Laboratory Safety and Waste Management

MODULE CODE MLT04103:
LABORATORY SAFETY AND

WASTE MANAGEMENT
Session 1: Control Work Place
Contamination
NTA LEVEL 4: SEMESTER I: MODULE CODE: 3 MLT 4103 - LABORATORY SAFETY AND
WASTE MANAGEMENT
Total Session Time: 120 minutes
Prerequisites
 None
Learning Objectives:
By the end of this session, students are expected to be able to:
 Define contamination in the workplace, antiseptics and disinfectants
 List types of contamination in the workplace
 Demonstrate control of contamination in workplace
 Describe antiseptics and disinfectants for decontamination
 Perform preparation of antiseptics and disinfectants for decontamination
 Apply antiseptics and disinfectants in the laboratory for decontamination
Resources Needed
 Flip charts, marker pens, and masking tape
 Black/white board and chalk/whiteboard markers
 Worksheet xx
 Measuring Graduated cylinder
 Flasks
 Pipets
 Parafilm
 Distilled Water
 Concentrated disinfectants (Jik®)
 Personal protective equipment
SESSION OVERVIEW
Step Time Activity/Method Content
1 5 minutes Presentation
2 5 minutes In Class Exercise Definitions
3 15 minutes Presentation Types of Contamination
Control of Contamination in working
place
5 15 minutes Presentation Antiseptics and Disinfectants
Preparation of antiseptics and
disinfectants
7 15 minutes Presentation Apply antiseptics and disinfectants
8 5 minutes Presentation Key Points
9 10 minutes Evaluation
Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

 READ or ASK students to read the learning objectives and clarify.
 ASK students if they have any questions before continuing.
Step 2: Activity
 Activity: In class exercise (5 minutes)
 ASK the students: Define contamination in the working place.
 SUMMARIZE their responses and confirm correct answers using notes below
Definitions:
 Contamination: making inferior by contact or mixture as by introduction of chemical,
radioactive particles or infectious organism onto a laboratory surface or into a wound, water,
milk, food or external surface of the body or bandage or any dressings.
Other Definitions:
 Antiseptic: Substance used on humans and other animals that destroy harmful
microorganisms or inhibit their activity.
 Disinfectant: Substance used on inanimate objects that destroy harmful microorganisms or
inhibit their activity.
 Antibacterial: agent that has lethal or inhibitory effect on the microbes that causes
contamination.
Step 3: Types of Contamination (15 minutes)
 Chemical
 Radioactive particles
 Infectious organisms
 Sources of chemical contamination: spillage of harmful powders or liquid chemicals can be
harmful to the workers and patients in the laboratory
o Formaldehyde
o Absolute methanol
o Glacial acetic acid
o Concentrated bleach (Jik®)
 Radioactive: emits harmful rays or particles. Sources of radioactive contamination: in higher
laboratories radioactive reagents are used that must be handled with care so that
contamination with radioactive particles and rays are minimized.
 Sources of infectious organisms in the laboratory: laboratory specimens and cultures.
 Infectious organisms include bacteria, viruses, fungi and parasites.
 Laboratory specimens: sputum, serum or plasma, whole blood, stool, urine, unfixed tissue,
pus swabs and other body fluids all can contain infectious organisms.
 Cultures are defined as: the media to grow bacteria for laboratory examination.
 Cultures include liquid tubes containing broth and solid media.
Step 4: Controlling Workplace Contamination (25 minutes)

 Frequent hand-washing is important. Hands should be washed before starting a procedure
and after finishing a procedure, after removal of gloves and before having contact with a
patient such as in blood collection.
 Laboratory surfaces and equipment should frequently have contamination removed to destroy
chemicals and infectious organisms. This process is called decontamination.
 Disposal of specimens, cultures and other material which may contain infectious organisms
is important.
 Frequent decontamination of the following equipment used in laboratory testing is important:
o Glassware
o Plastic ware
o Rubber gloves
o Protective clothing
o Equipment
 Sterilization of the special syringes used to collect body fluids is important.
 Control of contamination in the laboratory is by:
o Boiling
o Autoclaving
o Chemical Disinfectant Use
 Boiling should be at 100oC for 20 minutes at low altitude and 30 minutes at higher altitude
will kill fungi, parasites, viruses (including hepatitis and HIV) and some bacteria.
 Autoclaving is defined as: using an autoclave to sterilize infectious waste.
 Autoclave is a machine that used pressure and high temperature to produce steam. 121 oC for
15 minutes with pressure is used to sterilise infectious waste.
Source: GAP Safety Workshop
 Sterilisation: killing all fungi, parasites, viruses and bacteria commonly through the use of an
autoclave.
 Chemical Disinfectants: Chemical substances used to destroy harmful microorganisms or
inhibit their activity on inanimate objects such as laboratory benches and other surfaces
Step 5: Disinfectants and Antiseptics (15 minutes)

 Common Disinfectants: 10% bleach and 5% Lysol ®
o Bleach solution is a 30-35% solution of sodium hypochlorite.
o 10% bleach solution (Common brand name of Jik®) is a common laboratory disinfectant.
Concentrated bleach solution
 Lysol® is a commercially prepared disinfectant containing phenols.

o 5% Lysol® solution is used to cleanse laboratory surfaces such as benches, instrument
covers to eliminate most harmful bacteria, viruses and other micro-organisms. 5% Lysol
is commonly used for disinfection in microbiology laboratory areas.
Phenol containing Disinfectant
 Antiseptics:
o Common Antiseptics: 70% methanol and isopropyl alcohol
 70% methylated spirit (absolute methanol) and isopropyl alcohol. These two
antiseptics are used for cleansing the skin of micro-organisms prior to venous or
capillary puncture in blood collection.
Methylated Spirits
 A simple hand-washing antiseptic is made by 2% bleach solution.
Step 6: Preparation of Antiseptics and Disinfectants (25 minutes)

 Antiseptics and disinfectants are prepared by diluting a specific amount of concentrated
solution with distilled water.
 A pipet or measuring cylinder is used to measure the amount in millilitres of concentrated
disinfectant.
Measuring cylinder Conical Flask
 Usually a measuring cylinder is used to measure the amount of distilled water added to dilute
the measured amount of concentrated disinfectant.
 Conical flasks are used to mix the diluted disinfectant.
 Commonly 10% bleach (Jik®) is prepared by mixing 10 parts of concentrated bleach with 90
parts of distilled water to make 10+ 90 or 100 total parts.
 The tutor should now demonstrate how to prepare 10 % bleach solution by pouring out 10
mL of Jik® into a measuring cylinder and adding that to 90 mL of water poured into the
conical flask. Then after mixing, the solution should have a label put on (tape with marker) to
identify as 10% bleach with preparation date and technician name.
 Antiseptics:
o The same process is used to prepare diluted antiseptic, such as methylated spirits, to make
70% methylated spirits.
 Commonly is prepared by mixing 70 parts of concentrated methylated spirits with 30 parts of
distilled water to make 70+30 or 100 total parts.
o 2% bleach solution is also sometimes used for antiseptic hand-washing after handling
infective material. This is prepared by diluting 2 parts of concentrated bleach with 98
parts of distilled water (2+98 = 100 total parts).
 The tutor should now demonstrate how to prepare antiseptic hand-washing solution by
pouring out 2 mL of bleach into a measuring cylinder and adding that to 98 mL of water
poured into the conical flask. Then after mixing, the solution should have a label put on (tape
with marker) to identify as 2% bleach with preparation date and technician name.
Step 7: Application of Antiseptics and Disinfectants (15 minutes)

 Procedure for disinfection of glassware
o Add concentrated bleach to a pan of tap water (approximately 10%) and add rinsed
glassware or plastic ware and soak overnight (at least 8 hours). Rinse well in tap water,
rinse in distilled or filtered rain water and air dry.
 Procedure for Clothing and Rubber (reusable gloves)
o Soak in 1% bleach overnight prior to washing with detergent water.
 Procedure for routine disinfection of laboratory bench:
o Wipe with clean cloth soaked in 10% bleach or 5% Lysol. Wipe with a clean cloth to
remove remains.
 Procedure after spillage on laboratory bench or other surfaces:
o Wipe with clean cloth soaked in 10% bleach or 5% Lysol. Allow to sit for 10 minutes.
Wipe with a clean cloth or mop soaked with detergent water to remove remains.
 Procedure for Routine Hand Washing:
Source: ASCP Safety Management
 Procedure: Antiseptic Hand washing:

o Wash with soap and water for 2 minutes. Wash with 2% bleach solution or 2 % Lysol
solution. Air dry or dry with a towel.
 Demonstration of Procedures
o The tutor will now demonstrate the procedure for routine disinfection of laboratory
bench. Next the tutor will demonstrate the procedure for antiseptic hand washing used
after handling infective material.
Step 8: Key Point (5 minutes)

 Types of contamination in working place are chemical, radioactive and infectious material of
micro-organisms.
 Methods of controlling contamination in working place include boiling, autoclave and
chemical disinfection with 10% bleach or 5% Lysol. Antiseptics can be used to
decontaminate skin.
Step 9: Evaluation
 Question: How are antiseptics and disinfectants used for decontamination in the laboratory?
 Answer:
o Antiseptics are used to decontaminate the skin of the arm, finger or heel prior to blood
collection. Antiseptic solution may be used to decontaminate the hands during the hand-
washing procedure when infective material has spilled on the hands.
 Disinfectants such as 10% bleach solution are used to decontaminate laboratory benches and
other inanimate surfaces.
References:
 F.J. Baker, R.E. Silverton, Introduction to Medical Laboratory Technology, 7 th Edition,
(2001) Oxford University Press
 Monica Cheesbrough – Medical Laboratory Manual for Tropical Countries Volume I, 2 nd
Edition (1981) Butterworth & Co (Publishers) Ltd;
 Monica Cheesbrough - District Laboratory Practice in Tropical Countries, Part 1 & 2 (2002)
Cambridge University Press;
 Barbara H. Estride: Basic Medical Laboratory Techniques 4 th Edit. By Delmar Thomson
Learning;
 Pearson C.A. (1995) Medical Administration for Frontline Doctors 2 nd Ed. FSG
Communication Ltd;
 MOH (1994) Proposals for Health Sector Reforms;
 MOH (2000) District Health Management Training Modules - 1, 3 and 4, 2nd Version;
 Kanani S. Maneno J. & Schluter P. (1984) Health Service Management for Health Workers;
 C. H. Wood et al (1981) Community Health.
Session 1B: Observe Work Place
Decontamination
WASTE MANAGEMENT
Prerequisites
 None
 Observe sources of clinical laboratory contamination
 Observe preparation in the clinical laboratory of antiseptics and disinfectants for
decontamination
 Observe antiseptics and disinfectants and disinfection methods used in the clinical laboratory
for decontamination
Resources Needed
 Checklist
 Personal protective equipment
SESSION OVERVIEW
2 5 minutes Presentation Introduction
3 60 minutes Presentation Observe Types of Contamination
Observe Preparation of antiseptics and
disinfectants
5 90 minutes Presentation Observe use of antiseptics and disinfection
* This session will carry-over several days and will not be completed in one day.

Step 2: Activity
Activity: In class exercise (5 minutes)
ASK the students to make introduction to clinical supervisor and provide checklist and
expected timetable.
SUMMARIZE their responses and confirm correct answers using notes below
Step 3: Observe Types of Contamination (60 minutes)

 Record on the checklist observations:
Date: _____________________________
Student Name:______________________
Observed Types and Sources of Yes or No Comments
Contamination
Specimens (list specific types in comments
e.g. blood, urine, sputum, stool, other body
fluids, unfixed tissue and culture)
Laboratory surfaces and equipment (list
specific types)
Name of Clinical Supervisor:____________________________________________
Signature of Clinical Supervisor:__________________________________________
Step 5: Observe Preparation of Disinfectants and Antiseptics (80 minutes)
Date: _____________________________
Student Name:______________________
Activity Yes or No Type or Name
Preparation (dilution) of disinfectant
Preparation (dilution) of antiseptic
Step 6: Observe Decontamination with Antiseptics and Disinfectants (80 minutes)
Date: _____________________________
Student Name:______________________
Activity Yes or No
Disinfection of glassware and plastic ware
Disinfection of laboratory bench
Disinfection of spillage on laboratory bench
Antiseptic Hand washing
Waste disposal
Autoclave operation
Incinerator use
Name of Observer___________________________________________
Name of Tutor:____________________________________________
Signature of Tutor:__________________________________________
Step 7: Evaluation Follow up to Clinical Practical (60 minutes)

 Discuss the observations by the students and any comments by the clinical tutor using a
checklist in terms of sources of contamination, preparation of antiseptics and disinfectants
and decontamination methods in the clinical laboratory
References:
Learning;
Communication Ltd;
Session 2: Protective Gear in Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define protective gears in laboratory practice
 List types of protective gears in laboratory practice
 Describe protective gears in laboratory practice
 Apply the use of protective gears in laboratory practice
Resources Needed
 Worksheet xx
 Gloves
 Illustrations
SESSION OVERVIEW
2 5 minutes In Class Exercise
3 5 minutes Presentation Define protective gears
4 15 minutes Presentation Protective gears
5 45 minutes Presentation Description of Protective gears
6 30 minutes Presentation Use of Protective gears

Step 2: Activity
ASK the students to define protective gear.
Equipment used to shield the body from micro-organisms and dangerous chemicals.
Step 3: (5 minutes)
Define protective gear: shields major parts of the body from splashes and droplets of containing
microorganisms and dangerous chemicals.
Step 4: List Protective Gear (15 minutes)

 Laboratory coat
 Closed toe shoes
 Disposable Gloves
 Rubber Gloves (reusable)
 Aprons
 Eye-goggles
 Face shield
 Dust mask
 Respirator
 Overalls (Coveralls)
 Padded Gloves
 Gumboots
Laboratory Coat, Gloves,

Eye Goggles
Source: ASCP Management Module
Step 5: Description of Protective Gears (45 minutes)

 Types and Importance:
o Laboratory coat: must be worn by all handlers of patient specimens and when handling
cultures or health-care waste. It should be suitable fabric such as poly cotton that can be
bleached and frequently laundered; it should be suitable for tropical climates. There are
different types, some of which prevent soaking through with splashes.
o Closed toe shoes: are footwear that covers the toes and tops of the feet of laboratory
workers. It is important to wear closed shoes when performing any work in the
laboratory to protect the feet from infectious material or chemical splashes.
o Gloves
 Disposable gloves should be warm when collecting patient specimens and when
handling samples or cultures.
 Rubber gloves (non-disposable) should be decontaminated with disinfection prior to
using again. Soak in 1% bleach overnight prior to washing with detergent water.
Wearing laboratory coat, eye goggles

and disposable gloves in preparation
of disinfectant
Source: ASCP Safety Management Module
o Aprons: a plastic apron worn when handling health-care waste disposal. Full theatre type
aprons must be worn if there is a risk of splashing, spraying of blood or other body fluids.
Aprons must be wiped clean with 70% methylated spirits prior to each use and when
visibly soiled.
o Eye-goggles: protective gear worm if there is a risk of splashing, spraying of blood or
other body fluids. Contaminated goggles must be washed with soap and water and rinsed
with 70% methylated spirit prior to each use and when visibly soiled.
o Face shield: protective gear covering eyes, nose and mouth, worm if there is a risk of
splashing, spraying of blood or other body fluids
o Dust mask: protective gear worm if there is a risk of inhaling particles of chemicals that
are toxic or an irritant.
o Respirator: protective gear worm if there is a risk of splashing, spraying of blood or other
body fluids and must be considered to protect staff working with M tuberculosis.
o Overalls (coveralls) should be made of suitable fabric such as poly cotton that can be
bleached and frequently laundered; it should be suitable for tropical climates. Anti-static
and flame-resistant is important.
 Should be left in the laboratory and never taken home
 Should be clean when attending outpatients or inpatients
 When soiled, placed in special bag and soak in 1% bleach overnight prior to washing
with detergent water
o Padded gloves: thick heat resistant material for handling hot containers to avoid burning
of skin.
o Gumboots: to protect the shoes, light-weight rubber boots should be worm when handling
or disposing of health-care waste from the central waste storage area. Boots are washed
with soap and water after each daily use.
This man is wearing many types of
personal protective gear
Source: GAP Safety Module
Step 6: Application of Protective Gear (30 minutes)

 Laboratory coat and closed toe shoes should be worn in the laboratory at all times including
the demonstration laboratory and the clinical laboratory.
 The tutor will demonstrate proper putting on, wearing, removal and disposal of disposable
gloves.
o Step 1: Pull one glove near your wrist towards your fingertips until the glove folds over.
o Step 2: Carefully grab the fold and pull towards your fingertips. As you pull you are
turning the inside of the glove outwards.
o Step 3: Pull the fold until the glove is almost off. To avoid contamination of your
environment, continue to hold the removed glove. Completely remove your hand from
the glove.
o Step 4: Slide a finger from your glove-free hand under the remaining glove. Continue to
slide your finger towards your fingertips until almost half of your finger is under the
glove.
o Step 5: Turn you finger 180 degrees and pull the glove outwards and towards your
fingertips. As you do this, the first glove will be encased in the second glove. The inside
of the second glove will also be turned outwards.
o Step 6: Grab the gloves firmly, by the uncontaminated surface (the side that was
originally touching your hand). Release your grasp of the first glove you removed. Pull
your second hand free from its glove. Dispose of the gloves properly.
 Students will each practice in pairs putting on, taking off gloves and disposing of
contaminated gloves in the correct manner and record on each other’s checklist.
Date: _____________________________
Student Name:______________________
Activity Yes or No
Put on gloves correctly?
Put off gloves correctly?
Dispose of gloves correctly?
Name of Observer___________________________________________
Name of Tutor:____________________________________________
Signature of Tutor:__________________________________________

 Protective gear commonly used in the laboratory include: laboratory coats, disposable
gloves, closed toe shoes and often, eye goggles or face shields.
 Use of Protective gears is important to shield the laboratory personnel from splashes of
chemicals and infectious materials. The wearing, removal and disposal of gloves was
practiced.
Step 8: Evaluation
 List all the protective gears used in the laboratory.
 Answer:
o Laboratory coat, Closed toe shoes, Disposable Gloves, Rubber Gloves (reusable),Aprons,
Eye-goggles, Face shield, Dust mask, Respirator, Overalls (Coveralls) and Gumboots
References:
Learning;
Communication Ltd;
Session 2B: Observation of Protective Gear
in Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Apply the use of personal protective gears in clinical laboratory practice
 Observe use of protective gears in clinical laboratory practice
Resources Needed
 Checklist
 Personal Protective Gear
SESSION OVERVIEW
2 5 minutes In Class Exercise Introduce Clinical observation checklist
3 5 minutes Activity Wear personal protective gears
Clinical
4 60 minutes Observe use of Protective gears
Observation

Step 2: Activity
ASK the students to make introduction to the clinical supervisor and show the activity
checklist.
SUMMARIZE
Step 3: Apply personal protective gear (5 minutes)

 Students will come to the clinical laboratory wearing closed toe shoes and put on their
laboratory coats. They will wear gloves when instructed or when coming in contact with
contamination.
Step 4: Observation of Protective Gear (60 minutes)
 Students will observe the use of personal protective equipment and record on the checklist.
Date: _____________________________
Student Name:______________________
Observe Use of Yes or No Where (what section of clinical
laboratory)
Laboratory coat
Closed toe shoes
Disposable Gloves
Rubber Gloves (reusable)
Aprons
Eye-goggles
Face shield
Dust mask
Respirator
Overalls (Coveralls)
Padded Gloves
Gumboots
Step 5: Evaluation of Clinical Practice (60 minutes)

checklist in terms of protective gear used in the clinical laboratory
References:
 Barbara H. Estride: Basic Medical Laboratory Techniques 4th Edit. By Delmar Thomson
Learning;
Session 3: Apply Safety Rules in Laboratory
Practice
WASTE MANAGEMENT
Prerequisites
 None
 Define safety rules
 List the fourteen laboratory safety rules
 Explain laboratory safety rule
 List the international symbols for safety
 Explain the significance of each international symbol
 Observe the use of laboratory safety rules
Resources Needed
 Worksheet xx
SESSION OVERVIEW
2 5 minutes In Class Exercise Define
3 30 minutes Presentation List safety rules
4 50 minutes Presentation Safety rules
5 20 minutes Presentation International Safety Symbols
6 60 minutes Presentation Significance of each Safety Symbol
7 45 minutes Presentation Demonstration
9 20 minutes Evaluation Significance of Symbols
* This session may carry-over to another day.

Step 2: Activity
 Activity: In class exercise (5 minutes)
 ASK the students to.
Step 3: Fourteen General Safety Rules (30 minutes)

 Eating, drinking or smoking is prohibited in the laboratory
 Mouth pipetting is prohibited. Use mechanical pipets that provide suction.
 Food or drinks should not be stored in the refrigerators used for clinical or research
specimens
 Wear new disposable gloves when handling blood and body fluids and do not touch
telephones, pens, lockers, etc. with gloves on.
 Always cover them end of the blood collection tubes with a cloth or gauze and point away
from anyone’s face when opening;.
 Wear protective face shields or masks and goggles if splashes of blood, body fluids or
infectious material are likely to happen.
 Wear a laboratory coat while in the laboratory and remove it when leaving to go to areas
such as offices, libraries, canteens, etc.
 Do not open centrifuges while still in motion
 Decontaminate work surface areas daily or when contaminated such as after spills with 10%
bleach solution.
 Use puncture-resistant leak-proof containers for sharps.
 Place infectious waste materials in appropriate plastic bags or containers
 Secure the lid of the specimen container tightly
 Label specimens clearly with names or other identifier dates, time of collection and type of
specimens and the site of collection.
 The laboratory should be kept neat clean and free of materials that are not pertinent to work.
Step 4: Importance of Safety Rules (50 minutes)

 It is important to avoid ingesting infectious material or harmful chemicals. The safety rules
that address this are:
o Eating, drinking or smoking is prohibited in the laboratory
o Mouth pipetting is prohibited.
o Food or drinks should not be stored in the refrigerators used for clinical or research
specimens
 It is important to avoid contaminating the skin, hands, face and toes with infectious materials
or harmful chemicals. The following rules protect these parts of the body:
o Wear new disposable gloves when handling blood and body fluids and do not touch
telephones, pens, lockers, etc. with gloves on.
o Wear a laboratory coat while in the laboratory and remove it when leaving to go to areas
o Secure the lid of the specimen container tightly
o Label specimens clearly with names or other identifier dates, time of collection and type
of specimens and the site of collection.
 Small droplets of infectious materials that can be spread in the air and inhaled are called
aerosols. Safety rules to help avoid aerosols are:
o Always cover them end of the blood collection tubes with a cloth or gauze and point
away from anyone’s face when opening;
o Wear protective face shields or masks and goggles if splashes of blood, body fluids or
infectious material are likely to happen.
o Do not open centrifuges while still in motion. This rule also helps to prevent injury of
hands on a moving centrifuge.
 To protect the laboratory personnel, health-care personnel and even the patients from
infectious material the following safety rules are followed:
o Decontaminate work surface areas daily or when contaminated such as after spills with
10% bleach solution.
o Place infectious waste materials in appropriate biohazard plastic bags or containers.
Proper separation of waste is important (sharps, biohazard waste, ordinary waste,
uncontaminated broken glass)
o The laboratory should be kept neat clean and free of materials that are not pertinent to
work.
 To protect the laboratory personnel and patients from puncturing their skin and introducing
infectious materials, the following safety rule is applied:
o Use puncture-resistant leak-proof containers for sharps.
Step 5: International Safety Symbols (20 minutes)

 Biohazard
 Radioactive
 Chemical
o Explosive
o Corrosive
o Irritant
o Harmful
o Toxic
o Flammable
o Oxidising
 UV Light Exposure
 Eye Wash Station Sign
 Eating and Drinking is Prohibited
 Smoking is Prohibited
 Access to the Laboratory is Restricted
 Mouth Pipetting is Prohibited
Step 6: Significance of International Symbols (60 minutes)
 Biohazard Symbol:
o The background must be red/orange in color with a black universal biohazard symbol and
black lettering.
 All areas of the laboratory, including in dispensaries and health centres, which have
specimens and cultures, could contain biohazardous agents (infectious micro-organisms).
Therefore all specimens and cultures are treated as contaminated. This biohazard warning
sign must be placed in these areas.
 Radioactive Symbol:
o Radioactive means the substance emits harmful rays or particles. The symbol is a red/
orange circle with 3 triangles surrounding to represent an atom. It is found with words of
caution.
o Exposure to radioactive substances is rare in laboratories unless specialised testing is
performed.
 UV light exposure:
o When ultraviolet light (UV) is part of the testing process, such as use of a fluorescent
microscope or some safety cabinets, it is important to warn about the hazard with a
special sign.
o UV light exposure is dangerous to the eyes and may provide other hazard. Wearing
special goggles or face shield may be required.
 Chemical Symbols:
o All laboratory reagents are harmful if taken internally or exposed to skin or eyes. Some
are also hazardous if inhaled (irritant), contacted with skin and mucous membranes
(irritant or corrosive) so good laboratory practice avoids spilling, inhaling and drinking
laboratory reagents and solutions.
o In addition many reagents and solutions fit into one or more of the seven hazard
categories. Special care is needed for handling and storage of these chemicals.
o If exposed to any of the harmful reagents or solutions, you must consult your supervisor
and information in the materials safety data sheet that is provided with purchased
chemicals.
Step 7: Demonstration of Laboratory Safety Rules (45 minutes)
 The tutor will demonstrate the following safety rules:
o Mouth pipetting is prohibited. Use mechanical pipets that provide suction.
o Always cover them end of the blood collection tubes with a cloth or gauze and point
away from anyone’s face when opening;
o Wear a laboratory coat while in the laboratory and remove it when leaving to go to areas
o Do not open centrifuges while still in motion.
o Use puncture-resistant leak-proof containers for sharps.
o Place infectious waste materials in appropriate plastic bags or containers
o Secure the lid of the specimen container tightly (also during centrifugation
o Label specimens clearly with names or other identifier dates, time of collection and type
of specimens and the site of collection.

 There are fourteen important safety rules for the laboratory. Mouth pipetting, drinking fluids,
eating and smoking are prohibited. Other safety rules are written to avoid inhalation of
chemical or infectious agent droplets.
 There are eight major international symbols used in routine laboratories: biohazard and
chemical symbols for toxic, flammable, oxidizing, explosive, corrosive, irritant and harmful
chemicals.
 Other signs and symbols may be present when testing specialised or conditions require.
Step 9: Evaluation (20 minutes)

 Students work in groups to discuss the significance of following eight international symbols.
 Explain the significance of the
o biohazard symbol
o flammable
o harmful
o toxic
o explosive
o oxidizing
o corrosive
o irritant
References:
Learning;
Communication Ltd;
Session 3b: Observe the Safety Rules in the
Clinical Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Observe the fourteen safety rules in the clinical laboratory
 Identify which safety rules are not practiced in clinical laboratory’s first aid kit
Resources Needed
 Checklist
SESSION OVERVIEW
Clinical
3 60 minutes Safety Rules in the Clinical Laboratory
Observation
4 50 minutes Evaluation Rules not observed

Step 2: Activity
checklist.
SUMMARIZE
Step 3: Observation of Fourteen General Safety Rules (60 minutes)

 Students will observe the Use of Safety Rules and record on the checklist.
Date: _____________________________
Student Name:______________________
Observe Use of Safety Rules Yes or Where (what section
No of clinical laboratory)
Eating, drinking or smoking is prohibited in the
laboratory except in separate designated area.
Mouth pipetting is prohibited. Use mechanical pipets
that provide suction.
Food or drinks should not be stored in the refrigerators
used for clinical or research specimens
Wear new disposable gloves when handling blood and
body fluids and do not touch telephones, pens, lockers,
etc. with gloves on.
Always cover them end of the blood collection tubes
with a cloth or gauze and point away from anyone’s face
when opening;.
Wear protective face shields or masks and goggles if
splashes of blood, body fluids or infectious material are
likely to happen.
Wear a laboratory coat while in the laboratory and
remove it when leaving to go to areas such as offices,
libraries, canteens, etc.
Do not open centrifuges while still in motion
Decontaminate work surface areas daily or when
contaminated such as after spills with 10% bleach
solution.
Use puncture-resistant leak-proof containers for sharps
Place infectious waste materials in appropriate plastic
bags or containers
Secure the lid of the specimen container tightly
Label specimens clearly with names or other identifier
dates, time of collection and type of specimens and the
site of collection.
The laboratory should be kept neat clean and free of
materials that are not pertinent to work.

Step 4: Evaluation of Clinical Practice (60 minutes)

checklist of safety rules used in the clinical laboratory. Each student will give a verbal report
of what safety rules are not being observed in the clinical laboratory.
References:
Learning;
Communication Ltd;
Session 4: Hazards in the Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define laboratory hazard and biohazards.
 List five types of hazards in the laboratory
 List sources of laboratory hazards
 Explain sources for five types of laboratory hazards
Resources Needed
 Worksheet xx
 Illustration
SESSION OVERVIEW
3 15 minutes Presentation List five laboratory hazards
4 25 minutes Presentation List sources of laboratory hazards
5 60 minutes Presentation Explain sources of hazards
Assignment

Step 2: Activity
 ASK the students to define hazard and biohazard
 Definition of hazard: exposure to unsafe conditions in the laboratory and potential for harm.
 Definition of biohazard: exposure to infectious micro-organisms in the laboratory.
Step 3: List the five laboratory hazards (15 minutes)

 Fire
 Electrical
 Physical
 Chemical
 Microbiological
Step 4: List of Hazard Sources (25 minutes)

 Fire
 Electrical shock
 Physical:
o laceration,
o trauma,
o mechanical injury;
 Chemical:
o irritant,
o corrosive,
o toxic,
o explosive,
o flammable,
o oxidising;
 Microbiological:
o Infectious micro-organisms
Step 5 Sources for five types of hazards: (60 minutes)

 Fire: flammable chemicals, paper or wood
A potential hazard in any environment
 Electrical: electrical shock or burns.
Instruments and equipment that use electrical power can be a source of shock and fire
hazards, especially with careless operation.
 Physical: burns from fires, trauma from laceration, explosion, crushing or punctures,
mechanical injury from improper lifting techniques. It is important to take care when lifting
boxes or heavy instruments to use the two-handed method and to lift using the legs rather
than the back. Lacerations are common laboratory injuries caused by accidents involving
glassware, scalpels and scissors.
 Chemical: inhalation of irritant chemicals or toxic chemicals harm the lungs, corrosive
chemicals harm skin and, eyes, flammable and oxidizing chemicals can cause burns,
explosive can cause burns or trauma.
The use of harmful chemicals in the laboratory can cause serious injury if safe handling
practices are not used. Exposure without protective gear can cause serious damage.
 Microbiological: in specimens and cultures through biohazard ingestion, puncture.
These hazards are found in microbiology areas of the laboratory and when handling
specimens and cultures. Following standard operating procedures will help to minimize risk
of microbiological hazards. Taking care with sharps handling and disposal and waste
disposal is important.
Step 6: Key Points (5 minutes)

 There are five types of laboratory hazards: fire, electrical, chemical, physical and
microbiological.
 Following standard operating procedures and taking care with handling and disposal of
wastes can help to limit exposure to these hazards.
 Personal protective equipment (PPE) can also limit exposure to these hazards.

 Describe sources of two of the five laboratory hazards.
 Suggested Assignment:
o Worksheet:
 Students could be assigned to the clinical laboratory and after observation of chemical hazard
symbols, they should draw the symbol.
Date: _____________________________
Student Name:______________________
Observe Chemical Draw Symbol Name of Reagents or Chemicals
Hazard Symbol
Harmful
Irritant
Toxic
Flammable
Oxidising
Explosive
Corrosive
References:
Learning;
Communication Ltd;
Session 5: Control Measures for Common
Laboratory Hazards
WASTE MANAGEMENT
Prerequisites
 None
 List different control measures for common laboratory hazards
 Categorize different control measures for common laboratory hazards
 Describe control measures for common laboratory hazards
Resources Needed
 Worksheet xx
 Illustrations
SESSION OVERVIEW
1 5 minutes Presentation Introduction, Learning Objectives
2 5 minutes In Class Exercise Case study
Different control measure for laboratory
hazard
4 30 minutes Presentation Control measures categories
5 30 minutes Presentation Description of Control Measures
6 10 minutes Presentation Key point
7 10 minutes Evaluation Discussion

Step 2: Activity
ASK the students to. list different control measures for laboratory hazards
 Answer:
o Label of chemical properly
o Prohibit mouth pippeting
o Provide safety goggles or full-face respirators
o Electrical equipment should be grounded
o Provide information regarding master switch
o Uninterrupted source of power should be provided
o Provide hand washing
o Adequate sterilization before washing or disposing waste
o Provide safety hoods
o Ensure tissues are handled and disposed properly
o Provide mechanical pippeting devices
o Provide disposable containers for needle and lancets
Step 3: List Control Measures for Hazards (30 minutes)

 Prohibit mouth pippeting
 Provide safety goggles or full-face respirators
 Electrical equipment should be grounded
 Provide information regarding master switch
 Uninterrupted source of power should be provided
 Provide hand washing
 Adequate sterilization before washing or disposing waste
 Provide safety hoods
 Ensure tissues are handled and disposed properly
 Provide mechanical pippeting devices
 Provide disposable containers for needle and lancets
Step 4: Categories of Control Measures of Laboratory Hazards (30 minutes)

 Fire hazards
o No smoking
o Proper storage of chemicals
o Prominent display of emergency directions
o Fire drills,
o Fire exits kept unblocked
o Fire extinguishers
o Fire alarm installed
 Physical hazards
o Proper training and care in handling sharp objects
o Caution when using glassware
o Proper mechanics when lifting objects
 Chemical hazards
 Electrical hazards
 Microbiology hazards
o Provide hand washing
o Provide mechanical pippeting devices
Prohibit mouth pipetting
Step 5: Description of Control Measures (Minutes)

 Fire hazards
o Declare laboratory as no smoking
o Proper storage of flammables and explosive chemicals
 Explosion-proof and flammable cabinets
o Prominent display of emergency directions
o Fire drills, some without warning
o Fire exits kept unblocked
o Fire extinguishers available, function and staff trained in used
o Fire alarm installed
 Physical hazards
o Proper training and care in handling sharp objects
o General cautionary note when using glassware
 Make every effort to discard chipped or broken glassware so it doesn’t cause injury to
laboratory staff
 Be sure to work with glassware safely
 Substitute plastic wherever possible
 Proper mechanics when lifting objects
o Keep a wide base of support.
o Squat down, bending at the hips and knees only.
o Maintain good posture.
o Slowly lift by straightening your hips and knees (not your back).
o Hold the load as close to your body as possible.
o Use your feet to change direction, taking small steps.
o Lead with your hips as you change direction.
o Set down your load carefully, squatting.
o Do not attempt to lift by bending forward.
o Never lift a heavy object above shoulder level.
o Avoid turning or twisting your body while lifting or holding a heavy object.
 Chemical hazards
o Prepare for a spill before it occurs by stocking appropriate spill cleanup kits in the
laboratory. Sand can be used to absorb a chemical spill.
o If chemical spill on eyes occurs, used eyewash and if on body, use chemical shower
 Electrical hazards
o Avoid spillage of water or liquid waste into electric equipment.
 Microbiology hazards
o Provide for hand washing
o Prohibit mouth pipetting
o Provide mechanical pipetting devices
o Centrifuge with caps are on tubes and balance cups
o Centrifuge cover is on bucket
o Open Centrifuge lid only when its completely stopped
o Disinfect regularly at least weekly and after breakage/spill
Step 6 Key Points (10 minutes)

 The list of main laboratory hazards are chemical, fire, physical, microbiological and
electrical hazards and control measures can be put in place to prevent or minimise these
hazards.
 The most important control measures for Fire hazards are no smoking and proper storage of
chemicals.
 Physical hazards can be controlled by proper training and care in handling sharp objects.
 Chemical hazards may be prevented by prohibiting mouth pipetting and using safety eye
goggles when available.
 Electrical hazards can be controlled by using electrical equipment that is grounded and kept
dry.
 Control measures for Microbiology hazards is hand washing, no mouth pippeting and
adequate sterilization before washing or disposing waste and using disposable puncture-proof
containers for needle and lancets (sharps.)
Step 7: Evaluation Group work (5 minutes)

 Have students work in groups and assign each one of the five different hazard categories.
 Of the assigned laboratory hazard, give a description of the control measures.
References:
Learning;
Communication Ltd;
Session 6: First Aid in the Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define first aid, first aid kit
 List the components in a first aid kit
 Explain the function of each component in the first aid kit
 List conditions requiring first aid in the laboratory
 Observe the use of each first aid kit component
Resources Needed
 Worksheet xx
SESSION OVERVIEW
3 10 minutes Presentation List first aid kit components
4 30 minutes Presentation Function of first aid kit components
5 30 minutes Presentation Conditions that require first Aid Attention
6 30 minutes Presentation Use of each component n the kit
8 5 minutes Presentation Key points

Step 2: Activity (5 minutes)

 ASK the students to define first aid and first aid kit
 First aid: is treatment by people who are not formally trained as clinicians but who may assist
to preserve life minimizes consequence of injury or sudden illness until qualified personnel is
available. First aid also means to deal with minor injuries.
Step 3: First Aid Kit Components (30 minutes)

 Antiseptic cream
 Antiseptic (Savlon/ Dettol)
 Mouth piece Plasters
 Cotton wool
 Methylated spirits
 Alcohol swab
 Gauze/ dressing (150 mm x 200mm)
 Sterile gauze swab (packed; 10 mm)
 Bandage (100 mm x 75 mm)
 Triangular bandage
 Scissors
 Tweezer
 Splint
 Eye protection pad
 Eye protection cap
 Fabric rock tape (ProFab; 25 mm x 3 mm)
 Incident report form
Step 4: Function of each of the first aid kit components (30 minutes)
 Add complete list including:
o Antiseptic cream is applied to wound on skin to inhibit growth of harmful micro-
organisms
o Antiseptic (Savlon/ Dettol) is applied to wound on skin to inhibit growth of harmful
micro-organisms
o Mouth piece Plasters is used to cover and seal minor wounds on the lips
o Cotton wool is used to apply methylated spirit antiseptic
o Methylated spirits is applied to mild wound on skin to inhibit growth of harmful micro-
organisms; also may be used to cleanse the tweezers or scissors before contacting the skin
o Alcohol swab is applied to mild wound on skin to inhibit growth of harmful; also may be
used to cleanse the tweezers or scissors before contacting the skin micro-organisms
o Gauze/ dressing (150 mm x 200mm) is used to cover an wound to keep out dirt and
harmful microorganisms
o Sterile gauze swab (packed; 10 mm)
o Bandage (100 mm x 75 mm) is used to cover an wound to keep out dirt and harmful
microorganisms
o Triangular bandage is used to support the arm and shoulder when injured; sling
o Scissors: used to cut the tape or cut the size of bandage to meet the needs
o Tweezer: is used to remove glass or other foreign body that is punctured into skin; note: it
is important to clean with methylated spirits or alcohol swab before touching the wound
with a tweezers.
o Splint: is used to provide support to finger or toe to keep the bone and joints straight
until qualified medical personnel can examine
o Eye protection pad: is used to to cover an injury or wound to the eye or eyelids keep out
dirt and harmful microorganisms
o Eye protection cap covers the eye protection pad to help keep it in place
o Fabric rock tape (ProFab; 25 mm x 3 mm) is used to hold splints, gauze dressing and eye
pad and cap in place; it also may be used to secure plasters in place.
o Incident report form: is filled to record the details of the accident
Step 5: Conditions (30 minutes)

 Note: Conditions That Require First Aid Attention In The Laboratory
o Chemical burns
o Corrosive poison
o Contamination (infectious material)
 Puncture
 splashes
o Electrical shock
o Trauma causing bleeding
Step 6: (30 minutes)

 Tutor will demonstrate the use of each component in the kit for student observation:
o Antiseptic cream
o Antiseptic (Savlon/ Dettol)
o Mouth piece Plasters
o Cotton wool
o Methylated spirits
o Alcohol swab
o Gauze/ dressing (150 mm x 200mm)
o Sterile gauze swab (packed; 10 mm)
o Bandage (100 mm x 75 mm)
o Triangular bandage
o Scissors
o Tweezer
o Splint
o Eye protection pad
o Eye protection cap
o Fabric rock tape (ProFab; 25 mm x 3 mm)
o Incident report form

 First aid is emergency treatment to minor injuries that don’t require qualified medical
personnel or life preserving measures until qualified medical personnel become available.
 A first aid kit should include: Antiseptic cream, Antiseptic (Savlon/ Dettol), Mouth piece
plasters, Cotton wool, Methylated spirits, alcohol swab, Gauze/ dressing (150 mm x 200mm),
Sterile gauze swab (packed; 10 mm), Bandage (100 mm x 75 mm), Triangular bandage,
Scissors, Tweezer, Splint, Eye protection pad, Eye protection cap, Fabric rock tape (ProFab;
25 mm x 3 mm), and Incident report form

 Student will be asked to:
 List required components of the first aid kit and the function of each.
References:
 F.J. Baker, R.E. Silverton, Introduction to Medical Laboratory Technology, 7th Edition,
(2001) Oxford University Press;
 Monica Cheesbrough – Medical Laboratory Manual for Tropical Countries Volume I, 2nd
 Monica Cheesbrough - District Laboratory Practice in Tropical Countries Part 1 & 2 (2002)
 Barbara H. Estride: Basic Medical Laboratory Techniques 4 th Ed. By Delmar Thomson
Learning;
 Pearson C.A. (1995) Medical Administration for Frontline Doctors 2nd Ed. FSG
Communication Ltd;
Session 6b: Observe the First Aid Kit in
the Clinical Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Observe the use of first aid kit in the clinical laboratory
 Identify which first aid components are not found in clinical laboratory’s first aid kit
Resources Needed
 Checklist
SESSION OVERVIEW
Clinical
3 60 minutes First Aid Kit in the Clinical Laboratory
Observation
4 50 minutes Evaluation Kit Components not observed

Step 2: Activity
checklist.
SUMMARIZE
Step 3: Observation of First Aid Kit and Components (60 minutes)

 Students will observe the Use of First Aid Kit and record on the checklist.
Date: _____________________________
Student Name:______________________
First Aid Kit present?
Observe Components of First Aid Kit Yes or No
Antiseptic cream
Antiseptic (Savlon/ Dettol)
Mouth piece Plasters
Cotton wool
Methylated spirits
Alcohol swab
Gauze/ dressing (150 mm x 200mm)
Sterile gauze swab (packed; 10 mm)
Bandage (100 mm x 75 mm)
Triangular bandage
Scissors
Tweezer
Splint
Eye protection pad
Eye protection cap
Fabric rock tape (ProFab; 25 mm x 3 mm)
Incident report form

Step 4: Evaluation of First Aid Kit in Clinical Laboratory (50 minutes)

checklist of first aid kit used in the clinical laboratory. Each student will give a verbal report
of what components of the first aid kit are not being observed in the clinical laboratory.
References:
Learning;
Communication Ltd;
 C. H. Wood et al (1981) Community Health, AMREF.
Session 7: Fire Fighting in the Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define fire, fire fighting, fire fighting tools
 List types fire
 List types fire fighting tools (extinguishers, sand bucket, hose pipes, extinguisher blanket)
 Describe use of fire fighting tools
Resources Needed
 LCD projector and computer/laptop
 Wall papers
SESSION OVERVIEW
Ste
Time Activity/Method Content
p
2 10 minutes Presentation/Brainstorming Definition
3 15 minutes Presentation Types Fire
4 15 minutes Presentation Types of fire fighting tools
5 50 minutes Presentation Use of fire fighting tools
7 10 minutes Presentation Evaluation
SESSION CONTENTS
Step 2: Definition (10 minutes)

 Activity: Brainstorming (5 minutes)
 ASK the students the following question
 What is the meaning of the following terminologies; fire, fire fighting and fire fighting
tools?
 INVITE responses from students
 RECORD their response on the flip chart or chalk board
 SUMMARIZE their responses with information below
 Fire is the state of combustion producing heat, flames and often smokes.
Fire fighting is an act of putting off fire for the purpose of rescuing people and/or properties.
Fire fighting tool(s) is equipment that is used for putting off fire.
Step 3: Types Fire (15 minutes)

 For fire to occur there must be fuel, oxygen (air) and heat at once. The three makes what is
called fire-triangle.
 Picture/diagram is needed
 Types of fire are grouped based on cause/source.
o Class A fires are ordinary combustible materials such as paper, wood, cardboard, and
most plastics.
o Class B fires involve flammable or combustible liquids such as gasoline, kerosene, grease
and oil.
o Class C fires involve flammable gases such as such as propane, butane, methane etc
o Class D fires are commonly found in a chemical laboratory. They are fires that involve
combustible metals, such as magnesium, titanium, potassium and sodium.
o Class E fires involve electrical equipment, such as appliances, wiring, circuit breakers
and outlets. Never use water to extinguish class E fires - the risk of electrical shock is far
too great (flammable gases-propane, butane, methane)
o Class F fires involve cooking oil and fats.
 Observe the symbol that warns on the possibilities of causing fire:
It is important to keep flammable chemicals/reagents in metal cabinet

Step 4: Types of Fire fighting tools (15 minutes)
 These are equipments/tools that are used for stopping/quenching fires. In fighting fires,
omission of one of the three element of fire-triangle is important i.e. oxygen, heat or fuel.
 Fire fighting tools include:-
o Fire blankets
o Bucket of water
o Bucket of sand or dry soil
o Hose pipe
 Fire Safety Equipments:
o These should not be confused with fire fighting tools. Fire safety equipments include;
 Fire alarm
 Fire extinguishers
 Sprinklers
Step 5: Use of Fire fighting tools (50 minutes)

 Fire blankets
o These are blankets that have been made from heavy cotton twill treated with fire retardant
chemical or preferably a manufactured fire blanket made from woven fibre glass
sandwiched between a fire retardant material, to extinguish fire on personal clothing or a
small fire on the floor or bench.
 Bucket of water
o Used to extinguish paper, fabric and wood fires. Water, however, must never be used to
extinguish an electrical fire or one caused by a flammable chemical.
 Bucket of sand or dry soil (kept free of refuse)
o Is used to smoother flames and contain and extinguish a free flowing liquid fire.
 Hose pipe
 Fire extinguishers
o Fire extinguishers are divided into four categories, based on different types of fires.
 The most common types of extinguishers are:
- Water- solid red
- Suitable for Class A fires. Not considered effective for Class B and Class C fires,
and dangerous if used for electrically energised equipment or cooking oils or fats.
 Foam- red with blue band or label (previously solid blue)
- Suitable for Class A and Class B fires, with limited effectiveness for Class F fires.
Not considered effective for Class C fires, and dangerous if used for electrically
energised equipment
o Powder- red with a white band or label
 These extinguishers are rated as either ABE or BE. ABE rated extinguishers are
considered suitable for Class A, Class B, Class C and Class E fires. They are not
considered effective for Class F fires. BE rated extinguishers are considered suitable
for Class B, Class C and Class E fires, and may be used with limited effectiveness on
Class F fires. They are considered effective for Class A fires.
o Carbon Dioxide (CO2)- Red with a black band or label
 Suitable for Class E fires. Has limited effectiveness on Class A, Class B and Class F
fires.
o Vaporising Liquid –Red with yellow band or label
 Suitable for Class A and Class E fires. Has limited effectiveness on Class B fires. Not
considered effective for Class F fires
o Wet Chemical- Red with an oatmeal band or label (previously oatmeal colour)
 Suitable on Class F fires and may be used on Class A fires. Not considered effective
for Class B or Class C fires and dangerous if used on Class E fires.
o Class D fires require special purpose extinguishers.
CO2 fire extinguisher

Range of Fire Extinguishers - the colour of the extinguisher is an indicator of its contents.

 Definition of terminologies (fire, fire fighting , fire fighting tools)
 List class of fire
 List types fire fighting tools
 Mention general use of fire fighting tools

 ASK students to:
o Define fire and fire fighting tools
o List five classes of fires
o Mention use of any two fire fighting tools
 ASK students if they have any comments or need clarification on any points.
References:
Learning;
Communication Ltd;
 C. H. Wood et al (1981) Community Health, AMREF.
Session 8: Demonstration of Use of Fire
Fighting Tools
WASTE MANAGEMENT
Prerequisites
 None
 List fire fighting tools
 Identify emergency exit(s) in their respective laboratory/building.
 Use fire fighting tools to specific types of fires.
 Handle fire fighting tools (date of fire extinguisher, horse pipe blockage, showers)
Resources Needed
 Wall papers
SESSION OVERVIEW
Ste
Time Activity/Method Content
p
2 10 minutes Presentation/Brainstorming Review fire fighting tools
3 20 minutes Presentation Review use of fire fighting tools
4 55 minutes Presentation Use of fire fighting tools
5 15 minutes Presentation Handling fire fighting tools
SESSION CONTENTS
Step 2: Review fire fighting tools

Activity: Brainstorming (5 minutes)
 ASK the students the following question
 List fire fighting tools.
 List classes of fires that are common to be fund in the laboratory.
 INVITE responses from students
 RECORD their response on the flip chart or chalk board
 SUMMARIZE their responses with information below
 Fire fighting tools include:-

o Fire blankets
o Bucket of water
o Horse pipe
 Classes of fires that are common to be found in the laboratory are:
o Class A
o Class B
o Class C
o Class D
o Class E
Step 3: Review use of fire fighting tools (20 minutes)

 The tutor should review in summary on the application of the basic fire fighting tools with
respect to the fire hazards that can occur in the laboratory.
 Identification of emergency exit(s) Emergency symbol
 Whenever you enter to any building observe for the presence of emergence exit/door.
 Entrance point is an emergence exit. Other exits are indicated by the EXIT symbol (a word
“EXIT” or a “running person” under green background)
 Fire protection procedures:

o Do not panic; and raise alarm
o Start evacuation the premises
o Close all doors and windows
o Turn off all gas and electrical appliances
o Fight the fire if possible
o Divide tasks amongst other personnel
o Never take personal risks
Step 4: Use of fire fighting tools (30 minutes)

 Perform demonstration in an open area (out of the class/demonstration laboratory)
 Demonstrate to students the use of fire fighting equipment one after another in the absence of
fire;-
o Fire blankets
o Bucket of water
o Horse pipe and
 Set fire of Class A, B, C, D and E. To them apply appropriate fire fighting tool(s)
S/ Class of Fire fighting tool(s)
No. fire
1 A Fire blanket, bucket of water, bucket of sand, horse pipe, fire extinguisher
(all types except wet chemicals fire extinguisher)
2 B Bucket of sand, fire extinguisher (foam, powder, Carbondioxide, wet
chemical types)
3 C Fire blanket, bucket of sand, fire extinguisher (powder)
4 D Fire blanket, bucket of sand, fire extinguisher (powder)
5 E Bucket of sand, fire extinguisher (powder, carbon dioxide, vaporizing
liquid)
Step 5: Handling fire fighting tools (25 minutes)

 Fire blankets
o It is important to keep blankets at moisture free area, and be away from area that ants,
mice, rat or rodent could have an access.
o Bucket of water
 Put the bucket at site that is accessible to every person on wooden surface. Check
frequently for any leakage and presence of moulds. Clean and replace water.
 Put the bucket at site that is accessible to every person. Always make sure that the
sand/soil is kept free of refuse.
 Note: Do not use sand bucket as dust bin.
o Horse pipe and
 Make sure always is connected to a reliable water source, no leakage points and any
blockage. It should not be locked.
 Be put at the site that is accessible to every person.
 Don’t put on the ground or on top of higher “surfaces” like bench, fridges, and
cupboard. Always check for the expire date and do preventive maintenance as
indicated on the log card.

 List fire fighting tools
 Identify emergency exit(s) in their respective laboratory/building.
 Tips on use fire fighting tools to specific types of fires.
 Important point in handling fire fighting tools
o Accessibility and use
o Working order
o Awareness of the user (fire drills)

o List fire fighting tools
o How can you identify an emergency exit?
o List important thing in handling fire fighting tools.
References:
Learning;
Communication Ltd;
Session 9: Sterilization in the Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define Sterilisation
 Explain the importance of sterilisation
 Categorize three sterilization methods used in the laboratory
 Explain each type of sterilization method used in the laboratory
 List the steps of sterilisation by the autoclave method in the laboratory
 Observe the use of the sterilizer in the clinical laboratory
Resources Needed
 Worksheet xx
 Laboratory coat
SESSION OVERVIEW
2 10 minutes In Class Exercise Define sterilisation
3 10 minutes Presentation Importance of sterilisation
4 5 minutes Presentation Types of sterilisation
5 20 minutes Presentation Explain sterilisation
6 15 minutes Presentation List steps of autoclave sterilisation
Observation in
8 45 minutes Steps of physical sterilisation
clinical Laboratory


ASK the students to define sterilisation
Answer: list definition of sterilisation
Step 3: Importance of sterilisation (10 minutes)

 Explain the importance of sterilization
Step 4: Three types of Sterilisation (5 minutes)

 Physical
 Chemical
 Mechanical
These will be explained in more detail.
Step 5: Explain Sterilisation (20 minutes)

 Physical sterilization is achieved by
o [Give details of autoclaving, temperature, pressure, etc.]
 Chemical
o Give details
 Mechanical
o Give details
Step 6: List the steps of Autoclaving (15 minutes)

 Follow the SOPs

 Importance of sterilisation
 List types of sterilisation
Step 8: Observation of Autoclaving in the clinical laboratory (45 minutes)

 Use checklist for student to observe each step.

 Student will be asked to report on their observations of sterilization by the autoclave method
in the clinical laboratory.
References:
Learning;
Communication Ltd;
Session 10: Application of Bio-safety and
Bio-security in Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define bio-safety and bio-security
 List bio-safety/bio-security gears and equipments
 Describe use of safety equipment
Resources Needed
 Wall papers
SESSION OVERVIEW
Presentation
2 10 minutes Definition
Brainstorming
Biosafety and biosecurity gears and
equipment
4 30 minutes Presentation Use of safety gears and equipment
SESSION CONTENTS
Step 2: Definition
Activity: Brainstorming (5 minutes)
ASK the students the following question
What is the meaning of “biosafety” and “biosecurity”?
INVITE responses from students
RECORD their response on the flip chart or chalk board
SUMMARIZE their responses with information below
 Laboratory Bio-safety:-
o Entails prevention of employee exposures to occupationally acquired infections, and
release of organisms to the environment through appropriate safety measures
 Laboratory Bio-security
o Refers to protection of biological agents from loss, theft, or misuse. They can be non-
intentional or intentional
Step 3: Bio-safety/bio-security gears and equipments (20 minutes)

 Bio-security is concern with:
o Protecting agents from theft or misuse
o Protect pathogens from dangerous people
o Limit access to Labs that contain certain biological agents
o At this level the concern to bio-security is limited.
 Biosafety:
o Since this is concern with protecting the worker, then it is important to learn basic skills
in laboratory biosafety.
 This section summarizes various forms of personal and laboratory safety equipments
o Personal Protective gears
 Head protection
- Caps, elastic bands or hair nets
 Eye protection
- Goggles
- Protective glass shield
 Hand protection
- Gloves( of various synthetic materials, size and strength)
 Foot protection
- Shoes (steel-toed), treated shoes, rubber boots, plastic shoe covers, insulated
shoes.
 Protective clothing
- Laboratory coats, laboratory apron
 Respiratory protection
- Mask, safety cabinet class I
 Picture BLS-I
o Laboratory safety equipment
 Laboratory safety cabinet class I
 Individual storage containers
 Refrigerator
 Eye wash station
 Safety shower
Step 4: Use of safety gears and equipment (30 minutes)
 Personal Protective gears
o Head protection
 Caps, elastic bands or hair nets will prevent the hair from coming in contact with
instrument/machinery parts, chemicals or flame-producing sources
o Eye protection
 Goggles and face shield- protect microbes from splashing on the eye face
respectively.
 Protective glass shield- protects microbes from splashing on the face and chest.
o Hand protection
 Gloves (of various synthetic materials, size and strength)
 Apart from acting as a shield between hands and hazardous materials, some gloves
can also absorb perspiration or protect the hands from heat.
o Foot protection
 Shoes (steel-toed), treated shoes, rubber boots, plastic shoe covers, insulated
shoes.
 Foot protection is designed to prevent injury from corrosive chemicals, heavy objects,
electrical shock, as well as giving traction on wet floors
o Protective clothing
 Laboratory coats, laboratory apron- protect the clothing and skin from microbes and
chemicals that may be spilled or splashed on them.
o Respiratory protection
 Mask, safety cabinet class I- protects an individual from inhaling microbes and
fumes.
 Laboratory safety equipment
o Laboratory safety cabinet class I
o Protect an individual against
o Individual storage containers
o Refrigerator
o Eye wash station
o Safety shower
Step 5: Key points (25 minutes)

o Define bio-safety and bio-security
o List bio-safety/bio-security gears and equipments
o Give uses of any three safety equipments.

o Define biosafety and biosecurity
o List five safety gears and two safety equipments
o Explain the use of at least two safety gears and one safety equipment.
References:
Learning;
Communication Ltd;
Session 11: Control Intentional and
Unintentional Exposure to Biological
Materials
WASTE MANAGEMENT
Prerequisites
 None
 Define intentional and unintentional exposure of biological materials.
 List methods to control intentional / unintentional exposure of biological materials.
 Explain methods to control international / unintentional exposure of biological materials.
 Categorize biological materials according to biosafety levels of containments
 List agents of bioterrorism
Resources Needed
 Worksheet xx
SESSION OVERVIEW
2 5 minutes In Class Exercise Definition
Methods to control intentional /
3 20 minutes Presentation unintentional exposure of biological
materials
Categorize biological materials
according to biosafety levels of
containments
Agents of bioterrorism

Step 2: Activity
ASK the students to.
Step 3: Methods to control intentional / unintentional exposure of biological materials

(20 minutes)
Step 4: Categorize biological materials according to biosafety levels of containments (30
minutes)
Step 5: Agents of bioterrorism (30 minutes)
Step 7: Evaluation
References:
Learning;
Communication Ltd;
Session 12: Safety Measures when Using
Laboratory Containers
WASTE MANAGEMENT
Prerequisites
 None
 List safety measures when using containers for laboratory investigations
 Explain each safety measures when using containers for laboratory investigations
 List five risks in using containers for laboratory investigations
 Explain risks in using containers for laboratory investigations
Resources Needed
 Checklist
 Illustrations
SESSION OVERVIEW
2 5 minutes In Class Exercise List safety measures for containers
3 30 minutes Presentation Explain each Container safety measures
4 15 minutes Presentation List Risks in using laboratory containers
Explain Risks in using laboratory
containers

Step 2: Activity
 ASK the students to list safety measures in using containers for laboratory
investigations
List of safety measures for containers:
 avoid contamination of requisition papers, register book and other specimens
 protection yourself
 avoid environmental pollution
 avoid spillage of specimen containers
Step 3: Explain safety measures (30 minutes)

 Containers must be strong to withstand stress of normal use
 The correct container for the specimen is important
o E.g. sputum in plastic container with screw top and not in a blood collection tube
Sputum containers
with screw lids
Source: CDC TB Training
Blood Collection Tubes
ASCP Management Training
 Container must be properly closed to:

o avoid contamination of papers and other specimens
o avoid spillage of specimen containers
 protection yourself
 avoid environmental pollution
Step 4: List five risks in laboratory containers for laboratory investigations (15 minutes)
 leakage
 breakage
 high temperature
 corrosion
 volatilization or forming aerosol
Step 5: Explain risks laboratory specimen containers ( 50 minutes)

 Leakage is important because laboratory specimens may contain infectious microorganisms
that could infect the laboratory personnel, patients or other people coming in contact with the
container. Leakage of urine containers may also release preservatives such as acids that could
be harmful. Use care that specimen containers do not leak, especially by closing the lid.
 Breakage of specimen containers is important to avoid because the specimen may leak. If the
container is glass such as blood tubes or slides, the sharp glass could injure laboratory
personnel, patients or other people coming in contact with the container.
 Glass blood tubes that are centrifuged may break in the centrifuge when it is operated
improperly (unbalanced or too high of speed). Use care when handling specimen containers,
especially those of glass.
Tubes must be balanced

and correct speed to avoid
breakage
Source: ASCP Management Training
 Exposing specimen containers to high temperature when washing and sterilizing for re-used
is a risk because it could cause the container to develop holes or make the lid fit improperly
to cause a leak when used again. Exposing the specimens in the container to high
temperatures is a problem because it destroys the contents and makes the test inaccurate.
 Corrosion of specimen containers can occur when washing with strong brush and disinfecting
with strong bleach for re-use. This becomes a risk because it could cause the container to
develop holes or make the lid fit improperly to cause a leak when used again.
 Volatilization or forming aerosols from specimens in a container occurs when it is rapidly
mixed or shaken. When the lid is in place the droplets of specimen will drop down given a
short time. However, if you immediately remove the lid after rapid shaking or centrifugation,
aerosols will form in the air around you and can be inhaled. This causes a risk for inhaling
infectious micro-organisms.
 This same problem occurs following centrifugation unless time is allowed. Always cover the
lid with a gauze for blood collection tubes before removing the lid and open away from your
face.

 Specimen containers must be handled with care to avoid leakage, breakage, exposure to high
temperature, corrosion during washing and volatilization or forming aerosols.
 Container must be properly closed to avoid contamination of papers and other specimens,
avoid spillage of specimens, protection yourself and to avoid environmental pollution.
Step 7: Evaluation
 Explain five risks in using specimen containers for laboratory investigations.
References:
Learning;
Communication Ltd;
Session 13: Safety Measures when Using
Containers in the Clinical Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Observe safety measures when using containers in the Clinical Laboratory
 Record observations of safety measures when using containers in the Clinical Laboratory
Resources Needed
 Checklist
SESSION OVERVIEW
1 5 minutes Presentation Objectives
2 5 minutes In Class Exercise
Clinical
3 60 minutes Safety Measures of handling containers
Observation

Step 2: Activity
ASK the students to Introduce themselves to the clinical supervisor and discuss the
checklist with the supervisor.
Step 3: (60 minutes)

Date: _____________________________
Student Name:______________________
Where Observed
Observe Safety Measures when Handling Specimen Yes or
Containers No
Specimens for leakage
Control leakage
Fixative in histological specimen container leakage
Breakage of specimen containers in centrifuge
Contamination of register book and requisition
Contamination of other specimens
Name of Clinical Supervisor: ____________________________________________
Signature of Clinical Supervisor: __________________________________________
Step 4: Evaluation of Observation in Clinical Laboratory (50 minutes)

checklist of safety measures regarding containers used in the clinical laboratory. Each
student will give a verbal report of what safety measures were observed in the clinical
laboratory.
References:
Learning;
Communication Ltd;
Session 14: Safety Measures in Specimen
Collection in the Clinical Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 List safety measures in specimen collection for laboratory investigations (avoid
contamination, self protection, avoid spread of disease).
 Explain each safety measure in specimen collection for laboratory investigations.
 List safety practices in specimen collection for laboratory investigations (wearing protective
gears, use of appropriate specimen collection materials).
 Explain safety practices in specimen collection for laboratory investigations.
Resources Needed
 Worksheet xx
SESSION OVERVIEW
1 5 minutes Presentation Introduction and Learning Objectives
In Class Exercise
2 15 minutes Specimen collection safety
Buzzing
3 10 minutes Presentation List safety measures in specimen collection
Explain safety measures in specimen
collection
5 10 minutes Presentation List safety practices in specimen collection
Explain safety practices in specimen
collection

 Activity: In class exercise
 ASK the students to buzz in pairs and allow them to answer the following questions:
 What are three safety measures that can be used in specimen collection?
 Why is safety important in specimen collection?
Step 3: List safety measures in specimen collection (5 minutes)

 Avoid contamination
 Self protection
 Avoid spread of disease
Step 4: Explain safety measures in specimen collection (35 minutes)

 Avoid contamination
o Dispose of needles in sharps containers without recapping
o Disinfect surfaces with 5% sodium hypochlorite or 5% Lysol
o Incinerate contaminated needles and other materials used in specimen collection
 Self protection
o Wash hands regularly
o Do not eat or drink during blood collection
o Keep objects (fingers and pencils) out of your mouth
o Do not wear jewellery to the laboratory workplace
o Use personal protective equipment (PPE)
o Dispose of contaminated sharps and glass ware (tubes) in biohazard container
o A first aid kit should be available in the specimen collection area
o Report accidental needle pricks or punctures to the laboratory in charge
 Avoid spread of disease
o Disinfect surfaces with 5% sodium hypochlorite or 5% Lysol
o Decontaminate spills of blood
o Perform adequate sterilization before washing or disposing waste
Step 5: List safety practices in specimen collection (10 minutes)

 Wearing protective gears
 Use of appropriate specimen collection materials
Step 6: Explain safety practices in specimen collection (30 minutes)

 Wear protective gears
o Gloves
o Masks if a patient has an upper respiratory tract infection
o Laboratory coats
o Closed-toe shoes
 Use of appropriate specimen collection materials
o Do not recap specimen collection needles
o Do not reuse specimen collection needles and other materials
o Inspect all needles, evacuated tubes and other supplies before use
o Ensure that appropriate equipment and supplies are available

 Never recap needles.
 Dispose of needles and other materials in appropriate containers.
 Wash hands before and after blood collection on each patient.
 Wear appropriate protective gears.

 Ask the students to list and explain personal protective equipment.
 Explain safety practices necessary in specimen collection.
 Ask the students if they have any comments or need clarification of any points.
References:
Learning;
Communication Ltd;
Session 15: Safety Measures on Specimen
Preservation in the Clinical Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define the terms: preservation and fixation
 Mention common specimen preservation methods.
 Describe different chemical preservatives.
 Describe preservation by temperature.
 Describe safety measures in handling specimen preservatives
Resources Needed
 Worksheet xx
SESSION OVERVIEW
1 10 minutes Presentation Introduction and Objectives
2 5 minutes Presentation Definition of terms
3 30 minutes Presentation Common specimen preservation methods
4 30 minutes Presentation Different chemical preservatives
5 10 minutes Presentation Preservation by temperature.
Safety measures when handling
preservation steps

 Interact with students on previous session on importance of confidentiality and privacy in
laboratory practices
 READ or ASK students to read the learning objectives, and clarify.
Step 2: Definition of terms (5 minutes)
 Preservation:
 Fixation:
Step 3: Common specimen preservation methods (30 minutes)
Step 4: Different chemical preservatives (10 minutes)
Step 5: Preservation by temperature (20 minutes)
Step 6: Safety measures when in contact with Preservation Methods (20 minutes)
 Safety from exposure to fixative exposure
 Safety from exposure to dry ice-cold chain,
 Safety from exposure to chemical preservatives
 Safety from freeze-dry process
References:
Learning;
Communication Ltd;
Session 16: Safety Measures during
Specimen Collection in the Health Setting
WASTE MANAGEMENT
Prerequisites
 None
 Identify protective gear during specimen collection (gloves, laboratory coats, wearing
appropriate shoes)
 Observe use of appropriate specimen collection materials in safe practice (needles, lancets,
tourniquet, tubes, syringe, vacutainer adapter, cotton wool, methylated spirits and plaster.
 Observe safety rules during specimen collection (no eating, drinking, smoking)
Resources Needed
 Worksheet xx
SESSION OVERVIEW
1 5 minutes Presentation Learning Objectives
2 5 minutes In Class Exercise Introduction
Observe specimen collection and safety
rules

Step 2: Identify protective gear during specimen collection (5Minutes)

 ASK the students to.

Step 3: Observe specimen collection and safety rules (60 minutes)

 Checklist for Student Observations:
Step 4: Evaluation (50 Minutes)
References:
Learning;
Communication Ltd;
Session 17: Waste Materials from the
Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Define waste material from the laboratory
 List types of waste material from the laboratory
 Categorise types of waste material from the laboratory
 Perform sorting of laboratory wastes
Resources Needed
 Worksheet xx
SESSION OVERVIEW
1 5 minutes Presentation Introduction to learning objectives
2 10 minutes In Class Exercise Waste materials
Types of wastes materials from the
laboratory
4 15 minutes Presentation Categorize waste materials
Presentation/
5 60 minutes Sorting of laboratory wastes
Activity
7 10 minutes Presentation Evaluations

Step 2: Activity
 Activity: Buzzing (10 minutes)
 ASK the students to answer the following question
 Define waste material?
 Waste materials are those materials generated from the laboratory
Step 3: Types of waste materials from the laboratory (15 minutes)

 Types of laboratory material are
o Specimens
o Cultures
o Reagents
 Laboratory supplies such as syringes, test tubes, pipets, gauze, cotton wool, gloves and
prickers
Step 4: Category of Waste Materials (15minutes)

 Waste materials are categorize into the following
 Chemical waste such as acids and alkalis
 Microbiological waste such as culture, effusion, blood, autopsy
 Physical waste such sharps(syringes and prickers) and non sharps(gloves ,cotton wool and
gauze)
Step 5: Sorting of laboratory wastes (60 minutes)

 Activity: Identify lab wastes in clinical laboratory
 ASK the students to record laboratory wastes in the clinical laboratory
 Allow the to present in the class session
 After presentation correct their mistakes and give feedback

 Waste materials are those materials generated from the laboratory
 Waste materials includes; specimens, cultures, reagents
 Category of waste materials; chemical wastes, microbiological waste and physical waste

 Categorize three types of laboratory wastes
References:
Learning;
Communication Ltd;
Session 18: Handling Laboratory Wastes
WASTE MANAGEMENT
Prerequisites
 None
 Describe handling of laboratory wastes
 List methods of handling laboratory wastes
 Identify handling laboratory wastes in the clinical laboratory
Resources Needed
 Illustrations
 Colour Code Labels
SESSION OVERVIEW
1 5 minutes Presentation Introduction to learning objectives
2 20 minutes Presentation Handling laboratory wastes
3 20 minutes Presentation Methods of handling laboratory wastes
Presentation
4 60 minutes Laboratory wastes in the clinical laboratory
activities
5 10 minutes Presentation evaluation

Step 2: handling laboratory wastes (20 minutes)

 Describe methods of handling laboratory wastes
 Wastes must be properly handled within health facility setting even before it is taken for
incineration, burial or other disposal, to protect clients, staff and the community.
 Restriction of purchase of supplies that produce a lot of healthcare waste
 Use of recyclable product at the onsite or of site
 Use of all content in each open container before opening another container
 Frequent of checking expiring date at the time of delivery
 Good management and control practices e.g. pharmaceuticals and chemical through
centralized purchasing
 Frequent of ordering small quantities rather than large amount t one time
Step 3: Methods of handling laboratory wastes (20 minutes)

 Non contaminated wastes This poses no risk of infectious to person who handled it and
includes paper, trash, boxes, food remain bottles and plastic containers
 Contaminated wastes s are potentially infectious or toxic if not disposed properly and
includes blood, body fluids, sharps, laboratory supplies
Step 4.Recording of laboratory wastes (60 minutes)

Activity: This activity should be carried out in the clinical laboratory.
 ASK the students to list methods of handling laboratory wastes and differentiate
between contaminated and non contaminated wastes
 DISCUSSION
 SUMMARIZE their responses and correct if there is mistakes
Step 5: key points (5minutes)

 Wastes must be properly handled within health facility setting even before it is taken for
incineration, burial or other disposal, to protect clients, staff and the community.
 Handling of laboratory waste depends on the type waste such as
o Non contaminated wastes This poses no risk of infectious to person who handled it and
includes paper, trash, boxes, food remain bottles and plastic containers
o Contaminated wastes s are potentially infectious or toxic if not disposed properly and
includes blood, body fluids, sharps
Step 6: Evaluation (5minutes)

 List two methods of handling laboratory waste
References:
Learning;
Communication Ltd;
Session 19: Clinical Laboratory Waste
Disposal
WASTE MANAGEMENT
Prerequisites
 None
 State methods of disposing laboratory wastes
 Explain safe site for construction of waste disposal units
Resources Needed
 Worksheet xx
 Illustrations
SESSION OVERVIEW
1 5 minutes Presentation Learning Objectives
2 5 minutes In Class Exercise Methods of disposing laboratory wastes
Safe site for construction of waste disposal
units
Presentation/
4 50 minutes Observe waste disposal site
Activity
5 5 minutes Key :Points Key points

Step 2: Methods of disposing laboratory wastes (5Minutes)

 ASK the students to list methods of disposing laboratory wastes
 Methods of laboratory wastes disposal are
o Burning; rural health centres and dispensaries can use these options to burn waste in
burning pits as MINISTRY OF HEALTH SOCIAL WELFARE guideline. Open burning
of contaminated wastes is not recommended because it is hazardous
o Burying if incineration is not possible, all contaminated wastes must be protected and
buried in a burial pit and covered with fresh soil daily to prevent:
 wastes from scattering
 scavenging of the waste material by people and or animals
 Attraction of insects
 Odour
NB: Rural health facilities can us this option of disposal to dispose sharps and other
anatomical wastes/physiological wastes
 Incineration
o Incineration which is a dry oxidation process/is used to reduce organic and combustible
wastes in organic incombustible matter at high temperature
o Incineration provides high temperatures and destroys microorganisms and therefore is the
best method for disposal of contaminated wastes
o Incineration also reduces bulk size of waste to be buried
o There are incinerators that can burn up to a temperature of 1300oC
Step 3: Safe site for construction of waste disposal units (50 minutes)
 The following should be considered during construction of wastes disposal
o Incinerators, burning and burying should be away from pedestrians, water sources,
human settlement and restricted areas.
o Ensure that sharp containers are out of reach small children
o Both incinerator and burial sites should be fenced with a gate and rock to prevent
scavenging by both animals and people
Step 4: Observe of the waste disposal sites(50 minutes)

Activity: observe waste disposal sites within the health facility
 Ask the students to list if the waste disposal sites meet the required criteria
 Classroom discussion
Step 5: Key Points

 Methods of laboratory wastes disposal are
o Burning
o Burying
o Incineration
 During construction of waste disposal the following factors should be considered
o Incinerators, burning and burying should be away from pedestrians, water sources,
human settlement and restricted areas.
o Ensure that sharp containers are out of reach small children
o Both incinerator and burial sites should be fenced with a gate and rock to prevent
scavenging by both animals and people
 List three methods of laboratory waste disposal
References:
Learning;
Communication Ltd;
Session 20: Containers for Waste Disposal
in the Laboratory
WASTE MANAGEMENT
Prerequisites
 None
 Describe segregation of laboratory waste materials for disposal
 List different types of containers for laboratory waste disposal (colors)
 Classify laboratory waste material in proper containers for disposal (activity)
Resources Needed
 Illustrations
 Colour Code Labels
SESSION OVERVIEW
1 5 minutes Presentation Introduce learning objectives
2 5 minutes In Class Exercise Segregation of laboratory waste
different types of containers for laboratory
waste disposal
Laboratory waste materials in proper waste
5 60 minutes Presentation/activity
containers

Step 2: segregation of laboratory waste materials for disposal (5 minutes)

Activity: Buzzing
 Explain what is segregation of laboratory waste material
 The segregation of waste laboratory materials consists of separating the different waste
materials based on the type, treatment and disposal practices. Containers suitable for each
type should be available and used as intended.
 Segregation takes place at the point where waste is generated. Segregation of waste shall be
applied uniformly throughout the country
 Never sort mixed wastes (e.g. do not try to separate uncontaminated from contaminated
waste or combustible from non combustible ,after they have being combined)
 No bags should be removed from the segregation point unless they are labelled
 Waste should not be allowed to accumulate at the point of production
 Waste should be collected daily or as frequently as possible
 A supply of collection bags or containers should be readily available at all location where
wastes are produced
Step 3: different types of containers for laboratory waste disposal (40 minutes)
 Containers for laboratory wastes are grouped according the international colour codes
 Yellow colour-safety containing the following needles and syringes ,blades, broken glass,
lancets, scissors, slides and slides covers
 Red containers –wet, infectious materials such as blood, body tissues, body fluids, specimens
(stool, sputum)
 Blue-black containers-for non-infectious materials such as laboratory papers, plastic bottles,
laboratory packaging
Step 4: Classify laboratory waste material in proper containers for disposal (60 minutes)
Activity: Identify containers for disposing different types of wastes in clinical laboratory
 Ask the students to record three types of containers for disposable of laboratory waste
 Classroom discussion

 Different types of containers for laboratory waste disposal and these containers for laboratory
wastes are grouped according the international colour codes. Yellow colour-safety containing
the following needles and syringes, blades, broken glass, lancets, scissors, slides and slides
covers. Red containers –wet, infectious materials such as blood, body tissues, body fluids and
specimens (stool, sputum). Blue-black containers-for non-infectious materials such as
laboratory papers, plastic bottles, laboratory packaging

 List three types of containers for laboratory waste disposal according to their colors
References:
 Monica Cheesbrough - District Laboratory Practice in Tropical Countries Part 1 & 2 (2002)
Learning;
Communication Ltd;
 C. H. Wood Et All (1981) Community Health.
Session 21: Safety Measures on Specimen
Preservation in the Clinical Laboratory
(Fixation, cold chain, chemical, freeze-dry)
WASTE MANAGEMENT
Prerequisites
 None
 Define the terms: preservation ,fixation and Freeze drying
 Describe common specimen preservation methods.
 Describe safety measures in handling specimen preservatives
 Describe different chemical preservatives.
 Describe preservation by temperature.
Resources Needed
 Worksheet xx
SESSION OVERVIEW
1 10 minutes Presentation Introduction and Objectives
2 10 minutes Presentation Definition of terms
3 40 minutes Presentation Common specimen preservation methods
Safety measures in handling specimen
preservatives

 Interact with students on previous session on
 READ or ASK students to read the learning objectives, and clarify.
Step 2: Definition of terms (10 minutes)

 Preservation: Substances capable of retarding or arresting the deterioration or changes to a
specimen.
 Fixative: A solution used to preserve and harden fresh tissue for microscopic examination.
o Therefore a fixative can be described as a substance which will preserve after death the
shape, structure, relationship and chemical constituents of tissues and cells. It is mainly
due to the action of fixatives on the protein elements of cells and tissues that the
structural stabilization is achieved. The preservation should be such that the fixed tissue
resembles as closely as possible the form which it had during life.
 Freeze drying is to preserve by rapid freezing and drying in a vacuum.
Step 3: Common types of specimen preservation (30 minutes)

 Chemical preservation: this is preservation by using different categories of chemicals
depending on the investigation and or type of specimen as follows:
o In haematological specimens anticoagulants such as Ethylene Diamine Tetraacetic Acid,
Heparin, and Ammonium Oxalate are used to preserve whole blood (cell morphology).
o In serology Sodium Azide is used to preserve serum.
o In Clinical chemistry Sodium Fluoride, Heparin is used to preserve whole blood.
o In Microbiology Stuart transport medium help to prevent micro-organisms from dying
due to enzyme action, change of pH , or lack of nutrients .Carry-Blair medium is used as
transport medium for faeces that many contain ; Salmonella , Shigella, and Vibrio
species.
o In Histopathology chemical fixatives such as 10%Formal saline, Mercuric Chloride,
Ethyl Alcohol and Alcohol Ether are used to preserve tissues, and cell morphology.
o In parasitology chemical fixatives such as Beyer’s solution preserves morphology of
cysts, and eggs; Methiolate Iodine Formaldehyde is used as fixative and stain for cysts
and E. histolytica amoebae it also stains eggs.
 Temperature preservation: Different temperatures are used to preserve different types of
specimens as follows:
o Freezing temperatures up to -20 degrees Celsius are used to preserve serum, plasma for
longer periods as advised by expert.
o Freeze drying is used to preserve serum and plasma
o Refrigeration at temperature ranges of between 2 to 8 degrees Celsius are used for
preservation of Blood and other specimens taken for bacteriological examination such as
culture for up to two days.
Step 4 Safety measures in handling specimen preservatives

 Most specimen preservatives are poisonous, corrosive, and irritant; therefore safety measures
have to be instituted while handling them. Measures which have to be employed included:
o Air Extractor hood: is used when handling volatile and irritant chemicals such as
formalin in preparation of formal saline or when dealing with fixed specimens. Gloves:
Are used to avoid corrosive or any chemical preservatives.
o Masks and Goggles: Are used to protect face and eyes from chemical fumes.
o Laboratory coat: Is used to protect personal clothes and skin from corrosive chemicals
and general contamination.
 Safety measures in handling specimen preservatives
o Chemical preservation: this is preservation by using different categories of chemicals
depending on the investigation and or type of specimen as follows:
 In haematological specimens anticoagulants such as Ethylene Diamine Tetraacetic
Acid, Heparin, and Ammonium Oxalate are used to preserve whole blood (cell
morphology).
 In serology Sodium Azide is used to preserve serum.
 In Clinical chemistry Sodium Fluoride, Heparin is used to preserve whole blood.
 Safety measures in handling specimen preservatives
o Most specimen preservatives are poisonous, corrosive, and irritant; therefore safety
measures have to be instituted while handling them. Measures which have to be
employed included:
 Air Extractor hood: is used when handling volatile and irritant chemicals such as formalin
in preparation of formal saline or when dealing with fixed specimens. Gloves: Are used to
avoid corrosive or any chemical preservatives.
 Masks and Goggles: Are used to protect face and eyes from chemical fumes.
 Laboratory coat: Is used to protect personal clothes and skin from corrosive chemicals and
general contamination.

 Define terms: dry freezing, preservation and fixation.
 Mention: Safety measures in handling specimen preservatives
References:
Learning;
Communication Ltd;

Laboratory Safety and Waste Management

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Laboratory Safety and Waste Management

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MODULE CODE MLT04103:

LABORATORY SAFETY AND

Total Session Time: 120 minutes

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 4: Controlling Workplace Contamination (25 minutes)

Step 5: Disinfectants and Antiseptics (15 minutes)

Concentrated bleach solution

 Lysol® is a commercially prepared disinfectant containing phenols.

Phenol containing Disinfectant

 A simple hand-washing antiseptic is made by 2% bleach solution.

Step 6: Preparation of Antiseptics and Disinfectants (25 minutes)

Measuring cylinder Conical Flask

Step 7: Application of Antiseptics and Disinfectants (15 minutes)

Source: ASCP Safety Management

 Procedure: Antiseptic Hand washing:

Step 8: Key Point (5 minutes)

Total Session Time: 300 minutes

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 3: Observe Types of Contamination (60 minutes)

Step 5: Observe Preparation of Disinfectants and Antiseptics (80 minutes)

Step 6: Observe Decontamination with Antiseptics and Disinfectants (80 minutes)

Step 7: Evaluation Follow up to Clinical Practical (60 minutes)

Total Session Time: 120 minutes

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 4: List Protective Gear (15 minutes)

Laboratory Coat, Gloves,

Source: ASCP Management Module

Step 5: Description of Protective Gears (45 minutes)

Wearing laboratory coat, eye goggles

Source: ASCP Safety Management Module

Source: GAP Safety Module

Step 6: Application of Protective Gear (30 minutes)

Step 7: Key Point (5 minutes)

Total Session Time: 120 minutes

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 3: Apply personal protective gear (5 minutes)

Step 5: Evaluation of Clinical Practice (60 minutes)

Total Session Time: 240 minutes

* This session may carry-over to another day.

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 3: Fourteen General Safety Rules (30 minutes)

Step 4: Importance of Safety Rules (50 minutes)

Step 5: International Safety Symbols (20 minutes)

Step 8: Key Point (5 minutes)

Step 9: Evaluation (20 minutes)

Total Session Time: 120 minutes

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 3: Observation of Fourteen General Safety Rules (60 minutes)

Name of Clinical Supervisor:____________________________________________

Step 4: Evaluation of Clinical Practice (60 minutes)

Total Session Time: 120 minutes

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 3: List the five laboratory hazards (15 minutes)

Step 4: List of Hazard Sources (25 minutes)

Step 5 Sources for five types of hazards: (60 minutes)

Step 6: Key Points (5 minutes)

Step 7: Evaluation (10 minutes)

Total Session Time: 120 minutes

Step 1: Presentation of Session Title and Learning Objectives (5 minutes)

Step 3: List Control Measures for Hazards (30 minutes)

Step 4: Categories of Control Measures of Laboratory Hazards (30 minutes)

Prohibit mouth pipetting

Step 5: Description of Control Measures (Minutes)

Source: ASCP Safety Management