Sample. HLTIN301C Comply with Infection Control Policies and Procedures in Health Work

Transcription

1 HLTIN301C Comply with Infection Control Policies and Procedures in Health Work

2 F O R E W O R D This publication is one of a number of Learning Guides produced by The Australian Medical Association (WA) Inc as a resource for the health sector. It is utilised within AMA Training Services and Health Training Australia as a training resource and within the workplace as a support guide. The development of this workbook was undertaken by a number of trainers and developers within AMA and HTA, who have both industry knowledge and specific expertise in the course content. Although every effort has been made to present reliable and accurate information, the AMA will assume no responsibility for outcomes and actions resulting from the application of the information presented in this workbook. Users are encouraged to confirm application in conjunction with protocols within their specific work environment. This book is copyright. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission. Please forward all enquiries to: The Manager Health Training Australia PO Box 133 NEDLANDS WA 6909 Telephone: (08) Facsimile: (08)

3 CONTENTS INFORMATION FOR LEARNERS...5 Training...5 On and Off-the-Job Training...6 Assessment...6 Learning Guide Aid...7 Tips for Learners...8 LEARNING OUTCOMES...9 INTRODUCTION...10 LEGISLATION AND STANDARDS IN INFECTION CONTROL...11 Duty of care...11 Infection Control Guidelines...12 Handling Clinical and Other Related Waste...13 MICRO-ORGANISMS...14 Other Organisms...14 Bacteria...16 Viruses...17 Fungi...18 Protozoa...19 THE SPREAD OF DISEASE...20 Direct Contact...21 Indirect Contact...22 Droplet Transmission...23 MAINTAINING A HEALTHY BODY...24 The Skin...24 Mucous Membrane...25 Other Body Defences...25 STANDARD PRECAUTIONS...26 Additional Precautions...26 Clean and Sterile Techniques...27 PERSONAL HYGIENE...28 Personal Grooming...28 Hand Hygiene...29 Fingernails...30 Hand Cleansers...31 Hand Hygiene Procedures...32 PERSONAL PROTECTIVE EQUIPMENT (PPE)...34 Gloves Procedure...37 Removing Gloves...37 Immunisation...39 MAINTAINING A CLEAN WORKPLACE...40 Why Do We Clean?...40 Achieving High Standards...40 Cleaning Agents...41 Equipment Used for Cleaning...42 Removal of Spillages...44 Clean and Disinfect Surfaces and Equipment...45 One-Way Work Flow...45

4 CONTENTS Work and Treatment Areas...47 Non-Critical Items...48 Semi-Critical Items...48 Critical Items...48 Cleaning Used Items and Equipment...49 Disinfection...49 Sterilisation...50 STORAGE OF CLEANING EQUIPMENT...51 CROSS-INFECTION AND CROSS CONTAMINATION...52 Strategies to Reduce Cross-Infection and Cross-Contamination...53 WASTE MANAGEMENT...54 Waste Segregation and Storage...55 Handling and Disposing of Sharps...56 Needle Stick Injuries...57 Reporting Injuries and Infections...57 Safe Handling and Disposal of Waste...58 Transport of Waste...60 BIBLIOGRAPHY...61 GUIDE TO ASSESSMENT...63 Assessment Plan for Participant...64 Summary of Evidence Sources...65 Assessment Plan...66 WRITTEN ACTIVITIES...67 PRE-ASSESSMENT CHECKLIST...70

5 INFORMATION FOR LEARNERS This learning guide will assist you in developing skills and knowledge to work effectively in the health industry and to apply these skills to your workplace and daily tasks. Training Competence means that you have the required knowledge and skills to do your job. These are described in competency standards. Your training will be based on these to make sure it is relevant to the needs of your job and yourself. Your Participant Assessment Record and the Pre-Assessment Checklist in the Guide to Assessment (included at the back of this Learning Guide) state the standards of competence. The purpose of the training is to develop your workplace competence, so you will be expected to practise your skills whenever you can. This can be done through work experience, practical sessions in a training organisation or through your full time or parttime job. It is important that you have both theoretical and practical knowledge and skills. 5

6 INFORMATION FOR LEARNERS On and Off-the-Job Training Your training may consist of on-the-job coaching with your workplace supervisor and/or trainer on a one-to-one or small group basis. It may also involve formal training sessions conducted off-the-job in addition to working through your learning guide. Make sure you ask lots of questions, complete the activities, and do additional research to ensure you know everything listed in the Pre-Assessment Checklist. If you do not understand any part of the unit please contact your Trainer. Assessment Once you have completed your training and practised your skills, you will be ready to have your skills and knowledge assessed. The purpose of this is not to see if you can pass a test, but to determine if you can perform work tasks competently. Refer to the Guide to Assessment for detailed information on this unit s Assessment Plan. Complete the Pre-Assessment Checklist in the Guide to Assessment. This sets out the skills and knowledge you will need to demonstrate during your assessment to be deemed competent in this unit. 6

7 INFORMATION FOR LEARNERS Learning Guide Aid You will see the following icons throughout your Learning Guide. They will help you with your learning by telling you what type of information that is being presented in the Learning Guide. The icons are listed below with explanations on the use of each one. REMEMBER - used for specific points to note or helpful tips to remember. THINK / IDEA when asking you to think about your response to a statement or situation. What do you do in your workplace? INFORMATION when providing additional information or giving links to further information e.g. website, reference book, workplace policies and procedures. IMPORTANT for any information that is considered important and critical to demonstrating competence in the unit, or in relation to an occupational health and safety issue. ACTIVITY may form part of the evidence of competency for this unit. The activities are designed to make the theory practical to your individual situations and you are encouraged to complete them all. 7

8 INFORMATION FOR LEARNERS Tips for Learners Read through the information in the Learning Guide carefully. Make sure you understand the material. If you come across anything you do not understand: Discuss your training with your trainer and make sure you understand what is required and how the training will be organised. Ask for feedback on your progress as you work through the activities. Ask for help when you need it. Talk to more experienced colleagues or your trainer and ask for their guidance. Listen, take notes, ask questions and practise your new skills as often as possible. This way you will improve your speed, memory, and also your confidence. During your training, you should seek other sources of information as well, e.g. reference books, the Internet. Some of these are suggested in the guide. Try to relate the information presented in this Learning Guide to your own experiences and to what you already know. Work through the activities. They are there for a reason and even if you already have the knowledge or skills relating to a particular activity, doing them will help to reinforce what you already know. If you do not understand an activity, think carefully about the way the question or instructions are phrased. 8

9 LEARNING OUTCOMES This Learning Guide will provide you with information that will assist in your learning and development of effective infection control procedures and work standards in a health care environment. Completing this work book aims to provide you with a greater understanding of the principles and techniques associated with: Infection control. Identifying and responding to infection risks. Maintaining personal hygiene. Using Personal Protective Equipment. Limit contamination. Handling and disposing of clinical and other waste. Clean environmental surfaces. In order to be competent in this unit you will be able to: Demonstrate a basic knowledge of microbiology. Identify how disease is transmitted and methods of minimising contamination. Apply Standard and Additional precautions appropriate in the workplace. Demonstrate appropriate hand washing and hand care procedures in the work environment Identify and respond to infection risks according to organisational policy and procedure. Demonstrate appropriate use of personal protective clothing and equipment. Handle, package, label, store, transport and dispose of waste according to organisational and legislative requirements. Demonstrate cleaning procedures for specific equipment or the work environment ensuring full compliance with cleaning, disinfection and sterilisation protocols. Show procedures necessary for the confinement of articles in clean and contaminated zones. 9

10 INTRODUCTION This unit is provided as a collective unit for Health Support Workers who have a multifunctional role within a heath care facility but can also be adapted for workers who have a more specific support role in relation to providing quality health care services. It covers the skills and knowledge which you need to apply when doing any task which requires you to follow infection control policy and procedure in the workplace. In reading through the learning guide you may well come across information and tasks that are not your everyday responsibility. However, by completing this unit you will gain a better understanding of your role and responsibilities in a health care setting and thereby improve your existing skills and knowledge in your current work role. 10

11 LEGISLATION AND STANDARDS IN INFECTION CONTROL Working in an environment where you deal with many infection control issues it is important that you adhere to the current legislation. You must ensure that you adopt safe practice in line with the Occupational Health and Safety Act Duty of care In this unit examples are given from Western Australian Legislation. Each State and Territory has adapted Legislation according to their needs and requirements. To look at Legislation that governs your State or Territory go to: Australian Government website General Duty of Care and General Duties describes duties that the Act places upon people to ensure their own safety at work and that of others who are at the workplace or who might be injured by the work. These general duties are aimed at preventing anyone being killed, injured or contracting an illness because of work or activities at a workplace, including using plant or equipment. Section 19 of the Occupational Safety and Health Act 1984 (WA) states employers must, in so far as is practicable, provide and maintain a working environment where the employees are not exposed to hazards. Section 20 of the Occupational Safety and Health Act 1984 (WA) states that employees must take reasonable care of their own safety and health at work and avoid harming the safety and health of other people. As a Health Support Worker if you do not adhere to infection control policy and procedure you have the potential to harm patient/clients, staff and customers 11

12 LEGISLATION AND STANDARDS IN INFECTION CONTROL Infection Control Guidelines In January 2004 the Australian Government Department of Health and Ageing produced strict guidelines for the prevention of transmission of infectious diseases in the health care setting. It is set out in five parts: Principles of infection control. Quality management. Effective work practices and procedures. Managing infectious disease in the health care setting. Infection control in specific health care settings. These guidelines are the basis on the infection control policies and procedures you will find in your health care facility. Your workplace will have an Infection Control Program which is co-ordinated by a suitably qualified infection control professional. It is their responsibility to ensure that all aspects of infection control are addressed including the education of staff and that the program is up to date with any relevant research findings. Your workplace may have an individual responsible for infection control or in larger facilities a team of people. An infection control professional could be an infection control nurse, infection control scientist or an infection control doctor. In order to ensure best practice throughout Australia, the Australian Infection Control Association Inc published Infection Control Standards to inform infection control professionals and others in the minimum expectations and requirements for infection control in all areas of the workplace. 12

13 Handling Clinical and Other Related Waste LEGISLATION AND STANDARDS IN INFECTION CONTROL In the management of waste, it is necessary to adhere to relevant legislation, standards and guidelines for the type of waste you are handling. To be consistent, and to ensure quality assurance, documents are generated at the national, state, and local government levels. The documents relate to the safe identification, packaging, labelling, storage, transport, treatment and disposal, from the point of generation, to the point of final disposal. 13

14 MICRO-ORGANISMS Before deciding what to do to protect ourselves and others from infection, we need to look at the micro-organisms (bugs) responsible for infection. Micro-organisms are all around us. They assist us in many ways and are essential to the functioning of the planet as well as our own health and well-being. They are so small they cannot be seen without a microscope. They are important for the survival of all living things on the planet due to their roles in various life cycles. Some micro-organisms are useful to humans and the environment e.g. bacteria used in the making of cheese and yoghurt and those used to break down waste in a compost heap. However, some micro-organisms can cause disease and are known as pathogens. There are four main groups of micro-organisms Bacteria, Viruses, Fungi and Protozoa. Within each group there are various different types of micro-organisms which given the right conditions have the ability the cause disease. Other Organisms There are larger organisms that cause disease these include parasitic tapeworms, lice and scabies. 14

15 MICRO-ORGANISMS Below there are some examples of the four main groups and the types of infections they cause: BACTERIA VIRUSES FUNGI PROTOZOA Staphylococcus causes boils. Impetigo school sores. Some forms of conjunctivitis inflammation of eye membranes. Gastroenteritis- diarrhoea and vomiting. Open wound infections. Salmonella food poisoning. Streptococcus pyogenes sore throat. Gastroenteritis diarrhoea and vomiting. Rhinovirus the common cold. Influenza respiratory infection. Herpes cold sores. HIV Human Immunodeficiency Virus. Warts. Hepatitis inflammation of the liver. Chicken pox. Mumps. Measles. Rubella German Measles. Candida causes thrush. Ringworm inflammation of the skin, scalp, nails. Athlete s foot/tinea inflammation of skin between the toes. Amoebic meningitis. Malaria. Amoebic Dysentery. 15

16 HLTIN301C COMPLY WITH INFECTION CONTROL POLICIES AND PROCEDURES IN HEALTH WORK GUIDE TO ASSESSMENT 63

17 GUIDE TO ASSESSMENT Assessment Plan for Participant Unit of Competency: HLTIN301C Comply with infection control policies and procedures in health work Unit Description: This unit of competency describes the skills and knowledge required for workers to comply with infection control policies and procedures. All procedures must be carried out in accordance with current infection control guidelines, Australian and New Zealand Standards for maintaining infection control and the policies and procedures of the organisation. This unit acknowledges the importance of complying with an effective infection control strategy that ensures the safety of the client (or end-user of health-related products/services), maintains personal protection and prevents the transmission of infections from person to person Work will be within a prescribed range of functions involving known routines and procedures with some accountability for the quality of outcomes. The workplace context may be: Specific community. Community or regional service. Department of a large institution or organisation. Specialised service or organisation. Plan: Assessment Training, mentoring and support in relation to each unit of competency will be provided to participants on a regular basis in person, on the phone or via . More intensive training will be provided to participants if required, as identified by the trainer/assessor (this may include off-the-job training). Participants on the job performance is discussed with the coach/supervisor (through the use of the Participant Assessment Record) forming the Third Party Report. Verbal and written instructions will be given to all participants prior to assessment. Ask your trainer/assessor for additional support if there are particular cultural and language needs. Alternative assessment methods are available these are outlined in the Participant Assessment Record The assessment report is discussed with participant providing feedback on the outcomes of assessment and guidance on future options. Participant receives a copy of the final assessment report. 64

18 GUIDE TO ASSESSMENT 65 Summary of Evidence Sources ASSESSMENT ON-THE-JOB OFF-THE-JOB Elements / Performance Criteria Demonstration / Simulation Oral Questions Direct Observation Third Party Report Written Activites Case Studies /Projects Workplace documents Diary / Journal Other

19 GUIDE TO ASSESSMENT Assessment Plan Verbal and written instructions will be given to all participants prior to assessment. Ask your trainer for additional support if there are particular cultural, language, literacy or numeracy needs. Assessment Type 1 Written Assessment Assessment Task Knowledgebased assessment. Brief description of Task Directed activities/written questions in the Learning Guide and Guide to Assessment. Resources required Learning Guide. Date of Assessment 2 Observation Apply Infection control practices, policies and procedures in the workplace. 3 Questioning Oral questions. 4 Third Party Report Workplace performance. Direct observation of skills/performance in workplace or simulated environment relating to infection control practices. These questions will accompany observation of workplace tasks relating to infection control practices in the workplace. Assessor determines work performance of participant through consultation with supervisor. Workplace. Organisation policies/procedures. Assessment Tool. Organisation policies/procedures. Assessment Tool. Participants Record Book. 66

20 WRITTEN ACTIVITIES 6. SPILLS Fill in the table below giving examples of four different spills that you would encounter in the workplace and how you would manage each situation: 1. Type of spill (e.g. product name, fluid or powder or granule). 2. Its location (e.g. patient room, central corridor, operating theatre). 3. Type of surface to be cleaned (e.g. tiled floor, carpet, a Laminex surface). 4. Degree of infection control risk (LOW, MEDIUM, HIGH). 5. Type of equipment you would use for the task (includes cleaning and safety equipment). 6. Who to inform of infection risks and how you inform them (e.g. Ward Co-ordinator, Support Services Supervisor, and Infection Control Nurse). Type of spill Location Surface Degree of risk Equipment needed for the task Inform Who? How informed?