CHCCN4D Respond to illness, accidents and … to illness, accidents and emergencies was funded under the Adult Literacy National Project administered by the Australian Government Department

Commonwealth of Australia 2007 CHCCN4D Respond to illness, accidents and emergencies

CHCCN4D

Respond to illness, accidents

and emergencies

Bush Babies Pilot

Respond to illness, accidents and emergencies was funded under the Adult Literacy National Project administered by the Australian Government Department of Education, Science and Training.

The views expressed herein do not necessarily represent the views of the Commonwealth of Australia or State and Territory Training Authorities. Commonwealth of Australia 2007 This work is Copyright.

It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source and it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Commonwealth. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Adult Literacy Policy and Programme Section, Industry Skills Development Group, Department of Education, Science and Training, GPO Box 9880 Canberra City, ACT, 2601. This unit was written and delivered by Julie Wythes of TAFE NSW Western Institute. The student group was recruited through Bush Babies Playgroup and supported by Orange Aboriginal Women's Gathering and the Aboriginal Child Youth and Family Strategy Family Worker, in a project jointly sponsored by Greater Western Area Health Service, Communities Division of NSW Department of Community Services and NSW Department of Education and Training.


CHCCN4D Respond to illness, accidents and emergencies

Unit Overview

Element 1 Implement procedures for infection control and prevention

Element 2 Recognise and respond to signs of potential illness

Element 3 Respond to emergencies and accidents Element 4 Respond to threats and situations of danger


3

Overview of Unit delivery The Unit CHCCN4D - Respond to illness, accidents and emergencies will be delivered over 4 classroom sessions (3 hrs duration) and 2 on-the-job sessions. The following plan overviews element and content delivery and on-the-job requirements Classroom On-the-job (Bush Babies) Day 1 General Information Getting to know you Element 2: Recognise the general signs of illness Reporting Illness

Day 2 Element 2: Responding to signs of potential illness child Care of children according to regulations

On the Job: Photos of children for posters

Children washing hands Carers washing hands

Demonstration of: Set up quiet area for sick child Carer/s responding to an ill child

taking temperature checking breathing taking pulse comforting child


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Day 3 Element 1: Disease spread and transmission Guidelines for infection control Exclusion guidelines for children and others The nature and importance of Immunisation

On the Job: Demonstration of cleaning practice:

hand washing nappy change nose blowing

Demonstration of infection control procedures:

kitchen bathroom craft tables play equipment

Day 4 Element 3: Responding to emergencies and Accidents Element 4: Respond to threats and situations of danger Course Evaluation


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Assessment at a glance Assessment Tasks Element 1 Implement procedures for infection control and prevention Information will be provided on Day 3 Folder Entries:

1. Example of Exclusion Policy

2. Example of Health, Hygiene and Safety Policy

3. Handout - Aboriginal Ear Health

4. Handout Immunisation schedule

5. Handout Vaccination for our Mob Practical Demonstration (Bush Babies)

Hygienic practices - Hand washing - Nappy change - Nose Blowing

Effective Cleaning practices

- Kitchen - Bathroom - Craft table - Play equipment


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Assessment Tasks Element 2 Recognise and respond to signs of potential illness Information will provided on Day 1 and 2 Folder Entries:

1. Handout Excerpt from Indigenous Health in Australia

2. Handout Signs of illness in young children

3. Handout Regulations. re sick children

4. Handout Illness Accident Report

5. Handout - Diseases that require notification Role Play in Class:

Scenarios - Providing comfort to sick child and measuring vital signs Practical Demonstration at Bush Babies:

Set up quiet, comfortable area Carer responding to ill child Taking temperature Checking breathing Taking pulse Comforting child Complete Illness/Accident Report Complete Safety Checklist

NB: Attending to an ill child and completing an Illness Report may be done as a role play simulation in the classroom.


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Assessment Tasks Element 3 Respond to emergencies and accidents Element 4 Respond to threats and situations of danger Information for these tasks is provided on Day 4 Folder Entries:

1. Checklist of potential hazards in workplace

2. Sample Accident/Illness Report

3. Handout - Regulations for Emergency and Evacuation procedures

4. Sample Evacuation Procedure

5. Handout Danger Rules

6. Draft Evacuation Policy for Bush Babies

7. Draft Procedure for supervision of children at Bush Babies


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Assessment Tasks for Element 1 Implement procedures for infection control and prevention Information will be provided on Day 3 Name:_________________________________________ Folder Entries:

Evidence of Documentation

1. Example of Exclusion Policy

2. Example of Health, Hygiene and Safety Policy

3. Handout - Aboriginal Ear Health

4. Handout Immunisation schedule

5. Handout Vaccination for our Mob

Practical Demonstration Demonstration Strategic

Questioning Participates in cleaning and

maintaining environment using appropriate hygiene procedures

Adheres to personal hygiene/health procedures including hand washing

Demonstrates understanding of guidelines for infection control

Demonstrates awareness of disease spread and transmission

Demonstrates safe and healthy work practices: nappy change, hand washing

Explains ---nose blowing


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Assessment Tasks for Element 2 Recognise and respond to signs of potential illness Information will be provided Day 1 and 2 NAME:___________________________________________ Folder Entries: 1. Handout Excerpt from Indigenous Health in Australia

2. Handout Signs of illness in young children

3. Handout Regulations. re sick children

4. Handout Illness Accident Report

5. Handout - Diseases that require notification

Role Play in Class: Scenarios - Providing comfort to sick child and measuring

vital signs

Practical Demonstration at Bush Babies:

Demonstration Strategic Questioning

Set up quiet, comfortable area

Carer responding to ill child

Taking temperature

Checking breathing

Taking pulse

Comforting child

Complete Illness/Accident Report

Complete Safety Checklist


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Assessment Tasks for Element 3 Respond to emergencies and accidents Assessment Tasks for Element 4 Respond to threats and situations of danger Information for these tasks is provided on Day 4 NAME:__________________________________________ Folder Entries:

1. Checklist of potential hazards in workplace

2. Sample Accident/Illness Report

3. Handout of Regulations. re Emergency and Evacuation procedures

4. Sample Evacuation Procedure

5. Handout Danger Rules

6. Draft Evacuation Policy for Bush Babies

7. Draft Procedure for supervision of children at Bush Babies

Practical Demonstration:

Participation in class discussions

Commonwealth of Australia 2007 CHCCN4D Respond to illness, accidents and emergencies 12

UNIT CCHCCN4D: Respond to Illness, Accidents & Emergencies Unit Descriptor This unit will enable Learners to recognise signs of potential illness in young children and to respond appropriately to a seriously ill child. This unit emphasises the importance of immunisation and the role of exclusion policies and describes the procedures for infection control and prevention in a child care setting.

Element Performance Criteria

Interpretation Knowledge Learning Activities

Assessment

1. Implement procedures for infection control and prevention

1.1 Exclusion guidelines for children and others suffering from an infectious condition are followed

Excluding children is a way of limiting the spread of infection in the centre

The importance of exclusion policies

The nature and importance of immunisation

Discuss an Exclusion Policy

Folder entry of an example of Exclusion Policy

1.2 Hygiene principles are implemented in care practices

Understanding the procedures and reasons behind hygiene routines

Method of transmission of germs

Hygiene practices in services

Discuss Regulations. QIAS Principles Design posters for hygiene routines

Demonstration of hygienic practices in a care setting particularly hand washing/nappy Changing

1.3 Infection control guidelines are followed

Aware of how infections are spread and ways to control the spread of disease

Controlling spread of infections

Common infections in children

Discuss QIAS Principle 6.2 Design Cleaning poster for centre Visit to a centre

Demonstration of effective cleaning practices in care setting



Interpretation Knowledge Learning Activities

Assessment

2. Recognise and respond to signs of potential illness

2.1 Signs of potential illness are reported

Need to recognise the early signs of an illness in children Know how to comfort a sick child

Recognise some physical and behavioural signs of illness in children.

Documentation required by Regulations.

Discussion of own experiences. Role Play using dolls Gathering baskets to collect Regulations. requirements Handouts Illness/Accident Reports

Folder entry of signs and symptoms of illness Role Play of responding to ill child and reporting document

2.2 Medical assistance is sought as necessary according to policies and procedures

Signs of illness that require urgent medical attention What information to include when reporting an illness.

Recognise danger signs when children become ill.

Procedure when child becomes ill.

Action plans for children with allergic reactions symptoms

NSW Regulatory requirements for reporting Measure indicators of illness Develop procedures for Bush Babies

Folder entry of reporting procedures. Role Play measuring vital signs. Verbal answers to questions on Regulations. from folder entries


Interpretation Knowledge Activities Assessment


2.3 Childs parents are informed as soon as possible

Informing parents of their childs illness is done in a calm manner.

Parents need to be notified as soon as possible if their child is ill or had an accident.

Role Play Research contact details for health authority

Folder entry of handout and health authority details

2. Recognise and respond to signs of potential illness (continued)

Legal obligation to notify health authority of outbreak of certain diseases

All parents are notified when a child has an infectious disease

Handout on diseases that require notification

Role play scenario

2.4 Child is separated from other children as required and as practicable

Procedures taken to provide care and prevent spread of infection

Action taken is in accordance with Regulations.

Give best possible care to child and also prevent infection from spreading to others

NSW Regulations.- list steps to take with sick child Discuss scenarios

Folder entry of Regulation requirements Response to scenarios


Element Performance

Criteria Interpretation Knowledge Learning

Activities Assessment

2.5 Child is comforted and settled

Child is not left alone. Carer provides emotional support

Appropriate emotional support is provided.

Emotional development

Role play or scenarios

Response to role play or scenarios with dolls

3. Respond to emergencies and accidents

3.1 The safety of self and others is ensured 3.2 Immediate first aid is provided as required

The need to protect yourself and others in the case of accident or emergency situations

First Aid principles - DRABC

Stage appropriate toys and equipment

Adequate supervision of children

Look at QIAS Quality Area 5: Protective Care and Safety Gather baskets Toy catalogues to match toys to age of children Discussion

Folder entry of Checklist to identify hazards in workplace Role play scenarios


3. Respond to emergencies and accidents (continued)

3.3 Strategies to calm, reassure and comfort child/children are used

Carer remains calm and gives simple, reassuring explanation to children

Childs age and stage of development.

Discuss: needs of children to talk about incident; reassurance and comfort

Demonstration with dolls

3.4 Details of emergency are recorded and reported accurately 3.5 Information is provided to others according to service policies 3.6 Emergencies and accidents are responded to according to the service guidelines and legislative requirements

Services emergency and evacuation procedures are followed and details of accidents and emergencies are reported accurately and correctly.

Organisational standards, policies and procedures are implemented in a service.

Information is available when informing others about accidents

Sample Accident form discuss information required Discuss ways to keep children safe supervision, rules of safe play, explain hazards/potential hazards to children.

Folder entry of Complete an Accident/Illness Report from scenario. Role Play: informing a parent about an accident



Interpretation Knowledge Activities Assessment

4. Respond to threats and situations of danger

4.1 Remove children from threat/danger or remove danger/threat from children

Need to develop the ability to make decisions under pressure. Procedures to keep children safe evacuation policy; supervision

Keep the best interests of the child/rens health and safety, as the basis for decision making when responding to situations of danger/threats.

Procedures at pick up time.

Evacuation policy and procedures

Discuss types of danger that can happen environmental, animal, human Handout on Danger Rules. Draft Evacuation Policy for Bush Babies Scenario: what to do when an unauthorised person arrives to pick up child

Folder entry of Danger rules Role play: Response to unauthorised person arrival at centre to pick up child

Day 1

Recognise and respond to signs of potential illness Learning Element 2 When Participants have completed this session, they should have an understanding of

how to recognise the general signs of illness in young children how to respond according to childrens services regulations.

This will be achieved when the Participant is able to: 1.1 Describe some physical and behavioural signs that indicate a child is ill 1.2 Discuss caring practices appropriate for an ill child 1.3 Discuss ways of implementing the regulations concerning ill children


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Time Content & Activity Resources 9:30am 10:00am 10:15am

Welcome and Introductions.

Getting to know you activity

See resources - Suggestions for Icebreakers.

Participants Expectations

What are some of the things you hoped to get out of the course? Put up results of brainstorming on the whiteboard.

- How do these relate to what the course offers? - Briefly explain what is covered in each session

Feedback systems You may have questions which are not covered or covered inadequately in this course.

Explain the role of the Information Table Feedback person

Discuss Presenters Expectations

Aboriginal map of Australia Stickers Overhead/handout: Course Topics

Feedback systems resource

Commonwealth of Australia 2007 CHCCN4D Respond to illness, accidents and emergencies Day 1 19

Time Content & Activity Resources 10:30am 11:00am

Because the course carries a qualification a Statement of Attainment there must be certain ground rules in order for the qualification to have some value.

- Explain the Assessment Tasks and distribute handout discuss what they entail

- - Develop Group Rules brainstorm write final selection on the

board and publish for distribution next week - Work Placement explain its purpose and the likely

arrangements for this 2 Bush Babies sessions to complete some assessment tasks

- - Introduce Glossary explain purpose

MORNING TEA

Overhead/Handout: Course Expectations Handout: Assessment Task Resource: Guide for group rules

Handout: Glossary


Time Topics for discussion Resources 11:30am 11:45am

Introduce Element 2 Recognise and respond to signs of potential illness

This element will enable us to: Recognise the general signs of illness Take measurements of a childs temperature and respiratory rate Recognise and respond to a seriously ill child

Today we will discuss how we recognise general signs of illness in infants and young children. It is important to pick up the early signs of an illness. This can be difficult, especially in infants and young children whose condition can quickly deteriorate. The earlier we can detect signs of illness, the sooner treatment can be started. However, as childcare workers, it is not our role to diagnose an illness but to recognise when a child is ill, and to comfort and support the child. We also need to know how to help prevent the spread of an infectious illness. Health & Education: Fred Hollows Foundation- discuss in groups

- own experience or families or people they know? What are some signs of illness in young children? Discuss illnesses of own children and what were the signs that alerted them to recognise that they were ill. Write physical and behavioural symptoms on overhead /whiteboard

Complete activity sheet

Overhead: Overview of Session Folder Entry Handout: Indigenous Health Overhead: Picture of baby Worksheet: Signs and symptoms of illness


Time Contents for discussion Resources 12:00 noon 12:20pm

Signs of illness to watch out for: Drowsiness, less activity, breathing difficulty, poor circulation,

poor feeding, poor urine output Signs that require urgent medical attention:

Vomits green fluid, has a convulsion (fit), has a very high fever, stops breathing for more than 15 seconds, has lump in the groin (hernia), is pale and drowsy and has a high fever

Encourage discussion about how they provided comfort and

support to their own child what did they do? What did they say? (Think of a time own child/ren were sick)

As a worker in a Childrens service, what do we do when a

child shows signs of illness? Look at regulatory responsibilities. Introduce Participants to NSW Childrens Services Regulations 2004 and give brief overview of its function in licensing childrens services What do the Regulations say about what Carers should do in a Childrens service when a child is ill? Participants dip into basket of laminates and read out a required action. BluTak laminates to whiteboard.

Relate back to role plays Will your response be different in a childcare setting? Discuss.

What documentation is required to meet Regulations? Content & Activity

Write on board or hand out Handout: Signs of illness in young children Role Play in small groups using dolls Resource 3 Childrens Services Regulations 2004 Laminate each requirement separately Baskets List on whiteboard



Time Contents for discussion Resources 12:45pm 12:55pm

NSW Regulations requirements

Distribute sample Illness/Accident Reports used in Childrens Services take note of the information and signatures required. Participants design an Illness/Accident Report form for use at Bush Babies. Explain that throughout the sessions we will be preparing forms and notices to meet regulatory expectations in the health and hygiene area of childrens services, and hopefully they will be used in the Bush Babies setting.

Close Session Ask if anyone would like to type up Illness/Accident form on computer to bring in next week. Remind Participants about the Fridge Door and Information Table. Next Session we will be discussing how to check a childs temperature and breathing rate to help us recognise if a child is seriously ill.

Resource 4: Sample Illness/Accident forms

Checklist of resources for Day 1

1. Resource 1 Getting to know you / Icebreaker ideas (resources as required) 2. Handout 1&2 Getting to know you activities 3. Handout /OHP Course Topics 4. Handout - Glossary 5. Resource 2 Feedback systems, Group Rules 6. Handout Course Expectations 7. OHT Overview of Session 8. Handout Indigenous Health in Australia 9. OHT Picture of Baby 10. Handout Signs and symptoms of illness 11 Dolls for role plays 12 Resource 3 - NSW Childrens Services Regulations 13. Baskets 14 Resource 4 Sample Illness/Accident Report

Commonwealth of Australia 2007 CHCCN4D Respond to illness, accidents and emergencies Day 1

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Resource 1 Getting to Know You Games These ideas work well to break the ice by creating fun and laughter. Use as many or as few as you think necessary on the day, depending on the group. Please note the presenter must take part in these activities along with the participants in the group, as they need to get to know you as well as each other! Be mindful about the confidence level of the participants as some may find it difficult to speak in front of the whole group. 1. My Partner (use well known childrens cartoon characters) Invite participants to pair up with the partner on their card (e.g. Hansel/Gretel). Over the next five minutes or so, allow them to explore the following issues about one another which are written on the whiteboard:

- What are they passionate about? - What are they most proud of? - What do they like to do most in the world? - What do they like to do least in the world?

Ask each person in the pair to introduce their partner to the group by describing what their partner said about the questions. 2. This is Me Using the map of Aboriginal nations, invite participants to write down the following three things about themselves on a Post-it sticker:

- their name (including an Aboriginal name if they have one) - the place where they were born - a date which is significant to them (this can be their birthday

if they cant think of or dont wish to offer another date, but another meaningful date is better)

Examine the map and ask the students to talk about where they were born and why their chosen date is significant to them. Non-indigenous participants must name the Aboriginal land they were born on.


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3. The Loo Roll Game Pass the roll of loo paper around the group, inviting each person to take as many sheets as they normally would when going to the loo. When everyone has torn off an amount of loo paper, ask them to hold their paper up. Tell them that they need to provide as many pieces of information about themselves as they have torn off sheets of loo paper! Where someone has an excessive quantity of loo paper, they can provide the same amount of information as most of the other women are. The presenter must do this too. 4. People Bingo Participants move around the group asking other members questions from their sheet. The aim is to try and get a different name for each question. You can tailor the questions to the group but the idea is to keep them general


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Move around the group and see if you can write a different name for each of the following Find the name of someone who..

Is about the same height as you are

You do not know

Has the same number of children as you do

Has lived in another place

Is wearing your favourite colour

Is older than you are

Is from the same language group or country as you

Is born in the same month as you

Can play an instrument

Has their drivers licence


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Batman

Robin

Dora

The explorer

Jack

Jill

Red riding hood

The wolf

Hansel

Gretel

B1

B2

Ernie

Bert

Bob

The builder


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Overview of Course Topics Day 1 Getting to know you / General Information Element 2: Recognise the general signs of illness Reporting illness Day 2 Element 2: Responding to signs of potential illness in children Care of children according to regulations On the job: Photos of children for posters


Demonstration of: Set up quiet area for sick child Carer/s responding to ill child Taking temperature Checking breathing Taking pulse Comforting child

Day 3 Element 1: Disease spread and transmission Guidelines for infection control Exclusion guidelines for children and others The nature and importance of Immunisation On the job: Demonstration of cleaning practice:

Hand washing Nappy change Nose blowing

Demonstration of infection control procedures: Kitchen Bathroom Craft tables Play equipment

Day 4 Element 3: Responding to emergencies and accidents Element 4: Respond to threats and situations of danger Course evaluation


29

Glossary This page is to help you understand the meanings of new or difficult words Ask your teacher for help or look the words up in a dictionary to find their meaning Word Meaning Isolate

To keep apart or away from others eg you need to isolate a sick child

Exclusion

To keep out or stay away Eg a child with an infectious disease is excluded from the centre

Convulsion

Violent muscular spasm Eg a child with an extremely high temperature may lose consciousness and have a convulsion. Often called a febrile convulsion


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Resource 2

Feedback Systems

The following ideas are designed as a way in which presenters can provide answers to questions not directly related to the course material, but not get side-tracked from the course curriculum. Information Table This is the table where the information is put which responds to the issues/questions raised within the classroom. In this way, each week, presenters are able to provide additional knowledge about particular issues which course participants may be concerned about. The information may take the form of:

Pamphlets which deal with particular health issues Details about local or regional services for a health issue People to contact at local or regional services

Feedback Person The group elects a spokesperson to provide feedback to presenters. The person would feel comfortable enough to discuss issues whilst keeping the identity of the person who has an issue or concern confidential.


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Group Rules When the group rules are negotiated, there are a few key points to try and include:

Punctuality arrive for yarning time at 9:00am, because the course will begin at 9:30am

Arrive back from morning tea and lunch promptly this shows

respect to the presenters and to the other women on the course

Confidentiality explain what this means with examples. Try

to personalise the issue by asking women about a time when their confidentiality was breached what feelings did this generate in them?

Respect other peoples opinions and other peoples stories

Allow everyone to have their say, and encourage those who

are shy Show understanding towards those who find information in the course upsetting


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Course Expectations In order to gain their certificate, participants must:

attend their Work Placement

complete ALL Assessment Tasks

The course will start at 9:30am and finish at 1:00pm each week. Participants will respect the Group Rules What happens in the classroom stays in the classroom. All Information which is shared during the course is CONFIDENTIAL Participants may leave for a short time if the topic being discussed distresses them and makes them sad.


33


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Indigenous Health in Australia Early childhood health affects education Research shows that the health of mother and child has lifelong effects on learning and education.

The ability to learn is affected by biological processes occurring before birth.

Malnutrition of the mother can have damaging affects on the foetus.

Brain development, both before and after birth, influences health, learning and behaviour throughout the childs life. Brain development is rapid in the first three years of life and much of a childs capacity for learning is established during this time.

Infectious diseases in early childhood can affect nutrition, growth and mental stimulation at a crucial time when children are developing rapidly

In Australia, indigenous babies are twice as likely to be of low birth weight than non-indigenous babies. The rate of hospitalisation of indigenous children under four years for infectious diseases is three times the rate for non-indigenous children Chronic middle ear infection (otitis media) and subsequent hearing loss impair language development and education This condition is widespread in indigenous communities, especially remote communities in central and northern Australia. Health problems may lead to a chain of related problems with childrens education. Untreated ear disorders stop children from hearing the teacher properly, untreated eye disorders interfere with vision, and malnutrition gets in the way of concentrating in class. Children with poor levels of education have difficulty finding employment as they are uncompetitive in the job market.


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Think about your children

Discuss the physical and behavioural signs and symptoms a child might display when they are ill

List some signs and symptoms of illness in children

Remember. Your job as a worker is to:-

Recognise illness Comfort and support the child Minimise the spread of possible infection


36


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Resource 3 NSW Childrens Services Regulation Division 4 Emergencies 80 Illness, accident and emergency treatment (1) All childrens services The authorised supervisor of a childrens service must ensure that a child is not enrolled in the service unless a parent of the child:

(a) has given written authorisation for the service to seek urgent medical, dental or hospital treatment or ambulance service, and (b) has given written consent to the carrying out of appropriate medical, dental or hospital treatment, in the event that such action appears to be necessary because the child has been injured, or is ill, at the premises.

(2) The authorised supervisor of a childrens service must ensure that:

(a) if a child has an accident or becomes ill while being provided with the service:

(i) the child is kept under adult supervision until the child recovers or until a parent of the child or some other responsible person takes charge of the child, and (ii) if the child requires urgent medical or dental treatment, immediate steps are taken to secure that treatment, and (iii) the child is returned as soon as practicable to the care of a parent of the child, and

(b) if any medication or medical, hospital or dental treatment or ambulance services are obtained for a child, a parent of the child is notified as soon as practically possible of the accident or illness and the treatment or services arranged for the child, and

(c) if any other matter concerning the childs health arises while the child is being provided with the service, a parent of the child is given notice of that matter.

(To be cut out and laminated) (1) All childrens services The authorised supervisor of a childrens service must ensure that a child is not enrolled in the service unless a parent of the child:

(a) has given written authorisation for the service to seek urgent medical, dental or hospital treatment or ambulance service.

-------------------------------------------------------------------------- (1) All childrens services The authorised supervisor of a childrens service must ensure that a child is not enrolled in the service unless a parent of the child:

(b) has given written consent to the carrying out of appropriate medical, dental or hospital treatment, in the event that such action appears to be necessary because the child has been injured, or is ill, at the premises.

------------------------------------------------------------------------ (2) The authorised supervisor of a childrens service must ensure that:


(i) the child is kept under adult supervision until the

child recovers or until a parent of the child or some other responsible person takes charge of the child.

---------------------------------------------------------------------------- (2) The authorised supervisor of a childrens service must ensure that:


(ii) if the child requires urgent medical or dental

treatment, immediate steps are taken to secure that treatment.

----------------------------------------------------------------------------


- 38 -

(To be cut out and laminated) (2) The authorised supervisor of a childrens service must ensure that:


(iii) the child is returned as soon as practicable to the

care of a parent of the child. ---------------------------------------------------------------------------- (2) The authorised supervisor of a childrens service must ensure that:

(b) if any medication or medical, hospital or dental treatment or ambulance services are obtained for a child, a parent of the child is notified as soon as practically possible of the accident or illness and the treatment or services arranged for the child.

---------------------------------------------------------------------------- (2) The authorised supervisor of a childrens service must ensure that:

(c) if any other matter concerning the childs health arises while the child is being provided with the service, a parent of the child is given notice of that matter.

----------------------------------------------------------------------------


- 39 -


- 40 -

Day 2

Recognise and respond to signs of potential illness Learning Element 2 When Participants have completed this session, they should have an understanding of how to measure a childs vital signs and to evaluate how well, or ill a child is by: 2.1 Measuring a childs temperature and how to bring a high

temperature down 2.2 Observe and measuring a childs breathing rate and recognise breathing problems 2.3 Measure a childs pulse rate and recognise irregularities 2.4 Describe danger signs that a child is very ill 2.5 Documenting illness in services


Time Contents & Activity Resources 9:30am 9:40am 9:45am

Topics for the day

Hand out Group Rules from last session and briefly review them Last week we discussed the signs/symptoms that indicated that a child might be unwell and the action we take to care for the child and prevent the infection from spreading from the unwell child to you, other staff and the other children. Today we are going to look at measuring a childs vital signs, temperature, heart rate and breathing rate to help us evaluate how ill the child might be.

Temperatures Discuss fever in children how do we know if a child has a fever?(hot and flushed) What is a fever when the bodys temperature is higher than normal because of an infection, usually caused by a virus or bacteria. Fever is the way a body fights infection. It is not dangerous and does not always indicate a serious illness. The body responds to fever by increasing the heart rate, breathing rate and blood circulation to the skin. This is how the body tries to reduce the heat caused by fever. However, in a small number of children a fever can lead to a convulsion or fit (febrile convulsion) a child with a fever suddenly jerks or twitches and could have difficulty breathing.

Overhead Overview of session Overhead/Handout Group Rules Handout Fever in children


Time Contents & Activity Resources 10:00am 10:15am 10:30am

It is important to take a childs temperature. What is a normal temperature for a child? When is it a fever? Use handout.

Activity Taking a temperature with digital thermometer

Participants read instructions on thermometer and practice taking each others temperature. Take note of procedure for keeping clean.

Discuss: What are Participants experiences of a child with a fever?

Look at febrile convulsions Breathing or respiration

Breathing should be quiet, effortless, regular and easy. Use scenario to discuss breathing problems a child with cough, rapid breathing with whistle sound, listless, pale, low energy.

Activity Participants listen to own breathing (count breathing rate) then jog outside for 5 minutes. Listen to own breathing again.

Ask: Are you making any noise? Is your breathing faster? What is your body doing to get more air in? Is your chest rising higher?

Handout Temperatures, Taking a childs temperature Digital thermometer with instructions OHT/Handout To bring a temperature down Handout Measuring vital signs Handout convulsions Overhead Scenario 1 - Benny


Time Contents & Activity Resources 10:45am 11:00am 11:30am 11:50am 12:00noon

Measuring respiration use handout and measure own breathing rate Discuss respiratory complaints croup & bronchitis

MORNING TEA Pulse rate use handout and measure own pulse rate

Irregular or weak heart rates signal the child is extremely ill.

Use pictures/scenarios to identify signs and symptoms of an unwell child. Discuss how you would care for the child. Include contacting parents & record response

Review the danger signs from last session handout

Discuss dehydration symptoms Participants locate local phone numbers of: - ambulance - paediatric casualty - Poisons Information Centre - Local doctors surgery

Handout Indicators of breathing trouble Handout Pulse Scenarios 2- 5 Handout Responding to signs of illness Handout Danger signs Handout Emergency numbers Design poster for phone numbers Paper, textas, phone books


Time Contents & Activity Resources 12:30pm 1:00pm

Anaphylaxis Invite Participants to share their knowledge of

this allergic reaction, if they want to. Research information on internet www.allergy.org.au Discuss Epipens and their use in childrens service Next Week we will be looking at hygienic practices in reducing infectious diseases in a child care setting.

CLOSE

Guest Speaker Nurse educator Use Smartboard if possible Video on Epipen use

http://www.allergy.org.au/



1. OHT Overview of Session

2. Handout Group Rules

3. Handout Fever in children

4. Handout Temperatures, taking a childs temperature

5. Digital thermometer with instructions

6. Handout To bring down a temperature

7. Handout Measuring vital signs

8. Handout - Convulsions

9. OHT Scenario: Child with breathing problems

10. Handout Breathing/respiration Indicators of breathing trouble

11. Handout Pulse

12. Scenarios 2-5 Unwell children

13. Handout - Responding to signs and symptoms of

illness

14. Handout Danger Signs 15. Handout Emergency telephone numbers

16. Cardboard, textas, phone directory, internet, glue, scissors

17. Video on Epipen use


Overview of Day 2 On The Job Session Bush Babies Day 2 Element 2: Responding to signs of potential illness in children Care of children according to regulations On the job: Photos of children for posters


Demonstration of:

Set up quiet area for sick child Carer/s responding to ill child Taking temperature Checking breathing Taking pulse Comforting child


Group Rules When the group rules are negotiated, there are a few key points to try and include:

Punctuality arrive for yarning time at 9:00am, because the course will begin at 9:30am

Arrive back from morning tea and lunch promptly this shows

respect to the presenters and to the other women on the course

Confidentiality explain what this means with examples. Try

to personalise the issue by asking women about a time when their confidentiality was breached what feelings did this generate in them?

Respect other peoples opinions and other peoples stories

Allow everyone to have their say, and encourage those who

are shy Show understanding towards those who find information in the course upsetting


Body Temperature A normal body temperature is 37.0 C (but it can vary from 36.4 to 37.4 C A raised temperature lets you know a child is unwell If the reading on the thermometer is more than 1 to 1.5 degrees above the normal temperature, the child has a fever Most fevers are a sign of infection and occur with other symptoms A temperature above 38.9 C can be serious and you should get medical help As a carer you should only take a childs temperature under the arm Read the thermometers and write if the temperatures are Normal or Raised

_________________ __________________

_________________ __________________


Taking a childs temperature Always

Use a digital thermometer

Take the temperature under the arm

Leave thermometer under the childs arm for at least three minutes

Read the temperature carefully. A normal temperature

taken under the arm is a little over 36 degrees Celsius (a little less than an average temperature)

The normal temperature for a child ranges from 36.4deg.C to 37.4deg.C.

Temperatures between 37.5deg to 37.9deg.C - you

need to keep a close watch and take temperature frequently.

Any temperature above 38deg.C is a fever


To Bring a Temperature Down: When you have a temperature you feel shivery and this shivering action actually increases your temperature and can cause a child to have a seizure. Anything you do to reduce the temperature should not cause shivering.

Reduce the clothing, but not completely. Leave a light layer on (e.g. singlet and nappy);

Use a fan, but not directly on the skin place the fan at a

distance or facing away from the child;

Give cool drinks to combat temperature and dehydration;

Give Paracetamol (e.g. Panadol, Tempura or Dymadon) if you have signed parental permission;

Check the temperature every half an hour until the child is

collected.

Do not give a cool bath as this is extremely uncomfortable and can cause rigours leading to a convulsion. Tepid sponging (with lukewarm water) of the hair, face, back of the neck and shoulders is much more effective. Febrile convulsion is a fit that is caused by fever. Febrile convulsions are common in children aged from 6 months to 6 years, although children less than 2 years old are more likely to have a febrile convulsion. During the convulsion normal brain activity becomes disturbed and the child may:

Jerk or twitch Become stiff or floppy Be unaware of their surroundings Have difficulty breathing.


Suggested Procedure If a child has a febrile convulsion you should

1. Lay the child on their side.

2. Loosen tight clothing.

3. Note the time of the convulsion.

4. Do not restrain the child or put anything in the childs

mouth.

5. An adult should always stay with the child during a

convulsion.

6. Contact the childs parents and a doctor/hospital for help.

7. Call an ambulance on 000 if the fit lasts for more than

three minutes.

Remember that appropriate treatment of a childs fever may help to prevent a fit. (Adapted from Kids Health, 2000)


Measuring Vital Signs Practice observing and measuring vital signs on your classmates Name:______________ Pulse:______________ Breathing___________ Temperature_________

Name:______________ Pulse:______________ Breathing___________ Temperature_________

Name:______________ Pulse:______________ Breathing___________ Temperature_________

Name:______________ Pulse:_______________ Breathing____________ Temperature__________

What is a normal body temperature? ________________________ Give 2 signs a child might display if they were having breathing difficulties? _____________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ You are worried about a 4yr old in your care and you take his pulse. It is 155 beats per minute Is this normal? ______________________________________________________


Breathing (Respiration) There should be no noise when you breathe normally. A whistle, wheeze or grunting sound is a sign that breathing is difficult. The noise is caused when the air passages are swollen or are narrower than they should be. Indicators of breathing trouble:

Continuous or persistent coughing Any change in skin colour Grey or mottled skin or a bluish tinge to the lips or nail beds

These are signs that the child requires immediate hospital attention.

Breathing should be quiet, effortless, regular and easy. Measuring Breathing Count a childs breathing rate as follows:

Sit the child down. Explain what you are doing and reassure them Place your hand on their chest or back and watch their chest rise Using your watch, count how many breaths the child takes in

one full minute (or count for 15 seconds and multiply by 4) Record the breaths per minute.

Childrens normal breathing rates are dependant on their ages: Babies have a faster rate - 30-38 times a minute (Infants 0 -18 months) A toddlers rate is slightly slower - 25-30 times a minute (18 months to 3 years) Preschoolers breathe usually between - 18-20 times a minute (3 5 years)

Any breathing problems need to be treated immediately as children can become ill very quickly.


Breathing

Rate How many breaths per minute? Count for 15 seconds and multiply by 4 Rhythm Is the breathing regular or irregular?

Sounds Is there gasping, gurgling, wheezing or snoring? Checking Breathing

Look Watch for the up and down movement of the chest. It should be regular and easy. Take note if it seems rapid or slow, shallow or deep or laboured Also look for any change in skin colour skin might look grey or the child might have a bluish tinge around the mouth.

Listen A childs breathing should be quiet, effortless and regular. Take note of any unusual sounds like wheezing, coughing, grunting, gurgling

Feel Put your hand on their chest or back and feel the chest rising and falling. Take note if it is fast or slow, shallow or deep or irregular in any way List some signs and symptoms that tell you a child is having difficulty breathing. When should you get help?....


Scenario 1: It is 10:30am and the children are playing in the outside playground. A group of boys have been chasing a ball around the grassed area. One of the boys, Benny (4 years old) stops running and seems to have difficulty breathing. He also has a noisy cough. When you approach Benny he shows you a rash on his stomach and said he feels like he might vomit. You measure Bennys vital signs. His temperature is 38.9 degrees. His breathing rate is 30 and his pulse is 80. What are the signs and symptoms that indicate that Benny is unwell? How will you care for Benny? What actions will you take to follow Centre procedures?

Pulse (heartbeat) The neck is the best place to check for a pulse. Take the pulse for one minute A normal adult will have a pulse rate of 60 to 100 beats per minute. Children and babies have a faster heart rate than adults.

Note the rate, rhythm and strength of the pulse.

Rate How many beats per minute? Count for 15 seconds and multiply by 4

Adults 60 to 100 beats per minute

Children 90 to 130 beats per minute

Infants 120 to 160 beats per minute

Rhythm Is the pulse regular or irregular?

Strength Is the pulse strong or weak?



Scenario 2: Jane is 6 months old and arrived at the centre dressed in warm clothing. She is very unsettled, crying and miserable. She is refusing to take her bottle. Her skin feels clammy and she has not had a wee for two hours. You measure her vital signs and her temperature is 38.5degrees C. Her breathing rate is 43 and her pulse is 125 beats per minute. What are the signs and symptoms that indicate that Jane is unwell?

How will you care for Jane?

What actions will you take to follow Centre procedures?

Scenario 3: George is a one (1) year old child. He is normally a very active, happy child and enjoys playing near the other children. Today, you have noticed that George is sitting alone, and not interested in playing with the toys. His face is red and flushed and he does not seem to have any energy. At morning tea he refuses to eat anything only has a few sips of water. You measure his vital signs. His temperature is 38.9 C, his pulse is 120 and his breathing rate is 45. George also has a runny nose and cough. What are the signs and symptoms that indicate that George is unwell?

How will you care for George?



Scenario 4: Caitlin, 3 years old, is looking at some picture books in the book corner. You notice that every now and again she pulls her sleeve up and scratches her forearm. After a short time she puts the book down and rubs her arm vigorously, frowns, looks around to the Carer and begins to cry. The Carer sits beside Caitlin and asks her what is troubling her. Caitlin pulls up her sleeve and shows the Carer a couple of red spots and a blister on her arm. The area looks very red and sore. The Carer touches Caitlins neck and feels her lymph glands are swollen and tender. What are the signs and symptoms that indicate that Caitlin is unwell?

How will you care for Caitlin?



Scenario 5: William, 5 years old, is a quiet, contented child and enjoys playing with his two special friends at preschool, Tom and Jerry. The three boys usually spend long periods of time building in the block area and discussing their latest project. Over the past few days you have noticed that William not been nearly as enthusiastic or involved with his two mates and has seemed tired and irritable. At lunch, he picks at his food and actually eats very little. When you ask him how he is, he says he has a sore mouth. Today, during hand washing time you notice patches of red rash on the back of Williams neck. On closer examination, you also notice the same rash around his hairline and on his chest. Williams says his eyes hurt when he goes outside. When you feel his forehead, it is quite hot. What are the signs and symptoms that indicate that William is unwell?

How will you care for William?



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Emergency phone numbers Use the phone book to find the phone numbers for the following:-

Ambulance . Paediatric casualty . Hospital . Poisons Information Centre . Local Doctors surgery

Commonwealth of Australia 2007 CHCCN4D Respond to illness, accidents and emergencies - Day 3

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Commonwealth of Australia 2007 CHCCN4D Respond to illness, accidents and emergencies - Day 3

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Day 3

1. Implement procedures for infection control and prevention Learning Element 1 When Participants have completed this element they should have an understanding how to minimise the spread of infectious diseases between children, other children and centre staff by implementing hygiene practices and following the exclusion guidelines as recommended by legislative requirements. 1.1 Exclusion guidelines for children and others suffering from an Infectious condition are followed 1.2 hygiene principles are implemented in care practices 1.3 Infection control guidelines are followed

Time

Contents & Activity

Resources

9:30am 10:00am

Topics for today

Use Overhead and explain briefly so women know what to expect from the session We have talked about how to recognise the signs of illness in young children and what to do to comfort and support them. Many illnesses in children are the result of the spread of infections, so today we will look at some ways of reducing the spread of illness or infections, particularly in a childcare setting.

How are infections spread? Discuss use overhead for main points - why do infectious diseases spread through childcare

centres? Write up on whiteboard

Controlling infection What are some ways of controlling infection in a centre? Frequent hand washing and cleaning, particularly areas of high contact with body fluids, toilets and nappy change areas. Disposing of soiled items and all areas and items that a child with an infectious illness has been in contact with, needs to be cleaned and disinfected. Use of gloves. Practice nappy changing procedure on dolls

Overhead Element 1: 1.1 1.3 (Overview of session) Overhead Staying Healthy in Child Care 1-2 Handout Dealing with body fluid spills Overhead Hand washing - Use as activity Overhead Nappy change Use as activity with dolls Handout Use of gloves in childcare Dolls nappy change equipment

Commonwealth of Australia 2007 CHCCN4D Respond to illness, accidents and emergencies - Day 3 63

Time

Contents & Activity

Resources

10:20am 10:40am

Some commons infections in your own children

Discuss and write on whiteboard. If have access to internet get students to research identified diseases. Hand out on Aboriginal ear health Practice nose blowing activity

QIAS and NSW Regulations on Hygiene Practices Use baskets for Participants to choose an indicator or regulation regarding infectious diseases in child care. Read out or stick on whiteboard under QIAS or Regulation. What are some procedures that need to be introduced in the program for Bush Babies to meet the required regulations and QIAS principle for effective infection control Write ideas on whiteboard and discuss what the group can do to meet the requirements, e.g. nappy changing, blow noses, cleaning bodily fluids including blood, cleaning after a spill, cleaning after craft and meal times. In small groups write up a procedure for one of above.

Activity Design notices for cleaning procedures

Handout Aboriginal ear health pina pati, pina palya? Handout Otitis Media Handout Nose blowing Internet www.cyh.com Handout - QIAS Indicators (6.6) Handout - NSW Regulations Baskets Handout Exclusion Policy Handout Required minimum periods of exclusion Handout Infectious Disease Policy, notifying Health Department Handout Immunisation schedule Paper/cardboard, textas, clipart, glue


http://www.cyh.com/


Time

Contents & Activity

Resources

11:00am 11:30am 1:00pm

Morning Tea

Visit Courallie Park Childcare Centre to observe infection control practices Close

Worksheets 1 & 2 Revision sheet


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1. Overhead Overview of Session 2. Overhead Staying Healthy in Childcare 1-2 3. Handout Dealing with body fluid spills 4. Overhead Hand washing 5. Overhead Nappy change (2) 6. Handout Use of gloves in childcare 7. Handout Aboriginal ear health 8. Handout Otitis media 9. Handout Nose blowing 10. Handout QIAS Principle 6.6 11. Handout NSW Regulations: Infectious diseases 12. Laminates of (7) and (8) 13. Gathering baskets 14. Dolls, nappy change equipment 15. Hand washing fluid 16. Handout Exclusion periods 17. Handout Required minimum periods of exclusion 18. Handout Notifiable (infectious) diseases 19. Handout Procedure for notifying Health Department 20. Handout Immunisation Schedule 21. Poster materials card, textas, glue, scissors, clipart 22. Worksheet 1 & 2 23. Revision sheet


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Overview of Day 3 Day 3 Element 1: Disease spread and transmission Guidelines for infection control Exclusion guidelines for children and others The nature and importance of Immunisation On the job: Demonstration of cleaning practice:

Hand washing Nappy change Nose blowing

Demonstration of infection control procedures:

Kitchen Bathroom Craft tables Play equipment


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Dealing with body fluid spills Body fluid includes urine, vomit, blood or mucous. These fluids have the potential to contain many bacteria and viruses (germs) so it is essential that they are cleaned and disposed of carefully. Before touching body fluid spills you must:

Put on a pair of disposable gloves

Exclude all children from the affected area

The spill must be mopped up with paper towels, then washed with hot soapy water, then washed with disinfectant. (Applying disinfectant directly to a body fluid is ineffective and counterproductive) Always wash first After spill is cleaned up:

Place all soiled disposable items in a plastic sealed plastic bag and placed in appropriate bin.

Place non-disposable items washed and disinfected.

Soiled clothes (staff or childrens) removed and double bagged

or washed almost immediately (soaked and washed in hot soapy water, dried in a hot dryer or in the sun)


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Hand Washing Remember:- Hand washing is the best way to prevent the spread of infections. It needs to be done regularly and thoroughly. Think about what you have learnt and answer the following: If your hands are clean when you are leaving the centre do you need to wash them?

Yes No

After changing a nappy you always wash your hands. Do you need to wash the childs hands?

Yes No

After washing your hands, do you leave them wet?

Yes No

If your hands are clean, do you need to wash them after you eat?

Yes No

Do children need to be supervised when they are washing their hands?

Yes No

Do you need to wash your hands after you take disposable gloves off?

Yes No

Should you touch the tap after washing your hands?

Yes No


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Think about times when it is important to wash your hands

Hand washing in child care

Think about times when it is important to wash a childs hands


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Nappy Changing Before you start the nappy change, it is important to make sure that the area allocated for changing is set up correctly.

The actual area for changing is either in the bathroom or in an area well away from play or kitchen areas.

All the equipment you need is close at hand and easy to

reach.

Buckets and bins have self-closing lids and are inaccessible to children.

Gloves and hand washing equipment is kept well stocked.

Gloves must be worn on both hands when nappy changing in a childcare centre. Wiping

Always wipe from front to back, particularly when cleaning infant girls.

Use only one wipe per cloth to avoid spreading faeces &

germs.

Clean all folds to prevent rashes or infections.

When cleaning infant boys remember to clean under the scrotum. Clean around the foreskin but do not attempt to retract it.

Using gloves in childcare Disposable rubber, latex or plastic gloves are essential in a childcare centre. They are used as an extra barrier against infection. This is to prevent cross infection and not just to stop you getting dirty hands. Gloves are used as a barrier to protect carers when:

Touching or cleaning any body fluid spills

Wiping noses

Changing nappies

Using chemicals (including cleaning agents)

Always wash your hands after you take gloves off as an added protection.

Gloves are also used as a barrier from germs when preparing food or baby bottles. In this instance you must wash your hands before and after wearing gloves. To take gloves off properly: 1. Do not touch the outside of the gloves with your hands. 2. Gently pull off one glove by the fingers using your other gloved hand. 3. Slide the fingers of your now bare hand under the wrist of the other glove. 4. This will push off the second glove without touching the outside surface. 5. Dispose of immediately.


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Aboriginal ear health pina pati, pina palya? Many babies get ear infections Sometimes the infections come back again and again. The infection can make a childs ears:

Blocked

Runny

Cause a hole in the eardrum


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Children need healthy ears

The first few years of life are very important for a childs learning.They learn a huge number of words and sentences before they go to school.

If their ears are infected and blocked:

The will not hear well

They will not listen well

They will not learn well


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Carers can help little children and babies to listen and learn, even if their hearing is bad

They talk close-up, face to face

They use sign language

They play listening games

They talk to and encourage babies a lot

Lots of family talk to them, play with them

Helping young children to have good ears

If a baby is crying and pulling their ear, or if they seem sick, they may have an ear infection.

Advise the parent to take them to the clinic. Have their ears checked

Give the baby healthy foods and water every day Keep the babys face clean Blowing their nose and sucking helps to stop the ear from

blocking up


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NOSE BLOWING

There are reasons for blowing noses other than because a child is sniffling. If a child has a runny nose or cold and is sniffling, it is possible the tube that leads from the nose and throat to the middle ear can get blocked. If this fluid builds up in the middle ear, it can lead to the child feeling unwell and at times, in pain. Runny noses and blocked ears have other effects that can prevent a child from learning, simply because they cannot hear. Therefore, it is simple enough to say, if a child cant hear, they cant learn. Other consequences of runny noses or blocked ears could be behavioural problems, and this is because they have difficulty in understanding and hearing instructions or basic conversation. So, what this means is to keep the childrens nasal passage clear. An effective way of doing this is by following a few simple steps. The BLOWING, BREATHING, COUGHING (BBC) PROGRAM Begin with a brief explanation as to why we need to blow our nose and also keep our lungs clear. For example: the nose needs to be emptied to help unblock the ears. This will help us hear better. If we empty our noses and our lungs of any rubbish, then we can take in more air. Our body needs air for energy, and we need energy to run and play.


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Follow these steps to empty the nose & lungs 1. First I blow my nose, one side, then the other side.

2. Then I check if its empty.

3. Then I hold my nose and blow my nose to pop my ears.

4. Then I take 5 deep breaths and 2 big strong coughs.

5. I do 10 star jumps.

6. Then I take 5 deep breaths and 2 big strong coughs again.

7. I run around the big tree in the playground.

8. Then, last of all, I empty my nose, I pop my ears and have a big

cough.

Thats all!


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Quality Improvement and Accreditation System Principle 6.6 The centre acts to control the spread of infectious diseases and maintains records of immunisations Immunisation is widely accepted as one of the most effective ways of reducing serious infection in children. That is, the risks of infectious diseases are typically far greater than the risks associated with being immunised. Children who are too young to be immunised against infectious diseases or whose immunisation schedule is incomplete, are particularly at risk. Some families may choose not to immunise their child. Staff need to consider how this situation will be managed. Childcare staff are also at risk from common childhood infections. Management should actively inform staff that they could help to protect themselves by making sure that their own schedule of vaccinations is complete and as up to date as possible. Staff immunisation needs to be included in the centres immunisation policy. When a vaccine preventable disease is resent or suspected in a centre, it is important that staff can quickly refer to and implement an established and well publicised exclusion policy. Up to date records of the immunisation status of each child means the centre can respond swiftly by notifying families of children at risk of contracting the disease. The State or Territory health authority must also be advised of notifiable diseases and can give advice to the centre and families about further action. In relation to immunisation, centres need to:

Provide families with information on immunisation schedules for children;

Provide names of local agencies offering immunisation services; Monitor each childs immunisation profile; When there are outbreaks of a notifiable disease, implement a

policy for the exclusion of any children who are not immunised, as well as those carrying the disease, and advice must be sought from recognised health authorities; and

Keep current information for families on childhood diseases that are not preventable by immunisation.

Even when a child is well, if they have incomplete immunisation or the centre has no record of their immunisation, they may have to be excluded from the centre during outbreaks of some infectious diseases (such as measles or whooping cough). It may be appropriate to


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provide families with information from recognised health authorities about recommended immunisation schedules and the benefits of immunisation.

When reflecting on centre practice, consider the following questions:

How does the centre stay up to date with current information

about immunisation?

How does the centre ensure that families are informed and understand the centres policies related to exclusion?

How does the centre ensure all staff are aware of procedures in

the event of an outbreak of disease?

How does the centre cater for children who become ill while in care?


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Cut and laminate the following principles QIAS Principle 6.6 The centre acts to control the spread of infectious diseases and maintains records of immunisations

The centre has a system to routinely obtain up to date information from families on each childs immunisation record

QIAS Principle 6.6 The centre acts to control the spread of infectious diseases and maintains records of immunisations

The centre provides families with details of currently available immunisation clinics


Arrangements are made for health care professionals to visit the centre to talk with staff and /or families about immunisation


Staff have access to up to date information and/or professional training in relation to immunisation and infectious diseases


The centre has developed and implemented procedures for maintaining records of outbreaks of immunisable diseases


The centre has developed written procedures for communicating with State/Territory health authorities in the event of a notifiable disease outbreak


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The centre is familiar with its legal responsibilities to report an outbreak of specified diseases in the centre and advises the relevant health authority of any incidence of notifiable disease


The centre implements a policy of exclusion when an outbreak of an infectious disease is present or suspected at the centre


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NSW Childrens Services Regulation 82 Infectious diseases (1) All childrens services The licensee of a childrens service must ensure that a policy on infectious diseases is developed and maintained for the service that:

(a) is consistent with the Public Health Act 1991 and the regulations under that Act, including the requirements of mandatory reporting, and NSW Childrens Services Regulation 82 Infectious diseases (1) All childrens services The licensee of a childrens service must ensure that a policy on infectious diseases is developed and maintained for the service that:

(b) outlines practices to be adopted in the event of an outbreak of an infectious disease at the service, and

NSW Childrens Services Regulation 82 Infectious diseases (1) All childrens services The licensee of a childrens service must ensure that a policy on infectious diseases is developed and maintained for the service that:

(c) outlines the exclusion practices and conditions for return to care for children who have an infectious disease or who have been exposed to an infectious disease.

(2) Centre based or mobile childrens service The licensee and the authorised supervisor of a centre based or mobile childrens service must ensure that primary contact staff, casual employees and contractors of the childrens service practise the policy on infectious diseases. (3) Centre based or mobile childrens service The authorised supervisor of a centre based or mobile childrens service must ensure that information about the occurrence within the service of significant infectious disease:

(a) in any child provided with the service, or (b) in any member of staff of the service, is made available to

the parents of children provided with the service in a manner that is not prejudicial to the rights of individual children or staff.

Worksheet 1 Refer to the handouts from Staying Healthy in Child Care and complete the following table.

Area Clean or

Disinfect? How often should it be cleaned or disinfected?

Childrens toilets

Nappy change mats

Food preparation benches

Childrens sinks

Plastic toys

Soft toys during a measles outbreak

Cot sheets

Sandpit

Dress-up Clothes


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Worksheet 2

List the indicators of high quality care:

Refer to Staying Healthy in Childcare Nappy Changing and Toileting. List five (5) things you should do to prevent infections when children are learning to use the toilet.

Principle 6.4 Staff ensure that toileting and nappy changing procedures are positive experiences

Revision Draw a line to join the sentence beginnings and endings Regular and thorough hand washing, exclusion of sick people and immunisation

if you use them on another child you will transmit germs

Gloves should be worn to prevent the spread of infection

must be treated as potentially infectious

Disposable gloves are for single use only

you must wash and dry your hands thoroughly

All spills of body fluid and waste

are the three most important infection control measures in child care centres

Disposable gloves and paper contaminated with body fluids

must be changed after each use

It is important to wipe a childs runny nose regularly

when changing nappies or dealing with blood, vomit, diarrhoea or other body fluids

The nappy changing mat so they dont smear germs and contaminate the environment

After you take off gloves must be put in a plastic bag, sealed and thrown into the rubbish bin.


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Day 4 Respond to emergencies and accidents Learning Element 3 When participants have completed this element they should have an understanding of how to protect themselves and others in the case of accident or emergency situations, respond immediately, calmly and appropriately to an emergency situation and report details of accidents and emergencies accurately and correctly by: 3.1 - Ensuring the safety of self and others 3.2 - Providing immediate first aid as required 3.3 - Using strategies to calm, reassure and comfort child/children 3.4 - Accurately reporting and recording details of emergency 3.5 - Providing information to others according to service policies 3.6 - Responding to emergencies and accidents according to the Service guidelines and legislative requirements.

Respond to threats and situations of danger Learning Element 4 When Participants have completed this element they should have an understanding of how to respond appropriately in a situation of danger, have an awareness of types of danger that can happen and be able to assess the level of danger and report it or take appropriate action by: 4.1 - Removing children from threat/danger or removing danger/ threat from children 4.2 - Assessing the level of immediate danger and reporting the situation to an appropriate person 4.3 - Implementing appropriate emergency procedures to ensure the safety of children and workers.

Time Contents & Activity Resources

9:30am 9:45am

Welcome

Topics for the day Element 3 & 4

Use Overhead and explain briefly so students know what to expect from the session. Emphasise that some on the content will be reviewing some of the basic First Aid emergency procedures, but this is not a First Aid lesson.

Preventing injuries According to the website, www.mydr.com.au , injuries to children, usually through accidents, are a serious problem in Australia. Injury is the most common cause of death between the ages of one and 14. The death rate from injury for Aboriginal children is nearly 4 times that of non-Aboriginal children. Boys are twice as likely to die from injury as girls; country children are at much greater risk than those from metropolitan area. The most common causes for these tragedies are motor accidents, drowning, suffocation/asphyxiation (choking), burns and poisoning. (Dr Michael Jones, May, 2000)

Use scenario to discuss how an accident could have been prevented

Most injuries can be prevented or reduced in severity through careful planning, design and maintenance of the playground and play equipment. Together with supervision of children at play, these factors will ensure that the playground is a safer and more enjoyable for the children.

Overhead todays topic Handout Injuries to Children

Handout Supervision of children



10:00am 10:20am 10:30am 10:45am

Protective Care and Safety

Use Gathering Baskets to check out the QIAS Quality Area 5 Indicators for Good and High Quality Care in this area. BluTak Indicators to WB. Discuss and take notes on precautions to introduce to Bush Babies.

Responding to accidents or emergency situations Participants discuss a time when they were involved in, or witnessed an accident or emergency situation.

- What did they do? - How did they feel? - What helped the situation? - What hindered the situation?

First Aid Procedure

Review the First Aid procedure in dealing with an accident victim DRABC. In pairs Participants role play a scenario to demonstrate the procedure in responding to an accident or emergency.

Standard Precautions for Childrens Services Discuss if these precautions need to be displayed at Bush Babies.

Baskets Laminated QIAS Indicators, BluTak

Handout Staying Calm, Assessing the situation

Handout Scenarios for role play Hand out Standard Precautions for Children



11:00am 11:30am 11:45am 12:00noon

MORNING TEA

Accident and emergency plans

Discuss an emergency plan for Bush Babies. Write suggestions on whiteboard.

Documents

CHCCN4D Respond to illness, accidents and … to illness, accidents and emergencies was funded under the Adult Literacy National Project administered by the Australian Government Department