Purpose Statement
PCC’s program technical standards have been developed to help students understand nonacademic standards, skills, and performance requirements expected of a student in order to complete this particular curriculum. If an accommodation is necessary to participate in the program, it is imperative to identify a reasonable accommodations to those students who qualify under the Americans with Disabilities Act (ADA). Reasonableness is determined by Accessibility Resources and the program on a case-by-case basis utilizing the program technical standards. The accommodation needs to be in place prior to the start of the program, or it may delay your ability to start the program. It is the student’s responsibility to contact Accessibility Resources and request accommodations.
Listed below are technical standards for programs offered at Piedmont Community College:
Accounting and Finance
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Use of judgment and problem-solving Application of ethical standards | Researching tax or financial information based on client’s situation/needs. Based on research, deciding on best plan of action for a given situation. Using judgment to decide when a decision is unethical versus illegal and responding appropriately. |
| Mobility/Motor Skills | Ability to perform office functions such as sitting for prolonged periods, navigating work stations and office setting | Copying, filing client records, etc. Readying mailings Lifting items in an office environment |
| Tactile Skills | Use of computer keyboard | Data entry and software related tasks are inherent to this profession. Most daily functions are carried out using a computer. |
| Auditory Skills | Listen to client needs/situation and respond accordingly. Interact in the work environment becoming to generate group decisions and processes. | Professional meetings between team members and/or clients which use collaboration and discussion to generate decisions. |
| Visual Skills | Ability to tolerate viewing a computer screen for extended lengths of time | Data entry and software related tasks are inherent to this profession. Most daily functions are carried out using a computer. |
| Communication Skills | Ability to communicate orally with others Ability to communicate effectively in writing Comprehension and understanding of spoken and written language | Discussion in both organizational and client meetings. Email, business letters, financial reporting and other business correspondence. |
| Interpersonal Skills | Ability to work with others in a variety of settings and situations. Requires the ability to listen to others and determine their wants and needs | The office environment is a group setting where assignments are tasked to the team for completion, for example an audit team will work together to complete the steps required to audit the financial report of a client. |
| Behavioral Skills | Maintaining hygiene and dress requirements for an office setting Ability to adapt to changing environments and work related challengeswork-related | Daily dress and hygiene for business and professionalism. Adapting to procedural changes in the work environment due to changes in processes and/or technology. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Agribusiness
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to collect, interpret, and integrate information and make decisions Use of judgment and problem-solving | Be able to understand, read and comprehend instructions in technical manuals, manufacturer’s instructions and warning labels in English |
| Mobility/Motor Skills | Sufficient motor skills to perform physical activities related to farms or shop environment. Fine and gross motor skills may be required, along with functional use of the senses of touch and vision to enable students to work with farm equipment. | Be capable of working with many types of hand, air or other power tools. |
| Tactile Skills | Sense of touch sufficient to manipulate lab equipment properly | Be capable of accurately operating and reading lab equipment, including testing and/or measuring equipment, necessary for laboratory work |
| Auditory Skills | Sufficient hearing to communicate with others | Be capable of hearing tones of various pitches emitted by testers and meters Be capable of hearing equipment running and/or operating to determine if working correctly |
| Visual Skills | Visual ability for identifying details, using equipment, hand/eye coordination | Have sufficient visual capacity to read prints, schematics and other documents, as well as meters and testers Be able to clearly distinguish all primary colors Have good peripheral vision and depth perception |
| Communication Skills | Communicate with clarity and precision using appropriate terminology and concepts Efficient, effective, accurate and timely communication using a range of communication media as appropriate to the purpose and audience, for example in-person meetings, telephone, letters/memos, email, web-conferencing Comprehension and understanding of spoken and written language with fluency Understand nonverbal information and cues in interpersonal encounters | Be able to communicate with co-workers, instructors and other students at a moderate distance Reading an email and writing an appropriate response via email Reading a document in a common file format, such as Microsoft Word or Adobe PDF and writing a response using appropriate software such as Microsoft Word Utilizing an online communication system such as the forum post or chat feature in the College’s Learning Management system (OpenLMS / Moodle) Interacting in face to face conversations with fellow students, instructors and work based learning employers and co-workers |
| Interpersonal Skills | Ability to nurture mature, sensitive, and effective relationships Ability to adapt to changing environments and work related challenges Establish rapport with instructors, classmates, stakeholders, clients and colleagues Work cooperatively and with honesty and integrity with peers, faculty, and colleagues Emotional health and maturity to enable meaningful interactions with classmates, instructors, and professional colleagues Development of conflict resolution skills / ability to negotiate conflicting attitudes and opinions Maintain hygiene and dress requirements for an office setting | Work with classmates on a group assignment or major project Respectfully engage with an instructor to learn from and improve performance based on feedback from submitted assignments, exams |
| Behavioral Skills | Prompt attention to and completion of all responsibilities attendant to the occupation Integrate constructive criticism received from both on-campus and off-campus learning settings Dress appropriately in College settings and in a manner befitting the profession in work based learning placement Effectively handle stress effectively by using appropriate self-care, College student services resources, and by developing supportive relationships with colleagues, peers, and others | Complete and submit assignments, exams and other course activities by the specified deadline or due date Anticipate when you will not be able to meet a course or assignment objective and proactively contact those involved to effectively address the situation Effectively plan and manage your schedule so that you budget sufficient time to complete course work |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Associate Degree Nursing
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Skills that demonstrate the use of judgment and problem-solving needed to prioritize responses and interventions that maintain safety and provide care for patients. | Including the use of scientific and evidence-based knowledge regarding alterations in health, to guide actions which promote safety and maintain patient-centered care. Skill development includes reading and comprehending relevant information in textbooks, medical records, and other forms of data. |
| Mobility/Motor Skills | Maintenance of physical abilities sufficient to move from room to room and maneuver in small spaces. | Including but not limited to flexibility for bending and squatting, sufficient dexterity and strength to assist patients with physical limitations and manipulate patient equipment. |
| Tactile Skills | Sense of touch sufficient to perform a physical examination and to detect movement. | Including but not limited to detecting pulses and determining skin turgor. |
| Auditory Skills | Hearing sufficient to monitor and assess health needs. | Including but not limited to hearing a call bell, alarms, heart sounds, breath sounds, and cries for help. |
| Visual Skills | Vision sufficient for observation and assessment necessary to provide care. | Including but not limited to observing patient response to treatment, changes in skin color, readings on equipment, and medication instructions. |
| Communication Skills | Use of therapeutic communication that fosters collaboration with the patient, family, and members of the interdisciplinary healthcare team. | Including written and speaking skills sufficient to perform nursing assessments, provide patient teaching, document observations, interpret doctor’s orders, record patient responses to treatments, write nurses’ notes, give and receive patient reports. |
| Interpersonal Skills | Ability to work well with others using active listening and cooperation. | Including the ability to interact with individuals, families and groups from a variety of social, emotional, cultural, and intellectual backgrounds and the establishment of positive relationships with patients, families, peers, agency staff members and faculty. |
| Behavioral Skills | The ability to adapt to changing environments and work-related challenges while maintaining composure in stressful situations. The ability to consistently demonstrate professional behaviors in attitude, communication, and work ethic while adhering to professional boundaries. | Including behavior that demonstrates respect of self and others, and behavior that demonstrates initiative, cooperation, and professionalism. Performance of duties that adhere to ethical and legal standards and promote a positive image of professional nursing. Performs duties within scope of practice. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Business Administration
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Decision making and problem-solving Application of ethical standards. | When working with supervisors, peers, vendors or customers must be able to apply critical thinking skills and make decisions in short time frame. Must be able to comprehend and apply company policies and procedures. |
| Mobility/Motor Skills | Use of computer keyboard and mobile communication technologies. Ability to perform standard office functions such as sitting/standing at a workstation, participation in meetings and on teams with occasional travel. | Typing skills are increasingly important across all levels of the organization. Workdays can span 8 plus hours per day with occasional weekend hours required. Occasional travel may be required. |
| Tactile Skills | Use of computer keyboard | Data entry and software related tasks are inherent to this profession. Most daily functions are carried out using a computer. |
| Auditory Skills | Comprehension and understanding of spoken language. | Must be able to place and receive telephone or video calls and participate in occasional web based meetings. Interaction with suppliers, customers, peers and others is common. |
| Visual Skills | Ability to work on a computer for extended lengths of time. | Computers and mobile communication tools are ubiquitous in business administration. |
| Communication Skills | Ability to communicate effectively with others, both orally and in writing. Comprehension and understanding of spoken and written language. | Communication both sending and receiving are key to participating in and managing organizations. |
| Interpersonal Skills | Ability to work collaboratively with others in a variety of settings and situations. | Managers and staff are expected to work independently. Teamwork is frequently required in today’s work environment. |
| Behavioral Skills | Maintain hygiene and appropriate dress requirements in a professional setting. Demonstrate professionalism and strong work ethic. Requires the ability to adapt to changing environments and work related challenges. | Business administration employees represent their company with vendors, customers and other industry participants as well as peers/supervisors and must maintain professionalism and integrity. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Central Sterile Processing
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Use of judgment and problem-solving. Ability to prioritize responses and interventions in emergency situations. Application of ethical standards. | Performing closing counts while prioritizing sterile team members’ request |
| Mobility/Motor Skills | Ability to perform functions such as standing for prolonged periods of time (4 to 6 hours) while navigating surgical field environment. Ability to stand in one confined area for extensive periods (excess of 4 to 6 hours). Ability to lift instrument trays up to 50 pounds. Ability to push and manipulate large, heavy equipment (over 100 pounds). | Lengthy procedures that often require abstinence from nourishment and restroom breaks while standing in one confined area. Lifting heavy instrument caskets. Moving equipment. Transferring patients from stretcher to Operating Room (OR) bed and back. |
| Tactile Skills | Fine and gross motor skills and the ability to perform multiple motor tasks simultaneously Manual dexterity to retrieve requests supplies or instruments and pass them quickly and smoothly to the team members | Passing instruments to multiple sterile personnel while holding retractor(s). Passing instrumentation and supplies to sterile team members. |
| Visual Skills | Visual ability to have peripheral and depth perception and ability to distinguish shades of color. Visual ability to see 20/20 or better with or without use of corrective lenses/glasses. Visual ability to recognize hand signals. | Visualizing hair-thin suture and micro-needles in order to maintain correct counts during procedure. Visualizing hand signals during surgery |
| Communications Skills | Comprehensive understanding of spoken and written English language to include complex medical terminology, the ability to read medication/prescription labels, directions for dosage and use in an accurate and expedient manner. Ability to verbally and in writing report client data to the healthcare team, requires reading and writing on charts. | Reading and creating medication labels. Communication with fellow team members |
| Interpersonal Skills | Ability to work with others in a variety of settings and situations. Maintaining hygiene and dress or uniform requirements. Ability to listen to others and determine their wants and needs and respond quickly | Able to interact in a socially appropriate and professional manner when interacting with faculty, peers, and healthcare team. |
| Behavioral Skills | Ability to adapt to changing environments and work-related challenges while maintaining composure in stressful situations. Ability to maintain utmost integrity and aseptic technique | Demonstrates respect for self, patients, peers/students, faculty, and healthcare team. Demonstrate initiative, cooperative and professional behaviors, and enthusiasm. Able to perform duties within the scope of practice. Maintain personal hygiene/professional appearance. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Cosmetology
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Critical thinking ability sufficient for clinical judgment General understanding of salon and cosmetology guidelines and practices Use of judgment and problem-solving Application of ethical standards Understanding of health and safety guidelines | Identify cause and effect relationship in clinical situations Assimilate knowledge from lecture, laboratory, and clinical areas Retain factual information and use it appropriately Develop professional suggestions for salon services and treatment plans |
| Mobility/Motor Skills | Physical abilities sufficient to move around the simulated salon setting and treatment areas and use laboratory equipment, as well as perform required steps for all services Tolerance for working with various chemicals Ability to stand for prolonged periods, navigating work stations and salon settings Ability to utilize sharp instruments such as razors and scissors; and salon equipment Ability to multi-task Time management skills Physical health sufficient to perform and receive salon services Gross and fine motor abilities sufficient to provide safe and effective salon services | Move around clinical space and equipment. Stretch, bend, stand, and elevate arms for a long period of time Have stamina to stand and ambulate around the simulated salon environment for long periods of time Use equipment appropriately Use thermal treatment applications Assist clients with transfer and movement into shampoo chairs Drape appropriately. Promote sanitation and safety. |
| Tactile Skills | Skills necessary to complete cosmetology procedures in a timely manner Tactile feeling to assess client need | Perform procedures taught and required by the NC State Board in a timely manner. Example: Perform a basic 90 degree haircut in 30 minutes. Student can feel changes in texture of hair and skin which is needed to properly access and perform needed services. |
| Auditory Skills | Auditory abilities sufficient for following instructions/directions and assessment of services for clients in a simulated salon | Observe and listen to client in the consultation phase. Observe and respond to client during salon service phase. Educate client post-service phase. |
| Visual Skills | Visual abilities sufficient for following instructions/directions and assessment of services for clients in a simulated salon | Observe client in the consultation phase. Observe and respond to client during salon service phase. Educate client post-service phase. |
| Communication Skills | Communication abilities sufficient for interaction with others in verbal and written form. Ability to communicate orally with others Ability to communicate effectively in writing Comprehension and understanding of spoken and written language including the unique verbiage used in the industry for scope of practice. | Collect assessment data. Explain salon services and procedures. Read instructions accurately. Document and interpret salon services developed, prescribed, and performed. Verbalize to clients the details of the various services as well as proper home maintenance Work as a team member in the salon environment |
| Interpersonal Skills | Abilities sufficient to interact and work with individuals from a variety of social, emotional, cultural, and intellectual backgrounds Ability to work with others Maintaining hygiene and dress requirements for a salon setting Ability to listen to others and determine their wants and needs Ability to adapt to changing environments and work-related challenges | Establish rapport with clients, colleagues, members of the business community, and other salon professionals Demonstrate patience and empathy with clients Demonstrate delivery of required salon services with a variety of individuals |
| Behavioral Skills | Display of good character, friendliness in multiple situations and circumstances Develop professional relationships with peers, clients and management through application of soft skills such as cooperation, discussion, and negotiation | Work in the salon setting with clients and others to build clientele and positive working relationships |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Criminal Justice
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to collect, interpret, and integrate information and make decisions within a range of function | Read and comprehend relevant information in textbooks, statutory/case law, legal/non-legal documents Determine the importance and relevance of legal principles in individual scenarios Detach from individual prejudices and assumptions to make informed decisions in high and low stress situations |
| Mobility/Motor Skills | Adequate ability to perform physical requirements | Sufficient dexterity to use computer keyboard for long periods of time Ability to perform functions such as sitting for prolonged periods of time and navigating office environments |
| Auditory Skills | Sufficient hearing to communicate with others | Ability to interpret, retain, organize, and manipulate spoken language Actively listen to clients/customers and co-workers |
| Visual Skills | Sufficient eyesight to read documents and records | Ability to identify and research official court documents Ability to identify and research deed books, civil ledgers, criminal records |
| Communication Skills | Adequate comprehension and understanding of the English language in spoken, written, and nonverbal formats | Give directions and answer questions Keep accurate records using appropriate terms with correct grammar and spelling Recognize, interpret, and respond to nonverbal behavior of self and others Resolve conflict in a calm, non-defensive, and respectful manner |
| Interpersonal Skills | Ability to work collaboratively with others | Interact appropriately with individuals from a variety of social, emotional, cultural, and intellectual backgrounds Ability to listen to others and determine their wants and needs Ability to employ basic conflict management skills |
| Behavioral Skills | Exhibit professional behaviors in the work environment | Be accountable for schedules and work performance Demonstrate initiative, flexibility, enthusiasm, honesty, cooperative behavior Perform duties efficiently, willingly, and thoroughly Present professional appearance and maintain personal hygiene |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Digital Effects and Animation Technology
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to collect, interpret, and integrate information and make decisions Use of judgment and problem-solving | Read and comprehend relevant information in textbooks and written records Problem solve technical and conceptual challenges in all stages of production |
| Mobility/Motor Skills | Sufficient motor skills to perform physical activities related to common studio occupations including artist, rigging, and environment development Fine and gross motor skills may be required along with functional use of the senses of touch and vision to enable students to work with physical computer and studio equipment | Using common computer input devices including a keyboard, computer mouse, touch screen, and similar devices Using art mediums such at paper, clay, or 3D printing material |
| Tactile Skills | Sense of touch sufficient to manipulate studio equipment properly | Align, orient and manipulate on screen computer elements, pencils, pens, paintbrushes or other art medium |
| Auditory Skills | Sufficient hearing to communicate with others | Participating in a group project scenario |
| Visual Skills | Viewing information output from a wide variety of computer programs displayed on a computer screen or remote terminal Viewing content in an online lab environment | Using an online lab computer or simulation environment Viewing supplemental streaming video content from: the learning management platform, textbook publishers and related 3rd party platforms, video streaming services such as the YouTube™ platform |
| Communication Skills | Communicate with clarity and precision using appropriate terminology and concepts Efficient, effective, accurate and timely communication using a range of communication media as appropriate to the purpose and audience, for example in-person meetings, telephone, letters/memos, email, web-conferencing Comprehension and understanding of spoken and written language with fluency Understand nonverbal information and cues in interpersonal encounters | Reading an email and writing an appropriate response via email Reading a document in a common file format, such as Microsoft Word or Adobe PDF and writing a response using appropriate software such as Microsoft Word Utilizing an online communication system such as the forum post or chat feature in the College’s Learning Management system (OpenLMS / Moodle) Interacting in face to face conversations with fellow students, instructors and work based learning employers and co-workers |
| Interpersonal Skills | Ability to nurture mature, sensitive, and effective relationships Ability to adapt to changing environments and work related challenges Establish rapport with instructors, classmates, stakeholders, clients and colleagues Work cooperatively and with honesty and integrity with peers, faculty, and colleagues Emotional health and maturity to enable meaningful interactions with classmates, instructors, and professional colleagues Development of conflict resolution skills / ability to negotiate conflicting attitudes and opinions Maintain hygiene and dress requirements for an office setting | Work with classmates on a group assignment or major project Respectfully engage with an instructor to learn from and improve performance based on feedback from submitted assignments, exams |
| Behavioral Skills | Prompt attention to and completion of all responsibilities attendant to the occupation Integrate constructive criticism received from both on-campus and off-campus learning settings Dress appropriately in College settings and in a manner befitting the profession in work based learning placement Effectively handle stress effectively by using appropriate self-care, College student services resources, and by developing supportive relationships with colleagues, peers, and others | Complete and submit assignments, exams and other course activities by the specified deadline or due date Anticipate when you will not be able to meet a course or assignment objective and proactively contact those involved to effectively address the situation Effectively plan and manage your schedule so that you budget sufficient time to complete course work |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
EKG Technician
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to collect, interpret, and integrate information and make good decisions within range of abilities and scope of practice | Read and comprehend relevant information in textbooks, medical records, and other forms of data. |
| Mobility/Motor Skills | Ability to manipulate equipment through adequate gross and fine motor skills, stoop, bend, or turn while providing safe patient care. | Able to use equipment as indicated, i.e. wheelchairs, lifts, stretchers, bathing chairs, walking implements. Properlyu positiona nd transfer patients. Administer effectve BLS/CPR. |
| Tactile Skills | Adequate sense of touch to monitor patients and detect health needs/abnormalities | Able to palpate skin for proper EKG lead application. |
| Auditory Skills | Ability to hear electronic equipment to monitor and maintain safety of the patient. | Able to hear patient safety alarms, i.e. fire, evacuation, emergency, overheard alarms, announcements. |
| Visual Skills | Ability to communicate with patients and healthcare team members and be able to understand what is being communicated. Ability to communicate with patients and healthcare team mebers and be able to understand what is being communicated. | Able to observe and report patient changes in skin color, breathing, mobility, and communication. Able to accuratley record patient data/activities. ABle to read/ interpret a variety of equipment, i.e. EKG machine and related equipment such as EKG leads to skin in proper locations. |
| Communication Skills | Able to effectively express oneself in English in verbal, nonverbal, and written formats with faculty, students, patients, and families, and other healthcare team members | Offer support to patients, ask direct questions and answer questions, demonstrate active listening skills, recognize and respond to non-verbal communication, able to keep accurate records and charting with medical jargon and spelling. |
| Interpersonal Skills | Able to effectively communicate and collaborate with faculty, student-peers in the classroom/lab/clinical settings, employers/healthcare workers and when working with patients. | Able to interact in a socially appropriate manner when interacting with faculty, peers, patients, and families. Able to establish professional rapport with patients and healthcare team. Willing and able to participate in role-playing scenarios to strengthen skill base when working with patients and other healthcare workers. Able to demonstrate socially appropriate behaviors when working with people of a variety of cultural, religious, social, emotional, and intellectual backgrounds. |
| Behavioral Skills | Able to demonstrate respect toward self, peers/students, faculty, patients, families, and healthcare team through consistent display of professional behaviors through attitude, communication, work ethic, commitments while adhering to professional boundaries | Demonstrates respect for self, patients, peers/students, faculty, and healthcare team. Demonstrate initiative, cooperative and professional behaviors, and enthusiasm. Able to perform duties within the scope of practice. Maintain personal hygiene/professional appearance. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
EMT Paramedic
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Create, implement and revise emergency treatment plans based on assessment findings. | Identify cause-effect relationships Plan//control activities for others. Synthesize knowledge and psychomotor skills. Sequence information, events, and activities accurately. |
| Mobility/Motor Skills | Sufficient range of motion and strength to perform tasks necessary for personal and patient safety, assessment and treatment. | Twisting, bending, squatting and stooping to reach patients in any situation. Climb stairs and ladders, hike up to a mile carrying 25 lbs. of equipment, move up to 75 lbs. alone, or team lift up to 250 lbs. Protect themselves from combative patients |
| Tactile Skills | Possess sensitivity to detect faint vibrations, temperature differences, and texture differences | Pulses. Skin condition. Presence of fever, or absence of blood flow (temperature). Location of landmarks for medical procedures (IV’s, needle thoracostomy, etc.) |
| Auditory Skills | Detect loud, soft, high and low frequency sounds | Blood pressure sounds. Heart sounds. Breath sounds. Patient interviews. Scene safety depends on detection of a threat as early as possible |
| Visual Skills | Able to distinguish large and small objects near and at a distance. Detect color and color intensity. Use depth perception. Use peripheral vision to monitor scene safely | Computer use for reporting. Skin changes (blue, pale, flushed, etc.) Recognize distance and speed of approaching threats while on scene. Color-coded medical equipment. Finding objects and people in dark places. |
| Communication Skills | Clearly explain medical procedures and treatments utilizing medical or lay terminology. Effectively influence people and direct activities. Interact appropriately with others. Convey information through writing. | Patient education. Oral reports for patient transfer. Obtain and maintain control to dynamic situations. Document call reports appropriately for billing. |
| Interpersonal Skills | Able to negotiate interpersonal conflict. Respect differences in patients and coworkers. Establish rapport with patients and coworkers. Accept responsibility and correction in a professional manner. | 12-hour shifts at base waiting FOR 911 activation. Rapport is necessary to professionalism. Ego has no place in emergency service. |
| Behavioral Skills | Establish therapeutic boundaries. Provide emotional support. Adapt to stressful and emotional environments. Handle strong emotions. Practice professional ethics in less than ideal situations | 911 calls are dynamic, EMS personnel are the calm in the room. Healthy support systems are necessary to a full-coping mechanism for the things we must see and do. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Gunsmithing
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to measure, calculate, reason, analyze, synthesize, and integrate information | Evaluate drawings and prints to perform proper machining tasks. Apply basic mathematical skills to solve problems. Demonstrate mathematical dexterity in machine related computations. |
| Mobility/Motor Skills | Sufficient motor function to set up and run manual and CNC machining equipment. Able to stand on hard or concrete floors for prolonged periods of time. Able to work with hands, being able to feel by touch, with finger dexterity. | Perform basic competencies related to machining of various parts on manual and CNC machines. Participate solely and completely in lab activities. Demonstrate the ability to perform bench-related work activities. |
| Tactile Skills | Effectively use a computer, keyboard/mouse, and a CNC controller. Ability to physically inspect parts for issues and quality. Ability to perform dexterious manipulative work. Feel by touch with finger dexterity. Complete duties requiring stooping and bending. | Input of both alpanumeric data and use of hardware found a CNC controller in order to program, set up, and operate a CNC machine. Physically measure and inspect parts both prior to, during, and post completion for quality and tolerances. Use industry standard measurement tools, such as calipers and micrometers. |
| Auditory Skills | Ability to tolerate a wide range of noise which can potentially be loud. Effectively hear sounds that indicate potential issues and problems in the machining environment. | Actively listening during machining process for sounds that indicate appropriate processes while machine are operating and parts are being manufactured. Ability to hear other students and staff in the machine shop while machines are operating |
| Visual Skills | Sufficient visual acuity to distinguish details from a distance and a close proximity while wearing appropriate eye protection. Sufficient enough to access printed and electronic documents as well as reading gauges. | Visually inspect parts for quality and precision. Accurately read a variety of measurement instruments during the manufacturing inspections and set up for parts. Read MSDS documents. |
| Communication Skills | Able to follow both written and verbal instructions. Ability to interact with other students, faculty, staff, facility owners, and other technicians. | Demonstrate knowledge and understanding of prints and engineering drawings and the ability to communicate those details. Ability to translate geometrci tolerances and symbols as they relate to quality and inspection. Communication with oral and written documents in the machining processes as they relate to part drawings. Communicate with others in the work environment to troubleshoot machines and programming issues. |
| Interpersonal Skills | Ability to work with others in a variety of settings and situations. Maintain hygiene and dress requirements appropriate for a machining environment. | Collaborate and work with other students during the group projects that require more than one student per machine. Attend class and shop time with clean, appropriate attire that maintains safety standards with the machine shop. |
| Behavioral Skills | Behave in a safe, professional and appropriate manner in both dress and actions as required by the program and school. Maintaining a work pace that is appropriate and actively moving toward quality project completion. | Wearing safety glasses or other required PPE and approved clothing at all times while working in the machine shop, regardless of task being performed. Being attentive to the machining environment and actively monitoring movements when working with the tools and machines. Effectively utilizing the time in the machine shop to work on tasks at hand and not being distracted by others. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Human Services Technology
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Requires general understanding of Human Services guidelines and practices; use of judgment and problem-solving; application of ethical standards | Follow the rules and guidelines for ethics and professional standards in the field. Use supervision and make case decisions for clients. Develop and monitor progress in client service planning. |
| Mobility/Motor Skills | Requires possible long periods of standing; tolerance for various environmental assignments; use of computers and keyboards | The physical stamina to work in a multitude of settings in an office, home visits, in court and other places a client may need services. Use technology for record keeping and other reasons. |
| Tactile Skills | Sufficient hearing or the use of interpretive devices to communicate with clients. | Ability to interpret, retain, organize, and manipulate spoken language Actively listen to clients/customers and co-workers |
| Auditory Skills | Sufficient hearing or the use of interpretive devices to communicate with clients. | Ability to interpret, retain, organize, and manipulate spoken language Actively listen to clients/customers and co-workers |
| Visual Skills | Sufficient vision to read documents and records; observe client behavior. | Make observations about client behavior and responses; read client records and files, |
| Communication Skills | Requires the ability to effectively comprehend and communicate with others orally, in writing, and through non-verbal means. | Engage in positive, productive, professional communication with clients, coworkers and supervisors. Keep written notes in a way that others can understand. Communicate with clients in a way that sets appropriate boundaries while also building rapport. |
| Interpersonal Skills | Requires the ability to work with others in a variety of settings and diverse client populations. | Interact with clients demonstrating genuineness and acceptance; adapt to changing client situations; respond to clients with respect and dignity. |
| Behavioral Skills | Requires the ability to self-regulate emotions and choose behaviors that are professional | Be accountable for schedules and work performance Demonstrate initiative, flexibility, enthusiasm, integrity, and cooperative behavior Perform duties efficiently, willingly, and thoroughly Present professional appearance and maintain personal hygiene |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Industrial Systems Maintenance
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to measure, calculate, reason, analyze, synthesize, and integrate information and solve problems | Demonstrate the ability to understand engineering and technical drawings, and interpret the information to solve problems |
| Mobility/Motor Skills | Sufficient motor functions necessary to operate machining and manufacturing equipment in a safe manner | Manual dexterity sufficient to gain access and operate controls on a variety of electrical/mechanical equipment. • Maintain proper safety precautions while working on electrical and mechanical equipment with potentially lethal voltages and mechanical hazards. |
| Tactile Skills | Be able to effectively use a computer through the use of a manual keyboard, mouse, and viewing a monitor/screen to accomplish tasks requiring email and web browsers | Utilize email and web-based systems to complete and submit assignments and communicate with classmates, instructors, and college staff. • Use technology to access course content and complete assignments |
| Auditory Skills | Being capable of distinguishing various sounds, tones, and pitches emitted by machining and manufacturing equipment | Ability to respond to alarm indicators during the operation of some electrical/electronic equipment. • Ability to audibly discern unusual equipment noises that can indicate potential safety hazards. |
| Visual Skills | Must possess good peripheral vision and have depth perception | Ability to respond to visual alarm indicators during the operation of some electrical/electronic equipment |
| Communication Skills | Being able to effectively communicate with others in English, and to accurately gather, disseminate, and clarify specific information | Effectively communicate orally and using written documents containing technical information. |
| Interpersonal Skills | Must be able to effectively communicate and work within a team | Must work within a team setting to identify solutions to a problem. |
| Behavioral Skills | Behave in a professional, safe, and appropriate manner in both dress and action as required by the program • Ability to maintain a work space that is appropriate and actively moving toward quality project completion • Does not take risks to endanger equipment or personnel • Respectful to teachers and other learners • Follow all rules and regulations | Behaving safely and not roughhousing or playing during labs. • Being respectful of others and equipment. • Being attentive to task at hand for some dangerous situations. • Effectively utilizing the time in class to work on assigned tasks. • Not being easily distracted or distracting others. • Respecting instructors, students, and equipment. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Information Technology
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Undertake effective research to build on professional expertise and inform decision making Evaluate the effectiveness of a variety of specific technical or professional interventions Accurately follow course syllabi, directions for assignments, laboratories, or other course activities Exercise sound judgment with the benefit of this information and knowledge / skills | Reading assignment instructions and creating or modifying a spreadsheet using common software such as Microsoft Excel to achieve assignment instructions Reading a program requirements document or soliciting program requirement information from an instructor or customer and use that information to inform the design of a computer program that achieves the objectives |
| Mobility/Motor Skills | Sufficient motor skills to perform physical activities related to common information technology occupations including technical support, computer programming, network administration, data analysis Fine and gross motor skills may be required along with functional use of the senses of touch and vision to enable students to work with physical computer and networking equipment | Using common computer input devices including a keyboard, computer mouse, touch screen, and similar devices Installing and removing electronic computer components including memory cards, hardware expansion boards, peripherals, and cables Moving computer hardware that could weigh 1 – 50 lbs |
| Tactile Skills | Tactile skills may be required work with computer input devices as well as other information technology hardware such as peripherals and networking equipment | Align, orient and insert network cables in corresponding ports on network or computer equipment |
| Auditory Skills | Understand and interpret audio alerts issued by information technology hardware such as a computer or network device | Listening to and interpreting “beep code” error messages issued by malfunctioning computer or network hardware Participating in a telephone technical support troubleshooting lab scenario |
| Visual Skills | Viewing information output from a wide variety of computer programs displayed on a computer screen or remote terminal Viewing content in an online lab environment | Using an online lab computer or network simulation environment Viewing supplemental streaming video content from: the learning management platform, textbook publishers and related 3rd party platforms, video streaming services such as the YouTube™ platform |
| Communication Skills | Communicate with clarity and precision using appropriate information technology terminology and concepts Efficient, effective, accurate and timely communication using a range of communication media as appropriate to the purpose and audience, for example in-person meetings, telephone, letters/memos, email, web-conferencing Comprehension and understanding of spoken and written language with fluency Understand nonverbal information and cues in interpersonal encounters | Reading an email and writing an appropriate response via email Reading a document in a common file format, such as Microsoft Word or Adobe PDF and writing a response using appropriate software such as Microsoft Word Utilizing an online communication system such as the forum post or chat feature in the College’s Learning Management system (OpenLMS / Moodle) Interacting in face to face conversations with fellow students, instructors and work based learning employers and co-workers |
| Interpersonal Skills | Ability to nurture mature, sensitive, and effective relationships Ability to adapt to changing environments and work related challenges Establish rapport with instructors, classmates, stakeholders, clients and colleagues Work cooperatively and with honesty and integrity with peers, faculty, and colleagues Emotional health and maturity to enable meaningful interactions with classmates, instructors, and professional colleagues Development of conflict resolution skills / ability to negotiate conflicting attitudes and opinions Maintain hygiene and dress requirements for an office setting | Work with classmates on a group assignment or major project Respectfully engage with an instructor to learn from and improve performance based on feedback from submitted assignments, exams |
| Behavioral Skills | Prompt attention to and completion of all responsibilities attendant to the occupation Integrate constructive criticism received from both on-campus and off-campus learning settings Dress appropriately in College settings and in a manner befitting the profession in work based learning placement Effectively handle stress effectively by using appropriate self-care, College student services resources, and by developing supportive relationships with colleagues, peers, and others | Complete and submit assignments, exams and other course activities by the specified deadline or due date Anticipate when you will not be able to meet a course or assignment objective and proactively contact those involved to effectively address the situation Effectively plan and manage your schedule so that you budget sufficient time to complete course work |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Mechatronics
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to measure, calculate, reason, analyze, synthesize, and integrate information and solve problems | Demonstrate the ability to understand engineering and technical drawings, and interpret the information to solve problems |
| Mobility/Motor Skills | Sufficient motor functions necessary to operate machining and manufacturing equipment in a safe manner | Manual dexterity sufficient to gain access and operate controls on a variety of electrical/mechanical equipment. • Maintain proper safety precautions while working on electrical and mechanical equipment with potentially lethal voltages and mechanical hazards. |
| Tactile Skills | Be able to effectively use a computer through the use of a manual keyboard, mouse, and viewing a monitor/screen to accomplish tasks requiring email and web browsers | Utilize email and web-based systems to complete and submit assignments and communicate with classmates, instructors, and college staff. • Use technology to access course content and complete assignments |
| Auditory Skills | Being capable of distinguishing various sounds, tones, and pitches emitted by machining and manufacturing equipment | Ability to respond to alarm indicators during the operation of some electrical/electronic equipment. • Ability to audibly discern unusual equipment noises that can indicate potential safety hazards. |
| Visual Skills | Must possess good peripheral vision and have depth perception | Ability to respond to visual alarm indicators during the operation of some electrical/electronic equipment |
| Communication Skills | Being able to effectively communicate with others in English, and to accurately gather, disseminate, and clarify specific information | Effectively communicate orally and using written documents containing technical information. |
| Interpersonal Skills | Must be able to effectively communicate and work within a team | Must work within a team setting to identify solutions to a problem. |
| Behavioral Skills | Behave in a professional, safe, and appropriate manner in both dress and action as required by the program • Ability to maintain a work space that is appropriate and actively moving toward quality project completion • Does not take risks to endanger equipment or personnel • Respectful to teachers and other learners • Follow all rules and regulations | Behaving safely and not roughhousing or playing during labs. • Being respectful of others and equipment. • Being attentive to task at hand for some dangerous situations. • Effectively utilizing the time in class to work on assigned tasks. • Not being easily distracted or distracting others. • Respecting instructors, students, and equipment. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Medical Assisting
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to collect, interpret, and integrate information and make good decisions within range of abilities and scope of practice | Read and comprehend relevant information in textbooks, medical records, and other forms of data |
| Mobility/Motor Skills | Ability to manipulate equipment through adequate gross and fine motor skills, stoop, bend or turn while providing safe patient care. Sufficient strength to assist patient(s) who may have physical strength deficits | Able to use equipment as indicated, i.e. wheelchairs, lifts, stretchers, walking implements. Properly position and transfer patients. Administer effective BLS/CPR |
| Tactile Skills | Adequate sense of touch to monitor patients and detect health needs/abnormalities | Able to detect temperature changes with water, food, and skin temperatures. Detect a pulse. |
| Auditory Skills | Ability to hear electronic equipment to monitor and maintain safety of the patient. Ability to communicate with patients and healthcare team members and be able to understand what is being communicated | Able to hear monitor alarms, call bells, patient safety alarms, i.e. fire, evacuation, emergency, overhead alarms, announcements, heart and breath sounds and blood pressure sounds |
| Visual Skills | Ability to visually observe patients, read records and patient charts and read equipment. | Able to observe and report patient changes in skin color, breathing, mobility, and communication. Able to accurately record patient data/activities. Able to read/interpret a variety of equipment, i.e. thermometer, sphygmomanometers, weight/height/container measurements. |
| Communication Skills | Able to effectively express oneself in English in verbal, nonverbal, and written formats with faculty, students, patients, and families, and other healthcare team members | Offer support to patients, ask direct questions and answer questions, demonstrate active listening skills, recognize and respond to non-verbal communication, able to keep accurate records and charting with medical jargon and spelling |
| Interpersonal Skills | Able to effectively communicate and collaborate with faculty, student-peers in the classroom/lab/clinical settings, employers/healthcare workers and when working with patients | Able to interact in a socially appropriate manner when interacting with faculty, peers, patients, and families. Able to establish professional rapport with patients and healthcare team. Willing and able to participate in role-playing scenarios to strengthen skill base when working with patients and other healthcare workers. Able to demonstrate socially appropriate behaviors when working with people of a variety of cultural, religious, social, emotional, and intellectual backgrounds |
| Behavioral Skills | Able to demonstrate respect toward self, peers/students, faculty, patients, families, and healthcare team through consistent display of professional behaviors through attitude, communication, work ethic, commitments, while adhering to profession boundaries | Demonstrates respect for self, patients, peers/students, faculty, and healthcare team. Demonstrate initiative, cooperative and professional behaviors, and enthusiasm. Able to perform duties within the scope of practice. Maintain personal hygiene/professional appearance. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Nurse Aide
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to collect, interpret, and integrate information and make good decisions within range of abilities and scope of practice | Read and comprehend relevant information in textbooks, medical records, and other forms of data |
| Mobility/Motor Skills | Ability to manipulate equipment through adequate gross and fine motor skills, stoop, bend, or turn while providing safe patient care | Able to use equipment as indicated, i.e. wheelchairs, lifts, stretchers, bathing chairs, walking implements. |
| Tactile Skills | Adequate sense of touch to monitor patients and detect health needs/abnormalities | Able to detect temperature changes with water, food, and skin temperatures. Detect a pulse. |
| Auditory Skills | Ability to hear electronic equipment to monitor and maintain safety of the patient. Ability to communicate with patients and healthcare team members and be able to understand what is being communicated | Able to hear monitor alarms, call bells, patient safety alarms, i.e. fire, evacuation, emergency, overheard alarms, announcements, heart and breath sounds and blood pressure sounds. |
| Visual Skills | Ability to visually observe patients, read records and patient charts and read equipment. Able to visually monitor patients during day and evening lighting | Able to observe and report patient changes in skin color, breathing, chewing, mobility, dressing, communication. Able to accurately record patient data/activities. Able to read/interpret a variety of equipment, i.e. thermometer, sphygmomanometers, weight/height/container measurements |
| Communication Skills | Able to effectively express oneself in English in verbal, nonverbal, and written formats with faculty, students, patients, and families, and other healthcare team members | Offer support to patients, ask direct questions and answer questions, demonstrate active listening skills, recognize and respond to non-verbal communication, able to keep accurate records and charting with medical jargon and spelling |
| Interpersonal Skills | Able to effectively communicate and collaborate with faculty, student-peers in the classroom/lab/clinical settings, employers/healthcare workers and when working with patients | Able to interact in a socially appropriate manner when interacting with faculty, peers, patients, and families. Able to establish professional rapport with patients and healthcare team. Willing and able to participate in role-playing scenarios to strengthen skill base when working with patients and other healthcare workers. Able to demonstrate socially appropriate behaviors when working with people of a variety of cultural, religious, social, emotional, and intellectual backgrounds |
| Behavioral Skills | Able to demonstrate respect toward self, peers/students, faculty, patients, families, and healthcare team through consistent display of professional behaviors through attitude, communication, work ethic, commitments while adhering to professional boundaries | Demonstrates respect for self, patients, peers/students, faculty, and healthcare team. Demonstrate initiative, cooperative and professional behaviors, and enthusiasm. Able to perform duties within the scope of practice. Maintain personal hygiene/professional appearance |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Phlebotomy
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Ability to collect, interpret, and integrate information and make good decisions within range of abilities and scope of practice | Read and comprehend relevant information in textbooks, medical records, and other forms of data |
| Mobility/Motor Skills | Ability to manipulate equipment through adequate gross and fine motor skills, stoop, bend, or turn while providing safe patient care. Sufficient strength to assist patient(s) who may have physical strength deficits. | Able to use equipment as indicated, i.e. wheelchairs, lifts, stretchers, bathing chairs, walking implements. Properly positin and transfer patients. Administer effective BLS/CPR. |
| Tactile Skills | Adequate sense of touch to monitor patients and detect health needs/abnormalities | Able to palpate skin for proper insertion of phlebotomy equipment |
| Auditory Skills | Ability to hear electronic equipment to monitor and maintain safety of the patient. Ability to communicate with patients and healthcare team mebers and be able to understand what is being communicated. | Able to hear patient safety alarms, i.e. fire, evacuation, emergency, overheard alarms, announcements |
| Visual Skills | Ability to visually observe patients, read records and patient charts and read equipment. Ability to monitor patient during day and evening light. | Able to observe and report patient changes in skin color, breathing, mobility, communication. Able to accurately record patient data/activities. Able to read.interpret a variety of equipment, i.e.phlebotomy equipment. |
| Communication Skills | Able to effectively express oneself in English in verbal, nonverbal, and written formats with faculty, students, patients, and families, and other healthcare team members | Offer support to patients, ask direct questions and answer questions, demonstrate active listening skills, recognize and respond to non-verbal communication, able to keep accurate records and charting with medical jargon and spelling. |
| Interpersonal Skills | Able to effectively communicate and collaborate with faculty, student-peers in the classroom/lab/clinical settings, employers/healthcare workers and when working with patients | Able to interact in a socially appropriate manner when interacting with faculty, peers, patients, and families. Able to establish professional rapport with patients and healthcare team. Willing and able to participate in role-playing scenarios to strengthen skill base when working with patients and other healthcare workers. Able to demonstrate socially appropriate behaviors when working with people of a variety of cultural, religious, social, emotional, and intellectual backgrounds. |
| Behavioral Skills | Able to demonstrate respect toward self, peers/students, faculty, patients, families, and healthcare team through consistent display of professional behaviors through attitude, communication, work ethic, commitments while adhering to professional boundaries. | Demonstrates respect for self, patients, peers/students, faculty, and healthcare team. Demonstrate initiative, cooperative and professional behaviors, and enthusiasm. Able to perform duties within the scope of practice. Maintain personal hygiene/professional appearance. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Sonography
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Including the use of scientific and evidence-based knowledge regarding Skills that demonstrate the use of judgment and problem-solving needed to prioritize responses and interventions that maintain safety and provide care for patients. | Including the use of scientific and evidence-based knowledge regarding alterations in health, to guide actions which promote safety and maintain patient-centered care. Skill development includes reading and comprehending relevant information in textbooks, medical records, and other forms of data. |
| Mobility/Motor Skills | Maintenance of physical abilities sufficient to move from room to room and maneuver in small spaces. Gross and fine motor skills sufficient to provide safe and effective patient care. | Including but not limited to flexibility for bending and squatting, sufficient dexterity and strength to perform skills such as donning sterile gloves; transferring and assisting patients with physical limitations and manipulating patient equipment including wheelchairs, stretchers, and ultrasound equipment. Range of motion to sufficiently reach across a stretcher or exam table. Ability to manipulate ultrasound transducer with one hand while other hand controls ultrasound machine functions. |
| Tactile Skills | Sense of touch sufficient to perform a physical examination and to detect movement. | Perform palpation, functions of physical examination and/or those related to therapeutic intervention. Manipulate patient properly to complete each sonographic exam (e.g., ability to palpate a breast lump, feel for a pulse, properly mark areas on the body for drainage). |
| Auditory Skills | Hearing sufficient to monitor and assess health needs. | Detect patient monitor alarms. Respond to patients in need while they are turned in the opposite direction. Respond to emergency codes throughout the hospital. Gather information about patient’s health histo |
| Visual Skills | Vision sufficient for observation and assessment necessary to provide care. | Ability to distinguish and colors and shades of gray correctly. Operate ultrasound equipment in a dimly lit room while watching images on a monitor. Distinguish normal from abnormal anatomy. |
| Communication Skills | Use of therapeutic communication that fosters collaboration with the patient, family, and members of the interdisciplinary healthcare team. | Including written and speaking skills sufficient to explain exams to patient and/or family. Write reports and verbally explain all findings to providers. |
| Interpersonal Skills | Ability to work well with others using active listening and cooperation. | Including the ability to interact with individuals, families and groups from a variety of social, emotional, cultural, and intellectual backgrounds and the establishment of positive relationships with patients, families, peers, agency staff members and faculty. |
| Behavioral Skills | The ability to adapt to changing environments and work-related challenges while maintaining composure in stressful situations. The ability to consistently demonstrate professional behaviors in attitude, communication, and work ethic while adhering to professional boundaries. | Including behavior that demonstrates respect of self and others, and behavior that demonstrates initiative, cooperation, and professionalism. Performance of duties that adhere to ethical and legal standards and promote a positive image of professional nursing. Performs duties within scope of practice. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Veterinary Technician
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Skills that demonstrate the use of judgment and problem-solving needed to prioritize responses and interventions that maintain safety and provide care for patients. | Able to assimilate knowledge and apply it to patient situations;identify cause and effect relationship in clinical situations;quickly and accurately assess and respond to situations to keep animals and people safe; assess and respond to changes in patient status; determine alternate plan of care when a situation deviates from the norm. |
| Mobility/Motor Skills | Physical abilities sufficient to move from room to room and maneuver in small spaces; ability to lift and maneuver equipment and small to medium animals. | Ability to move quickly and safely in a variety of clinical settings; bend and stoop to provide safe care for animals; Sit or squat for long periods; stand for long periods; administer CPR; transfer patients to stretchers or exam tables; lift up to 50 pounds; effectively restrain various animals to keep animals and personnel safe; safely administer medications or draw labs with needles and syringes; document legibly in either written or electronic format. |
| Tactile Skills | Tactile ability sufficient for assessment and performance of procedures, including expanded function | Ability to perceive temperature changes and pulsations; differentiate between various textures and structures, perform physical examinations including assessing mucous membrane texture, skin turgor, hair coat abnomalities, skin lesions and abdmoninal palpations; palpate peripheral pulses. |
| Auditory Skills | Auditory ability sufficient to monitor and assess health needs. | Ability to recognize and respond to voices; to hear medical equipment, emergency alarms, calls for help, cries of distres, heart, lung, bowel, and/or blood pressure sounds; montior patients for distress; discern behavioral sounds from animals. |
| Visual Skills | Visual ability sufficient for physical assessment, performance of administrative, clinical, and laboratory procedures, and maintenance of environmental safety | Adequate vision to perform the following tasks: observe patient responses and assess variations and changes; visually monitor medical equipment; use equipment such as refractometer, microscope, sphygmomanometer, and hemocytometer; safely perform laboratory procedures, read handwritten or typed orders, textbooks and medical literature; recognize and distinguish surgical instruments. |
| Communication Skills | Ability to communicate effectively using written, verbal and nonverbal formats with peers, faculty, patients, families, and other health care team members. | Demonstrate active listening skills. Assess nonverbal communications. Relay information to peers, faculty, family members, and other health care team members. Answer questions posed by family members. Respond appropriately to conflict with professionalism, respect, and sensitivity. Communicate appropriately with people from a variety of social, emotional, and cultural backgrounds. Interpret verbal and nonverbal cues from animals during all interactions. |
| Interpersonal Skills | Able to effectively communicate and collaborate with faculty, student-peers in the classroom/lab/clinical settings, employers/healthcare workers and when working with patients. | Able to interact in a socially appropriate manner when interacting with faculty, peers, patients, and families. Able to establish professional rapport with patients and healthcare team. Willing and able to participate in role-playing scenarios to strengthen skill base when working with patients and other healthcare workers. Able to demonstrate socially appropriate behaviors when working with people of a variety of cultural, religious, social, emotional, and intellectual backgrounds. |
| Behavioral Skills | Ability to demonstrate professional behavior | Demonstrate compassion, concern for others, flexibility, initiative, integrity, and cooperation. Accept responsibility, acountability and ownership for own actions and conduct self in an emotionally mature manner. Display a strong work ethic. Accept constructive criticism and respond with appropriate modification. Function effectively under stress. Adapt to changing environments. Function in the face of uncertainties inherent in fast-paced clinical setting. Display coping skills regarding catastrophic illness, disability, and death; respond appropriately to emergenc |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
Welding
| Definition of Standard | Example(s) of Standard | |
| Critical Thinking | Able to use logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Able to recognize when there is a problem or possible problem. | Critical thinking sufficient enough to use logic and reasoning to identify strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Formulate fabrication plans and detect fabrication problems. Understand welding codes and qualifications and interpret blueprints and sketches. Calculate sloped, circumferences, and decimal equivalents; take accurate measurements and do conversions. Perform precedures according to proper specifications. |
| Mobility/Motor Skills | Possess physical strength and flexibility to safely perform welding techniques | Physical abilities sufficient to perform welding skills in a hot (90+ degree) and cold environment. Ability to use hand tools such as grinders, oxy-act torch and hammer. Weight bearing ability sufficient enough to lift and carry weight up to 50 pounds (i.e. lifting plates, parts, and fixtures) |
| Tactile Skills | Possess dexterity to be able to properly perform weldment in accordance with a stated welding code | Dexterity to perform welds in all positions (flat, horizontal, vertical, and overhead) at floor level and heights over six feet |
| Auditory Skills | Able to use sensory cues to maintain standards of quality welding. Able to recognize when there is a problem or possible problem. Have awareness of surroundings through use of senses. | Able to tolerate extreme and constant noise. Able to discern machinery and arc noise for malfunctions and proper operation. Able to tolerate a work environment that produces noise from industrial machinery, grinding, and drilling. |
| Visual Skills | Attentive in the classroom, observe demonstrations, and participate in lab classes. Have visual perception. Able to use sensory cues to maintain standards of quality welding. Able to recognize when there is a problem or potential problem. Have an awareness of surroundings through use of senses. | Visual skills sufficient to see details at close range (within a few feet of the observer) with or without corrective lenses/glasses. Able to take precise measurements to 1/16 of an inch. Survey and select appropriate materials, tools, and equipment for welding work. Understand welding codes and qualifications to interpret blueprints. Dintinguish shapes, forms, and patterns and visualize three-dimensional objects. |
| Communication Skills | Communication skills sufficient to communicate in class and on welding floor using welding terms and safety practices pertaining to welding | Understand/interpret information from textbook, handouts, diagrams, charts, and tables. Use written and oral communication to demonstrate comprehension of welding concepts. Recognize welding terminology and symbols. Able to interpret blueprints and sketches. |
| Interpersonal Skills | Interpersonal skills sufficient for successful interactions with customers, colleagues, supervisors, and individuals from a variety of social, emotional, cultural, and intellectual backgrounds | Able to work cooperatively with partners and groups. Interact with coworkers and students under physically and mentally demanding environmental conditions. Careful of detail and thoroughness in completing work tasks. |
| Behavioral Skills | Possess the emotional well-being required for use of their intellectual abilities, the exercise of sound judgment, the prompt completion of all responsibilities in the classroom and for lab projects. Students will be expected to learn and apply workplace responsibilities. | Maintain composure, keep emotions in check, control anger, and avoid aggressive behaviors, even in difficult situation. Exercise good judgment. Follow safety guidelines and procedures. |
| *In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student. | ||
| Accessibility Services Statement | ||
| The College has a legal obligation to provide appropriate reasonable accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Accessibility Services office at accessibilityservices@piedmontcc.edu . Students can contact Accessibility Services at any time, however they are encouraged to initiate this process as soon as possible (prior to the start of classes and/or field experience). |
