PTS 2015

Sector : TVET

Qualification Title: TRAINING METHODOLOGY I

Unit of Competency: Plan Training Session

Module Title: Planning Training Session

Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS ACADEMY

Marikina City

Plan Training Session

Trainers Methodology Level I

Plan Training Sessions

Date Developed:July 2010

Date Revised:February 2012

Document No. Issued by:

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Sample Data Gathering Instrument for Trainee’s Characteristics

Please answer the following instrument according to the characteristics described below. Encircle the letter of your choice that best describes you as a learner. Blank spaces are provided for some data that need your response.

Characteristics of learners

Language, literacy and numeracy (LL&N)

Average grade in:

English

a. 95 and above

b. 90 to 94

c. 85 to 89

d. 80 to 84

a. 75 to 79

Average grade in:

Math

a. 95 and above

b. 90 to 94

c. 85 to 89

d. 80 to 84

e. 75 to 79

Cultural and language background

Ethnicity/culture:

a. Ifugao

b. Igorot

c. Ibanag

d. Gaddang

e. Muslim

f. Ibaloy

g. Others( please specify)_____________

Education & general knowledge

Highest Educational Attainment:

a. High School Level

b. High School Graduate

c. College Level

d. College Graduate

e. with units in Master’s degree

f. Masteral Graduate

g. With units in Doctoral Level

h. Doctoral Graduate

Sex a. Male

b. Female

Trainers Methodology Level

I

Templates

Date Developed: July 2010Date Revised: February 2012

Document No. NTTA-TM1-01Issued by:

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Age Your age: _____

Physical ability 1. Disabilities(if any)_____________________2. Existing Health Conditions (Existing illness

if any)a. Noneb. Asthmac. Heart diseased. Anemiae. Hypertensionf. Diabetesg. Others(please specify) ___________________

Previous experience with the topic

TM Certificatesa. TQ certifiedb. TM graduatec. TM trainerd. TM lead trainer

Number of years as a competency trainer ______

Previous learning experience

List down trainings related to TM_________________________________________________________________________________

Training Level completed

National Certificates acquired and NC level______________________________________________________

Special courses Other courses related to TMa. Units in educationb. Master’s degree units in educationc. Others(please specify)

_________________________

Learning styles a. Visual - The visual learner takes mental pictures of information given, so in order for this kind of learner to retain information, oral or written, presentations of new information must contain diagrams and drawings, preferably in color. The visual learner can't concentrate with a lot of activity around him and will focus better and learn faster in a quiet study


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environment.

b. Kinesthetic - described as the students in the classroom, who have problems sitting still and who often bounce their legs while tapping their fingers on the desks. They are often referred to as hyperactive students with concentration issues.

c. Auditory- a learner who has the ability to remember speeches and lectures in detail but has a hard time with written text. Having to read long texts is pointless and will not be retained by the auditory learner unless it is read aloud.

d. Activist - Learns by having a go

e. Reflector - Learns most from activities where they can watch, listen and then review what has happened.

f. Theorist - Learns most when ideas are linked to existing theories and concepts.

g. Pragmatist - Learns most from learning activities that are directly relevant to their situation.

Other needs a. Financially challengedb. Working studentc. Solo parentd. Others(please specify)

___________________________


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FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or information which is essential in planning training sessions. Please check the appropriate box of your answer to the questions below.

CORE COMPETENCIES

CAN I…? YES NO

1. Prepare and maintain beds1.1 Prepare the area for bed making1.2 Perform bed making1.3 Perform aftercare activities of materials and

equipment used2. Collect and maintain linen stocks at end-user locations2.1 Collect soiled linen2.2 Distribute clean linen2.3 Maintain linen stock levels3. Assist in client/ patient mobility3.1 Prepare to assist with client/patient mobility3.2 Assist with client/ patient mobility3.3 Complete client/ patient mobility assistance4. Assist in transporting clients/patients4.1 Prepare client/patient for transport4.2 Assist in client/patient transport4.3 Perform post-transport procedures5. Assist in bio-psychosocial support care of clients/ patients5.1 Establish and maintain rapport with client/patient5.2 Obtain information regarding the bio-

psychosocial needs of the client/patient5.3 Assist patient in meeting his bio-psychosocial

needs6. Handle waste in a health care environment6.1 Determine job requirements6.2 Identify and segregate waste6.3 Transport and store waste6.4 Conduct quality control activities6.5 Cleanup work areas.


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Note: In making the Self-Check for your Qualification, all required competencies should be specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the program qualification he is teaching.

Evidences/Proof of Current Competencies (Sample)

Form 1.2: Evidence of Current Competencies acquired related to Job/Occupation

Current competencies

Proof/Evidence Means of validating


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Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the evidences of current competencies (Form 1.2), the Trainer will be able to identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required Competencies (Sample)

Required Units of Competency/Learning Outcomes based on

CBC

Current Competencies

Training Gaps/Requiremen

ts

1.

Required Units of Competency/Learning Outcomes based on

CBC

Current Competencies

Training Gaps/Requiremen

ts

2.

3.

4.


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Using Form No.1.4, convert the Training Gaps into a Training Needs/ Requirements. Refer to the CBC in identifying the Module Title or Unit of Competency of the training needs identified.

Form No. 1.4: Training Needs (Sample)

Training Needs

(Learning Outcomes)

Module Title/Module of Instruction

Prepare the area for bed making 1. Preparing and maintain bedsPerform bed making

Perform aftercare activities of materials and equipment use

Collect soiled linen 2. Collecting and maintaining linen stocks at end-user locations

Distribute clean linen

Maintain linen stock levels

Prepare to assist with client/patient mobility

3. Assisting in client/patient mobility

Assist with client/ patient mobilityComplete client/ patient mobility

assistance

Prepare client/patient for transport 4. Assisting in transporting clients/patients

Assist in client/patient transport

Perform post-transport procedures

Establish and maintain rapport with client/patient

5. Assisting in bio-psychosocial support care of clients/patientsObtain information regarding the bio-

psychosocial needs of the client/patient

Assist patient in meeting his bio-psychosocial needs

Determine job requirements 6. Handling waste in a health care environment

Identify and segregate waste

Transport and store waste

Conduct quality control activitiesClean up work areas


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In template form, the session plan will look like this.

SESSION PLAN

Sector :

Qualification Title :

Unit of Competency :

Module Title :

Learning Outcomes:

A. INTRODUCTION

B. LEARNING ACTIVITIES

LO 1:

Learning Content Methods Presentation Practice FeedbackResource

sTime

LO 2:

C. ASSESSMENT PLAN

Written Test Performance Test

D. TEACHER’S SELF-REFLECTION OF THE SESSION


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Module Content

Module Content

Module Content

Module ContentModule Content

Learning Outcome Summary

Learning Experiences

Information Sheet

Self Check

Self Check Answer Key

Operation/Task/Job Sheet

Performance Criteria Checklist

References/Further Reading


Maintaining Training Facilities

Date Developed: December 2014Date Revised: N/A


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PARTS OF A COMPETENCY-BASED LEARNING

In our efforts to standardize CBLM, the above parts are recommended for use in Competency Based Training (CBT) in Technical Education and Skills Development Authority (TESDA) Technology Institutions. The next sections will show you the components and features of each part.

List of Competencies

Front Page

HealthCare Services NC IICOMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

1.Prepare and

maintain bedsPreparing and maintain beds

HCS323314

2.

Collect and maintain linen stocks at end-

users location

Collecting and maintaining linen stocks at end-user

locations

HCS323315

3.Assist in patient

mobilityAssisting in

client/patient mobilityHCS323316

4.Assist in transporting

patients

Assisting in transporting

clients/patientsHCS323317

5.

Assist in bio-psychosocial support

care of patients

Assisting in bio-psychosocial support

care of clients/ patientsHCS323318

6.

Handle waste in a health care

environment

Handling waste in a health care

environmentHCS323319





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MODULE CONTENT

UNIT OF COMPETENCY : PREPARE AND MAINTAIN BEDS

CODE : HCS323314

MODULE TITLE : PREPARING AND MAINTAINING BEDS

MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes required in preparing, making beds and performing after care activities.

NOMINAL DURATION : 160 Hrs.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO 1. Prepare area for bed making

LO 2. Perform bed making

LO 3. Perform after care activities of materials and equipment used





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LO1. PREPARE AREA FOR BED MAKING

ASSESSMENT CRITERIA:

1. Personal protective equipment is used according to institutional policy

2. Privacy, safety and comfort is provided to patient/client

CONTENTS:

Personal protective equipment used in bed making Equipment used in providing privacy, safety and comfort to client

CONDITIONS:

Students/trainees must be provided with the following:

Access to relevant workstation- Workshop area

Handouts on:- Institutional policies and guidelines- Hospital/clinic/institution procedures and protocol

Modules/Textbooks Equipment and materials relevant to the proposed activities

- Hospital bed- Linen (different sizes)- PPE

- Uniform- Mask- Gloves

METHODOLOGIES:

Lecturette Brainstorming Demonstration

ASSESSMENT METHODS:

Observation Oral questioning Practical examination





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LO2. PERFORM BED MAKING


1. Bed linen are stripped according to hospital/clinic/institution SOPs2. Clinical waste and soiled linen are removed according to

hospital/clinic/institution SOPs3. Clean linen are used in making bed 4. Patient are asked and made comfortable after bed linens are

replaced

CONTENTS:

OSH policies and procedures Infection control policies and procedures Safe manual handling techniques Correct bed making procedures in hospital corners

CONDITIONS:


Access to relevant workstation- Workshop area- Laboratory

Handouts/Manual on:- Institutional policies and guidelines- Hospital/clinic/institution procedures and protocol

Modules / Textbooks Equipment and materials relevant to the proposed activities

- Hospital bed- Linen (different sizes)- Pillow and pillow case- PPE

- Hospital/clinic/institution Uniform- Mask- Gloves- Shoes

- Plastic bag - Waste bin- Marking pens

METHODOLOGIES:






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ASSESSMENT METHOD:

Observation Oral questioning Practical examination Interview





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LO3. PERFORM AFTER CARE ACTIVITIES OF MATERIALS AND EQUIPMENT USED


1. Bed and equipment are made readily accessible for use2. Damaged bed and equipment are reported to appropriate

personnel 3. After care activities are documented using appropriate

forms/checklist4. Soiled linen and clinical waste are discarded according to

institutional SOPs5. Cleaning equipment is cleaned and stored

CONTENTS:

Infection control policies and procedures Organizational cleaning procedures for bed types Correct disposal of clinical waste Oral and written communication skills

CONDITIONS:


Access to relevant workstation- Workshop area

Handouts on:- Institutional policies and guidelines- Hospital/clinic/institution procedures and protocol

Equipment and materials relevant to the proposed activities- Hospital bed- Linen (different sizes)- Linen trolley- Waste bin- Cleaning paraphernalia- PPE

- Uniform- Mask- Gloves- Shoes





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METHODOLOGIES:


ASSESSMENT METHOD:

Observation Oral questioning Practical examination





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Learning Outcome 1 PREPARE AREA FOR BED MAKING

Learning Activities Special Instructions

Read Information Sheet 1.1-1 on the topics about bed making and

equipments used in Bed Making

Make sure to understand the principle behind the procedure being particular in preventing transmission of infection by

utilizing several equipment to reduce microbial transmission.

In comparing your answer to the model answer be sure that you

have correctly answered each item before you proceed to the next

module.

Before moving on to the next learning outcomes make sure that you have mastered all the topics

concerning the preparation knowledge for preparing beds.

Answer the self check1.1-1. Compare with the model answer.

Read Information Sheet 1.1-2 on the topics about Equipment used in providing privacy, safety and comfort to client

Answer the self check1.1-2. Compare with the model answer.





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Information Sheet 1.1-1Personal Protective Equipment Used in Bed Making

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. Describe the importance of keeping the bed of the client.

2. Identify the principles of Bed Making

3. Identify and differentiate the personal protective equipment used in bed making

Patients need to be nursed in bed to make them comfortable. The nurse will also be comfortable without straining on her back. Hospital beds patients positions can easily be changed with minimal disturbances to him. It is the techniques of preparing different types of bed in making patients/clients comfortable or his/her position suitable for a particular condition.

Nursing assistant could be tasked to perform this routinely measure to promote patients comfort. In doing so, they should be able to fully comprehend the importance of knowing the protecting themselves from nosocomial infections. Thus, this module will present the principles behind bed making and identify the PPE’s used during this procedure.

BED MAKING

The purpose of bed making is to help clients feel comfortable and to decrease pathogens in the client’s environment. Clean, dry, and wrinkle-free linens also help to reduce the potential for skin breakdown and they are important to help control odor.

Necessary supplies for bed making include clean linens, a tight bottom sheet to prevent wrinkles that might cause skin irritation, and upper bed clothing that does not weigh on the client’s body or restrict movements, but still covers his or her shoulders. Adjustments in basic bed making may be necessary for comfort and to suit individual client conditions.

Schedules for changing beds vary among healthcare agencies. Usually you remake the bed after the client’s bath or morning care. Make exceptions if the linen becomes soiled or if changing the bed may prove harmful to the client. For example, a client may be bleeding, receiving a special treatment, or feeling too weak or exhausted to be disturbed. Change stained sheets immediately. In some cases, beds are not changed every day or are partially changed. Even if you do not change the bed, tuck in sheets and blankets, to get rid of wrinkles, and fluff the pillows.





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Key Concept Every: Client needs a smooth, clean bed for comfort and to prevent

complications. Wrinkles or crumbs can make the client uncomfortable and cause skin breakdown. It is very important to change linens that are soiled. One or more incontinence pads are added to the linens on the bed if the client is bleeding, incontinent, or vomiting.

Key Concept:The client with an orthopedic disorder often requires a head-to-toe

linen change, sometimes more than once a day This client must be moved very carefully particularly if he or she has an unstabilized fracture.

Proper body mechanics are an essential part of bed making. Put them into practice.

Rules to be observed when Making Beds

1. All equipments should be collected before starting.2. Two nurses are required and they should work in harmony avoiding

jerky movements and jarring the bed.

3. Bed should be made in such a way that patient can be put in it without difficulty.

4. It should be suitable for treating certain conditions. eg. Shock.

5. The bed should be free from crumbs and creases and should give a maximum comfort to the patient. #Pillows and other bed accessories should be well arranged to give support where necessary.

6. The patient's face should never be covered by sheets or blankets.

7. The patient must never be exposed.

8. Extra assistance should be available and, if necessary, one should be called upon to help lift the patient.

9. When pillows are being shaken the nurse should turn away from the patient.

10. Any conversation during bed making should not be on personal matters between the nurses.

11. The open side of a pillow case should be away from the main door of the ward.

12. Always have a dirty linen bin at hand in which to put dirty linen.

13. Dirty linen should not be carried across the ward to prevent cross infection.

14. Allow room for the patient feet for free movement or turning when placing the top sheet over the patient.





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15. Always wash hands before and after bed making.

Reasons for Bed Making

1. To keep the ward neat and tidy.2. For patients comfort.

3. To prevent cross infection.

4. For treatment of certain conditions.

Making an Unoccupied Bed

An unoccupied bed is a bed that is empty at the time it is made and it is the easiest bed to make. The unoccupied bed can be made either as a closed bed or as an open bed. When no client has been assigned to the bed, it is made as a closed bed. An open bed is a bed to which a client is already assigned.

To make a closed bed, the top covers are pulled up to the head of the bed over the bottom covers. A pillow is placed on top of the linens or is covered with the bedspread, much as you would do in your home. To make the open bed, the top covers are fan-folded to the foot of the bed so the client can get into bed easily.

Making an Occupied Bed

Some clients are unable to get out of bed as a result of their specific condition or generalized weakness. Changing bed linens with the client in the bed is known as making an occupied bed. Work quickly and disturb the client as little as possible. This task of bed making may be done by one nurse; however, if the client is large or his or her medical condition is unstable, ask a coworker to assist you. Some clients need extra blankets for additional warmth, and some may have fractures or injuries that necessitate turning or moving them in a special way.

Linens Used in Bed Making

A bed sheet is a rectangular cloth used to cover a mattress. It is this sheet that one typically lies on. In many places a second flat bed sheet is laid on top of the sheet covering the mattress. When a second sheet is used, the top one is known as a flat sheet and the sheet covering the mattress is known as a "fitted sheet" or "coupie sheet" in some European countries. A person sleeps between the two sheets. Blankets, comforters, and other bed covers are placed on top of the second bed sheet.





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Bottom Sheet this is the sheet that is directly placed on the rubberized mattress. Draw Sheet is a small flat sheet that is placed directly over the bottom sheet. Sometimes a Rubber sheet is used if the bed is not rubberized. This sheet is also known as lift sheet which is used to aid the nursing assistant in transporting the patient in bed.

Blankets this sheet is commonly made of woven cotton and should be available if the patients requested it. Bed Spreads this sheet adds up a finishing touch to a well made bed. Pillows are used for comfort and to aid in positioning patients. Pillow Case is a sheet that is used to cover the pillow.

PERSONAL PROTECTIVE EQUIPMENT IN DOING BED MAKING

Personal protective equipment (PPE) refers to a variety of barriers, used alone or in combination, to protect the eyes, nose, mouth, skin and clothing from contact with blood and other body substances which may contain infectious agents. PPE is used as part of standard precautions and includes gloves, protective eyewear, face shields, masks, aprons and gowns.

PPE plays an important role in preventing the spread of health care associated infections from patient to patient. PPE plays an equally important role in preventing health care workers from being exposed to another person’s blood and other body substances and from acquiring infections.

GLOVESGloves can protect the health care worker’s hands from exposure to

infectious agents. As part of standard precautions, they are used to prevent contamination of health care workers’ hands when anticipating direct contact with blood or other body substances, mucous membranes, non-intact skin and other potentially infectious material.

MASKSThe nose and mouth are portals of entry for infectious agents.

Masks act as a physical barrier to prevent the nose and mouth from becoming contaminated with splashes of blood and other body substances

EYE PROTECTIONEye protection reduces the risk of health care workers from splashes

or sprays of blood and other body substances and is an important part of standard precautions. Eye protection should always be worn when performing a procedure where there is a potential for splashing or spraying to occur. Eye protection can be in the form of goggles, safety glasses, or face shields. Personal eyeglasses and contact lenses provide some but not complete protection and are not considered adequate eye





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protection. Reusable eye protection should be cleaned according to the manufacturer’s instructions.

APRONS AND GOWNSImpermeable aprons and gowns are protective clothing that can be

worn by health care workers when close contact with a patient, materials or equipment may lead to contamination of skin, uniforms, or other clothing with potentially infectious agents, or when there is a risk that clothing may become contaminated with blood or other body substances. Gowns and aprons must be changed between patients. Clinical or laboratory coats or jackets worn over personal clothing for comfort and/or purposes of identity are not considered to be PPE. Aprons and gowns should be removed in a manner that prevents contamination of the wearer’s clothing or skin. The outer ‘contaminated’ side of the gown should be turned inward and rolled into a bundle and then discarded into a designated container for waste linen to contain contamination.





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Self- Check 1.1-1

Matching Type: Read each questions carefully then match Column A with

Colum B. Write the letter of your choice in your answer sheet.

1. As part of standard precautions, they are used to prevent contamination of health care workers’ hands when anticipating direct contact with blood or other body substances

A. Mask

2. Is a rectangular cloth used to cover a mattress. It is this sheet that one typically lies on.

B. Gloves

3. Plays an equally important role in preventing health care workers from being exposed to another person’s blood and other body substances and from acquiring infections.

C. PPE

4. Act as a physical barrier to prevent the nose and mouth from becoming contaminated with splashes of blood and other body substances

D. Unoccupied Bed

5. Is a bed that is empty at the time it is made and it is the easiest bed to make

E. Top Sheet

6. The top covers are pulled up to the head of the bed over the bottom covers. A pillow is placed on top of the linens or is covered with the bedspread

F. Closed Bed

7. Is known as a flat sheet and the sheet covering the mattress is known as a "fitted sheet" or "coupie sheet"

G. Bed Sheets





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ANSWER KEY 1.1-1

1. B2. G3. C4. A5. D6. F7. E





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Information Sheet 1.1.2Equipment used in Providing Privacy, Safety and Comfort to

Client

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. Identify the equipments used to provide patients privacy2. Recognize the importance of promoting privacy and dignified care to

the patient.3. Identify and differentiate equipments used to promote safety

towards the patients.

Broadly speaking, privacy is the right to be let alone, or freedom from interference or intrusion. Information privacy is the right to have some control over how your personal information is collected and used.

Privacy during hospitalization can be jeopardized as caring situations are often intimate. Privacy and confidentiality are basic rights in our society. Safeguarding those rights, with respect to an individual’s personal health information, is our ethical and legal obligation as health care providers. Doing so in today’s health care environment is increasingly challenging.

What Nursing Aide can do to improve Patient Privacy & Dignity

1. Make patients and their carers feel welcome. Health workers should properly identify themselves so that clients may know their primary caregivers.

2. Communicate frequently with patients and carers. As a health staff you should make time to talk to your client regularly and involve them in their care.

3. Protect patient privacy during consultation and treatment. Curtains, doors and window blinds should be closed and empty offices or consultation rooms should also be used. Sometimes you may ask the visitors to leave during your treatment, this is because to show respect to your privacy dignity.

4. Respect the special needs of dying patients, the critically ill and their carers. Dying patients, the critically ill and their carers have very special needs. If you or your families are facing such an experience, as a staff you should show concern and be there to help clients or significant other in any way you can.

5. Respect cultures and beliefs.

6. Manage noise for patient comfort





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7. Aim to have patients in same gender rooms and ward bays

8. Provide single gender bathrooms

Equipments Used to Ensure Patient’s Privacy

The purpose of a hospital curtain is to provide a patient with privacy as well as to prevent infections from spreading throughout the hospital (figure1). These curtains are manufactured with safety in mind and must pass stringent health and safety regulations before they are allowed be used in a medical facility. The curtains are available in a variety of designs and colors, but it is their capacity to combat the spread of infection that is their chief attribute. Old curtains often caused serious infections to be transmitted throughout the hospital, but

special material is now used to prevent this.

A hospital curtain is also known as a cubicle curtain and is a method of giving privacy to a patient in a hospital. It is normally hung from the ceiling and reaches almost all the way to the floor. According to general health and safety regulations, a hospital curtain should be made from material that is fire-retardant.

Hospital curtains are mass-produced to cater to the need of millions of medical facilities worldwide. They are made from a variety of different materials as health and safety requirements for vary from location to location. For example, in the United States, the top portion of the curtain must be at least 70% mesh. This allows water from a sprinkler to penetrate the curtain in the event of a fire.

Patient Safety

Patients who have problems with memory, sleeping, incontinence, pain, uncontrolled body movement, or who get out of bed and walk unsafely without assistance, must be carefully assessed for the best ways to keep them from harm, such as falling. Assessment by the patient’s health care team will help to determine how best to keep the patient safe.

Historically, physical restraints (such as vests, ankle or wrist restraints) were used to try to keep patients safe in health care facilities. In recent years, the health care community has recognized that physically restraining patients can be dangerous. Although not indicated for this use, bed rails are sometimes used as restraints. Regulatory agencies, health care organizations, product manufacturers and advocacy groups





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encourage hospitals, nursing homes and home care providers to assess patients’ needs and to provide safe care without restraints.

Patient safety is a new healthcare discipline that emphasizes the reporting, analysis, and prevention of medical error that often leads to adverse healthcare events. The resulting patient safety knowledge continually informs improvement efforts such as: applying lessons learned from business and industry, adopting innovative technologies, educating providers and consumers, enhancing error reporting systems, and developing new economic incentives.

Why is patient safety relevant to health care?

There is now overwhelming evidence that significant numbers of patients are harmed from their health care either resulting in permanent injury, increased length of stay (LOS) in hospitals and even death.

We have learnt over the last decade that adverse events occur not because bad people intentionally hurt patients but rather that the system of health care today is so complex that the successful treatment and outcome for each patient depends on a range of factors, not just the competence of an individual health-care provider.

When so many people and different types of health-care providers (doctors, nurses, pharmacists, social workers, dieticians and others) are involved this makes it very difficult to ensure safe care, unless the system of care is designed to facilitate timely and complete information and understanding by all the health professionals.

Equipments Used to Promote Patient Safety and Comfort

Bed Rails

If patients need assistance getting in and out of bed, adult bed rails can help. These assist rails are made to offer stability, so you can move and adjust independently and safely. Some of these rails, such as safety bed rails, can also prevent falling out of bed overnight. Bed assist rails are either supported by the floor, attached between your mattress and box spring, or stabilized by both.

Potential benefits of bed rails include:

Aiding in turning and repositioning within the bed. Providing a hand-hold for getting into or out of bed. Providing a feeling of comfort and security. Reducing the risk of patients falling out of bed when being

transported.





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Providing easy access to bed controls and personal care items.Potential risks of bed rails may include:

Strangling, suffocating, bodily injury or death when patients or part of their body are caught between rails or between the bed rails and mattress.

More serious injuries from falls when patients climb over rails.

Skin bruising, cuts, and scrapes.

Inducing agitated behavior when bed rails are used as a restraint.

Feeling isolated or unnecessarily restricted.

Preventing patients, who are able to get out of bed, from performing routine activities such as going to the bathroom or retrieving something from a closet.

Meeting Patients' Needs for Safety

Most patients can be in bed safely without bed rails. Consider the following:

Use beds that can be raised and lowered close to the floor to accommodate both patient and health care worker needs.

Keep the bed in the lowest position with wheels locked. When the patient is at risk of falling out of bed, place mats next to

the bed, as long as this does not create a greater risk of accident. Use transfer or mobility aids. Monitor patients frequently. Anticipate the reasons patients get out of bed such as hunger,

thirst, going to the bathroom, restlessness and pain; meet these needs by offering food and fluids, scheduling ample toileting, and providing calming interventions and pain relief.

When bed rails are used, perform an on-going assessment of the patient’s physical and mental status; closely monitor high-risk patients. Consider the following:

Lower one or more sections of the bed rail, such as the foot rail.

Use a proper size mattress or mattress with raised foam edges to prevent patients from being trapped between the mattress and rail.

Reduce the gaps between the mattress and side rails.





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Grab Bars

Grab bars as seen on figure 2 are safety devices designed to enable a person to maintain balance, lessen fatigue while standing, hold some of their weight while maneuvering, or have something to grab onto in case of a slip or fall. A caregiver may use a grab bar to assist with transferring a patient from one place to

another. A worker may use a grab bar to hold onto as he or she climbs, or in case of a fall.

Grab bars increase accessibility and safety for people with a variety of disabilities or mobility difficulties. Although they are most commonly seen in public handicapped toilet stalls, grab bars are also used in private homes, assisted living facilities, hospitals, and nursing homes. Grab bars are most commonly installed next to a toilet or in a shower or bath enclosure.

Some grab bars also have a light feature and double as a night light offering up a little more safety at night when using the bathroom.

Grab bar Locations

Grab bars next to a toilet help people using a wheelchair transfer to

the toilet seat and back to the wheelchair. They also assist people

who have difficulty sitting down, have balance problems while

seated or need help rising from a seated position.

Used in a shower or bathtub, grab bars help to maintain balance

while standing or maneuvering, assist in transferring into and out of

the enclosure, and generally help to mitigate slips and falls.

Floor to ceiling grab bars, or security poles, can be used in the

bedroom to help one get out of bed or get up from a chair, or to

help caregivers by assisting in transfers (figure 3)





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Grab bars are often used in conjunction with other medical dev ices to increase safety. For example, a grab bar added to a shower is frequently used with a shower chair and hand held shower head. Grab bars installed by a doorway are usually added near a railing. In addition, grab bars can be placed on any wall where extra support is needed even if it is not the "usual place" they are used.

Safety Sure Transfer Belt (SST Belt)/ Transfer Belt is used primarily to:

Help a patient to get up/sit down

Help a patient up from the floor Transfer between bed and

wheelchair or wheelchair and toilet or car

Support when walking Protect patients who are

unstable when walking Help a patient maneuver when

using the bathroom

Advantages

The main advantages of the SST Belt are its numerous handgrips, anti-slip surface on the inside, and easy-to-fasten "fix lock"- type buckle. The "fix lock" buckle allows you to retighten the belt once the patient is standing, without having to open it. These advantages reduce the risk of the belt slipping upward, and provide a firm grip and working position. The belt is also padded, making it comfortable to wear. SST Belt is available in three sizes: Small (4 grips), Medium (5 grips), and Large (7 grips).

Positioning

SST Belt is placed low on the waist. It is pulled tight by grabbing the two end pieces and then pulling the belt tight around the waist (fig.1). Remember, the patient's girth is greater when sitting. It is important that the belt is comfortably tight. The belt is removed by pressing against the center of the buckle.





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Helping a patient to stand or sit

There are many different ways to use the SST Belt to assist a patient to stand or sit. Think of the direction of the transfer and follow the body's natural movement pattern (fig. 2 - 6). Either the patient, the helper, or both can wear a SST Belt.

Helping a patient up from the floor

SST Belt is extremely useful in helping someone up from the floor. Do not lift straight upward, but follow a natural movement pattern. The patient is then able to obtain support from leaning against or gripping on to a chair, bed or table (fig. 7).

Transfer between bed and wheelchair

SST Belt is of considerable help in performing transfers from a bed to a wheelchair; the patient can be sitting or standing (fig. 8).

Transfer between a wheelchair and a car

For transfers into a car, a SST Board can be used in combination with a SST Belt (fig. 9). Make sure the patient does not end up sitting between the wheelchair and the car seat. In the case of a passive patient, a SST Sling may also be used underneath him/her. This makes it easier for the helper to pull the patient into the car and is more comfortable for the patient.





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Self Check 1.1-2

Direction: Read each statements carefully and identify whether statements are accurate or not. Write T if the statement is True and F if the statement is in correct.

1. Health workers need not to identify themselves as it is obvious by their uniforms.

2. Privacy is promoted if nursing aide should close the curtain during procedures that exposed the patients’ body.

3. The purpose of the hospital curtain to provide a patient with privacy as well as to prevent infections.

4. Bed rails are used to transfer patient from bed to bed.

5. Side rails are used to restraint the patient especially if he/she is combative.

6. Skin bruises, cuts and scrapes are some potential bed rail injuries.

7. Grab bars are safety devices designed to enable a person to maintain balance.

8. Grab bars should be place next to a toilet.

9. Grab bars puts the patients at risk of falls especially in the bathrooms.

10. Transfer belt is used to help patient get up or sit down it is placed on the patients’ waist.





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ANSWER KEY 1.1-2

1. F2. T3. T4. F5. F6. T7. T8. T9. F10. T





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Learning Outcome 2PERFORM BED MAKING

Learning Activities Special Instructions

Information Sheet 2.1.1





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OSH Policies and Procedures

After reading this INFORMATION SHEET, you must be able to know and understand the importance of occupational health and safety in your health care facility or training area.

Occupational safety and health (OSH) also commonly referred to as occupational health and safety (OHS) or workplace health and safety (WHS) is an area concerned with the safety, health and welfare of people engaged in work or employment.

Goal of Occupational Safety

The goals of occupational safety and health programs include fostering a safe and healthy work environment. OSH may also protect co-workers,

family members, employers, customers, and many others who might be affected by the workplace environment.

Occupational safety and health can be important for moral, legal, and financial reasons. In common-law jurisdictions, employers have a common law duty (reflecting an underlying moral obligation) to take reasonable care for the safety of their employees, Statute law may build upon this to impose additional general duties, introduce specific duties and create government bodies with powers to regulate workplace safety issues: details of this will vary from jurisdiction to jurisdiction.

Good OSH practices can also reduce employee injury and illness related costs, including medical care, sick leave and disability benefit costs.

There are three main reasons that have been generally accepted as why we carry out moves to improve occupational safety. As the name suggests, it is the idea that the workplace is as safe as possible for those who work in it. This means that a great deal of scrutiny is foisted upon every aspect of the workplace, because danger can come from a wide variety of things.

1. The first reason that occupational health and safety has been taken up with such vigour, is MORAL. It is the idea that no-one should have to risk their health for the sake of work, and that any risks at work can be reduced or eradicated altogether. In the past, some workplaces were particularly dangerous, especially in factories. In extreme cases, people have even lost limbs in accidents.





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2. The second reason is ECONOMIC. If someone is injured at work, then it can cost the whole of society a great deal of money. Primarily, it can cost the tax payer a lot of money, because of medical costs associated with any injury. In the United Kingdom this medical burden falls on the National Health Service and depending on the injury can be very costly when you take into account surgery, medication and rehabilitation costs. There is also a significant cost to the employer too, who might need to pay sick pay. They will also have a potentially valuable worker missing for a long time, or possibly forever. Economics is quite clearly a big reason for the importance of occupational health and safety.

3. The third reason is LEGAL. Firms are legally required to invest in occupational health and safety in order that they never face legal proceedings resulting from an injury in the workplace. If they take precautions to prevent any injuries, then the likelihood of them being prosecuted is greatly reduced.

Types of Waste

Liquid TypeWaste can come in non-solid form. Some

solid waste can also be converted to a liquid waste form for disposal. It includes

point source and non-point source discharges such as storm water and

wastewater. Examples of liquid waste include wash water from homes, liquids

used for cleaning in industries and waste detergents.

Solid TypeSolid waste predominantly, is any garbage, refuse or rubbish that we make in our homes and other places. These include old car tires, old newspapers, broken furniture and even food waste. They may include any waste that is non-liquid.

Hazardous TypeHazardous or harmful waste are those that potentially threaten public health or the environment. Such waste could be inflammable (can easily catch fire), reactive (can easily explode),





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corrosive (can easily eat through metal) or toxic (poisonous to human and animals). In many countries, it is required by law to involve the appropriate authority to supervise the disposal of such hazardous waste. Examples include fire extinguishers, old propane tanks, pesticides, mercury-containing equipment (e.g, thermostats) and lamps (e.g. fluorescent bulbs) and batteries.

Organic TypeOrganic waste comes from plants or animals sources. Commonly, they include food waste, fruit and vegetable peels, flower trimmings and even dog poop can be classified as organic waste. They are biodegradable (this means they are easily broken down by other organisms over time and turned into manure). Many people turn their organic waste into compost and use them in their gardens.

Recyclable TypeRecycling is processing used materials (waste) into new, useful products. This is done to reduce the use of raw materials that would have been used. Waste that can be potentially recycled is termed "Recyclable waste". Aluminum products (like soda, milk and tomato cans), Plastics (grocery shopping bags, plastic bottles), Glass products (like wine and beer bottles, broken glass), Paper products (used envelopes, newspapers and magazines, cardboard boxes) can be recycled and fall into this category

Hazardous Waste

Hazardous waste can be broadly defined as any material that cannot be used further or is unwanted, and poses a risk to the community or to the environment if not properly handled. These materials include, but are not limited to, chemical, biological and radioactive wastes, sharps, contaminated glassware, balancing/dilution pit waste and some waste products generated during building maintenance, construction and demolition works. Each hazardous waste stream requires special handling to protect the health and safety of personnel generating and handling the waste, their colleagues and the wider community.

GENERAL HEALTH AND SAFETY RULES

This procedure provides some general guidelines for the creation and maintenance of a safe working environment. The following rules are





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intended as a guide and are by no means complete nor do they cover all situations encountered in the work area.

A. General Rules:

Personal protective equipment, as determined by the trainer Report ALL injuries to your supervisor immediately. Report any unsafe conditions, including someone under the

influence or in possession of drugs or alcohol, or hazards, which may allow an injury to occur to you or to a fellow worker.

Report any property damage, regardless of how minor. Follow all procedural instructions when using or handling hazardous

materials and ensure that all containers of hazardous materials are properly labelled and stored in designated areas.

Obey all posted signs and notices. Always use the correct posture when lifting and get assistance if the

weight is excessive. Always be aware of the location of the Health and Safety Bulletin

Board and the posted

B. Housekeeping:

Aisles are to be kept clear at all times. Individual work areas are to be kept clean and tidy. All materials, tools, products and equipment are to be kept in their

designated areas. Liquid spills are to be cleaned up immediately to prevent slips and

falls.

C. Fire Prevention:

Become familiar with all department Emergency Plans including the location of fire alarm “PULL STATIONS", fire extinguishers and emergency exits. When activated, follow all required procedures as outlined in the Emergency Plan/s.

Ensure aisles and exits are not blocked at any time.

Anytime a fire extinguisher is used, report it immediately to your supervisor, so that it can be recharged.

D. Personal protective Equipment

To ensure that all trainees, who may be exposed to specific hazards that cannot be eliminated or controlled through engineering or





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administrative practices, are equipped with proper personal protective equipment that meets available and applicable standards and reasonable personal comfort requirements.

E. FIRST AID

Ensure that the FIRST AID REGULATIONS are in place at every workplace under its jurisdiction.

Ensure that proper training is provided Ensure that all First Aid rooms, kits and stations, as may be required

by Regulation, are properly equipped and re-stocked, as may be required from time to time, and that a proper log is maintained of all circumstances relating to the provision of any first aid provided at the work place.





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Information Sheet 2.1-2Infection Control Policies and Procedures

After reading this INFORMATION SHEET, you must be able to understand how an infection develops and will be able to effectively manage to prevent the transmission of microorganism.

Infection prevention and control is required to prevent the transmission of communicable diseases in all health care settings. Infection prevention and control demands a basic understanding of the epidemiology of diseases; risk factors that increase patient susceptibility to infection; and the practices, procedures and treatments that may result in infections. The risk of acquiring a healthcare-associated infection is related to the mode of transmission of the infectious agent

Management of health-care waste is an integral part of hospital hygiene and infection control. Health-care waste should be considered as a reservoir of pathogenic microorganisms, which can cause contamination and give rise to infection.

If waste is inadequately managed, these microorganisms can be transmitted by direct contact, in the air, or by a variety of vectors. Infectious waste contributes in this way to the risk of nosocomial infections, putting the health of hospital personnel, and patients, at risk. The practices described in Chapters 6 to 10 of this handbook for the proper management of health-care waste should therefore be strictly followed as part of a comprehensive and systematic approach to hospital hygiene and infection control.

This module outlines the basic principles of prevention and control of the infections that may be acquired in health-care facilities (but does not address other aspects of hospital hygiene and safety such as pressure sores and the risk of falls). It should be stressed here that other environmental health considerations, such as adequate water-supply and





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sanitation facilities for patients, visitors, and health-care staff, are of prime importance.

Nosocomial infections—known also as hospital-acquired infections, hospital-associated infections, and hospital infections—are infections that are not present in the patient at the time of admission to hospital but develop during the course of the stay in hospital. There are two forms:

Endogenous infection, self-infection, or auto-infection. The causative agent of the infection is present in the patient at the time of admission to hospital but there are no signs of infection. The infection develops during the stay in hospital as a result of the patient’s altered resistance.

Cross-contamination followed by cross-infection. During the stay in hospital the patient comes into contact with new infective agents, becomes contaminated, and subsequently develops an infection.

A human with an infection has another organism inside them which gets its sustenance (nourishment) from that person. It colonizes that person and reproduces inside them. The human with that organism (germ) inside is called the host, while the germ or pathogen is referred to as a parasitic organism. Another name for an organism that causes infection is an infectious agent.

It is only an infection if the colonization harms the host. It uses the host to feed on and multiply at the expense of the host to such an extent that his/her health is affected. The normal growth of the bacterial flora in the intestine is not an infection, because the bacteria are not harming the host.

An organism which colonizes and harms a host's health is often called a pathogen. Examples include:

Parasites Fungi Bacteria Prions Viroids (plant pathogens, they affect the health of plants)





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The Chain of Infection

Elements of the Chain of Infection

1. INFECTIOUS DISEASE

Is any microorganism that can cause a disease such as a bacterium, virus, parasite, or fungus. Reasons that the organism will cause an infection are virulence (ability to multiply and grow), invasiveness (ability to enter tissue), and pathogenicity (ability to cause disease).

2. RESERVOIR

Is the place where the microorganism resides, thrives, and reproduces, i.e., food, water, toilet seat, elevator buttons, human feces, respiratory secretions.

3. PORTAL OF EXIT

Is the place where the organism leaves the reservoir, such as the respiratory tract (nose, mouth), intestinal tract (rectum), urinary tract, or blood and other body fluids.

4. MODE OF TRANSMISSION

Is the means by which an organism transfers from one carrier to another by either direct transmission (direct contact between infectious host and susceptible host) or indirect transmission (which involves an intermediate carrier like an environmental surface or piece of medical equipment).





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5. PORTAL OF ENTRY

The opening where an infectious disease enters the host’s body such as mucus membranes, open wounds, or tubes inserted in body cavities like urinary catheters or feeding tubes.

6. SUSCEPTIBLE HOST

The person who is at risk for developing an infection from the disease. Several factors make a person more susceptible to disease including age (young people and elderly people generally are more at risk), underlying chronic diseases such as diabetes or asthma, conditions that weaken the immune system like HIV, certain types of medications, invasive devices like feeding tubes, and malnutrition.

INFECTION CONTROL AND PREVENTION - STANDARD PRECAUTIONS

Standard Precautions. Standard precautions are a set of infection control practices used to prevent transmission of diseases that can be acquired by contact with blood, body fluids, non-intact skin (including rashes), and mucous membranes. These measures are to be used when providing care to all individuals, whether or not they appear infectious or symptomatic.

Hand Hygiene. Hand hygiene refers to both washing with plain or anti-bacterial soap and water and to the use of alcohol gel to decontaminate hands. When hands are not visibly soiled, alcohol gel is the preferred

method of hand hygiene when providing health care to clients.

Hand hygiene should be performed before and after contact with a client, immediately after touching blood, body fluids, non-intact skin, mucous membranes, or contaminated items (even when gloves are worn during contact), immediately after removing gloves, when moving from contaminated body sites to

clean body sites during client care, after touching objects and medical equipment in the immediate client-care vicinity, before eating, after using the restroom, and after coughing or sneezing into a tissue as part of





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respiratory hygiene.

Personal Protective Equipment (PPE)

PPE includes items such as gloves, gowns, masks, respirators, and eyewear used to create barriers that protect skin, clothing, mucous membranes, and the respiratory tract from infectious agents. PPE is used as a last resort when work practices and engineering controls alone cannot eliminate worker exposure. The items selected for use depend on the type of interaction a public health worker will have with a client and the likely modes of disease transmission.

Wear gloves when touching blood, body fluids, non-intact skin, mucous membranes, and contaminated items. Gloves must always be worn during activities involving vascular access, such as performing phlebotomies.

Wear a surgical mask and goggles or face shield if there is a reasonable chance that a splash or spray of blood or body fluids may occur to the eyes, mouth, or nose.

Wear a gown if skin or clothing is likely to be exposed to blood or body fluids.Remove PPE immediately after use and wash hands. It is important to remove PPE in the proper order to prevent contamination of skin or clothing.

If PPE or other disposable items are saturated with blood or body fluids such that fluid may be poured, squeezed, or dripped from the item, discard into a biohazard bag. PPE that is not saturated may be placed directly in the trash. Saturated waste generated from the home should be placed in sealable leak-proof plastic bags before placing in regular trash bags for disposal.





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Needlestick and Sharps Injury Prevention

Safe handling of needles and other sharp devices are components of standard precautions that are implemented to prevent health care worker exposure to blood borne pathogens. The Needlestick Safety and Prevention Act mandates the use of sharps with engineered safety devices when suitable devices exit.

The safety devices on needles and other sharps should be activated

immediately after use. Used needles should be discarded immediately after use and not

recapped, bent, cut, removed from the syringe or tube holder, or otherwise manipulated.

Any used needles, lancets, or other contaminated sharps should be placed in a leak-proof, puncture-resistant sharps container that is either red in color or labeled with a biohazard label.

Do not overfill sharps containers. Discard after 2/3 full or when contents are at the “full” line indicated on the containers.

Used sharps containers may be taken to a collection facility such as an area pharmacy, hospital, or clinic that provides this service.

Cleaning and Disinfection

Client care areas, common waiting areas, and other areas where clients may have potentially contaminated





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surfaces or objects that are frequently touched by staff and clients (doorknobs, sinks, toilets, other surfaces and items in close proximity to clients) should be cleaned routinely with EPA registered disinfectants, following the manufacturers’ instructions for amount, dilution, and contact time.

Housekeeping surfaces such as floors and walls do not need to be disinfected unless visibly soiled with blood or body fluids. They may be routinely cleaned with a detergent only or a detergent/disinfectant product.

Most disinfectants are not effective in the presence of dirt and organic matter, therefore cleaning must occur first before disinfection. Wet a cloth with the disinfectant, wipe away dirt and organic material, then with a clean cloth apply the disinfectant to the item and allow to air dry for the time specified by the product manufacturer.

Some pathogens such as norovirus and Clostridium difficile are not inactivated by commercial disinfectants routinely used in local public health settings. In situations where contamination with these pathogens is suspected, a bleach solution (1:10) is recommended for disinfecting contaminated surfaces and items.

Some patient care items may be damaged or destroyed by certain disinfectants. Consult with the manufacturer of the items before applying disinfectants.

Respiratory Hygiene (Cough Etiquette)

Clients in waiting rooms or other common areas can spread infections to others in the same area or to local public health agency staff. Measures to avoid spread of respiratory secretions should be promoted to help prevent respiratory disease transmission. Elements of respiratory hygiene and cough etiquette include:

Covering the nose/mouth with a tissue when coughing or sneezing or using the crook of the elbow to contain respiratory droplets.

Using tissues to contain respiratory secretions and discarding in the nearest waste receptacle after use.

Performing hand hygiene (hand washing with non-antimicrobial soap and water, alcohol-based hand rub, or antiseptic hand wash) immediately after contact with respiratory secretions and contaminated objects/materials.





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Asking clients with signs and symptoms of respiratory illness to wear a surgical mask while waiting common areas or placing them immediately in examination rooms or areas away from others. Provide tissues and no-touch receptacles for used tissue disposal.

Spacing seating in waiting areas at least three feet apart to minimize close contact among persons in those areas.

Supplies such as tissues, waste baskets, alcohol gel, and surgical masks should be provided in waiting and other common areas in local public health agencies. Place cough etiquette signs where the general public can see them.





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Waste Disposal

Sharp items should be disposed of in containers that are puncture resistant, leak-proof, closable, and labeled with the biohazard symbol or are red in color. Sharps containers should be replaced when filled up to the indicated “full” line. Items generated by local public health agencies that should be discarded into sharps containers include contaminated items that may easily cause cuts or punctures in the skin (used needles, lancets, broken glass or rigid plastic vials) and unused needles and lancets that are being discarded. Syringes or blood collection tube holders attached to needles must also be discarded still attached to the needles.

Non-sharp disposable items saturated with blood or body fluids (i.e. fluid can be poured or squeezed from the item or fluid is flaking or dripping from the item) should be discarded into biohazard bags that are puncture resistant, leak-proof, and labeled with a biohazard symbol or red in color. Such items may include used PPE and disposable rags or cloths.





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Information Sheet 2.1-3Safe Manual Handling Techniques

According to the OHS definition manual handling means any activity requiring the use of force exerted by a person to lift, lower, push, pull, carry or otherwise move, hold or restrain any animate or inanimate object.

Health and Safety Executive (2015), Manual handling injuries can have serious implications for the employer and the person who has beeninjured. They can occur almost anywhere in the workplace and heavymanual labour, awkward postures, repetitive movements of arms, legs

and back or previous/existing injury can increase the risk.

To help prevent manual handling injuries in the workplace, you should avoid such tasks as far as possible. However, where it is not possible to avoid handling a load, employers must look at the risks of that task and put sensible health and safety measures in place to prevent and avoid injury.

For any lifting activity

Always take into account: individual capability the nature of the load environmental conditions training work organization

If you need to lift something manually

Reduce the amount of twisting, stooping and reaching Avoid lifting from floor level or above shoulder height, especially heavy

loads Adjust storage areas to minimize the need to carry out such movements Consider how you can minimize carrying distances Assess the weight to be carried and whether the worker can move the

load safely or needs any help – maybe the load can be broken down to smaller, lighter components

If you need to use lifting equipment

Consider whether you can use a lifting aid, such as a forklift truck, elec-tric or hand-powered hoist, or a conveyor

Think about storage as part of the delivery process – maybe heavy items could be delivered directly, or closer, to the storage area

Reduce carrying distances where possible





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There are some simple things to do before and during the lift/carry:

Remove obstructions from the route. For a long lift, plan to rest the load midway on a table or bench to

change grip. Keep the load close to the waist. The load should be kept close to the

body for as long as possible while lifting. Keep the heaviest side of the load next to the body. Adopt a stable position and make sure your feet are apart, with one leg

slightly forward to maintain balance

Think before lifting/handling. Plan the lift. Can handling aids be used? Where is the load going to be placed? Will help be needed with the load? Remove obstructions such as discarded wrapping materials. For a long lift, consider resting the load midway on a table or bench to change grip.

Adopt a stable position. The feet should be apart with one leg slightly forward to maintain balance (alongside the load, if it is on the ground). Be prepared to move your feet during the lift to maintain your stability. Avoid tight clothing or unsuitable footwear, which may make this difficult.

Get a good hold. Where possible, the load should be hugged as close as possible to the body. This may be better than gripping it tightly with hands only.

Start in a good posture. At the start of the lift, slight bending of the back, hips and knees is preferable to fully flexing the back (stooping) or fully flexing the hips and knees (squatting).

Don’t flex the back any further while lifting. This can happen if the legs begin to straighten before starting to raise the load.

Keep the load close to the waist. Keep the load close to the body for as long as possible while lifting. Keep the heaviest side of the load next to the body. If a close approach to the load is not possible, try to slide it towards the body before attempting to lift it.

Avoid twisting the back or leaning sideways, especially while the back is bent. Shoulders should be kept level and facing in the same direction as the hips. Turning by moving the feet is better than twisting and lifting at the same time.

Keep the head up when handling. Look ahead, not down at the load, once it has been held securely.





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Move smoothly. The load should not be jerked or snatched as this can make it harder to keep control and can increase the risk of injury.Don’t lift or handle more than can be easily managed. There is a difference between what people can lift and what they can safely lift. If in doubt, seek advice or get help.

Put down, then adjust. If precise positioning of the load is necessary, put it down first, then slide it into the desired position.

Information Sheet 2.1-4Correct Bed Making Procedures

Bed Making is the technique of preparing different types of bed making patients/clients comfortable in his/ her suitable position for a particular condition.

Purpose of Bed Making:1. To promote clients comfort.2. To provide a clean environment for the clients.3. To provide a smooth, wrinkle- free bed foundation, thus minimizing

sources of skin irritation.4. To conserve the clients energy and maintain current healthy status.5. To prevent or avoid microorganisms to come in contact with the

patient which could cause tribulations.

Common types of bed:1. Occupied Bed: Is made when the patient is not able or not permitted

to get out of the bed.2. Unoccupied Bed: Is made when there is no patient confined in bed,

while a patient in the shower or sitting up in a chair.

Types of unoccupied Bed:1. Open bed: the top covers are folded back so the patient can easily

get back in to bed.2. Closed bed: the top sheet blankets and bedspreads are drawn up to

the head of the mattress and under the pillow; this is prepared in a hospital room before a new client is admitted to the room.

3. Post-operative bed: known as recovery bed or anesthetic bed, and used for a patient with large cast or other circumstance that would make it difficult for him to transfer easily into bed.





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Kinds of Linens1. Blanket: a large piece of clothe often soft, woolen and is used for

warmth as a bed cover.2. Top sheet: used to cover the patient to provide warmth, made of

thick cotton, thermal material.3. Cotton draw sheet: a piece of cloth that the rubber sheet and is

used to absorb and moisture.4. Bottom sheet: used to cover the bed after mattress cover.5. Rubber sheet: used to protect the bottom sheet from soothing due

to patient secretions and prevent the patients from getting bedsore. It's usually placed over the center of the bottom sheet.





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JOB SHEET 2.1-1

Title: Correct Bed Making Procedure

Performance Objective: Given an actual hospital bed complete with all the articles used in bed making. The trainee should be able to demonstrate the orrect bed making procedure.

Supplies/Materials : mask, gloves

Equipment : hospital bed, linens, hamper

Steps/Procedure:

1. Prepare all equipments in doing bed making

2. Demonstrate proper unoccupied bed making procedure.

3. Perform after care of the equipment/materials used during the procedure.

Assessment Method: Demonstration

Performance Criteria Checklist No. 2.1-1





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Correct Bed Making Procedure

CRITERIADid you….

YES NO

1. Wash your hands thoroughly, done gloves

2. Bring clean linen to patient’s bedside

3. Move any furniture away from the bed to provide ample working space.

4. Locked the bed.

5. Lower the head of the bed to make the mattress level and ensure tight-fitting, wrinkle- free linens, and then raise the bed to a comfortable working height to prevent back strain.

6. When stripping the bed, watch for the patient's eye glasses, dentures, or other belongings that may have fallen among the linens.

7. Remove the pillowcase and place it in the laundry bag or use the pillowcase, hooked over the back of a chair, as a laundry bag. Set the pillow aside

8. Lift the mattress edge slightly and work around the bed, un tucking the linens. If you plan to reuse the top linens, fold the top hem of the spread down to the bottom hem. Then pick up the hemmed corners, fold the spread into quarters, and hang it over the back of the chair. Do the same for the top sheet.

9. Remove the soiled bottom linens, and place them in the laundry bag.

10. Place the bottom sheet with its center fold in the middle of the mattress. For a fitted sheet, secure the top and bottom corner over the mattress corner on the side of the bed nearest you. For a flat sheet, align the end of the sheet with the foot of the mattress, and miter the top corner to keep the sheet firmly tucked under the mattress.

11. After tucking under one side of the bottom sheet, place the rubber sheet and then draw sheet (if needed) about 38 cm from the top of the bed, with its center fold in the middle of the bed. Then tuck in the entire edge of the draw sheet on the side of the bed nearest you.

12. Place the top sheet with its corner fold in the middle of the bed and its wide hem even with





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the top of the bed. Allow enough sheet at the top of the bed to form a cuff over the spread

13. After fitting all corners of the bottom sheet or tucking them head the mattress, pull the sheet at an angle from head toward the foot of the bed. This tightens the linens, making the bottom sheet taut and wrinkle-free and promotion patient comfort.

14. Fold the top sheet over the spread at the head of the bed to form a cuff and to give the bed a finished appearance, when making an open bed, if a linen-saver pad is needed, place it on top of the bottom sheets.

15. Lower the bed and lock its wheels to ensure patient safety.

16. Return furniture to its proper place, and place the call button within the patients easy reach. Carry soiled linens from the room is outstretched arms to avoid contaminating your uniform.





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TASK SHEET 1.1-1a

Title:

Performance Objective: Given the equipments listed below the trainees should be able to correctly utilized the PPE’s provided to the trainees.

Supplies/Materials :

Equipment :

Steps/Procedure:

1.

2.

3.

4.

Assessment Method:

Performance Criteria Checklist ______

CRITERIADid you….

YES NO

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.





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JOB SHEET _____

Title:

Performance Objective: Given (condition), ,you should be able to (performance) following (standard).

Supplies/Materials :

Equipment :

Steps/Procedure:

5.

6.

7.

8.

Assessment Method:

Performance Criteria Checklist ______

CRITERIADid you….

YES NO

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.





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Evidence Plan

Competency standard:

Unit of competency:

Ways in which evidence will be collected: [tick the column]

Obse

rvati

on &

Dem

onst

rati

on &

Thir

d p

art

y R

eport

Port

folio

Wri

tten

The evidence must show that the trainee…

NOTE: *Critical aspects of competency

TABLE OF SPECIFICATION





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Objectives/Content area/Topics

Knowledge Comprehension Application# of

items/% of test

Safety procedures 10 10 20

Basic terms, concepts, functions and characteristics of PC hardware components

10 10 20

Structure of operating systems 10 10 20

Familiarization with the various computer systems’ components and peripherals

10 10 20

Configuration Computer Systems and Network’s Hardware

20 20

TOTAL 100

Performance Test

Specific Instruction for the Candidate

Qualification

Unit of Competency

General Instruction:

Specific Instruction:





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QUESTIONING TOOL

Questions to probe the candidate’s underpinning knowledge

Satisfactory

response

Extension/Reflection Questions Yes No

1. 2. 3. 4. Safety Questions

5. 6. 7. 8. Contingency Questions

9. 10. 11. 12. Job Role/Environment Questions 13. 14. 15. 16. Rules and Regulations 17. 18. 19. 20.

The candidate’s underpinning knowledge was:

Satisfactory

Not Satisfactory





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Templates for Inventory of Training Resources

Resources for presenting instruction

Print Resources As per TR As per Inventory

Remarks

Non Print Resources As per TR As per Inventory

Remarks

Resources for Skills practice of Competency #1 ______________________________

Supplies and Materials As per TR As per Inventory

Remarks

Tools As per TR As per Inventory

Remarks

Equipment As per TR As per Inventory

Remarks





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Note: In the remarks section, remarks may include for repair, for replenishment, for reproduction, for maintenance etc.





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