loader image
Course Content
Unit 2: Ethics in Healthcare
Students will read and interpret healthcare documents, such as the Patient’s Bill of Rights and informed consent forms, using context clues and inference to build fluency, comprehension, and the ability to apply information effectively.
0/11
Unit 6: Wellness and Disease Concepts
Students will apply knowledge of Greek and Latin roots and affixes and critical thinking skills to determine the meaning of unfamiliar words and phrases in texts about wellness and disease concepts, demonstrating an understanding of how language is used to explain health-related topics.
0/13
Unit 7: Adverse Drug Events
Students will analyze how a text connects and distinguishes individuals, ideas, or events, such as types of adverse drug events, to apply systems thinking in responding to medical emergencies.
0/9
Unit 8: Technology and Communication
Students will read and summarize informational texts about healthcare technology by identifying and explaining how key details support the central idea, while demonstrating how professionals use tools like fax, email, and the internet to share patient data.
0/12
Unit 9: Bloodborne Diseases
Students will demonstrate knowledge of bloodborne diseases and the legal aspects of HIV/AIDS, including testing, by comparing and contrasting primary and secondary sources to analyze how different types of information contribute to understanding these topics.
0/11
Unit 10: Safe Practices in Healthcare
Students will analyze arguments about healthcare safety, write a well-supported position using credible evidence and logical reasoning, and demonstrate how to recognize unsafe working conditions while applying personal qualities essential to workplace success.
0/10
Unit 11: Building Your Future
Students will write expository texts, such as resumes and job search documents, to explain and analyze information from multiple sources, using clear organization, precise and domain-specific language, and a formal tone, while demonstrating employability skills and applying strategies to conduct an effective job search.
0/4
Unit 12: CASAS Steps Test Review
This review is instructor-created for practice purposes and is not an official CASAS test.
0/4
Unit 13: Instructor Resources
Student workbook and teacher's guide
0/2
GoalForward Online: Pathways to Health Science for Adult Learners (Arnita Blue)

Dive into Inferences
Make smart guesses using story clues and what you already know

 
What is an inference?
Inference is a smart guess. We use clues from the text plus what we already know to understand something that is not said directly.
You might see questions like “What can you infer?”, “How does this person feel?”, or “What would the author most likely agree or disagree with?” These are all inference questions that ask you to read between the lines.

Graphic Organizer
We use graphic organizers to help organize our thoughts. When you make inferences, you can use the graphic organizer below to help you.
Clues + What you know = Inference

Story Clues


What You Know


Inference

 

Let’s Practice
Read each scenario. Answer the questions. Click to reveal answers.

Scenario 1
During a routine checkup, Nurse Kim asks Mia to sit on the exam table. Mia climbs up quietly and holds out her arm for blood pressure. She does not say “yes,” but she cooperates.
Q1: How does Mia feel? What clues show this?
Show Answer
Mia feels okay and willing. Clues: She climbs up and holds out her arm quickly.
Q2: Is this informed or implied consent? How do you know?
Show Answer
Implied consent. She did not say “yes,” but her actions show permission.

Scenario 2
Dr. Martin explains a small bandage for Nic’s scraped knee. He tells how it keeps germs out. Nic asks if it will hurt and for how long. Then Nic says, “Okay, I’m ready,” and holds out his knee.
Q1: Did Nic give informed consent? What clues show this?
Show Answer
Yes, informed consent. The doctor explained; Nic asked questions; Nic agreed and cooperated.

Scenario 3
Kim has a bad headache. A nurse brings two pills and says they will help. Kim sits up and swallows both quickly with water.
Q1: What can you infer about Kim’s feelings about taking the medicine? What clues show this?
Show Answer
She is willing and hopeful. Clues: She takes the pills right away and quickly.

Scenario 4
Alex pulls his arm away when a vaccine is offered and says, “I’m not sure. I want more information first.”
Q1: What can you infer about Alex’s feelings?
Show Answer
He is worried or unsure. Clues: Pulls arm away; asks for more information.
Q2: Is this consent? Explain.
Show Answer
Not yet. He has not consented. He needs information to decide (informed consent requires understanding).

Scenario 5
Luís listens to instructions in English. He looks confused, nods, and signs a paper quickly without asking questions.
Q1: Is this informed consent? Why or why not?
Show Answer
Likely not informed consent. Clues: He looks confused; the explanation was not in his language; he signed fast without questions.
Q2: What should the team do next?
Show Answer
Provide information in his language (interpreter or translated materials). Check understanding. Then ask for consent.

Scenario 6
Sara puts on gloves and a mask before helping a coughing patient. She throws the gloves away after the task and washes her hands.
Q1: What can you infer about Sara’s actions?
Show Answer
She follows safety rules to prevent the spread of germs. Clues: PPE before care; hand hygiene after care.

Remember: An inference is a smart guess based on story clues and what you already know, not a random guess.
0% Complete