Qualified applicants are expected to meet all admission criteria as well as perform essential functions. Students requesting reasonable accomodations to meet these criteria must inform the Program Director in writing of the need for accomodations at the time of admission. The student is expected to file the appropriate forms to document the need for accomodation with the Services for Students with Disabilities Office, DAMA 117, 575-527-7548.
|Functional Ability Category||Representative Activity/Attribute||Examples|
|Gross Motor Skills||
||Function in an ICU environment: move about 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 appliances 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.
||Stand and perform repetitive procedures on patients such as Chest Physical Therapy and CPR. Repeat this procedure periodically throughout an 8-hour shift.|
|| Assess for noxious odors originating from the patient or environment (gas or smoke).
||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 to patient room. Push ventilator or other heavy equipment from respiratory care department to patient room. Move other equipment such as Pulse Oximeter, IPPB, IPV machine. Lift equipment from bed height to shelf height above chest level.
||Turn to change settings on monitor while standing at patient bedside. Behind to change equipment settings on floor, at knee level, waist level, chest level, eye level, and 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.|
||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.|
||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.|
||Assess patient by feeling for patient pulse, temperature, tactile fremetis, edema, and subcutaneous emphysema.|
||Read and interpret physician orders, physician, therapist and nurse's notes. Read from a computer monitor. Gather data reasonably accurate and in a reasonable amount of time to ensure safe and effective patient care relative to other caregivers.|
||Read and interpret patient graphic charts and graphic displays. Perform basic arithmetic functions in order to calculate minute ventilation, convert temperature, correctly place graduate tubing, and other functions.|
||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.|
||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 physicians and nursing when necessary.|
||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.|
||Communicate effectively with disagreeable patients, family doctors and nurses, and other staff in order to attempt to meet therapeutic goals for the patient.|
||Communicate effectively and appropriately with doctors, nurses, patients, family and other staff in order to provide for most effective and efficient patient care.|