CLS 2523 HEMATOLOGY I
The student, at the completion of this classroom component, will be responsible
for meeting the following cognitive objectives. The student will be responsible
for achieving a cumulative score of 70% or better on all problem sets, study
questions, case studies, and written examinations.
COGNITIVE OBJECTIVES
The student, upon completion of the classroom component, will be responsible
to successfully: `
01 Describe what hematology consists of.
02 Explain how vascular elements can be quantitated.
03 Describe how a blood cells can be differentiated.
04 State the approximate volume of blood in the average
healthy adult
05 Explain and give examples of quality assurance in the
hematology laboratory.
06 Explain and give examples of quality control in the
hematology laboratory.
07 Review the three levels of hematology control specimens.
08 List and define the following terms as they apply to
quality control and
statistical analysis.
a. precision
n. accuracy
b. sample
o. population
c. random error
p. standardization
d. calibration
q. delta check
e. reference range
r. range
f. reliability
s. sensitivity
g. specificity
t. ruggedness
h. primary standard
u. secondary standard
i. Gaussian curve
v. confidence intervals
j. mean
w. mode
k median
x. standard deviation
l. coefficient of
variation
y. variance
m. skewness
z. systemic error
09 when given a set of data points, calculate the statistical
data to set up a
Gaussian curve with its standard
deviation points plotted in.
10 when given the data for a Gaussian curve, the curve will be
plotted and
appraised for being normal,
negatively skewed, positively skewed, or multi-peaked.
11 differentiate between internal and external quality
controls.
12 recognize and explain the purpose of the Levey-Jennings
chart.
13 list and define the following terms associated with the
Levey-Jennings chart:
a. outliers
c. dispersion
b. trend
d. shift
14 when given a Levey-Jennings chart, interpret its plot as
normal, a trend,
a shift, or dispersion.
15 list a minimum of four causes for a down or up shift.
16 list three causes for a trend.
17 list two causes for dispersion.
18 cite Westgard’s rules and explain the meaning of each rule.
19 when given a Levey-Jennings chart plotted with data points,
inspect and
assess it for out-of-control quality
control results.
20 describe a Youden chart and state its purpose.
21 describe the purpose of the “t” test and “F” test in
statistics.
22 explain how to set up a normal reference interval.
23 list five reasons for washing one’s hands and demonstrate
the correct
procedure for washing one’s hands.
24 when in the room of a patient appraise that room for
practical ways to apply
safety principles.
25 discuss the concept of standard precautions and give
examples.
26 list a minimum of twelve safety rules for the clinical
laboratory.
27 list six anticoagulants used in the clinical laboratory,
identify which are most
commonly used in the laboratory, and
describe how anticoagulant is attained.
28 when given a set of requisitions for phlebotomy activity,
select the appropriate
tubes and anticoagulants for
testing.
29 describe how a separator gel functions.
30 compile the appropriate sequence of events for collecting a
blood sample from
a patient.
31 list nine reasons for rejecting a blood specimen and when
given a set of blood
tubes, appraise each tube for
acceptance for testing.
32 compile ten reasons describing sources of error in
phlebotomy collections.
33 when given a hematoma problem, recommend an appropriate
technique for
minimizing its effect.
34 write a course of action to take when a client faints.
35 when presented a case study scenario of a phlebotomist who
cannot draw
blood from a patient, describe
several causes for failure.
36 write and/or demonstrate the correct procedure for
collecting blood from a
patient who has an intravenous catheter in
one arm.
37 describe the proper method for collecting blood from an
indwelling catheter.
38 explain why a tourniquet should be released when the needle
has been
successfully inserted into the vein.
39 when given a situation in which a suitable vein must be
selected from the arm
or ankle, appraise the collecting
sites, then recommend the most appropriate
site for performing the venipuncture.
40 describe four ways to facilitate identify a vein in a
difficult-to-draw situation.
41 explain why blood is usually diluted for testing.
42 describe the proper technique for making a blood smear and
demonstrate the
technique.
43 list five common causes that result in a poor quality wedge
type blood smear.
44 describe how to make a 2% cell suspension.
45 critique the technique for making a coverslip blood film,
pointing out problem
areas.
46 critique the wedge-type blood smear identifying the
concerns associated with
this type of a smear.
47 when given a set of wedge-type blood smears (stained and
unstained) evaluate
their character for performing a
satisfactory differential.
48 list several advantages and disadvantages associated with
the wedge-type
blood smear
49 describe how the blood cellular elements distribute on a
wedge-type blood smear.
50 describe how to prepare a buffy coat smear and summarize is
advantages.
51 explain the staining phenomenon and macroscopic appearance
of Wright’s
stain.
52 when given slide or a situation of a too red or too blue
Wright’s stain, appraise
the slide or situation for the
cause of the problem and recommend how to
correct the problem.
53 explain how a buffer solution effects the staining
phenomenon in Wright’s
stain.
54 list several causes for the appearance of precipitate on a
Wright’s stained
blood smear.
55 when given a tube of EDTA anticoagulant blood, critique it
for use in making
a blood smear.
56 when given a situation of evaluating the following stains,
describe how to
perform each stain, and interpret
their value in differentiating the patient’s
condition:
A. Peroxidase
stain.
B. Prussian blue
stain.
C. Sudan Black B
stain.
D. Periodic
Acid-Schiff’s reaction stain.
E. Leukocyte
Alkaline Phosphatase (LAP) stain.
F. Naphthol AS-D
Chloroacetate Esterase stain.
G. α-Naphthol
butyrate stain.
H. α-Naphthol
acetate stain.
I. Nitroblue
Tetrazolium (NBT) stain.
J. Terminal
Deoxynucleotidyl Transferase stain.
K. Supravital stain
for Heinz bodies.
L. Acid Phosphatase
stain for Hairy Cell Leukemia.
M. Dilute Giemsa
stain for blood parasites.
57 when given a case study, recommend a stain that will assist
in identifying the
disorder.
58 when given a case study problem, calculate and interpret
the LAP score.
59 briefly discuss the esterase lysosomal enzymes of white
blood cells and identify
which types of isoenzymes are present
in the leukocytes.
60 explain how to avoid artifacts when staining a blood smear
with Wright’s
stain.
61 list criteria that will be helpful in performing
differential on a stained blood
smear.
62 identify the abnormalities that may be encountered in a
stained leukocytes.
63 when given a situation, examine and report the number of
abnormalities for
RBC’s.
64 when given a situation, examine and report a WBC
differential as being a
shift-to-the-left, a
shift-to-the-right or normal according to the Schilling
Hemogram Classification scheme.
65 summarize the Arneth count.
66 when given a case study: (1) state the normal
relationship of platelets to RBC’s
and (2) calculate the average
number of platelets per oil immersion field.
67 state the approximate WBC and platelet count/μL when the
average number
of WBC’s or platelets are given per
oil immersion field.
68 list five situations in which a manual hemocytometer count
may be required.
69 write the formula for correcting a WBC count when NRBC’s
are present and
calculate a sample problem when
given pertinent data.
70 when given an illustration of a hemocytometer, compile the
width dimensions
for the variety of squares and the
depth of the chamber.
71 differentiate between an absolute and relative count as
well as calculate the absolute count when given the necessary data.
72 when given a Thoma cell counting pipet for either RBC’s and
WBC’s, explain
the purpose of the calibration marks,
the volume of the stem compared to the
bulb, and the dilution for the 0.5
and 1.0 marks.
73 list a minimum of ten errors that may be encountered when
using the
hemocytometer.
74 discuss the clinical importance of the WBC count and when
given data,
determine:
A. If the count is
normal, leukopenia, or leukocytosis.
B. If the count is
abnormal and recommend several causes for the abnormality.
75 discuss the clinical importance of the RBC count and when
given data,
determine:
A. If the count is
normal, erythropenia, or erythrocytosis.
B. If the count is
abnormal and recommend several causes for the
abnormality.
76 summarize the composition of blood
77 describe hemopoiesis differentiation between the
mesoblastic, hepatic, and
myeloid phases.
78 summarize the characteristics of bone marrow.
79 describe how a bone marrow is performed and cite the
criteria to recognize
true bone marrow.
80 compare the hematologic role of the spleen and liver
81 summarize the role of the lymph node and relate it to
hematology
82 differentiate between the monophyletic and
polyphyletic theories
83 list six growth factors and summarize their functions
84 define a stem cell and compare the terms
multipotential stem cell, stem cell,
and myeloid stem cell.
85 discuss the colony forming unit and explain its
nomenclature for the
erythrocyte, neutrophil,
basophil, eosinophil, monocyte, lymphocyte, and
platelet cell lines.
86 describe and/or illustrate the following RBC precursors and
when given a
random listing of these cells,
arrange them in their order of morphological
development:
A. Burst forming
unit (BFU-E).
E. Rubricyte.
B. Colony forming
unit (CFU-E). F.
Metarubricyte.
C. Rubriblast.
G. Reticulocyte.
D. Prorubricyte.
H. Erythrocyte.
87 when given a reticulocyte maturation table, appraise it for
movement of
reticulocytes from the bone marrow to
peripheral circulation and explain
how to interpret it.
88 when given the data, calculate the:
A. relative
reticulocyte count.
B. corrected
reticulocyte count
C. reticulocyte
production index.
99 describe the basic composition of the erythrocyte membrane and
relate how
the composition of the membrane
affects the shape of the red blood cell.
90 describe in summary form how the erythrocytes:
A. metabolizes
glucose to maintain cell function.
B. employs the
Rapoport-Luebering pathway for 2,3-diphosphoglycerate
production.
C. employs the
Pentose-Phosphate pathway to form reduced glutathione.
91 correlate erythrocyte size, shape, and hemoglobinization to
health and disease
conditions using terms such as anisocytosis,
poikilocytosis, microcytic,
macrocytic, normocytic, hypochromic, hyperchromic, and normochromic.
92 when given data containing information of RBC anomalies,
grade the
morphological characteristics to a
scale of normal, 1+, 2+, 3+, 4+.
93 when given a situation of evaluating RBC anomalies;
illustrate the anomaly,
relate their presence to a possible
patient condition, and where possible list
a synonym(s):
A. Poikilocytosis.
B. Spherocyte.
C. Echinocyte.
D. Acanthocyte.
E. Burr Cell.
F. Schistocyte.
G. Elliptocyte.
H. Target Cell
I.
Depranocyte.
I. Stomatocyte
K. Spheroidocyte.
L. Dacryocyte
L. Dacryocyte.
M. Siderocyte.
N. Crescent Bodies
O. Microspherocyte
P. Helmet Cells.
Q. Knizocyte.
R. Blister Cell.
S. Keratocyte.
94 when given a situation of evaluating RBC inclusions;
illustrate the anomaly,
relate their presence to a possible
patient condition, and where possible list a
synonym(s):
A. Basophilic
Stippling. B.
Howell-Jolly Body
C. Cabot Ring
D. Hemoglobin Crystals.
95 when given a situation of evaluating RBC aggregation
phenomenon; illustrate
the anomaly, and relate their
presence to a possible patient condition:
A. Rouleaux Formation.
B. Agglutination.
96 discuss the function and synthesis of normal adult
hemoglobin and break it
down into its tetramer molecular
arrangement as a quaternary compound.
97 summarize how iron is absorbed and employed in the
synthesis of hemoglobin.
98 summarize the fate of the erythrocyte and hemoglobin and
include eight
changes that takes place in the RBC aging
process.
99 list the normal hemoglobin values for eight age groups
(birth to >50 years).
100 differentiate between normal hemoglobin chains from embryo
to adulthood.
101 differentiate between the six normal hemoglobin molecules
from embryo to
adulthood.
102 describe hemiglobin (Hi), list one synonym, state how it is
formed, and
identify what inclusion body
typically may be found.
103 correlate the role of the Emben-Meyerhof pathway in the
reduction of
methemoglobin.
104 differentiate between sulfhemoglobin and carboxyhemoglobin
and explain the
clinical significance of each.
105 list the composition of Drabkin’s solution and explain how
cyanmethemoglobin is formed.
106 list the synonyms for the hematocrit and when given an
illustration of a spun
hematocrit, appraise it for the data
available, and discuss the value of the buffy coat in the clinical evaluation.
107 list several possible error sources when performing a
manual hematocrit.
108 when given hematocrit data, appraise the information and
determine if it is
normal, elevated, or decreased. Also
specify specific causes for increases or
decreases.
109 list the formulas for the red blood cell indices and when
given data, calculate
the correct value, and
interpret its clinical significance.
110 when given hemoglobin, hematocrit, RBC counts, and indices
data; appraise
this information
for erythrocyte morphology.
111 when given hemoglobin, hematocrit, RBC counts; appraise
the validity of the
data using the
“rule-of-three” principles.
112 explain how the Red Cell Distribution Width (RDW) is
obtained and
appraise it clinical
usefulness.
113 differentiate between the Westergren and Wintrobe methods
of determining
the erythrocyte
sedimentation rate (ESR), list the normal values for men,
women, and
children, and identify several conditions in which the ESR
may be increased.
114 list several cautions to be observed when performing the ESR.
115 explain how the zeta sedimentation rate differs from the ESR and when
given ZSR data, interpret
the information.
116 describe and/or illustrate the following WBC precursors
and cells and when
given a random listing of
these cells, arrange them in their order of
morphological development
for either the neutrophil, neutrophil-EO,
neutrophil-basophil, or
monocyte.:
A.
Colony Forming Unit-Spleen (CFU-S)
B.
Colony Forming Unit-Granulocyte, Monocyte, Megakaryocyte
(CFU-GEMM)
C.
Colony Forming Unit-Granulocyte, Monocyte (GM)
D.
Colony Forming Unit-Granulocyte (CFU-G)
E.
Colony Forming Unit-Monocyte (CFU-M)
F.
Myeloblast
G.
Promyelocyte
H.
Myelocyte Myelocyte-EO Myelocyte-Basophil
I.
Metamyelocyte. Metamyelocyte-EO Metamyelocyte-Basophil
J.
Band Band-EO Band-Basophil
K.
Neutrophil Neutrophil-EO Neutrophil-Basophil
L.
Monoblast
M.
Promonocyte
N.
Monocyte.
117 contrast the four compartments of the granulocyte pool.
118 when given a photograph of a necrobiotic cell, correctly
identify it and
explain what it is.
119 describe a hypersegmented neutrophil and state it clinical
significance.
120 define the following terms:
A.
Neutropenia
B. Neutrophilia
C.
Endocytosis
D. Respiratory Burst
E.
Degranulation
F. Chemotaxic Factor
G.
Chemokinesis
H. Chemotaxis
I.
KI
I. Undifferentiated
121 differentiate between the neutrophilic basophil and mast
cell.
122 differentiate between the neutrophil, eosinophil, and
basophil; and describe
their staining
characteristics.
123 list a synonym for the band and when given illustrations
of bands, use the
guidelines and appraise
the illustrations as metamyelocytes, bands, or
neutrophils.
124 differentiate between the myeloblast and the monoblast.
125 discuss the nuclear variability of the monocyte and
describe its staining
characteristics.
126 list seven facts about the monocyte.
127 discuss the macrophage and cite several morphological
features when it is
observed on a stained
blood smear.
128 describe and/or illustrate the following platelet
precursors and cells and
when given a random
listing of these cells, arrange them in their order of
morphological
development.
A.
Colony Forming Unit-Spleen (CFU-S)
B.
Colony Forming Unit-Granulocyte, Monocyte, Megakaryocyte
(CFU-GEMM)
C.
Colony Forming Unit-Megakaryocyte (CFU-Meg)
D.
Megakaryoblast
E.
Promegakaryocyte.
F.
Granular Megakaryocyte.
G.
Megakaryocyte.
129 discuss endomitosis and how it affects the platelet
forming precursors.
130 summarize the formation of platelets.
131 describe the staining characteristics of the platelet.
132 correlate the role of the thymus in the maturation of
lymphocytes.
133 contrast the staining characteristics between the
lymphoblast, prolymphocyte,
and lymphocyte.
134 contrast the nucleus of the small lymphocyte to sizing RBC’s on the stained
blood smear.
135 differentiate between the small, moderate, and large size
lymphocytes.
136 summarize the development of the B-type lymphocyte.
137 summarize the development of the T-type lymphocyte.
138 summarize the classification system of “Cluster
Designation” (CD).
139 differentiate between the NK T-type lymphocyte, helper
T-type lymphocyte,
K T-type lymphocyte,
cytotoxic T-type lymphocyte, and suppressor T-type
lymphocyte.
140 summarize the Downey cell classification system.
141 describe the staining reaction of the reactive lymphocyte
and illustrate a
typical cell.
142 discuss the variation in the reactive lymphocyte and when
given data that
includes this cell type,
correlate the information to a possible disorder.
143 differentiate between a reactive and malignant lymphocyte.
144 identify the lymphocyte that transforms into a plasma cell
and summarize
the process.
145 differentiate between the plasmablast, proplasmacyte, and
plasma cell.
146 describe the morphological variations that can occur in
the plasma cell during
a pathological condition
or during an intense process of immunoglobulin
production.
147 describe the concept of electronic impedance and explain
how the laser
light is used to identify
cell types.
148 illustrate the concept of flow cytometry.
149 explain how flow cytometry uses fluorescent dyes to
identify cells.
150 describe how flow cytometry can sort cells.
151 when given a Coulter counter cytogram, analyze and
interpret the results.
152 when given a Cell Dyne cytogram, analyze and interpret the
results.
153 explain the concept of volume histograms.
154 when given a volume histogram for WBC’s, RBC’s, and/or
platelets,
analyze and interpret the
results.
155 summarize the Red Cell Distribution Width (RDW) hematology
parameter
and correlate it to the
Mean Corpuscular Volume (MCV).
156 define the following terms associated with hematology
instrumentation.
A. Expected Cell
Coincidence Error
B. Parameter
C. Sample
D. Statistic
E. Light Scatter
F. Flow Cell
G. Sheath Fluid
H. Laminar Flow
I.
Hydrodynamic Focusing
157 summarize how flow cytometry determines RBC volume
and hemoglobin
concentration.
158 summarize how flow cytometry performs a WBC differential
using
peroxidase stain.
159 when given a case study, appraise the data to identify
normal ranges, what
other tests are
recommended, and determine if a problem exists.
160 summarize the interactions in the process of hemostasis.
161 list five factors that affect the quality of hemostasis.
162 when given a cross sectional illustration of a platelet,
label its zones and
internal structures.
163 summarize the following platelet zones and their
functional role in the platelet.
A.
peripheral
B.
gel-sol
C.
organelle
164 explain how platelet activation begins, describe the
transformations that takes
place, and identify what
products are released by the dense and alpha granules.
165 explain the concept of platelet adhesion.
166 describe platelet aggregation and differentiate between
primary and secondary phases.
167 discuss von Willebrand’s factor, correlate it role to
Factor VIII, and
summarize it role in
coagulation.
168 explain what is von Willebrand’s antigen.
169 summarize aspirin’s effect upon platelet activity.
170 summarize the mechanism by which clot retraction takes
place.
171 correlate G-protein to the activation of the platelet.
172 list fourteen coagulation factors and cite one synonym for
each factor.
173 differentiate between primary and secondary hemostasis.
174 categorize the coagulation factors into one of three
groups: contact proteins,
prothrombin proteins, or
fibrinogen proteins.
175 define the term “labile”.
176 describe a serine protease and correlate this type of
enzymatic protein to
the clotting factors.
177 list the fourteen clotting factors from objective 163 and
cite the following
specific feature
characteristic for each factor.
A.
blood concentration
B. half-life in hours
C.
vitamin K dependency
D. coagulation protein group
E.
type of protein
F. site of production
G.
clotting pathway interaction
H. storage
I. biochemical function
178 Illustrate the following coagulation pathways and identify
how they interact:
A. extrinsic
B. intrinsic
C. common
179 summarize the tenase complex in the coagulation pathway.
180 describe the proper collection techniques for coagulation
testing.
181 when given data, calculate the amount of citrate needed to
collect blood for
a patient with an
elevated hematocrit.
182 list the five steps to following when handling patient’s
blood after collecting it.
183 summarize the following with regard to coagulation
testing:
A.
effects of heating in the testing process.
B.
differences between the electro-mechanical and optical density endpoints.
C.
performing the prothrombin time procedure (PT).
D.
performing the activated partial thromboplastin test (APTT).
184 explain the purpose of the international normalized ratio
(INR) for
prothrombin time.
185 when given INR data, interpret the results as being
consistent or inconsistent.
186 when given data from coagulation screening tests, analyze
the data for factor
deficiencies and identify
which factor is most likely deficient.
187 summarize the role of the PT and APTT as screening
procedures.
188 list ten errors that can occur when performing either the
PT or APTT tests
189 describe the purpose of coumadin therapy.
190 differentiate between coumadin, dicumarol, and
indanediones as oral
anticoagulants.
191 list several medications/drugs that will depress or potentiate coumadin
effects.
192 summarize the lupus anti-coagulant antibody.
193 describe heparin, explain it role in anticoagulant
therapy, and illustrate a
probable mode of
action.
194 explain why a physician would administer protamine sulfate
to a patient.
195 summarize the roles of the following inhibitors in hemostasis:
A.
Antithrombin-III
B. Protein C
C.
Protein S
D. α2-macroglobulin
E.
C1-inactivator
F. α1-antitrypsin
G. Heparin Cofactor II
196 summarize the role of Vitamin K in hemostasis and
illustrate the formation
of the γ-carboxyglutamic
acid reside .
197 summarize fibrinolysis and illustrate how a fibrin polymer
can be degraded
to E-fragments and
D-D dimers.
198 summarize the conversion of plasminogen to plasmin,
explain the function
of plasmin, and identify
two thrombolytic drugs that will activate
plasminogen.
199 summarize the activated coagulation time (ACT) test.
200 summarize the procedure for following tests used to
investigate hemolysis and
explain why a physician might
or might not order such a test.
A. Bleeding
Time (BT)
B. Thrombin Time (TT)
C. Clot
Retraction
D. Urea Solubility Test.
E. Stypven
Time Test
F. Reptilase Test
G. Factor
VIII:C Inhibitor Assay
H. Euglobulin Clot Lysis
I.
Protamine Sulfate Dilution Test
J. Ethanol Gelation Test
201 summarize the concept of aggregometry in evaluating
platelet function.
202 when given a platelet aggregometry tracing, analyze the
data, explain what is
happening along the
curve, and identify the curve as being normal or
abnormal.
203 list six platelet agonists used in aggregometry studies
and correlate an
abnormal curve to one
disorder.
204 summarize the platelet adhesiveness test and explain why a
physician might
order it.
205 summarize the circulating anticoagulant test.
206 differentiate between aged serum and absorbed plasma and
when given data
analyze the information
to interpret coagulation disorder.
207 summarize fibrinogen degradation products and state why
detecting their
presence is clinically
important.
208 differentiate between primary and secondary fibrinolysis.
209 summarize the operation principle of a photo-optical
coagulation
instrument and list seven
errors that may occur in this system.
210 list six sources of errors that may occur in the use
of coagulant reagents.
211 explain how to proceed with the establishing a population
reference range
for coagulation testing.
212 when given case study hemostasis data, analyze the information,
recommend any additional beneficial
tests, and identify the disorder.
AFFECTIVE DOMAIN OBJECTIVES
You have been admitted to the Clinical Laboratory Sciences Program. In this
professional program, you are responsible to demonstrate the development and
growth of essential attitudes, behaviors, and skills becoming to a vital member
of the health care team. You, the responsible student will demonstrate progress
in the following competencies:
A
DEVELOP AND GROWTH OF ATTITUDES,
BEHAVIOR AND PROFESSIONAL CHARACTERISTICS AS EVIDENCED BY:
01 complete all assignments in a timely manner. The
instructor will provide time
lines for turning in required work
and completing assignments.
02 interact with other students in a cooperative manner.
Students will share
reagents and lab supplies when
performing lab exercies, group testing, and
other project activities.
03 accept responsibility for one's own work and seek help when
it is needed.
04 receive constructive criticism in a positive manner and try
to improve.
05 pay attention to and follow the instructions of the
instructor and/or manuals
without trying to complete one's
assignments using shortcuts.
06 be in attendance in each scheduled classroom and laboratory
session. Be on
time. As students, you will be
ready to begin working at the designated
starting time.
07 perform all assigned tasks in a careful and attentive
manner. The student will
remain in the classroom and
laboratory until dismissed by the instructor.
08 follow through on classroom and laboratory assignments
based upon the
student's knowledge.
09 follow through on stated commitments.
10 not use classroom or laboraotry time to study or work on
other course work
assignments.
11 contribute to good rapport in the classroom and laboratory
environment.
Each student will interact as a team
member and help others as it is
appropriate.
12 demonstrate integrity by performing one's own work.
Students will refrain
from falsifying lab test results and
trying to use other student's work nor will
you allow your work to be copied.
13 will turn in own assignments.
14 will turn in neat and precise work.
15 trying to to improve their laboratory and professional
skills.
16 will not "cut" classroom lectures or lab activities for
non-emergency reasons.
17 will notify the Program secretary or instructor when
required to be absent.
B
Safety consciousness as evidenced by:
01 The practice of proper procedure when using any machine or
instrument.
02 The utilization of all appropriate safety devices, safety
equipment provided;
such as pipetting devices, safety
glasses, fume hoods, etc.
03 Wearing of gloves when handling potential infectious
materials or agents;
including blood specimens, urine
samples, or other biological specimens.
04 Storage of chemicals, including flammable, in the
appropriate designated areas.
05 Adequate explanation of location and use of fire
extinguishers when
questioned by a member of an
affiliate safety committee.
06 The practice of proper procedures for the disposal of any
biohazard waste.
07 Adherence to safety policies and procedures as defined by
the affiliate
laboratory.
08 Work in a careful and orderly manner and leave one's work
area clean when
finished. Clean up spills, tidy
up work are when finished, and disinfect the
work area by overlapping into
adjacent work areas.
C
Demonstrate a professional
commitment to the patient and his/her care and well being by:
01 respecting the patient’s rights.
02 Insuring the patient’s comfort and well-being at all times
when performing any
procedures, such as phlebotomy.
03 Maintaining the confidentiality of all patient information
at all times.
04 Reporting patient test results to only authorized persons.
05 Projecting a professional image through adherence to the
clinical affiliate
dress code.
D
Demonstrate professional skills in
all laboratory tasks assigned or assumed by:
01 Handling all specimens, using all safety equipment, with
attention to proper
patient identification, labeling, correct
container use, timing of collection,
and storage.
02 Following the procedures as written, without alteration or
short-cuts.
03 The observation of all quality assurance limitations, as
defined by the Clinical
Affiliate. Do not accept any
questionable results.
04 Verification of all abnormal results; correlating test
results and seeking help
when in doubt.
05 Checking work for errors before submission to supervisor
for reporting.
06 Responding to variable workload situations, special
requests, problems,
instrument malfunctions, etc. in a
constructive and cooperative manner.
07 Following through on a problem to the extent of his/her
knowledge and refers
those problems that are beyond the
student’s scope of expertise.
08 Using equipment in a careful manner.
09 Using expendable supplies in a cost-conscious manner.
10 Maintaining a neat, well-ordered, and well-stocked work
area.
11 Practicing punctuality. When absences are unavoidable,
provide adequate
notice to both the clinical
affiliate and the CLS Program faculty of such absence.
E
Demonstrate a personal commitment
to the profession and to coworkers by attempting to improve human relationships
by:
01 Looking for additional things to do when assignments are
completed.
02 Accepting differences of race, religion, and culture.
03 Accepting one’s own limitations as well as those of others.
04 Encourage communications among all personnel by being
receptive,
interested, and open-minded.
05 Being supportive of the clinical affiliates and the
University and their policies.
06 Adapting to changes in schedule or procedures.
07 Attempting to discuss problems with the appropriate person
rather than
consistently complaining.
08 Not repeating mistakes; thus demonstrating regard and
acceptance of advice
and suggestions.
09 Refraining from discussion of personal problems at school
or work.
F
Demonstrate a personal commitment
to one’s own development as a person and as a professional member of the health
care team by:
01 Being receptive to new ideas, methods, and procedures.
02 Participate in one’s own learning process by asking
questions, seeking
clarification, and/or additional
information.
03 Being attentive to both academic and clinical instruction.
04 Volunteering for special assignments.
05 Suggesting techniques, methods, or ideas to improve the
educational process.
06 Complimenting a co-worker or classmate when indicated.
07 Participation in continuing education programs held in the
clinical affiliate,
or university.
When these attributes are developed as a student, these attitudes and
characteristics will be exemplified throughout one’s professional lifetime.
PSYCHOMOTOR OBJECTIVES
When enrolled in any of the Clinical Laboratory Science Program classroom on
campus, the student will be responsible for demonstrating the development and
growth of the attitudes, behaviors, and professional characteristics of the
health care team. The following psychomotor objectives are applicable in the
actual campus classroom setting. The student, as a part of that responsibility,
will:
[01] complete, both legibly and professionally, all
assignments in a timely manner. The instructor will provide time lines for
turning in required work and completing journal reports, problem sets, library
reports, and other similar assignments.
[02] interact with other students in a cooperative
manner. Students will, when working in group projects, share information (yet
work independently), collect, record, and share data accurately, and prepare
individual reports, etc., in a manner that indicates independent work.
[03] accept responsibility for their own work and will
seek help when it is needed.
[04] receives constructive criticism in an appropirate
manner and tries to improve.
[05] pay attention to and follow the classroom
instructions of the instructor and/or classroom syllabi and other instructional
resources trying to carry out their work assignments without using inappropriate
shortcuts.
[06] arrive at the classroom time. Students will be
ready to begin receiving instruction at the designated starting time. If the
student is absent, they will call the office and leave information about their
being unable to attend lecture or lab.
[07] perform all assigned tasks in a careful and
attentive manner. The student will remain in the classroom setting the required
time or until dismissed by the instructor.
[08] recognize and/or seek to recognize questionable
results or when information from the textbook or classroom notes seems to be in
error.
[09] accurately set up classroom notes and case study
information and seeks to verify and/or correct data that seems unusual.
[10] will follow through on assigned classroom
activities.
[11] demonstrates “follow-through” on stated
commitments.
[12] not use classroom time to study or work on other
course work assignments.
[13] demonstrate safety consciousness and practice by
complying with standard precautions and other safety protocol when moving in the
classroom. Students will develop an attitude of safety consciousness.
[14] demonstrate to good rapport in the classroom and
laboratory environment. Each student will interact as a team member and help
other students as it is appropriate.
[15] demonstrate integrity by performing one’s own work
and turning in work that is neat and precise. Such work will be the student’s
own assignment. Students will not allow their own work to be copied.
[16] demonstrate their classroom skills and
understanding in advanced hematology knowledge and professional skills.
[17] wear attire appropriate for the classroom setting
to demonstrate professionalism appropriate for the clinical laboratory
profession.
[18] not “cut” classroom lectures or lab activities for
non-emergency reasons.
Note. These objectives will be observed during lecture and classroom assignments
and will constitute part of the student’s grade.
