Niagara Children’s Centre School VOLUNTEER ORIENTATION HANDBOOK
August 2016
Welcome to Niagara Children’s Centre School Authority
Thank you for choosing to volunteer with Niagara Children’s Centre School Authority. We look forward to working together to make this a very worthwhile volunteering experience.
The purpose of this handbook is to introduce you to Niagara Children’s Centre School, and to provide you with important information that will help you to have an enjoyable, productive, and safe volunteer experience. If you have any questions about this orientation material, please ensure that you speak with the employee running the program for which you will be volunteering. Once you start, you will receive a more detailed orientation to the specific program.
If you have any questions regarding your volunteer experience, please ensure that you speak with the Principal or Treasurer/Human Resource Manager.
2 Niagara Children’s Centre School Introduction
About Niagara Children’s Centre School
The Niagara Children’s Centre School Authority is one of six Section 68 School Authorities in Ontario. Using a multidisciplinary approach, whereby learning is combined with each students’ therapeutic needs, the school provides developmentally appropriate age appropriate educational opportunities grounded from the Ontario curriculum. Through consultation with families, community partners and Niagara Children’s Centre School Authority personnel we provide a quality student profile that focuses on each individual student.
Programs offered at the Niagara Children’s Centre School Authority are designed on the needs of the school students, meaning programs vary year to year as it is dependent upon the students profile referred to the school. Therefore, each of the school’s six classrooms are comprised of students who present with the similar needs and cognitive ability. The services provided to each student are facilitated in order to create a successful transition of each student into their local community school.
Each classroom consists of one special education teacher, two educational assistants, one occupational therapist, one speech language pathologist and a communication disorders assistant. The focus of each classroom team is to provide individualized academic programming and therapy to support each student in the acquisition of academic readiness skills. Each classroom team provides ongoing assessment(s) of the student’s learning strengths and needs.
Therapists role(s) in the Niagara Children’s Centre School setting are as follows:
1) Occupational Therapists – are involved with the development of activities of daily living skills including dressing, feeding and toileting, sensory processing and regulation, fine motor and written communication skills. 2) Speech Language Therapists – are involved in the development of language and communication skills including the use of alternative and augmentative strategies on devices. 3) Physical Therapists – are involved with the development of gross motor skills and the maintenance of physical function.
Administrative Structure
Niagara Children's Centre School Authority is a publicly funded organization, the School is funded by the Ministry of Education in Ontario. Our main purpose is to provide academic programs and services to enable children and youth with physical and/or communicative challenges to maximize their school readiness so they can attend a local community school. The Niagara Children’s Centre School Authority serves the entire Region of Niagara.
A Board of Trustees consisting of 6 appointed members from the Niagara Region governs the affairs of the Niagara Children’s Centre School Authority. The Management Staff of the Niagara Children’s Centre School consists of a Chief Education Officer/Secretary of the Board, Human Resource/Treasurer of the Board, one liaison teacher, ten teachers, thirteen educational assistants, three personal support workers and one administrative assistant.
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Vision (currently under review)
Niagara Children’s Centre’s vision is: "Children with Special Needs at their Best"
Niagara Children’s Centre School’s Vision is: “Weaving Education and Therapy Together for Student Success.”
Niagara Children’s Centre School Authority Website Access and Information Services
Niagara Children’s Centre School Authority has a web site www.niagarachildrenscentre.com that describes its services. It is important to check the web site during inclement weather as bus operation and school closure will be posted on the school’s home page.
Job Postings Current vacancies are posted on the School website. If you are interested in employment opportunities, you may wish to speak with Principal or Treasurer/Human Resource Manager, and you are welcome to apply for postings for which you qualify.
4 Niagara Children’s Centre School Authority Policies
All Niagara Children’s Centre policies are available to view in the main office. You will responsible for reading and signing off various polices when required to do so.
Below is a brief outline of some of the important policies for you to review:
Code of Conduct
A school should be a place that promotes responsibility, respect, civility, and academic excellence in a safe learning and teaching environment. A positive school climate exists when all members of the school community feel safe, included, and accepted, and actively promote positive behaviours and interactions. Building and sustaining a positive school climate is a complex challenge requiring evidence-informed solutions. A whole-school approach, which involves all members of the school community, is also important in supporting efforts to ensure that schools are safe, inclusive, and accepting.
All students, parents, teachers and other school staff have the right to be safe, and to feel safe, in their school community. With this right comes the responsibility to contribute to a positive school climate. The promotion of strategies and initiatives such as Student Success and character development, along with the employment of prevention and intervention strategies to address inappropriate behaviour, fosters a positive school climate that supports student achievement and the well-being of all students (Reference PPM 128 and Niagara Children’s Centre School’s Policy/Procedure Book).
Code of Conduct – Dress Code (under review)
It is an expectation of the Niagara Children’s Centre School that all staff members dress appropriately when coming to work. School employees are able to dress casually. Examples of what appropriate dress wear is; walking shorts, Capri pants, dress pants, blouse, t-shirt that doesn’t have any racial profanity or offensive logos on it, solid colour leggings (with a shirt that covers the buttocks), tank top that covers shoulders (front and no shoulder blades showing). Jeans (blue, black, including dresses/Capri’s etc…) should only be worn on Fridays. Please be aware of low cut shirts/blouses etc… We are a professional entity and should be seen as being professionally at all times. Footwear guidelines are; shoes/scandals/boots must cover your toes and at least must have a back strap. As we work with children stiletto shoes are probably not a good idea to wear to work.
Code of Conduct – General Expectations
Below is a list of expectations we follow in the school - No food or drink in the classroom (water in a sealed container is acceptable) - Student and staff safety is paramount, never leave a child/children unattended - Teamwork is an essential piece of the puzzle – gossip, excluding others, belonging to a clique, and exhibiting a negative demeanour destroys teamwork - If conflict/issue arises between staff members, one should address the conflict/issue with the other staff member prior to speaking with the CEO/Principal - Capital punishment doesn’t exist at our school (we never restraint or physically force a child to comply) - Cell phones are only used on breaks. We do not use cell phones at anytime in the school hallway.
5 Parking
All school staff are provided with a parking pass that is required to be displayed on your windshield. You can pick up your parking pass from the Administrative Assistant in the school office. All school staff are expected to park in the back parking lot (located beside Shaver Hospital). To enter the Centre/School you are encouraged to use the front entrance. You are able to access the locked sliding door entrance during the hours of 8:45 to 3:45 as the Administrative Assistant will be able to unlock the door for you.
Confidentiality
Niagara Children’s Centre School Authority will abide by all current legislation including the Education Act, The Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) as well as the Personal Health Information Protection Act . Essentially, all three Acts indicate the same thing; “unless explicit consent has been given to disclose personal information, personal information isn’t disclosed.” All new employees are required to sign a confidentiality agreement when they begin working at Niagara Children’s Centre School Authority.
Conflict of Interest
It is the policy of Niagara Children’s Centre School Authority that each staff member is responsible for identifying and reporting any possible or actual conflict of interest to the CEO/Principal for evaluation regardless of whether or not the employee derives benefit. A conflict of interest exists if a school staff member engages in an activity which conflicts or appears to conflict with vision and values of the Niagara Children’s Centre School Authority. More specifically, a conflict of interest exists when an employee has a private or personal interest which jeopardizes their duties as a employee. If an employee is found to be in a conflict of interest, the employee will first be asked to remove her/himself from such conflict. Failing this, the employee may face disciplinary action up to and including dismissal.
Identification Badges
All Niagara Children’s Centre School Authority staff is required to wear identification. If you see someone in a restricted area without identification, please report this to the CEO/Principal immediately.
Scent Free Environment
Niagara Children’s Centre School Authority recognizes that many of our staff or clients may be sensitive to scents contained in many of today’s personal products. For this reason it is the Centre School’s policy that all staff avoid wearing scented perfumes, deodorants, etc. while working at the Niagara Children’s Centre and/or Niagara Children’s Centre School Authority.
Asthma Allergic and Anaphylactic Reactions
Niagara Children’s Centre School Authority may have students and/or staff who have asthma, allergies, including anaphylactic reactions. All staff members who have asthma, allergic and/or anaphylactic reactions must inform the CEO/Principal. The CEO/Principal will discuss and if necessary create a safety plan for you. As for students who may have asthma, allergic and/or anaphylactic reactions medical information sheets are created and maintained in the main office and each classroom. Please check in with the school’s Administrative Assistant or the Classroom Teacher to obtain this information.
6 Reporting Illness or Absence
For absences due to illness, school staff must contact the CEO/Principal between the hours of 6:00 a.m. and 6:30 a.m. Please call or text 306-480-2543. The return to work procedure is to call or text the CEO/Principal. The CEO/Principal will make phone calls between 6:00 a.m. and 6:30 a.m. to replace the school staff member who is ill. Please check with the CEO/Principal and/or Administrative Assistant at the end of the workday to verify if you will be needed to work the next school day.
School Work Day
Teachers are expected to be in class no later than fifteen minutes prior to the school day (8:45 a.m.). Teachers are expected to receive their classroom from outside recess five minutes prior to the end of recess. Teachers work day finishes fifteen minutes after the buses leave (3:30 p.m.).
The Administrative Assistant begins work at 8:45 a.m. and ends his/her work day at 3:45 (which may change)
Educational Assistants are expected to begin receiving students off the bus or receiving students in the classroom at 8:30 a.m. Educational Assistants work day ends at 3:30 p.m. (which may change)
Personal Support Workers day begin at 8:00 a.m., 8:30 a.m. and 10:00 a.m. Personal Support Workers end their work day at 3:30 p.m., 4:00 p.m. and 3:00 p.m. respectively.
Please check with the School Office and/or Classroom Team for daily supervision details. The School Office and/or Classroom Team will notify you of your lunch duty responsibilities/lunch break. School Day Schedule
8:30 – 9:00 Bus Arrival 9:00 – 11:45 Instructional Block 11:45 – 12:55 Lunch and Recess 1:00 – 3:00 Instructional Block 3:00 – 3:15 Recess (optional) 3:15 – 3:30 Bus Departure/Class Clean-up Email and Network
You will be provided with an individual e-mail address if you are working as a long term occasional or permanent staff member. All staff members who hold email accounts are responsible for reading and signing off on the Centre’s Network Policy. All electronic media and services provided are Centre property and their purpose is to facilitate and support staff, families and Centre business. Staff using these resources, have the responsibility of using them in a professional, ethical, and lawful manner. The physical care, content and security of workstations and laptops are the sole responsibility of the assigned individual.
Use of the Internet and e-mail is for Centre applications only. Visiting of offensive sites is prohibited, and will be grounds for discipline up to termination. Examples of offensive sites include, but are not limited to, those that are pornographic, that promote discrimination against certain groups, or that carry hate literature. The distribution of offensive material using the Centre’s Internet Access is similarly prohibited. E-mail and the Internet should be used for normal Centre business only. No MSN or other chat lines are to be used. The Centre reserves the right to monitor Internet and E- mail use without prior notice to staff.
7 Media Policy
The Niagara Children’s Centre School Authority Board Chair/Trustee is the spokesperson for the School Authority. Employees who are asked questions by the media shall refer the inquiry to the CEO/Principal. The CEO/Principal will alert the Board Chair about the nature of the inquiry and the Board Chair will determine the information that will be communicated to the media.
Accessibility
Niagara Children’s Centre School Authority is committed to treating all people in a way that allows them to maintain their dignity and independence. We believe in integration and equal opportunity. We are committed to meeting the needs of all people with disabilities in a timely manner, and will do so by preventing and removing barriers to accessibility and meeting accessibility requirements under the Accessibility for Ontarians with Disabilities Act.
Niagara Children’s Centre School Authority requires that all newly hired staff complete the “Working Together – the Code and the AODA” training certificate before beginning to work at our School. The AODA e-learning module can be accessed at http://www.ohrc.on.ca/en/learning/working- together-code-and-aoda Please print the last sheet of the training module. Print and sign your name on the sheet and return the sheet to Human Resources.
Reporting Child Abuse`
It is the Niagara Children’s Centre School policy to comply with the Child and Family Services Act (CFSA) in all matters dealing with Child Abuse, known or reasonably suspected. Every person who believes on reasonable grounds that a child is or may be in need of protection must report promptly the belief and the information upon which it is based to a children’s aid society. If, at any time during your employment, you should have reason to believe that a child has been abused it is your responsibility to report your concerns to the CEO/Principal.
8 Safety
Niagara Children’s Centre School is committed to providing a safe environment for everyone who comes in our doors – patients, visitors, volunteers, students, staff, and physicians. Whether it is your first time in a school environment, or you are accustomed to working in this setting, there is always the potential for accidents to occur, and safety must remain a priority every single day.
This orientation to safety is an opportunity for you to review the principles of occupational health and safety. Once you have reviewed this information feel free to ask questions in order to ensure that you understand the boundaries that will keep you free from harm. You will only be allowed to perform activities that are safe for you to do so after being properly trained, and you will be under the supervision of an employee at all times. However, remember that you have a responsibility to follow the safety guidelines described in this handbook, as well as those explained to you during the orientation to the specific department where you are placed.
Occupational Health and Safety Act The Ontario Occupational Health and Safety Act provides legislation in respect to safety in the workplace. The Act stipulates that workers have rights, as well as responsibilities. As a student, you should never be asked to do anything that violates the Act, and you will be expected to conduct yourself in the same safe manner as anyone employed by the NPCCSA. If a situation arises where you are uncertain of your rights or responsibilities, please speak to your supervisor.
Workers’ Rights Right to know…about equipment, processes, hazardous substances, working conditions, etc. Right to participate…in identifying and resolving workplace health and safety concerns. Right to Refuse Work…believed to be dangerous to yourself or others. (There are legislated limitations, and a process to be followed)
Workers’ Responsibilities Work in compliance with the Act. Use or wear protective equipment as required by the employer. Not remove or make any safety device ineffective. Not operate equipment in any way that may endanger yourself or others. Not engage in horseplay. Report any hazard. Report any violation of the Act.
Supervisors’ Responsibilities Ensure workers comply with the Act. Ensure workers use/wear required protective equipment. Advise workers of any health or safety dangers. Provide instruction for the protection of the worker.
It is the responsibility of your supervisor to take every reasonable precaution to protect you. If, at any time, you feel uncomfortable or unqualified regarding something you have been asked to do, speak to your supervisor.
Workers, supervisors, and employers all have an important role in maintaining a safe environment, and personal and corporate fines may result if the Occupational Health and Safety Act is violated.
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Joint Health and Safety Committee Niagara Children’s Centre School has a Joint Occupational Health and Safety Committee comprised of management and staff from the school that meets regularly to identify, assess, and recommend actions to control hazards. This Committee may conduct workplace inspections, receive unresolved safety concerns, and act as a consultant on all aspects of safety in the workplace. Potential and actual hazards are reported, investigated, and corrective action is taken. As a student, you may identify a safety hazard, and you should bring your concerns to your supervisor. An Occupational Health and Safety Bulletin Board is located in the kitchen/laundry area and minutes of the committee meetings as well as current information related to your safety in the workplace can be found on this board.
Emergency Procedures Code Red – Fire Safety Code Green – Bomb Threat (evacuation) Code White – Lockdown All volunteers must be familiar with emergency procedures for the areas in which they are volunteering. Always follow the instruction of the employee running the program and/or listen to the PA system for further instruction. If an evacuation is required, please ensure that clients, families and others are safely evacuated to the outdoor assembly area (sidewalk by Glenridge Ave). Assistance, individualized to their needs, will be provided to clients, visitors or employees who require additional support to evacuate.
Workplace Hazardous Materials Information System (WHMIS) As described by Health Canada,
The Workplace Hazardous Materials Information System (WHMIS) is Canada's hazard communication standard. The key elements of the system are cautionary labeling of containers of WHMIS "controlled products", the provision of material safety data sheets (MSDSs) and worker education programs. (http://www.hc-sc.gc.ca/hecs- sesc/whmis/index.htm - this site is developed and maintained by Health Canada's WHMIS Division and is an excellent source of information.)
WHMIS recognizes that you have the right to know about the products you work with, and every worker can and should use this information for self-protection against the harmful effects of hazardous materials at work. WHMIS describes the dangers of the materials you use on the job, it tells you how you can protect yourself from these dangers, and it makes the employer responsible for providing a worker education program directly related to your specific workplace. This handout will provide you with general information about WHMIS, but if you are involved with any hazardous products during your placement, you should receive more specific training.
WHMIS uses three different methods to get the information you need to know to you: via labels, Material Safety Data Sheets (MSDS), and worker education (general & specific).
A supplier label includes the following information: 1. Product Identifier (the name of the material); 2. Supplier Identifier (the name of the supplier of the material); 3. MSDS Statement (a statement that says a MSDS is available); 4. Hazard Symbol (one or more of the 8 WHMIS hazard symbols); 5. Risk Phrases (brief description of the hazard & effects of harmful exposure on the body); 6. Precautionary Measures (instructions on safe use); and 7. First-Aid Measures (how to treat persons who have been exposed).
10 There are six classes of hazards and eight hazard symbols:
Class Symbol Class A – Compressed Gases A substance that at room temperature is in the gaseous state and kept under pressure (i.e. oxygen).
Class B – Flammable and Combustible Material A solid, liquid, or gas that will ignite and continue to burn if exposed to a flame (i.e. gasoline will ignite if one holds a flame close to the liquid but water will not).
Division 1 – Flammable Gas Division 2 – Flammable Liquid Division 3 – Combustible Liquid Division 4 – Flammable Solid Division 5 – Flammable Aerosol Division 6 – Reactive Flammable Material
(Combustible liquids have a flash pint greater than 37.8 degrees C whereas flammable liquids have a flash point below 37.8 degrees C.)
Class C – Oxidizing Material This is a substance that will cause another substance to burn (i.e. chromic acid, when poured onto paper, will cause the paper to burn).
Class D – Poisonous & Infectious Material Division 1 - Materials Causing Immediate and Serious Toxic Effects Subdivision A - Very Toxic Materials Subdivision B - Toxic Materials These are materials that cause harmful effects, including death, within a short period of time after exposure.
Division 2 - Materials Causing Other Toxic Effects Subdivision A - Very Toxic Materials Subdivision B - Toxic Materials These are materials that cause harmful effects days, months, or even years after one or more exposures. Materials that can cause cancer are included here. Division 3 - Biohazardous Infectious Materials An organism or its toxins that may cause serious infectious disease (i.e. anthrax).
Class E – Corrosive Material A substance that will erode steel or aluminium or destroy animal tissues (i.e. chromic acid).
Class F – Dangerously Reactive Material A material that will react with water to produce a poisonous gas that will undergo a reaction if the container is heated, pressurized, or agitated (i.e. benzoyl peroxide will decompose and explode if it is heated or dropped).
11 At any time during your placement if you are unsure: ASK DON’T TOUCH DON’T ENTER
You must consider all possible routes of exposure – absorption, ingestion, inhalation, and injection. The best way to reduce hazards is to eliminate them at the source, but if that is not possible, then they must be controlled in a manner that allows workers to do their jobs without undue discomfort or distress. Controlling the hazard must protect every worker who might be exposed to the hazard, and the method of control used must not create another hazard in the surrounding community. Sometimes workers will have to wear personal protective equipment (i.e. gloves, respirators etc.) to ensure their safety.
If you ever require more information about a hazardous product, the Material Safety Data Sheet contains the following sections, and should be updated every three years: 1. Product Information 2. Hazardous Ingredients 3. Physical Data 4. Fire and Explosive Data 5. Reactivity Data 6. Toxicological properties 7. Preventative Measures 8. First Aid Measures 9. Preparation Date of the MSDS
If there are any WHMIS-controlled products in the area of the School where you will be working, the location of the MSDSs should be included in your site orientation. WHMIS-controlled products may have a workplace label on them, and this label will indicate the name of the product, safe handling instructions, and reference to a MSDS for further information. Never use any product that has no label, and bring this to the attention of your supervisor immediately.
In order to ensure that you are familiar with the Workplace Hazardous Materials Information System (WHMIS) please complete the attached questionnaire and return it to your manager asap.
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Fire Safety Recognition of fire hazards and prevention of a fire is of utmost importance to all staff, students, and volunteers. Patients are in a vulnerable position due to their physical or psychological health, and we are obligated to do everything possible to prevent a fire situation from developing.
Fire Prevention Tips 1. Do not use equipment with frayed or loose cords. If found, tag equipment so it is not used until fixed by maintenance. 2. Never overload electrical outlets.. 3. Do not store flammables near a heat source. 4. Never prop open fire or stairwell doors. 5. Be alert for signs of fire at all times. 6. Practice good housekeeping. 7. Conduct regular workplace inspections and preventive maintenance.
Prepare yourself before fire strikes in your workplace: 1. Memorize all exits and emergency routes*. 2. Identify and know the location of fire alarm pulls, fire extinguishers, and fire exits. 3. If possible, learn how to operate fire extinguishers using the PASS method (described below). 4. Know how to report a fire and to whom. * 5. Know your duties during a fire. * 6. If available during your placement, participate in fire safety training sessions. 7. The first 2-3 minutes are most critical. It is RACE/REACT to safety.
*This information should be provided to you during your department/program orientation.
Race / React
These two common acronyms are used to assist persons in remembering the steps to take in addressing a fire situation:
RACE
R = rescue people in immediate danger. Close door and windows upon exiting room. A = activate the alarm. Pull the nearest fire alarm pull. Anyone can pull the alarm. C = contain the fire by using first aid fire fighting techniques. E = evacuate the area if necessary.
REACT
R = remove occupants. Ensure that everyone is clear from the immediate area. E = enclose area. Close doors and windows upon exiting room. A = activate the alarm. Pull the nearest fire alarm pull. Anyone can pull the alarm. C = call the main reception desk by dialing “O” and identify the location of the fire T = try to fight the fire. Fire extinguishers are located throughout the Centre. However, only those trained to use a fire extinguisher should do so.
13 Fire Fighting Techniques Sometimes you may be able to take immediate action to help stop the spread of fire, if it is safe for you to do so. For example, you may use a blanket to smother a small fire, place a pillow over a wastebasket fire, or use a fire extinguisher.
In order for a fire to burn, Fuel you need all three elements. When one element is removed, the fire will go out. Oxygen Heat
When using an extinguisher, it is important to use the appropriate fire extinguisher for the type of fire:
Types of Fire Extinguishers A Fires involving ordinary materials like burning paper, lumber, cardboard, plastics, etc.
B Fires involving flammable or combustible liquids such as gasoline, kerosene, and common organic solvents used in the laboratory.
C Fires involving energized electrical equipment, such as appliances, switches, panel boxes, and power tools. Water is usually a dangerous extinguishing medium for class C fires because of the risk of electrical shock unless a specialized water mist extinguisher is used.
D Fires involving combustible metals, such as magnesium, titanium, potassium, and sodium, as well as pyrohoric organometallic reagents. These material burn at high temperatures and will react violently with water, air, and/or other chemicals. Handle with care!
BC May be used for type B & C fires.
ABC May be used for type A, B, or C fires.
Remember the acronym “PASS” to help you use an extinguisher properly:
PASS P = pull the pin A = aim the nozzle S = squeeze the handle all the way together S = sweep the base of the fire
14 Slips, Trips, and Falls Being safe is about more than just being aware of fire safety and hazardous chemicals. Accidents may occur at any time, in any setting, and sometimes being safe just involves being aware of your surroundings. For example, slipping, tripping, and falling, may be reduced if you are pay attention to:
Wet floors (look for wet floor signs) Loose floor tiles or carpet Electrical cords Dim or excessive lighting Wearing low, comfortable shoes Walking, not running
Your placement may involve assisting in patient transfers, and one way you can reduce your chance of injury is by using good body mechanics. A healthy back has three natural curves, strong flexible muscles, flexible joints, and healthy discs. It maintains the structure of your trunk and allows you to move freely, protects the nervous system (spinal cord), and acts as a shock absorber. The following table provides some suggestions to help you reduce your chance of back injury.
ACTIVITY DOs DON’Ts Lifting Bend your knees Don’t bend over with Contract your stomach muscles your legs straight Lift with your legs, not your back Don’t twist while lifting Use a stool or ladder if you need to Avoid lifting above your Hold objects close to you head Use assistive devices to lift or transfer Get the help of a co-worker(s) Plan before you lift Keep the load close to you Feet should be shoulder width apart with one foot in front of the other Straddle the load Face the direction the load is to be carried Pivot with your feet Standing Place one foot on a small stool if possible Don’t stand in one and switch feet periodically position for too long Wear comfortable shoes Avoid high heeled or platform heeled shoes Walking Walk with good posture – keep head high, Avoid high heeled or chin tucked in, pelvis forward, toes straight platform heeled shoes ahead Don’t pull a cart Wear comfortable shoes Push a cart Sitting Be able to place both feet on the floor with Don’t slump knees slightly higher than hips Don’t sit in a chair that is Cross legs or place feet on a stool too high or too far from Sit firmly against back of chair your work Place small cushion to support lower back Avoid leaning forward and arching your back
15 Infection Control An infection is a condition resulting from the presence and invasion by microorganisms. For an infection to occur, an organism must enter the body, grow, multiply, and cause a response. Organisms can enter the body by various means i.e. contact (direct, indirect, droplet), vehicle (micro-organism enters the body via a contaminated object, such as food, water, or a medical instrument), airborne, and vector (an organism that transmits a pathogen, i.e. an insect with West Nile Virus. The School makes every reasonable attempt to prevent and control the spread of infection for students, family’s, employees, visitors, volunteers and field placement students through the implementation of guidelines that reduce the transmission and spread of contagious infections and communicable diseases. These guidelines apply to employees and to their interaction with all students regardless of known infectious status or location of service.
Hand hygiene is the responsibility of all individuals. Hand hygiene refers to removing or killing microorganisms on the hands as well as maintaining good skin integrity. There are two methods of removing/killing microorganisms on hands: washing with soap and running water or using an alcohol-based hand rub. Generally, the focus is on microorganisms that have been picked up by contact with patients/health care provider, contaminated equipment, or the environment (transient or contaminating bacteria). Effective hand hygiene kills or removes microorganisms on the skin and maintains hand health.
Hand hygiene must be performed:
• Before and after contact with a student
• Before performing invasive procedures
• Before preparing, handling, serving or eating food
• After care involving the body fluids of a student (e.g. assisting student to blow nose, toileting the student or doing wound care) and before moving to another activity
• Before putting on and after taking off gloves
• After personal body functions, such as using the toilet or blowing one’s nose
• Whenever a health care provider is in doubt about the necessity for doing so.
Alcohol-based Hand Rub Alcohol-based hand rub is the preferred method for decontaminating hands. Using alcohol-based hand rub is better than washing hands (even with an antibacterial soap) when hands are not visibly soiled. However, hand washing with soap and running water must be performed when hands are visibly soiled. If running water is not available, use moistened towelettes to remove the visible soil, followed by alcohol-based hand rub.
Hand Washing Most transient bacteria present on the hands are removed during the mechanical action of washing, rinsing and drying hands. Hand washing with soap and running water must be performed when hands are visibly soiled.
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Factors That Influence Hand Hygiene The following factors influence the effectiveness of hand hygiene:
• Condition of the skin-– intact skin vs. presence of dermatitis, cracks, cuts or abrasions
• Nails: natural nails more than 3-4 mm (1/4-inch) long are difficult to clean, can pierce gloves and harbour more microorganisms than short nails
• Only nail polish in good condition is acceptable
• Artificial nails or nail enhancements are not to be worn by those giving patient care as they have been implicated in the transfer of microorganisms
• Jewellery - rings and bracelets hinder hand hygiene, and should not be worn for patient contact; rings increase the number of microorganisms present on hands and increase the risk of tears in gloves
Hand Hygiene Agents Alcohol based hand rubs
- Are recommended to routinely decontaminate hands in clinical situations when hands are not visibly soiled
- Provide for a rapid kill of most transient microorganisms
- Contain a variety of alcohols in concentrations from 60 – 90%
- Are not used with water
- Contain emollients to reduce skin irritation
- Are less time consuming than washing with soap and water
Liquid or Foam Soap:
- • Soap must be dispensed in a disposable pump dispenser
- • Soap containers are not to be topped up, as there is a risk of contamination
Hand Washing Techniques Alcohol-based Hand Rub: • Remove hand and arm jewellery. Jewellery is very hard to clean, and hides bacteria and viruses from the antiseptic action of the alcohol.
• Ensure hands are visibly clean (if soiled, follow hand washing steps).
• Apply 1 to 2 full pumps of product, or squirt a loonie-sized amount, onto one palm.
• Spread product over all surfaces of hands, concentrating on finger tips, between fingers, back of hands, and base of thumbs. These are the most commonly missed areas.
17 • Rub hands until product is dry. This will take a minimum of 15 to 20 seconds if sufficient product is used.
Hand Washing: • Remove hand and arm jewellery. Jewellery is very hard to clean, and hides bacteria and viruses from the mechanical action of the washing.
• Wet hands with warm (not hot) water. Hot water is hard on the skin, and will lead to dryness.
• Apply liquid or foam soap. Do not use bar soap in health care settings as it may harbour bacteria that can then be spread to other users.
• Vigorously lather all surfaces of hands for a minimum of 15 seconds. Removal of transient or acquired bacteria requires a minimum of 15 seconds mechanical action. Pay particular attention to finger tips, between fingers, backs of hands and base of the thumbs. These are the most commonly missed areas.
• Using a rubbing motion, thoroughly rinse soap from hands. Residual soap can lead to dryness and cracking of skin.
• Dry hands thoroughly by blotting hands gently with a paper towel. Rubbing vigorously with paper towels can damage the skin.
• Turn off taps with paper towel, to avoid recontamination of your hands
Additional Information o Intact skin is the first line of defense; therefore careful attention to skin care is an essential part of the hand hygiene program. o A hand hygiene skin care program should be in place. Choice of products should also be "user-friendly." o If integrity of skin is an issue, the individual should be referred to Occupational Health for assessment. o Use a skin lotion that does not interfere with glove integrity o Hands must be fully dry before touching the student or studen’s environment/equipment for the hand rub to be effective and to eliminate the extremely rare risk of flammability in the presence of an oxygen-enriched environment.
The most important measure you can use to prevent the spread of infection is hand washing. Wash your hands before eating, before and after touching a student, and after using the bathroom facilities. Hand wash dispensers are located strategically throughout the sites.
If you are ever concerned about infection control, speak to your supervisor.
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