Infection Control: Isolation, PPE, and Environmental Measures, Study Guides, Projects, Research of Nursing

An in-depth exploration of practices aimed at limiting the growth and transmission of microorganisms, focusing on surgical asepsis, infection prevention and control, isolation, personal protective equipment (ppe), and environmental controls. It also discusses the psychosocial needs of clients in isolation, standard and transmission-based precautions, and the three modes of transmission of infectious materials.

Typology: Study Guides, Projects, Research

2023/2024

Available from 04/17/2024

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Nursing exam study guide review
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Infection- the invasion and multiplication of microorganisms
in body tissues, which may be clinically unapparent or result in
local cellular injury due to competitive metabolism, toxins,
intracellular replication or antigen- antibody response
Nosocomial and Health care-associated Infections (HAIs)
Involve about 2 million clients a year
Endogenous- in the client
Exogenous- acquired from the environment
Iatrogenic- acquired during a diagnostic procedure
Joint commission national safety goals
o
Hand hygiene
o
Prevent infections due to multidrug-resistant organisms
o
Prevent central line-associated bloodstream infections
o
Prevent surgical site infections
o
Prevent catheter associated urinary tract infections (cautis)
Cautis
Caused by improper insertion technique, contamination of
closed drainage system, duration of stay
Prevention- use aseptic technique, maintenance of closed
drainage
system, limit use of and the duration of urinary catheters
Chain of Infection
Microorganism reservoir (source) portal of exit
method of transmission  portal of entry susceptible host
Interventions to reduce risks of infections
Personal: hygiene, nutrition, fluid, sleep, stress relief,
immunizations
Body defenses against infection
Non-specific defenses:
o
Primary-
Intact skin and mucous membranes, enzymatic
action, anti-microbial, resident flora, cilia,
macrophages, shedding of epithelium,
mechanical action
o
Secondary-
Fever, inflammatory response
Specific defenses:
o
Tertiary-
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Asepsis/Infection Control

Infection- the invasion and multiplication of microorganisms in body tissues, which may be clinically unapparent or result in local cellular injury due to competitive metabolism, toxins, intracellular replication or antigen- antibody response Nosocomial and Health care-associated Infections (HAIs)

  • Involve about 2 million clients a year
  • Endogenous- in the client
  • Exogenous- acquired from the environment
  • Iatrogenic- acquired during a diagnostic procedure
  • Joint commission national safety goals o Hand hygiene o Prevent infections due to multidrug-resistant organisms o Prevent central line-associated bloodstream infections o Prevent surgical site infections o Prevent catheter associated urinary tract infections (cautis) Cautis
  • Caused by improper insertion technique, contamination of closed drainage system, duration of stay
  • Prevention- use aseptic technique, maintenance of closed drainage system, limit use of and the duration of urinary catheters Chain of Infection
  • Microorganism  reservoir (source)  portal of exit  method of transmission  portal of entry  susceptible host Interventions to reduce risks of infections
  • Personal: hygiene, nutrition, fluid, sleep, stress relief, immunizations Body defenses against infection
  • Non-specific defenses: o Primary- ▪ Intact skin and mucous membranes, enzymatic action, anti-microbial, resident flora, cilia, macrophages, shedding of epithelium, mechanical action o Secondary- ▪ Fever, inflammatory response
  • Specific defenses: o Tertiary-

▪ Immune response, antibody-mediated defenses, cellular immunity (T-cells) Factors increasing susceptibility to infection

  • Host susceptibility o Age, heredity, level of stress, nutritional status, medical therapies (chemo), preexisting medical conditions (diabetes)
  • Infectious agent o Sufficient number of microorganisms, virulence and potency, ability to enter body, susceptibility of host, ability to live in host’s body
  • Increased risk for nosocomial and HAIs o Decreased immunity, invasive therapies, indwelling medical devices Nursing management for prevention of infection
  • Assessing- o Nursing history, physical assessment, lab data
  • Nursing problem/diagnosis- o Risk/potential problem/diagnosis, actual problem/diagnosis
  • Planning- o Major goals for clients susceptible to infection
  • Implementing- o Strategies to prevent infection
  • Evaluating Strategies to prevent infection: medical asepsis
  • Medical asepsis- all practices intended to confine a specific microorganism to a specific area, limiting the number, growth, and transmission of microorganisms o Objects- ▪ Clean: absence of almost all organisms ▪ Contaminated: likely to have microorganisms, some of which may be capable of causing infection
  • Surgical asepsis- AKA sterile technique o Practices that keep an area or object free of ALL microorganisms Infection prevention and control
  • Interventions to prevent and minimize infection o Proper hand hygiene, environmental controls- disinfection and sterilizing, sterile technique when warranted, identification and management of clients at risk, isolation precautions as needed
  • Isolation- measures designed to prevent the spread of infections or potentially infectious microorganisms o Category specific isolation precautions ▪ Strict isolation, contact isolation, respiratory isolation, TB isolation, secretion precautions,
  • Sensory deprivation o Boredom, inactivity, slowness of thought, daydreaming, increased sleeping, though disorganization, anxiety, hallucinations, panic
  • Feelings of inferiority
  • Nursing interventions o Explain nature of disease and why client is in insolation, keep room clean and pleasant, assess need for stimulation, spend some time, encourage family to visit, provide activities and conversation, do not use stricter precautions than indicated Tier One
  • Standard Precautions- single set of precautions to be used for the care of all patients in hospitals regardless of presumed status
  • Use in all situations involving: blood, body fluids, secretions, non- intact skin, mucous membranes
  • Includes use of: hand hygiene, personal protective equipment, safe handling of potentially contaminated specimens or surfaces, respiratory hygiene/cough etiquette Tier Two
  • Divides isolation procedures into categories by transmission, based on client’s specific diagnosed infection
  • Transmission-based precautions o Airborne: droplets less than 5 microns = TB, varicella ▪ Place in negative pressure, wear respiratory device when entering room, limit movement of client outside room, place surgical mask on client during transport o Droplet- droplets greater than 5 microns = mumps, rubella ▪ Wear mask if working within 3 ft. of client, limit movement of client outside room, place surgical mask on client while outside room o Contact- may be direct of indirect = Cdiff, E coli, VRE ▪ Wear gloves and change after contact, remove before leaving room and clean hands, wear gown if there is a possibility of contact with infected surfaces or items, limit movement of client outside room Personal protective equipment (PPE)
  • Sequence for donning- o Hand hygiene  gown  mask or respirator  goggles or face shield  gloves
  • Sequence for removing-

o Gloves  hand hygiene  face shield or goggles  gown  mask or respirator  hand hygiene

  • Contaminated- outside front o Areas of PPE that have or are likely to have been in contact with body sites, materials, or environmental surfaces where the infectious organism may reside
  • Clean- inside, outside back, ties on head and back o Areas of PPE that are not likely to have been in contact with the infectious organism
  • Keep gloved hands away from face, avoid touching or adjusting PPE, remove gloves if they become torn, perform hand hygiene before donning new gloves, limit surfaces and items touches
  • Where to remove- o At doorway, before leaving patient room or in anteroom; remove respirator outside room, after door has been closed; ensure that hand hygiene facilities are available at the point needed Transporting clients with infections
  • Avoid unless absolutely necessary
  • Nurse implements appropriate precautions
  • Notifies personnel of receiving area of any infection so they can maintain necessary precautions Environmental controls
  • Antiseptics- agents that inhibit growth of some microorganisms
  • Disinfectants- agents that destroy many or all microorganisms, other than spores
  • Sterilization- process destroys all microorganisms including spores
  • Red bag- contaminated with infective material (pus, blood, body fluid, feces)
  • Waste can- garbage and soiled disposable equipment (dressing and tissues)
  • Linens- o Handle as little as possible, do not agitate soiled linen, do not hold against uniform, do not place on floor, place in appropriate linen bag, close bag before placing in laundry hamper Three modes of transmission of infectious materials

Functional Ability/Safety

Functional ability- physical, psychological, cognitive, and social abilities to carry out the normal activities of life

  • Actual daily activity an individual carries out
  • Inability to perform daily activities without assistance
  • Physical domain- current health status; recently had stroke, vision impairment, limited range of motion
  • Psychological domain- what coping management skills they have to deal with stress; do they accept own limitations; do they have expectations above reach; sense of purpose; do they feel safe at home
  • Cognitive domain- dementia, think and reason, able to remember and learn
  • Social domain- do they have support system; money for expenses; family and friends Lifespan considerations
  • Developmental stage o Achievement of developmental milestones ▪ Pediatrics- look for delays of milestones ▪ Young and middle age- delays through health appts ▪ Older adults- look to see if client can live independently, and how functional are they
  • Physical health
  • Psychosocial health
  • Cognitive ability
  • Social and cultural factors Scope and categories
  • fully dependent   complete dependence o basic activities of daily living (BADLs) or ADLs; proposed in 1959 o instrumental activities of daily living (IADLs); proposed later in the 60s
  • BADLs or ADLs- basic activities o B- bathing o A- ambulation o T- transfers o T- toileting o E- eating o D- dressing
  • IADLs- more complex tasks o S- shopping o C- cooking/cleaning o U- using telephone or transportation o M- managing money and medications Attributes and criteria
  • Capacity- ability to perform task
  • Actual performance circumstances o Amount of assistance needed, amount of time needed, level of performance
  • Can range from physically assisting to simply being a standby
  • Cannot simply base it about can a client do it, but if they are willing to do it and how well they perform the task
  • ADLs are good predictors of patient outcomes Functional level
  • 0 – completely independent
  • +1 – requires use of equipment or device
  • Functional deficits = reduced health outcomes Functional assessment
  • Comprehensive assessment in time-intensive and should be an interprofessional effort
  • Indications- children who have delays in milestones o Adults who have loss of functional ability, change in mental status, multiple health conditions, or in frail elderly persons living in a community setting
  • Self report- report of functional report from client o Advantage- get client’s perspective; good to know what they think they can do or not do o Disadvantage- abilities can be overstated or understates
  • Performance based- actual observations; what nurses sees o Advantage- can know exactly how long it takes to do a task
  • KATZ o Use in clinical setting o Activities of daily living; level of dependence o Come into long term care when they have impairment of at least 2-3 ADLs
  • Components of assessment o Vision, hearing, mobility, falls, continence, nutrition, cognition, affect, home environment, social participation, BADLs, IADLs
  • Conclusions- o Level of assistance or dependency ▪ No assistance ▪ Partial assistance ▪ Total assistance o Level of difficulty ▪ No difficulty

▪ Some difficulty ▪ A lot of difficulty ▪ Unable to perform Overarching goal of care delivery

  • Maintain optimal independent function and prevent functional decline for health-related quality of life o Reduce risk o Early detection and screening o Management of function activity impairment involving multidisciplinary interventions
  • Reducing risk o Well balanced nutrition, regular physical activity, routine health check ups, stress management, regular participation in meaningful activity, fall prevention measures, avoidance of tobacco and other substances associated with abuse Safety- refers to the prevention of health care errors and the elimination of mitigation of patient injury caused by health care errors
  • Types- o Commission- HIPAA violation, wrong medication, putting up 4 bed rails o Omission- no walker at bedside, failing to id patient, not changing dressing o Execution- wrong injection site, hanging wrong medication
  • Levels- o Adverse- unintended harm by an act of commission or omission rather than as a result of disease process o Near miss- error of commission or omission that could have harmed a client, but harm did not occur as a result of chance o Sentinel- unexpected occurrence involving death or serious injury
  • Blunt end/ latent errors o Organizational or systems error
  • Sharp end/active errors
  • Environmental factors- heat, noise, distractions, visual stimuli and lighting can affect performance and lead to mistakes Crew Resource Management- used to improve functioning as a team
  • Situational awareness
  • Problem identification
  • Decision making by generating alternative acceptable solutions
  • Appropriate workload distribution
  • Time management
  • Conflict resolution
  • Developed in the aviation industry to standardize procedures, standardize communication, decrease errors and increase efficiency. Interrelated concepts: ALL are reciprocal
  • vigilance- surveillance of patients and systems
  • quality- identifying the gap that occurs between ideal care and actual care that is delivered
  • regulation- joint commission
  • teamwork and collaboration- skills in problem solving, negotiation, conflict resolution
  • communication- standardized communication ensures safe hand- offs, clear directions for seeking and sharing information Joint Commission National Patient Safety Goals 2015
  • Long term care: o Identify residents correctly- use at least 2 identifiers o Use medications safely- take extra care with anticoagulants and record and pass along correct information about residents’ medications o Prevent infection- hand hygiene and prevention of central line infections o Prevent residents from falling- falls risk assessment.. who is most likely to fall o Prevent bed sores- skin assessments.. who is most likely to develop a decubitus ulcer
  • Hospital:

o Identify patients correctly- use at least 2 identifiers o Improve staff communication- get test results to the right staff person on time o Use medicines safely- before a procedure, label medications; use caution with blood thinners; record and pass along correct information about patients’ medications o Use alarms safely- make improvements to ensure that alarms on medical equipment are heard and responded to on time o Prevent infection- hand hygiene; use proven guidelines to prevent infections that are difficult to treat, infections of the blood from central lines, infection after surgery, infections of the urinary tract by catheters o Identify patient safety risks- find out with patients are most likely to commit suicide o Prevent mistakes in surgery- assure the correct surgery is done on the correct patient at the correct place on the patient’s body; mark the correct place on the patient’s body where the surgery is to be done; pause before surgery to be sure a mistake is not being made risk ? How do we address/prevent the safety factors that place individuals at

  • The nurse’s role in prevent is largely educative
  • Observation or prediction of potentially harmful situations so that harm can be avoided
  • Client education that empowers clients to protect themselves and their families from injury
  • Desired outcomes reflect: acquisition of knowledge of hazards, behaviors that incorporate of safety practices, skills to perform in the event of certain emergencies
  • Examples of desired outcomes: o Describe methods to prevent specific hazards o Report use of home safety measures o Alter home physical environment to reduce risk on injury o Describe emergency procedures for poisoning and fire o Describe age-specific risks or work safety risks or community safety risks o Demonstrate correct use of child safety seats o Demonstrate correct administration of cardiopulmonary resuscitation Factors Affecting Safety
  • Age and development
  • Urinary frequency or diuretics
  • Weakness from disease, injury, or therapy
  • Medications
  • Infants and older adults are prone to falling
  • Leading cause of injury are in older adults
  • Most frequently reported adverse even in adult inpatient setting; most occur in home
  • Orient clients to surroundings and explain call system
  • Carefully asses the client’s ability to ambulate and transfer
  • Provide walking aids and assistance as required
  • Closely supervise the clients at risk for falls, especially at night
  • Encourage the clients to wear nonskid footwear and to use the call bell to request assistance and ensure that the bell is within easy reach
  • Place bedside tables and over bed tables near the bed or chair so that clients do not overreach
  • Always keep hospital beds in low position and wheels locked when not providing care so that clients can move in or out of bed easily
  • Use mechanical or electronic ceiling lifts to transfer dependent clients
  • Encourage clients to use grab bars mounted in toilet and bathing areas and railings along corridors
  • Make sure nonskid bath mats are available in tubs and showers
  • Keep environment tidy, especially keeping light cords from underfoot and furniture out of the way
  • Use individualized interventions (electronic devices rather than side rails for confused client) Get up and go assessment- assesses mobility and independence
  • Average of three trials
  • Patient wears regular food wear and may use walking aid
  • Cue patient to begin. “go”
  • Begin timing when patient’s bottom leaves the chair, and stop timing when bottom touches the seat at the end
  • Patient rises from chair, walks three meter, turns and walks back, sits in a chair at a comfortable safe pace o <10 seconds = freely o < 20 seconds = mostly o <20-29 = variable o >30 = impaired Safety features to reduce falls
  • Fall risk alerts
  • Regulate toileting and orient confused or impaired clients
  • Railings around corridors
  • Call bell at each bedside
  • Lock on beds, wheel-chairs, and stretchers
  • Safety bars in toilet areas
  • Well-maintained and appropriately sized wheelchairs
  • One-quarter to one-half length side rails or pads
  • Night lights
  • Safety monitory device Safe use of restraints- protective devices used to limit the physical activity of the client or part of the body
  • Two reasons for restraining: o Avoid and/or prevent purposeful or accidental harm to the resident/client or others o To allow for the provision of medically necessary treatment that could not be provided through any other means
  • Physical restraint- any manual or physical or mechanical device, material, or equipment attached to client’s body; they cannot be removed easily and they restrict the client’s movement
  • Chemical restraint- medications used to control socially disruptive behavior such as neuroleptics, sedatives, and psychotropic agents Legal Implications of restraints
  • Acute medical and surgical care standard o Directly support medical healing; client interfere with a physical treatment of device (IV line, respirator, dressing)
  • Behavior management standard o Protect the client from injury to self or others because emotional or behavioral disorders; the behavior may be violent or aggressive
  • Nurses may apply restraints under either standard but
  • Client’s response to restraint
  • Time restraints were removed and skin care given
  • Explanation given to the client and significant others Priority setting frameworks 1- Maslow’s hierarchy of needs: physiological, safety and security love and belonging, self-esteem and self actualization 2- nursing process 3- ABC’s 4- safety and risk reduction 5- least restrictive/least invasive 6- survival potential 7- acute vs. chronic; urgent vs. non-urgent; unstable vs. stable Seizure precautions
  • Pad the bed by securing blankets, linens around the head, foot, and side rails of the bed
  • Put oral suction equipment in place and test to ensure that it is functional
  • Children who have frequent seizures should wear helmets for protection
  • Care during a seizure is the nurses responsibility due to importance of assessment and potential need for intervention
  • UAP should be familiar with establishing and implementing seizure precautions and assist during a seizure If a seizure occurs:
  • Remain with client
  • Assist client to floor if not in bed
  • Turn client to lateral position if possible