2.02 Understand infection control procedures€¦ · Web viewCOURSE 7212 Health Science II Unit A Health care core standards, safety, and infection control COMPETENCY 2.00 C3 8% Apply

COURSE 7242 Health Science II Unit A Healthcare foundation standards, safety, and infection control

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 ContentI. Principles of infection

A. Types of infectionB. Classes of microorganismsC. Transmitting infection

II. Methods used to control the spread of infectionA. VaccinationsB. Aseptic control

1. Antisepsis2. Disinfection3. Sterilization

C. Precautions 1. Standard precautions

a. Hand washingb. Personal protective equipment

i Glovesii Gowns iii Masks and eyewear

2. Bloodborne pathogen standard 3. Tuberculosis standard4. Extended precautions (Transmission-based precautions)

7242 Health Science II Summer 2011 Page 155

ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

1. Types 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 infection

2.01 Types of Infection PowerPoint Presentation

2.02 Infection Control Key TermsHandout

2.02 Types of InfectionsHandout and KEY

2. 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.

Helps student UNDERSTAND (B2) infection control procedures

2.02 Infection Control Research Topics Handout

HOSA Competitive Events Guidelines-Extemporaneous Health Posterwww.hosa.org/natorg/sectb/cat-iii/ehp.pdf

Extemporaneous Speakingwww.hosa.org/natorg/sectb/cat-iii/es.pdf

3. Classes of Microorganisms Distribute the handout. Present the PowerPoint

Presentation. Facilitate discussion on

classes of microorganisms. The students will record

Helps student UNDERSTAND (B2) classes of microorganisms

2.02 Classes of Microorganisms PowerPoint Presentation

2.02 Classes of Microorganisms


http://www.hosa.org/natorg/sectb/cat-iii/es.pdf

http://www.hosa.org/natorg/sectb/cat-iii/es.pdf

http://www.hosa.org/natorg/sectb/cat-iii/ehp.pdf

http://www.hosa.org/natorg/sectb/cat-iii/ehp.pdf


notes and class discussion on the handout.

Handout

4. Transmitting Infection Present 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 notebooks

5. 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 the Teacher Resource as a guide.

Helps student UNDERSTAND (B2) the chain of infection

2.02 Chain of Infection Activity Teacher Resource

2.02 Chain of Infection Activity Handout

2.02 Transmitting Infection PowerPoint Presentation,slides 8-15

6. 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:1-demonstrate the skill2-provide for guided practice3-provide for independent practice4-verify student passing

Facilitate discussion on why this is the most effective way to break the chain of

Helps student APPLY (C3) proper hand washing skills

CDC Hand Hygiene PowerPoint Slide Presentation

2.02 Hand Washing Handout

Hand washing SuppliesSoapPaper TowelsSink with Warm Water



infection.7. 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:o Why is total removal of

the GlitterBug potion difficult?

o How does this hand washing skill compare to your usual hand washing?

Helps student UNDERSTAND (B2) personal hand washing effectiveness

GlitterBug Potion Activity Teacher Resource

GlitterBug Potion from Pocket Nurse

Ultraviolet light

8. Vaccinations Present PowerPoint

presentation, slides 1-5 Facilitate 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 infection

Methods used to control the spread of infection PowerPoint Presentation,slides 1-5

Student notebooks

9. Three Levels of Aseptic Control Distribute the handout. Present PowerPoint

Presentation, slides 6-10. Facilitate discussion on the

three levels of aseptic control.

Helps student UNDERSTAND (B2) the three levels of aseptic control of infection

PowerPoint PresentationMethods used to control microorganisms,slides 6-10

2.02 Three Levels of



Students will record notes and class discussion on the handout.

Instruct students to classify by detecting relationships among the three levels of aseptic control.

Aseptic Control Handout

10. 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.

Helps student UNDERSTAND (B2) how Standard Precautions are foundational for the application of Transmission-based precautions

2.2 Precautions PowerPoint Presentation,slides 1-14

2.02 Standard Precautions Handout

11. 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 equipment

CDC PPE PowerPoint for HSII

12. 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

Helps student APPLY (C3)) methods used to control the spread of infections

2.02 Donning and Removing Personal Protective Equipment Handout

Personal Protective Equipment:GownsMasks/face shieldsBonnets/capsGloves



personal protective equipment.

The teacher will:1-demonstrate the skill2-provide for guided practice3-provide for independent practice4-verify student passing

13. 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.

Helps student UNDERSTAND (B2) the differences in extended infection control precautions

PowerPoint PresentationMethods used to controlmicroorganisms,slides 15-17

2.02 Infection Control Precautions Handout

14. 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 precautions

2.02 Extended Infection Control PrecautionsHandout

PowerPoint PresentationMethods used to controlmicroorganisms,slides 18-25

15. 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

Helps student UNDERSTAND (B2) the impact of infection control measures

Caught in the Acthttp://www.youtube.com/watch?v=8KfLITivqfo&feature=related5.58 min


http://www.youtube.com/watch?v=8KfLITivqfo&feature=related




these discussion questions:

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 Infection Name _______________Handout Date ________________


Directions: Record notes and class discussion about local versus systemic infections.

Local versus Systemic Infections:

Types of InfectionExamples

2.02 Types of Infection Name _______________Handout KEY Date ________________


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 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 Topics Name _______________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 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. 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 Microorganisms Name _______________Handout Date ________________


Directions: Record notes and class discussion about classes of microorganisms.

Microorganisms

Class Characteristics Examples

2.02 Classes of Microorganisms Name _______________Handout KEY Date ________________


Directions: Record notes and class discussion about classes of microorganisms.

MicroorganismsNon-pathogenic: do not produce diseaseNormal, beneficial

Pathogenic: cause infection and diseaseMay be non-pathogenic in one body system, pathogenic in another (E. coli)

Aerobicrequires oxygen to live

Anaerobicdoes not require oxygen to live

Gram-positive:Generally respond to treatment

Gram-negative:EndotoxicPyogenicDifficult to treat

Class Characteristics Examples(answers will vary)

Bacteria cocci – round in shapebacilli – rod shapespirilla – spiral or corkscrew shape

Protozoa one celled, animal-like organismcontain a nucleus and other defined organelles

Fungi organisms that usually enjoy a symbiotic, but sometimes parasitic relationship with their host

Rickettsiae rod-shaped, parasitic bacteriatransmitted to humans through bites

Viruses small, infectious agentrequires a host for survivalproduce immune response in humanstreated with antiviral drugs

Helminths parasitic worm-like organismsExcrete toxins making host susceptible to other diseases

2.02 Chain of Infection Activity Teacher Resource


1. The teacher will distribute the 2.02 Chain of Infection Activity Handout, or six strips of paper as illustrated in the handout.

2. Instruct the students to listen and follow directions as information is given about the links in the chain of infection from the PowerPoint Presentation.

3. Elaborate on the information one link at the time, beginning with “causative agent”.

4. Lead the students to write keys point about causative agent on the appropriate strip of paper.

5. Students will form a loop with the first strip (causative agent) and staple it to form a circle.

6. Teacher provides information about the second link (reservoir), students write key points on the link labeled “reservoir”.

7. Students add the second link (reservoir), to the first link (causative agent), to begin forming a paper chain.

8. Repeat until all links are addressed.

9. Links should be addressed in this order: causative agent, reservoir, portal of exit, mode of transmission, portal on entry, and susceptible host.

10. After teacher has provided information about each link and students have completed the chain, ends linked together, review the total chain of infection.

11. Teacher will explain that to prevent the spread of infection, at least one link in the chain needs to be broken.

12. 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.

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2.02 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

1. Glitter Bug Potion can be purchased from Pocket Nurse.

2. Distribute GlitterBug Potion to all students.

3. Have students rub hands together to apply the GlitterBug Potion. The potion simulates transient bacteria.

4. Instruct students to observe their hands under the black light, paying particular attention to areas that are bright white from the pretend bacteria.

5. Have students wash their hands.

6. 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.

7. Students will compare what their hands looked like before and after hand washing.

8. Discuss reasons why total removal of the bright white potion might be difficult.

Optional Activity

9. Demonstrate the use alcohol based hand-rub.

10.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.


_________Asepsis__________________________________

_______Antisepsis______________________________________Disinfection________________________________

______Sterilization________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

2.02 Three Levels of Aseptic Control Name _______________Handout Date ________________

Directions: Record notes and class discussion about the three levels of aseptic control.

2.02 Three Levels of Aseptic Control KEY Name _______________


AsepsisAbsence of pathogens

Antisepsis Disinfection Sterilization

Stops the growth or spread of pathogensDestroys all microorganisms,

pathogens and non-pathogens

Destroys pathogens

Not effective against spores and viruses Not always effective against spores and viruses Destroys spores, and viruses

Used on skin Used on objects Used on objects

Examples: Alcohol and Betadine

Handwashing is the most effective technique

Examples: Bleach solutions and other chemicals

Examples:Autoclave (steam/gas)

Some chemicals can sterilize objects

Handout Date ________________

Directions: Record notes and class discussion about the three levels of aseptic control.

2.02 Standard Precautions Name _______________Handout Date ________________


Directions: Use notes and textbook answer the following questions regarding standard precautions.

1. “Who” developed SP?

2. “When” does SP apply?

3. “What situations necessitate the need for SP?

4. “What” supplies are needed for SP?

5. “Where” should SP supplies be located before and after use?

6. “What” should be done to prevent needle sticks?

7. “When” should hands be washed?

8. “When” are gloves worn?

9. “When” should mask and eye protection be worn?

10. “When” should gowns be worn?

11. “What” is the proper way to handle patient care equipment?

12. “What” is the proper way to handle linen?

13. “What” resuscitation devices should be used?

14. “Where” the patient should be placed?

15. “What” are the results of failing to abide by SP?

16. “What” is my employers responsibility?

17. “What” is my responsibility in SP?

18. “What” must be removed before putting on gloves?

2.02 Standard Precautions Name _______________Handout KEY Date ________________


Directions: Use notes and textbook answer the following questions regarding standard precautions.

1. “Who” developed SP? CDC2. “When” does SP apply? At all times to prevent contact with blood or other

potentially infectious materials.3. “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.

4. “What” supplies are needed for SP? Gloves, gowns, and masks/eye protections5. “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.

6. “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.

7. “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.

8. “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.

9. “When” should mask and eye protection be worn? During procedures that may produce splashes or sprays of blood, body fluids, secretions, or excretions.

10. “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.

11. “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.

12. “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.

13. “What” resuscitation devices should be used? Mouthpieces should be used to avoid the need for mouth-to-mouth resuscitation.

14. “Where” the patient should be placed? The patient must be placed in a private room.15. “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.16. “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.

17. “What” is my responsibility in SP? To follow all rules and regulations; to report any exposure immediately to supervisor; to complete necessary incident report.

18. “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 Precautions Bloodborne Pathogen Standard

Tuberculosis Standard Extended Infection Control Precautions

2.02 Infection Control Precautions Name _______________


Handout KEY Date ________________

Directions: Record notes and class discussion about infection control precautions.

Standard Precautions

Used on All Patients

Use 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 Standard

Prevention 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 needles

Correct use of sharps containers

Use resuscitation devices

To reduce occupationally transmitted hepatitis B

Tuberculosis Standard

OSHA Standard to reduce occupationally transmitted/acquired TB

Requires FIT tested and training in use of specific respiratory PPE

PPD skin testing annually

Extended Infection Control Precautions

Standard Precautions PLUS

Airborne Precautions orContact Precautions orDroplet Precautions

2.02 Extended Infection Control Precautions Name _______________


Handout Date ________________

Directions: Record notes and class discussion about extended infection control precautions.

EXTENDED PRECAUTIONS= STANDARD PRECAUTIONS PLUS…

AIRBORNE PRECAUTIONS

DROPLET PRECAUTIONS

CONTACT PRECAUTIONS

FACTS THAT ARE UNIQUE TO EACH TYPE OF PRECAUTION

FACTS THAT ALL PRECAUTIONS HAVE IN COMMON:

2.02 Extended Infection Control Precautions Name _______________


Handout KEY Date ________________

Directions: Record notes and class discussion about extended infection control precautions.

EXTENDED PRECAUTIONS= STANDARD PRECAUTIONS PLUS…

AIRBORNE PRECAUTIONS

DROPLET PRECAUTIONS

CONTACT PRECAUTIONS

FACTS 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

infections

Health Care Workers (HCWs) must be fit tested

for HEPA respirators

HCW 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 Items


Note: 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 calleda. airborne precautionsb. extended precautionsc. standard precautionsd. tuberculosis precautionsAnswer: C

2. The quality assurance committee is reviewing data on handwashing and hospital acquired infections. What is the type of condition they are concerned about?

a. Direct contactb. Nosocomialc. Rickettsiaed. Vector-borne

Answer: B

3. Mark always washes his hands before and after providing patient care. What part of the chain of infection dies he address?

a. Mode of transmissionb. Portal of entryc. Portal of exitd. Reservoir

Answer: A


Documents

2.02 Understand infection control procedures€¦ · Web viewCOURSE 7212 Health Science II Unit A Health care core standards, safety, and infection control COMPETENCY 2.00 C3 8% Apply