National Unit Specification: General Information

Transcription

1 National Unit Specification: General Information NUMBER D COURSE SUMMARY This unit is designed to develop knowledge and understanding of the causes of infection, the ways in which infection enters the body and the ways in which the body fights the infection. This is complemented with the knowledge and understanding surrounding sterilisation, disinfection procedures and disposal of infected material. OUTCOMES 1 Describe the main groups of pathogenic microorganisms. 2 Describe how pathogens enter the body and the body s reaction to pathogens. 3 Describe the ways in which infection may be spread and the ways in which the spread may be prevented. 4 Describe the procedures involved in the use of antiseptics, disinfectants, sterilisation equipment and the disposal of infected material. RECOMMENDED ENTRY There is no prescribed entry level for this unit. CREDIT VALUE 1 Credit at Intermediate 2. CORE SKILLS Information on the automatic certification of any core skills in this unit is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Administrative Information Superclass: PH Publication date: December 1998 Source: Scottish Qualifications Authority Version: 01 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for education purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this specification can be purchased from the Scottish Qualifications Authority. The cost is (minimum charge 5.00)

2 National unit specification: statement of standards Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. OUTCOME 1 Describe the main groups of pathogenic microorganisms. Performance Criteria a) The description of each of the main groups of pathogenic microorganisms is correct and relates to their method of causing infection. b) The description of the signs and symptoms of an example of each of the main groups is correct. Evidence Requirements Written and/or oral questioning across the performance criteria to meet the outcome. For PC (a) 4 groups should be covered. OUTCOME 2 Describe how pathogens enter the body and the body s reaction to pathogens. Performance Criteria a) The description of the ways in which pathogens may enter the body is correct. b) The description of the ways in which the body provides defences against microorganisms gaining access to the body is correct. c) The description of the ways in which the body fights infection in the blood and tissues using white blood cells and antibodies is correct and at a basic level. Evidence Requirements Written and/or oral questioning across the performance criteria to meet the outcome. For PC (a), a minimum of 4 ways should be covered; for PC (b) at least 4 should be detailed. OUTCOME 3 Describe the ways in which infection may be spread and the ways in which the spread may be prevented. Performance Criteria a) The description of the ways in which infection may be spread is correct and comprehensive. b) The description of the ways in which the spread of infection can be prevented is correct and in line with current guidelines. c) The description of the ways in which food poisoning can be caused and prevented is correct and meets current guidelines. Prevention of Infection (Intermediate 2) 2

3 National unit specification: statement of standards (cont) Evidence Requirements Written and/or oral questioning across the performance criteria to meet the outcome. For PC (a) at least 4 ways of spread should be covered; for PC (b), a minimum of 4 ways should be described; for PC (c), a minimum of 4 ways should be covered. OUTCOME 4 Describe the procedures involved in the use of antiseptics, disinfectants, sterilisation equipment and the disposal of infected material. Performance Criteria a) The description of the procedure for producing a clean disinfected surface or a clean sterile baby s bottle for clinical/care procedures is correct for a named disinfectant. b) The description of the procedures for the use of antiseptics for treating a cut or grazed hand is correct for a named antiseptic. c) The description of the method for sterilising minor equipment using an autoclave or a steam bottle steriliser is correct. d) The description of the procedures for disposing of infected materials is correct and in line with local practise. Evidence Requirements Written and/or oral questioning across the performance criteria to meet the outcome. Prevention of Infection (Intermediate 2) 3

4 National unit specification: support notes This part of the unit specification is offered as guidance. The support notes are not mandatory. GUIDANCE ON CONTENT AND CONTEXT Outcome 1 This outcome is to ensure that the candidates understand the properties of the main groups of microbes in that they are very small and exist all around us. They need to know that bacteria are single celled and show different shapes under the microscope ie. cocci, rods, curved and spiral shapes. They have a nucleus which controls the cell and that they multiply in general very quickly ie. once every 10 minutes and this causes problems in infection. It is worth explaining that they have cell structures that can be attacked by antibiotics. They eat and excrete through their walls and hence pass toxins into wounds etc. and produce enzymes to digest the tissue to give them food. It is also useful to indicate that there are many bacteria on our skin in our mouths and noses and in the environment. A simple demonstration of using agar plates and swabs to show the range of and numbers of organisms on the floor, in our nose, in our mouth and on our skin. Swabbing walls, desks, windows, shoes, under rings all will show the extent of bacteria. Plates can be sellotaped after incubation and candidates can see that each organism yields one colony or pile of organisms. This exercise does not take long and is excellent if you have access to the materials and disposal facilities. Viruses can be described as much smaller needing a special microscope to see them. They are not complete cells and require living cells to act as a factory for their multiplication. This is also the reason for their inability to be killed by antibiotics. The shape is very varied and they are more difficult to kill because they are inside cells. Vaccination is the main method of prevention. Fungi can be described as filamentous with root like structures that digest tissues to yield nutrients eg. ringworm fungi in the skin, farmers lung and yeast infections (thrush and vaginitis). The chemicals (toxins) that are produced to yield them food cause the soreness and itching exhibited by this group in clinical infection. Protozoa are bigger and similar to bacteria but require hosts to behave as parasites and are often dependant on these hosts for the parasites life cycle and reproduction. Malaria is the obvious example as it is the worlds biggest killer. Amoeba, trypanosomes, bilhartsia are well documented examples. Vocabulary should be covered ie. pathogens. Prevention of Infection (Intermediate 2) 4

5 For PC (b) it is worth looking at meningitis, as the bacterial example, as the Meningitis Trust has an excellent video and other materials to use in class. HIV as the virus example, as both merit good discussion. Athletes foot or thrush for the fungi and, as stated above malaria for the protozoa. Outcome 2 Define the terms infection, pathogens, antigen, antibody, toxin, antitoxin, and white blood cells. PC (a) Methods of pathogens entering the body, inhalation, ingestion (food and water), sexual contact, direct and indirect contact, through the skin (injection, abrasion and burns), by throat and ear via Eustachian tube. It may be useful to give examples. PC (b) Body: Natural Defences: Skin: subum and commencal organisms. Ears: wax. Eyes: tears and eyelids. Nose: hairs. Lungs: cilia, mucous, mouth and stomach, reproductive and urinary tract: male flushing; female flushing and ph vaginal fluid. This description should be kept simple ie. presence of lysoyme in tears but not how it cleaves the cell wall. PC (c) This is the most difficult PC to keep simple It is suggested that candidates should learn about the importance of inflammation at the site of infection, which causes the body to send its white cells to fight infection and remove infected cells. It would be useful to talk about white blood cells which digest infective particles and dead cells but also that T cells are important in killing infected cells and assist in the B cells producing antibody producing cells and memory cells to respond quickly if infection occurs later. This degree of explanation would be helpful for the HIV and Hep B unit. Antibody should be described as a system of labelling foreign antigens that should not be in the body and is a way of clumping foreign cells before they are destroyed by the body defences. Prevention of Infection (Intermediate 2) 5

6 Outcome 3 PCa Spread of infection: droplet, fomite, carrier, sexual contact, and direct and indirect contact, across the placenta (in-utero) animals, insects, food and water. PC (b Prevention of infection: personal cleanliness, provision of suitable environment, fresh clean air, appropriate temperature, isolation, food and water treatment, vaccination, medication, adequate diet, stress free lifestyle, food hygiene procedures. PC (c) Causes: Staphylococcus, Salmonella, Clostridium, E coli, and Listeria food poisoning. Types of food involved with each, symptoms. Prevention: correct handling, storage and production, sell by dates, reheating policy. Outcome 4 PC (a), (b) and (c) It should be indicated that hot water or steam kills most microbes but some of them, which have spores, are resistant to high temperatures and this has resulted in the need to use high temperature sterilisation procedures rather than steam sterilisers. Define antiseptic, disinfectant, autoclave. A named disinfectant is used to ensure the candidates realise that the time and dilution may change for each disinfectant. Ensure that the use of disinfectants is covered in that correct time of exposure and the dilution is vital as well as ensuring cleaning is performed prior to disinfectant. Disinfectants are not always used as soap and water, is very effective in many situations including wound management of minor cuts and abrasions. Autoclave: used to raise the temperature of sterilisation by increasing the boiling point of water with increased pressure. The chamber is strong and tested for safety every year. An autoclave is mainly used by specialist staff in hospital. It is sometimes used in theatres for emergency sterilisation of equipment. The home pressure cooker is a simple example of an autoclave. Prevention of Infection (Intermediate 2) 6

7 PC (d Disposal of infected materials: Most hospitals have charts showing the colour codes of their disposal sacks. Local authorities have rules for disposal of infected material and all sharps including needles have a special disposal can called a CIN BIN. Although this is not relevant to many nursing homes it is important to those working in hospital or even to the nursery that has a diabetic child or infected child that requires staff assistance. GUIDANCE ON TEACHING AND LEARNING APPROACHES It is important not to over elaborate this outcome as this is like a new language to many candidates. It is important to assist the understanding with the use of specific examples with a topical interest. The use of crossword and quiz words can assist with learning the difficult vocabulary. A simple demonstration of using agar plates and swabs to show the range of and numbers of organisms on the floor, in our nose, in our mouth and on our skin. Swabbing walls, desks, windows, shoes, under rings all will show the extent of bacteria. Plates can be sellotaped after incubation for safety and candidates can see that each organism yields one colony or pile of organisms. This exercise does not take long and is excellent if you have access to the materials and disposal facilities. As well as or instead of the practical video could be used. There are number of videos available that introduce the main groups of microbes as well as regular magazine and newspaper articles. It may be worth getting the library to hold a resource file on this area. Outcome 2 The approaches to teaching could involve collecting examples of reported infection, producing charts and posters and using the many sources of information including newspapers and the internet. A great deal of material is available through the Health Education Unit, Meningitis Trust, and others. The use of video would be helpful and the Living Body series has a 30 minute programme on the body defences which is at a simple but useful level. Much of the detail of PC (b) and PC (c) is required to be given in handout/worksheet format as it is often too complicated in text books. Prevention of Infection (Intermediate 2) 7

8 Outcome 3 This is included specifically to deal with this growing menace which requires more education by all food handlers. I suggest relating some of the studies to the care environment such as an outbreak in a nursing home. Case studies and questions relate to the real world and are often liked by candidate groups. Kitchen Hazards (ROSPA) gives much to occupy the class. It is worth researching real cases to discuss such as E Coli outbreaks. The Health Education Board for Scotland have commissioned a booklet on Food Poisoning which is available free in small numbers or by purchase at 2.50 per copy. It is excellent and at the right level and can be used with question sheets or case studies as a returnable resource. Outcome 4 This can be taught by a combination of theory and practical demonstrations and by the use of video or a visit to observe an autoclave. It is useful to let the candidates on placement find out how many items used are re-sterilised and whether they are disposable and pre-sterilised or reprocessed after use. So much more equipment is disposable which makes it safer for the patient but increases costs and increases disposal problems. GUIDANCE ON APPROACHES TO ASSESSMENT Outcome 1 This assessment could ask for three characteristics of each of the main groups and a named disease with the signs and symptoms of each example. This could be achieved on the same sheet. Outcome 2 The candidates may find the language and detail a little complex and it is suggested that the candidate is steered by the choice of assessment. This could be accomplished by short answer or restricted choice or matched pairs which would act as a guide to candidates in this difficult area. Extended response would not help the normal groups attempting this unit. Outcome 3 This could be assessed by production a project/folio which could include production of posters and the collection of relevant articles. A report could be presented to the rest of the class. Prevention of Infection (Intermediate 2) 8

9 Short answer or extended response would also be suitable. Outcome 4 This could be assessed by written assessment and/or practical demonstration by the candidate to demonstrate some or all of the performance criteria. A practical checklist would be required as evidence of competence for practical demonstration assessment. SPECIAL NEEDS This unit specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements (SQA, 1998). Prevention of Infection (Intermediate 2) 9