11th 12th HealthCare

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM
COURSE: Health Care

Job Role: General Duty Assistant
(QUALIFICATION PACK: Ref. Id.HSS/Q5101)
Classes 11 and 12
PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 013, M.P., India
http://www.psscive.nic.in
LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM
COURSE: Health Care

Job Role: General Duty Assistant
(QUALIFICATION PACK: Ref. Id. HSS/Q5101)
Classes 11 and 12

LEARNING OUTCOME BASED VOCATIONAL
CURRICULUM
Health Care – General Duty Assistant
June, 2017
© PSSCIVE, 2017
http://www.psscive.nic.in
PATRON
No part of this work may be reproduced, stored
in a retrieval system, or transmitted in any form Prof. H.K. Senapathy, Ph.D.,
or by any means, electronic, mechanical, Director, National Council of Educational
photocopying, microfilming, recording or
Research and Training (NCERT),
New Delhi
otherwise, without written permission from the
Publisher, with the exception of any material
Prof. Rajesh Khambayat, Ph.D
supplied specifically for the purpose of being
Joint Director
used by the purchaser of the work.
PSS Central Institute of Vocational Education,
The views and opinions expressed in this
Bhopal
publication are those of the contributors/
COURSE COORDINATOR
authors and do not necessarily reflect the views
and policies of PSS Central Institute of
Prof. A. Nayak, Head
Vocational Education, Bhopal. The PSSCIVE
Department of Health & Paramedical
does not guarantee the accuracy of the data
Sciences, PSSCIVE, Bhopal
included in this publication and accepts no
responsibility for any consequence of their use.
Published by:
Joint Director
PSS Central Institute of Vocational
Education, NCERT, Shyamla Hills, Bhopal
FOREWORD
The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a

constituent of the National Council of Educational Research and Training (NCERT) is
spearheading the efforts of developing learning outcome based curricula and courseware
aimed at integrating both vocational and general qualifications to open pathways of career
progression for students. It is a part of Centrally Sponsored Scheme of Vocationalisation of
Secondary and Higher Secondary Education (CSSVSHSE) launched by the Ministry of Human
Resource Development, Government of India in 2012. The PSS Central Institute of Vocational
Education (PSSCIVE) is developing curricula under the project approved by the Project
Approval Board (PAB) of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). The main purpose of
the learning outcome based curricula is to bring about the improvement in teaching-learning
process and working competences through learning outcomes embedded in the vocational
subject.
It is a matter of great pleasure to introduce this learning outcome based curriculum as part of
the vocational training packages for the job role of General Duty Assistant. The curriculum has
been developed for the higher secondary students of vocational education and is aligned to
the National Occupation Standards (NOSs) of a job role identified and approved under the
National Skill Qualification Framework (NSQF).
The curriculum aims to provide children with employability and vocational skills to support
occupational mobility and lifelong learning. It will help them to acquire specific occupational
skills that meet employers’ immediate needs. The teaching process is to be performed
through the interactive sessions in classrooms, practical activities in laboratories and
workshops, projects, field visits, and professional experiences.
The curriculum has been developed and reviewed by a group of experts and their
contributions are greatly acknowledged. The utility of the curriculum will be adjudged by the
qualitative improvement that it brings about in teaching-learning. The feedback and
suggestions on the content by the teachers and other stakeholders will be of immense value
to us in bringing about further improvement in this document.
Hrushikesh Senapaty
Director
National Council of Education Research and Training
(i)
PREFACE
India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth are immense and the possibilities are equally exciting. The world is looking at
us to deliver sustainable growth and progress. To meet the growing expectations, India will
largely depend upon its young workforce. The much-discussed demographic dividend will
bring sustaining benefits only if this young workforce is skilled and its potential is channelized in
the right direction.
In order to fulfil the growing aspirations of our youth and the demand of skilled human
resource, the Ministry of Human Resource Development (MHRD), Government of India
introduced the revised Centrally Sponsored Scheme of Vocationalisation of Secondary and
Higher Secondary Education that aims to provide for the diversification of educational
opportunities so as to enhance individual employability, reduce the mismatch between
demand and supply of skilled manpower and provide an alternative for those pursuing higher
education. For spearheading the scheme, the PSS Central Institute of Vocational Education
(PSSCIVE) was entrusted the responsibility to develop learning outcome based curricula,
student workbooks, teacher handbooks and e-learning materials for the job roles in various
sectors, with growth potential for employment.
The PSSCIVE firmly believes that the vocationalisation of education in the nation need to be
established on a strong footing of philosophical, cultural and sociological traditions and it
should aptly address the needs and aspirations of the students besides meeting the skill
demands of the industry. The curriculum, therefore, aims at developing the desired
professional, managerial and communication skills to fulfil the needs of the society and the
world of work. In order to honour its commitment to the nation, the PSSSCIVE has initiated the
work on developing learning outcome based curricula with the involvement of faculty
members and leading experts in respective fields. It is being done through the concerted
efforts of leading academicians, professionals, policy makers, partner institutions, Vocational
Education and Training experts, industry representatives, and teachers. The expert group
through a series of consultations, working group meetings and use of reference materials
develops a National Curriculum. Currently, the Institute is working on developing curricula and
courseware for over 100 job roles in various sectors.
We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, and valuable time and positively responding to our request for
development of curriculum. We are grateful to MHRD and NCERT for the financial support
and cooperation in realising the objective of providing learning outcome based modular
curricula and courseware to the States and other stakeholders under the PAB (Project
Approval Board) approved project of Rashtriya Madhyamik Shiskha Abhiyan (RMSA) of MHRD.
(ii)
Finally, for transforming the proposed curriculum design into a vibrant reality of
implementation, all the institutions involved in the delivery system shall have to come together
with a firm commitment and they should secure optimal community support. The success of
this curriculum depends upon its effective implementation and it is expected that the
managers of vocational education and training system, including subject teachers will make
efforts to create better facilities, develop linkages with the world of work and foster a
conducive environment as per the content of the curriculum document.
The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational
education and training system through the learner-centric curricula and courseware. We
hope that this document will prove useful in turning out more competent Indian workforce for
the 21st Century.
RAJESH P. KHAMBAYAT
Joint Director
PSS Central Institute of Vocational Education
(iii)
ACKNOWLEDGEMENTS
On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are
grateful to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and the officials of the Ministry of Human Resource Development (MHRD),
Government of India for the financial support to the project for development of learning
outcome based curricula.
We are grateful to the Director, NCERT for his support and guidance. We also acknowledge
the contributions of our colleagues at the Technical Support Group of RMSA, MHRD, RMSA
Cell at the National Council of Educational Research and Training (NCERT), National Skill
Development Agency (NSDA), National Skill Development Corporation (NSDC) and Health
Care Sector Skill Council (HCSSC) for their academic support and cooperation.
We are grateful to the course coordinator A. Nayak, Professor and Head, Department of
Health and Paramedical Sciences and experts for their untiring efforts and contributions in the
development of this learning outcome based curriculum. Their names are acknowledged in
the list of contributors. This document have been reviewed by Dr. Santosh Sommasundaran,
MBBS, Consultant, Psychiatrist, Bhopal is also duly acknowledged.
The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum
Development and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and
Head, Programme Planning and Monitoring Cell (PPMC) and Dipak Shudhalwar, Associate
Professor, Department of Engineering & Technology, PSSCIVE in the development of the
curriculum for employability skills are duly acknowledged.
The assistance provided by Jivan Koli, Computer Operator Grade II in typing and composing
of the material is duly acknowledged.
PSSCIVE Team
(iv)
CONTENTS
S.No. Title Page No.

Foreword (i)
Preface (ii)
Acknowledgement (iv)
1. Course Overview 1
2. Scheme of Units 2
3. Teaching/Training Activities 3
4. Assessment and Certification 4
5. Unit Content CLASS 11
Part A Employability Skills
Unit 1: Communication Skills – III 7
Unit 2: Self-management Skills - III 7
Unit 3: Information and Communication 8
Technology Skills – III
Unit 4: Entrepreneurship Development – III 8
Unit 5: Green Skills - III 9
Part B Vocational Skills
Unit 1: Introduction to Healthcare System 10
Unit 2: Role of General Duty Assistant in Patient 12
Care
Unit 3: Customer Service and Public Relation 15
Unit 4: Human Anatomy, Physiology and 17
Nutrition
Unit 5: Primary Healthcare and Medical 17
Emergencies
Unit 6: Handling Emergency Services 18
Unit 7: Personal Hygiene and First Aid 20
CLASS 12
Unit 1: Communication Skills – IV 21
Unit 2: Self-management Skills – IV 22
Technology Skills – IV
Unit 4: Entrepreneurship Development – IV 24
Unit 5: Green Skills - IV 24
Unit 1: Hospital Management System 25
Unit 2: Sterilization and Disinfection 27
Unit 3: Introduction to Medication 28
Unit 4: Immunization 30
Unit 5: Physiotherapy 31
Unit 6: Bio Medical Waste Management 31
Unit 7: Medical Records 33
6. Organisation of Field Visits 34
7. List of Equipment and Materials 34
8. Vocational Teacher’s/Trainer’s Qualification and Guidelines 35
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL
1. COURSE OVERVIEW
COURSE TITLE: Health Care – General Duty Assistant
A General Duty Assistant, a service and component important in the Healthcare sector
which is going rapidly over the years. India has a shortfall of 6 million health care professionals
and India is far behind the global standards in term of availability of health care services. The
job role of General Duty Assistant is one such area where the shortage of this kind of
manpower is felt.
COURSE OUTCOMES: On completion of the course, student should be able to:
 Communicate effectively with the customers;

 Identify the principal components of a computer system
 Identify and control hazards in the workplace that pose a danger or threat to their safety
or health, or that of others.
 Demonstrate techniques to maintain the personal hygiene needs of a patient;
 Demonstrate the ability to perform essential clinical skills for providing basic healthcare
services;
 Demonstrate the knowledge of safety, usage of protective devices and precautions
while using oxygen;
 Demonstrate professional behaviour, personal qualities and characteristics of a Patient
Care Assistant;
 Demonstrate the knowledge of Immunization schedule and National Immunization
programme;
 Demonstrate the knowledge of bio-medical waste and its management;
 Demonstrate the knowledge of emergency medical response and other actions in the
event of medical emergencies;
 Demonstrate effective communication skills for a Patient Care Assistant;
 Demonstrate the knowledge of role and functions of healthcare professionals and staff in
different departments of hospitals;
 Assist healthcare professionals in the development and implementation of Care Plan;
 Perform various activities for prevention and control of Hospital Acquired Infections;
 Assist in administering First Aid and providing Emergency Medical Relief; and
 Assist in developing and maintaining public relations.
COURSE REQUIREMENTS: The learner should have the basic knowledge of science.
COURSE LEVEL: This is a beginner level course. On completion of this course, a student can
take up an Intermediate level course for a job role in Healthcare, such as General Duty
Assistant in Class XI and Class XII.
COURSE DURATION: 600 hrs

Class 11 : 300 hrs
Class 12 : 300 hrs
________________________
Total : 600 hrs
________________________
CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 1|Page

2. SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 11 is as follows:
CLASS 11
No. of Hours for Max. Marks for
Theory and Theory and
Practical Practical
Units =300 = 100
(270 Teaching (30 Theory and
and Training + 70 Practical)
30 Evaluation)
Unit 1: Communication Skills – III 25
Unit 2: Self-management Skills - III 25
Technology Skills – III
Unit 4: Entrepreneurship Development – III 25
Unit 5: Green Skills - III 15
110 10
Unit 1: Introduction to Healthcare System 25
Unit 2: Role of General Duty Assistant in 25
Patient Care
Unit 3: Customer Service and Public Relation 25
Unit 4: Human Anatomy, Physiology and 25
Nutrition
Unit 5: Primary Healthcare and Medical 20
Emergency
Unit 6: Handling Emergency Services 20
Unit 7: Personal Hygiene and First Aid 20
160 20
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 20
Viva Voce 10 15
20 35
Total 300 100

The unit-wise distribution of hours and marks for Class 12 is as follows:
CLASS 12
No. of Hours for
Max. Marks for
Theory and
Theory and
Practical
Practical
Units =300
= 100
(270 Teaching
(30 Theory and
and Training +
70 Practical)
30 Evaluation)
Unit 1: Communication Skills – IV 25
Unit 2: Self-management Skills – IV 25
Technology Skills – IV
Unit 4: Entrepreneurship Development – IV 25
Unit 5: Green Skills - IV 15
110 10
Unit 6: Hospital Management System 25
Unit 7: Sterilization and Disinfection 25
Unit 8: Introduction to Medication 20
Unit 9: Immunization 25
Unit 10: Physiotherapy 30
Unit 11: Bio Medical Waste Management 20
Unit 12: Medical Records 15
160 20
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 15
Viva Voce 10 10
20 35
Total 300 100
3. TEACHING/TRAINING ACTIVITIES
The teaching and training activities have to be conducted in classroom, laboratory/

workshops and field visits. Students should be taken to field visits for interaction with experts
and to expose them to the various tools, equipment, materials, procedures and operations in
the workplace. Special emphasis should be laid on the occupational safety, health and
hygiene during the training and field visits.
CLASSROOM ACTIVITIES
Classroom activities are an integral part of this course and interactive lecture sessions,
followed by discussions should be conducted by trained vocational teachers. Vocational

teachers should make effective use of a variety of instructional aids, such as audio-video
materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching
materials, etc. to transmit knowledge and impart training to the students.
PRACTICAL WORK IN LABORATORY/WORKSHOP
Practical work may include but not limited to hands-on-training, simulated training, role play,
case based studies, exercises, etc. Equipment and supplies should be provided to enhance
hands-on learning experience of students. Only trained personnel should teach specialized
techniques. A training plan that reflects tools, equipment, materials, skills and activities to be
performed by the students should be submitted by the vocational teacher to the Head of
the Institution.
FIELD VISITS/ EDUCATIONAL TOUR
In field visits, children will go outside the classroom to obtain specific information from experts
or to make observations of the activities. A checklist of observations to be made by the
students during the field visits should be developed by the Vocational Teachers for systematic
collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school
and make necessary arrangements for the visits. At least three field visits should be
conducted in a year.
4. ASSESSMENT AND CERTIFICATION
Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.
The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which
are the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify
that individuals have the knowledge and skills needed to perform a particular job and that
the learning programme undertaken has delivered education at a given standard. It should
be closely linked to certification so that the individual and the employer could come to know
the competencies acquired through the vocational subject or course. The assessment should
be reliable, valid, flexible, convenient, cost effective and above all it should be fair and
transparent. Standardized assessment tools should be used for assessment of knowledge of
students. Necessary arrangements should be made for using technology in assessment of
students.
KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal

assessment and second an external examination, including theory examination to be
conducted by the Board. The assessment tools shall contain components for testing the
knowledge and application of knowledge. The knowledge test can be objective paper
based test or short structured questions based on the content of the curriculum.

WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, subject experts from university/colleges or industry. The
respective Sector Skill Council should be consulted by the Central/State Board for preparing
the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 3 hrs Max. Mark: 30
No. of Questions
Very Short Short Answer Long
Typology of Question Answer (2 Marks) Answer Marks
(1 mark) (3 Marks)
1. Remembering – (Knowledge based simple
recall questions, to know specific facts, terms,
3 2 2 13
concepts, principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to be
familiar with meaning and to understand
2 3 2 14
conceptually, interpret, compare, contrast,
explain, paraphrase, or interpret information)
3. Application – (Use abstract information in
concrete situation, to apply knowledge to
new situations: Use given content to interpret 0 2 1 07
a situation, private an example, or solve a
problem)
4. High Order Thinking Skills – (Analysis & Synthesis
– Classify, compare, contrast, or differentiate
between different pieces of information;
0 2 0 04
Organize and/ or integrate unique pieces of
information from a variety of sources)
5. Evaluation – (Appraise, judge, and/or

justify the value or worth of a decision or
0 1 0 02
outcome, or to predict outcomes based
on values)
Total 5x1=5 10x2=20 5x3=15 40
(20 questions)
SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency
in the quality of assessment across different sectors and Institutions. The student has to
demonstrate competency against the performance criteria defined in the National
Occupation Standards and the assessment will indicate that they are 'competent', or are 'not
yet competent'. The assessors assessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment of competencies.

Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The same
team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work should be given on the basis of the capability of
the individual to perform the tasks or activities involved in the project. Projects should be
discussed in the class and the teacher should periodically monitor the progress of the project
and provide feedback for improvement and innovation. Field visits should be organised as
part of the project work. Field visits can be followed by a small-group work/project
work. When the class returns from the field visit, each group might be asked to use the
information that they have gathered to prepare presentations or reports of their observations.
Project work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of

competence. Documents may include reports, articles, photos of products prepared by
students in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms should
be suitably adopted/adapted as per the specific requirements of the vocational subject.
Viva voce should also be conducted to obtain feedback on the student’s experiences and
learning during the project work/field visits.
5. UNIT CONTENTS
CLASS 11
Part A: Employability Skills
S.No. Units Duration (Hrs)
1. Communication Skills -III 25
2. Self-management Skills -III 25
3. Information and Communication Technology Skills-III 20
4. Entrepreneurship Development – III 25
5. Green Skills – III 15
Total 110

Unit 1: Communication Skill - III

Total
Learning Outcome Theory Practical Duration
(25 Hrs)
1. Demonstrate 1. Methods of 1. Writing pros and cons of
knowledge of communication written, verbal and non-
various methods - Verbal verbal communication 10
of - Non-verbal 2. Listing do’s and don’ts for
communication - Visual avoiding common body
language mistakes
2. Identify specific 1. Communication styles- 1. Observing and sharing
communication assertive, aggressive, communication styles of
styles passive-aggressive, friends, teachers and 05
submissive, etc. family members and
adapting the best
practices
2. Role plays on
communication styles.
3. Demonstrate 1. Writing skills to the 1. Demonstration and
basic writing skills following: practice of writing
 Sentence sentences and 10
 Phrase paragraphs on topics
 Kinds of Sentences related to the subject
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of a
Paragraph
Total 25
Unit 2: Self-management - III

Total
(25 Hrs)
1. Demonstrate 1. Describe the importance 1. Demonstration of
impressive of dressing appropriately, impressive appearance 07
appearance looking decent and and groomed
and grooming positive body language personality
2. Describe the term 2. Demonstration of the
grooming ability to self- explore
3. Prepare a personal
grooming checklist
4. Describe the techniques
of self- exploration
2. Demonstrate 1. Describe the important 1. Group discussion on
team work skills factors that influence in qualities of a good 08
team building team
2. Describe factors 2. Group discussion on
influencing team work strategies that are
adopted for team
building and team
work

3. Apply time 1. Meaning and 1. Game on time

management importance of time management
strategies and management – setting 2. Checklist preparation 10
techniques and prioritizing goals, 3. To-do-list preparation
creating a schedule,
making lists of tasks,
balancing work and
leisure, using different
optimization tools to
break large tasks into
smaller tasks.
Total 25
Unit 3: Information and Communication Technology - III

Total
(20 Hrs)
1. Create a 1. Introduction to word 1. Demonstration and
document on processing. practice of the 10
word processor 2. Software packages for following:
word processing.  Listing the features of
3. Opening and exiting the word processing
word processor.  Listing the software
4. Creating a document packages for word
processing
 Opening and exit the
word processor
 Creating a document
2. Edit, save and 1. Editing text 1. Demonstration and
print a 2. Wrapping and aligning practising the following:
document in the text  Editing the text 10
word processor 3. Font size, type and face.  Word wrapping and
4. Header and Footer alignment
5. Auto correct  Changing font type,
6. Numbering and bullet size and face
7. Creating table  Inserting header and
8. Find and replace footer
9. Page numbering.  Removing header and
10. Printing document. footer
11. Saving a document in 2. Using autocorrect
various formats. option
3. Insert page numbers
and bullet
4. Save and print a
document
Total 20
Unit 4: Entrepreneurship Development - III

Total
(25 Hrs)
1. Describe the 1. Values in general and 1. Listing of
significance of entrepreneurial values entrepreneurial values
entrepreneurial 2. Entrepreneurial value by the students.

values and orientation with respect 2. Group work on

attitude to innovativeness, identification of 10
independence, entrepreneurial values
outstanding performance and their roles after
and respect for work listing or reading 2-3
stories of successful
entrepreneur
3. Exhibiting
entrepreneurial values
in Ice breaking, rapport
building, group work
and home assignments
2. Demonstrate the 1. Attitudes in general and 1. Preparing a list of
knowledge of entrepreneurial attitudes factors that influence
attitudinal 2. Using imagination/ attitude in general and 15
changes intuition entrepreneurial attitude
required to 3. Tendency to take 2. Demonstrating and
become an moderate risk identifying own
entrepreneur 4. Enjoying freedom of entrepreneurial
expression and action attitudes during the
5. Looking for economic following micro lab
opportunities activities like thematic
6. Believing that we can appreciation test
change the environment 3. Preparing a short write-
7. Analyzing situation and up on “who am I”
planning action 4. Take up a product and
8. Involving in activity suggest how its features
can be improved
5. Group activity for
suggesting brand
names, names of
enterprises, etc.
Total 25
Unit 5: Green Skills - III

Total
(15 Hrs)
1. Describe 1. Main sectors of green 1. Preparing a poster on
importance of economy- E-waste any one of the sectors
main sector of management, green of green economy 08
green economy transportation, renewal 2. Writing a two-page
energy, green essay on important
construction, water initiatives taken in India
management for promoting green
2. Policy initiatives for economy
greening economy in
India

2. Describe the 1. Stakeholders in green 1. Preparing posters on

major green economy green Sectors/Areas:
Sectors/Areas 2. Role of government and cities, buildings, 07
and the role of private agencies in tourism, industry,
various greening cities, buildings, transport, renewable
stakeholder in tourism, industry, energy, waste
green economy transport, renewable management,
energy, waste agriculture, water,
management, forests and fisheries
agriculture, water, forests
and fisheries
Total 15
Part B: Vocational Skills

S. No. Units Duration (Hrs)
1. Introduction to Health Care Sector 25
2. Role of General Duty Assistant in Patient Care 25
3. Role of Diet Assistant 25
4. Maintain Hygiene and Food Safety 25
5. Food Storage Practices 20
6. Food Handling 20
7. Personal Hygiene and First Aid 25
Total 165
Unit 1: Introduction to Healthcare Systems

Total
(25 Hrs)
1. Describe 1. Different types of 1. Identify different 3
healthcare healthcare delivery systems types of healthcare
delivery systems 2. Role of voluntary health delivery systems
sector followed in India
2. Identify the 1. Functions of a hospital in 1. Various components 2

components patient care of a Hospital System
and activities of 2. Enlist the services provided 2. Various equipment
Hospital by the hospital to patients used in hospital
3. Describe role 1. Role and functions of a 1. Requirements for 2

and functions of clinic patient safety at
Clinics 2. Preventative care provided doctor’s clinic
at the doctor’s clinic
3. Chart for basic
preventative care
4. Describe the 1. Role of rehabilitation facility 1. Facilities at the 2

functions of in patient recovery Rehabilitation centre
rehabilitation 2. Differentiate between
centre services provided at
various ehabilitation and
convalescent centre
CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 10 | P a g e

5. Describe the 1. Role of long Term care 1. Equipment and 2

treatment and facilities in patient care. materials that are
the services 2. Enlist the facilities/ used at Long Term
provided at the treatment provided by Care Facility.
long term care long term care facilities.
facilities
6. Demonstrate 1. Facilities available at 1. Assess the need for 2
the knowledge Hospital/Home for Hospice hospice in treatment
of hospice care Care of patients
2. Facilities extended by
the hospital for
hospice care
3. Services provided as
part of the hospice
care
7. Demonstrate 1. Roles and functions of 1. Various types of
the knowledge various departments and hospitals
of roles and professionals in the hospital 2. Distinguish between
functions of
General Hospital
various
and Specialized
departments,
professionals Hospital 2
and supportive 3. Draw a chart
staff of the depicting the roles of
hospital departments,
professionals and
supporting staff of the
hospital
8. Demonstrate 1. Role and functions of 1. Draw a chain of
the knowledge various supporting command in the
of roles and departments of hospital various department
functions of and laboratories of
2. State the services
supporting hospital
provided by the
departments in
Medical Record 2
hospital
Department and
Outpatient Department
3. Explain the activities
performed by the hospital
housekeeping department
9. Classify the 1. Criteria used for 1. Classify the hospitals
hospitals on the classifying the hospitals on the basis of bed
basis of different 2. Different levels of medical strength, specialty 3
criteria care and level of medical
care
10. Enumerate the 1. Roles and functions of 1. Knowledge of
role of General General Duty Assistant activities and
Duty Assistant to in the hospital practices
the various
2. Various activities/tasks that followed for
functions of
should be performed by prevention of 3
hospital
GDA to effectively spread of
discharge his/her duties
diseases
and responsibilities in
hospital 2. Draw a diagram
depicting the various

role and functions of

GDA
11. Demonstrate 1. Qualities of a good 1. Activities performed
the knowledge General Duty Assistant by GDA in
of the qualities in the hospital supporting the
of a Good healthcare team 2
General Duty
members
Assistant
2. Ability to provide
personal care
Total 25
Unit 2: Role of General Duty Assistant in Patient Care

Total
(25 Hrs)
1. Identify the role 1. Essential duties and 1. Knowledge of
and functions of responsibilities of Patient maintaining
1
Patient care care assistant
Assistant
2. Describe the 2. Various activities of 1. Prepare a daily care
daily care Plan patient’s daily care plan for patients
of patient routine, including bathing,
2
feeding, excreta disposal,
transfer of patients,
medication, etc.
3. Identify basic 1. Basic components 1. List various elements
components required for patients that can help in
1
required for comfort comfort to patients
patient comfort
4. Describe the 1. Various elements of 1. Patients environment
2
patients safety patients safety and its components
5. Provide for the 1. Report any evident 1. Patient checklist and
patients daily changes and appearance compare with
care 2. Provide care needed by standard
2
the patient measurements
2. Care needed by the
patient
6. Identify the 1. Good qualities of Patient 1. List the do’s and
qualities of a care assistant don’ts in healthcare
good Patient setup 1
care assistant 2. Knowledge of
medical ethics
7. Identify the role 1. Objectives of care plan 1. Enlist the various steps 1
of General Duty 2. Role of GDA in involved in
Assistant preparation and formulating a care
implementing implementation of care plan
care plan plan 2. Identify role General
Duty Assistant in
formulating care plan
8. Demonstrate 1. Characteristics of a 1. Various types of diet 2
the healthy person available in the
knowledge of 2. Various types of diets and hospital / home
the role of their importance with 2. Knowledge of
General Duty regard to nutrition feeding and assisting


Total
(25 Hrs)
Assistant in patients with their
feeding a meals, keeping in
patient view their needs and
in a safe and
dignified manner
9. Identify and 1. Important vital signs of the 1. Knowledge of taking 2
report vital signs body temperature, reading
2. Abnormal vital signs pulse rate and
measuring blood
pressure
2. Fill the forms for
documenting
information on vital
signs
10. Describe the 1. Features and importance 1. Demonstrate the 2
prepare bed of various types of bed in a knowledge of articles
according to hospital used in bed making
the patient’s 2. Various steps of bed 2. Demonstrate the
need making steps involved in
3. Roles and functions of making of open bed
General Duty Assistant in
bed making
11. Position the 1. Various positions of 1. Various position of a 2
patient patients patient
according to 2. Therapeutic position 2. Procedure (s) for
the need 3. Importance of fowler’s changing the
position patient’s position
12. Demonstrate 1. Different age groups 1. Knowledge of
the knowledge 2. Explain biological aging different age groups
of facts related 3. Enlist the myths and facts 2. Differentiate the
to old age about aging myths and facts of
ageing 1
3. Biological and
psychosocial reasons
of ageing
13. Identify the 1. Enlist the common health 1. Normal changes
normal changes problems that old people that occur at old
may suffer age in different
that occur at systems and part of
2. Legal needs of the
old age the body
elderly
3. Changes that occur in 2. Knowledge of special 1
different systems of body needs, emotional
during old age support, social
4. Explain the reasons for support and legal
caring elderly needs required at the
old age
14. Demonstrate 1. Security and safety needs 1. Knowledge of
the knowledge of an elderly people thinking and
2. Enlist any five requisites learning abilities of
of
for better feeding during old age people
accomplishing 2
old age 2. How GDA should
basic needs of
3. Food and fluid needs of communicate with
elderly people
elderly people an older patient


Total
(25 Hrs)
15. Identify 1. Enlist the common 1. Knowledge of
common problem of skin and nails common problems
in elderly in human body
problems and systems during old
2. Enumerate the common
care of elderly age
problems related to
sensory organ in old age 2. Knowledge of the
1
3. Common eye problems role of GDA in
that may occur in old age providing care
4. Common problems that according to
occur in endocrine glands patients need
during old age
16. Demonstrate 1. Enlist different age 1. Classify the age
the knowledge group before 18 groups of children
years of age
of caring of below 18 years
2. Explain the stages of
infants and 2. Knowledge of
learning and thinking
children growth and
abilities amongst infants
development of
and children’s
children, stages of
3. Explain the importance
learning and
of nutrition and
thinking ability of 2
hydration required for
child and their
infants and children
safety aspects
4. Safety needs of children
3. Knowledge of
nutrition and
hydration for infants
and children’s and
special care needed
for them
17. Demonstrate 1. Define disaster 1. Hazards and risks in a
the knowledge 2. Importance of disaster given situation
of goals, cycle management 2. Phases in disaster 1
and phases of 3. Phases of disaster management
disaster management 3. Read terms and
management 4. Two preparedness signage for disaster
and emergency measures that should be management
response taken to avoid an 4. Sections of the
earthquake disaster in a society which are
multi-storey residential vulnerable to disasters
building
18. Demonstrate 1. Explain significance of ERT 1. Personal protective
the knowledge 2. Enlist the members of an equipment used by
of structure, ERT emergency response 1
roles and 3. Enlist the equipment used team or disaster
responsibilities of by an ERT management team
Emergency 4. Explain method of rescue 2. Role of various teams
Response Team and evacuation drill in responding to an
5. Benefits of drills emergency in a given
situation or accident.
3. Agencies responsible
for disaster
management
4. Type of search and


Total
(25 Hrs)
rescue operation in a
given situation
19. Demonstrate 1. Terms: 1. Classify the various

the knowledge - Rescue types of fires
of classification, - Alarm 2. Read and 1
causes, - Extinguish understand the
methods and - Evacuate signage for fire safety
techniques of 2. Enlist the fire fighting 3. Demonstrate use of
extinguishing fire equipment personal protective
using 3. Explain the classification Equipment
appropriate and causes of fire 4. Determine the fire
equipment 4. Methods of extinguishing type and select
fire appropriate fire
5. Explain procedures of extinguisher
dealing with fire 5. Perform the
emergencies technique of
6. Differentiate between fire extinguishing small fire
prevention and fire using portable fire
protection extinguishers
Total 25
Unit 3: Customer Service and Public Relation

Total
(25 Hrs)
1. Demonstrate the 1. Customer handling as 1. Knowledge of do’s
skills to handle important part of business and don’ts while
customers cycle handling customers
effectively 2. Customer needs, 2. Maintain customer
preferences and loyalty
expectations 3. Build strong 4
relationship with
customers
4. Decrease the
customer‘s waiting
time
2. Demonstrate the 1. Process of taking orders 1. Do’s and don’ts while
skills of taking over telephone taking orders over
orders on call telephone 3
2. Record and organize
the orders accurately
3. Demonstrate 1. Typical types of customer 1. Record and organize
how to handle complaints complaints
customer 2. Steps of handling customer 2. Steps of handling
complaints complaints customer complaints:
3
• Listening and
understanding the
complaint
• Empathize


Total
(25 Hrs)
• Offering the
solution
• Executing the
solution
• Taking follow up
4. Demonstrate 1. Describe steps of 1. How to answer
how to answer answering enquiries enquiries in following
enquiries 2. State Frequently Asked manner:
Questions (FAQs) while • Acknowledge
enquiries receipt of an
3. Explain the importance of enquiry/request
knowledge of product/ • Explain action
services in answering taken as a
enquiries consequence of
the enquiry
• Make suggestions 4
and justify
recommendations
• Apologize and
reject proposals
• Stipulate action
requested or to
betaken
• Establish goodwill
and suggest
contacts
5. Demonstrate the 1. Qqualities of a good 1. Demonstrate the
knowledge of medical receptionist knowledge of
the roles and 2. Tasks performed by a greeting patients
functions Medical Receptionist and other callers in
performed by a
a courteous and
Medical
Receptionist efficient manner
3
2. Answer telephone
calls courteously
and as per
procedure and
norms maintaining
medical
6. Demonstrate the 1. Knowledge of 1. Activities in
knowledge of responding to emergency
responding to emergency calls responses
emergency calls 2. Roles and functions of 2. Knowledge of routine
call and emergency 4
“on call duty doctor”
call
3. Various equipment
available in a 108
emergency service
ambulance
7. Demonstrate the 1. General stressful situations 1. Knowledge of
4
knowledge of in hospital handling people


Total
(25 Hrs)
dealing with 2. Factors affecting with emotional
patients, relationship between a stress or emotional
attendant General Duty Assistant and outbursts
patient’s attendant 2. Skills required for
General Duty
Assistant in managing
stressful situation
Total 25
Unit 4: Human Anatomy, Physiology and Nutrition

Total
(25 Hrs)
1. Identify the parts 1. Various terms of anatomy 1. Different parts of the
of human body and physiology body
2. Functions of various tissues 2. Draw diagrams of 15
and bones in human body lungs, urinary system,
heart and kidney
3. Roles and functions of
various systems of
human body
2. Demonstrate the 1. Role of various nutrients 1. Food as sources of
knowledge of and vitamins carbohydrate, 10
nutrients in the 2. Importance of a balanced protein and fat
nutrition and diet 2. Knowledge of
growth of diseases/disorders
human body caused due to the
deficiency of vitamins
3. Knowledge of a
balanced diet
Total 25
Unit 5: Primary Healthcare and Medical Emergency

Total
(20 Hrs)
1. Identify 1. Importance of primary 1. Need of primary
components of healthcare healthcare in a given
primary 2. Various indicators of the scenario
healthcare millennium development 2. Essential components
goals (MDGs) related to of primary healthcare
14
health 3. Various indicators of
the millennium
development goals
(MDGs) related to
health
2. Demonstrate 1. Various medical 1. Perform early
chain of survival emergency situations recognition and call 6
for help

Unit 5: Primary Healthcare and Medical Emergency

Total
(20 Hrs)
2. Knowledge of
responding to a
medical emergency
Total 20
Unit 6: Handling Emergency Services

Total
(20 Hrs)
1. Receive patient 1. Emergency Admission 1. Duties of GDA while
in hospital in procedure admitting an
emergency 2. Knowledge of discharge emergency patient
condition procedure 2. Qualities to be 2
possessed by GDA
while handling
emergencies
2. Handle and 1. Explain safety and 1. Maintain patient’s
monitor the security procedures triage operation
patient 2. Significance of Knowledge of
command and techniques of
control system in a hospital handling and 3
3. Explain triage monitoring patient
2. Draw the human
resource hierarchy
of the hospital
3. Transport the Internal and external 1. How to carry a
injured patient transportation loaded stretcher
internally and 1. State general 2. Perform cradles and
externally principles of drag method of
2
transportation lifting
2. Explain the care 3. Apply different
required before types of tags of
transportation triage
4. Demonstrate the Significance of use 1. Types of casting
knowledge of of splint 2. Different types of
different 1. Explain the types and splint
methods and purpose of traction 3. Immobilize the
2
types of 2. Methods of skeleton patient
immobilization traction
3. Describe spinal
decompression
5. Prevent the 1. Term suffocation and 1. Hazards
accidents/injurie choking and prevention
s in children 2. State the risk methods for fire,
factors associated falls, scales, burns,
with the child glass related
3
accident at home accidents,
poisoning,
suffocation and
choking
Knowledge of

Unit 6: Handling Emergency Services

Total
(20 Hrs)
accidents and the
preventive methods
6. Identify the aims 1. Explain about operation 1. Knowledge of the
of planning of theatre size of OT on the
OT, location, size 2. Aims of planning of OT basis of surgical
and different 3. State the standard size facilities
areas of of OT 2. Ideal location of OT
operation 4. Explain about different in hospital
theatre zones of OT with their 3. Knowledge of
significance various zones of OT
4. Knowledge of 2
procedures to
achieve high degree
of asepsis in
protective zone,
clean zone, sterile
zone and disposal
zone of OT
7. Demonstrate the 1. Staff present in OT 1. Range of equipment
knowledge of 2. Procedure of care of of OT
staffing and instruments before and 2. Staff present in the
equipment of OT after use in operation OT with their duties
theatre 3. Knowledge of the
3. State the policies and care of equipment
present in the OT 2
procedures adopted for
maintenance of OT 4. Knowledge of
importance of
schedule, policies
and procedures and
training of staff of OT
8. Prepare a 1. Duties of GDA in pre- 1. Knowledge of the
Patient for operative preparation of vital parameters to
Operation the patient be observed before
Theatre (OT) 2. Information to be written sending the patient 2
on patient wrist band in OT
2. Prepare the patient
for surgery
9. Render care of 1. Importance of the 1. Knowledge of care
the patient in fowler’s position in post- to be rendered by
Post-Operative operative care GDA in the post-
phase 2. Methods of caring the operative phase
patient required for
surgical incision 2
3. Different measures for
corrections and their
causes in case of risk of
retention of urine post-
operative
Total 20

Unit 7: Personal Hygiene and First Aid

Total
(25 Hrs)
1. Demonstrate 1. Grooming routines to be 1. Practice good
good hygiene followed for personal personal health and
practice hygiene hygiene.
2. Importance of personal 2. Enlist the hygiene
hygiene routine to be followed
3
to ensure good
health
3. Hand washing
4. Demonstrate
trimming of nails.
2. Identify factors 1. Factors that affect health 1. Maintaining routine
affecting good and prevent diseases exercise and good
health health
1
2. Prepare a plan for
maintaining good
physical health
3. Perform hand 1. Method of hand washing 1. Hand washing and
washing 2. Importance of washing hygiene practices
2
and maintain good hand
hygiene
4. Demonstrate 1. Importance of good 1. Good grooming
personal appearance and habits as per norms of
2
grooming grooming in life and healthcare industry.
workplace.
5. Describe the 1. Purpose of First Aid 1. Types of health risks
principles and 2. Principles of First Aid and hazards at
rules of First Aid various
departments of
hospitals
2. Enlist emergency
3
situations in a
hospital
3. Perform Airway,
Breathing and
Circulation on a
dummy
6. Identify 1. Facilities and 1. Enlist the
facilities, materials used for equipment used
equipment and administering First for First Aid
materials used Aid 2. Demonstrate the 3
for knowledge of the
First Aid use of First Aid
kit
7. Perform the role 1. Role and functions of a 1. Perform ABC
of first aider in First Aider (Airway,
fever, heat Breathing and
6
stroke, back Circulation)
pain, 2. Measure body
asthma and temperature

Unit 7: Personal Hygiene and First Aid

Total
(25 Hrs)
food using a digital
borne illness thermometer
8. Perform the role 1. Causes of various types of 1. Administer first
of first aider in burns aid for cut and
cuts, bleeding, 2. Reasons for using different burns in
burns, insect methods for treating hypothetical
bites and stings, burns situations
5
dog bites and 2. Demonstrate the
snake bites knowledge of
dealing with
insect, dog and
snake bite
Total 25
CLASS 12
Part A: Employability Skills
S.No. Units Duration (Hrs)
1. Communication Skills –IV 25
2. Self-management Skills –IV 25
3. Information and Communication Technology Skills-IV 20
4. Entrepreneurship Development – IV 25
5. Green Skills – IV 15
Total 110
Sub Unit 1: Communication Skills - IV

Total
(25 Hrs)
1. Describe the 1. Importance of active 1. Demonstration of the
steps to active listening at workplace key aspects of
listening skills 2. Steps to active listening becoming active
listener 15
2. Preparing posters of
steps for active
listening
2. Demonstrate 2. Writing skills to the 1. Demonstration and
basic writing skills following: practice of writing
 Sentence sentences and
 Phrase paragraphs on
 Kinds of Sentences topics related to the
10
 Parts of Sentence subject
 Parts of Speech
 Articles
 Construction of a
Paragraph
Total 25

Unit 2: Self-management Skills - IV

Total
(25 Hrs)
1. Describe the 1. Finding and listing motives 1. Group discussion on
various factors (needs and desires); identifying needs and
influencing self- 2. Finding sources of desire
motivation motivation and inspiration 2. Discussion on sources
(music, books, of motivation and
10
activities);think expansive inspiration
thoughts; living fully in the
present moment; Dreaming
big
1. Describe the 1. Describe the meaning of 1. Demonstrate the

basic personality knowledge of
personality traits, 2. Describe how personality different personality
types and influence others types
disorders 3. Describe basic personality
traits
15
4. Describe common
personality disorders-
paranoid, antisocial,
schizoid, borderline,
narcissistic, avoidant,
dependent and obsessive
Total 25
Unit 3: Information and Communication Technology Skills - IV

Total
(20 Hrs)
1. Perform 1. Introduction to 1. Demonstration and
tabulation using spreadsheet application practice on the
spreadsheet 2. Spreadsheet applications following:
application 3. Creating a new worksheet  Introduction to the
4. Opening workbook and spreadsheet
entering text application
5. Resizing fonts and styles  Listing the
6. Copying and moving spreadsheet
7. Filter and sorting applications
8. Formulas and functions  Creating a new
9. Password protection. worksheet
10. Printing a spreadsheet.  Opening the 10
11. Saving a spreadsheet in workbook and
various formats. enter text
 Resizing fonts and
styles
 Copying and move
the cell data
 Sorting and Filter
the data
 Applying
elementary
formulas and

Unit 3: Information and Communication Technology Skills - IV

Total
(20 Hrs)
functions
 Protecting the
spreadsheet with
password
 Printing a
spreadsheet
 Saving the
spreadsheet in
various formats.
2. Prepare 1. Introduction to 1. Demonstration and
presentation using presentation practice on the
presentation 2. Software packages for following:
application presentation  Listing the software
3. Creating a new packages for
presentation presentation
4. Adding a slide  Explaining the
5. Deleting a slide features of
6. Entering and editing text presentation
7. Formatting text  Creating a new
8. Inserting clipart and presentation
images  Adding a slide to
9. Slide layout presentation. 10
10. Saving a presentation  Deleting a slide
11. Printing a presentation  Entering and edit
document. text
 Formatting text
 Inserting clipart and
images
 Sliding layout
 Saving a
presentation
 Printing a
presentation
document
Total 20

Unit 4: Entrepreneurship Development - IV

Total
(25 Hrs)
1. Identify the 1. Barriers to becoming 1. Administering self-
general and entrepreneur rating questionnaire
entrepreneurial 2. Behavioural and and score responses
behavioural entrepreneurial on each of the
competencies competencies – competencies
adaptability/ 2. Collect small story/
decisiveness, anecdote of
initiative/perseverance, prominent successful
interpersonal skills, entrepreneurs
organizational skills, 3. Identify
10
stress entrepreneurial
management, valuing competencies
service and diversity reflected in each
story and connect it
to the definition of
behavioural
competencies
4. Preparation of
competencies profile
of students
2. Demonstrate the 1. Entrepreneurial 1. Games and
knowledge of competencies in exercises on
self-assessment particular:self - changing
ofbehavioural confidence, initiative, entrepreneurial
competencies seeing and acting on behaviour and
opportunities, concern development of
forquality, goal setting competencies for
and risk taking, problem enhancing self- 15
solving and creativity, confidence, problem
systematic planning and solving, goal setting,
efficiency, information information seeking,
seeking, persistence, team building and
influencing and creativity
negotiating, team
building
Total 25
Unit 5: Green Skills - IV

Total
(15 Hrs)
1. Identify the role 1. Role of green jobs in toxin- 1. Listing of green jobs
and importance free homes, and preparation of
of green jobs in 2. Green organic gardening, posters on green job
different sectors public transport and profiles
energy conservation, 2. Prepare posters on 15
3. Green jobs in water green jobs.
conservation
4. Green jobs in solar and
wind power, waste
reduction, reuse and

recycling of wastes,
5. Green jobs in green
tourism
6. Green jobs in building and
construction
7. Green jobs in appropriate
technology
8. Role of green jobs in
Improving energy and raw
materials use
limiting greenhouse gas
emissions
10. Role of green jobs
minimizing waste and
pollution
protecting and restoring
ecosystems
support adaptation to the
effects of climate change
Total 15
Part B: Vocational Skills

S. No. Units Duration (Hrs)
1. Hospital Management System 25
2. Sterilization and Disinfection 25
3. Introduction to Medication 20
4. Immunization 25
5. Physiotherapy 30
6. Bio Waste Management 20
7. Medical Record 20
Total 165
Unit 1: Hospital Management System

Total
(25 Hrs)
1. Describe the role 1. Responsibilities of GDA in 1. Filling up of patient
of GDA in admitting the patient in admission form for
admission of hospital admitting the patient
patient in 2. Various ways of in a hospital 5
hospital transporting a 2. Performing medical
patient form OPD to IPD examination of the
patient
2. Assess the health 1. Purpose and 1. Assess the health
of the patient procedure of the health history of the patient
assessment on the basis of
5
2. State effective ways of previous medical
obtaining health history reports
3. Major components of

Unit 1: Hospital Management System

Total
(25 Hrs)
obstetrical history
4. Importance of culture in
the health assessment
3. Demonstrate the 1. Explain the significance 1. Perform physical
knowledge of and purpose of physical examination of the
significance, examination patient
purpose and 2. Techniques of physical 2. Use different
techniques of examination viz. techniques of the
4
the • Inspection physical examination
physical • Palpation
assessment of • Percussion
the • Auscultation
patient • Manipulation
4. Provide 1. Role of GDA in assisting the 1. Various
assistance health examination of a positions of the
in various patient patients while the
examinations of 2. Precautions to be health of the
the patient viz. taken while examining patient is 4
eyes, ears, nose, height and weight of the examined
throat, neck, patient 2. Examination of eyes,
chest, etc. 3. Technique for chest and ears, nose, throat,
abdomen examination neck, chest, etc.
5. Collect the 1. Various techniques of 1. Prepare a chart of
specimen of collecting the specimen of the prerequisites of
urine, stool, urine, stool, sputum, blood, collecting specimen
sputum, blood, etc. of blood, urine and
etc. using stool
different 2. Tabulate the safety
methods measures to be
adopted while 4
collecting the various
specimen of the
patient
3. Use of equipment/
instruments used in
collecting specimen
of the patient
6. Use various 1. Explain the significance 1. Standard sizes of the
equipment and and importance of a waste bed linen Prepare the
supplies in basket in patient’s unit patient’s unit
furnishing the 2. Procedures of bedding according to
patient’s unit standards for the patient patient’s needs
2. Different equipment
3
used for patient’s
comfort Tabulate the
classification of
equipment/materials
on the basis of health
status of the patient
Total 25

Unit 2: Sterilization and Disinfection

Total
(25 Hrs)
1. Demonstrate 1. Different types of 1. Good housekeeping
the knowledge disinfection practices
of process of 2. Differentiate between 2. Effectively manage
disinfection concurrent and terminal the Isolation Unit 2
disinfection
3. Explain the process of
fumigation with sulphur
2. Demonstrate 1. Importance of care of 1. Care of various
the knowledge rubber goods. rubber based articles,
of care of 2. Procedure to undo the ward articles and
articles in a contaminated gloves instruments used in a
hospital 3. Procedure of hospital 3
removing different 2. Removing different
kinds of stains kind of stains
4. Ways of care of syringes
and needles
3. Provide 1. Cleaning techniques of 1. Various cleaning
assistance in different areas of techniques used in
disinfection of hospital hospital
wards in a 2. Role of hand hygiene in 2. Different chemical
hospital prevention of infection used in cleaning the
3
3. Various cleaning floor of hospital
techniques used in hospital 3. Role of GDA in
managing
disinfection of the
wards
4. Demonstrate 1. Asepsis and its types 1. Different methods of
the knowledge 2. Methods of transmission of transmission of
of general infection infection and
surgical asepsis 3. Importance of prevention asepsis practices
3
practices of cross infection 2. Steps of wearing,
hand washing, gown,
face mask and hand
gloves
5. Demonstrate 1. Surveillance procedures of 1. Precautions to be
the knowledge Operation Theater (OT) taken for reducing
of disinfection of 2. Fumigation the rate of
operation procedure in OT infection in OT
theater 3. Duties of GDA in 2. Steps used during
OT fumigation
3
3. Cleaning procedure
of OT
4. Guidelines to be
adhered for
surgical theatre
sterility
6. Demonstrate 1. Methods and 1. Types and general
the knowledge steps of dressing rules of application of
of surgical 2. State different types of surgical dressing
3
dressing dressing
3. Explain the general rules of
dressing

Unit 2: Sterilization and Disinfection

Total
(25 Hrs)
7. Describe the 1. Knowledge of disease, 1. Common places of
diseases caused pathogen, infection body where
by three vertices of the microbes are
microorganism
epidemiological commonly found
triangle? 2. Common places in
2. Differentiate different types the hospital with
of microorganisms highest rate of 3
infection
3. Factors affecting the
occurrence and
prevention of disease
causing
microorganisms
8. Demonstrate 1. State the common 1. Differentiate
the knowledge diseases between bacteria,
of common 2. Enlist the names of bacteria virus, fungi and
human diseases and viruses causing parasites
and their causal diseases in human 2
2. Human diseases
agents
caused by the
bacteria, virus, fungi
and parasites
9. Demonstrate 1. Meaning of Hospital 1. Enlist the common
the knowledge Acquired Infection (HAI) places of infection
of Hospital 2. Activities to be performed in the hospital 1
Acquired by GDA for controlling (HAI) 2. Various causes of HAI
Infections
10. Perform 1. Physical agents and 1. Perform physical
chemical agents used in
disinfection of disinfection and sterilization methods of
wards and sterilization
equipment 2. Enlist the common
disinfectant used in 2
the hospital
3. Enlist the chemicals
used for disinfecting
glassware
Total 25
Unit 3: Introduction to Medication

Total
(20 Hrs)
1. Demonstrate the 1. Types of intravenous drug 1. Various drug delivery
knowledge of delivery method methods
different types of 2. Advantages and 2. Selection of the
drug delivery disadvantages of method of drug 2
system operated the various delivery in a specific
in the hospital conventional drug situation
delivery systems

2. Maintain 1. Discuss Role of 1. Patient’s safety

patient’s safety GDA in patient safety. measures in drug
and 2. Explain model of delivery system
effectiveness in patient safety 2. Sources of hazards of
drug delivery 3. State sources of patient safety in drug
2
hazards in delivery system
patient’s safety in 3. Different safety
different drug measure in the
delivery systems hospital in drug
delivery system
3. Administer the 1. Different routes of 1. Administer any
drug in the administering the drugs in specific drug in the
patient’s body the patient’s body. patient’s body
through correct 2. Explain the importance of through correct route 2
route internal drug delivery route Role of GDA in
selection of route in
drug delivery
4. Demonstrate the 1. Criteria to choose drug 1. Dosage formulations
knowledge of dosage forms. 2. Different dosage
2
various drug 2. Two main types of capsule. forms
dosage forms 3. Various drug dosage forms
5. Demonstrate the 1. Novel drug delivery 1. Different drug given
knowledge of method. by novel drug
Novel Drug 2. Explain DPI and MDI. delivery method
2
Delivery System 3. Transdermal drug delivery 2. Enlist various novel
system with its advantage drug delivery
methods
6. Demonstrate the 1. Classify the controlled drug 1. Use of common
knowledge of delivery system on drugs in control drug
controlled drug the basis of mechanism of delivery system
delivery system release 2. Classification of
2. Osmotic pressure control controlled drug
2
system delivery system
3. Name the mechanisms Release of control
used to deliver a drug in drug to the patient
controlled time and
amount
7. Demonstrate the 1. Explain drug administration 1. Prepare a complete 2
knowledge of 2. Classify medicine groups medication record
basic principles 3. Legal aspects of record 2. Seven rights during
of drug keeping assisting the drug
administration administration
8. Demonstrate the 1. Enlist different forms of 1. Common forms and 2
knowledge of medicine routes of drug
forms and routes 2. Importance of forms v/s administration
of medication route in drug administration 2. Precautions and
3. Read the instruction on the ontraindications,
label of the medicine indication for use,
4. Various signs of allergy side effects and
5. Meaning of standard adverse reaction of
abbreviation used in the medicine
medication chart
9. Classify the drugs 1. Common side effects of 1. Drugs of different 2
anti- depressant categories
2. Classification of drugs 2. Use of drug for
particular indication

10. Demonstrate 1. Enlist the drugs used for 1. Effects and side 1
the knowledge disrhythmia effects of
of drugs of 2. Categorize the drugs in cardiovascular drugs
cardiovascular treatment of cardiovascular 2. Use, contraindication
system system and implications of
cardiovascular drugs
3. Medicines that fall
under the
cardiovascular drug
category
11. Demonstrate 1. Techniques of disposing a 1. Safe disposal of 1
the knowledge medicine medicine
of storage and 2. Preventive measures to 2. Medical errors in drug
administration control the mistakes in drug administration
of medicine administration 3. Adopt strategies in
3. Control measures used to prevention of
prevent the spread of infection in drug
infection administration
Total 20
Unit 4: Immunization
Total
(25 Hrs)
1. Differentiate 1. Explain the meaning of 1. Differentiate between
between various Immunity Bacteria and Virus
types of 2. Differentiate between 2. Prepare a sample
immunity innate and adoptive Immunization 6
immunity
3. Differentiate between
passive, active immunity
2. Prepare 1. Importance of 1. Prepare a
immunization immunization Immunization
schedule chart 2. Side effects of calendar for an infant
immunization based on date of 6
3. Various aspects of birth.
Immunization schedule
chart
3. Identify the key 1. Key components of a 1. Key components of a
components of universal immunization Universal
universal programme (UIP) Immunization
6
immunization Programme
programme (UIP) 2. Enlist the diseases
covered under UIP
4. Identify the key 1. Key components of a Pulse 1. Key components of a
components of Immunization Programme Pulse Immunization
pulse Programme 7
immunization
programme
Total 25

Unit 5: Physiotherapy
Total
(30 Hrs)
1. Demonstrate the 1. Explain Physiotherapy. 1. Different techniques
knowledge 2. Holistic approach used in of physiotherapy 6
of basic physiotherapy 2. Need of
principles of 3. State basic principles of physiotherapy in
physiotherapy physiotherapy different condition of
the patient
2. Demonstrate the 1. State basic principles of 1. Move an object
knowledge of good body mechanics properly to a new
principles and 2. Reasons for the use of location 6
techniques of proper body mechanics 2. Good body
good body mechanics
mechanics
3. Demonstrate the 1. Purpose of exercise 1. Suggest exercise
knowledge of 2. State the precautions to be according to the
exercise taken by the patients while patient is need 6
performing physical 2. Preparation, after
exercises care, risks and results
associated with
physical exercises
4. Demonstrate the 1. Define active range of 1. Suggest active range
knowledge of motion (ROM) exercise of motion exercise
active range of 2. Explain the selection according to patient 6
motion exercise criteria of active ROM need
exercise 2. Techniques of active
3. Types of active ROM ROM exercises
exercises
5. Demonstrate the 1. Define passive range of 1. Suggest passive
knowledge of motion exercise range of motion
Passive Range of 2. State the care to be taken exercise, according 3
Motion exercise while giving passive to patient’s need
exercise 2. Techniques of passive
ROM exercises
6. Demonstrate the 1. Procedure of breathing 1. Deep breathing and
knowledge of exercise coughing exercises
breathing and 2. Procedure of coughing 2. Perform pursed lip 3
coughing exercise breathing,
exercises 3. Explain the working of trifle diaphragmatic
breathing, abdominal
breathing and belly
breathing exercise
Total 30
Unit 6: Bio Medical Waste Management

Total
(20 Hrs)
1. Demonstrate the 1. Define bio- medical waste 1. Waste according
knowledge of 2. Enlist the risks involved in to their category
bio- medical poor waste management 2. Need of bio- medical
waste in hospital waste management

Unit 6: Bio Medical Waste Management

Total
(20 Hrs)
management 3. Importance of hospital 3. Routes of transmission 5
waste management with of infection in
respect to hospital staff hospitals
and general public
4. Explain how bio-medical
waste management helps
in environment protection
5. Enlist the routes of
transmission of infection in
hospitals
2. Demonstrate the 1. Enlist the sources of bio- 1. Various sources of
knowledge of medical waste bio-medical waste in
the sources and 2. Areas of bio medical waste hospitals
disposal generation in hospital 2. Disposal techniques 5
methods of bio- 3. Method of disposing off of of different bio-
medical waste micro biological and bio medical waste
technological waste in
hospitals
3. Demonstrate the 1. Explain autoclaving and 1. Appropriate colour
knowledge of shredding coding for bio-
segregation, 2. Transportation process of medical waste
packaging, bio- medical waste 2. Different methods of 5
transportation 3. Procedure of treatment of treatment of bio-
and storage of general waste and bio- medical waste
bio-medical medical waste in hospital 3. Transportation of bio-
waste 4. State the importance of medical waste
color coding criteria 4. Bio-medical waste
recommended by WHO according to
category, container
to be used for
disposal and class of
bio-medical waste
4. Identify the role 1. State the functions of 1. Role of various
of personnel hospital waste personnel in bio-
involved in management committee medical waste
waste 2. Duties of medical management in
management superintendent regarding hospital 5
bio- medical waste 2. Role and functions of
management HHA in bio- medical
3. Duties of matron in bio – waste management
medical waste 3. Importance of
management providing training to
4. Importance of training on all categories of staff
hospital waste of the hospital
management to different
categories of staff in a
hospital
Total 20

Unit 7: Medical Records

Total
(15 Hrs)
1. Prepare 2. Explain the purpose of 1. Importance and
complete health service planning purpose of
medical record 3. Explain the significance of documentation
documentation in decision 2. Maintain records
analysis according to the
5
4. Importance of purpose
documentation in assuring 3. Significance of
quality services documentation in
to patients analyzing the needs
of the patient
2. Identify the 1. Explain the 1. Maintaining
principles of importance of confidentiality of
documentation mentioning the patient’s records/
date and time during documents
recording 2. Principles of
2. Importance of documentation
confidentiality in 3. Maintaining records 8
maintaining medical appropriately
record of the patient
3. Describe the procedure of
making corrections and
omissions in healthcare
documents
3. Demonstrate the 1. Explain LAMA 1. Content of medical
knowledge of 2. Explain change of shift documentation
content of note 2. Arrange various
medical 3. Purpose of records in an
documentation transfer and discharge appropriate 4
note sequence
3. Types of entries in
preparing medical
documentation
4. Identify the role 1. Explain different format 1. Types and methods
of GDA in and methods of of medical records
maintaining documentation 2. Maintain records in
record 2. Enlist the documents proper
maintained by the hospital documentation 3
in MLC and RTA cases format
3. Explain POMR 3. Maintain medical
records for MLC
and RTA cases
Total 20

6. ORGANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to
expose them to the activities in the workplace.
Visit a Hospital and observe various activities of the nurses on daily schedule basis. Also
observe the following activities at Hospital:
1. Front office activities

2. Reception and registration activities
3. Disinfecting wards and equipments
4. Laundry services
5. Various activities related to patient care
6. Demonstration of First Aid
7. Bed making
8. To observe the various safety measures
9. To take first-hand knowledge of Bio medical waste Management
10. Observe the demonstration of Hospital record keeping
7. LIST OF EQUIPMENT AND MATERIALS
The list given below is suggestive and an exhaustive list should be prepared by the
vocational teacher. Only basic tools, equipment and accessories should be procured by the
Institution so that the routine tasks can be performed by the students regularly for practice
and acquiring adequate practical experience.
1. Advanced Male and Female Catheterization Kit
2. Air Cushion
3. Airway Mannequin
4. Ambu Bag with Mask (Adult)
5. Artery Forceps
6. Auto-loading Stretcher made of aluminum alloy
7. Back Rest
8. Bath Tub
9. Bed Pan
10. Bed Sheet, Blanket, Pillow with Pillow Cover
11. Bed Side Locker
12. Birthing Simulator
13. Call Bell
14. Cardiac Table
15. Cervical Colour Set of Large Medium and Small
16. CPR Mannequin
17. Crash Card
18. Crutch
19. Cupboard
20. Dissecting Forceps
21. Doctors Table

22. Draw Sheet

23. Electronic Blood Pressure Monitoring Machine
24. Enamel Basin
25. Fire Extinguisher (5 KG ABC type)
26. Foot Step
27. Full Body Mannequin – Basic
28. Goggles
29. Gown
30. ICU Bed with Mattress
31. IV Stand
32. Kidney Tray
33. Male Multi-Veno Intravenous Arm
34. Malleable Splint Set (Large Medium and Small)
35. Measuring Glass
36. Nail Cutter
37. Nail Filer
38. Oral care Set
39. Oxygen Cylinder with Connector, Key, Face Mask and Tubing
40. Patient Examination Table
41. Patient Remote Bell
42. Pocket Mask
43. Rubber Sheet (2 x 2 meters)
44. Sand Bag
45. Scissor
46. Scoop Stretcher
47. Simulation Equipment - Mannequins
48. Spine Board
49. Spoon
50. Steel Basin 1 Set (3 Large, 3 Medium, 3 Small)
51. Steel Bowl
52. Steel Glass
53. Steel Jug
54. Steel Plate
55. Steel Tray 1 Set (2 Large, 2 Medium and 3 small)
56. Sterilizer
57. Stethoscope
58. Stop Watch
59. Suction Apparatus
60. Syringe Destroyer and Needle Burner
61. Thermometer
62. Towel
63. Urinal Set (1 Male + 1 Female )
64. Walker
65. Weighing Machine
66. Wheel Chair
67. Wound Care Model Anatomical
68. First Aid Kit

8. VOCATIONAL TEACHER’S/ TRAINER’S

QUALIFICATION AND GUIDELINES
Qualification and other requirements for appointment of vocational teachers/trainers on

contractual basis should be decided by the State/UT. The suggestive qualifications and
minimum competencies for the vocational teacher should be as follows:
S.No. Qualification Minimum Competencies Age Limit
1. Teacher B.Sc. Nursing  Effective 18-37 years (as on

and Midwifery (4 years) communication skills Jan. 01 (year)
or 3½ years Diploma in (oral and written) Age relaxation to be
GNM with one year  Basic computing skills. provided as per Govt.
experience  Technical competencies rules.
(e.g., Should be able to
perform and train the
patient related skills
Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as

an integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved
in teaching of vocational subjects and also serve as a link between the industry and the
schools for arranging industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging
quality Vocational Teachers/Trainers in the schools. Various parameters that need to be
looked into while engaging the Vocational Teachers/Trainers are mode and procedure of
selection of Vocational Teachers/Trainers, Educational Qualifications, Industry Experience,
and Certification/Accreditation.
The State may engage Vocational Teachers/Trainers in schools approved under the
component of Vocationalisation of Secondary and Higher Secondary Education under RMSA
in the following ways:
(i) directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector Skill
Council(SSC)
OR
(ii) through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee
on 21.07.2016. If the State is engaging Vocational Teachers/Trainers through the
Vocational Training Provider (VTP), it should ensure that VTP should have been accredited
at NQAF Level 2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or

quality criteria which the different organisations involved in education and training
must meet in order to be accredited by competent bodies to provide government-
funded education and training/skills activities. This is applicable to all organizations
CURRICULUM: HEALTHCARE –qualifications.
offering NSQF-compliant GENERAL DUTY ASSISTANT 37 | P a g e
The educational qualifications required for being a Vocational Teacher/Trainer for a

particular job role are clearly mentioned in the curriculum for the particular NSQF compliant
job role. The State should ensure that teachers / trainers deployed in the schools have
relevant technical competencies for the NSQF qualification being delivered. The Vocational
Teachers/Trainers preferably should be certified by the concerned Sector Skill Council for the
particular Qualification Pack/Job role which he will be teaching. Copies of relevant
certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.
To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The
selection procedure should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
of experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.
In case of appointment through VTPs, the selection may be done based on the above
procedure by a committee having representatives of both the State Government and the
VTP.
The State should ensure that the Vocational Teachers/Trainers who are recruited should
undergo induction training of 20 days for understanding the scheme, NSQF framework and
Vocational Pedagogy before being deployed in the schools.
The State should ensure that the existing trainers undergo in-service training of 5 days every
year to make them aware of the relevant and new techniques/approaches in their sector
and understand the latest trends and policy reforms in vocational education.
The Head Master/Principal of the school where the scheme is being implemented should
facilitate and ensure that the Vocational Teachers/Trainers:
(i) Prepare session plans and deliver sessions which have a clear and relevant purpose and
which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to achieve
the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;
(iv) Engage students in learning activities, which include a mix of different methodologies,
such as project based work, team work, practical and simulation based learning
experiences;
(v) Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and
other workplaces;
(vi) Identify the weaknesses of students and assist them in upgradation of competency;
(vii) Cater to different learning styles and level of ability of students;

(viii) Assess the learning needs and abilities, when working with students with different abilities
(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) Provide placement assistance
Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them
aware of their performance and for suggesting corrective actions. The States/UTs should
ensure that the performance of the Vocational Teachers/Trainers is appraised annually.
Performance based appraisal in relation to certain pre-established criteria and objectives
should be done periodically to ensure the quality of the Vocational Teachers/Trainers.
Following parameters may be considered during the appraisal process:

1. Participation in guidance and counselling activities conducted at Institutional, District
and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous upgradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and International
level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.



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LEARNING OUTCOME

COURSE: Health Care

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

COURSE: Health Care

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a

S.No. Title Page No.

COURSE TITLE: Health Care – General Duty Assistant

COURSE OUTCOMES: On completion of the course, student should be able to:

 Communicate effectively with the customers;

COURSE DURATION: 600 hrs

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 1|Page

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 2|Page

The unit-wise distribution of hours and marks for Class 12 is as follows:

The teaching and training activities have to be conducted in classroom, laboratory/

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 3|Page

PRACTICAL WORK IN LABORATORY/WORKSHOP

FIELD VISITS/ EDUCATIONAL TOUR

4. ASSESSMENT AND CERTIFICATION

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 4|Page

The blue print for the question paper may be as follows:

Duration: 3 hrs Max. Mark: 30

5. Evaluation – (Appraise, judge, and/or

SKILL ASSESSMENT (PRACTICAL)

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 5|Page

Student Portfolio is a compilation of documents that supports the candidate’s claim of

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 6|Page

Unit 1: Communication Skill - III

Unit 2: Self-management - III

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 7|Page

3. Apply time 1. Meaning and 1. Game on time

Unit 3: Information and Communication Technology - III

Unit 4: Entrepreneurship Development - III

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 8|Page

values and orientation with respect 2. Group work on

Unit 5: Green Skills - III

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 9|Page

2. Describe the 1. Stakeholders in green 1. Preparing posters on

Part B: Vocational Skills

Unit 1: Introduction to Healthcare Systems

2. Identify the 1. Functions of a hospital in 1. Various components 2

3. Describe role 1. Role and functions of a 1. Requirements for 2

4. Describe the 1. Role of rehabilitation facility 1. Facilities at the 2

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 10 | P a g e

5. Describe the 1. Role of long Term care 1. Equipment and 2

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 11 | P a g e

role and functions of

Unit 2: Role of General Duty Assistant in Patient Care

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 12 | P a g e

Unit 2: Role of General Duty Assistant in Patient Care

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 13 | P a g e

Unit 2: Role of General Duty Assistant in Patient Care

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 14 | P a g e

Unit 2: Role of General Duty Assistant in Patient Care

19. Demonstrate 1. Terms: 1. Classify the various

Unit 3: Customer Service and Public Relation

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT 15 | P a g e