2.02 Understand infection control procedures



COURSE7242 Health Science IIUnit AHealthcare foundation standards, safety, and infection controlESSENTIAL STANDARD2.00B214%Understand safety and infection control procedures.OBJECTIVE2.02B27%Understand infection control procedures.ESSENTIAL QUESTIONSWhat are some principles of infection and infection control?What methods are used to control the spread and growth of microorganisms?Unpacked ContentPrinciples of infection Types of infectionClasses of microorganismsTransmitting infectionMethods used to control the spread of infectionVaccinationsAseptic controlAntisepsisDisinfectionSterilizationPrecautions Standard precautionsHand washingPersonal protective equipmentGlovesGowns Masks and eyewearBloodborne pathogen standard Tuberculosis standardExtended precautions (Transmission-based precautions) ACTIVITIESRELEVANCY TO OBJECTIVERESOURCESTypes of Infection Distribute and review Infection Control Key Terms handout. Students will use this handout as a study guide for key terms.Distribute the handout. Present the PowerPoint Presentation.Facilitate discussion on the types of infection, and the signs and symptoms of infection.Students will record notes and class discussion on handout.Helps student UNDERSTAND (B2) types of infection2.01 Types of Infection PowerPoint Presentation 2.02 Infection Control Key Terms Handout 2.02 Types of InfectionsHandout and KEYInfection Control Research Distribute the handout. Students will select a research topic from the list provided or as assigned by the teacher. Students should complete the assignment as directed using the HOSA competitive events guidelines for Extemporaneous Health Poster. The students will present their posters to the class.The teacher will use the HOSA competitive events guidelines for Extemporaneous Speaking to grade the presentation. Helps student UNDERSTAND (B2) infection control procedures2.02 Infection Control Research Topics HandoutHOSA Competitive Events Guidelines-Extemporaneous Health Posternatorg/sectb/cat-iii/ehp.pdfExtemporaneous Speakingnatorg/sectb/cat-iii/es.pdfClasses of Microorganisms Distribute the handout.Present the PowerPoint Presentation.Facilitate discussion on classes of microorganisms.The students will record notes and class discussion on the handout.Helps student UNDERSTAND (B2) classes of microorganisms2.02 Classes of Microorganisms PowerPoint Presentation 2.02 Classes of Microorganisms HandoutTransmitting InfectionPresent PowerPoint Presentation, slides 1-7. The students will record notes in their notebooks. Facilitate discussion about transmitting infection. Helps student UNDERSTAND (B2) transmitting infection 2.02 Transmitting Infection PowerPoint Presentation, slides 1-7 Student notebooksChain of Infection ActivityReview Teacher Resource to prepare for this activity.Distribute the handout.Students will cut the strips as labeled.Present PowerPoint Presentation, slides 8-15. Students will record any notes and class discussion on the appropriate strip.Students will assemble the Chain of Infection as directed by the teacher. Facilitate discussion using the Teacher Resource as a guide.Helps student UNDERSTAND (B2) the chain of infection2.02 Chain of Infection Activity Teacher Resource2.02 Chain of Infection Activity Handout 2.02 Transmitting Infection PowerPoint Presentation, slides 8-15Hand Washing Demonstrate the proper procedure for hand washing or provide a multi-media demonstration of hand washing.Facilitate discussion about proper hand washing.The teacher will: 1-demonstrate the skill2-provide for guided practice3-provide for independent practice4-verify student passingFacilitate discussion on why this is the most effective way to break the chain of infection.Helps student APPLY (C3) proper hand washing skillsCDC Hand Hygiene PowerPoint Slide Presentation 2.02 Hand Washing Handout Hand washing SuppliesSoapPaper TowelsSink with Warm WaterGlitterBug Potion ActivityFollow directions as per Teacher Resource.Facilitate discussion as students compare the appearance of their hands before and after washing them.Facilitate a discussion about hand washing using these discussion questions:Why is total removal of the GlitterBug potion difficult?How does this hand washing skill compare to your usual hand washing?Helps student UNDERSTAND (B2) personal hand washing effectivenessGlitterBug Potion Activity Teacher ResourceGlitterBug Potion from Pocket NurseUltraviolet lightVaccinationsPresent PowerPoint presentation, slides 1-5Facilitate discussion of vaccinations as a method to control the spread of microorganisms.Students will record notes in their notebooks.Facilitate a discussion about immunity using these discussion questions(This is a good time to review the antigen-antibody response from the lymphatic system.)Helps student UNDERSTAND (B2) the use of vaccines in controlling the spread of infectionMethods used to control the spread of infection PowerPoint Presentation, slides 1-5Student notebooksThree Levels of Aseptic ControlDistribute the handout. Present PowerPoint Presentation, slides 6-10.Facilitate discussion on the three levels of aseptic control. Students will record notes and class discussion on the handout.Instruct students to classify by detecting relationships among the three levels of aseptic control. Helps student UNDERSTAND (B2) the three levels of aseptic control of infectionPowerPoint PresentationMethods used to control microorganisms, slides 6-102.02 Three Levels of Aseptic Control HandoutStandard Precautions Distribute the handout.Allow students to read over the handout and to determine the types of questions they will need to answer. Present PowerPoint Presentation, slides 1-14. Students will complete the handout. Facilitate a discussion about transmission-based precautions using student responses to the questions on the handout.Helps student UNDERSTAND (B2) how Standard Precautions are foundational for the application of Transmission-based precautions2.2 Precautions PowerPoint Presentation, slides 1-142.02 Standard Precautions Handout Personal Protective Equipment (PPE)Present the PowerPoint Presentation.Facilitate discussion regarding the implementation and use of personal protective equipment.Helps student UNDERSTAND (B2)) the implementation and use of personal protective equipmentCDC PPE PowerPoint for HSIIDonning and Removing Personal Protective Equipment (PPE) SkillDemonstrate the proper procedure for donning and removing personal protective equipment or provide a multi-media demonstration.Facilitate discussion about donning and removing personal protective equipment.The teacher will: 1-demonstrate the skill2-provide for guided practice3-provide for independent practice4-verify student passingHelps student APPLY (C3)) methods used to control the spread of infections2.02 Donning and Removing Personal Protective Equipment HandoutPersonal Protective Equipment:GownsMasks/face shieldsBonnets/capsGlovesInfection Control Precautions Distribute the handout. Present PowerPoint Presentation, slides 15-17.Facilitate discussion about extended infection control precautions.Students will record class discussion on the handout.Helps student UNDERSTAND (B2) the differences in extended infection control precautionsPowerPoint PresentationMethods used to controlmicroorganisms, slides 15-17 2.02 Infection Control Precautions Handout Extended Infection Control Precautions Assign student partners.Distribute the handout.Using the textbook, each pair of students will read, summarize and complete the handout. Provide 10-15 minutes for students to share information from the completed handout.Facilitate a discussion about Extended Precautions.Present PowerPoint presentation, slides 18-25 to summarize Extended Infection Control Precautions.Helps student UNDERSTAND (B2) the differences in extended infection control precautions2.02 Extended Infection Control Precautions Handout PowerPoint PresentationMethods used to controlmicroorganisms, slides 18-25Caught in the Act Show Caught in the Act video at the site listed in the Resources. Facilitate a discussion about the impact of infection control measures using these discussion questions:Helps student UNDERSTAND (B2) the impact of infection control measuresCaught in the Act min2.02 Infection Control Key Terms Name _______________Handout Date ________________Key Terms DefinitionsAerobicrequires oxygen to liveAnaerobicdoes not require oxygen to liveAntiseptic hand washwashing hands with water and soap or other detergents containing an antiseptic agentAlcohol-based hand rubrubbing hands with an alcohol-containing preparationAsepsisfree of pathogensEndogenousoriginates from within the bodyExogenousoriginates outside the bodyHand hygieneperforming hand washing, antiseptic hand wash, alcohol-based hand rubHand washingwashing hands with plain soap and waterInfectioninvasion of the body by microorganismsLocal infectiononly a specific portion of the body is infectedNon-Pathogenicnormal, do not produce disease, beneficialNosocomial Infectionshospital acquired infectionOpportunistic infectionInfections that occur when the body’s defenses are weakenedPathogeniccause infection and diseaseResistantremain firm against the action of another force, such as a bacteria against an antibioticSterilefree of all organismsSusceptibleable to be affected; person likely to get sickSystemic infectionaffects the entire body2.02 Types of Infection Name _______________Handout Date ________________Directions: Record notes and class discussion about local versus systemic infections.Local versus Systemic Infections:Types of InfectionExamples2.02 Types of Infection Name _______________Handout KEYDate ________________Directions: Record notes and class discussion about local versus systemic infections. Local versus Systemic Infections:Types of InfectionExamples (answers will vary)Endogenous-(endo- inside; genous- type or kind)type or kind of infection that originates from within the bodyExogenous-(exo- outside; genous- type or kind)type or kind of infection that originates outside the bodyNosocomial infections-Hospital acquired infectionTransmitted by the health care workerOpportunistic infections- Infections that occur when the body’s defenses are weakened2.02 Infection Control Research TopicsName _______________Handout Date ________________Directions: Choose one of the following infectious disease topics. Research the topic to include:Disease name and/or causative agentDescription of the diseaseDiagnosis (how the diagnosis made)How the disease is transmittedRelative frequency of the diseaseDisease coursePossible complicationsTarget audiencePrepare a visual display using the HOSA event guidelines for Extemporaneous Health Poster. The teacher will use the HOSA competitive events guidelines for Extemporaneous Speaking to grade the presentation. Presentation Date: _______________Infectious Disease Research TopicsArbovirusesBotulismCandida AlbicansClostridium difficileClostridium perfringensCryptosporidiumEnterococcusEscherichia coliGram-Negative InfectionsGram-Positive InfectionsHemorrhagic FeverHepatitisHuman Papilloma VirusMad Cow DiseaseMRSANovovirusPlaguePneumoniaPseudomonas aeruginosaRabiesRecreational Water IllnessSARSSmallpoxStaphylococcus StreptococcusTick-Borne IllnessesTuberculosis2.02 Classes of MicroorganismsName _______________Handout Date ________________Directions: Record notes and class discussion about classes of microorganisms.MicroorganismsClassCharacteristicsExamples2.02 Classes of MicroorganismsName _______________Handout KEYDate ________________Directions: Record notes and class discussion about classes of microorganisms.MicroorganismsNon-pathogenic: do not produce diseaseNormal, beneficialPathogenic: cause infection and diseaseMay be non-pathogenic in one body system, pathogenic in another (E. coli)Aerobicrequires oxygen to liveAnaerobicdoes not require oxygen to liveGram-positive:Generally respond to treatmentGram-negative:EndotoxicPyogenicDifficult to treatClassCharacteristicsExamples(answers will vary)Bacteriacocci – round in shapebacilli – rod shapespirilla – spiral or corkscrew shapeProtozoaone celled, animal-like organismcontain a nucleus and other defined organellesFungiorganisms that usually enjoy a symbiotic, but sometimes parasitic relationship with their host Rickettsiaerod-shaped, parasitic bacteriatransmitted to humans through bitesVirusessmall, infectious agentrequires a host for survivalproduce immune response in humanstreated with antiviral drugsHelminthsparasitic worm-like organismsExcrete toxins making host susceptible to other diseases2.02 Chain of Infection ActivityTeacher Resource The teacher will distribute the 2.02 Chain of Infection Activity Handout, or six strips of paper as illustrated in the handout.Instruct the students to listen and follow directions as information is given about the links in the chain of infection from the PowerPoint Presentation.Elaborate on the information one link at the time, beginning with “causative agent”.Lead the students to write keys point about causative agent on the appropriate strip of paper. Students will form a loop with the first strip (causative agent) and staple it to form a circle.Teacher provides information about the second link (reservoir), students write key points on the link labeled “reservoir”. Students add the second link (reservoir), to the first link (causative agent), to begin forming a paper chain. Repeat until all links are addressed. Links should be addressed in this order: causative agent, reservoir, portal of exit, mode of transmission, portal on entry, and susceptible host. After teacher has provided information about each link and students have completed the chain, ends linked together, review the total chain of infection.Teacher will explain that to prevent the spread of infection, at least one link in the chain needs to be broken. Instruct students to tear any one link in their paper chain of infection. All infection control strategies are directly related to breaking at least one link in the chain of infection. Annotation: Use the paper chain template or use paper of your choice for the links. Teacher may use a different color for each link. Color coded links will make it easier to draw the student’s attention to a particular link.2.02 Chain of Infection Activity Name _______________Handout Date ________________ Directions: Cut out labeled strips. Make notes on the appropriate strip while viewing the PowerPoint presentation related to the chain of infection.Causative AgentReservoirPortal of ExitMode of TransmissionPortal of EntrySusceptible Host2.02 Hand Washing NAME ____________________Handout 1. Removed jewelry____ 2. Turned faucet on with paper towel and adjusted temperature ____ 3. Wet hands and wrists thoroughly with fingertips pointing down____ 4. Applied soap to get lather on hands____5. Rubbed all surfaces of hands together several times____6. Interlaced fingers on both hands and rubbed them back and forth____7. Cleaned nails with an orange/cuticle stick and/or hand brush____8. Rinsed hands with fingertips pointed downward____9. Dried hands thoroughly, from tips of fingers to wrist____10. Turned faucet off with dry paper towel____11. Discarded towel(s) in wastebasket without contaminating hands____12. Did not lean against sink or touch inside of sink____Students must safely complete 90% of the steps to pass.Passing date __________ Evaluator ______________________________Comments:2.02 GlitterBug Potion Activity Teacher Resource Glitter Bug Potion can be purchased from Pocket Nurse.Distribute GlitterBug Potion to all students.Have students rub hands together to apply the GlitterBug Potion. The potion simulates transient bacteria.Instruct students to observe their hands under the black light, paying particular attention to areas that are bright white from the pretend bacteria.Have students wash their hands.After hand washing is complete, have students observe their hands under the light, paying particular attention to areas that may still have a bright white appearance even after hand washing.Students will compare what their hands looked like before and after hand washing.Discuss reasons why total removal of the bright white potion might be difficult.Optional ActivityDemonstrate the use alcohol based hand-rub.Have students demonstrate using alcohol based hand-rub as it has been demonstrated to them. As needed, coach students through the procedure of alcohol based hand-rub as they perform it.2.02 Three Levels of Aseptic Control Name _______________Handout Date ________________Directions: Record notes and class discussion about the three levels of aseptic control. _________Asepsis_________________________________________Antisepsis______________________________________Disinfection______________________________________Sterilization______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.02 Three Levels of Aseptic Control KEYName _______________Handout Date ________________Directions: Record notes and class discussion about the three levels of aseptic control.AsepsisAbsence of pathogensAntisepsisDisinfectionSterilizationStops the growth or spread of pathogensDestroys all microorganisms,pathogens and non-pathogens Destroys pathogensNot effective against spores and viruses Not always effective against spores and virusesDestroys spores, and virusesUsed on skinUsed on objectsUsed on objectsExamples: Alcohol and BetadineHandwashing is the most effective techniqueExamples: Bleach solutions and other chemicalsExamples:Autoclave (steam/gas)Some chemicals can sterilize objects2.02 Standard Precautions Name _______________Handout Date ________________Directions: Use notes and textbook answer the following questions regarding standard precautions. “Who” developed SP? “When” does SP apply? “What situations necessitate the need for SP?“What” supplies are needed for SP?“Where” should SP supplies be located before and after use?“What” should be done to prevent needle sticks?“When” should hands be washed?“When” are gloves worn?“When” should mask and eye protection be worn?“When” should gowns be worn?“What” is the proper way to handle patient care equipment?“What” is the proper way to handle linen?“What” resuscitation devices should be used?“Where” the patient should be placed?“What” are the results of failing to abide by SP?“What” is my employers responsibility?“What” is my responsibility in SP?“What” must be removed before putting on gloves?2.02 Standard Precautions Name _______________Handout KEYDate ________________Directions: Use notes and textbook answer the following questions regarding standard precautions. “Who” developed SP? CDC“When” does SP apply? At all times to prevent contact with blood or other potentially infectious materials. “What” situations necessitate the need for SP? Any situation where health care provider may contact: Blood or any fluid that may contain blood; Body fluids, secretions, or excretions – mucus, sputum, saliva, vomit, semen, or vaginal secretions, mucous membranes, non-intact skin, or tissue/cell specimens. “What” supplies are needed for SP? Gloves, gowns, and masks/eye protections“Where” should SP supplies be located before and after use? Before use, SP supplies should be stored in a clean area. After use, care must be taken to avoid contamination of clean supplies. Items should be placed in a “dirty” area.“What” should be done to prevent needle sticks? When possible, safe needles or needleless devices should be used. Disposable needles must never be bent or broken after use. Never re-cap needles. Place used needles in the sharps container. “When” should hands be washed? Before and after contact with any patient; after contamination with any blood, body fluid, secretion, or excretion; and immediately before donning and immediately after removing gloves. “When” are gloves worn? Whenever contact with blood, body fluids, secretions, excretions, mucous membranes, tissue specimens, or non-intact skin is possible; when handling or cleaning contaminated surfaces or items; and when performing any invasive procedure. “When” should mask and eye protection be worn? During procedures that may produce splashes or sprays of blood, body fluids, secretions, or excretions. “When” should gowns be worn? During any procedures that are likely to cause splashing or spraying of blood, body fluids, secretions, or excretions that may contaminate clothing or uniform. “What” is the proper way to handle patient care equipment? Patient care equipment should be left in the room and used only for this patient. If this is not possible, all equipment must be cleaned and disinfected before using on another patient.“What” is the proper way to handle linen? Soiled linen should be placed in laundry bags to prevent contamination. Linen soiled with blood, body fluids, or excretions is placed in a special bag for contaminated linen and is usually soaked in a disinfectant prior to being laundered. “What” resuscitation devices should be used? Mouthpieces should be used to avoid the need for mouth-to-mouth resuscitation. “Where” the patient should be placed? The patient must be placed in a private room.“What” are the results of failing to abide by SP? Chain of infection continues; failure to protect yourself, the patient, and other health care workers. “What” is my employer’s responsibility? The agency must have a policy stating actions that must be taken immediately when exposure to infectious materials or injury occurs, reporting any incident, documenting any exposure incident, recording the care given, noting follow-up to the exposure incident, and identifying ways to prevent similar incidents. “What” is my responsibility in SP? To follow all rules and regulations; to report any exposure immediately to supervisor; to complete necessary incident report. “What” must be removed before putting on gloves? Rings – to avoid puncturing the gloves. 2.02 Donning and Removing Name ____________________ Personal Protective Equipment Handout 1. Assembled equipment ____ 2. Washed hands ____ 3. Removed rings ____ 4. Placed watch in a plastic bag or on a paper towel____5. Put on mask correctly____6. Rolled up uniform sleeves (If needed)____7. Put on gown correctly: a. Kept hands inside shoulder ____ b. Worked arms into sleeves ____ c.Adjusted neck with hands inside neck band____d.Tied at neck first____e.Tied at waist____f.Handled only inside of gown____8. Put on gloves correctly____Removal of Personal Protective Equipment9. Untied waist ties of gown first ____ 10.Removed gloves:a.Used gloved hand to grasp outside of opposite glove____b.Pulled glove off inside out____c.Placed hand under cuff to remove second glove____d.Pulled glove off inside out____e.Placed gloves in proper waist container____11.Washed hands thoroughly, operated faucet with towel____12.Removed mask, handling ties only, disposed of properly____13.Removed gown last:a.Untied neck ties____b.Placed hand inside cuff and pulled sleeve over hand____c.Placed covered hand on outside of gown, pulled gown sleeve over____d.Eased out of gown gently____e.Folded gown inside out and rolled it up____f.Disposed of gown appropriately____g.Touched only inside of gown____14.Washed hands thoroughly____15.Removed watch from towel or plastic bag without contamination____16.Opened door with towel, discarded towel in waste can____17.Washed hands immediately____Students must safely complete 90% of the steps to pass.Passing date __________ Evaluator _____________________Comments:2.02 Infection Control Precautions Name _______________Handout Date ________________Directions: Record notes and class discussion about infection control precautions.Standard PrecautionsBloodborne Pathogen StandardTuberculosis StandardExtended Infection Control Precautions2.02 Infection Control PrecautionsName _______________Handout KEYDate ________________Directions: Record notes and class discussion about infection control precautions.Standard PrecautionsUsed on All PatientsUse of PPE when there is the risk of contact with any blood or body fluid, secretion, excretion, mucous membrane, non-intact skin, or tissue specimen.Bloodborne Pathogen StandardPrevention of injuries when using needles, scalpels, and other sharp instruments or devices; when handling sharp instruments after procedures; when cleaning used instruments; and when disposing of used needles. Never re-cap used needlesCorrect use of sharps containersUse resuscitation devicesTo reduce occupationally transmitted hepatitis BTuberculosis StandardOSHA Standard to reduce occupationally transmitted/acquired TBRequires FIT tested and training in use of specific respiratory PPEPPD skin testing annuallyExtended Infection Control PrecautionsStandard Precautions PLUSAirborne Precautions orContact Precautions orDroplet Precautions2.02 Extended Infection Control Precautions Name _______________Handout Date ________________Directions: Record notes and class discussion about extended infection control precautions.Extended precautions= Standard Precautions PLUS…Airborne PrecautionsDroplet PrecautionsContact PrecautionsFacts that are unique to each type of precaution Facts that all precautions have in common:2.02 Extended Infection Control Precautions Name _______________Handout KEYDate ________________Directions: Record notes and class discussion about extended infection control precautions.Extended precautions= Standard Precautions PLUS…Airborne PrecautionsDroplet PrecautionsContact PrecautionsFacts that are unique to each type of precautionPatient’s room door must be closed.Most infection occurs within three (3) feet of the patient. Anything that comes in contact or indirect contact of the patient is contaminated.Pathogens remain suspended in the air on dust particles.Droplets are heavy and usually fall to the floor within the three feet range. Needed for diseases that can be easily transmitted by direct or indirect contact.High Efficiency Particulate (HEPA) respirators required for health care workers.Droplets come from coughing, sneezing, talking, or laughing.Diapered or incontinent patients with intestinal infectionsHealth Care Workers (HCWs) must be fit tested for HEPA respiratorsHCW must wear Mask / face shield if within 3 feet of patient.Wear gown if soiling is likely.Helps prevents the spread of: rubella (measles), varicella (chicken pox), tuberculosis, (TB)shingles (herpes zoster)Helps prevent the spread of:Some bacterial and viral Influenza(s), meningitis(es) pneumonia, sinusitis, otitis media, diphtheria, pertussis, adenovirus, mumps Helps prevent the spread of gastrointestinal, respiratory, skin, or wound infections.Negative Pressure Room with frequent air exchanges required.Private room a must.Facts that all precautions have in common:Limit use of non-critical care equipment to a single patient / resident.Wash hands after care.Bag linen to prevent contamination of self, environment, or outside of bag.Discard infectious trash to prevent contamination of self, environment, or outside of bag by double bagging.Limit transport of patient / resident to essential purposes only. Patient / resident must wear mask appropriate for disease. 2.02 Prototype Assessment ItemsNote: These items illustrate the types of items used in the item bank for this objective. All items have been written to match the cognitive process of the understand verb in the objective. Questions require students to interpret, summarize or explain infection control procedures. These exact questions will not be used on the secured test, but questions in similar formats will be used.These assessment items may be used as prototypes by teachers and students to generate similar items to comprise formative assessments for you classroom. This strategy is especially helpful during the field test year when classroom item banks are not available. Results of formative assessment should be used to diagnose levels of mastery, determine if re-teaching is needed, and guide further instruction.1. A health care worker who fails to wash his hands after coming into contact with body fluids that may contain blood has failed to comply with guidelines calledairborne precautionsextended precautionsstandard precautionstuberculosis precautionsAnswer: C2.The quality assurance committee is reviewing data on handwashing and hospital acquired infections. What is the type of condition they are concerned about?Direct contactNosocomialRickettsiaeVector-borneAnswer: B3. Mark always washes his hands before and after providing patient care. What part of the chain of infection dies he address?Mode of transmissionPortal of entryPortal of exitReservoirAnswer: A ................
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