Outbreak in Room 2

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Exploration of Health Science Professions and Career Planning

  Course Title: Exploration of Health Occupations and Career Planning/*Exploration of Health Science Professions and Career Planning

  Course Number: 8400210

  Career Cluster: Health Science

  CIP Number: 03179999CE

  Course Type: EXPL - Middle School Programs

  CTE Standard(s) or benchmarks:

  • CTE-HLTH.68.8400210.5.4- Describe mechanisms of disease transmission, the Chain of Infection, prevention, and standard precautions.
  • CTE-HLTH.68.8400210.7.1- Recognize safety concerns related to the practice of health care.
  • CTE-HLTH.68.8400210.7.2- Demonstrate safety habits that will prevent injury to health care workers, co-workers, and patients including proper use of personal protective equipment (PPE) and infection control practices.
  • CTE-HLTH.68.8400210.6.3- Demonstrate medical aseptic technique by hand washing, gloving and application of personal protective equipment (PPE).

  Integrated benchmarks: ELA or Other:

  • ELA.68.V.1.1- Integrate academic vocabulary appropriate to grade level in speaking and writing.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Outbreak in Room 2.” See CPALMS resource ID#215723.

• Career Connection

  
  

  This lesson includes the career building skills of critical thinking, analyzing information, and decision-making. This scenario will allow for discussion and analysis of modes of disease transmission, and safety precautions used within this medical setting to prevent contamination with microorganisms. Related knowledge and occupational safety skills are applicable to all health occupational clusters, and are characteristics of health care workers.

• Learning Objectives

  
  

  Students will be able to:

  • Identify mechanisms of disease transmission in a healthcare setting.
  • Present a critique of the occupational safety skills demonstrated by the case study employees, including suggestions for medical aseptic techniques.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Mechanisms of disease transmission, the Chain of Infection, prevention, and standard precautions.
  • Collaborating with a group.
  • The concept of safety in the healthcare setting.

• Guiding Questions

  
  
  • What materials in the healthcare setting are possibly hazardous?
  • How do infection control practices apply to the healthcare setting?
  • What are the positive/negative safety habits of healthcare workers?
  • How do safety skills affect the employer, employee, and patient in the healthcare setting?

• Procedure

  
  

  1. To introduce the lesson, group students in small groups of 3-4 to create a word web on a poster or butcher paper. Ask groups to brainstorm words and ideas associated with the term, “infection control”.

  • Create a class word web using available technology (see Teacher Notes), or call on each group to contribute responses to a class word web.

  2. Engage students in a discussion about basic healthcare skills related to safety and infectious disease transmission prevention using the following discussion questions:

  • What materials in the healthcare setting are possibly hazardous?
  • How do infection control practices apply to the healthcare setting?
  • What are the positive/negative safety habits of healthcare workers?
  • How do safety skills affect the employer, employee, and patient in the healthcare setting?

  3. Provide students with a copy of the case study, "Outbreak In Room 2,"
  (See CPALMS Resource ID# 215723).

  • As students independently read the case study, instruct them to annotate the pages(s), including underlining or highlighting important information related to infection control practices in the healthcare setting.
  • Set the purpose for the lesson by telling students they will be collaboratively discussing the events that take place in the scenario setting and analyzing modes of disease transmission. They will also critique the safety precautions used within this medical setting to prevent contamination with microorganisms.

  4. Distribute a copy of the Medical Aseptic Technique Brainstorming Chart (see attachments) to students to complete during their discussion and analysis of the case study. Let students know that they will practice integrating academic vocabulary appropriate to the scenario and industry in their written ideas and verbal speech (see Teacher Notes).

  • Students will identify and complete the positive and negative boxes independently before being assigned a group to collaborate with. Each student will critique the interactions associated with one patient (A, B, or C).
  • Students will share their responses with other students who critiqued the same patient interaction. Groups will continue to discuss, analyze, and add ideas to all four boxes of the brainstorming chart (including positives, negatives, questions, and suggestions).
    • If students overwhelmingly choose the same patient, smaller subgroups can be created so that no more than 3-4 students are in the same group discussing the same patient.
  • Each group will agree if the noted interactions and techniques from the case study were positive or negative, and prepare to share their top two suggestions and questions from the brainstorming sheet.
  • Groups will take turns sharing their critiques of the occupational safety skills demonstrated by the case study employees, including suggestions for improved medical aseptic techniques.

  5. Lead a discussion with the whole class asking students to evaluate their peers’ decisions on the patient interactions. If needed, these discussion questions can be used:

  • What were some other possible mechanisms of disease transmission during the patient interactions?
  • What additional precautions could have been taken while prepping the room in between patients?

  6. To bring the lesson to a close, have students discuss the questions below in their groups. If time permits, have students volunteer to share ideas with the class.

  • If you could design a checklist for preparing/cleaning rooms between patients, what main areas would you include?
  • How did examining this scenario help you better understand the characteristics of healthcare workers?
  • How can you apply health safety habits in other settings?

• Teacher Notes

  
  

  Lesson Procedures:

  • Have the term “infection control” written in the middle of each paper for each group to brainstorm words and ideas they associate with the term. The class word web can be displayed on a front screen/board, or use a word visualization digital tool (i.e. search online for a free word cloud generator) to organize commonly used words.
  • Related industry vocabulary: personal protective equipment (PPE), sterile, hygiene, infectious agent, contamination, hazardous waste (modify this list as needed)

  Extension Idea

  • Have students “role play” and use available equipment to demonstrate the appropriate sanitation and infection control protocols.