Particpate in whs processes recap wks 2 13

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  • 1. Participate in WHS processes
  • 2. AREAS (ELEMENTS) COVERED • 1. Support others in working safely; • 2. Contribute to WHS participative processes; • 3. Contribute to WHS participative processes; • 4. Contribute to hazard identification, WHS risk assessment and risk control activities. • 5. Participate in the control of emergency situations.
  • 3. • Section 1 Weeks 2 – 7 Plan and conduct work safely
  • 4. Work Health and Safety Act 2011 No 10 Week 2 25th July • On January 2012 new Work Health and Safety (WHS) laws replaced the Occupational Health and Safety (OHS) laws of 2000 in NSW. • Every industry – including community based organisations i.e children's services - must incorporate the WHS legislation and regulation into their workplace code of practice.
  • 5. Hazard identification and management Week 3 1/8/2013 What is a risk? What is a hazard?
  • 6. What is a hazard? The Work Health and Safety Regulation of 2011 defines a hazard as 'anything (including work practices and procedures) that has the potential to harm the health or safety of a person'.
  • 7. What is a risk? In relation to any hazard, means the probability and consequence of injury, illness or damage resulting from exposure to a hazard.
  • 8. Hazards arise from.... • The work environment • The use of machinery and substances • Poor work design • Inappropriate systems and procedures
  • 9. Before commencing any new task it is very important to make an assessment of the task, the available equipment and the available personnel and to ensure that a plan of action is implemented that is safe and effective. Planning an activity before carrying it through is part of 'best practice' in any industry.
  • 10. 5 Broad areas of hazards These include : (physical/ergonomic covered wk 3) (chemical, biological, mechanical and psychological covered wk 4) • Physical (including ergonomic) e.g noise, radiation, light, vibration • Chemical e.g. poisons, dust • Biological e.g. viruses, plants, parasites • Mechanical/electrical e.g slips, trips and falls, tools, electrical equipment • Psychological e.g. fatigue, violence,
  • 11. Physical/Environmental hazards What would be defined as a hazard in a children's centre? • Computer desk and chair at an inappropriate height; • Insufficient lighting; • Air quality i.e. lack of fresh air/ventilation • Lack of fresh air from outdoor play
  • 12. Ergonomic hazards • Ergonomic hazards are those related to the physical workplace tasks that workers are required to perform e.g. lifting, carrying, data entry, putting away equipment, emptying bins, sweeping floors • What would be a main hazard within a children's centre that relates to lifting?
  • 13. 5 Broad areas of hazards Week 4 8/8/2013 These include: • Physical e.g noise, radiation, light, vibration • Chemical e.g. poisons, dust • Biological e.g. viruses, plants, parasites • Mechanical/electrical e.g slips, trips and falls, tools, electrical equipment • Psychological e.g. fatigue, violence, bullying.
  • 14. Chemical hazards • Chemical hazards must be stored safely and out or reach of children in a high, locked and labelled cupboard. Chemicals should be labelled - listing their contents, potential risk to health, precautions, first aid and expiry.
  • 15. Material safety data sheets (MSDS) • Material Safety Data Sheets are a way of conveying health and safety information to users of chemicals in the workplace. Under the Work Health and Safety Regulations 2011, manufacturers and importers have an obligation to prepare MSDS for chemicals as hazardous substances or dangerous goods and must pass this information on to persons using those chemicals at work. • For those chemicals used in your place of work the appropriate MSDS must be readily available and in close proximity to the place the
  • 16. Biological/Chemical Hazards Our bodies come into contact with many different germs every day. Health hazards arise from - * Poor hygiene techniques * Dealing with body fluids * Lack of protective clothing such as gloves * Lack of hand washing facilities * Poor ventilation * Poor cleaning
  • 17. Electrical or mechanical hazards • Electrical hazards All electrical circuitry or appliances must be checked, fitted and maintained by properly qualified electricians. Equipment must be checked and tagged at least every twelve months with some equipment required to be tagged and checked more frequently, usually every six months. • In workplaces where children attend, or may visit, all power points must have safety plugs inserted, ensuring there is no access to the electrical circuitry. • National Quality Standards, Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury'.
  • 18. Pyschological hazards • Psychological hazards include stress, violence, discrimination and aggression. These hazards are less easy to predict and more difficult to control. The violent/aggressive staff member, client or visitor and the busy, understaffed, workplace often arise with little warning. Stressful events can be increased by lack of training, lack of supervision, lack of staff support and staff liaison.
  • 19. Psychological hazards (cont) • Workplace stress is a potential hazard in all workplaces although some are more susceptible than others due to • The fluctuating workload, • The demanding nature of the clients, and the • Unpredictability of the work
  • 20. Week 5 - August 15th 2013 What to do about hazards Hazard identification and management Risk assessment and management
  • 21. WHAT TO DO ABOUT HAZARDS Depending on your role in an organisation and your training, there may be varying expectations from your employer or management with regard to your level and within your scope of practice.
  • 22. Regardless of what role you play in your workplace, it is still your responsibility to - – Identify – Assess and – Control workplace safety hazards.
  • 23. HAZARD IDENTIFICATION AND MANAGEMENT It is important for workers to be aware of hazards. The work health and safety committee (or co-worker who is the centre representative) may recommend hazard specific training.
  • 24. WHAT TO DO ABOUT HAZARDS Hazard management plans can be developed after hazards have been identified e.g. a physical management plan. Hazard identification, risk assessment, and elimination (so far as is reasonable practice) - or control, offer the best opportunity for reducing workplace injury or illness.
  • 25. RISK ASSESSMENT AND MANAGEMENT In any organisation there is a protocol to be followed when a worker wishes to raise a WHS issue. Initially the immediate supervisor needs to be approached. Depending on the issue, the supervisor may * Request that the query is put in writing * That the staff member writes it on a hazard/incident form. -
  • 26. Once the issue has been raised, the following steps apply 1) Once advised, the PCBU (director) will direct it to the Work Health and Safety representative/committee member. 2) A consultation will be held to manage the issue. 3) The worker may be asked to write about the hazard on a form e.g hazard/incident
  • 27. RISK ASSESSMENT • Is necessary to prevent accidents and to maintain workplace safety. • Assessing for risks is not something that we do automatically – we need to make a conscious effort to assess for risks. • There may be a checklist that we need to complete to ensure safety for all (e.g Week 3 outdoor).
  • 28. ANOTHER CHECKLIST: When changing a nappy – ensure that... • The table is set up to ensure minimal • • • lifting and twisting (stairs that pull out of the cupboard and lead to the change table – for heavier toddlers); There is adequate PPE and supplies for the change; The infant understands what we are going to do before we pick them up; There are no obstacles in our way.
  • 29. If the worker feels that hazards are not dealt with appropriately and adequately through available channels in the workplace, the matter can be reported to WorkCover NSW for further investigation.
  • 30. Week 6 22nd August 2013 * Steps towards hazard management * Assessing risks and prioritising
  • 31. STEPS TOWARDS HAZARD MANAGEMENT 1. 2. 3. 4. 5. 6. Identify the hazard Assess the risk Initiate immediate control Communicate and report Repair/control the hazard Review
  • 32. IDENTIFY THE HAZARD • Checking for hazards must be done regularly and routinely; • In a service which has high client/staff numbers it should be done before the service opens; • These checks should be documented and signed off;
  • 33. IDENTIFY THE HAZARD (CONT) • Most services will have a room by room checklist/ or a central checklist area; • Regular checks ensure hazards are identified quickly; • Staff develop habitual hazard checking skills.
  • 34. ASSESS THE RISK • Once identified the hazard MUST be assessed for its potential to cause injury or illness; • The Hazpack kit from Workcover uses a matrix to assist in risk assessment. The number reflects the importance of each hazard i.e. ranking 1 is the highest priority.
  • 35. INITIATE IMMEDIATE CONTROL When you identify a hazard, and have assessed it as a priority, do something immediately to reduce or control that hazard. ….. I.E. WARNING SIGNS AND CONTAINMENT MEASURES
  • 36. COMMUNICATE AND REPORT • The employer/manager is ultimatly responsible for WHS in the workplace. • ANY significant hazard/risk must be reported immediately. • When a hazard is identifed – those at risk must be warned. • A written report or documentation is necessary if the hazard is significant or has caused any
  • 37. REPAIR AND CONTROL THE DAMAGE • The nature of the hazard will depend on the method of control and repair. • Usually the WHS rep or manager will co-ordinate this process • There should be a list of contractors on the office wall – should the need arise to contact them i.e. plumber/electrician/roof
  • 38. Week 7 - August 29th 2013 Personal and professional workplace hazards Training package Pp 45 -50
  • 39. Workplace harassment Workplace harassment is where a person is subjected to behaviour, other than sexual harassment that: 1. is repeated, unwelcome and unsolicited; 2. the person considers to be offensive, intimidating, humiliating ,threatening; 3. a reasonable person would consider it to be offensive humiliating, intimidating or threatening.
  • 40. What would a children's service have in place for it's employees to ensure workplace harassment is contained or dealt with?
  • 41. STRESS • In most instances workplace stress arises from general day to day workplace issues. • Stress usually has a slow and insidious onset. • It is difficult to manage and difficult to alleviate. • Stress is not a disease but a disturbance to your psychological health which often is shown in your attitude, mental function and physical health.
  • 42. STRESS • Stress is harmful to both mind and body. • How a person reacts to stress can be dependant upon each individual and their support system. • If there are sufficient and effective counselling provisions or family and peer support, then stress is often managed better. • WHY?
  • 43. STRESS • If there have been previous stressful events, stress has not been recognised early or there are multiple issues involved, then stressful events are not easy to manage. What causes one person great stress may not trouble another.
  • 44. STRESS What factors would create stress in a children's services workplace?
  • 45. STRESS • • • • • • • Extremely busy and turbulent work. A high ratio of inexperienced staff. Under qualified staff. High turnover of staff. Too many demands. Extremely monotonous work. Every workplace can have this from time to time – so stress can arise in any job at any time.
  • 46. BULLYING • Bullying at work is a problem that is only just beginning to be recognised as one of the main causes of workplace stress.
  • 47. BULLYING • A bully is a person who uses strength or power to coerce others by fear. • Workplace bullying exists in various forms. • It involves behaviour that intimidates, degrades or humiliates a worker – sometimes in front of others. • Sometimes the behaviour is subtle and not easily observed by others...i.e. Put downs, aggression, poorly managed conflict, opinions or personality clashes.
  • 48. STEPS TO DEAL WITH STRESS • • • • Identify what stresses you. Identify your reaction to stress. Identify what you can use or do to reduce stress. Manage your stress, control the situation DON'T LET IT CONTROL YOU!. • Be aware of other's stress. • OVERACTIVE. • IN ANY JOB YOU WILL NEED TO BE ABLE TO MANAGE YOUR STRESS.
  • 49. Section 2 Weeks 8 – 11 Supporting others in working safely
  • 50. Week 8 th September 5 2013 Contributing to WHS in the workplace Worker/PCBU responsibilities and contribution WHS maintenance by workers Maintenance of WHS training Health and safety representatives Health and safety committees Training package Pp 54 - 58
  • 51. Worker/PCBU responsibilities and contribution The Work Health and Safety Act 2011 is important as it sets out responsibilities for everyone in the workplace. Under the act the main duty of the Person Conducting a Business or Undertaking (PCBU) is to provide a safe and healthy workplace for workers or other persons. To achieve this the PCBU must ensure a • Safe systems or work • Safe work environment • Accommodation for workers, if provided, is appropriate • Safe use of plant, structures and substances
  • 52. Worker/PCBU responsibilities and contribution • Facilities for the welfare of workers are adequate • Notification and recording of workplace incidents • Adequate information, training, instruction and supervision is given • Compliance with the requirements under the work place and safety regulation • Effective systems are in place for monitoring the health of workers and workplace conditions (Workcover 2012)
  • 53. WHS maintenance by workers • It is imperative that in any workplace, in any industry and organisation each worker is proactive in maintaining a clear, clean and tidy work area. Prevention of accident, injury and illness in the workplace involves a commitment from the management, the unions and workers. It cannot be effective unless everyone fully participates. • It is the responsibility of each worker to maintain the equipment that they use and to notify any malfunction to a supervisor.
  • 54. WHS maintenance by workers • Equipment must be kept clean and must be stored in the correct area as soon as possible after use. • Exits must be clearly marked and must not be blocked by equipment or rubbish. • Rubbish should be cleared away regularly. • Staff must participate regularly in training provided regarding WH&S.
  • 55. Consultation activities • Attending meetings • Completing surveys • Receiving feedback from management about issues raised at meetings/daily work/through surveys • The consultation process MUST acknowledge the opinions of everyone • Consultation can be achieved through 1) Health and safety representatives, and 2) Health and safety committees.
  • 56. Health and safety representatives Their role is to facilitate the flow of information about health and safety between the PCBU and the workers by • Representing workers relating to WHS matters • Monitor WHS actions taken by the PCBU • Investigate WHS complaints from workers • Investigate possible hazards/risks in the workplace.
  • 57. Health and safety committees Health and safety committees bring together workers and management to assist the development and review of health and safety policies and procedures for the workplace by, • Encouraging co-operation between the parties listed above • Assist in developing standards, rules and procedures relative to health and safety (WorkCover 2012).
  • 58. Week 9 th September 12 2013 The role of the WorkCover Authority of NSW Training package Pp 59 - 65
  • 59. The WorkCover Authority of NSW The WorkCover Authority of NSW manages workplace safety, injury management and workers compensation systems. It is responsible for ensuring compliance with Work Health and Safety legislation and ensures that worker compensation and rehabilitation procedures are carried out correctly.
  • 60. The WorkCover Authority of NSW The WorkCover Authority: • Promotes the prevention of injury and diseases at the workplace and the development of healthy and safe workplaces • Promotes the prompt, efficient and effective management of injuries to people at work
  • 61. The WorkCover Authority of NSW The WorkCover Authority: (cont) • Ensures the efficient operation of workers compensation insurance arrangements • Ensures the appropriate co-ordination of arrangements for the administration of schemes to which the workers compensation legislation or the work health and safety legislation relates to.
  • 62. The WorkCover Authority of NSW WorkCover inspectors have the power to : • Inspect the workplace to ascertain compliance with the Work Health and Safety Act • Issue notices and fines.
  • 63. Grievances Most conflicts are resolved with effective consultation between management and workers. There are times, however, when WHS disputes between workers and employees will arise and will be difficult to resolve. They may take some time and a measure of compromise to find a solution. • On occasion, mediators are necessary to give an impartial judgement on the situation. Any complaints need to be dealt with in an open, fair and effective manner. All complaints should be regarded seriously, documented and dealt with either formally or informally.
  • 64. Training • • • • • • All new employees should undergo WHS training. This includes: All workplace health and safety procedures. Reporting of hazards to management. Manual handling training. Recording and documenting accident and incident information. Where and how to access further WHS information. Workers compensation issues and claims.
  • 65. Standard operating procedures Also known as Safe Work Procedures and Work Method Statements, standard operating procedures outline the PPE (personal protective equipment) required for • The task at hand • The correct sequence of steps • The potential hazards or risks that could be encountered at each step • How to do it – the actual operating procedure.
  • 66. Designated persons and hierarchy of control WHS legislation requires that hazards and risks be controlled in a systematic manner. • If it is NOT practical to eliminate the risks, then the risk needs to be reduced using control measures. • Substitution • Isolation • Engineering controls • Administrative controls • PPE • Refer to Hierarchy of Hazard/Control Chart (p63)
  • 67. Week 10 and Week 11 September 19th and October 10th 2013 SECTION 1 Manual handling Steps to safe lifting Safe bending/stretching/standing Carrying children SECTION 2 Infection control and illness Cleaning/Teaching/Planning Contaminated waste control Exposure to biological hazards PPE North Coast TAFE CHCO8 Community Services Training Package HLTWHS300A Learner Guide Version 1 Pp 65 - 81
  • 68. MANUAL HANDLING • • • • • Manual handling means physically forceful movement that ultimately requires the use of your back: Lifting Pushing Reaching Pulling and Carrying. If these are not performed safely and correctly they can cause a range of damage to your back/spine.
  • 69. MANUAL HANDLING • Damage to your back can cause headaches, neck, shoulder, lower back and leg pain. If nerve damage occurs then often there is tingling, loss of sensation or numbness. • Any damage done can be extremely painful, takes a long time to improve and has a nasty habit of reoccurring. You have only one spine and in some cases damage done cannot be fully repaired. • Therefore it is extremely important that you take great care of your back.
  • 70. LIFTING Lifting may include • Picking up toys • Helping a person up from a chair • Picking up a baby, toddler or preschool aged child. • It does not matter how heavy the object – what is important is that when you are lifting it must be done in the correct manner.
  • 71. LIFTING • The best way to avoid a lifting injury is to avoid lifting where ever possible. • If an object can be wheeled, left in place or dealt with without it being moved – it is preferable.
  • 72. STEPS TO SAFE LIFTING BEFORE YOU LIFT • 1)Assess the weight – if the object is too heavy or awkward do not try and move it on your own • 2)Communicate your lift – if you are lifting a child, let them know you are doing so. If you are attempting to lift an object, let those around you know so they can stay out of your way. If you are lifting with an assistant, the co-ordination and planning requires you to communicate together. • 3)Get close to what you are lifting. Place it as close as possible to your body. Do not stretch or reach.
  • 73. STEPS TO SAFE LIFTING DURING THE LIFT • 1) Bend your knees – the strongest muscles in your body should be used for lifting. This is not your back, but your leg, buttocks and stomach muscles. By bending your knees and bracing/tightening these muscles, stress is placed on these and NOT your back. • 2) Keep your back straight • 3) Collect and keep the load close - when you are lifting and carrying it is important to keep the load as close as possible to your body. This ensures you are using the correct muscles.
  • 74. STEPS TO SAFE LIFTING DURING THE LIFT • 4) Never ever twist when you carry. Use your feet to change direction. • 5) Lift for as short a time as possible.
  • 75. STEPS TO SAFE LIFTING AFTER THE LIFT • Put the load down carefully. The replacement of the object is just as important as the lift. So, to lower an object - reverse the safe lifting procedure. • 1) Communicate. • 2) Bend your knees. • 3) Keep your back straight. • 4) Keep the load close to your body. Until you reach as near as possible to it's final destination.
  • 76. STEPS TO SAFE LIFTING Do not carry things when you do not need to. Carry them (if necessary) the shortest, safest distance. If it is a large or awkward object, lift in small stages. Avoid lifting for long periods and over large distances.
  • 77. THE TEAM LIFT • The same rules for a team lift apply (as above). However, there are a few extra precautions when lifting large and difficult objects. • A larger and heavier load requires the area that it is moving - to and from – to be clear of any hazards. • Hazards include TRIP HAZARDS such as small children, rugs, toys etc and SNAG HAZARDS such as table edges or doorways.
  • 78. THE TEAM LIFT • The lift needs to be planned ahead, with room to maneuver and the pathways cleared. • Communication is obviously extremely important. The person who has the best view will take charge of the lift. Usually this is the person moving in the forward direction. • This person will count (usually to 3) to pick up and put down the load and will take steps to communicate the action necessary in order to prevent accidents.
  • 79. THE TEAM LIFT ALWAYS try to lift with someone who is roughly the same height. If one handler is vastly taller than the other then the smaller person will end up taking the majority of the load. • There is also less chance of twisting if you are both heading in the same direction. • The use of a side step motion is more stable than one person walking backwards.
  • 80. SAFE BENDING AND STRETCHING • All objects that you are required to lift MUST BE WITHIN CORRECT REACHING RANGE. • The reach of each person is different, so the safe reach range is different for everyone.
  • 81. SAFE BENDING AND STRETCHING • All surfaces that you work on, or at, should be around the average hip height. There should also be ways to adjust this height – if necessary – using step ladders/small foot stools etc • Shelving and storage – items used frequently should always be stored at waist level. Why? • 1) It assists you when you are in a hurry and do not take the time to get steps. You can collect the item without dropping or damaging it. • 2) It makes the working process faster and more efficient.
  • 82. SAFE BENDINGSTORAGE SAFE AND STRETCHING • Light, infrequently used items should be housed on the top shelves, and heavy, infrequently used items should be ideally housed on the bottom shelves.
  • 83. SAFE BENDING AND STRETCHING SAFE STANDING • Standing for long periods can also affect your back. • It is important to move around and if standing, ensure your knees are slightly bent and that you keep your leg, stomach and buttock muscles braced for strength. Some ways to assist are: • Using a stool to lean on and have your weight supported; • Have a foot rest to enable shifting of your posture; • Have breaks so you can sit.
  • 84. CARRYING CHILDREN • Always carry children with care and for short distances only. • You should never carry children on hips as it twists the spine. • Always ensure children are well supported by placing one hand under their buttocks and one hand behind their back.
  • 85. OTHER HAZARDS • SLIPPING AND FALLING. To avoid accidents always: • 1. Clear high pedestrian areas such as doorways, stairs and areas where people stand and work so there are no trip hazards;
  • 86. OTHER HAZARDS • 2. Use signage on moveable equipment to indicate how many staff are required to lift e.g 2 people for a table; • 3. Dry wet floors as soon as possible and ensure hazard signs and/or barriers are put in place immediately.
  • 87. SECTION 2 Infection control and illness Cleaning/Teaching/Planning Contaminated waste control Exposure to biological hazards PPE
  • 88. INFECTION CONTROL AND ILLNESS To prevent germ spread and maintain a safe environment the service MUST ensure the following areas are attended to:  Cleaning – this refers to your personal hygiene, the washing of all hands and all areas, equipment, and surfaces in the service.  Teaching – this includes teaching staff and clients and providing information, posters and notices to encourage good hygiene practices.
  • 89. INFECTION CONTROL AND ILLNESS  Exclusion – Exclusion means that all staff, clients and visitors with infections must stay away from the service till they are better and all who attend the service should be immunised.  Planning – Planning includes a good layout of the service, the separation of areas of high contamination such as toilets away from food preparation areas and areas accessed by small, ill or elderly clients. Ensuring sufficient staff numbers will ensure good hygiene practices occur.
  • 90. CLEANING This includes personal hygiene, cleaning of body fluid spills, using specific cloths to avoid cross contamination between areas and routine cleaning of the service.  Good personal hygiene will not only reduce the chances of you spreading infection but also reduces the chances of you catching one!
  • 91. PERSONAL HYGIENE PRACTICES This should have included  Hand washing Wearing of clean clothing Showering daily Care of skin abrasions or cuts Clean nails and hair.
  • 92. WASHING HANDS Hand washing is the primary means of reducing the risk of spreading germ infection. It is important that you wash your hands frequently and thoroughly. Hands should be washed BEFORE you touch anything that might be susceptible to infection such as food, small babies, wounds etc. Hands should be washed AFTER you touch anything that may contain germs, such as body fluids, cleaning fluids, cleaning agents, dirty laundry etc
  • 93. GLOVES You need to wear gloves when your hands come into contact with bodily fluids; For example nose wiping; Cleaning up a spill; Dealing with blood; Changing soiled sheets. ALWAYS REMEMBER TO WASH YOUR HANDS AFTER WEARING GLOVES.
  • 94. WASHING HANDS AND GLOVES Using your iPads, look up the book listed below Staying Healthy in Child Care 5th edition – PART 3 Personal Hygiene – in particular 3.1.1 Pp 41 to 43 And read first before we practice!  1 HOW TO WASH HANDS WITH SOAP AND WATER  2 HOW TO WASH HANDS WITH AN ALCOHOL BASED HAND RUB  3 DISPOSABLE GLOVES
  • 95. CLEANING CLEANING OF THE SERVICE THOROUGHLY WILL ALSO REDUCE INFECTION.  This should be done regularly and as a matter of routine, on a daily/weekly basis.  Particularly when an infection has occurred or, A body spill has happened. Each service will have their own cleaning routine and specific agents to use.
  • 96. CLEANING REMEMBER ALWAYS KEEP CLEANING AGENTS IN AN ADULT HEIGHT LOCKED CUPBOARD AND MINIMISE THE USE OF HARMFUL PRODUCTS WHEN CHILDREN ARE PRESENT.
  • 97. TEACHING Services should provide information in the form of posters, videos and leaflets etc to both parents and staff to assist with teaching an increased awareness for infection control measures, as well as disease prevention. If a transmittable disease occurs in a service, then the staff and clients attending need to be made aware of that disease, its mode of transmission and symptoms.
  • 98. EXCLUSION POLICY In any workplace with a volume of persons, either staff or clients, diseases will inevitably be spread by air, touch or body fluid contact. Those who are unwell particularly at the onset of any illness, should remain at home. Those who have been infected must comply with the exclusion policy of the service and remain at home until the disease is deemed non-infectious. The public health office must be informed if a notifiable disease occurs. They will give advice about exclusion/isolation requirements.
  • 99. PLANNING All services need to plan for infection control measures, as well as for manual handling, safety and stress reduction. For infection control, this includes situating all areas of high micro-organism activities such as toilets, waste bins, laundry or sick bays away from kitchens, areas where the elderly, very young or immune deficient attend or where any medical procedures are taking place. Information about immunisation/infectious diseases/exclusion periods/notifiable diseases can be found at www.health.nsw.gov.au
  • 100. CONTAMINATED WASTE DISPOSAL Any biological hazards must be treated with extreme care. Biological hazards include:  Body fluids  Needles and syringes  Dressings and bandages  Nappies and soiled linen
  • 101. CONTAMINATED WASTE DISPOSAL All bins and buckets for contaminated waste purposes should be specifically marked with biohazard symbols, kept sealed and away from all persons/clients. Bags used must be strong, leak-proof and NEVER over filled. Gloves must be provided and used when dealing with such waste. These containers require particular care when using and storing.
  • 102. CONTAMINATED WASTE DISPOSAL Sharps must be placed in designated containers. Theses containers require particular care when using & storing. Sharps include razors, syringes, needles etc. These must be in sealed, strong, leak-proof containers with hazard symbols apparent to all. Do not overfill these containers or put hands inside the container when disposing of sharps.
  • 103. EXPOSURE TO BIOLOGICAL HAZARDS If you are exposed to a biological hazard, the following steps should be taken:  If a puncture wound, wash under running water; If bleeding allow free flow of blood;  If eye splash, rinse under flowing water;  Remove any contaminated clothing;  Inform the director/manager;  Complete an incident form;  Seek medical advice.
  • 104. PERSONAL PROTECTIVE CLOTHING These PPE would include  Sunscreen;  Protective eye glasses/goggles;  Gowns;  Masks;  Plastic aprons;  Helmets;  Ear muffs/plugs;  Reflective wear.
  • 105. PERSONAL PROTECTIVE CLOTHING Section 4 of the NSW Work, Health and Safety Regulation 2011 refers to the provision of workers and use of Personal Protective Equipment (PPE). Where the health and safety of the staff is at risk, all staff must be provided with adequate and sufficient PPE. The equipment must be well stored, maintained and marked so it can be located by all. Staff must be trained in its use and its limitations. The PPE must reflect the activities of the service.
  • 106. Week 12 October 17th 2013 PARTICIPATE IN THE CONTROL OF EMERGENCY SITUATIONS Defining an emergency and an evacuation Reviewing fire/emergency equipment In the event of a fire – procedure  Chemical dangers First aid equipment Human threats Evacuations and lock downs North Coast TAFE CHCO8 Community Services Training Package HLTWHS300A Learner Guide Version 1 Pp 82 - 99
  • 107. DEFINING AN EMERGENCY AND EVACUATION There are many types of emergencies that can happen both inside and outside the workplace: Fire; Explosion; Gas leak; Bomb threat; Chemical spill; Flood; Human threat. Although rare–these occurrences MUST be planned for.
  • 108. FIRE AND EVACUATION Fire can occur in all environments – internal or external; a kitchen fire; electrical fire; explosion or a bushfire. The 3 requirements for a fire to start are Ignition source – heat, flames, sparks; Fuel – solid, liquid or gas; Oxygen – air or chemical reactions.
  • 109. FIRE AND EVACUATION Good fire prevention measures are the main reason that fires in the workplace are rare events. All persons in the workplace are responsible for ensuring all fire prevention measures are followed and fire hazards are spotted and removed. NSW WorkCover legislation states that the employer of a service must ensure that: 1) The evacuation procedure is safe, rapid and effective; 2) Emergency communication and first aid equipment is sufficient and available; 3) Evacuation arrangements are displayed and practiced (and documented). 4) An evacuation co-ordinator is appointed.
  • 110. FIRE AND EVACUATION As an employee of the service, you are responsible for understanding and following all of the emergency procedures. All new staff should be given information about 1) The location of extinguishers, hoses, blankets and fire exits; 2) Where the evacuation point is; 3) Where the first aid kit is located. You will be required to take part in any practice evacuation and know how and what fire fighting equipment to use in case of an emergency.
  • 111. FIRE AND EVACUATION For those students working or volunteering at a service, are you aware of emergency exits, fire equipment, evacuation procedures, first aid kit locations and assembly points?
  • 112. FIRE AND EVACUATION ACTIVITY 2 Using your iPads – students are to look up a children's service website to view a policy and procedure that relates to emergency evacuations. Discuss.
  • 113. FIRE AND EVACUATION FIRE EQUIPMENT The dry powder fire extinguisher is very effective on flammable liquids, electrical fires and gases A fire blanket covers a fire to cut supply of oxygen or can be used to wrap a person whose clothes are on fire. CO2 fire extinguisher– for computer/electrical fires http://www.kingfire.com.au/
  • 114. CHEMICAL DANGERS If chemicals/hazardous substances used in a service are stored or used improperly they pose both a potential health and safety hazard. Before using an agent read the label for directions, safety precautions and wear gloves.
  • 115. CHEMICAL DANGERS CHEMICAL PRODUCT LABELS MUST SHOW: Name of product Directions for use List of ingredients Expiry date Hazards of use First aid directions Safety information Contact details of supplier and manufacturer All hazardous substances MUST also have an MSDS (Material Safety Data Sheet).
  • 116. FIRST AID EQUIPMENT In all services with children, a first aider must be present at all times. The Education and Care Services National Regulations (Regulation 136) states that one person on the grounds has first aid, as well as emergency asthma and anaphylaxis training. ACTIVITY 5 (3.6) p 97 Let us look up the following website to find a first aid kit for a service with 39 children. Www.safeworkaustralia.gov.au/sites/SWA - LOOK UP FIRST AID
  • 117. HUMAN THREAT Outsiders/strangers can also pose a threat. ANY suspicious persons or activities MUST be documented and the police involved if there is a perceived threat. To reduce human threats, services should: NEVER leave a single staff member alone. Train staff to respond to threatening situations. Ensure there are efficient staff to client ratios. Ensure all security gates/locks are functional and are used properly. Ensure doorways, toilets and car parks are well lit and visible. Use alarms and locks in high risk areas.
  • 118. LOCK DOWN There are very few occasions where this is required – however a policy and procedure must be within the service emergency plan. Lock down arises if there is an emergency outside the service and the people within the service require protection. The service is closed to outsiders and is opened for emergency services and police only, until the crisis has passed. Use of telephones is restricted to emergency contact and all access if locked.