Applying Personal Protective Equipment (PPE)

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Exploration of Health Science Professions

  Program Name: Health Science

  Course Number: 8400310

  Course Type: Orientation/Exploratory

  CIP Number: 03179999EX

• Unit Outline

  
  

  This lesson should be used with the Case Study "Sterile Processing Technician" (See CPALMS Resource ID 222010). It is the third lesson for this case study and can be preceded by “Medical Career Safety Scenarios” (See CPALMS Resource ID 222010) and “Safety Habits and Standard Precautions” (See CPALMS Resource ID 221134). The fourth lesson for this case study is “Safety Data Sheets” (See CPALMS Resource ID 221137).

• Career Connection

  
  

  Students will discuss personal protective equipment (PPE) used in the healthcare field. This will make them more aware of how to protect themselves in future medical careers.

  Students will use decision making and written communication skills as they make and support a claim about personal protective equipment (PPE).

• Learning Objectives

  
  

  Students will be able to:

  • explain how PPE protects both patients and health care workers.
  • identify the order to don and doff PPE to reduce the risk of spreading germs.
  • demonstrate how to don and doff PPE.
  • write an argumentative essay regarding the use and application of PPE.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • How some careers expose health care workers to potentially dangerous substances and materials.
  • Exposure to pathogens is a common risk for health care workers.
  • There are habits/procedures and equipment that can be used to reduce exposure to pathogens and other safety concerns.
  • There are many kinds of PPE, such as goggles, gloves, and masks.

• Guiding Questions

  
  
  • How does personal protective equipment (PPE) reduce the risks of being exposed to pathogens and other dangers?
  • How does PPE protect both patients and healthcare workers?
  • Why is the order of donning and doffing PPE important?

• Procedure

  
  
  1. Pose the following warm-up question: “List as many pieces of safety equipment used in the medical field as you can.”
     • Then, have students discuss their answer with a partner.
     • Call on students to share with the class.
     • Make a list of PPE on the board, to refer to later in the lesson.
       
       
  2. Review the case study “Sterile Processing Technician” (See CPALMS Resource ID 222010) with students. Then, discuss these questions, as a class:
     • What potential dangers/hazards might Dionne face in her work? (ex. pathogens, scalpels and other sharp tools, chemical cleaners, hot water/steam)
     • How can Dionne protect herself from those dangers?
     • What safety equipment might Dionne and Jayden use?
     • Why is wearing personal protective equipment (PPE) important?
     • How does PPE protect both health care workers and patients?
       
       
  3. Tell students the lesson will focus on safety equipment that a person might wear in a medical setting, such as a hospital.
     1. Refer to the list of PPE from the warm-up.
     2. Continue the discussion by asking students how each piece of PPE they identified protects healthcare workers. (Note: This should be a review of PPE learned in the previous course, Orientation to Health Science Professions.)
        
        
  4. The teacher should model how to don, doff, and/or use various pieces of personal protective equipment as they are discussed (ex. mask, goggles, face shield, gown, head covering, foot coverings, etc.).
     • Have students demonstrate donning and doffing PPE by pretending or ‘acting out’ how to use each piece of PPE as you go through them.
       
       
  5. The teacher will display the Order of Donning and Doffing PPE Handout. The teacher will review the order of donning and doffing PPE and lead students in a brief discussion of why the order is important.
     
     
  6. Activity: PPE Relay Race
     • Split students evenly into 3-4 groups and have half of each group line up at one end of the classroom, with the other half of the group at the opposite end of the classroom.
     • Give one side of each group a full set of PPE.
     • When the teacher says, “Go!” the first student in each group will don the PPE (in the correct order).
       • The teacher will observe students to ensure PPE is donned and doffed in the correct order.
       • Anyone who does the incorrect order has to start over.
     • Then the student will walk (quickly) to their group on the other side of the classroom and doff the PPE (in the correct order).
     • The next student will don the PPE, walk across the room, and doff the PPE (in the correct order).
     • Each person in the group does the same.
     • The team that has every team member don/doff correctly first wins
  7. Closure: Argumentative Writing Prompt
     • Pass out the PPE Argumentative Writing Prompt to each student.
     • Students will respond to one of the three prompt options on the assignment.

• Teacher Notes

  
  
  • The relay race is designed for students to work in groups. The teacher should split the class evenly into 3-4 teams. The teacher should set up groups in advance.
    • Note: Please review guidelines for group work, such as positive/encouraging team talk, flexibility, equal participation, etc.
    • If groups are not equal in size, you can have the first student in a group go twice.
  • The teacher can informally assess learning through student comments during the group discussion. The teacher can formally assess students through their writing assignment.

• Optional

  
  

  Extension Ideas:

  • Have students make Public Service Announcements (PSAs) on PPE.
  • Have students research a career of interest and what PPE is needed/used in that career.
  • Have students make a video showing the proper way to don and doff PPE.