THE OPERATING ROOM Essential Question: How Does Disease ... ELT L6.pdf · Great! Just follow their inferences. The second unveiling of the Mystery Text contains the verb labels that

1 Health Sciences Module: The Operating Room Pathways to Prosperity Network

THE OPERATING ROOM Essential Question: How Does Disease Spread?

Learning Targets

Students will:

● Analyze and discuss HAI.

● Cite evidence to support a mystery data hypothesis.

● Compare and contrast viruses and bacteria.

● Use problem-solving to locate the source of an infection.

● Select proper protective gear for a variety of infection types.

● Think through the career of surgical technician using lenses on the future.

Lesson Overview

What exactly are germs and how do professionals in hospitals protect themselves and their

patients from infection? In this lesson, YPs will consider the role of the sterilization technician,

the behind-the-scenes person in the operating room who works to keep the equipment sterile.

They learn about HAIs, explore the differences between viruses and bacteria, and investigate

how disease is spread through a simulation. An optional activity looks at protective equipment

and how disease is spread. Finally, the YPs learn more about the career through the eyes of a

John Hopkins surgical technician before reflecting on the career through their own lenses.

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Lesson Agenda

Opening (5 min) Emergency Scenario: The Operating Theater

Work Time Bacteria and Viruses (30 min)

Contamination Simulation (30 min)

Dress for Success (20 min- optional)

Closure (10 min) The Rewards of a Career (5 min)

Order It (5 min)

Materials

Young Allied Health Professional student packet

Hidden Nasties: Nastier Than a Toilet? (to project)

Contamination Simulation:

UV LED light (black light)

Glo Germ lotion 2 oz.:

http://www.amazon.com/Glo-Germ-Gel-2-

OZ/dp/B009R2HCJ4/ref=pd_sbs_194_3?ie=UTF8&refRID=1D128JWXBETA

WS7WNSR6

Hand lotion similar in color and consistency to Glo Germ lotion

Self-adhesive, numbered name tags, or small, numbered squares

of paper and tape

Small plastic spoons (one per student)

1⁄4 teaspoon measuring spoon

Paper towels

Contamination simulation record sheet (to project and then copy for teams)

Contamination Claims-Evidence-Reasoning Note-catcher (one per team)

Patient Classification cards (one per pair)

Personal Protective Equipment Use (to project)

FACILITATION NOTES

The Narrative Arc. The more each <Emergency Scenario> can be presented as if telling a

story, the more engaged the audience will be. Work to avoid a stale reading and lean towards

bringing the information to life as in a conversation or a “reveal” of the next chapter. Think of

creative ways to make the story your own.

Mystery Data/Text. This protocol is used to activate critical thinking skills. The first Mystery

Text has absolutely every label removed. Students may not be used to looking at diagrammatic

3 Health Sciences Module: The Operating Room Pathways to Prosperity Network

text and drawing inferences. Help them laugh about their guesses. They may even guess that

the diagram is a floor plan for a factory. Great! Just follow their inferences. The second unveiling

of the Mystery Text contains the verb labels that indicate the process depicted by the diagram.

Ask them to revise their hypothesis. Continue the laughter and keep the process lighthearted.

The final Mystery Text unveils the whole process.

Contamination Simulation. The Contamination Simulation is from Glo Germ Classroom Kit

Lessons by Educational Innovations, Inc. The original source can be found at

https://s3.amazonaws.com/cdn.teachersource.com/downloads/lesson_pdf/GLO-210.pdf. The

record sheet can be confusing for students to follow. If necessary, project the sample record

sheet for students to review on page 13. Page 14 provides a sample of how to record data if you

decide to do two rounds of shaking hands.

Learning Line-up. In the Learning Line-up, check for understanding. During the closing,

students place themselves on a continuum based on where they are with a task or learning

target. Invite them to explain their thinking to the whole class or the people near them.

Sampling the Environment. A HIGHLY recommended activity is to have students use

prepared agar plates to sample the environment a few days prior to this lesson. See this video

for a 2 minute overview on how to prepare this easy investigation:

https://www.youtube.com/watch?v=A0b6_kg2oMc.

You can order agar/prepared agar plates from your school’s science material supplier or from

Amazon. Your science teacher may have agar and plates to use. Safety considerations: 1)

Once the sample has been taken, DO NOT open the lid. 2). Sample from surfaces. The toilet

seat is okay—the inside of the toilet is not. 3) Students should wash hands afterwards.

Additional Videos. This short video (3:54) gives a quick overview of the microbiome:

https://www.youtube.com/watch?v=4BZME8H7-KU. An extension question could be “why would

we not want to kill all of the bacteria and viruses when people come to the hospital?” If students

would like to learn more about their immune system, this six minute video offers an animated

overview: https://www.youtube.com/watch?v=zQGOcOUBi6s.

IN ADVANCE

Preview MythBusters: Hidden Nasties-

https://www.youtube.com/watch?v=dQgVn3AvJ8A and http://www.discovery.com/tv-

shows/mythbusters/videos/hidden-nasties/.

Decide if you will use the reading or the video alternatives: An alternative to the reading

is this 3 minute video: https://www.youtube.com/watch?v=s-HThHRV4uo.

4 Health Sciences Module: The Operating Room Pathways to Prosperity Network

For students who have already studied the immune system, this 3 minute video offers a

deeper look: https://www.youtube.com/watch?v=oqGuJhOeMek.

Contamination Simulation. The contamination simulation activity requires some

preview and organization. In preparation for the simulation to analyze the spread of

disease, enter the names of your class members in the record sheet. Number the

handles of the spoons and name tags. Decide which student will receive Glo Germ

lotion. That student will have his hand shaken about three-quarters of the way through

the first round of handshaking. This student remains known only to you throughout the

demonstration. Place a 1⁄4 teaspoon-sized glob of lotion into each numbered spoon. The

amount does not need to be exact; use the measuring spoon for the first glob just to see

what the correct quantity looks like in your plastic spoons. Only the selected student

(the source) will receive Glo Germ lotion; all the others receive regular hand

lotion. Be careful not to contaminate any of the regular hand lotion spoons with Glo

Germ lotion. For additional clarifications, see:

https://s3.amazonaws.com/cdn.teachersource.com/downloads/lesson_pdf/GLO-210.pdf.

Preview the <More Than Medicine | Edward McKay, Jr. (Surgical Technician)> video

found at https://www.youtube.com/watch?v=J-Bi3F9Nj20, and be prepared to show all

4:09 minutes. It highlights the rewards of the work of a surgical technician.

Dress for Success. This activity will be more engaging if you are able to bring in

realia—the real objects such as gloves or goggles. Ask your local clinic or hospital to

donate materials to help bring this activity alive. Use of realia is also an English

language acquisition strategy.

EXTENSIONS

There are several online infectious disease simulations that students often find

fascinating: http://www.infectiousdisease.cam.ac.uk/schoolzone/games . Note that some games

have ads.

In the app Plague, Inc., students take on the role of a pathogen attempting to infect humankind

on a global scale—using science concepts to strategize. This award-winning game offers

education and excitement for $.99!

Vocabulary

Content Tier II

infectious/infection, germ, bacteria, virus,

contamination, sterilization

novice, exemplary

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Opening (5 min)

Emergency Scenario: The Operating Theater

Many emergencies require time in an operating room. Many healthcare providers are key

players in this situation, all with crucial roles but varying levels of education. This area of health

care provides many entry points into the allied health profession. Usually, nurses are filling five

different roles: scrub, anesthetic, circulating, holding room, and recovery positions. Two

surgeons, a surgical assistant, and a surgical technician are actively working on the patient. And

an anesthesiologist is keeping the patient unconscious. Today, we will be exploring the career

of the surgical technician.

1. Assign a volunteer to distribute the <Emergency Scenario: The Operating Theater>.

2. Share the next chapter of the story by reading or acting it out.

3. Ask: Who here has ever had surgery and would like to share their experience?

4. Invite participants to share in small groups or with the whole class.

Work Time

Bacteria and Viruses (30 min)

We highly recommend a pre-lesson activity where YPs sample their environment

using agar plates (see facilitation notes). If you are able to include this pre-

activity, have students examine the results of their sampling (and make

sketches) before the contamination simulation.

Mystery Data: Hidden Nasties?

1. Project the video: https://www.youtube.com/watch?v=e-3Li7iMqMM.

o Make sure the “key” is covered when you project the video. This is

important.

o Ask: What is this a video of? What could this represent?

o Listen for: People getting infected, spread of germs.

o Ask: What do you think the different colors represent? Justify/prove your

claim.

The mystery

activities promote

critical thinking.

Emphasize the

reasoning instead of

the answer. Instead

of confirming (“that’s

right!”), ask for

justification and

reasoning: “Why do

you think that? What

evidence do you

have? Are there any

other reasonable

explanations based

on the evidence?”

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Exploring Hospital Associated Infections (HAIs)

2. Project the image: http://www.passenlaw.com/wp-content/uploads/2015/06/HAI-

Chart.bmp?16e2c0.

o Say: Today we are going to look at the invisible: The germs that are all around us. How

does this apply to our patient? Why is this important to the allied health sciences?

o Invite the YPs to record what surprises them about the information in their <Young

Professional Packet>.

o Using the What? So What? Now What? approach, ask:

o What? What is an HAI? If you are admitted to a hospital, what is your chance of

catching a healthcare associated infection? How many people get an HAI a year?

o So What? How many people die annually, or every year, from HAIs? How much

do HAIs cost the system?

o Now What? If you were a manager for a surgery floor of a hospital, how would this

information affect the decisions that you make? What would you consider in terms

of trainings or policies? What might prevent these HAIs? (Listen for: Washing

hands, using protective gear, training staff, sterilizing the environment, etc.)

Let’s look at the “hidden nasties” that can cause infections and illness.

o Project: MythBusters clip <Hidden Nasties>:

https://www.youtube.com/watch?v=dQgVn3AvJ8A.

Say: Surgical technicians are on the front lines of saving lives. One of their most crucial

roles is to be sure that “hidden nasties,” or bacteria and viruses, are not present in the operating

room environment so that patients do not get infections, have complications, or even die. The

“hidden nasties” surgical technicians worry about most are bacteria, which are responsible for

Healthcare Associated Infections (HAIs). Other types of “hidden nasties” surgical technicians

must watch out for are viruses, which are actually very different from bacteria. One major

difference is that only bacterial infections can be treated with an antibiotic.

Now, we are going to learn more about the differences between a virus and bacteria.

Mystery Text

1. Ask the young professionals to turn to the <Mystery Text 1> with no labels.

2. Invite them to think about the picture alone and try to label the parts.

3. Tell them that they should try to think about the opening videos and science content to

make their guesses, but reassure them that they can take wild guesses, too.

4. Invite them to turn to a colleague and share their ideas.

This analysis

protocol scaffolds

student thinking

and conversation

around data. It

focuses on

identifying the

facts (the “what?”),

looking at

implications (the

“so what?”), and

thinking about a

response or plan

of action based on

data (the “now

what?”).

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5. Use equity sticks to cold call on the young professionals to share their guesses.

6. Distribute the <Mystery Text 2> that only has verbs labeled.

7. Again, tell the young professionals to think-pair-share.

8. Use equity sticks to cold call on the young professionals to share their guesses.

9. Distribute the <Mystery Text 3> that has everything labeled and has a title—Viral

Replication.

Venn Diagram: Virus vs. Bacteria

1. Ask the young professionals to turn to the <What’s the Difference Between Bacteria

and Viruses?> text and the <Venn Diagram: Bacteria vs. Viruses Graphic

Organizer> in their student packets.

o An alternative to the reading is this 3 minute video:

https://www.youtube.com/watch?v=s-HThHRV4uo.

o For students who have already studied the immune system, this 3 minute video

offers a deeper look: https://www.youtube.com/watch?v=oqGuJhOeMek.

2. Invite the YPs to describe the type of information that should be included in each section

of the Venn diagram.

o Similarities are put in the overlapping circles.

o Differences are put in the non-overlapping space.

3. Create a quiet space for students to read the two paragraphs, encouraging them to

underline key ideas.

4. Invite students to collaborate with their groups to fill out the diagram. Although they may

work as a group, each student should fill out their own diagram.

5. When the young professionals have completed the work, ask: What do you think is the

most important difference between bacteria and viruses?

6. Invite the young professionals to turn and talk with a colleague.

o Use equity sticks to cold call on students to answer the question. Listen for:

Bacteria can reproduce on their own, and viruses require a cell in which to

reproduce, so antibiotics only work with bacteria.

Contamination Simulation (30 min)

Surgical technicians know that bacterial infections are spread through contact with anything that

is unwashed or unsterilized—hands, arms, equipment, even the sheets that cover the patient on

the operating table. The bacteria that cause HAIs are present at all times on skin and anything

8 Health Sciences Module: The Operating Room Pathways to Prosperity Network

skin has touched. Careful washing and disinfecting are all that protect the patient from an HAI, a

role the surgical technician takes very seriously. Today, we are going to do a simulation where

one of you is the source of an infection. Be prepared to solve the mystery!

Model: Contamination.

1. Invite three volunteers to come to the front of the room.

2. Tell them that before the activity, you need them to wash their hands.

3. As they wash their hands, time them (an estimate).

4. Apply the Glo Germ lotion to their hands and have the YPs rub the lotion in. Ensure

they coat their fingernails and the area between their fingers. Do not explain what the

lotion is.

Hand washing is the first line of defense against germs. It is also a first line of defense against

HAIs. At a hospital in Cleveland, a hand washing program reduced bloodstream infections by

35% and surgical site infections by 64%—their HAI rate went down by 38%.

Tell each volunteer to go and wash their hands. They may want to “really wash” now that

they know their hands are coated. However, tell them they can only wash for the same

number of seconds (more or less) that they washed pre-activity. Most students will have

washed their hands for a few seconds only.

1. Reveal to the students that the Glo Germ lotion has tiny particles that represent

germs, and they will now see how well they removed germs during hand

washing.

2. Use the black light to check their hands. The areas that glow represent

contaminated areas.

Ask: How well did washing remove the germs? What areas were the most “germy” after

washing? We know hand washing is effective, so what might you need to do differently

to keep your hands clean?

Listen for: Wash for longer, use soap, scrub nails and between fingers, etc.

Infection Simulation

We are now going to solve a mystery based on the spread of germs.

1. Demonstrate how to apply the lotion to the palm of the left hand, paying particular

attention to keeping the lotion off the right hand or other surfaces in the room. Use a

finger to scrape the lotion off the spoon.

Epidemiology is the

branch of medicine

that deals with the

incidence,

distribution, and

possible control of

diseases. To make a

real-world

connection, highlight

recent cases where

this problem-solving

work has been in the

news (Ebola, Zika,

bird flu, etc.).

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2. Distribute to each student the appropriate numbered tag, a glob of lotion in a small

plastic spoon, and a paper towel.

3. Tell them to apply the lotion to the palm of the hand, using the back of the spoon to

smear the lotion to cover the entire palm. They should not use their fingers on the other

hand to do this; we are trying to confine the lotion to the palms of the hands. The spoons

should be placed on the paper towels, not laid directly on the tabletop. When the young

professionals aren’t actually shaking hands, they should keep their left hands loosely

closed, palm-side up, to avoid contaminating the surfaces or objects in the room.

4. Invite all of the young professionals to stand up.

5. Tell students that one of them is the source of an infection. Ask: What is an

infection? What would it mean to be “the source”?

6. Tell student #1 to shake the hand of student #2, then sit down. Student #2

shakes the hand of student #3, then sits down. Student #3 shakes the hand of

student #4, and so on until every student is seated.

7. Check each student’s left hand under the black light, recording results in the

record sheet. It is vitally important that you record each handshake in order on

the record sheet as they occur, or this activity will not work.

8. After the students have spread the infection, they can wash their hands. Check

how clean their hands are with the black light (it will show the average

student/person does not get their hands very clean—reinforcing the importance

of the sterilization technician).

Solving the Mystery: Who Was the Source?

1. Provide a copy of the record sheet to teams of the young professionals.

2. Invite teams to analyze the results and decide who started the epidemic.

o For a single round of handshaking, this should be quick.

o Time permitting and for extra challenge, try the “two-round extension”.

3. Distribute the <Contamination Claims-Evidence-Reasoning Note-catcher> to the

young professionals.

4. Project the <Sample Recording Sheet>.

5. Model making a claim with evidence and reasoning:

o Your claim is that student 9, in this model, was the infected student.

o Your evidence is that only he shook hands with both student 8 and student 10.

o Your reasoning is that student 7 was not infected, so student 8 could not have

been the culprit; but because student 8 was infected, student 10 also could not

have been the start of the epidemic.

This problem solving

activity may be

challenging.

Encourage a growth

mindset by

normalizing the

struggle and

frustration. Locating

the source of

infections is an

important part of

treatment and

prevention of further

infections.

Epidemiologists and

public health workers

face this challenge

as they work to

identify risks and

sources of diseases

as well as prevent

infections.

10 Health Sciences Module: The Operating Room Pathways to Prosperity Network

6. Provide time for teams to work together to analyze the data table.

7. Invite each team to present its findings to the class, including the evidence and

reasoning behind their claim.

Dress for Success (20 min- optional)

Say: Every person in a hospital who cares for patients is trained in the use of Personal

Protective Equipment: face masks, gloves, gowns, goggles, and face shields. Patients who

have an infectious disease, or a disease that can be transmitted to other people, are classified 3

ways: contact, droplet, and airborne methods of infection. Contact refers to infection that can be

spread by touching another person. With droplet methods of infection, disease is transmitted

through fluids, like spit when people cough. Airborne infections can be similar to droplet

infections but are different in that the disease can also be spread through dust particles in the

air. Within each classification, patients can require little contact or a lot of contact. The choice of

personal protection devices changes based on the level of contact.

1. Explain to the young professionals that they will “dress for success” based on the

classification of a patient for whom they will provide care.

2. Invite the YPs to find a colleague.

3. Distribute the <Patient Classification Cards> to pairs of the young professionals.

4. Tell the young professionals to think about the classification of the patient they will

provide care for and the level of contact required to care for the patient.

5. Invite pairs of the young professionals to gather the personal protective equipment they

think they will need to treat the patient and to “dress for success.”

6. Have the young professionals find another pair with a different classification of patient to

share their accessory choices.

7. Project the <Personal Protective Equipment Use> page and provide time for the

young professionals to review the information.

8. Ask: How accurate were your inferences about what equipment needed to be used to

protect yourself from infection?

9. Invite volunteers to answer the question.

11 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Closure (10 min)

The Rewards of a Career (5 min)

1. Project the <More Than Medicine | Edward McKay, Jr. (Surgical Technician)> video.

2. Ask: What rewards does Edward McKay feel are personal and connected to his sense

of self about his work?

3. Listen for: Focus, listening skills, openness to new things, and self-motivation.

4. Ask: What benefits does Edward McKay feel his career has for society?

5. Listen for: He leaves his work feeling like he saved a life or helped make a child’s

situation better.

6. Ask: Why did Edward McKay choose to be in an operating room but not in the role of the

surgeon?

7. Listen for: He said he, among his friends, “made it.” He has financial security. He didn’t

have to go to medical school. He just started working at a hospital and took advantage of

opportunities to participate in post-secondary education. He was able to keep getting

some basic education and progress up the career ladder in the hospital.

Order it (5 min)

Edward shared his lenses on his career. Now it’s your turn. Look at this career through your

lenses. You are not making any decisions about what you want to be “when you grow up”, but

rather starting to think about your values and what is important to you as you look at ANY career

or educational path.

12 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Name:

Date:

THE OPERATING ROOM: How Does Disease Spread?

Today’s Learning Objectives:

I can:

Analyze and discuss HAI.

Cite the evidence to support a mystery data hypothesis.

Compare and contrast viruses and bacteria.

Use problem-solving to locate the source of an infection.

Select proper protective gear for a variety of infection types.

Think through the career of surgical technician using lenses on the future.

In this lesson, I will consider the role of the sterilization technician, the behind-the-scenes

person in the operating room who works to keep the equipment sterile. I will learn about HAIs,

explore the differences between viruses and bacteria, and investigate how disease is spread

through a simulation. Finally, I will learn more about the career through the eyes of a John

Hopkins surgical technician before reflecting on the career through my own lenses.

Today’s Activities:

Emergency Scenario

Bacteria and Viruses: Hidden Nasties!

Contamination Simulation

Dress for Success

Rewards of a Career; Order it! Surgical Technician

13 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Emergency Scenario: The Operating Theater There are many people who ensure patients survive the operating room: The surgeon, the

nurse, and the anesthesiologist. Your job as a sterilization technician is to save lives as well.

Your job at the hospital, and particularly in the Operating Room, is just as important as the

surgeon’s, as many people have died from surgery because the instruments—or even the

doctor’s hands—were not sterilized. And just because we have incredibly powerful sterilization

methods and strict hand washing and protective glove protocols, doesn’t mean people don’t get

sick from all the viruses and bacteria found in hospitals. Your work is an important link to

keeping patients safe from the microscopic dangers all around.

Your next case is a teenage boy who was in a pretty bad skateboarding accident. He has a

large laceration on his face. You’re there to prep him for the operating room, and you can tell

that he is scared and in a lot of pain. You explain that you will be with him throughout the entire

procedure, starting now through when you roll him into the recovery room. You explain that you

need to clean his wound and make sure his skin is disinfected so that he will be less likely to get

an infection as it heals. You tell him that you will be as gentle as possible and to tell you if he

needs a break during the process.

Just before meeting the patient, you prepared the operating room, the equipment, and lined

tools up so that the surgeon will have an easier time working. You have also prepared your

workstation: You will be assisting the surgeon during the procedure by passing and receiving

equipment, cutting sutures, operating the lighting system, dressing the wound, and monitoring

the patient’s vital signs.

Having an operation is a serious ordeal—patients can get very bad infections, or Healthcare

Associated Infections, from an injury as simple as a cut. As a surgical technician, you ensure

that the hospital is a place of healing and not harm.

14 Health Sciences Module: The Operating Room Pathways to Prosperity Network

What surprises you about the information on this poster?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

15 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Mystery Text 1

16 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Mystery Text 2

17 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Mystery Text 3: Viral Replication

18 Health Sciences Module: The Operating Room Pathways to Prosperity Network

What’s the Difference Between Bacteria and Viruses?

Virus

19 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Directions. After studying the diagrams of a virus and bacteria, read the following passage.

Both bacteria and viruses are called microbes. They are too small to be seen with just the

human eye but require a microscope to be seen. Viruses are 10 to 100 times smaller than

bacteria, even though they both are too small to be seen without a microscope! And while both

viruses and bacteria are types of cells, they do not have a nucleus that keeps the genetic

material in the cell separate from the rest of the cell.

Bacteria are single-cell organisms that can survive independently. You can kill them by

interfering with their metabolism (internal biological functions), which is basically what antibiotics

do. Most bacteria are neither male nor female and reproduce by simply dividing into two new

cells. Infections they cause include pneumonia, strep throat, and food poisoning bugs. But not

all bacteria are bad—some friendly types actually help protect us from disease.

Viruses are not cells; they have no metabolism, and they cannot reproduce alone. A virus is a

chain of DNA (genetic material) and needs a host cell in order to reproduce. You can, of course,

pick them up on door handles and other surfaces. Once a virus gets into cells, it persuades the

cells to reproduce it! Antibiotics are useless against viruses. Antiviral drugs either improve the

immunity of the cell to the virus or interfere with the virus’ reproduction.

Learn more at: https://www.youtube.com/watch?v=oqGuJhOeMek.

20 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Venn Diagram: Bacteria vs. Viruses

21 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Contamination Mystery

# Student Name Round 1 Glow? Round 2 Glow?

1 1 shakes with 2 1 shakes with 2

2 2 shakes with 3 2 shakes with 3

3 3 shakes with 4 3 shakes with 4

4 4 shakes with 5 4 shakes with 5

5 5 shakes with 6 5 shakes with 6

6 6 shakes with 7 6 shakes with 7

7 7 shakes with 8 7 shakes with 8

8 8 shakes with 9 8 shakes with 9

9 9 shakes with 10 9 shakes with 10

10 10 shakes with 11 10 shakes with 11

11 11 shakes with 12 11 shakes with 12

12 12 shakes with 13 12 shakes with 13

13 13 shakes with 14 13 shakes with 14

14 14 shakes with 15 14 shakes with 15

15 15 shakes with 16 15 shakes with 16

16 16 shakes with 17 16 shakes with 17

17 17 shakes with 18 17 shakes with 18

18 18 shakes with 19 18 shakes with 19

19 19 shakes with 20 19 shakes with 20

20 20 shakes with 1 20 shakes with 1

22 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Contamination Claims Evidence & Reasoning Note-Catcher

My claim is that _______________________________________ started the epidemic.

My evidence is that…

List the patterns you see in the data:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

My reasoning is that…

Who was infected:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ Who was not infected:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

23 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Order It! Review the following qualities of a career as a surgical technician. Order them in order of most

important to you (1) to least important to you (10).

Statement Importance

I pay close attention to details and can monitor everything happening around

me.

I am interested in getting an Associate’s degree or a post-secondary

certificate that would allow me to work in a hospital right after high school.

I am very calm under pressure and can help others around me manage their

stress.

The median salary of $42,720 for a surgical technician would support the

lifestyle I want.

I am very dependable, and I know my reporting surgeon can count on me to

keep our patient safe.

I am excited for the opportunity to advance on the career ladder and

specialize in a specific area of surgery, become a Circulating Technologist or

First Assistant, or pursue a higher medical degree.

I enjoy counting, tracking, organizing, and sterilizing all of the medical

equipment that is used in the operating theater.

I can problem solve to help my reporting surgeon and other operating doctors

provide the best treatment for our patient.

I am excited to work closely with surgeons and patients directly in the

operating theater, and I don’t believe the sight of injuries will make me

uncomfortable.

Using the poster, add two additional qualities of a surgical technician career that match an

interest, talent, goal, or skill that you have.

1. _____________________________________________________________

2. _____________________________________________________________

24 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Facilitator Documents:

25 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Patient Classification Cards Cut out and paste the following terms and their descriptions on an index card.

Front of card Back of card

Contact Infection Limited Exposure: you are in the same room with the patient

Contact Infection Substantial Exposure: you must touch and be very close to the

patient

Droplet Infection Limited Exposure: you are in the same room with the patient

Droplet Infection Substantial Exposure: you must touch and be very close to the

patient

Airborne Infection Limited Exposure: you are in the same room with the patient

Airborne Infection Substantial Exposure: you must touch and be very close to the

patient

26 Health Sciences Module: The Operating Room Pathways to Prosperity Network

On the cards, paste this picture for Contact Infection:

On the cards, paste this picture for Droplet Infection:

On the cards, paste this picture for Airborne Infection:

27 Health Sciences Module: The Operating Room Pathways to Prosperity Network

Personal Protective Equipment Use

Project or write the following on the board after students brainstorm the protective gear they

need to “dress for success.”

Contact Infection- Limited Exposure

Gloves

Contact Infection- Substantial Exposure

Gloves

Gown

Droplet Infection- Limited Exposure

Face Mask Gloves Gown

Droplet Infection- Substantial Exposure

Face Mask Gloves Gown Goggles

Airborne Infection- Limited Exposure

Disposable Respirator

Airborne Infection- Substantial Exposure

Disposable Respirator Gloves Gown Goggles

Face Shield