Safety Habits Charades

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

• Unit Outline

  
  

  This lesson is designed to be used with the case study, "Emergency Room" (See CPALMS Resource ID 221700). It is the third lesson designed for use with this case study. “Recognizing Safety Concerns” (See CPALMS Resource ID 211701) is the first lesson and “Introducing Personal Protective Equipment (PPE)” (See CPALMS Resource ID 227102) is the second lesson. Lessons can be used in sequence or independetly.

• Career Connection

  
  

  Students will discuss possible hazards in the healthcare field. This will make them more aware of the dangers of various medical careers. They will also discuss safety habits/practices that protect healthcare workers.

  Students will further their written communication skills as they write an argumentative essay to identify and justify which safety habit is the most important.

• Learning Objectives

  
  

  Students will be able to:

  • Identify and model safety practices that protect healthcare workers.
  • Write an argumentative essay to identify and justify which safety habit is the most important.

• Prior Knowledge

  
  

  Students should have an understanding that:

  • 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.
  • Handwashing helps control infection.

  Students should be able to:

  • Demonstrate proper handwashing procedure (steps).
  • Demonstrate and explain the P.A.S.S. system for using a fire extinguisher.

• Guiding Questions

  
  
  • What equipment would medical professionals use to reduce risk and protect themselves?
  • What habits and practices help protect healthcare workers?
  • How does handwashing help control infection?

• Procedure

  
  
  1. Pose the following bellwork/warm-up question: “Think of your favorite sport or physical activity. What equipment is needed to protect you? What rules are in place to help keep everyone safe?”
     • 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 potential dangers could the ER staff at Riverside Medical Center be exposed to? (answers may include: flammable O2 tanks, cords/wires pose tripping hazards, sharps (scalpel, syringes), radiation exposure from the portable x-ray machine, pathogen exposure from Sam’s blood, blood spilled on the ground creates a slip/fall danger, etc.)
     • What protective equipment is mentioned in the scenario? (gloves)
     • Why is it important to store equipment like syringes, scissors, or airway tubes in organized drawers or carts?
     • What might the ER team do after the emergency is over to stay safe and prevent spreading germs?
       
       
  4. Discussion: Lead the students in a discussion of the following questions:
     • Which potential dangers are common to many health care careers?
     • What medical careers might have unique dangers? (ex. radiology)
     • What safety “habits” reduce risk and protect healthcare workers?
       • suggested habits to discuss: wearing PPE, sterilizing/cleaning reusable equipment, how to dispose of contaminated items, proper disposal of sharps, how to protect vs. radiation, isolation, neatness/organization, how to store chemicals, how to use a fire extinguisher, handwashing, etc.
     • How does handwashing help control infection?
       
       
  5. Activity: Safety Habits & Equipment Charades
     • Put students into groups of 3-5 students.
     • Review directions for playing Charades (see attached Charades handout). Students will take turns to ‘act out’ a safety habit or using safety equipment.
     • examples: goggles, doffing gloves, sterilizing (proper cleaning of medical equipment), using a fire extinguisher, handwashing, throwing away a needle in a sharps container, gown, etc.
       
       
  6. Closure: Safety Habits Argumentative Writing Prompt
     • • Pass out the Safety Habits Argumentative Writing Prompt (see attachments) to students.
       • Prompt: Write an argumentative essay to identify and justify which safety habit is the most important.

• Teacher Notes

  
  
  • The Charades activity is designed for students to work in groups of 3-5 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: 5-10 minutes for the warm up, 10 minutes for the case study and discussion questions; 10 minutes to brainstorm and discuss safety habits; 10-15 minutes for Charades activity; 10-15 minutes for writing activity
  • The teacher will informally assess learning through group discussion and observation of students during the charades activity. The teacher can formally assess students through their answer on the exit ticket writing prompt.
    
    

• Optional

  
  

  Extension Ideas:

  • If students are not familiar with the steps of proper handwashing, the teacher can follow this lesson with one on handwashing. Suggested activities include:
    • Model proper handwashing procedure (steps) and have students demonstrate handwashing by ‘acting out’ the steps.
    • Have students practice handwashing.
    • (optional) Have students put ‘glow-in-the-dark’ powder or lotion on their hands and observe the fake ‘germs’ using a blacklight. Students wash their hands and re-examine them to see how well they washed their hands. (Note: glow-in-the-dark powder and lotion are available online for purchase.)