Bloodborne Pathogens

And
UND Sharps Policy

Diane Morris
Werner Robles
Cameron Ware

Corporate Training Group

IDT520 – Fall 2013
 NEEDS ASSESSMENT
Problem statement (Rationale)

The Occupation Safety & Health Administration (OSHA) requires all persons working
with bloodborne pathogens to be trained annually. Currently the University of North Dakota
(UND) provides an online training which fulfills this function. The training is a self paced,
internet based presentation. There is minimal trainee interaction thus presenting a challenge
for the learner to stay interested, likely leaving the learner potentially bored and disengaged.
Additionally, there is nothing at the conclusion of the training which allows the learner to prove
they have gained any of the information.

The Center for Disease Control and Prevention (CDC) estimates that each year 385,000
needlesticks and other sharps-related injuries are sustained by hospital-based healthcare
personnel. Similar injuries occur in other health care settings, such as nursing homes, clinics,
emergency care services, and private homes (Centers for Disease Control, n.d., p. 2). Injuries
from needles and other sharp devices used in healthcare and laboratory settings are associated
with the occupational transmission of more than 20 pathogens. HBV, HCV, and HIV are the
most commonly transmitted pathogens during patient care (p. 4).

Figure 1. Infections transmitted via sharps injuries during patient care (PC) and/or laboratory/autopsy (L/A) (Centers for
Disease Control, n.d., p. 4).

The CDC has also targeted the elimination of needlesticks an agency priority. The
Centers for Disease Control (CDC) has determined that exposure to bloodborne pathogens from
needlesticks and other sharps injuries is a serious problem that can be preventable with proper
training and awareness. OSHA says “bloodborne pathogens are infectious microorganisms in
human blood that can cause disease in humans. These pathogens include, but are not limited
to, hepatitis B (HBV), hepatitis C (HCV) and human immunodeficiency virus (HIV)” (Bloodborne
Pathogens and Needlestick Prevention).

Corporate Training Group 2

Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013
Statistics

In a 2011 report from the National Surveillance System for Healthcare Workers (NaSH),
who gathered data from June 1995 through December 2007, the most exposures to blood and
body fluid (BBF) happen because of a puncture or cut with a sharp object most commonly a
needle. And they occurred in places where sharps are used more frequently than the average
medical facility. (Summary Report for Blood and Body Fluid Exposure)

Figure 2. Percentage breakdown of injuries

Figure 2 Shows from 30,945 reported blood and body fluid (BBF) exposures, percutaneous
injuries (82%) were the most commonly reported route of blood and body fluid exposures,
followed by mucous membrane (14%) and non-intact skin exposures (3%).

Figure 3. Percentage breakdown of exposure locations

As figure 3 Shows, 30,881 (64 missing) reported BBF exposures locations most were in
operating rooms, medical surgical wards, and intensive care units.

Corporate Training Group 3

Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013
Desired Performance

The learners will be informed about the danger of becoming infected by bloodborne
pathogens when handling sharp objects or coming in contact with contaminated objects or
liquids and be shown the UND policy concerning them. They will be aware of potentially unsafe
situations and how exposure to these elements can pose a personal health risk. The learner will
understand how to safely handle sharp objects and how to prevent pathogen transmission.
This understanding will be demonstrated by passing a knowledge test at the conclusion of the
material.

Current Performance

The learners are enrolled in fields of study which range from biology, public health,
medical laboratory science, nursing, pathology, and rehabilitation which are offered to
undergraduate and graduate level students. The combination of college levels indicates a
potentially wide range of learner competency in pathogen-related knowledge and the specific
task of handling exposures safely. All learners understand basic medical terminology and have
a general awareness of potential health risks. Some learners may not be aware of the UND
policy concerning these risks, or know there is a specific statement issued by the University to
promote their safety.

Goals

Upon completion of this training not only will the University of North Dakota have an
updated training module that will comply with state and federal laws but also one where the
learner will be aware of: the University of North Dakota’s sharps policy, the dangers of
becoming infected by bloodborne pathogens when handling sharp objects and methods to
prevent transmission; and treatment options should they become infected with a bloodborne
pathogen. Acquired knowledge will be demonstrated by a completing a quiz at the conclusion
of the training. The trainee must get at least a 75% to be considered as having successfully
completed the training.

Corporate Training Group 4

Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013
TASK ANALYSIS
 LEARNER ANALYSIS
Primary Learners

Learners are University students and employees, ages 18-55, and other individuals who
come into contact or exposure of Sharps while visiting the University of North Dakota, Grand
Forks campus. The majority will be students in science classes that require laboratory work
which requires exposure to needles, scalpels and other sharp objects that can inflict a cut. The
exact breakdown of the students participating in this training is unknown at this time. The
numbers will be ascertained when the training becomes mandatory for a certain group and the
evaluation process is implemented.
Based upon previous data from UND’s department of statistics, we can predict that the
composition will be 80% female, 20% male, 95% Caucasian, with other ethnicities comprising
the other 5%.

Secondary Learners

This group of is comprised of individuals who as part of their business become expose to
areas at UND that require this training. They could be part time students taking courses as well
as Janitors and other trades that come into contact with or have to handle Sharps waste as part
of their duties.

Characteristics
Students are college level
learners.
Seeking further education
Employees want to keep
their job.
Students and employees
want to remain healthy.
Strengths
Description ID Implication
Students have HS level Reading/Comprehension level
education or equivalent. should be at post-secondary
standards.
Students want to Learners will be interested in
complete a course of the material so course
study to enhance their requirements are met.
knowledge base.
Employment status Learners will be interested in
indicates the person the material so job
wants to work. requirements are met.
Human nature motivates Learners will be interested in
individuals to maintain the material in order to
self preservation. understand the risks of
encountering Sharps.

Corporate Training Group 6

Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013
 LEARNER ANALYSIS (CON’T)

Weaknesses
Characteristics Description ID Implication
Learners may consider material to be Common sense is Learners may consider
common sense knowledge. considered the material boring
something people and unnecessary which
already have would require content
learned. to be stimulating and
memorable.

Learners should complete training on their Off-time is valuable Time must be set aside
own time. to individuals and is during scheduled class
likely prioritized for and work time for
other personal learners to complete
commitments and the training material.
responsibilities.

Learners have different educational levels. Students and Material must consist
employees possess of basic terminology
an undefined and provide
baseline knowledge explanations for
level. terms/conditions that
may require specific
knowledge.

Corporate Training Group 7

Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013
 CONTEXT ANALYSIS
The current learner context is online via personal computer or mobile device. The
surrounding environment is undefined since the training is currently not a specific course or job
requirement. The viewing timeframe is also unknown since learners may choose whatever time
fits best into their personal schedule.
The training content will cover information required by, and for compliance to, Federal and
Local laws.

Description
Learners may view the digital
content at their convenience
without the fear of ‘public’
failure.
Advantages
ID Implication
CBT/WBT training is an economical
way to provide and repeat training to
wide ranging groups of learners.

Minimizes additional materials Digital presentations have the

needed to provide necessary
information.
Allows content to be updated
fairly easily as needed.
Without an instructor present The content must be carefully
Disadvantages
potential to include a wide variety of
visual aids such as video clips, color
images, recorded voice(s), and
streamlined data retention (Learner
records).
Digital content can be easily
rearranged/ reworked to include or
dispose of information as necessary.

during training, the learner reviewed to ensure all potentially

does not have the opportunity unclear or complicated information is
to readily ask questions. thoroughly explained.
Learning environment varies by Distractions and interruptions can
individual. prevent concentration which dictates
a need to specify target environment.

DELIVERY SYSTEM

The training module for UND’s Sharps Policy and Bloodborne Pathogen information will
be developed as web-based material for mass distribution to a wide audience, on-demand, and
for minimal cost. The client currently uses Adobe Presenter to create presentation materials
and would like this material to be native to the same software program.

Corporate Training Group 8

Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013
 FORMATIVE ASSESSMENT BLUEPRINT
CONTENT KNOWLEDGE COMPREHENSION APPLICATION
OUTLINE
1.2.1 Describe labeling convention for
contaminants
1.2.2 Identify proper materials/
Contaminants

construction and color for a

proper container.
50% 1
1.2.3 Describe safe storage and
Sharps policy

disposal practices of potentially

contaminated equipment and
containers.
30% 2 50% 1
1.3 Recognize places and appliances
Environments/

that could contain potential

reporting

contaminants.
50% 1
1.4 Employ proper reporting protocol
of confirmed contaminations to
comply with the law.
10% 2 50% 1
2.1 Demonstrate knowledge of proper
Treatment procedure for cleaning contaminated
body parts
20% 2 100% 2
3.2 Perform the proper precautions to
prevent Bloodborne Exposure and
potential diseases
Prevention 75% 3
3.3/3.4 Indicate proper way to avoid
contaminated surfaces and additional
precautions
40% 4 25% 1

Total

100% 10
 SUMMATIVE ASSESSMENT BLUEPRINT
Content Outline Knowledge Comprehension Application
UND Sharps Policy 1.2 Indicate how to properly label,
contain, and store/dispose of
contaminated objects.
1.3 Identify places and appliances that
could contain potential contaminants.
50% 1
1.4 Describe how confirmed
contaminations are reported to comply
with the law.
20% 2 50% 1
2.1 Display knowledge of the proper procedure for cleaning
contaminated body part.
Treatment

50% 2 25% 1
2.2 Display the process a person would
go through during a medical
evaluation.
40% 4 25% 1
3.1 Vaccine safety
25% 1
3.2 Perform the proper precautions to
prevent Bloodborne Exposure and
Prevention

potential diseases
25% 1
3.3 Demonstrate the proper way to
avoid contaminated surfaces
25% 1
3.4 Describe additional precautions
needed when handling SHARPS devices
40% 4 25% 1
Total 100% 10

SUMMATIVE ASSESSMENT QUESTIONS

SA_1 (1.3): If the refrigerator was full in the research laboratory where you work and you
needed cold storage for some tissue samples, what would you do?
Find a cooler for the samples and put bio-hazard labels on the lid and on all sides.
Place the samples in a dorm refrigerator with a note on them not to eat.
Ask the kitchen staff if you could use a shelf in their refrigerator until the lab fridge was
emptied.

SA_2 (1.4): Indicate which of the following processes should be followed to properly report an
exposure.
 Tell your supervisor about the incident.
Tell your best friend about the incident.
Fill out incident report forms found on the Campus Safety and Security Office’s website
All of the above

SA_3 (2.1): Place the pictures below in the correct order to show proper hand washing
technique.

SA_4 (2.1): When cleaning a minor puncture wound the person should rinse with water for 5
min then wash with soap. T or F

SA_5 (2.1): When flushing the eye, how long and with what temperature water should be used?
1. 15 min with warm water 3. 5 min with warm water
2. 5 min with cool water 4. 15 min with cool water

SA_6 (2.2): What are the most common diseases transmitted by accidental sharps injuries?
Corporate Training Group 11
Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013
SA_7 (3.1): What safety precautions should be taken when performing a Vaccine?

SA_8 (3.2): Explain why are CDC Universal Precautions important?

SA_9 (3.3): What is the importance of avoiding contaminated surfaces?

SA_10 (3.4): What other precautions can be taken when working around SHARPS?

Corporate Training Group 12

Diane Morris, Werner Robles, and Cameron Ware
IDT520 – Fall 2013