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CE Book

Answer questions below. Then click the "Check Your Score" button below. This CE Book screen gives you FREE scoring and anonymous unlimited FREE trials. If you get a score of 80% or higher, and place a credit card order online, you can get an Instant Certificate for 10 CE's.


CD Questions The answer to Question 1 is found in CD Track 1 of the Course Content. The Answer to Question 2 is found in CD Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "CE Book" link. Or use Ctrl-N to open a new window. (Because many computers will not accept "Cookie-Type Programs," when you close this page, your answers will not be retained. So if working in more than one session, write your answers down.)

Questions:

1. What are the two C’s regarding gaining support from your administrator?
2. Why should you give the scheduled meeting with your DON as formal an atmosphere as possible?
3. What are the four steps in the Two-Screen Technique?
4. What is a system you might use to encourage all staff to do activities with residents?
5. What two things should you bring to your meeting with your DON when you discuss a strategy for compliance?
6. What are five aspects of communication that can help you gain the respect of other staff?
7. What is one method you can use to minimize risk when you expect a negative reaction?
8. What are four unsupportive reactions you may receive when you request a change?
9. What is active listening?
10. What is the benefit of assessing the Level of Emphasis that is appropriate to the current situation?
11. What are four types of catastrophic thought patterns?
12. What are four common types of self-belittling, powerlessness statements?
13. What are two steps concerning your commitment to change?
14. What are 6 steps to success?

Answers:

A.  Assessing the right Level of Emphasis allows you to respond to a situation in a way that makes it more likely for you to get what you want, which is staff support and cooperation
B.  To maximize the seriousness with which the DON will take your request for support.
C.  State what you are not intending
D.  False uncertainty statements, false inability statements, faultless apology statements, and self-mocking statements E.  The six steps are observation, setting goals, Concentrating on a Specific Situation, Reviewing Responses, Observe an Effective Model, and Alternative Responses.
F.  Put a Success Therapy® Bag in residents' rooms, which contains a project you have started with the resident.
G. 1. The power of choice; 2. successful imperfection
H. Grumbling, guilt trips or complaining, over-apologizing, and revenge.
I. 1. Catastrophic what-if thinking; 2. thinking in absolutes; 3. must-have thinking; 4. rationalizing
J.  1. Eye contact, 2. body posture; 3. physical distance; 4. facial expressions; 5. vocal changes
K.  1. Recall past conflicts; 2. choose one conflict and make it into a still photo, placing this photo on the left half of a visualized screen opposite a visualization of a meeting with your administrator; 3. create two reality statements; 4. visualize the screen of the right growing larger, until the left screen is no longer visible, as you repeat your reality statements.
L.  Active Listening is a process where, as the other person talks, you rephrase their statements to assure you understand their meaning. 
M.  Compliance and Census.
N.  A second copy of the CMS guidelines, and a listing of resident’s names, CNAs not in compliance, and specific dates and times when you have reminded staff to, for example, provide a resident with an activity after dressing the resident.

"Instructor's Guide" Manual Questions The answer to Question 15 is found in Section 15 of the Course Content. The Answer to Question 16 is found in Section 16 of the Course Content... and so on. Select correct answer from below. The Section numbers below correspond with the Section number in the Manual in which the answer is found. Place letter on the blank line before the corresponding question.
Important Note! If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "CE Book" link. Or use Ctrl-N to open a new window. (Because many computers will not accept "Cookie-Type Programs," when you close this page, your answers will not be retained. So if working in more than one session, write your answers down.)

Questions

15. What are three areas of CMS Culture Change especially pertinent to the Activities program?
16. What can you accomplish when using “I” statements when addressing an issue of noncompliance with another staff member?
17. What are four steps in an action plan for asking for Culture Change compliance?
18. What are five steps in developing a script for your reply to “busy and short”?
19. What are the five concepts you might reference when explaining your concern regarding Culture Change noncompliance in your Broken Record script?
20. Why might you want to avoid thinking of the unsupportive staff member as bad, wrong, defective, cruel, or in some other negative light?
21. What are three statements you might use to respond to a staff member who states “I don’t ever want to discuss that”?
22. What are three methods you might use if another staff member uses a “verbal abuse” distraction?
23. What are three steps in responding to the “I intended to” diversion?
24. What are three strategies you might use to respond to a negative body language diversion?
25. What is an effective strategy for responding to a counterargument?
26. What are three primary uses of feelings regarding requesting staff support for Culture Change compliance?
27. What are seven phases to effective script delivery?

Answers

A.  Three steps in responding to the “I intended to” diversion are: 1. Recognize “I intended” as a Valid Statement; 2. Create a Plan to Facilitate Compliance; 3. Escalate, as a last resort, if needed
B.  1. Consider restating your Broken Record script; 2. Consider saying the change is important to you for some resident-focused reason like increased alertness or increased quality of life; 3. You could promise being brief to induce the unsupportive staff member to discuss the problem.
C. 1. CMS compliance, 2. your administrator’s concerns or wishes, 3. Care Plan compliance, 4. an upcoming Survey, or 5. another area that creates weight, leverage, or emphasis to your request.
D. 1. Describe the behavior in observable, non-blaming terms; 2. Tactfully describe how you felt about the behavior; 3. Describe how you explained the behavior to yourself; 4. Describe what you would like to have happen the next time.
E.  Three areas are 1. Residents are to be transported to Activities of their choice by CNAs; 2. Shower, therapy, and medication schedules are to accommodate residents’ attendance of Activities; 3. All staff are to provide residents with Activities per their Care Plan.
F.
  Seven phases are: 1. Prepare to practice; 2. highlight your script; 3. learn your lines; 4. develop friendly supportive professional body language; 5. speak with self-assurance; 6. set the stage; 7. look the part
G.  Your feelings can also be used as barometers: 1. to tell you when you’re becoming aroused, 2. to warn you of dangers from others, 3. to give you hunches or cues when you need to listen and not talk.
H.  Three strategies are: 1. commenting briefly; 2. ignoring; 3. exploring and expanding
I.  1. Ignore; 2. Acknowledge; 3. Reschedule
J.  Even at a minimal level, your negative self talk may be conveyed in negative energy projected at the very individual from whom you are seeking support.
K.  1. The long version explaining CMS requirements; 2. Be short and specific; 3. Repeat and pin-point problem; 4. Escalate; 5. Each discussion gets shorter
L.  By using “I” statements, instead of “you” statements, you can reflect your perception and feelings and send a nonblaming message regarding transporting.
M. Before rephrasing your point, acknowl­edge the counterargument by noncommittal phrases such as “That may be, but my point is . . .“ or “That’s your view, but my view is. . .”