Introducing Personal Protective Equipment (PPE)

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.68.8400110.7.3 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.

• Unit Outline

  
  

  This lesson should be used with the Case Study Emergency Room" (See CPALMS Resource ID 221700). It is the second lesson for this case study and can be preceded by “Recognizing Safety Concerns” (See CPALMS Resource ID 211701). This lesson can be followed by “Safety Habits Charades” (See CPALMS Resource ID 221703).

• 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 collaborate to complete the PPE card sort activity. Students will further their written communication skills as they explain how PPE protects both healthcare workers and patients from pathogens.

• Learning Objectives

  
  

  Students will be able to:

  • describe what personal protective equipment (PPE) is and its importance as a safety habit.
  • match specific pieces of personal protective equipment (PPE) to how each is used.
  • demonstrate how to properly don (put on) and doff (take off) gloves to protect the healthcare worker from exposure to pathogens.
  • students will write an expository essay to describe how PPE like masks, gloves, and face shields protect both healthcare workers and patients from spreading germs and getting sick.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • 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.
  • Handwashing is the most important step in infection control.
  • The steps to properly wash their hands.

• Guiding Questions

  
  
  • What is personal protective equipment (PPE)?
  • What are some examples of PPE?
  • What does each example of PPE protect the health care worker against? (mostly pathogens, but could be radiation, etc.)
  • How can you remove (doff) gloves so the contaminated outside of the glove won’t touch the skin?

• Procedure

  
  
  1. Pose the following bellwork/warm-up question: “Identify examples of potential dangers and safety concerns in the medical field.”
  1. • 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:
     • Safety equipment can reduce danger and risk for healthcare workers.
     • What safety equipment was mentioned in the case study? (nurse Jasmine put on gloves)
     • Why is it important for hospital workers to wear gloves when touching blood or open wounds?
     • What other safety equipment might the emergency room team use when treating a bleeding patient?
     • What could happen if a healthcare worker didn’t wear protective equipment in a situation like the one in the story?
       
       
  4. Tell students that this lesson will focus on safety equipment that a person might wear in a medical setting, known as Personal Protective Equipment (PPE). Using PPE is an important safety habit that protects healthcare workers from many dangers.
     
     
  5. Activity: Donning and Doffing Gloves
     • Display and go over the Gloving Handout.
     • Model how to properly don (put on) and doff (take off) gloves.
     • Have students demonstrate donning and doffing by ‘acting out’ how to properly put on and take off gloves.
       • Time permitting, Have students don actual gloves. Spray a little shaving cream on their hands. Have students remove the gloves without getting shaving cream on their skin, clothing, or classroom.
     • SAFETY NOTE: Use non-latex gloves as students may be allergic to latex.
       
       
  6. Introducing Other PPE:
     • The teacher should display and model how to don, doff, and/or use various pieces of personal protective equipment. (ex. mask, goggles, face shield, gown, head covering, foot coverings, shock danger from defibrillator, etc.)
     • NOTE: This lesson can be extended to a second day if student groups are assigned a PPE to research and present to the class (instead of the teacher introducing various PPE in procedure #5).
       
       
  7. Activity: PPE Card Sort
     • Students will work in pairs to match the example of PPE to its use(s).
     • ex. mask, goggles, face shield, head covers, shoe covers, gowns, lead apron (vs. radiation), etc.
     • Discuss the importance of PPE in reducing risk and exposure to pathogens, etc.
     • (Maybe… optional PPE Matching Worksheet if the teacher wants something students could put in a notebook or binder.)
       
       
  8. Closure: Expository Writing Prompt
     • Pass out the PPE Expository Writing Prompt to students.
       • Prompt: Describe how PPE like masks, gloves, and face shields protect both healthcare workers and patients from spreading germs and getting sick.

• Teacher Notes

  
  
  • SAFETY NOTE for the Gloving Activity: Please use non-latex gloves as students may be allergic to them.
  • Lesson pacing: 5 minutes for the warm-up; 10 minutes for the case study and discussion questions; 10 minutes for modeling and practicing donning/doffing gloves; 10 minutes to model and discuss PPE; 10 minutes for the PPE Card Sort activity; 10-15 minutes for the exit ticket
  • The card sort activity is designed for students to work in pairs. 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.
  • The teacher can informally assess learning through group discussion and observation of students during the card sort activity. The teacher can formally assess students if using the PPE Exit Ticket and/or the PPE Matching Worksheet (if using it).

• Optional

  
  

  Extension Ideas:

  • This lesson can be extended to a second day if student groups are assigned a PPE to research and present to the class (instead of the teacher introducing various PPE in procedure #5). See attached (optional) PPE Research Activity worksheet.