Hygiene and Infection Control Essays

Hygiene and Infection Control Essays Hygiene and Infection Control Paper Hygiene and Infection Control Paper 1.What is the employer’s role in infection control and the use of Personal Protective Equipment (PPE)? 1.2/5.6 Employers must provide their employees with appropriate PPE and ensure that PPE is disposed or, if reusable, that it is properly cleaned or laundered, repaired and stored after use. Employer responsibilities: requirement for employer to provide appropriate PPE according to work activities without charge to employee; to train employee as appropriate in use of PPE, reporting mechanisms. 2.What is your role in infection control and the use of Personal Protective Equipment (PPE)? 1.1/5.5 To use the PPE that your employer has suppliedUsing gloves and changing your gloves when dealing with personal care, toileting and dealing with bodily fluids, also to protect an open wound on your hands.Using aprons to prevent contamination passed through your clothing on to or from a person to also protect your clothes and uniform.Using hand sanitizer after washing your hands for extra protection it may also be used if you feel unsafe to touch or the is no hand washing facilities 3.List and explain some current legislation and regulations or standards that are relevant to infection control and prevention. Include those relating to PPE 2.1/5.4 The Health and Safety at Work Act 1974 and Management of Health and Safety at Work Regulations 1999 Both employers and employees are responsible for their own actions in the workplace. All reasonable steps should be taken when carrying out your work duties and all staff should have adequate health and safety training, and measures should be taken to ensure that policies and procedures are in place and adhered to. For example, it is the employers’ responsibility to provide adequate protective equipment and the employee’s responsibility to use it appropriately The Public Health (Control of Diseases) Act 1984 Provides information on the legal requirements for the reporting of contagious or infectious diseases, for example, Tuberculosis, Hepatitis, HIV and Legionella. Food Safety Act 1990 The requirements of this act apply to any area where food is prepared, stored or eaten. Control is required to ensure that the risks of any infection, as a result of bad handling of food, are minimised. Keep themselves and their workplace clean Wear suitable clean, washable or disposable, protective clothing Protect food from any possible contamination Abide by regulations setting out safe temperature controls for storage, preparation and display of food Inform their employer of any illness which may affect their safe handling of food. 4,What is your organisational policy called? Describe the main points of this policy and some of the procedures that you have to follow. 2.2/3.1 Health and safety polices are in the policies and procedures it tell us about what to do to prevent infection control it tells us how to put gloves on and how to wash our hands also there are posters up in the toilets, how to tie our hair up, cleaning equipment, how to deal with waste and how and when to take special precautions and how not to spread infection. Organisational procedures are normally found in written form in the employee’s manual and in the policies and procedures. 5.What would be the potential impact of an outbreak of infection upon individuals and the organisation? 3.2 Cost implication, staff sickness levels, reduction in patient and public confidence, litigation, not delivering regulatory standards ; on employees; loss of confidence in organisation, loss of earnings, fear of risk of infection and infecting family members. 6.List some potential risks of infection in the workplace 4.2 Potential risks of infection: risk of illness and death particularly (the very old, people with illness or health problems); risk to staff of illness especially those involved in high risk activities (nursing those with infection, contact with bodily fluids which may be contaminated), environments where food preparation is carried out or where the disposal of hazardous waste is carried out’ 7,Describe the process of carrying out a risk assessment. 4.3 Risk assessment process: idetifying hazards; assessing risks; eliminating risks where possible; reducing risks where they cannot be eliminated; recording the risk assessment process; disseminating findings to all concerned, regular reviews of risks to ensure suitable controls are in place; reporting of outbreaks of infectious or notifiable diseases; risk assessment as a continuous process which is the responsibility of organisations and individuals 8.Why is it important to carry out risk assessments in relation to infection prevention and control? Give an example of this in your workplace 4.4 Importance of risk assessment: legal requirement of health and safety legislation to carry out and document risk assessment; proven safe way to control infection if implemented properly by all staff Exanples of Gloves and Aprons Plastic disposable gloves aprons should be worn whenever there is a possibility of contact with blood/body fluids. A separate one should be worn for each occasion of care given to each individual resident. Never reuse or wash single-use disposable glovesaprons. Change gloves and aprons between caring for different residents, and between different tasks for the same resident, if necessary to prevent cross-contamination. Removal of gloves and aprons Remove gloves and apron promptly after use by turning the outer contaminated side inward and rolling into a ball. Dispose of immediately into a pedal operated bin. Wash hands. 9.What type of PPE do you use and when may be used? 5.2/5.3 Types of PPE: single use such as plastic aprons, gloves, face masks etc re-usable such as uniforms Reasons for PPE: protection of staff; protection of service users/patients; prevention of cross infection between individuals 10.Describe how you apply, use, remove and dispose of PPE? 5.5/5.7/5.8 Correct use of PPE including application and removal; using appropriate PPE for work activity; preparation for use Disposal: appropriate disposal of single use items e.g. in clinical/hazardous waste where appropriate; preparation of re-usable items for re-use e.g. sending to laundry appropriately labelled etc: following policies, procedures and guidelines. Example for the Using , Removing and Disposal of gloves- Putting on: Select correct glove size and type. Perform hand hygiene. Pull to cover wrists. Taking off: Grasp the outside of the glove with the opposite gloved hand and peel off. Hold the removed glove in the gloved hand. Slot your finger under the lip of the remaining glove and peel it off, taking care not touch the contaminated outer surface. Dispose of the gloves in the clinical waste bin. Perform hand hygiene. 11.List some good principles of personal hygiene? 6.1 Good personal hygiene: importance of personal hygiene in infection control; personal hygiene routines when preparing for work eg hair washing, fingernails; situations of personal and family illness which could increase infection risks at work; absence reporting procedure, and healthcare checks required before returning to work following illness; vaccinations required for work; appropriate clothing for different work areas; appropriate footwear; how to care for work wear; reasons for restrictions on wearing make-up and jewellery; effective hair care

Belief in People and Team Essay Example | Topics and Well Written Essays - 750 words - 1

Belief in People and Team - Essay Example As a leader, one realizes that one has to focus on that common interest to make sure that the organization functioned effectively. As Dr. Bennis has pointed out in his writings, it is essential that the leader create a sense of mission (ASAE Foundation, 2004). That is exactly what one did to keep the organization to a good start. The group started out by defining the mission and vision statements. One had to make sure that everyone in the organization believed in the objectives that were set. One knew that as the leader of the group, one has to rally them towards the attainment of the goals. The next step was to engage and motivate the members (ASAE Foundation, 2004). The problem that one faced is how to motivate each one of them. One realized that to be able to motivate them it is essential that one gets acquainted with each individual and uncover what drives them into action. One has to recognize the strengths and weaknesses of each member to be able to assign them to jobs which wi ll put their talents and skills to their best use. This is a point which Dr. Bennis emphasized in his book, that is, a leader should determine the highest potential of each member (1994). One did this by letting each member fill out a questionnaire where they were asked their qualifications, interests, talents and hobbies. After going through the form, one got an idea which person may be appointed to do a certain duty. As a leader, one got to know his members better and identified the things that motivate them. Another unforgettable experience that one had about leading the organization was when one had to introduce changes in the previous system established by the past president. The past president required that each member report directly to him about the donations that were gathered for the projects of the group. One believed that the organization would function better if they were divided into groups which were

Sex Crime Essay Example | Topics and Well Written Essays - 1500 words

Sex Crime - Essay Example "After a three-year period of consultation with those dealing with crimes and sexual offences, the Sexual Offences Act 2003 came into force on 1 May 2004" (The Office for Criminal Justice Reform, 2006, p.12). The sexual offences act, 2003 has revealed a detailed discussion as regards consent in regard to rape. The Law Lords overturned this common law idea that marriage means a man has a 'continual' consent from his wife for sexual activity at any time (R v. R [1992]). Thomas (2005) describes as "[t]his was later brought into statute in 1994, now in Sexual offences Act 2003" (p.11). The present paper is intended to justify whether the guidance of consent as provided in the said enactment is proper or warrants further explanation and amendment. The Sexual Offences Act, 2003 has been designed to make the process easier and convenient for prosecuting people who use physical force to others for having sex despite the unwillingness of the other party. The legislation provides that a person would not be charged with the offence if he or she intends to protect a child from sexually transmitted infection, from physical safety of the child or from becoming pregnant. The Sexual Offences Act 2003 has made a greater legal protection for victims by clarifying the law on consent. Section 1 of the Act states, a person commits an offence of rape if he intentionally penetrates to the vagina, anus or mouth of another person despite her reluctance. The phraseology "reasonable belief" as enunciated in section 1 is determined in regard to the particular context of a given circumstance. Section 74 of the Act defines consent as stating that a person is presumed to give consent if he agrees by choice, and has the freedom and capacity to make tha t choice. Section 75 provides a list of circumstances where it may be considered that the victim or complainant did not consent to the said sexual interaction. From a perusal of section 76, it is clear that if (a) the defendant intentionally deceive the complainant as to the nature or purpose of the relevant act; or (b) the defendant intentionally induce the complainant to consent to the relevant act, it is presumed that the victim did not give his or her consent. As per the provisions of section 79(2) penetration is a continuing act from entry to withdrawal and if the victim consents to penetration but withdraws consent after penetration, the accused must withdraw his penis immediately.Consent in the sexual offences ActConsent must be obtained peacefully and without the use of force or violence. If it is obtained by force, threat or inducement or any other unlawful means, said consent would be declared as void and illegal. The meaning of the term "consent" as given in the Sexual offence act, 2003 is an aiding tool for the juries in deciding whether the victim was able to give or did actually give his or her consent to the said sexual transaction. In this connection, the defendant must show that his belief in consent was reasonable and obtained in due manner and a jury must consider all the circumstances including any step which he has taken to ascertain in determining whether the vi

Integration of Aristotles Four Causes and Ego Psychology Essay Example for Free

Integration of Aristotles Four Causes and Ego Psychology Essay Ego Psychology Theory is based on Freud’s structure of mind model of identity, ego, and superego elaborated in more detail. Individuals have different ego controlling between primitive drives and realities. Individuals always deal with identities, drives and egos. However, if one has good control with ego, they can express their desire, drives and morals in realistic and socially appropriate ways. If failed, one confronts difficulties such as conflict with inner self and loss of mature interpersonal relationship. However, throughout lifetime, individuals change their feelings and behaviors to better fit their needs or minimize their conflict between primitive drives and realities. The material cause for ego psychology is identity and ego. Individuals are born with primitive drives, sexual desires, and egos which enable to organize their identity, drives and synthesize judgment, defined as decisions toward another in feelings, or to be aware of drives that affects feelings in accord with reality. In other words, ego can give a right direction for or control identity drives, whether it is satisfied or not in light of reality. The formal cause of ego psychology is ego development which is follows by means of the individuals needs, e. g. , affiliation with others, learning, etc. Hartmann says that we must develop â€Å"autonomous ego-development† (Hartmann, 1958, p, 101). The ego must be understood in relation with the individuals needs and drives, traits, expectations, and values. According to Hartmann, peoples defense mechanism develop their ego. Hartmann pointed out that â€Å"the defense processes may simultaneously serve both the control of instinctual drive and adaptation to the external world. † (Hartmann, 1958, p. 51) The efficient cause is adaptation â€Å"reality mastering† and a reciprocated relationship between an individual and his or her environment. The outcome of successful adaptation implies â€Å"fitting together† (Hartmann 1958, p, 36). If individuals overcome their conflicts, they are lead to their functions which are more or less closely related to the perceive reality. Therefore, successful adaptation embeds an individual in an environment. Also, it solves conflict among individual needs, capacities, and their environments due to the complicated tendencies of defensive egos. In early stages the ego is focused on differentiating itself from others and on affirming its separate existence though expression of drives. Later, the individuals begin to learn rules of conduct to follow in order to avoid group criticism (Martin,1981). The impact of interpersonal and environmental factors is thought to be crucial to the evolution of mature ego functions during the lifelong developmental process. The final cause of ego psychology is to find better adaptation and sustain ego function with regard to individual needs to adapt to their environments, drives, traits, and expectations. Other manifestations of social functioning problems and self regulation and control of drives affect other peoples perceptions is central to the development of an individuals behaviors and are appropriate in certain circumstances. People, because of their inevitable and requisite relationship with the world, are subject to change their attitudes, behaviors, and even their egos in order to cope with the changes and demands of other people around them and in the group they belong in. References Irving M. Rosen. (1968) Ego psychology of the adult years.Journal of Religion and Health, Volume 7, Number 3 PDF (243. 6 KB) Retrieved May 2, 2008, from SpringerLink database. Hartmann, Heinz. (1958) Ego psychology and the problem of adaptation. New York, NY: International Universities Press. Martin A, James. (2000) Ego psychology notes. Retrieved Apr. 2, 2008, from http://www. brynmawr. edu/Acads/GSSW/jam/switr/991415. htm Martin, Grotjahn. (1981) The therapeutic group process in the light of developmental ego Psychology. Group, Volume 5. Retrieved May 2, 2008, from SpringerLink database.

Essay --

Jonathan Etra Professor Eric Blanchard International Politics 13 February 2014 Word Count: 1331 Shifting Paradigms: An Analysis of Conflict and Cooperation in International Politics When seeking to understand the central problems that actors face in international politics, there are no universal tools, including paradigms and levels of analysis, that unilaterally account for the global state of affairs. However, by utilizing these instruments, political scientists are able to analyze situations independently and account for context. Paradigms are statements of the underlying assumptions used by a school of analysis such as realism, liberalism and constructivism (Nye & Welch, 62). The models often explore levels of analysis, which include individual actors, states and the global system. Historically, when considering cooperation and conflict in the international arena, much emphasis has been placed on realist theory. However, it seems that a new age of technological innovation and rapid globalization has spawned new avenues for liberalism to triumph. This transition is best explained through the lens of constructivism. By exploring the varying applicability of t he paradigms presented, one gains a greater understanding of the ever-evolving international arena. First, it is important to consider the anarchic system of states, the current form of world politics. In the anarchical system, states are unboundedly independent and are neither obligated to, nor protected by international law (Doyle, 114). In what is often referred to as the Westphalian model, states are political entities that have territoriality and autonomy. Territoriality means that a state’s authority extends over a defined area. Autonomy infers that external act... ... However, the increasingly interdependent nature of the international system has substantially augmented international collaboration. While such cooperation cannot ensure peace, it certainly has made the cost of war much greater. Constructivism and liberalism, unlike the Hobbesian realist perspective, take mitigating institutions into account when analyzing world order. They reason that self-help theory does not dominate and contend that when a system is more social, laws, rules and norms play a greater role. Yet, there are still situations in which the channels of alleviation do not exist and the realist perspective still dominates. Ultimately, while no universal system of analysis exists, by reviewing conflict and cooperation through varying lenses, namely realism, liberalism and constructivism, one can gain a considerable understanding of international politics.

Counselling Skills Essay

Interviews require the use of skills – for example, careful listening, noting nonverbal cues, monitoring the progress of what a client is saying while participating and taking notes, and require careful planning and preparation. A counselling interview (taken from ICCS Diploma of Counselling Participants’ manual) is structured by a number of phases in the session. They are: * Phase 1- Arrival (5 mins) * Phase 2- Connecting (10 mins) * Phase 3- Exploring the client’s world (30 mins) * Phase 4- Taking action (10 mins) * Phase 5- Closure (5 mins) Communication techniques including counselling micro skills Good communication techniques are imperative to the counselling session. 1) The counsellor aims to get the client to talk freely and openly. Micro skills used: Attending behaviour, such as appropriate eye contact, attentive body language, and communicates genuineness. 2) The counsellor tries to clarify and gather information from the client Micro skills used: Active listening, reflection of content/ paraphrasing to clarify. Use open and closing questions, and summarising to gather more information. Use minimal prompts, encouragers and reflection of feeling. 3) The counsellor offers empathy and understanding to the client and builds rapport, relationship and trust. Micro skills used: Reflection of feeling, warmth, genuineness, respect and congruence. Communication barriers and resolution strategies A communication barrier is anything that prevents one from receiving and understanding the messages others use to convey their ideas, thoughts and information. These barriers may be related to the message, internal barriers related to thoughts and feelings, or external barriers. Internal barriers include: fatigue, disinterest, poor listening skills, past experiences with the client, home or work problems. (QCOSS, 2007) External barriers include: noise and other distractions, unpleasant environment, problems with technology or equipment. (QCOSS, 2007) Skilled listeners attempt to be objective by consciously trying to understand the speaker without letting their personal opinions influence the message of the speaker’s words. They try to understand what the client wants to communicate, not what they want to understand. Effective counsellors will use alternate resolution strategies to overcome barriers, such as interpreter services, communication boards, translating equipment, sign language, and referrals to other professionals if required. Aim of counselling interview The main aim of the counselling relationship is the view to Phase 4- Termination. The counselling interview is to empower the client into making clear decisions, expressing an understanding and non-judgemental observation whilst building a trust relationship, and to assist in goal setting if required. Observational techniques, including facial expressions, non- verbal behaviour, posture and silences. A study by Albert Mehrabian in 1971 provided some interesting information about the relative importance of verbal and non-verbal messages in determining the receiver’s impression of the sender’s emotions. On average, words contribute to 7% of total influence, while tone of voice and visual clues contributed 38% and 55% respectively. (Mehrabian. A, 1971) Gerard Egan defined the acronym SOLER as part of his â€Å"Skilled Helper† staged approach to counselling. It is a non-verbal listening process used in communication. The following was retrieved from Steven Lucas’ (2012) Counselling Central webpage: S: Sitting squarely says â€Å"I’m here with you, I’m available to you.† Turning your body away from another person while you talk to him or her can lessen your degree of contact with that person. If, for any reason, facing the person squarely is too threatening for them, then an angled position may be more helpful. O: Adopt an open posture. Crossed arms and/or crossed legs can be a sign of lessened involvement with or availability to others. An open posture says you are open to the client and what he or she has to say. It is non-defensive in nature. L: It is possible to lean in towards the client. It says, â€Å"I’m with you, I’m interested in you and what you have to say.† Leaning back can suggest the opposite. Remember not to lean too far forward, or this may be seen as placing a demand on the client. He or she may find it intimidating. E: Maintain good eye contact. It’s another way of saying, â€Å"I’m interested, I’m with you.† Remember this is not the same as staring. You will need to look away every so often, in order not to stare, but monitor the amount you look away. It could say something about your own level of comfort/discomfort. R: Be relaxed or natural. If you are fidgeting nervously it will distract the client. Being relaxed also tells the client that you are comfortable with using your body as a vehicle of personal contact and expression. It helps put the client at ease. Client’s style of absorbing information including visual, auditory and kinaesthetic A client’s preferred style of absorbing information guides the way they learn. It also changes the way they internally represent experiences, the way they recall information, and even the words they choose. The best approach for a counsellor is to address a variety of learning styles when in a counselling session. It is also helpful to encourage the client to understand their preferred learning style, be it visual, auditory and/or kinaesthetic. The following information on the three main learning styles has been taken from B.W. James (2009) tutoring website: VISUAL- * take numerous detailed notes * tend to sit in the front * are usually neat and clean * often close their eyes to visualize or remember something * find something to watch if they are bored * like to see what they are learning * benefit from illustrations and presentations that use colour * are attracted to written or spoken language rich in imagery * prefer stimuli to be isolated from auditory and kinaesthetic distraction * find passive surroundings ideal AUDITORY- * sit where they can hear but needn’t pay attention to what is happening in front * may not coordinate colours or clothes, but can explain why they are wearing what they are wearing and why * hum or talk to themselves or others when bored * acquire knowledge by reading aloud * remember by verbalizing lessons to themselves (if they don’t they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics). KINESTHETIC- * need to be active and take frequent breaks * speak with their hands and with gestures * remember what was done, but have difficulty recalling what was said or seen * find reasons to tinker or move when bored * rely on what they can directly experience or perform * activities such as cooking, construction, engineering and art help them perceive and learn * enjoy field trips and tasks that involve manipulating materials * sit near the door or someplace else where they can easily get up and move around * are uncomfortable in classrooms where they lack opportunities for hands-on experience * communicate by touching and appreciate physically expressed encouragement, such as a pat on the back Cultural/ other differences working against development of client Consideration of the diversity of a client’s values, beliefs and cultural expectations is imperative for practising counsellors. Cultural differences working against the development of a client can be the client’s: * Religious and/or spiritual beliefs and values * Ethnicity and culture may have an impact on a client’s behaviour, eg different interpretations of body language * The client’s view of time and making and keeping strict appointment schedules * Cultural views of the social significance of age and gender Another factor towards inhibiting the development of a client is the counsellor’s lack of awareness of their own cultural background/experiences, attitudes, values, and biases that might influence their ability to assist clients from diverse cultural populations. It is essential that you correct any prejudices and biases you may have regarding different cultural groups. Self-evaluation, including biases, values and working from a client’s frame of reference Evaluating one’s performance as a counsellor is very important. Self-awareness of biases, values, attitudes and beliefs, and why we behave the way we do can assist us to differentiate between our own responses and that of our client. Some methods of self-evaluation used are: * Organisational feedback forms for clients * Internal online monkey surveys * External stakeholder surveys * Supervision As a counsellor, we can never work with a client from our own frame of reference. ‘Stepping in the shoes’ of the client from their viewpoint and seeing the client in the context of their culture, background and family helps us truly understand the client. Potential impacts of using identified communication skills and techniques in a range of counselling contexts Potential impacts of using identified communication skills in a range of counselling contexts can be rewarding and fruitful for both the client and counsellor. Communication techniques, such as challenging and confronting are not yet my forte, and I struggle with how I may apply it, but understand the impact of its purpose and usefulness. Building a rapport and trust, using micro skills, showing empathy, reflection of content and feeling, and working through communication barriers, impacts the client/counsellor relationship in a positive way. It is a privilege to share the client’s journey while they are in our lives.

The Prairie Schooner, Americas Classic Covered Wagon

The prairie schooner was the classic covered wagon that carried settlers westward across the North American plains. The nickname came from the typical white cloth cover on the wagon, which, from a distance, made it resemble the white cloth of a ships sails. Prairie Schooner The prairie schooner is often confused with the Conestoga wagon, but they are actually two very different types of wagons. Both were horse-drawn, of course, but the Conestoga wagon was much heavier and was first used by farmers in Pennsylvania to haul crops to market. The Conestoga wagon was often pulled by teams of up to six horses. Such wagons required reasonably good roads, such as the National Road, and were simply not practical for moving westward across the plains. The prairie schooner was a lighter wagon designed to travel great distances on rough prairie trails. And the prairie schooner  could usually be pulled by a single team of horses, or sometimes even one horse. As finding food and water for animals could present a serious problem while traveling, there was an advantage to using light wagons that required fewer horses. Depending on the circumstances, prairie schooners would also be pulled by oxen or mules. How They Were Used Adapted from light farm wagons, prairie schooners generally had a canvas cover, or bonnet, supported on wooden arches. The cover provided some protection from sun and rain. The cloth cover, which was typically supported on bows of wood (or occasionally iron) could be coated with various materials to make it waterproof. The prairie schooner would typically be packed very carefully, with heavy pieces of furniture, or crates of supplies, placed low in the wagon box to keep the wagon from tipping on rough trails. With the possessions of a typical family stowed aboard the wagon, there generally wasnt much room to ride inside. The ride was often pretty rough, as the suspension was minimal. So many emigrants heading westward would simply walk alongside the wagon, with only children or the elderly riding inside. When stopped for the night, families tended to sleep under the stars. In rainy weather, families would seek to stay dry by huddling under the wagon, rather than inside it. Groups of prairie schooners often traveled together in the classic wagon trains along such routes as the Oregon Trail. When the railroads expanded throughout the American West in the late 1800s there was no longer a need to travel great distances by prairie schooner. The classic covered wagons fell out of use but became an enduring symbol of the westward migration.