Unit 2 – Case Study 2- Massage Therapy
Day Three:Topic(s): 1
Personal Hygiene and Health
Sanitary and Safety Practices
Hours
50 Minutes /
- Identify good health and personal hygiene practices.
- Explain the major disease causing agents.
- Give specific recommendations for sanitary practices for massage businesses.
- Determine the requirements and establish a hazard free massage environment.
- Recognize, describe and implement universal precautions.
1. Theory and Practice of Therapeutic Massage, Fourth Edition
2. Theory and Practice of Therapeutic Massage Instructor’s Manual
3. Theory and Practice of Therapeutic Massage Electronic Classroom Manager
4. Blackboard, chalk, erasers or whiteboard, markers, cleanser, and paper
towels
STUDENT MATERIALS:
1. Theory and Practice of Therapeutic Massage, Fourth Edition
2. Theory and Practice of Therapeutic Massage Fourth Edition Workbook
3. Notebook, pens, pencils
PRETEST/BACKGROUND ASSESSMENT:
1. _____ are minute, unicellular microorganisms exhibiting both plant and animal characteristics.
a.Viruses
b.Bacteria
c.Fungi
d.Protozoa
2. All of the following are types of bacteria EXCEPT _____.
a.cocci
b.bacilli
c.spirilla
d.fungi
3. What is the body’s major defense against the invasion of pathogens?
a.Isolation techniques
b.Healthy intact skin
c.Daily dose of a multivitamin
d.Sterile gloves
4. A _____ is the causative agent for AIDS.
a.fungi
b.virus
c.protozoa
d.bacteria
TOPICS FOR DISCUSSION:
1. Ask students to explain how the nature of personal services offered will
determine the procedures for sanitation and sterilization.
2. Ask students if they know what their state laws are regarding sanitation and
sterilization in massage procedures.
ACTIVITIES:
1. Invite a guest to demonstrate the proper use of a fire extinguisher and other safety
measures.
2. Have the students assemble a first aid kit to be displayed in the classroom.
TEACHING TIPS:
1. Be sure to practice sanitation measures yourself in the classroom. As the old
saying goes: You lead best by example!
2. Use the school (classrooms, bathrooms, massage rooms, offices, and storage
rooms) as a learning tool. Divide the class up into small groups, and send them
off to different areas of the school with the following tasks:
a. Identify as many ways as you can that the school adheres to the practice of
safety and sanitation (note the cleaning products that are used). Note the many
ways that basic safety and sanitation procedures are followed.
b. Identify any ways that the school can improve in the practice of safety and
sanitation.
c. Discuss the findings (both positive and negative) with an emphasis on
learning. Don’t let the discussion turn into a “venting” session.
An excellent teaching/learning practice is to show the students that they are
important, and that their opinions matter. Note the suggestions for improvement,
and take action to ensure that the school makes necessary changes. After the
changes have been made; thank the students for their input.
Although this is an exercise for learning about sanitary and safety practices, it can
be an excellent exercise in student-faculty-staff cohesion. A learning environment
works best when the students perceive themselves as part of the team, as opposed
to a “we-they” scenario.
All faculty and staff should be reminded (regularly) that the very reason the
school exists is because of the students that pass through the doors of the school.
Students learn best when the whole education process (both inside and outside the
classroom) is student-centered. Another (side-benefit) of this exercise is that the
school can actually become safer and more sanitary!
PREPARATION:
- Review Chapter 3 pp. 52-53 Box 3.3 and Chapter 8 pp. 347-362
- Generate quiz question from Computerized Test Bank
- Personally review questions to ensure all information is addressed in your lecture.
- Prepare an exam review for the students
- Preview the PowerPoint presentation for the course, for familiarization prior to
ASSIGNMENT:
Workbook, pp. 190–195
KEY TERMS:
- Virus – p.349
- Fungus – p. 350
- Antibodies – p. 352
- Sterilization – p. 353
- Disinfection – p. 352
- Sanitation – p. 353
- Universal Precautions – p. 354
- Wet Sanitizer – p. 355
If a massage practitioner has a cut or wound on one hand, what steps should be taken to prevent the spread of infection?
Clean the wound, keep it covered, and wear gloves during contact with clients.
NOTE TO INSTRUCTOR:
Explain to your students that contagious diseases, skin infections, and other problems can be transmitted by unclean hands and nails and unsanitary equipment.
LESSON OUTLINE:
POWER POINT SLIDES:
Slides 59-88
A. Personal Hygiene and Health
- Shower daily & use deodorant
- Clean teeth, fresh breath, healthy gums
- Clean hair tied back
- No fragrances
- Hands soft
- Nails trim & filed
- Appropriate makeup
- No gum or smoking around clients
- Good sanitation
- Good posture, nutrition, & exercise
against disease and injury. It is the massage practitioner’s responsibility to
provide a safe and sanitary facility.
B. Identify the paths of disease and infection; (refer class to Figs. 8.2–8.4):
1. Causes of disease (pathogens)
2. Bacteria (germs; microbes)—minute, unicellular microorganisms most
numerous in dirt, refuse, unclean water; classified as:
a. Nonpathogenic (harmless)
b. Pathogenic (harmful)
—cocci
—bacilli
—spirilla
—virus
—fungi (molds, yeasts)
—antibodies
—special precautions
—the best protection against the spread of disease is to maintain a high
level of personal wellness and to keep your surroundings clean and
sanitary
C. Identify and define means of maintaining sanitary conditions (three levels):
1. Sterilization—most complete process to destroy living organisms;
impractical in a massage studio
2. Disinfection—nearly as effective as sterilization but does not destroy
bacterial spores; disinfectants include:
a. Cresols (Lysol)
b. Chlorine bleach
c. Alcohol
3. Sanitation—significantly reduces the number of microorganisms and
pathogens found on a surface; generally done with soaps or detergents,
especially scrubbing the hands