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Charlie Crist, Governor

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Title: Slide 1 Author: Teresa Davenport Last modified by: Melinda Coulter Created Date: 1/30/2006 3:05:12 PM Document presentation format: On-screen Show – PowerPoint PPT presentation

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Title: Charlie Crist, Governor


1
  • Charlie Crist, Governor
  • Jim De Beaugrine, Director

Updated 8/2010
2
Health and Safety Course (One of two
required components of Core Competency Training)
3
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

4
Purpose of This Course
  • Equip participants to provide maximum health and
    safety standards
  • Equip you to share this knowledge

5
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

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

7
Module 2 Health Overview
Five responsibilities for providing optimum
health care
Graphic Here
8
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

9
Key Learning Objectives (Contd)
  • State when, to whom, and how to report an
    emergency
  • Describe other changes

10
Five Responsibilities of the Support Professional
  • Observe
  • Use
  • your
  • 5 senses

11
Five Responsibilities of the Support Professional
  • Document
  • Create a
  • behavioral
  • and
  • physical
  • snapshot

12
Five Responsibilities of the Support Professional
  • Report
  • Who
  • What
  • When
  • Where
  • Why

13
Five Responsibilities of the Support Professional
Use Decision Tree
  • Take Action

Action
Get help?
Stabilize
React appropriately
14
Five Responsibilities of the Support Professional
  • Follow Up
  • Optimal health
  • Completes medication
  • Document changes

Follow Up
Take Action
Observe
Document
Report
15
Observing
  • You can pick up clues that a persons health is
    changing by monitoring vital signs, which
    include
  • Temperature
  • Pulse
  • Blood pressure
  • Respiration

16
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

17
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

18
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

19
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

20
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

21
Activity 1 Observation
Complete this Exercise in your Participants
Guide on Page 11-12.
22
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!

23
Activity 2 Documentation
Complete the Exercise in your Participants
Guide on Page 14
24
Reporting
  • Who to tell?
  • Legal representative
  • Family
  • Other support professionals
  • Medical personnel

25
Reporting (Contd)
  • Why report health status to others?
  • Others may need to make decisions based on the
    changes youve observed

26
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

27
Activity 3 Reporting
Complete the Exercise in your Participants
Guide On Page 19.
28
Taking Action
  • See Decision Tree
  • Whats difference between life-threatening and
    non-life-threatening situations?

29
Activity 4 Taking Action
Complete the Exercise in your Participants
Guide on Page 22
30
Follow Up
  • Observe
  • Document
  • Report
  • Take Action

31
Activity 5 Follow Up
Complete the Exercise in your Participants
Guide on Page 24
32
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.

33
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

34
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

35
Key Learning Objectives (Contd)
  • Identify proper and improper medication storage
    practices

36
The Possible Effects of Medication
  • 1.     Desired Effects
  • 2.     Side Effects
  • 3. No Effect
  • 4. Adverse Effects

37
Desired Effects
  • Drug has done what it was meant to do!

38
Side Effects
  • Expected, usually mild or easily treated

39
No Effects
  • No change
  • after the allotted time
  • for a drug to take effect

40
Adverse Effect
  • Severe allergic or other physical reaction

41
Effects of Drug Interactions
  • 1.     Drug Potentiation
  • 2.     Drug Antagonism
  • 3. New Effects

42
Drug Potentiation
  • When effects of one or more drugs are increased

43
Drug Antagonism
  • When effects of one or more drugs are decreased

44
New Effects
  • When two or more drugs are taken together,
    totally new effects may occur

45
Activity 6. Drug Effects Interactions
Complete the Exercise in your Participants
Guide On Page 31
46
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 

47
Information Obtained From the Physician
  • Written Physicians Order
  • Written Prescription
  • Purpose and Desired Effect of the Drug
  • 4. Response Time

48
Activity 7. Information Obtained from a
Physician
Complete the Exercise in your Participants
Guide on pages 36 - 37
49
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

50
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

51
Effects of Medications
  • Medication can cause unwanted side effects
  • Communicate all signs and symptoms you observed

52
Storing Medications
  • Refer to information from pharmacist about
    medication storage

53
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.
54
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

55
Nutritional Guidelines
  • MyPyramid
  • See your Participants Guide and Reproducible Job
    Aids for the detailed guidelines.

56
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.

57
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).
58
Food Handling and Storage
59
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.

60
What does this mean?
  • Blood, secretions, excretions, broken skin and
    mucous membranes MAY contain infectious agents.

61
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

62
Wear protective equipment
  • Disposable gloves
  • Gowns
  • Mouth protection
  • Nose protection
  • Eye protection

63
Another Wayto prevent the spread of infection
64
Best Way to prevent the spread of infection?
  • Wash
  • Your
  • Hands

65
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.

66
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.

67
Key Learning Objectives
  • Describe safety measures involved with emergency
    situations such as fires, poisonings, floods,
    hurricanes, etc.
  • Identify appropriate disaster and emergency
    procedures.

68
Stocking a First Aid Kit
  • Include
  • Instruments
  • Medicines
  • Dressings

69
Instruments
  • Tweezers
  • Scissors
  • Thermometer
  • Safety Pins

70
Medicines
  • emergency medication
  • antiseptic
  • antiseptic cream

71
Dressings
  • gauze
  • paper tissues
  • bandages
  • sterile dressings
  • self-stick dressing strips
  • adhesive strapping

72
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.

73
Activity 10. Emergency Response
Complete the Exercise in your Participants
Guide on Page 60
74
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.

75
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).

76
Activity 11. Natural Disaster Preparation
Complete the Exercise in your Participants
Guide on Pages 65 - 66
77
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.

78
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.

79
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?

80
In Conclusion
Thanks!
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