Student workbook for phlebotomy essentials 5e 2012

Student Workbook for

Essentials

Fifth Edition

Ruth E. McCall, BS, MT (ASCP)
Retired Program Director and Instructor
Central New Mexico Community College
Albuquerque, New Mexico

Cathee M. Tankersley, BS, MT (ASCP)
President, NuHealth Educators, LLC
Faculty, Emeritus
Phoenix College
Phoenix, Arizona

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Acquisitions Editor: Peter Sabatini
Product Manager: Meredith L. Brittain
Marketing Manager: Shauna Kelley
Designer: Holly McLaughlin
Production Services: Aptara, Inc.
Fifth Edition
Copyright © 2012, 2008 by Lippincott Williams & Wilkins, a Wolters Kluwer business.

351 West Camden Street
Baltimore, MD 21201

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2001 Market Street
Philadelphia, PA 19103

Printed in China
All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any
means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system
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appearing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the abovementioned copyright. To request permission, please contact Lippincott Williams & Wilkins at Two Commerce Square, 2001 Market Street,
Philadelphia, PA 19103, via email at , or via website at lww.com (products and services).
9 8 7 6 5 4 3 2 1
DISCLAIMER
Care has been taken to confirm the accuracy of the information present and to describe generally accepted practices. However, the authors,
editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book
and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication.
Application of this information in a particular situation remains the professional responsibility of the practitioner; the clinical treatments
described and recommended may not be considered absolute and universal recommendations.
The authors, editors, and publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in
accordance with the current recommendations and practice at the time of publication. However, in view of ongoing research, changes in
government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check
the package insert for each drug for any change in indications and dosage and for added warnings and precautions. This is particularly
important when the recommended agent is a new or infrequently employed drug.
Some drugs and medical devices presented in this publication have U.S. Food and Drug Administration (FDA) clearance for limited use
in restricted research settings. It is the responsibility of the healthcare provider to ascertain the FDA status of each drug or device planned
for use in their clinical practice.
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To all the students whom we have had the privilege of teaching and
who have made our teaching careers worthwhile.
RUTH E. McCALL
CATHEE M. TANKERSLEY

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Preface
Student Workbook for Phlebotomy Essentials, fifth edition, is designed to be used in combination with the fifth edition of the Phlebotomy Essentials textbook as a valuable learning
resource that will help the student master the principles of phlebotomy by reinforcing key
concepts and procedures covered in the textbook. The workbook offers a variety of exercises
and tools to make it easy and fun for the student to understand and remember essential
information and enhance critical-thinking skills.
Some exercises require written answers to provide spelling practice in addition to testing

knowledge. Every chapter includes:
• Chapter Objectives that correspond to those in the companion textbook
• Matching Activities including Key Term Matching
• Labeling Activities to help students visualize important material
• Knowledge Drills including fun scrambled word activities
• Skills Drills, including requisition and procedure practice activities
• Chapter and Unit Crossword Puzzles to help make learning fun
• Chapter Review Questions to test comprehension of chapter material
• Case Studies to bring concepts to life
Answers to all workbook activities and exercises are located in the Faculty Resource Center
at Access to these answers is strictly limited
to faculty only. If you have further questions concerning this workbook, please email

The authors sincerely wish to express their gratitude to all who assisted in and supported
this effort.
RUTH E. McCALL
CATHEE M. TANKERSLEY

v

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Reviewers
Diana Alagna, RN, RMA
Program Director
Medical Assisting
Branford Hall Career Institute
Southington, Connecticut

Kathleen Finnegan, MS, MT (ASCP),
SH
Clinical Associate Professor and Chair
Clinical Laboratory Sciences
Stony Brook University
Stony Brook, New York

Gerry Brasin, AS, CMA (AAMA), CPC
Coordinator
Education/Compliance
Premier Education Group
Springfield, Massachuesetts

Tammy Gallagher, BS, MT

Konnie Briggs, LN

Henry Gomez, MD

Instructor
Health Science
Houston Community College
Houston, Texas

Associate Professor
Division of Health Disciplines
ASA Institute
Brooklyn, New York

Lou Brown, BS, MT (ASCP),
CMA (AAMA)

Cheryl Milish, AAS

Program Director
Medical Assisting and Phlebotomy
Wayne Community College
Goldsboro, North Carolina

Medical Technologist
Butler County Community College
Butler, Pennsylvania

Instructor
Allied Health
Southwestern College
Florence, Kentucky

Judith Miller, BS, MT (ASCP)
Susen Edwards, MA
Program Coordinator
Allied Health
Middlesex County College

Edison, New Jersey

Clinical Coordinator
Medical Laboratory Technician Program
Barton County Community College
Great Bend, Kansas

Lane Miller, MBA/HCM
Lance Everett, BA, CPT
Director
Allied Health
National Career Education
Rancho Cordova, California

Director
Continuing Education
Medical Careers Institute
Virginia Beach, Virginia

Nancy Feulner, MS Ed

Carole Mullins, BS, MT (ASCP), MPA,
DLM (ASCP)

Program Coordinator
Health Science
College of DuPage
Glen Ellyn, Illinois

Adjunct Faculty

Nursing and Human Services
Southwestern Michigan College
Dowagiac, Michigan

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viii

REVIEWERS

Michael Murphy, CMA (AAMA)

Barbara Vaiden, BS, MT (ASCP)

Program Coordinator
Berdan Institute at The Summit Medical
Group
Union, New Jersey

Supervisor
Phlebotomy
OSF Saint Anthony Medical Center
Rockford, Illinois

Debbie Reasoner, (NHA)-CPT-CHI

Nicole Walton, PBT, RMA

Director and Instructor
Phlebotomy/Lab Assistant
West Coast Phlebotomy, Inc.
Oregon City, Oregon

Phlebotomy Instructor
Center for Workforce Development
College of Western Idaho
Boise, Idaho

Marie Thomas, CLT, CMA
Clinical Instructor/Lead
Medical Assisting
Berdan Institute
Wayne, New Jersey

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Contents
Preface v
Reviewers vii

UNIT I INTRODUCTION TO PHLEBOTOMY IN HEALTHCARE 1
1 Phlebotomy: Past and Present and the Healthcare Setting 1

2 Quality Assurance and Legal Issues 19
3 Infection Control, Safety, First Aid, and Personal Wellness 37
UNIT I CROSSWORD EXERCISE

55

UNIT II OVERVIEW OF THE HUMAN BODY 57
4 Medical Terminology 57
5 Human Anatomy and Physiology Review 69
6 The Circulatory System 95
UNIT II CROSSWORD EXERCISE

115

UNIT III BLOOD COLLECTION PROCEDURES 117
7 Blood Collection Equipment, Additives, and Order of Draw 117
8 Venipuncture Specimen Collection Procedures 133
9 Preanalytical Considerations 157
10 Capillary Puncture Equipment and Procedures 177
UNIT III CROSSWORD EXERCISE

196

ix

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x

CONTENTS

UNIT IV SPECIAL PROCEDURES 197
11 Special Collections and Point-of-Care Testing 197
12 Computers and Specimen Handling
and Processing

221

13 Nonblood Specimens and Tests 237
14 Arterial Puncture Procedures 257
UNIT IV CROSSWORD EXERCISE

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UNIT I

INTRODUCTION TO PHLEBOTOMY
IN HEALTHCARE

CHAPTER

1

Phlebotomy: Past and Present
and the Healthcare Setting
OBJECTIVES
Study the
information in
your textbook
that corresponds
to each objective
to prepare
yourself for the
activities in this
chapter.

1

Define the key terms and abbreviations listed at the beginning of this chapter.

2

Describe the evolution of phlebotomy and the role of the phlebotomist in today’s
healthcare setting.

3

Describe the traits that form the professional image and identify national
organizations that support professional recognition of phlebotomists.

4

Describe the basic concepts of communication as they relate to healthcare and how

appearance and nonverbal messages affect the communication process.

5

Describe proper telephone protocol in a laboratory and other healthcare settings.

6

Demonstrate an awareness of the different types of healthcare settings.

7

Compare types of third-party payers, coverage, and methods of payment to the
patient, provider, and institutions.

8

Describe traditional hospital organization and identify the healthcare providers in the
inpatient facility.

9

List the clinical analysis areas of the laboratory and the types of laboratory
procedures performed in the different areas

10 Describe the different levels of personnel found in the clinical laboratory and how

the regulations of the Clinical Laboratory Improvement Amendment affect their job
descriptions.

1

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2

UNIT I: INTRODUCTION TO PHLEBOTOMY IN HEALTHCARE

Matching
Use choices only once unless otherwise indicated.

MATCHING 1-1: KEY TERMS AND DESCRIPTIONS
Match the key term with the best description.

Key Terms (1–15)
1. _____ AHCCCS
2. _____ APC
3. _____ certification
4. _____ CLIA ‘88
5. _____ communication barriers
6. _____ CMS
7. _____ CPT
8. _____ case manager
9. _____ exsanguinate
10. _____ HIPAA
11. _____ HMOs
12. _____ ICD-9-CM

Descriptions
A. Evidence that an individual has mastered fundamental competencies in a
technical specialty
B. Health Insurance Portability and Accountability Act
C. Ambulatory patient classification
D. Experienced HC professional that serves as the patient’s advocate and
adviser
E. Verbal and nonverbal messages do not match
F. Health maintenance organizations
G. Arizona Health Care Cost Containment System
H. Current procedural terminology codes
I. Biases that are major obstructions to verbal communication.
J. International Classification of Diseases, 9th Revision, Clinical Modification
K. Clinical Laboratory Improvement Amendments of 1988
L. Remove all blood
M. Centers for Medicare and Medicaid Services
N. Integrated healthcare delivery system
O. Study of nonverbal communication

13. _____ IDS
14. _____ kinesic slip
15. _____ kinesics
Match the key term with the best description.

Key Terms (16–30)

Descriptions

16. _____ MCOs

A. Care by physician who assumes ongoing responsibility for maintaining
patients’ health.
B. Care by specialist who can perform out-of-the-ordinary procedures in
outpatient facilities
C. More recent term meaning venesection
D. Disorder involving overproduction of red blood cells
E. Highly complex care from practitioners in a hospital or overnight facility
F. Managed care organizations
G. Federally funded program that provides healthcare to seniors, 65 and older
H. Promotes and administers programs for public health
I. Federal and state program that provides medical assistance for eligible
low-income Americans
J. Insurance company that pays for healthcare services on behalf of a
patient
K. Preferred provider organizations
L. Study of an individual’s concept and use of space
M. Large, independent laboratories that test specimens from many different
facilities
N. Medical Laboratory Scientist
O. Protected health information

17. _____ Medicaid
18. _____ Medicare
19. _____ MLS
20. _____ PHI
21. _____ PHS
22. _____ phlebotomy
23. _____ polycythemia
24. _____ PPOs

25. _____ primary care
26. _____ proxemics
27. _____ reference laboratories
28. _____ secondary care
29. _____ tertiary care
30. _____ third-party payer

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3

CHAPTER 1: PHLEBOTOMY: PAST AND PRESENT AND THE HEALTHCARE SETTING

MATCHING 1-2: CERTIFICATION AGENCIES
Match the certification agency with the title awarded. A title may be used more than once.

Certification Agency

Title Awarded

1. _____ American Society of Clinical Pathologists

A.
B.
C.
D.

2. _____ American Medical Technologists
3. _____ National Center for Competency Testing

RPT
CPT
PBT
NCPT

4. _____ American Certification Agency
5. _____ National Healthcareer Association

MATCHING 1-3: METHODS OF PAYMENT AND DIAGNOSIS CODING
Match the methods of payment and diagnosis coding with the appropriate definition.

Method of Payment and Diagnosis Coding

Definitions

1. _____ Ambulatory patient classification

A. Begun in 1983 to limit and standardize the
Medicare/Medicaid payments made to hospitals
B. Reimburses healthcare facilities a set amount for
each patient procedure using established disease
categories
C. A classification system implemented in 2000 for
determining payment to hospitals for outpatient
service
D. All major payers use this coding system, which
groups together similar disease and operations for

reimbursement

2. _____ International Classification of Diseases,
9th Revision
3. _____ Prospective payment system
4. _____ Diagnosis-related groups

MATCHING 1-4: LABORATORY TESTS AND DEPARTMENTS
Match the laboratory tests with the departments that perform them. Departments can be used more than one time.

Laboratory Tests
1. _____ BMP
2. _____ PT
3. _____ Hct
4. _____ WBC diff
5. _____ Nitrites
6. _____ ANA
7. _____ Specific gravity
8. _____ ALT
9. _____ D-dimer
10. _____ Triglycerides

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11. _____ Blood culture
12. _____ EBV
13. _____ Type and Rh
14. _____ Gram stain
15. _____ DAT
16. _____ Troponin

17. _____ Bilirubin

Laboratory Departments
A.
B.
C.
D.
E.
F.
G.
H.
I.

Hematology
Blood Bank
Coagulation
Chemistry
Immunology
Urinalysis
Microbiology
Histology
Cytology

18. _____ APTT
19. _____ Plt ct
20. _____ Glucose

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4

UNIT I: INTRODUCTION TO PHLEBOTOMY IN HEALTHCARE

MATCHING 1-5: PATIENT CONDITIONS AND MEDICAL SPECIALTIES
Match the specialties with types of patient conditions they serve.

Patient Conditions
1. _____ Tumors, benign and malignant
2. _____ Eye examinations
3. _____ Endocrine gland disorders
4. _____ Diseases of the heart
5. _____ Disorders of the brain and spinal cord
6. _____ Well checkups for children
7. _____ Kidney function
8. _____ Urinary tract disease
9. _____ Conditions of the skin
10. _____ Age-related disorders
11. _____ Digestive tract disorders

Medical Specialties
A. Anesthesiology
B. Cardiology
C. Dermatology
D. Endocrinology
E. Gastroenterology
F. Gerontology
G. Hematology
H. Infectious Diseases
I. Nephrology

J. Neurology
K. Oncology
M. Ophthalmology
N. Pediatrics
O. Psychiatry
P. Pulmonary Medicine
Q. Rheumatology

12. _____ Respiratory system conditions
13. _____ Inflammation and joint diseases
14. _____ Contagious, pathogenic infections
15. _____ Disorders of the blood

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CHAPTER 1: PHLEBOTOMY: PAST AND PRESENT AND THE HEALTHCARE SETTING

5

Labeling Exercises
LABELING 1-1: VERBAL COMMUNICATION BARRIERS
Using the TEXTBOOK, identify each HCW communication barrier in the numbered boxes on the left of the communication feedback loop diagram and each “Client” communication barrier on the right. Write the answers in
the corresponding blanks below the diagram.

REACTION

1

FEEDBACK

2

10

9

MESSAGE

HEALTHCARE
WORKER
3

CLIENT

5

6

4

8
7

REACTION
FEEDBACK

1. ____________________________________________

6. ____________________________________________

____________________________________________

____________________________________________

2. ____________________________________________

7. ____________________________________________

____________________________________________

____________________________________________

3. ____________________________________________

8. ____________________________________________

____________________________________________

____________________________________________

4. ____________________________________________

9. ____________________________________________

____________________________________________

____________________________________________

5. ____________________________________________

10. ____________________________________________

____________________________________________

____________________________________________

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6

UNIT I: INTRODUCTION TO PHLEBOTOMY IN HEALTHCARE

LABELING 1-2: NONVERBAL FACIAL CUES
Label each of the sketches below with the correct facial cue from the following list:
• Surprise
• Fear
• Sad
• Happy
• Anger
A.
B.
C.
• Disgust

D.

E.

F.

G.

H.

I.

LABELING 1-3: HOSPITAL ORGANIZATIONAL CHART
Fill in the names of the major divisions in a typical hospital organizational chart.
BOARD OF DIRECTORS
CHIEF OF MEDICAL
STAFF
PRESIDENT AND CEO

1

Case
Management
Patient
Representative
Infection
Control
Performance
Improvement

2

Director Laboratory
Director Medical
Imaging
Director Pulmonary/
Respiratory &
Endoscopy
Services
Director
Cardiovascular
Services

3

4

Director Women’s &
Children’s Services

Director
Volunteers

Director Pediatrics &
NICU

Interim Director
Foundation

Interim Director

ICU/Tele

Retail Services Gift Shop, ATM,
Coffee Shop,
Sandwich Shop,
Florist

Director Perioperative
Services

5

6

Administrator
Physician
Services
Medical Director
Trauma
Manager Medical
Staff Services

Director Emergency &
Trauma Services

Director Pharmacy
Director Guest
Services
Director Physical
Medicine & Rehab

Director Education &
Workforce Development
Director Medical
Surgical Services/
Dialysis Services
Interim Manager Patient
Access Services
Hospital
Supervisors

1. __________________________________________________________________________________________________
2. __________________________________________________________________________________________________
3. __________________________________________________________________________________________________
4. __________________________________________________________________________________________________
5. __________________________________________________________________________________________________
6. __________________________________________________________________________________________________

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CHAPTER 1: PHLEBOTOMY: PAST AND PRESENT AND THE HEALTHCARE SETTING

Knowledge Drills
KNOWLEDGE DRILL 1-1: CAUTION AND KEY POINT RECOGNITION
The following sentences have been taken from caution and key point statements found throughout Chapter 1 of the

textbook. Using the TEXTBOOK, fill in the blanks with the missing information.
, the phlebotomist promotes (B)

1. By recognizing (A)

, the (D)

relationships that directly improve health (C)
and (E)

of services,

relations.
is such an (B)

2. Maintaining (A)

issue in testing for (C)

that

before the specimen for the test can be collected.

the patient must sign a (D)
3. To (A)

and harmonious

effectively with someone, it is important to establish good (B)
and more like an (D)

A patient or client may be made to (C)

.
rather than a

human being if no eye contact is established.
4. Phlebotomists will find that when dealing with (A)
(C)

who are (B)

, a confident and professional (D)

or

will be most (E)

to doing their job.

KNOWLEDGE DRILL 1-2: SCRAMBLED WORDS
Scrambled Words
1. deadmici

(healthcare for the poor)

2. enscikis

(involves body language)

3. fracitinecito

(an indication of competency)

4. gloomyheat

(lab area that counts blood cells)

5. irebrar

(message obstruction)

6. mexicrops

(involves one’s concept of space)

7. ratyitre

(highly complex care)

8. shymictre

(most lab tests are this type)

9. sneeviconte

(phlebotomy)

10. troblumaya

(describes most outpatients)

KNOWLEDGE DRILL 1-3: HISTORICAL PHLEBOTOMY EVENTS
Number the following events in chronological order from 1 through 5, with 1 being the earliest recorded event.
a. _____ The French used leeching for localized bloodletting.
b. _____ “Short robe” surgeons used cupping and leeching to extract blood.
c. _____ Microsurgeons use leeching to lessen the complications of surgery.
d. _____ Hippocrates used bloodletting to cleanse the body of impurities.
e. _____ Physicians used a procedure called venesection to treat George Washington.

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8

UNIT I: INTRODUCTION TO PHLEBOTOMY IN HEALTHCARE

KNOWLEDGE DRILL 1-4: INPATIENT/OUTPATIENT FACILITY
Write the correct category (outpatient or inpatient) of healthcare facility in the line provided before the statement
description.
1.

Principal source of healthcare services for most people

2.

Highly complex services

3.

Requires that patients stay overnight or longer

4.

Center of the American healthcare system

5.

Same-day surgical procedures

6.

Physician’s office care

KNOWLEDGE DRILL 1-5: MEDICARE/MEDICAID PROGRAMS
Write the correct program name (Medicare or Medicaid) in the line provided before the statement description.
1.

Funds come from federal grants

2.

An entitlement program

3.

Provides medical assistance to the poor

4.

Program administered by the state

5.

Benefits divided into two sections: Part A and Part B

6.

Financed through social security deductions

KNOWLEDGE DRILL 1-6: PROFESSIONAL ATTITUDE
After each characteristic listed below, define and describe how this quality contributes to your professional attitude:
a. Self-confidence

b. Self-motivation

c. Compassion

d. Dependability

e. Ethical behavior

f. Integrity

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CHAPTER 1: PHLEBOTOMY: PAST AND PRESENT AND THE HEALTHCARE SETTING

Skills Drills
SKILLS DRILL 1-1: REQUISITION ACTIVITY
Instructions: A test requisition contains the following test abbreviations. Write the complete name of the test and
the department that will perform the test on the corresponding line next to the abbreviation.

Any Hospital USA
1123 West Physician Drive
Any Town USA
Laboratory Test Requisition
PATIENT INFORMATION:
Name:

Smith

Jane

R

(last)

(first)

(MI)

Identification Number:

09365784

Referring Physician:

Coleman

Date to be Collected:

03/11/11

Special Instructions:

Birth Date: 06/21/63

Time to be Collected:

0600

line draw only

TEST(S) REQUIRED:
TEST
ABBREVIATION

TEST NAME

DEPARTMENT

1. RBC

2. Hgb
3. FDP
4. LD
5. PT
6. CBC
7. CEA
8. RPR
9. UA
10. C&S

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UNIT I: INTRODUCTION TO PHLEBOTOMY IN HEALTHCARE

SKILLS DRILL 1-2: WORD BUILDING (See Chapter 4, Medical Terminology)
Divide each of the words below into all of its elements (parts): prefix (P), word root (WR), combining vowel (CV),
and suffix (S). Write the word part, its definition, and the meaning of the word on the corresponding lines.
If the word does not have a particular element, write NA (not applicable) in its place.

Example: pathology
Elements

/
P

Definitions

path

/

WR

/

disease

o

/

CV

/

logy
S

/

study of

Meaning: study of disease
1. nephrology
Elements

___________________ /__________________ /________ /___________ ________
P

Definition

WR

CV

S

___________________ /__________________ /________ /__________ __ ______

Meaning:
2. phlebotomy
Elements

___________________ /__________________ /________ /____________________
P

Definition

WR

CV

S

___________________ /__________________ /________ /____________________

Meaning:
3. polycythemia
Elements

___________________ /__________________ /________ /____________________

Definition

___________________ /__________________ /________ /____________________

P

WR

CV

S

Meaning:
4. hematology
Elements

___________________ /__________________ /________ /____________________
P

Definition

WR

CV

S

___________________ /__________________ /________ /____________________

Meaning:
5. erythrocyte
Elements

___________________ /__________________ /________ /____________________
P

Definition

WR

CV

S

___________________ /__________________ /________ /____________________

Meaning:
6. dermatologist
Elements

___________________ /___________________ /_______ /____________________
P

Definition

WR

CV

S

___________________ /___________________ /_______ /____________________

Meaning:

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CHAPTER 1: PHLEBOTOMY: PAST AND PRESENT AND THE HEALTHCARE SETTING

SKILLS DRILL 1-3: PROPER TELEPHONE ETIQUETTE
Fill in the blanks of the following table with the missing information.

Proper Etiquette

Communication Tips

Answer
(1)

Rationale
• If the phone is allowed to ring too many times, the

.

caller may assume that the people working in the
laboratory are inefficient or (2)______________.

State your name and

• The caller has a right to know to whom he or she is

department.

speaking.
Ask how you can be of help to

Be helpful.

• When a phone rings, it is because someone needs

(3) ______________ and facili-

something. Because of the nature of the healthcare

tate the conversation.

business, the caller may be (4) ______________ and

Keep your statements and an-

may benefit from hearing a calm, pleasant voice at

swers simple and to the point

the other end

so as to avoid confusion.
(5)

Inform a caller whose call is

calls.

interrupting one from someone
else.
Always ask permission before

• It takes an organized person to coordinate several
calls.
• The caller should be informed if he or she is interrupting another call.

putting a caller on hold in
case it is an (6) _________ that
must be handled immediately
Transfer and

Tell a caller when you are go-

(7)

ing to transfer the call or put
.

it on hold and learn how to do

• Disconnecting callers while transferring or putting
them on hold (8) ___________________________.
• Leaving the line open so that other conversations can

this properly.

be heard by the person on hold is discourteous and

Note: Do not leave the line

can compromise (9) __________________.

open and do not keep the
caller waiting too long.

• (10) __________________ with a caller when on
hold for longer than expected; this keeps him or her
informed of the circumstance.
• If a caller is waiting on hold too long, ask if he or
she would like to leave a message.

Be prepared to re-

Have a pencil and paper close

cord information.

to the phone.

phone at work to ensure that (13)________________

(11) ____________________,

information is transmitted to the necessary person.

which means clarifying, (12)

• Reading back the information when complete is one

___________, and summarizing

• Documentation is necessary when answering the

of best ways to (14)___________ it is correct.

the information received.

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UNIT I: INTRODUCTION TO PHLEBOTOMY IN HEALTHCARE

Proper Etiquette

Communication Tips

Rationale

Know the labora-

Make answers consistent by

• People who answer the telephone must know the

tory’s policies.

learning the laboratory’s

(15) _______________ to avoid giving the wrong

policies.

information.
• (16) _______________ help establish the laboratory’s
credibility, because a caller’s perception of the lab
involves more than just accurate test results.

Defuse

When a caller is hostile, you

(17)

might say “I can see why you

situations.

are upset. Let me see what I
can do.”

• Some callers become angry because of lost results or
errors in billing.
• (18) _____________ a hostile caller’s
(19) ___________ will often defuse the situation.
• After the caller has calmed down, the issue can be
addressed.

Try to assist every-

If you are uncertain, refer the

one.

caller to someone who can

__________ even if you are not actually answering

address the caller’s issue.

their questions.

Remind yourself to keep your
attention on (23) ___________
______________ at a time.

• It is possible to assist callers and (20) _____________

• Validate callers’ requests by giving a response
that tells them (21) _________________________.
• (22) __________________ in the caller will enhance
communication and contribute to the good (24)
_____________ of the laboratory.

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CHAPTER 1: PHLEBOTOMY: PAST AND PRESENT AND THE HEALTHCARE SETTING

SKILLS DRILL 1-4: TWO CATEGORIES OF HEALTHCARE FACILITIES
Outpatient

Inpatient

• (1) ________________ of healthcare services for most

• The key resource and (2) _____________ of the

people.
• Offer (3) ______________ care in physician’s office to
(4) ________________ care in a freestanding ambula-

American healthcare system.
• Offer specialized instrumentation and technology to
assist in unusual diagnoses and treatments.

tory setting.
• Serve (5) ________________ physicians who assume

• Serve (6) _______________ (highly complex services

(7) ______________ responsibility for maintaining

and therapy) practitioners. Usually requires that

patients’ health.

patients stay overnight or longer.

• Serve (8) ________________ physicians (specialists)

• Examples are acute care hospitals, nursing homes,

who perform routine surgery, (10) ________________

(9) _______________, hospices, and rehabilitation

treatments, therapeutic radiology, and so on in

centers.

same-day service centers.

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