Allied Health Career Training LLC. is committed to creating a supportive, empowering, and inclusive learning environment. Our students commonly come to us during major transitions in life—some starting over, some changing careers, and many building a future for their families. Our instructors play a key role in reinforcing our culture of compassion, professionalism, and second chances.

We treat everyone like family.

We protect dignity and resident rights.

We encourage and uplift our students.

We prioritize safety, accuracy, and KDADS compliance.

We lead with kindness, accountability, and clear expectations.

Model professionalism and empathy at all times.

Provide structured yet supportive teaching.

Maintain consistent standards between day, night, and weekend cohorts.

Uphold KDADS regulations and Allied policies.

Promote a positive learning environment rooted in respect and patience.

20 hours of in-person skills training (mandatory)

25 clinical hours (mandatory)

State-approved curriculum (KDADS & OBRA87)

Skills demonstrations, return demonstrations, competencies, and clinical participation

Day classes (MWF)

Night classes (MTWTHF)

Weekend classes (SAT and SUN)

1 Allied-required skills day

25 clinical hours

Coursework aligned to Kansas CMA Handbook Units 1–22

Day classes

Night classes

Overview of Regulatory Authority in Kansas

KDADS oversees all Kansas CNA and CMA training programs and ensures they meet OBRA-1987 requirements.

KDADS Reference Links

• Nurse Aide Training Program: https://kdads.ks.gov

• CMA Handbook: https://kdads.ks.gov (search: CMA Handbook)

• OBRA Regulations: https://www.cms.gov

Kansas Department for Aging and Disability Services (KDADS)

KDADS regulates:

• Program approval & curriculum requirements

• Instructor qualifications

• Minimum lab/clinical hours

• Skills evaluation expectations

• Documentation & reporting

• Student competency records

• Program audits and site visits

OBRA establishes national standards for:

• Nursing Assistant training programs

• Resident rights

• Quality of care

• Competency evaluation and skills testing

• Requirements for long-term care facilities participating in Medicare/Medicaid

Instructors must ensure training covers all State-mandated competency areas:

• Communication & interpersonal skills

• Infection control

• Safety/emergency procedures

• Promoting resident independence & rights

• Basic nursing skills

• Mental health & social service needs

• Care of cognitively impaired residents

• Personal care skills

• Restorative care

• Residents’ rights and abuse prevention

All instructors must actively reinforce:

• Dignity & respect

• Privacy & confidentiality

• Free choice, autonomy, and self-determination

• Freedom from abuse, neglect & misappropriation of property

• Participation in care planning

• Voice grievances without fear

Instructors must maintain accurate, timely, and legible records for each student, including:

Required Documentation

• Daily attendance (QR code in appendix)

• Skills checklists with instructor initials, dates, and CMA/CNA identifiers

• Clinical evaluation forms

• Incident/behavior reports (if applicable)

• Medication administration performance (CMA)

• Remediation attempts & outcomes

• Final competency eval sheets

Instructors must adhere to:

• Allowing KDADS access during audits

• Providing documentation within required timelines

• Ensuring program compliance with policies

Warning or citation

Suspension or revocation of program approval

Even with careful planning and proactive instruction, issues can arise during class or clinical rotations. Instructors are required to identify and report any incidents—including safety hazards, suspected abuse, student behavioral concerns, clinical facility issues, or breaches of KDADS or OBRA-87 standards—so they can be addressed appropriately and in compliance with state regulations and company policies.

• Student injuries – If a student is injured in class or at clinicals, notify Nina (620-605-1440) and Connor (316-633-0621) immediately, regardless of whether EMS is involved. Any student who is sent out due to a medical concern may need to provide a doctor’s clearance before returning to class or clinical activities.

• Medication errors during CMA clinical – In the event of a medication error, adhere to facility protocol and report the incident to Nina (620-605-1440).

• Suspected abuse or neglect –

• Facility concerns impacting training – While we are guests in the facilities where we complete clinical rotations and are not there to critique their operations, we must ensure that our students are safe and receiving appropriate training. If you notice any concerns that may compromise student learning or reflect negatively on Allied, please contact Nina.

• Any change in instructor availability – Instructors who are unable to report for a scheduled shift must notify Nina immediately. Any modification to your regular availability, whether more or less, should be communicated as soon as possible to ensure adequate instructional coverage.

• Any incident that threatens resident health or safety – Our primary goal in training quality CNAs and CMAs is to ensure resident safety and well-being. If any incident occurs that could threaten a resident’s health or safety, follow facility policy and notify Nina.

Instructor Responsibilities During Skills Training

• Deliver content from KDADS-approved curriculum

• Reinforce safety, infection control, and resident rights in every skill

• Use Allied-approved checklists

• Provide clear return demonstrations and immediate feedback

• Document all skill attempts accurately

• Identify students who require remediation and schedule time promptly

Supervision Requirements

• 1 instructor to 10 students max (KDADS ratio)

• Instructor must remain immediately available and provide direct oversight

• Students must not perform any skill unsupervised if not deemed competent

Professional Standards

Instructors must:

• Promote person-centered care

• Model professional communication

• Maintain boundaries and avoid “picking favorites”

• Follow zero-tolerance abuse/neglect policies

• Report suspected abuse per Kansas law

Teaching Responsibilities

• Deliver content from KDADS-approved curriculum

• Reinforce safety, infection control, and resident rights in every skill

• Provide clear return demonstrations and immediate feedback

• Document all skill attempts accurately

• Identify students who require remediation and schedule time promptly

Supervision Requirements

• 1 instructor to 6 students max (KDADS ratio)

• Instructor must remain immediately available and provide direct oversight

• Students must not perform any skill unsupervised if not deemed competent

Professional Standards

Instructors must:

• Promote person-centered care

• Model professional communication

• Maintain boundaries and avoid “picking favorites”

• Follow zero-tolerance abuse/neglect policies

• Report suspected abuse per Kansas law

Scope of Practice Review

CMAs CAN administer medications per MAR under LPN/RN supervision.

CMAs CANNOT:

• Give injections

• Take verbal orders

• Change MARs

• Right resident

• Right medication

• Right dose

• Right route

• Right time

• Right technique

• Right documentation

• Pharmacokinetics & pharmacodynamics

• Local vs systemic effects

• Medication forms and packaging

• Unit dose, bubble packs, stock supply

Instructors must facilitate practice:

• Crushing medications (when appropriate)

• Glucose checks

• Dressing/ointment/soaks

• Ear drops, eye drops

• Nasal meds

• Inhaler administration

• Nebulizer assistance

• Patch application & removal

• Oxygen support precautions

• Rectal/vaginal suppositories

Clinical Attendance & Policies

• Mandatory attendance- All scheduled clinicals are mandatory. Students must arrive on time and remain for the entire clinical shift. A 30-minute lunch break is required, and students may leave the facility during this time as long as they check in with their instructor before exiting the building. Students who do not complete the required clinical hours will not be eligible to take the State exam.

• No make‑ups unless pre-approved and available- At Allied, we understand that unexpected circumstances may prevent a student from attending a scheduled clinical. Make-up clinicals are not guaranteed and may not be possible, which could result in the student needing to transfer to a future class. Transfers are also not guaranteed and are based on the situation and the student’s attendance history. If a student misses or leaves a clinical early, an absence form must be completed (link available in the appendix).

• Professionalism and conduct expectations- Students and instructors are expected to always maintain professional conduct during clinical rotations. This includes demonstrating respectful communication, appropriate boundaries, adherence to facility policies, proper use of equipment, and consistent modeling of resident-centered care. Professionalism also encompasses punctuality, teamwork, confidentiality, maintaining a positive learning environment, and upholding the standards set by Allied, KDADS, and the clinical facility.

Uniform Requirements

• Black Allied shirt

• Black scrub bottoms/slacks

• Nonslip closed‑toe shoes

• Neutral jacket (black/grey/red)

• Grooming requirements per KDADS and facility policy

Student Behavior Expectations

• Respect residents, staff, instructors- Students must demonstrate professionalism and courtesy toward everyone in the clinical environment. This includes using appropriate language, maintaining a calm and respectful tone, honoring resident dignity, following instructor directions, and cooperating with facility staff. Disrespectful behavior of any kind—including arguing, complaining about assignments, or showing attitude—is not acceptable and may result in removal from clinicals.

• No phones on the floor- Cell phones are not permitted in resident care areas at any time. Phones must remain silent and stored away unless the instructor provides designated break-time permission. Unauthorized phone use is a violation of facility policy, HIPAA standards, and Allied expectations, and may result in dismissal from the clinical day.

• Maintain confidentiality (HIPAA)- Students must protect the privacy of all residents they interact with. This includes not discussing resident information outside the care setting, not taking pictures or recordings, and not sharing names, conditions, or personal details with family, friends, or on social media. Any breach of confidentiality is taken seriously and may lead to immediate removal from the program.

• Ask before performing new skills- Students must always confirm with their instructor before attempting any skill they have not yet been checked off on or practiced under supervision. Performing tasks independently without approval places residents at risk and violates KDADS and facility guidelines. When unsure, students must ask—never assume.

• Work with assigned Preceptor- Students are expected to remain with their assigned preceptor throughout the shift unless directed otherwise by the instructor. This ensures proper supervision, promotes teamwork, and supports safe, consistent care. Students should actively participate, follow directions, and engage in hands-on learning with their assigned partner.

Instructor Duties

• Monitor student safety - Instructors must maintain constant awareness of student activities to ensure a safe learning environment for both students and residents. This includes observing body mechanics, infection control practices, equipment use, personal interactions, and adherence to facility protocols. Instructors should intervene immediately if a student’s actions place themselves, a resident, or staff at risk. Instructors are expected to make frequent rounds to ensure students are following Clinical guidelines.

• Provide real-time coaching- Instructors are expected to offer guidance, feedback, and correction at the moment learning is occurring. This includes demonstrating skills, reinforcing proper techniques, explaining the “why” behind actions, and helping students build confidence and competence. Real-time coaching should be supportive, clear, and aligned with official KDADS-approved procedures and skills checklists.

• Ensure no student performs tasks beyond scope- Instructors are responsible for preventing students from attempting or being assigned tasks that exceed the CNA or CMA trainee scope of practice. Students may only perform skills they have been taught, practiced, and approved to complete under supervision. Instructors must communicate with facility staff when certain tasks are off-limits and redirect students if asked to perform activities outside their permitted role.

• Provide daily evaluation and report concerns to Lead Instructor- Instructors must complete daily evaluations for each student that accurately reflect their performance, professionalism, safety, and readiness for clinical practice. Any concerns—such as repeated skill errors, behavioral issues, attendance problems, or safety violations—must be reported to the Lead Instructor promptly. Early reporting ensures consistency, documentation, and appropriate action under Allied and KDADS policy.

How We Treat Students

• Encourage questions- We welcome and encourage students to ask questions at any time. Curiosity is a sign of engagement—not weakness—and instructors should create an environment where students feel safe to speak up when they are unsure. By inviting questions, we promote deeper learning, prevent errors, and model the open communication expected in healthcare settings.

• Validate fears and anxieties- Many students enter healthcare training with anxiety, self-doubt, or limited experience. Instructors should acknowledge these feelings as normal and provide reassurance, patience, and support. Taking a moment to validate a student’s worry—whether about skills, residents, or performance—helps build confidence and strengthens their ability to learn and grow in the clinical setting.

• Offer quiet redirection rather than public correction- When correcting a student, instructors should prioritize dignity and discretion. Feedback should be given privately or quietly so the student is not embarrassed in front of peers, staff, or residents. Gentle redirection maintains trust, preserves the learning relationship, and aligns with the respectful environment we expect our students to create for residents.

• Assume students are doing their best- Students come to clinicals with varied backgrounds, strengths, and levels of confidence. Instructors should approach each situation with the mindset that students are trying their best, even when they struggle. This mindset promotes patience, compassion, and constructive teaching, allowing instructors to support growth rather than respond with frustration or judgment.

How We Build Culture

• Greet each student by name- Using a student’s name builds connection, trust, and a sense of belonging from the moment they walk in the door. A simple greeting shows that instructors see them as individuals, not just participants in a class. This small act sets a positive tone for the day and models the relationship-centered care we expect students to provide to residents.

• Celebrate milestones- Whether it’s mastering a new skill, completing a clinical day, passing a test, or overcoming a personal challenge, milestones matter. Recognizing progress—big or small—helps motivate students, boosts confidence, and creates a supportive environment. Celebrations can be as simple as verbal praise, acknowledgment in class, or sharing success moments with the group to reinforce teamwork and encouragement.

• Reinforce professionalism through modeling- Instructors set the standard for the behavior we expect from our students. Demonstrating professionalism—through communication, attire, punctuality, respect, and adherence to standards—teaches students more than lectures alone ever could. Students notice how instructors interact with residents, staff, and each other; modeling these behaviors reinforces high expectations and prepares students for real-world healthcare settings.

• Create a safe learning space- A safe learning environment is one where students feel comfortable asking questions, making mistakes, and practicing new skills without fear of embarrassment. Instructors foster this environment by promoting respect, offering support, correcting privately, and ensuring all students are treated fairly. When students feel safe, they engage more deeply, learn more effectively, and build the confidence needed to succeed in patient care.

Unacceptable Behavior

• No shaming- We never shame, belittle, or humiliate students. Feedback and correction should always be delivered respectfully and constructively. Our goal is to build confidence and competence, not fear or embarrassment. A supportive learning environment encourages students to grow, ask questions, and practice skills safely.

• No favoritism- Every student deserves equal attention, respect, and opportunities for learning. Favoritism—intentional or not—creates division, discourages students, and undermines the culture of fairness we work to uphold. Instructors must remain consistent, impartial, and equitable in feedback, expectations, and opportunities.

• No speaking negatively about other instructors or cohorts- Professionalism requires unified support among instructors. Criticizing other instructors, cohorts, or teaching styles in front of students damages trust and creates confusion. Concerns should be addressed privately through proper channels. Students must always see a cohesive, respectful team working together to support their success.

• No discussing student issues publicly- Student performance, behavior, or personal concerns must never be discussed in public spaces or in front of other students or facility staff. These conversations should occur privately and professionally with the student, Lead Instructor, or program leadership. Confidentiality protects student dignity and models the same discretion we expect them to practice with resident information.