Certified Nurse Aide
Core Code Alignment
CTE / Health Science
Administration and Supervision
36010000190: Nurse Assistant (CNA)
Administration and Supervision
36010000190: Nurse Assistant (CNA)
Recommendation
Recommended Limited
Evaluation
While this is a good online program, it has one semester of just Medical Term and Body Systems. Students would not learn the basic skills for Nursing Assistant until semester 2. The requirements for UNAR are not fully met. The first semester was not fully needed and went to far into Medical Anatomy and Physiology then the state requires. The abbreviation section is good but did not go through all the needed abbreviations the state requires.
The second semester was the Nursing Assistant skills section. While this was very easy to follow and understand, it did not go through the required skills. Examples are: Temperature only went through a oral temperature- not all the other ways of taking a temperature. Blood pressure for me as an instructor was confusing. It stated to pump the cuff 30 above the systolic pressure. If it is the first time taking a blood pressure, you would not know this information. Plus there was incorrect information in the videos. One I really noticed is that on the blood pressure, they put the stethoscope in the wrong position.
If using this book and program- a UNAR approved program would have to provide the supplemented information that is needed. Students in this program do not get to read about or learn about all the 72 required skills. This book would be good just as a reference or to pull parts out to supplement teaching when full in class teaching is not available, but would not recommend it as a complete teaching material.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| Does not align with the standards and requirements of UNAR. Additional teaching and supplement material will need to be provided. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| It tend to just jump from subject to subject, but not increased the learning required. This is more apparent in the Semester 2 section. Because of very limited information and limited skills, a teacher would have to set in place more information to help with the scaffolding and increaing the understanding of students. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| Navigation was easy and it kept a progress level for students. Students are able to see what their progress is, and if they are staying on track with their progress. Students are also able to see their grades and if they have completed a section with full mastery. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| The positives with the book, is that it does break into many different sections. That each section has a pretest to it to assess what information the learner already knows. There is also videos, but I did notice on the videos that there was some incorrect information that is being taught. Negatives are: First, the video are very simple and do not teach all the required information or on some parts of the curriculum it is teaching things incorrectly teach things correct. Next, the information taught is just the very basic so additional teaching will need to be done. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| Additional information is unable to be added to this curriculum, so an instructor would have to set up a learning program where they would be able to add this required information. It does have the read to you function with the book parts, so this would be a good option for students who might need some additional teaching that is very basic. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| Unable to find the additional materials, but it does have an teacher page. On this page the teacher is able to see the progress of each of the students, what grades are they receiving on their assessments and what questions they are missing. A teacher is able to see where a student might be struggling and what additional support that students might need. Because it does not have all the standards from UNAR a teacher will have to develop their own additional curriculum. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| There was numerous assessments throughout each unit and at the end of the chapter. Some questions were difficult to understand and how to answer them. I biggest drawback was that students are unable to go back and see what they have missed to help them get a fuller understanding of the information. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Components | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807