Healthcare - pdf31 25 2015 02 08 04

Competency Based Curriculum
National Vocational Education Qualification Programme

NVEQ Level 1
Sector: Healthcare
Patient Care Assistant/General Duty Assistant
PSS Central Institute of Vocational Education, Bhopal

(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource
Development, Government of India)
© Copyright
All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSS Central
Institute of Vocational Education, a constituent unit of NCERT.
Contents
1. Introduction 01
2. About the sector 02
3. Objectives of the course 03
4. Course structure 04
5. Classroom activities 04
6. Practical activities 04
7. On-the-job training 05
8. Certification 05
9. Units
---
HSS101 - Healthcare Delivery Systems 06

HSS102 - Role of the Patient Care Assistant 08
HSS103 - Personal Hygiene and Hygiene 10
HSS104 - Primary Healthcare and Emergency Medical Response 12
HSS105 - Immunization 13
HSS106 - Communication at Workplace 14
10. Assessment guide 15

11. List of tools, equipment and materials 17
12. Teacher’s qualifications 18
13. List of contributors 19
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum 2013
Introduction
The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource Development
(MHRD), Government of India is a descriptive framework that provides a common reference for linking various qualifications. It is
used for setting common principles and guidelines for a nationally recognized qualification system covering Schools, Vocational
Education and Training Institutions, Technical Education Institutions, and Universities/Colleges.
The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of
learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of whether
they were acquired through formal, non-formal or informal education and training system. Qualifications are made up of
occupational standards for specific areas of learning units or unit of competency. Units of competency are the specification of
knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.
The Unit of competency or National Occupation Standards comprising generic and technical competencies an employee should
possess is laid down by the Sector Skill Council of the respective economic or social sector. Competency is defined in terms of what a
person is required to do (performance), under what conditions it is done (conditions) and how well it is to be done (standards). It can
be broadly categorized into foundational, practical and reflexive competencies.
Generic competencies are considered essential for a person to participate effectively in the workforce, whereas technical
competencies are an individual's knowledge and expertise in the specific group task and its processes and its rules and regulations.
An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of NVEQF has been issued by the MHRD. For more
details on the NVEQF, please visit the website of MHRD at www: mhrd.gov.in.
The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the course of
deeds and experiences through which children grow to become mature adults. A competency based curriculum describes what
learners must “know” and “be able to do” by the end of a program or study. It identifies the competencies and sub-competencies
each learner is expected to master. It states clearly the criteria and conditions by which performance will be assessed. It also
defines the learning activities that will lead to the learner to mastery of the targeted learning outcome.
Page1 of 22 PSS Central Institute of Vocational Education – NVEQF Cell - 2013

The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down into
knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by the teacher
or trainer.
About the Sector
Healthcare sector in India has been growing rapidly over the years and is estimated to reach US$ 280 billion by 2020. Consequently, the sector is
also experiencing an incremental demand for human resources across verticals; from doctors, nurses to allied health professionals and
technicians. As per the recent PHFI report, India has a shortfall of 6 million Allied Health Professionals in the country. India is far behind global
standards in terms of availability of doctors per 1000 people (India 0.6; US 2.56 or UK 2.3), Nurses (India 0.8; US 9.37 or UK 12.12), Midwives
(India 0.47; UK 0.63) and Lab Technicians (India 0.02; US 2.15)
To meet the growing human resource challenges, the National Skill Development Corporation and the Confederation of Indian Industry have
constituted the Healthcare Sector Skill Council (HSSC). The Council is expected to promote a vibrant vocational education system in healthcare in
the country by setting up occupational standards, affiliating training institutes, assessing competency of trainees and issuing certificates. The
Council aims to facilitate skilling of 4.8 million people over the next 10 years in allied health and paramedics space.
One of the job roles in the healthcare sector is the Personal Care Assistant/General Duty Assistant. They work under the direction and supervision
of registered nurses and other medical staff. Personal Care Assistant have a great deal of contact with patients and provide personal care such as
bathing, feeding and dressing. They also perform support functions such as transporting patients, taking vital signs, making beds, helping patients
become ambulatory and answering patient calls. They might also be called upon to set up equipment such as X-ray machines and overhead
irrigation bottles. Personal Care Assistant are often responsible for observing and reporting how patients respond to the care that is being given.
The various functions of a PCA/GDA is given below
 Assist Nurses in looking after the patients;

 Transport the patients to the various areas of the Hospitals as or when asked;
 Perform everyday jobs and carry messages;
 Clean and dusts beds doors windows and other furniture;
 Render first aid to the patients when required;
 Prepare dead bodies, arrange their transportations to the mortuary and assist in terminal disinfections.

Objectives of the Course
There is an increased need in the health care setting for qualified assistants to the under-staffed and over-worked nurses in all health care
settings. As health care continues to change, the demand for qualified assistants and nurses has also increased. Consequently the demands and
the responsibilities become greater for the nursing assistant assigned to each nurse. To bridge the gap in formal training and health care services,
it’s proposed to conduct vocational education and training programs in schools to prepare Patient Care Assistants/General Duty Assistants.
Upon completion of this course, you will be able to:
• Demonstrate techniques to maintain the personal hygiene needs of a patient;

• Demonstrate the ability to perform clinical skills essential in providing basic healthcare services;
• Demonstrate the knowledge of safety, usage of protective devices and precautions to be taken while usage of oxygen;
• Demonstrate professional behaviour, personal qualities and characteristics of a Patient Care Assistant;
• Demonstrate the knowledge of Immunization schedule and National Immunization programmes;
• Demonstrate the knowledge of identification 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.

Competency Based Curriculum

Sector: Healthcare
Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 10 modules
called as Units.
Patient Care Assistant/General Duty Assistant

NVEQ Level 1
S.No. Unit Code Unit Title No. of Notional Pre-requisite
Learning Hours Unit, if any
1 HSS101 Healthcare Delivery Systems 20 Nil
2 HSS102 Role of Patient Care Assistant 25 Nil
3 HSS103 Personal Hygiene and Hygiene Standards 05 Nil
4 HSS104 Primary Healthcare and Emergency Medical Response 20 Nil
5 HSS105 Immunization 10 Nil
6 HSS106 Communication at Workplace 20 Nil
Total 100
Successful completion of 100 hours of theory sessions and 100 hrs of practical activities and on-the-job learning is to be done for full qualification.
Classroom Activities: Classroom activities are an integral part of this program and interactive lecture sessions, followed by discussions should be
conducted by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Color Slides, Charts,
Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode including
Practical Activities: Activities that provide practical experience in clinical set up would include hands on training on mannequins, simulated
clinical set up, case based problems, role play, games, etc. on various clinical incidents and practical exercises in skill lab. Equipment and
supplies should be provided to enhance hands-on experiences for students. Trained personnel should teach specialized techniques. A training plan
signed by teacher that reflects equipment, skills and tasks should be prepared for training of the students in the organization/industry.
On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how
to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT should be undertaken in a structured manner with a
training plan under the supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to
be imparted should be prepared and signed by the student, teacher, and supervisor at the workplace for training of the students in the
organization/industry. The trainer should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the
following steps should be followed:
Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while explaining the
constructional details and use of the tools, equipment, materials, etc. in performing the tasks.
Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step, one at a
time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as sometimes it is
better that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate step will help the
leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.
Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers feedback and
pointers where and when needed.
Step 4: The trainee practices with clearly defined targets for performance standards.
Certification: Upon successful completion of this course the State Education Board and the Healthcare Sector Skill Council will provide a
certificate to the student verifying the competencies acquired by the candidate. For more details about SSC visit the website of Healthcare Sector
Skill Council at http://www.healthcare-ssc.in/

UNIT CODE: Unit Title : HEALTHCARE DELIVERY SYSTEMS

HSS101 NQ2013
Duration: 20 hours
Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and
Training Method
Understand healthcare delivery  Describe the different types  Identify different types Interactive Lecture:
Location: systems of healthcare delivery of healthcare delivery Healthcare Delivery Systems
systems systems followed in
Classroom/  Describe the role of India Activity: Visit a Hospital and
Voluntary Health Sector
Hospital/Clinic Clinic and enlist all the
services and the equipment
used in the Hospital and
Clinic.
Identify the components and  State the functions of a  Identify the various Interactive Lecture:
activities of Hospital hospital in patient care components of a Role and Functions of
 Enlist the services provided Hospital System Hospital
by the hospital to patients
 Identify the various
equipment used in Activity:
Hospital Visit a Hospital to study the
role and functions. Prepare
report for the Student
Portfolio.
Understand role and functions  Describe the role and  Enlist the requirements Interactive Lecture:
of Clinics functions of a clinic for patient safety at Preventative Care and
 Describe the preventative Doctor’s clinic Maintenance
care provided at the Doctor’s
Clinic. Activity:
 Prepare a chart for basic Visit to two Clinic or
preventative care. Doctor’s Office and observe
the available preventative
care being administered in
those clinic and prepare a

report highlighting the

services provided in the two
Clinics
Describe the functions of  Describe the role of  Identify the facilities at Interactive Lecture:
rehabilitation centre rehabilitation facility in the rehabilitation centre Role and Functions of
patient recovery. Rehabilitation Centre
 Differentiate between
services provided at various
Activity:
Rehabilitation/Convalescent
Centre Visit a doctor’s office and
clinic and enlist all the
services and equipment
Describe the treatment and the  Describe the role of Long  Identify the equipment Interactive Lecture:
services provided at the Long Term Care Facilities in and materials that are Long Term Care Facility
Term Care Facilities patient care.
used at Long Term Care
 Enlist the facilities/ Facility. Activity:
treatment provided by Long Visit to Old Day Care
Term Care Facilities.
Facility/Centre to study the
services and materials used.
Demonstrate the knowledge of  Describe the facilities  Assess the need for Interactive Lecture:
Hospice Care available at Hospital/Home hospice in treatment of Hospice Care
for Hospice Care patients
Activity:
 Identify the facilities Visit a doctor’s office/ clinic
extended by the in your neighborhood and
Hospital for Hospice enlist all the services
Care provided there and the
equipment required for
 Identify the services Hospice Care.
provided as part of the
Hospice Care

UNIT CODE: Unit Title : ROLE OF PATIENT CARE ASSISTANT

HSS102 NQ2013
Duration: 25 hours
Training Method
Identify the role and functions  Describe the essential duties  Demonstrate the Interactive Lecture:
Location: of Patient Care Assistant and responsibilities of Patient knowledge of Role and Functions of
Care Assistant maintaining patient Patient Care Assistant
Classroom/Hospi safety
tal/ Activity:
Clinic Volunteer at a Primary
Health Center, Nursing
Home and community
Health Center.
Prepare a Daily Care Plan of  Describe various activities of  Prepare a daily care Interactive Lecture:
Patient patient’s daily care routine plan for patients. Daily Care Plan of Patients
including bathing, feeding,
excreta disposal, transfer of Activity:
patients, medication, etc. Role play
Provide different situations

to the students and then
tell them to Identify and
apply the most suitable
safety practice that should
be followed in that given
situation.

Identify basic components  Describe basic components  Identify and list various Interactive Lecture:
required for Patient Comfort required for patients comfort elements that can help Daily Care Plan of Patients
in providing comfort to
patients. Activity:
Role Play
Provide different situations

to the students and then
tell them to the students
and then tell them to
Identify and apply the most
suitable safety practice that
should be followed in that
given situation.
Understand Patient’s Safety  Describe the various  Identify patient’s Interactive Lecture:
elements of patient’s safety environment and its Facility for Patients and
components Safety aspects in Hospital.
Activity:
Visit to a Hospital to study
the environment and safety
of patients.
Provide for the patient’s daily  Report any evident changes  Prepare patient Interactive Lecture:
care and appearance checklist and compare Care of Patients
 Provide care needed by the with standard
patient measurements Activity:
 Demonstrate care Preparation of check list for
needed by the patient health parameters as per
their understanding and tell
them to compare with
standard checklist.
Discussion: Ethical practices
in Hospitals

Identify the qualities of a good  Describe the good qualities of  List the do’s and don’ts
Patient Care Assistant Patient Care Assistant in healthcare setup
 Demonstrate the
knowledge of medical
ethics
Identify biomedical wastes and  Describe the characteristics  Demonstrate the Interactive Lecture:
disposal procedure of various types of knowledge of Biomedical Waste
biomedical wastes biomedical wastes
 Identify the colour code Activity:
for disposal of Visit to Hospital to study
biomedical waste biomedical waste
management.
UNIT CODE: Unit Title: PERSONAL HYGIENE AND HYGIENE STANDARDS

HSS103 NQ2013
Duration: 05 hours
Training Method
Demonstrate good hygiene  Describe grooming routines to  Practice good personal
Interactive Lecture:
Location: practice be followed for personal health and hygiene.
Personal Hygiene
hygiene  Enlist the hygiene routine
Classroom and  Describe the importance of to be followed to ensure Activity:
Organizations personal hygiene good health Demonstrate hand washing
 Demonstrate hand Demonstrate trimming of
washing nails.
 Demonstrate trimming of
nails.

Identify factors affecting good  Describe the factors that  Demonstrate the Interactive Lecture:
health affect health and prevent knowledge of maintaining Good Physical Health and
disease routine exercise and Physical Exercises
good health
 Prepare a plan for Activity:
maintaining good Preparation of checklist of
physical health health parameters. Perform
various physical activities
and explain their
advantages and limitations.
Perform hand washing  Describe the method of hand  Demonstrate hand Interactive Lecture:
washing washing and hygiene Hand washing and hygiene
 Describe the importance of practices
practicing good hand hygiene Activity:
Demonstration of hand
washing procedure.
Discussion on hygiene
practices followed at the
Hospital.
Demonstrate personal  Describe the importance of  Demonstrate good Interactive Lecture:

grooming good appearance and grooming habits as per How to prepare and follow
grooming in life and work norms of healthcare daily personal grooming
place. industry. plan?
Activity: Hand-on practice

sessions on grooming and
other practices related to
personal care and hygiene.

UNIT CODE: Unit Title: PRIMARY HEALTHCARE AND MEDICAL EMERGENCY RESPONSE
HSS104 NQ2013
Duration: 20 hours
Training Method
Location: Identify components of Describe the importance of  Identify the need of Interactive Lecture:
Primary Healthcare primary healthcare Primary Healthcare in a Primary Healthcare and Millennium
Classroom, given scenario Development Goals (MDGs)
Public Places, Describe the various  Enlist the essential
Police Station, indicators of the Millennium components of Primary Activity:
Forensic Development Goals (MDGs) Healthcare Volunteer at mother and infant care
Laboratory related to health  Enlist the various camps.
indicators of the
Millennium Development Enlisting indicators of the
Goals (MDGs) related to Millennium Development Goals
health (MDGs) related to health
Demonstrate chain of Describe the various medical  Perform early Interactive Lecture:
survival emergency situations recognition and call for First Aid and Emergency Response
help
 Demonstrate the Activity:
knowledge of responding Demonstration of Basic First Aid
to a medical emergency Practices.

UNIT CODE: Unit Title: IMMUNIZATION

HSS105 NQ2013
Duration: 10 hours
Training Method
Differentiate between various  Explain the meaning of  Differentiate between Interactive Lecture:
Location: types of immunity Immunity Bacteria and Virus
 Differentiate between  Prepare a sample Immunization
Classroom, innate and adoptive Immunization
Industry, immunity Schedule Chart Activity: Prepare Immunization
Organization,  Differentiate between schedule for baby born on 12
Hospital. passive and active June, 2013
immunity Visit to Primary Healthcare and
Immunization camp and study
the immunization process.
Prepare immunization schedule  Describe the importance  Prepare a Interactive Lecture:

chart of immunization Immunization Immunization Calendar
 Describe the side effects calendar for an infant
of immunization based on date of Activity:
 Describe the various birth.
Discussion on the process of
aspects of immunization
immunization, its advantages and
schedule chart
limitations.
Identify the key components of  Describe the key  Identify the key
Universal Immunization components of a Universal components of a
Programme Immunization Programme Universal Universal Immunization
Immunization Programme
Programme
Activity:
 Enlist the diseases Enlisting of diseases covered
covered under UIP under Universal Immunization
Programme.

Identify the key components of  Describe the key  Identify the key
Pulse Immunization Programme components of a Pulse components of a Pulse
Immunization Programme Immunization Pulse Immunization Programme
Programme
Activity:
Enlisting of diseases covered
under Pulse Immunization
Programme.
UNIT CODE: Unit Title: COMMUNICATION AT WORKPLACE

HSS106 NQ2013
Duration: 20 hours
Training Method
Identify elements of  Describe different  Identify elements of Interactive Lecture:
Communication elements of communication Verbal and Non-verbal
Classroom communication  Describe the knowledge Communication
 Explain how to provide of effective
effective feedback communication Elements of Communication and
Communication Cycle
Activity:
Drawing a Communication Cycle
Role Play
Demonstrate effective  Describe the factors  Speak with clarity, Interactive Lecture:
communication skills affecting effective emphatic tone, etc.
communication – maintaining rhythm Factors affecting Effective
listening, managing  Demonstrate the Communication
stress, emotional knowledge of
awareness, etc. communicating Activity:
 Describe static and effectively in different
dynamic features of scenario of Role play on communicating
verbal communication conversations between effectively in different scenario
 Describe the various patient and Patient Care of conversations between patient
factors acts as barriers Assistant. and Patient Care Assistant.
in communication.

ASSESSMENT GUIDE
Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be formative
(continuous) and/or summative (final). It is a process of collecting evidence and making judgement about the extent to which a person
demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the
basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A diversity of assessment methods is
required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be
collected from activities that can be clearly related to the Units of Competency. It should cover all the elements and performance
criteria/indicators in the competency standards. Student’s achievements should be assessed by using the following methods of assessment.
S.No. Method of Assessments Weightage Evaluator

(Max. marks)
1. Written test 30 Teacher
2. Practical test 30 Certified Assessor #
3. Oral test/viva voce 10 Teacher/External Examiner
4. Portfolio 10 Teacher
5. Project 10 Teacher/Trainer
6. Direct Observation 10 Teacher/Trainer
Total 100
# Assessors will be certified by the State Education Board.
1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.
2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against competency standards
(skill and academic standards).
3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done
at the time of oral test or viva voce.
4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior learning and
experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience in the workplace or the community and
photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.

5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these 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.
6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those being observed.
Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/trainer and
appropriate records should be maintained for transparency in evaluation.
Employability Skill S.No. Competencies and Performance Standards Competent Not Yet Competent
Area
Communication 1. Questions appropriately
2. Writes clearly and legibly
3. Demonstrates good listening and responding skills
4. Informs about the absence and reasons of absence
Responsibility 5. Organizes work
6. Manages time effectively and efficiently
7. Complete assignments timely
8. Displays care for tools and equipment
9. Accepts responsibility pleasantly
10. Exhibits patience
11. Demonstrates pride in work
Interpersonal 12. Displays friendly and cooperative attitude
relationship
13. Demonstrates tactfulness in difficult situations
14. Accepts constructive criticism
15. Exhibits positive attitude
Health and Safety 16. Practices good personal hygiene regularly
17. Maintains good personal health
18. Dresses well and in appropriate manner
Innovation and 19. Give reasons and make judgements objectively
Creativity
20. Share ideas and thoughts with others
1. Competent = 0.5 marks; Not yet competent = 0

LIST OF TOOLS, EQUIPMENT AND MATERIALS
The list given below is suggestive and an exhaustive list should be prepared by the 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 32. Kidney Tray

2. Air Cushion 33. Male Multi Veno Intravenous Arm
3. Airway Mannequin 34. Malleable Splint set of Large Medium and Small
4. Ambu Bag with Mask (Adult) 35. Measuring Glass
5. Artery Forceps 36. Nail Cutter
6. Auto loading Stretcher made of aluminum alloy 37. Nail Filer
7. Back Rest 38. Oral care Set
8. Bath Tub 39. Oxygen Cylinder with Connector, Key, Face Mask and tubing
9. Bed Pan 40. Patient Examination Table
10. Bed Sheet, Blanket, Pillow with Pillow Cover 41. Patient remote bell
11. Bed Side Locker 42. Pocket Mask
12. Birthing Simulator 43. Rubber Sheet (2 x 2 meters)
13. Call bell 44. Sand Bag
14. Cardiac Table 45. Scissor
15. Cervical Color Set of Large Medium and Small 46. Scoop Stretcher
16. CPR Mannequin 47. Simulation Equipment - Mannequins
17. Crash card 48. Spine Board
18. Crutch 49. Spoon
19. Cupboard 50. Steel Basin 1 Set (3 Large, 3 Medium, 3 Small )
20. Dissecting Forceps 51. Steel Bowl
21. Doctors Table 52. Steel Glass
22. Draw Sheet 53. Steel Jug
23. Electronic BP Monitoring Machine 54. Steel Plate
24. Enamel Basin 55. Steel Tray 1 set (2 Large, 2 Medium and 3 small)
25. Fire Extinguisher 5 KG ABC type 56. Sterilizer
26. Foot Step 57. Stethoscope
27. Full Body Mannequin - Basic 58. Stop Watch
28. Goggles 59. Suction Apparatus
29. Gown 60. Syringe Destroyer and Needle Burner
30. ICU Bed with mattress 61. Thermometer
31. IV Stand 62. Towel
63. Urinal Set (1 Male + 1 Female ) 66. Wheel Chair

64. Walker 67. Wound care Model Anatomical
65. Weighing Machine
TEACHER’S QUALIFICATIONS
Qualification, competencies and other requirements for Graduate Teacher on contractual basis are as follows:
S.No. Qualification Minimum Competencies Age Limit

1. Healthcare Instructor -  Effective communication skills (oral and 18-37 years (as on Jan. 01 (year)
B.Sc. Nursing & Midwifery (4 years) written) Age relaxation to be provided as per
or 3 ½ years Diploma in GNM with  Basic computing skills. Govt. rules.
one year experience  Technical competencies (e.g., Should be able
to perform and train the patient related skills
2. Healthcare Assistant  Technical competencies (e.g., Should be able 18-37 years (as on Jan. 01 (year)
10+2 vocational course in Medical to perform and train the patient related skills Age relaxation to be provided as per
lab Technician, or 10+2 with  Should demonstrate skills and maintain lab Govt. rules.
science followed by
certification/Diploma in MLT.
CAREER PATH PATIENT CARE ASSISTANT/GENERAL DUTY ASSISTANT
Sector Allied Health and Paramedics

Sub-sector Non-Direct Care Diagnostic Services Curative Services
Occupation General Duty Assistant Radiology Technician Dialysis Technician
Leadership level Housekeeping Supervisor Supervisor Dialysis in-charge
Middle Management level GDA Supervisor Senior Radiology Technologist Senior Dialysis Technician
Entry Level GDA – OT/ Radiology/ ICU Radiology Technologist
General Duty Assistant Radiology Technician* Dialysis Technician*

LIST OF CONTRIBUTORS
1. Mr. Babu Khan, C.E.O, Healthcare Sector Skill Council, Office No.: 711, DLF Tower A, 7th Floor, Jasola, New Delhi.
2. Dr. Shradha Mishra, Dy. Director, Healthcare Skill Sector Council, Office No.: 711, DLF Tower A, 7th Floor, Jasola, New Delhi.
3. Dr. Vijay Reddy, Project Manager, MIHER SKILLS ACADEMY, A-10, Nizamuddin East, New Delhi.
4. Dr. Tomas, Head, Department of Nursing, Vedanta Hospital, New Delhi.
5. Mrs. Pryiamboda Mohanty, Manager, IL & FS, Core 4B, 4th Floor, India Habitat Centre,
Lodhi Road, New Delhi.
6. Dr. Yogesh Yadav, Associate Professor, Department of Anatomy, Rama Medical College, Ramadeli, NH-24 Ghaziabad.
7. Dr. Anuj Bansal, Associate Professor, Department of Physiology, Rama Medical College, Ramadeli, NH-24 Ghaziabad.
8. Mr. Navin Bhatia, Managing Director, Navkar Skills, New Delhi.
9. Prof. S.B Arora, School of Health Sciences, Indira Gandhi National Open University, Maidan Garhi, New Delhi.
10. Prof. P.V.P. Rao, Professor, Department of Health and Paramedical, PSS C I V E (NCERT), Shyamla Hills, Bhopal.
11. Prof. Suniti Sanwal, Head, Department of Humanities, Science and Educational Research, PSS C I V E (NCERT), Shyamla Hills, Bhopal.
12. Prof. V.S.Mehrotra, Head, NVEQF Cell, PSS C I V E (NCERT), Shyamla Hills, Bhopal – 462 013.
13. Dr. A. Nayak, Associate Professor, Department of Health and Paramedical, PSS C I V E (NCERT), Shyamla Hills, Bhopal.
Dr. A. Nayak- Coordinator, Health Care Sector, PSSCIVE(NCERT), Bhopal
Composing, Typing and Setting- Mr. Vinod Soni, PSSCIVE(NCERT), Shyamla Hills, Bhopal.

TEACHERS HANDBOOK
HSS101 - NQ2014
Healthcare Delivery
Systems
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PSS Central Institute of Vocational Education, Shyamla Hills, Bhopal
© PSS Central Institute of Vocational Education, 2014
Copyright protects this publication. Except for purposes permitted by the Copyright Act, reproduction,
adaptation, electronic storage and communication to the public are prohibited without prior written
permission.
2
PREFACE
The Teacher’s Handbook on “Healthcare Delivery Systems” is a part of the qualification package
developed by the Healthcare Sector Skill Council (HSSC) for the National Skills Qualifications
Framework (NSQF) of “General Duty Assistant/Patient Care Assistant”. The National Vocational
Education Qualification Framework (NVEQF), now subsumed in NSQF, is an initiative of the Ministry of
Human Resource Development (MHRD), Government of India to set common principles and guidelines
for a nationally recognized qualification system covering Schools, Vocational Education and Training
Institutions, Technical Education Institutions, Colleges and Universities. It is envisaged that the NVEQF
will promote transparency of qualifications, cross-sectoral learning, student-centred learning and
facilitate learner’s mobility between different qualifications, thus encouraging lifelong learning.
The National Curriculum Framework, 2005, recommends that children’s life at school must be linked to
their life outside the school. This principle makes a departure from the legacy of bookish learning
which continues to shape our system and causes a gap between the school, home, community and the
workplace. Experiential learning, which is a cyclical process involving observation, reflection and
action, should be an integral part of the teaching-learning process. Attempt by the students to solve
problems, guided by the teachers or instructors, would enable them to explore and discover new
knowledge and develop problem solving skills. A range of pedagogies, including interactive lecture,
role plays, case based studies, assignments, projects and on-the-job activities that provide students
with generic, technical and professional knowledge and skills should be adopted by the teachers and
instructors to foster student-centred learning.
The success of this effort of integrating knowledge and skills depends on the steps that the teachers
will take to encourage children to reflect their own learning and to pursue imaginative and on-the-job
activities and questions. Participation of learners in skill development exercises and inculcation of
values and creativity is possible if children are involved as participants in learning, and not as receiver
of information. These aims imply considerable change in school routines and mode of functioning.
Flexibility in the daily time-table would be a necessity to maintain the rigour in implementing the
activities and the required number of teaching days will have to be increased for teaching and training.
The suggestions by the teachers and other stakeholders in education and training will be of great value
to us in bringing about qualitative improvement in the teacher’s handbook.
3
ACKNOWLEDGEMENTS
We place on record our sincerest gratitude to Shri Rajarshi Bhattacharya, I.A.S., Secretary (SE),
Ministry of Human Resource Development (MHRD), Government of India, Smt. Radha Chauhan, I.A.S.,
Joint Secretary (SE), Department of School Education and Literacy, MHRD and Smt. Ankita Mishra
Bundela, I.A.S., Deputy Secretary (VE), Department of School Education and Literacy, MHRD for the
support and guidance. We take this opportunity of expressing our gratitude to MHRD for financial
support to the project on development of curricula and courseware under National Skills Qualifications
Framework (NSQF).
We would like to thank Professor Parvin Sinclair, Director, National Council of Educational
Research and Training (NCERT) and Professor R. B. Shivagunde, Joint Director, PSS Central Institute of
Vocational Education (PSSCIVE) for their guidance.
The contribution of Shri M.K. Mishra and Shri Satish. C. Pandey of MPCON Ltd., Bhopal as
resource person and Dr. Sukhwant Singh, Dr. Jitendra Banweer, Dr. Richa Mishra, Dr. Ratan Lal Patidar,
Dr. Sandhya Singh, Dr. Ashish Acharya, Mr. Ashok Pal, Ms Priyanka Acharya, Ms. Manisha Gupta and Ms
Rashmi Mishra as experts in healthcare sector for developing the content of the courseware is duly
acknowledged.
We gratefully acknowledge the contributions of Prof. P.V.P.Rao, Prof. (Mrs.) Karesh Prasad, Dr.
(Mrs) Lilly Christopher, Mrs Susan Manoj and Dr. Kuldeep Virani in reviewing the content and providing
suggestions for improvement.
We are grateful to Dr. Vinay Swarup Mehrotra, Professor and Head, Curriculum Development
and Evaluation Centre (CDEC) and National Skills Qualifications (NSQF) Cell, PSSCIVE, Bhopal for
coordinating the development of curricula, student workbooks and teachers’ handbooks.
4
GENERAL INSTRUCTIONS FOR TEACHERS
 Read the Teacher’s Handbook carefully before teaching or conducting the training.
 Follow the session plan strictly
 Familiarize yourself thoroughly with the relevant knowledge and skills to be transacted.
 Ensure all materials/aids/equipment required for teaching and training is available.
 Introduce the skill by explaining the purpose.
 Demonstrate the skill to the participants, explaining each step in detail.
 Invite the students to ask questions.
 Ask the students to practice the skill themselves and make observation while they perform the
task.
 Provide the students with constructive feedback.
 Discuss in class, the problems faced by the students in performing the task.
 Summarize the key learning.
 Ensure key learning is captured and performance standards are met at the end of each session.
 Regularly check student’s workbook to ensure all exercises are being completed on time.
 Ensure that all participants complete the required assessments given in the student workbook.
 Always encourage participants. Never discourage them from getting actively engaged in
discussions, question-answer sessions and task-oriented activities.
5
TABLE OF CONTENTS
PREFACE 3
ACKNOWLEDGEMENTS 4
GENERAL INSTRUCTIONS FOR TEACHERS 5
SESSION 1: UNDERSTAND HEALTHCARE DELIVERY SYSTEM 7
SESSION 2: IDENTIFY THE COMPONENTS AND ACTIVITIES 12

OF HOSPITALS
SESSION 3: UNDERSTAND ROLE AND FUNCTIONS OF CLINIC 17
SESSION 4: IDENTIFY VARIOUS REHABILITATION CARE FACILITIES 20
SESSION 5: IDENTIFY LONG TERM CARE FACILITIES 24
SESSION 6: DEMONSTRATE THE KNOWLEDGE OF HOSPICE CARE 27
GLOSSARY 32
6
Session1: Understand Healthcare Delivery System
Relevant Knowledge A number of factors like food, housing, clothing, hygiene,

sanitation, lifestyle, pollution, climate, etc. can influence health
of an individual and population. Healthcare includes all the
services provided to a person/ population by various agencies
related to health and related services. Healthcare services are
the services designed to provide health based needs of people/
community/ population, through various resources available.
These are delivered by healthcare system that includes the
management of health sector and its organizational structure. The
healthcare services should be comprehensive and should be
preventive, curative and rehabilitative.
Healthcare Systems
Provision of healthcare in India is a state subject. Healthcare in

India is delivered by institutions owned by state government, local
bodies and the central government. The center is mainly
responsible for developing and monitoring national standards and
regulations, linking the states with funding agencies, and
sponsoring numerous schemes for effective implementation. The
majority of healthcare services in India are provided by the
private sector. The government and the private sector are helping
in making healthcare accessible in all areas of India; both rural
and urban.
The healthcare system is composed of different parts designed to

work together to make healthcare accessible to everyone. It
consists of hospitals, dispensaries, laboratories and health
department for the common objective of maintaining good health
for the community. The various features of a healthcare system
are:
 It has a structure, a set of goals, input, transformation
process, output and feedback;
 It is a continuous process and is composed of sub-systems;
 It is an open system, where a number of external factors
influence its functioning.
A number of healthcare delivery models have been developed for

the delivery of healthcare services. The healthcare
system/models in India can be categorized under the following
sectors or programme:
1. Public Health Sector: It includes the following:
7
a) Primary Healthcare
 Village level Accredited Social Health Activist
 Village level ANM (Auxiliary Nurse Midwife)
 Sub centers
 Primary Health Centre
b) Hospitals/ Health Centers
 Community Health Centers
 Rural Hospital
 District Hospital/ health centers
 Specialty Hospitals
 Teaching Hospitals
c) Health Insurance Schemes
 Universal Health Insurance programs
 Employee State Insurance Scheme
 Central Govt. Health Scheme
 Various Schemes of contributory third party payment
mechanism E.G Yashaswini Scheme, Arogya Badrata
 Employee Health Insurance Program sponsored by
employer and provided by General Insurance Companies
 Health Insurance Program (Medi-claim)
d) Other Agencies
 Defense Services
 Railways
 Public Sector Companies
 Private Companies providing healthcare to their
employees through their network
2. Private Sector: It includes the following:
a) Private Hospitals, Polyclinics, Nursing homes and Dispensaries

b) General practitioners and clinics
3. Systems of Medicine
a) Allopathy – System of medicine that utilizes the synthetic and

semisynthetic chemicals as medicines.
b) Ayurveda – a system of medicine which utilizes herbs as
medicine
c) Unani – Tibbs is the science of which we learn the various
states of body
d) Homeopathy – Treating disease with remedies prescribed in
minute doses.
e) Naturopathy – system of men building in harmony with
constructive principles of nature.
f) Sidha – Means achievement and siddhars were saintly persons
who achieved results in medicines.
8
4. Voluntary Health Sector and Non-government Organizations
EDEl RYS Tt The voluntary health sector can be broadly classified as follows:
 Campaign Groups: These groups are working on specific

health issues, such as a rational drug policy and
' Sw11d
amniocentesis, among others
 Government Voluntary Organization: These are
Rnr Ctr ll voluntary organizations which play the role of
implementing government programs like Family Planning
1ro oo -io, and Integrated Child Development Services.
 Health Care for Special Groups of People: This includes
"o ,o~a education, rehabilitation and care of the handicapped.
lllra 1dnl Slat! llnl • S Ill  Health Researchers and Activists: The efforts of these
• groups are usually directed towards writing occasional
1)10· 1 Ill
papers, organizing meetings on conceptual aspects of
health care and critiquing government policy through
their journals.
 Health Work Sponsored by Rotary Clubs, Lions Clubs
and Chambers of Commerce: They usually concentrate
on eye camps – conducting cataract operations in the rural
areas on a large scale with the help of various specialists,
etc.
 Integrated Development Programs: In these programs,
health is a part of integrated development activities.
Consequently, their emphasis on health care may not be
as systematic or as effective as that of the previous
group.
 Specialized Community Health Programs: They include
income generating 0schemes for the poorer communities
so that they can meet their basic nutritional needs.
5. National Health Programs
The simple model of healthcare delivery system with input/

output can be represented as below, is generally followed by
Indian government and private systems provider.
Provision Healthcare Output

Input of System
Healthcare
Health status
/ Health
problems Public Sector
Promotive Private Sector Improvem
Services NGO/ Voluntary ent in
Preventive Indian Systems Health
Resources Services Status of
of Medicine
People
9
Session Plan 1 T1 : Interactive Lecture
1. SESSION TOPIC: Healthcare DURATION: 01 HOUR

Delivery System
PROCESS
2. OBJECTIVE: To develop
student’s knowledge, skill & 1. Prepare the points for the lecture.
abilities regarding 2. Introduce the topic.
healthcare delivery systems 3. Make an opening by telling students the purpose of the lecture
or presentation.
3. MATERIALS/EQUIPMENT 4. Introduce the topic in the class and provide relevant
REQUIRED: Charts, Sketch knowledge to the students. Topics may include but not limited
Pens, Computer, Open Source to the following:
Software for Slide
Presentation, LCD Projector. (a) Different types of healthcare delivery systems
(b) Role of voluntary in healthcare sector organisations
4. PREPARATIONS:
o Arrange all the materials 5. Relate the topic to the real situation and ask questions.
well in advance 6. Provide specific examples.
7. Involve students by giving them the opportunity to ask
5. TEACHING/TRAINING questions related to the topic.
METHODOLOGY: 8. Clarify any questions students may have.
9. Summarize the topic and emphasize on the key points.
T2 : Practical Session
DURATION: 02 HOURS
This practice session will enable students to understand the

practical aspect of the topic. Ask them to perform the following
exercise:
1. Prepare a chart on healthcare team’s role in healthcare
delivery system
2. Prepare a chart depicting the various functions of a
hospital.
3. Prepare a chart on different providers of healthcare
delivery system.
Checklist for Assessment Activity
Use the following checklist to check whether students could meet

all the requirements for assessment:
Part A
1. Differentiate between maintenance care and preventive care

2. Differentiate between medical and psychosocial needs of a
person
10
Part B
Students could answer the following questions:
1. What is healthcare delivery system?

2. Why is it necessary to adopt different models of healthcare
system?
3. What is the role of voluntary organizations in health sector?
Part C
Performance Standards
Students should be able to demonstrate the generic, technical,

professional and organizational knowledge and skills in order to
perform to the required standards. The performance standards
may include, but not limited to:
Performance standards Yes No

Demonstrate the knowledge of various functions
of healthcare system
Identify various healthcare delivery models and
their components
11
Session 2 : Identify the Components and Activities of Hospitals
Relevant Knowledge The term Hospital is derived from the Latin Word Hospes meaning
host, which is the root word for English words like hotel, hostel
and hospitality. The place where a guest is received was called
hospitium or hospitale. Thus, taking it further a hospital is an
institution for healthcare. Hospitals are an important and integral
part of our healthcare delivery system. In general terms, hospitals
provide acute care (treatment for illnesses which come on
suddenly and are usually of short duration) and either general or
specialized care (children’s, cancer, psychiatric, Acquired
Immune Deficiency Syndrome (AIDS).
Meaning of Hospital
According to World Health Organisation (WHO), a hospital is

defined as an integral part of social and medical organization, the
function of which is to provide for the population a complete
healthcare, both preventive and curative. The outpatient services
of the hospital reach out to the family and its home environment.
The hospital is also a centre for the training of health workers and
bio-social research.
Hospital Set up
A hospital is an open system with various components that are
integrated by common purpose of achieving a set of objectives.
The various system and subsystems of a hospital can be
schematically represented as follows:
Components of a Hospital
Clinical & Nursing Support Services Other Services

Services
 Out Patient Personnel, finance

Clinical Non- clinical
Department and management
Services support
Services services
 Emergency and
other services
12
The performance of all these services is dependent on the
cooperation and coordination of various components within the
system. The individual sub-systems have their independent goals
for providing best patient care. It is can be inferred that
hospitals are highly complex, social, economic and scientific
organization whose function is to provide comprehensive
healthcare.
Functions of Hospital
The purpose of healthcare services is to effectively meet the total

health needs of community. The hospitals play a major role in
maintaining and restoring the health of the community. The main
functions of the hospitals can be listed as follows:
 Restorative Functions
 Preventive Functions
 Training and Research in health and medicine
The above functions can be further described as below:
1. Restorative Functions
The various restorative functions of a hospital include:
 Diagnostic activity: It includes the inpatient services

involving medical, surgical and other specialties and
specific diagnostic procedures.
 Curative activities: It includes treatment of all
ailments/diseases.
 Rehabilitative activities: Those activities include physical,
mental and social rehabilitation.
 Emergency services: It includes emergency services
required for dealing with accidents, natural disasters,
epidemics, etc.
2. Preventive Functions
The hospitals also carry out various preventive functions which

include the following:
 Supervision of normal pregnancies and childbirth

 Supervision of normal growth and development of children
 Control of communicable diseases
 Prevention of prolonged illness
 Provision of health education services
 Occupational health services
 Preventive health check up
13
3. Training and Research Activities
The training activities of the hospitals generally refers to the

training of medical, paramedical and other support staff
(Clinical/Non-clinical) required and working in the facility. The
training is generally provided to:
 Medical undergraduates
 Nurses and Midwives
 Specialists and post graduates
 Medical social workers
 Paramedical staff
The research activities carried out by the hospitals are generally

for the enhancement of medical technology and services in the
following areas:
 Physical, psychological and social aspects of health and
diseases
 Clinical medicine
 Hospital practices and administration.
Just give it a thought//..
Even though most of the Indian population still lives

in villages/ rural areas but there are more hospitals
in urban areas. Why? Give reasons.
14
1. SESSION TOPIC: Components DURATION: 01 HOUR

and Activities of Hospitals
PROCESS
abilities regarding 2. Introduce the topic.
components and activities of 3. Make an opening by telling students the purpose of the
hospitals lecture or presentation.
4. Introduce the topic in the class and provide relevant
3. MATERIALS/EQUIPMENT knowledge to the students. Topics may include but not
REQUIRED: Charts, Sketch limited to the following:
Pens, Rulers, Computer,
Open Source Software for (a) Components of a hospital
Slide Presentation, LCD (b) Functions of a hospital
Projector and lab for (c) Services provided by the hospital to patients.
demonstration. (d) Equipment used in hospital
4. PREPARATIONS: 5. Relate the topic to the real situation and ask questions.
o Arrange all the materials 6. Provide specific examples.
well in advance 7. Involve students by giving them the opportunity to ask
questions related to the topic.
5. TEACHING/TRAINING 8. Clarify any questions students may have.
METHODOLOGY: 9. Summarize the topic and emphasize on the key points.
DURATION: 02 HOURS

exercise: -
1. Make a list of services provided by a hospital.
2. Prepare a chart showing various activities performed by a
hospital.
3. Enlist various equipment used in hospital.

all the requirements for assessment.
Part A
1. Describe the various components of hospital system.

2. Enlist the various functions of a hospital
15
Part B
1. What is hospital?
2. What are various functions of a hospital?
3. What are various components of a hospital?
Part C


Demonstrate the knowledge of various
components and functions of a hospital system
Identify the various equipment used in a hospital
I I I
16
Session 3: Understand Role and Functions of Clinic
Relevant Knowledge A clinic (or an outpatient clinic or an ambulatory care clinic) is a
healthcare facility that primarily provides maintenance or
preventative care to the outpatients. The word clinic is derived
from the Greek word klinein meaning to slope, lean or recline.
Hence kline is a couch or bed, klinikos is sloping or reclining and
Latin is clinicus. An early use of the word clinic was referred to
the person 'one who receives baptism on a sick bed'.
Clinics can be privately operated or publicly managed and funded,

and typically cover the primary healthcare needs of populations in
local communities, in contrast to larger hospitals which offer
specialised treatments and admit inpatients for overnight stays.
Role and the functions of a clinic
The function of clinics will differ from place to place. For

instance, a local general practice run by a single general
practitioner will provide primary healthcare, and will usually be
run as a for-profit business by the owner whereas a government
specialist clinic may provide subsidised and specialised healthcare
to the patients. They are advantageous to hospitals because they
can provide immediate medical attention to patients who are
suffering from illness.
Some clinics function as a place for people with injuries or

illnesses to come and be seen by nurse or other health worker. In
these clinics, the injury or illness may not be serious enough to
warrant a visit to an emergency room, but the person can be
moved to one if required. They sometimes have access to
diagnostic equipment such as X-ray machines and other diagnostic
facilities. Doctors at such clinics can often refer patients to
specialists if required.
Types of clinics
There are many different types of clinics providing outpatient

services. Such clinics may be public (government funded) or
private medical practices.
 A free clinic provides free or low-cost healthcare for it is

generally provided by the State or Central government.
 A general out-patient clinic is a clinic offering a community
general diagnoses or treatments without an overnight stay.
 A polyclinic is a place where a wide range of healthcare
services including diagnostics can be obtained without need
of an overnight stay.
17
 A specialist clinic is a clinic providing advanced diagnostic
or treatment services for specific diseases or parts of the
body. This type of clinic contrasts with general out-patient
clinics, which deal with general health conditions and
disease categories.
 A sexual health clinic deals with sexual health related
problems, such as prevention and treatment of sexually
transmitted infections.
 A fertility clinic aims to help women and couples to become
pregnant.
 An ambulatory clinic offers outpatient guidance and
counselling for various diseases and procedures that can be
carried out in specialised hospitals or clinics
1. SESSION TOPIC: Role and DURATION: 01 HOUR

Functions of Clinic
PROCESS
abilities regarding the role 2. Introduce the topic.
and functions of clinic 3. Make an opening by telling students the purpose of the
lecture or presentation.
REQUIRED: Charts, Sketch knowledge to the students. Topics may include but not
Pens, Rulers, Computer, limited to the following:
Open Source Software for (a) Role and functions of a clinic
Slide Presentation, LCD (b) Preventive care provided at the Doctor’s clinic
Projector (c) Different types of clinic
5. Relate the topic to the real situation and ask questions.
4. PREPARATIONS: 6. Provide specific examples.
o Arrange all the materials 7. Involve students by giving them the opportunity to ask
well in advance questions related to the topic.
8. Clarify any questions students may have.
5. TEACHING/TRAINING 9. Summarize the topic and emphasize on the key points.
METHODOLOGY:
DURATION: 02 HOURS

practical aspect of the topic. Ask the students to visit a nearby
Clinic and perform the following:
18
a. Find out available preventive care being administrated in
clinic.
b. Are there any retail clinics operating in India? If yes, name
them and enlist the services provided by them.
c. Discuss the advantages of a clinic over hospital
d. Prepare a report of highlighting the services provided in the
clinics.

Part A
1. Differentiate between a clinic and a hospital.
2. Discuss the role of a clinic in community health.
Part B
1. What is clinic?
2. What are the roles and functions of a clinic?
Part C

perform up to the required standards. The performance standards

Describe the role of clinics in community health
Identify different types of clinics
Describe functions of a clinic
19
Session 4: Identify various Rehabilitation Care Facilities
Relevant Knowledge
Rehabilitation /Convalescent care facilities help in restoring a
person back to normal position and to get a useful place in
society. As such, a rehabilitation center is a location in which
rehabilitation can occur. People get displaced from society for
various reasons. Some may experience an accident or illness that
temporarily makes them unable to function normally; others may
have an addiction that handicaps them. A rehabilitation center
provides a support system to help restore people to their place in
society.
Functions of a Rehabilitation Center
The function of a rehabilitation center is to provide the means

and space to help in the recovery process. This process varies
depending on the rehabilitation that is needed. Rehabilitation
centers use a combination of therapy, small groups, individual
sessions and highly structured living. The function of a
rehabilitation center is to both increase the quality of life and to
help the patient integrate back into the community. These
Programs provides 24-hour care to people who require specific
medical and therapeutic services in a supportive environment.
The program will help in rebuilding strength, endurance and
functioning before returning home.
Rehabilitation centre/ Convalescent care provide the care needed

when required, it includes:
 Medical and therapeutic support;
 A specialized care plan to help regain strength and
independence of the individual in need and
 Guidance to the family and caregivers needed to support
the individual in need.
Depending on a persons need, a specialized care team plan is led

by doctors and nurses with support from professionals such as
physiotherapists, occupational therapists, dietitians and social
workers develop a plan to help in rehabilitation.
Rehabilitation centers are categorized into four types:

1. Occupational
2. Physical
3. Addiction
4. Psychosocial
20
1. Occupational Rehabilitation
Occupational rehabilitation centers are often found in
clinics and hospitals. These rehabilitation centers focus on
helping their clients regain skills needed to function. For
example, an occupational therapist may work with a
patient who has had a severe spinal cord injury and help
regain the use of her arms or legs. An occupational
rehabilitation center can help the patient in talking,
writing, dressing herself and eating without assistance.
The occupational therapist uses consistent rehabilitation
exercises that help retrain the body.
2. Physical Rehabilitation
Physical rehabilitation centers are similar to occupational
rehabilitation centers, except they focus more on using
physical exercises to help patients regain motor skills.
Physical therapy (also called as physio-therapy)
rehabilitation centers specialize in helping rehabilitate
patients who have accident-related injuries or who have
lost a limb, they also help rehabilitate those who have
spinal, muscular or bone problems due to degenerative
diseases.
3. Addiction Rehabilitation
Rehabilitation centers also work with those who have
addiction problems. Addictions rehabilitation centers
provide both in-patient and out-patient programs.
Rehabilitation centers are an important part of treating
those addicted to drugs and alcohol. However,
rehabilitation centers can also treat eating disorders and
other addictions, such as gambling, etc.
4. Psych-social Rehabilitation
Psych-social rehabilitation centers focus less on physical
rehabilitation and more on the rehabilitation of the mind.
Psych-social rehabilitation centers specialize in the
treatment and rehabilitation of psychiatric disorders such
as major depression, bi-polar disorder, and schizophrenia.
Psych-social rehabilitation was implemented as an
alternative to long-term institutionalization. It works to
help those suffering from psychiatric disorders stabilize
themselves through therapy and medication. Patients also
learn skills to cope with their disorder while living in
society.
21
DURATION: 01 HOUR
1. SESSION TOPIC:
Rehabilitation Care Facilities PROCESS
1. Prepare the points for the lecture.
2. OBJECTIVE: To develop 2. Introduce the topic.
student’s knowledge, skill & 3. Make an opening by telling students the purpose of the
abilities regarding the lecture or presentation.
various rehabilitation care 4. Introduce the topic in the class and provide relevant
facilities knowledge to the students. Topics may include but not
limited to the following:
3. MATERIALS/EQUIPMENT (a) Purpose of rehabilitation
REQUIRED: Charts, Sketch (b) Functions of rehabilitation centre
Pens, Rulers, Computer, (c) Services provided at various rehabilitation/
Open Source Software for convalescent centre
Slide Presentation, LCD 5. Relate the topic to the real situation and ask questions.
Projector 6. Provide specific examples.
4. PREPARATIONS: questions related to the topic.
o Arrange all the materials 8. Clarify any questions students may have.
well in advance 9. Summarize the topic and emphasize on the key points.
5. TEACHING/TRAINING T2 : Practical Session

METHODOLOGY:
DURATION: 02 HOURS

exercise:
1. Visit a Rehabilitation Center in a hospital and study the
various practices adopted for rehabilitating patients.
2. Based on the study, devise a small plan for persons
recovering from leg injury.
3. Write the benefits of rehabilitation center.

Part A
1. Differentiate between a clinic and a rehabilitation center.

2. Enlist various types of rehabilitation center and their
purpose.
22
Part B
1. What is a rehabilitation center?

2. What are the functions of a rehabilitation center?
3. What are various facilities available at rehabilitation
centre?
Part C


Demonstrate the knowledge of the functions and
activities of rehabilitation center
Identify the facilities at the rehabilitation centre
23
Session 5: Identify Long Term Care Facilities
Relevant Knowledge
Long Term Care (LTC) is a variety of services which help meet
both the medical and non-medical needs of people with a chronic
illness or disability who cannot care for themselves for long period
of time.
Generally, the LTC provides the non-skilled care, such as assisting

with normal daily tasks like dressing, bathing, and using the
bathroom. Essentially, it involves providing a level of medical
care that requires the expertise of skilled practitioners to address
the often multiple chronic conditions associated with older
populations. Long-term care can be provided at home, in assisted
living facilities or in nursing homes. Long-term care may be
needed by people of any age, although it is a more commonly
needed for senior citizens.
Definition
Long Term Care facility that provides rehabilitative, restorative,

and/or ongoing skilled nursing care to patients or residents, who
are in need of assistance with the activities of daily living. Long-
term care facilities include nursing homes, rehabilitation
facilities, inpatient behavioral health facilities, and long-term
chronic care hospitals.
Need for Long Term Care
Life expectancy is going up in most countries, implying that more

and more people are living longer and entering an age when they
may need care in their daily activities. In today’s world 70
percent of all older people now live in low or middle-income
countries. Countries and healthcare systems need to find
innovative and sustainable ways to cope with changing scenario.
This change is also being accompanied by changing social

patterns, including nuclear families, different residential patterns
and increased female labour participation in work force. These
factors often contribute to an increased need for care.
In many countries, the largest percentages of older persons

needing LTC services still rely on informal home care, or services
provided by unpaid caregivers who are usually non-professional
family members, friends or other volunteers.
24
Types of Long Term Care
Long-term care can be provided formally or informally. Facilities

that offer formal Long Term Care services typically provide living
accommodation for people who require on-site delivery of around-
the-clock supervised care, including professional health services,
personal care and services such as meals and housekeeping. These
facilities may be called as nursing home, personal care facility,
residential continuing care facility, etc. Long-term care provided
formally in the home, also known as home healthcare, can also
include a wide range of clinical services (e.g. nursing, drug
therapy, physical therapy) and other activities such as physical
construction according to the need of the patient.(e.g.
renovating bathrooms and kitchens so that its easier for people
to work). These services are usually ordered by a physician or
other professional. Informal long-term home care is care and
support provided by family members, friends and other unpaid
volunteers. It is estimated that 90% of all home care is provided
informally by a loved one.
1. SESSION TOPIC: Long Term DURATION: 01 HOUR

Care facilities
PROCESS
2. OBJECTIVE: To develop 1. Prepare the points for the lecture.
student’s knowledge, skill & 2. Introduce the topic.
abilities regarding the long 3. Make an opening by telling students the purpose of the
term care lecture or presentation.
Pens, Rulers, Computer, (a) Meaning of long term care
Open Source Software for (b) Need of long term care facility
Slide Presentation, LCD (c) Treatment provided through long term care
Projector 5. Relate the topic to the real situation and ask questions.
6. Provide specific examples.
4. PREPARATIONS: 7. Involve students by giving them the opportunity to ask
o Arrange all the materials questions related to the topic.
well in advance 8. Clarify any questions students may have.
5. TEACHING/TRAINING
METHODOLOGY: T3 : Practical Session
DURATION: 02 HOURS
This practice session will enable the student to understand the
practical aspect of this topic. Ask them to perform the following
exercise: -
25
1. Visit an old age home. Write a detailed report about the
routine followed and the assistance provided to the
elders.
2. Suggest at least five ideas that will enhance the quality of
long term care for those living at the center you visited.

Part A
1. Different between types of Long term Care facilities

2. Differentiate between the role played by Long Term Care
facility and a rehabilitation center.
3. Differentiate between sub-acute care and long term care
services
Part B
1. What is Long Term Care?

2. What are different services provided through Long Term
Care facilities?
Part C


Enlist the Long Term Care facilities
Identify the equipment and materials used for
long term care
26
Session 6: Identify various Hospice Care
Relevant Knowledge Hospice care is a type and philosophy of care that focuses on the
relieving and preventing the suffering of a terminally ill or
seriously ill patient's pain and symptoms, and attending to their
emotional needs.
The focus of hospice care is on palliation of the patient's pain and

symptoms. These symptoms may be physical, emotional, or
psychosocial in nature. Hospice care focuses on bringing comfort,
self-respect, and peace to people in the final time of life.
Patients’ symptoms and pain are controlled, goals of care are
discussed and emotional needs are supported. Hospice believes
that the end of life is not a medical experience; it is a human
experience that benefits from expert medical and holistic support
that hospice offers.
Hospice care focuses on quality rather than length of life. It

provides humane and compassionate care for people in the last
phases of incurable disease so that they may live as fully and
comfortably as possible. Hospice care treats the person rather
than the disease, working to manage symptoms so that a person’s
last days may be spent with dignity and quality, surrounded by
their loved ones. It’s also family-centered – it includes the patient
and the family in making decisions. Hospice care is used when you
can no longer be helped by curative treatment, and you are
expected to live about 6 months or less if the illness runs its usual
course. Hospice gives you supportive or palliative care, which is
treatment to help relieve disease-related symptoms, but not cure
the disease. Its main purpose is to improve your quality of life.
Places where hospice care is provided
Hospice care is generally, designed to be available 24 hours a day,

7 days a week. It can be given at the patient’s home, a hospital,
nursing home, or private hospice facility. The doctor, guidance
counselor helps in deciding which program is best for the patient
and the family. Hospice can be provided at:
i. Home hospice care
Most home health agencies and independently owned hospice

programs, offer home hospice services. A nurse, doctor, and
other professional staff monitor the home hospice program but
the main caregiver is usually a family member or friend who is
responsible for around-the-clock supervision of the patient.
27
This person is with the patient most of the time and is trained by
the nurse to provide much of the hands-on care.
Members of the hospice staff will visit regularly to check on the

person, his/ her family, and caregivers to give needed guidance
and services.
Care begins when a patient is admitted to the hospice program,

which generally means that a hospice team member visits your
home to learn about you and your needs. Return visits are
scheduled so that the patient’s needs are re-evaluated regularly.
To provide further support on call nurse and counselors are
available throughout the day.
ii. Hospital based hospices
Hospitals that treat seriously ill patients often have a hospice

program. This allows patients and their families’ easy access to
support services and healthcare professionals. Some hospitals
have a special hospice unit, while others use a hospice team of
caregivers who visit patients with advanced disease on any nursing
unit. In other hospitals, the staff on the patient’s unit will act as
the hospice team.
iii. Long Term Care facility based hospice
Many nursing homes and other long-term care facilities have small
hospice units. They might have a specially trained nursing staff to
care for hospice patients, or they might make arrangements with
home health agencies or independent community-based hospices
to provide care. This can be a good option for patients who want
hospice care but don’t have primary caregivers to take care of
them at home.
Support facilities extended by Hospice Care
Various types of services are provided by the hospice care team,

depending upon the need of the patient and the family. The
following are the main services extended by the hospice care:
a) Pain and symptom control

The goal of pain and symptom control is to help patient to be
comfortable while allowing staying in control and enjoying life.
This means that discomfort, pain, and side effects are
managed to make sure that the patient is free of pain and
symptoms as much possible and alert enough to enjoy the
people around you and make important decisions.
28
b) Home care and inpatient care
Although hospice care can be provided at home, a patient may

be admitted to a hospital, extended-care facility, or a hospice
inpatient facility. The hospice can arrange for inpatient care
and will stay involved in patient care and guiding the family
through the process. The patient can go back to in-home care
when he and his family are ready.
c) Family conferences
Regularly scheduled family conferences, often led by the

hospice nurse or social worker, keep family members informed
about the condition of the patient and what to expect. Family
conferences also gives everyone a chance to share feelings,
talk about what to expect and what’s needed, and learn about
death and the process of dying. Family members can find great
support and stress relief through family conferences. Daily
conferences may also be held informally as the nurse or nursing
assistant talks with the patient and care givers.
d) Bereavement care
Bereavement is the time of mourning after a loss. The hospice

care team works with surviving loved ones to help them
through the grieving process. A trained volunteer or
professional counselor provides support to survivors through
visits, phone calls, and/or other contact, as well as through
support groups. The hospice team can refer family members
and care giving friends to other medical or professional care, if
needed.
29
1. SESSION TOPIC: Hospice DURATION: 01 HOUR

Care
PROCESS
student’s knowledge, skill & 2. Introduce the topic.
abilities regarding hospice 3. Make an opening by telling students the purpose of the
care lecture or presentation.
Pens, Rulers, Computer, (a) Hospice care
Open Source Software for (b) Scope of hospice care
Slide Presentation, LCD (c) Facilities available at Hospital/Home for hospice
Projector care
METHODOLOGY:
T2 : Brain Storming Session
DURATION: 01 HOUR
Organize a brain storming session on advantages and

disadvantages of hospice care.
DURATION: 02 HOURS

practical aspect of the topic. Ask them to perform following
exercise
1. Write in 100 words about hospice care, its importance.
2. Visit a Hospital/Clinic and enlist all the services provided
and the equipment used for hospice care.
30

Part A
1. Enlist various types of services offered by hospice care.

2. Describe the role of hospice care for terminally ill patient.
Part B
1. What is hospice?
2. What are the types of hospice care extended to the patients
and their family?
3. What are the facilities and services extended by hospitals for
hospice care?
Part C


Demonstrate the knowledge of services related to
physical, emotional, social and spiritual needs of a
patient extended by hospice care. I I I
31
Glossary
Ancillary Services Supplementary services which may use laboratory, radiology, physical
therapy, and inhalation therapy that are provided in conjunction with
medical or hospital care.
Gatekeeper A primary care physician or his/her staff who is responsible for determining
when and what services a patient can access or receive reimbursement.
Health Care Provider Health care professionals and institutions, including hospitals, clinics,
laboratories, physicians, therapists, home health agencies, chiropractors,
etc.
Hospital A health care facility that has a governing body, an organized medical and
professional staff, and inpatient facilities and provides medical, nursing,
and related services for injured patients.
Informed Consent It refers to the requirement that a patient or resident be apprised of the
nature, risks, and alternatives of a medical procedure or treatment before
the physician or other health care professional begins any such course.
Nursing Assistant An individual who gives basic nursing care under the supervision of a
registered nurse or a licensed practical nurse; also called nurse's aide,
nursing attendants, health care assistant and orderly.
32
TEACHERS HANDBOOK
HSS102 - NQ2014
Role of Patient Care

Assistant

permission.
2
PREFACE
The Teacher‘s Handbook on ―Role of Patient Care Assistant‖ is a part of the qualification package
Framework (NSQF) of ―General Duty Assistant/Patient Care Assistant‖. The National Vocational
Education Qualification Framework (NVEQF) now subsumed in NSQF is an initiative of the Ministry of
facilitate learner‘s mobility between different qualifications, thus encouraging lifelong learning.
The National Curriculum Framework, 2005, recommends that children‘s life at school must be linked to
to us in bringing about qualitative improvement in the teacher‘s handbook.
3
ACKNOWLEDGEMENTS
Framework (NSQF).
The contribution of Shri M.K. Mishra and Shri Satish.C.Pandey of MPCON Ltd., Bhopal as
acknowledged.
coordinating the development of curricula, student workbooks and teachers‘ handbooks.
4
 Read the Teacher‘s Handbook carefully before teaching or conducting the training.
task.
 Regularly check student‘s workbook to ensure all exercises are being completed on time.
5
TABLE OF CONTENTS
PREFACE 3
ACKNOWLEDGEMENTS 4
SESSION 1: ROLE OF PATIENT CARE ASSISTANT 7
SESSION 2: VARIOUS ACTIVITY OF PATIENTS DAILY CARE 12
SESSION 3: BASIC COMPONENTS REQUIRED FOR PATIENT COMFORT 19
SESSION 4: UNDERSTAND PATIENT’S SAFETY 22
SESSION 5: IDENTIFY QULAITIES OF A GOOD PATIENT CARE 27

ASSISTANT
SESSION 6: IDENTIFY VARIOUS BIOMEDICAL WASTES AND ITS 33

MANAGEMENT
GLOSSARY 38
6
Session1: Identify Role of Patient Care Assistant
Relevant Knowledge Patient Care Assistants (PCA) provides nursing and technical care
to patients under the supervision of nurses in a hospital or nursing
care facility. Patient Care Assistants might spend more time with
patients than other healthcare providers in a hospital. PCAs must
be empathetic and have good communication and nursing skills to
care for patients in a hospital.
Essential Duties and Responsibilities:
The essential duties of a PCA include the following:
1. Assists professional healthcare staff with performing

physical examinations and patient procedures, which may
include measuring and recording vital signs and
measurement of input and output.
a. Patient data, such as vital signs and measurement of

intake and output are taken and recorded according to
the policy and procedure of the Hospital.
b. Changes and abnormal findings in patient‘s data are
communicated to the registered nurse and other members
of the healthcare team in a timely manner.
c. Patient is assisted with personal hygiene.
d. Patient is given assistance with ADLs (Activities of Daily
Living), exercise and ambulation as directed by therapists
and other members of the healthcare team.
e. Personal care and patient related services are provided in
the patient‘s home as needed per guidelines set forth by
the Home Health Agency.
2. Maintains patient safety
a. Patient‘s environment including but not limited to the

patient‘s room, exam room or treatment area is kept neat
and clean.
b. Meal preparation and light housekeeping duties may be
necessary in the home setting to maintain a safe
environment.
c. Equipment maintenance and safety checks are completed
according to policy and procedure.
d. Incidents are reported promptly to appropriate parties
using the Health System‘s quality reporting process.
3. Performs administrative support functions.
a. Medical record duties, including file maintenance and

recordkeeping, are completed when necessary.
7
b. Supply inventory and ordering are completed according to
guidelines.
c. Duties, including scheduling diagnostic procedures,
meeting and greeting patients, or delivering specific
supplies and pharmaceuticals are performed efficiently.
4. Maintain necessary skills and competencies
a. Competency in the use of new equipment (i.e., lifting and

moving patients) is achieved and maintained.
b. Strengths and opportunities for professional development
are identified and goals for self improvement are set and
documented appropriately.
c. Identified goals for professional development are met
through a variety of educational fora.
d. The education and development of others is fostered by
sharing information learned through individual
professional development.
e. A positive environment conducive to professional
development of coworkers is demonstrated on an ongoing
basis, including but not limited to teaching, orienting,
role modeling and team participation.
f. Annual mandatory training activities and regulatory in-
service hours requirements are completed within
established timeframe.
5. Communicates appropriately using good interpersonal skills
a. Positive, professional demeanor is projected through

verbal and non-verbal communication.
b. Information for patients and staff is delivered in a manner
that is supportive, timely and understandable.
c. Interpersonal conflicts are resolved using appropriate
methods and organizational resources, including but not
limited to Employee Relations Services and Faculty
Employee Assistance Program.
d. Diverse perspectives are acknowledged; language and
behaviors are modeled that build inclusiveness in the
work environment.
e. Ideas and suggestions are clearly communicated.
f. Clarification of communication is requested when
appropriate.
2. Serves, manages and supports internal and external

customers
a. Privacy is maintained at all times for patient and

employee information.
8
b. Actions are initiated to meet or exceed customer/co-
workers expectations in delivering service by
implementing the I Make the Difference philosophy
(Ownership begins with me; Greet customers by making
eye contact and smiling; Provide positive, professional
and prompt responses, e.g. helping visitors find their way;
Close every interaction with – Is there anything else I can
do for you?).
c. Appropriate resources throughout the Organization are
used consistently to meet customer needs.
d. Relationships with staff in other work areas are fostered
to meet internal and external customer needs.
e. Positive working relationships with peers, management
and customers are maintained at all times.
f. Organizational Mission and Values of Respect, Integrity,
Stewardship and Excellence are evident in behaviors.
3. Participates in performance improvement activities
a. Participation in performance improvement activities and

initiatives is on-going.
b. Initiative is demonstrated to proactively diagnose and
resolve problems.
c. Change is met with positive and supportive behavior.
4. Participates as a team member and is accountable for own

work responsibilities.
a. Time off is scheduled to avoid disrupting workflow.

b. Help is offered to others to solve problems and complete
tasks to facilitate communication and positive team
dynamics.
c. Productive work habits are consistently displayed.
d. Accountability for actions and decisions is demonstrated
in daily work.
e. Feedback is solicited and accepted in a positive manner.
f. Constructive input is offered to support the work unit.
9
1. SESSION TOPIC: Role of DURATION: 02 HOURS

Patient Care Assistant/
General Duty Assistant PROCESS

student‘s knowledge 2. Introduce the topic.
regarding role and functions 3. Make an opening by telling students the purpose of the lecture
of Patient Care Assistant or presentation.
3. MATERIALS/EQUIPMENT knowledge to the students. Topics may include but not limited
REQUIRED: Charts, Sketch to:
Pens, Rulers, Computer, (a) Duties of Patient Care Assistant
Open Source Software for (b) Responsibilities of Patient Care Assistant
Slide Presentation, LCD (c) Maintaining patient‘s safety
Projector. 5. Relate the topic to the real situation and ask questions.
DURATION: 02 HOURS

exercise:
1. Ask the students to list the various functions of a Patient Care

Assistant.
2. Presentation by students on ‗Role of Patient Care Assistant‘.
3. Volunteer at a Primary Health Centre/nursing
home/community health centre and perform the duties under
the supervision of the Incharge.

Part A
1. Describe the duties of Patient Care Assistant.
10
Part B
1. What are the duties and responsibilities of Patient Care

Assistant?
2. How to maintain patient‘s safety?
Part C


Relate the abilities and strengths of self with
the job role of Patient Care Assistant
Enlist the various roles and functions of Patient

Care Assistant
Demonstrate the knowledge of maintaining
patient safety
11
Session 2 : Identify various Activity of Patients Daily Care
Activities of daily living (ADLs) is a term used in healthcare to

Relevant Knowledge refer to daily self-care activities within an individual's place of
residence, in outdoor environments, or both. Health
professionals routinely refer to the ability or inability to perform
ADLs as a measurement of the functional status of a person,
particularly in regards to people with disabilities and the elderly.
Younger children often require help from adults to perform ADLs,
as they have not yet developed the skills necessary to perform
them independently.
ADLs are defined as "the things we normally do such as feeding
ourselves, bathing, dressing, grooming, work, homemaking, and
leisure‖. While basic categories of ADLs have been suggested,
what specifically constitutes a particular ADL in a particular
environment for a particular person may vary.
Patient Care Assistance Daily activity in the hospital
Patients need help with various activities because they may not
remember or they may not be in that position to do them, they
may have movement disorders and poor coordination and they
may have lost interest in doing things, or may not understand why
something needs to be done. They may not be able to understand
instructions when someone tries to help them.
1. Bathing and showering (washing the body)

2. Bowel and bladder management (recognizing the need to
relieve oneself)
3. Dressing
4. Eating (including chewing and swallowing)
5. Feeding (setting up food and bringing it to the mouth)
6. Functional mobility (moving from one place to another
while performing activities)
7. Personal device care
8. Personal hygiene and grooming (including washing hair)
9. Toilet hygiene (completing the act of relieving oneself)
Daily Care Plan of Patients according to their various needs
To a patient, every task could be a source of stress if it seems

beyond their ability. An average day, therefore, is a series of
stressful tasks, and it is no wonder they get frustrated and tired.
12
One very helpful way of reducing their stress is establishing a
regular routine for the day–doing the same things at the same
time every day. This routine can be fine-tuned to ensure that the
patient seems comfortable with it. Necessary tasks are all fitted
into this routine so that the patient‘s day is regular and
predictable, and the patient can get used to it. They need less
effort to get through the day as they sort of know what to expect.
They get a greater sense of comfort, and also feel more in control
of their lives. The daily routine should only be disrupted if it is
very necessary.
In addition to a daily routine, the environment around the patient

needs to be relaxed and friendly. Also, the patient should have
access to whatever is needed to perform activities easily. There
should be enough things to keep the patient oriented about where
he/ she is, and what the time is. Also, depending on the patient‘s
likes and dislikes, various other means of keeping the patient
comfortable and relaxed should be adopted. This could include
pictures of happy days, or incense, or music, if these are helpful
to the patient.
Often, caregivers do not spend enough time making the

environment comfortable because they are already having enough
work and problems handling care. But even a few appropriate
adjustments to the home can drastically improve the patient‘s
emotional state, and consequently, the patient‘s ability to
understand and do things. All of us work better when we are
relaxed and happy and surrounded by things we like. So do the
patients.
When thinking of how to do something, we shouldn‘t think only of

how to get the task accomplished, but also whether we can make
it more pleasant for ourselves and the patient. That will change
the activity from a chore to something we may enjoy.
Helping Tips
These are some of the tips that a Patient Care Assistant can use
for specific activities in healthcare:
Bathing
1. Patients often misjudge the temperature of the water,

and may end up bathing with very hot or very cold water
if not helped.
2. A bathroom can be very unsafe for a patient if left alone,
so stay with the patient. Patients may feel embarrassed
or angry at the presence of a caregiver.
13
Handing them the soap and then turning the face away may
give them back their sense of privacy.
3. A thin towel can be used to cover the torso/ private parts

while the caregiver soaps the rest of the body.
4. A bath stool may be needed so that the patient sits down
comfortably for the bath. Grab rails near the bath stool
may also be needed.
5. Be careful to dry in the folds, such as under the breast.
Also, dry areas like between the toes.
6. If bathing is tiring and difficult, reduce frequency to what
is indicated by the weather and the needs of personal
hygiene. Or give partial baths. A daily full bath may not
be needed.
7. Use the bath time to check the patient for injuries and
sores.
Dental care
1. You may need to help the patient brush properly.

2. Denture cleaning will probably have to be done by the
caregiver.
3. You may also, in later stages, have to assist the patient
put in and remove the dentures; dentures should fit well,
or the patient will get sores in the mouth.
Grooming
1. Patients may cut themselves while shaving with an

ordinary razor, and therefore switch to twin blade or
electric razors. Caregivers may need to take this activity
after sometime.
2. Combing hair is another activity the caregiver may need
to take over.
3. Nail cutting and filing require fine coordination, and will
need to be taken over.
4. Even if the patients are unable to use face creams and
groom themselves, they like to look neat and presentable,
and the caregiver needs to take over these tasks as the
patient‘s inability makes them too difficult to be done
independently.
Dressing
1. Too many clothes in the wardrobe may be confusing for

the patient. Reduce the choices by removing extra
clothes. Retain only a few comfortable, loose clothes
14
2. Clothing may need to be simplified as coordination
reduces.
3. When laying out the clothes for the patient to wear, lay
them out in the sequence in which they have to be worn.
4. Make sure clothes are not too long, so that patients do not
trip.
5. Switch to clothes without zippers or elaborate buttoning.
6. Instead of pajamas/ salwars with strings, use them with
elastic so that they can be just pulled on or taken off.
7. Use shoes with velcro straps instead of shoes with laces.
8. Replace sari with nightgown.
Toileting
1. Incontinence occurs for many reasons, some of which are

that the patient is not able to reach the bathroom in
time, or forgets where the bathroom is. Use signage to
point the way, have nightlights, have grab rails that the
patient can use while reaching the bathroom, and have
clothing that can be taken off easily.
2. Timed visits to the bathroom often reduce accidents.
3. Watch out for signs of constipation and dehydration (note
colour of urine) and change diet and water intake
accordingly.
4. If the patient shows signs of pain while passing urine or
during bowel movements, consult with the doctor.
5. Be ready for accidents, and set up the house for quick
cleaning after such accidents.
6. Persons who have been used to different styles of toilets
in their childhood may forget what a commode is for, and
may need to be reminded.
7. Grab rails or toilet seats with rails may make the
experience of sitting on the toilet seat less frightening for
the patient.
8. Watch the patient to ensure proper wiping, and proper
washing of hands.
9. For visits outside, diapers may be a good option. Even
patients, who could be tense about finding a suitable
bathroom outside, may easily agree to using diapers for
outside visits (such as to the doctor). Patients will need
assistance in wearing and removing diapers.
Eating
1. Patients may forget to eat if family members have gone

out and left the food on the table for them. Someone may
need to ensure that the patients eat.
15
2. Eating becomes messier over time, and patients who used
to use a spoon may switch to eating with hand. They may
have problems handling larger pieces, and food may need
to be cut down in smaller sizes they can handle.
3. Patients may not mix food while eating. They may eat all
the daal/ sambhar first, and the curds, and then try to
eat the rice without anything mixed. They may finish off
the vegetable or curry, and then be left with the roti and
nothing to eat with it. They may even eat the pickles
separately. This is because they find it a problem to
handle multiple items.
4. Caregivers may need to mix food and give it to them, or
to make combined dishes like pulao, khichdi, bisi bele
bath, and curd rice.
5. Denture fitment becomes bad. The patient may lose more
teeth, but not be mobile or alert enough to get a new
denture.
6. Chewing becomes a problem over time, and food may
need to be made softer, and finally, liquidised in a mixie.
7. Consult doctors about diet supplements like calcium and
vitamins, and also whether the patient needs to take a
serving or so of a balanced-diet food like Ensure.
Drinking water
1. Sometimes, patients, in order to avoid repeated trips to

the bathroom, reduce their water intake.
2. They may also forget to drink water.
3. Caregivers need to make sure that patients are drinking
enough water.
4. Doctors may also ask patients to include electrolyte drinks
in the daily routine, if the patient is showing an
electrolyte imbalance.
Taking medication
In the beginning, patients may find it problematic to keep track of

their medicines. Using small labeled boxes for the medicines can
help. However, more care needs to be taken to ensure that
patients continue taking their medicines as prescribed. Forgetting
to take medication is a common problem. Patients cannot be
depended on to take their medication as required. They may
forget to do so. Even if reminded, they may not believe they need
to take the medication (they may say things like, but I don‘t have
high BP). If caregivers insist, patients sometimes hide the
medicine away under the mattress or pretend to swallow it and
16
then spit it out. It is good to be alert on this, and if necessary,
supervise the patient to ensure that the medicines are taken as
prescribed. In later stages, as swallowing becomes difficult,
doctors should be asked to switch prescriptions to medicines that
can be crushed and given, or for syrups.
Exercise
1. Some amount of daily exercise is desirable. Walking is a good

exercise. Over time, patients become unsteady, and grab rails
may need to be installed at strategic places.
2. Range of motion exercises will keep the patient flexible and
mobile longer.
1. SESSION TOPIC: Patient‘s DURATION: 02 HOURS

Daily Care
PROCESS
student‘s knowledge skills 1. Prepare the points for the lecture.
and abilities regarding 2. Introduce the topic.
activities to be performed 3. Make an opening by telling students the purpose of the
for daily care of patients lecture or presentation.
Open Source Software for (a) Role of Patient Care Assistant in daily care of patient
Slide Presentation, LCD (b) Daily care plan of patient
Projector
METHODOLOGY:
DURATION: 02 HOURS

exercise:
17
1. Prepare a daily care plan for patient.
2. Demonstrate daily care procedures
3. Apply the most suitable safety practice that should be
followed in a given situation.

Part A
1. Describe the various activities performed by the Patient

Care Assistant.
2. Describe the various needs of a patient
3. Describe the various safety practices that should be
followed in daily care
Part B
1. What is the role of Patient Care Assistant in daily care of

patients?
Part C


Prepare a daily care plan for patient
Perform the various daily care practices

I I I
18
Session 3: Identify Basic Components Required for Patient Comfort
Relevant Knowledge
Besides being aesthetically pleasing, the human environment must
provide light, air, and thermal comfort. In addition, proper
acoustics and hygiene are important. Comfort is best defined as
the absence of discomfort. People feel uncomfortable when they
are too hot or too cold, or when the air is odorous and stale.
Positive comfort conditions are those that do not distract by
causing unpleasant sensations of temperature, drafts, humidity,
or other aspects of the environment. Ideally, in a properly
conditioned space, people should not be aware of equipment
noise, heat, or air motion. The feeling of comfort—or, more
accurately, discomfort—is based on a network of sense organs: the
eyes, ears, nose, tactile sensors, heat sensors, and brain. Thermal
comfort is that state of mind that is satisfied with the thermal
environment; it is thus the condition of minimal stimulation of the
skin‘s heat sensors and of the heat-sensing portion of the brain.
The environmental conditions conducive to thermal comfort are

not absolute, but rather vary with the individual‘s metabolism,
the nature of the activity engaged in, and the body‘s ability to
adjust to a wider or narrower range of ambient. For comfort and
efficiency, the human body requires a fairly narrow range of
environmental conditions compared with the full scope of those
found in nature. The factors that affect humans pleasantly or
adversely include:
(i) Temperature of surrounding air

(ii) Radiant temperatures of surrounding surfaces
(iii) Humidity of air
(iv) Air motion
(v) Odour
(vi) Dust
(vii) Aesthetics
(viii) Acoustics
(ix) Lighting
(x) Room hygiene
(xi) Sound
(xii) Bed comfort
19

Comfort
PROCESS
student‘s knowledge, skills 1. Prepare the points for the lecture.
and abilities for basic 2. Introduce the topic.
components required for 3. Make an opening by telling students the purpose of the
patients comfort lecture or presentation.
Pens, Rulers, Computer, (a) Comfort requirements of patients
Open Source Software for (b) Importance of patient‘s comfort
Slide Presentation, LCD (c) Components of patient‘s comfort
DURATION: 02 HOURS

exercise:
1. List various components that need to be considered in
providing comfort to patients.
2. Perform various activities for demonstrating the tasks to be
performed for taking care of patient‘s comfort

Part A
1. Differentiate between the various comfort requirements of a

patient.
Part B

1. What are the various elements that need to be considered to
provide comfort to the patient?
20
Part C


List factors that affect patient‘s comfort
Demonstrate the knowledge of various aspects that
need to be considered while taking care of
patient‘s comfort
21
Session 4: Understand Patient’s Safety
Relevant Knowledge
The environment of a patient is vital to assist in the recovery
process. As such, the environment must be maintained so that it
contributes to and not be a detriment to healing. The patient‘s
environment consists of the setting around him, equipment,
furniture, as well as people. The patient‘s environment should
have the following characteristics:
1. Environment should be conducive to rest.

2. Environment should be well lighted to ensure safety
3. Environment should be free from noise and extraneous
activity
4. Environment should be well ventilated
5. Environment should be predictable
Environment as conducive to rest
When a person is sick, he requires plenty of rest among other

things as part of his therapy. It should allow the patient to regain
his resources so that he restores his health. Many factors should
be considered to make this possible, such as scheduling
procedures promptly. In addition, assisting the patient in their
activities of daily living should be as close to the personal routines
the patient has at home. For example, some patients prefer to
have their baths in the morning, while others prefer them in the
evening. Schedule for visitation should be adhered to so that the
patient can focus on physical rest.
Environment should be well-lighted
Since many elderly individuals are usually hospitalized, their

needs must be kept in mind. Accidents may be prevented when
corridors and rooms have good lighting. Good lighting includes the
avoidance of glares which can distract the patient‘s vision.
Environment should be free from noise and extraneous activity
Noise pollutes. If a hospital environment is noisy, it detracts from

the healing that rest provides. Personnel should control their
voices when talking and avoid the use of telephones and other
personal electronic equipment in patient care areas. Trolleys,
carts, stretchers, and wheelchairs should not be noisy so as to
distract the patient.
22
Environment should be well ventilated
Maintaining good ventilation can be achieved in air-conditioned as

well as non-air-conditioned rooms. The patient care assistant
should ensure that good ventilation is achieved by not allowing
crowds of people to visit at the same time, as well as to maintain
a good air circulation by opening or closing windows or doors as
needed.
Environment should be predictable
As part of the admission procedure, patients and their families

are oriented to the room. Since patients are in unfamiliar
surroundings, consistency in the placement of personal effects,
equipment and furniture should be maintained. They should know
where the urinal or bedpan is or where they can obtain water and
their personal effects. The patient care assistant should always
return these equipment or furniture to their original placements
so as not to confuse the patient. In addition, routines should be
followed closely as much as possible, such as the schedule for
meals, as well as visitation.
Patient’s environment and its components
Typical equipment/accessories in the patient‘s room

1. Bedside table
2. Overhead table
3. Sink
4. Bed
5. Mattress
6. IV pole
7. Soap dispenser towel dispenser
8. Glove container
9. Sharp and needle trash
10. Trash for different biomedical waste
11. Supplies in the patient‘s room
12. Gloves
13. Soap
14. Towels
Nursing Unit or Ward
A nursery unit / ward typically comprises the following
1. Nursing station
2. Medication room
3. Examining room
4. Treatment room
5. Procedure room
23
6. Clean utility room
7. Dirty utility room
8. Kitchen
Traffic Patterns in Patient Rooms and Hallways
Another aspect of creating a safe environment in the hospital is

adhering to traffic patterns. It includes the following:
1. Elevators used for transporting carts, drugs and

equipment should not be accessible to non-hospital
personnel;
2. Delivery carts should never be left unattended in
hallways. They should always be parked away from access
pathways as well as away from patient rooms;
3. Walk following the rules of street traffic. Keep left;
4. Use the stairways instead of the elevator when going up
one floor or when going down two floors;
5. Ensure that hallway hazards, such as a wet floor, are
marked with appropriate warning signs or notices.
Proper functioning of equipment and patient room accessories
Equipment and accessories in patient rooms are designed to either

contribute to the therapeutic regimen of a patient or to assist the
patient in maintaining activities of daily living. As such,
equipment and accessories should be functional at all times. It
should be part of the ward activity for personnel to check these at
regular intervals as part of a preventive maintenance program.
Rooms should be checked before a patient is admitted to the
make sure that equipment are in working order. Defective
equipment should be tagged and sent to the appropriate
department for repair. In addition, all equipment should have a
regular schedule of being calibrated, tested, and updated as
recommended by the manufacturer. Remember that prevention
is better than repair. Do not wait for an equipment to fail while it
is used on a patient.
24

Safety PROCESS
student‘s knowledge, skills 3. Make an opening by telling students the purpose of the
and abilities for taking care lecture or presentation.
of patients safety 4. Introduce the topic in the class and provide relevant
knowledge to the students. Topics may include but not
3. MATERIALS/EQUIPMENT limited to the following:
REQUIRED: Charts, Sketch (a) Role of environment in patient care
Pens, Rulers, Computer, (b) Different aspects of environment in patient care and
Open Source Software for safety
Slide Presentation, LCD (c) Elements of patient‘s safety
DURATION: 03 HOURS
exercise: -
1. List patient‘s safety components.
2. Visit a private and a government-run hospital and observe
their set-up of patient rooms. Observe the similarities and
differences and prepare a report?
3. Make a list of what you would like to have in your room if
you were sick and compare them to those that you observed
in a patient‘s room during your hospital visit. Discuss why
hospitals should include the items in your wish-list.
T3: Debate
Organise a debate on the following:

 Should visitors be allowed to visit patients anytime?
25

Part A
1. Differentiate between the various components of patient‘s

environment.
Part B
1. Why is it important to provide a well-lighted environment in

the patient‘s room?
2. Why entry of visitor‘s should be controlled?
3. Why patient‘s room should be well-ventilated?
Part C


List the equipment and accessories of patient‘s
room.
Identify different aspects of environment in
hospital
26
Session 5: Identify Qualities of a Good Patient Care Assistant
Relevant Knowledge Patient Care Assistant (PCA) works in a range of health care
settings and makes a valuable contribution in all areas of health
care. They work under the supervision of nurse in the hospital. As
per to the institutional guideline, the PCA has to have a good code
of ethical conduct.
Medical Ethics
Some of the important medical ethics they should follow which

are listed below as per Indian Medical standards:
1. Informed consent: Tell the truth and make sure that the
patient understands it properly when they are obtaining the
patient's consent to a procedure or treatment.
2. Confidentiality: The PCA should consider the details about
his patients as purely personal between him and the patient.
Except for professional reasons the details should not be
discussed with others or in public.
3. Communication: Clear communication between the PCA and
the patient is very important for successful treatment. Any
doubt that the patient has should be dealt with care and
cleared at once in simple language which h/she understands.
4. Control: Is the ability to purposefully direct, or suppress,
change.
5. Cultural concerns: To be sensitive to the cultural practices
of the client in any given circumstance e.g.: Breast feeding
practice.
6. Communication with family members of the patient: we
should understand the anxiety of the relatives of the patients
and make aware of the medical condition of the patient.
7. Business related issues Health care providers should not
entertain unethical practices in the hospital.
8. Telling the truth; about illness, about medication side
effects, etc: Telling the truth implies respect for autonomy -
if a patient is lied to, they can't make a reasoned and
informed choice, because they don't have the information
they need to do so.
9. Follow the guidelines of the hospital: This helps prevent
nosocomial (hospital induced) infections.
10. Accountability: As a professional, you are personally
accountable for actions and omissions in your practice and
must always be able to justify your decisions, you must
always act lawfully, whether those laws relate to your
professional practice or personal life.
27
Qualities of a Patient Care Assistant
1. Empathy
1. To be able to identify with and understand another
person‘s feelings, situation and motives
2. Must have a sincere interest in working with people;
3. Must care about others and be able to communicate and
work with them;
4. Understanding needs and learning effective
communications is one way to develop empathy.
2. Honesty
1. Truthfulness and integrity;
2. Others must be able to trust you at all times;
3. Must be willing to admit mistakes so they can be
corrected.
3. Dependability
1. Must accept the responsibility that your position requires;
2. Must be prompt in reporting to work and maintain good
attendance record;
3. Must perform assigned tasks on time and accurately.
4. Willingness to learn
1. Must be willing to learn and adapt to changes;
2. Changes occur because of research, new inventions and
many other factors;
3. Changes can mean learning new techniques or procedures;
4. At times, additional education may be required to remain
competent.
5. Patience
1. Must be tolerant and understanding;
2. Must learn to control your temper and ―count to ten‖;
3. Learn to deal with frustration and overcome obstacles.
6. Acceptance of criticism
1. Must be willing to accept criticism and learn from it;

2. Patients, employers, co-workers and others may criticize
you;
3. Some criticism will be constructive and allow you to
improve your work.
7. Enthusiasm
1. Must enjoy work and display a positive attitude
2. Enthusiasm is contagious
3. Helps you do your best
4. Encourages others to do the same
28
5. Concentrate on positive points and negative points will
not seem to be quite so important
8. Self-motivation
1. Ability to begin or to follow through with a task
2. Should be able to determine things that need to be done
and do them without constant direction
9. Tact
1. Ability to say or do the kindest or most fitting thing in a

difficult situation
2. All individuals have a right to their own feelings and these
feelings should not be judged as right or wrong
3. Shows consideration of the feelings of others
4. Requires constant practice
10. Competence
1. Qualified and capable of performing a task
2. Follow instructions
3. Use approved procedures
4. Strive for accuracy in all you do
5. Know your limits and ask for help or guidance if necessary
11. Responsibility
1. Being willing to be held accountable for your actions
2. Others can rely on you and know you will meet your
obligations
12. Discretion
1. In any health care career you have access to confidential
information
2. Information should not be told to anyone without proper
authorization
3. Patient is entitled to confidential care
4. Be discrete and make sure patient‘s rights are not
violated
13. Team player
1. Learn to work well with others

2. Each member of a health care team will have different
responsibilities, but each member must do his or her part
to provide the patient with quality care
3. By working together, a team can accomplish goals much
faster than an individual
29
14. Personal Appearance
1. Important to present a healthy appearance and a health

hygiene that inspires confidence and a positive self-image
2. Should wear uniform as per to the place of employment
3. Wear the name badge with a photo identification as per
to the norms of place of employment.
List of do’s and don’ts for a Patient Care Assistant in Health

Care Facility
DO’s
1. DO answer directly to the preceptor and instructor with

regards to all facets of the rotation.
2. DO communicate to the best of your ability with the patient
3. DO follow laws and regulations that govern Health
Information Patient Privacy Act (HIPPA) in the appropriate
manner and seek clarification, when needed, from the
preceptor regarding any professional, legal, or ethical issues.
4. DO master the routine and site-specific procedures of each
rotation quickly so you can focus on competencies and skills
specific to the rotation.
5. DO complete the various tasks assigned by the preceptor
during each rotation (i.e., outline by the instructor).
6. DO complete every assignment given to ensure you pass the
program successfully and receive a passing grade!
7. DO request to be placed somewhere new, not in a facility
where you have already worked!
8. DO report to the assigned externship/internship site ON TIME!
9. DO make up hours in case of illness and emergency at the site
originally assigned
10. DO follow facility protocol and procedures to make up any
missed hours
DON’TS
1. DON'T act without the authority of the preceptor, in regards

to advising patients, health professionals or other professional
activities.
2. DON'T accept or receive pay, either directly or indirectly,
from the patient
3. DON'T request to be placed with someone you are related to.
4. DON'T request changes to your externship once rotation
assignments are made.
5. DON'T ―withdraw‖ from your rotation after the rotation has
started.
30
1. SESSION TOPIC: Qualities of DURATION: 02 HOURS

a Good Patient Care
Assistant PROCESS
and abilities to understand lecture or presentation.
good qualities of patient 4. Introduce the topic in the class and provide relevant
care assistant knowledge to the students. Topics may include but not
3. MATERIALS/EQUIPMENT (a) Qualities of a good Patient Care Assistant.
REQUIRED: Charts, Sketch (b) Key activities to be performed by a Patient Care
Pens, Rulers, Computer, Assistant to provide quality service.
Open Source Software for (c) Do‘s and Don‘ts of Patient Care Assistant
Slide Presentation, LCD (d) Medical ethics
DURATION: 02 HOURS

exercise: -
1. Visit a hospital and observe the services provided by the
Patient Care Assistant. Prepare a report.
2. Prepare a checklist of activities and benchmarks that a PCA
should follow to demonstrate good qualities
T3 : Group Discussion
Conduct a group discussion on ‗Ethical Practices in Hospitals‘.

Part A
1. Differentiate between the DO‘S and DON‘T‘S of a Patient Care

Assistant
31
Part B
1. What are the good qualities of Patient Care Assistant?

2. What are the DO‘S and DON‘T‘S of a Patient Care Assistant in a
healthcare set up?
Part C


Demonstrate good personal grooming
Demonstrate responsible behavior
Demonstrate the willingness to learn
Demonstrate the ability to communicate clearly
Demonstrate the knowledge of qualities of good
Patient Care Assistant
32
Session 6: Identify various Biomedical Waste and its Management
Relevant Knowledge Hospitals, clinics, and medical teaching facilities dispose off
waste products that have a potential risk to people, animals, and
the environment. ―Any waste which is generated during the
diagnosis, treatment, or immunization of human beings or animals
or in research activities pertaining thereto or in the production or
testing of biological‖ are considered biomedical waste according
to the Biomedical waste Management and Handling Rules 1998 of
India. When these waste products are not disposed of properly, it
may result in transmission of diseases to humans. Patient Care
Assistants, like other Health Care Workers must know what
biomedical waste is and how to dispose them off in the
appropriate containers. By having waste classified, it becomes
easier to process the waste so that it is decontaminated following
existing guidelines. In addition, proper classification and disposal
of biological waste protects healthcare workers and others in the
community from accidental exposure to infectious or hazardous
materials.
Segregation of Biomedical Waste at Source
As soon as a waste product is identified, it must be disposed of

properly according to the classification of that waste. For
example, if you used a glove contaminated with a body fluid, such
as blood, it must be disposed in the right container immediately.
By disposing and segregating the waste at its source, it will limit
the potential exposure to individuals involved in waste
management.
Color coding and type of containers for disposal of bio-medical

waste
BLACK BAG : Black bags are used for disposing off paper waste,
uninfected plastic waste, gloves, wrappers, masks, empty
ointment tubes and caps.
Wr4pp ··~ C.ips
33
YELLOW BAGS: Yellow bags are used for disposing off the
following items:
1. Items contaminated with blood.

2. Cotton containing body fluids.
3. Blood stained tissues.
4. Dressings, soiled plaster cast.
5. Discarded medicines.
6. Cytotoxic drugs.
7. Electro Cardio Gram (ECG) electrodes
BLUE BAGS: Blue bags are used for disposing off the following
items:
1. All unbroken glasses and vials

2. Empty uninfected bottles (Betadine, micro-shield bottles)
RED BAGS: Red bags are used for collecting and disposing the
following:
1. Infected plastic waste

2. Catheters
3. Gloves
4. Syringes, IV sets
5. Blood bags
6. Urobags
7. NG tube
8. Vacutainers
9. ET tubes
10. Ventilator
11. Circuits
34
12. Oxygen mask
13. Three-way extension tubes
14. Blood glucose strips
Label for Transport of Bio-Medical Waste Containers/Bags
After segregation of biomedical waste, they will need to be

transported according to established rules to the appropriate
disposal facility. Some of these wastes will be burned
(incinerated), micro waved, autoclaved, buried, or as specified by
policy or legislation. These policies will also specify the method
in which the waste will be transported. Manual handling of the
biomedical waste is minimized by the use of available technology.
Safeguards are also in place to minimize scavengers from
accessing the biomedical waste. For transport of the waste, rules
specify that the label contain the biomedical waste, a signature
from the doctor or nurse, and the destination of the waste. The
following illustrations indicate the universal symbol for bio-
hazardous wastes.
35
1. SESSION TOPIC: Biomedical DURATION: 02 HOURS

Waste Management
PROCESS
student‘s knowledge, skills 2. Introduce the topic.
and abilities for biomedical 3. Make an opening by telling students the purpose of the
waste management lecture or presentation.
Pens, Rulers, Computer, (a) Importance of Biomedical Waste Management.
Open Source Software for (b) Colour coding methods used in segregation of
Slide Presentation, LCD Biomedical Waste Management.
Projector. (c) Characteristics of various types of biomedical wastes
METHODOLOGY:
DURATION: 02 HOURS
exercise:
1. Collect copy of policies and protocols for bio-medical
waste management from the healthcare providers.
2. Visit hospital to study biomedical waste management.

Part A
1. Describe biomedical waste management.

2. Describe the various colour code for disposing biomedical
waste.
Part B

1. Why do we segregate and dispose off biomedical waste in bags
with different colours?
36
2. What are the different types of biomedical waste?
Part C


List the colours for various type of biomedical
waste
Demonstrate the knowledge of the process

followed for managing biomedical wastes
37
Glossary
Activities of Daily An index or scale which measures a patient's degree of independence in bathing,
Living dressing, using the toilet, eating, and moving from one place to another.
Acute Care Medical treatment rendered to individuals whose illnesses or health problems are
of a short-term or episodic nature
Administrative A method of controlling employee exposures by job rotation, work assignment, or
Control training in specific work practices designed to reduce the exposure.
Ambulatory A type of health care service provided without the patient being admitted. It is
Health Care also called outpatient care.
Anesthetic Agent Drug used to reduce or abolish the sensation of pain, e.g. halothane and
isoflurane.
Antibiotic A substance produced by or derived from certain fungi, bacteria, and other
organisms.
Antineoplastic Drugs used in the treatment of cancer and other tumors.
Drugs
Biological Safety Primary containment devices used by workers when handling moderate and high
Cabinets risk organisms.
Bloodborne Blood borne Pathogens means pathogenic microorganisms that are present in
Pathogens human blood and can cause disease in humans. These pathogens include, but are
not limited to, hepatitis B virus (HBV) and human immunodeficiency virus (HIV).
Custodial Care - Basic care provided on a 24 hour basis that meets an individual's basic physical
needs; simple assistance or total care may be needed.
Depression A condition of mental disturbance, typically with lack of energy and difficulty in
maintaining concentration or interest in life.
Disorder A lack of order or regular arrangement or confusion.
Emergency A serious, unexpected, and often dangerous situation requiring immediate action
Ergonomy The applied science of equipment design, as for the workplace, intended to
maximize productivity by reducing operator fatigue and discomfort.
Extended Care A facility in which patients are care for after hospitalization.
Facility
First Aid It is an immediate and temporary care given to a victim of an accident or sudden
illness before the services of a physician is obtained.
Harassment A feeling of intense annoyance caused by being tormented
Hazard Anything that might cause harm to a person.
Home Care Services provided by health professional's in an individual's place of residence on a

per-visit or hour basis to patients or clinics who have or are at risk of an injury,
illness, or disabling conditions or who are terminally ill and require short-term or
38
long-term interventions by health care professionals.
Hospice A health care facility or program for individuals dying from terminal illnesses.
Long Term Care A set of health care, personal care and social services required by persons who
have lost, or never acquired, some degree of functional capacity in an institution
or at home on a long-term basis.
Managed Care An organized system of health care that encourages providers to deliver the most
appropriate care in the most effective manner. Managed care plans are also
known as HMOs or coordinated health plans.
Nursing Home Nursing Home includes a wide range of institutions which provides various levels
of maintenance and personal or nursing care to people who are unable to care for
themselves and who have health problems which range from minimal to very
serious.
Other Potentially Other Potentially Infectious Materials means (1) The following human body fluids:
Infectious semen, vaginal secretions, cerebrospinal fluid, synovial fluid, pleural fluid,
Materials pericardial fluid, peritoneal fluid, amniotic fluid, saliva in dental procedures, any
body fluid that is visibly contaminated with blood, and all body fluids in situations
where it is difficult or impossible to differentiate between body fluids; (2) Any
unfixed tissue or organ (other than intact skin) from a human (living or dead); and
(3) HIV-containing cell or tissue cultures, organ cultures, and HIV- or HBV-
containing culture medium or other solutions; and blood, organs, or other tissues
from experimental animals infected with HIV or HBV.
Safer Needle Safer Needle Devices or Sharps with engineered sharps injury protections means a
Devices or Sharps non needle sharp or a needle device used for withdrawing body fluids, accessing a
with engineered vein or artery, or administering medications or other fluids, with a built-in safety
sharps injury feature or mechanism that effectively reduces the risk of an exposure incident.
protections
Safety The condition of being protected from or unlikely to cause danger, risk, or injury.
Sharps Sharps contaminated Sharps means any contaminated object that can penetrate
the skin including, but not limited to, needles, scalpels, broken glass, broken
capillary tubes, and exposed ends of dental wires.
Volunteer A person agreeing to provide service outside the scope of his/her employer and/or
employed position, without additional or specific compensation for the voluntary
commitment.
Vulnerability The likelihood of an organization being affected by a hazard, and its susceptibility
to the impact and consequences (injury, death, and damage) of the hazard.
Warning Dissemination of notification message signaling imminent hazard which may
include advice on protective measures.
Waste Anesthetic Waste Anesthetic Gases are those gases that are inadvertently released into the
Gases workplace and/or can no longer be used. They include all fugitive anesthetic
gases and vapors that are released into anesthetizing and recovery locations, from
equipment used in administering anesthetics under normal operating conditions,
as well as those gases that leak from the anesthetic gas scavenging system, or are
exhaled by the patient into the workplace environment.
39
TEACHERS HANDBOOK
HSS103 - NQ2014
Personal Hygiene and

Hygiene Standards

permission.
2
PREFACE
The Teacher‟s Handbook on “Personal Hygiene and Hygiene standards” is a part of the qualification
package developed by the Healthcare Sector Skill Council (HSSC) for the National Skills Qualifications
Framework (NSQF) of “General Duty Assistant/Patient Care Assistant”. The National Vocational
facilitate learner‟s mobility between different qualifications, thus encouraging lifelong learning.
The National Curriculum Framework, 2005, recommends that children‟s life at school must be linked to
to us in bringing about qualitative improvement in the teacher‟s handbook.
3
ACKNOWLEDGEMENTS
Framework (NSQF).
acknowledged.
coordinating the development of curricula, student workbooks and teachers‟ handbooks.
4
 Read the Teacher‟s Handbook carefully before teaching or conducting the training.
task.
 Regularly check student‟s workbook to ensure all exercises are being completed on time.
5
TABLE OF CONTENTS
PREFACE 3
ACKNOWLEDGEMENTS 4
SESSION 1: DEMONSTRATE GOOD HYGIENE PRACTICE 7
SESSION 2: IDENTIFY FACTORS EFFECTING GOOD HEALTH 16
SESSION 3: IDENTIFY IMPORTANCE OF HAND WASHING 22
SESSION 4: PERSONAL GROOMING 27
6
Session1: Demonstrate Good Hygiene Practice
Relevant Knowledge
Hygiene is a set of practices performed for the preservation

of health. Some regular hygienic practices may be considered
good habits by a society while the neglect of hygiene can be
considered disgusting, disrespectful or even threatening.
Sanitation on the other hand involves the hygienic disposal and
treatment by the civic authority of potentially unhealthy human
waste, such as sewerage and drainage
Personal Hygiene
Personal hygiene is the first step to good grooming and good

health. Elementary cleanliness is common knowledge. Neglect
causes problems that you may not even be aware of. Many people
with bad breath are blissfully unaware of it. Some problems may
not be your fault at all, but improving standards of hygiene will
control these conditions. Dandruff is a case in point. More often
than you know, good looks are the result of careful and
continuous grooming.
Every external part of the body demands a basic amount of

attention on a regular basis. Here are some grooming routines and
some complaints associated with neglect.
Grooming Routines
 Hair
 Skin
 Teeth
 Hands
 Nails
 Feet
 Menstrual Hygiene
 Dressing and Undressing
 Bathing
 Shaving
Hair - It is your crowning glory. Hair growth, distribution and

pattern can indicate general health status. Changes in hair color
or condition can be caused by hormones or nutrients deficiencies
to the hair follicles.
7
Wash your hair at least once a week using soap or mild shampoo.
Avoid shampoos with borax or alkalis. Rinse well. This is more
important than working up a head load of lather.
Dry your hair after a wash. Brush your hair three to four times a
day with a soft bristled brush or a wide toothed comb. Wash your
brush and comb every time you wash your hair. Good hair hygiene
is essential to prevent lice pediculosis.
Oil the scalp, once a week, preferably an hour before hair wash.
There are no completely safe or permanent hair dyes as of now. It
is better to avoid dyes, a balanced diet will also help for growth
of hair.
Skin
The skin is an active organ. The skin protects secretion,

excretion, and regulates temperature. In Hindu culture baths
were, apart from daily ablutions, mandatory as part of observing
pollution for various reasons and occasions. But ritual bathing, or
a dip, is quite different from the daily bath personal hygiene
demands.
Soap and water are essential for keeping the skin clean. A good
bath once or twice a day is recommended, especially in tropical
countries like India. Those who are involved in active sports or
work out to a sweat would do well to take a bath after the
activity.
A mild soap will do the job adequately. Germicidal or antiseptic

soaps are not essential for the daily bath. You can use a bath
sponge for scrubbing. Back brushes and heel scrubbers are
available. But do not use abrasive material.
The genitals and the anus need to be cleaned well because of the
natural secretions of these areas, in unhygienic conditions, can
cause irritation and infection. It is very important to wash the
genital area/ perinea area after voiding especially in female.
Always wash from front to back to prevent infection.
Wash off well after apply soap. Drying with a clean towel is
important. Avoid sharing soaps and towels. Change into clean
undergarments after bath. Around middle age the skin tends to go
dry a bit. A moisturising oil or cream can be used. It is better to
use this at night, because if you go out in the sun or commute on
dusty roads when the skin is wet, dust sticks to it and oils may
also give you a tan.
8
Teeth
Have you heard of the sixty-second battery operated wonder brush?

It has been analyzed that it takes only that long to give your teeth
a good brush. You have to hold the brush to your teeth and say
cheese (and then perhaps S-A-U-C-E for the brush to get a good
scrub inside!). Well, whether it is a neem twig or battery brush, you
cannot give brushing a miss.
Brush teeth twice a day and rinse well after every meal and to floss
once daily to remove plaque. Brushing before going to bed is
important (Especially recommended for people with a sweet tooth).
For normal teeth this is adequate.
While brushing, pay attention to the fact that you are getting rid of
the food particles stuck in between the teeth and in the crevices of
the flatter teeth at the back, the molars and pre molars. Brush
down on the upper teeth and brush up on the lower teeth. Use a
circular motion. Pay attention to the tongue and the inner surface
of teeth as well.
A tooth brush should have a straight handle and small enough to

reach all the areas of the mouth. The brush should have resilient
bristles. It should be rinsed well and left to dry after use. There are
no perfect toothpastes or powders. Use one without harsh abrasives
or strong antiseptics. It is recommended to visit a dentist regularly
every 6 months for check up.
Hands
The world around us swarms with micro-organisms. Some bacteria

are found on our bodies. In countries where food is eaten and
prepared with bare hands extra attention has to be paid to the
cleanliness of hands. Besides, a permanent layer of dust reduces
the sensitivity of the hands.
Wash hands thoroughly with soap and water before and after every
meal and after visiting the toilet. Soaping and rinsing should cover
the areas between fingers, nails and back of the hand. Hands
should be dried with a clean towel after wash. The towel at the
wash stand has to be washed and changed every day.
While cooking, especially when packing lunches, you can prevent

food from spoilage and minimize contamination by keeping your
hands clean. While handling food avoid scratching, or touching the
ears, nose, mouth or other body orifices. If you need use a
handkerchief or tissue, wash your hands after that. Keep your nails
short.
9
Nail Polish users should see that it does not chip off into the food.
Nails
It takes five months for nails to replace themselves. Grow nails only
if you can keep them clean. A healthy body ensures healthy nails.
Brittle or discolored nails show up deficiencies or disease
conditions.
Do not keep your nails painted continuously. It causes the keratin,

of which nails are made, to split. Pamper your hands and nails once
every three weeks with a manicure. This requires soaking your
hands in warm water for ten minutes, massaging of hands, thorough
cleaning and shaping of nails. Trimming of nails at regular interval
is must.
Feet
Give your feet a good scrub with a sponge, pumice stone or foot
scrubber that is not made of very abrasive material when having a
bath. Dry after bath between toes. Keep toenails clipped.
In many Indian households it is mandatory to wash feet as you enter

the house. This is fine, but make sure that your skin does not
become dry due to washing too often.
Those who use shoes constantly need to slip them off now and
then. This airs the socks a bit and makes them less smelly. Wear
cotton socks. Wear a clean pair every day. Powder your feet before
wearing socks. Many people have sweaty feet, and socks and shoes
can get quite smelly. If possible do not wear the same pair of shoes
every day. Keep at least one more pair and use it alternatively. Go
for a pedicure once in three weeks.
Give importance to wearing comfort in the choice of footwear. For

those who go barefoot indoors, door mats must be cleaned or
changed frequently. Extra foot care is required for diabetics.
Sleeper should be worn, avoid bare feet outside.
Menstrual Hygiene
No woman feels completely comfortable when she has her period.

If it is not pre menstrual tension or stomach cramps it is the
problem of dealing with the menstrual flow. Technology offers
sanitary pads, tampons or menstrual cups or caps to deal with the
flow. The user has to decide what suits her best. Absorbent pads
may be noticeable in form fitting clothes. They cause some
soreness on the inner thighs.
10
Some women prefer tampon to external pads. A plug of absorbent
cotton or gauze is inserted inside. But these should not be left
unchanged beyond six hours. Some brands state that tampons left
unchanged for more than 12-18 hours increases the possibility of
toxic shock. It is not clear what causes toxic shock. But there seems
to be a link between tampons and Toxic Shock Syndrome (TSS).
Approximately 1% of all menstruating women carry the bacteria in
question (Staphylococcus aureus) in their vagina. Absorbent
tampons provide the medium for them to grow and spread
infection. It is marked by high fever, severe vomiting and
diarrhoea. The cases can be mild to fatal.
The menstrual cup (or cap), is inserted within and collects the flow
and can be emptied, cleaned and re used.
Whatever the preference, washing is important. There need be no

taboo about bath on these days. Some people have the problem of
odour during menstruation. Cleanliness and change of pad/tampon
as often as is necessary reduces this problem. It is not advisable to
use perfumed pads or tampons. In fact, using powder in the genital
area is not recommended.
Health education and hygiene education
Health education plays an important role in the community

hygiene. To prevent illness and have positive health attitude,
correct and complete knowledge of health is necessary. Health is
cleanliness and cleanliness is one of the main defenses against
diseases, whether contagious or self-generated. In this lesson we
have discussed the meaning of health and hygiene, so that the aim
of good health can be achieved through sanitary habits and healthy
way of living.
Hygiene promotion follows the same approach as health promotion,

in that it is concerned not only with the transmission of
information, but with understanding and promoting the capacities
of people to improve their own health, chiefly through their ability
to:
 make best use of prevailing environmental-health

conditions and existing services and facilities;
 act to improve environmental-health conditions; and
 make behavioural changes to reduce certain
environmental risks at the household level.
11
Hygiene promotion follows the same approach as health promotion,
in that it is concerned not only with the transmission of
information, but with understanding and promoting the capacities
of people to improve their own health, chiefly through their ability
to: make best use of prevailing environmental-health conditions
and existing services and facilities; act to improve environmental-
health conditions; and make behavioral changes to reduce certain
environmental risks at the household level. Hygiene promotion is
concerned with achieving improvements in health through the joint
efforts of individuals, families and communities on one hand, and
external agencies, health authorities, etc. on the other. It is a
process in which environmental-health conditions and hygiene-
related behaviours are assessed, and changes in conditions, services
and behaviours are achieved. A key feature of hygiene promotion is
that it depends for its success on the careful analysis of people‟s
constraints, opportunities and strengths in any situation, to seek
solutions to hygiene problems that are realistic and appropriate to
people‟s desires and ways of living. Recent work on hygiene
promotion in development and emergency situations has underlined
the advantages of hygiene promotion over the more traditional and
narrower approach of hygiene education and health education.
Hygiene promotion and hygiene education are used broadly to
include aspects of health, such as avoiding exposure to all types of
hazards, as well as aspects more narrowly defined as relating to
hygiene, such as the control of communicable diseases in an
emergency.
Importance of Personal Hygiene
Maintaining personal hygiene is necessary for many reasons; these

can be personal, social, for health reasons, psychological or simply
as a way of life. Essentially keeping a good standard of hygiene
helps to prevent the development and spread of infections,
illnesses and bad odours.
Personal Reasons
Many people, women in particular, are very conscious of their

hygiene needs and practices. This can be a result of being taught of
the importance from an early age, from being picked-on at school
for head lice or similar, or as a way of making themselves more
attractive to the opposite sex.
Self-esteem, confidence and motivation can all be altered by our

body image, often reflected on our ability to care for ourselves and
keep good hygiene practices.
12
A bright white smile with clean and healthy teeth can endear
people to us, whereas brown, unhealthy teeth can cause
embarrassment and can alter our sense of well-being.
Healthy hair, skin and nails are signs of a good well-balanced diet
and can give us confidence in everyday life.
Social Reasons
Most people hate to be talked about, especially in a negative

manner. By ensuring that our body is clean and well presented, we
are more assured of projecting a positive body image that reflects
our personalities. Children should be taught the importance of
hygiene and how to achieve good hygiene very early to keep
themselves and others healthy and to reduce the risk of being
bullied at school.
Health Reasons
If a person is due to go into hospital, sometimes that person

becomes very aware of their hygiene. The thought of being
vulnerable and exposed to strangers can cause the person to
become very strict on their hygiene needs. If you have cut yourself,
the wound should be cleaned and dressed suitably, this can help
reduced the risk of infection and pain. Conditions such as head lice,
athlete‟s foot etc. should be treated immediately to prevent
further infections and spread to others. Hand washing cannot be
emphasised enough as this simple action can prevent a plethora of
illnesses and disorders developing. Many people „forget‟ to wash
their hands after using the toilet or before handling foods; this
deed can cause a great deal of illness and even death.
Psychological Issues
By being well presented, clean and tidy, people can feel more
confident, especially in social situations. Many job interviews and
such like are highly dependent of hygiene as many decisions are
made by first impressions within the first few minutes of meeting;
these decisions are often made sub-consciously. Our chances of
succeeding either in work or social settings, or even with the
opposite sex can be altered by our maintenance of hygiene.
Maintaining hygiene practices not only help to reduce the risks of ill
health, but equally important that how we and others perceive
ourselves and can influence our levels of confidence and self-
esteem which can affect many aspects of our lives.
13
1. SESSION TOPIC: Good DURATION: 30 MINUTES

Hygiene practices
PROCESS
student‟s knowledge, skills 1. Prepare the points for the lecture.
and abilities for personal 2. Introduce the topic.
hygiene 3. Make an opening by telling students the purpose of the
Pens, Rulers, Computer, limited to:
Open Source Software for (a) Importance of personal hygiene.
Slide Presentation, LCD (b) Grooming practices to be followed for personal
Projector, Lab hygiene.
5. Make a slide presentation on personal hygiene education and
4. PREPARATIONS: health education and explain the same to the students.
o Arrange all the materials 6. Relate the topic to the real situation and ask questions.
well in advance 7. Provide specific examples.
5. TEACHING/TRAINING questions related to the topic.
METHODOLOGY: 9. Clarify any questions students may have.
T2 : Activity
DURATION: 30 MINUTES
1. Prepare a chart of routine to be followed to ensure good

health and hygiene.
2. Demonstrate hand washing.
3. Demonstrate trimming of nails.

Part A
1. Differentiate between health and hygiene

2. Differentiate between hygiene and sanitation
Part B
1. What is Hygiene?
14
2. What are the hygiene routines to be followed to ensure good
health?
Part C


Demonstrate hand washing
Demonstrate trimming of nails
Demonstrate grooming practices
15
Session 2 : Identify Factors Effecting Good Health
Relevant Knowledge Good health is not only about not being ill, it is about being happy
and feeling whole from a physical, mental and spiritual point of
view. Health is the level of functional or metabolic efficiency of a
living organism. In humans, it is the general condition of a
person's mind and body, usually meaning to be free from illness,
injury or pain.
 Health care involves promoting health and preventing disease

 Health care worker should have a healthy appearance
 5 Factors for good health
o Diet
o Rest
o Exercise
o Good posture
o Avoid use of tobacco and drugs
 Diet
o One factor of good health
o Eat well-balanced meals with nutritious foods
o Provide body with materials for optimum health
o Food from each of the five major food groups should
be eaten daily (milk; meat, fish and poultry;
vegetables; fruits; and bread, cereals, rice and pasta)
 Rest
o Need adequate rest and sleep
o Provides energy and ability to deal with stress
o Amount of sleep required varies from individual to
individual
 Exercise
o Maintains circulation and improves muscle tone
o Helps mental attitude
o Contributes to more restful sleep
o Chose form that is best suited to your needs
o Obtain some type of exercise daily
 Good posture
o Prevents fatigue and puts less stress on muscles
o Stand straight with muscles pulled in, shoulders
relaxed and weight balanced equally on both feet
 Avoid use of tobacco and drugs
o Use of tobacco, alcohol and drugs, seriously affects

good health
o Tobacco affects function of heart, circulatory system,
lungs and digestive system
o Smoke offensive to many individuals
16
o Many facilities are “smoke-free” environments
 Alcohol and drugs also affect good health

o Impairs mental function
o Decreases ability to make decisions
o Affects many body system – especially in teens because
the brain and nervous system is not fully formed
o Use of substances can result in loss of a job
o Avoiding use prevents damage to body systems
Maintaining a Successful Routine Exercise
1. Begin with a visit to your physician.
Tell your doctor if you‟re about to start a new exercise

routine, especially if you‟ve been inactive. He or she will
recommend that you have a physical examination to avoid
unwanted surprises with your health and ensure you can
exercise safely.
2. Make good health your goal.
Although having a smaller waistline or fitting into a smaller

size has appeal, remember that your overall health is what
matters most. Vow to not make excuses, commit yourself to a
lifestyle change, and start new habits that will improve your
health and outlook.
3. Start slowly and gradually build your fitness.
A gradual approach to fitness will help ensure that you

maintain your routine and prevent injuries.
4. Eat for energy.
Be sure that your overall diet is well balanced to give you the
energy you need throughout the day and during your workout.
Since eating just before you exercise can lead to cramping,
consume an easily digestible food such as a banana at least an
hour before you work out.
5. Keep a written log of your exercise schedule and set goals.
In addition to being a good reminder of what you‟ve done at

each workout, a written log will give you a chance to work
toward a goal and see what you‟ve accomplished as you
progress through the weeks and months.
17
6. Exercise at the same time each day.
Establishing a routine often makes it easier to stick with an
exercise program.
7. Exercise with a friend whenever possible.
Walking or running with a friend will give you the chance to

visit as well as ward off boredom. Many exercisers suggest
their workout flies by when they have a partner.
8. Vary your route if you walk or run.
Check out new neighborhoods, tracks, and parks. Changing

the scenery can add interest to your routine and help prevent
boredom.
9. Warm up, work out, and cool down with each exercise
session.
Starting slowly and gradually increasing the intensity of your

workout is a good way to prevent injuries.
10. Include music in your routine.
Music is a good distraction from the monotony of exercise.

Use faster tunes to boost the intensity of your work out and
calmer music to help you cool down.
11. Consider safety.
Choose routes with little traffic for jogging and walking. If you
exercise outside, schedule your workout during the day. When
exercising at dawn, dusk, or at night, wear bright colors and
reflectors so that you can be easily spotted.
12. Have inclement weather alternatives in place.
Purchase exercise videos and useful indoor equipment and

arrange a place to workout at home when necessary. Keep
schedules for your local indoor pool and gym handy.
13. Vary your exercise.
Try yoga or tai chi for stretching and balance; brisk walking,
running, jogging, and Spinning for endurance; and weight
training to build strength. Cross training or combining a
variety of exercises in your weekly routine is the best way to
boost your metabolism and ensure overall strength and
fitness. Make a point of adding extra activities in your day
such as taking the stairs instead of the elevator and walking
18
instead of driving to lunch. Remember that all your activity
counts!
14. Dress appropriately for your activity.
Layer clothes in winter for warmth and comfort. Wear fast-

drying fabrics such as polyester blends that wick away
moisture and help keep you warm. Be sure your shoes fit well
and are made for the activity you‟ve chosen.
15. Focus on a pleasant memory, thought, fantasy, or activity

while you work out.
Some exercisers find inspiration in positive self talk as they

work out.
16. Have a positive outlook about weather.
Exercising outside in light rain, on cloudy days, and even cold,

windy days can invigorate you and make you feel more in
touch with the elements.
17. Get plenty of sleep.
Sleep is essential for getting a good work out. If you haven‟t

had enough sleep, either take a rest day or modify your work
out so that it‟s less vigorous.
18. Drink at least 2 litres of water per day.
Remember that your body is 70 percent water. If you haven‟t

had enough to drink, your workout is likely to fall short of
your expectations.
19. Listen to your body.
If you‟re tired or beginning to get a cold, take a break. Your

body needs time to rest and repair.
20. For added physical activity and sociability, take a dance

class.
Dancing provides a terrific aerobic workout and burns up to

300 calories an hour. Remember that increased physical
activity of any kind will help keep you healthy.
19
21. Don’t let anything come between you and your fitness
routine.
Since exercise is one of the most important things you can do

to maintain good physical and mental health, be sure to
include it in your daily routine no matter what scheduling
complications you encounter. Make exercise as essential as
bathing, brushing your teeth, eating, and sleeping.
22. Eat a healthy diet.
A healthy, low-fat diet that is combined with regular exercise

can help guard against obesity, diabetes, high blood pressure,
insomnia, depression, anxiety, osteoporosis, cancer, and
heart disease.
23. Reward yourself!
Take a hot bubble bath, get a massage, or get a new outfit to

celebrate your hard work.
20
1. SESSION TOPIC: Factors PROCESS
affecting Good Health 1. Prepare the points for the lecture.
2. Introduce the topic.
2. OBJECTIVE: To develop 3. Make an opening by telling students the purpose of the
student‟s knowledge, skills lecture or presentation.
and abilities for maintaining 4. Introduce the topic in the class and provide relevant
good health. knowledge to the students. Topics may include but not
limited to:
3. MATERIALS/EQUIPMENT (a) Factors affecting health
REQUIRED: Charts, Sketch (b) Maintaining good health
Pens, Rulers, Computer, (c) Preparing a plan for maintaining good physical health.
Open Source Software for 5. Make a slide presentation on good health and explain the
Slide Presentation, LCD same to the students about routine exercise.
5. TEACHING/TRAINING T2: Activity
METHODOLOGY: DURATION: 30 MINUTES
1. Demonstrate physical exercises such as stretching, etc.
2. Organise a quiz on health and hygiene
3. Conduct oral examinations on specific topics related to health
and hygiene
Part A
1. Differentiate between various factors that affect good health
Part B
1. How to maintain good physical health?
2. What is importance of routine exercises in maintaining good health?
Part C
Prepare a plan for maintaining good physical
health
Demonstrate the knowledge of maintaining good
health
21
Session 3: Identify Importance of Hand Washing
Relevant Knowledge Hand washing or hand hygiene is the act
of cleaning one's hands with or without the use of water or
another liquid, or with the use of soap, for the purpose of
removing soil, dirt, and/or microorganisms.
Medical hand hygiene pertains to the hygiene practices related to
the administration of medicine and medical care that prevents or
minimizes disease and the spreading of disease. The main medical
purpose of washing hands is to cleanse the hands
of pathogens (including bacteria or viruses) and chemicals which
can cause personal harm or disease. This is especially important
for people who handle food or work in the medical field, but it is
also an important practice for the general public. People can
become infected with respiratory illnesses such as influenza or
the common cold, for example, if they don't wash their hands
before touching their eyes, nose, or mouth. Indeed, the Centers
for Disease Control and Prevention (CDC) has stated: "It is well
documented that one of the most important measures for
preventing the spread of pathogens is effective hand washing." As
a general rule, hand washing protects people poorly or not at all
from droplet- and airborne diseases, such
as measles, chickenpox, influenza, and tuberculosis. It protects
best against diseases transmitted through fecal-oral routes (such
as many forms of stomach flu) and direct physical contact (such as
impetigo).
In addition to hand washing with soap and water, the use
of alcohol gels is another form of killing some kinds of pathogens
and healthful bacteria, but their effectiveness is disputed, and
may lead to antibiotica-resistant bacterial strains.
Symbolic hand washing, using water only to wash hands, is a part
of ritual hand washing featured in many religions, including Bahá'í
Faith, Hinduism, and tevilah and netilat yadayim in Judaism.
Similar to these are the practices
of Lavabo in Christianity, Wudu in Islam and Misogi in Shintō.
Washing hands properly after using the toilet, changing nappies,
handling animals and before and after handling food helps prevent
the spread of various forms of gastroenteritis, some of which can
cause serious health problems. Use soap and warm running water
and wash hands for at least 10 seconds. Liquid soap is best.
Why is hand hygiene important?
The hands normally have a “resident” population of micro

organisms. Other micro-organisms (germs) are picked up during
every-day activities, and these are termed “transient” organisms.
22
We all carry millions of germs on our hands, most are harmless,
but some cause colds, flu, skin infections or diarrhoea.
When we forget to wash our hands, we can spread these germs to

other people. We can also infect ourselves by touching our eyes,
mouths or open cuts.
Hand washing should remove these transient organisms before

they are transferred to surfaces, another patient or to a
susceptible area on the same patient.
Why is hand hygiene important in health care?
People receiving health care may be more vulnerable to infection

from germs carried on their hands or from other people‟s hand.
Germs that naturally live on the skin and normally cause few
problems may be more serious when brought into a healthcare
environment.
These germs are often passed from one person to another by

physical contact so it‟s important that patients, visitors, health
care workers, nursing staff and doctors cut the risk of spreading
infections by regularly cleaning their hands.
Instructions to health care staff:
All health care staff should perform hand washing or use an

alcohol gel or rub:
• Before and after direct patient contact.
• After helping a patient to use the toilet, bathroom or commode.
• After any contaminating procedure
• Before putting on and after taking off gloves
Advice for patients
Please wash your hands:
• Whenever you can see your hands are dirty
• Before eating
• After going to the toilet
You may wash them with liquid soap and warm-water or use one
of the hand gels available. If you have wound dressings, stitches,
catheters or an intravenous line, try not to touch them any more
than absolutely necessary. You could spread germs to other parts
of the body.
23
Methods of Hand Washing: Medical Hand Washing
24
1. SESSION TOPIC: Importance DURATION: 30 Mins

of Hand Washing
PROCESS
student‟s knowledge, skills 1. Prepare the points for the lecture.
and abilities for Hand 2. Introduce the topic.
hygiene. 3. Make an opening by telling students the purpose of the
Pens, Rulers, Computer, limited to:
Open Source Software for (a) Importance of hand hygiene
Slide Presentation, LCD (b) Methods of hand washing
Projector and lab for 5. Make a slide presentation on hand hygiene and show the
demonstration methods of hand washing and explain the same to the
students.
4. PREPARATIONS: 6. Relate the topic to the real situation and ask questions.
o Arrange all the materials 7. Provide specific examples.
well in advance 8. Involve students by giving them the opportunity to ask
5. TEACHING/TRAINING 9. Clarify any questions students may have.
METHODOLOGY: 10. Summarize the topic and emphasize on the key points.
T2 : Demonstration
1. Demonstrate the methods of hand washing in the lab to the
students followed by discussion on hand hygiene practices
followed at hospital and home.

Part A
1. Differentiate between communicable and non

communicable disease
2. Differentiate between disinfectant and sanitizer
3. Differentiate between sterilization and disinfection
Part B
1. What is hand hygiene?
25
2. Why is it important to wash hands before and after
meals?
3. Why is it important to wash hands after use of toilet?
Part C


Perform hand washing as per standard procedure
I I
26
Session 4: Demonstrate Personal Grooming
Relevant Knowledge Personal grooming (also called titivating and preening) is the art
of cleaning, grooming, and maintaining parts of the body. It is
a species-typical behavior.
Importance of Personal Grooming
Personal grooming is important for a positive self-image and every

effort should be made to encourage and assist the resident to
maintain a pleasing and attractive appearance
 It is the process of making yourself looks neat and

attractive.
 The things which you do to make yourself and your
appearance tidy and pleasant.
Grooming is important for a positive self-image and to encourage

and assist the resident to maintain a pleasing and attractive
appearance
Basic grooming
 Groom your facial hair. Avoid the patchy beard, long

black mustache hairs, or chin pube goatee. Pluck your
uni-brow.
 Brush your teeth.
 Wash your hair.
 Take care of your skin.
 Trim your fingernails and toenails, and clean the dirt out
from under them.
 Wear deodorant.
 Pay attention to little details like keeping your ears clean,
or your nose hair trimmed, or not having a mole with a
single distracting long hair growing out of it.
 Effective communication skills while speaking to the
patient and their relatives
 Wear name badge and uniform
Basic dressing
Again, a list of stereotypical mistakes:
 Don't wear white socks with dark shoes and vice versa.
 Don't wear socks with sandals.
 Don't wear T-shirts that are too big and baggy, or too
small and tight.
 Don't wear the same outfit two days or more in a row.
27
 Don't wear a similar, uninspired outfit every day (i.e., a
dull black t-shirt with jeans.)
 Don't keep wearing your clothes after they've become
ratty or faded.
 Don't wear clothes that are overly wrinkled.
 Don't keep wearing something if you've dirtied or stained
it.
Basic Appearance
 Get your hairs looking good. Grow it out or cut it in a

fashionable style. Good looking hair can be the
cornerstone of an attractive appearance.
 If you have glasses, lens may have its own pros and cons
like proper handling and hygiene. They're not as expensive
or high-maintenance as you may think. At the very least,
if you do wear glasses, make sure to get some frames that
look good on you. Glasses suit some people, but just as
many would be better off without them.
 If you don't have great teeth, see what you can do about
that. Of course this isn't something anyone can do in five
minutes.
 Get in shape, but don't think you absolutely have to get
huge, shredded muscles. If someone is fit for their natural
frame people subconsciously pick up on it and think they
look better. Subtle differences in things like the size of
your chest muscles, the width of your shoulders, or the V-
shape in your torso show through. Don't think your only
options are lifting weights or running on a treadmill
either. There are tons of activities you can do that will
make you fitter. Take up rock climbing, or kick boxing, or
dancing, or Ultimate Frisbee. Pick something you enjoy
doing and that isn't an unnecessary hassle to take part in.
If you truly don't like doing something, or it's just a pain in
ass to do it, you'll quit before long.
28
DURATION: 30 Mins
1. SESSION TOPIC: Personal PROCESS
Grooming 1. Prepare the points for the lecture.
student‟s knowledge, skills lecture or presentation.
and abilities for personal 4. Introduce the topic in the class and provide relevant
grooming and its importance knowledge to the students. Topics may include but not
in patient care limited to:
(a) Importance of good appearance and grooming at
3. MATERIALS/EQUIPMENT workplace.
REQUIRED: Charts, Sketch (b) Good Grooming habits as per norms of healthcare
Pens, Rulers, Computer, industry.
Open Source Software for 5. Make a slide presentation on personal grooming and its
Slide Presentation, LCD importance and explain the same to the students.
METHODOLOGY: T2 : Video session
DURATION: 30 Mins
Show the video of personal grooming and arrange a practical

session on personal grooming in daily life.

Part A
1. Differentiate between good and sad grooming practices

2. Differentiate between good healthy habits and hygiene
3. Differentiate between safety rules and hygiene rules
Part B
1. What is personal grooming?

2. What are the grooming habits adapted by healthcare
industry?
29
Part C

Demonstrate proper ways of caring for the sense
organs, such as eyes, nose, ears, teeth, skin
Demonstrate the knowledge of products and

equipment that help in personal grooming and
health
30
TEACHERS HANDBOOK
HSS104 - NQ2014
Primary Healthcare and

Emergency Medical
Response

permission.
2
PREFACE
The Teacher’s Handbook on “Primary Healthcare and Emergency Medical Response” is a part of the
qualification package developed by the Healthcare Sector Skill Council (HSSC) for the National Skills
Qualifications Framework (NSQF) of “General Duty Assistant/Patient Care Assistant”. The National
Vocational Education Qualification Framework (NVEQF) now subsumed in NSQF is an initiative of the
Ministry of Human Resource Development (MHRD), Government of India to set common principles and
guidelines for a nationally recognized qualification system covering Schools, Vocational Education and
Training Institutions, Technical Education Institutions, Colleges and Universities. It is envisaged that
the NVEQF will promote transparency of qualifications, cross-sectoral learning, student-centred
learning and facilitate learner’s mobility between different qualifications, thus encouraging lifelong
learning.
The National Curriculum Framework, 2005, recommends that children’s life at school must be linked to
to us in bringing about qualitative improvement in the teacher’s handbook.
3
ACKNOWLEDGEMENTS
Framework (NSQF).
acknowledged.
coordinating the development of curricula, student workbooks and teachers’ handbooks.
4
 Read the Teacher’s Handbook carefully before teaching or conducting the training.
task.
 Regularly check student’s workbook to ensure all exercises are being completed on time.
5
TABLE OF CONTENTS
PREFACE 3
ACKNOWLEDGEMENTS 4
SESSION 1: DEMONSTRATE GOOD HYGIENE PRACTICE 7
SESSION 2: IDENTIFY FACTORS EFFECTING GOOD HEALTH 12
GLOSSARY 16
6
Session1: Essential Components of Primary Healthcare
Relevant Knowledge Access to healthcare has been considered a greater challenge to
other challenges including affordability and availability of quality
healthcare. Medical treatment is not just providing treatment to
sick patients but extends to well-being of the people in
community and includes disease prevention and promoting good
health, and lifestyle habits. There evolved a specific goals and
objectives for maintaining health of an individual as well as
community. To achieve these objectives appropriate systems need
to be developed to measures taken to prevent diseases on one
hand and promote good health on other side with provision for
treatment of diseases on other side. Various studies indicated that
significant population in India borrows money to meet their
healthcare costs which are sudden and unexpected. A large
population every year moves below poverty line in India and
healthcare expenses being one of the major reasons. Thus the
progress of the country depends on strong health system and
preventive health. It is essential to develop good systems to
include preventive health, have effective immunization, provide
adequate understanding and care for maternal and child health,
effective reimbursement or insurance mechanism to reimburse
the costs of medical treatment, mechanism to manage epidemics
and good emergency transport system to provide pre hospital care
during emergencies.
Primary Health Care
Health is defined as “State of complete physical, mental and

social wellbeing and not merely an absence of disease or
infirmity.” Primary Health Care is medical care available to
people at first level, it combines all the available medical
facilities at the community for improving health status. Primary
Health Care is defined as an essential healthcare based on
scientific methods, universally accessible to the individuals and
family in community at a cost which community and country can
afford. It is the first level of contact of the individuals and
integrates the family and the community with the national health
system bringing healthcare as close as possible to where people
live and work which includes awareness on preventive health, first
level care at the community, immunization, alerts awareness and
precautions in case of epidemics, referral of patients to
appropriate care facility, supportive supervision and guidance and
logistic support and supplies. Primary Health Care is conceived as
an integral part of the country’s plan for socio economic
development. In India Primary Health Care is delivered by
individual doctors in private sector and infrastructure in public
sector comprising of Village level Accredited Social Health Activist
7
(commonly known as ASHA), Village level ANM, Sub Centers and
Primary Health Centers.
Millennium Development Goals

The eight Millennium Development Goals (MDGs) adopted by the
United Nations in the year 2000 called for concerted action to
improve global health and their indicators. All 189 United
Nations member states and at least 23 international
organizations have agreed to achieve these goals by the year
2015. Multiple indicators were identified to be arranged in
patterns to compare health status of various areas, regions,
states, countries. Efforts are made in the direction to better
parameters, in last decade efforts are giving results. The goals
are:
1. Eradicating extreme poverty and hunger,

2. Achieving universal primary education,
3. Promoting gender equality and empowering women,
4. Reducing child mortality rates,
5. Improving maternal health,
6. Combating HIV/AIDS, malaria, and other diseases,
7. Ensuring environmental sustainability, and
8. Developing a global partnership for development.
The various indicators of 5 goals of MDGs, directly related to

health are given in the table below:
Goal 1. Eradicate extreme poverty and hunger
Indicator 4. Prevalence of underweight children under five
years
of age
Indicator 5. Proportion of population below minimum level of
dietary energy consumption
Goal 4. Reduce child mortality
Indicator 13. Under – five mortality rate
Indicator 14. Infant mortality rate
Indicator 15. Proportion of 1- year old Children immunized
against measles
Goal 5. Improve maternal health
Indicator 16. Maternal Mortality ratio
Indicator 17. Proportion of births attended by Skilled Health
Personnel
Goal 6. Combat HIV/ AIDS, malaria and other diseases
Indicator 18. HIV prevalence among young people aged 15 to 24
years
Indicator 19. Condom use rate of the contraceptive prevalence
rate
Indicator 20. Number of children orphaned by HIV/AIDS
8
Indicator 21. Prevalence of death rates associated with malaria
Indicator 22. Proportion of population in malaria-risk areas
using effective malaria
Prevention measures
Indicator 23. Prevalence and death rates associated with
tuberculosis
Indicator 24. Proportion of tuberculosis cases detected and
cured under Directly Observed Treatment Short
Course – DOTS
Components of Primary Health Care
The essential components of Primary Healthcare are as follows:
 Education about prevailing health problems and methods

of preventing and controlling them
 Promotion of food supply and proper nutrition
 Adequate supply of water and basic sanitation
 Maternal and Child Healthcare including family planning
 Immunization against infectious diseases
 Prevention and control of endemic diseases
 Appropriate treatment of common diseases and injuries
 Provision of essential drugs
9
DURATION: 01 HOUR
1. SESSION TOPIC: Essential
PROCESS
Components of Primary
Healthcare
3. Make an opening by telling students the purpose of the
student’s knowledge, skill &
abilities regarding the
primary healthcare
a) Meaning of primary health care
3. MATERIALS/EQUIPMENT
b) Components of primary health care:
REQUIRED: Charts, Sketch
(i) Health education
(ii) Maternal and Child care
Open Source Software for
(iii) Mental health
Slide Presentation, LCD
(iv) Immunisation
Projector and lab for
(v) Safe water and Sanitation
demonstration
(vi) Supply of essential drugs
(vii) Prevention of communicable diseases
4. PREPARATIONS:
(viii) Treatment of common diseases
o Arrange all the materials
(ix) Oral health
well in advance
(x) Nutriion
METHODOLOGY:
DURATION: 05 HOURS
This practice session will enable the students to understand the

practical aspect of this topic. Ask them to visit nearest primary
health center and enlist all the services provided by the primary
health center.

Part A
1. Differentiate between preventive and curative services
10
Part B
1. What are the essential components of Primary Healthcare?

2. What are the various methods used for promoting Primary
Healthcare?
3. What schools can do to promote Primary Healthcare?
Part C

Identify the components of Primary Health Care
List the activities that are performed at family and
community to promote Primary Healthcare
I I I
11
Session 2: Demonstrate Chain of Survival
Relevant Knowledge In our day-to-day life we come across many medical emergencies;
in few medical emergencies we come across
unconscious/unresponsive patients, or seriously ill patients who
need attention and no immediate professional medical help is
available. In such case every second counts. Under such
circumstances, it is quite common that everyone attempts to help
in their own way to rescue the victim. Instead if one, who is a
qualified First Aider or Doctor takes lead and adopts a standard
approach to respond, it would increase the chances of survival.
Emergency Medical Response
Medical Emergency is any medical condition which has a sudden

onset, unexpected occurrence needs attention, may be a
dangerous, may possess an immediate risk to person’s life, limb,
organ or long term health. Considering the emergency situation
and availability of resources, the Emergency Medical Response
varies. However a standardized approach with sequential steps,
well reinforced in the society and healthcare provider, followed
systematically helps in increasing chances of survival and faster
recovery. Emergency Medical Response is standard medical
response by a first responder or qualified medical professional
based on his competency provided to emergency victim which
would help in increasing the chances of survival.
Chain of Survival
In life threatening events in out of hospital scenarios, when one

comes across an unconscious patient or seriously ill patients
(appears to have dead) there are series of actions, if put into
action would increase the chances of survival of the patient.
These series of action are termed as “Chain of Survival” in various
resuscitation guidelines.
urv v
Courtesy :http://www.cardiaid.com/en/Home,1.html
12
Step 1. Ensure Scene Safety – In emergency resuscitation the
first principle is safety, unless you are safe, you can’t provide
help to others. Ensure the location is safe for yourself, the victim
who is in emergency condition and also the bystanders around.
Step 2. Check for response from Victim – It is essential to

Unresponsive understand if the victim is conscious and is able to respond. To
check this gently shake his shoulder and ask him loudly “Are you
O.K”, “Can you hear me”.
Shout for help Step 3. Check for Response – If he responds, ensure he is in

position in which you find him, ensure there is no further danger
from surroundings, try to identify the cause and provide necessary
help, seek for medical attention and try to transfer him to a
Open airway medical facility as early as possible.
If he doesn’t respond –
 Immediately shout for help
Not breathing
normally  Turn him onto his back
 Open Airway using head tilt and chin lift method
 Place your hand on his forehead and gently tilt his head
Call Ambulance back
108 / 102 or other  With your fingertips under the point of victim’s chin, lift
Ambulance
the chin to open the airway.
 Keeping the airway open
Look - Look for chest movement
Listen - at the victim’s mouth for
breath sounds
Feel for breathing - feel for air on your cheek
Identify if breathing is normal, not normal or absent
If breathing normally, turn him into appropriate position (side

position with head dependent, with no pressure on the chest)
ensuring the position is stable. Also ensure that there is no
obstruction to breathing. Seek help, Call for Ambulance, Call
National Ambulance Service Telephone Numbers i.e. 108 or 102 or
any other ambulance service available.
Continue to assess breathing, check if breathing is normal. If the

breathing is not normal or absent, alert the ambulance service,
attempt to bring an Automated External Defibrillator (AED) if
available, and attempt Cardio Pulmonary Resuscitation (CPR).
(CPR method would be taught to the student in subsequent NVEQF
levels).
The simple model of Emergency Medical Response can be
represented as below, further it is followed by CPR which would
be taught in subsequent levels.
13
1. SESSION TOPIC: DURATION: 04 HOURS

Demonstrate Chain of PROCESS
Survival
student’s knowledge 3. Make an opening by telling students the purpose of the
regarding chain of survival lecture or presentation.
and practice the guidelines 4. Introduce the topic in the class and provide relevant
of chain of survival. knowledge to the students. Topics may include but not
3. MATERIALS/EQUIPMENT (a) Emergency medical services.
REQUIRED: Charts, Sketch (b) What is Chain of Survival?
Pens, Rulers, Computer,  Early access
Open Source Software for  Early CPR
Slide Presentation, LCD  Early defibrillation
Projector  Early advanced care life support
4. PREPARATIONS: 5. Make a slide presentation on good health and explain the

o Arrange all the materials same to the students about routine exercise.
well in advance 6. Relate the topic to the real situation and ask questions.
5. TEACHING/TRAINING 8. Involve students by giving them the opportunity to ask
METHODOLOGY: questions related to the topic.
T2: Activity
DURATION: 03 HOURS
a. Demonstrate the steps of chain of survival.

b. Demonstrate the basic First Aid practices.
T3: Role Play Session
DURATION: 03 HOURS
This practice session enable the student to understand the

practical aspect of this topic. Ask students to perform Role Play
on the scenario given below and ask to demonstrate the chain of
survival:
An unconscious patient is lying at a bus stand. People are standing

around him. Imagine, you are a trained “First Aider” and you have
to respond to the situation.
14
Use the following checklist to check whether your students could
meet all the requirements for assessment.
Part A
1. Differentiate between Medical Emergency and Emergency

Medical Response.
Part B

1. What is chain of survival?
2. What are basic first aid practices?
Part C
professional and organizational knowledge and skills order to

Identify the key elements in the pediatric chain of
survival
Demonstrate the knowledge of role of community
healthcare providers and individuals in chain of
survival
Demonstrate the knowledge of important
interventions in reducing the risk of injury
15
Glossary
Code Blue A hospital's emergency call for professionals to respond to a person in cardiac arrest
Triage Classification of ill or injured persons by severity of conditions, most commonly occurs
in emergency room.
16
TEACHERS HANDBOOK
HSS105 - NQ2014
Immunization

26
permission.
2
PREFACE
The Teacher‘s Handbook on ―Immunization‖ is a part of the qualification package developed by the
Healthcare Sector Skill Council (HSSC) for the National Skills Qualifications Framework (NSQF) of
―General Duty Assistant/Patient Care Assistant‖. The National Vocational Education Qualification
Framework (NVEQF) now subsumed in NSQF is an initiative of the Ministry of Human Resource
Development (MHRD), Government of India to set common principles and guidelines for a nationally
recognized qualification system covering Schools, Vocational Education and Training Institutions,
Technical Education Institutions, Colleges and Universities. It is envisaged that the NVEQF will promote
transparency of qualifications, cross-sectoral learning, student-centred learning and facilitate learner‘s
mobility between different qualifications, thus encouraging lifelong learning.
3
ACKNOWLEDGEMENTS
Framework (NSQF).
acknowledged.
4
task.
5
TABLE OF CONTENTS
PREFACE 3
ACKNOWLEDGEMENTS 4
SESSION 1: DIFFERENTIATE BETWEEN VARIOUS TYPES OF IMMUNITY 7
SESSION 2: UNDERSTAND IMMUNIZATION SCHEDULE 11
SESSION 3: IDENTIFY THE KEY COMPONENTS OF UNIVERSAL 17

IMMUNIZATION PROGRAMME
SESSION 4: PULSE POLIO IMMUNIZATION PROGRAMME 21
GLOSSARY 26
6
Session1: Differentiate between various types of Immunity
Relevant Knowledge The immune system is your body‘s way of helping to protect you
from infection. When your body is infected by viruses, bacteria or
other infectious organisms (e.g. a fungus or parasite), it
undergoes a process of fighting the infection and then healing
itself.
As a result of this, the next time your body encounters the same
organism, you will be 'immune' to this infection. This means that
you are less likely to get the same disease again, or if you do, the
infection will be less severe. This is the principle behind
vaccination.
How does immunity work?
Whenever your body encounters a foreign organism, like bacteria

or a virus, a complicated set of responses are set in motion. Your
body has two sets of defensive mechanisms, one called ‗innate
immunity‘ and another called ‗adaptive immunity‘.
Innate immunity describes your body‘s barriers to infection that
are in-built (or innate). This includes:
 your skin
 the acid in your stomach
 saliva
 tears
 mucus in your mouth and nose
 cells in your blood stream that can destroy bacteria.
All of these systems are extremely important as a first line of

defence to prevent you from becoming infected, and for getting
rid of the infections that you do get.
These innate systems do not change with multiple exposures to

the same infection; there is no ‗learned‘ response no matter how
many times your body is exposed to the same organism
Adaptive immunity
Your body‘s more complicated second line of defence is called
adaptive immunity. By adapting to fight infections from
particular bacteria or viruses, your body can become immune to
infections caused by the same organism in the future. This
adaptation by your body to prevent infection is the basis
of immunization.
7
Certain types of blood cells can learn from exposure to an
infection. This means that the next time they encounter that
infection they can remember it and mount a faster and stronger
response.
For example:
 Antibodies are made by the body in response to an infecting

organism. They can recognise specific types of viruses or
bacteria. They work by attaching themselves to the organism,
and preventing them from infecting your body.
 Macrophages are specialized blood cells that can directly
attack and destroy an infecting organism, digesting them so
they can't produce disease.
Vaccines trigger the adaptive immune system — by stimulating the
body to make antibodies — so that it can prepare for a potential
infection in the future.
Passive immunity is acquired through transfer of antibodies or
activated T-cells from an immune host, and is short lived—usually
lasting only a few months—whereas active immunity is induced in
the host itself by antigen and lasts much longer, sometimes
lifelong. The diagram below summarizes these divisions of
immunity
*Virus-A virus is a small infectious agent that replicates only
inside the living cells of other organisms. Viruses can infect all
types of life forms, from animals
and plants to bacteria and archaea.
*Bacteria-Bacteria are microorganisms too small to see with the

naked eye that exists in virtually all environments in the world.
They exist in dirt, water, caves and hot springs, organic materials
like fallen trees and dead animals, and inside the bodies of
virtually every living animal on earth.
8
1. SESSION TOPIC: Differentiate DURATION: 01 HOUR

between various types of PROCESS
Immunity 1. Prepare the points for the lecture.
student‘s knowledge, skills lecture or presentation.
and abilities for Immunity 4. Introduce the topic in the class and provide relevant
REQUIRED: Charts, Sketch a) Meaning of immunity.
Pens, Rulers, Computer, b) Types of immunity.
Open Source Software for c) Virus and Bacteria.
Projector 6. Provide specific examples.
5. TEACHING/TRAINING T2 : Practical Session

METHODOLOGY:
DURATION: 02 HOURS

practical aspect of the topic. Ask them to perform following:
a. Make presentation on ―Immunity‖.

b. Visit to primary healthcare and immunization camp and
study the immunization process.

Part A
1. Differentiate between the role of vaccines and antibodies

2. Differentiate between the role of individuals and community
in immunization programmes
Part B

1. What is immunity?
2. What is virus?
3. What is bacterium?
4. How does immunization protects us from diseases?
9
Part C


List the diseases for which vaccines are available
I I I
10
Session 2: Understand Immunization Schedule
Relevant Knowledge
Immunization protects children (and adults) against harmful
infections before they come into contact with them in the
community. Immunization uses the body‘s natural defence
mechanism - the immune response - to build resistance to
specific infections. Nine diseases can be prevented by routine
childhood immunization - diphtheria, tetanus, whooping cough,
poliomyelitis (polio), measles, mumps, rubella, Haemophilus
influenzae type b (Hib) and hepatitis B. All of these diseases can
cause serious complications and sometimes death.
Immunization is given as an injection or, in the case of polio

vaccine, taken as drops by mouth. Immunization helps children
stay healthy by preventing serious infections.
Immunization and vaccination
Technically ‗vaccination‘ is the term used forgiving a vaccine -

that is, actually getting the injection or swallowing the drops.
‗Immunization‘s the term used for the process of both getting
the vaccine and becoming immune to the disease as a result of
the vaccine. Most people use the terms ‗vaccination‘ and
‗immunization interchangeably but their meanings are not
exactly the same because immunity follows vaccination in most,
but not all, cases. For the purposes of this book, we have always
used the term ‗immunization‘ because this is the expression most
commonly used in the community.
How does immunization work?
All forms of immunization work in the same way. When someone

is injected with, or swallows, a vaccine, their body produces an
immune response in the same way it would following exposure to
a disease but without the person getting the disease. If the
person comes in contact with the disease in the future, the body
is able to make an immune response fast enough to prevent the
person getting sick.
What is vaccine?
A vaccine is a biological preparation that improves immunity to a

particular disease. A vaccine typically contains an agent that
resembles a disease-causing microorganism, and is often made
from weakened or killed forms of the microbe, its toxins or one of
its surface proteins.
11
The agent stimulates the body's immune system to recognize the
agent as foreign, destroy it, and "remember" it, so that the
immune system can more easily recognize and destroy any of
these microorganisms that it later encounters.
Vaccines may be prophylactic (example: to prevent or reduce the
effects of a future infection by any natural or "wild" pathogen),
or therapeutic (e.g. vaccines against cancer are also being
investigated; see cancer vaccine).
The term vaccine derives from Edward Jenner's 1796 use of cow
pox (Latin variola vaccinia, adapted from the Latin vaccīn-us,
from vacca, cow), to inoculate humans, providing them protection
against smallpox.
How long do immunizations take to work?
In general, the normal immune response takes several weeks to

work. This means protection from an infection will not occur
immediately after immunization. Most immunizations need to be
given several times to build long lasting protection. A child who
has been given only one or two doses of diphtheria-tetanus-
pertussis vaccine (DTPa) is only partially protected against
diphtheria, pertussis (whooping cough) and tetanus, and may
become sick if exposed to these diseases. How long do
immunizations last? The protective effect of immunizations is not
always life-long. Some, like tetanus vaccine, can last up to 30
years, after this time a booster dose may be given. Some
immunizations, such as whooping cough, give protection for
about five years after a full course.
Is everyone protected from disease by immunization?
Even when all the doses of a vaccine have been given, not
everyone is protected against the disease. Measles, mumps,
rubella, tetanus, polio and Hib vaccines protect more than 95% of
children who have completed the course. Three doses of
whooping cough vaccine protects about 85% of children who have
been immunized, and will reduce the severity of the disease in
the other 15% of children (who have also been immunized), if
they do catch whooping cough. Booster doses are needed
because immunity decreases over time. Three doses of hepatitis
B vaccine protect over 95% of children.
Why do children get so many immunizations?
A number of immunizations are required in the first few years of

a child‘s life to protect the child against the most serious
infections of childhood.
12
The immune system in young children does not work as well as
the immune system in older children and adults, because it is
still immature. Therefore more doses of the vaccine are needed.
In the first months of life, a baby is protected from most
infections by antibodies from her or his mother which are
transferred to the baby during pregnancy. When these antibodies
wear off, the baby is at risk of serious infections and so the first
immunizations are given before these antibodies have gone.
What are the side effects of immunization?
Common side effects of immunization are redness and soreness

at the site of injections and mild fever. While these symptoms
may concern you and upset your child at the time, the benefit of
immunization is protection from the disease. Paracetamol might
be required to help ease the fever and soreness. For more
information, refer to Common side effects of immunization and
what to do about them. Otherside effects are very rare but if
they do occur, a doctor should be consulted immediately.
What is the importance of Immunization
Each year, vaccines prevent more than 2.5 million child deaths
globally. An additional 2 million child deaths could be prevented
each year through immunization with currently available vaccines.
 Immunization saves a child’s life: Immunization helps to

protect your child against various diseases.
• Immunization is safe and effective: All vaccines that are

given to children are completely safe and effective, as various
medical professionals have tested them. The only discomfort
can be pain, redness or tender feeling among few.
• Immunization prevents spread of diseases: If a person is

immunized, there is little to risk of an epidemic. Thus, it also
prevents spreading of the disease.
• Immunization saves time and money: A prolonged illness can

take a toll on your finance as well as your precious time.
Immunization is a good investment, as it saves time, money
and promotes good health.
• Immunization protects future: Immunization has helped to

eradicate polio to some extent. If we keep on practicing
immunization, in near future we will be able to eradicate all
these diseases completely.
13
• Immunisation has reduced mortality rate
• Immunisation has made children more healthy and fit.
• Immunisation promotes long life span.
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National Immunization Schedule Chart
14
1. SESSION TOPIC: Understand DURATION: 01 HOUR

Immunization Schedule
PROCESS
student‘s knowledge, skills 2. Introduce the topic.
and abilities to prepare 3. Make an opening by telling students the purpose of the
immunization calendar lecture or presentation.
Pens, Rulers, Computer, (a) Meaning of immunization.
Open Source Software for (b) Difference between immunization and vaccination.
Slide Presentation, LCD (c) Role of immunization in prevention of disease.
Projector (d) Side effects of immunization.
(e) Importance of immunization
4. PREPARATIONS: (f) Preparing immunization calendar
o Arrange all the materials 5. Explain the students about Immunization schedules and show
well in advance them the chart.
5. TEACHING/TRAINING 7. Provide specific examples.
METHODOLOGY: 8. Involve students by giving them the opportunity to ask
T2: Practical Session
DURATION: 02 HOURS
1. This practice session will enable students to understand the
practical aspect of the topic. Ask them to prepare an
immunization schedule chart for a child.
(Hint: Visit the website of WHO or Medindia and see the
description of diseases and schedule)
2. Visit the website of Indian Academy of Pediatrics and study the
various aspects of immunization.

Part A
1. Differentiate between plan and schedule
15
Part B

1. What is immunization?
2. What are the side effects of immunization?
3. Why immunization is important?
4. What is Vaccine?
5. What are the various aspects of immunization schedule
chart
Part C

Prepare an immunization schedule according to
the National Immunization schedule
I I I
16
Session 3: Identify the Key Components of Universal Immunization
Programme
Relevant Knowledge Universal Immunization Program is popularly know as UIP gained
momentum in 1985 and implemented in phased manner to cover
all districts in the country by 1989-90. Immunization is one of the
Key areas under NRHM. Since 1997 immunization activities have
been an important component of National RCH Programme.
Certain diseases may require universal immunization of a

population to control. Such efforts usually target infants in the
first year of life so that immunity is completed as early as possible
before the risk of infection, (e.g., diphtheria-pertussis-tetanus,
polio). Others may require immunization of only selected high risk
groups (e.g., at risk elderly for pneumococcus). In some cases the
target group may not be the group the vaccine is designed to
protect (e.g., rubella vaccination of all children and females of
child bearing age in order to protect the fetus).Since there are
regional differences in infection rates and severity of every
disease, the choice of vaccine and dosage regimen will vary with
the local epidemiology of the disease, specific target population,
and health system. The effectiveness of the delivery system can
also vary with different vaccines, vaccine efficacy, and
organization of the local health care service organization. Care
must be taken to insure the balance of risks and benefits where
cost constraints or logistical limitations make continuous universal
immunization impossible.
What diseases are prevented through vaccines used in the

Universal Immunization Program (UIP)?
Presently, the Universal Immunization Program in India provides

vaccines mainly to children below 5 years of age and pregnant
women for the following vaccine preventable diseases:
1. Tuberculosis
2. Poliomyelitis
3. Diphtheria
4. Pertussis (whooping cough)
5. Measles
6. Tetanus
7. Hepatitis B
8. Japanese encephalitis (in endemic districts)
Vitamin A is not a vaccine, but a nutritional supplement which

prevents many deficiencies related conditions. However
administration of Vitamin A is also a part of the Universal
Immunization Program.
Some other diseases have combined vaccines so as to avoid
multiple shots, for example DPT for Diphtheria,
17
Pertussis and Tetanus. This is also called a triple antigen. A
pentavalent vaccine (5 vaccines together) is also being considered
for introduction in the UIP. This will include DPT+ Hepatitis B
vaccine+ vaccine for Haemophilus B.
Key Components of Universal Immunization Programme
As a patient care assistant, one would be responsible for all

aspects of program management that would lead to the desired
program output, in this case over 80% coverage of vaccines among
the targeted beneficiaries leading to cessation of incidence of the
vaccine preventable diseases. The different aspects of program
management include:
(1) Human resource

(2) Micro planning
(3) Capacity Building
(4) Logistics management
(5) Supervision and monitoring
(6) Data for action
(7) Social mobilization
(8) Financial resources
(9) Coordination and work environment
(10) Linkages with other maternal and child health interventions
18
1. SESSION TOPIC: Universal DURATION: 01 HOUR

Immunization Programme
PROCESS
student‘s knowledge, skill 2. Introduce the topic.
and ability regarding 3. Make an opening by telling students the purpose of the
Universal Immunization lecture or presentation.
Programme, diseases 4. Introduce the topic in the class and provide relevant
prevented and its key knowledge to the students. Topics may include but not
components limited to the following:
(a) Universal Immunization Programmes.
(b) Diseases covered under immunization programme.
3. MATERIALS/EQUIPMENT
REQUIRED: Charts, Sketch 5. Relate the topic to the situation and ask questions.
Pens, Rulers, Computer, 6. Provide specific examples.
Open Source Software for 7. Involve students by giving them the opportunity to ask
Slide Presentation, LCD questions related to the topic.
Projector 8. Clarify any questions students may have.
4. PREPARATIONS: T2: EXERCISE

o Arrange all the materials
well in advance DURATION: 01 HOUR
5. TEACHING/TRAINING This practice session will enable students to understand the

METHODOLOGY: practical aspect of the topic. Ask them to enlist diseases covered
under universal of Immunization programme.
T3: Web Search

Search for new vaccine being used in universal immunization
programme

Part A
1. State the key components of universal immunization.
Part B
1. What is universal immunization?
2. What are the different key components of universal
immunization?
19
3. Which diseases are covered under universal immunization
programme?
4. What is the importance of Universal immunization
Programme?
Part C

Demonstrate the knowledge of diseases covered
under UIP
Demonstrate the knowledge of beneficiaries
covered under UIP
Demonstrate the knowledge of key interventions
provided through UIP in protecting children from
life threatening diseases
20
Session 4: Pulse Polio Immunization Programme
Relevant Knowledge Pulse Polio is an immunization campaign established by
the government of India in 1995-96 to
eradicate poliomyelitis (polio) in India by vaccinating all children
under the age of five years against polio virus. This project deals
with the ways to fight poliomyelitis through a large scale
immunization programme, co-operating with various international
institutions, state governments and Non Governmental
Organizations.
In India, vaccination against Polio started in 1978 with Expanded
Program in Immunization (EPI). By 1984, it was successful in
covering around 40% of all infants, giving 3 doses of OPV to each.
In 1985, the Universal Immunization Program (UIP) was launched
to cover all the districts of the country. UIP became a part of
child safe and survival motherland program (CSSM) in 1992 and
Reproductive and Child Health Program (RCH) in 1997. This
program led to a significant increase in coverage, up to 95%. The
number of reported cases of polio also declined from 28,757
during 1987 to 3,265 in 1995.
In 1995, following the Polio Eradication Initiative of World Health
Organization (1988), India launched Pulse Polio Immunization
Program along with Universal Immunization Program which aimed
at 100% coverage. In 2012, India was declared free of polio by
WHO.
Importance of Pulse Polio Programme
The Polio viruses are three related enteroviruses: type 1, 2 and

3.All three types cause paralysis. Type 1 causes paralysis most
frequently. Polio is highly communicable having incubation period
of 7-10 days. Transmission is primarily person-to-person via the
faecal-oral route; i.e. the poliovirus multiplies in the intestines
and is spread through the faeces. The virus is intermittently
excreted for one month or more after infection. Communicability
of infected children is highest just prior to the onset of paralysis
and during the first two weeks after paralysis occurs. Protective
immunity against poliovirus infection develops by immunization or
natural infection.
Polio usually begins with common symptoms such as fever,

headache, nausea, fatigue, and muscle pains and spasms and is
followed by a more serious and permanent paralysis in one or
more limbs. More than half of all polio cases occur in children
under the age of five. Between 5 and 10 per cent of infected
persons display only the most general symptoms while more than
90 per cent show no sign of illness at all.
21
Polio vaccine is highly effective in producing immunity to the
poliovirus and protection from paralytic polio. Approximately 90
per cent or more of polio vaccine recipients develop protective
antibodies to all three poliovirus types after two doses, and at
least 99 per cent are immune following three doses. Dr. Albert
Sabin developed Oral Polio Vaccine (OPV) - External website
that opens in a new wndow in 1961. Presently, almost all
countries use OPV to achieve polio eradication target. The
vaccine not only prevents pernicious infection in the person, but
it also precludes transmission of the wild poliovirus to other
person. Since polio virus cannot survive outside a host for more
than two weeks, theoretically it would be wiped out, resulting in
the eradication of poliomyelitis.
For those who infected by the polio virus, there is no cure as such
but there is treatment to alleviate the symptoms. Besides this,
the affected persons can also be rehabilitated with the help of
modern mobility aids. Heat and physical therapy can help to
stimulate the muscles of infected persons and antispasmodic
drugs are prescribed to relax the muscles. While this can improve
mobility, it cannot reverse permanent polio paralysis.
India launched the Pulse Polio Immunization (PPI) programme in

1995 as a result of the WHO Global Polio Eradication Initiative.
Under this programme, all children under five years are given two
doses of Oral Polio Vaccine (OPV) in December and January every
year until polio is eradicated. The campaign proved to be
successful, and the incidence of poliomyelitis in India has
decreased dramatically.
The PPI was initiated with an objective of achieving hundred per

cent coverage under OPV. It aims to reach the unreached children
through improved social mobilization, plan mop-up operations in
areas where poliovirus has almost disappeared and maintain high
level of morale among the public.
Key components of Pulse Polio Immunization Programme
Polio has been eradicated from most of the world using several
key strategies. Each of the following strategies is important
components in the National Polio eradication programme:
(a) Routine Immunization: Sustaining high levels of coverage with

3 doses of oral polio vaccine in the 0-1 year age group.
(b) Supplementary Immunization Activities (SIAs): Simultaneous

administration of oral polio vaccine to all children in the age
group of 0-5 years, 4-6 weeks apart to interrupt wild poliovirus
transmission and to increase immunity amongst children.
22
SIAs include:
 National Immunization Days(NIDs) when the entire country

is covered
 Sub National Immunization Days (SNIDs) when some states
or parts of states are covered.
 Mop-ups are conducted, as soon as possible after
identification of the virus as an end game strategy to
interrupt transmission.
(c) Surveillance and investigation of cases of acute flaccid

paralysis (AFP)
 Surveillance data is used to identify areas of wild

poliovirus transmission and to guide immunization
activities.
23
1. SESSION TOPIC: Pulse PolioI DURATION: 01 HOUR

Immunization Programme PROCESS
and abilities for pulse lecture or presentation.
immunization 4. Introduce the topic in the class and provide relevant
REQUIRED: Charts, Sketch (a) Describe Pulse Polio programme.
Pens, Rulers, Computer, (b) Key components of pulse polio programme.
Open Source Software for 5. Relate the topic to the situation and ask questions.
Slide Presentation, LCD 6. Provide specific examples.
Projector 7. Involve students by giving them the opportunity to ask
4. PREPARATIONS: 8. Clarify any questions students may have.
o Arrange all the materials 9. Summarize the topic and emphasize on the key points.
well in advance
T2: EXERCISE
METHODOLOGY: DURATION: 01 HOURS

practical aspect of the topic. Ask them to participate in pulse
immunization programme camp and Prepare a checklist of the
activities conducted for the pulse polio programme
Part A
1. Define pulse immunization programme.

2. State the key components of pulse immunization
programme.
3. What are the steps involved in pulse polio campaign?
Part B

1. What is pulse polio immunization?
2. What are the key components of pulse polio
immunization?
3. Describe the reasons for the success of pulse polio
programme in India?
24
Part C

Demonstrate the knowledge of the key
components of the pulse polio immunization
programme
Describe the importance of pulse immunization

programme
25
Glossary
Activated T-cells The T cells are essential for immunity in the humans, they are originates in the
bone marrow and get matured in the thymus. They may again be categorized as
per their functional abilities into – (i) Helper T cells, (ii) Killer T cells, and (iii)
Suppressor T cells. Deficiency in any one type of T cells may lead to serious and
severe immunity loss may be like in AIDS.
Antigen Molecules may be proteins, polysaccharides, lipoproteins or polypeptides that

can be linked to the proteins may be termed as Antigens. They bear the
following two basic properties: (i) immunogenicity – ability to stimulate the
formation of the corresponding antibodies and (ii) Specificity – ability to react
specifically with those antibodies.
Antibodies An antibody is Y shaped protein produced by plasma cells and used by the
immune system of the body. They are recruited by the immune system to
identify and neutralize foreign objects like bacteria and viruses.
Bacteria Bacteria are microorganisms too small to see with the naked eye that exists in
virtually all environments in the world. They exist in dirt, water, caves and hot
springs, organic materials like fallen trees and dead animals, and inside the
bodies of virtually every living animal on earth.
Booster Dose In the treatment a booster dose is recognized as the additional dose of the
medication to after regular dose. It is been intended to minimize the chances of
reoccurrence of any already treated or protected conditions, like tetanus shot
booster dose is recommended after every ten years.
Virus A virus is a small infectious agent that replicates only inside the living cells of
other organisms. Viruses can infect all types of life forms, from animals
and plants to bacteria and archaea.
26
TEACHERS HANDBOOK
HSS106 - NQ2014
Communication at
Workplace

permission.
2
PREFACE
The Teacher‘s Handbook on ―Communication at Workplace‖ is a part of the qualification package
Framework (NSQF) of ―General Duty Assistant/Patient Care Assistant‖. The National Vocational
facilitate learner‘s mobility between different qualifications, thus encouraging lifelong learning.
3
ACKNOWLEDGEMENTS
Framework (NSQF).
acknowledged.
4
task.
5
TABLE OF CONTENTS
PREFACE 3
ACKNOWLEDGEMENTS 4
SESSION 1: IDENTIFY ELEMENTS OF COMMUNICATION 7
SESSION 2: DEMONSTRATE EFFECTIVE COMMUNICATION SKILLS 14
GLOSSARY 28
6
Session1: Identifying Elements of Communication Cycle
Relevant Knowledge
The term 'communication' originates from the Latin word
communicare, which means to share or impart. When used as per
its function, it means a common ground of understanding.
Communication is the process of exchanging of facts, ideas and
opinions and a means that individuals or organisations use for
sharing meaning and understanding with one another. In other
words, it is the transmission and interaction of facts, ideas,
opinions, feelings or attitudes. It is also a means of interacting
linguistically in an appropriate way in a range of societal, cultural
and work context. It is the use of messages to produce meaning
within and across a variety of contexts, cultures, methods and
media. It is an important way through which facts, ideas,
experiences and feelings are shared and exchanged.
Primates and other animals have been communicating without the

use of language since long before humans invented verbal
communication. Humans communicate both verbally and non-
verbally. Verbal communication includes written and oral
communication, whereas non-verbal communication includes body
language, facial expression and pictures. Written communication
is an effective tool for recording, reporting and management. The
recording and reporting of information should be done in a
systematic way. Our own beliefs, values and behaviour interact
with each other and it reflects in our style of communication.
Communicating in an effective manner, irrespective of the mode

of communication used is a skill. Effective communication occurs
only if the receiver understands the exact information or idea
that the sender intended to transmit. It involves the use of proper
equipment, providing information to the appropriate people and
carrying out communication effectively. Breakdown in
communication is either due to lack of skills in communicating or
lack of coherent thought process. It can also happen due to the
breakdown of the communication network. In this Unit you will
learn about communication cycle, the various forms of
communication barriers and how to communicate effectively.
Different Elements of Communication
Communication has three important parts – transmitting, listening

and feedback. The sender transmits the message through one
medium or another. The receiver listens to the message and then
conveys his understanding of the message to the sender in the
form of feedback to complete the communication cycle. The
process of conveying a message is complete only when the person
receiving it has understood the message in its entirety.
7
To understand the communication process better we need to
familiarize ourselves with the communication cycle (Fig.1). Let us
now try to understand what we mean by communication cycle.
The communication cycle in essence is the process of

communication. The ―sender‖ ―encodes‖ the message into words
and sent the coded message as he/she speaks or writes the
―message‖ out. Message is conveyed through channels including
telephone, video-conferencing, letters, emails, meetings, memos,
records and reports. It is then ―decoded‖ by the ―receiver‖ by
hearing or reading the message in order to understand what the
sender wants to convey.
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6
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Figure 1: Communication cycle

In an effective communication cycle, the receiver understands the
language and the message in the same way that the sender meant
it to be. The words, tonal quality, body language, all convey the
same message and nothing gets distorted or lost in the process of
sending it and the receiver is able to relay back exactly what was
intended to be conveyed to him/her. Let us look at each of the
elements of the communication cycle individually.
 Sender: The sender gives or encodes the message, for

example the sender greets a visitor or a client by saying ―Good
morning Sir/Madam‖.
 Message: The message in this case is ―Good morning
Sir/Madam‖, which is also known as the content of the
communication.
 Medium: It is the channel used for communication. It may-be
in any of the following forms – verbal, non-verbal, pictorial,
symbolic or written.
 Receiver: The receiver decodes the incoming message, or
expression, translates and presents an output in the form of a
response or reaction.
8
 Feedback: How the receiver responds or reacts is known as
feedback. It is the effect, reply or reaction to the information
being transmitted.
Communication is understood and acted upon at different degrees

of effectiveness. A communication is effective when the
experience of both the communicator and receiver is satisfying
and the goal of the interaction is achieved and vice-versa. Six
essential principles of an effective communication are as follows:
1. The information should be delivered in a clear message.
2. Message should be delivered timely.
3. Message should be complete.
4. Message should be concise.
5. Message should be factual.
6. Message should be accurate.
Providing Feedback
Feedback conveys to the sender, the effectiveness of his/her

communication. For individuals who are not trained in
communication skills, providing feedback is unconscious.
However, when individuals are trained in communication,
feedback is a tool for both the listener and the sender to make
the communication effective. Similarly, the listener has the
opportunity to respond (thus giving feedback to the sender) with a
clarification to ensure the accuracy of listening. Therefore, in
order to ensure that the discrepancy between what is spoken and
what is understood is minimal, the communication should not only
be accurate, brief and clear, but adequate feedback should be
sought or provided.
Feedback is also a way of helping another person to consider

changing his behaviour. For instance, in the case of mobile service
operators, there is a system of feedback through Short Service
Message (SMS) and Electronic Mails (Emails), which helps the
company and also the individual at the customer care centre to
improve upon the communication and relationship with the
customer.
Giving and receiving feedback are skills that can be learnt. Let us
now look at the characteristics of feedback. Some of the
characteristics of feedback are as follows:
 It is descriptive, rather than evaluative: Descriptive

feedback mentions the behaviour that needs to change,
whereas evaluative feedback makes judgments which do
not help in changing behaviour. For example, ―Please get
all the columns filled in by the visitor in the logbook
9
every time a visitor enters the gates” is a descriptive
feedback, whereas ―You are irresponsible as you did not
get the columns filled in by the visitors.‖ is an example of
evaluative feedback.
 It is specific, rather than general: The feedback should

be specific as the receiver should know specifically the
area that needs to be handled. For example, if the sender
says, ‗Please update the records’, the message is too
general and does not indicate what is to be specifically
done in record keeping. On the other hand, if the sender
says ―Please get all the columns filled in by the visitor
in the logbook every time a visitor enters the gates‖
then the receiver knows that he/she is supposed to get all
the columns filled in by the visitors.
 It is directed to changeable behaviour: Feedback that

suggests alternative ways of behaving allows individuals to
choose and own the changed behaviour. This ensures that
the behaviour change is permanent. For example, saying
―A useful way of filling up of the visitor’s logbook is to
get the visitor to fill it, while you observe to ensure
the accuracy‖ enables the person to take initiative and
either follows the suggestion or come up with their own
way of getting it done. However, saying, ―You should be
more prompt in record keeping‖ or ―The real problem
is that you are not prompt‖ does not provide options to
the listener to change to the desirable behaviour.
 It is solicited, rather than imposed: Feedback is most

useful when the receiver himself/herself has formulated
the kind of questions, which those observing him/her can
answer.
 It is well-timed: In general, feedback is most useful if it is
timely or given at the earliest opportunity.
 It is checked to ensure clear communication: In order to
check whether the receiver has been conveyed the
message clearly, the receiver can be asked to rephrase
the feedback he/she has received to see if it corresponds
to what the sender has in mind.
Three aspects that you should always consider while giving a
constructive feedback are as follows:
(i) Give neutral and honest (stick to facts) observations.
(ii) Propose an alternative or give examples to prove your
point.
(iii) Show the benefits of the alternative.
10
Three aspects of feedback that you should always consider while
receiving feedback are as follows:
(i) Listen carefully what the other person has to say.

(ii) Ask questions, if you need any clarifications.
(iii) Do not become defensive or emotional.
1. SESSION TOPIC: Elements in DURATION: 03 HOURS

the process of Communication PROCESS
and abilities for identifying lecture or presentation.
elements of communication 4. Introduce the topic in the class and provide relevant
cycle. knowledge to the students. Topics may include but not
3. MATERIALS/EQUIPMENT (a) Importance of effective communication in healthcare
REQUIRED: Charts, Sketch (b) Elements in the communication process-sources,
Pens, Rulers, Computer, Message, Encoding, channel, Receiver, Decoding,
Open Source Software for Feedback
Projector. 6. Provide specific examples.
5. TEACHING/TRAINING T2 : Role Play Session

METHODOLOGY:
DURATION: 02 HOURS
Conduct ―Role Plays‖ to make students understand the various

elements of the communication cycle. Ask students to remember
the six essential principles of an effective communication, which
are as follows:
1. The information should be delivered in a clear message.
2. Message should be delivered timely.
3. Message should be complete.
4. Message should be concise.
5. Message should be factual.
6. Message should be accurate.
11
You may use the following scenario to conduct the role play:
T3 : Exercise Session
DURATION: 03 HOURS
practical aspect of the topic. Ask them to draw the communication
cycle and submit the same as part of their student portfolio.

Part A
1. Define communication.
2. State the different elements of communication.
3. List the six essential principles of an effective
communication.
4. List characteristics of Feedback
5. Differentiate between Sender, Message, Medium,
Receiver and Feedback
6. Devine verbal and non-verbal communication
Part B

1. What is communication?
2. What are the different elements of communication cycle?
3. Why understanding communication cycle is important for
effective communication?
Part C

Identify elements of communication
Identify examples of effective communication
skills in team situations
12
Session 2: Demonstrate Effective Communication Skills
Relevant Knowledge Effective communication helps us better understand a person or
situation and enables us to resolve differences, build trust and
respect, and create environments where creative ideas, problem
solving, affection, and caring can flourish. As simple as
communication seems, much of what we try to communicate to
others—and what others try to communicate to us—gets
misunderstood, which can cause conflict and frustration in
personal and professional relationships. By learning these
effective communication skills, you can better connect with your
spouse, kids, friends, and coworkers.
Effective Communication
In the information age, we have to send, receive, and process

huge numbers of messages every day. But effective
communication is about more than just exchanging information.
It‘s also about understanding the emotion behind the information.
Effective communication can improve relationships at home,
work, and in social situations by deepening your connections to
others and improving teamwork, decision-making, and problem
solving. It enables you to communicate even negative or difficult
messages without creating conflict or destroying trust. Effective
communication combines a set of skills including nonverbal
communication, attentive listening, the ability to manage stress
in the moment, and the capacity to recognize and understand
your own emotions and those of the person you‘re communicating
with.
While effective communication is a learned skill, it is more

effective when it‘s spontaneous rather than formulaic. A speech
that is read, for example, rarely has the same impact as a speech
that‘s delivered (or appears to be delivered) spontaneously. Of
course, it takes time and effort to develop these skills and
become an effective communicator. The more effort and practice
you put in, the more instinctive and spontaneous your
communication skills will become.
Effective Communication Skills # 1: Listening
Listening is one of the most important aspects of effective

communication. Successful listening means not just understanding
the words or the information being communicated, but also
understanding how the speaker feels about what they‘re
communicating.
13
Effective listening can:
Make the speaker feel heard and understood which can help
build a stronger, deeper connection between you.
Create an environment where everyone feels safe to express

ideas, opinions, and feelings, or plan and problem solve in
creative ways.
Save time by helping clarify information, avoid conflicts and

misunderstandings.
Relieve negative emotions. When emotions are running high, if

the speaker feels that he or she has been truly heard, it can help
to calm them down, relieve negative feelings, and allow for real
understanding or problem solving to begin.
Tips of Effective Listening

If your goal is to fully understand and connect with the other
person, listening effectively will often come naturally. If it
doesn‘t, you can remember the following tips. The more you
practice them, the more satisfying and rewarding your
interactions with others will become.
 Focus fully on the speaker, his or her body language, and
other nonverbal cues. If you‘re daydreaming, checking text
messages, or doodling, you‘re almost certain to miss
nonverbal cues in the conversation. If you find it hard to
concentrate on some speakers, try repeating their words over
in your head—it‘ll reinforce their message and help you stay
focused.
 Avoid interrupting or trying to redirect the conversation to
your concerns, by saying something like, ―If you think that‘s
bad, let me tell you what happened to me.‖ Listening is not
the same as waiting for your turn to talk. You can‘t
concentrate on what someone‘s saying if you‘re forming what
you‘re going to say next. Often, the speaker can read your
facial expressions and know that your mind‘s elsewhere.
 Avoid seeming judgmental. In order to communicate
effectively with someone, you don‘t have to like them or
agree with their ideas, values, or opinions. However, you do
need to set aside your judgment and withhold blame and
criticism in order to fully understand a person. The most
difficult communication, when successfully executed, can
lead to the most unlikely and profound connection with
someone.
 Show your interest in what‘s being said. Nod occasionally,
smile at the person, and make sure your posture is open and
inviting. Encourage the speaker to continue with small verbal
comments like ―yes‖ or ―uh huh.‖
14
Effective communication skills #2: Managing stress
 In small doses, stress can help you perform under pressure.

However, when stress becomes constant and overwhelming,
it can hamper effective communication by disrupting your
capacity to think clearly and creatively, and act
appropriately. When you‘re stressed, you‘re more likely to
misread other people, send confusing or off-putting
nonverbal signals, and lapse into unhealthy knee-jerk
patterns of behavior.
 How many times have you felt stressed during a
disagreement with your spouse, kids, boss, friends, or
coworkers and then said or done something you later
regretted? If you can quickly relieve stress and return to a
calm state, you‘ll not only avoid such regrets, but in many
cases you‘ll also help to calm the other person as well. It‘s
only when you‘re in a calm, relaxed state that you'll be able
to know whether the situation requires a response, or
whether the other person‘s signals indicate it would be
better to remain silent.
Quick stress relief for effective communication
When stress strikes, you can‘t always temper it by taking time out
to meditate or go for a run, especially if you‘re in the middle of a
meeting with your boss or an argument with your spouse, for
example. By learning to quickly reduce stress in the moment,
though, you can safely face any strong emotions you‘re
experiencing, regulate your feelings, and behave appropriately.
When you know how to maintain a relaxed, energized state of
awareness—even when something upsetting happens—you can
remain emotionally available and engaged.
To deal with stress during communication:
 Recognize when you’re becoming stressed. Your body will let

you know if you‘re stressed as you communicate. Are your
muscles or your stomach tight and/or sore? Are your hands
clenched? Is your breath shallow? Are you "forgetting" to
breathe?
 Take a moment to calm down before deciding to continue a
conversation or postpone it.
 Bring your senses to the rescue and quickly manage stress by
taking a few deep breaths, clenching and relaxing muscles, or
recalling a soothing, sensory-rich image, for example. The best
way to rapidly and reliably relieve stress is through the senses:
sight, sound, touch, taste, and smell.
15
But each person responds differently to sensory input, so you
need to find things that are soothing to you.
 Look for humor in the situation. When used appropriately,
humor is a great way to relieve stress when communicating.
When you or those around you start taking things too seriously,
find a way to lighten the mood by sharing a joke or amusing
story.
 Be willing to compromise. Sometimes, if you can both bend a
little, you‘ll be able to find a happy middle ground that
reduces the stress levels for everyone concerned. If you realize
that the other person cares much more about something than
you do, compromise may be easier for you and a good
investment in the future of the relationship.
 Agree to disagree, if necessary, and take time away from the
situation so everyone can calm down. Take a quick break and
move away from the situation. Go for a stroll outside if
possible, or spend a few minutes meditating. Physical
movement or finding a quiet place to regain your balance can
quickly reduce stress.
Effective communication skills #3: Emotional awareness
Emotions play an important role in the way we communicate at

home and work. It‘s the way you feel, more than the way you
think, that motivates you to communicate or to make decisions.
The way you react to emotionally driven, nonverbal cues affects
both how you understand other people and how they understand
you. If you are out of touch with your feelings, and don‘t
understand how you feel or why you feel that way, you‘ll have a
hard time communicating your feelings and needs to others. This
can result in frustration, misunderstandings, and conflict. When
you don‘t address what‘s really bothering you, you often become
embroiled in petty squabbles instead—arguing with your spouse
about how the towels should be hung, for example, or with a
coworker about whose turn it is to restock the copier.
Emotional awareness provides you the tools needed for

understanding both yourself and other people, and the real
messages they are communicating to you. Although knowing your
own feelings may seem simple, many people ignore or try to
sedate strong emotions like anger, sadness, and fear. But your
ability to communicate depends on being connected to these
feelings. If you‘re afraid of strong emotions or if you insist on
communicating only on a rational level, it will impair your ability
to fully understand others, creatively problem solve, resolve
conflicts, or build an affectionate connection with someone.
16
How emotional awareness can improve effective
communication
Emotional awareness—the consciousness of your moment-to-
moment emotional experience—and the ability to manage all of
your feelings appropriately is the basis for effective
communication.
Emotional awareness helps you:
 Understand and empathize with what is really troubling other

people
 Understand yourself, including what‘s really troubling you and
what you really want
 Stay motivated to understand and empathize with the person
you‘re interacting with, even if you don‘t like them or their
message
 Communicate clearly and effectively, even when delivering
negative messages
 Build strong, trusting, and rewarding relationships, think
creatively, solve problems, and resolve conflicts
Effective communication requires both thinking and feeling
When emotional awareness is strongly developed, you‘ll know

what you‘re feeling without having to think about it—and you‘ll be
able to use these emotional cues to understand what someone is
really communicating to you and act accordingly. The goal of
effective communication is to find a healthy balance between
your intellect and your emotions, between thinking and feeling.
Emotional awareness is a skill you can learn

Emotional awareness is a skill that, with patience and practice,
can be learned at any time of life. You can develop emotional
awareness by learning how to get in touch with difficult emotions
and manage uncomfortable feelings, including anger, sadness,
fear, disgust, surprise, and joy. When you know how to do this,
you can remain in control of your emotions and behavior, even in
very challenging situations, and communicate more clearly and
effectively.
Applying Elements of Verbal and Non Verbal Communication
Verbal communication uses words as the medium of

communication. An effective verbal communication is a two-way
process; speaking and listening must occur. Usually verbal
communication is in the one-to-one mode or one-to-one
interaction.
17
An important factor in verbal communication at a distance is the
fact that the two communicators are not facing each other. The
sender can only use words and tone of voice to communicate with
the receiver. Not being able to see the body language of the
receiver is a disadvantage. It is very important to maintain
accuracy, brevity and clarity in verbal communication. The
sender should also ensure that he speaks clearly into the
instrument and also conveys respect through his choice of words.
Let us now see how we can speak clearly. The acronym RSTP 1 is a
useful guide for speaking clearly.
R - Rhythm – Maintaining rhythm while speaking is important for

communicating effectively. Pauses in speech allow the speaker
the time to think of his/her next thought, and also provide the
listener enough time to process the information.
S – Speech – It is the act of delivering a formal spoken

communication to an audience.
T – Tone – Tone is the quality of sound that portrays feelings or

changes in meaning. A monotone delivery could indicate that a
speaker is fed up. An emphatic tone might reveal interest or
anger. The statement: "That is just great" delivered in a normal
tone would mean the speaker likes something. A speaker
delivering this statement in a sarcastic tone: "That is just GREAT"
would mean the opposite.
P – Pitch – Pitch occurs because of the vibration of the human

vocal cords. Changes in the tension of the vocal cords cause
differences in pitch. Pitch in spoken language refers to the
perceived frequency of sound. Higher frequencies of sound
produce higher pitch than lower frequencies of sound. Usually,
the pitch of women's voices is higher than that of men.
Non-verbal communication: It is the communication that uses

physical parts of the body. It includes facial expressions, tone of
voice, sense of touch, sense of smell, and body movements.
By understanding the important aspects of non-verbal
communication or body language, you can learn to read people
more easily. Argyle2 and his associates have been studying the
features of non-verbal communication that convey information.
The following summarizes their findings:
18
(a) Static Features
1. Distance: The distance one stands from another frequently

conveys a non-verbal message. In some cultures it is a sign of
attraction, while in others it may reflect status or the
intensity of the warmth or feeling. In India, a foot away from
another person is considered as a respectful distance while
communicating.
2. Orientation: People may present themselves in various ways:

face-to-face, side-to-side, or even back-to-back. For
example, cooperating people are likely to sit side-by-side
while competitors frequently face one another. In the security
sector, face-to-face orientation is common.
3. Posture: Your posture conveys message. For example if you

are sitting on a chair with your legs crossed or our arms
folded, then such postures convey a degree of relaxation in
the communication exchange. For a security officer on duty,
there are only two acceptable postures – attention and stand-
at-ease.
4. Gestures with hands and arms: Shaking hands, touching,

holding, embracing or patting on the back, all convey
messages. They all reflect an element of intimacy. For
instance, in case of people who have to be escorted out of the
premises, physical contact can involve touching the hand or
the shoulder to emphasize the message of moving from that
area.
(b) Dynamic Features
1. Facial Expressions: A smile, frown, raised eyebrow, yawn,

and sneer all convey information. Facial expressions
continually change during interaction and are observed
constantly by the recipient. There is evidence that the
meaning of these expressions may be similar across cultures.
Smiling is considered to be pleasant and helpful. A frown
conveys confusion and at times anger. Raised eyebrows,
yawn, a sneer are all unacceptable body language, as they
reflect anger or ignorance.
2. Gestures: One of the most frequently observed, but least

understood cues is a hand movement. Most people use hand
movements regularly when talking. Hands at the side or at the
back are considered non-threatening, encouraging and
acceptable.
19
3. Looking: A major feature of social communication is eye
contact. Eye contact is crucial for effective communication.
The frequency of contact may suggest either interest or
boredom. For example, a Security Officer should look straight
into the eyes of the person, although pleasantly and affably.
(c) Pictorial Communication includes communicating with signs

like traffic signals, the 21-gun salute, horns, sirens, etc. For
example, the sign of ‗stop‘ tells you to stop at the given
point, the sign of two children with school bags indicate the
school zone, the sign of U-turn tells you to take a U turn, and
the sign of a person crossing the road indicates the place
where you can cross the road.
(d) Symbolic Communication
Symbolic communication uses symbols that signify religion,

school, status, affiliation, communication devices, etc. Given
below are some of the symbols used for symbolizing various
communication devices.
Short Message Service Chat
Internet Email
Books
Fax
Telephone
Sate Iii te
Radio
Applying Principles of Effective Communication
The principles of effective communication can be categorized as 7

C‘s, which are applicable to both written as well as oral
communication. Let us now try to understand them one by one.
Clarity: Clarity is of utmost importance and communication by

hospital support staff should have a definite purpose for
communication.
20
Comprehensive: Little knowledge is dangerous and therefore it is
imperative to include all the necessary facts and background
information to support the message while communicating, more
so, in hospitals. Totality of communication is integral to the
process.
Conciseness: Brief and short pieces of communication ensure

effective communication, however, one needs to keep in mind the
reader‘s knowledge of the subject and their time constraints.
Information should be conveyed as quickly and easily as possible.
Concreteness: This element needs to be used with utmost care as

it could lead to confusion. The message needs to be based on
facts and be real.
Courtesy: Keeping the ambience of hospital in mind, courtesy

needs to be given due credit for patient may arrive at hospital in
a state of distress or traumatized.
Correctness: This is a very important C. It is of utmost

importance that all pieces of information released by hospital
support staff are checked to ensure that it is accurate and timely.
Double- checking all information -is it written or verbal, will
ensure right communication occurs all the time.
Coherence: Logic and rationale need to be used while

communicating. A delicate balance needs to be stroked in order
to ensure effect communication. Sound and consistent
communication will ensure that patient comes back.
Barriers in Communication
We learnt about the communication cycle and the feedback in the

previous sessions. Let us now try to understand the various factors
that not only influence communication, but may also act as
barriers or deterrent to an effective communication. These
factors can be broadly categorized as environmental, attitudinal,
system design, individual linguistic ability, poor retention,
inattention and emotional state. We will also look into some of
the possible measures that you may adopt as solution(s) to
overcome the barriers.
A. Environmental Factors
Environmental factors that affect communication include noise

and physical obstacles like distance and lack of proper
instruments for communication.
(i) Noise: Noise causes stress. Background noise and excessive

echo are great distracters to listening, especially for the persons
21
with poor concentration. Similarly use of loud speakers, noise
from generators or other machinery interferes with
communication.
Solution: Removing noise elements or sound proofing the area of

verbal communication will improve communication. For example
sound proofing is done in studios for sound isolation and noise
blocking.
(ii) Physical Obstacles: Physical obstacles like distance and use of

defective instruments for communication affects the
effectiveness of communication. Poor lighting, uncomfortable
seating arrangements and unhygienic room also affect
communication.
Solution: Development of expertise in using instruments like

telephone, fax machine and computers can help to overcome the
barriers of distance. Checking the instrument before using it for
communication is useful in avoiding unpleasant situation.
B. Attitudinal Factors
Attitudinal factors that affect communication include cultural

compulsions, fear of upsetting others, fear of rejection or ridicule
like ―Don’t speak unless you are asked to‖, feeling responsible
for the other person, circle of musts (ought to, must, have to),
and low self image.
Solution: Personality development training sessions can help you

to develop abilities for removing attitudinal barriers and to make
your communication effective.
C. System design
(i) Time: Some functions are time sensitive and cannot be

delayed. They however, may cause other procedures to be
completed in haste and as a result communication could be
hampered. Time pressures affect the ability to communicate.
Solution: Manage your time and pace of communication to ensure

effectiveness.
(ii)Information overload: Overloading a person with a pool of

information may result in confusion, misinterpretation and loss of
information.
22
Solution: Control information flow and document them, else the
information is likely to be misinterpreted, forgotten or
overlooked.
3. Complexity in Organisational Structure: Greater the

hierarchy in an organisation (i.e. more the number of managerial
levels), more are the chances of communication getting
misinterpreted or destroyed.
Solution: Keeping the levels few and ensuring systematic flow of

information will reduce the problem of distortion in
communication or communication breakdown.
D. Individual linguistic ability
(i) Individual characteristics – Individual characteristics

include biological factors like lisping (a speech disorder
characterized by the inability correctly pronounce the sounds
of‗s‘ for ‗z‘, known as sibilant consonants), and educational
factors like proficiency in language. Individual differences in
terms of the knowledge of vocabulary, grammar, etc. affect
communication effectiveness.
Solution: Education and training in standard language scripts and

their usage can reduce individual differences in linguistic ability.
(ii) Perceptual and language differences: Perception is generally

how each individual interprets the world around him.
Communication distortion occurs if there is wrong perception
about the message.
Solution: Rephrasing communication and checking for

understanding helps in reducing barrier due to perceptual
differences.
E. Poor retention
Human memory cannot function beyond a limit. One can‘t always
retain what is being told, especially if he/she is not interested or
not attentive. This leads to communication breakdown.
Solution: Use of notes, written messages, e-mails, etc. should be

made to avoid communication breakdown.
23
F. Inattention
At times we do not listen, but only hear, especially when there

are more important things to be taken care of. For instance, if a
visitor comes to you at the same instance when you are answering
the phone, then it is important to excuse yourself from the person
on the phone so that exclusive attention can be given to the
visitor or you may request the visitor to wait for some time.
Solution: Use of numbering system helps in giving individual

attention. Avoid jumping from one message to another without
completing the former.
G. Emotional State
Emotional state at a particular point of time also affects

communication. For example, if you are shocked for whatever
reasons, you may not able to express yourself as you are in
unstable state of mind.
Solution: Managing emotions enables appropriate and effective

communication.
24
1. SESSION TOPIC: DURATION: 03 HOURS

Demonstrate Effective PROCESS
Communication Skills 1. Prepare the points for the lecture.
students‘ knowledge, skills lecture or presentation.
and abilities in applying 4. Introduce the topic in the class and provide relevant
principles of knowledge to the students. Topics may include but not
communication. limited to the following:
a. Factors offering effective communication
3. MATERIALS/EQUIPMENT b. Static and Dynamic features of verbal
REQUIRED: Charts, Sketch communication
Pens, Rulers, Computer, c. Factors act as barriers in communication
Open Source Software for 5. Relate the topic to the situation and ask questions.
Slide Presentation, LCD 6. Provide specific examples.
projector. 7. Involve students by giving them the opportunity to ask
4. PREPARATIONS: 8. Clarify any questions students may have.
o Arrange all the materials 9. Summarize the topic and emphasize on the key points.
well in advance
T2: Discussion Session
METHODOLOGY:
DURATION: 02 HOURS
PROCESS
1. Discuss how noise becomes a barrier to effective

communication in places like playgrounds, workstations, front
office area, cafeteria, etc.
2. Discuss how physical obstacles like distance and use of
defective instruments for communication affects the
effectiveness of communication.
3. Discuss how statements like ―Don‘t speak unless you are asked
to‖ and fear of upsetting others or rejection or ridicule act as
barriers in communication.
4. Discuss how individual characteristics and mental state affect
communication.
5. Discuss the various solutions to the barriers in communication.
For example, asking the audience to put the mobile in silent/
meeting mode during the meeting.
6. Share with the students lots of real life case studies so that
the students are able to relate themselves with the situation.
7. Discuss how some communication skills are more effective
than others. Give examples
8. Discuss how effective communication skills are useful in group
work
25
T3: Role Play Session
DURATION: 02 HOURS
What are the situations in a hospital when effective

communication is necessary?
Examples
 Discussing a patient‘s symptoms
 Discussing medications for a patient
 Discussing medical history
 Explaining medical condition to patient/relatives
 Explaining treatment options
 Communicating with patient/relatives regarding
physicians rounds
 Providing instructions for medications
T4: Exercise
DURATION: 02 HOURS
practical aspect of the topic. Ask the students to demonstrate the
following:
1. How will you communicate with the following:

a) Deaf person
b) Visually impaired
c) People with hearing loss
2. Show a chart of sign language and ask the students to explain

the meaning of various signs/gestures

Part A
1. Define effective communication.

2. State the different skills of effective communication.
3. Listing the 7C‘s of an effective communication.
Part B
1. What is effective communication?

2. Describe features of verbal communication.
26
3. Describe various factors acts as barriers in
communication.
4. What are the different effective communication skills?
5. Why understanding of 7C‘s is important for effective
communication?
Part C

Performance Standards Yes No
Demonstrate the knowledge of effective

communication skills
Describe 7C‘s of communication
Differentiate between verbal and non verbal

communication
Describe effective communication practices with

Patients, Family and Peers
27
Glossary
Active listening It is a process of analyzing and evaluating what another person is saying in an effort
to understand the true meaning of the message.
Attitude It is the transference of a value into action that is consistent over a period of time.
The process by which a person, group, organization (the sender) transmits some
Communication type of information (the message) to another person, group, organization (the
receiver). It is derived from the Latin word ‘communis’ meaning to share.
A society where peoples relations with each other are direct and personal and in
Community
mutual bonds of emotion and obligation.
Courtesy is the name of a social behavior that extends respect to another human
Courtesy being, by giving him/her the right to act first.
Evaluative When feedback judges the effect of a communication in terms like ‘good’, ‘bad’,
feedback ‘average’, ‘correct’, ‘right’, ‘wrong’, it is called ‘evaluative feedback’.
Feedback is an element of communication which indicates the completion and the
Feedback extent of completion of the communication cycle. It provides information to the
sender on the receipt of his message. It could be in the form of another message
that conveys to the sender that his message has been received and understood, or it
could be in the form an action by the receiver, which informs the sender that the
message has been received and acted upon.
It is that which is connected with the formal organizational arrangement and the
Formal official status or the place of the communicator and the receiver. Formal
Communication communication is mostly recorded in some form for future reference.
Gesture is a hand movement that communicates a message. For example, a salute
Gesture or a handshake is a gesture of greeting.
It arises out of all those channels that fall outside the formal channels. It is
Informal established around the societal affiliation of members of the organization. Informal
Communication communication does not follow authority lines, as in the case of formal
communication.
Message Message generally speaking, ‘message’ is the object of communication.
Hierarchically organized group of people so large that personal relationships with
Organization
every member of the group are impossible.
Communication between and among the individuals and groups which make up an
Organizational
organization.
communication
The formal configuration between individuals and groups with respect to the
Organizational
allocation of tasks, responsibilities, and authorities within organizations.
structure
A sentence is a group of words which makes a complete sense.
Sentence
Something that stands for or represents something else and bears a natural, non
Sign
arbitrary relationship to it.
Symbol Representation of an idea.
28
A group whose members has complementary skills and is committed to a common
Team
purpose or set of performance goals for which they hold themselves mutually
accountable.
Telephone It is used to record accurately messages and information received on telephone.
Message Book
Visitors It includes the name of visitor, date and time of visit and the signature of the visitor.
Register
29
The web addresses for access the following materials:
1) For curriculum and syllabus softcopy of 9th class(Level-1) will be available at

www.psscive.nic.in , www.himachal.nic.in/higher education/ recourse centre/NVEQF &
www.cive.org
2) For National occupational standard of concerned sector are available at:
www.nsdc.org at NOS
For reporting at District and State:
3) You will report to your following official from Govt side at your district and state:
1) School coordinator and Principal of concerned school.
2) District Project officer cum Principal DIET
3) District Coordinator Vocational Education (RMSA) at DIET.
4) Dr. G.N. Chauhan, State Nodal officer Shimla
5) Sh. Ghanshyam Chand, State Project Director RMSA.
4) For Vocational Trainer Providers (VTP)side:
1) State coordinator
2) State Project Manager
3) Company heads
Healthcare (Theory)
9th (Normal Track)
Time: 3:00 Hours MM: 35
NOTE:-- (i) All questions are compulsory.

(ii)Answer should be brief and to the point.
(iii)Answer to question of 1 mark in one word or in a line, 2 marks in 20 to 40
words, of 3 marks in 40 to 60 words and 5 marks in 60 to 90 words.
Q.1 Answer the following questions.

(5X1=5)
(a) What is the full form of “WHO”?
(b) Give two example of communicable disease.
(c) Which is the rich source of vitamin C.?
(d) At which age polio vaccine is given.
(e) On which day world’s aids day is celebrated
Q.2 Answer the following questions in brief (3X2=6)

(a) Definition of health.
(b) Explain the term personal hygiene.
(c) Explain the term school health services.
Q.3 Answer any three questions. (3X3=9)

(a) What is the difference between PHC and CHC?
(b) Describe the community organisation.
(c) Explain the term “mental health”
(d) What is the difference between disinfection and sterilization?
Q.4 Attempt any three questions. (3X5=15)

(a) Describe the health care delivery system.
(b) Describe the patient care.
(c) What is the level of prevention?
(d) What is bio medical waste management?
Healthcare(Practical)
9th (Normal Track)
NOTE: The candidates are required to perform any two practical’s.
Marks Distribution
(a) Objective 01
(b) Circuit diagram/Figure 03
(c)Theory and procedure 03
(d)Performance 10
(e)Practical copy and Charts 03
(f)Viva and Project/Model 05
Attempt any two practicals.
Q.No.1 Write and perform different steps to give oral care to the patient?
Q.No.2 Write and perform procedure for lifting and handling the bed ridden client from
bed to chair?
Q.No.3 Identify biomedical waste and write and perform disposal procedure.
(2X25=50)
Healthcare (Theory)
9th (Normal Track)
NOTE:-- (i) All questions are compulsory.

(ii)Answer should be brief and to the point.
(iii)Answer to question of 1 mark in one word or in a line, 2 marks in 20 to 40
words, of 3 marks in 40 to 60 words and 5 marks in 60 to 90 words.
Q.1 Answer the following questions.

(5X1=5)
(a) What is the full form of “WHO”?
(b) Give two example of communicable disease.
(c) Which is the rich source of vitamin C.?
(d) At which age polio vaccine is given.
(e) On which day world’s aids day is celebrated
Q.2 Answer the following questions in brief (3X2=6)

(a) Definition of health.
(b) Explain the term personal hygiene.
(c) Explain the term school health services.
Q.3 Answer any three questions. (3X3=9)

(a) What is the difference between PHC and CHC?
(b) Describe the community organisation.
(c) Explain the term “mental health”
(d) What is the difference between disinfection and sterilization?
Q.4 Attempt any three questions. (3X5=15)

(a) Describe the health care delivery system.
(b) Describe the patient care.
(c) What is the level of prevention?
(d) What is bio medical waste management?
Healthcare(Practical)
9th (Normal Track)
NOTE: The candidates are required to perform any two practical’s.
Marks Distribution
(a) Objective 01
(b) Circuit diagram/Figure 03
(c)Theory and procedure 03
(d)Performance 10
(e)Practical copy and Charts 03
(f)Viva and Project/Model 05
Attempt any two practicals.
Q.No.1 Write and perform different steps to give oral care to the patient?
Q.No.2 Write and perform procedure for lifting and handling the bed ridden client from
bed to chair?
Q.No.3 Identify biomedical waste and write and perform disposal procedure.
(2X25=50)
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bl iz;kl dh lQyrk mu dneksa ij fuHkZj djrh gS tks fo|ky;ksa ds v/;kid vius vf/kxe dks n'kkZus
rFkk dkYifud vkSj dk;Z ds nkSjku dh tkus okyh xfrfof/k;ksa rFkk iz'uksa dks vkxs c<+kus ds fy, vius
cPpkssa dks izksRlkgu nsus ds fy, mBk,axsA dkS'ky fodkl vH;klksa vkSj ekU;rkvksa ,oa jpukRedrk ds
iks"k.k esa Nk=ksa dh Hkkxhnkjh rHkh laHko gS ;fn ge vf/kxe esa cPpksa dks Hkkxhnkj ds :i esa 'kkfey djsa
vkSj os ek= lwpuk ds xzkgh ugha cusaA ;s y{; fo|ky; dh nSfud fnup;kZ rFkk dk;Z'kSyh esa i;kZIr
cnyko ykrs gSaA izfrfnu dh le; rkfydk esa uE;rk xfrfof/k;ksa ds dk;kZUo;u esa lfØ;rk cuk, j[kus
ds fy, vfuok;Z gksxh vkSj v/;kiu vkSj izf'k{k.k ds fy, v/;;u fnolksa dh vko';d la[;k dks c<+k;k
tk,xkA
f'k{kk vkSj izf'k{k.k ds {ks= esa v/;kidksa vkSj vU; i.k/kkfj;ksa }kjk fn, x, lq>ko gekjs fy, vR;ar
egRoiw.kZ gksaxs tks v/;kid gLriqfLrdk esa xq.kkRed lq/kkj ykus esa lgk;rk nsaxsA
3|Page
vkHkkj
ge izks- ijohu flaDys;j] funs'kd] jk"Vªh; 'kSf{kd vuqla/kku vkSj izf'k{k.k ifj"kn ¼,ulhbZvkjVh½] izks- vkj
ch-] f'koxqaMs] la;qDr funs'kd] ia- laq- ‘k- dsanzh; O;kolkf;d f’k{kk laLFkku ¼ih,l,llhvkbZohbZ½] Jh clkc
cuthZ] izeq[k] ekud vkSj xq.koÙkk vk'oklu] jk"Vªh; dkS'ky fodkl fuxe dks muds }kjk iznku fd,
x, ekxZn'kZu ds fy, /kU;okn nsrs gSaA
ge dqaoj foØe flag] v/;{k] lqj{kk Kku vkSj dkS'ky fodkl ifj"kn ¼,lds,lMhlh½] ysf¶VusVa tujy
,l- ,l- pgy ¼lsokfuo`Ùk½] mi vf/k'kklh vf/kdkjh] ,lds,lMhlh] vkSj estj tujy HkwisUnj flag ?kks=k
¼lsokfuo`Ùk½] eq[; izpkyu vf/kdkjh] ,lds,lMhlh dks muds }kjk fn, x, ekxZn'kZu vkSj lgk;rk ds
fy, gkfnZd vkHkkj vkSj /kU;okn nsrs gSaA
Jherh yhuk diwj] ;wfuQk;lZ lks'ky oasplZ izk- fy-] Mh&253] loksZn; ,UDyso] ubZ fnYyh & 110017
}kjk bl bdkbZ ds fodkl esa muds dBksj iz;klksa vkSj izfrc)rk gsrq /kU;okn dh ik= gSaA
ge MkWDVj fou; Lo:i egjks s =k] ,lks- izksQslj vkSj izeq[k] ikB~;p;kZ fodkl vkSj ewY;kadu dsUnz] ih-,l
,l-lh-vkbZ-oh-bZ- vkSj duZy ¼lsokfuo`Ùk½ ris'k panz lsu] mi funs'kd] ,lds,lMhlh] ds izfr vkHkkjh gSa
ftUgksaus lkexzh dks vafre :i nsus rFkk gLriqfLrdk ds laiknu esa i;kZIr ;ksxnku fn;k gSA
4|Page
gLriqfLrdk d ckjs esa
;g gLrIkqfLrdk v/;kidksa dks Hkkjr dh lqj{kk Kku vkSj dkS'ky fodkl ifj"kn ¼,lds,lMhlh½ }kjk
fufnZ"V ^^'kL= jfgr lqj{kk xkMZ**¼futh lqj{kk {ks=½ ds fy, O;kolkf;d ekud iwjs djus gsrq Nk=ksa ds
v/;kiu vkSj izf'k{k.k esa lgk;rk nsus ds fy, gSA O;kolkf;d ekudksa esa crk;k x;k gS fd O;fDr;ksa dks
D;k tkuus] le>us vkSj bl izdkj viuh fo'ks"k dk;Z Hkwfedk ;k dk;ksZa dks iwjk djus dh t:jr gksrh
gSA ;s ,sls ekud gSa ftUgsa O;fDr;ksa dks dk;Z LFky ij fofHkUu dk;Z djus ds nkSjku vko'; iwjk djuk
pkfg,A ^^dk;ZLFky esa lapkj** ij ekWM~;wy esa fuEUkfyf[kr 'kL= jfgr lqj{kk xkMZ ¼futh lqj{kk {ks=½ esa
rRoks]a fu"iknu ekun.Mksa] Kku vkSj dkS'ky dks 'kkfey fd;k x;k gSA
bdkbZ dksM ,lds,l @ ,u 001
bdkbZ 'kh"kZd cqfu;knh lqj{kk izFkkvksa ds vuqlkj lqj{kk dk;Z
rRo fu/kkZfjr lqj{kk dk;Z iwjs djuk
fu"iknu ekun.M ihlh 03 % [krjksa vkSj vkikrdkyhu fLFkfr;ksa ds ckjs esa izfrfØ;k vkSj
fjiksVZ djuk
dksj @ lkekU; dkS'ky ,l, 1 % ?kVuk,a fjdkWMZ vkSj fjiksVZ djuk
,l, 2 % lapkj dkS'ky
bdkbZ 'kh"kZd yksxks]a laifÙk vkSj ifjljksa dh futh j[kokyh lsok iznku djuk
rRo ukfer ifjljkas dh [kkst djuk
fu"iknu ekun.M ihlh 14 % [kkst ds nkSjku lapkj cuk, j[kuk
Kku vkSj le> ¼ds½
laxBukRed lanHkZ ds, 3 % lapkj ds miyC/k lk/ku
rduhdh @ iz{ks= Kku dsch 4 % lapkj midj.kksa dk mi;ksx
dkS'ky
dksj @ lkekU; dkS'ky ,l, 3 % izHkkoh :i ls lapkj djuk
O;kolkf;d dkS'ky ,lch 2 % ?kVuk,a lgh :i esa fjiksVZ vkSj fjdkWMZ djuk
bdkbZ 'kh"kZd ¼dk;Z½ fufnZ"V ifjljksa esa fu;af=r igqap
rRo ifjljksa esa fu;af=r izos'k vkSj fuxZr
fu"iknu ekun.M ihlh 1 % midj.k ds mi;ksx ds lkFk vkSj blds fcuk ifjljksa eas igqap ij
fu;a=.k ls lacaf/kr laxBukRed izfØ;kvksa dk ikyu djukA
Kku vkSj le> ¼ds½
rduhdh @ iz{ks= Kku dsch 6 % dSls i<+as vkSj fy[ksa
dkS'ky
O;kolkf;d dkS'ky ,lch 1 % fofHkUUk izdkj ds igpku i=ksa dks igpkuuk vkSj i<+uk
5|Page
,lch 4 % cqfu;knh lapkj dkS'ky vkSj f'k"Vkpkj
bdkbZ dksM ,lds,l@,u 0006
bdkbZ 'kh"kZd fufnZ"V {ks=ksa esa fu;af=r ikfdZax
rRo fufnZ"V {ks=ksa esa ikfdZax djuk
fu"iknu ekun.M ihlh 4 % miyC/k ikfdZax {ks=ksa eas okgu pkydksa dk ekxZn'kZu
Kku vkSj le> ¼ds½
rduhdh @ iz{ks= Kku dsch 8 % lapkj midj.k dk mi;ksx
dkS'ky
dksj @ lkekU; dkS'ky ,l, 3 % izHkkoh lapkj
bdkbZ 'kh"kZd lqj{kk ,LdkWV~lZ
rRo bZ 1 % lqj{kk ,LdkWVZ M~;wVh fuHkkuk
bZ 2 % lqj{kk vkSj fujkinrk dks izHkkfor djus okyh ?kVukvksa ij izfrfØ;k
nsuk
fu"iknu ekun.M ihlh 4 % vuqns'k ds vuqlkj lapkj dk j[kj[kko
ihlh 7 % lapkj vkSj lgk;rk dh ryk'k
Kku vkSj le> ¼ds½
rduhdh @ iz{ks= Kku dsch 4 % lapkj ds lk/ku
dkS'ky
dksj @ lkekU; dkS'ky ,l, 2 % lapkj midj.k dk mi;ksx
bdkbZ 'kh"kZd LokLF; vkSj lqj{kk
rRo vkx nq?kZVukvksa ds fy, izfrfØ;k
fu"iknu ekun.M ihlh 13 % ofj"B vf/kdkfj;ksa vkSj vkikrdkyhu lsok laxBuksa dks vkx dh
nq?kZVukvksa dh fjiksVZ nsuk
Kku vkSj le> ¼ds½
rduhdh @ iz{ks= Kku dsch 14 % izHkkoh :i ls lapkj
dkS'ky
dksj @ lkekU; dkS'ky ,l, 5 % vkx nq?kZVuk ij izfrfØ;k
,l, 7 % izHkkoh lapkj
bdkbZ 'kh"kZd ¼dk;Z½ okf.kfT;d rSukfr;ksa esa lqj{kk
rRo okf.kfT;d iz{ks=ksa esa lqj{kk ds dk;Z djuk
fu"iknu ekun.M ihlh 4 % lacaf/kr i.k/kkfj;ksa ds lkFk izHkkoh lapkj
6|Page
Kku vkSj le> ¼ds½
rduhdh @ iz{ks= Kku dsch 3 % lapkj dh fof/k;ka vkSj iz;qDr midj.k
dkS'ky
dksj @ lkekU; dkS'ky ,l, 2 % xzkgdksa @ i.k/kkfj;ksa ds izfr fouez vkSj lgk;d cusa
,l, 3 % xzkgdksa @ i.k/kkfj;ksa ds lkFk izHkkoh lapkj
O;kolkf;d dkS'ky ,lch 2 % lapkj vkSj fjiksVZ
,lch 4 % lqj{kk vkSj lapkj midj.k dk mi;ksx fufnZ"V fof/k ls djsaA
bdkbZ 'kh"kZd vkS|ksfxd rSukfr;ksa esa lqj{kk
rRo vkS|ksfxd iz{ks=ksa esa lqj{kk ds dk;Z djuk
fu"iknu ekun.M ihlh 4 % lapkj
Kku vkSj le> ¼ds½
rduhdh @ iz{ks= Kku dsch 3 % lapkj fof/k;ka vkSj midj.kksa dk mi;ksx
dkS'ky
O;kolkf;d dkS'ky ,lch 2 % iznku fd, x, midj.k ds lkFk lapkj
bdkbZ 'kh"kZd Lo;a rFkk laxBu dh ldkjkRed izLrqfr
rRo laxBu dh rS;kjh vkSj O;ogkj ds ekudksa dk ikyu djuk
fu"iknu ekun.M ihlh 7 % laxBu dh ^^feysa vkSj vfHkoknu djs*a * izfØ;k dk ikyu djuk
Kku vkSj le> ¼ds½
rduhdh @ iz{ks= Kku dsch 1 % lapkj midj.k dk mi;ksx
vkidks ;g lqfuf'pr djuk gksxk fd ekWM~;wy esa fn, x, l= iwjs gksus ij izR;sd Nk= fuEufyf[kr
fu"iknu ekud iwjs djrk gS %
fu"iknu ekud gka ugha
lapkj pØ ds rRoksa igpku djuk
lapkj pØ dk fp= cukuk
o.kZukRed izfrfØ;k iznku djus ds fy, ,d okD; fuekZ.k djuk
fof'k"V izfrfØ;k iznku djus ds fy, ,d okD; fuekZ.k djuk
dk;ZLFky ij lapkj esa ck/kkvksa dh ,d lwph ladfyr djuk
lapkj esa ck/kkvksa dks nwj djus ds fy, dk;Zuhfr;ksa ds p;u ds fy, Kku dk izn'kZu
xzkgh }kjk vko';d lHkh rF;ksa dks izsf"kr djus okys ,d okD; dk fuekZ.k djuk
fof'k"V lans'k ds lkFk okD; fuekZ.k djuk
xzkgh dks lans'k izkIr gksus ij mlds izfr vknj n'kkZus dk O;ogkj
ekSf[kd lapkj dh fof/k;kas dh igpku
7|Page
vekSf[kd lapkj dh fof/k;kas dh igpku
Loj vkSj fip esa cnyko ds lkFk ,d Hkk"k.k nsuk
fnu ds le; dks /;ku esa j[krs gq, fouezrk vkSj mfpr vfHkoknu
vekSf[kd lapkj dh LFkk;h fo'ks"krkvksa dh lwph
vekSf[kd lapkj dh xfr'khy fo'ks"krkvksa dh lwph
VsyhQksu ls lacaf/kr f'k"Vkpkj viuk,a
lqj{kk m|ksx esa bLrseky ykWx cqd dh igpku djuk
lqj{kk m|ksx ds fy, vke fjiksVksZa dks igpkuuk
ykWx cqd ds izk:i esa visf{kr tkudkjh Hkjsa
lqj{kk m|ksx esa ,d fo'ks"k fLFkfr ds fy, mi;qDr 'kCnksa ds lkFk izHkkoh lapkj djsa
lapkj ds fy, cqfu;knh lqj{kk midj.kksa dk lapkyu djsa
8|Page
v/;kidksa ds fy, lkekU; funsZ'k
 izf'k{k.k vk;ksftr djus ls igys v/;kid gLriqfLrdk dks /;ku ls i<+sAa
 l= ;kstuk dk dBksjrkiwoZd ikyu djsAa
 laxr Kku vkSj fd, tkus okys dkS'kyksa ds lkFk vPNh rjg ls ifjp; izkIr djsaA
 lqfuf'pr djsa fd f'k{k.k vkSj izf'k{k.k ds fy, lHkh lkefxz;ka @ lgk;d lkefxz;ksa @vko';d
midj.k miyC/k gSaA
 iz;kstu dks le>k dj dkS'ky dk ifjp; nsAa
 fooj.k esa izfrHkkfx;ksa dks izR;sd pj.k foLrkj ls le>krs gq, dkS'kyksa dk izn'kZu djsAa
 Nk=ksa dks iz'u iwNus dk vkea=.k nsAa
 Nk=ksa ls Lo;a dkS'kyksa dk vH;kl djus ds fy, dgsa vkSj muds dk;Z fu"iknu dk vodyksdu
djsaA
 Nk=ksa dks jpukRed izfrfØ;k nsaA
 d{kk esa dk;Z fu"iknu ds nkSjku Nk=ksa ds lkeus vkus okyh leL;kvksa ij ppkZ djsaA
 eq[; vf/kxe dk lkjka'k djsaA
 lqfuf'pr djsa fd izR;sd l= ds var esa eq[; vf/kxe xzg.k fd;k x;k gS vkSj fu"iknu ekud iwjs
fd, x, gSaA
 ;g lqfuf'pr djus ds fy, Nk=ksa dh dk;Z iqfLrdk dh fu;fer tkap djsa fd lHkh vH;kl le;
ij iwjs fd, tk jgs gSaA
 lqfuf'pr djsa fd lHkh izfrHkkxh Nk= dk;Z iqfLrdk esa fn, x, vko';d vkdyu iwjs djrs gSaA
 ges'kk izfrHkkfx;ksa dks izksRlkgu nsaA mUgsa ppkZ] iz'u & mÙkj l= vkSj dk;Z mUeq[k xfrfof/k;ksa esa
lfØ; :i ls layXu gksus ls dHkh fu#Rlkfgr ugha djsaA
9|Page
fo"k; oLr i`”B la[;k
izLrkouk 3
vkHkkj 4
gLriqfLrdk ds ckjs esa 5
v/;kidksa ds fy, lkekU; funsZ'k 9
l= 1 % lapkj pØ ds rRoksa dh igpku djuk 11
l= 2 % izfrfØ;k iznku djuk 17
l= 3 % lapkj dh ck/kkvksa ls mcjuk 23
l= 4 % lapkj ds fl)kar ykxw djuk 30
l= 5 % ekSf[kd vkSj vekSf[kd lapkj ds rRo ykxw djuk 34
l= 6 % lapkj midj.k vkSj pSuyksa dk mi;ksx 41
'kCnkoyh 51
i<+us ds fy, lq>ko 55
10 | P a g e
l= 1 % lapkj pØ ds rRoksa dh igpku djuk
laxr Kku lapkj ;g ekSf[kd vkSj fyf[kr :i esa fopkjksa] Hkkoukvksa vkSj
rF;ksa dh vfHkO;fDr vkSj O;k[;k djus dh {kerk gSA ;g Hkk"kk
dh n`f"V ls lkekftd] lkaLÑfrd vkSj dk;Z lanHkZ dh jsat esa
mi;qDr rjhds ls var%fØ;k dk lk/ku Hkh gSA ;g lanHkksZa]
tt1 laLÑfr;ks]a fof/k;ksa vkSj ehfM;k dh fofo/krkvksa ds vanj vkSj

buds chp vFkZ mRiUu djus esa lans'k dk mi;ksx gSA ;g
egRoiw.kZ rjhdk gS ftlds tfj, rF;ksa] fopkjksa] vuqHkoksa vkSj
vuqHkwfr;ksa dks vkil esa ckaVk vkSj vknku iznku fd;k tkrk gSA
ekuo lapkj ekSf[kd vkSj vekSf[kd nksuksa gSA ekSf[kd lapkj esa
fyf[kr vkSj ekSf[kd nksuksa lapkj 'kkfey gaS tcfd vekSf[kd
lapkj esa 'kkjhfjd gko Hkko] psgjs dh vfHkO;fDr vkSj rLohjsa
'kkfey gSaA
izHkkoh lapkj dsoy rHkh gksrk gS ;fn xzkgh mlh lwpuk ;k

fopkj dks Bhd Bhd le> tkrk gS ftls izs"kd Hkstus dk bPNqd
gSA blesa mfpr midj.k dk mi;ksx] mi;qDr O;fDr dks
tkudkjh nsuk vkSj izHkkoh :i ls lapkj 'kkfey gSA lapkj esa
#dkoV ;k rks lapkj ds dkS'kyksa esa deh ;k ,d fujarj fopkj
izfØ;k esa deh ds dkj.k vkrh gSA ;g lapkj usVodZ esa #dkoV
ds dkj.k Hkh gks ldrk gSA lapkj ds rhu egRoiw.kZ Hkkx gSa &
laizs"k.k] lquuk vkSj izfrfØ;kA
lapkj ds rRo
,d lapkj pØ ds fofHkUu rRo bl izdkj gSa %
 izs"kd % izs"kd lans'k nsrk gS ;k dksM djrk gS] mnkgj.k ds

fy, ;k ^ûeLdkj egksn; @ egksn;k^^ dgdj vfrfFk ;k
xzkgd dk vfHkoknu djrk gSA
 lans'k % bl ekeys esa lans'k ^ûeLdkj egksn; @ egksn;k^^

gS] ftls lapkj dh lkexzh ds :i esa tkuk tkrk gSA
11 | P a g e
 ek/;e % bl pSuy dks lapkj ds fy, mi;ksx fd;k tkrk
gSA ;g fuEufyf[kr esa ls fdlh Hkh :i esa gks ldrk gS &
ekSf[kd] vekSf[kd] lfp=] izrhdkRed ;k fyf[krA
 xzkgh % xzkgh vkus okys lans'k ;k Hkko dks fMdksM djrk gS]
bldk vuqokn vkSj izLrqfr djrk gS tks mÙkj ;k izfrfØ;k
ds :i esa ckgj vkrk gSA
 izfrfØ;k % xzkgh fdl izdkj bl ij izfrfØ;k ;k vuqfØ;k

nsrk gS] bls izfrfØ;k dgrs gSaA ;g izsf"kr dh tkus okyh
lwpuk dk izHkko] mÙkj ;k izfrfØ;k gSA
lapkj pØ
lapkj pØ la{ksi esa lapkj dh izfØ;k gSA

izs”kd
izfrfØ;k lans'k
dksM gVkuk dksM cukuk
xzkgh
l
ek/;e @ pSuy
LykbM 1 % lapkj pØ ds rRo
12 | P a g e
Ik= ^îzs"kd^^ vius lans'k dks 'kCnksa esa ^^budksM^^ djrk gS vkSj dksM
ds :i esa lans'k dks cksyrk ;k fy[krk gS vkSj rc ^^lans'k^^ Hkstk
tkrk gS ;g lans'k VsyhQksu] ohfM;ks dkaÝsaflax] i=ksa] bZ&esy]
bZ&esy cSBdks]a Kkiuks]a fjdkWMZ~l vkjS fjiksVZ tSls ek/;eksa ls Hkstk tkrk
gSA rc bl lans'k dks ^^xzkgh^^ }kjk ^^fMdksM** djrs gq, lquk ;k
fjdkWMZl@ i<+k tkrk gS rkfd irk yxk;k tk lds fd izs"kd D;k dguk
fjiksVZ~l pkgrk gSA
VsyhQksu ,d izHkkoh lapkj pØ es]a xzkgh Hkk"kk vkSj lans'k dks mlh izdkj
le>rk gSa ftl izdkj izs"kd bls crkuk pkgrk gSA 'kCn] Vksu
eksckby dh xq.koÙkk] 'kkjhfjd gko Hkko vkfn mlh lans'k dks izsf"kr djrs
Qksu gSa vkSj Hkstus dh izfØ;k esa dksbZ foÑfr ;k gkfu ugha gksrh vkSj
izs"kd mlh izdkj okil mÙkj nsrk gS] ftl izdkj mls ;g lans'k
bZih,ch,Dl izkIr gqvk FkkA
iz.kkyh
ohfM;ks
dkWUÝsal C 'Ill
Email
Books
F
vYi lans’k lsok pSV

baVjusV bZ&esy
iqLrdsa QSDl
VsyhQksu lsVykbV
jsfM;ks
13 | P a g e
l= ;kstuk 1 Vh1 % ikjLifjd O;k[;ku
1. l= fo"k; % lapkj pØ ds vof/k % 1 ?kaVs

rRoksa dh igpku
izfØ;k
2. mís'; % lapkj pØ ds rRoksa
dh igpku ds fy, Nk=ksa ds O;k[;ku ds fy, fcanqvksa dh rS;kjh djsaA
1.
Kku] dkS'ky vkSj {kerkvksa fOk"k; dk ifjp; nsaA
2.
dk fodkl Nk=kssa sa dks O;k[;ku ;k izLrqfr dk mís'; crkdj ,d
3.
'kq:vkr djsAa
3. Lkkexzh @ midj.k 4. d{kk esa fo"k; dk ifjp; nsa vkSj Nk=kssa sa dks laxr Kku
vko’;drk,a % pkVZ] Ldsp iznku djsaA
isu] :ylZ] daI;wVj] LykbM] 5. CySdcksMZ@OgkbVcksMZ ij lapkj pØ cuk,a vkSj Nk=ksas sa dks
LykbM izLrqrhdj.k ds fy, izR;sd rRo ds ckjs esa crk,a@lapkj pØ ij ,d LykbM
[kqys lzksr cukdj izLrqr djsa vkSj Nk=ksa dks ;g le>k,aA
lkW¶Vos;j] ,ylhMh 6. fo"k; dk fLFkfr ls laca/k cuk,a vkSj iz'u iwNsa
izkstDs VjA 7. fof'k"V mnkgj.k izLrqr djAsa
8. fo"k; ls lacaf/kr iz'uksa dks iwN dj Nk=kssa sa dks volj nsrs
4. rS;kfj;ka gq, blesa 'kkfey djsaA
 bl gLriqfLrdk ds var esa nh 9. Nk=kssa sa ds iz'uksa dk Li"Vhdj.k djAsa
xbZ 'kCnkoyh dks i<+sa 10. fo"k; dk lkjka'k vkSj eq[; fcanqvksa ds egRo dks le>k,aA
 lHkh lkefxz;ksa dks igys ls
O;ofLFkr djsa
5. f'k{k.k@izf'k{k.k fof/k %
~ L__I_
fopkj mRiUu_____.I ""-.
lans'k le>k
lans'k dksM esa
x;k I I
lans'k dk dksM lans'k Hkstk x;k *
le>uk
lans'k izkIr
14 | P a g e
Vh 2 % Hkwfedk fuHkkuk
,d ^^jksy Iys djsa^^ vius Nk=ksa dks lapkj pØ ds fofHkUu rRoksa

ds ckjs esa le>k,aA vkius Nk=ksa ls izHkkoh lapkj ds N% egRoiw.kZ
fl)karksa ds ckjs esa iwNsAa tks fuEufyf[kr gSa %
1. lwpuk Li"V lan's k ds :i esa Hkstuh pkfg,A

2. lans'k le; ij Hkstuk pkfg,A
3. lans'k iwjk gksuk pkfg,A
4. lans'k laf{kIr gksuk pkfg,A
5. lans'k rF;kRed gksuk pkfg,A
6. lans'k 'kq) gksuk pkfg,A
vki Hkwfedk fuHkkus dk lapkyu djus ds fy, bl ifjn`'; dk

mi;ksx dj ldrs gSa
ifjn`';
,chlh daiuh ds lqj{kk vf/kdkjh us izo's k }kj ij okgu dks

jksddj iwNk] ueLdkj egksn;! D;k eSa vkidh enn dj ldrk
gw\a ^^ Jh foØe ds pkyd us mÙkj fn;k] th gka! foi.ku foHkkx
ds mik/;{k ds lkFk gekjh cSBd gS^Â lqj{kk vf/kdkjh us
uezrkiwoZd mÙkj fn;k] ^^dksbZ ckr ugha egksn;] Ñi;k dqN le;
ds fy, viuk okgu ikfdZax ds ckbZa vksj [kM+k djsa vkSj eSa ns[k
ysrk gwa fd mik/;{k egksn; miyC/k gSaA Jh foØe us mÙkj
fn;k] ^^/kU;okn egksn;^Â
Vh 3 % vH;kl l=
vius Nk=ksa dks lapkj pØ cukus ds fy, dgsa vkSj os vius Nk=
iksVZQksfy;ks ds Hkkx ds :i esa bls tek djAsa Nk=ksa
15 | P a g e
la{ksi izLrqfr ¼20 feuV½
1. d{kk esa ppkZ djsa fd xfrfof/k;ksa ls Nk= D;k lh[k jgs gSaA
2. vki bl rjg ds iz'u iwN ldrs gSa tSls
(i) lapkj pØ D;k gS\
(ii) lapkj pØ ds fofHkUu rRo D;k gS\
(iii) lapkj pØ dks le>us esa izHkkoh lapkj D;ksa egRoiw.kZ
gS\
vkdyu xfrfof/k;ks ds fy, tkap lwph

fuEufyf[kr tkaplwph dk mi;ksx djrs gq, ns[ksa fd D;k vkids
Nk= vkdyu xfrfof/k ds fy, lHkh vko';drk,a iwjh djrs gSa%
Hkkx d
Nk= buds chp varj dj ldrk gS
¼d½ izs"kd vkSj izkfIrdrkZ
¼[k½ fopkj vkSj lans'k
Hkkx [k
Nk= fuEufyf[kr iz'uksa dk mÙkj ns ldrs gSa %
¼d½ lapkj pØ D;k gS\
¼[k½ lapkj pØ ds fofHkUu rRo D;k gaS\
¼x½ izHkkoh lapkj esa lapkj pØ dks le>uk egRoiw.kZ D;ksa gS\
Hkkx x
Nk= lkekU;] rduhdh] O;kolkf;d vkSj laxBukRed Kku
iznf'kZr djrs gSa rkfd os visf{kr ekudksa dk fu"iknu dj ldsaA
fu"iknu ekudksa esa ;g 'kkfey gks ldrk gSa fdarq ;g bl rd
lhfer ugha gS %

lapkj rRo ds pØksa dh igpku djsAa
lapkj pØ dk fp= cuk,aA I I I
16 | P a g e
l= 2 % izfrfØ;k iznku djuk
-
laxr Kku izfrfØ;k ls izs"kd dks mlds lapkj dh izHkko'khyrk dk irk
yxrk gSA tks O;fDr lapkj dkS'ky esa izf'kf{kr ugha gSa] os fcuk
fdlh vfHkizk; ds izfrfØ;k nsrs gSaA tcfd] tks O;fDr lapkj esa
izf'kf{kr gSa] muds fy, izfrfØ;k ,d ,slk lk/ku gS tks lquus
vkSj Hkstus okys ds chp lapkj dks izHkkoh cukrk gSA izfrfØ;k
nsuk vkSj ysuk ,sls dkS'ky gSa ftUgsa lh[kk tk ldrk gSA vkb,
izfrfØ;k dh fo'ks"krkvksa ij fopkj djsaA izfrfØ;k dh dqN
fo'ks"krk,a bl izdkj gSa %
 ewY;kadu ds LFkku ij o.kZukRed gS % o.kZukRed izfrfØ;k

O;ogkj cnyus dh t:jr dk mYys[k gksrk gS] tcfd
ewY;kadu izfrfØ;k fu.kZ; ysrh gSa] tks O;ogkj cnyus esa
enn ugha djrh gSA
 ;g lkekU; ds LFkku ij fo'ks"k gS % izfrfØ;k fof'k"V :i
esa gksuh pkfg, ftlls xzkgh dks ml {ks= dks irk yx lds
ftls laHkkyus dh t:jr gSA
 ;g cnyus ;ksX; O;ogkj dh vksj funsZf'kr gS % O;ogkj ds
oSdfYid rjhdksa dks crkus okyh izfrfØ;k tks O;fDr;ksa dks
pquus vkSj vius O;ogkj esa ifjorZu ykus dh lqfo/kk nsrh
gSA ;g lqfuf'pr djrh gS fd O;ogkj ges'kk ds fy, cny
x;k gSA
 ;g vf/kjksfir djus ds LFkku ij ekaxh tkrh gS % ;g
izfrfØ;k rc cgqr egRoiw.kZ gS tc xzkgh us vius vki
iz'uksa dh rS;kjh dh gS] ftuds mÙkj mls ns[kus okys yksx ns
ldrs gSaA
 ;g lgh le; ij nh tkrh gS % lkekU;r%] izfrfØ;k cgqr
egRoiw.kZ gksrh gS ;fn ;g le; ij nh tkrh gS ;k lcls
igys volj ij nh tkrh gSA
 Li"V lapkj lqfuf'pr djus ds fy, tkap dh tkrh
17 | P a g e
gSa % ;g tkapus ds fy, fd xzkgh us lans'k dks Li"V :i
ls izkIr fd;k gS] xzkgh ls ml izfrfØ;k dks nksckjk cksyus
ds fy, dgk tkrk gS tks mls izkIr gqbZ gS vkSj ns[kk tkrk
gS fd ;g izs"kd ds eu dh ckr ds laxr gSAa
Nk=kssa dks vkidks rhu igyqvksa dks crkus dh vko';drk gS tks

os ges'kk jpukRed izfrfØ;k nsus ls igys /;ku esa j[kAsa
(i) rVLFk vkSj bZekunkj ¼rF;ksa ij dk;e jgsa½ voyksduA
(ii) oSdfYid izLrko ;k mnkgj.k ds lkFk viuh ckr lkfcr

djsaA
(iii) fodYi ls ykHk n'kkZ,aA
blh rjg] blds vykok vkidks tksj nsuk pkfg, fd mUgsa

izfrfØ;k izkIr djrs le; ml izfrfØ;k ds rhu i{kksa ij
ges'kk fopkj djuk pkfg,A
(i) /;kuiwoZd lqusa fd vU; O;fDr D;k dg jgk gSA
(ii) ;fn Li"Vhdj.k dh vko';drk gS rks iz'u iwNAsa

(iii) j{kkRed ;k HkkoukRed uk cusaA
18 | P a g e
l= ;kstuk 2 Vh 1 % ikjLifjd O;k[;ku
1- l= fo"k; % izfrfØ;k nsuk vof/k % 2 ?k.Vs
2- mís'; % izfrfØ;k nsus esa Nk=ksa izfØ;k
ds Kku] dkS'ky vkSj {kerkvksa
dk fodkl djukA 1. fo"k; dk ifjp;A
2. Nk=kssa dks O;k[;ku ;k izLrqfr dk mís'; crkdj ,d

3- Lkexzh @ midj.k
'kq:vkr djsAa
vko’;drk,a % pkVZ] Ldsp
isu] :ylZ] daI;wVj] LykbM] 3. d{kk esa fo"k; dk ifjp; nsa vkSj Nk=ksa dks laxr Kku
LykbM izLrqrhdj.k ds fy, iznku djsaA
[kqys lzksr lkW¶Vos;j] ,ylhMh 4. Nk=kssa dks izfrfØ;k dh fo'ks"krk,a le>k,aA
izkstDs Vj] dqlhZA
5. izfrfØ;k nsrs le; fopkj esa ysus okys i{kksa ds mnkgj.k
4- rS;kfj;ka nsaA
6. izfrfØ;k ysrs le; fopkj esa ysus okys i{kksa ds mnkgj.k
 bl gLriqfLrdk ds var esa nh nsaA
xbZ 'kCnkoyh dks i<+sa 7. fo"k; dk lkjka'k vkSj eq[; fcanqvksa ds egRo dks le>k,aA
 ikjLifjd O;k[;ku ds fcanq
rS;kj djsaA 8. ;g lqfuf'pr djsa fd izR;sd Nk= izfrfØ;k dk vFkZ
 [ksy ds fy, igys ls le>rk gSA
vkÑfr;ka rS;kj djsAa 9. fof'k"V mnkgj.k izLrqr djsaA
5- f'k{k.k@izf'k{k.k fof/k % 10. Nk=kssa
dks fo"k; ls lacaf/kr iz'u iwNdj mUgsa 'kkfey gksus
dk volj nsAa
11. vki bl izdkj ds iz'u iwN ldrs gSa
¼d½ izfrfØ;k D;k gS\

¼[k½ lapkj esa izfrfØ;k egRoiw.kZ D;ksa gS\
19 | P a g e
Vh 2 % [ksy
vof/k % 2 ?k.Vs
bl [ksy dks [ksyus ds fy, vius Nk=ksa ls dgsaA
izfØ;k
1. ;g [ksy tksM+s esa [ksyk tk,xkA ;g nks pØksa esa [ksyk
tk,xkA bl [ksy ds fy, dejs esa j[kh dqflZ;ksa dks tksM+s esa
j[kk tk,xk] izfrHkkfx;ksa ls dejs esa QSy dj [kM+s gksus ds
fy, dgk tk,xkA dqflZ;ksa dks ,d nwljs ds ihNs yxk,a]
fp= 1 rkfd tc izfrHkkxh cSBsa rks ,d nwljs ds ihNs mudh ihB
gksxhA
2. tksMs+ es]a ,d izfrHkkxh dk uke , vkSj nwljs dk ch v{kj ls
j[kk tk,xkA bl izf'k{k.k [ksy esa lHkh ^^,** okys yksxksa dks
dkxt ij vkÑfr 1 nh tkrh gSA bl vkÑfr dks
vko';drk ds vuqlkj cnyk tk ldrk gSA bl [ksy esa
lHkh ^ch* okys yksxksa dks ,d [kkyh dkxt vkSj isu ;k
isfa ly fn, tkrs gSaA
3. igys nkSj esa ^,* lewg ls mEehn dh tkrh gS fd os vius
fp= 2 gkFkksa ls b'kkjk djds ^ch* dks crk,axs rkfd os mUgsa fn,
x, dkxt ij bldh izfr cuk ldaAs bl nkSj esa ,d ck/kk
Mkyh tkrh gSA
4. ^ch* ls dgk tkrk gS fd bl nkSj dks [ksyrs le; og
vkil esa ckr ugha djsaA mUgsa dsoy lquuk vkSj ^,* }kjk
Li"V :i ls cksyas vkSj cgqr fn, x, vuqns'kksa ds vuqlkj fp= cukuk gSA
tYnh ugha cksyAsa 5. lHkh yksxksa ds nkSj iwjs gks tkus ij ^ch* viuh cukbZ xbZ
vkÑfr ^,* dks fn[krs gSaA ,slk cgqr de gksrk gS fd
vkÑfr lgh cukbZ tk,A ^ch* }kjk cukbZ xbZ rLohj ij
dqN nwljs rjhds ls tkudkjh FkksM+k galh etkd gksrk gSA [ksy ds nwljs nkSj esa ^,* dks
nksgjk,a vkÑfr 2 cukus ds fy, nh tkrh gSA
6. bl ckj ^ch* dks cksyus dk ekSdk fn;k tkrk gS vkSj ^,* ls
iwNk tkrk gS fd D;k mUgsa dksbZ ckr le> esa ugha vkbZA
vc os viuk fp= cukdj ^ch* dks fn[kkrs gSaA
20 | P a g e
la{ksi izLrqfr
1- iz'uksa dk mi;ksx djsa ¼1½ vkius fdlh deh ;k ck/kkvksa dk

lkeuk fd;k\ vkSj ¼2½ D;k vki Hkkxhnkj ls Li"Vhdj.k
ysus ds ckn csgrj lapkj dj ik,\ lapkj dh fofHkUu
ladYiukvksa vkSj fl)karksa dks Li"V dj ik,A
2- lewg ls dgsa fd tc os Hkkxhnkjksa ls izfrfØ;k ys jgs Fks rks

muds ^lquus ds dkS'kyks*a esa fdl izdkj lq/kkj n'kkZ;k x;kA
3- bl rF; ij fopkj djsa fd izHkkoh lapkj ds fy, lquus ds

dkS'ky vkSj izfrfØ;k egRoiw.kZ gaSA
vius Nk=ksa dks izfrfØ;k nsus vkSj ysus ds fofHkUu i{k le>kus
ds fy, ^^Hkwfedk vfHku;* vk;ksftr djsaA vki Hkwfedk fuHkkus ds
fy, fuEufyf[kr ifjn`'; dk mi;ksx dj ldrs gSaA
ifjn`';
lqj{kk i;Zos{kd us lqj{kk xkMZ ¼,l½ }kjk ,d vkxarqd ¼oh½ ds

lkFk gqbZ ckrphr lqu yh Fkh tks bl izdkj gqbZ %
,l % gkaa
oh % eq>s vius nksLr ls feyuk gS os ,d fjlsI'kfuLV gaSA
,l % mudk uke D;k gS\
oh % mudk uke egs'k gSA
lqj{kk xkMZ us Jh egs'k ds miyC/krk ds ckjs esa tkuus ds fy,

VsyhQksu ij uacj yxk;kA
,l % gka] vki tk ldrs gSaA
21 | P a g e
Hkkx d
¼d½ izfrfØ;k dh fo'ks"krk,a
Hkkx [k
¼d½ izfrfØ;k D;k gS\

¼[k½ lapkj esa izfrfØ;k D;ksa egRoiw.kZ gS\
Hkkx x
iznf'kZr djrs gSa rkfd os visf{kr ekudksa dk fu"iknu dj ldAsa
lhfer ugha gS %
fu"iknu ekud gka Ukgha
o.kZukRed izfrfØ;k iznku djus ds
fy, ,d okD; jpuk djsaA
fof'k"V izfrfØ;k iznku djus ds fy,
,d okD; jpuk djsAa
22 | P a g e
l= 3 % lapkj dh ck/kkvksa l mcjuk
laxr Kku lapkj dks izHkkfor djus okys fofHkUu dkjd tks u dsoy izHkkoh
lapkj ds fy, ck/kkvksa ;k fuokjd ds :i esa dk;Z djrs gSa
 Ik;kZoj.k cfYd bUgsa O;kid rkSj ij i;kZoj.k] O;ogkj] iz.kkyh ladYiuk]
 O;ogkj O;fDrxr Hkk"kkbZ {kerk] nqcZy izfr/kkj.k] /;ku u nsus vkSj
 iz.kkyh ladYiuk HkkoukRed fLFkfr ds :i esa oxhZÑr fd;k tk ldrk gSA
 O;fDrxr Hkk"kkbZ {kerk vkidks vius Nk=ksas dks mu dkjdksa ds ckjs esa i<+kus dh t:jr
 nqcZy izfr/kkj.k
 /;ku u nsuk gS vkSj mUgsa bu laHkkfor mik;ksa ls ifjfpr djkuk gksxk ftUgsa
 HkkoukRed fLFkfr os bu ck/kkvksa ls mHkjus ds fy, lek/kkuksa ds rkSj ij viuk
ldrs gSaA
LykbM 1 % lapkj dks izHkkfor
djus okys dkjd
d- i;kZoj.kh; dkjd %
lapkj dks izHkkfor djus okys i;kZoj.kh; dkjdksa esa 'kksj vkSj
nwjh tSlh HkkSfrd ck/kk,a vkSj lapkj ds midj.kksa dh deh
'kkfey gSaA
(i) 'kksj % 'kksj ds dkj.k ruko gksrk gS] fo'ks"kdj i`"B Hkwfe esa
gksus okys 'kksj vkSj cgqr vf/kd izfr/ofu lquus dh fØ;k esa
cgqr ck/kd curs gSa] [kklrkSj ij ,dkxzrk dh deh okys yksxksa
esAa blh izdkj ykmM Lihdj dk mi;ksx] tujsVj ;k e'khujh
ls mRiUu gksus okys 'kksj lapkj esa ck/kk Mkyrk gSA
lq>ko % vius fo/kkfFkZ;ksa dks le>k,a fd fdlh izdkj ekSf[kd
\-\el pfU \ lajpuk okys {ks= esa 'kksj dks gVkus ;k lkmaM izwfQax ls fdl
1\pS izdkj lapkj esa lq/kkj vk,xkA
vki fo/kkfFkZ;kssa dks LVwfM;ks ys tk ldrs gSa tgka fn[kk;k tk
ldrk gS fd lkmaM izwfQax }kjk fdl izdkj /ofu dks vyx
fd;k tkrk gS vkSj 'kksj dks jksdk tkrk gSA
vki ,d Nk= ls O;k[;ku nsus ds fy, dgsa vkSj ckdh Nk=ksa ls
rst vkokt esa ,d nwljs ls ckr djus ds fy, dgsaA blds
nkSjku vki iznf'kZr djsa fd tc v/;kid d{kk esa O;k[;ku nsrs
gSa rks 'kkafr cuk, j[kuk fdruk egRoiw.kZ gSA
23 | P a g e
vki 'kkafr cuk, j[kus ds fo'ks"k ykHk crk ldrs gSa] mnkgj.k
ds fy, blls izHkkoh :i ls lquus] /;ku dsafnzr djus vkfn esa
lgk;rk feyrh gSA
(ii) HkkSfrd #dkoVsa % HkkSfrd ck/kk,a tSls nwjh vkSj lapkj ds

fy, nks"kiw.kZ midj.kksa dk mi;ksx lapkj dh izHkko'khyrk dks
izHkkfor djrk gSA [kjkc jks'kuh] vlqfo/kktud cSBus dh txg
vkSj vLoPN dejs Hkh lapkj dks izHkkfor djrs gSaA
lq>ko % vius fo/kkfFkZ;ksa dks le>k,a fd ck/kkvksa ls mcjus ds

\4elpfU\ fy, VsyhQksu] QSDl e'khu vkSj daI;wVj tSls midj.kksa ds
,\ps mi;ksx dh fo'ksKrk D;ksa egRoiw.kZ gSA vki bl izdkj Hkh
izdk'k Mky ldrs gSa fd lapkj esa mi;ksx ls igys midj.k dh
tkap djuh pkfg,] rkfd vfiz; fLFkfr ls cpk tk ldsA
vki n'kkZ ldrs gSa fd d{kk esa de jks'kuh gksus ls ns[kus rFkk
/;ku dsafnzr djus ij izHkko iM+rk gSA vki vPNh jks'kuh dk
egRo le>k ldrs gSaA blds fy, vki dqN ykbVsa can dj
ldrs gSaA vki vlsacyh ds nkSjku Jksrkvksa dks lacksf/kr djus ds
fy, ekbØks Qksu ds lgh bLrseky dh tkap dk izn'kZu Hkh dj
ldrs gSaA
[k- eukso`fÙk laca/kh dkjd
lapkj dks izHkkfor djus okys eukso`fÙk laca/kh dkjdksa esa

lkaLÑfrd ck/;rk,a] nwljksa dh ijs'kkuh ds dkj.k Mj]
vLohÑfr ;k migkl tSls fd ^^tc rd vki ls cksyus ds fy,
ugha dgk tkrk rc rd ugha cksys^â ] vU; O;fDr ds izfr
ftEesnkjh dk ,glkl] vfuok;Zrkvksa dk nk;jk ¼gksuk pkfg,½
vkSj viuh Nfo esa fxjkoV 'kkfey gSaA
lq>ko % vius Nk=ksa dks vki ;g Hkh le>k ldrs gSa fd

O;fDrRo fodkl izf'k{k.k ds l=ksa ls mUgsa viuh eukso`fÙk laca/kh
ck/kkvksa dks nwj djus vkSj lapkj dks izHkkoh cukus okyh {kerkvksa
24 | P a g e
ds fodkl esa fdl izdkj lgk;rk feyrh gSA
x- iz.kkyh fMtkbu
(i) le; % dqN dk;ksZa esa le; laosnu'khy gksrk gSa vkSj bls
Vkyk ugha tk ldrkA gkykafd blds dkj.k dqN vU;
izfØ;kvksa dks tYnckth esa iwjk fd;k tkrk gS vkSj
ifj.kkeLo:i lapkj esa ck/kk mRiUu gks ldrh gSA le; dk
ncko laokn djus dh {kerk dks izHkkfor djrk gSA
lq>ko % vius Nk=ksa dks vki ;g le>k ldrs gSa fd lapkj dh

\4elpfU\ izHkko'khyrk lqfuf'pr djus ds fy, vki le; vkSj xfr dk
,\ps izca/ku fdl izdkj djsAa
vki Nk=ksa ls ,d fo'ks"k volj ij 5 feuV dk Hkk"k.k rS;kj

djus ds fy, dgsa] mnkgj.k ds fy, f'k{kd fnolA Nk=ksa
ls ,d ds ckn ,d Hkk"k.k nsus ds fy, dgsa vkSj lq>k,a fd mUgsa
le; dk izca/ku dSls djuk pkfg,A le>k,a fd fn, x, le;
ds vanj izHkkoh :i ls fdl izdkj Hkk"k.k nsuk gSA
(ii) lwpuk vf/kHkkj % ,d O;fDr dks cgqr lkjh tkudkfj;ka

nsus ls mls Hkze] xyr O;k[;k ;k tkudkjh ds mi;ksx u gksus
dh fLFkfr gksrh gSA
lq>ko % vius Nk=ksa dks vki ;g le>k ldrs gSa fd lwpuk ds

izokg vkSj nLrkost dh lwpuk dk izca/ku fdl izdkj djuk
pkfg,A vki Nk=ksa dks le>k ldrs gSa fd ;fn lwpuk ds izokg
dks fu;af=r ugha fd;k tkrk rks bldh O;k[;k xyr gks ldrh
gS vkSj tkudkjh [kks ldrh gSA mUgsa izHkkoh Qkbfyax ds dkxt
tekus ds lq>kko nsa vkSj Qkbyksa dks vklkuh ls nLrkost
nksckjk izkIr djus ds fy, O;kofLFkr djuk fl[kk,aA daI;wVj esa
lwpuk dks Qkbyksa vkSj Mk;jsDVjh esa HkaMkfjr djus ds fy,
viukbZ xbZ izfØ;k dk mnkgj.k nsaA
25 | P a g e
3- laxBukRed lajpuk dh tfVyrk,a % laxBu esa vf/kd ls
vf/kd inkuqØe ¼mnkgj.k izca/kdh; Lrj dh vf/kd la[;k½]
gksus ls lapkj dh xyr O;k[;k ;k u"V gks tkus dh vf/kd
laHkkouk gksrh gSA
lq>ko % vius Nk=ksa dks vki ;g le>k ldrs gSa fd ,d

laxBu esa inkuqØe D;k gS vkSj iz'kklu] ys[kk] f'k{kk foHkkx
\-\el pfU \ vkfn esa dk;Zjr yksxksa ds chp lapkj fdl izdkj gksrk gSA vius
1\pS
Nk=ksa dks vius Ldwy ds fofHkUu foHkkxksa ;k vkl ikl ds
laLFkkuksa esa ys tk,a vkSj ogka vf/kdkfj;ksa rFkk deZpkfj;ksa ls
ckrphr djus ds fy, dgsAa os lapkj ds eqíksa ds fo"k; esa le>
ldsaxsA vius Nk=ksa dks le>k,a fd lwpuk ds O;ofLFkr :i ls
pyus ij lapkj esa [kjkch ;k lapkj VwVus dh leL;k esa deh
vk,xhA
?k- O;fDrxr Hkk"kkbZ ;ksX;rk
(i) O;fDrxr fo'ks"krk,a & O;fDrxr fo'ks"krkvksa esa tSfod

dkjd 'kkfey gSa ¼cksyus dk ,d fodkj ftlesa O;fDr t+
ds LFkku ij l dh vkokt+ fudkyrk gS ftls flfcySaV
O;atu dgrs gSa½ vkSj Hkk"kk esa izoh.krk tSls 'kSf{kd dkjdA
'kCnkoyh] O;kdj.k vkfn ds Kku ds ekeys esa O;fDrxr
erHksn lapkj izHkko'khyrk dks izHkkfor djrs gaSA
(ii) vo/kkj.kkRed vkSj Hkk"kk ds erHksn % vo/kkj.kk vkerkSj

ij izR;sd O;fDr ds vklikl dh nqfu;k ds ckjs esa mldh
O;k[;k dk rjhdk gSA ;fn lans'k ds ckjs esa xyr /kkj.kk
gksrh gS rks ogka lapkj foÑfr mRiUu gksrh gSA
vo/kkj.kkRed erHksnksa ds dkj.k vkus okyh ck/kkvksa dks
de djus esa enn nsdj lapkj nksgjk;k vkSj le> dks
tkapk tk ldrk gSA
26 | P a g e
lq>ko %
\-\el pfU \ vius Nk=ksa dks ;g crk,a fd muds fy, fofHkUu Hkk"kkvksa dks
i<+uk D;ksa vko';d gS vkSj os fofHkUu Hkk"kk,a dSls lh[k ldrs
1\pS gSaA
³- xyr izfr/kkj.kk
ekuo Le`fr ,d lhek ls ckgj dke ugha dj ldrh gSA ,d

O;fDr ges'kk dgh xbZ ckrksa dks ;kn ugha j[k ldrk gS] [kkl
rkSj ij ;fn mldh fnypLih ugha gS ;k mldk /;ku ugha gSaA
blls lapkj eas #dkoV vkrh gSA
lq>ko % vius fo/kkfFkZ;ksa dks vki ;g le>k ldrs gSa fd
fjdkWMZ j[kus ;k muds j[kj[kko dk D;k egRo gSA fVIif.k;ksa]
fyf[kr lans'kksa] bZ &esyksa vkfn dk mi;ksx djrs gq, lapkj
dh :dkoV ls cpk tk ldrk gSA le>k,a fd fdl izdkj
bZ&esy ls rsth ls lapkj gksrk gS cfYd blls dkxt vkSj le;
dh cpr Hkh gksrh gSA iznf'kZr djsa fd lapkj esa bZ&esy dk
mi;ksx vkSj Hkfo"; ds lanHkZ ds fy, bZ&Qkby dk j[kj[kko
dSls fd;k tk,A
p- /;ku ugha nsuk
dbZ ckj ge eu ls lqurs ugha gSa] cfYd dsoy Åijh rkSj ij

lqu ysrs gSa] [kkl rkSj ij vusd egRoiw.kZ phtksa dk [;ky
jgrk gSA mnkgj.k ds fy,] ;fn ,d vkxarqd vkids ikl vkrk
gS tc vki Qksu ij ckr dj jgs gSa] rks ;g egRoiw.kZ gS fd
vki Qksu ij ekStnw O;fDr ls {kek ekax ysa] rkfd vki vkxarqd
ij [kklrkSj ls /;ku ns ldsa ;k vki vkxarqd ls dqN le;
izrh{kk djus dk vuqjks/k dj ldrs gSaA
N- HkkoukRed voLFkk
le; ds ,d fo'ks"k fcanq ij HkkoukRed voLFkk lapkj dks Hkh

izHkkfor djrh gSA mnkgj.k ds fy,] ;fn vki fdlh Hkh dkj.k
ls ijs'kku gS rks vki vius vki dks lgh rjhds ls O;Dr ugha
dj ik,ax]s D;ksafd vkids eu dh voLFkk fLFkj ugha gSA
27 | P a g e
l= ;kstuk 3 Vh 1 % ikjLifjd O;k[;ku
1. l= fo"k; % lapkj dh ck/kkvksa vof/k % 2 ?kaVs
ls mcjuk
izfØ;k
2. Lk= mís'; % lapkj dh
1. O;k[;ku ds fy, fcanqvksa dh rS;kjh djsaA
ck/kkvksa ls mcjus ds fy,
2. fOk"k; dk ifjp; nsaA
Nk=ksa ds Kku] dkS'ky vkSj
3. Nk=ksa dks O;k[;ku ;k izLrqfr dk mís'; crkdj ,d
{kerkvksa dk fodkl
'kq:vkr djsAa
3- Lkexzh @ midj.k 4. d{kk esa fo"k; dk ifjp; nsa vkSj Nk=ksa dks laxr Kku
vko’;drk,a % pkVZ] Ldsp iznku djsaA
isu] :ylZ] daI;wVj] LykbM] 5. Nk=ksa dks lapkj esa fofHkUu izdkj dh ck/kkvksa ds ckjs esa
LykbM izLrqrhdj.k ds fy, le>k,aA
[kqys lzksr lkW¶Vos;j] ,ylhMh 6. lapkj esa ck/kkvksa ds mnkgj.k nsaA
izkstDs VjA 7. lapkj esa vkus okyh ck/kkvksa ls mcjus ds fy, viukbZ tkus
okyh dk;Zuhfr;ksa ds mnkgj.k nsAa
4- rS;kfj;ka 8. fo"k; dk lkjka'k vkSj eq[; fcanqvksa ds egRo dks le>k,aA
 bl gLriqfLrdk ds var esa nh Vh2 % ppkZ

xbZ 'kCnkoyh dks i<+sa vof/k % 1 ?kaVs
5- f'k{k.k@izf'k{k.k fof/k % izfØ;k
1. ppkZ djsa fd [ksy ds eSnku] dk;Z LVs'ku] dk;kZy; ds
lkeus okys fgLls] dSQsVsfj;k vkfn tSls LFkkuksa ij izHkkoh
lapkj esa 'kksj fdl izdkj ck/kk mRiUu djrk gSA
2. ppkZ djsa fd lapkj dh HkkSfrd #dkoVksa tSls nwjh vkSj
nks"kiw.kZ midj.kksa dk mi;ksx djus ls lapkj dh
izHkko'khyrk ij fdl izdkj vlj iM+rk gSA
3. ppkZ djsa fd ^^tc rd vkils dgk u tk, rc rd ugha
cksyas** tSls oDrO; vkSj vU; yksxksa dks ukjkt dj nsus]
vLohdkj ;k migkl dk Mj lapkj esa ck/kk ds :i esa dk;Z
djrs gSaA
4. ppkZ djsa fd O;fDr dh fo'ks"krk,a vkSj ekufld voLFkk
lapkj ij fdl izdkj izHkko Mkyrs gSaA
5. lapkj dh ck/kkvksa ds fofHkUu lek/kkuksa ij ppkZ djsaA
mnkgj.k ds fy, cSBd ds nkSjku Jksrkvksa ls vius eksckby
28 | P a g e
Qksu lkbysVa @ ehfVax eksM esa j[kus ds fy, dgAsa
6. Nk=ksa dks okLrfod thou ds vusd izdj.k v/;;u crk,a
rkfd Nk= vius vki dks ifjfLFkfr ls tksM+ ldsaA
lq>ko % vius Nk=ksa dks vki ;g dg ldrs gSa fd os izHkkoh

\4elpfU\ lapkj dks izHkkfor djus okyh fofHkUu izdkj dh ck/kkvksa ij ,d
,\ps laf{kIr fVIi.kh ¼vf/kd ls vf/kd 25 'kCn½ fy[ksa
Hkkx d

¼d½ ck/kkvksa ds izdkj
Hkkx [k

¼d½ izHkkoh lapkj esa fofHkUu izdkj dh ck/kkvksa dks dSls nwj
fd;k tk ldrk gS\
Hkkx x
lhfer ugha gS %
fu"iknu ekud gka Ugha
dk;ZLFky esa lapkj dh fofHkUu ck/kkvksa
dh lwph dks ladfyr djukA I I I
29 | P a g e
l= 4 % lapkj ds fl)kar ykxw djuk
laxr Kku izHkkoh lapkj ds fl)karksa dks 7 Jsf.k;ksa esa ckaVk tk ldrk gS]
tks fyf[kr vkSj ekSf[kd nksuksa izdkj ds lapkj ij ykxw gksrs
gSaA ;s bl izdkj gSa %
1. iw.kZrk& lapkj iwjk gksuk pkfg,A xzkgh dks lHkh rF;ksa dh
tkudkjh nsuh pkfg,A ,d laiw.kZ lapkj dh fuEufyf[kr
fo'ks"krk,a gSa %
 lans'k esa ls dksbZ egRoiw.kZ tkudkjh vuqifLFkr ugha gSA
 blls vfrfjDr lwpuk nh tkrh gS] tgka vko';d gksaA
 blls xzkgh ds fnekx esa dksbZ iz'u 'ks"k ugha gksuk
pkfg,A
 ;g xzkgh dks fo'okl fnykrh gSA
2 laf{kIrrk & laf{kIrrk ;k NksVs :i esa cukus dk vFkZ gS fd
lapkj dh vU; Jsf.k;ksa dks tkus fcuk U;wure 'kCnksa }kjk
lapkj fd;k tkuk pkfg,A blls le; vkSj ykxr dh cpr
gksrh gSA
 ;g eq[; lans'k dks mHkkj dj lkeus ykrk gSA

 ;g xzkgh dks vf/kd izHkkfor djrk gSA
3 /;ku nsuk & /;ku nsus dk vFkZ gS Jksr ds fopkj fcanq] i`"B
Hkwfe] lksp] f'k{kk ds Lrj] mudh fof'k"V vko';drkvks]a
Hkkoukvksa vkfn dks /;ku esa j[kdj muds lkFk lapkj
djukA
4 Li"Vrk & Li"Vrk dk vFkZ gS ,d fo'ks"k lans'k ;k y{;

ij ,d ckj esa cy nsuk] ctk, blds fd ,d gh ckj esa
dk;Z iwjk fd;k tk,A Li"V lans'k esa 'kq)] mi;qDr vkSj
Bksl 'kCnksa dk mi;ksx fd;k tkrk gSA Li"Vrk ls lqfuf'pr
gksrk gS fd lapkj ljy vkSj lqxe gSA
30 | P a g e
5- Bksl & Bksl lapkj dk vFkZ gS lkekU; ds LFkku ij
fo'ks"k :i ls crkukA Bksl lans'k dh fuEufyf[kr fo'ks"krk,a
iq#”k ewy ds ‘kCnksa dk gSa %
mi;ksx ugha djas  ;g fof'k"V rF;ksa vkSj vkadM+ksa ds lkFk leFkZu djrk
fyax oknh vfyax oknh gSA
v/;{k lHkkifr
dSejkeSu dSejk vkWijsVj  blesa Li"V 'kCnksa dk mi;ksx fd;k tkrk gS tks
dkWUxzslh dkWUxzsl ds lnL; izkekf.kdrk j[krs gSaA
O;olk;h O;kolkf;d
dk;Zdkjh 6- f'k"Vkpkj & lans'k esa f'k"Vkpkj gksus dk vFkZ gS fd lans'k
iqfyldehZ iqfyl vf/kdkjh esa izs"kd dh vksj ls vfHkO;fDr vkSj xzkgh ds izfr vknj
tu'kfDr dkfeZd
n'kkZ;k tkuk pkfg,A f'k"V lans'k dh fuEufyf[kr fo'ks"krk,a
gSa %
 blesa lans'k ds xzkgh ds 'kCnksa vkSj vuqHkwfr;ksa dk
mi;ksx fd;k tkrk gSA
 ;g ldkjkRed vkSj Jksrkvksa ij dsafnzr gksrk gSA
 blesa fdlh ds izfr >qdko ugha gksrkA
7- 'kq)rk & lapkj esa 'kq)rk dk vFkZ gS fd lapkj esa O;kdj.k
dh dksbZ xyrh ugha gksuh pkfg,A 'kq) lapkj dh
fuEufyf[kr fo'ks"krk,a gSa %
 lans'k mi;qDr] 'kq) vkSj lgh le; ij fn;k x;k gSA
 blesa mi;qDr vkSj lgh Hkk"kk dk mi;ksx fd;k x;k
gSA
31 | P a g e
l= ;kstuk 4 Vh 1 % Hkwfedk fuHkkuk
1. l= fo"k; % lapkj ds fl)karksa lqj{kk ls lacaf/kr fofHkUu ifjn`';ksa esa lapkj ds fl)karksa dk
dks ykxw djuk vuqiz;ksx le>kus ds fy, Hkwfedk vfHkUk; vk;ksftr djsaA blds
okD;ksa esa fuEufyf[kr 'kkfey gks ldrs gSa %
2. Lk= mís'; % lapkj ds
fl)karksa dks ykxw djus ds (i) ;g dk;ZØe 16 fnlacj] 2013 dks lkseokj 6-30 cts gSA
fy, Nk=ksa ds Kku] dkS'ky (ii) eSa vius var%dj.k ds f[kykQ dk;Z ugha dj ldrkA
vkSj {kerkvksa dk fodkl
(iii) eSa gj L=h@iq#"k ls cgqr vPNk djus dh mEehn djrk
3- Lkexzh @ midj.k gwAa
vko’;drk,a % pkVZ] Ldsp
isu] :ylZ] daI;wVj] LykbM] (iv) vkidk dk;kZy; le; ij igqapuk vfr vko';d gS
LykbM izLrqrhdj.k ds fy, (v) dk;Z iwjk djsa vkSj i;Zos{kd dks fjiksVZ djsa
[kqys lzksr lkW¶Vos;j] ,ylhMh
izkstDs VjA (vi) eSa fjiksVZ fy[kxkwa vkSj vkids ikl tek d#axkA
4- rS;kfj;ka Vh 2 % [ksy
 bl gLriqfLrdk ds var esa nh
xbZ 'kCnkoyh dks i<+sa rS;kfj;ka ¼20 feuV½

 [ksy [ksyus ds fy, vfuok;Z
O;oLFkk,a igys ls djsaA ;g [ksy tksM+ksa esa [ksyk tkrk gS] ftlesa ,d fo/kkFkhZ izs{kd gSA
d{kk dks nks&nks fo/kkfFkZ;ksa ds lewgksa esa ckaVsaA izR;sd lewg
5- f'k{k.k @ izf'k{k.k fof/k % esa ,d fo/kkFkhZ dks izs{kd cuk,aA izs{kd lewg ds fo/kkfFkZ;ksa }kjk
fn, x, mÙkj ntZ djsxkA
izfØ;k ¼1 ?kaVs 10 feuV½
1- fo/kkfFkZ;ksa ds izR;sd lewg ls vius Ldwy ds ifjlj dk legw
pkVZ cukus ds fy, dgsAa mUgsa [kkl rkSj ij Ldwy ds izo's k
vkSj fuxZr fcanq n'kkZus gksaxsA ;g dk;Z lewg esa fd;k tk,A
2- izs{kd vius voyksdu ntZ djsxkA
3- vk/kk ?kaVk iwjk gksus ij pkVZ cukuk jksd fn;k tk,A
izs{kd ls mEehn dh tkrh gS fd og iwjh d{kk ij muds lewg
ds voyksduksa dh fjiksVZ nsaA lewg izs{kd ls lapkj ds fl)karksa
ds vk/kkj ij viuh fjiksVZ ij izfrfØ;k izkIr djsaA
32 | P a g e
Hkkx d
¼d½ izHkkoh lapkj ds fl)kar

Hkkx [k
¼d½ lapkj dks izHkkoh cukus okys fofHkUu fl)karksa dks dSls
ykxw djs\a
¼[k½ 'kq)rk vkSj Li"Vrk ds chp D;k varj gS\
Hkkx x
lhfer ugha gS %
fu"iknu ekud gka Ugha

,d ,slk okD; cuk,a ftlls xzkgh ds
fy, vko';d lHkh rF; crk, tk
ldsaA
,d ,slk okD; cuk,a ftlls ,d
fof'k"V lans'k feysA
,sls rjhds ls vfHkO;Dr djsa ftlls
lans'k ikus okys ds izfr vknj n'kkZ;k
tk,A
33 | P a g e
l= 5 % ekSf[kd vkSj XkSj ekSf[kd lapkj ds rRo ykxw djuk
laxr Kku lapkj ds ek/;e ls lapkj dk izdkj r; gksrk gSA lapkj esa
iz;qDr ek/;e ds vk/kkj ij lapkj ds izfØ;k eksVs rkSj ij
ekSf[kd lapkj ekSf[kd lapkj vkSj vekSf[kd lapkj esa ckaVh tk ldrh gSA
Hkk"kk Li"V] fof'k"V] 'kq) rFkk ekSf[kd lapkj esa fy[kuk vkSj ekSf[kd lapkj 'kkfey gS] tcfd
Jksrkvksa ls mi;qDr rFkk xSj&ekSf[kd lapkj esa 'kkjhfjd Hkk"kk] psgjs ds gko Hkko vkSj
iz;kstu ds vuqdwy gksuh
pkfg,A rLohjsa 'kkfey gaSA bl izdkj] bl izdkj lapkj dh nks fof/k;ka
gSa ekSf[kd lapkj ¼cksydj vkSj fyf[kr½ vkSj vekSf[kd lapkj
¼'kkjhfjd Hkk"kk] psgjs ds gko Hkko vkSj rLohjksa }kjk] lkadsfrd
lapkj½A
ekSf[kd lapkj blesa lapkj ds ek/;e ds :i esa 'kCnksa dk
mi;ksx fd;k tkrk gSA ,d izHkkoh ekSf[kd lapkj f} ekxhZ
izfØ;k gS ftlesa cksyuk vkSj lquuk gksuk pkfg,A vkerkSj ij
ekSf[kd lapkj ,d ls nwljs dh fof/k ;k ,d ls nwljs ds
esytksy esa fd;k tkrk gSA ekSf[kd lapkj esa 'kq)rk] laf{kIrrk
vkSj Li"Vrk cuk, j[kuk cgqr egRoiw.kZ gSA izs"kd dks ;g Hkh
lqfuf'pr djuk pkfg, fd og midj.k ¼pSuy½ esa Li"V :i
ls cksyrk gS vkSj vius 'kCnksa ds p;u ds ek/;e ls vknj izsf"kr
djrk gSA vkj,lVhih 1 (RSTP) Li"V :i ls cksyus ds fy, ,d
mi;ksxh ekxZnf'kZdk gSA
vkj R (Rhythm) & rkyesy & cksyrs le; rkyesy cuk,
j[kuk izHkkoh lapkj ds fy, egRoiw.kZ gSA cksyus esa #dkoV gksus
ls oDrk dks vius vxys fopkj ds ckjs esa lkspus dk volj
feyrk gS vkSj lkFk gh Jksrk dks tkudkjh le>us ds fy,
i;kZIr le; fey tkrk gSA
,l S (Speech) & ok.kh & ;g Jksrkvksa ds lkeus
vkSipkfjd :i ls lapkj cksyus dk vkSipkfjd rjhdk gSA
1
http://www.ehow.com/info_8594284_elements-rhythmspeech.
html#ixzz1oWhLze9L
34 | P a g e
Vh T (Tone) & Vksu & ;g vkokt+ dh xq.koÙkk gS tks
vuqHkwfr ;k vFkZ esa cnyko iznf'kZr djrh gSA ,d leku Vksu esa
cksyus ls ladrs feyrk gS fd oDrk fujk'k gks pqdk gSA
Ikh P (Pitch) & fip & fip ekuo ds xys ds Loj ;a= esa
daiuksa ds dkj.k mRiUu gksrk gSA Loj ;a= ds ruko esa gksus
okys cnyko ls fip esa varj gks ldrk gSA vkerkSj ij] iq#"k
dh rqyuk esa efgykvksa dh vkokt+ dk fip Åapk gksrk gSA
fyf[kr lapkj dkS’ky ;g fyf[kr fof/k }kjk O;Dr djus dh

O;fDr dh lapkj gSA izHkkoh fyf[kr lapkj ds egRoiw.kZ dkS'ky
gSa %
 'kq) vkSj Li"V fy[k]sa lHkh vko';d tkudkfj;ka nh tk,aA
 fyf[kr lapkj dh vuqeksfnr 'kSfy;ksa vkSj izk:iksa dk
mi;ksx djsaA
izHkkoh ys[ku esa 'kCnksa dk lko/kkuh ls p;u] okD;ksa esa budk

lgh Øe esa foU;kl vkSj okD;ksa dh ,d O;kid lajpuk rS;kj
djuk 'kkfey gSA
vekSf[kd lapkj % ;g ,slk lapkj gS ftlesa 'kjhj ds vaxksa dk

bLrseky gksrk gSA blesa psgjs ds Hkko] vkokt+ dh Vksu] Li'kZ
dh vuqHkwfr] xa/k dh vuqHkwfr vkSj 'kkjhfjd gko Hkko 'kkfey gSaA
vekSf[kd lapkj ;k 'kkjhfjd gko Hkko ds egRoiw.kZ i{kksa dks
le>dj vki yksxksa dks vPNh rjg le>uk lh[k ldrs gSaA
vkjxkby vkSj muds lg;ksfx;ksa us lwpuk izsf"kr djus okys
vekSf[kd lapkj dh fo'ks"krkvksa dk v/;;u fd;k gSA
35 | P a g e
mudh izkfIr;ksa dk lkjka'k fuEukuqlkj gS %
¼d½ fLFkj fo'ks"krk,a
1. nwjh % nwjh vekSf[kd lans'kksa dks laizsf"kr djus dk ,d

rjhdk gSA dqN laLÑfr;ksa esa ;g vkd"kZ.k dk ladsr gSa]
tcfd vU; esa ;g ntkZ ;k xeZ tks'kh ;k ,glkl dh
xgjkbZ n'kkZrk gSA Hkkjr esa lkeus okys O;fDr ls
lapkj djrs le; ,d QqV dh nwjh cuk, j[kuk vknj
lwpd gSA
2. vfHkfoU;kl % yksx vius vki dks fofHkUu rjhdksa ls n'kkZrs

gSa % vkeus lkeus] vxy cxy] ;k ,d nwljs dh ihB dh
vksjA mnkgj.k ds fy,] vkil esa lg;ksx djus okys yksx
vxy cxy gksrs gSa tcfd izfr;ksxh vkerkSj ij ,d nwljs
'kkjhfjd gko Hkko ds lkeus gksrs gSaA lqj{kk ds {ks= esa vkeus lkeus dk
'kkjhfjd gko Hkko vkSj O;ogkj vfHkfoU;kl lkekU; gSA
esa fuEufyf[kr fofHkUu i{k
'kkfey gSa % 3. eqnzk % vkidh eqnzk lans'k nsrh gSA mnkgj.k ds fy, ;fn
 vka[kksa ls laidZ vki ,d dqlhZ ij iSj ,d nwljs ij j[kdj ;k gkFk
 psgjs ds gko Hkko eksMd+ j cSBrs gSa rks ;g lapkj ds vknku iznku esa vkids
 iwjs 'kjhj dh eqnzk foJke dks n'kkZus okyh eqnzk gSA M~;wVh ij rSukr ,d lqj{kk
 gkFk dh eqnzk vf/kdkjh ds fy, nks LohÑfr eqnzk,a gSa & lko/kku vkSj
 phtksa ls [ksyuk foJkeA
 pkjksa vksj bl izdkj ns[kuk
fd dksbZ pht <w<a uk gS 4. gkFkksa ;k Hkqtkvksa ls b'kkjk % gkFk feyuk] Nwuk] idM+uk]
 mís'; ds lkFk @ fcuk
xys yxkuk ;k ihB FkiFkikuk] ;s lHkh lans'k nsrs gSaA
pyuk
 Øks/k dk izn'kZu djus okys
;s lHkh vkReh;rk ds rRo n'kkZrs gSaA mnkgj.k ds fy, ;fn
dk;Z yksxksa dks ifjlj ls ckgj NksMu+ s tkrs gSa rks muds
 Hkze dk izn'kZu djus okys 'kkjhfjd laidZ esa ml {ks= ls ckgj tkus ds lans'k dks
dk;Z izcfyr djus ds fy, gkFk ;k da/ks dks Li'kZ djuk 'kkfey
 ,d O;fDr dks vkjke ;k gSA
vkjkenk;d eglwl gksukA
¼[k½ xfr'khy fo'ks"krk,a
1. psgjs ds gko Hkko % ,d eqLdqjkgV] R;kSjh p<+kuk] vka[kksa dh
36 | P a g e
Hkaoas mBkuk] mcklh ysuk vkSj etkd mM+kuk] ;s lHkh lwpuk
izsf"kr djrs gSaA esytksy ds nkSjku psgjs dh vfHkO;fDr;ka
fujarj dh tkrh gS vkSj bUgsa lkeus okyk O;fDr fujarj
ns[krk jgrk gSA blh izdkj eqLdqjkus dks vkuan nk;d vkSj
ennxkj ekuk tkrk gSA R;kSjh p<+kus dk vFkZ gS Hkze vkSj
dbZ ckj xqLlkA mBh gqbZ Hkaoksa] mcklh vkSj etkd mM+kus
dks iwjh rjg vLohÑr 'kkjhfjd gko Hkko ekuk tkrk gS]
D;ksafd ;s xqLlk ;k mis{kk n'kkZrs gSaA
2. gko Hkko % bls lcls vf/kd la[;k esa ns[k tkrk gS] fdarq
lcls de le>k x;k ladsr gkFkksa dh xfr gSA vf/kdka'k
yksx ckr djrs le; gkFkksa dks fgykrs gSaA
3. ns[kuk % lkekftd lapkj dh ,d izeq[k fo'ks"krk vka[kksa dk

laidZ gSA laidZ dh la[;k ls fnypLih ;k uhjLkrk dk
irk pyrk gSA mnkgj.k ds fy, lqj{kk vf/kdkjh dks vkus
okys O;fDr dh vka[kksa esa lh/ks ns[kuk pkfg,] tcfd ;g
fe=rk iwoZd vkSj ehBs rjhds ls gksuk pkfg,A
fp=kRed lapkj blesa ladrs ksa ls lapkj djuk 'kkfey gS
tSls ;krk;kr ds ladrs ] 21 rksiksa dh lykeh] gksuZ] lkbju
vkfnA mnkgj.k ds fy, ;w&VuZ dk ladrs vkidks ;w ds vkdkj
esa ?kweus ds fy, dgrk gS vkSj lM+d ikj djus okys O;fDr ds
ladrs ls irk yxrk gS fd vki ;gka ls lM+d ikj dj ldrs
gSaA
izrhdkRed lapkj bldk mi;ksx ladrs ksa }kjk /kkfeZd LFky]
Ldwy] fLFkfr] tqMk+ o] lapkj ;qfDr;ksa vkfn dks n'kkZus esa fd;k
tkrk gSA
37 | P a g e
l= ;kstuk 5 Vh 1 % xfrfof/k
1. l= fo"k; % ekSf[kd vkSj xSj vof/k
ekSf[kd lapkj ds rRoksa dks
ykxw djuk izfØ;k
2. Lk= mís'; % ekSf[kd vkSj xSj Nk=ksa dks tksM+ksa esa O;ofLFkr djsa vkSj iznf'kZr djsa fd lapkj ds
ekSf[kd lapkj ds rRoksa dks fofHkUu midj.k dk mi;ksx dSls djuk gSA igys nkSj esa tksM+s
ykxw djus ds fy, Nk=ksa ds esa ls ,d O;fDr nwljs dks vuqns'k nsrk gS tcfd nwljk O;fDr
Kku] dkS'ky vkSj {kerkvksa vuqns'kksa dk ikyu djrk gSA nwljs nkSj esa Hkwfedk,a cny tkrh
dk fodkl gSaA Nk=ksa ls lapkj midj.k ds izpkyu eSuqvy dks vius
Hkkxhnkj ls lkFk feydj i<+us ds fy, dgAsa tcfd tksM+s esa
3- Lkexzh @ midj.k ls ,d O;fDr eSuqvy dks i<+s rFkk nwljk tksM+k vHkh i<+h xbZ
vko’;drk,a % pkVZ] Ldsp ckr dk HkkSfrd izn'kZu djsA
isu] :ylZ] daI;wVj] LykbM]
LykbM izLrqrhdj.k ds fy, Vh 2 % [ksy
[kqys lzksr lkW¶Vos;j] ,ylhMh
izkstDs VjA fQ'k ckmy xfrfof/k
(i) d{kk ls 10 yksxksa dks pqusAa
4- rS;kfj;ka
 bl gLriqfLrdk ds var esa nh (ii) ;g lewg e/; esa ,d xksyk cukdj cSBsxkA
xbZ 'kCnkoyh dks i<+sa
(iii) d{kk ds ckdh yksx ckgjh xksyk cuk,axsA
5- f'k{k.k@izf'k{k.k fof/k %
(iv) van:uh xksyk Q'k ckmy gS vkSj mUgsa ,d fnypLi
fo"k; ij ppkZ djus ds fy, dgk tk,xk & tSls
fØdsV dk [ksy ¼10 feuV ds fy,½A
(v) ckgjh xksys dks beksfVdkWu ds ,d lsV dh izfr nsaA
beksfVdkWu dh 'khV dh ,d izfr ;gka vkids lanHkZ gsrq
nh xbZ gSA mUgsa fo"k; dh ppkZ ds nkSjku vius fe=
ds psgjs ds Hkkoksa dks igpkuus ds fy, bl 'khV dk
mi;ksx djuk gS ¼,d O;fDr ls vf/kd ls vf/kd nks
yksxksa dks ns[kus ds fy, dgk tk,½A
(vi) 10 feuV ds var esa ppkZ jksd nh tk, vkSj ckgjh
xksys ds yksx vius nksLrksa ds psgjksa dh fjiksVZ nsa tks
muds psgjs ds Hkko ls lcls utnhd FkhaA
38 | P a g e
©@©@0®©
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@<:9®®
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......... @G) __._....
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_,.... CJIIM.. ....
®
.....""'"" ~
~~ @
....,._,...
®Q©
.........." ....... ~
~ ...,.,.
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w ~
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. .,.14
. .. , • •• -~1•• .- ,4
@®©O®©@
.-a,-11 U Mtl• Larb.1WC• ... .,.lltM ....,.,.....,.. -.....iuau .,..
©©©®®O©
_ _.. __U a--,. ...... ~ k ""'6it• ,......;. ....._..,
00:)@@®®Q
Hl...,.,l,lo !ti fl IMINloHI ...,.,.... _.,.
@©e>6®®Q
.u-..- ...,._. ,.,.,.
•°'• nte!UIH"1A •iottUllb .M.,,.
vius Nk=ksa dks izfrfØ;k nsus vkSj ikus ds fofHkUu i{k le>kus
ds fy, ^^Hkwfedk fuHkkus** dk vk;kstu djsAa vkerkSj ij
fuEufyf[kr vfHkO;fDr fofHkUu ifjfLFkfr esa bLrseky dh tkrh
gS ftls vglklksa ds lapkj esa bLrseky fd;k tk ldrk gSA
 vfrfFk;ksa dk Lokxr % ueLdkj] ueLrsA

 vkHkkj vfHkO;Dr djuk % /kU;okn] eSa vki }kjk dh xbZ
lgk;rk ds fy, g`n; ls /kU;okn nsrk g]wa eSa vkids izfr
vkHkkjh gwAa
 iz'uksa ds mÙkj % ^^gka Jh @ lqJh ---------- vius dejs esa
gSa ;k ugha Jh @ lqJh ---------- vius dejs esa ugha gSaA**
 lqj{kk lacaf/kr leL;kvksa vkSj f'kdk;rksa ls fuiVkuk % lj
@ eSMe vkidh D;k leL;k gS\ ;k D;k eSa vkidh leL;k
lqy>kus ds fy, dqN dj ldrk gwAa
tksM+kas esa Nk= dqN vyx rjg ls ckr djrs gq, Vksu dks
cnydj okD; cuk ldrs gSa vkSj fHkUu 'kCnksa ij tks ns ldrs
gSaA
39 | P a g e
Hkkx d
¼d½ lapkj ds :i
Hkkx [k
vkjke galh vkSj [kq'kh galuk Nk= fuEufyf[kr iz'uksa dk mÙkj ns ldrs gSa %
¼d½ ekSf[kd lapkj djrs le; fdu egRoiw.kZ i{kksa dks /;ku esa
j[kus dh vko';drk gS\
xqLlk uQjr rsoj
¼[k½ vekSf[kd lapkj djrs le; fdu egRoiw.kZ i{kksa dks /;ku
esa j[kus dh vko';drk gS\
mnklhu mnkl dksey Hkkx x

iznf'kZr djrs gSa rkfd os visf{kr ekudksa dk fu"iknu dj ldsAa
lhfer ugha gS %
fu"iknu ekud gka Ukgha

ekSf[kd lapkj dh fof/k;ka igpkusa
vekSf[kd lapkj dh fof/k;ka igpkusa
Vksu vkSj fip esa fofHkUurk ds lkFk Hkk"k.k nsaA
fnu ds le; dks /;ku esa j[krs gq, fouezrk
lfgr vkSj mi;qDr rjhds ls vfHkoknu djsaA
vekSf[kd lapkj dh fLFkj fo'ks"krkvksa dh lwph
cuk,aA
vekSf[kd lapkj dh xfr'khy fo'ks"krkvksa dh
lwph cuk,aA
40 | P a g e
l= 6 % lapkj midj.k vkSj pSuyksa dk mi;ksx
laxr Kku nwjh ds dkj.k lapkj dh ck/kkvksa ls mcjus esa yksxksa dks
lgk;rk nsus ds fy, vusd izdkj dh bysDVªkWfud ;qfDr;ka
miyC/k gSaA buesa VsyhQksu] eksckby] csrkj lsV] okWdh VkWdh
vkfn 'kkfey gS] ftudk mi;ksx lans'k Hkstus vkSj izkIr djus
esa fd;k tkrk gSA
(i) VsyhQksu % VsyhQksu nwj lapkj dh ;qfDr gS tks /ofu

Hkstrh vkSj izkIr djrh gSA lHkh vk/kqfud VsyhQksuksa esa
cksyus ds fy, ,d ekbØksQksu] nwjh ij cSBs O;fDr
dks ;g vkokt+ iqu% lqukus ds fy, ,d b;j Qksu] dkWy
vkus ij O;fDr dks lpsr djus ds fy, fjaxj dh /ofu
rFkk VsyhQksu uacj Mk;y djus ds fy, ,d dh&iSM
gksrs gSaA
(ii) eksckby Qksu % eksckby Qksu ¼ftls lSy Qksu Hkh dgrs
gSa½ ,d ,slk lk/ku gS ftlls fdlh Hkh HkkSxksfyd {ks= esa
jgrs gq, ,d jsfM;ks laidZ ds ek/;e ls dh vkSj izkIr
dh tk ldrh gSA eksckby Qksu esa vusd izdkj dh vU;
lsok,a Hkh iznku dh tkrh gSa] ftlesa ikB lans'k]
ftls laf{kIr lans'k lsok ¼,l,e,l½] bysDVªkWfud esy
¼bZ&esy½] vkSj 'kkWVZjast csrkj lapkj ¼baÝkjsM] CywVwFk½
'kkfey gSaA
(iii) bysDVªkWfud futh Lopkfyr 'kk[kk dnzsa ¼bZih,ch,Dl½
iz.kkyh % ;g ,d ifjlj esa vkl ikl jgus okys fofHkUu
O;fDr;ksa dks VsyhQksu dkWy ls tksM+us esa iz;qDr gksus
okyk midj.k gS] tks ,d laxBu ;k ,d vkoklh;
dkWyksuh dk gks ldrk gS] blesa dkWy djus okys O;fDr
ds nkoksa dh izkekf.kdrk dh iqf"V vkSj fuokfl;ksa @
vf/kdkfj;ksa dh miyC/krk tkapus dh lqfo/kk gksrh gSA
bZih,ch,Dl }kjk ckgjh VsyhQksu ykbu ls Hkh laidZ
fd;k tk ldrk gSA
41 | P a g e
(iv) okWdh&VkWdh
okWdh&VkWdh gkFk esa idM+us ;ksX;] ykus&ys tkus ;ksX; f}ekxhZ
jsfM;ks Vªkalhoj gSA izk:fid okWdh&VkWdh VsyhQksu gS.MlsV ds
leku gksrk gS] ftlesa Åij ,d ,aVhuk yxk gksrk gSA ,d
okWdh VkWdh esa fuEufyf[kr Hkkx gksrs gSa %
 Vªkl a ehVj & ;g vkidh vkokt+ dks jsfM;ks rjaxksa esa
cnyus ds ckn vU; okWdh&VkWdh midj.kksa esa Hkstrk gSA
TltA r tt R
 fjlhoj & ;g VªkalehVj }kjk Hksth xbZ jsfM;ks rjaxsa izkIr
djrk gSA
 Lihdj & ;g fjlhoj esa izkIr /ofu dks izof/kZr djrk gSA
 ekbØksQksu & bl Hkkx ls vkidh vkokt+ izkIr dh tkrh
gS vkSj bls fo|qr ladrs ksa esa cnyk tkrk gSA
 fØLVy & fØLVy dks pSuy Hkh dgrs gSaA ;g lapkj esa
iz;qDr vko`fÙk r; djrk gSA
Vªkla ehVj
 cSVfj;ka & vkerkSj ij fctyh dh vkiwfrZ cSVjh ls dh
tkrh gS
okWdh&VkWdh lqj{kk {ks=] O;kikj] tu lqj{kk] gokbZ vM~Mk vkSj
izkIr djus okyk lsukvksa lfgr fdlh ,slh O;oLFkk esa O;kid rkSj ij bLrseky
dh tkrh gS tgka pyrs fQjrs jsfM;ks lapkj vfuok;Z gSaA
(v) QSDl e'khu
QSDl ¼Qsflekby ds fy, laf{kIr 'kCn½ ,d QSDl e'khu ls
nwljh QSDl e'khu ls VsyhQksu ykbu ds ek/;e ls LdSu fd,
x, eqfnzr dkxtksa ¼ikB vkSj fp= nksuksa½ dks VsyhQksu
laizs"k.k }kjk Hkstuk gSA ewy nLrkost dks QSDl e'khu }kjk
LdSu fd;k tkrk gS] tks lkexzh ¼ikB vkSj fp= nksuksa½ dks
xzg.k djrk gS vkSj bls ,dy fu;r xzkQh; fp= ds :i
esa ,d fcV eSi best esa cny nsrk gSA rc bls VsyhQksu
iz.kkyh ds ek/;e ls fo|qr ladrs ds :i esa Hkstk tkrk gSA
izkIr djus okyh QSDl e'khu bl dksM okyh best dks dkxt
dh izfr ds :i esa fizaV dj nsrh gSaA
(vi) Xykscy iksft'kfuax usfoxs'ku ;qfDr iz.kkyh & ,slh
dksbZ e'khu tks i`Foh ij e'khu dh fLFkfr r; djus ds fy,
Xykscy iksft'kfuax iz.kkyh ¼thih,l½ ds ladrs izkIr djrh gSA
thihlh e'khuksa dk mi;ksx lsuk] mM~M;u] leqnzh ifjogu vkSj
miHkksDrk mRikn vuqiz;ksxksa esa fd;k tkrk gSA vc bls VSDlh
42 | P a g e
ds vkokxeu dk fu;eu djus esa cM+s iSekus ij bLrseky fd;k
tk jgk gSA
(vii) daI;wVj % daI;wVj izksxzke djus ;ksX; ,d e'khu gS tks
okafNr izk:i esa lkFkZd ifj.kke ikus ds fy, xf.kr vkSj rdZ
ds izpkyuksa dk mi;ksx djrh gSA ,d daI;wVj iz.kkyh esa gkMZ
os;j vkSj lkW¶V os;j 'kkfey gksrs gSaA daI;wVj vc egRoiw.kZ
cu x;k gS vkSj ;g lapkj ds ek/;e ds :i esa rsth ls
foLrkj dj jgk gS] D;ksafd blesa bZ&esy] bZ&Qksje CykWXk]
lks'ky lkbV] osclkbVksa ij 'kSf{kd lkefxz;ksa rd igqap] [kkst
djus ;ksX; MsVkcsl] vkSj bZ&okf.kT; dh vikj laHkkO;rk gSA
lapkj dh #dkoV esa vkikrdkyhu fLFkfr ds fy, lefiZr
pSuYl
dbZ ckj] usVodZ esa cgqr vf/kd vkokxeu dk Hkkj gks ldrk
gS ;k rduhdh leL;k ds dkj.k izs"kd ;k xzkgh ds LFkku ij
lapkj esa ck/kk vk ldrh gSA lapkj ds fy, lefiZr dqN
pSuyksa dh tkudkjh bl izdkj gS %
(i) jsfM;ks lapkj % csrkj lapkj jsfM;ks rjaxksa ij vk/kkfjr gS]
ftls de nwjh ds lapkj vkSj yach nwjh ds lapkj] nksuksa
esa bLrseky fd;k tk ldrk gSA jsfM;ks lapkj ;q)
vkSj ;q) tSlh ifjfLFkfr;ksa esa O;kid :i ls bLrseky
gksrk gSA yksx mPp vko`fÙk ¼,p,Q½ dk mi;ksx djrs
gq, dbZ lkS fdyksehVjksa dh nwjh ls lapkj dj ldrs gSaA
bl fl)kar ij dk;Z djus okys midj.k ds mnkgj.k gSa
okWdh&VkWdh ;k gkFk esa idM+us okyk csrkj Vªkallhoj
lsVA
(ii) mixzg vk/kkfjr lapkj iz.kkyh % ;g jsfM;ks lapkj
dk ,d :i gS tgka i`Foh ls jsfM;ks rjaxas lapkj mixzg
, ,, ..
.... - esa Hksth tkrh gSa] tks lans'k dks okil xzkgh ds ikl Hkst
nsrh gSA varjjk"Vªh; eSjh Vkbe lsVykbV vkWxZukbts'ku
¼vkbZ,u,e,vkj,l,Vh½ ,d lkekU; mixzg lapkj
,---- usVodZ gS ftls leqnz esa Åaps LFkku ij vkikrdky rFkk
. ~.,., " foinkvksa ds le; mi;ksx fd;k tkrk gS D;ksfa d buds
fy, fdlh i`Foh vk/kkfjr iz.kkyh tSls Vkoj ;k dscy
dh t:jr ugha gksrhA
(iii) ,esP;ksj ¼gSe½ jsfM;ks % ,esP;ksj ;k jsfM;ks dk vFkZ gS
43 | P a g e
'kkSdhu yksxksa }kjk jsfM;ks ij lapkj esa bLrseky dh tkus
okyh e'khu vkSj ;s dbZ gtkj fdyksehVj dh nwjh ls
laidZ dj ldrs gSaA ,esP;ksj jsfM;ks vkijs W Vj }kjk lpkj
a
ds fy, laizs"k.k dh fofHkUu fof/k;ka mi;ksx dh tkrh gSaA
vkokt+ ds laizs"k.k ds fy, bLrseky gksus okyh nks lcls
lkekU; fof/k;ka gSa ÝhDosalh ekWM~;wys'ku ¼,Q,e½ vkSj
flaXky lkbM cS.M ¼,l,lch½A bl izpkyu dk leUo;
varjjk"Vªh; nwj lapkj bdkbZ ¼vkbZVh;w½ }kjk fd;k tkrk
gS vkSj bls vyx vyx ns'kksa dh ljdkjsa ykblsal nsrh
gSa tks izs"k.k dh rduhdh vkSj izpkyu laca/kh fo'ks"krkvksa
dk fu;eu djrk gS vkSj dkWy ladrs igpkuus lfgr
vyx vyx LVs'ku tkjh djrk gSA buds lapkj lqukeh
vkSj Hkwdai tSlh vkinkvksa ds nkSjku vyx iM+s leqnk;ksa
ls laidZ esa cgqr vf/kd mi;ksxh gSaA
(iv) lefiZr vYi jsat lapkj ¼Mh,lvkjlh½ % Mh,lvkjlh esa
mPp fo'oluh;rk okyh csrkj la;kstdrk] 'kq) fLFkfr
¼Xykscy iksft'kfuax mixzg vkSj okgu MSM & fjdkWfuax½
rFkk vkWu cksMZ daI;wVj dks tksM+k tkrk gS rkfd okguksa
dks vkil esa ¼okgu ls okgu ;k oh2oh fyad½ vkSj lM+d
ij ekStnw bdkb;ksa ¼okgu ls ewy lajpuk ;k oh2vkbZ½
tksM+k tk ldsA
'kCn ^^lefiZr^^ dk vFkZ gS Mh,lvkjlh 5-9 xhxk gV~tZ ij
viuh lqjf{kr vko`fÙk cS.M ij izpkyu djrk gSA blls
lqfuf'pr fd;k tkrk gS fd vU; csrkj rduhdksa dh ck/kk ls
bl iz.kkyh ij dksbZ #dkoV ugha vkrhA ;g cS.M vesfjdk vkSj
;wjksi esa igys gh vkcafVr fd;k x;k gSA
lapkj pSuy % lwpuk iznku djus ds nks rjhds gSa % vkSipkfjd
vkSj vukSipkfjd lapkj pSuyA
(i) vukSipkfjd lapkj % ;g lapkj O;fDr ls O;fDr ds
chp] vkeus lkeus fdlh vkSipkfjdrk] lekjksg ;k rM+d
HkM+d ds fcuk gksrk gSA vukSipkfjd :i ls lapkj esa ikB
lans'k] iksLV&bV uksV] O;fDr bZ&esy i=] rRdky lans'k]
beksfVdksal] vkWuykbu pSV #e rFkk lkbcj Lisl cqysfVu
cksMZ rFkk fdlh O;fDr ds ?kj ;k dk;kZy; esa
vukSipkfjd :i ls tkuk ;k tYnh vkSj vpkud
cSBd 'kkfey gSaA vukSipkfjd ckrphr esa yksx lgt jgrs
gSa vkSj vkerkSj ij fdlh Hkh os'kHkw"kk esa gks ldrs gSaA
44 | P a g e
vukSipkfjd lapkj esa vekSf[kd :i Hkh gks ldrs gSa tSls
psgjs dh vfHkO;fDr] lkadsfrd Hkk"kk ;k os'kHkw"kk dk
rjhdkA
(ii) vkSipkfjd lapkj ;g bl izdkj O;ofLFkr vkSj izcaf/kr
lwpuk gS ftls ,d laxBu ds lacaf/kr O;fDr;ksa ;k
laxBuksa ds chp ckaVk tkrk gSA vkSipkfjd lapkj ds pSuy
laxBu esa ,d O;fDr dh Hkwfedk ij vk/kkfjr gS vkSj
bUgsa ,d laxBu esa LFkkfir ekudksa ds vuqlkj
laxfBr :i ls ckaVk tkrk gSA vkSipkfjd lapkj vkerkSj
ij dk;Zikydksa ls funs'kdksa vkSj muls izca/kdksa rFkk
deZpkfj;ksa rd ^ûhps dh fn'kk e^^sa pyrk gS ftlesa daiuh
ds funsZ'k vkSj vuqns'k gksrs gSa rFkk MsVk vkSj fjiksVZ ds :i
esa ;g ^^Åij dh fn'kk e^^sa deZpkfj;ksa ls izca/kdksa vkSj fQj
funs'kdksa ls gksdj dk;Zikydksa rd igqaprk gSA bu pSuyksa
ls vkus okys lapkj dk;ksZa vkSj foHkkxksa ds fy, fof'k"V gksrs
gSaA
lqj{kk dkfeZdksa dks yksxksa ds vkokxeu] jln ds vkokxeu
vkSj VsyhQksu dkWy dh tkudkjh j[kuh gksrh gSA mUgsa
bysDVªkWfud vkSj eqfnzr :i esa fjdkWMZ j[kus vkSj fjiksVZ rS;kj
djuh gksrh gS] ftls bysDVªkWfud ;k eqfnzr :i esa lacaf/kr
vf/kdkfj;ksa ds ikl Hkstk tkrk gSA
xfrfof/k;ksa vkSj dk;ZØeksa dh ;kstuk] fu"iknu vkSj fuxjkuh ds
fy, nLrkost cuk, tkrs gSaA ;g lwpuk ds vknku iznku]
leFkZu] tokcnsgh lqfuf'pr djsa vkSj lk{; iznku djus ds fy,
mi;ksxh lk/ku ds :i esa Hkh dk;Z djrs gSaA nLrkostksa dk
mi;ksx lwpuk dks fjdkWMZ djus] fjiksVZ vkSj Qkby cukus esa
fd;k tkrk gSA lqj{kk drZO;ksa ls lacaf/kr lkekU; fjdkWMksZa esa
ifjlj [kksyuk vkSj can djuk] mifLFkfr ;k vuqifLFkfr] n.M]
x'r yxkuk] [kkst dh izfØ;k vkfn 'kkfey gSA lqj{kk ds {ks=
esa bLrseky gksus okys nLrkostksa ds mnkgj.k gaS ykWxcqd]
jftLVj] fjiksVZ cgh] ?kVuk dh fjiksVZ vkfnA bl izdkj rS;kj
fjdkWMZ ;k fjiksVZ dk j[k[kko lqijokbtj }kjk bl izdkj fd;k
tkrk gS ftls vklkuh ls ns[kk tk ldsA bldk Js.khdj.k
vkerkSj ij le; ds vuqlkj] v{kjksa ds vuqlkj vkSj dk;Z ds
vuqlkj fd;k tkrk gSA lqj{kk ds dk;Z laxBu ;k m|ksx
¼vLirky] j{kk cy] gokbZ vM~Mk] fuekZ.k bdkbZ] tksf[ke okys
m|ksx] fjVsy m|ksx vkfn½ ds izdkj ij fuHkZj djsaxsA
45 | P a g e
,d lqj{kk fu;a=.k d{k esa miyC/k MsVk ;k fjdkWMZ dh la[;k
vf/kd gksrh gS vkSj bUgsa voxhZÑr] xksiuh;] xqIr vkSj vR;f/kd
xqIr ds :i esa oxhZÑr fd;k tk ldrk gSA ;s Lrj c<+rh gqbZ
xksiuh;rk ds Øe esa gSaA lqj{kk lsokvksa esa rS;kj gksus okyh
fjiksVksZa esa fuEufyf[kr 'kkfey gSa %
(i) M~;wVh ykWx % ;g dkfeZdksa dk fjdkWMZ gS tks ,d
fuf'pr le; ij ,d LFkku ij vkdj fjiksVZ djrs gSaA
blls fofHkUu fcanqvksa ij lqj{kk dkfeZdksa dh mifLFkfr
ds fooj.k feyrs gSaA vuqifLFkfr ntZ dh tkrh gS vkSj
mfpr izkf/kdkjh dks bldh fjiksVZ nh tkrh gSA
(ii) ?kVuk fjiksVZ % ;g vlkekU; ?kVuk dh fjiksVZ gSA
blesa ?kVuk dh frfFk] le; vkSj 'kkfey yksxks]a okguksa
dh fof'kf"V ;k 'kkfey lkexzh vkSj ?kVuk ds HkkSxksfyd
LFkku dh tkudkjh ntZ dh tkrh gSA
(iii) dk;Zokgh fjiksVZ % bl fjiksVZ ls dh xbZ dk;Zokgh ds
fooj.k ds lkFk ?kVuk ds ykWx esa crkbZ xbZ ?kVuk dh
tkudkjh feyrh gSA blesa ?kVuk dh frfFk] le; dh
dk;Zokgh] dk;Zokgh djus okys yksxksa] izfØ;k vkSj dh
tkus okyh yafcr dk;Zokgh dh tkudkjh ntZ dh tkrh
gSA
(iv) vkokxeu ykWx % ;s ykWx yksxksa] jln vkSj okguksa ds
tkap fcanq ls vkus tkus dk fjdkWMZ gSaA
fnukad le; vkxarqd dk uke dk;kZy; @ vkus dk ikl gka @ ugha le;
fuokl dk mís'; lekIr
irk
(v) cSd&vi vkSj LVS.M ckbZ ykWx % ;s cSd&vi vkSj

LVS.M ckbZ izfØ;kvksa ds fjdkWMZ vkSj fjiksVZ gSa ftUgsa
midj.k esa [kjkch ;k fdlh vkikrdkyhu fLFkfr ds
ifj.kke Lo:i fu"ikfnr fd;k x;k FkkA
(vi) vkdfLedrk ykWWx % ;s fdlh vkikrdkyhu
fLFkfr ;k ?kVuk ds ifj.kke Lo:i fu"ikfnr
vkdfLed izfØ;kvksa ds fjdkWMZ vkSj fjiksVZ gSaA
46 | P a g e
l= ;kstuk 6 (vii) vuqikyu fjiksVZ % ;g ifjlj [kksyus] can djus] x'r
yxkus] vuqifLFkfr vkfn ls lacaf/kr ekud izfØ;kvksa dh
1. l= fo”k; % lapkj ds tkap lwph gS] ftldk fu"iknu gj fnu fd;k tkrk gS
midj.k vkSj pSuyksa dk vkSj blds enksa ij iwjk gksus ds ckn fu'kku yxk, tkrs
mi;ksx gSaA ;fn tkap lwph ds fdlh en dks iwjk ugha fd;k
tkrk gS rks bldk dkj.k crk;k tkrk gSA
2. Lk= mís'; % Nk=ksa dks futh
lqj{kk lsokvksa esa j[ks tkus
okys fofHkUu izdkj ds Vh1 % Hkwfedk fuHkkuk
nLrkostksa ls ifjfpr djkukA
3. lkexzh @ midj.k vof/k % 2 ?kaVs
vko’;drk,a % M~;wVh
ykWx] ?kVuk fjiksVZ] vkus tkus izfØ;k
dk ykWx] cSd vi vkSj LVSaM
ckbZ ykWx] vkdfLedrk ykWx] ,d fn, x, ifjn`'; ds vk/kkj ij VsyhQksu dh ckrphr dk
ikyu fjiksVZA vuqdj.k djsa vkSj dkWy djus okys rFkk izkIr djus okys dh ckr
esa lq/kkj djsaA
4. rS;kfj;ka
o bl gLriqfLrdk ds var
esa nh xbZ 'kCnkoyh i<+saA  nks Nk=ksa ls vkxs vkus ds fy, dgsAa
 ,d ds ihNs ,d dqlhZ j[ks vkSj mUgsa bu ij cSBus ds fy,
5. f'k{k.k@izf'k{k.k fof/k % dgsAa blls os ,d nwljs dks ugha ns[k ik,axs
 mUgsa ifjn`'; vkSj Hkwfedk crk,a ¼izs"kd vkSj xzkgh½ ftls os
fuHkk,axs
 tc Hkwfedk fuHkkbZ tk jgh gS vU; Nk=ksa ls bUgsa ns[kus ds
fy, dgsAa
 dkWy djus okyk O;fDr xzkgh dk vfHkoknu djus ds ckn
viuk ifjp; nsxk @ nsxhA
 mls crkuk gksxk fd mlus D;ksa dkWy fd;k gSA
 ckrphr ds ckn Nk=ksa ls izfrfØ;k nsus ds fy, dgk tk,A
 viuh izfrfØ;k lkexzh ds vuqlkj nsaA
 fdlh vU; Nk= dks vkxs vkus vkSj vH;kl nksgjkus ds fy,
dgsAa /;ku nsa fd D;k izfrfØ;k esa dksbZ lq/kkj gSA
47 | P a g e
vius fo/kkfFkZ;ksa dks fuEufyf[kr VsyhQksu f'k"Vkpkj ds ckjs esa
i<+k,a %
 rhljh fjax ds igys VsyhQksu mBk,a ;k mÙkj nsa

 VsyhQksu ij ckr djrs le; vki dqN 'kCn bLrseky dj
ldrs gSa ^^gSyks! Good Morning/Good Afternoon/
Good Evening@ueLrs ^Â
 Li"V cksyas vkSj viuk ifjp; nsAa
 ;fn dkWy djus okyk viuk ifjp; ugha nsrk gS] rks dgsa]
^^D;k eSa tku ldrk gwa fd vki dkSu cksy jgs gSa\^^
 bl ekeys esa ;fn dkWyj ;g ugha crkrk fd og fdlls ckr
djuk pkgrk gS] rks vki mlls ,d iz'u iwN ldrs gSa tSls
^^D;k eSa tku ldrh gwa fd vki fdlls ckr djuk pkgrs
gSa\^^
 ;fn vki lans'k izkIr djrs gSa rks vki dgsa êkQ djsa] os bl
le; O;Lr gSAa eSa vkidk lans'k ys ldrk gwa\^^ ;k eSa
vkidk uke vkSj uacj ys ldrk gwa os vkidks Qksu dj ysaxsa\
¼uke] Qksu uacj] le; vkSj xzkgh dk lans'k fy[kuk
lqfuf'pr djsa½
 tc vki vko';d tkudkjh izkIr dj ysa rks xzkgh dks
izrh{kk djus ds fy, dgsAa
 xzkgh dks 02 feuV ls vf/kd rd izrh{kk u djk,aA blls
vPNk gS fd fdlh dks yacs le; rd izrh{kk esa j[kus ds
LFkku ij vki okil dkWy djsaA nksckjk dkWy djuk uk HkwyaAs
 izrh{kk vof/k lekIr gksus ij] Ñi;k dkWy djus okys ds /kS;Z
ds fy, vkHkkj O;Dr djsAa
 ckrphr dks fcanq rd lhfer j[kAsa
 vkHkkj ds lkFk ckrphr lekIr djsAa
 ges'kk lq[kn vkSj nksLrkuk Loj esa cksysAa
 dky W dks izrh{kk esa j[kus ls igys mlls iwN ysAa mnkgj.k
ds fy,] ^Ñi;k vkidk dkWy feykus rd ykbu ij jgsa^Â
 yacs lans'k ugha NksMsaA+
 tc O;fDr ckr djsa rks chp esa ck/kk uk MkyAsa
48 | P a g e
 ;fn vki Hkkstu dj jgs gSa rks Qksu ij mÙkj uk nsaA
vki ;g crk nsa fd vki Hkkstu dj jgs gSa vkSj Hkkstu
lekIr gksus ij vki dkWy djsaxsA
 Qksu j[kus ls igys ;g lqfuf'pr dj ysa fd dkWyj us igys
Qksu j[k fn;k gSA
vkSipkfjd vkSj xSj vkSipkfjd Hkk"kkvksa ds chp varj ds ckjs esa

Nk= dks ;kn fnyk,a] vkSj mu voljksa ds ckjs esa crk,a tc os
vyx vyx izdkj dh Hkk"kk mi;ksx dj ldrs gSaA
Vh 2 % dk;Z
1. ykWx cqd dk mi;ksx ifjlj esa vkus vkSj tkus okys yksxksa
ds vkokxeu dk fjdkWMZ j[kus ds fy, fd;k tkrk gSA Nk=ksa
ls dgsa fd os uhps nh xbZ rkfydk dk mi;ksx djrs
gq, ,d O;kogkfjd vH;kl vk;ksftr djsa vkSj Ldwy ds
dk;ZØeksa tSls okf"kZd fnol] vfHkHkkod cSBd] cky fnol]
ofj"B ukxfjd fnol ds volj ij vkxarqd ds fooj.k ntZ
djus ds fy, bls HkjsAa ,d dk;Z ds :i esa bl rkfydk dks
Hkjdj tek djsAa
fnukad le; vkxarqd dk uke dk;kZy; @ fuokl vkus dk ikl le;

dk irk mís'; gka @ lekIr
ugha
2. vki vius Nk=ksa ls dgsa fd os ?kj ij VsyhQksu dkWy lquus

dh ykWxcqd uhps fn, x, QkWesZV ds vuqlkj cuk,a vkSj ,d
dk;Z ds :i esa bl rkfydk dks Hkjdj tek djAsa
49 | P a g e
dkWyj dk uke VsyhQksu uacj dkWy dk mís'; le;

Hkkx d

¼d½ lapkj midj.k dk varjA
¼[k½ vukSipkfjd vkSj vkSipkfjd lapkjA
Hkkx [k

¼d½ ykWxcqDl vkSj fjiksVZ dh lqj{kk dk D;k mi;ksx gSa\
Hkkx x
Nk=ksa dks lkekU;] rduhdh] O;kolkf;d izn'kZu djuk gksxk vkSj
laxfBr Kku vkSj vko'd ekudksa ds fy, vkns'k izn'kZuA
fu"iknu esa ;g 'kkfey gks ldrk gSa fdarq ;g bl rd lhfer
ugha gSA
VsyhQksu ij viuk, tkus okys f'k"Vkpkj
lqj{kk m|ksx esa mi;ksxh ykWxcqd dh igpku
lqj{kk m|ksx esa lkekU; uewuk fjiksVZ dh
igpku
ykWxcqd ds izk:i esa visf{kr tkudkjh Hkjsa
lapkj ds fy, midj.kksa dk lapkyu
50 | P a g e
'kCnkoyh 1. lfØ; gksdj lquuk % ;g lans'k dk okLrfod vFkZ le>us ds
fy, ,d vU; O;fDr }kjk dgh xbZ ckr ds fo'ys"k.k vkSj
ewY;kadu dh izfØ;k gSA
2. vykeZ tkap jftLVj % bls mu lHkh ?kVukvksa dks ntZ djus esa
bLrseky fd;k tkrk gS] tgka ifjlj esa vykeZ dh tkap dh
tkrh gSA blds fooj.kksa esa frfFk] le;] tkap djus okys O;fDr
dk uke vkSj ifj.kke lfgr fdlh [kjkch dk fooj.k gksrk gSA
3. eukso`fÙk % ;g ekU;rk dks dk;Z esa cnyus dh izfØ;k gS
tks ,d le; vof/k esa cuh jgrh gSA
4. [k.M % [k.M ,d okD; dk Hkkx gS tks feydj cM+s okD;
cukrk gSA
5. lapkj % og izfØ;k ftlls ,d O;fDr] lewg] laxBu ¼izs"kd½
fdlh izdkj dh lwpuk ¼lans'k½ ,d vU; O;fDr] lewg] laxBu
¼xzkgh½ dks Hkstrk gSA bldk vaxzsth 'kCn dE;qfuds'ku ySfVu
Hkk"kk ds 'kCn dE;qfuLk ls cuk gS] ftldk vFkZ gS ckaVukA
6. leqnk; % ,d lekt tgka yksx Hkkouk vkSj nkf;Roksa ds vkilh
ca/ku esa ,d nwljs ds lkFk lh/ks vkSj O;fDrxr :i ls laidZ
esa vkrs gSaA
7. f'k"Vkpkj % ;g lkekftd O;ogkj dk ,d rjhdk gS tks vU;
yksxksa ds lkFk lEeku n'kkZrs gq, mUgsa igys dk;Z djus dk
volj nsrk gSA
8. o.kZukRed izfrfØ;k % tc izfrfØ;k ls 'kCnksa esa lapkj ds
izHkko dk fooj.k fn;k tkrk gS rks bls o.kZukRed izfrfØ;k
dgrs gSaA
9. ewY;kadu izfrfØ;k % tc lapkj esa ^^vPNk^^] ^^cqjk**] ^^vkSlr**]
^^lgh** ^^xyr** tSls inksa ds izHkko dks ij[k dj izfrfØ;k nh
tkrh gS rks bls ewY;kadu izfrfØ;k dgrs gSaA
51 | P a g e
10. izfrfØ;k % lapkj dk ,d rRo gS tks lapkj pØ ds iwjk vkSj
iwjk gksus ds foLrkj dk ladrs gSA ;g Hkstus okys dk lans'k
izkIr gksus ij mls lwfpr djrh gSA ;g ,d vU; lans'k
ds :i esa gks ldrh gS tks izs"kd dks ;g crkrh gS fd mldk
lans'k izkIr gks x;k gS vkSj le> fy;k x;k gS] ;k ;g
xzkgh }kjk fdlh vU; dk;Z ds :i esa gks ldrh gS fd lans'k
izkIr gks x;k gS vkSj bl ij dk;Z fd;k x;k gSA
11. vkSipkfjd lapkj % ;g vkSipkfjd laxBukRed O;oLFkk ds
laca/k esa vkSj vf/kdkfjd fLFkfr ;k lapkjdrkZ vkSj xzkgh ds
LFkku ij gks ldrk gSA vkSipkfjd lapkj vf/kdka'kr% izHkkoh
lanHkZ ds fy, fdlh :i esa ntZ fd;k tkrk gSA
12. eqnzk % ;g lans'k ds lapkj ds fy, gkFkksa dk fgykuk gSA
mnkgj.k ds fy, lykeh ;k gkFk feykuk vfHkoknu dh ,d
eqnzk gSA
13. vukSipkfjd lapkj % ;g mu lHkh pSuyksa ls mRiUu gksrk gS
tks vkSipkfjd pSuy ds ckgj vkrs gSaA ;g laxBu ds lnL;ksa
dh lkekftd lac)rk ds vkl ikl curk gSA vukSpkfjd
lapkj izkf/kdkj dh lhekvksa dk ikyu ugha djrk] tSlk fd
vkSipkfjd lapkj ds ekeys esa gksrk gSA
14. pkch dk jftLVj % bls lqj{kk foHkkx ds ikl ekStwn lHkh
pkfc;ksa dks ntZ djus esa mi;ksx fd;k tkrk gSA blesa
dkfeZdksa }kjk pkch nsus vkSj mls ykSVkus dh frfFk vkSj le;]
bUgsa ysus okys O;fDr dk gLrk{kj] nsus okys lqj{kk xkMZ dk
gLrk{kj] muds }kjk okil djus dh frfFk vkSj le; vkSj
okil ysus okys lqj{kk xkMZ dk gLrk{kj gksrk gSA
15. [kksbZ vkSj ikbZ oLrqvksa dk jftLVj % blesa ifjlj esa [kksbZ ;k
ikbZ xbZ lHkh phtksa dk fooj.k ntZ gksrk gSA
16. lans'k % vkerkSj ij lapkj dh oLrq ^^lans'k** gSA
17. laxBu % inkuqØe ds vuqlkj yksxksa dk O;ofLFkr lewg tks
52 | P a g e
bruk cM+k gS fd lewg ds lHkh lnL;ksa ds lkFk O;fDrxr
laca/k vlaHko gSA
18. laxBukRed lapkj % O;fDr;ksa vkSj yksxksa ds chp lapkj] tks
laxBu dk fuekZ.k djrs gSaA
19. laxBukRed lajpuk % O;fDr;ksa vkSj lewgksa ds chp dk;ksZa]
ftEesnkfj;ksa rFkk laxBu ds vanj izkf/kdkjksa ds vkcaVu ds
lanHkZ esa vkSipkfjd foU;klA
20. okD;ka'k % ,d okD;ka'k ;k 'kCnksa dk lewg ftlls iwjk vFkZ
ugha fudyrkA
21. dkfeZd ikl dk jftLVj % ;g dk;Z vkjaHk gksus ;k lekIr
gksus ds le; ifjlj ls ckgj tkus ij deZpkfj;ksa dk ys[kk
tks[kk j[kus ds fy, bLrseky fd;k tkrk gSA ;g O;fDr;ksa dks
O;fDrxr dkj.k ls ifjlj ls ckgj tkus ds fy, vuqefr nsrk
gSA
22. rkyesy % ,d le; vof/k esa nksgjkbZ xbZ ?kVuk dk Øe gSA
23. [kkst jftLVj % bls frfFk] le;] [kksts x, O;fDr dk uke]
irk] [kksts x, O;fDr ds gLrk{kj vkSj [kkstus okys ds
gLrk{kj ntZ djus esa mi;ksx fd;k tkrk gSA
24. okD; % 'kCnksa dk lewg ,d okD; gS ftldk iwjk vFkZ fudyrk
gSA
25. fyaxokn % ,sls dk;Z ;k eukso`fÙk ftlls O;fDr;ksa esa dsoy
muds fyax ds vk/kkj ij HksnHkko fd;k tkrk gSA
26. fyax laca/kh Hkk"kk % ,slh Hkk"kk tks :f<+oknh fyax dh Nfo
cukrh gS fd ,d fyax nwljs ls csgrj gSA
27. ladsr % ,slk ladrs tks fdlh vU; ds fy, cuk;k x;k gS ;k
dqN vkSj n'kkZrk gS rFkk blds lkFk ,d izkÑfrd] xSj
fookpd laca/k tqM+k gSA
53 | P a g e
28. izfrfØ;k ekaxuk % tc izs"kd }kjk lapkj ds ckn izfrfØ;k dk
vuqjks/k fd;k tkrk gS rks bls ^îzfrfØ;k ekaxuk** dgrs gSaA
29. izrhd % ,d fopkj dk izfrfuf/kRoA
30. ny % ,d lewg ftlds lnL;ksa esa iwjd dkS'ky gSa vkSj os
fu"iknu y{;ksa ds ,d lsV ;k lkekU; iz;kstu gsrq izfrc) gSa]
ftlds fy, mUgsa vkilh rkSj ij tokcnsg Bgjk;k tkrk gSA
31. VsyhQksu lans'k iqfLrdk % bls VsyhQksu ij izkIr lwpuk vkSj
lgh lans'k ntZ djus esa bLrseky fd;k tkrk gSA
32. okgu jftLVj % blesa ifjlj esa vkus okys okguksa dh la[;k
fy[kh gksrh gSA
33. vkxarqd jftLVj % blesa vkxarqd dk uke] vkus dh frfFk vkSj
le; rFkk vkxarqd ds gLrk{kj gksrs gSaA
54 | P a g e
i<+us ds fy, lq>ko iqLrdsa
 Msoyfiax dE;qfuds'ku fLdYl Ñ".kk eksgu vkSj ehjk cSuthZ]
eSd feyku bf.M;k fyfeVsM] fnYyh }kjkA
 eksj nSu oM~Zl % , gS.M cqd QkWj jkbVlZ ,.M ,fMVlZ] fp=k
vkj- lear] MhvkbZih,l] dE;qfuds'ku lsVa j] Hkqous'oj }kjk
 eSlt s % n dE;qfuds'ku fLdYl] eSF;w eSdh
 dE;qfuds'ku % fizafliYl QkWj , ykbQVkbe LVsou ,- chch
vkSj lqlku ts- chch }kjk ¼4oka laLdj.k½
 dE;qfuds'ku % esfdax dusD'kal fofy;e ts- 'kSyj }kjk ¼8oka
laLdj.k½
 ekbZ Qs;j ysMh th-ch- 'kkW vkSj ts yuZj
osclkbV
□ http://en.wikipedia.org/wiki/Communication
55 | P a g e

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Competency Based Curriculum

National Vocational Education Qualification Programme

PSS Central Institute of Vocational Education, Bhopal

HSS101 - Healthcare Delivery Systems 06

10. Assessment guide 15

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About the Sector

The various functions of a PCA/GDA is given below

 Assist Nurses in looking after the patients;

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Objectives of the Course

Upon completion of this course, you will be able to:

• Demonstrate techniques to maintain the personal hygiene needs of a patient;

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Competency Based Curriculum

Patient Care Assistant/General Duty Assistant

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UNIT CODE: Unit Title : HEALTHCARE DELIVERY SYSTEMS

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report highlighting the

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UNIT CODE: Unit Title : ROLE OF PATIENT CARE ASSISTANT

Provide different situations

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Provide different situations

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UNIT CODE: Unit Title: PERSONAL HYGIENE AND HYGIENE STANDARDS

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Demonstrate personal  Describe the importance of  Demonstrate good Interactive Lecture:

Activity: Hand-on practice

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UNIT CODE: Unit Title: IMMUNIZATION

Prepare immunization schedule  Describe the importance  Prepare a Interactive Lecture:

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UNIT CODE: Unit Title: COMMUNICATION AT WORKPLACE

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S.No. Method of Assessments Weightage Evaluator

# Assessors will be certified by the State Education Board.

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LIST OF TOOLS, EQUIPMENT AND MATERIALS

1. Advanced Male and Female Catheterization Kit 32. Kidney Tray

63. Urinal Set (1 Male + 1 Female ) 66. Wheel Chair

S.No. Qualification Minimum Competencies Age Limit

CAREER PATH PATIENT CARE ASSISTANT/GENERAL DUTY ASSISTANT

Sector Allied Health and Paramedics

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Dr. A. Nayak- Coordinator, Health Care Sector, PSSCIVE(NCERT), Bhopal

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GENERAL INSTRUCTIONS FOR TEACHERS 5

SESSION 1: UNDERSTAND HEALTHCARE DELIVERY SYSTEM 7

SESSION 2: IDENTIFY THE COMPONENTS AND ACTIVITIES 12

SESSION 3: UNDERSTAND ROLE AND FUNCTIONS OF CLINIC 17

SESSION 4: IDENTIFY VARIOUS REHABILITATION CARE FACILITIES 20

SESSION 5: IDENTIFY LONG TERM CARE FACILITIES 24

SESSION 6: DEMONSTRATE THE KNOWLEDGE OF HOSPICE CARE 27

Relevant Knowledge A number of factors like food, housing, clothing, hygiene,