Part of Unit: Workplace Safety
Lesson Plan Overview / Details
The purpose of this unit is to introduce the student to the concepts and procedures related to patient safety and emergency procedures in the healthcare facility. The role of the healthcare provider in preventing and responding to emergency situations.
- 0 Minutes
California Career and Technical Education Standards
- HSMT.B.B1.1 Know how to evaluate and report relevant information effectively to the appropri...
- HSMT.B.B2.1 Understand the process for analyzing available information to assess the health ...
- HSMT.C.C1.1 Know the process for managing the timely transfer of information accurately and ...
- HSMT.C.C1.2 Know the legal and regulatory requirements for the transfer of information.
- HSMT.C.C4.2 Know the process for assessing information required by patients, staff, and the ...
- HSMT.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
- HSMT.FS.5.2 Understand the universal, systematic problem solving model that incorporates inp...
- HSMT.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
- HSMT.FS.5.4 Examine multiple options for completing work tasks by applying appropriate probl...
- HSMT.FS.6.1 Know policies, procedures, and regulations, regarding health and safety in the w...
- HSMT.FS.6.2 Understand critical elements for health and safety practices related to storing,...
- HSMT.FS.7.4 Understand that individual actions can affect the larger community.
- HSMT.FS.7.7 Understand and demonstrate methods for promoting health and wellness.
California Academic Content Standards (Reinforced)
Objectives and Goals
- Explain measures to keep the environment safe.
- Recognize patients at highest risk for falls.
- Identify various oxygen devices.
- Describe safety measures to use when caring for a person with oxygen.
- List the steps that should be taken if a fire occurs.
- Explain how to use a fire extinguisher.
Activities in this Lesson
- Safety First! - Hooks / Set
Show video clip on how one small hospital had to respond to the Hurricane Katrina disaster
Safety is everyone's concern.
Every employee of the healthcare facility is responsible for keeping the environment save and preventing accidents.
Pass out worksheet "Safety Exercise" Worksheet, which gives examples of multiple safety problems in a hospital kitchen. Students are to :
- Circle each safety problem
- Explain the safety problem and related injury
- Preventing Injury and Falls - Group Work
Incident Report - a special form that is completed for each accident or unusual occurance in the healthcare facility.
- examples of when an incident report would be filled out.
- who would complete the incident report.
- what happens when the incident report is submitted to the facility.
Common reason for incident report to be completed is when a patient fis injured or falls.
Divide students into three groups. Assign each group one of the following topics on which to report:
- Common causes of injury in the healthcare facility, including falls.
- Factors that increase the risk of injury in the healthcare facility, including falls.
- Safety measures to prevent injury in the healthcare facility, including falls.
Allow 15 minutes for students to prepare. Call on one person from each group to report to the class.
- Oxygen Use - Lecture
Oxygen is necessary for life. Some diseases and conditions cause the patient to be unable to take in enough oxygen. In these cases, the doctor will usually order additional oxygen to be given by an oxygen delivery system.
- a colorless, odorless gas
- a medication prescribed by a doctor
- highly flammable and feeds a fire, which can turn a small spark into a big flame
- used by many people in healthcare facilities and in the community
- represented by the chemical symbol of O 2.
Types of oxygen equipment (display pictures of equipment as each is explained
O 2 tank - holds limited amount of O 2, guage shows how much is left
- Wall Outlet -O 2 is piped into each patients unit.
O 2 concentrator - machine removes O2 from the air, power source is needed
- Nasal Cannula - prongs are inserted into nostrils, tubing goes over ears and under chin to keep in place.
- Simple Facemask - nose and mouth are covered. Carbon Dioxide CO 2 escapes from small holes in the sides.
- Endotracheal tube and ventilator which supports breathing.
- cartandconc.jpg [ View Image ] [ Download Original ] picture if O2 tank and O2 concentrator
- Wall-mounted_oxygen_regulator_valve.jpg [ View Image ] [ Download Original ] picture of O2 wall outlet
- NasalCannula_dummy.jpg [ View Image ] [ Download Original ]
- 421040E_oxygen_mask.jpg [ View Image ] [ Download Original ]
- Endotracheal_tube_colored.png [ View Image ] [ Download Original ]
- patient on a ventilator.jpg [ View Image ] [ Download Original ]
- Oxygen Safety Precautions - Lecture
When oxygen is in use:
- O 2 signs should be posted
- no smoking, open flames or lighted matches should be in the area
- other flammable hygiene products should not be used ie: nail polish, shaving cream
- patient should wear cotton clothing and blankets
- be aware some electrical appliances can cause sparks such as hairdryers, fans etc.
- O 2 tanks need to be secured in a carrier or to the wall
- Fire Emergency - Lecture
More than 8,000 hospital fires are reported each year. Your patients lives and your own could depend on your response.
Ask students: What are common causes of fires (in general)? List on board as students answer.
- Fire is fast - 3 minutes from tiny flame to raging all-consuming inferno.
- Fire is hot - in a fire temperatures vary from 90 degrees F at the floor to 600 degrees F at eye level.
- Smoke can kill - smoke contains toxic gases, 75% of all fire deaths are due to carbon monoxide poisoning.
- Fire takes three elements to survive (also called the fire triangle): fuel, oxygen and heat.
Display fire triangle on transparency. Explain
- RACE to Safety - Lecture
To respond rapidly and effectively to a fire, memorize an easy to remember acronym: RACE
R - Rescue patients in immediate danger.
A - Activate the alarm.
C - Contain the fire. (close doors and windows)
E - Extinguish fire if safe to do so or evacuate
Display "Emergency Procedures" on an overhead transparency. Review with class.
Pass out worksheet "Emergency Procedures" Under each picture students are to write the emergency procedure it illustrates. Review.
- How to use a Fire Extinguisher - Demo / Modeling
Have fire extinguisher available to show students as operation of equipment is explained.
P - pull pin
A - aim nozzle at base of fire
S - squeeze handle
S - spray and sweep
Types of Fire Extinguishers:
Class A - used for fires involving paper, wood, cloth,rubber and plastics
Class B - used for fires involving flammable liquids: gasoline, oil and grease
Class C - used for fires involving electrical equipment
Class ABC - used for fires involving any of the above material, this is the type of extinguisher in healthcare facilities
- Assessment Types:
- Projects, Teacher-Made Test,
Assess for understanding by having the students answer the following questions independently. Review
1. True False Fire is spread only by contact with flames.
2. True False Fire can kill without burning.
3. True False When entering the scene of a fire stay low.
4. True False If you discover a fire, your first response should be to extinguish it, if the fire is small and confined.
5. True False If you smell smoke coming from behind a closed door, feel the door before opening it.
6. True False If there is a fire on your unit, you should open the windows to let out the smoke.
7. True False Use an elevator to evacuate patients to a higher level.
8. True False A staff member must stay with patients even after reaching a safe area.
9. True False You should know where the fire extinguishers are located on your unit.
10. True False Memorizing a formula like "RACE" can help you respond to a fire emergency fast and effectively.
1. False 6. False
2. True 7. False
3. True 8. True
4. False 9. True
5. True 10. True
Students are to create an emergency procedure pamphlet for fire emergencies. Pamphlet should include an explanation and example for each step in the RACE procedure