainly evaluates students' learning ability, professional skills, working ability and team spirit in completing each work task.
3. Final comprehensive assessment may be a theoretical test, or a practical test, or a combination of theoretical test and practical test.
(2) Assessment and evaluation criteria
Assessment items | content | partition | weight | score |
Item I | Dietary care | 100 points | 0.10 | 10 |
Item II | Excretion care | 100 points | 0.15 | 15 |
Item III | Clean care | 100 points | 0.15 | 15 |
Item IV | Sleep care | 100 points | 0.10 | 10 |
Item V | Physical observation | 100 points | 0.10 | 10 |
Item VI | Medication care | 100 points | 0.10 | 10 |
Item VII | Safety care | 100 points | 0.15 | 15 |
Item VIII | Infection control | 100 points | 0.15 | 15 |
total points | 100 | |||
VII. Requirements and guarantees for curriculum implementation
(1) Experimental and training conditions
The campus houses a nearly 2,000-square-meter educational powerhouse project —— China-ASEAN Smart Elderly Care Industry-Education Integration Open Training Center. It features over thirty specialized training rooms, including smart elderly care labs, health assessment labs, rehabilitation labs, and mental health care labs, each designed to accommodate 120 trainees. Additionally, off-campus training bases can each handle 10-30 participants.
Project/module name | function requirement | Name of main equipment and equipment | remarks |
Project 1: Dietary care | Be able to simulate dietary care scenarios | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
Project 2: Excretion care | Be able to simulate excretion care scenarios | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
Project 3: Clean Care | Can simulate cleaning care scenarios | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
Project 4: Sleep Care | Can simulate sleep care scenarios | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
Item 5: Physical signs and observations | It can measure blood pressure, blood sugar, body temperature, respiration and pulse | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
Item 6: Medication care | Be able to simulate medication care in a scenario | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
Item 7: Safety care | Can simulate safe care scenarios | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
Item 8: Infection control | Can simulate infection prevention and control scenarios | Teaching and learning machine, multi-functional nursing bed, nasogastric tube, treatment tray, bedpan, towel, blood pressure monitor, blood glucose meter, thermometer, ultrasonic nebulizer, cardiopulmonary resuscitation model, elderly model, nursing cart, ultraviolet car, etc |
|
(2) Teacher qualifications
1. Full-time teachers engaged in the teaching tasks of this course should have knowledge and ability related to elderly care and qualifications for elderly care; and should have been on duty in front-line departments or nursing related positions in nursing homes for more than 2 months.
2. Part-time teachers engaged in this course teaching should have knowledge and ability related to elderly care and qualifications of elderly care workers.
(3) Teaching materials
1. Suggestions on textbook selection or compilation
It is recommended to use the textbook "Life and Basic Care Practice for the Elderly", edited by He Lichun et al., Fudan University Press, 2024.
This textbook is designed in accordance with teaching standards and follows a modular project-based task-oriented model, comprising four modules: daily care, basic care, rehabilitation services, and psychological support. It systematically outlines typical work tasks for elderly care professionals, covering essential aspects such as personal hygiene, dietary management, toileting assistance, sleep regulation, environmental adaptation, and medication administration. Specifically tailored for vocational education students, the book adheres to educational philosophies including industry-education integration, apprenticeship systems, and project-based task-oriented approaches, while also aligning with the 1+X certification requirements and vocational skills competition standards.
2. Information-based teaching resources
(1) Documents: electronic teaching plans, exercise banks, test banks, guide cases, PPT courseware, cases;
(2) Software: training simulation software, VR virtual simulation software;
(3) Video: course website, professional website, simulation animation, micro course and operation video.
3. Recommended teaching references
Technology of Elderly Care, edited by Song Yanping, Peking University Press, 2020
Other notes
1. This course is suitable for three-year general vocational students majoring in intelligent health and elderly care service and management.
2. According to the development of new technology, this curriculum standard will be revised after 3 years of use.
用户登录