HLTWS0H02
FOLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE
HLTWHS002 FOLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE ASSESSMENT
ASSESSMENT INFORMATION for students
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
How you will be assessed
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.
What if you disagree on the assessment outcome? HLTWS0H02
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:
Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
Ensure that their own qualifications are current.
When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
When required, ensure supervisors and students sign off on third party assessment forms or third party report.
Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
| Type of Answer | Answer Guidelines |
| Short Answer | 4 typed lines = 50 words, or5 lines of handwritten text |
| Long Answer | 8 typed lines = 100 words, or10 lines of handwritten text = of a foolscap page |
| Brief Report | 500 words = 1 page typed report, or50 lines of handwritten text = 1foolscap handwritten pages |
| Mid Report | 1,000 words = 2 page typed report100 lines of handwritten text = 3 foolscap handwritten pages |
| Long Report | 2,000 words = 4 page typed report200 lines of handwritten text = 6 foolscap handwritten pages |
How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State
assessment guide
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.
| Assessment Method | Satisfactory Result | Non-Satisfactory Result |
| You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types. | ||
| Questions | All questions answered correctly | Incorrect answers for one or more questions |
| Answers address the question in full; referring to appropriate sources from your workbook and/or workplace | Answers do not address the question in full. Does not refer to appropriate or correct sources. | |
| Third Party Report | Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator | Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard |
| Written Activity | The assessor will mark the activity against the detailed guidelines/instructions | Does not follow guidelines/instructions |
| Attachments if requested are attached | Requested supplementary items are not attached | |
| All requirements of the written activity are addressed/covered. | Response does not address the requirements in full; is missing a response for one or more areas. | |
| Responses must refer to appropriate sources from your workbook and/or workplace | One or more of the requirements are answered incorrectly.Does not refer to or utilise appropriate or correct sources of information | |
| Observation | All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level | Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level |
| Case Study | All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. | Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly. |
| Answers address the question in full; referring to appropriate sources from your workbook and/or workplace | Answers do not address the question in full; do not refer to appropriate sources. |
| Assessment Cover Sheet | ||
| Student’s name: | ||
| Assessors Name: | Date: | |
| Is the Student ready for assessment? | Yes | No |
| Has the assessment process been explained? | Yes | No |
| Does the Student understand which evidence is to be collected and how? | Yes | No |
| Have the Student’s rights and the appeal system been fully explained? | Yes | No |
| Have you discussed any special needs to be considered during assessment? | Yes | No |
| The following documents must be completed and attached | ||
| Written Activity ChecklistThe student will complete the written activity provided to them by the assessor.The Written Activity Checklist will be completed by the assessor. | S | NYS |
| Observation / DemonstrationThe student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.The Observation Checklist will be completed by the assessor. | S | NYS |
| Questioning ChecklistThe student will answer a range of questions either verbally or written.The Questioning Checklist will be completed by the assessor. | S | NYS |
| I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO: | ||
| Overall Outcome Competent Not yet Competent | ||
| Student Signature: | Date: | |
| Assessor Signature: | Date: |
written activity
Answer each of the Task 1 questions in approximately 200 words. For the following questions, if you do not have a workplace to discuss, please select a healthcare service role you would like to be employed in.
1. Think about a time you have followed safe work practices for direct client care. Describe the situation, discuss the safe work practices you followed throughout the job, discuss any hazards or risks you identified, the steps you took to remove or minimise the hazard and the reporting procedures you followed or would have followed to report hazards, incidents, injuries or client-related risk factors.
2. Write a procedure to outline safe work practices for manual handling, aimed at guiding healthcare employees in their work. Your procedure must cover types of hazards expected and control measures for the hazards.
3. Create a single page information flier to inform colleagues and clients about safe work practices for infection control. This flyer needs to incorporate standard and additional precautions and the risks of infection. Fliers should be professionally and attractively presented.
4. How do you stay up-to-date with safe work practices in regards to workplace systems, equipment and processes in your work?
5. Briefly discuss what each of the following symbols mean.
a. Poisons
b. Emergency equipment
c. Personal Protective Equipment
d. Sharps
e. Radiation
6. What is the definition of a hazard?
7. What types of hazards would you find in a health setting?
8. What strategies can you use to minimise the risk of the above hazards?
9. Locate a procedure for hazard identification and outline the steps involved.
10. What safety considerations must you be aware of when working in a home-based care situation and what can you do to ensure your safety?
11. What are two common sources of infection and how can you minimise the transfer of infectious diseases?
12. What are the rights and responsibilities of both workers and employers?
13. Briefly discuss the musculoskeletal areas of the body that can be injured through manual handling.
The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.
Your assessor will take down dot points as a minimum if you choose to answer them verbally.
Answer the following questions either verbally with your assessor or in writing.
1. How can you follow safe work practices for direct client care?
2. What should you do if you identify any hazards, risks or client-related risk factors in the workplace?
3. List four ways you can minimise the risks of manual handling activity.
4. What is the correct technique for lifting?
5. Describe and discuss the hierarchy of control.
6. How can you follow safe work practices for infection control?
7. What is the procedure for “after exposure” to blood or other body substances?
8. What are the infection control standard precautions you should always follow?
9. How can you contribute to safe work practices in the workplace?
10. How can you remain current with the information required for safety in the workplace?
11. Reflect on your own safe work practices then answer the following questions:
a. How can you maintain your knowledge on current safe work practices?
b. What levels of stress do you have and what would you do to reduce these stress levels?
c. Who could you set up debriefing sessions with to address your needs?
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HLTWHS002
FOLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE
LEARNER RESOURCE
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T A B L E O F C O N T E N T S
TABLE OF CONTENTS ………………………………………………………………………………………………………………………. 2
COURSE INTRODUCTION …………………………………………………………………………………………………………………. 5
ABOUT THIS GUIDE ……………………………………………………………………………………….. ERROR! BOOKMARK NOT DEFINED. ABOUT THIS RESOURCE …………………………………………………………………………………………………………………….. 5 ABOUT ASSESSMENT ………………………………………………………………………………………………………………………… 6
ELEMENTS AND PERFORMANCE CRITERIA …………………………………………………………………………………………. 8
PERFORMANCE EVIDENCE AND KNOWLEDGE EVIDENCE ……………………………………………………………………. 10
PERFORMANCE EVIDENCE ……………………………………………………………………………………………………………………… 10 KNOWLEDGE EVIDENCE ………………………………………………………………………………………………………………………… 10
ASSESSMENT CONDITIONS ……………………………………………………………………………………………………………. 12
PRE-REQUISITES …………………………………………………………………………………………………………………………… 12
TOPIC 1 – FOLLOW SAFE WORK PRACTICES FOR DIRECT CLIENT CARE ………………………………………………….. 13
FOLLOW WORKPLACE POLICIES AND PROCEDURES FOR SAFE WORK PRACTICES AND IDENTIFY EXISTING AND
POTENTIAL HAZARDS IN THE WORKPLACE, REPORT THEM TO DESIGNATED PERSONS, AND RECORD THEM
ACCORDING TO WORKPLACE PROCEDURES AND IDENTIFY RISKS OF INFECTION AND REPORT THEM
ACCORDING TO WORKPLACE PROCEDURES ……………………………………………………………………………………… 13
CONTACT TRANSMISSION OF INFECTION……………………………………………………………………………………………………… 13 IDENTIFY RISKS OF INFECTION …………………………………………………………………………………………………………………. 15 IDENTIFYING A HAZARD ………………………………………………………………………………………………………………………… 15
IDENTIFY ANY CLIENT-RELATED RISK FACTORS OR BEHAVIOURS OF CONCERN, REPORT THEM TO
DESIGNATED PERSONS, AND RECORD THEM ACCORDING TO WORKPLACE PROCEDURES ……………………….. 16
IDENTIFYING SOURCES OF VIOLENCE ………………………………………………………………………………………………………….. 18 RISK REDUCTION STRATEGIES ………………………………………………………………………………………………………………….. 19
FOLLOW WORKPLACE POLICIES AND PROCEDURES TO MINIMISE RISK ………………………………………………… 22
IDENTIFY AND REPORT INCIDENTS AND INJURIES TO DESIGNATED PERSONS ACCORDING TO WORKPLACE
PROCEDURES ………………………………………………………………………………………………………………………………. 23
REPORTING INCIDENTS …………………………………………………………………………………………………………………………. 23
TOPIC 2 – FOLLOW SAFE WORK PRACTICES FOR MANUAL HANDLING ………………………………………………….. 24
FOLLOW MANUAL HANDLING PROCEDURES AND WORK INSTRUCTIONS FOR MINIMISING MANUAL
HANDLING RISK …………………………………………………………………………………………………………………………… 24
PRINCIPLES OF MANUAL HANDLING …………………………………………………………………………………………………. 24
IDENTIFY MANUAL HANDLING HAZARDS AND REPORT IN LINE WITH WORKPLACE PROCEDURES …………….. 27
WHAT IS THE CORRECT TECHNIQUE FOR LIFTING? ………………………………………………………………………………………….. 27 RISK FACTORS FOR BACK INJURY ……………………………………………………………………………………………………………… 29 WHAT ARE THE CAUSES OF OCCUPATIONAL OVERUSE SYNDROME? ………………………………………………………………………. 29 WORKSTATION DESIGN (ERGONOMICS) ……………………………………………………………………………………………………… 29 MANUAL HANDLING INJURIES …………………………………………………………………………………………………………………. 30
APPLY CONTROL MEASURES FOR MINIMISING MANUAL HANDLING RISK …………………………………………….. 31
HIERARCHY OF CONTROL ………………………………………………………………………………………………………………………. 31
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TOPIC 3 – FOLLOW SAFE WORK PRACTICES FOR INFECTION CONTROL …………………………………………………. 34
FOLLOW STANDARD PRECAUTIONS AS PART OF OWN WORK ROUTINE TO PREVENT THE SPREAD OF
INFECTION ………………………………………………………………………………………………………………………………….. 34
FOLLOW PROCEDURES FOR RISK CONTROL AND RISK CONTAINMENT FOR SPECIFIC RISKS ………………………………………………. 35 PROTOCOLS FOR CARE FOLLOWING EXPOSURE ………………………………………………………………………………………………. 36 PROCEDURES FOR THE ACCIDENTAL EXPOSURE TO BODY FLUIDS ………………………………………………………………………….. 36 PROCESS FOLLOWING A SHARPS INJURY ……………………………………………………………………………………………………… 37 REMOVING SPILLS ………………………………………………………………………………………………………………………………. 38 NON-HAZARDOUS SPILLS ………………………………………………………………………………………………………………………. 39
RECOGNISE SITUATIONS WHEN ADDITIONAL INFECTION CONTROL PROCEDURES ARE REQUIRED AND APPLY
ADDITIONAL PRECAUTIONS WHEN STANDARD PRECAUTIONS ALONE MAY NOT BE SUFFICIENT TO PREVENT
TRANSMISSION OF INFECTION ……………………………………………………………………………………………………….. 41
WHEN SHOULD YOU WASH YOUR HANDS WITH SOAP AND WATER? ……………………………………………………………………… 42 WHEN CAN YOU USE ALCOHOL-BASED HAND RUBS? ……………………………………………………………………………………….. 43 PROTECTIVE EQUIPMENT ………………………………………………………………………………………………………………………. 44 HOUSEKEEPING …………………………………………………………………………………………………………………………………. 44 CUTS AND LESIONS ……………………………………………………………………………………………………………………………… 45 DISPOSAL OF SHARPS (NEEDLES, SYRINGES, BROKEN GLASS) NEEDLES AND SYRINGES …………………………………………………. 46 BROKEN GLASS ………………………………………………………………………………………………………………………………….. 46 HEPATITIS B ……………………………………………………………………………………………………………………………………… 46 BED LINERS (DISPOSABLE PRODUCTS) ………………………………………………………………………………………………………… 47 EXTRA PRECAUTIONS ……………………………………………………………………………………………………………………………. 47
TOPIC 4 – CONTRIBUTE TO SAFE WORK PRACTICES IN THE WORKPLACE ………………………………………………. 49
RAISE WHS ISSUES WITH DESIGNATED PERSONS ACCORDING TO ORGANISATIONAL PROCEDURES ………….. 49
WHAT IS A HAZARD? …………………………………………………………………………………………………………………………… 49 EXAMPLES OF A HAZARD? ……………………………………………………………………………………………………………………… 49 WHAT SHOULD I DO IF I NOTICE A HAZARD? ………………………………………………………………………………………………… 50
PARTICIPATE IN WORKPLACE SAFETY MEETINGS, INSPECTIONS AND CONSULTATIVE ACTIVITIES …………….. 52
PROVIDING SUPPORT …………………………………………………………………………………………………………………………… 52
CONTRIBUTE TO THE DEVELOPMENT AND IMPLEMENTATION OF SAFE WORKPLACE POLICIES AND
PROCEDURES IN OWN WORK AREA ………………………………………………………………………………………………… 54
WHAT IS PARTICIPATION IN WORK HEALTH AND SAFETY PRACTICES? …………………………………………………………………….. 54 EMPLOYEE AND EMPLOYER WHS RIGHTS AND RESPONSIBILITIES ……………………………………………………………………….. 54
TOPIC 5 – REFLECT ON OWN SAFE WORK PRACTICES …………………………………………………………………………. 56
IDENTIFY WAYS TO MAINTAIN CURRENCY OF SAFE WORK PRACTICES IN REGARDS TO WORKPLACE SYSTEMS,
EQUIPMENT AND PROCESSES IN OWN WORK ROLE ………………………………………………………………………….. 56
REFLECT ON OWN LEVELS OF STRESS AND FATIGUE, AND REPORT TO DESIGNATED PERSONS ACCORDING TO
WORKPLACE PROCEDURES ……………………………………………………………………………………………………………. 57
STRESS AT WORK………………………………………………………………………………………………………………………………… 57 TIP 1: RECOGNIZE WARNING SIGNS OF EXCESSIVE STRESS AT WORK ……………………………………………………………………… 57 TIP 2: REDUCE JOB STRESS BY TAKING CARE OF YOURSELF …………………………………………………………………………………. 58 TIP 3: REDUCE JOB STRESS BY PRIORITIZING AND ORGANIZING ……………………………………………………………………………. 59 TIP 4: REDUCE JOB STRESS BY IMPROVING EMOTIONAL INTELLIGENCE …………………………………………………………………… 60 TIP 5: REDUCE JOB STRESS BY BREAKING BAD HABITS ………………………………………………………………………………………. 60 TIP 6: LEARN HOW MANAGERS OR EMPLOYERS CAN REDUCE JOB STRESS ……………………………………………………………….. 61 SHIFTWORK ………………………………………………………………………………………………………………………………………. 62 YOUR METABOLISM AT NIGHT …………………………………………………………………………………………………………………. 63
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INCREASED RISKS ………………………………………………………………………………………………………………………………… 63 SLEEP PROBLEMS ……………………………………………………………………………………………………………………………….. 64 ROTATING SHIFTS ……………………………………………………………………………………………………………………………….. 64
PARTICIPATE IN WORKPLACE DEBRIEFING TO ADDRESS INDIVIDUAL NEEDS …………………………………………. 66
SUMMARY ………………………………………………………………………………………………………………………………….. 70
REFERENCES ………………………………………………………………………………………………………………………………… 71
GLOSSARY …………………………………………………………………………………………………………………………………… 72
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U N I T I N T R O D U C T I O N
This resource covers the unit HLTWHS002 Follow safe work practices for direct client care.
This unit describes the skills and knowledge required for a worker to participate in safe work practices to ensure their own health and safety, and that of others in work environments that involve caring directly for clients. It has a focus on maintaining safety of the worker, the people being supported and other community members.
This unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, in both centre-based and home-based service provision.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
ABOUT THIS RESOURCE
This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.
Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.
As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.
Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.
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ABOUT ASSESSMENT
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply
to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.
Your assessment may be conducted through a combination of the following methods:
Written Activity
Case Study
Observation
Questions
Third Party Report
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The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.
To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.
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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A
1. Follow safe work practices for direct client care
1.1 Follow workplace policies and procedures for safe work practices
1.2 Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures
1.3 Identify any client-related risk factors or behaviours of concern, report them to designated persons, and record them according to workplace procedures
1.4 Follow workplace policies and procedures to minimise risk
1.5 Identify and report incidents and injuries to designated persons according to workplace procedures
2. Follow safe work practices for manual handling
2.1 Follow manual handling procedures and work instructions for minimising manual handling risk
2.2 Identify manual handling hazards and report in line with workplace procedures
2.3 Apply control measures for minimising manual handling risk
3. Follow safe work practices for infection control
3.1 Follow standard precautions as part of own work routine to prevent the spread of infection
3.2 Recognise situations when additional infection control procedures are required
3.3 Apply additional precautions when standard precautions alone may not be sufficient to prevent transmission of infection
3.4 Identify risks of infection and report them according to workplace procedures
4. Contribute to safe work practices in the workplace
4.1 Raise WHS issues with designated persons according to organisational procedures
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4.2 Participate in workplace safety meetings, inspections and consultative activities
4.3 Contribute to the development and implementation of safe workplace policies and procedures in own work area
5. Reflect on own safe work practices
5.1 Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work role
5.2 Reflect on own levels of stress and fatigue, and report to designated persons according to workplace procedures
5.3 Participate in workplace debriefing to address individual needs
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P E R F O R M A N C E E V I D E N C E A N D K N O W L E D G E E V I D E N C E
This describes the essential knowledge and skills and their level required for this unit.
PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.
There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:
Contributed to a workplace WHS meeting or inspection
Conducted a workplace risk assessment and recorded the results
Consistently applied workplace safety procedures in the day-to-day work
activities required by the job role, including:
o Infection control
o Hazardous manual tasks
o Use of personal protective equipment
o Reporting incidents
Followed workplace procedures for at least one simulated emergency
situation
KNOWLEDGE EVIDENCE
The candidate must demonstrate knowledge of:
State/territory legislation and how it impacts on workplace regulations,
codes of practice and industry standards, including:
o State/territory WHS authorities
o Rights and responsibilities of employers and workers, including duty
of care
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o Hazardous manual tasks
o Infection control
Safety symbols and their meanings, including signs for:
o Poisons
o Emergency equipment
o Personal protective equipment (PPE)
o Specific hazards such as sharps, radiation
Hazard identification, including:
o Definition of a hazard
o Common workplace hazards relevant to the industry setting including
hazardous manual tasks, infection control risks and personal safety
risks
o Workplace procedures for hazard identification
o Strategies minimising risk
Safety considerations when working in a home-based environment, including:
o Rights and responsibilities of workers and clients
o Basic home fire safety including high-risk groups, behaviour that
contributes to fire injury and fatalities, and smoke alarm placement,
installation and maintenance.
o Risks to personal safety
o Common sources of infection and means to minimise transfer of
infectious diseases
o Fundamentals of the musculoskeletal system and practices to
minimise injury to self and clients
Workplace emergency procedures
Workplace policies and procedures for WHS
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A S S E S S M E N T C O N D I T I O N S
Skills must be demonstrated:
In the workplace
OR
In an environment that provides realistic, in-depth industry-validated
scenarios and simulations to assess candidates’ skills and knowledge.
In addition, assessment must ensure use of:
Current workplace policies and procedures for WHS
PPE relevant to the workplace and job role of the worker
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
P R E – R E Q U I S I T E S
This unit must be assessed after the following pre-requisite unit:
There are no pre-requisites for this unit.
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T O P I C 1 – F O L L O W S A F E W O R K P R A C T I C E S F O R D I R E C T C L I E N T C A R E
FOLLOW WORKPLACE POLICIES AND PROCEDURES FOR SAFE WORK PRACTICES AND IDENTIFY EXISTING AND POTENTIAL
HAZARDS IN THE WORKPLACE, REPORT THEM TO DESIGNATED PERSONS, AND RECORD THEM ACCORDING TO WORKPLACE
PROCEDURES AND IDENTIFY RISKS OF INFECTION AND REPORT THEM ACCORDING TO WORKPLACE PROCEDURES
In a healthcare environment, there are many risks or hazards that you will need to be
aware of. The most common one will be the risk of infection.
Infection is found in and spread via:
Airborne droplets
Contact with faeces and then with the mouth skin contact
Contact with blood and other body secretions
This means that the transmission of infection can come from a variety of sources using
direct contact or via airborne droplet contact.
The ways in which infection may be transmitted from an infected source such as
another person is through:
Direct contact
A vehicle
A vector
Airborne transmission
CONTACT TRANSMISSION OF INFECTION
Direct transmission contact is the actual touching of an infected person causing the
infection to spread, for example, the direct touching of wound dressings or body fluids
and infection.
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The indirect transmission means that touching of the content and added object such as
clothing, dressings, personal care equipment, will cause the infection to spread. For
example, staff uniform, other clothing, pillows, communal hand towel, charts and forms,
thermometers, bath.
Droplet transmission means that when an infected person sneezes, coughs, or talks,
airborne droplets containing mucous membrane, or skin particles from the infected
person may be projected during that process. Talking may project droplets for up to one
metre, and sneezing may project droplets for up to 10 metres.
Vehicle transmission of infection occurs when water, food, milk, or any biological
products introduced by ingestion, inoculation, or by being deposited on the skin or
mucous membrane will cause the infection to spread.
Vector transmission of infection occurs when insects transmit infection by biting or by
depositing infected materials onto the skin, on food or other objects causing the
infection to spread.
Airborne transmission of infection occurs when infected small particles that have been
in an infected environment such as water droplets, dust particles, are inhaled or settle
on the body surfaces causing the infection to spread. For example, in a residential care
facility where a number of residents may have infections, coughing, sneezing, talking,
and the flapping of bedding may transmit infection.
To avoid contamination, wear disposable gloves when performing direct care functions
involving blood, semen, vaginal fluid or other body fluids contaminated with blood.
Consult the policy and procedure documents of your organisation to ensure you are
following the correct procedures.
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IDENTIFY RISKS OF INFECTION
To successfully identify and respond to infection risks, we must understand and follow
safe work practices that prevent the transmission of infections. There are a great
number of interesting websites relating to infection control. A good site to go to is:
www.vicniss.org.au1
IDENTIFYING A HAZARD
A hazard is anything with the potential to cause harm to you, the patients, clients, your
co-workers or visitors to the work area. In the sterilisation setting this includes
chemicals, sharps such as needles, soiled instruments, power, water, steam, noise, and
heat.
In developing procedures or buying new equipment, identify these risks early so that
work practices can be developed that ensure the hazard is eliminated as much as
possible. Regular safety inspections and audits can help identify and manage hazards.
All employees, patients, volunteers, contractors and visitors that enter the workplace
have a responsibility to behave in a safe and responsible manner and report any hazards
or near accidents.
If you have identified any hazards or risks in the workplace you must ensure you report
them to the designated person. The designated person could be your:
Supervisor
Manager
Health and safety officer
Any other designated person elected by your workplace
1 https://sielearning.tafensw.edu.au/MCS/9362/sterilisation%20disk%201/lo/7383/738…http://www.vicniss.org.au/https://sielearning.tafensw.edu.au/MCS/9362/sterilisation%20disk%201/lo/7383/7383_00.htm
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IDENTIFY ANY CLIENT-RELATED RISK FACTORS OR BEHAVIOURS OF CONCERN, REPORT THEM TO DESIGNATED PERSONS, AND RECORD THEM ACCORDING TO WORKPLACE
PROCEDURES
The behaviour of other people can put you at risk of injury or harm. It is, therefore,
important for you to identify any behaviours of concern in the workplace and follow
organisation procedures to minimise risk.
Community service workers are particularly at risk of injury and harm from the
behaviour of their clients because they often work with high-risk client groups and a lot
of their work is carried out in less predictable environments (for example, the client’s
home). Clients can be aggressive and even violent at times.
Factors that may contribute to workplace violence include:
Poor management of mental illness antisocial/ borderline personality traits
Neurological disorders, head injuries
Confusion, disorientation or dementia
Epilepsy
Drug and alcohol withdrawal
Clients feeling powerless or ignored (e.g. Perceived delays or poor quality
service)
Frustration from requests that are not adequately handled
Difficulty communicating humiliation, rejection
Anxiety
Homophobia
Racism
Violent acts may include:
Verbal abuse, in person or over the telephone
Written abuse
Bullying and harassment
Spitting
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Stalking
Threats
Ganging up, bullying and intimidation
Physical or sexual assault
Malicious damage to the property of staff, clients or the organisation
Some organisations will have violence prevention and management policies, and these
should be followed by employees at all times. Employees have a duty to report incidents
and to comply with organisational procedures to control the risk of violence.
The possibility of an aggressive outburst exists when working closely with people, and
so care needs to be taken. Workers should not be wary of the people they are assisting
or accept other workers’ statements without question, that aggression is part of any
disability. You must treat everybody as an individual. Aggression is a typical human
behaviour that results from a person’s reaction to other people, their environment, past
experiences or poor social skills.
Everyone is capable of an aggressive outburst with the most common causes being
frustration or fear. Workers can be the target for an individual’s frustration or fear.
Frustration results most frequently when an individual is unable to achieve a goal,
cannot perform the task you have asked them to do, want to leave a situation but are
required to wait, etc.
A variety of behaviours including increased volume of speech are associated with
frustration. The person may rock from side to side and make sudden explosive actions
such as banging their fist on walls, tables or the palm of their hand. Everybody has their
own unique pattern of signals to let you know their tolerance is being stretched. Speech
frequently becomes louder as the frustration increases along with increasing colour in
the face.
In these situations, you should assist the person to regain self-control and find
alternatives to achieve their goal. Encourage the person to slow down their physical
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behaviour, sit down, take a deep breath, or pause so you can find out and deal with what
is bothering them.
Miscommunication is also a source of increasing frustration. The need for effective
communication skills when assisting people with their personal care is a vital element of
care provision and preventing aggressive incidents.
When does violence occur:
Work – Violence at work may be internal to work or external. Violence may be
verbal, physical and psychological
Dissatisfaction with a service – It is generally experienced by staff providing
social services
Disturbed people – Includes violence committed by those with a mental or
intellectual impairment. Workers in health and community services are
particularly vulnerable
Domestic violence – Violence may also occur in an extremely disturbing social
setting, for example, domestic setting, marriage break up
Drug-related – violence may occur by people under the influence of drugs
(including alcohol) or as a result of withdrawal
Occupational violence – Refers to violence occurring between any people at
work and includes bullying, abuse of power, isolation, etc
Indirect violence – Indirect violence refers to a situation that is witnessed by a
person; that is, a third party but not actually involved
IDENTIFYING SOURCES OF VIOLENCE
Identify the tasks, work areas, instances and environments where employees or others
are likely to be exposed to some form of violence. Procedures for identification may
include:
Performing a workplace violence audit:
Review existing accident and incident reports
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Gather additional information from people at the workplace on current or
potential incidents
Gather information from the industry on potential incidents
Provide information to staff to increase awareness of violence and to
encourage reporting of incidents
Provide a confidential method of reporting violent incidents
From your violence audit you will need to:
Analyse information gathered on violent incidents to assess the underlying
cause of the violent behaviour
Group those incidents which have similar features, e.g. Place, time of incident,
who was involved, possible causes and outcome
The details may show a pattern of violence or threats, which will help in
developing preventive measures
Regularly review the effectiveness of violence control strategies. Assess
changes to the workplace for their potential to make a violent occurrence
more likely. Consultation with workplace participants is likely to lead to a
more comprehensive result
RISK REDUCTION STRATEGIES
While control measures may reduce the potential for violence, it can still occur. Being
prepared for a violent incident can reduce the effects of the violence, particularly the
long- term effects of trauma which may result. Developing procedures to reduce the
number and severity of violent incidents can help to make the workplace a safer and
healthier place for employers, employees and visitors.
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The following is an example of an incident report form.
Personal details of the person reporting incident
Full name: Job
title:
Address where incident occurred:
Personal details of injured person Title: Mr/Mrs/Miss/Ms/Other
Name:
Home address: Postcode:
Daytime telephone:
Age: 0-10 ☐ 11-16 ☐ 17-25 ☐ 26-45 ☐ 46-60 ☐ 60+ ☐
Employee ☐
Customer ☐
Other (e.g. contractor, passer-by) ☐
Date/Time of incident Date: Time:
Location of incident (including a sketch if possible) and any other relevant information
Type of incident Verbal abuse/threat ☐ Physical attack ☐
Theft ☐ Anti-social behaviour ☐
Near miss ☐
Please indicate the nature of the injury you are reporting
Cut ☐ Burn ☐
Bruise ☐ Scald ☐
Strain ☐ Other (specify)
Please state in detail what happened. Give an account of the incident, including any relevant events leading to the incident and individuals involved including full description of aggressor/assailant(s)
Damage to property:
Who assisted the injured person? Name:
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What action has been taken? Injury related ☐ Security ☐
First aid ☐ Police called ☐
Ambulance ☐ Other (specify) ☐
Was the injured person taken to hospital and off work for more than 3 days? Yes ☐ No ☐
Were there any witnesses at the time of the incident?
Name: Contact#:
Name: Contact#:
Name: Contact#:
What action has been taken to ensure that this type of incident does not reoccur, e.g. have risk assessments been reviewed? Record actions.
For Management/HR use only:
RIDDOR Reportable? Yes ☐ No ☐ Followed up by Management/HR on (date)
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FOLLOW WORKPLACE POLICIES AND PROCEDURES TO MINIMISE RISK
Organisations have policies, procedures and performance standards. The procedures
you follow in order to do your work should be compliant with, and take into
consideration any health and safety legislation and requirements. Your workplace
should also have, in place, specific policies on how to handle incidents and accidents and
clear procedures to be followed if either an accident or incident occurs. An incident is a
distinct event or occurrence that carries the possibility of causing harm. An accident is
an event or occurrence where harm has actually occurred. WHS is concerned with the
prevention of both incidents and accidents.
These should be communicated to employees, initially via the induction process that all
employees should receive when starting work, and through ongoing WHS training and
information sessions. The employer has an obligation to provide information on WHS
legislation plus WHS training for all employees. These policies and procedures should be
followed when working in new or unstable environments.
Health and safety policies are not legal requirements. They are, however, a method that
organisations use to communicate their commitment to a safe and healthy workplace
and the responsibilities of everyone in the workplace to achieve this end.2
2 http://poly-csw-cert3-flex-2012.wikispaces.com/file/view/HLTOHS300A+learning+gui…http://poly-csw-cert3-flex-2012.wikispaces.com/file/view/HLTOHS300A+learning+guide+extract.doc
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IDENTIFY AND REPORT INCIDENTS AND INJURIES TO DESIGNATED PERSONS ACCORDING TO WORKPLACE
PROCEDURES
REPORTING INCIDENTS
Any incidents and injuries that you identify in your workplace must be reported. This
report will trigger an investigation immediately and if it does not you will need to follow
up with the approriate person.
This is vitally important in the case of needlestick injuries and other sharps. Your
organisation will have policies and procedures that outline the steps you will need to
take in this situation.
You will need to complete an incident form if this situation arises and ensure you
include the following information:
Date and time of exposure
How the incident occurred
Name of the source person (if known)
Site of injury
Any witnesses to the incident
Always make sure you provide enough detail in your report so that follow-up can be made and investigation will be thorough and take less time. Information is vital in these reports so don’t leave anything out.
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T O P I C 2 – F O L L O W S A F E W O R K P R A C T I C E S F O R M A N U A L H A N D L I N G
FOLLOW MANUAL HANDLING PROCEDURES AND WORK INSTRUCTIONS FOR MINIMISING MANUAL HANDLING RISK
Manual handling is a large part of working with clients in a healthcare setting. You will
be required to not only lift people but assist them to sit, stand and walk. Each of these
tasks come with their own risks and hazards.
Ways you can minimise the risks of manual handling activity are:
Use correct manual handling principles
Know the load
Determine the best technique
Prepare the area
Arrange assistance or aid
Use manual handling mechanical aids communicate with your assistant
Maintain a minimum standard of fitness
Wear appropriate clothing
Refer to any instructional guidelines provided
PRINCIPLES OF MANUAL HANDLING
Principle 1:
Identify and understand manual handling plan
Ensure you are appropriately dressed to safely carry out the lift, you will need
to have loose clothing that does not restrict your movement and flat, non-slip
shoes for good balance and grip
Locate the lifting/ manual handling plan that has been endorsed by the
manager, and check the manual handling/ lifting care plan for the person
Test the load to determine if you feel strong enough to manage on your own,
or whether you will need assistance
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Note: no one should lift the full weight of another adult without assistance.
Principle 2:
Prepare for transfer or procedure
Principle 3:
Communicate with client and assistant
Plan the lift. You should plan the execution of the lift prior to commencing,
including the position you are going to finish in, this is essential to avoid the
motion of bend, lift, and twist, which can result in torsion shear; in planning
the lift, you should ensure that there is sufficient room to move, that your feet
are pointing in the appropriate direction thus avoiding the lifting and twisting
problem, and that the conditions such as the floor and lighting are favourable,
this may include discussing the procedure with the resident and/or the
second care worker
Principle 4:
Correct (strong) posture achieved by correct foot positioning, base of
support, maintenance of spinal curves, eye contact, grip, and bending of knees
Principle 5:
Correct (safe) coordinated movement, weight is transferred, body weight and
legs are used, spine is not twisted, counterbalancing
Concentrate on the lifting task
Approach the lift with confidence, as hesitancy can lead to tension and a jerky,
dangerous lifting pattern
Start from a good base of support and with the feet hip-width apart, get as
close to the person (or object) as possible, and keep the load close to your
body with your elbows tucked in, lifting the load between your knees assists
in keeping the load as close to the body as possible
Bend your knees to go down to the load, keeping your back upright and
bottom out in order to maintain the hollow in your lower back
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Support the load firmly with the whole of the hand surface (do not grip with
fingers only)
When lifting, brace the abdominal muscles tight, but do not hold your breath
Lift by using the powerful muscles of the legs (not the back)
Lift by using the transfer of your own body weight, and do so in a smooth,
coordinated manner
Principle 6:
Ensure that the dignity, privacy, comfort, skin integrity, and self-esteem of the
client are upheld at all times
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IDENTIFY MANUAL HANDLING HAZARDS AND REPORT IN LINE WITH WORKPLACE PROCEDURES
Lifting and handling procedures are commonplace in any work environment. There are very few jobs that do not pose a risk when performing them, things like bending and twisting when assisting clients or standing for long periods.
The main issues for lifting and handling you need to be aware of are provided in the Code of Practice for Manual Handling. In summary these are:
Specific training is necessary for safe lifting techniques.
Determine the best technique including:
o Suitable balance.
o Avoid bending, twisting and reaching.
o Lift efficiently and rhythmically.
o Bend your legs, not your back and use your legs to lift.
o Grip the object securely.
o Pull the load close to the body.
Wherever possible, vary heavy tasks with lighter loads.
Use team lifting if possible.
Use lifting aids if possible.
WHAT IS THE CORRECT TECHNIQUE FOR LIFTING?
A proper lifting technique is critical to back safety, but perhaps more important is proper planning. Before you lift that box, or tool, or piece of equipment, take a moment to consider your action:
Do you need to lift the item manually? How heavy is it? Where are you moving the item from? Where does it have to go? What route do you have to follow?
Consider using mechanical help wherever possible. If the item needs to be moved manually, and it is heavy or ungainly, ask for help. When using mechanical help, remember to push, not pull – you’ll have more control, and greater leverage. Fasten the load to the equipment, so sudden stops or vibration doesn’t jar it off.
As in life in general, moderation and balance are important considerations in care and maintenance of your back. You need the correct proportions of strength, flexibility, and overall quality of life to eliminate or minimize back injuries. You need to exercise, eat right, and stretch
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as often as possible to help prevent injuries, and to recover more quickly if injured. In addition, a reduction in stress levels can help to relieve the muscle tension that can contribute to injuries.
Remember that most back injuries can be attributed to one of these five causes:
Posture Body Mechanics/Work Habits Stressful Living Loss of Flexibility Poor Conditioning
Also consider that not all back injuries are a result of sudden trauma – most are of a cumulative type, where a repeated minor injury has flared up, or continued use of a heavy tool in the same position has caused pain, or a great deal of time is spent in the same position. Familiarize yourself and practice these techniques when lifting items on the job and at home: 3
Proper Lifting Techniques
Squat to lift and lower. Do not bend at the waist.
Keep you low back bowed in while bending over.
Keep the weight as close to you as possible.
Bow your back in and rise up with your head first.
If you must turn, turn with your feet, not your body.
Never jerk or twist!
Put the weight down by keeping your low back bowed in.
Keep your feet apart, staggered if possible.
Wear shoes with non-slip soles.
3 http://oehs.vcu.edu/fire/safetytech.htmlhttp://oehs.vcu.edu/fire/safetytech.html
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RISK FACTORS FOR BACK INJURY
Lifting with your back bowed out.
Bending and reaching with your back bowed out.
Slouched sitting.
Twisting or jerking movements.
Lack of proper rest.
Obesity and poor nutrition.
Stressful work and living habits.
WHAT ARE THE CAUSES OF OCCUPATIONAL OVERUSE SYNDROME?
A major cause of injury in warehouses is caused by ‘occupational overuse syndrome’. This has previously been known as ‘Repetitive Strain Injury’ or RSI. This form of injury rarely happens quickly. Occupational overuse syndrome tends to be caused by continuous wear and aggravation to the body over a period of time when carrying out incorrect working methods. Such actions would include:
Repetitive (frequently repeated) actions, especially involving twisting and
bending
Poor posture such as: Bending, Stooping, Bent shoulders, Lowered head
Working at heights that are not suitable to the task, such as bench heights
that are too low or too high. Reaching and stretching
Moving items or loads over excessive distances on a regular basis.
Occupational overuse syndrome can be avoided or reduced by following some
simple procedures
WORKSTATION DESIGN (ERGONOMICS)
Ergonomics can be defined as ‘the design of work processes and equipment to suit workers and the job’. Poor ergonomics can cause, or at least contribute to workplace injury, especially overuse syndrome. This is because the way a worker performs his or her tasks can be affected by such things as:
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The layout of the workplace
The design of tools
The design of equipment or machinery if it does not suit the worker or the job
Job design, that is, the way the actual job is done. This can cause stress
The amount and type of manual handling
This potential hazard can be solved by:
Job redesign, for example, something as simple as introducing a one-way
circuit can reduce hazards and distances
Use of manual handling aids
Training
Providing the right tools or designing better tools for specific tasks
Replacing old, damaged or worn out equipment and furniture
Ensuring that equipment and machinery is adjustable to allow individual
workers to achieve a ‘best fit’
MANUAL HANDLING INJURIES
Manual handling can lead to injury through the development of musculoskeletal disorders, the human spine and associated anatomy is the primary victim in these kinds of injuries. Musculoskeletal disorder (MSD) is a term that describes injuries affecting the bones and soft tissue structure of the body, this definition usually excludes the other organs of the body.
Therefore Manual Handling injuries often include back injuries, injuries to the parts of the spine including nerves, bones, joints and soft tissue hernias, ruptured discs and torn back muscles. Other examples would include sprains of ligaments, strains of muscles or tendons, therefore sprained ankles, strained neck muscles, tendonitis, spondylolisthesis and carpel tunnel syndrome are common in this range of workplace injury.
Other forms of Manual Handling injury include repetitive computer and mouse work known as Repetitive Strain Injury (RSI).Because these minor strains and gradual wear and tear may not involve pain at the time the manual handling activity is carried out, this can often lead to the incorrect perception that these activities don’t involve any risk.4
4 http://www.safetycare.com/health-and-safety-training/manual-handling-safety-trai…com/health-and-safety-training/manual-handling-safety-training.asp”>http://www.safetycare.com/health-and-safety-training/manual-handling-safety-training.asp
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APPLY CONTROL MEASURES FOR MINIMISING MANUAL HANDLING RISK
HIERARCHY OF CONTROL
Controlling risks in the work area might include application of the hierarchy of control such as eliminate, reduce or minimise the risk through:
Engineering controls
Administrative controls including training personal protective equipment
(PPE)
Controlling manual handling risks in the work area might include:
Minimising amount of handling
Provision of equipment/ mechanical aids to lift/ move objects (e.g. Using
hoists to lift
Patients in and out of bed) changes to workplace layout
Changes to work organisation or work practices
Changes to the load (e.g. Reducing its weight)
Ensure that heavy items are stored at a height that is between the hip and
shoulder of most workers
Store goods where they are needed so there is no need to move them
Install ramps so that goods can be moved across levels using trolleys put
frequently moved items on wheels
Task-specific training in manual handling
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The hierarchy of control is a sequence of options which offer you a number of ways to approach the control of hazards. Work your way down the list, and implement the best measure possible for your situation. Notice that the use of protective equipment is the last resort, to be used when all other control measures have been ruled out in the short- term.
Elimination – Completely removes the hazard or risk of exposure to the
hazard.
Substitution – All staff and management involved in replacing a hazardous
substance, machinery or work process with a non-hazardous or less
hazardous one.
Engineering Controls – If a hazard cannot be eliminated or substituted the
next preferred measure is to control the risk. For example:
o Modification of tools and equipment
o Using enclosures (e.g. sound barriers)
o Guarding
o Local exhaust ventilation
o Automation – e.g. forklifts pallet lifters etc
Administrative controls – These are about introducing new work practices
which reduce risk. For example:
o Training (e.g. manual handling, equipment, safety legislation,
procedures)
o Job rotation
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o Adopting policies which take account of health and safety
o Special safety measures to be followed for use of materials handling
equipment
o Lock-out and tag-out procedures
Personal Protective Equipment (PPE) – The Last Resort
o PPE should only be used where other measures are not practicable.
Using this control solely is less reliable than using controls higher up
on the hierarchy of control and will require more management effort
by the user and their supervisors
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T O P I C 3 – F O L L O W S A F E W O R K P R A C T I C E S F O R I N F E C T I O N C O N T R O L
FOLLOW STANDARD PRECAUTIONS AS PART OF OWN WORK ROUTINE TO PREVENT THE SPREAD OF INFECTION
Infection control policies established and followed in a health care organisation should
provide the foundation for a safe environment for patients, staff and visitors.
Policies and procedures should be based on local regulations, State legislation and
National Standards. In the sterilisation area, there are policies for department structure,
organisation, and management.
DEFINITIONS
You should understand the following infection control terms:
Aseptic technique – practice that prevents access of microorganisms onto a
sterile work surface, or into human sterile tissue
Cross contamination – any event that permits the transfer of microorganisms
from one person to another, or from one item to another item
Sharps – any sharp object that could easily pierce the skin, for instance, surgical
cutting instruments and needles
Source of infection – sick people, healthy carriers, contaminated equipment or
instruments, contaminated food or water
Susceptible person – person who may develop an infection when subjected to a
source of infection
Why don’t you spend some time having a look through the following guidelines?
Department of Health and ageing (2004) Infection control guidelines for the prevention
of transmission of infectious diseases in the health care setting. Department, Canberra
http://www.health.gov.au/internet/wcms/Publishing.nsf/content/icg-guidelines-
index.htm
Although this is a large document, you find some very useful and interesting information
about the types of policies and procedures that can put in place in Health Care Settings.
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Refer back to the table we discussed previously. We have said that when sharps are
being disposed of there is a high risk of an injury occurring. If we wear the correct PPE
then that will lessen the risk of an injury occurring. If we follow the latest guidelines for
sharps disposal as well, then that will lessen the risk of an injury occurring even more.
We will look at the correct procedure to follow for this particular situation later.5
FOLLOW PROCEDURES FOR RISK CONTROL AND RISK CONTAINMENT FOR SPECIFIC RISKS
All patient care items require cleaning after use on, or by a patient. However, some
items require further treatment such as disinfection or sterilisation. How do you
determine this? In looking at instruments processed by CSSD a rule called Spaulding’s
rule is generally used.
In 1968 in the USA, Earle Spaulding developed some rules to make this decision making
process easy, called Spaulding’s classification. It is a simple system and is used daily in
most clinical settings. There are three rules governing situations of:
Non-critical
o Non-critical – If used instruments are to come into contact with intact
skin they need to be cleaned with detergent and water. It is called a
non-critical situation.
Semi-critical
o Semi-critical – For instruments that come in contact with intact non-
sterile mucosa or non-intact skin, sterilisation is always preferred.
However, in many situations this cannot be done, and disinfection or
high-level disinfection is required. This is called a semi-critical
situation.
Critical
o Critical – For items that enter sterile tissue, other body cavities or the
blood stream, sterilisation is the only option. These are called critical
situations.
5 https://sielearning.tafensw.edu.au/MCS/9362/sterilisation%20disk%201/lo/7383/738…https://sielearning.tafensw.edu.au/MCS/9362/sterilisation%20disk%201/lo/7383/7383_00.htm
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Used surgical instruments and medical equipment are a source of infection in the
healthcare setting.
PROTOCOLS FOR CARE FOLLOWING EXPOSURE
Environmental surfaces in the health care settings can become contaminated with blood
and body fluids, possibly containing harmful micro-organisms.
In the sterilisation department, this may happen in the instrument decontamination
area where soiled instruments are received. Australian Standards AS4187–2003
recommends that instruments should be rinsed or wiped as close as possible to the
point of use. Some sterilisation departments have taken over the role of rinsing
instruments in the theatre. Others have them rinsed in theatre or the wards prior to
transfer or collection by CSSD.
If heavily soiled instruments come into contact with environmental surfaces they must
be cleaned and the surface cleaned immediately. Your workplace will have procedures
and protocols for this type of contamination.
PROCEDURES FOR THE ACCIDENTAL EXPOSURE TO BODY FLUIDS
After exposure to blood or other body substances you should as soon as possible do the
following:
Encourage bleeding if exposure involves a cut or puncture, then wash with
soap and water
Wash with soap and water where the exposure does not involve a cut or
puncture
If eyes are contaminated then rinse them, while they are open, gently but
thoroughly with water or normal saline
If blood or other body substances get in the mouth, spit it out and then rinse
the mouth with water several times
If clothing is contaminated remove clothing and shower if necessary
Inform, an appropriate person, to ensure that necessary further action is
taken
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Factors which need to be documented:
Nature and extent of the injury
Nature of the item which caused the injury e.g. Gauge of needle
Nature of body substance involved
Volume of blood and body substances to which how was exposed
All occupational exposures must be fully documented to meet legal requirements to
ensure that workers are able to obtain the support to which they are entitled.
PROCESS FOLLOWING A SHARPS INJURY
‘Sharps’ is the terminology used for the items that can cut or penetrate the skin, and in
doing so, potentially cause cross-infection of micro-organisms.
These include syringes, razors, scalpels, etc.
Sharps must NOT be passed by hand between people but in a puncture
resistant tray.
Syringes should not be re-sheathed (unless it is specifically required, e.g.
dental practice)
The following must be arranged immediately upon exposure
Management will ensure that you get counselling quickly
Management should ensure you are tested for HIV, Hepatitis and any other
testing required
Follow-up counselling and testing must continue throughout the process.
There is a 24hour needle stick Hotline in NSW 1800 804823. Your employer should also
provide you with a local number which can be called at any time for advice in the event
of a significant exposure to body fluids.
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Contact ANCA (Australian national Council on AIDS) or the representative in the state
where you work to set up a procedure for your workplace. A suggested protocol is:
Encourage the bleeding
Wash the area with soap and water
Report immediately to a supervisor or OH&S officer
Make sure you workplace has a policy/protocol in the event of a sharps injury
and make sure every staff member knows what to do
REMOVING SPILLS
Therrre are some steps that you should take for the management of blood and body
substance spills. These include:
Put on protective apparel including gloves
Confine and contain the spill
Cover the spill with paper towels to absorb the bulk of the blood or body
substances
Treat debris as clinical waste
Clean the spill with a neutral detergent and water
Spills kit
You should have a dedicated ‘spills kit’ readily available in a bucket with a fitted lid. The
kit should contain:
Protective equipment – eye protection, plastic apron, disposable rubber
gloves, respiratory protection (for high-risk spills)
Containers (such as leak-proof bags) for disposing of the material spilt
A ‘pooper scooper’ – type scraper and pan
Sachets of granular chlorine
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NON-HAZARDOUS SPILLS
Size of spills – up to 10cm
For small spills, wipe immediately with paper towel. Clean with water and detergent.
Use the following steps when cleaning up a small spill.
Collect cleaning materials and equipment (e.g. spills kit)
Wear disposable gloves. Eyewear and a plastic apron should be worn where
there is a risk of splashing occurring
Wipe up the spill immediately with absorbent material (e.g. paper hand
toweling). Place any contaminated absorbent material into an impervious
container or plastic bag for disposal
Clean the area with warm water and detergent using a disposable cleaning
cloth or sponge
Where contact with bare skin is likely, disinfect the area by wiping with
sodium hypochlorite 1,000 ppm available chlorine (or other suitable
disinfectant solution) and allow to dry. (To make up 1,000 ppm, 5 litres of
water can be added to 125 ml of any in-date household bleach)
Discard contaminated materials (absorbent toweling, cleaning cloths,
disposable gloves and plastic apron) in accordance with state/territory
Regulations
Wash hands
Clean and disinfect reusable eyewear before reuse
For larger spills, scrape the bulk of the spill into a pan for disposal, and then clean the
residue. Then complete the following steps:
Collect cleaning materials and equipment
Wear approriate PPE
Cover the area of the spill with granular chlorine releasing agent (1,000 ppm
available chlorine) or other equivalent acting granular disinfectant and leave
for three to ten minutes, depending on formulation and labelling instructions
Use a disposable scraper and pan to scoop up granular disinfectant and any
unabsorbed blood or body substances
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Place all contaminated items into impervious container or plastic bag for
disposal
Wipe the area with absorbent paper toweling
Use ward cleaning materials to mop up with water and detergent
Discard contaminated materials in accordance with state/territory
Regulations
Wash hands
Wash the mop and bucket with detergent and hot water.
Rinse and allow to dry
Clean and disinfect reusable eyewear before reuse
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RECOGNISE SITUATIONS WHEN ADDITIONAL INFECTION CONTROL PROCEDURES ARE REQUIRED AND APPLY
ADDITIONAL PRECAUTIONS WHEN STANDARD PRECAUTIONS ALONE MAY NOT BE SUFFICIENT TO PREVENT TRANSMISSION
OF INFECTION
Control guidelines have been developed to minimise the transmission of blood-borne
infections. There are a number of procedures that, when used with teamwork and
commitment, can allow for the control of infections and the maintenance of a high level
of personal hygiene.
The application of these procedures is the responsibility of all members of the team.
Today, most employers ensure that infections are controlled through the use of
standard precautions in the workplace. Following standard precautions means that you
consider every person to be infected.
Standard precautions include:
Treat everyone (both staff and clients) as if they are infected, regardless of
whether they are or not consider blood and bodily fluids as infectious
Assess possible contact, and take appropriate measures
Standards include:
Hand washing
Protective wear
Environmental control
Waste disposal
Immediate response to any exposure to blood or bodily fluids
Everyone has germs. Our bodies are covered with germs that help us stay healthy. In
addition to the germs that are usually present on our skin, we also pick up germs from
contact with other people or objects in our surroundings. These germs are easy to pick up
and transfer. In this way, they can cause you, or others, to get sick. Although people
usually think that germs are spread through the air, the fact is that germs are most easily
spread through hand contact.
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One of the best ways to stop the spread of germs is to wash OR decontaminate your hands.
Hand hygiene is a new term to describe washing or decontaminating hands. Washing
hands helps to physically remove germs by friction, and to rinse them down the drain.
Decontaminating hands reduces the amount of germs present on hands through the use of
special alcohol based preparations, in the form of solutions, gels or foams. 6
Alcohol-based preparations have two distinct advantages over soap and water:
They kill many more germs
They are less drying to your skin
While alcohol-based preparations reduce the germs on your hands, they cannot remove
visible soil or contamination. It is always important to WASH hands with soap and
water anytime they are visibly dirty.
WHEN SHOULD YOU WASH YOUR HANDS WITH SOAP AND WATER?
Adults and children should wash their hands:
When hands are visibly dirty
Before you eat
Before you prepare food items
After touching raw meats like chicken or beef
After contact with any body fluids like blood, urine or vomit
After changing infant or adult nappies
After touching animals or pets
After blowing your nose or sneezing
After going to the toilet
6 http://www.hha.org.au/ForConsumers/FactSheets.aspxhttp://www.hha.org.au/ForConsumers/FactSheets.aspx
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WHEN CAN YOU USE ALCOHOL-BASED HAND RUBS?
Adults and children can rub hands:
For routine cleaning of hands anytime they are visibly clean
If you have contact with contaminated objects in the environment e.g. dirty
tissues/nappies
Before and after you care for or have contact with someone who is very sick,
very old or very young
Whenever you want to decontaminate your hands
Hand washing is one of the main ways of preventing the transfer of infection. Therefore,
it is extremely important to learn the correct procedure for when and how to clean
hands.
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PROTECTIVE EQUIPMENT
Always assess protective equipment prior to possible contact with bodily fluids and
blood.
This equipment can include:
Gloves
Glasses
Gowns/ aprons
Rubber boots
If using protective equipment, make sure it is suitable for the task, and that it fits. If the
equipment is ill-fitting, it might not be worth wearing, as it will not offer the protection
necessary.
Other factors to consider are: cleanliness of equipment
Only using equipment once
The covering of cuts, sores, and lesions prior to wearing gloves
The wearing of gloves if contact with blood and bodily fluids is possible
Making sure that hand washing takes place prior to and after use of gloves
HOUSEKEEPING
Housekeeping can include:
Safe work conditions
Protection from insects and flies
Regular cleaning of all surfaces
Cleaning up and disposing of contaminated clothing and items immediately,
following correct policies and procedures
Using paper towel to wipe up spills, as it can then be disposed of
Using water and detergent for cleaning waste disposal
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Linen usage:
Do not share
Heavily soiled linen should be bagged separately
Solid material should be cleared before bagging linen
Sharps (razors/ needles): single use
Dispose of into sharps bin immediately after use
Fill sharps container two-thirds full
Store correctly, to prevent accidental injuries
Urine bags:
Contents are to be emptied prior to putting them into a plastic-lined bin
Sanitary bags:
Place into sanitary bins if available or dispose of inside a plastic bag before
putting in the bin
Response after contact with bodily fluids or blood:
Encourage bleeding from site of injury
Wash with soap and water
Thoroughly wash eye with water, or saline if available
Wash mouth with water after spitting out blood report all incidents
immediately
CUTS AND LESIONS
All broken sores/wounds are to be kept covered at all times with waterproof dressing
used for hands. If you have a skin condition on your body, arms or hands, consult your
doctor.
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DISPOSAL OF SHARPS (NEEDLES, SYRINGES, BROKEN GLASS) NEEDLES AND SYRINGES
If, as an employee, you are dealing with needles and syringes, you are to receive
appropriate training for the disposal of sharps into the sharps container.
All employees are to ensure that they adopt the organisation’s policies and procedures
to avoid needle stick injuries.
Never re-cap lancets/ syringes after use
Never throw lancets/ syringes into normal garbage bins/ bags. Never empty
the unit yourself
BROKEN GLASS
Ensure that all broken glass is wrapped in newspaper prior to being disposed of in the
bins.
Cleaning contaminated articles and surfaces:
Put items in detergent solution and rinse thoroughly, and then soak in White
King solution (or other recommended household bleach) for 30 minutes, at a
ratio of 50 ml to one litre of water, rinse thoroughly, and then drain, discard
solution after use
Metal items and surfaces must be cleaned with methylated spirits, wipe down
and allow to dry, do not use White King, as it damages metal, use gloves when
using chlorine solutions
HEPATITIS B
If not already immunised, employees should make enquiries where they are employed
as to what the policy is regarding Hepatitis B vaccinations. This is a personal safety
issue, and, for your own protection, it is recommended that you follow this action
through.
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BED LINERS (DISPOSABLE PRODUCTS)
Check the organisation’s requirements on rubbish disposal, and have a sound
knowledge on the appropriate disposal of all rubbish.
Safe workplace summary You should:
Undertake safe work practices, as stipulated by procedures/ policies/
regulations/ codes
Of practice
Be responsible for safe and healthy work practices
Report and eliminate hazards where possible, and minimise them where it is
not
Avoid affecting the health and safety of any employees
Use safeguards, safety devices, and personal protective equipment as deemed
necessary by the organisational policies/ procedures
Follow reasonable instructions from an employer in relation to health or
safety at work
Assist workplace auditors and inspectors
Report accidents and injuries to supervisors and health and safety
representatives as soon as possible after the event (including near miss
incidents)
Ensure that you do not consume alcohol or drugs at work
Report to your supervisor if emergency equipment needs maintenance
EXTRA PRECAUTIONS
Extra precaution is required when standard precautions are not enough to stop the
spread of specific conditions such as TB, SARS, MRSA (in some cases), and other unusual
or exotic diseases.
How will you get to know about this? Your supervisor will inform you, it will be written
in case notes, care plans or another health professional will inform you. Sometimes the
client will disclose information about this, and you will need to report it to your
supervisor or other health care professional so the correct care plan and procedures can
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be implemented. Precautions include appropriate worker rostering (taking into
consideration pregnancy), use of stop signs, single rooms, masks, and gowns.
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T O P I C 4 – C O N T R I B U T E T O S A F E W O R K P RA C T I C E S I N T H E
W O R K P L A C E
RAISE WHS ISSUES WITH DESIGNATED PERSONS ACCORDING TO ORGANISATIONAL PROCEDURES
WHAT IS A HAZARD?
The meaning of the word hazard can be confusing. Often dictionaries do not give specific definitions or combine it with the term “risk”. For example, one dictionary defines hazard as “a danger or risk” which helps explain why many people use the terms interchangeably.
There are many definitions for hazard but the more common definition when talking about workplace health and safety is:
A hazard is any source of potential damage, harm or adverse health effects on something or someone under certain conditions at work
Basically, a hazard can cause harm or adverse effects (to individuals as health effects or to organizations as property or equipment losses).
Sometimes a hazard is referred to as being the actual harm or the health affect it caused rather than the hazard. For example, the disease tuberculosis (TB) might be called a hazard by some but, in general, the TB-causing bacteria would be considered the “hazard” or “hazardous biological agent”.7
EXAMPLES OF A HAZARD?
Workplace hazards can come from a wide range of sources. General examples include any substance, material, process, practice, etc. that has the ability to cause harm or adverse health effect to a person under certain conditions. See below table:
7 http://www.ccohs.ca/oshanswers/hsprograms/hazard_risk.htmlhttp://www.ccohs.ca/oshanswers/hsprograms/hazard_risk.html
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Table 1 Examples of Hazards and Their Effects
Workplace Hazard Example of Hazard Example of Harm Caused
Thing Scissors Cut
Substance Caustic soda Burns
Material Pot Serious dry burns
Source of Energy Electricity Shock, electrocution
Condition Wet floor Slips falls
Process Operating equipment Jamming fingers
Practice Exercising Muscle strains
WHAT SHOULD I DO IF I NOTICE A HAZARD?
You should report it immediately to your supervisor. You do not need to wait for an inspection team to come by. In fact, health and safety legislation requires employees to report hazards to their supervisor.
The immediate hazard reporting process allows employees to report hazardous conditions or practices as they notice them. This procedure allows for prompt reporting and subsequent corrective action without waiting for the next round of regular inspections.
Hazards can be reported verbally and by filling a simple form available at bulletin boards or other conspicuous places. The following is an example of such a form. 8
8 http://www.ccohs.ca/oshanswers/hsprograms/report.htmlhttp://www.ccohs.ca/oshanswers/hsprograms/report.html
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Hazard Report Form – Example
Name: Date:
Location:
Equipment:
Description of the hazard:
Suggested corrective action:
Signature:
Supervisor’s remarks:
Corrective action taken:
Signature of Supervisor: Date:
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PARTICIPATE IN WORKPLACE SAFETY MEETINGS, INSPECTIONS AND CONSULTATIVE ACTIVITIES
It is important to have workplacce safety meetings so that everyone knows what is going on. They understand the hazards, the risks and the control measures used to modify the risks. Without meetings this information is less likely to be provided and therefore more accidents could occur.
They also provide the opportunity for new skills and knowledge to be gained and given and provides a forum for discussion on control measures.
Here are some areas that might be discussed in a workplace meeting that you attend:
Work duties
Work rosters
New equipment
New workplace procedures
Health and safety
Work progress
Workplace meetings can range from short informal discussions to formal meetings with
a written agenda, a chairperson and someone to record the Minutes.
PROVIDING SUPPORT
Workers may need our assistance at times to cooperate and contribute to workplace
safety. We can encourage this cooperation and contribution to workplace safety by:
Encouraging attendance at regular team meetings where workplace safety is
always on the agenda
Actively seeking each staff members opinions on safety issues
Ensuring our policies and procedures are based on up to date safety
information from reputable sources.
Checking that staff know who to report ohs concerns to and how this is done
i.e. verbally and/or written
Considering and valuing all suggestions provided by the team
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Encouraging staff to discuss any concerns even where they are not sure it is a
safety issue.
Contributing to safety meetings and other safety activities in the workplace is vital to ensuring all staff members and visitors to the facility are safe and free from any risk to themselves.
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CONTRIBUTE TO THE DEVELOPMENT AND IMPLEMENTATION OF SAFE WORKPLACE POLICIES AND PROCEDURES IN OWN WORK
AREA
WHAT IS PARTICIPATION IN WORK HEALTH AND SAFETY PRACTICES?
Any type of method used in a workplace to get employees to take part, or contribute to or take responsibility for some action or function about WHS/OHS. The method could be a regular monthly meeting or daily meetings, perhaps before work starts. Suggestions made during the work day, requests for suggestions from supervisors, reports that are circulated in work are all part of the participation process.
Safety is everyones responsibility in a workplace and ensuring policies and procedures are up-to-date and effective is a vital step in ensuring safety.
It is partly your role to contribute to the development and updating of policies and procedures to ensure not only your safety but those around.
There are many ways that you can contribute to the health and safety of yourself and others in the workplace.
Attend meetings
Provide input into control measures for identified risks
Assist with the development and updating of policies and procedures
Join a health and safety committee
EMPLOYEE AND EMPLOYER WHS RIGHTS AND RESPONSIBILITIES
Employees (workers) and employers (bosses) both have WHS rights and responsibilities. Find out more about what the law says you and your employer must do to keep the workplace safe.
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Employees must:
Work safely to protect themselves and others from injury and follow all WHS
instructions, for example:
o Wear all personal protective equipment provided
o Follow safe work procedures
o Not interfere with or misuse anything provided by the employer
(equipment, signs, etc.) That is used to keep the workplace safe
o Not remove or change machine guards
o Not behave in a way that puts themselves or others at risk
o Respond to a reasonable request to provide assistance or first aid to an
injured person at work
Report any WHS issues, including hazards, injuries, illnesses and near misses.
Employers must:
Properly orientate, train and supervise staff to ensure safe work practices are
understood and followed by all employees
Consult with all employees, including YW, about decisions that will affect
safety in the workplace
Provide suitable personal protective equipment (PPE) to make sure workers
can do their job safely and train workers how to use PPE correctly
Regularly check WHS systems and procedures to make sure that workers are
adequately protected from workplace hazards
Provide adequate facilities for the welfare of employees. This covers
everything from providing suitable toilet facilities to conducting risk
assessments on premises and procedures
Be aware of employers’ legal obligations under the NSW Work Health and
Safety Act 2011 and the NSW Work Health and Safety Regulation 2011 and
meet those obligations in full9
9 http://th4.ilovetranslation.com/CnSHM2x8BDB=d/http://th4.ilovetranslation.com/CnSHM2x8BDB=d/
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T O P I C 5 – R E F L E C T O N O W N SA F E W O R K P RA C T I C E S
IDENTIFY WAYS TO MAINTAIN CURRENCY OF SAFE WORK PRACTICES IN REGARDS TO WORKPLACE SYSTEMS, EQUIPMENT
AND PROCESSES IN OWN WORK ROLE
Remaining current and up-to-date on health and safety issues, workplace systems, equipment and processes in your workplace it extremely important.
There are many methods that you can use to remain current with the information required for safety in the workplace including:
Internet/intranet
Workplace policies and procedures
Maintenance and operational manuals
Workplace training
Government and safety websites
Health and safety representatives
Knowing and understanding your workplace procedures and guidelines for staying safe will ensure your remain safe and healthy and will assist others to remain the same.
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REFLECT ON OWN LEVELS OF STRESS AND FATIGUE, AND REPORT TO DESIGNATED PERSONS ACCORDING TO WORKPLACE
PROCEDURES
STRESS AT WORK
Everyone feels a level of stress at some time or another and most people respond better
whhhen ttthere is a level of stress related to their job role however, excessive stress is
not conducive to a good working environment.
Too much stress can interfere with your working environment and can lower
productivity and effectiveness. It can also affect your mental health.
Finding ways to manage workplace stress isn’t about making huge changes or
rethinking career ambitions, but rather about focusing on the one thing that’s always
within your control: You!
You emotions can rub off on others, if you feel stressed other colleagues can also feel
that stress. It is vital that you manage your stress levels so that everyone remains
effective in the workplace.
There are a variety of steps you can take to reduce both your overall stress levels and
the stress you find on the job and in the workplace. These include:
Taking responsibility for improving your physical and emotional well-being
Avoiding pitfalls by identifying knee jerk habits and negative attitudes that
add to the stress you experience at work
Learning better communication skills to ease and improve your relationships
with management and coworkers
TIP 1: RECOGNIZE WARNING SIGNS OF EXCESSIVE STRESS AT WORK
When you feel overwhelmed at work, you lose confidence and may become irritable or
withdrawn. This can make you less productive and less effective in your job, and make
the work seem less rewarding. If you ignore the warning signs of work stress, they can
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lead to bigger problems. Beyond interfering with job performance and satisfaction,
chronic or intense stress can also lead to physical and emotional health problems.
Signs and symptoms of excessive job and workplace stress
Feeling anxious, irritable, or depressed
Apathy, loss of interest in work
Problems sleeping
Fatigue
Trouble concentrating
Muscle tension or headaches
Stomach problems
Social withdrawal
Loss of sex drive
Using alcohol or drugs to cope
Common causes of excessive workplace stress
Fear of being laid off
More overtime due to staff cutbacks
Pressure to perform to meet rising expectations but with no increase in job
satisfaction
Pressure to work at optimum levels—all the time!
TIP 2: REDUCE JOB STRESS BY TAKING CARE OF YOURSELF
When stress at work interferes with your ability to perform in your job, manage your
personal life, or adversely impacts your health, it’s time to take action. Start by paying
attention to your physical and emotional health. When your own needs are taken care
of, you’re stronger and more resilient to stress. The better you feel, the better equipped
you’ll be to manage work stress without becoming overwhelmed.
Taking care of yourself doesn’t require a total lifestyle overhaul. Even small things can
lift your mood, increase your energy, and make you feel like you’re back in the driver’s
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seat. Take things one step at a time, and as you make more positive lifestyle choices,
you’ll soon notice a reduction in your stress levels, both at home and at work.
Get moving – Regular exercise is a powerful stress reliever
Make food choices that keep you going – Low blood sugar can make you feel
anxious and irritable while eating too much can make you lethargic.
Drink alcohol in moderation and avoid nicotine
Get enough sleep – Not only can stress and worry can cause insomnia, but a
lack of sleep can leave you vulnerable to even more stress
TIP 3: REDUCE JOB STRESS BY PRIORITIZING AND ORGANIZING
When job and workplace stress threatens to overwhelm you, there are simple steps you
can take to regain control over yourself and the situation. Your newfound ability to
maintain a sense of self-control in stressful situations will often be well-received by
coworkers, managers, and subordinates alike, which can lead to better relationships at
work. Here are some suggestions for reducing job stress by prioritizing and organizing
your responsibilities.
Time management tips for reducing job stress
Create a balanced schedule
Don’t over-commit yourself
Try to leave earlier in the morning
Plan regular breaks
Task management tips for reducing job stress
Prioritize tasks
Break projects into small steps
Delegate responsibility
Be willing to compromise
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TIP 4: REDUCE JOB STRESS BY IMPROVING EMOTIONAL INTELLIGENCE
Even if you’re in a job where the environment has grown increasingly stressful, you can
retain a large measure of self-control and self-confidence by understanding and
practicing emotional intelligence. Emotional intelligence is the ability to manage and use
your emotions in positive and constructive ways. When it comes to satisfaction and
success at work, emotional intelligence matters just as much as intellectual ability.
Emotional intelligence is about communicating with others in ways that draw people to
you, overcome differences, repair wounded feelings, and defuse tension and stress.
Emotional intelligence in the workplace has four major components:
Self-awareness – The ability to recognize your emotions and their impact
while using gut feelings to guide your decisions
Self-management – The ability to control your emotions and behaviour and
adapt to changing circumstances
Social awareness – The ability to sense, understand, and react to other’s
emotions and feel comfortable socially
Relationship management – The ability to inspire, influence, and connect to
others and manage conflict
There are five key skills that you need to master in order to raise your emotional
intelligence and manage stress at work.
Realize when you’re stressed, recognize your particular stress response, and
become familiar with sensual cues that can rapidly calm and energize you
Stay connected to your internal emotional experience so you can
appropriately manage your own emotions
Recognize and effectively use nonverbal cues and body language
Develop the capacity to meet challenges with humor
Resolve conflict positively
TIP 5: REDUCE JOB STRESS BY BREAKING BAD HABITS
As you learn to manage your job stress and improve your work relationships, you’ll have
more control over your ability to think clearly and act appropriately. You will be able to
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break habits that add to your stress at work – and you’ll even be able to change negative
ways of thinking about things that only add to your stress.
Eliminate self-defeating behaviours
Many of us make job stress worse with negative thoughts and behaviour. If you can turn
around these self-defeating habits, you’ll find employer-imposed stress easier to handle.
Resist perfectionism
Clean up your act. If you’re always running late, set your clocks and watches
fast and give yourself extra time. If your desk is a mess, file and throw away
the clutter; just knowing where everything is, saves time and cuts stress
Flip your negative thinking. If you see the downside of every situation and
interaction, you’ll find yourself drained of energy and motivation
Don’t try to control the uncontrollable. Many things at work are beyond our
control—particularly the behaviour of other people
Four Ways to Dispel Stress
Take time away
Talk it over with someone
Connect with others at work
Look for humor in the situation
TIP 6: LEARN HOW MANAGERS OR EMPLOYERS CAN REDUCE JOB STRESS
It’s in a manager’s best interest to keep stress levels in the workplace to a minimum.
Managers can act as positive role models, especially in times of high stress, by following
the tips outlined in this article. If a respected manager can remain calm in stressful work
situations, it is much easier for his or her employees to also remain calm.
Additionally, there are a number of organizational changes that managers and
employers can make to reduce workplace stress. These include:
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Improve communication:
Share information with employees to reduce uncertainty about their jobs and
futures
Clearly define employees’ roles and responsibilities
Make communication friendly and efficient, not mean-spirited or petty
Consult your employees:
Give workers opportunities to participate in decisions that affect their jobs
Consult employees about scheduling and work rules
Be sure the workload is suitable to employees’ abilities and resources; avoid
unrealistic deadlines
Show that individual workers are valued
Offer rewards and incentives
Praise good work performance, both verbally and officially, through schemes
such as Employee of the Month
Provide opportunities for career development
Promote an “entrepreneurial” work climate that gives employees more
control over their work
Cultivate a friendly social climate
Provide opportunities for social interaction among employees
Establish a zero-tolerance policy for harassment
Make management actions consistent with organizational values
SHIFTWORK
Shiftwork (working shifts) can affect health. The body is synchronised to night and day
by a part of the brain known as the circadian clock. A shift worker confuses their
circadian clock by working when their body is programmed to be sleeping. Common
health problems include sleep disorders, digestive upsets, obesity and heart disease.
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The sleep-wake cycle appears to have evolved for humans to be awake during the day
and to sleep for approximately eight hours at night. There is a small part of the brain
called the ‘circadian clock’, which monitors the amount of light you see, moment by
moment. In the evening, when the light starts to wane, your clock notices and prompts a
flood of a brain chemical called melatonin, which gives the body the signal to fall asleep.
Overnight, melatonin levels remain high. They drop at daybreak and remain low during
the day.
During the day, other chemicals (neurotransmitters) – such as noradrenaline and
acetylcholine – increase in the body and keep you awake. This system keeps you
synchronised through the day-night cycle. Many other functions of the body – including
temperature, digestion, heart rate and blood pressure – fluctuate through the day, tuned
by the activity of the circadian clock.
This changing rate of activity over each 24-hour period is known as the circadian
rhythm. A person who works nights, or starts their working day before 6 am, is running
counter to their circadian rhythm. This may put them at risk of health problems.
Research findings are beginning to show that shift work can be hazardous to your
health.
YOUR METABOLISM AT NIGHT
An important body function, which follows the circadian rhythm, is the internal body
temperature. This temperature increases through the day. It reaches the lower level in
the early hours of the morning and reaches the maximum level late in the afternoon.
The tendency to fall asleep and stay asleep occurs during the decreasing phase of the
temperature circadian rhythm (between midnight and 4 am). As the body temperature
rises, it is more difficult to stay asleep. This is one of the reasons why night workers who
try to fall asleep at 8 am find it very difficult and also find it difficult to remain asleep
through the day.
INCREASED RISKS
A person working night shift, which causes disruption to the circadian rhythm, is at
greater risk of various disorders, accidents and misfortunes, including:
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Increased likelihood of obesity
Increased risk of cardiovascular disease
Higher risk of mood changes
Increased risk of gastrointestinal problems, such as constipation and stomach
discomfort
Higher risk of motor vehicle accidents and work-related accidents
Increased likelihood of family problems, including divorce
Probable increased risk of cancer, especially breast cancer
In addition:
Sleep deprivation caused by shift work may increase the risk of epilepsy in
pre-disposed people
Shift workers with diabetes can experience difficulties in controlling their
blood sugar levels
SLEEP PROBLEMS
Shift workers get, on average, two to three hours less sleep than other workers. They
often sleep through the day in two split periods, a few hours in the morning and then an
hour or so before going to work at night. Night workers can find it difficult sleeping
during the day (particularly in Australia). It’s difficult to keep the sleep environment
dark, free of noise and relatively cool.
ROTATING SHIFTS
The best rotating shift pattern is still undecided. For the most people, rotating forward
through the day, afternoon and night shift is better than backwards (night, afternoon
then day). The frequency of rotation is also controversial. Some people advocate
prolonged rotation, such as two to three weeks. Others advocate short rotations of two
to three days. Both have advantages and disadvantages.
It takes about 10 days for the body to adjust to night shift work. However, it is common
for night shift workers to revert to daytime routines for a day or two during days off,
which tends to make the circadian rhythm unstable.
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The amount of hours (8-hour versus 12-hour shifts) is also controversial. It can be said
that 12-hour shifts stretch the body’s tolerance as far as possible. It’s very important
that no overtime should be allowed during a rotation of 12-hour shifts. Another risk to
sleep is when a worker on seven 12-hour shifts a fortnight uses their free time for
another, almost full-time job.
A proportion of shift workers may have marked daytime sleepiness, called Shift Work
Sleep Disorder. In certain circumstances, they may be helped by the careful use of
stimulant therapy, on the advice of their doctor.
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PARTICIPATE IN WORKPLACE DEBRIEFING TO ADDRESS INDIVIDUAL NEEDS
Debriefing is the best tools that can be used in the workplace. It provide a method for people in the workplace to voice their oppinions with fall back of negative consequences.
A debrief includes every person in a team that was involved in the execution of a task. Usually small groups work better than large ones and it must be free from position, in other words, everyone holds the same rank in a debrief.
A debrief provides the following:
It shows all employees that their opinions count and that they are a valuable
member of the team;
It allows for clear and unhindered information flow and experience sharing
between team members;
It promotes transparency and integrity; and
It provides immediate feedback both up and down the chain, which can
enable small problems to be solved easily before they become large problems.
Your organisation should have its own method or format for debriefings but if they don’t then you should consider suggesting debriefings as a method of communication in your workplace.
The standardised debrief flow consists of the following four-step procedure:
Re-state the Objectives
Determine the facts of what happened
Compare the outcome to the plan
Debrief the Focus Points
At the conclusion of the debrief, the facilitator or leader of the group must ensure that the session concludes on a positive note.
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Debriefs are considered to be the best way that leaders can display the “lead by example” method. It allows them to state mistakes made and take on board any positive suggestions from colleagues. It also provides a venue for training and education of staff members and provides an opportunity for coaching or mentoring of more junior members of staff.
Organisations that successfully implement regular debriefing sessions into their workplace will achieve better outcomes both in actual performance and in employee satisfaction.
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SAFETY SYMBOLS
This sign means that there are poisonous chemicals or substances in the area
This sign means that emergency equipment is located in that area or cupboard.
This sign means that PPE should be worn.
This sign means that sharp objects such as syringes are in the area.
This sign means that there is radiation in use in the area.
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S U M M A R Y
Now that you have completed this unit, you should have the skills and knowledge required for a worker to participate in safe work practices to ensure their own health and safety, and that of others in work environments that involve caring directly for clients.
If you have any questions about this resource, please ask your trainer. They will be only too happy to assist you when required.
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R E F E R E N C E S
https://sielearning.tafensw.edu.au/MCS/9362/sterilisation%20disk%201/lo/7383/73 8…
http://poly-csw-cert3-flex- 2012.wikispaces.com/file/view/HLTOHS300A+learning+gui…
http://oehs.vcu.edu/fire/safetytech.html
http://www.safetycare.com/health-and-safety-training/manual-handling-safety-trai…
http://www.hha.org.au/ForConsumers/FactSheets.aspx
http://www.ccohs.ca/oshanswers/hsprograms/hazard_risk.html
http://www.ccohs.ca/oshanswers/hsprograms/report.html
http://th4.ilovetranslation.com/CnSHM2x8BDB=d/https://sielearning.tafensw.edu.au/MCS/9362/sterilisation%20disk%201/lo/7383/7383_00.htmhttps://sielearning.tafensw.edu.au/MCS/9362/sterilisation%20disk%201/lo/7383/7383_00.htmhttp://poly-csw-cert3-flex-2012.wikispaces.com/file/view/HLTOHS300A+learning+guide+extract.dochttp://poly-csw-cert3-flex-2012.wikispaces.com/file/view/HLTOHS300A+learning+guide+extract.dochttp://oehs.vcu.edu/fire/safetytech.htmlhttp://www.safetycare.com/health-and-safety-training/manual-handling-safety-training.asphttp://www.hha.org.au/ForConsumers/FactSheets.aspxhttp://www.ccohs.ca/oshanswers/hsprograms/hazard_risk.htmlhttp://www.ccohs.ca/oshanswers/hsprograms/report.htmlhttp://th4.ilovetranslation.com/CnSHM2x8BDB=d/
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G L O S S A R Y
Duty Holder – refers to any person who owes a work health and safety duty under the WHS Act including a person conducting a business or undertaking (PCBU), designer, manufacturer, importer, supplier, installer of products or plant used at work (upstream duty holders), an officer and workers. More than one person can concurrently have the same duty in which case the duty is shared. Duties cannot be transferred.
Health and safety committee (HSC) – a group established under the WHS Act that facilitates cooperation between a PCBU and workers to provide a safe place of work. The committee must have at least 50 per cent of members who have not been nominated by the PCBU, that is workers or HSRs.
Health and safety representative (HSR) – a worker who has been elected by a work group under the WHS Act to represent them on health and safety issues.
Officer – an officer within the meaning of section 9 of the Corporations Act 2001(Cth) other than each partner within a partnership. Broadly, an officer is a person who makes, or participates in making, decisions that affect the whole, or a substantial part, of the organisation’s activities. This does not include an elected member of a municipal council acting in that capacity or a minister of a state, territory or the Commonwealth. An officer can also be an officer of the Crown or a public authority if they are a person who makes, or participates in making, decisions that affect the whole, or a substantial part, of the business or undertaking of the Crown or public authority. Each partner within a partnership is not an officer but a PCBU in their own right. For further information on officers, please refer to the interpretive guideline on officers available at www.safeworkaustralia.gov.au.
Person conducting a business or undertaking (PCBU) – a person conducting a business or undertaking alone or with others, whether or not for profit or gain. A PCBU can be a sole trader (for example a self-employed person), each partner within a partnership, company, unincorporated association or government department of public authority (including a municipal council). An elected member of a municipal council acting in that capacity is not a PCBU. A ‘volunteer association’ that does not employ anyone is not a PCBU. If it becomes an employer, it also becomes a PCBU for purposes of the WHS Act. A ‘strata title body corporate’ that does not employ anyone is not a PCBU, in relation to any common areas (it is responsible for) used only for residential purposes. For further information on the meaning of PCBU please refer to the interpretive guideline on PCBUs available at www.safeworkaustralia.gov.au.
Plant – includes any machinery, equipment, appliance, container, implement or tool, and any component or anything fitted or connected to these things.
Structure – anything that is constructed, whether fixed or moveable, temporary or permanent and includes buildings, masts, towers, framework, pipelines, transport infrastructure and underground works (shafts or tunnels). Includes any component or part of a structure.
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Substance – any natural or artificial substance in the form of a solid, liquid, gas or vapor.
Supply – supply and re-supply of a thing provided by way of sale, exchange, lease, hire or hire-purchase arrangement, whether as principal or agent.
Volunteer – a person who acts on a voluntary basis regardless of whether they receive out of pocket expenses.
Volunteer association – a group of volunteers working together for one or more community purposes—whether registered or not—that does not employ anyone to carry out work for the association.
Worker – any person who carries out work for a PCBU, including work as an employee, contractor, subcontractor, self-employed person, outworker, apprentice or trainee, work experience student, employee of a labour hire company placed with a ‘host employer’ and volunteers.
Work group – a group of workers represented by an HSR who in many cases share similar work conditions (for example all the electricians in a factory, all people on night shift, all people who work in the loading bay of a retail storage facility).
Workplace – any place where a worker goes or is likely to be while work is carried out for a business or undertaking. This may include offices, factories, shops, construction sites, vehicles, ships, aircraft or other mobile structures on land or water such as offshore units and platforms (that are not already covered under the Commonwealth’s offshore WHS laws)
