COURSE
ESSENTIAL
STANDARD
OBJECTIVE
ESSENTIAL
QUESTIONS
7242 Health Science II
Unit A
Healthcare foundation standards,
safety, and infection control
2.00
B2
14%
Understand safety and infection
control procedures.
2.02
B2
7%
Understand infection control
procedures.
 What are some principles of infection and infection control?
 What methods are used to control the spread and growth of
microorganisms?
Unpacked Content
I.
II.
Principles of infection
A.
Types of infection
B.
Classes of microorganisms
C.
Transmitting infection
Methods used to control the spread of infection
A.
Vaccinations
B.
Aseptic control
1.
Antisepsis
2.
Disinfection
3.
Sterilization
C.
Precautions
1.
Standard precautions
a. Hand washing
b. Personal protective equipment
i Gloves
ii Gowns
iii Masks and eyewear
2.
Bloodborne pathogen standard
3.
Tuberculosis standard
4.
Extended precautions (Transmission-based precautions)
7242 Health Science II
Summer 2011
Page 155
ACTIVITIES
1.
2.
3.
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.
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.
Classes of Microorganisms
 Distribute the handout.
 Present the PowerPoint
Presentation.
 Facilitate discussion on
classes of microorganisms.
7242 Health Science II
RELEVANCY TO OBJECTIVE
Helps student UNDERSTAND
(B2) types of infection
RESOURCES
2.01 Types of Infection
PowerPoint
Presentation
2.02 Infection Control
Key Terms
Handout
2.02 Types of
Infections
Handout and KEY
Helps student UNDERSTAND
(B2) infection control
procedures
2.02 Infection Control
Research Topics
Handout
HOSA Competitive
Events GuidelinesExtemporaneous
Health Poster
www.hosa.org/natorg/s
ectb/cat-iii/ehp.pdf
Extemporaneous
Speaking
www.hosa.org/natorg/s
ectb/cat-iii/es.pdf
Helps student UNDERSTAND
2.02 Classes of
(B2) classes of microorganisms Microorganisms
PowerPoint
Presentation
2.02 Classes of
Microorganisms
Summer 2011
Page 156
ACTIVITIES
4.
5.
6.
 The students will record
notes and class discussion
on the handout.
Transmitting Infection
 Present PowerPoint
Presentation, slides 1-7.
 The students will record
notes in their notebooks.
 Facilitate discussion about
transmitting infection.
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.
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 skill
2-provide for guided practice
3-provide for independent
practice
4-verify student passing
 Facilitate discussion on why
7242 Health Science II
RELEVANCY TO OBJECTIVE
RESOURCES
Handout
Helps student UNDERSTAND
(B2) transmitting infection
2.02 Transmitting
Infection PowerPoint
Presentation,
slides 1-7
Student notebooks
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
Helps student APPLY (C3)
proper hand washing skills
CDC Hand Hygiene
PowerPoint Slide
Presentation
2.02 Hand Washing
Handout
Hand washing
Supplies
Soap
Paper Towels
Sink with Warm Water
Summer 2011
Page 157
ACTIVITIES
7.
8.
9.
this is the most effective way
to break the chain of
infection.
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?
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.)
Three Levels of Aseptic
Control
 Distribute the handout.
 Present PowerPoint
Presentation, slides 6-10.
 Facilitate discussion on the
7242 Health Science II
RELEVANCY TO OBJECTIVE
Helps student UNDERSTAND
(B2) personal hand washing
effectiveness
RESOURCES
GlitterBug Potion
Activity Teacher
Resource
GlitterBug Potion from
Pocket Nurse
Ultraviolet light
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
Helps student UNDERSTAND
(B2) the three levels of aseptic
control of infection
Summer 2011
PowerPoint
Presentation
Methods used to
control
microorganisms,
slides 6-10
Page 158
ACTIVITIES
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.
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.
11. Personal Protective
Equipment (PPE)
 Present the PowerPoint
Presentation.
 Facilitate discussion
regarding the
implementation and use of
personal protective
equipment.
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.
7242 Health Science II
RELEVANCY TO OBJECTIVE
RESOURCES
2.02 Three Levels of
Aseptic Control
Handout
Helps student UNDERSTAND
(B2) how Standard Precautions
are foundational for the
application of Transmissionbased precautions
2.2 Precautions
PowerPoint
Presentation,
slides 1-14
2.02 Standard
Precautions Handout
Helps student UNDERSTAND
(B2)) the implementation and
use of personal protective
equipment
CDC PPE PowerPoint
for HSII
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
Summer 2011
Page 159
ACTIVITIES
RELEVANCY TO OBJECTIVE

Facilitate discussion about
donning and removing
personal protective
equipment.
 The teacher will:
1-demonstrate the skill
2-provide for guided practice
3-provide for independent
practice
4-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.
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.
15. Caught in the Act
 Show Caught in the Act
video at the site listed in the
Resources.
7242 Health Science II
RESOURCES
Bonnets/caps
Gloves
Helps student UNDERSTAND
(B2) the differences in
extended infection control
precautions
Helps student UNDERSTAND
(B2) the differences in
extended infection control
precautions
PowerPoint
Presentation
Methods used to
control
microorganisms,
slides 15-17
2.02 Infection Control
Precautions Handout
2.02 Extended
Infection Control
Precautions
Handout
PowerPoint
Presentation
Methods used to
control
microorganisms,
slides 18-25
Helps student UNDERSTAND
(B2) the impact of infection
control measures
Summer 2011
Caught in the Act
http://www.youtube.co
m/watch?v=8KfLITivqf
o&feature=related
5.58 min
Page 160
ACTIVITIES
RELEVANCY TO OBJECTIVE
RESOURCES
 Facilitate a discussion about
the impact of infection
control measures using
these discussion questions:
7242 Health Science II
Summer 2011
Page 161
2.02 Infection Control Key Terms
Handout
Name _______________
Date ________________
Key Terms
Aerobic
requires oxygen to live
Anaerobic
does not require oxygen to live
Antiseptic hand wash
Alcohol-based hand rub
washing hands with water and soap or other detergents
containing an antiseptic agent
rubbing hands with an alcohol-containing preparation
Asepsis
free of pathogens
Endogenous
originates from within the body
Exogenous
originates outside the body
Hand hygiene
Hand washing
performing hand washing, antiseptic hand wash, alcohol-based
hand rub
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
Sterile
remain firm against the action of another force, such as a bacteria
against an antibiotic
free of all organisms
Susceptible
able to be affected; person likely to get sick
Systemic infection
affects the entire body
7242 Health Science II
Definitions
Summer 2011
Page 162
2.02 Types of Infection
Handout
Name _______________
Date ________________
Directions: Record notes and class discussion about local versus systemic infections.
Local versus Systemic Infections:
Examples
Types of Infection
7242 Health Science II
Summer 2011
Page 163
2.02 Types of Infection
Handout
Name _______________
Date ________________
KEY
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 infectionsHospital acquired infection
Transmitted by the health care worker
Opportunistic infectionsInfections that occur when the body’s defenses
are weakened
7242 Health Science II
Summer 2011
Page 164
2.02 Infection Control Research Topics
Handout
Name _______________
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. Presentation Date: _______________
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
7242 Health Science II
Summer 2011
Page 165
2.02 Classes of Microorganisms
Handout
Name _______________
Date ________________
Directions: Record notes and class discussion about classes of microorganisms.
Microorganisms
Class
7242 Health Science II
Characteristics
Examples
Summer 2011
Page 166
2.02 Classes of Microorganisms
Handout
Name _______________
Date ________________
KEY
Directions: Record notes and class discussion about classes of microorganisms.
Microorganisms
Non-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
parasitic worm-like organisms
Excrete toxins making host
susceptible to other diseases
Helminths
7242 Health Science II
Summer 2011
Page 167
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.
7242 Health Science II
Summer 2011
Page 168
2.02 Chain of Infection Activity
Handout
Name _______________
Date ________________
7242 Health Science II
Summer 2011
Susceptible Host
Portal of Entry
Mode of Transmission
Portal of Exit
Reservoir
Causative Agent
Directions: Cut out labeled strips. Make notes on the appropriate strip while viewing the
PowerPoint presentation related to the chain of infection.
Page 169
2.02 Hand Washing
Handout
NAME ____________________
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:
7242 Health Science II
Summer 2011
Page 170
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.
7242 Health Science II
Summer 2011
Page 171
2.02 Three Levels of Aseptic Control
Handout
Name _______________
Date ________________
Directions: Record notes and class discussion about the three levels of aseptic control.
_________Asepsis________
__________________________
_______Antisepsis_______
_________________________
______Disinfection______
__________________________
______Sterilization______
__________________________
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7242 Health Science II
Summer 2011
Page 172
2.02 Three Levels of Aseptic Control
Handout
KEY
Name _______________
Date ________________
Directions: Record notes and class discussion about the three levels of aseptic
control.
Asepsis
Absence of pathogens
Antisepsis
Disinfection
Sterilization
Stops the growth or spread of
pathogens
Destroys pathogens
Destroys all microorganisms,
pathogens and
non-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
Examples:
Bleach solutions and other
chemicals
Examples:
Autoclave (steam/gas)
Some chemicals can sterilize
objects
Handwashing is the most
effective technique
7242 Health Science II
Summer 2011
Page 173
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?
7242 Health Science II
Summer 2011
Page 174
2.02 Standard Precautions
Name _______________
Handout
KEY
Date ________________
Directions: Use notes and textbook answer the following questions regarding standard
precautions.
1. “Who” developed SP? CDC
2. “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 protections
5. “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.
7242 Health Science II
Summer 2011
Page 175
2.02 Donning and Removing
Personal Protective Equipment
Handout
1.
2.
3.
4.
5.
6.
7.
8.
Name ____________________
Assembled equipment
Washed hands
Removed rings
Placed watch in a plastic bag or on a paper towel
Put on mask correctly
Rolled up uniform sleeves (If needed)
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
Put on gloves correctly
____
____
____
____
____
____
____
____
____
____
____
____
____
Removal of Personal Protective Equipment
9.
10.
11.
12.
13.
15.
16.
17.
Untied waist ties of gown first
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
Washed hands thoroughly, operated faucet with towel
Removed mask, handling ties only, disposed of properly
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
Removed watch from towel or plastic bag without contamination
Opened door with towel, discarded towel in waste can
Washed hands immediately
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Students must safely complete 90% of the steps to pass.
Passing date __________
Evaluator _____________________
Comments:
7242 Health Science II
Summer 2011
Page 176
2.02 Infection Control Precautions
Handout
Name _______________
Date ________________
Directions: Record notes and class discussion about infection control precautions.
Standard Precautions
Bloodborne Pathogen Standard
Tuberculosis Standard
Extended Infection Control Precautions
7242 Health Science II
Summer 2011
Page 177
2.02 Infection Control Precautions
Handout
KEY
Name _______________
Date ________________
Directions: Record notes and class discussion about infection control precautions.
Standard Precautions
Bloodborne Pathogen Standard
Used on All Patients
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.
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.
Never re-cap used needles
Correct use of sharps containers
Use resuscitation devices
Tuberculosis Standard
OSHA Standard to reduce occupationally
transmitted/acquired TB
Requires FIT tested and training in use of
specific respiratory PPE
To reduce occupationally transmitted
hepatitis B
Extended Infection Control Precautions
Standard Precautions PLUS
Airborne Precautions or
Contact Precautions or
Droplet Precautions
PPD skin testing annually
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2.02 Extended Infection Control Precautions
Handout
Name _______________
Date ________________
Directions: Record notes and class discussion about extended infection control precautions.
EXTENDED PRECAUTIONS
= STANDARD PRECAUTIONS PLUS…
AIRBORNE
DROPLET
CONTACT
PRECAUTIONS
PRECAUTIONS
PRECAUTIONS
FACTS THAT ARE UNIQUE TO EACH TYPE OF PRECAUTION
FACTS THAT ALL PRECAUTIONS HAVE IN COMMON:





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2.02 Extended Infection Control Precautions
Handout
KEY
Name _______________
Date ________________
Directions: Record notes and class discussion about extended infection control precautions.
EXTENDED PRECAUTIONS
= STANDARD PRECAUTIONS PLUS…
AIRBORNE
DROPLET
CONTACT
PRECAUTIONS
PRECAUTIONS
PRECAUTIONS
FACTS THAT ARE UNIQUE TO EACH TYPE OF PRECAUTION
Patient’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.
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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 called
a.
airborne precautions
b.
extended precautions
c.
standard precautions
d.
tuberculosis precautions
Answer: 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 contact
b.
Nosocomial
c.
Rickettsiae
d.
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 transmission
b.
Portal of entry
c.
Portal of exit
d.
Reservoir
Answer: A
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