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Outline for Training Staff Assisting Students with Medical Needs

Outline for Training Staff Assisting Students with Medical Needs. I. Job issues of this group of students require awareness and some understanding of the medical needs and health conditions the students may have.

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Outline for Training Staff Assisting Students with Medical Needs

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  1. Outline for Training Staff Assisting Students with Medical Needs

  2. I. Job issues of this group of students require awareness and some understanding of the medical needs and health conditions the students may have • A. Health conditions of the child require observation and knowing when assistance and sometimes emergency care is needed. • B. Health conditions and illnesses of some of the children require understanding of how infection is spread and how to avoid it

  3. II. Common health conditions among special needs population • A. Seizures • 1. Learn from parent or teacher what the child’s seizure looks like • B. Breathing Problems • 1. Child may have increased nose/mouth secretions from his disease or from a simple cold • 2. Child may need routine suctioning, may just have a cold and need to go home or receive medication – teacher and/or nurse need to know • 3. Secretions, toys or food may block airway in the throat or windpipe

  4. Signs of Blocked Airway • Stops eating • Wide eyed look; stares; panicked look • May grab throat • May run away, into restroom – follow the child • Bluish lips, face may turn red or purple as he gets less oxygen

  5. What to do • Call for help – “I need help! I think John is chocking!” • Know Heimlich maneuver – it works on any object blocking the airway • If student is not breathing well, call 9-1-1 and begin any rescue treatment needed

  6. II. Common health conditions among special needs population • C. Diabetes • 1. There may be a diabetic student you take care of with potential for high blood sugar or low blood sugar emergencies

  7. III. Infection • A. Avoid spreading infection • B. Methods of transfer • 1. Saliva, urine, blood • 2. Viruses and bacteria are in the air, in body fluids, on door knobs, tables, toys, pencils, used tissues, computer keyboards, telephone receivers, etc… • 3. Viruses and bacteria on your hands may be transferred to you when you touch your eyes, nose, and mouth • 4. Viruses and bacteria on you hands (after blowing your nose, eating, toileting, or working with a student) may be transferred to objects or to another student when you work with him.

  8. III. Infection • C. A good thought to remember : • If it’s wet and not yours, DON’T TOUCH IT! • D. Keep hands clean • 1. Hand washing – remember to turn off water with a paper towel • 2. Alcohol gel disinfectant (when hand washing is not possible) • 3. Gloves (carry a spare pair in pocket) • 4. Colds, impetigo, ringworm, staph infections (MRSA), diarrhea, stomach flu, and illnesses can be limited by good hand hygiene • 5. You many no know if a staff member or a student is ill; but you can protect yourself and others by remembering how germs are spread and using good hand hygiene

  9. IV. Safety • A. Avoid leaving any student alone • B. Familiarize yourself wit wheelchair restraints and keep fastened on child at all times unless instructed otherwise • C. When helping to load wheelchairs on bus lifts, put brakes on, hold the side of the wheelchair until student is wheeled inside the bus • D. When lifting, use technique which will protect your back muscles from strain • E. Your know your students well – report to the teacher and/or nurse if you observe anything different which may mean the student is ill or having other problems and don’t hesitate to call for assistance in an emergency

  10. V. Emergency Procedure 9-1-1 • A. In school – be familiar with your classroom’s and school’s emergency plan • B. Emergency information – know where it is kept in case you are asked to get it for paramedics • C. Know if emergency equipment is available and where it is kept in case you are asked to get it (ask teacher, principal, or nurse for location of AED) • D. If possible, know CPR and how to use a heart defibrillator (AED) and simple first aid • E. Be familiar with plans for fire, storm, lock down and disaster.

  11. VI. Confidentiality • A. Need to know – Your job determines what you need to know about a student’s medical condition (i.e. you probably will know more about him than the building custodian does because he doesn’t need to know) • B. Need to keep knowledge private • 1. What you do know about a child’s condition should be talked about only when it is to help the child, and only with others who also work with and/or know the child • 2. This protects the child and his family, and avoids confusion, misunderstandings, and misjudgments

  12. What to do in Case of a Seizure • A. Six Easy Steps: • 1. Turn them on their side • 2. Put something soft and flat under their head • 3. Remove their glasses • 4. Loosen tight clothing • 5. Stay until they are fully conscious again • 6. Be calm and reassuring

  13. What to do in Case of a Seizure • Remember, • Do NOT put anything in their mouth • Do NOT restrain them • Do NOT give food or drink until seizure ends

  14. What to do in Case of a Seizure • When to call an ambulance: • There is no medical alert tag and you don’t know if the person has epilepsy • The seizure lasts longer than 5 minutes • The person has two or more seizures in a row • The person does not breathe normally after the seizure stops • There are obvious injuries • The person is pregnant or has diabetes • The seizure occurs in water

  15. Hyperglycemia • Definition • A high blood sugar. An elevated level specifically of the sugar glucose in the blood • Signs • Symptoms include polydipsia (a great thirst), Polyuria (frequent urination), and dry mouth

  16. Insulin Reaction Symptoms • Mild • Hunger • Warmness • Moderate • Sweating • Trembling • Anxiety • High heart rate, pounding heart • Headache • Severe • Dizziness • Confusion • Difficulty concentrating • Hyperactive, bizarre or psychotic behavior • Unconsciousness • Tremors, seizures • Signs suggesting stroke such as one sided weakness and slurred speech

  17. Glove and Hand WashingTips for Safety • Wear gloves while handling any body fluids, including diapers, drool, nasal drainage, blood, or vomit • Take time to put gloves on for your safety and the safety of others • Use gloves then was hands when: • Feeding students • Suctioning • Wiping a child’s nose • Handling vomit, drool, or blood • Wash hands: • Before and after going to the bathroom • After wiping or blowing your own nose • After cleaning a changing table • At the beginning and end of your work day

  18. Safe Lifting Procedure • B Be Prepared • A Feet Apart • C Chin Up • K Knees Bent • B Back Bowed In • O Object Close • N Never Twist • E Exhale

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