Care
Unit D667 11: Prevention of Infection
Teacher Resource Pack
Intermediate 2
8383
.
Spring 2001
HIGHER STILL
Care
Prevention of Infection
Teacher Resource Pack
Intermediate 2
Support Materials
CONTENTS
INTRODUCTION
Statement of Standards
Integration with other units
Unit Content
Core Skills
Assessment
GUIDANCE FOR TEACHERS
Approaches to learning and teaching
Unit induction
Learning environment
How to use the pack
Scheme of work
Extending more able students
Recording student attainment
STUDENT ACTIVITIES AND INFORMATION
Outcome 1
Outcome 2
Outcome 3
Outcome 4
APPENDIX
Glossary of terms
Overhead transparencies
Resource information
Candidate record of progress
Internal assessment record
Care: Support Materials: Prevention of Infection: (D667 11) Intermediate 2
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INTRODUCTION
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STATEMENT OF STANDARDS
PREVENTION OF INFECTION (INT 2)
Outcome 1
Describe the main groups of pathogenic micro-organisms and the diseases they cause.
Performance Criteria
a) The description of each of the main groups of pathogenic micro-organisms is
correct and relates to their method of causing infection.
b) The description of the signs and symptoms of an example of a disease caused by a
microorganism from each of the main groups is correct.
Evidence Requirements
Written and oral questioning across the performance criteria to meet the outcome. For
PC (a) 4 groups should be covered: Bacteria, Virus, Fungi and Protozoa
Outcome 2
Describe how the pathogens enter the body and the body’s reaction to pathogens.
Performance Criteria
a) The description of the ways in which pathogens may enter the body is correct.
b) The recognition of the ways in which the body provides defenses against microorganisms gaining access to the body is correct.
c) The description of the ways in which the body fights infection in the blood and
tissues using white blood cells and antibodies is correct and at a basic level.
Evidence Requirements
Written and/or oral questioning across the performance criteria to meet the outcome.
For PC (a) and PC (b), a minimum of FOUR ways should be covered.
Outcome 2
Explain the ways in which infection may be spread and the ways in which the spread
may be prevented.
Performance Criteria
a) The explanation of the ways in which infection may be spread is correct.
b) The explanation of the ways in which the spread of infection can be prevented is
correct and in line with current guidelines.
c) The explanation of the ways in which bacterial food poisoning can be caused and
the ways in with it can be prevented is correct and meets current guidelines.
Evidence Requirements
Written and/or oral questioning across the performance criteria to meet the outcome
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Outcome 4
Describe the procedures used in a care environment in the use of antiseptics,
disinfectants, sterilisation equipment and the disposal of infected and other waste
materials.
Performance Criteria
a)
The description of a procedure for the use of an antiseptic in a care situation is
correct.
b)
The description of a procedure for the use of a disinfectant in a care situation is
correct.
c)
The description of a procedure used when sterilising an item using steam
sterilising equipment is correct.
d)
The description of procedures used for disposing of infected and other waste in
a care situation is correct and in line with local practice.
Evidence Requirements
Written and/or oral evidence across the performance criteria to meet the outcome.
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INTEGRATION WITH OTHER UNITS
This unit is part of the National Course: Health and Safety in Care Settings at
Intermediate 2. It relates to other units in the course, which are; Promoting Healthy
Eating in a Care Setting and Safety in the Care Environment. The three units can be
used to support and extend the student’s knowledge and practice in the care setting. For
example, together the three units can cover the importance of safe handling of food
products in accordance with current legislation.
Progression to Practical Skills for Carers, which is part of the National Course: Care
Practice at Higher, involves developing this underpinning knowledge, consolidating
skills and further investigating theory and practice.
UNIT CONTENT
This Unit has four outcomes
 Describe the main groups of pathogenic micro-organisms and the diseases they
cause
 Describe how pathogens enter the body and the body’s reaction to pathogens.
 Explain the ways in which infection may be spread and the ways in which the
spread may be prevented.
 Describe the procedures used in a care environment in the use of antiseptics,
disinfectants, sterilisation equipment and the disposal of infected and other waste
material.
The Unit content can be summarised as follows:

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A range of pathogens which may cause infections.
Signs and symptoms of infections which are caused by the pathogens.
How pathogens enter the body and how the body reacts to those pathogens, for
example the development of antibodies and the body’s barrier to infection
The spread of infection and how this can be prevented
Correct procedures involved when using a range of sterilising equipment
The appropriate use of antiseptics and disinfectant
CORE SKILLS
It is unlikely that attainment of this unit would lead to the automatic award of a
particular core skill.
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ASSESSMENT
The unit assessment pack from the National Assessment Bank, for this unit, contains
the following internal assessment instruments.
ASSESSMENT
NUMBER
OUTCOME
PC
ASSESSMENT
INSTRUMENT
1
1
1(a) 1(b)
Restricted response
questions
2
2
2(a) (b) (c)
Short answer
questions
3
3
3(a) (b) (c)
Short answer
questions
4
4
4(a) (b) (c) (d)
Investigation
Two alternative instruments of assessment are available from the National Assessment
Bank. Centres can, alternatively, devise their own assessment items and submit them to
SQA for approval.
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GUIDANCE FOR TEACHERS
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APPROACHES TO LEARNING AND TEACHING
In delivering this unit is useful if teachers/lecturers achieve a balance between
teacher/lecturer exposition and experiential learning. Students can be encouraged,
from the beginning to draw on their own experience and previous and current learning.
For most of their lives students will have been preventing infection – protecting
themselves and others as they go about their everyday lives. The students should be
encouraged to share good practice and to learn from their own experiences.
Students should be encouraged from the beginning of the unit to gather newspaper
articles, leaflets and magazine articles related to prevention of infection. Attention
should be drawn to television programmes, items on the Internet and local and national
health issues related to prevention of infection. Visiting speakers and outside visits can
also broaden the student’s learning.
In delivering this unit it is important that a multicultural approach is taken. Many
cultures have different customs relating for example to hygiene or the handling of
food; therefore student practice may vary according to cultural background.
Teachers/lecturers can ensure a multicultural approach is adopted during exercises and
discussions.
UNIT INDUCTION
Students can be given the Candidates’ Guide from the Unit Assessment Pack, which
helps explain what the unit is about and how it is assessed. Teachers/lecturers should
ensure that students understand the nature, purpose and outcomes of the unit, the
learning and teaching approaches to the unit and the assessment requirements of the
unit. The necessity for induction exercises will depend on the particular group, their
familiarity with each other, their familiarity with the teacher/lecturer and the education
setting and the Course or Group Award they are undertaking. If the group is a new
one, induction exercises to ensure that students feel comfortable talking to each other
should be included.
LEARNING ENVIRONMENT
Teachers/lecturers should aim to create a supportive and motivating learning
environment. The unit considers the health of people and it is therefore essential the
health needs of students in the learning environment are considered and met whenever
possible.
The ‘people’ element in the classroom is therefore of paramount importance. The
following conditions should always be in place:
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the provision of a learning climate in which students feel supported to share their
own thoughts and feelings
a teaching style which promotes a supportive learning climate
teaching and learning methods which draw on students’ past and present learning
experience and which enables them to integrate new ideas and skills into their
interactions with others.
The learning environment is established at the outset through factors such as style
adopted by the teacher/lecturer and the physical layout of the room.
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HOW TO USE THE PACK
Purpose of the Pack
The pack is designed to provide guidance and support materials to help
teachers/lecturers in the delivery of the unit. The student information and activities are
designed to be used by teachers/lecturers in whatever ways suit their preferred style of
delivery and the needs of their particular student group. The pack has not been
designed for open learning purposes. Answers and group discussions relating to the
exercises and worksheets will be provided and facilitated by the teacher/lecturer.
The student exercises and activities will require to be followed up and brought together
by the teacher/lecturer in whatever way is appropriate for the particular student group.
The student activities in the pack cover the four Outcomes and their performance
criteria.
The material is presented to cover Outcomes 1, 2, 3 and 4 in sequence. However
teachers/lecturers may well prefer to teach the Outcomes in an integrated manner.
Information/activities relating to HIV infection have been included in Outcome 1,
although HIV will not be assessed as a separate topic. Teachers/lecturers may want to
include other infections, e.g. Hepatitis B and C, for particular study according to the
interest and needs of the student group.
Using the materials
The student activity and information materials in the pack have either been identified
as:

INFORMATION

Or

STUDENT ACTIVITY

The materials can be photocopied, adapted, altered presented in a different order,
added to and delivered in the way that best suits the particular teaching situation.
Many of the worksheets and exercises could be written onto OHTs, chalkboards or
flipcharts where photocopying is not possible. The essential knowledge required for
the unit has been covered on the pages, which are headed information and which could
be photocopied and
used as handout material. These information sheets could be used as the focus for
input by the teacher/lecturer and to promote question and answer sessions and group
discussions.
The information sheets can be photocopied as a separate pack if the teacher/lecturer
prefers to use them as teaching notes or as separate handout material. The materials
could be assembled into smaller topic packs or into a pack for each outcome.
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Exercises and Activities
All the worksheets, assignments, group activities etc. have been headed student
activity. The exercises and activities have been suggested for individuals pairs and
small groups to carry out. Teachers/lecturers may well wish to alter the way in which
these exercises and activities are carried out according to their particular student group.
Current media articles, videos material on health issues and students’ own experiences
are likely to provide other sources of material for discussion and exercises.
Where students have work placement experience this is likely to provide a rich source
for discussion.
Preparation for Assessment
Many of the worksheets are for formative assessment purposes and will allow
teachers/lecturers to monitor the understanding of their students on an ongoing basis.
The test yourself questions at the end of the material for each outcome can be used by
teachers/lecturers in whatever way they wish, prior to internal assessment. They could
be taken in and marked by the teacher/lecturer. Completion of them should give the
student and the teacher/lecturer a good indication of whether students are ready for
internal assessment. Following each ‘test yourself’ question sheet is an information
sheet giving a brief summary of the expected answers. Teachers/lecturers may wish to
give this information sheet to students, to reinforce what they are expected to know
prior to internal assessment.
Scheme of Work
On the next page is an exemplar teaching plan showing how the pack could be used to
deliver the unit. This example is based on a delivery pattern of three hours a week over
twelve weeks. Where the delivery is different e.g. one hour a week or less over a
longer period, then each 3-hour lesson can be sub divided into three or four shorter
sessions
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WEEK
1
CONTENT
Introduction to unit
Input – 4 main groups of pathogenic
organisms.
OUTCOMES
Gaining knowledge of main
groups of pathogenic microorganisms
Activity – investigation of pathogens and
characteristics infections and signs and
symptoms
2
Input – review of diseases caused by microorganisms
Understanding diseases
caused by micro-organisms
Research activity into meningitis.
3
Input on HIV/AIDS
Activities on HIV/AIDS
Research activity into HIV
4
Presentation of research activities.
Association of pathogens
and diseases
Case study activity
Test yourself questions
5
Input – entry of pathogens into the body.
Activities – routes of entry and barriers to
infection scenarios
6
Review of immune system and immune
response.
Activity – definitions of terms
Investigation into viral and bacterial
infections – spread and immunisation
7
Research scenarios
Test yourself questions Outcome 2
Care: Support Materials: Prevention of Infection: (D667 11) Intermediate 2
Description of entry of
pathogens into the body/
routes of entry/barriers to
infection
Explanation of the body’s
defence against pathogens
entering the body.
understanding of the
immune system
Description of how
pathogens enter the body
and the body’s reaction
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8
Input – ways of preventing infection
Activity – case study
Explanation of the spread of
infection and how it can be
prevented
Input – handwashing technique
Activities – handwashing guidelines
Poster – precautions to prevent infection.
9
Input – food poisoning
Activity – case studies
Explanation of food
poisoning and ways in
which it can be prevented
Input – food preservation and labeling
Research activity
Test yourself questions Outcome 3
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Input – cleansing procedure used in a care
environment
Activities – use of antiseptics and
disinfectants
Description of cleansing
procedures used in a care
environment
Research activity – sterilising a baby’s bottle
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Input – correct disposal of waste
Activity – case study
Description of correct
disposal of waste in a care
environment
Test yourself questions outcome 4
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Assessment
Evaluation
Review
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EXTENDING MORE ABLE STUDENTS
Some individual students and some student groups may benefit from being given work
to extend their knowledge and understanding. Where students are completing this unit
as part of a Group Award there may well be time to extend the material delivered in
this unit. The following gives some ideas for extension work:
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In depth investigation of other pathogenic organisms
Presentation of anatomical and physiological barriers to infection
Greater analysis of the spread of infection and ways of preventing this
Critical investigation of recent incidents of food poisoning in our society and
evaluation of ways of preventing such outbreaks.
RECORDING STUDENT ATTAINMENT
Two pro-formas can be found in the Appendix of this pack:
 Candidate Record of Progress - for individual candidates to have a record of their
own attainment
 Internal Assessment Record - to record the internal assessment results of the whole
student group.
Teachers/lecturers may alternatively prefer to devise their own recording
systems.
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STUDENT ACTIVITIES AND
INFORMATION
OUTCOME ONE
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INFORMATION

OUTCOME 1
In this outcome we will investigate the main groups of pathogenic micro-organisms –
bacteria, viruses, fungi and protozoa. These organisms are minute, we are exposed to
them everywhere we go – school, college, work, home, towns, cities, the beach, the
cinema, etc. Some micro-organisms are not harmful – we have bacteria within our
digestive system, which is beneficial to us, some organisms are potentially very
dangerous.
We will investigate a range of illnesses which maybe caused by these organisms such
as HIV, meningitis, influenza or athlete’s foot. We will explore the signs and
symptoms of these infections.
Outcome 1
Describe the main groups of pathogenic micro-organisms and the diseases they cause.
Performance Criteria
a) The description of each of the main groups of pathogenic micro-organisms is
correct.
b) The description of the signs and symptoms of an example of a disease caused by a
micro-organism from each of the main groups is correct.
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INFORMATION

TYPES OF PATHOGENIC MICRO-ORGANISMS
OUTCOME 1
There are four main groups of micro-organisms: viruses, bacteria, protozoa and fungi.
Pathogenic micro-organisms are those micro-organisms that are disease causing.
BACTERIA
VIRUSES
A single cell with a cell
wall and cytoplasm.
E.g. Salmonella,
tuberculosis
Much smaller than
bacteria.
E.g. HIV, influenza
PATHOGENIC
MICROORGANISMS
FUNGI
Unicellular
plant
E.g. ringworm
PROTOZOA
Single celled parasites
E.g. plasmodium,
malaria
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INFORMATION

TYPES OF MICRORGANISMS
OUTCOME 1
Bacteria
Bacteria are single-celled organisms. They have a cell wall, and cytoplasm, which
contains DNA-the nuclear material. Bacteria can only be seen with a microscope-they
exist almost everywhere-air, water, food etc and they perform a variety of functions.
Some bacteria have a positive use; for example bacteria present in the human gut helps
keep the digestive system healthy.
Bacteria need a living cell in which to breed. All bacteria require water and food, and
some bacteria require air. If conditions are suitable, bacteria reproduce by dividing into
two (binary fusion). This may happen every twenty minutes; so many millions of
bacteria may be produced.
Bacteria feed and excrete through their walls; they pass enzymes and toxins into
wounds and feed off the tissues.
Bacteria can have four different shapes: -
NAME
SHAPE
EXAMPLE OF DISEASE
Cocci
Sphere-shaped
Causes gonorrhoea
Bacilli
Rod-shaped
Causes tetanus
Vibrios
Curved
Causes cholera
Spirochetes
Corkscrew-shaped
Causes syphilis
Bacteria are killed with antibiotics that attack the cell wall of the bacteria.
Viruses
A virus is the smallest living organism and it can only be seen with a special
microscope. It is made up of a single strand of DNA or RNA protected by a protein
coat. The virus invades the living cell and then bursts to release virus particles. These
virus particles multiply and spread, damaging tissue and causing disease. The time this
process takes varies. Sometimes a virus invades the body without any effects for some
time e.g. HIV. The virus is either lying dormant or reproducing. At the end of
incubation the virus causes the cells to split open and bring about the symptoms of the
disease. Viruses tend to be confined to specific types of animal and many animal
viruses do not infect humans. Antibiotics cannot kill viruses because they live inside
the cell. Vaccination is the main method of prevention of infection by
viruses.
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INFORMATION

TYPES OF MICRORGANISMS (CONTINUED)
Protozoa
Protozoa are single celled animals, which account for millions of deaths worldwide
each year. They live in a variety of hosts and a variety of environments. Protozoa are
carried by vectors, animals or insects that spread disease e.g. dogs, mosquitoes and
flies.
Examples of protozoa are:
Plasmodium – a group of related protozoa that cause malaria. The plasmodium
reproduce within the mosquito which then spreads the disease by biting individuals.
This is particularly a problem in hot tropical areas, densely populated and with little or
no medical treatment or prevention.
Entamoeba histolytic - this protozoan causes amoebic dysentery. Cell damage occurs
and ulcers form in the lower bowel. Dysentery is spread through food or water
contaminated by faeces.
Trypanasoma – this protozoan causes sleeping sickness. The flagellate protozoa are
passed into the bloodstream by the blood-sucking tsetse fly. The protozoa invade the
nervous system of the host and the person becomes very tired and sleepy.
Fungi
Fungi are micro-organisms. They are plants which do not contain chlorophyll – they
live by breaking down dead materials. Fungi are found in soil and on crops and other
plant material. They do not usually affect humans as they are more common among
plant material.
Examples of fungi that do affect humans are: Ringworm – this is a fungus, which grows in layers of skin. The fungus grows strands
which give it the characteristic appearance of circular patches.
Candida albicans – a yeast fungus which affects the mouth and genital area. It has the
appearance of small white patches in the affected area, and is treated with drugs or
creams.
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STUDENT ACTIVITY

ACTIVITY IN PAIRS –TYPES OF PATHOGEN
OUTCOME 1
Working in pairs, using resources your teacher/lecturer may supply, complete the table
below
PATHOGEN
MAIN
FEATURES
INFECTION
CAUSED
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SIGNS AND
SYMPTOMS
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STUDENT ACTIVITY

INDIVIDUAL ACTIVITY - INFECTIONS
OUTCOME 1
Using resources your teacher/lecturer may have, complete the following table.
INFECTION
ORGANISM
CAUSING
INFECTION
SIGNS AND
SYMPTOMS
TREATMENT
Measles
Whooping
Cough
Typhoid
Mumps
Chicken pox
Tetanus
German measles
(rubella)
Ringworm
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INFORMATION

EXAMPLES OF DISEASES CAUSED BY PATHOGENIC
MICRO ORGANISMS
OUTCOME 1
OUTCOME 1
TUBERCULOSIS
Tuberculosis: an infection caused by bacteria
During the last hundred years, tuberculosis has become less common, but recent
figures show it is on the increase again. This maybe due to an increase in
homelessness, an increase in drug use, and transmission of the disease from abroad.
Tuberculosis can be spread in two ways: Mycobacterium tuberculosis is spread by droplet infection, particularly in crowded or
over-populated areas.
Mycobacterium bovis is a bacterium found in some cattle. Humans become infected
by drinking untreated milk.
Tuberculosis is a serious disease, it can affect many parts of the body such as the bones
and the lymphatic system, but it most commonly affects the lungs. Bacteria enter the
body and destroy the lung tissue.
The immune system is weakened so cannot fight the infection.
SYMPTOMS
TREATMENT
Fever, high temperature
Night sweats
Antibiotics to kill the bacteria
Loss of appetite
Long term treatment with two drugs to
prevent recurrence.
Weight loss
Coughing
Tuberculosis can be controlled by:
 Improving living conditions, reducing overcrowding.
 Treating milk correctly before human consumption.
 Contact tracing, testing those in close contact with infected people.
 Immunisation, the BCG vaccination is given to school children and adults in high
risk jobs such as teachers and health care workers.
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INFORMATION

MENINGITIS
OUTCOME 1
Meningitis: an infection caused by bacteria (and also viruses)
MENINGITIS - inflammation of the Meninges
MENINGES - the membranes that cover the brain and spinal cord.
Approximately 3000 cases of meningitis are reported annually in this country – 10% of
these will probably result in death.
MAIN SYMPTOMS – often initially confused with flu with:

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

rising temperature
nauseavomiting
headache
light intolerance
sore throat
stiff neck
Bacterial Meningitis
The symptoms for bacterial meningitis develop rapidly, over a few hours and are often
accompanied by a blotchy red rash, caused by bleeding under the skin.
The onset of bacterial meningitis ia a medical emergency that must be treated with
large doses of intravenous antibiotics.
Viral Meningitis
Viral meningitis requires no specific treatment except painkillers.
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STUDENT ACTIVITY

RESEARCH ACTIVITY - MENINGITIS
OUTCOME 1
Working in small groups to carry out an investigation into bacterial meningitis. A lot
has been done in this area by the Meningitis Trust (see resource list) and they may be
able to help you with information. Also your local health centre or health promotion
unit should have relevant literature.
 You need to find the following information:
Causes
Signs and Symptoms
Treatment
Prevention
 When you have collected information on the above prepare a role-play to present to
the rest of the class. You will need:
A patient who develops bacterial meningitis
Relatives or friends of the patient
A GP (who you may contact first)
Hospital staff
The role-play should last for approximately ten minutes and should demonstrate the
knowledge you have gained.
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INFORMATION

INFLUENZA
OUTCOME 1
Influenza: an infection caused by a virus
Influenza or flu is a common viral disease which usually occurs in the winter months.
There are three strains, or types of flu virus.
FLU VIRUS
Type A
Most unstable, produces
widespread outbreak and
then changes shape and
produces another
outbreak. 2 – 3 year
cycle of infection.
Type C
A stable virus. Illness less
severe, antibodies are
produced, immunity is for
life
Type B
More stable than
Type A. Causes
outbreaks every 4 – 6
years. Limited
immunity.
When the flu virus attacks the body it attaches to the host cell and releases virus
particles which attach to other cells. Because the type or strain of the virus keeps
changing, everybody is vulnerable to new epidemics. The young, the sick and the
elderly are particularly at risk of flu.
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INFORMATION

INFLUENZA (CONTINUED)
OUTCOME 1
Influenza
SIGNS AND SYMPTOMS
TREATMENT
Fever
Warm, well ventilated room plenty of fluids.
Shivering
Pain killers
Headache
Antibiotics for secondary infection.
Sore throat
Nasal congestion
Muscle aches and pains
Loss of appetite
Weakness and fatigue
‘Flu can be controlled by:  Vaccine – this is difficult because the virus keeps changing – high risk individuals
require an immunisation every year.
 Drugs – some drugs can be given to try to prevent the illness or to reduce the
severity of the attack.
 Hygiene – handwashing, disposal of tissues etc can minimise the spread of
infection.
 Isolation – infected individuals should isolate themselves while they have the
symptoms of the virus.
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STUDENT ACTIVITY

GROUP ACTIVITY – RISKY BEHAVIOUR
OUTCOME 1
Work in small groups of three or four:
 Cut along the lines on the following two pages to produce a set of cards
 Thinking from the perspective of someone who is not HIV positive, sort the cards
into the following three categories of risk of infection:
High Risk
Low Risk
No Risk
You will be asked to share your answers with the whole group.
Once this has been discussed:
 Thinking from the perspective of someone who is HIV positive, resort the cards into
the following three categories of risk of infection:
High Risk
Low Risk
No Risk
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STUDENT ACTIVITY

OUTCOME 1
Cut along the lines so that your group has a copy of each card
Oral sex
Shaking hands
Hugging
Going to the
dentist
Having a
tattoo
Unprotected
anal
intercourse
Sharing cups
and crockery
Receiving a
blood
transfusion
Sharing
toothbrushes
Massage
Sitting on the
toilet seat
Donating
blood
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STUDENT ACTIVITY

OUTCOME 1
Cut along the lines so that your group has a copy of each card
Being bitten
by an insect
Having a baby
Vaginal
Kissing
intercourse
with a condom
Anal
Sharing
intercourse
hypodermic
with a condom
needles
Unprotected
vaginal
Sharing sex
intercourse
toys
A needlestick
Cleaning up
injury
spilt blood
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INFORMATION

HIV AND AIDS
OUTCOME 1
HIV and AIDS were headline news in the eighties. Ignorance about this ‘newly
discovered’ illness raised alarm and fear. Many people in our society were labelled and
treated as outcasts and the disease became know as the ‘gay disease’.
HIV = HUMAN IMMUNODEFICIENCY VIRUS
AIDS = ACQUIRED IMMUNE DEFICIENCY SYNDROME
HIV is a virus which attack the white blood cells called lymphocytes in the body,
weakening the body defences to diseases.
AIDS is a set of symptoms, which a person infected with HIV, may develop.
This virus is very small; it has a core of genetic material, a protein coating and unlike
some other viruses a surrounding envelope. The HIV enters the body and attacks the
cell’s chemical machinery.
The protein coat and protecting envelope carry the genetic material and help the virus
infect the host cell. The virus recognizes the lymphocytes because the surface protein
molecules are the same.
Once the virus has recognised and attached to the lymphocyte it passes the genetic
material into the best cell. The lymphocyte makes many duplicated of the virus – then
it dies bursting open to release thousands of new viruses. These travel to uninfected
lymphocytes attach to them and start the whole process again, The number of viruses
within the body increases, and the number of healthy lymphocytes in the body
decreases.
The body is now less able to fight infection and is vulnerable to disease causing
organisms such as bacteria and other viruses. Infections caused by these organisms are
usually the cause of death for people who have developed AIDS following HIV.
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STUDENT ACTIVITY
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RESEARCH ACTIVITY – HIV AND AIDS
OUTCOME 1
Working in small groups, find out as much as you can about HIV and AIDS.
 What are the national statistics for Scotland?
 What are the local statistics for the area you live in?
 How is HIV transmitted?
 What behaviours are risky?
 Which groups in society are more vulnerable to HIV and AIDS?
 What can be done to help them?
 How can HIV be prevented?
 What is HIV testing and who should be tested?
 What are the signs and symptoms of AIDS?
Prepare and present a ten-minute talk to the rest of your class, sharing the
information you have found.
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INFORMATION

MALARIA
OUTCOME 1
Malaria – an infection caused by protozoa
Malaria is caused by the protozoa plasmodium particularly in the tropical areas of
Africa. Mosquitoes are also responsible for the spread of this infection.
When the protozoa enters the human, it attacks the liver - there it feeds and reproduces
for approximately two weeks. The host human will start to feel unwell and when the
plasmodium enters the blood stream from the liver, a high fever will develop. The
protozoa enter red blood cells, burst and release more parasites.
When a female mosquito bites a person infected with Malaria, the plasmodium enters
the mosquito and reproduces. The next time the mosquito bites someone, the parasites
enter the person and they then develop malaria.
Protozoa enters human
Mosquito carrying
infection
Reproduces in
liver
Enters
bloodstream
and bursts
in red blood
cells
Mosquito bites
infected person
Parasites released
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INFORMATION
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MALARIA (CONTINUED)
OUTCOME 1
Signs and Symptoms
Treatment
Flu like symptoms
No effective treatment is available
Severe fever
Fluids
Sweating and shivering
Pain killers
Control of Malaria includes: Attempts to kill mosquito larvae by spraying with pesticides.
Controlling the environment by improving public health, improving water treatment
etc.
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INFORMATION

ATHLETE’S FOOT
OUTCOME 1
Athlete’s foot- an infection caused by fungi:
This is a fungal infection, which is common between the toes. It is a very infectious
condition, easily caught in swimming pools, bathrooms and changing areas.
SIGNS AND SYMPTOMS
TREATMENT
Itchy feet, especially between the toes
Powder or cream applied to infected area
Pink flaky skin
Hygiene – careful washing and drying,
particularly between the toes.
Scratching may lead to bleeding
The spread of Athletes Foot can be controlled by:
 Keeping feet covered when walking around the house
 Ensuring that members of the family use separate flannels and towels
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STUDENT ACTIVITY
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EXAMPLES OF INFECTIONS
OUTCOME 1
Working in small groups of three or four, select one case study from the examples
below.
 A twenty-one year old male student who has developed cholera whilst travelling
abroad.
 A lady of eighty-nine who is suffering from shingles.
 A schoolboy aged nine who has contracted mumps.
 A pregnant lady who has thrush.
FIND OUT:
 What causes the condition.
 Signs and symptoms of the condition.
 Treatment of the condition.
 Control or prevention of the condition.
Prepare and present a ten-minute feedback to your class.
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STUDENT ACTIVITY

TEST YOURSELF QUESTIONS
OUTCOME 1
The following questions will help test your knowledge and understanding of the work
covered in Outcome 1.
1.
Identify four main groups of pathogens
a)
b)
c)
d)
2.
Describe the main features of each pathogen.
3.
Complete the table below identifying an infection caused by each pathogen.
PATHOGEN
INFECTION
a)
b)
c)
d)
4.
Describe the signs and symptoms of each infection.
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INFORMATION

ANSWERS TO TEST YOURSELF QUESTIONS
OUTCOME 1
The following gives an indication of some of the expected answers to the test yourself
questions:
1.
bacteria
virus
protozoa
fungi
2.
Bacteria – single celled organisms, cell wall, cytoplasm that contains DNA,
some bacteria have positive use.
Reproduce using binary fusion every 20 minutes, four shapes cocci,
bacilli, vibrios, spirochaetes.
Virus – smallest living organisms, contains DNA or RNA has protein coat.
Reproduces by invading cells and releasing virus particles. Virus may be
dormant within a host.
Protozoa – single celled animals that live in a variety of environments carried
by vectors, e.g. plasmodium, entomoeba histolytic and trypanosoma.
Fungi – micro-organisms, plants that don’t contain chlorophyll live by breaking
down dead materials, common among plant material.
3.
PATHOGEN
INFECTION
Bacteria
Tuberculosis
Virus
Influenza
Protozoa
Malaria
Fungi
Athlete’s foot
4.
Tuberculosis – fever, high temperature, night swears, loss of appetite, weight
loss, coughing.
Influenza – fever, shivering, headache, sore throat, nasal congestion, muscle
aches and pains, loss of appetite, weakness and fatigue.
Malaria – flu-like symptoms, severe fever, sweating and shivering.
Athlete’s foot – itchy feet, pink flaky skin, bleeding.
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OUTCOME 2
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INFORMATION
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OUTCOME 2
In this outcome we will investigate how pathogens enter the body and the body’s
reaction to pathogens.
Micro-organisms find their way into the body by various routes. For example direct
contact, inhalation and ingestion.
When this happens the body uses defence mechanisms to prevent or limit the spread of
infection. The human body has a variety of natural defences, such as skin, cilia and
mucous membranes which impede the access of those organisms, but if pathogens
successfully invade the human host, a complex range of processes may be triggered.
These include the inflammation process and the role antibodies, antigens and blood
cells.
These processes will be investigated in this outcome. Specific infections will be used
to illustrate how pathogens enter the body and how the body reacts to these pathogens.
Outcome 2
Describe how pathogens enter the body and the body’s reaction to pathogens.
Performance criteria
a) the description of the ways in which pathogens may enter the body is correct
b) the explanation of the ways in which the body provides defences against microorganisms gaining access to the body is correct,
c) the description of the ways in which the body fights infection in the blood and
tissues using white blood cells and antibodies is correct and at a basic level.
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STUDENT ACTIVITY
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ACTIVITY IN PAIRS – CONTACT WITH MICROORGANISMS
OUTCOME 2
Everyday of our lives we are exposed to possible infection, from the minute we wake
up until we go to bed at night we come into contact with organisms which may make
us ill.
Working in pairs, think about your day so far:
List the ways you may have come into contact with micro-organisms.
The following points may help you:
Diet – what food and drink have you taken?
Hygiene – what are your normal hygiene practices?
Transport – how did you travel to school/college?
Pets – do you have any pets?
Family and Friends – how do you greet/say goodbye to your family?
Sharing - Do you share food/drink/pens/pencils etc with friends?
Environment – what exposure have you had to organisms in your
home, the street, school, college etc.?
Discuss your ideas with the rest of the class.
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INFORMATION
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INFECTION
OUTCOME 2
Infection is the growth of disease within the body caused by successful invasion,
establishment and growth of pathogenic micro-organisms in the tissues of the host.
The source of infection is usually another human being, an animal or the environment.
Other people can be the source of infections such as glandular fever, HIV, influenza.
Animals can be the source of infections such as salmonella, rabies, and malaria.
The environment can be the source of infections such as typhoid, tuberculosis, and
polio.
The infection is carried or transmitted from the source to another human being – the
.
host
Pathogenic microrganisms enter the body in a variety of ways and the body’s defence
mechanisms take over.
Sometimes our body can deal with the micro-organisms without infection developing –
if we have come into contact with the pathogen previously or if it is neutralised by
chemicals within our body systems.
On other occasions we may show signs of infection quite quickly, for example if we
eat contaminated food, or there maybe a period of incubation the time between entry
of a microorganism and appearance of symptoms, for example rubella.
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INFORMATION
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THE ENTRY OF PATHOGENS INTO THE BODY
OUTCOME 2
Pathogens enter the body in the following ways:
Inhalation: every day we breathe in air that that has been breathed in and out by other
people. In a car, a lift or a crowded room we are very close to other people. As we
talk, cough and sneeze thousands of water droplets enter the air from our respiratory
tract and are breathed in by other people. If someone has a cold it is very easy for
someone else to catch it too.
Ingestion: the food we eat and the water we drink needs to be free from
contamination, otherwise we will develop an infection. Food needs to be fresh,
produced safely and prepared correctly, and water needs to be clean and treated.
Contaminated food and water is taken in the mouth to the digestive system and often
causes gastro-intestinal infections.
Direct Contact: some infections are transmitted from one person to another by direct
contact. Direct contact includes physical contact such as touching, kissing, bathing and
changing dressings. Sexual contact is one type of direct contact. Sexually transmitted
diseases are spread by the exchange of body fluids during sexual intercourse.
Indirect Contact: touching a surface or inanimate object (fomite) that has previously
been touched by an infected person can spread infections. Contaminated objects could
include bed linen, clothing, sink taps, toilet handles and telephones.
Through the skin: Micro-organisms can enter the body directly through the skin.
Some practices such as tattooing or body piercing can introduce infection if
instruments are not cleaned properly. The use of intravenous drugs – sharing needles
is another source of infection.
Vectors: Insects and animals may spread infection from one person to another. For
example houseflies spread organisms that cause food poisoning and mosquitoes spread
malaria.
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STUDENT ACTIVITY
WORKSHEET - HOW PATHOGENS ENTER THE BODY
OUTCOME 2
Working individually complete the table below:
HOW PATHOGENS ENTER THE BODY
TERM
EXAMPLES OF INFECTION
DEFINITION
1.
INHALATION
2.
3.
1.
INGESTION
2.
3.
1.
DIRECT
2.
CONTACT
3.
1.
INDIRECT
2.
CONTACT
3.
1.
THROUGH THE
2.
SKIN
3.
1.
VECTORS
2.
3.
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STUDENT ACTIVITY
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INDIVIDUAL ACTIVITY –SITES OF ENTRY
OUTCOME 2
On the picture below, label the sites at which pathogens may enter the body.
Can you think of any barriers that the body has to prevent these pathogens entering?
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INDIVIDUAL ACTIVITY –SITES OF ENTRY (CONTINUED)
OUTCOME 2
Your answer might have included the following. Label the diagram below to show the
barriers to infection:
Tears
nose hairs
Saliva
cilia in lungs
Ear wax
mucus and mucous membranes
Eyelids
intact skin
Acid in stomach
harmless bacteria in gut and genitals
Antibacterial proteins in semen
vaginal fluid
Flushing in male and female urinary tract with urine
Write one sentence to explain how each of these defence mechanisms limits access
of pathogens into the body.
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STUDENT ACTIVITY
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ACTIVITY IN PAIRS – SOURCES OF INFECTION
OUTCOME 2
Working in pairs read the following scenarios and identify possible:




Sources of infection
Ways the infection could be transmitted
Ways the infection could enter the body
Defence mechanisms the body uses to lower or prevent the infection entering
Scenario 1
Two children are playing in the house corner at their nursery. The game involves
going to an imaginary birthday party – pretend food, plates and cutlery is used to
entertain them and their guests.
Scenario 2
A care worker is helping an elderly client eat his lunch. A call buzzer has been ringing
for a long time and eventually the care worker leaves her client, goes to assist another
client in the toilet and then returns to continue feeding her client.
Scenario 3
A young child playing in the park finds a discarded needle and syringe by the waste
paper bin.
Scenario 4
A family are enjoying a picnic on the beach. It is a hot day – the food has got very
warm but the family eat it anyway.
Scenario 5
Harry and Sue are a newly married couple, trying to start a family. Sue is unaware that
while Harry was away on business, he had a sexual relationship with one of his
colleagues – who has just informed him that she has developed a sexually transmitted
disease.
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INFORMATION
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THE IMMUNE RESPONSE
OUTCOME 2
The human body is very cleverly made – as well as barriers to infection; we have a
complex immune system, which protects the body from infection. The immune
system produces substances called antibodies – antibodies act directly against
infectious organisms. They are molecules of protein which attach themselves to a
specific foreign substance called an antigen – these can be organisms, vaccines, pollen
or food which get past the body’s barriers entering the body to cause infection or
inflammation.
Inflammation is part of the immune response – the blood vessels at the site of
infection dilate or get bigger causing heat and redness. White blood cells called
phagocytes swallow the invading pathogens and this can be sometimes seen in the
form of pus.
An example of inflammation is a wasp sting:
The pathogen enters the body
through the sting
The blood vessels dilate
causing heat and redness
Phagocytes absorb the
Pathogens causing pus
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INFORMATION
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THE IMMUNE SYSTEM
OUTCOME 2
Once a pathogen enters the body, the immune response is set into action by white
blood cell called leucocytes – a general term for white blood cells. The phagocyte is a
white blood cell formed in the bone marrow of the long bones of the body. They pass
in and out of the capillaries absorbing the dead cells of foreign organisms
Other blood cells called lymphocytes are involved in the immune response. There are
two types of lymphocytes – B cells and T cells.
It is the job of T-cells to recognise the antigen and destroy it. T-cells send a message
to the B-cells which copy the antigen and create many more cells identical to the
antigen. Antibodies are then formed against the antigen – this gives the person
immunity against the organism which entered the body.
An example of the immune system responding to varicella – an organism which causes
chickenpox:
Varicella enters a child’s body
through mouth, skin, nose etc.
child develops
immunity
lymphocytes - B-cells and
T-cells are produced
B-cells copy antigen
reproduce cells and
create antibodies
T-cells recognise antigen
and destroy it
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STUDENT ACTIVITY
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WORKSHEET – DEFINITION OF TERMS
OUTCOME 2
Working individually use the information pages and the glossary to find definitions of
the following terms:
Antibody:
Antigen:
Inflammation:
Pus:
Leucocyte:
Lymphocyte:
B-cell lymphocyte:
T-cell lymphocyte :
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INFORMATION
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IMMUNITY
OUTCOME 2
Immunity is the body’s ability to fight infection and it may be produced artificially or
by the body itself.
Active immunity is when the body produces its own antibodies as a response to
pathogens invading the body. Active immunity is developed as a response to
vaccination. There are different types of vaccines used today:
 Living, weakened, micro-organisms which give protection but do not cause
symptoms of the disease, e.g. measles, poliomyelitis.
 Dead micro-organisms which are harmless and cause the body to produce
antibodies, e.g. typhoid, whooping cough (pertussis).
 Toxoids, which are the poisonous substances caused by the micro-organisms. They
cause production of antibodies but not the disease itself, e.g. diphtheria, tetanus.
 Antigen taken from the microorganism itself, causes antibodies to be produced but
not the disease itself, e.g. influenza.
Active immunity usually gives long lasting protection against infection, maybe
even for life.
Passive immunity maybe transferred from mother to baby during pregnancy or breastfeeding. It is short-term protection against infection and keeps the baby free from
infection until his/her immune system develops.
Passive immunity may also occur if individuals are given an injection of ready made
antibodies or antitoxins. These vaccinations are known as immunoglobulins and are
given to people who are not producing enough of their own antibodies, such as people
who have long term illnesses such as HIV or cancer.
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STUDENT ACTIVITY
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SMALL GROUP ACTIVITY – BACTERIAL INFECTIONS
OUTCOME 2
Using the resources available from your teacher/lecturer, leaflets from health centres
and information from your school/college library, complete the following table
Bacterial Infections
Disease
How it is spread
Signs and
Symptoms
Immunisation
Programme
Diphtheria
Tetanus
Pertussis
(whooping cough)
Meningitis
Tuberculosis
Typhoid
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SMALL GROUP ACTIVITY – VIRAL INFECTIONS
OUTCOME 2
Using the resources available from your teacher/lecturer, leaflets from health centres
and information from your school/college library, complete the following table
Disease
How it is Spread
Signs and
Symptoms
Immunisation
Programme
Poliomyelitis
Measles
Mumps
Rubella
(german measles)
Chickenpox
(varicella)
Rabies
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STUDENT ACTIVITY
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SMALL GROUP ACTIVITY - ADVICE
OUTCOME 2
Working in groups of three research and then role play one of the following scenarios.
Scenario 1
Bob and Ruth are students in their final year at university. They are planing to travel
to India and Asia during their summer holidays and they have asked the nurse at the
health centre for advice on necessary vaccinations.
Scenario 2
Marion and John have brought their new baby to the clinic. While they are there they
ask the health visitor to explain the immunisations their baby will be given in her first
year of life. They want to know the side effects and any risks that maybe involved.
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STUDENT ACTIVITY
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TEST YOURSELF QUESTIONS
OUTCOME 2
The following questions will help your knowledge and understanding of the work
covered in Outcome 2.
1.
What are the three main sources of infection?
2.
Name four ways in which pathogens may enter the body.
3.
Name four natural barriers the body has against infection
4.
Explain the inflammation process that would occur if you stood on a rusty
nail.
5.
The child for whom you have been babysitting has chickenpox. Explain how
the immune response of your body may prevent you from developing the
illness.
6.
Explain the difference between active immunity and passive immunity.
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INFORMATION
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ANSWERS TO TEST YOURSELF QUESTIONS
OUTCOME 2
The following gives an indication of some of the expected answers to the test yourself
questions:
1.
Other people
Animals
The environment
2.
Answers should include four from the following:
Inhalation
Ingestion
Direct contact
Indirect contact
Through the skin
Vectors
3.
Answers should include four from the following:
Tears
Nose Hair
Saliva
Cilia in lungs
Ear wax
Mucus and mucous membranes
Eyelids
Intact skin
Acid in stomach and sweat
Harmless bacteria in gut and genital tract
Antibacterial proteins in semen
Vaginal fluid
4.
Toxins from the rusty nail enter the body through the skin, the blood vessels
dilate causing heat and redness. Phagocytes absorb the foreign body
causing pus.
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INFORMATION
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ANSWERS TO TEST YOURSELF QUESTIONS (CONT)
5.
OUTCOME 2
Varicella enters your body through your hands, mouth, skin nose etc.
child develops
immunity
lymphocytes – B-cells and
T-cells are produced
B-cells copy antigen
reproduce cells and
create antibodies
T-cells recognise antigen
and destroy it
6.
Active immunity is the body’s own production of antibiotics in response to
micro-organisms or vaccinations. Immunity is usually long lasting.
Passive immunity is transferred from mother to baby or is given by an injection
of ready-made antibiotics or antitoxins. Immunity only lasts a short while.
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OUTCOME 3
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INFORMATION
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OUTCOME 3
In this outcome we will look more closely at how infection may be spread and how this
spread may be prevented.
We have seen that infection comes from animals, the environment and other people; it
is spread very easily and enters our body in a variety of ways. It is very important that
people working in care know how infection is spread, clients are often vulnerable and
need protecting from the many organisms that may cause infection.
Personal cleanliness, food handling procedures and maintaining a clean environment
are examples of ways in which infection may be prevented. We will investigate
current guidelines for those procedures and explore our role in reducing the spread of
infection.
Outcome 3
Explain the ways in which infection may be spread and the ways in which the spread
may be prevented.
Performance Criteria
a) The explanation of the ways in which infection may be spread is correct and
comprehensive.
b) The explanation of the ways in which the spread of infection can be prevented is
correct and in line with current guidelines.
c) The explanation of the ways in which bacterial food poisoning can be caused and
prevented is correct and meets current guidelines.
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INFORMATION
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REDUCING THE SPREAD OF INFECTION
OUTCOME 3
In Outcome 2 we identified the following as the main ways infection is spread:






Inhalation
Ingestion
Direct Contact
Indirect Contact
Through the skin
Vectors
There are three main ways to reduce the spread of infection:
 Making people more resistant to infection by being healthy and using immunisation
programmes.
 Reducing the organisms which cause infection by sterilising, using antiseptics and
disinfectants
 Preventing the spread of infection by following guidelines and taking precautions.
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INFORMATION
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HYGIENE
OUTCOME 3
 Hygiene is the science of maintaining health.
 It includes issues such as keeping our bodies clean and healthy, avoiding parasites
in the environment, keeping water clean and the environment we live in safe and
healthy.
 We all learn about personal cleanliness when we are children.
Imagine you are working in a local nursery. Think for a moment of ways in which you
may need to help a young child to maintain their personal cleanliness.
You may have thought of the following ideas –
 Washing hands after toileting and before eating.
 How to blow their nose and dispose of the tissue.
 How to use the toilet correctly.
 To avoid nose picking, using their hand when coughing/sneezing.
 Not sharing towels, hairbrushes, flannels etc.
 Cleaning their teeth after meals.
Care workers are often responsible for maintaining the personal cleanliness of their
clients. Very young and very old people are prone to infection because they may be
malnourished, suffering from an illness, taking a lot of drugs etc.
Care workers often have to handle body fluids – this is one of the most common ways
of spreading infection, so it is important that precautions are taken and guidelines are
followed, for example hand-washing techniques and guidelines for wearing gloves.
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ACTIVITY IN PAIRS –
PREVENTING THE SPREAD OF INFECTION
OUTCOME 3
Working in pairs, read the following case study and answer the questions that follow:
ELLEN
You are on placement in a local nursing home. The staff nurse asks you to help one of
the care assistants.
Ellen one of the residents has diarrhoea and has had an accident in the dining room.
The care assistant tells you that there are no gloves or disposable aprons and “to be
careful”. You clean Ellen and make her comfortable and take her to her room. Ellen
presses you to take an unwrapped mint from her sweet bowl and holds your hand to
say thank you for your help.
During the next few days, Ellen has several similar episodes of diarrhoea, which you
again are asked to deal with. Two other residents also develop similar symptoms – by
the end of the week you also have symptoms and have to phone in sick.
QUESTIONS
1.
What may have caused Ellen’s symptoms?
2.
Highlight the ways in which you were exposed to a risk of infection.
3.
How could the spread of infection be prevented?
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INFORMATION
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BODY FLUIDS
OUTCOME 3
The following guidelines should be followed every time you have to touch body fluids
from any other person:








Wash hands thoroughly after contact with blood or body fluid.
Wear gloves and a plastic apron when touching blood or body fluids.
Change gloves between each and every patient.
Wear masks and protective eyewear for procedures that may cause splattering
of blood or body fluids.
Handle soiled linen as little as possible.
Cover cuts and sores with waterproof plaster
Ensure that your immunisations are up to date
Know what to do if you have an accident at work.
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STUDENT ACTIVITY
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ACTIVITY IN PAIRS – LEAFLET/POSTER
OUTCOME 3
Working in pairs, design a leaflet or poster to show the precautions a care worker
should take when dealing with body fluids.
Compare your leaflet/poster with others in the class.
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STUDENT ACTIVITY

ACTIVITY IN PAIRS – HAND WASHING
OUTCOME 3
Working in pairs, think of all the times throughout the day that you wash your hands.
Take it in turns to watch each other washing hands. Write down the steps each of you
carry out.
 collect some iodine based solution (or similar) and a blindfold from your
teacher/lecturer.
 go to a hand basin
 blindfold your partner
 apply a small amount of solution (approx.1/2 capful) to their hands.
 ask your partner to wash their hand as they would usually.
 remove the blindfold
 inspect hands.
 are there any white bits?
What has this taught you about hand washing?
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INFORMATION

WASHING HANDS
OUTCOME 3
Hands should be washed:
B
E
F
O
R
E
starting work
leaving your place of work
practical care of a client – feeding,
mouth hygiene, changing and dressing
etc
attending to an infected client
handling food and drink
having your own break
administering medication
&
A
F
T
E
R
using the toilet
contact with and disposal of fluids
handling dirty linen, dressings and
equipment
removing protective clothing – gloves,
apron etc.
practical care of a client
handling raw or uncooked food
between handling flesh and fowl
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STUDENT ACTIVITY

ROLE PLAY – CORRECT PROCEDURE
OUTCOME 3
Working in pairs, research and role-play the following scenario:
Scenario
You have been working at the local nursing home for some time. The staff nurse asks
you to demonstrate to a newly appointed care assistant the correct procedure for hand
washing.
One of you should demonstrate the technique; the other should role-play the care
assistant – asking questions about the technique and when hands should be washed.
Working together, either write a set of guidelines or draw diagrams to illustrate good
technique.
Your teacher/lecturer should be able to help with resources for this activity.
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STUDENT ACTIVITY

RESEARCH ACTIVITY –
PREVENTION OF INFECTION POLICY
OUTCOME 3
This activity should be carried out in a workplace setting. If placement is part of the
course this would be an appropriate setting, or a visit to a local care home could be
arranged.
Ask to see the prevention of infection policy and then complete the following
checklist. You may have to ask members of staff to help you.
Handwashing and Personal Hygiene
What provision is there for handwashing?
What are the guidelines about wearing
jewellery and uniforms?
What protective clothing is worn?
What should you do if you are unwell?
Care of Clients
What is the procedure for caring for infected
clients?
How should the client’s personal possessions
(hairbrush, denture pot, clothes etc) be
cleaned?
How is medical equipment cleaned?
Disposal of Waste
How are the following disposed of:
Household waste
Clinical waste e.g. pads, swabs, dressings
Sharps e.g. needles, syringes, drug ampoules
Infected clinical waste
Cleanliness in the Environment
How are communal washing and toileting
areas cleaned?
What cleaning solutions are available and
when are they used?
How are the carpets and floors kept clean?
How should spillages be dealt with?
How are commodes, bedpans and bottles
cleaned?
The results of this research activity will be discussed in class to ensure that
everyone has correct information.
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INFORMATION

FOOD POISONING
OUTCOME 3
Food poisoning causes inflammation of the stomach lining and intestine, Symptoms
include nausea, vomiting and abdominal pain. Food poisoning is caused by:
 Bacterial infection such as salmonella, E-coli; bacillus campylobacter.
 The effect of bacterial toxins produced by bacteria such as clostridium or
staphylococcus.
Bacteria thrive in warm, moist conditions; they reproduce very quickly so food soon
becomes contaminated. Sometimes you can tell by appearance that food should not be
eaten – mould on cheese, discolouring on fruit or vegetable, but sometimes food looks,
smells and tastes fresh when it should not be eaten.
Food poisoning can be prevented by:
 Keeping food cold – take chilled or frozen food home as quickly as possible,
keep the fridge at a temperature of less than 5C and the freezer at -18C.
 Keeping food fresh – check dates on foods and use food within the
recommended time.
 Chilling cooked food as quickly as possible.
 Cooking food thoroughly to kill bacteria, do not reheat food more than once.
 Storing raw foods and cooked foods separately.
 Not leaving food uncovered.
 Washing all cutlery, chopping boards etc after use.
 Keeping pets out of the kitchen.
 Washing your hands before and after handling food.
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INFORMATION

CAUSES OF FOOD POISONING
OUTCOME 3
Bacteria cause food poisoning by entering our body in a number of ways. Once inside
our body the bacteria multiply to large numbers very quickly. Usually 12 – 24 hours
after eating contaminated food we show signs of sickness. The severity of sickness
depends upon the organism that has infected us and how healthy we are - young
children and older people are less able to fight infection.
Salmonella
This bacterium is found usually in poultry, but also in cattle. Humans can be carriers of
this infection without necessarily showing symptoms. Salmonella breeds in food after
infected faeces of animals or humans have contaminated it. If the food is not cooked
properly the bacteria are not killed off and they continue to breed. When the food is
eaten, the human becomes infected.
Campylobacter
This bacterium is also found in poultry and untreated milk. If food is undercooked or
milk is taken without being treated, the bacteria will enter the body and cause food
poisoning.
Escherichia Coli
E-coli is a bacterium which lives quite harmlessly in our intestine, but there are several
types of this bacteria, and if our bodies are invaded by a new unfamiliar strain, food
poisoning symptoms will develop. Food or water may be infected by human or animal
faeces and E-coli is commonly found in raw meat.
Staphylococcus
This bacterium also lives quite harmlessly in the human body – particularly the nose
and throat. It can also be found at the site of wounds, if the bacterium comes into
contact with food (spread by coughing, sneezing or direct contact) it will breed and
multiply. The toxin produced by the bacteria causes symptoms of food poisoning very
quickly – within 2 to 4 hours.
Clostridium
This is a more unusual bacterium – it grows in the intestine of infected animals and
fish and continues to breed when taken into the digestive system of humans, but it can
also live in dust and dirt and can be found in soil. This bacterium may contaminate
food during processing stages, tinning and canning, smoking (of fish) etc. It causes
severe symptoms of food poisoning within hours of contact.
Listeria
This bacterium is particularly dangerous to pregnant women – causing miscarriage or
permanent damage. Listeria maybe found in soft cheese, such as Camembert and also
pate and unpasturised milk, ready cooked meals and cooked meats may also contain
this bacteria and should be avoided during pregnancy.
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STUDENT ACTIVITY

GROUP ACTIVITY – FOOD POISONING
OUTCOME 3
Working in small groups, research one of the following case studies and answer the
questions that follow:
Case Study One
A group of teenagers were on a youth camp in the Scottish Highlands. The main meal
on the day of arrival was tinned meat pie, potatoes and beans. The tinned pie had been
stored from a similar camp the previous year – some tins were damaged but the pies
were within the expiry dated stamped on them. Two days later, three of the teenagers
showed symptoms of food poisoning caused by the organism Clostridium.
Case Study Two
A report in the local paper revealed how guests at a large society wedding had
developed food poisoning from eating contaminated meat and salad. Investigations
revealed that Escherichia Coli had contaminated the food. The source was suggested
to be human sewage, the hotel is now closed awaiting inspection by environmental
officers.
Case Study Three
In a local school, fresh chickens were boiled for two hours in large pans. They were
then left to cool before being made into chicken and mushroom pies for the children’s
lunch. The following day in the serving area the pies were warmed and then served
with chips and beans. Several of the children later developed Salmonella poisoning.
Case Study Four
Young children at local sports centre developed food poisoning caused by the
staphylococcus bacteria. The source was traced to a trainee kitchen assistant who has
cut his finger. He cleaned the wound under the running cold water tap and mopped it
dry with a used tissue from his pocket. A few hours later the chef saw the cut and
advised the trainee to cover the wound with a blue waterproof plaster.
Questions
1.
Identify the bacterium, which has caused the food poisoning. What is the
source of the bacteria?
2.
List the signs and symptoms of the food poisoning described in your case
study.
3.
How could the outbreak have been prevented?
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INFORMATION

FOOD PRESERVATION
OUTCOME 3
Correct storage and production of food can reduce the likelihood of contamination.
Some micro-organisms can be killed during processing, others may be prevented and
others again may be controlled.
Processes that kill micro-organisms:
 Canning
If food is sterilised, bacteria will be killed; canned food is heated to a very high
temperature, killing any micro-organisms present. The food remains safe while the
can is sealed. `Once this seal is broken either through opening the can or damage to the
can, bacteria may enter and breed.
 Irradiation
Many shops now stock re-packed vegetable and meat, which have been treated with
gamma rays to destroy micro-organisms. This food is also safe until the packing has
been opened.
Processes that prevent micro-organisms from entering food:
 Drying
Water is removed from vegetables, fruit, milk etc. making it impossible for bacteria to
breed.
 Curing
Salt or smoke is used to remove water from meat and fish.
 Pickling
Micro-organisms do not like the acid content of vinegar.
Processes that control the growth of micro-organisms:
 Refrigeration
Micro-organisms need warmth to breed so refrigeration controls their growth.
However, during thawing or de-frosting, the food warms up and bacteria thrive.
 Pasteurisation
Milk is treated to a high temperature during processing which kills the bacteria but not
all the spores. If the milk is not kept cold, the bacteria spores will breed and infect the
milk.
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INFORMATION

FOOD LABELLING
OUTCOME 3
The Ministry of Agriculture, Food and Fisheries (MAFF) has produced guidelines on
labelling:  The label of a food must say what the food is.
 The label on a food must indicate a particular type of processing.
 Labels on pre-packed foods must include a complete list of ingredients,
listed according to weight with the highest weight first.
 Any additives must be shown on the ingredients list.
Best before dates
This label appears on products with a long shelf life (e.g. jam, ketchup, and crisps).
After this date the product maybe safe, but its flavour, texture or nutritional value may
be less.
Use by dates
Perishable foods should display this label – they must be eaten, cooked or frozen by
the day displayed. It is against the law for shops to sell food, which is passed the use
by date, as the product is potentially dangerous.
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STUDENT ACTIVITY

INDIVIDUAL ACTIVITY - CAN LABEL
OUTCOME 3
Please enter the appropriate details on the label on the can, e.g.
Use by date
Sell by date
Ingredients
Additives
Any other details
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STUDENT ACTIVITY

RESEARCH ACTIVITY – PRODUCT LABELS
OUTCOME 3
Working in small groups, either visit a local supermarket to examine labels of
products, or collect labels from products you have at home. Try to find a range of
products, which have been processed in a variety of ways:






Canned food
Pre-packed food
Dried food
Cured food
Pickled food
Refrigerated food
Examine the labels on the products and compete the checklist overleaf.
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STUDENT ACTIVITY

GROUP ACTIVITY - INFORMATION ON LABELS
OUTCOME 3
Information which should be displayed on a label – checklist
Indicate yes or no in each column
Product
Type of
Processing
Date
Use by
Date
Nutritional
Value
Cooking
Storage
Instruction
Manufacturer
Name and
address
Weight
and
Quantity
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Ingredients
Additives
Colouring
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STUDENT ACTIVITY

TEST YOURSELF QUESTIONS
OUTCOME 3
The following questions will help test your knowledge and understanding of the work
covered in Outcome 3.
1.Identify three ways in which infection is spread.
2.Describe three ways to reduce the spread of infection
3.Identify four precautions you should take when handling body fluids.
4.Identify four rules which may prevent food poisoning.
5.Which foods would be most likely to be contaminated by each of the following
organisms?
Salmonella
Clostridium
Listeria
Campylobacter
6.Explain any five processes that are used to preserve food.
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INFORMATION

ANSWERS TO TEST YOURSELF QUESTIONS
OUTCOME 3
The following gives an indication of some of the answers to the test yourself questions:
1. Answers should contain any three of the following:
Inhalation
Ingestion
Direct contact
Indirect contact
Through the skin
Vectors
2. i) making people more resistant to infection by being healthy and using
immunisation programmes
ii) Reducing the organisms which cause infection by sterilising using antiseptics
and disinfectants
iii) Preventing the spread of infection by following guidelines and taking
precautions.
3. Answers should contain any four of the following:








wash hands thoroughly after handling blood or body fluid
wear gloves and a plastic apron when handling blood or body fluids
change gloves between each patient
wear masks and protective eyewear for procedures involving spattering of
blood or body fluids
handle soiled linen at little as possible
cover cuts and sores with waterproof dressings
ensure immunisations are up to date
know what to do if you have an accident at work.
4. Answers should contain any four of the following









keep food cold
keep food fresh
chill cooked food as quickly as possible
cook food thoroughly
store raw food and cooked food separately
do not leave food uncovered
wash all cutlery and chopping boards after use
keep pets out of the kitchen
wash hands before and after handling food.
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INFORMATION

ANSWERS TO TEST YOURSELF QUESTIONS (CONT.)
OUTCOME 3
5.
ORGANISMS
FOOD LIKELY TO BE CONTAMINATED
Salmonella
Poultry, eggs, raw meat
Clostridium
Fish, meat, vegetables
Listeria
Soft cheese, pate, unpasteurised milk, cooked
meat
Campylabacter
Poultry, untreated milk
6.
Answers should explain any four of the following processes:
Canning
Refrigeration
Irradiation
Freezing
Drying
Pasteurising
Curing
Pickling
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OUTCOME 4
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INFORMATION

OUTCOME 4
In this outcome we will be investigating the procedures required in the use of
antiseptics, disinfectants and sterilisation equipment, and the disposal of infected
material. Nowadays, many products are available in shops and supermarkets. It is
important to know which product should be used for different cleaning tasks – both in
our own homes and in a care environment.
For most of us, disposal of waste materials is quite straightforward – we put our
rubbish out and the dustmen take it away! However, in a care environment it is
important that waste is disposed of correctly – otherwise people may become ill.
Outcome 4
Describe the procedures used in a care environment in the use of antiseptics
disinfectants, sterilisation equipment and the disposal of infected and other waste
material.
Performance Criteria
a)
the description of a procedure for the use of an antiseptic in a care situation is
correct.
b)
the description of a procedure for the use of a disinfectant in a care situation is
correct.
c)
the description of a procedure used when sterilising an item using steam
sterilising equipment is correct.
d)
is the description of a procedure used for disposing of infected and other waste
in a care situation correct and in line with local practice.
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INFORMATION

ANTISEPTICS, DISINFECTION AND STERILISATION
OUTCOME 4
Cleaning
Cleaning is the process by which we remove grease, dust and organic material.
Usually, hot water and soap is sufficient; for clothes we use detergent, and for dishes
we use washing up liquid. Whatever we wash it is important that drying is thorough as
sometimes dry conditions are enough to kill many organisms.
Disinfection
Sometimes, however, soap and water is not sufficient. We may choose to use a
stronger solution for different cleaning tasks such as cleaning the kitchen or the
bathroom. Brand products such as ‘Flash’ are often used. This is marketed as an ‘all
purpose cleaner’ suitable for kitchens and bathrooms, it must be diluted before use at a
ratio of 30mls of cleaner to 5 litres of water.
Most infections are spread by body fluids. If we know someone with an infection has
used the toilet, or body fluids have been spilled it is essential to use a disinfectant. A
range of disinfectants is available. Disinfectants need to be diluted before use and must
only be used after cleaning with soap and water.
Antiseptics
Antiseptics are not used for cleaning objects, but they may be used for cleaning skin.
This is useful if skin has been cut or there is an open wound, and also as a precaution
before some practical care tasks.
Sterilisation
Sterilisation completely kills organisms therefore preventing growth of bacteria. This
is an important process when dealing with vulnerable client groups such as babies or
patients undergoing surgery. Not all objects will withstand sterilisation – there are
different methods which may be used, such as dry heat, boiling, steam, radiation or
ethylene oxide (a gas). It is very important that the correct method is chosen.
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STUDENT ACTIVITY

ACTIVITY IN PAIRS – CLEANING PROCEDURES
OUTCOME 4
Working in pairs, make a note of how you may carry out the following tasks:
 Washing and drying dishes
 Cleaning the kitchen worktops
 Cleaning out a cat litter tray
 Cleaning the toilet
 Washing and sterilising a baby’s dummy
 Cleaning toys in a local childrens’ playgroup
 Washing the kitchen floor
 Preparing a chicken casserole
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INFORMATION

ANTISEPTICS
OUTCOME 4
Antiseptics are also known as bacteriostatic agents.
They are chemicals that stop bacteria growing but they do not completely kill microorganisms.
Examples include chlorhexidine, hibidine or savlon.
Antiseptics are usually applied to the skin, as a preparation for carrying out a practical
task, or as a cleansing treatment for a cut or a wound.
Alcohol is sometimes used as an antiseptic in a care environment. A concentration of
70% would stop the growth of some micro-organisms, for example Isopropanol or
Ethonol is used in some hospitals for cleaning skin.
Iodine solutions such as Betadine also hinder the growth of some micro-organisms and
are used to wash hands before care procedures.
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STUDENT ACTIVITY

RESEARCH ACTIVITY –
CLEANING AND STERILISING A BABY’S BOTTLE
OUTCOME 4
Working in small groups, investigate the correct procedure for cleaning and sterilising
a baby’s bottle.
You may find the following resources useful:

Leaflets available from the health visitor/health centre.

Information available from local supermarkets, chemists or Mothercare.

Information from manufacturers.

Discussion with parents.

Textbooks on childcare.
When you have collected the information, design an instruction leaflet or poster which
will give a new parent all the information he/she needs to be able to correctly clean and
sterilise his/her baby’s bottle.
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INFORMATION

DISINFECTANTS
OUTCOME 4
Disinfectants are solutions, which destroy micro-organisms, but not the spores. They
are usually strong chemicals such as phenol, household bleach or formaldehyde.
Disinfectants should only be used when germs have contaminated a surface, dirt needs
to the removed first with soap and water to allow the disinfectant to work. The surface
should then be dried to prevent re-growth of organisms.
Some disinfectants maybe used straight from the bottle; others need to be diluted with
water.
For example:
Milton is a solution, which can be used straight from the bottle.
Presept tablets are used by dissolving 2 tablets (5gms) in 500mls of water.
Bleach should be diluted at a ratio of 1 part bleach to 9 parts water.
Recommendations for strength and use should be displayed on the container. Most care
homes and hospitals have a “disinfection policy” or a prevention of infection policy,
and any guidelines must be followed carefully. Some disinfectants cause quite strong
fumes – windows should be opened to prevent this hazard.
In hospitals and larger care homes washing machine disinfectors may be used for items
such as commodes, bedpans and urine bottles.
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STUDENT ACTIVITY

CLEANING PROCEDURES IN CARE SITUATIONS
OUTCOME 4
Working in small groups, explain what you would do in the following care situations:
 A spill of vomit on the floor at a family centre.
 Cleaning a bedpan in a nursing home.
 Preparing a surface for sterilising a baby’s bottle in a day nursery.
 Preparing a chopping board for use in cooking at a day centre.
 Treating a graze on the knee of a 4 year old boy at a nursery school.
 Cleaning a table-top after a meal has been eaten at a resource centre.
 Washing your hands before preparing a meal in a residential home.
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INFORMATION

STERILISATION
OUTCOME 4
Sterilisation is a process, which completely destroys organisms and spores. This can
be done in a number of ways:
Boiling Water
This is a convenient way to sterilise items used in the home; the temperature should be
kept at 100C for 15 minutes.
Radiation
Ultraviolet radiation can kill bacteria. This method is sometimes used for sterilising
dressings and surgical instruments, but another process of sterilisation is usually used
as well.
Free-flowing steam
This process is similar to using boiling water; except the instruments are sterilised by
the steam vapour not the water itself. The length of time and temperature required is
the same as using boiling water, but this method is less reliable.
Steam under pressure
This is the most reliable method of sterilisation and is used in many care environments
in the form of an autoclave. This is a pressure steam steriliser (similar to a pressure
cooker you may have at home). The temperature is very high – special heat sensitive
tape is used which changes colour to show that items or packs are now sterile.
Dry Heat
This process is similar to placing items in a hot oven. The temperature needs to reach
34C and must be maintained for 3 hours. Sometimes this method is used for items
that may rust or be damaged by steam or water.
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INFORMATION

DISPOSAL OF WASTE
OUTCOME 4
DISPOSAL OF INFECTED AND OTHER WASTE
Health and Safety regulations cover the disposal of waste.
Any waste that may contain body fluids, or may have been contaminated by infection
is known as “clinical waste” and should either be burnt in an incinerator or taken to a
special waste site.
It is the responsibility of care workers to make sure waste is put in the correct bags,
which are colour coded, so that proper disposal can take place.
Most local health authorities follow the same colour code.
If you are working in a hospital or care home you may use a different colour code. It is
important to be familiar with the correct procedure and to always follow the guidelines.
Example:
TYPE OF WASTE
COLOUR OF BAG
Household waste
Black bag
Clinical waste (dressings, pads, incontinence pads)
Yellow bag
Used linen or clothes
White laundry bag
Soiled linen or clothes
Red laundry bag
Sharps, needles, syringes, drug ampoules
Sharps container
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STUDENT ACTIVITY

CASE STUDY
OUTCOME 4
Read the case study and then answer the questions that follow:
Mrs Brown is an elderly lady who lives in a nursing home in Glenshady. She has been
ill for two days.
She has the following signs and symptoms – loose stools on six occasions and
vomiting on three occasions each day. Mrs Brown is incontinent and diabetic. She has
injections for her diabetes. She is now quite dehydrated. However she is also rather
forgetful and tends not to wash her hands after being at the toiler.
She shares a room with Mrs Green who has a sore on her elbow and there are tea and
coffee making facilities in their en-suite room.
1. With reference to the case study:
a) Give two examples of when antiseptic could be used
b) Give two examples of when disinfectant could be used
1. Describe how you would dispose of the following
a) Soiled incontinence pads
b) Used needles and syringes (sharps)
c) Blood stained dressings
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STUDENT ACTIVITY

TEST YOURSELF QUESTIONS
OUTCOME 4
The following questions will help test your knowledge and understanding of the work
covered in Outcome 4.
1.
Explain what is meant by the following terms:
Antiseptic
Disinfectant
Sterilisation
2.
Why is it important to clean a surface before using disinfectant?
3.
Describe the most effective way of sterilising items at home.
4.
Complete the table below to show the correct disposal of waste
ITEM
COLOUR CODED
BAG/CONTAINER
Needle and syringe
Blood stained dressings
Incontinence pads
Patient’s clothes
Soiled bedlinen
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INFORMATION

ANSWERS TO TEST YOURSELF QUESTIONS
OUTCOME 4
The following gives an indication of some of the answers to the test yourself questions:
1.
Antiseptic – a chemical that inhibits but does not completely kill micro-organisms.
Disinfectant – a solution that destroys micro-organisms but not spores.
Sterilisation – a process which completely destroys micro-organisms and
spores.
2.
Dirt must be removed before disinfecting to let the disinfectant work.
3.
Water should be heated to 100C for 15 minutes. Items should be placed
totally under the water.
4.
ITEM
COLOUR CODED
BAG/CONTAINER
Needle and syringe
Sharps container
Blood stained dressings
Yellow bag
Incontinence pads
Yellow bag
Patient’s clothes
White laundry bag
Soiled bedlinen
Red laundry bag
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APPENDIX
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GLOSSARY OF TERMS
Antibody
Antigen
Antiseptic
Bacteria
Disinfectant
Fungus
Hygiene
Immunisation
Immunity
Infection
Inflammation
Leucocyte
Lymphocyte
Microbe
Parasite
Pathogen
Phagocytes
Pus
Spore
Sterilisation
Toxin
Virus
Vaccine
A protein produced in response to certain microorganisms
A protein or foreign substance that stimulates an
immune response.
Chemicals applied to the skin to prevent or destroy
the growth of micro-organisms
single-celled organisms that can infect a host
organism
A substance that kills micro-organisms but not spores
A unicellular plant like organism
The science and practice of preserving health
The process of inducing immunity against certain
infectious diseases
The body’s ability to fight infection
The invasion of the body by a foreign agent causing
disease
A local immune response at the site of infection
A white blood cell
A type of white blood cell that increases in number in
response to infection
Another term for micro-organisms
An organism living in or on another organisms
An agent that causes disease
White blood cells involved in the immune process
A thick liquid composed of white blood cells, lymph
and foreign matter
A round or oval structure which can live in difficult
conditions
A process which completely destroys microorganisms and spores
A poisonous substance produced by a microorganism
A tiny organism which invades living cells
A preparation of altered pathogens that stimulate an
immune response
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OVERHEAD TRANSPARENCIES
The pages following contain information, which could be copied onto OHTs to use as a
visual aid for teacher/lecturer presentations.
Each OHT has the outcome it relates to indicated at the top. The information contained
on the OHTs is incorporated in the information sheets found throughout the resource
pack.
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Outcome 1
TUBERCULOSIS
Spread by:
DROPLET INFECTION
And
UNTREATED MILK
Serious disease affecting:
LUNG TISSUE
Main Symptoms:
FEVER, HIGH TEMPERATURE
NIGHT SWEATS
LOSS OF APPETITE
WEIGHT LOSS
COUGHING
Treatment:
ANTIBIOTICS
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Outcome 1
MENINGITIS - inflammation of the
Meninges
MENINGES – the membranes that
cover the brain and
spinal cord.
Approx. 3000 cases are reported
annually in this country – 10% of
these will probably die.
MAIN SYMPTOMS – often initially
confused with flu
rising temperature
nauseavomiting
headache
light intolerance
sore throat
stiff neck
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Outcome 1
BACTERIAL MENINGITIS:
Symptoms develop rapidly, over
a few hours and are often
accompanied by a blotchy red
rash, caused by bleeding under
the skin.
A medical emergency that must be
treated with large doses of
intravenous antibiotics.
VIRAL MENINGITIS:
requires no specific treatment except
painkillers.
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Outcome 1
INFLUENZA:
Viral disease
3 strains of the flu virus
Young, sick and elderly people most
at risk
SYMPTOMS:
Fever, shivering
Headache
Sore throat
Muscle aches and pains
Loss of appetite
Weakness and fatigue
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Outcome 1
HUMAN
IMMUNODEFICIENCY
VIRUS
HIV weakens body defences to
disease
ACQUIRED
IMMUNE
DEFICIENCY
SYNDROME
AIDS is a set of symptoms that a
person with HIV may develop
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Outcome 1
MALARIA:
Caused by plasmodium protozoa
which attack the liver
Spread by mosquitoes
SYMPTOMS:
Flu-like symptoms
Severe fever
Sweating and shivering
TREATMENT
Fluids
Pain killers
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Outcome 1
ATHLETE’S FOOT:
Caused by a fungal infection
between the toes
Caught in swimming pools,
bathrooms and changing areas
SYMPTOMS
Pale, flaky skin between the toes
Itchy
TREATMENT
Powder/cream on infected areas
Careful hygiene
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Outcome 3
REDUCING THE SPREAD OF
INFECTION BY:
 Making people more resistant to
infection by being healthy and using
immunisation programmes.
 Reducing the organisms which cause
infection
by
sterilising,
using
antiseptics and disinfectants
 Preventing the spread of infection by
following guidelines
precautions.
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taking
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Outcome 4
Cleaning
Cleaning is the process by which we
remove grease, dust and organic
material.
Disinfection
Essential to use a disinfectant to kill
infections. Disinfectants kill microorganisms but not spores.
Antiseptics
Antiseptics are chemicals used for
cleaning skin to prevent or destroy the
growth of micro-organisms.
Sterilisation
Sterilisation completely kills microorganisms and spores therefore
preventing growth of bacteria.
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RESOURCE INFORMATION
Books
McMahon, C. & Harding, J.
1994
Stewart, M.
Churchill Livingstone 1993
Knowledge to Care: A Handbook for Care Assistants
Hygiene for Care: Skills for Caring:
Walsh, Mm & de Souza, J.
Collins Educational 1996
Health and Social Care for Intermediate GNVQ
Williams, K.
Pitman 1993
A Practical Approach to Caring
Publications
Scottish Office/Executive Publications:
The Stationary Office Bookshop
71 Lothian Road
Edinburgh
EH3 9AZ
Telephone 0131 228 4181
Health Education Board Scotland
HEBS
Woodburn House
Canaan Lane
Edinburgh
EH10 45CR
Telephone 0131 536 5500
The Department of Health
PO Box 410
Wetherby
LS23 7LN
Internet
www.Kidshealth.com
www.who.int/whr/1996/pressl.htm
www.healthfinder.org
www.livrite.com/hands.htm
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Unit:
Prevention of Infection
Candidate Record of Progress
Candidate’s Name:
OUTCOMES
PERFORMANCE CRITERIA
1.Describe the main
groups of pathogenic
micro-organisms and
the diseases they
cause
a) The description of each of the main groups
of pathogenic micro-organisms is correct.
b) The descriptions of the signs and symptoms
of an example of a disease caused by a
microrganism from each of the main groups
is correct.
2. Describe how
pathogens enter the
body and the body’s
reaction to pathogens.
a) The description of the ways in which
pathogens may enter the body is correct.
b) The explanation of the ways in which the
body provides defences against microorganisms gaining access to the body is
correct.
c) The description of the ways in which the
body fights infection in the blood and tissues
using white blood cells and antibodies is
correct and at a basic level.
3. Explain the ways in
which infection may
be spread and the
ways in which the
spread may be
prevented.
a) The explanation of the ways in which the
infection mat be spread is correct.
b) The explanation of the ways in which the
spread of infection can be prevented is
correct and in line with current guidelines.
c) The explanation of the way in which
bacterial food poisoning can be caused and
the ways in which it can be prevented is
correct and meets current guidelines.
4. Describe the
procedures used in a
care environment in
the use of antiseptics,
disinfectants,
sterilisation equipment
and the disposal of
infected and other
waste material.
a) The description of a procedure for the use of
an antiseptic in a care situation is correct.
b) The description of a procedure for the use of
a disinfectant in a care situation is correct.
c) The description of procedures used when
sterilising an item using steam sterilising
equipment is correct.
d) The description of procedures used for
disposing of infected and other waste in a
care situation is correct and in line with local
practice.
TEACHER’S
SIGNATURE
& DATE
Teacher’s Signature…………………………………………Date……………………
Candidate’s Signature……………………………………… Date…………………….
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INTERNAL ASSESSMENT RECORD
Student’s Name
Teacher’s Signature:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Date:
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