PTS 2015

Sector
TVET
Qualification Title:
Unit of Competency:
Module Title:
TRAINING METHODOLOGY I
Plan Training Session
Planning Training Session
Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS ACADEMY
Marikina City
Plan
Training
Session
Trainers
Methodology Level I
Date Developed:
July 2010
Date Revised:
February 2012
Plan Training
Sessions
Developed by:
Jhessie L. Abella
Document No.
Issued by:
NTTA
Revision # 01
Page 1 of vii
Sample Data Gathering Instrument for Trainees

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)
Cultural and
language
background
Average grade in:
Average grade in:
English
Math
a. 95 and above
a. 95 and above
b. 90 to 94
b. 90 to 94
c. 85 to 89
c. 85 to 89
d. 80 to 84
d. 80 to 84
a. 75 to 79
e. 75 to 79
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 Masters degree
f. Masteral Graduate
g. With units in Doctoral Level
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub
Document No. NTTA-TM1-01

Issued by:
Page 2 of 250
NTTA
Revision # 01
h. Doctoral Graduate
Sex
a. Male
b. Female
Age
Your age: _____
Physical ability
1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous
experience with
the topic
TM Certificates
a. TQ certified
b. TM graduate
c. TM trainer
d. 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 TM

a. Units in education
b. Masters degree units in education
c. 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,
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 3 of 250
NTTA
Revision # 01
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 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.
b.
c.
d.
Trainers
Methodology Level I
Templates
Financially challenged
Working student
Solo parent
Others(please specify)
___________________________
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 4 of 250
NTTA
Revision # 01
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 beds

1.1
Prepare the area for bed making
1.2
Perform bed making
1.3
Perform aftercare activities of materials and
equipment used
2. Collect and maintain linen stocks at end-user locations
2.1
Collect soiled linen
2.2
Distribute clean linen
2.3
Maintain linen stock levels
3. Assist in client/ patient mobility
3.1
Prepare to assist with client/patient mobility
3.2
Assist with client/ patient mobility
3.3
Complete client/ patient mobility assistance
4. Assist in transporting clients/patients
4.1
Prepare client/patient for transport
4.2
Assist in client/patient transport
4.3
Perform post-transport procedures
5. Assist in bio-psychosocial support care of clients/ patients
5.1
Establish and maintain rapport with
client/patient
5.2
Obtain information regarding the bio-psychosocial
needs of the client/patient
5.3
Assist patient in meeting his bio-psychosocial
needs
6. Handle waste in a health care environment
Determine job requirements
Identify and segregate waste
Transport and store waste
6.4 Conduct quality control activities
6.5
Cleanup work areas.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 5 of 250
NTTA
Revision # 01
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.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 6 of 250
NTTA
Revision # 01
Evidences/Proof of Current Competencies (Sample)

Form 1.2:
Evidence of Current Competencies acquired related to
Job/Occupation
Current
competencies
Proof/Evidence
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub
Means of validating

Issued by:
Page 7 of 250
NTTA
Revision # 01
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 (Sample)
Required Units of
Competency/Learning
Outcomes based on CBC
Competencies
Versus
Required
Current
Competencies
Training
Gaps/Requirements
Current
Competencies
Training
Gaps/Requirements
1.
Required Units of
Competency/Learning
Outcomes based on CBC
2.
3.
4.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 8 of 250
NTTA
Revision # 01
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
Module Title/Module of
Instruction
(Learning Outcomes)
Prepare the area for bed making
Perform bed making
Perform aftercare activities of materials
and equipment use
Collect soiled linen
Distribute clean linen
1. Preparing
beds
and
maintain
4. Collecting and
maintaining linen stocks
Maintain linen stock levels
at end-user locations
Prepare to assist with client/patient

mobility
Assist with client/ patient mobility
Complete client/ patient mobility
assistance
7. Assisting in client/patient
Prepare client/patient for transport
10. Assisting in
transporting
clients/patients
Assist in client/patient transport

Perform post-transport procedures
Establish and maintain rapport with
client/patient
Obtain information regarding the biopsychosocial needs of the client/patient
Assist patient in meeting his biopsychosocial needs
Trainers
Methodology Level I
Templates
mobility
11. Assisting in biopsychosocial support care

of clients/patients
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 9 of 250
NTTA
Revision # 01
Determine job requirements

Identify and segregate waste
12. Handling waste in a

health care environment
Transport and store waste

Conduct quality control activities
Clean up work areas
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 10 of 250
NTTA
Revision # 01
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
Feedback
Resources
LO 2:
C. ASSESSMENT PLAN
Written Test
Performance Test
Date Developed:
Trainers Methodology Level I

Templates
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
NTTA
Revision # 01
Page 11 of 250
Time
D. TEACHERS SELF-REFLECTION OF THE SESSION
Date Developed:
Trainers Methodology Level I

Templates
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
NTTA
Revision # 01
Page 12 of 250
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

References/Further Reading
Performance Criteria Checklist
Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module Content
Module Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
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.
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 13 of 61
NTTA
Revision # 01
HealthCare Services NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No.
Unit of Competency
Module Title
Code
1.
Prepare and
maintain beds
Preparing and
maintain beds
HCS323314
2.
Collect and maintain

linen stocks at endusers location
Collecting and
maintaining linen stocks
at end-user locations
HCS323315
3.
Assist in patient
mobility
Assisting in
client/patient mobility
HCS323316
4.
Assist in transporting
patients
Assisting in transporting
Assist in biopsychosocial support

care of patients
Assisting in biopsychosocial support

care of clients/ patients
HCS323318
Handle waste in a
health care
environment
Handling waste in a
health care environment
HCS323319
5.
6.
Trainers
Methodology Level I
Maintaining
Training Facilities
clients/patients
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella
HCS323317

Issued by:
Page 14 of 61
NTTA
Revision # 01
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
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 15 of 61
NTTA
Revision # 01
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:
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 16 of 61
NTTA
Revision # 01
Lecturette
Brainstorming
Demonstration
ASSESSMENT METHODS:
Observation
Oral questioning
Practical examination
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 17 of 61
NTTA
Revision # 01
LO2. PERFORM BED MAKING

1. Bed linen are stripped according to hospital/clinic/institution SOPs
2. Clinical waste and soiled linen are removed according to
hospital/clinic/institution SOPs
3. 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:

-
Workshop area
Laboratory
Handouts/Manual on:
-
Modules / Textbooks
Hospital bed
Pillow and pillow case
PPE
Hospital/clinic/institution Uniform
Mask
Gloves
Shoes
Plastic bag
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 18 of 61
NTTA
Revision # 01
Waste bin
Marking pens
METHODOLOGIES:
Lecturette
Brainstorming
Demonstration
ASSESSMENT METHOD:
Observation
Oral questioning
Interview
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 19 of 61
NTTA
Revision # 01
PERFORM AFTER CARE ACTIVITIES OF MATERIALS AND

EQUIPMENT USED
LO3.
1. Bed and equipment are made readily accessible for use
2. Damaged bed and equipment are reported to appropriate personnel
3. After
care
activities
are
documented
using
appropriate
forms/checklist
4. Soiled linen and clinical waste are discarded according to
institutional SOPs
5. 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:

-
Workshop area
Handouts on:
-

-
Hospital bed
Linen trolley
Waste bin
Cleaning paraphernalia
PPE
Uniform
Mask
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 20 of 61
NTTA
Revision # 01
Gloves
Shoes
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 21 of 61
NTTA
Revision # 01
METHODOLOGIES:
Lecturette
Brainstorming
Demonstration
ASSESSMENT METHOD:
Observation
Oral questioning
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 22 of 61
NTTA
Revision # 01
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 23 of 61
NTTA
Revision # 01
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
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.
Trainers
Methodology Level I
Maintaining
Training Facilities
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.
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 24 of 61
NTTA
Revision # 01
Information Sheet 1.1-1

Personal 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 PPEs used during this procedure.
BED MAKING
The purpose of bed making is to help clients feel comfortable and to
decrease pathogens in the clients 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
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 25 of 61
NTTA
Revision # 01
bed clothing that does not weigh on the clients 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 clients 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.
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.
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 26 of 61
NTTA
Revision # 01
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.
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.
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 27 of 61
NTTA
Revision # 01
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.
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.
Trainers
Methodology Level I
Maintaining
Training Facilities
Date Developed:
December 2014
Date Revised:
N/A
Developed by:
Jhessie L. Abella

Issued by:
Page 28 of 61
NTTA
Revision # 01
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
persons blood and other body substances and from acquiring infections.
GLOVES
Gloves can protect the health care workers 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, nonintact skin and other potentially infectious material.
MASKS
The 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 PROTECTION
Eye 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 protection.
Reusable eye protection should be cleaned according to the manufacturers
instructions.
APRONS AND GOWNS

Impermeable 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 wearers clothing or skin. The
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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, A. Mask
they
are
used
to
prevent
contamination
of
health
care
workers hands when anticipating
direct contact with blood or other
body substances
2. Is a rectangular cloth used to B. Gloves
cover a mattress. It is this sheet that
one typically lies on.
3. Plays an equally important role in C. PPE
preventing health care workers from
being exposed to another persons
blood and other body substances
and from acquiring infections.
4. Act as a physical barrier to D. Unoccupied Bed
prevent the nose and mouth from
becoming
contaminated
with
splashes of blood and other body
substances
5. Is a bed that is empty at the time E. Top Sheet
it is made and it is the easiest bed to
make
6. The top covers are pulled up to the F. Closed Bed
head of the bed over the bottom
covers. A pillow is placed on top of
the linens or is covered with the
bedspread
7. Is known as a flat sheet and the G. Bed Sheets
sheet covering the mattress is known
as a "fitted sheet" or "coupie sheet"
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ANSWER KEY 1.1-1

1. B
2. G
3. C
4. A
5. D
6. F
7. E
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Information Sheet 1.1.2

Equipment 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 privacy
2. 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 individuals personal health
information, is our ethical and legal obligation as health care providers.
Doing so in todays health care environment is increasingly challenging.
What Nursing Aide can do to improve Patient Privacy & Dignity
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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
7. Aim to have patients in same gender rooms and ward bays
8. Provide single gender bathrooms
Equipments Used to Ensure Patients 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.
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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 patients 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 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?
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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.
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.

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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 patients
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
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get out of bed or get up from a chair, or to help caregivers by assisting

in transfers (figure 3)
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).
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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.
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).
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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.
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. F
2. T
3. T
4. F
5. F
6. T
7. T
8. T
9. F
10. T
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Learning Outcome 2
PERFORM BED MAKING
Learning Activities
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Information Sheet 2.1.1

OSH Policies and Procedures
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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
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were particularly dangerous, especially in factories. In extreme cases,

people have even lost limbs in accidents.
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 Type
Waste 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 Type
Solid waste predominantly, is any garbage, refuse or rubbish that we make
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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 Type
Hazardous 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), 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 Type
Organic 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 Type
Recycling 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
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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 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.
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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
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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Infection Control Policies and Procedures
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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 sanitation
facilities for patients, visitors, and health-care staff, are of prime
importance.
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Nosocomial infectionsknown also as hospital-acquired infections,

hospital-associated infections, and hospital infectionsare 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 patients 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
disease).
cause
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 hosts 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 antibacterial 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, nonintact
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
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care, after touching objects and medical equipment in the immediate clientcare vicinity, before eating, after using the restroom, and after coughing or
sneezing
into
a
tissue
as
part
of
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
resort when work practices and engineering controls
cannot eliminate worker exposure. The items selected for
depend on the type of interaction a public health worker
have with a client and the likely modes of disease
transmission.
Wear gloves when touching blood, body fluids, nonskin, mucous membranes, and contaminated items.
Gloves must always be worn during activities involving
vascular access, such as performing phlebotomies.
a last
alone
use
will
intact
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

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Client care areas, common waiting

areas, and other areas where
clients may have potentially
contaminated
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:
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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.
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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Safe 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 been
injured. They can occur almost anywhere in the workplace and heavy
manual 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
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If you need to use lifting equipment
Consider whether you can use a lifting aid, such as a forklift truck,
electric 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
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).
Dont flex the back any further while lifting. This can happen if the legs
begin to straighten before starting to raise the load.
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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.
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.
Dont 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.

Correct 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.
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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.
Kinds of Linens
1. 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
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Performance Criteria Checklist No. 2.1-1
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Correct Bed Making Procedure

CRITERIA
YES
Did you.
1. Wash your hands thoroughly, done gloves
NO
2. Bring clean linen to patients 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
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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 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 PPEs
provided to the trainees.
Supplies/Materials
Equipment
Steps/Procedure:
1.
2.
3.
4.
Assessment Method:
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Performance Criteria Checklist ______
Did you.
CRITERIA
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:
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Performance Criteria Checklist ______
Did you.
1.
CRITERIA
YES
NO
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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Evidence Plan
Competency
standard:
The evidence must show that the trainee
Written
Portfolio
Third party Report
Demonstration & Questioning
Ways in which evidence will be collected:

[tick the column]
Observation & Questioning
Unit of
competency:
NOTE: *Critical aspects of competency
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TABLE OF SPECIFICATION
Objectives/Content
area/Topics
Knowledge
Comprehension
Application
# of
items/
% of test
10
20
Safety procedures
10
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
Configuration
Computer Systems and
Networks Hardware
TOTAL
10
20
20
20
100
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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 candidates underpinning knowledge
Satisfactory
respons
e
Extension/Reflection Questions
Yes
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Job Role/Environment Questions
13.
14.
15.
16.
Rules and Regulations
17.
18.
19.
20.
Safety Questions
Contingency Questions
The
candidates
knowledge was:
underpinning Satisfactory
Not
Satisfactory
Templates for Inventory of Training Resources

Resources for presenting instruction
Print Resources
As per TR
As per
Remarks
Inventory
Non Print Resources
As per TR
As per
Remarks
Inventory
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
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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Planning Training Session

Technical Education & Skills Development Authority

Sample Data Gathering Instrument for Trainees

Average grade in:

Average grade in:

Highest Educational Attainment:

Document No. NTTA-TM1-01

Your age: _____

List down trainings related to TM

National Certificates acquired and NC level

Other courses related to TM

a. Visual - The visual learner takes mental

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Document No. NTTA-TM1-01

FORM 1.1 SELF-ASSESSMENT CHECK

1. Prepare and maintain beds

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Note: In making the Self-Check for your Qualification, all required

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Evidences/Proof of Current Competencies (Sample)

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Identifying Training Gaps

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Maintain linen stock levels

Prepare to assist with client/patient

Prepare client/patient for transport

Assist in client/patient transport

11. Assisting in biopsychosocial support care

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Determine job requirements

12. Handling waste in a

Transport and store waste

Document No. NTTA-TM1-01

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

Trainers Methodology Level I

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D. TEACHERS SELF-REFLECTION OF THE SESSION

Trainers Methodology Level I

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

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Collect and maintain

Assist in biopsychosocial support

Assisting in biopsychosocial support

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PREPARING AND MAINTAINING BEDS

This unit covers the knowledge, skills and

SUMMARY OF LEARNING OUTCOMES:

Document No. NTTA-TM1-07

LO1. PREPARE AREA FOR BED MAKING

Access to relevant workstation

Institutional policies and guidelines

Hospital/clinic/institution procedures and protocol

Equipment and materials relevant to the proposed activities

Linen (different sizes)

Document No. NTTA-TM1-07

Document No. NTTA-TM1-07

LO2. PERFORM BED MAKING

Access to relevant workstation

Institutional policies and guidelines

Hospital/clinic/institution procedures and protocol

Equipment and materials relevant to the proposed activities