ESSENTIAL STANDARD / 2.00 / B2 / 14% / Understand safety and infection control procedures.
OBJECTIVE / 2.02 / B2 / 7% / Understand infection control procedures.
ESSENTIAL QUESTIONS /
- What are some principles of infection and infection control?
- What methods are used to control the spread and growth of microorganisms?
Unpacked Content
I.Principles of infection
A.Types of infection
B.Classes of microorganisms
C.Transmitting infection
II.Methods used to control the spread of infection
A.Vaccinations
B.Aseptic control
1.Antisepsis
2.Disinfection
3.Sterilization
C.Precautions
1.Standard precautions
- Hand washing
- Personal protective equipment
iGloves
iiGowns
iiiMasks and eyewear
2.Bloodborne pathogen standard
3.Tuberculosis standard
4.Extended precautions (Transmission-based precautions)
ACTIVITIES / RELEVANCY TO OBJECTIVE / RESOURCESTypes 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.
2.02 Infection Control Key Terms
Handout
2.02 Types of Infections
Handout and KEY
Infection 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.
HOSA Competitive Events Guidelines-
Extemporaneous Health Poster
Extemporaneous Speaking
Classes of Microorganisms
- Distribute thehandout.
- Present the PowerPoint Presentation.
- Facilitate discussion on classes of microorganisms.
- The students will record notes and class discussion on the handout.
2.02 Classes of Microorganisms Handout
Transmitting Infection
- Present PowerPoint Presentation, slides 1-7.
- The students will record notes in their notebooks.
- Facilitate discussion about transmitting infection.
slides 1-7
Student notebooks
Chain of Infection Activity
- Review 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 theTeacher Resource as a guide.
2.02 Chain of Infection Activity Handout
2.02 Transmitting Infection PowerPoint Presentation,
slides 8-15
Hand 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:
2-provide for guided practice
3-provide for independent practice
4-verify student passing
- Facilitate discussion on why this is the most effective way to break the chain of infection.
2.02 Hand WashingHandout
Hand washing Supplies
Soap
Paper Towels
Sink with Warm Water
GlitterBug Potion Activity
- Follow 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?
GlitterBug Potion from Pocket Nurse
Ultraviolet light
Vaccinations
- Present PowerPoint presentation,slides1-5
- Facilitatediscussion 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.)
slides 1-5
Student notebooks
Three Levels of Aseptic Control
- Distribute the handout.
- Present PowerPoint Presentation, slides6-10.
- Facilitate discussion on the three levels of aseptic control.
- Students will record notes and class discussion on thehandout.
- Instruct students to classify by detecting relationships among the three levels of aseptic control.
Methods used to controlmicroorganisms,
slides 6-10
2.02 Three Levels of Aseptic Control Handout
Standard 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.
slides 1-14
2.02 Standard Precautions Handout
Personal Protective Equipment (PPE)
- Present the PowerPoint Presentation.
- Facilitate discussion regarding the implementation and use of personal protective equipment.
Donning and Removing Personal Protective Equipment (PPE) Skill
- Demonstrate 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:
2-provide for guided practice
3-provide for independent practice
4-verify student passing / Helps student APPLY (C3)) methods used to control the spread of infections / 2.02 Donning and Removing Personal Protective Equipment Handout
Personal Protective Equipment:
Gowns
Masks/face shields
Bonnets/caps
Gloves
Infection 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.
Methods used to control
microorganisms,
slides15-17
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.
- PresentPowerPoint presentation, slides 18-25to summarize Extended Infection Control Precautions.
Handout
PowerPoint Presentation
Methods used to control
microorganisms,
slides 18-25
Caught 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:
5.58 min
2.02 Infection Control Key Terms Name ______
Handout Date ______
Key Terms / DefinitionsAerobic / requires oxygen to live
Anaerobic / does not require oxygen to live
Antiseptic hand wash / washing hands with water and soap or other detergents containing an antiseptic agent
Alcohol-based hand rub / rubbing hands with an alcohol-containing preparation
Asepsis / free of pathogens
Endogenous / originates from within the body
Exogenous / originates outside the body
Hand hygiene / performing hand washing, antiseptic hand wash, alcohol-based hand rub
Hand washing / washing hands with plain soap and water
Infection / invasion of the body by microorganisms
Local infection / only a specific portion of the body is infected
Non-Pathogenic / normal, do not produce disease, beneficial
Nosocomial Infections / hospital acquired infection
Opportunistic infection / Infections that occur when the body’s defenses are weakened
Pathogenic / cause infection and disease
Resistant / remain firm against the action of another force, such as a bacteria against an antibiotic
Sterile / free of all organisms
Susceptible / able to be affected; person likely to get sick
Systemic infection / affects the entire body
2.02 Types of InfectionName ______
Handout Date ______
Directions:Record notes and class discussion about local versus systemic infections.
Local versus Systemic Infections:
Types of Infection / Examples2.02 Types of InfectionName ______
Handout KEYDate ______
Directions:Record notes and class discussion about local versus systemic infections.
Local versus Systemic Infections:
Types of Infection / Examples(answers will vary)Endogenous-
(endo- inside; genous- type or kind)
type or kind of infection that originates from within the body
Exogenous-
(exo- outside; genous- type or kind)
type or kind of infection that originates outside the body
Nosocomial infections-
Hospital acquired infection
Transmitted by the health care worker
Opportunistic infections-
Infections that occur when the body’s defenses are weakened
2.02 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 agent
Description of the disease
Diagnosis (how the diagnosis made)
How the disease is transmitted
Relative frequency of the disease
Disease course
Possible complications
Target audience
Prepare 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. PresentationDate: ______
Infectious Disease Research Topics
Arboviruses
Botulism
Candida Albicans
Clostridium difficile
Clostridium perfringens
Cryptosporidium
Enterococcus
Escherichia coli
Gram-Negative Infections
Gram-Positive Infections
Hemorrhagic Fever
Hepatitis
Human Papilloma Virus
Mad Cow Disease
MRSA
Novovirus
Plague
Pneumonia
Pseudomonas aeruginosa
Rabies
Recreational Water Illness
SARS
Smallpox
Staphylococcus
Streptococcus
Tick-Borne Illnesses
Tuberculosis
2.02 Classes of MicroorganismsName ______
Handout Date ______
Directions:Record notes and class discussion about classes of microorganisms.
MicroorganismsClass / Characteristics / Examples
2.02 Classes of MicroorganismsName ______
Handout KEYDate ______
Directions:Record notes and class discussion about classes of microorganisms.
MicroorganismsNon-pathogenic: do not produce disease
Normal, beneficial / Pathogenic: cause infection and disease
May be non-pathogenic in one body system, pathogenic in another (E. coli)
Aerobic
requires oxygen to live / Anaerobic
does not require oxygen to live
Gram-positive:
Generally respond to treatment / Gram-negative:
Endotoxic
Pyogenic
Difficult to treat
Class / Characteristics / Examples
(answers will vary)
Bacteria / cocci – round in shape
bacilli – rod shape
spirilla – spiral or corkscrew shape
Protozoa / one celled, animal-like organism
contain a nucleus and other defined organelles
Fungi / organisms that usually enjoy a symbiotic, but sometimes parasitic relationship with their host
Rickettsiae / rod-shaped, parasitic bacteria
transmitted to humans through bites
Viruses / small, infectious agent
requires a host for survival
produce immune response in humans
treated with antiviral drugs
Helminths / parasitic worm-like organisms
Excrete toxins making host susceptible to other diseases
2.02 Chain of InfectionActivityTeacherResource
- 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 Agent / Reservoir / Portal of Exit / Mode of Transmission / Portal of Entry / Susceptible 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 Activity
- Demonstrate 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 discussionabout the three levels of aseptic control.
2.02 Three Levels of Aseptic Control KEYName ______
Handout Date ______
Directions: Record notes and class discussion about the three levels of aseptic control.
2.02 Standard PrecautionsName ______
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 PrecautionsName ______
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