Principles of Health Sciences
Safety for Health Sciences
Name: Date: Age/Grade Level: 9-12
# of Students: # of IEP Students: # of GSSP Students # of LEP Students:
Program: Health Sciences Course: Principles of Health Sciences Major Content: Safety Lesson Length: 2 days
Unit Title: Safety Principles Lesson Number and Title: 1 Safety for Health Sciences Course Task Number: 17
Context
Knowledge and application of basic safety principles is vital to healthcare workers who are responsible for both personal and patient safety. Employees must understand the basics how to lift properly, how to prevent fires, and how to handle hazardous materials safely. This is the first lesson in safety and students will be introduced to each of these topics.
Objectives
Students will:
1. Recognize safety hazards in the classroom and workplace.
2. Apply good body mechanics.
3. Recognize fire hazards and demonstrate proper use of a fire extinguisher.
4. Demonstrate proper handling of hazardous materials.
5. Locate information found in MSDS sheets.
1. Incorporate HOSA using competitive event guidelines, leadership and team skills in all content areas
6. Students will meet each of the objectives to 100% accuracy.
Connections
Academic Expectations
· Practical Living 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being
Core Content
· PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2
Skill Standards
· Employability Skills 4.19 Accept responsibilities for own actions.
Asses
Assessment Plan
In tabular format, organize how each objective will be assessed. Include copies of assessment instruments and rubrics (if applicable to the lesson plan).
Objective/Assessment Plan Organizer
Objective Number / Type of Assessment / Description of Assessment / Depth of Knowledge Level / Adaptations and/or Accommodations
1-5 / formative / Questioning, bellwork, review activities, demonstration of skills / DOK 2 / Prompts / cues
1-5 / Summative / Written exam / D0K 2
Resources, media and technology
· List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students.
o Diversified Health Occupations, Simmons
o Student handouts
§ Adapted from North Carolina Health Science Resources
http://www.ncpublicschools.org/cte/health_occupations/course-descriptions.html
· If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to cite the sources used to develop this lesson. (If you or your committee feel the technology observed in the lessons does not fairly represent your use of technology, provide additional documentation. See Standard IX.)
o Video – Safety Principles – Mosby
Accommodations for Special Populations
Procedures
Describe the strategies and activities you will use to involve students and accomplish your objectives including how you will trigger prior knowledge and how you will adapt strategies to meet individual student needs and the diversity in your classroom.
· Introduce topic
· Presentation
o Discuss PowerPoint
· Reinforcement Activities – Individualize to meet the needs of your classroom environment.
o Handout Activities
· Preventing Accidents and Injuries.
· What would you do if you Discover a Fire
· Workbook for DHO if desired or additional reinforcement is needed
o Project - Based Activities
§ Safety Poster
o Research Based
§ Public Service Announcement using HOSA Competitive Event guidelines found at:
http://www.hosa.org/natorg/sectb/index.html
· Assessment
o Quiz
Introduce topic
· Allow students to work in groups to complete a safety web. Assign each group one of the following topics.
o Fire
o Chemical
o Back injuries
o Body fluids
o Infectious diseases
· Presentation
BODY MECAHNICS
The way in which the body moves and maintains balance while making the most efficient use of all its
parts
Four main reasons for using proper body mechanics:
· Muscles work best when used correctly
· Correct use makes lifting, pulling and pushing easier
· Correct use prevents unnecessary fatigue and strain
· saves energy.
· Correct use prevents unnecessary fatigue and strain saves energy.
Good Body Mechanics Rules
1. Use a broad base of support.
2. Don’t twist and lift.
3. Don’t bend for long periods of time.
4. Get help if the load is too heavy.
5. Bend from the hips and knees, not the waist.
6. Use the strongest muscles to do the job.
7. Push or pull using the weight of your body.
8. Carry objects close to the body.
FIRE SAFETY
Three Things Needed to Start A Fire
· Fuel
· Oxygen
· Heat
Major causes of fires:
§ Carelessness with smoking and matches
§ Misuse of electricity
§ Defects in heating systems
§ Spontaneous ignition
§ Improper rubbish disposal
§ Arson
Fire extinguishersClass A- (pressurized water)
Use on combustibles.
For ordinary materials such as paper, cloth, wood, and cardboard.
Class B- (carbon dioxide CO2 )
Use flammable or combustible liquids.
For gasoline, oil, paint, liquid, cooking fats, etc.
o Leaves a powdery, snowlike residue that irritates the skin and eyes.
o If water is used on these types of fires, it will spread.
Class C- (dry chemical-contains potassium bicarbonate or potassium chloride).
Use on electrical fires.
For energized electrical equipment such as power tools, appliances, and switches.
o Water is particularly dangerous because of the risk of electrical shock.
Class ABC –(graphite-type chemical)
Use on all fires. Multipurpose extinguisher.
In Case of Fire
· Remain calm
· If your safety is in danger, evacuate the area and sound the alarm.
· If the fire is small (and you are not in danger) determine what type of fire it is and use the proper extinguisher.
· Know your health facility’s fire safety plan
· Remove patients from harm
· Sound the alarm
· Close all doors and windows
· Shut off electrical equipment and oxygen
· Do NOT use the elevators
Remember RACE
R – rescue
A – alarm
C – contain
E - extinguish
Rules for Preventing Fires
· Obey No Smoking signs
· Extinguish matches, cigarettes, and other flammable items completely
· Dispose of all waster materials in proper containers
· Before using electrical equipment, check for damaged cords or improper grounding.
· Avoid overloading electrical outlets.
· Store flammable materials in proper containers and in safe areas. If you spill a flammable liquid, wipe it up immediately.
· Do not allow clutter to accumulate in rooms, closets, doorways or traffic areas. Make sure nothing is blocking fire exits.
· When oxygen is in use, post a No-Smoking – Oxygen in Use sign. Remove all smoking materials from the room.
OSHA
Occupational Safety & Health Administration requires that:
• A hazardous material is any substance that presents a physical or health hazard.
• OSHA requires that employees understand the risks and know how to handle hazardous substances.
• Physical hazards can cause fire or explosions.
• Health hazards can cause be acute (short) or chronic (long) term.
Hazardous Materials
• A hazardous material is any substance that presents a physical or health hazard.
• OSHA (Occupational Safety and Health Administration) requires that employees understand the risks and know how to handle hazardous substances.
• Physical hazards can cause fire or explosions.
• Health hazards can cause be acute (short) or chronic (long) term.
Material Safety Data Sheets (MSDS)
Provide detailed information about
– Product & company identification
– Ingredient information
– Hazard identification
– First aid measures
– Fire fighting measures
– Accidental release measures
– Handling & storage
– Exposure controls/ PPE
– Stability & reactivity
Employees must know the location of the MSDS and how to use them.
Review
Review student answers on the Safety Web.
Students will complete handouts:
· Preventing Accidents and Injuries.
· What would you do if you Discover a Fire
· Workbook for DHO if desired or additional reinforcement is needed
Impact
(How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives?
Refinement
(How will you change the lesson to increase student achievement?)
1. What did your impact analysis tell you about how your students learn?
2. What did your impact analysis tell you about the success of the strategies you used?
3. How useful were the assessments in terms of student learning?
4. What resources and/or personnel might assist you in improving student achievement?
5. How will you differentiate instruction so that all students achieve?
6. How will you differentiate instruction for students who easily achieved the performance criteria and need to move forward?
Safety Web
Directions:
Write your topic in the center circle. In the outer circles, list how this would be a potential hazard for patients or health care workers. After the lesson, list ways to avoid injury.
Name ______Date ______
Preventing Accidents and Injuries
Whose responsibility is it to assure that safety standards are followed in a health care facility?
For each safety rule, provide a brief explanation of WHY you think the rule is important.
Rule / Why?Do not operate or use any equipment until
you have been instructed on how to use it.
Read and follow operating instructions.
If you don’t understand, ask for help.
Do NOT operate equipment
if your instructor is not in the room.
Report and damaged or malfunctioning equipment immediately. Do not use it.
Do not use frayed
or damaged electrical cords.
Do not use a plug
if the third (grounding) prong is broken off.
Observe all safety
precautions when handling equipment.
Never use solutions
from bottles that are not labeled.
Read labels of solution bottles three times.
Do NOT
mix solutions unless instructed to do so.
Avoid contact of solutions with your eyes and skin. Report contact IMMEDIATELY.
If you break equipment or spill solutions, immediately report the incident to your instructor or immediate supervisor.
Do NOT perform any procedures on patients unless you have been instructed to do so.
When you perform procedures,
do so according to standards of care.
Provide privacy for all patients.
Knock on the door before entering a room. Speak before going behind privacy curtain.
Always identify your patient. Be
absolutely positive you have the right patient.
Always explain the procedure before you do it.
Observe the patient
closely during any procedure.
Report any changes immediately.
Never perform a procedure
if a patient refuses to allow you to do it.
Report unsafe situations immediately.
Before leaving a patient
area, observe all safety checkpoints.
Use correct body mechanics.
Wear the required uniform.
Walk – do NOT run – in the lab,
clinical area, hallways, and on stairs.
Report any
injury or accident to your instructor.
Walk to the right. Use handrails.
If you see any unsafe situation,
report it to your instructor immediately.
Keep all work areas clean and neat.
Wash your hands frequently.
Dry you hands
before handling electrical equipment.
Follow Universal Precautions with
EVERY patient in ALL circumstances .
When working with a partner,
observe all safety precautions,
avoid horseplay and practical jokes.
Name ______Date ______
What do you do if you Discover a Fire?
R ______
A ______
C ______
E ______
How do you use a Fire Extinguisher?
P ______
A ______
S ______
S ______
ANSWER KEY – What do you do if you Discover a Fire?
R emove/Rescue residents from immediate danger
Alert/Alarm the fire dept./supervisor
C ontain the fire-close all doors
E xtinguish if able or Evacuate
How do you use a Fire Extinguisher?
P ull the pin
Aim at the base of the fire
S queeze the handle
S weep side to side
Safety Poster
Directions
Choose of the following safety topics to create a safety poster for the classroom or lab. Use the rubric to guide your work.
Topics
· Classroom safety
· Lab safety
· Body mechanics
· Wheelchair safety
· Use of a transfer, or gait, belt
· Material Safety Data Sheet
· OSHA
· Fire safety
· RACE
· PASS – Using a fire extinguisher
· Handwashing
· PPE
· Standard Precautions
RUBRIC -20 points each
_____Visual use of color, graphics, headings
_____Information is uncluttered, clear and easy to read
_____Information is accurate and correct
_____Danger or risk is clearly explained
_____Proper procedure is clearly explained
Total
Health Sciences
Basic Safety
1. ______Classroom rules include no running, climbing, or throwing.
2 ______The teacher is the only one responsible for reporting unsafe conditions.
3 ______Students may be in lab without teacher
4 ______Students may use any equipment without permission.
5 ______In the clinical setting, you must work within your scope of practice
6 ______The three elements of fire are oxygen, heat (a spark or flame), and matches.
7 ______Faulty electrical cords may cause a fire.
8 ______“R A C E” stands for rescue, alarm, confine, and extinguish.
9______There are two types of fire extinguishers.
10 ______Fire extinguishers must be checked yearly by the student safety team.
11 ______The acronym “P A S S” describes the steps in using a fire extinguisher.
12 ______A hazardous material is any substance that presents a physical or health
hazard.
13 ______OSHA requires that employees know the location of the MSDS book.
14 ______If a label is missing, you can still use the chemical.
15 ______It is not required that students know how to use the MSDS book .
16 ______Standard Precautions apply to blood or other body fluids containing blood.
17 ______PPE may include protective barriers such as gloves, gowns, and masks.
18 ______Handwashing is the most important thing you can do to prevent the spread of
germs.
19 ______You don’t need help when lifting or moving heavy objects if you think you
can do it yourself.
20 ______To lift heavy objects, bend from the waist.
Health Sciences
Basic Safety Key
1. T
2. F
3. F
4. F
5. T
6. T
7. T
8. T
9. F
10. T