Recognizing Safety Concerns

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Orientation to Health Science Professions

  Program Name: n/a

  Career Cluster: Health Science

  Course Number: 8400110

  Course Type: Orientation/Exploratory

  CIP Number: 03179999OR

  CTE-HLTH.68.8400110.7.1 Recognize safety concerns related to the practice of health care.

• Unit Outline

  
  

  This lesson should be used with the Case Study "Emergency Room" (See CPALMS Resource ID 221700). It is the first lesson for this case study and can be followed by: “Introducing Personal Protective Equipment (PPE)” (See CPALMS Resource ID 221702) and “Safety Habits Charades” (See CPALMS Resource ID 221703).

• Career Connection

  
  

  Students will discuss possible hazards in the healthcare field. This will make them more aware of dangers of various careers (and possibly lead to critical thinking of how to reduce risks).

  Students will collaborate to analyze safety scenarios. Students will recognize the role of personal accountability in reducing risks to occupational hazards.

• Learning Objectives

  
  

  Students will be able to:

  • analyze scenarios to identify potential safety concerns.
  • research a career to identify potential hazards and safety concerns for that career.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Some careers expose health care workers to potentially dangerous substances and materials.
  • Pathogens/germs can cause illness.
  • 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.

• Guiding Questions

  
  
  • What safety concerns exist for healthcare workers?
  • What dangers/safety concerns apply to many careers in healthcare?
  • What dangers are unique to specific careers?
  • How can healthcare workers protect themselves?

• Procedure

  
  
  1. Pose the following bellwork/warm-up question: “What things in your daily life can be potentially dangerous?”
     • Then, have students discuss their answer with a partner.
     • Call on students to share with the class.
       
       
  2. Provide the case study “Emergency Room” (See CPALMS Resource ID 221700) to students.
     • Tell students that the case study will provide background for today’s lesson.
     • Have students read it independently.
       
       
  3. Then discuss these questions, as a class:
     • What was the emergency in the scenario?
     • What dangers were present in the ER during this emergency? (Hint: Think about the floor, the bleeding, the equipment, and moving quickly.)
     • Why do you think the author mentioned blood dripping on the floor? What danger did that add to the story?
     • What do you think could be dangerous about working in a room full of cords, wires, and monitors during a fast-moving emergency?
     • What other things might Maya need to pay attention to, in a future emergency?
       
       
  4. Activity: Safety Scenarios/Stations
     • Pass out the “Safety Scenarios Student Worksheet” to each student. (Review directions with students.)
     • Student groups will circulate through the six stations to review descriptions of a situation or career task that has potential occupational hazards. (Note: A seventh station is included, that focuses on burnout and mental health.)
     • Give students ~2 minutes at each station to review the scenario and brainstorm potential dangers for that career or situation. They will also discuss how healthcare workers can reduce safety risks. They will record their ideas in the chart on the student worksheet.
     • An answer key is provided.
       
       
  5. After students have reviewed each scenario, have them return to their seats. Lead the students in a discussion. Possible discussion questions:
     • What dangers/hazards are healthcare workers exposed to?
     • Which dangers are common to many health care careers?
     • What are some careers that might have unique dangers?
     • How might medical professionals reduce risk and protect themselves?
       
       
  6. Closing Activity: Career Research (ELA)
  • • Pass out the “Researching Career Hazards” worksheet to each student.
    • Students will research a career of interest and potential hazards that relate to it.
      • Follow up question: How can a person in this career protect themselves and/or reduce risk of exposure?

• Teacher Notes

  
  
  • The scenarios/stations are designed for students to work in groups of ~4 students. The teacher should set up groups in advance.
    • Note: Please review guidelines for group work, such as remaining on-task, positive/encouraging team talk, flexibility, equal participation, etc.
  • Lesson pacing: 5 minutes for the warm up, 10-15 minutes for the case study and discussion questions; 20 minutes for the scenarios/stations (roughly 2 minutes at each station); 5 minutes for the follow up discussion; 10-15 minutes for career research
  • The teacher will informally assess learning through group discussion and observation of students during the scenario activity. The teacher can formally assess students through their answers on the student worksheet and career research.

• Optional

  
  

  Extension Ideas:

  • The lesson can be extended to a second day if students present their career research and then write an expository paragraph summarizing safety concerns for healthcare professionals.
  • See optional attached “Safety Concerns Expository Writing.”
  • Students can research ER careers. See optional attached “Emergency Room Career Research Directions.”
  • The teacher can introduce Blood-borne Pathogens and/or have students research them.
  • Review school safety policies (habits) and equipment in the medical classroom.