Presentation created by the health department at Greenhill School for training employees on Bloodborne Pathogens

1. THE FOLLOWING IS REQUIRED
READING REGARDING
BLOODBORNE PATHOGENS .
INFORMATIONAL READING FOR
•DIABETES
•ASTHMA
•EPILEPSY
ADDITIONAL RESOURCES
SUCH AS DVDs AND
PAMPHLETS ARE
AVAILABLE IN THE NURSES
CLINIC

2. Bloodborne
Pathogens - What
you don’t know
could hurt you.

3. Today’s teachers and education workers need to
be aware of their risks of exposure to bloodborne
pathogens (BBP). BBPs are disease causing
organisms found in the blood and certain body
fluids of infected people. It is important that you
understand the safety issues pertaining to BBPs.
You should treat all blood and body fluids as
infected and take steps to protect yourself.
Three serious BBPs are:
1. HIV – Attacks a person’s immune system
and their ability to fight infection. A person
carrying this virus can live a normal and
healthy life for years. But some people with
HIV go on to develop AIDS. There is no
vaccine or cure as of yet.
2. Hepatitis B (HBV) – A virus that infects the
liver. There is currently a vaccine available
to protect against HBV.
3. Hepatitis C (HCV) – Infects the liver and
can lead to liver disease, cancer and even
death. There is no vaccine currently
available.

4. HIV, HBV and HCV are all
transmitted the same way. To actually
contract any of these viruses, you need
a portal of entry such as;
•Sexual contact – unprotected sex.
•Not airborne – Must have contact
with infected blood or body fluids
through your eyes, nose, mouth, cut,
scratch, acne or abrasion.
•Unclean or sharing needles.
•It is important to know that dried
blood containing a virus can survive
on surfaces at room temperature for
up to a week.

5. Bleeding Emergency – Steps to take.
•Depending on the severity of the situation, call 911 or
school nurse (ext.5500 or 5525) or both. Call extension
5515 and that person will inform the appropriate
individuals.
•Protect yourself! Put on gloves! Always!
•NEVER reuse disposable gloves.
•Encouraged injured person to apply pressure to
bleeding site.
•After incident, remove gloves by pulling from the wrist
down to the fingertips then pull the second glove off
using the exposed hand putting the first glove inside the
second. Dispose of immediately and wash hands with
warm soapy water or alcohol based hand sanitizer.

6. Concerns About Exposure
•Don’t Panic.
•Exposures rarely results in infection.
•Wash affected area.
•Quickly report potential exposure to school nurse.
•You will be advised on the correct follow-up steps.
***Exposure does NOT mean infection.

7. CLEAN-UP PROCEDURE
•DO NOT clean up if it is not your job.
•If involved in clean up process, always wear
gloves.
•As much as possible, use disposable clean up
materials; paper towels, etc.
•You must call maintenance to handle the entire
clean up process.

8. TIPS & SUMMARY
•Keep soiled hands away from
eyes, nose and mouth.
•Always wash your hands before
eating, drinking, smoking, handling
contact lenses or applying cosmetics
or lip balm.
•Wear gloves whenever you maybe
exposed to bloodborne pathogens.
•When assisting someone who is
bleeding, try to get that person to stop
the bleeding by applying direct
pressure.
•Don’t clean potential BBPs if you are
not trained or authorized to do so.
•Even though we are in a school
setting we have no choice but to learn
and apply these tips about BBPs. By
following these guidelines, you will
keep yourself safe and healthy.
Bloodborne Pathogen training, as you
know, is an annual requirement.
Information for this presentation was obtained
from Coastal Training Center

9. The Many Faces of Diabetes

10. Facts and questions you need to know and answer .
Diabetes occurs when the body does not provide enough
insulin in the blood to maintain the correct amounts of sugar in
the blood for proper function.
Even with a good diet and/or medication, a diabetic may still
have too high or low blood sugar.
Low blood sugar can be remedied by;
•Use of glucose tablets.
•Fruit juice.
•Sugared soft drink.
•Never allow an individual with low blood sugar to be alone or
Universal Symbol for Diabetes
seek help on their own.
High blood sugar requires an insulin injection and/or
consuming water or diet soda.
Student or faculty with diabetes usually know they Never allow an individual with high blood sugar to
have high or low blood sugar. Always allow the be alone or seek help on their own.
individual to test frequently. Allow water bottles in
the classroom for frequent consumption. Again,
NEVER send a student alone to the clinic if high
or low blood sugar is suspected. Students with
diabetes carry fanny packs/purse with diabetes
supplies at all times.
Call for assistance if an individual;
•Cannot consume a simple sugar. (low blood sugar)
•Cannot consume significant water or diet soda. (high blood sugar)
•Is in a diabetic coma.

11. A seizure is usually defined as a sudden
alteration of behavior due to the electrical
functioning of the brain. Seizures can
take on many different forms and affect
different people in different ways.
Sometimes there is a warning (aura)
followed by other symptoms. Abnormal
electrical discharges create a “storm” of
electrical activity in the brain and this is
considered a seizure.

12. If a seizure occurs:
•Remain calm.
•Make note of the time because the
length of the seizure is extremely
important.
•Prevent a crowd from gathering to
provide the individual with privacy
and dignity.
•Protect the person from hitting hard
or sharp objects.
•Cushion their head.
•Do not move unless the environment
is unsafe.
•Do not put anything is the person’s
mouth.
•Do not leave alone until there is
complete recovery.
•Should the individual lose bladder or
bowel control, cover them up to
Call for emergency help if; prevent public embarrassment.
•A seizure lasts for more than 5 minutes.
•The individual is pregnant.
•A head injury preceded the seizure.
•That person has no history of seizures.

13. Students who have asthma often learn to identify their
early warning signs – the physical changes that occur in
the early stage of airway obstruction,. These early
warning signs usually happen long before more serious
symptoms occur. Being aware of these early warning
signs allows the student to take medication at a time
when asthma is easiest to control. Teachers should
encourage students to be a ware of these early
symptoms and to take the proper action immediately.
Knowing the signs of a breathing episode will help you
and other staff take appropriate measures to avoid a
more serious medical emergency. There should be no
delay once a student has notified the teacher of a
possible problem.
A student may exhibit one or more of these signs during the initial phase of an asthma episode.
1. Changes in breathing may include: Coughing , wheezing, breathing through the mouth, shortness of
breath and/or rapid breathing.
2. Verbal complaints: Often a student who is familiar with asthma will know that an episode is about to
happen. The student might tell the teacher that; the chest is tight, the chest hurts, cannot catch a
breath, the mouth is dry, the neck feels funny and/or a more general , “I don’t feel well.”
3. Other signs may be: an itchy chin or neck _ some people may rub their chin or neck in response to
this feeling or clipped speech, i.e., the student may speak in very short, choppy sentences.
Tips: Encourage a student with asthma to fully participate in physical activity.
Allow a student to engage in quiet activity if recovery from an acute episode precludes full participation. Inform coach, trainer or
nurse of any episodes. Students will have prescribed inhalers with them, in the clinic or trainer’s office.

14. Now that you are done…
•Go to http://tinyurl.com/greenhillbbp
•Take the Quiz (18 questions)
•70% is passing score
•Review and retake if not passing
•Print certificate to keep for your records