Sterile glove check off
*verbalize
*I have considered the type of procedure to be performed today, checked the agency policy,
and have determined that sterile gloves must be used for this procedure
*I have considered the patient’s risk for infection
*I have gotten the correct size gloves for my hands, assessed the package, and have found that
it is intact with water damage
*I have assessed my hands and have determined that they are free of lesions
*I have assessed my patient for risk factors before applying latex gloves
*My patient has had no previous reactions to latex or products containing latex
*My patient has had no history of asthma, contact dermatitis, eczema, hives, or rhinitis
*My patient has no food allergies
*My patient has no history of adverse reactions during surgery or dental procedures
*My expected outcome for this skill is prevention of local or systematic infection
*I have performed hand hygiene
1. Obtain gloves, inspect package
2. Peel apart package to be level with the table
3. Carefully place insert on table, opening within one inch border, so that the gloves are
ready to don
*This is the left and right glove, I am right handed
4. Starting with right glove, grasp glove only on inside cuff
5. Pull glove over hand, ensuring that the cuff does not roll up hand
6. Slip gloved fingers under cuff of second glove
7. Pull hand into glove
8. Interlock hands away from body above waist
*Then I will perform the procedure
9. Remove gloves by grasping cuff of one glove
10. Pull off, turning inside out, and ball up glove in gloved hand
11. Slip ungloved fingers under cuff of glove and pull off, turning inside out
*I will now perform hand hygiene
12. Use hand sanitizer
*Now I will assess patient for signs of infection, allergic reaction to the latex, and document any
changes in the patient’s chart
*There are no unexpected outcomes of this skill
Scenario #2 Mr. Lee: Cane
For Mr. Lee, I would assess daily routine and how he is able to preform his ADLs. I would check
his height and ensure the cane is at the correct height.
I would instruct Mr. Lee that he needs to use the cane on the stronger side of his body. The
cane is designed to be used as an extra source of stability, not as an extra extension of the weak
leg. I would teach him that the correct way to use the cane is moving the cane forward with the
weak leg at the same time, then move the strong leg forward.
Scenario #4: Mrs. Lind: Walker
Mrs. Lind is bradycardic, I would assess why she is experiencing decreased heart rate to see if
that has anything to do with the weakness in her legs. I would also assess her sensory function
of her legs to see if she is experiencing any increased numbness as a result of her peripheral
vascular disease. I would also measure her height to ensure the correct height for her walker. I
would access if her weakness is bilateral or predominately on one side.
When instructing her on the use of the walker, I would instruct her to move with the walker
first, then move with the weaker side (if any) or the non-dominate side, then move with the
stronger side.
Scenario #1: Crutches
For Mr. Juarez, I need his height and weight.
When instructing him, I would tell him he needs to bear weight on only his right leg. When he is
walking, he will move the crutches forward, bear weight on the hands grips, move weak leg
without bearing weight on it, and move strong leg forward.
He can go up and down the stairs, I would teach him that he should be going “up with the good
and down with the bad” as he’s going and up down the stairs