HLTINF001 Comply With Infection Prevention and Control Policies and Procedures SAB V3.4

Student Assessment Booklet
HLTINF001
Comply with infection prevention and
control policies and procedures
Student Name: Abhiskar Chhetri
CHC33015 Certificate III in Individual Support
14/785 Pascoe Vale Road, Glenroy, VIC 3046

 03 8609 1393 
Chandler RTO is a trading name of The Skills Development and Training Company Pty Ltd , RTO 52733.
HLTINF001 Comply with infection prevention and control policies and procedures Page 2
© Chandler RTO 01 JUNE 2022, Version 3.4
RECORD OF ASSESSMENT OUTCOMES: HLTINF001
This section records the outcome of each task/assessment requirement so that the final assessment
outcome can be determined for the unit HLTINF001 Comply with infection control policies and
procedures.
The table below shows all the assessment requirements for this unit. Once a student has satisfactorily
completed all requirements related to the unit, they can be given a Final Assessment Result of ‘C-
Competent’. A number of spaces have been provided to record multiple attempts. Final Assessment
Results should only be recorded once all tasks have been attempted.
Task Outcome
Assessment requirements/tasks Satisfactory (S)

Assessor
Not Date
initials
satisfactory
(NS)
1. Written questions
2. Role Play
3. Journal
Final Assessment Result Result (C - Competent / NYC - Date

Not Yet Competent)
HLTINF001 Comply with infection control policies

and procedures
Student name:
Student ID:
Assessor name:
Assessor signature: Date: / /
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of HLTINF001 Comply with
infection control policies and procedures.
This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to
ABOUT YOUR
demonstrate ASSESSMENTS
competency in this unit.
Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Role play You are to demonstrate the ability to clean up a
simulated bodily fluid spill (vomit).
Assessment Task 3: Journal You are to complete a journal about how they follow
infection control procedures at work.
Supporting resources
You may like to look at the following websites, books and documents for more information about the
topics related to this unit:
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW
 Model WHS Regulations,
http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/
model-whs-regulations
 Australian Guidelines for the Prevention and Control of Infection in Healthcare:
https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/cd33_infection_control_healthca
re_140616.pdf
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill
it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the
back of the Task Cover Sheet.
Reassessment
Students who are deemed NYC at the first attempt will be given two more opportunities for re-
assessment at a mutually agreed time and date without any cost to learner. If a learner fails the re-
assessment after two additional attempts, they will be advised to re-enrol in the unit and learner will
be required to pay the cost applicable for the unit. For further details, refer to Chandler RTO’s
Assessment Policy and Chandler RTO’s Course Progress Policy.
Complaints and Appeals
Students not satisfied with an assessment outcome may appeal the assessment decision by
accessing Chandler RTO’s Complaints and Appeals Policy. In the first instance, learners are
encouraged to appeal informally by contacting their trainer/assessor and discussing the matter with
them. In the event that the learner is dissatisfied with the outcome of such discussion, the learner may
appeal further to either the Lead trainer and/or course coordinator. If a learner is still dissatisfied, the
learner may appeal formally and in writing to have their result reviewed.
For more information, refer to Complaints and Appeals Policy and Procedures.
The candidate must show evidence of the ability to complete tasks outlined in elements and
PERFORMANCE
performance EVIDENCE
criteria of this unit, manage tasks and manage contingencies in the context of the job
role. There must be evidence that the candidate has:
 followed established organisation infection prevention and control procedures on at least 3
separate occasions
 followed established organisation infection prevention and control procedures at least once for
each of the following:
 hand hygiene and care of hand
 use of personal protective equipment
 handling of waste
 enforcing clean and contaminated zones
 limitation of contamination
 surface cleaning

The candidate must be able to demonstrate essential knowledge required to effectively complete
KNOWLEDGE EVIDENCE
tasks outlined in elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the work role. This includes knowledge of:
 established guidelines for the prevention and control of infection, including those for:
 personal and hand hygiene:
 how to hand wash
 how to hand rub
 pre-surgical hand preparation
 clinical moments when hand hygiene should be performed with soap and water rather
than alcohol-based hand rub
 non-clinical moments for hand hygiene hand care, including guidelines on maintaining
intact skin, fingernails and jewellery/watches
 use and scope of personal protective equipment guidelines for:
 glove use
 wearing gowns and waterproof aprons
 wearing masks
 wearing protective glasses
 surface cleaning:
 cleaning procedures and their specified times
 routine surface cleaning
 managing a blood or body fluid spill
 sharps handling and disposal techniques
 reprocessing procedures for equipment
 types of additional precautions and their relevance to particular areas of work or client groups
 types of hazards in the work environment and associated risks and control measures
 chain of infection:
 source of infectious agent
 mode of transmission
 susceptible host
 basis of infection, including:
 bacteria and bacterial spores
 difference between harmless microorganisms and pathogens
 difference between colonisation, infection and disease
 fungi
 viruses
 key modes of disease transmission – contact, airborne and droplet:
 paths of transmission including direct contact, aerosols and penetrating injuries
 risk of acquisition
 sources of infecting microorganisms including persons who are carriers, in the incubation
phase of the disease or those who are acutely ill
 factors that increase the susceptibility to infection:
 immune status
 wounds or devices
 medications and comorbidities
 age
For all documentation on the performance criteria and assessment requirements of the unit HLTINF001 Comply with
infection control policies and procedures, please refer to the training.gov.au website with this link:
https://training.gov.au/Training/Details/HLTINF001.
ASSESSMENT TASK COVER SHEET
Students: Please fill out this cover sheet clearly and accurately for this task.
Student Name
Unit: HLTINF001 - Comply with infection control policies and procedures
ASSESSMENT DETAILS
Assessment Type  AT1: Written questions  AT2: Role play  AT3: Journal
AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below. Make
sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of
 Yes  No
assessment?
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or reasonable adjustment to be made for this
assessment?
 Yes  No
If yes, what are they? …………………………… …………………………
………………… ……… … … .………………………………………….
Do you understand your rights to appeal the decisions made in an
 Yes  No
assessment?
None of this work has been completed by any other person.  Yes  No
I have not cheated or plagiarised the work or colluded with any other  Yes  No
student/s.
I have correctly referenced all resources and reference texts to complete  Yes  No
these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action
 Yes  No
may be taken against me.
STUDENT DECLARATION
I, , certify that the statements I have

attested above have been made in a good faith, are true and correct. To the best of my knowledge
and belief, these tasks are my own work.
Student Signature: …………………………… Date: ............... /................./...................................
ASSESSMENT TASK COVER SHEET – Attempt 1
Result Satisfactory (S)  Not Yet Satisfactory  (NYS)
ASSESSOR FEEDBACK (All Assessment Tasks)

Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
Re-assessment
Result Satisfactory (S)  Not Yet Satisfactory  (NYS)

Re-assessment Satisfactory (S)  Not Yet Satisfactory  (NYS)
Result

ASSESSOR DECLARATION
I, declare that I have conducted a fair, valid, reliable, and flexible assessment with this student.
I, declare that
STUDENT I have observed
ASSESSMENT the student demonstrate unit outcomes through consistent and
APPEALS
repeated
Dear application of skills and knowledge over a period of time.
Student,
I, declare that I have provided appropriate and timely feedback.
You can make an appeal about an assessment decision by putting it in writing and sending it to us.
Refer to your Student Handbook for more information about our appeals process or visit our website.
Trainer/Assessor Name:
 I have received my
Trainer/Assessor assessment result and I am satisfied with the given feedback for this
Signature:
assessment.
Date: / /
 I am not satisfied about my result, and I would like to appeal regarding my result.
Student Signature: …………………………………. Date: ......... /.........../..................
ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents to
help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if you
can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 Your assessor will provide due date for the submission of this assessment.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need
to do one of the following:
 Answer the questions that were incorrect in writing.
 Your assessor may allow you to answer the questions that were incorrect verbally.
Instructions to students:
WRITTEN ANSWER QUESTION GUIDANCE

The following written questions use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words
guide students as to how they should answer the question. Use the definitions below to assist you in determining
whether the student has provided enough detail (the guidance is the minimum level of response required).
 Analyse – when a question asks students to ‘analyse’, they should do so in detail, identifying important
points and key features. Generally, students are expected to write a response of one to two paragraphs
in length.
 Compare – when a question asks students to ‘compare’, they will need to show how two or more things are
similar, ensuring they also indicate the relevance of the consequences. Generally, students are expected
to write a response of one or two paragraphs in length.
 Contrast – when a question asks students to ‘contrast’, they will need to show how two or more things
are different, ensuring they indicate the relevance or the consequences. Generally, students are
expected to write a response of one or two paragraphs in length.
 Discuss – when a question asks students to ‘discuss’, they are required to point out important issues or
features and express some form of critical judgment. Generally, students are expected to write a
response of one or two paragraphs in length.
 Describe – when a question asks students to ‘describe’, they will need to state the most noticeable
qualities or features. Generally, they are expected to write a response of two or three sentences in length.
 Evaluate – when a question asks students to ‘evaluate’, they should do so putting forward arguments for and
against something. Generally, they are expected to write a response of one or two paragraphs in length.
 Examine – when a question asks students to ‘examine’, this is similar to ‘analyse’. Students will need to
provide a detailed response with key points and features and provide a critical analysis. Generally,
students are expected to write a response of one or two paragraphs in length.
 Explain – when a question asks students to ‘explain’, they will need to make clear how or why something
happened or the way it is. Generally, they are expected to write a response of two or three sentences in
length.
 Identify – when a question asks students to ‘identify’, they will need to briefly describe the
required information. Generally, they are expected to write a response of two or three sentences
in length.
 List – when a question asks students to ‘list’, this means they will need to briefly state information in a
list format, often with a specific number of items indicated.
 Outline – when a question asks students to ‘outline’, this means giving only the main points.
Generally, students are expected to write a response of two or three sentences in length.
 Summarise – when a question asks students to ‘summarise’, this is similar to ‘outline’, only giving the main
points. Generally, students are expected to write a response of two or three sentences in length.
QUESTION 1
Provide a definition and one example of the following terms.
Term Definition Example
Hazard A hazard refers to any potential source, situation, An example of a hazard is a chemical spill in a
or substance that has the potential to cause harm, laboratory. The spill poses a risk of chemical
injury, damage, or adverse effects to individuals, exposure to laboratory personnel, which can lead
property, or the environment. to health hazards such as skin irritation,
respiratory issues, or chemical burns.
Risk Risk is the probability or likelihood of an event, An example of risk is driving a car. There are
action, or situation leading to negative various potential risks associated with driving,
consequences or harm. It involves the assessment such as accidents, mechanical failures, or
of potential hazards and the estimation of the encountering hazardous road conditions. The risk
likelihood and severity of adverse outcomes. level can vary based on factors like driving
experience, road conditions, traffic volume, and
adherence to safety regulations. Assessing these
risks allows individuals to take appropriate
measures to minimize them, such as wearing seat
belts, following traffic rules, and maintaining their
vehicles properly.
Risk control Risk control, also known as risk management or An example of risk control is implementing safety
risk mitigation, refers to the process of protocols in a construction site. Construction sites
implementing measures and strategies to reduce or are inherently hazardous environments, with risks
eliminate the potential risks and their associated such as falls, electrical hazards, and collapsing
negative impacts. It involves identifying hazards, structures. To control these risks, safety measures
assessing their likelihood and potential can be put in place, such as providing personal
consequences, and taking actions to minimize or protective equipment (PPE) to workers,
control those risks. conducting regular safety inspections, ensuring
proper training for all personnel, and enforcing
strict adherence to safety regulations. These risk
control measures aim to prevent accidents,
injuries, and property damage, promoting a safer
work environment for everyone involved.
Risk The risk management process refers to a Let's consider a software development project. The
management systematic approach used to identify, assess, risk management process for this project would
prioritize, and mitigate risks within an involve several steps. Firstly, the team would
process
organization or project. It involves a series of steps identify potential risks, such as software bugs,
that help identify potential risks, analyze their resource constraints, or changes in project
likelihood and potential impact, and develop requirements. Then, they would assess each risk
strategies to manage and mitigate those risks by analyzing its likelihood of occurrence and the
effectively. potential impact on the project timeline, budget,
and quality.
Once the risks are assessed, they would be

prioritized based on their significance. For
example, a critical risk like a major security
vulnerability in the software would be given
higher priority compared to a less severe risk like
minor schedule delays.
Next, the team would develop risk mitigation

strategies. They might decide to allocate additional
resources for testing and quality assurance to
address the software bugs risk, or create
contingency plans to manage potential changes in
project requirements.
Throughout the project, the team would monitor

the risks and the effectiveness of their mitigation
efforts. They would review and update the risk
management plan as necessary, ensuring that new
risks are addressed and any changes in existing
risks are appropriately managed.
QUESTION 2
Explain the requirements of PPE under Regulation 44–47 of the Model WHS Regulations.
You can access the Regulations at
http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/ model-WHS-regulations.)
Some key requirements and considerations related to PPE:
Risk Assessment: Employers are generally required to conduct a thorough risk assessment to
identify hazards in the workplace that may require the use of PPE. This assessment helps
determine the types of PPE needed for specific tasks and work environments.
PPE Selection: Based on the risk assessment, employers must select appropriate PPE that is
suitable for the identified hazards and provides adequate protection. The selection process should
consider factors such as the nature of the work, the type of hazards present, and the individual
needs of the workers.
Fit and Comfort: PPE should be properly fitted to each worker to ensure it provides effective
protection. It should be comfortable to wear for extended periods without causing undue discomfort
or hindering movement.
Training and Instruction: Employers have a responsibility to provide training and instruction to
workers on the proper use, care, maintenance, and limitations of the PPE. This includes guidance
on how to put on, adjust, and remove the equipment correctly.
Maintenance and Replacement: Regular inspection, maintenance, and cleaning of PPE are
essential to ensure its effectiveness. Damaged or worn-out PPE should be replaced promptly to
maintain adequate protection.
Compliance and Enforcement: Employers are responsible for ensuring that workers comply with the
requirements and properly use the provided PPE. Adequate supervision, monitoring, and
enforcement measures should be in place to promote compliance.
It is important to consult the official Model WHS Regulations specific to your region for detailed
information on the requirements of PPE, including Regulation 44–47. These regulations typically
provide specific guidelines, standards, and legal obligations related to workplace health and safety,
including the use of personal protective equipment.
QUESTION 3
Complete the missing fields (hazard type or consequence) in the table below.
Hazard Potential harm/consequence
Loud noise Hearing loss, communication difficulties, safety

risks
Electricity Can cause shock, burns, fire or even death
Stress Reduced productivity, decreased job satisfaction,

potential health issues (e.g., anxiety, depression)
Hazardous substance or chemicals Can cause respiratory infections or illness,
cancer, acid burns or dermatitis
Manual tasks Musculoskeletal Injuries,

Slips, Trips, and Falls,
Struck-By or Caught-In/Between Hazards,
Exposure to Hazardous Substances,
Fatigue and Overexertion,
Psychological Stress.
Hazard Potential harm/consequence
Working from a height Falls,

Impact Injuries,
Musculoskeletal Strain,
Psychological Stress,
Falling Objects.
Moving machinery or equipment If hit or caught, can cause fractures,

bruises, dislocations, lacerations, serious
injury or death
Infectious material Transmission of Diseases,

Infection and Illness,
Occupational Risks,
Transmission to Others,
Potential Complications and Long-Term Effects.
QUESTION 4
Explain each of the following precaution types and provide an example for each.
Precaution type Explanation and example
Contact precaution Contact precautions are infection control measures designed to prevent
the transmission of pathogens through direct or indirect contact. They
are implemented when a patient or individual is known or suspected to
have a contagious disease that can be easily transmitted through
physical touch or contact with contaminated surfaces. Examples of
contact precautions include:
Wearing gloves and gowns when entering the patient's room or when
providing direct care to the patient with a contagious condition such as
methicillin-resistant Staphylococcus aureus (MRSA) or Clostridium
difficile (C. difficile).
Proper hand hygiene before and after contact with the patient or
contaminated surfaces.
Ensuring proper cleaning and disinfection of shared equipment or
surfaces in the patient's environment.
Droplet precaution Droplet precautions are infection control measures used to prevent the
transmission of pathogens that are spread through respiratory droplets.
These droplets are generated when an infected individual coughs,
sneezes, or talks, and can travel a short distance before falling to the
ground. Examples of diseases that require droplet precautions include
influenza, pertussis (whooping cough), or respiratory syncytial virus
(RSV). Examples of droplet precautions include:
Wearing a surgical mask when entering the patient's room or when in

close proximity to the patient.
Placing the patient in a single-patient room or ensuring adequate spatial
separation between patients.
Providing education to patients and visitors about respiratory hygiene,
such as covering the mouth and nose when coughing or sneezing.
Airborne precaution Airborne precautions are infection control measures aimed at preventing
the transmission of pathogens that remain infectious when suspended in
the air over long distances. These pathogens are typically smaller in size
and can remain airborne for an extended period, increasing the risk of
transmission. Examples of diseases that require airborne precautions
include tuberculosis (TB), measles, or chickenpox. Examples of airborne
precautions include:
Placing the patient in an airborne infection isolation room (AIIR) with

negative air pressure and appropriate air exchange rates.
Healthcare workers wearing respiratory protection, such as N95
respirators, when entering the patient's room.
Limiting the movement of the patient outside of the AIIR and ensuring
proper patient respiratory hygiene.
QUESTION 5
In one short paragraph, explain the Australian Guidelines for the Prevention and Control of Infection in Healthcare.
The Australian Guidelines for the Prevention and Control of Infection in Healthcare provide
evidence-based recommendations and best practices to healthcare professionals and facilities
to prevent and control infections. These guidelines aim to reduce the risk of healthcare-
associated infections and improve patient safety. They cover a wide range of topics, including
hand hygiene, personal protective equipment, environmental cleaning, management of
healthcare waste, and specific infection control measures for various healthcare settings. The
guidelines promote a comprehensive and systematic approach to infection prevention and
control, ensuring the safety of patients, healthcare workers, and the community as a whole.
QUESTION 6
Provide the relevant AS/NZ Standard for the following PPE items:
PPE item AS/NZ Standard
Gloves AS/NZS 2161.1:2000 - Occupational protective gloves - Selection, use and maintenance
Eyewear AS/NZS 1337:2010 - Personal eye protection
Gowns AS 3789.6:2014 - Textiles for health care facilities and institutions - General requirements
for non-woven gowns for single use
Masks AS/NZS 1716:2012 - Respiratory protective devices
QUESTION 7
Describe how each of the following standard precautions are used to prevent infectious agents spreading from
one person to another.
Standard precaution How it is used to stop infection spreading

Cough etiquette refers to the practice of covering the mouth and nose with a tissue
Cough etiquette
or the elbow when coughing or sneezing to prevent the spread of respiratory
droplets containing infectious agents. It helps to minimize the risk of droplet
transmission of diseases by reducing the dispersion of respiratory secretions into
the air and onto surfaces. By following proper cough etiquette, individuals can
prevent the direct contamination of their hands or surrounding objects, reducing the
potential for transmission to others.
Proper handling of waste is crucial to prevent the transmission of infectious agents.

Handling of waste
It involves using appropriate containers or bags for different types of waste, such as
biohazard bags for contaminated materials, sharps containers for needles or sharp
objects, and general waste bins for non-contaminated items. Segregating and
labeling waste correctly helps prevent accidental exposure to infectious materials
and ensures safe disposal methods are followed, minimizing the risk of
contamination and transmission.
Proper handling of linen, especially in healthcare settings, is essential to prevent the

Handling of linen
spread of infectious agents. It involves following specific protocols for handling,
transporting, and laundering linen to maintain cleanliness and prevent cross-
contamination. Linen should be handled with clean hands or gloves, placed in
designated containers or bags, and stored in clean areas separate from potentially
contaminated items. Proper washing and drying techniques, including using
appropriate temperatures and disinfectants, help to ensure that linen is free from
pathogens and safe for use.
Standard precaution How it is used to stop infection spreading
Aprons/gowns Aprons and gowns are protective garments worn by healthcare workers to prevent
the transmission of infectious agents through direct contact or splashes. They act as
a physical barrier, preventing pathogens from reaching the healthcare worker's
clothing or skin. Aprons and gowns are typically made of impermeable or fluid-
resistant materials that provide an additional layer of protection. They should be
properly worn, covering the front of the body from the neck to the knees or below,
and removed carefully to avoid contamination. By wearing aprons or gowns,
healthcare workers reduce the risk of acquiring or spreading infections during
patient care activities.
QUESTION 8
Provide at least THREE infection control methods you can use at work for each of the following.
Tasks Infection control methods

Hand hygiene: Wash hands thoroughly with soap and water before and after handling
Food preparation
food, especially raw or contaminated items. Use hand sanitizers if handwashing facilities
are not readily available.
Cross-contamination prevention: Keep raw and cooked foods separate to avoid cross-
contamination. Use separate cutting boards, utensils, and storage containers for raw and
cooked foods. Ensure proper storage and labeling of perishable items.
Proper cooking and temperature control: Cook food items at appropriate temperatures to
kill bacteria and other pathogens. Use food thermometers to ensure food reaches the
recommended internal temperature.
General cleanliness in the Regular cleaning and disinfection: Establish a cleaning schedule to regularly clean and
disinfect frequently touched surfaces, such as doorknobs, light switches, countertops,
workplace
and shared equipment. Use appropriate disinfectants and follow manufacturer
(ie housekeeping) instructions for effective disinfection.
Waste management: Implement proper waste management practices, including the use
of designated bins for different types of waste, such as recyclables, general waste, and
hazardous materials. Ensure waste bins are emptied regularly to prevent the
accumulation of waste that can harbor pathogens.
Personal hygiene: Promote good personal hygiene practices among employees, such as
regular handwashing, covering coughs and sneezes, and proper disposal of tissues or
other personal hygiene products. Provide hand sanitizers, tissues, and waste bins in
convenient locations throughout the workplace.
Personal protective equipment (PPE): Wear appropriate PPE, such as gloves, masks,
Cleaning up bodily fluid
and protective eyewear, when cleaning up bodily fluid spills to protect against contact
spills
with potentially infectious materials.
Containment and disinfection: Use absorbent materials, such as paper towels or
disposable pads, to contain the spill and prevent its spread. Clean the area with
appropriate disinfectants to kill any pathogens present. Follow guidelines for proper
disinfection and disposal of contaminated materials.
Proper waste disposal: Dispose of any materials used to clean up the spill, including
gloves and contaminated absorbents, in biohazard bags or containers. Ensure proper
labeling and segregation of waste for appropriate disposal.
Disposing of infectious Segregation and labeling: Segregate infectious waste from regular waste using
designated containers or bags. Clearly label the containers or bags to indicate their
waste
contents and potential hazards.
Proper storage and transportation: Store infectious waste in secure, leak-proof
containers to prevent spillage and contamination. Use appropriate transportation
methods to ensure safe handling and disposal.
Compliance with regulations: Follow local regulations and guidelines for the disposal of
infectious waste. Consult relevant authorities or waste management services to ensure
compliance with legal requirements and best practices for the disposal of specific types
of infectious waste.
QUESTION 9
Explain the purpose of a bacterial spore.
The purpose of a bacterial spore is to allow certain bacteria to survive adverse conditions, such as
extreme temperatures, desiccation (drying out), exposure to chemicals or radiation, or lack of
nutrients. Bacterial spores are highly resistant structures formed by some bacteria as a protective
mechanism. When environmental conditions become unfavorable for growth, the bacteria can form
spores, which are dormant and metabolically inactive. The spore's tough outer layer provides
protection against harsh conditions and allows the bacteria to remain viable for extended periods,
sometimes for years. Once conditions improve, the spore can germinate and resume active growth,
giving rise to a new population of bacteria. The ability of bacterial spores to withstand adverse
conditions helps ensure the survival and persistence of certain bacterial species in challenging
environments.
QUESTION 10
For each of the following pathogens, provide one example of the disease they can cause.
Pathogen Disease
Tuberculosis
Bacteria
Influenza
Viruses
Malaria
Protozoa
Fungi Ringworm
QUESTION 11
Provide at least FIVE examples of when you should wash your hands in the workplace.
Example 1: Before preparing or handling food.
After using the restroom or changing diapers.

Example 2:
Example 3: Before and after treating a wound or providing first aid.
After coughing, sneezing, or blowing your nose.

Example 4:
Before and after touching surfaces or objects that may be contaminated, such as
Example 5:
shared equipment, doorknobs, or money.
QUESTION 12
Using a step-by-step approach, explain how to wash and rub your hands properly.
Proper handwashing is crucial for effective hygiene and preventing the spread of germs.
Here's a step-by-step approach on how to wash and rub your hands properly:
Step 1: Wet your hands: Start by wetting your hands with clean running water. Adjust the
water temperature to a comfortable level.
Step 2: Apply soap: Apply an adequate amount of soap to your hands. This can be liquid, bar,
or foam soap. Make sure to cover all surfaces of your hands.
Step 3: Rub palms together: Rub your palms together in a circular motion, creating friction.
Ensure that the soap covers your entire palm area.
Step 4: Interlace fingers: Interlace your fingers and rub them together. Ensure that the spaces
between your fingers are thoroughly cleaned.
Step 5: Rub the back of hands: Place one hand over the back of the other and interlock your
fingers. Rub the back of your fingers against your palms, creating a scrubbing motion. Repeat
this process for the other hand as well.
Step 6: Clean the fingertips: Rub the tips of your fingers against your palm in a circular motion.
QUESTION 10
This helps to clean the fingertips and under the nails.
Step 7: Clean the thumbs: Pay special attention to the thumbs. Grasp the thumb of one hand
with the other hand and rub it in a rotational motion. Repeat for the other thumb.
Step 8: Clean the wrists: Scrub your wrists by rubbing them in a back-and-forth motion with
your fingers interlocked.
Step 9: Rinse off soap: Rinse your hands thoroughly under clean running water, ensuring that
all soap residue is removed.
Step 10: Dry your hands: Dry your hands using a clean towel or air dryer. If using a towel,
make sure it is disposable or regularly washed.
Step 11: Use towel to turn off faucet: Use the towel to turn off the faucet, especially in public
restrooms, to avoid recontamination.
QUESTION 13
There are Two types of pre-surgical hand scrubs:
 a five-minute timed scrub
 a numbered stroke method.
Choose one of these pre-surgical hand scrubs and provide a step-by-step outline of the procedure.
Step 1: Wet hands and forearms: Begin by wetting your hands and forearms with warm water. Ensure that the
water covers the entire area up to the elbows.
Step 2: Apply the surgical scrub solution: Take the recommended surgical scrub solution, usually an antiseptic
or antimicrobial soap, and pour a sufficient amount into your palm.
Step 3: Numbered stroke technique: Follow the numbered stroke technique, which involves the following steps:
3.1. Start with the fingertips: Begin by rubbing the fingertips of one hand against the palm of the other hand in a
circular motion. Repeat this process for the other hand.
3.2. Proceed to the palm: Using the palm of one hand, scrub the opposite hand's palm in a back-and-forth
motion. Repeat for the other hand.
3.3. Move to the back of the hand: Place one hand over the other, interlock the fingers, and rub the back of the
hands in a back-and-forth motion. Repeat for the other hand.
3.4. Scrub the interdigital spaces: Intertwine the fingers of both hands and rub them together to clean the
spaces between the fingers.
3.5. Cleanse the thumbs: Grasp the thumb of one hand with the opposite hand and rub it in a rotational motion.
Repeat for the other thumb.
3.6. Cleanse the wrists and forearms: Continue scrubbing the wrists and forearms in a circular motion, moving
from the lower area to the elbows.
Step 4: Maintain the procedure for the recommended duration: Follow the specific time requirement for the pre-
surgical hand scrub. This may vary depending on the guidelines and protocols in your healthcare facility.
Step 5: Rinse thoroughly: Rinse your hands and forearms thoroughly under running water, starting from the
fingertips and working your way up to the elbows. Ensure that all scrub solution is rinsed off completely.
Step 6: Dry hands and forearms: Use a clean towel or a sterile disposable towel to dry your hands and
forearms. Begin with the fingertips and work upward to the elbows.
Following this step-by-step procedure for the numbered stroke method ensures a thorough pre-surgical hand
scrub, helping to reduce the risk of surgical site infections. It is essential to adhere to the specific guidelines
provided by your healthcare facility for the pre-surgical hand scrub procedure.
QUESTION 14
Fill out the table below about the 5 moments for hand hygiene.
Moment When? Why?
Before touching a Before making contact with a patient's body To prevent the transfer of microorganisms
or surroundings. from the healthcare worker's hands to the
patient
patient, reducing the risk of infection.
Before clean/ Before performing a procedure that requires To ensure that the hands are free from
a clean or aseptic environment. microorganisms that could contaminate the
aseptic procedure
procedure and increase the risk of infection.
Moment When? Why?
After body fluid After coming into contact with bodily fluids, To remove any potentially infectious
such as blood, saliva, urine, or vomit. materials and reduce the risk of spreading
exposure risk
pathogens to oneself or other
After completing care or making contact with To eliminate any microorganisms that may
After touching a
a patient's body or surroundings. have been acquired during patient contact
patient
and minimize the risk of cross-
contamination.
After touching After touching objects or surfaces in the To remove any microorganisms that may
patient's environment. have been picked up from the patient's
patient surroundings
surroundings and prevent their transmission
to other patients or healthcare workers.
QUESTION 15
Research workplace requirements for hand hygiene for each of the following and write down how you would
follow them.
Keep your skin clean and free from any visible dirt or contaminants.
Skin
Use mild soap and warm water for handwashing, ensuring thorough
coverage of all surfaces.
Rinse your hands well to remove all soap residue.
Dry your hands using a clean towel or air dryer, focusing on the fingertips
and between the fingers.
Moisturize your hands regularly to prevent dryness and cracking but avoid
excessive use of moisturizers before performing tasks that require a good
grip.
Maintain short and clean nails that do not extend beyond the fingertips.
Fingernails
Avoid wearing artificial nails or nail enhancements that can harbor
bacteria.
Regularly clean under the nails using a nail brush or a nail cleaner.
Ensure thorough cleaning of the nail area during handwashing, paying
attention to the spaces between the nails and the nail beds.
Refrain from biting or chewing nails, as this can introduce harmful bacteria
into the mouth.
Remove all jewellery, including rings, bracelets, and watches, before

Jewellery/watches
performing hand hygiene procedures.
Store jewellery safely in a designated area while working to prevent loss
or damage.
Avoid wearing any type of jewellery that could compromise hand hygiene
practices, such as those with intricate designs or hard-to-clean surfaces.
Clean and sanitize jewellery regularly to maintain hygiene, following
manufacturer recommendations.
Adhere to workplace policies regarding the use of jewellery or watches to
ensure compliance with hand hygiene requirements.
QUESTION 16
Provide an outline of routine surface cleaning procedures in a client care facility.
Routine surface cleaning procedures in a client care facility are crucial for maintaining a clean and hygienic
environment. Here is an outline of the steps involved in routine surface cleaning:
1.Gather necessary cleaning supplies:
Personal protective equipment (PPE) such as gloves, masks, and aprons.

Cleaning solutions and disinfectants appropriate for the surfaces being cleaned.
Clean cloths or disposable wipes.
Trash bags for waste disposal.
Cleaning equipment like mops, buckets, and vacuum cleaners.
2.Prepare the area:
Remove any objects or clutter from the surfaces to be cleaned.

Open windows or ensure proper ventilation if possible.
Identify high-touch surfaces that require special attention, such as doorknobs, light switches, and handrails.
3.Put on appropriate PPE:
Wear gloves to protect your hands from contact with cleaning solutions and potential contaminants.
Use masks and aprons if needed, depending on the specific cleaning tasks and the presence of biohazards.
4. Dusting and wiping surfaces:
Start by dusting surfaces using a dry cloth or duster to remove loose particles.
Use a damp cloth or appropriate disinfectant wipes to wipe down surfaces, paying attention to high-touch
areas.
Follow the manufacturer's instructions for the appropriate contact time for disinfectants to ensure
effectiveness.
5.Cleaning floors:
Sweep or vacuum the floors to remove dust and debris.

Use appropriate floor cleaners or disinfectants to mop or scrub the floors, focusing on heavily trafficked areas.
Pay attention to spills, stains, or biohazardous materials and use appropriate cleaning methods to address
them.
6.Cleaning and disinfecting equipment:
Clean and disinfect any equipment or tools used in client care, following manufacturer guidelines and facility
protocols.
Ensure proper cleaning of shared equipment between each use to prevent cross-contamination.
7.Waste disposal:
Dispose of any waste generated during the cleaning process in designated trash bags or bins.
Seal and remove waste according to facility guidelines and regulations.
8.Proper storage of cleaning supplies:
Store cleaning supplies in designated areas, ensuring they are properly labeled and away from client care
items.
9.Hand hygiene:
Practice hand hygiene by washing hands thoroughly with soap and water or using hand sanitizers after
completing cleaning tasks.
10.Documentation:
Maintain records of cleaning activities, including areas cleaned, date, and time, as per facility requirements.
QUESTION 17
Provide a step-by-step overview for disposing needle/syringes into a sharp container.
QUESTION 16
Proper disposal of needles and syringes into a sharp container is crucial to prevent injuries and
the transmission of infections. Here is a step-by-step overview for disposing of needle/syringes
into a sharp container:
1.Gather necessary supplies:
A puncture-resistant sharp container specifically designed for the disposal of needles/syringes.

Personal protective equipment (PPE) such as gloves and safety goggles.
2.Put on appropriate PPE:
Wear gloves to protect your hands from potential needlestick injuries and contamination.
3.Prepare the sharp container:
Ensure that the sharp container is placed on a stable, flat surface.

Ensure that the container is not overfilled and has a secure lid or closing mechanism.
4.Hold the syringe properly:
Grasp the syringe firmly by the barrel, avoiding contact with the needle or plunger.
5.Remove the needle from the syringe:
With one hand holding the syringe, use the other hand to carefully detach the needle from the
syringe.
Avoid recapping the needle or bending it, as it increases the risk of injury.
6.Dispose of the needle into the sharp container:
Hold the needle by the hub and guide it into the opening of the sharp container.
Insert the needle fully into the container, ensuring it does not protrude from the opening.
Never force or push the needle into the container forcefully, as it may cause injury.
7.Dispose of the syringe:
Place the empty syringe into the sharp container, ensuring it is properly secured.
Avoid inserting the syringe at an angle that may cause it to get stuck or cause injury.
8.Close and secure the sharp container:
Follow the manufacturer's instructions for closing and securing the sharp container.
Ensure that the lid is tightly sealed to prevent accidental exposure to the contents.
9.Remove and dispose of PPE:
Safely remove and dispose of gloves and other PPE according to the facility's guidelines.
Perform hand hygiene thoroughly after removing gloves.
10.Store or transport the sharp container:
Follow facility protocols for storing or transporting the full sharp container to the designated
disposal area.
Avoid overfilling the container and ensure it is stored in a secure location away from
unauthorized access.
QUESTION 18
Explain the process of infection using the following elements:
 Pathogen
 Reservoir
 Portal of exit
 Means of transmission
 Portal of entry
 The susceptible host.
You may draw a diagram to help explain your response (attach it to this page) or fill out the table below.
A pathogen is a microorganism, such as a bacteria, virus, fungus, or parasite, that can
Pathogen
cause disease in a host. Pathogens have the ability to invade and multiply within the
host's body.
A reservoir refers to the source or environment in which a pathogen can survive and
Reservoir
multiply. It can be a living organism, such as humans or animals, or non-living objects,
like contaminated surfaces or water.
Portal of exit The portal of exit is the route through which the pathogen leaves the reservoir or host.
It can be in the form of respiratory secretions, bodily fluids (such as blood or urine),
feces, or even skin lesions.
Means of transmission The means of transmission refers to how the pathogen is transferred from the
reservoir or infected host to a susceptible host. There are different modes of
transmission, including direct contact (physical contact between individuals), indirect
contact (through contaminated objects or surfaces), droplet transmission (respiratory
droplets from coughing or sneezing), airborne transmission (inhalation of infectious
particles suspended in the air), and vector-borne transmission (through the bite of an
infected arthropod).
The portal of entry is the route through which the pathogen enters the susceptible
Portal of entry
host. It can be through inhalation, ingestion, direct contact with mucous membranes
or broken skin, or through invasive procedures.
The susceptible host The susceptible host refers to an individual who lacks immunity to a specific pathogen
and is at risk of becoming infected. Factors that contribute to susceptibility include a
weakened immune system, underlying health conditions, age, and genetic factors.
QUESTION 19
Provide at least five risk factors associated with contracting a health-care associated infection (HAI).
Risk factor 1: Weakened Immune System

Patients with weakened immune systems are more susceptible to infections. This can include
individuals with conditions such as HIV/AIDS, cancer, undergoing chemotherapy, or receiving
immunosuppressive medications.
Risk factor 2: Invasive Procedures
Invasive procedures, such as surgeries, insertion of catheters or central lines, or intubation,
increase the risk of HAIs. These procedures provide a direct entry point for pathogens into
the body.
Prolonged Hospitalization
Risk factor 3:
Extended stays in healthcare facilities increase the exposure time to potential pathogens. The
longer a patient stays in a healthcare setting, the higher the risk of being exposed to and
acquiring an infection.
Use of Antibiotics
Risk factor 4:
The use of antibiotics can disrupt the balance of normal flora in the body, making patients
more susceptible to colonization by drug-resistant organisms. Additionally, inappropriate or
excessive use of antibiotics can contribute to the development of antibiotic-resistant
infections.
Poor Hand Hygiene
Risk factor 5:
Inadequate hand hygiene practices by healthcare workers, including improper handwashing
or failure to use hand sanitizers, can contribute to the spread of infections. Contaminated
hands can serve as a vehicle for transmitting pathogens between patients and healthcare
workers.
QUESTION 20
What does the label ‘single use only’ and ‘single patient use’ mean?
Single use only: "Single use only" refers to a label indicating that a particular item or product is intended for
one-time use only and should not be reused or shared. Once the item has been used, it is
meant to be disposed of properly. This label is commonly found on medical devices,
instruments, or consumables that are designed to be used for a specific procedure or patient
and are not intended for repeated or prolonged use.
Single patient "Single patient use" refers to a label indicating that a particular item or product is intended for
use by a single patient only. It means that the item should be used exclusively for one
use:
patient and should not be shared or used on multiple patients. This label is often found on
items such as medical devices, disposables, or personal care items that are directly in
contact with a patient's body or bodily fluids. Using such items on multiple patients can pose
a risk of cross-contamination and transmission of infections.
QUESTION 21
What does the Australian/New Zealand Standard 4187:2014 refer to?
The Australian/New Zealand Standard 4187:2014 refers to the standard titled "Cleaning, disinfecting and
sterilizing reusable medical and surgical instruments and equipment, and maintenance of associated
environments in health care facilities." This standard provides guidelines and requirements for the cleaning,
disinfection, and sterilization of reusable medical and surgical instruments and equipment used in healthcare
facilities. It covers the processes and procedures necessary to ensure the safe and effective decontamination
of these items to prevent the transmission of infections and maintain a safe healthcare environment. The
standard also addresses the maintenance of associated environments, including storage areas and transport
of decontaminated items. Compliance with AS/NZS 4187:2014 is important to ensure that healthcare facilities
implement appropriate practices for the reprocessing of reusable medical instruments and equipment in order
to protect patient safety and minimize the risk of healthcare-associated infections.
QUESTION 22
Explain the difference between harmless microorganisms and pathogens.
Harmless Harmless microorganisms are microorganisms that do not cause harm or disease to the
host organism. They can be found in various environments, including the human body,
microorganisms:
without causing any adverse effects. In fact, some harmless microorganisms can even be
beneficial to the host by performing important functions such as aiding in digestion or
producing essential nutrients. Examples of harmless microorganisms include certain types
of bacteria that inhabit the skin, gut, or other body surfaces without causing illness.
Pathogens: Pathogens are microorganisms that have the ability to cause disease in their host
organisms. Pathogens can be bacteria, viruses, fungi, or parasites that can invade the
body, multiply, and disrupt normal physiological processes, leading to illness or infection.
Pathogens are capable of evading or overcoming the host's immune system defenses,
causing a range of diseases with varying severity. Examples of pathogens include the
influenza virus, Salmonella bacteria, Candida fungi, and Plasmodium parasites (causing
malaria).
QUESTION 23
An infectious agent or microbe can be exogenous or endogenous. What is the difference between the two types
of microbes?
Exogenous refers to an infectious agent that originates from outside the body. It means that the microbe
Exogenous:
enters the body from an external source, such as the environment, another person, or a contaminated
object. For example, a person can acquire a respiratory infection by inhaling airborne pathogens present in
the surrounding air or contract a gastrointestinal infection by consuming contaminated food or water.
Endogenous, on the other hand, refers to an infectious agent that originates from within the body. It means
Endogenous:
that the microbe is already present or resident in the person's own body and causes an infection under
certain circumstances. These circumstances can include a disruption of the normal microbiota (e.g.,
through antibiotic use), a compromised immune system, or an imbalance in the body's natural defense
mechanisms. For instance, opportunistic pathogens that are normally present in the body, such as certain
bacteria or fungi, can cause an infection when the person's immune system becomes weakened or
compromised.
In summary, the key difference between exogenous and endogenous microbes lies in their source.
Exogenous microbes come from outside the body, while endogenous microbes originate from within the
body itself. Understanding the source of the infectious agent is important in determining the appropriate
infection control measures and treatment strategies.
QUESTION 24
Draw a line to match the following terms with their correct definition
QUESTION 21
A. Colonisation 1. A noticeable impairment of bodily functions
B. Infection 2. Bacteria is present without evidence of infection
C. Disease 3. The active process where bacteria is causing damage to cells or tissue
D. Source 4. The origin of the infectious agent
QUESTION 25
A human can be the source of contagious infection during which three stages?
A human can be the source of contagious infection during the following three stages:
 Latent Stage: In this stage, the person is infected with the pathogen but may not show any
symptoms or signs of the infection. However, the person can still spread the infection to others
during this period. This is common in certain viral infections, such as HIV or herpes, where the virus
can remain dormant in the body for an extended period before becoming active.
 Incubation Stage: This stage refers to the period between exposure to the pathogen and the onset of
symptoms. The person may not be aware that they are infected but can still transmit the infection to
others. For example, in cases of respiratory infections like influenza or COVID-19, a person can be
contagious during the incubation stage before developing symptoms.
 Symptomatic Stage: This stage occurs when the person begins to show visible symptoms of the
infection. They may experience various signs such as fever, cough, rash, or other specific symptoms
related to the particular infection. During this stage, the person is typically highly contagious and can
spread the infection through respiratory droplets, bodily fluids, or direct contact.
It's important to note that the contagiousness and transmission of an infection can vary depending on the
specific pathogen and its mode of transmission. Additionally, certain infections may have other stages or
variations in their infectiousness. Following appropriate infection control measures, such as hand hygiene,
wearing masks, and practicing respiratory etiquette, is crucial to prevent the spread of contagious infections
at all stages.
QUESTION 26
What are the 3 main shapes of bacteria?
The three main shapes of bacteria are:
Cocci (singular: coccus): Cocci are spherical or round-shaped bacteria. They can exist as single cells or form
clusters or chains. Examples of cocci bacteria include Streptococcus (which forms chains) and
Staphylococcus (which forms clusters).
Bacilli (singular: bacillus): Bacilli are rod-shaped bacteria. They are elongated and cylindrical in shape. Bacilli
can occur as single cells or form chains. Examples of bacilli bacteria include Escherichia coli (E. coli) and
Bacillus anthracis (the causative agent of anthrax).
Spirilla (singular: spirillum) and Spirochetes: Spirilla are spiral-shaped bacteria that have a helical or
corkscrew appearance. They have a rigid structure and maintain a distinct spiral shape. Spirochetes, on the
other hand, are more flexible and have a corkscrew-like shape with multiple twists and turns. Examples of
spiral-shaped bacteria include Treponema pallidum (which causes syphilis) and Borrelia burgdorferi (which
causes Lyme disease).
QUESTION 27
a) Give six ways that you can maintain personal hygiene?
There are numerous ways to maintain personal hygiene. Here are six essential practices:
 Hand hygiene: Wash your hands regularly with soap and water for at least 20 seconds, especially
before handling food, after using the restroom, after coughing or sneezing, and after touching
surfaces that may be contaminated. If soap and water are not available, use hand sanitizer with at
least 60% alcohol.
 Dental hygiene: Brush your teeth at least twice a day with fluoride toothpaste, and floss daily to
remove plaque and food particles between your teeth. Additionally, visit the dentist regularly for
check-ups and cleanings.
 Bathing or showering: Take regular showers or baths to cleanse your body and remove dirt, sweat,
and odor. Use mild soap or body wash to clean your skin, paying attention to areas such as
underarms, genitals, feet, and any skin folds.
 Hair care: Keep your hair clean by washing it regularly with shampoo and conditioner appropriate for
your hair type. Trim your hair regularly to maintain cleanliness and prevent the accumulation of dirt
and oils.
 Nail care: Trim your nails regularly and keep them clean. Avoid biting your nails to prevent the
QUESTION 25
spread of bacteria or viruses from your hands to your mouth. Proper nail care can help prevent the
buildup of dirt, bacteria, and fungi.
 Clothing hygiene: Wear clean clothes and change them regularly, especially underwear and socks.
Wash your clothes using appropriate detergents and follow the recommended washing instructions
to remove dirt, sweat, and any potential pathogens.
b) Why is maintaining personal hygiene important?

Maintaining personal hygiene is important for several reasons:
 Prevention of illness: Practicing good personal hygiene helps to prevent the spread of germs and
reduce the risk of infections and diseases. Regular handwashing, for example, can remove harmful
bacteria and viruses from your hands, preventing their transmission to your mouth, eyes, or other
people.
 Overall health and well-being: Personal hygiene practices contribute to your overall health and well-
being. For instance, brushing your teeth and maintaining oral hygiene can prevent dental issues such
as tooth decay and gum disease. Regular bathing or showering helps keep your skin clean and free
from dirt, sweat, and odor.
 Social acceptance: Good personal hygiene is important for social acceptance and maintaining positive
relationships. Cleanliness and proper grooming are valued in most societies and contribute to a
positive self-image and confidence. People are more likely to feel comfortable and interact with others
who practice good personal hygiene.
 Mental and emotional well-being: Personal hygiene can have a positive impact on mental and
emotional well-being. When you feel clean and fresh, it can boost your self-esteem, enhance your
mood, and promote a sense of self-care and self-respect.
 Workplace and professional settings: Maintaining personal hygiene is crucial in professional settings
and workplaces. It demonstrates professionalism, respect for others' well-being, and adherence to
hygiene standards. In certain industries like food service or healthcare, strict personal hygiene
practices are essential to prevent cross-contamination and ensure the safety of others.
 Prevention of body odor: Regular bathing and use of deodorant can help prevent body odor, which
can be unpleasant and off-putting to others.
ASSESSMENT TASK 2: ROLE PLAY
TASK SUMMARY:
You are required to follow procedures to conduct a risk assessment and clean up a bodily fluid
spill (vomit).
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to your workplace.
 An area in which you can demonstrate clean-up procedures.
 A bodily fluids spill kit.
 2 x spill area warning signs.
 PPE.
 Disinfectant.
 Clinical waste bags and ties.
 Clinical waste receptacle.
 Hand-washing facilities
 Substance to simulate vomit (your assessor will provide).
WHEN DO I DO THIS ASSESSMENT?

 The risk assessment must be completed prior to your assessor visiting your workplace to conduct the role play.
 You will do this task in your simulated classroom or in the workplace (your assessor will determine the most
suitable location).
 Your assessor will provide due date for the submission of this assessment.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some feedback and
you will need to do the specific task again.
INSTRUCTIONS:
For this service

Your task your
hasassessor will usefrom
been suffering a substance to simulate
a gastro-enteritis vomit. Your supervisor has asked you to conduct a
outbreak.
1. risk assessment.
Using your workplace’s policies and procedures and a bodily fluids spill kit, clean up the vomit and wash the
area.
Late that day, a client announces that they feel sick, and they suddenly vomit on the side of their bed which
2. drips
Onceonto
youthe floor.
have cleaned up properly, correctly dispose of the contaminated materials as per procedure.
You have been instructed to take action to clean the area and prevent further spread of
3. As you work, you are to explain to your assessor what you are doing. Remember to communicate professionally
infection. Note: For the
and appropriately withpurposes of thisduring
your assessor task, you
thishave
time.a cut on one of your fingers
Your assessor will ask you a number of verbal questions about infection control procedures after you have completed
the task.
HLTINF001 Comply with infection control policies and procedures Page 24

(TRAINER/ASSESSOR TO COMPLETE IN THE CLASSROOM)
Your assessor will be looking to see that you can:

Trainer/Assessor Name and Signature: Attempt 1 Attempt 2
Yes (✓) / No (×) Yes (✓) / No (×) Comments, If applicable
Date: Date:
Demonstrate correct hand washing procedure

before and after the clean up?
Follow organisational procedures for hand care

including covering cuts and abrasions
Follow organisation procedures when selecting the

right PPE, including selecting surgical mask for
respiratory hygiene
Read, understand and follow procedures and

guidelines to safety clean up a bodily fluid spill
(vomit)
Respond to a situation in which additional

precautions are required to prevent transmission of
infection?
Follow correct procedures for handling and

removing the soiled linen?
Read, understand and follow procedures and

guidelines to safely dispose of contaminated waste?
Identify the vomit as an infection hazard and take

the responsibility to place a hazard sign near the
vomit?
Identify any risks to clients and report and record

these?
Identify, separate and maintain clean and

contaminated zones?
Ask the student the following verbal questions
Describe what you find in the ‘clean zone’ and

‘contaminated zone’ in your workplace.
What are the potential risks arising out of this

hazard? Provide three examples.
Aerosols might be inappropriate to use when

cleaning. Why is this?
Imagine this was a real situation. What

documentation would you need to complete after
you finished this clean up
Address the steps you would to take to clean the

equipment after you have cleaned up, you notice
that the client had vomit on their hands which they
have transferred to the handles of their walker.
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Risk Assessment Control form (Infection Control)
Location Site supervisor/manager
Completed by Date
Description of work task/activity:
Hazard identification and initial risk rating Control measures and actions
Hazard Potential harm Likelihood of Risk level Current control Further action/ Who’s Date
harm rating measures and their controls required responsible
occurring effectiveness
HLTINF001 Comply with infection control policies and procedures

© Chandler RTO Page 26
01 JUNE 2022, Version 3.4
Hazard identification and initial risk rating Control measures and actions
Hazard Potential harm Likelihood of Risk level Current control Further action/ Who’s Date
harm rating measures and their controls required responsible
occurring effectiveness
HLTINF001 Comply with infection control policies and procedures

© Chandler RTO Page 27
01 JUNE 2022, Version 3.4
RISK ASSESSMENT RATING MATRIX
Use this table to determine the current risk for each identified hazard.
LIKELIHOOD
RARE UNLIKELY POSSIBLE LIKELY ALMOST CERTAIN

The event will only occur in The event is not likely to occur The event may occur within a The event is likely to occur The event is almost certain to
exceptional circumstances in a year year within a year occur within a year
SEVERE/CATASTROPHIC
MEDIUM HIGH EXTREME EXTREME EXTREME
(Accidental death / serious injury)
MAJOR
MEDIUM MEDIUM HIGH EXTREME EXTREME
CONSEQUENCE
(serious injury)
MODERATE
LOW MEDIUM HIGH HIGH HIGH
(Lost time due to workplace injury)
MINOR
LOW LOW MEDIUM MEDIUM MEDIUM
(Minor workplace injury – no lost time)
MINIMAL
LOW LOW LOW LOW LOW
(no injury)
RISK LEVELS
Resolution at each level involves reducing the risk level to a lower level of risk
 Extreme – requires immediate assessment with management consideration. A detailed plan, regular monitoring and reporting is required with a target resolution within 1 month timeframe
 High – requires immediate assessment with senior staff consideration, planning and reporting. Target resolution should ideally be within 3 months
 Medium – reviewing of existing controls and planning required. Resolution timeframe should be within 1 year
 Low – the risk may be tolerable and controlled if managed with high quality process and procedures.

Note: Student may use additional white pages if needed or as necessary .


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Student Assessment Booklet

Student Name: Abhiskar Chhetri

CHC33015 Certificate III in Individual Support

14/785 Pascoe Vale Road, Glenroy, VIC 3046

Assessment requirements/tasks Satisfactory (S)

Final Assessment Result Result (C - Competent / NYC - Date

HLTINF001 Comply with infection control policies

Assessor signature: Date: / /

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Unit: HLTINF001 - Comply with infection control policies and procedures

AGREEMENT BY THE STUDENT

I, , certify that the statements I have

Student Signature: …………………………… Date: ............... /................./...................................

Result Satisfactory (S)  Not Yet Satisfactory  (NYS)

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessor signature: Date:

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessor signature: Date:

Student Signature: …………………………………. Date: ......... /.........../..................

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

WRITTEN ANSWER QUESTION GUIDANCE

Term Definition Example

Once the risks are assessed, they would be

Next, the team would develop risk mitigation

Throughout the project, the team would monitor

Hazard Potential harm/consequence

Loud noise Hearing loss, communication difficulties, safety

Electricity Can cause shock, burns, fire or even death

Stress Reduced productivity, decreased job satisfaction,

Manual tasks Musculoskeletal Injuries,

Struck-By or Caught-In/Between Hazards,

Exposure to Hazardous Substances,

Fatigue and Overexertion,

Working from a height Falls,

Moving machinery or equipment If hit or caught, can cause fractures,

Infectious material Transmission of Diseases,

Precaution type Explanation and example

Wearing a surgical mask when entering the patient's room or when in

Placing the patient in an airborne infection isolation room (AIIR) with

PPE item AS/NZ Standard

Eyewear AS/NZS 1337:2010 - Personal eye protection

Masks AS/NZS 1716:2012 - Respiratory protective devices

Standard precaution How it is used to stop infection spreading

Proper handling of waste is crucial to prevent the transmission of infectious agents.

Proper handling of linen, especially in healthcare settings, is essential to prevent the

Tasks Infection control methods

Example 1: Before preparing or handling food.

After using the restroom or changing diapers.

Example 3: Before and after treating a wound or providing first aid.

After coughing, sneezing, or blowing your nose.

Moment When? Why?