Certified Nursing Assistant (CNA)

Your shift starts before you touch a single patient — it starts in report, listening to the outgoing aide or nurse rattle through every room in the hall: who's a fall risk, who's NPO, whose vitals looked off, who needs a two-person assist. It goes fast, it's full of shorthand, and you only get to hear it once, so catching it right — and reading it back to prove you caught it — is a real patient-safety skill, not just politeness. The same listening-and-teamwork habit carries you through the rest of the day: asking a coworker for help before you move someone alone, covering a hall while someone's on break, sorting out who's got which room. Once you've taken report and know who needs what, the shift really begins with morning care — that's next.

• In room 214, the patient is on a fall-risk protocol and needs a two-person assist. — You'll hear this exact shape of sentence in almost every handoff — a room number immediately followed by the risk and the task. Train your ear to grab both halves, not just the room number; the risk is the part that actually changes what you do. If you only catch '214' and miss 'two-person assist,' you've learned nothing useful, so ask the person to repeat the second half if you're not sure you caught it.
• Her last vitals were taken at 6 AM; blood pressure was a little high. — This is how a handoff flags something to watch without it being an emergency — 'a little high' means recheck and stay alert, not panic. Note the time too; if it's now three hours later, that vitals set is getting stale and you may need a fresh one soon. Don't let 'a little high' get rounded down in your head to 'normal' just because nobody used the word 'urgent.'
• So 214 is a two-person assist — got it. — This is the read-back: repeating the key fact in your own words so the person giving report can confirm you heard it correctly, right then, while it's still easy to fix. Say it plainly and wait a beat for a 'yep' or a correction — don't just nod. Skipping this step and only nodding is the single most common way important handoff details get lost.
• She's NPO after midnight — nothing by mouth, not even water. — NPO (from Latin, meaning 'nothing by mouth') usually means a patient has a procedure or test coming up, so no food, water, or anything else goes in their mouth until it's lifted. Hearing 'NPO' alone is often too fast to catch fully — it's fine, and expected, to ask 'NPO until when?' if that wasn't said. Offering water 'just a sip' because the patient is thirsty and NPO wasn't explained to them is a real mistake that can delay or cancel their procedure.
• 306 needs a bed change when you get a chance — nothing urgent. — This is a routine task handoff, not a risk — the phrase 'nothing urgent' tells you it can wait until you get to it, unlike a fall-risk or NPO flag that changes how you handle the patient right now. Still make a mental or written note of it so it doesn't get forgotten by the end of the shift. Confusing an urgent flag and a routine task in the same report is easy to do if you're not sorting them as you listen.
• Sorry — which room is the two-person assist? — This is your universal clarifying question, and it works for almost anything you half-catch during report — a room number, a risk, a task. Ask it right away, in the moment, rather than trying to piece it together later from memory. Nodding as if you understood and quietly guessing afterward is far riskier than a two-second question that costs you nothing.
• Can you help me turn her? She's a two-person assist. — Say this to any nearby coworker the moment you need to move, turn, or transfer a patient who's flagged as a two-person assist — don't wait until you're already halfway through the move to realize you need help. It's a completely normal, expected request, not an admission of weakness. Trying to handle a two-person assist alone, even 'just this once' because no one's around, risks a fall or injury to both of you.
• Who's covering 214 while I'm at lunch? — Ask this before you actually leave for your break, not after — you want a clear answer from a specific coworker or the charge nurse, not a vague 'someone will get it.' This matters most for patients flagged as fall-risk or otherwise higher-need. Walking off shift for a break without confirming coverage can leave a vulnerable patient effectively unwatched.
• I've got a minute — do you need a hand with anything? — Offer this when you finish a task and see a coworker who looks busy or behind — it's a normal, everyday part of teamwork on a unit, not something you only do if specifically asked. Actually mean it and follow through if they say yes, rather than offering as a formality. Never assuming anyone needs help, and only ever waiting to be asked, makes you harder to work with as part of a team.
• Can you cover my hall for ten minutes? I'm on break. — Use this to hand off responsibility for your rooms clearly, with a specific time frame, before you step away — a vague 'I'll be back soon' isn't enough for someone else to actually cover for you. Expect to return the favor when a coworker asks you the same thing later; it's reciprocal. Disappearing for a break without asking anyone to cover is a common early mistake that leaves call lights unanswered.

Morning care covers the daily activities of living (ADLs) — washing, dressing, grooming, brushing teeth, and moving safely from bed to chair. A CNA explains each step before touching the patient, offers real choices, and keeps them covered, because dignity is the thread running through every task. The highest-stakes part is the transfer itself: lower the bed, use a gait belt, count together, and ask a coworker for a two-person assist rather than risk a fall. Patients may cooperate, want to do things for themselves, or push back with fatigue or a flat refusal — the CNA encourages safe independence and respects a firm 'no' instead of forcing it. When a patient rings the call light with a request or won't accept care, that's the communication in the next chapter.

• Good morning! Let's get you washed up and dressed for the day. — Open the morning routine with this — it tells the patient exactly what's about to happen instead of you starting to work on them in silence. Say it warmly, at a normal volume, and pause a beat so they can respond or ask a question before you begin. Walking in and starting to wash a patient's face without any warning, even with good intentions, can feel jarring or even frightening, especially for someone who startles easily.
• Would you like to wear the blue shirt or the green one? — Offer a small, concrete choice like this whenever you can — it keeps the patient in control of their own day, even inside a routine task. Two options is usually the right number; too many can overwhelm a patient who's tired or has some confusion. Picking clothes yourself without asking, even to save time, quietly takes away one of the few decisions a patient gets to make that morning.
• I'll help you brush your teeth. — Say this as you move into oral care, and let the patient do as much of it as they safely can — holding the brush, spitting, rinsing — while you assist with the rest. Watch their hands and grip; if they're managing fine, step back rather than take over. Brushing a patient's teeth entirely for them when they're capable of doing part of it themselves is a common shortcut that quietly erodes their independence.
• Let me lower the bed for you first. — Say this before every bed-to-chair transfer, and actually do it — a lower bed means the patient's feet reach the floor and the distance to stand is shorter and safer. Never skip this step to save thirty seconds, even if the patient seems steady. Attempting a transfer from a bed that's still raised is one of the most common causes of a preventable fall.
• Can you stand up for me? I'll count to three — one, two, three. — Use this exact rhythm for every transfer: say the instruction, then count out loud so you and the patient move together on 'three.' Match your own push and stance to their count — don't pull them up early or let them rise alone while you're still getting into position. Standing a patient up without counting together, or rushing the count, is how the two of you end up out of sync and off balance.
• Let's take it slow — I've got you. — Say this during the actual movement, from stand to pivot to sitting down in the chair — it reassures a patient who may be unsteady, embarrassed, or in pain, and it reminds you to actually slow your own pace. Keep your stance wide and your grip on the gait belt firm the whole time, not just at the start. Letting go of the belt or your focus once the patient is standing, because the hard part 'looks' done, is exactly when falls happen.
• Are you ready? Tell me if anything hurts. — Ask this right before you start any transfer or physical task — it's your safety checkpoint, confirming the patient is prepared and pain-free before you move them. Actually wait for and listen to the answer; don't treat it as rhetorical and start moving anyway. Skipping this check and proceeding on the assumption that yesterday's transfer went fine means you can miss new pain, dizziness, or fear that changes what's safe today.
• You're doing great — let's get this gait belt around your waist for safety. — Say this as you apply the gait belt, pairing encouragement with the safety step so it doesn't feel like an accusation that the patient can't be trusted to move on their own. Explain briefly what it's for if they push back — it's for stability, not a restraint. Skipping the gait belt because a patient 'usually does fine' removes your main tool for catching them if their legs suddenly give out.

The call light comes on, and you go in — introduce yourself, and find out what's really being asked for: a trip to the bathroom, another blanket, help getting comfortable, or simply someone to notice they're in pain. Half of this job is listening well enough to hear what's underneath a short, tired request. And some of what you hear will be a flat 'no' — a resident who refuses care, or one who is agitated and pushes you away — and knowing how to back off safely, respect the refusal, and get the nurse is just as much a core skill as knowing how to comfort. When a patient's request is really a sign something's changed — new pain, more confusion, a fall risk — your next job is to measure and observe it: that's the next chapter.

• Hi, I'm your nursing assistant. How can I help you? — Say this every time you answer a call light, even for a patient you already know well — it re-establishes who you are and opens the door for them to say what they actually need, rather than you guessing. Expect anything from a simple request to a long list, so wait and listen instead of jumping in with your own guess. Walking in and asking 'What?' or 'What's wrong?' without introducing yourself first can feel abrupt, especially to someone who's anxious or in pain.
• I saw your light on — what can I get for you? — A slightly quicker variant of the opener, useful when you're moving fast between rooms but still need to open with a real question rather than assuming you know why the light is on. It signals you noticed and responded promptly, which matters to a patient who's been waiting. Don't let 'quick' turn into rushed — still stop and actually listen to the full answer before you act.
• Let me help you to the bathroom — take it slow, I've got you. — Say this while physically assisting a transfer or walk to the bathroom — the 'I've got you' reassures a patient who may be unsteady, in pain, or embarrassed about needing help. Match your pace to theirs, not the other way around; rushing a slow, careful transfer is how falls happen. Never assume a patient can move faster than they actually are just because you're behind schedule.
• I can't change that medication, but I'll tell your nurse right away. — Use this exact phrasing any time a request touches medication or dosage — it's honest about what you can't do while still promising real action. The patient may push back or repeat the request; stay calm and repeat the same boundary rather than caving and saying you'll 'see what you can do.' Promising a med change, even to end an uncomfortable conversation, is a scope violation that can put the patient at real risk.
• Are you in pain right now? Can you show me where it hurts? — Ask this directly when a patient mentions pain in any way, even vaguely — a specific location and a yes/no on 'right now' gives you something concrete to pass to the nurse. Listen for both the words and the body language; some patients minimize pain out of politeness. Don't stop at 'are you okay?' and accept a quiet 'I'm fine' if their face or posture says otherwise — gently ask again.
• That sounds really uncomfortable — I can't give you anything for the pain, but I'll get your nurse right now. — This pairs empathy with the scope boundary in one breath, so the patient feels heard before they hear 'no.' Say 'right now,' not 'soon' or 'later,' when pain is active — and then actually go find the nurse promptly, not after you finish another task. Skipping the empathy and jumping straight to 'I can't do that' can come across as cold, even though the boundary itself is correct.
• I know you don't feel like eating. Would you like just a few bites, or should I bring it back later? — Offer this when a patient refuses a meal or says they're not hungry — it gives a real choice instead of an ultimatum, and either answer is acceptable. If they refuse again or this becomes a pattern across meals, that's worth mentioning to the nurse, since appetite changes can signal something clinical. Don't argue that they 'need to eat' or hover until they finish — pressuring a patient to eat isn't your call to make.
• You've been having trouble sleeping — is it pain, or is something else keeping you up? — Use this when a patient mentions they can't sleep — the follow-up question helps you figure out whether this is a comfort issue you can help with (light, noise, position) or a clinical one (pain, anxiety) that needs the nurse. Listen for the real answer rather than assuming it's 'just' restlessness. A patient who can't sleep because of pain and gets no follow-up question may go all night without anyone finding out why.
• I'm right here with you — you're safe, and I'm not going anywhere. — Say this to a frightened or anxious patient, especially one who called out 'help me' with nothing specific to point to — sometimes the need is reassurance and presence, not a task. Stay a few minutes if you can rather than saying the line and immediately leaving, which undercuts the message. If the fear seems tied to a real symptom (chest pain, confusion, shortness of breath), reassurance isn't enough by itself — that still needs to go to the nurse.
• I heard you call for help — what's going on? — Use this as your opening question whenever a patient calls out 'help me' or similar without more detail — it invites them to tell you what's actually wrong instead of you guessing from the hallway. Watch their face and body as much as their words; 'help me' can mean anything from mild anxiety to a real emergency. Never assume it's nothing and address it later — a nonspecific call for help still needs your immediate, full attention.
• I'll get you another blanket — let's warm you up. — A simple, fast comfort response to 'I'm cold' — you can act on this immediately without needing to check with anyone. While you're getting the blanket, do a quick check that 'cold' isn't paired with anything else worth reporting (shivering that won't stop, clammy skin), since those combinations matter more than an ordinary chill. Don't dismiss a repeated complaint of feeling cold as just personal preference without ever mentioning it to the nurse.
• I want to make sure I understand — can you tell me again what you need? — This is your go-to clarifying question any time you can't quite make out what a patient is asking for — because of a stroke, an accent difference on either side, a soft voice, or a device like a trach. Ask calmly and without embarrassment; most patients would much rather repeat themselves than have you guess wrong. Nodding along and pretending you understood, or acting on a guess, is far riskier than simply asking again.
• I hear you, and it's okay to say no — this is your choice, not mine. — Say this the moment a patient refuses care of any kind — a bath, a specific position, help getting dressed. It's not just a script; it reflects a real right the patient has, and saying it out loud helps de-escalate if they were expecting an argument. Following this with 'but you really should' or repeating the request right away undoes the whole point — a refusal doesn't need a 'but.'
• That's completely your right — I'll let the nurse know you'd rather skip your bath this morning. — Use this to close out a refusal calmly — you're confirming you heard 'no,' and you're telling them exactly what happens next (you report it, you don't force it). This also covers you: the nurse and the chart both need to know care was declined, not just skipped. Quietly skipping the task without telling anyone can look like neglect later, even though you handled the refusal correctly in the moment.
• I'm going to step back and give you some space — I'll check on you again in a few minutes. — Say this, and actually do it, the moment a patient becomes agitated — raised voice, pushing your hand away, tensing up. Physical space lowers the temperature of the moment for both of you; don't stay close 'just to finish the task.' Continuing to hover or try to complete the care anyway, even gently, can make an agitated patient escalate further.
• I'm not going to argue with you — I just want us both to be safe. I'm going to get the nurse. — Use this when an agitated patient is escalating verbally and you need to disengage and get support, not win the moment. Keep your voice low and even as you say it, and then actually go get help — don't just say the line and stay in the room alone. Arguing back, raising your own voice, or trying to physically hold or guide an agitated resident are all lines a CNA does not cross; that's what makes this phrase the safe move instead.
• Okay, I'll stop — I won't touch you unless you say it's okay. — This is your immediate response the instant a patient says 'don't touch me' or pulls away — stop the physical task right then, mid-motion if you have to. It respects both their right to refuse and their safety and yours. Continuing the task 'just to finish' after hearing this, even with good intentions, is exactly the kind of override that turns a tense moment into a real incident — and it's never a CNA's call to push through.

You're taking a full set of vital signs — blood pressure, temperature, pulse, respirations, and oxygen level — for a patient before the morning nurse rounds. Each measurement has its own moment of contact, and what you say (or don't say) in that moment matters: explaining the blood pressure cuff before it squeezes, staying quiet while you count breaths, and reporting numbers without naming a diagnosis. You'll also start noticing things beyond the numbers — a warm patch of skin, a patient who seems more confused than yesterday — and putting those observations into plain, factual words. Once you've measured and noticed something off, the next step is getting it to the nurse in the right words — that's SBAR, the next chapter.

• I'm going to take your blood pressure. Can you roll up your sleeve for me? — Say this before you touch the cuff to the patient's arm — it's the NNAAP/Credentia skills-exam expectation that you explain a procedure before you start it. Add a quick heads-up like 'It's going to squeeze your arm for a few seconds — that's normal' so the patient doesn't panic when the cuff tightens. If the patient doesn't respond or looks confused, pause and check they understood before you inflate the cuff.
• Let me check your temperature — this goes under your tongue. Please keep it there. — Used for an oral thermometer; tell the patient where the probe goes and what you need from them (keep it under the tongue, lips closed, no talking or biting) before you place it. If the patient starts to talk mid-reading, gently remind them to keep their mouth closed rather than repeating the whole instruction. Never use oral temperature wording for a patient who is confused, on oxygen by mask, or a mouth breather — those patients need a different site, so check the care plan first.
• I'm going to hold your wrist and check your pulse now. — Say this once, before you take the patient's wrist for the pulse count — then stay quiet. After the pulse count, keep holding the wrist in the same position and silently count respirations too; do not announce 'now I'm counting your breathing,' because patients who know they're being watched breathe differently and the count comes out wrong. This silent hand-off from pulse to respirations is one of the most commonly tested CNA skills-exam points.
• I'm putting this little clip on your finger to check your oxygen. It won't hurt. — Say this right before you clip the pulse oximeter onto a finger — patients sometimes flinch or pull their hand back if the clip appears without warning. Keep it simple; you don't need to explain SpO2 or oxygen saturation, just that it's painless and needs the finger to stay still. If the patient has nail polish or very cold fingers, you may need to try another finger — mention that calmly rather than titubear in silence.
• All done. How are you feeling? I'll let your nurse know your numbers. — Use this to close out the set of vitals — it signals you're finished, checks in on the patient, and tells them what happens next. If a patient asks what a specific number means, you can describe it in plain terms ('a little higher than your morning reading') but you must not diagnose or explain what it means medically — that's the nurse's job. This line is also your reminder to yourself: numbers get reported, not interpreted.
• I noticed the skin on your heel looks a little red and feels warm — I'm going to let your nurse know. — This is an observation line, not a measurement line — say it when you spot something during care (skin color, warmth, swelling) that's outside what you were originally checking. Describe only what you see and feel, in neutral words, and avoid naming a condition ('a pressure sore,' 'an infection') even if you suspect one. This kind of plain, factual description is exactly what you'll turn into the 'Situation' and 'Background' parts of an SBAR report to the nurse.
• You seem a little more tired than yesterday — is everything okay? — Use this when you notice a change in how a patient looks or acts (more sleepy, more confused, quieter than usual) rather than a change in a number. Ask the patient directly first — sometimes they'll tell you why (poor sleep, new medication) — but if the answer doesn't explain it, or they can't answer clearly, that mismatch itself is worth reporting. Keep your language descriptive ('more tired,' 'slower to answer') instead of jumping to a cause.

Communicating with the nurse: taking orders clearly, following infection-control precautions, and giving a structured SBAR report when something changes with your patient — the core clinical-communication skill of the CNA job. This chapter picks up right where taking vitals and observing your patient leaves off: now you have to get what you noticed to the nurse, correctly and fast. When what you observe is an emergency — a fall, or a patient who won't respond — that's the next chapter.

• She's NPO — nothing by mouth until further notice. — The nurse says this to tell you the patient can't eat or drink anything — not even water — usually before a test or surgery, or because of a swallowing risk. Read it back to confirm you understood, and pass the word to family and dietary too. If you give food or a sip of water to an NPO patient by mistake, you can cause a serious medical complication, so never assume 'just a little water' is fine.
• Is she on fall-risk precautions? — A nurse or another CNA asks this to check what safety measures apply — bed alarm on, non-slip socks, call light within reach, assist with every transfer. Answer with what you actually know is in place, not what you assume; if you're not sure, say so and go check the chart or the door sign. Guessing wrong here can mean a patient who shouldn't walk alone gets left to do exactly that.
• Take her vitals and let me know the numbers. — A direct instruction to measure vitals (temperature, pulse, respirations, blood pressure) and report them back — not just record them and move on. Repeat the room number back if there are several patients on your list, so you don't measure the wrong one. If you take the vitals but never report them, the nurse may assume everything is normal when it isn't.
• Report any changes right away, okay? — The nurse is asking you to come find her the moment you notice anything different — confusion, new pain, skin changes, a fall — not to wait until end of shift or write it only in the chart. 'Right away' means now, in person or by call light, not later. Waiting to report can delay treatment for something that was actually urgent.
• So she's NPO — nothing by mouth. Got it. — This is a read-back: you repeat the order in your own words so the nurse can catch it immediately if you misunderstood. Expect a quick 'yes, that's right' or a correction — either way, you now both know the order landed correctly. Skipping the read-back and just nodding or saying 'okay' is how mix-ups happen on a busy floor.
• Sorry, could you repeat that order? — Use this any time an order is said fast, uses an abbreviation you don't know, or you're just not sure you heard it right. It's a completely normal, expected question — nurses would rather repeat themselves than have you guess. Never nod along or say 'okay' to an instruction you didn't actually catch; acting on a guessed order is a patient-safety risk.
• I need to report a change: the patient in 214 is more confused than this morning. — This is the opening Situation line of an SBAR report — it states the room, the patient, and the one-sentence problem right up front, before any explanation. The nurse will usually stop and give you her full attention here, so lead with this instead of easing into it. Burying the actual problem in the middle of a longer story makes it easy for a busy nurse to miss how urgent it is.
• She was alert and answering questions fine at breakfast, about two hours ago. — This is the Background step — it gives the nurse the 'compared to what' baseline, so she knows this is a real change and not just how the patient always is. Keep it to relevant recent facts (last normal state, time), not the patient's whole history. Skipping Background makes the nurse ask extra questions before she can even judge how serious the change is.
• His skin looks red over the tailbone — possible pressure area. — This is an Assessment-step line: a plain description of what you observed, with 'possible' making clear you're flagging it, not diagnosing it. Say exactly what you saw (location, color, size) so the nurse can picture it before she even looks. Never upgrade this to a diagnosis like 'he has a pressure ulcer' — that's outside a CNA's scope and it's the nurse's call to make after she assesses it herself.
• Her blood pressure is 90 over 50, and she's pale and sweaty. — Another Assessment-step line — pairing a hard number (the vitals you measured) with what you visually observed (pale, sweaty). This combination is what lets the nurse judge urgency without being in the room. Reporting only a vague feeling ('she seems off') without the actual numbers makes it much harder for the nurse to act quickly.
• I think she needs to be seen soon — can you come take a look? — This is the Recommendation/Request step — you state the urgency you're seeing and ask directly for what you need, without prescribing treatment. 'Soon' signals urgency without you naming a diagnosis or a fix. Expect the nurse to either come right away or ask one more question — either way, stay with the patient until she arrives.
• Can you come check on her when you get a chance? — A lower-urgency version of the Recommendation step, for something worth flagging but not an emergency — the wording tells the nurse it can wait a few minutes, not that it's optional. Match your urgency word to the real situation; using 'when you get a chance' for something serious can make the nurse under-react, and using 'now' for something minor trains people to tune you out.
• She's on contact precautions. — The nurse or a sign on the door is telling you this patient requires extra barrier protection — usually gown and gloves — because of an infection that spreads by touch. This isn't optional or a suggestion; going in without the right PPE (personal protective equipment: gown, gloves, sometimes a mask) can spread infection to other patients you care for next. If you're not sure exactly what's required, ask before you go in.
• I'll gown and glove before I go in. — Say this to confirm out loud that you understood the precaution level and will put on gown and gloves before entering the room. It's also a useful heads-up to a coworker passing by who might otherwise walk in without protection. Saying this and then skipping it anyway — because you're 'just grabbing something quick' — is exactly how precautions break down in practice.
• I've got my gown and gloves on. — State this once you've actually donned your PPE, whether you're telling a coworker at the door or confirming to the nurse before she asks. It's a quick, factual confirmation, not a request — no reply is really needed beyond an acknowledgment. Don't say this before you've actually put everything on; a false 'ready' can lead someone else to assume the room is safely staffed when it isn't.
• Should I wear a mask too, or just gown and gloves? — Ask this whenever the precaution type isn't fully clear from the door sign or the nurse's instruction — contact precautions usually mean gown and gloves, but droplet or airborne precautions add a mask, and it's easy to mix them up. The nurse's answer tells you exactly what to put on, so wait for it before entering. Guessing on PPE level either wastes protective equipment or leaves you and other patients under-protected.

A patient fall or an unresponsive patient is the fastest-moving emergency you'll face as a CNA: speed, a clear room number, and knowing what NOT to do can matter more than anything else you do all shift. For a fall, doing less is safer — keep the patient still and don't move her, because moving her before she's assessed can turn a bruise into a spinal injury. But an unresponsive patient who isn't breathing is the opposite: that's not a "keep still and wait" situation — it's call a code and begin CPR right away. This chapter walks through the fall sequence — summon help immediately, keep the patient still, report what you observed (not what you think is wrong), and support the team that responds — and points you to choking/CPR for the not-breathing case. Once the patient is stable and the nurse has taken over, you may need to talk to a worried family member — that's next.

• I need a nurse in room 214 now — the patient fell. — This is your opening line the instant you find a patient on the floor — room number first, then the one fact, before any other explanation. Expect whoever hears it to drop what they're doing and come immediately, possibly asking 'is she awake?' on the way. Hesitating, going to find someone in person instead of calling out, or leading with a long story instead of the room number all cost seconds you don't have.
• She's not responding — call a code, get help! — Use this the moment a patient doesn't answer you, isn't breathing normally, or won't wake up — it tells whoever hears you to trigger the facility's emergency response, not just walk over and look. Whoever hears this should immediately activate the code system (overhead page, alarm button, or phone call) rather than asking you more questions first. Softening this to 'I think something might be wrong' or waiting to see if the patient comes around on her own can delay a response that needs to start in seconds, not minutes.
• Don't try to get up — stay still, help is coming. — Say this directly to the fallen patient as soon as you're with her, especially if she's alert and trying to push herself up. It's meant to be calm and reassuring, not alarming — you're not diagnosing her, you're keeping her from moving until someone trained has checked her. If she keeps trying to sit up or stand, keep repeating it gently rather than physically helping her up, which is exactly what you don't want to do.
• I found her on the floor next to the bed. She said she slipped getting up. — This is what you tell the nurse or code team the moment they arrive — a plain, factual account of what you saw and what the patient told you, in that order. Keep it to what actually happened, not your theory about why; the team will ask follow-up questions if they need more. Leaving this out or making the nurse ask 'well, what happened?' wastes time she needs to assess the patient instead.
• She's awake, holding her right hip, and there's a small cut on her forehead. — This is an observation, not a diagnosis — you're describing exactly what you see (awake, where she's holding, what the cut looks like) and nothing more. The nurse will use this to decide what to check first; she may ask you a quick follow-up like 'is she able to move her leg?' Never upgrade this to 'I think her hip is broken' — that's a medical conclusion outside a CNA's scope, and it can send the team's attention to the wrong thing if you're wrong.
• Can you grab the vitals machine and clear the area? — This is the kind of direction you'll get once the nurse or code team is on scene and working — a specific, practical task, not a request for your medical opinion. Answer by doing it and confirming out loud ('on it'), not by offering to check the patient yourself. Wandering off to do something else, or trying to help with the assessment instead of the task you were actually asked for, slows the team down.
• Say that again — what do you need me to do? — Use this any time instructions come fast and overlapping during an emergency and you're not sure exactly what's being asked of you — it's completely normal in a code, when several people may be talking at once. A clear, specific answer should follow (a task, a location, a patient name) — if it doesn't, ask again rather than guessing. Nodding along or quietly doing nothing because you didn't catch it is far riskier here than anywhere else on the floor.
• I'll write down exactly what I saw for the incident report. — Say this after the patient is stable and the nurse has taken over, to confirm you understand your part of the follow-up. The expectation is a factual account — what you saw, what the patient said, what time it happened — not an opinion about whose fault it was. Softening or guessing at details you didn't actually observe, or skipping the report because 'the nurse already knows,' leaves an incomplete record of a real safety event.

A resident choking during a meal is the airway emergency you're most likely to witness as a CNA, and it moves in seconds: someone who was talking a moment ago suddenly can't cough, speak, or breathe. What matters most is recognizing it fast, calling out for help right where you stand instead of leaving to find someone, and acting within your training — for a conscious adult who can't cough, speak, or breathe, that means alternating five back blows with five abdominal thrusts until the object comes out or she becomes unresponsive. If she goes limp and stops breathing, this stops being a wait-and-watch moment: it becomes call-a-code-and-start-CPR immediately. This chapter walks through the exact words for each step — asking, calling for help, telling the team what you did, and escalating to CPR — so the language is ready before the emergency is.

• Are you choking? Can you cough or speak? — First thing to do the instant you think someone is choking — ask and watch. If she can still cough, speak, or breathe, stay with her and let her keep trying to cough it out. If she can't cough, speak, or breathe (grabbing her throat, no sound, turning red or blue), it's a true airway emergency — call out for help and start care.
• Help! She's choking — I need help here now! — Say this loudly, right where you are, with the location if the room is big — "I need help in the dining room now!" Shouting for help where you stand brings the team faster than leaving the resident to go find someone. Never leave a choking resident alone to look for a nurse.
• I'm going to help you — lean forward for me. — Say this to the resident as you start care, calm and clear, so she knows what's happening and leans forward for back blows. You are narrating to keep her with you, not asking permission in a life-threat.
• She's not responding and not breathing — call a code, I'm starting CPR! — The moment a choking resident goes limp and isn't breathing, this tells the team to trigger the facility emergency response while you lower her down and begin chest compressions. This is the line that must NOT soften to "she passed out, come look" — an unresponsive, non-breathing resident needs the code and CPR started in seconds, not passive waiting.
• The code team is here — tell me what you need me to do. — Once the responders arrive, hand off the lead and take direction — get equipment, clear the area, help move furniture. Confirm out loud ("on it") and do the task, don't try to run the resuscitation yourself.
• She was eating lunch and started choking about a minute ago. — Your factual report to the nurse/team the moment they arrive — what she was doing, when it started, what you did (back blows and abdominal thrusts). Time and food matter; keep it to facts, not theories.
• Say that again — what do you need me to do? — The reset line when instructions come fast in a code and you're not sure what's being asked — completely normal, ask rather than guess.

A worried family member catches you in the hallway or stops by during visiting hours, wanting to know how their loved one is doing. You can be warm and helpful — reporting the everyday care you gave and what you observed — but medications, diagnoses, and 'what did the doctor say' questions belong to the nurse, not you. This chapter covers reporting the day's care within your scope, routing clinical and medication questions to the nurse without sounding cold, and keeping other patients' information private. At the end of your shift, everything you did and saw gets written down and handed off to the next aide — that's the final chapter.

• She had breakfast and a short walk this morning. — Say this when a family member asks how their loved one's day has been going — it's a plain, factual update about the care you personally gave or watched happen. Expect a follow-up question, often something warmer like 'did she seem happy?' or something clinical like 'is she eating enough?' — answer the first kind honestly, and if it drifts toward a medical judgment, gently hand it to the nurse. Vague answers like 'she's doing okay' leave a worried family member with nothing real to hold onto, while guessing at things you didn't see (like calorie intake or medical status) oversteps what you actually know.
• He's resting comfortably right now. — Use this when a family member checks in and their loved one happens to be napping or settled quietly — it's reassuring without promising anything about his overall condition. It usually earns a relieved 'oh good' or a follow-up like 'has he been sleeping a lot?', which you can answer from what you've actually observed. Don't stretch 'resting comfortably' into 'he's doing great' or 'he's getting better' — that reads as a clinical opinion you're not qualified to give, even though it sounds kind in the moment.
• She ate about half her lunch. — Say this for a direct, specific question like 'did she eat today?' — giving a real amount is more useful and more honest than a vague 'she ate a little.' The family member may ask why, or whether that's normal for her — you can share what you noticed (she seemed tired, she asked for more later) without turning it into a diagnosis about appetite loss or illness. If you don't actually know, say so rather than estimating a number you didn't see for yourself.
• I can't give medications, but I'll let your nurse know you'd like to talk. — This is your go-to line the moment a family member asks you to give, adjust, skip, or explain a medication — even something as simple as handing over a pill. Say it warmly, not like a rule you're reciting, and always pair it with an action (getting the nurse) so it doesn't sound like a dead end. Simply saying 'I can't do that' without offering to connect them to someone who can leaves the family member stuck and frustrated.
• The nurse can answer that best — let me get her for you. — Use this for any clinical question outside a medication — 'is her infection getting better,' 'what did the doctor say,' 'what's her diagnosis' — anything that requires interpreting a condition or treatment plan. It routes the family member to the right person immediately instead of leaving them waiting on an answer you can't actually give. The mistake to avoid is guessing based on what you've seen ('she looks a lot better to me') — that can sound like a clinical opinion and, if it's wrong, damages the family's trust in the whole care team.
• Let me make sure I understand what you're asking. — Use this when a family member's question is emotional, rushed, or unclear — grief and worry often come out as a jumble of questions at once. Pausing to clarify shows you're listening and buys you a second to figure out whether the real answer is something you can give or something that belongs to the nurse. Guessing at what they meant and answering the wrong (or a too-clinical) question can leave them more confused, or make you say something outside your scope by accident.

By the end of your shift, the work isn't really finished until it's on paper — every measurement you took, every meal a patient ate, every change you noticed has to make it into the chart before it counts as done. Charting is factual and objective: numbers, what you saw, what you did — never your opinion of the patient or who's to blame for a rough afternoon. Then comes the handoff you now give instead of receive — the same room, risk, and status pattern you learned to catch on your very first shift, except now you're the one saying it out loud. Get it right, clear enough that the next aide could read it straight back to you — because that report you give is exactly what the next aide receives at the start of their shift, the same handoff you learned to take in back on chapter one. The shift comes full circle.

• I recorded his intake and output on the chart. — Say this right after you take a fluid measurement, not hours later when you're trying to reconstruct several numbers from memory. Whoever reads the chart afterward treats it as the true intake-and-output record, so use exact amounts in your unit's usual units rather than rounding down to 'about.' Waiting until the end of shift to guess at earlier numbers, or skipping small amounts because they 'don't seem like much,' produces a record the nurse can't actually rely on.
• I charted her vitals and that she ate 75% of lunch. — Use this exact style — a number plus a specific percentage — as your default charting pattern; both pieces are objective and precise, not 'she ate well' or 'seemed hungry.' Anyone reading it later, including the next aide, should be able to picture exactly what happened without guessing what 'well' means to you. Vague words like 'good,' 'fine,' or 'did okay' get flagged in a chart audit because they don't tell the next reader anything they can act on.
• I documented the redness on his heel. — Say or write this the moment you notice a new skin change, before you move to the next task — timeliness matters as much as accuracy here, since skin issues can worsen fast. Describe only what you see (redness, size, location) and let the nurse decide if it's something more; that clinical call is outside a CNA's scope. Writing 'I think he's getting a bedsore' instead of describing what you actually observed turns an observation into a diagnosis you're not trained or authorized to make.
• Ate 50% of breakfast, no complaints of pain. — This is the model for objective charting: a measurable amount plus exactly what the patient did or didn't say, with zero interpretation added. Compare it to something like 'patient was in a bad mood and barely touched her tray,' which mixes in your read of her mood instead of a fact anyone else could check. If you're ever unsure whether a line you wrote is objective, ask whether you could have photographed or timed it — if not, it's probably an opinion, not a fact.
• In 214, she's a two-person assist and NPO after midnight; her family visited. — This is you giving report now, in the same room-then-risk-then-note pattern you learned to receive on your first day — say it clearly and expect the next aide to read it back to confirm. Include anything genuinely useful even if it isn't a risk, like a family visit, since it can matter for the patient's mood or an upcoming conversation. Leaving out a real risk like 'two-person assist' because you assume 'they'll see it in the chart anyway' passes along a gap only you can close out loud.
• 306 still needs a bed change before dinner. — Use this to flag an unfinished, routine task with a real deadline attached — the same way 'nothing urgent' was used on you back on your first shift, except this one does have a time limit, so name it. The next aide should treat 'before dinner' as an actual constraint, not a someday. Saying only '306 needs a few things' without naming the task and the deadline leaves the next aide unable to plan the next hour.
• Everything's charted except the 4 o'clock vitals. — This is your honest status update on the documentation itself — name exactly what's done and what's still outstanding, rather than a general 'I'm basically caught up.' The next aide or the nurse needs to know precisely which piece is missing so someone can get it or follow up. Saying 'it's all done' when one thing is still pending is a small shortcut that becomes a real gap in the legal record the moment your shift ends.