Safe Handling of Hazardous Drugs

Instructor: Nicole GladdenMN511: Technology in Nursing

December 21, 2011

Course Description• This course is focused specifically on teaching

HealthCare workers (HCW) the risks of handling hazardous drugs (HD) and the implementation of proper personal prospective equipment (PPE).

• Students will be encouraged to learn through various simulations and role play scenarios.

Lesson Plan Overview• Week One (Power point/NIOSH handout)• Utilize the following instructional technologies:1. introduction and guidelines for safe handling of hazardous drugs

http://www.cdc.gov/niosh/docs/2010-167/pdfs/2010-167.pdf2. Assess baseline knowledge about CSTD, have students take survey at

survey monkeyhttp://www.surveymonkey.com/s/TVVBGC63. Utilize blog for resources: http

://ncgnurse.blogspot.com/2011/12/safe-handling-of-hazardous-drugs.html4. Go to You: Tubesafehandlingvideos

5. Utilize Genie Video, Spiros video @ www.icumed.com6. Facebook@ icumed@facebook.com

Lesson plan• Week Two (Power point/simulation) - the proper use of CSTD and identify

the parts of a CSTD.

• Week Three (Power point/participation) - class discussion and student participation about the usefulness of a CSTD in practice.

• Week Four (Simulation/guided response) - simulate the proper use of the parts of a CSTD in a role play scenario.

• Week Five (Prep for action/role play/evaluation)- demonstrate how to properly place the correct parts and pieces of the CSTD for their specific needs.

Purpose• Teaching/learning plan will be designed to

explain the guidelines that have been established for safe handling.

• Mixing, transporting, administering and disposing of chemotherapy drugs represents a safety hazard to pharmacists, nurses and patients—and this risk is well documented.

Course Objectives

• Learners will be able to define hazardous drugs and negative health effects associated with exposure.

• Learners will be able to Identify work practices that present a risk of exposure to hazardous drugs.

• Learners will be able to outline workplace strategies and practices to reduce exposure and prevent contamination from hazardous drugs.

• Learners will be able to identify and simulate use proper personal protective equipment.

• Learners will identify and simulate use of the ChemoClave Closed System Transfer Device (CSTD).

Closed System Transfer DevicesThe use of closed system transfer devices in conjunction with other safety precautions such as gloves, gowns, masks and vented preparation hoods presents a proven way to mitigate the risks.

Please don your PPE

Learning Objectives• Upon completion of this course the student will be able to define

hazardous drugs and negative health effects associated with exposure with 100% accuracy.

• Upon completion of this course the student will be able to Identify work practices that present a risk of exposure to hazardous drugs with 100% accuracy.

• Upon completion of the course students will be able to identify workplace strategies and practices to reduce exposure and prevent contamination from hazardous drugs with 100% accuracy.

• HCW will be able to identify and simulate use proper personal protective equipment in simulations and role play scenarios 100% of the time.

Comprehensive Objectives

• After attending a workshop and demonstration on the proper use of a CSTD system, the participants will simulate the proper preparation and proper placement technique of the parts of a CSTD in a role paly scenario.

Application Objectives

• Upon completion of the course 100% of RN’s and 100% RpH’s will be able to properly select and place the correct parts and pieces of the CSTD for their specific needs.

Analysis Objectives

• Upon completion of this course the student will be able to identify unintentional routes of hazardous drug exposure with 100% accuracy.

• Upon completion of this course the student will be able to Identify and implement strategies to prevent a risk of exposure to hazardous drugs with 100% accuracy.

• Upon completion of this course the student will identify and implement use of the ChemoClave Closed System Transfer Device (CSTD) with 100% accuracy.

Synthesis Objective

• Upon completion of this course the student will be able to add new and old safe handling knowledge and apply those experiences to implement safe care for both the patient and themselves.

Evaluation Objectives

• Upon completion of this course the student will be able to evaluate the clinical scenario in which he/she administers chemotherapy to determine if changes are needed in order provide safe administration of hazardous drugs.

Teaching Model: The Principles of Adult Learning

Materials/ChemoClave

• The ICU Medical ChemoCLAVE system is a mechanically and microbiologically closed needle-free system that provides a complete end-to-end solution from preparation through to disposal compatible with virtually all antineoplastic drugs given during chemotherapy treatments.

The GenieClick here for Pharmacy Video

The SpirosClick here for Nursing Video

Evaluations

• Formative Evaluation• Simulation• Role-Play• Self-Assessment

Grading

1 = Competent 3 = Observed Only

2 = Needs Experience 4 = Never done/observed

(O)= observation RD/S= return demonstration/simulation

A. Prior to Administration Validation

Method

Experience

Rating

Date

Validator’s

Initials

1. Coordinates timing of administration with

pharmacy and others as needed.

O 1 NCG

ReferencesBloom, B. S., Engelhart, E. J., Hill, W. H., & Krathwohl, D. R. (1956) Taxonomy of Educational Objectives,

Handbook I: Cognitive Domain (McKay, New York). Retrieved from http://epsilonlearning.com.

Decker, S., Utterback, V., Thomas, M., Mitchell, M., & Sportsman, S. (2011). Assessing continued competency

through simulation: A call for stringent action. Nursing Education Perspectives, 32(2), 120-125.

doi:10.5480/15365026-32.2.120

D'Amico, M., & Jaffe, L. (2011). Lighten up your classroom. In M. J. Bradshaw & A. J. Lowenstein (Eds.),

Innovative teaching strategies in nursing and related health professions (5th ed., pp. 96-98). Sudbury,

MA: Jones and Bartlett Publishers. pp.55-68). Sudbury, MA: Jones and Bartlett Publishers.

ICU Medical, Inc. (2011) Oncology preparation & delivery systems. Retrieved from

http://icumed.com/oncology/index.asp#TechSpecs

References

Jacobson, J. O., Polovich, M., McNiff, K. K., LeFebvre, K. B., Cummings, C., Galioto, M.,...

McCorkle, M. R. (2009). American Society of Clinical Oncology/Oncology Nursing

Society chemotherapy administration safety standards. Oncology Nursing Forum, 36(6),

651-658. doi:10.1188/09.ONF.651-658

Krathwohl, D, R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of Educational Objectives,

Handbook II: Affective Domain (McKay, New York). Retrieved from http://epsilonlearning.com.

McKeachie, W. J., & Svinicki, M. (2006). McKeachie's teaching tips: Strategies, research, and theory for college and university

teachers. Boston, MA: Houghton Mifflin Company.

National Institute for Occupational Safety and Health (2004). Preventing occu pational exposure to antineoplastic and other hazardous

drugs in health care settings. Retrieved from http://www.cdc.gov/niosh/docs/2010-167/pdfs/2010-167.pdf

ReferencesObermann, M. H., & Gaberson, G. B. (2009). Evaluation and testing in nursing education (3rd ed.). New York, NY: Springer.

Woodring, B.C., & Woodring, R. C. (2011). Lecture is not a four letter word. In M. J. Bradshaw & A. J. Lowenstein (Eds.),

Innovative teaching strategies in nursing and related health professions (5th ed., pp. 120-122). Sudbury, MA: Jones

and Bartlett Publishers.