Unit F: Infection Control
Program Area:
Health Occupations Education
Course Title:
Allied Health Sciences II
Unit Title:
Health Care Systems
Suggested
Time for
Instruction:
10 hours
Course Percent:
4%
Unit Evaluation:
50% Cognitive and 50% Performance
Number: 7212
------------------------------------------------------------------------------Competency:
2H06. Apply infection control measures in a clinical setting.
Specific Objectives:
2H06.01
Analyze principles of infection control.
2H06.02
Maintain sterile technique and isolation.
Summer 2000 F.1
Unit F Master Outline
Unit F: Infection Control
2H06 Apply infection control measures in a clinical setting.
2H06.01
Analyze principles of infection control.
A. Basic principles (disease transmission)
1. Microorganism
2. Pathogen/non-pathogen
3. Bacteria
4. Protozoa
5. Fungi
6. Rickettsiae
7. Viruses
8. Aerobic/anaerobic
9. Endogenous/exogenous/nosocomial/opportunistic
10. Chain of infection
11. Asepsis
B. Handwashing *
C. Standard precautions
1. HBV/HIV
2. OSHA regulations
2H06.02
Maintain sterile technique and isolation.
A. Sterilization
1. Use of autoclave
2. Wrapping instruments for autoclave *
B. Disinfection
1. Chemical disinfection
2. Boiling water
3. Ultrasonic unit
C. Using sterile technique
1. Principles
2. Opening sterile packages
3. Sterile gloving *
4. Sterile dressing change
D. Isolation
1. Types of isolation
2. Donning and removing isolation garments *
Summer 2000 F.2
Unit F
Infection Control
Competency 2H06:
Apply infection control measures in a clinical setting.
Materials/Resources
Simmers, Louise. Diversified Health Occupations. Delmar Publishers, 4th edition.
National HOSA. HOSA Handbook, Section B. Published annually by the Health Occupations
Students of America, Flower Mound, Texas.
GloGerm Kit - May be purchased from:
School Health Corporation
865 Muirfield Drive
Hanover Park, IL 60103
1-800-323-1305 x 176
Microslides and Viewers may be purchased through various science catalogs. For example:
Schoolmasters Science
745 State Circle, Box 1941
Ann Arbor, MI 48106
Phone orders: 1-800-521-2832
Carolina Biological Supply Co.
2700 York Road
Burlington, NC 27215
1-800-334-5551
www.carolina.com
Here are web sites you may want to use as resources for OSHA and infectious
diseases:
www.osha.gov
www.cdc.gov
Teaching/Learning Indicators:
The following symbols are used to indicate specific
skills/areas required in the instructional activity.







Reading

Social Studies
Writing

Science
Math

The Arts
Health professional/parent/community involvement
Summer 2000 F.3
Objective 2H06.01
Analyze principles of infection control.
A. Basic principles (disease transmission)
1. Microorganism
2. Pathogen/non-pathogen
3. Bacteria
4. Protozoa
5. Fungi
6. Rickettsiae
7. Viruses
8. Aerobic/anaerobic
9. Endogenous/exogenous/nosocomial/opportunistic
10. Chain of infection
11. Asepsis
B. Handwashing *
C. Standard precautions
1. HBV/HIV
2. OSHA regulations
Teaching/Learning Activities

 Basic Skills
Have students complete the first two columns of the modified K-W-L Activity on the
“Principles of Infection Control.” (Appendix 2H06.01A) Then, have students read Unit
12 in Diversified Health Occupations, pgs. 216-220, to complete the third column.
 Employability Skills 
Invite a health professional to talk to the class about Standard Precautions, OSHA
regulations, and HBV/HIV. Suggestions include an Infection Control Nurse,
representative from the American Red Cross or an environmental health professional.
Have students take notes during the speaker’s presentation.

 Teamwork
Have students work in pairs. Provide sealed slides of microorganisms for students to
view under a microscope or a MicroSlide©.
Note: This may be a good activity to integrate with a science teacher.
Invite a medical technologist to assist with the activity and discuss their career.
 Critical Thinking

Have students role-play situations related to standard precautions. (Appendix 2H06.01B)
 Cognitive

Have students complete the worksheet, “Infection Control Review" as a review of
principles for infection control. (Appendix 2H06.01C)
Summer 2000 F.4
Objective 2H06.01
Analyze principles of infection control.
Teaching/Learning Activities (Continued)
 Employability Skills

After learning the proper technique for handwashing and successfully demonstrating the
skill (Appendix 2H06.01D) have students teach younger students about handwashing
using the GloGerm kit.
 Special Needs
Each student will reach the highest level of mastery in the least restrictive environment
as recommended in the student’s IEP.
Summer 2000 F.5
Objective 2H06.02
Maintain sterile technique and isolation.
A. Sterilization
1. Use of autoclave
2. Wrapping instruments for autoclave *
B. Disinfection
1. Chemical disinfection
2. Boiling water
3. Ultrasonic unit
C. Using sterile technique
1. Principles
2. Opening sterile packages
3. Sterile gloving *
4. Sterile dressing change
D. Isolation
1. Types of isolation
2. Donning and removing isolation garments *
Teaching/Learning Activities
 Cognitive 
Have students listen to a teacher-led presentation on sterilization, disinfection, and using
sterile technique.
 Basic Skills

Have students read pages 252-259 on isolation practices, and complete the "Isolation
Matching" worksheet. (Appendix 2H06.02C)
 Employability Skills

Invite a guest speaker to discuss isolation. Appropriate guest speakers may include a
medical assistant or physician/nurse who specializes in infection control, communicable
diseases, or burn treatment.
 Teamwork

Following instruction and demonstration on wrapping instruments for autoclave
(Appendix 2H06.02A), sterile gloving (Appendix 2H06.02B), and donning and removing
isolation gowns (Appendix 2H06.02D), have students practice the skills in pairs with
their partner evaluating each procedure.
 HOSA

Following the guidelines for Extemporaneous Health Poster, have students create a
poster following a topic provided by the teacher.
 Special Needs
Each student will reach the highest level of mastery in the least restrictive environment
as recommended in the student’s IEP.
Summer 2000 F.6
Daily Lesson Plans
Unit F:
Lessons:
Hours:
Infection Control
6
10 clock hours
Steps
Lesson #1
Lesson #2
Lesson #3
Focus and
Review
Have students write a short answer
to the question, “What do you
know about microoganisms?”
Have students exchange papers
and grade “Infection Control
Review” in class.
Statement of
Objectives
2H06.01 Analyze principles of
infection control.
Have students take a sheet of
paper and tear it into 6 pieces
labeled B (Bacteria), F (Fungi), P
(Protozoa), R (Rickettsiae) and V
(Virus). Then, call out infectious
diseases. Students should select
and hold up the correct paper.
2H06.01 Analyze principles of
infection control.
Teacher
Input
Discuss students’ answers to the
focus and review question.
Review correct answers to K-W-L
activity.
Demonstrate handwashing.
After students have a chance to
practice, complete skill check-off.
After the guided practice activity,
provide slides of microorganisms
(using microscopes or Microslide
viewer) and have students identify
different kinds and shapes of
microorganisms.
Lecture on Standard Precautions
(overheads in appendix)
Have students complete the first
two columns of the K-W-L
activity “Principles of Infection
Control.”
Have students review concepts of
Infection Control in pairs, then try
to answer as many questions on
the “Infection Control Review” as
possible.
Practice handwashing.
Guided
Practice
In groups, have students role-play
“Standard Precaution Scenarios”
2H06.01 Analyze principles of
infection control.
Have students listen to a teacherled presentation on use of an
autoclave and disinfection.
Once they complete the first two
columns, they should read the
chapter on Infection Control and
then complete the third column.
Independent
Practice
Complete the K-W-L assignment
for homework.
Complete the “Infection Control
Review” as homework.
Have students read the DHO
sections on using an autoclave,
and disinfection.
Closure
Ask students to name one thing
they learned about microorganisms
that they found surprising, or that
they had never heard before.
Materials
DHO
K-W-L worksheet
Microscopes with slides and/or
MicroSlide viewer.
Have all students stand. Start
around the room with one student
naming an infectious disease and
the next the causative organism.
Keep going around the room until
there is one student standing.
Provide a reward.
Overheads/projector
Worksheet – Infection Control
Review
Rewards
Ask students to answer the
question – considering what
you’ve learned about
handwashing, how will you react
in clinical areas when you see
health professionals NOT
following handwashing rules?
DHO
Overheads/projector
Handwashing skill sheets
Sink, soap, towels & hand brushes
Summer 2000 F.7
Unit F:
Infection Control (Continued)
Steps
Lesson #4
Lesson #5
Lesson #6
Focus and
Review
Ask students to evaluate
"handwashing opportunities" in
our school.
Call on students to share answers
to the homework assignment.
Students will share their poster
with the class in review for the
test.
Statement of
Objectives
2H06.02 Maintain sterile
technique and isolation.
2H06.02 Maintain sterile
technique and isolation.
2H06.02 Maintain sterile
technique and isolation.
Teacher
Input
Have students listen to a teacherled presentation on sterile
technique and changing sterile
dressings.
Invite a guest speaker to talk about
isolation in a health care setting,
and demonstrate donning and
removing isolation garments.
Test on “Infection Control.”
Demonstrate wrapping instruments
for autoclave, sterile gloving, and
opening a sterile package.
Using Extemp Health Poster
guidelines, have students create a
poster depicting one aspect of
Infection Control.
Practice wrapping instruments for
autoclave and sterile gloving.
Practice donning and removing
isolation garments.
Teacher will do check-offs on
handwashing, wrapping
instruments, and sterile gloving as
students have mastered the skills.
Teacher will complete check-offs
for skills remaining in this unit.
Guided
Practice
Note: Teacher will demonstrate
opening a sterile package and
sterile dressing change. Students
do not need to be checked off on
those two skills.
Independent
Practice
As a homework assignment, have
students complete the worksheet
on "Isolation: Fact or Fiction."
If time permits, grade the test in
class.
After test, complete any check-offs
(skills) that have not been
completed.
Students will work on their posters
when not performing skills for
evaluation.
Finish Extemporaneous Health
Poster.
Study for the test.
Closure
Ask students to go home and teach
a young child the proper way to
use a bandaid – keeping the pad
sterile.
Review important aspects of
isolation technique.
Tell students you will be
beginning the Emergency skills
unit - and to look over the section
in DHO.
Isolation supplies
Skill check-lists
Tests
Answer Keys
Tell students to bring one sheet of
poster board to class the next day.
Materials
DHO
Overheads/projector
Materials for wrapping
instruments
Materials for sterile gloving
Summer 2000 F.8
Unit F: Infection Control
Terminology List
1. Aerobic
2. Anaerobic
3. Antisepsis
4. Asepsis
5. Autoclave
6. Bacteria
7. Boiling water
8. Cavitation
9. Chain of infection
10. Chemical disinfection
11. Clean
12. Communicable disease
13. Contaminated
14. Disinfection
15. Endogenous
16. Exogenous
17. Fungi
18. Isolation
19. Microorganism
20. Nonpathogens
21. Nosocomial
22. Opportunistic
23. Pathogens
24. Protective (reverse) isolation
25. Protozoa
26. Rickettsiae
27. Standard precautions
28. Sterile
29. Sterile field
30. Sterilization
31. Ultrasonic
32. Viruses
Summer 2000 F.9
Name ________________________________________
Date _________________________
Principles of Infection Control
Terms
What I Know
What I Want to Know
What I Learned
 Pathogens
 Bacteria
 Protozoa
 Fungi
 Rickettsiae
 Viruses
 Aerobic/
Anaerobic
 Endogenous
 Exogenous
 Nosocomial
 Opportunistic
 Asepsis
Appendix 2H06.01A
Summer 2000 F.10
Name ________________________________________
Date _________________________
Standard Precaution Scenarios
What should be used to protect health care workers? You should act out the following scenarios in
small groups.
1.
Stephanie is a new CNAI at Byrd General Hospital. As she walks into Room 541, she observes
Mrs. Branch sitting in bed, holding her catheter in one hand and the side rail with the other.
Blood is on the bed linens, siderails and floor. She yells “I couldn’t take another minute of pain
with this thing sticking in me. I want to see Dr. Stubbs, now!”
2.
Michael is attending phlebotomy school at night. He has been informed that gloves are a must
when performing venipuncture.
Michael is mentoring with Mrs. Hill, a MLT for 24 years. Upon entering the room of a gravely
ill patient with a very productive cough, Mrs. Hill gets out a syringe, blood tubes, tourniquet,
alcohol swabs, gauze and a bandaid. As Mrs. Hill applies the tourniquet, Michael asks “What
about your gloves?” Mrs. Hill states, “I’ve been doing it like this for 24 years without any
problems, and I can feel the vein better this way.”
3.
Louisa is cleaning the room of a recently discharged tuberculosis patient. As she cleans the
overbed table, she notices soiled wet tissues in the drawer, dried blood on the tray, and a
suction liner still in the canister on the wall. Shen she moves the trashcan, she also finds a
syringe with a needle intact lying on the floor.
4.
Larry has decided to register for ASHII next year. Before he enters the hospital, several
requirements must be met. He is not very happy because it means getting “shots” – and Larry
has always been terrified of needles.
5.
Stan needs to collect a sputum specimen from the patient in room 118 who is HIV positive.
After collecting the specimen, he takes the cup and places it on the counter by the phone in
order to complete the lab slip before taking the specimen to the lab.
6.
Samantha and Carlita are Allied Health Sciences II students. They are helping a patient
ambulate. The patient is recovering from a mild left-sided CVA. The patient states “I feel like
I’m going to pass out” and suddenly stops breathing and falls to the floor. Samantha starts CPR
while Carlita screams for help.
Appendix 2H06.01B
Summer 2000 F.11
Name ________________________________________
Date _________________________
Infection Control Review
1. Why does the body temperature increase when a person has an infection?
2. Should a health care worker who refuses the vaccine for Hepatitus B because of religious reasons
be allowed to work as a hospital lab technician?
3. Efforts are made to get patients home from hospitals as soon as possible. What type of infection
would be reduced by early discharge?
4. Fill in the blank with the most appropriate type of aseptic control?
a.
b.
c.
d.
e.
f.
Surgical instruments
Human hands
Hypodermic needles
A hospital bed
Bedpan
An abrasion on the knee
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
5. What type of equipment would a medical office buy in order to sterilize instruments?
6. Give four examples of portals of entry, and an example of an infection that could result?
7.
Sometimes, severe infections are treated by placing a person in a hyperbaric chamber. What
type of infection would that be?
8.
Fill in the blank with the most appropriate classification of infection or disease?
a.
b.
c.
d.
e.
f.
g.
Hypothermia
Pneumocystis carnii
One transmitted by a
health care worker
Kaposi’s sarcoma
Diabetes
Sun poisoning
Pseudomonas
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Appendix 2H06.01C
Summer 2000 F.12
ANSWER KEY: INFECTION CONTROL REVIEW
1.
Why does the body temperature increase when a person has an infection?
Higher body temperatures kill bacteria
2.
Should a health care worker who refuses the vaccine for Hepatitis B because of religious
reasons be allowed to work as a hospital lab technician?
Yes. Risk is to the health care worker, not the patient
3.
Efforts are made to get patients home from hospitals as soon as possible. What type of
infection would be reduced by early discharge?
Nosocomial
4.
Fill in the blank with the most appropriate type of aseptic control?
a.
b.
c.
d.
e.
f.
Surgical instruments
Human hands
Hypodermic needles
A hospital bed
Bedpan
An abrasion on the knee
sterilization
antisepsis
sterilization
disinfection
disinfection
antisepsis
5.
What type of equipment would a medical office buy in order to sterilize instruments?
Autoclave
6.
Give four examples of portals of entry, and an example of an infection that could result?
Break in the skin = infected cut
Respiratory tract = pneumonia
Digestive tract = food poisoning
Genitourinary tract = cystitis
7.
Sometimes, severe infections are treated by placing a person in a hyperbaric chamber.
type of infection would that be?
Anaerobic
8.
Fill in the blank with the most appropriate classification of infection or disease?
a.
b.
d.
d.
e.
f.
g.
Hypothermia
Pneumocystis carnii
One transmitted by a
health care worker
Kaposi’s sarcoma
Diabetes
Sun poisoning
Pseudomonas
What
Exogenous
Opportunistic
Nosocomial
Opportunistic
Endogenous
Exogenous
Nosocomial and exogenous
Name ____________________________________
Summer 2000 F.13
Date ________________________
2H06.01D
HANDWASHING
MASTERY
YES
NO
1. Removed jewelry
____
____
2. Turned faucet on with paper towel and adjusted temperature
____
____
3. Wet hands and wrists thoroughly with fingertips pointing down
____
____
4. Applied soap to get lather on hands
____
____
5. Rubbed all surfaces of hands together several times
____
____
6. Interlaced fingers on both hands and rubbed them back and forth
____
____
7. Cleaned nails with an orange/cuticle stick and/or hand brush
____
____
8. Rinsed hands with fingertips pointed downward
____
____
9. Dried hands thoroughly, from tips of fingers to wrist
____
____
10. Turned faucet off with dry paper towel
____
____
11. Discarded towel(s) in wastebasket without contaminating hands
____
____
12. Did not lean against sink or touch inside of sink
____
____
____
____
---------------------------------------
Mastery
Non-Mastery
TOTAL
= 100% Yes
= Below 100%
Date __________ Evaluator ______________________________
Comments:
Summer 2000 F.14
Name _______________________________
2H06.02A
Date ______________
WRAPPING INSTRUMENTS FOR AUTOCLAVE
MASTERY
YES
NO
1. Gathered equipment
____
2. Washed hands
____
____
____
3. Thoroughly cleaned items in soapy water and rinsed in cool water
____
4. Selected appropriate size wrap
____
____
5. Positioned wrap at a diagonal
____
____
6. Placed the item(s) in the center of the wrap, hinged instruments open ____
____
____
7. Added internal autoclave indicator (if used)
____
____
8. Folded the bottom corner to center, folded back tab
____
____
9. Folded right corner to center, folded back tab
____
____
10. Folded left corner to center, folded back tab
____
____
11. Assured that edges were sealed, no air pockets
____
____
12. Brought the final corner up and over the package
____
____
13. Tucked this into pocket created by previous folds, leaving a
small corner exposed
____
____
14. Checked edges to be sure they are sealed and tight
____
____
15. Secured with autoclave tape
____
____
16. Labeled tape with date and contents
____
____
17. Washed hands
____
____
____
____
--------------------------------------Mastery
Non-Mastery
Date __________
TOTAL
= 100% Yes
= Below 100%
Evaluator ______________________________
Comments:
Summer 2000 F.15
Name ____________________________________
Date ________________________
2H06.02B STERILE GLOVING
MASTERY
YES
NO
1. Assembled equipment
____
____
2. Washed hands
____
____
3. Opened outer wrapper handling only the outside
____
____
4. Opened inner wrap:
a. Handled only outside of wrap
b. Maintained sterility of wrap and gloves
c. Positioned with cuff end toward self
____
____
____
____
____
____
5. Donned first glove correctly:
a. Grasped inside of glove with thumb and forefinger
b. Lifted glove out and inserted other hand
c. Donned glove while maintaining sterility
____
____
____
____
____
____
6. Donned second glove correctly:
a. Puts sterile gloved hand under cuff
b. Lifted glove out and inserted other hand
c. Donned glove while maintaining sterility
____
____
____
____
____
____
7. Straightened cuff:
a. Put gloved hand under cuff, pulling up and out
b. Maintained sterility of glove
____
____
____
____
8. Removed gloves correctly:
a. Removed first glove by grasping outside with the other gloved hand
b. Pulled glove down over hand
c. Removed second glove by placing ungloved hand inside the cuff
d. Pulled glove down over hand
e. Pulled glove inside out while removing
f. Put contaminated gloves in proper waste container
____
____
____
____
____
____
____
____
____
____
____
____
9. Washed hands
____
____
----------------------------------------Mastery
= 100% Yes
Non-Mastery
= Below 100%
TOTAL
Date __________ Evaluator _____________________
Comments:
Summer 2000 F.16
____
____
Name ________________________________________
Date _________________________
Isolation: Fact or Fiction?
Fill in the blank with "Fact" if the statement is true about isolation practices, or "Fiction" if the
statement is NOT true. Be prepared to share the "true story" for the statements you mark as fiction.
________
1. Isolation precautions always require the use of a gown, gloves and a mask.
________
2. Isolation techniques are used for all hospitalized patients.
________
3. Before gloving, remove rings and put them in your pocket or pin them to your
uniform.
________
4. Two people are required to take equipment out of an isolation unit.
________
5. Many agencies use special isolation linen bags that dissolve in the washing machine.
________
6. Protective isolation is the same thing as reverse isolation.
________
7. A special two-room unit is necessary for isolation.
________
8. Isolation is a method of caring for patients with a communicable disease.
________
9. A patient with tuberculosis would be placed on Contact Precautions.
________
10. Gloves should be removed after leaving an isolation room.
________
11. A severely burned patient would be placed on Contact Precautions.
________
12. It is best to leave patient care equipment (stethoscope, sphygmomanometer, etc.) in
the room of an isolation patient.
________
13. If you are wearing a mask in an isolation room and you sneeze, the first thing you
should do is wash your hands.
________
14. Gloves should be tucked under the sleeve of the isolation gown.
________
15. The inside of a contaminated gown is considered clean.
________
16. Metal utensils used for meals should be washed and remain in the isolation room for
the next meal.
________
17. After you've been in an isolation unit, the neck and waist ties of the gown are
considered contaminated.
________
18. Special filters are used in all isolation rooms to filter the air.
________
19. A young, female health care worker who is susceptible to measles should NOT enter
the isolation room of a patient with measles.
________
20. A patient with severe viral influenza would not be placed on isolation.
Appendix 2H06.02C
Summer 2000 F.17
ANSWER KEY: Isolation: Fact or Fiction?
Fill in the blank with "Fact" if the statement is true about isolation practices, or "Fiction" if the
statement is NOT true. Be prepared to share the "true story" for the statements you mark as fiction.
Fiction
1. Isolation precautions always require the use of a gown, gloves and a mask.
Fiction
2. Isolation techniques are used for all hospitalized patients.
Fact
3. Before gloving, remove rings and put them in your pocket or pin them to your
uniform.
Fact
4. Two people are required to take equipment out of an isolation unit.
Fact
5. Many agencies use special isolation linen bags that dissolve in the washing machine.
Fact
6. Protective isolation is the same thing as reverse isolation.
Fiction
7. A special two-room unit is necessary for isolation.
Fact
8. Isolation is a method of caring for patients with a communicable disease.
Fiction
9. A patient with tuberculosis would be placed on Contact Precautions.
Fiction
10. Gloves should be removed after leaving an isolation room.
Fiction
11. A severely burned patient would be placed on Contact Precautions.
Fact
12. It is best to leave patient care equipment (stethoscope, sphygmomanometer, etc.) in
the room of an isolation patient.
Fact
13. If you are wearing a mask in an isolation room and you sneeze, the first thing you
should do is wash your hands.
Fiction
14. Gloves should be tucked under the sleeve of the isolation gown.
Fact
15. The inside of a contaminated gown is considered clean.
Fact
16. Metal utensils used for meals should be washed and remain in the isolation room for
the next meal.
Fiction
17. After you've been in an isolation unit, the neck and waist ties of the gown are
considered contaminated.
Fiction
18. Special filters are used in all isolation rooms to filter the air.
Fact
19. A young, female health care worker who is susceptible to measles should NOT enter
the isolation room of a patient with measles.
Fiction
20. A patient with severe viral influenza would not be placed on isolation.
Summer 2000 F.18
Name ___________________________________
Date _____________________
2H06.02D Donning and Removing Isolation Garments
MASTERY
YES
NO
1.
Assembled equipment
____
____
2.
Washed hands
____
____
3.
Removed rings
____
____
4.
Placed watch in a plastic bag or on a paper towel
5.
Put on mask correctly
____
____
6.
Rolled up uniform sleeves (If needed)
____
____
7.
Put on gown correctly:
a. Kept hands inside shoulder
b. Worked arms into sleeves
c. Adjusted neck with hands inside neck band
d. Tied at neck first
e. Tied at waist
f. Handled only inside of gown
____
____
____
____
____
____
____
____
____
____
____
____
Put on gloves correctly
____
____
____
____
10. Removed gloves:
a. Used gloved hand to grasp outside of opposite glove
b. Pulled glove off inside out
c. Placed hand under cuff to removed second glove
d. Pulled glove off inside out
e. Placed gloves in proper waist container
____
____
____
____
____
____
____
____
____
____
11. Washed hands thoroughly, operated faucet with towel
____
____
12. Removed mask, handling ties only, disposed of properly
____
____
13. Removed gown last:
a. Untied neck ties
b. Placed hand inside cuff and pulled sleeve over hand
c. Placed covered hand on outside of gown, pulled gown sleeve over
d. Eased out of gown gently
e. Folded gown inside out and rolled it up
f. Disposed of gown appropriately
g. Touched only inside of gown
____
____
____
____
____
____
____
____
____
____
____
____
____
____
8.
____
____
REMOVAL OF GARMENTS
9.
Untied waist ties of gown first
Summer 2000 F.19
2H06.02D Donning and Removing Isolation Garments (continued)
14.
Washed hands thoroughly
____
____
15.
Removed watch from towel or plastic bag without contamination
____
____
16.
Opened door with towel, discarded towel in waste can
____
____
17.
Washed hands immediately
____
____
----------------------------------------Mastery
Non-Mastery
TOTAL
= 100% Yes
= Below 100%
Date __________
Evaluator _____________________
Comments:
Summer 2000 F.20
____
____
Standard Precautions
 Sometimes called “Universal”
precautions
 Used to break the chain of infection
 Pathogens spread by blood and
body fluids
- Hepatitis B (HBV)
- Human immunodeficiency virus
(HIV)

OSHA passed regulations in 1991 requiring all health
care facility employers to:
-
- Determine which employees will
have exposure to blood and body
fluids
- Provide Hepatitis B vaccine free
to employees with exposure risk
(or signed refusal)
Provide personal protective equipment (PPE) such as
gloves, gowns, lab coats, masks, and face shields
Provide adequate handwashing facilities and supplies
Ensure clean & safe work environment
Follow decontamination protocol for contaminated
surfaces
Dispose of infectious wastes correctly
No eating, drinking, smoking, handling contact lenses,
applying lip balm, etc. in risk area
Summer 2000 F.21
Bioh
azard
Biohazard
- Provide color-coded containers labeled for sharps and
other infectious wastes
- Post signs in work areas where this is exposure risk
- Provide medical evaluation & follow-up for employees
who’ve had an exposure incident
- Provide training about the regulations to all employees
at no cost during working hours
Summer 2000 F.22
Standard precautions rules are developed by the CDC
and FDA.
1. All body fluids should be considered potentially
infectious
2. All patients should be considered potential
sources of infection
3. Wash hands before and after any patient
4. If any surface comes in contact with blood or
body fluids, wash immediately and thoroughly
5. Wash hands after removal of gloves
6. Wear gloves whenever contact with blood or
body fluids is possible
7. Change gloves after contact with each patient
8. Gloves should not be reused
9. Gowns should be worn during any procedure
with risk of splashing blood or body fluids
10. Masks and protective
eyewear to be worn
during procedures that
may produce blood or
body fluids
11. Extreme care should be taken while handling
sharp objects. (Do not bend, break or recap
needles. Dispose of them in puncture-resistant
containers.)
Summer 2000 F.23
12. Spills or splashes of blood or
body fluids should be wiped up
immediately. Wear gloves, and use
a disinfectant solution.
13. Mouthpieces or resuscitation devices should be
used to avoid the need for mouth-to-mouth
resuscitation.
14. Know the requirements for disposal of waste
materials and dispose of wastes in the proper
container.
15. Report any cut, injury, needle stick, or
splashing of blood or body fluids immediately.
Summer 2000 F.24
Sterilizing with an Autoclave
 Uses steam under pressure or gas
 Destroys ALL microbes, pathogenic
and nonpathogenic – including
spores & viruses
 Before wrapping, instruments must
be clean
 Wraps must allow for penetration of steam
- Muslin
- Autoclave paper
- Special plastic or paper bags
- Autoclave containers
 Indicators are used to ensure articles have been
sterilized
- Autoclave tape, sensitivity marks on bags or
wraps, indicator capsules
- Indicator will change appearance when sterile
 Autoclave must be loaded correctly
 Amount of time depends on the article to be
sterilized – usually 15 – 30 minutes
 If wrap becomes torn or wet, it is contaminated
 Expires in 30 days
Summer 2000 F.25
Disinfection
 Chemicals frequently used for aseptic control
 They do not kill spores & viruses so it’s not
sterilization
 Used to disinfect instruments that don’t penetrate
body tissue:
- dental instruments
- percussion hammers
- thermometers
 Examples:
- 90% isopropyl alcohol
- formaldehyde-alcohol
- 10% bleach solution
- Lysol
- Zephiran
 Boiling water disinfects but does not sterilize
 Satisfactory for home care where instruments/supplies
used for one person only
 Usually 15-30 minutes
 Ultrasonic unit – used in dental & medical offices to
disinfect
 Uses sound waves to produce millions of microscopic
bubbles
 Cavitation – bubbles hit instrument and explode,
driving cleaning solution into article
Summer 2000 F.26
Sterile Technique - Principles
 Surgical Asepsis – procedures that keep an object or
area free from living organisms
 Sterile – free from all organisms, including spores and
viruses
 Contaminated – organisms/pathogens are present
 A clean, uncluttered work area necessary when
working with sterile supplies
 Sterile field – sterile area – never reach across a sterile
field – reach in from the side
 Never turn your back on a sterile field
 2-inch border of sterile field is considered
contaminated
 Common techniques:
- Drop technique
- Mitten technique
- Transfer forceps
 Keep sterile field dry (pathogens travel through wet)
and be careful when pouring fluids
 Be sure sterile field is open and ready before putting
on sterile gloves
 Sterile gloves are contaminated on the inside – once
on, keep hands away from body and above waist
 When in doubt, consider it contaminated
Summer 2000 F.27
Opening Sterile Packages
 Check to be sure the sterile package has not expired
 Open the distal end and pull it away from you,
reaching around the package, not across
 Open the sides without touching the inside wrapper
 Pull the bottom down toward you
 Drop technique
 Mitten technique
 Transfer forceps
Summer 2000 F.28