Cognitive : Students will understand how patients and healthcare workers acquire healthcare-associated infections (HAIs) and be able to identify the steps necessary to prevent them. Students will be able to identify warning labels. They will be able to list and explain isolation and other procedures used to minimize the spread of infection. They will be able to identify safety principles and how to maintain a safe environment for patients and healthcare workers. Students will be able to identify key components of personal wellness and explain how to maintain their own personal wellness.
Motor : Students will be able to properly don and remove protective attire and perform hand washing procedures. They will be able to demonstrate proper handling of an exposure incident and clean-up of spills of biohazardous materials. They will have a working knowledge of laboratory first aid procedures, CPR, and AHA’s chain of survival.
Affective: Students will understand the inherent risk involved when working with all patients in the healthcare environment and will take action to protect themselves, patients, and other individuals from excessive risk for infection and biohazard exposure.
Objective 3-1: Demonstrate knowledge of terminology and practices related to Infection Control and identify agencies associated with infection control precautions, procedures, and programs.. .....................................................3-3
Objective 3-2: Identify key elements of the Blood-Borne Pathogen Standard and the Needlestick Safety and Prevention Act, and identify associated organizations.............................................................................................................3-12
Objective 3-3: Identify hazards, warning symbols, and safety rules related to the laboratory, patient areas, and biological, electrical, fire, radiation, and chemical safety, and discuss actions to take if incidents occur.. .....................3-16
Objective 3-4: Recognize symptoms needing first aid and list the main points of the American Heart Association CPR and ECC guidelines.. .....................................................................................................................................................3-19
Objective 3-5: Describe the role of personal wellness as it relates to nutrition, rest, exercise, stress management, and back protection.. .....................................................................................................................................................3-20
Suggested list of classroom materials and teaching aids for Chapter 3:
3-3 Blood agar plate; incubator; fluorescent lotion; UVA light
3-3, 3-4 True Confessions of a Filthy, Rotten, Germ . (Healthcare Professionals Version) Brevis Corp, Salt Lake City, UT. www.brevis.com.
Page 3-1
© 2016 Wolters Kluwer. All rights reserved.
asepsis
BBP
Biohazard
CDC chain of infection engineering controls
EPA fire tetrahedron fomites
HAI
HBV
HCS
HCV
HICPAC
HIV immune infectious/causative agent isolation procedures microbe neutropenic
NHSN
NIOSH nosocomial infection
OSHA parenteral pathogenic pathogens percutaneous permucosal pictogram
PPE reservoir reverse isolation
SDS standard precautions susceptible host transmission-based precautions vector transmission vehicle transmission work practice controls
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
3-3, 3-4 CLSI (2005). Preventing Bloodborne Pathogen Infection: Improved Practice Means Protection. [CLSI Document M29-A2-
DVD].Wayne, PA.
Fake blood, gloves for each student, EPA-approved cleanup kit, biohazard container
3-5
3-5
3-5
Lab safety equipment
CLSI (2012). Clinical Laboratory Safety. Approved Guideline –3rd Edition [CLSI Document GP17-A3]. Wayne, PA.
CLSI (2014). Protection of Laboratory Workers from Occupationally Acquired Infections. Approved Guideline-4 th Edition [CLSI
Document M29-A4]. Wayne, PA.
Page 3-2
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-1a
Content
Key Terms listed on p. 59
Text PPt
60-64
Figures, Tables, and
Features
All tables and figures are available in the Image
Bank on the IRC.
Resources and
In-Class Activities
Outside Assignments/
Evaluation
In-Class Activities
IRC
Critical Thinking Question
Outside Assignments
SRC
Audio Glossary of key terms
Flashcards of key terms
Evaluation
WB
Matching 3-1: Key Terms and Descriptions
Knowledge Drill 3-2:
Scrambled Words
Skills Drill 3-2: Word
Building
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-3
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-1b
Content Text PPt
Figures, Tables, and
Features
Infection Control
Infection o
Communicable infections o
Nosocomial & healthcare-associated infections
The chain of infection
Six key components o
Infectious agent o Reservoir o Exit pathway o Means of transmission o
Entry pathway o Susceptible host
Infectious agent o Causative agent; microbe responsible for causing infection
Reservoir o Source of infectious agent
Humans
Animals
Food
Water
Soil
Contaminated items o Viability o Virulence
64–69 4–11 Figures
3-1: The chain of infection. p. 62
3-2: The N95 respirator. p. 63
Boxes
3-1: CDC List of
Infectious Diseases That
May Be Acquired in
Healthcare Facilities p. 61
3-2: Examples of Ways to
Break the Chain of
Infection p. 65
Resources and
In-Class Activities
NA
Outside Assignments/
Evaluation
Outside Assignments
WB
Matching 3-2: Activity
Example and Means of
Transmission
Knowledge Drill 3-3:
Breaking the Chain of
Infection
Instructor’s Notes
Page 3-4
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-1b
Content Text PPt
Figures, Tables, and
Features
Exit pathway o Eyes o Nose o Mouth o
Wounds o Tissue specimens o Blood o Feces, urine
Means of transmission o Airborne o
Contact
Direct
Indirect o Droplet o
Vector: insect; arthropod; animal o
Vehicle: food, water, drugs
Entry pathway o Body orifices o
Mucous membranes: eyes, nose, mouth o Breaks in skin
Susceptible host o Decreased ability to resist infection o Immune
Breaking the chain of infection
Stopping infections at the source
Preventing contact with substances from exit
Page 3-5
© 2016 Wolters Kluwer Health. All rights reserved.
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-1b
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes pathways
Eliminating means of transmission
Blocking exposure to entry pathways
Reducing host susceptibility
Infection control programs
Employee screening and immunization
Evaluation and treatment
Surveillance
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-6
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-1c
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Infection Control Practices
Hand hygiene (Box 3-3)
— single most important means of preventing infection spread o Antiseptic hand cleaners o Washing
Personal protective equipment (PPE) o Gloves o Gowns
Properly worn with sleeves to wrist, belt tied, and gown overlapped and securely fastened
Removed from the inside by sliding arms out of sleeves o Lab coats o Masks, face shields, goggles o Respirators
Correct order to put on and remove protective clothing should be followed o
Gown first, mask next, then gloves o
Removal: Gloves,
65-72 12–16 Figures
3-3: Stop sign reminder to wash hands with soap and water.
p. 66
3-4: Glove removal. p. 69
Boxes
3-5: Protective clothing. A.
Phlebotomist slips arms into a protective gown. B.
A mask is applied by slipping the elastic band over the ears. C. Gloves are put on last and pulled over the gown cuffs. p. 71
3-3: Situations That
Require Hand Hygiene
Procedures p. 66
Procedure
3-1: Hand-Washing
Technique
Resources
True Confessions of a
Filthy, Rotten, Germ .
(Healthcare Professionals
Version) Brevis Corp, Salt
Lake City, UT. www.brevis.com
In-Class Activities
Discussion
Practice proper handwashing procedures.
Touch your hand to a blood agar plate after touching various surfaces or before and after hand washing. Incubate the plates overnight and observe growth of microorganisms.
Simulate hand contamination with fluorescent lotion and view hands under UVA light before and after washing.
Practice the proper way to put on and remove gloves.
Outside Assignments
WB
Knowledge Drill 3-4:
Situations That Require
Hand Hygiene
Skills Drill 3-3: Hand-
Washing Technique
Page 3-7
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-1c
Content Text PPt
Figures, Tables, and
Features gown, mask
Nursery and Neonatal
Intensive Care Unit
(ICU) Infection-Control
Technique o
Wash hands thoroughly o
Put on clean gloves, gown, and mask o
Bring only necessary items into nursery o
Remove gloves, wash hands, and put on new gloves after finishing with one patient and before going to next pp. 67-78
Resources and
In-Class Activities
IRC
Video: “Donning and
Removal of Protective
Equipment”
Video: “Hand Washing /
Hand Antisepsis”
Materials blood agar plate incubator fluorescent lotion
UVA light
Outside Assignments/
Evaluation
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-8
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-1d
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Isolation Procedures: doctor’s order; usually private room
Protective or reverse isolation o Highly susceptible patients
Traditional isolation systems o Category-specific o Disease-specific
Universal precautions o Prevent patient-topersonnel transmission
Body substance isolation o Requires that gloves must be worn when contacting any moist body substance
Revised guideline for isolation precautions in hospitals o Standard precautions
(Fig. 3-6) o Transmission-based precautions — to minimize the risk of infection transmission from both recognized and unrecognized sources
72–75 17–19 Figures
3-6: Standard precautions sign. p. 73
37: Respiratory hygiene/cough etiquette p. 74
3–8: Airborne precautions sign. p. 77
3–9: Droplet precautions sign. p. 78
3–10: Contact precautions sign. p. 79
Tables
3–1: Clinical Conditions
Warranting Transmission-
Based Precautions Pending
Confirmation of Diagnosis p. 75
Resources
True Confessions of a
Filthy, Rotten, Germ.
(Healthcare Professionals
Version) Brevis Corp, Salt
Lake City, UT. www.brevis.com
In-Class Activity
IRC
Critical Thinking Question
Evaluation
WB
Case Study 3-1: Airborne
Precautions
Case Study 3-2: Work
Restrictions (textbook
Appendix D)
Instructor’s Notes
Page 3-9
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-1d
Content Text PPt
Figures, Tables, and
Features
Airborne (Fig. 3-8)
Droplet (Fig. 3-9)
Contact (Fig. 3-10)
3–2: Transmission-Based
Precautions for Common
Diseases and Conditions p. 76
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-10
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-1e
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Safety
Biosafety o
Biohazard o Biohazard exposure routes
Airborne
Ingestion
Nonintact Skin
Percutaneous
Permucosal
General Lab Safety
(Box 3-4)
Patient Area Safety
(Box 3-5)
75–80 20- Figures
3–11: The biohazard symbol. p. 79
Boxes
3-4: General Laboratory
Safety Rules p. 76
3-5: Safety Rules When in
Patient Rooms and Other
Patient Areas p. 80
Resources
CLSI. (2004). Clinical
Laboratory Safety.
Approved Guideline
[CLSI GP17-A2]. Wayne,
PA.
In-Class Activities
Discussion
Examine safety equipment such as face shields, goggles, and splash guards.
Materials
Lab safety equipment
Outside Evaluation
WB
Knowledge Drill 3-5:
Safety Rules When in
Patient Rooms and Other
Patient Areas
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Instructor’s Notes
Page 3-11
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-2a
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Blood-Borne Pathogens
Infectious microorganisms
HBV and Hepatitis D
Virus o Vaccination is best defense o HBV exposure hazards — transmitted through:
Needlesticks
Contact with contaminated equipment, objects, and surfaces
Contact with infectious material through aerosols, spills, and splashing
Sexual contact
Sharing of dirty needles o Symptoms of HBV infection
Resemble flu symptoms, but generally last longer
Fatigue
Loss of appetite
Mild fever
Muscle, joint, and abdominal pain
80-81 21–23 NA Resources
CLSI (2005). Preventing
Bloodborne Pathogen
Infection: Improved
Practice Means Protection.
CLSI M29-A2-V or DVD.
Wayne. PA http://www.osha.gov
In-Class Activities
Discussion
Write an exposure control plan for the student laboratory.
Outside Assignments
WB
Knowledge Drill 3-6:
Pathogen Transmission and Precautions
Instructor’s Notes
Page 3-12
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-2a
Content Text PPt
Figures, Tables, and
Features
Nausea
Vomiting
HCV: Hepatitis C o HCV exposure hazards
Can enter the body in same manner as
HBV, only usually after large or multiple exposures o Symptoms of HCV infection
Similar to HBV, although only 25% to 30% of infections
HIV display symptoms o Virus that causes AIDS o HIV exposure hazards o Symptoms of infection
Mild to severe flu symptoms
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-13
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-2b
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
OSHA Blood-Borne
Pathogens Standard
Engineering and work practice controls
PPE
Needlestick Safety and
Prevention Act of 2000
Exposure Control Plan o Determination o Implementation and compliance o Hepatitis B vaccine and postexposure follow-up o Employee hazard communication o Record keeping
BBP Exposure Routes o The skin is pierced by a contaminated needle or sharp object o Blood or other body fluid splashes into the eyes, nose, or mouth o
Blood or other body fluid comes in contact with a cut, scratch, or abrasion o A human bite breaks the skin
Exposure Incident
81-84 24–28 Figures
3-12: Eyewash basin. p. 82
Boxes
3-6: Key Elements of an
Exposure Control Plan p. 83
3-7: Key Elements of a
Postexposure Medical
Evaluation p. 83
Procedure
3-2: Cleanup Procedures for Blood and Other Body
Fluid Spills p. 84
Resources
CLSI (2005). Preventing
Bloodborne Pathogen
Infection: Improved
Practice Means Protection.
M29-A2-V or DVD. http://www.osha.gov
In-Class Activity
Discussion
Outside Assignments
WB
Matching 3-4: Type of
Spill and Cleanup
Procedure
Labeling Exercise 3-2:
Engineering Controls and
Work Practice Controls
Bring in some fake
“blood” and spill it on the floor. Demonstrate proper precautions and steps to take in cleaning up the spill. Then have students practice cleaning up their spills.
Materials
Fake blood, gloves for each student, EPAapproved cleanup kit, biohazard container
Page 3-14
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-2b
Content Text PPt
Figures, Tables, and
Features
Procedure o Needlesticks o Mucous membrane o Incident reports
Surface
Decontamination o With a 1:10 bleach solution or other EPAapproved disinfectant
Cleanup of body fluid spills o Special EPA-approved chemical solutions available for cleanup of blood and other body fluid spills and for disinfecting surfaces
Biohazard Waste
Disposal o All discarded items contaminated with blood or other body fluids are considered biohazardous waste and must be disposed of in special containers or bags marked with a biohazard symbol
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-15
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-3a
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Electrical safety (Box 3-8)
Actions to take if electrical shock occurs o
Shut off the source of electricity o
If the source cannot be shut off, use a nonconducting material to remove the source of electricity from a victim o
Call for medical assistance o
Start cardiopulmonary resuscitation if indicated o Keep the victim warm
Fire Safety (Box 3-9)
Components of Fire
(Fig. 3-14)
Classes of Fire o A: ordinary combustibles; waterbased extinguishers o B: flammable liquids and vapors; blocking oxygen or smothering required o
C: electrical; nonconducting agent required to extinguish
84- 92 29–42 Figures
3-13: Fire blanket storage box. p. 8
3-14: Fire tetrahedron. p. 86
3-15: Classes of fire extinguishers. p. 87
3-16: The radiation hazard symbol. p. 88
3-18: Example of DOT hazardous materials labels. p. 92
3-19: National Fire
Protection Association 704 marking system. p. 93
3-20: Combination safety shower and eye wash.
Resources Evaluation
CLSI. (2005). Protection of Laboratory Workers from Occupationally
Acquired Infections.
Approved Guideline
[CLSI M29-A2]. Wayne,
PA.
CLSI. (2004). Clinical
Laboratory Safety.
Approved Guideline [CLSI
GP17-A2]. Wayne, PA.
In-Class Activities
WB
Matching 3-3: Class of
Fire, Type of Material, and
Method Required to
Extinguish
Labeling Exercise 3-1:
NPFA 704 Marking
System
IRC
Critical Thinking
Questions
Page 3-16
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-3a
Content Text PPt
Figures, Tables, and
Features o
D: combustible or reactive metals; frequently lead to explosions; dry powder or sand required to extinguish
Fire Extinguishers: (Fig.
3-15) A, B, C, K, and
ABC (multipurpose);
None for Class D
Radiation Safety: distance; shielding; time
Chemical Safety (Box 3-10)
OSHA Hazardous
Communication
Standard o HazCom Labeling
Requirements o
Material Safety Data
Sheets
Department of
Transportation Labeling
System (Fig. 3-18)
National Fire Protection
Association Labeling
System (Fig. 3-19)
Safety Showers and
Eyewash Stations (Fig.
3-20)
Chemical Spill
Procedures (Fig. 3-21) o
Require cleanup using special kits p. 94
3-21: Spill cleanup kit. p. 93
Tables
3-3: United Nations
Hazard Classification
Numbers and Symbols p. 95
Boxes
3-8: Electrical Safety p. 85
3-9: Fire Safety Dos and
Don’ts p. 85
3-10: General Rules for
Chemical Safety p. 88
Resources and
In-Class Activities
Page 3-17
© 2016 Wolters Kluwer Health. All rights reserved.
Outside Assignments/
Evaluation
Instructor’s Notes
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-3a
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-18
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline
— Objective 3-4a
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
First Aid
External Hemorrhage o
Pressure o Elevation o Tourniquet — last resort
Shock o Common Symptoms of
Shock
Pale, cold, clammy skin
Rapid, weak pulse
Increased, shallow breathing
Expressionless face/ staring eyes o
First Aid for Shock
Maintain an open airway
Call for assistance
Keep victim lying down with head lower than rest of body
Attempt to control bleeding or other cause of shock if known
Keep victim warm
92-95 43–47 NA In-Class Activities
CPR Training
Arrange to have students participate in a basic CPR training course and become certified in CPR.
If possible, have a certified instructor come and provide the training in the class at a time all or most students can be there.
NA
Page 3-19
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
Lecture Outline — Objective 3-4a
Content Text PPt
Figures, Tables, and
Features
Cardiopulmonary
Resuscitation and
Emergency
Cardiovascular Care o AHA CPR and ECC
Guidelines o AHA Chain of
Survival
Early access to care
Early CPR
Early defibrillation
Advanced care
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-20
© 2016 Wolters Kluwer Health. All rights reserved.
Phlebotomy Essentials (6e)
Chapter 3 — Infection Control, Safety, First Aid, and Personal Wellness
: Describe the role of personal wellness as it relates to nutrition, rest, exercise, stress management, and back protection.
Lecture Outline
— Objective 3-5a
Content Text PPt
Figures, Tables, and
Features
Resources and
In-Class Activities
Outside Assignments/
Evaluation
Personal wellness
Personal hygiene — bathing, teeth, hair, fingernails, use of personal products
Proper nutrition (Fig. 3-
19)
Rest and exercise
Back protection (Fig 3-
24) — proper lifting technique, good posture
Stress management (Box
3-13) — important to overall health
95–97 48-50 Figures
3-22: Holistic food pyramid p. 95
3-24: Lifting techniques. p. 97
Boxes
3-13: Ways to Control
Stress p. 97
In-Class Activities
Discussion
Have students perform a personal wellness assessment.
IRC
Video: “Proper Lifting
Technique”
Video: “Good and Poor
Workplace Ergonomics in
Phlebotomy”
Outside Assignment
Study and Review
Questions text pp. 98-99
Case Studies text p. 99
Evaluation
IRC
Test Generator
SRC
Test your knowledge on the interactive exercises found in the SRC.
WB
Matching
Knowledge Drill 3-1:
Caution and Key Point
Recognition
Skills Drill 3-1:
Requisition Activity
Crossword
Chapter Review Questions
Unit 1 Crossword Exercise
Instructor’s Notes
Legend : PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/McCall6e); SRC: Student Resource Center (found at http://thepoint.lww.com/McCall6e); WB: Workbook.
Page 3-21
© 2016 Wolters Kluwer Health. All rights reserved.