Part of Unit: Minor Surgical Procedures
Lesson Plan Overview / Details
This lesson is designed to broaded the students understanding of aspeptic technique versus sterile technique. By the end of the lesson the students will be able to identify when to use sterile gloves and when to use disposable gloves. They will also demonstrate how to properly put on and remove sterile gloves without contamination.
- full class period
- 57 Minutes
California Career and Technical Education Standards
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
- ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
Objectives and Goals
By the end of this lesson the students will be able to describe the difference between sterile and aseptic technique and be able to identify which techniques should be used in a given situation.
Activities in this Lesson
- Make mine worm free - Hooks / Set
Show the video of the brainworm. This video will reinforce the importance of proper handwashing in all aspects of life.
Introduce the topic sterile technique and discuss ways to achieve and maintain a sterile environment. Ask the students what they think would happen if the medical industry failed to maintain a sterile environment for procedures. Students should be able to reflect on prior information about the history of medicine and the standards prior to the introduction of aseptic techniques.
- brainworm [ Go to Site ]
- Nothing up my sleeve - Demo / Modeling
Demonstrate the proper way to put on sterile gloves.
Discuss what can and can not be touched after gloving and how to maintain glove sterility.
Have the students create thier own procedure card for the steps to putting on gloves (most textbooks have a step by step list).
- gloving [ Download ]
- Sticky fingers - Demo / Modeling
1. Have students switch their procedure card with a partner.
2. Using their partners procedure card, the student should follow the exact steps that are explained on the card to put on the gloves. Students can not invent steps or correct their partner's directions. (This is a great photo opportunity as students often end up with gloves on backwards or two gloves on one hand or contaminating gloves).
3. Return the procedure card to the owner so that corrections can be made to their procedure card. (This step reinforces students need to be more accurate with their documentation and directions.)
4. Now, have the student put on one glove correctly, place some shaving cream in the palm of the gloved hand and ask them to put on the other glove without contaminating the first glove. Any shaving cream that comes in contact with the skin is an indication that the glove has been contaminated.
5. Once both gloves are on, place a small drop of food coloring in the shaving cream (this activity is often best done outside). Have the students carefully mix the color into the shaving cream and spread the shaving cream around both gloves. (The colored shaving cream represents contamination from some source i.e. blood, sputum, vomit etc).
6. Now have the students remove their gloves without contaminating themselves or their surroundings. It should be pretty obvious if contamination occurs. (this is also a good way to get your desks cleaned).
- No Nosocomial infections allowed - Closure
Group discussion about what the students learned.
Have students share stories they have heard about patients acquiring infections from improper aseptic techniques.
Share this statistic:
Death rate extrapolations for USA for Nosocomial infections: 80,000 per year, 6,666 per month, 1,538 per week, 219 per day, 9 per hour, 0 per minute, 0 per second.
Play the introduction video from dead by mistake http://www.chron.com/deadbymistake/ (some of these deaths were caused by medical malpracice others were cause by nosocomial infection)
Final reflection: Don't be the healthcare worker responsible for deaths like these.
- deadbymistake [ Go to Site ] null
- Assessment Types:
- Demonstrations, Observations,
Informal assessment of students ability to put on and take off gloves done by observation.
A powerful statement is made when observing the reactions to the videos.
Written assessment be done through a reflective assignment.