Charlie Crist, Governor

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• Charlie Crist, Governor
• Jim De Beaugrine, Director

Updated 8/2010
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Health and Safety Course (One of two
required components of Core Competency Training)
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Todays Agenda

• Module 1 Training Overview
• Module 2 Health Overview
• Module 3 Medication Awareness
• Module 4 Infection Control and Food Safety
• Module 5 Emergency Preparedness and
  Response
• Module 6 Health Safety Summary Course
  Quiz

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Purpose of This Course

• Equip participants to provide maximum health and
  safety standards
• Equip you to share this knowledge

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Who Should Participate

• Individuals who are serving people that are
• Attending Adult Day Training programs
• Receiving Residential Supports and Services
• Receiving Companion Services
• Participating in Supported Employment
• Receiving any other community-based services

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Length of Course

• The estimated completion time for this course is
  6 hours.

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Module 2 Health Overview
Five responsibilities for providing optimum
health care
Graphic Here
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Key Learning Objectives

• List the five responsibilities for providing
  health care
• Demonstrate accurate documentation of health care
  information
• Demonstrate how to report changes
• Demonstrate how to take appropriate action
• Describe examples of non-emergency situations
• State actions to take for non-emergency
  situations
• Describe conditions that constitute an emergency

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Key Learning Objectives (Contd)

• State when, to whom, and how to report an
  emergency
• Describe other changes

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Five Responsibilities of the Support Professional

• Observe
• Use
• your
• 5 senses

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Five Responsibilities of the Support Professional

• Document
• Create a
• behavioral
• and
• physical
• snapshot

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Five Responsibilities of the Support Professional

• Report
• Who
• What
• When
• Where
• Why

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Five Responsibilities of the Support Professional
Use Decision Tree

• Take Action

Action
Get help?
Stabilize
React appropriately
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Five Responsibilities of the Support Professional

• Follow Up
• Optimal health
• Completes medication
• Document changes

Follow Up
Take Action
Observe
Document
Report
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Observing

• You can pick up clues that a persons health is
  changing by monitoring vital signs, which
  include
• Temperature
• Pulse
• Blood pressure
• Respiration

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Behavioral Observations

• Mood changes (withdrawal, demanding more
  affection, more aggressive physical or verbal
  behavioral outbursts) or abusiveness
• Unusual fatigue or signs of depression including
  crying spells, not cooperating, or unusual
  interactions including grabbing or hanging on to
  other people
• Becoming more withdrawn and less interested in
  what others say

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Behavioral Observations (Contd)

• Increases in the number, type, length, or
  response of the person before, during, and after
  a seizure
• Behavior that may harm self, such as head
  banging, scratching, and picking at own hair or
  skin

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External Observations

• Changes in skin, including scratches, burns, and
  bruises
• Blood in stool or urine or on toilet paper
• Blue- or purple-tipped nails, lips, fingers, or
  toes, indicating lack of oxygen in the blood
  (cyanosis)
• Any infection that does not respond to treatment
  after a physicians recommended period of time

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External Observations (Contd)

• Weight gain or loss
• Conditions that decrease mobility (broken bone,
  strained or sprained muscle or ligament)
• Changes in breathing patterns during sleep
• Changes in patterns of elimination in either the
  bowel or the bladder

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Internal Observations

• Increases in sinus and lung congestion including
  wheezing, coughing, gagging, or difficult
  breathing
• Increased or decreased blood sugar levels in
  people who have diabetes
• Repeated episodes of high or low body
  temperatures (hypo- or hyperthermia), especially
  if not previously experienced

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Activity 1 Observation
Complete this Exercise in your Participants
Guide on Page 11-12.
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Documentation

• Provides a history of the persons health so that
  changes can easily be detected.
• Helps track these changes.
• Key point
• Information you write down
• must be measurable!

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Activity 2 Documentation
Complete the Exercise in your Participants
Guide on Page 14
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Reporting

• Who to tell?
• Legal representative
• Family
• Other support professionals
• Medical personnel

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Reporting (Contd)

• Why report health status to others?
• Others may need to make decisions based on the
  changes youve observed

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Reporting (Contd)

• What to report
• When changes first appeared
• Changes over time (trends)
• Any factors you or others observed or wrote down
  that might have caused these changes

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Activity 3 Reporting
Complete the Exercise in your Participants
Guide On Page 19.
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Taking Action

• See Decision Tree
• Whats difference between life-threatening and
  non-life-threatening situations?

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Activity 4 Taking Action
Complete the Exercise in your Participants
Guide on Page 22
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Follow Up

• Observe
• Document
• Report
• Take Action

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Activity 5 Follow Up
Complete the Exercise in your Participants
Guide on Page 24
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Module 3Medication Awareness

• Welcome to the Health Overview module. In this
  module youll learn a simple way to remember the
  five responsibilities you have in providing for
  the optimum health of a person with developmental
  disabilities.

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Key Learning Objectives

• List and describe four possible effects of
  medication
• List and describe three possible effects of drug
  interactions
• Describe information that must go with person to
  the doctor, and identify your agencys policy for
  acquiring this information
• List four items of information that must be
  obtained when a new medication is ordered

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Key Learning Objectives (Contd)

• Determine whether order and label agree
• List medication documents that the law requires
  you to keep
• Demonstrate proper preparation of all medication
  forms required by your agency
• Explain when/how to report physical and
  behavioral changes

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Key Learning Objectives (Contd)

• Identify proper and improper medication storage
  practices

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The Possible Effects of Medication

• 1.     Desired Effects
• 2.     Side Effects
• 3. No Effect
• 4. Adverse Effects

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Desired Effects

• Drug has done what it was meant to do!

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Side Effects

• Expected, usually mild or easily treated

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No Effects

• No change
• after the allotted time
• for a drug to take effect

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Adverse Effect

• Severe allergic or other physical reaction

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Effects of Drug Interactions

• 1.     Drug Potentiation
• 2.     Drug Antagonism
• 3. New Effects

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Drug Potentiation

• When effects of one or more drugs are increased

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Drug Antagonism

• When effects of one or more drugs are decreased

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New Effects

• When two or more drugs are taken together,
  totally new effects may occur

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Activity 6. Drug Effects Interactions
Complete the Exercise in your Participants
Guide On Page 31
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Information That Goes with a Person to the
Physician

• make sure certain information is provided to the
  doctor
• See the chart in your Participants Guide (page
  32) to help you organize information 

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Information Obtained From the Physician

• Written Physicians Order
• Written Prescription
• Purpose and Desired Effect of the Drug
• 4. Response Time

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Activity 7. Information Obtained from a
Physician
Complete the Exercise in your Participants
Guide on pages 36 - 37
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Checking Physicians Order and Pharmacy Label

• Before having prescription filled, make sure you
  understand specifically what the doctor ordered
  (e.g., drug name, dosage, directions, numbers of
  refills remaining, etc.)
• Compare order with what you receive
• If different, have pharmacist correct

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Required Agency Documents

1. The medication in the container supplied by the
   pharmacist
2. A correct and legible label on the container
3. A written physicians order for the medication
4. Answers to the questions in the table you just
   printed

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Effects of Medications

• Medication can cause unwanted side effects
• Communicate all signs and symptoms you observed

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Storing Medications

• Refer to information from pharmacist about
  medication storage

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Module 4Infection Control Food Safety
The purpose of this module is to equip direct
support professionals with principles and
practices that will ensure a healthy, safe eating
environment. Also, as much as possible, direct
support professionals need to instill these
principles and practices in individuals receiving
supports and services.
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Key Learning Objectives

• Apply nutritional guidelines when cooking meals
  or assisting others
• List seven methods of proper food handling and
  storage
• Define the term Standard Precautions
• List three ways to prevent spreading infection

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Nutritional Guidelines

• MyPyramid
• See your Participants Guide and Reproducible Job
  Aids for the detailed guidelines.

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Special Diets

• Some medical conditions require special
  preparations, types, and amounts of foods - such
  as diabetes, Prader-Willi, swallowing
  difficulties, and heart conditions.
• Dietician usually provides instructions for the
  foods people with this condition can eat.
• Follow the dieticians guidelines for people with
  unique food needs, and be sure to observe,
  document, and report any changes in the persons
  behavior or appearance.

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Activity 8 Anatomy of the Pyramid
Turn to the page titled Anatomy of MyPyramid in
the Reproducible Job Aids Booklet (pages 15 29)
and discuss each section (activity, moderation,
personalization, proportionality, variety, and
gradual improvement).
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Food Handling and Storage
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Standard Precautions for Infection Control

• Refers to
• a group of prevention practices that apply to all
  people, regardless
• of whether they
• have a diagnosed infection or not.

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What does this mean?

• Blood, secretions, excretions, broken skin and
  mucous membranes MAY contain infectious agents.

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How do you protect yourself others?
Wash Your Hands!

• Running water
• Soap
• Rub hands together 30 sec.
• Rinse dry hands
• Turn off water using same towel used for drying
  hands
• Dispose of towel

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Wear protective equipment

• Disposable gloves
• Gowns
• Mouth protection
• Nose protection
• Eye protection

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Another Wayto prevent the spread of infection
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Best Way to prevent the spread of infection?

• Wash
• Your
• Hands

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Activity 9 Ways to Better Assure a Healthy
Living Environment

• Refer to the pages in the Job Aids Booklet (pages
  32 34 related to this module, break into groups
  of 4 and
• review specific job aids
• discuss how aids can be used in specific
  residential settings
• develop a list of aids that would make
• good posters and
• suggest where to post.

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Module 5Emergency Preparedness Response

• The purpose of this module is to equip direct
  support professionals with guidelines and
  principles in the event of various emergencies
  and natural disasters.

• Also, as much as possible, direct support
  professionals need to instill these principles
  and practices in individuals receiving supports
  and services.

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Key Learning Objectives

• Describe safety measures involved with emergency
  situations such as fires, poisonings, floods,
  hurricanes, etc.
• Identify appropriate disaster and emergency
  procedures.

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Stocking a First Aid Kit

• Include
• Instruments
• Medicines
• Dressings

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Instruments

• Tweezers
• Scissors
• Thermometer
• Safety Pins

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Medicines

• emergency medication
• antiseptic
• antiseptic cream

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Dressings

• gauze
• paper tissues
• bandages
• sterile dressings
• self-stick dressing strips
• adhesive strapping

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Safety Measures in Emergency Situations

• Most emergencies that youll have to respond to
  fall in one of these categories
• Residential Fire
• Electrical Shock
• Chemicals and Poisonings
• Falls
• See your Participants Guide for procedures to
  handle these types of emergencies.

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Activity 10. Emergency Response
Complete the Exercise in your Participants
Guide on Page 60
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Creating a Disaster Preparedness Kit

• Just as you need a First Aid Kit to prepare for
  the emergencies weve discussed, youll also need
  a Disaster Preparedness Kit for oncoming
  disasters such as hurricanes, floods, tornadoes,
  and forest fires.
• See your Participants Guide for Disaster
  Preparedness Kit Guidelines.

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Safety Measures in Natural Disasters

• Floridas most frequent and devastating natural
  disasters are
• Hurricanes
• Floods
• Tornadoes
• Forest Fires
• See your Participants Guide for Natural Disaster
  Guidelines (pages 63-64).

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Activity 11. Natural Disaster Preparation
Complete the Exercise in your Participants
Guide on Pages 65 - 66
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Residential Disaster Plan

• Use the document
• about Residential Disaster Planning
• in your Participants Guide (pages 67-73)
• to keep you and people you work with
• safe when disaster strikes.

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Module 6Health Safety Summary Course Quiz

• Congratulations! You have completed the Health
  Safety course!
• This final module will provide you with a summary
  of what you have learned, and allow you to access
  the final course quiz.

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Summary

• What questions do you still have?
• Are there topics you wish to review?
• Is there anything else that should be discussed
  prior to finishing our session?

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In Conclusion
Thanks!