Pharmaceutical Sciences Notes

NTA Level 4 • Semester 1 • PST04102 Air Purification in Pharmaceutical Settings Disease Control and Prevention • Source Session/Topic 12 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 12: Air Purification in Pharmaceutical Settings Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Students Learning Task By the end of this session students are expected to be able to: • Explain process and application of air purification in pharmaceutical settings Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Task | |2 |85 minutes |Presentation |Process and Application of Air | | | |Buzzing |Purification in Pharmaceutical | | | | |Settings | |3 |10 minutes |Presentation |Key Points | |4 |10 minutes |Presentation |Evaluation | |5 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Task (5 minutes) READ or ASK students to read the learning task and clarify ASK students if they have any questions before continuing STEP 2: The Process and Application of Air Purification in Pharmaceutical Settings (85 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is air purification? | |What are the methods used in the process of air purification? | | | |ALLOW few pairs to respond and let other pair to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Definition of Air purification – It is a process of cleansing the air from impurities and microorganisms • The process of air purification involve different methods • The methods used in the process of air purification are applied in a sterile manufacturing room to provide sterile condition to perform sterile pharmaceutical production, as explained below: Sterilization by radiation • Means energy that is radiated or transmitted in the form of rays or waves/ particles. The ionizing radiations include Alpha, Beta, Gamma and X-ray. In a sufficient dose, these radiations are lethal to all cells, including bacterial spores, which are generally more resistant than vegetative cells • Bacterial species differ in their sensitivity to ionizing radiations and the degree of resistance varies during the growth cycle • It is used for the commercial sterilization of large amounts of pre- packed single use items such as plastic syringes and catheters Laminar Air flow carbinate • Is a system of circulating filtered air in parallel-flowing planes in hospitals or in the health care facilities • The system reduces the risk of airborne contamination and exposure to chemical pollutants in hospital pharmacies • It is also used in other areas such as surgical theatres, food preparation areas and laboratories Mechanical/ Forced ventilation • Outside air is delivered indoors typically with fans, which draw air from outside and forces it through ducts to the place where occupants are located • Mechanical ventilation can exacerbate infiltration and/or exfiltration • There are 3 types of mechanical ventilation as follows: o Exhaust (vacuum) system: Fans draw air out of the building in openings high up in the outside walls which is replaced by fresh air through windows and other inlets ▪ Local exhaust ventilation is absolutely required when the source have dust, exhaust fumes, solvent vapors, lead fumes, and acid mist, all known as toxic or corrosive contaminants.The fans may be placed directly in windows or outside walls or in ducts which lead the air outside. It is a system that is useful for the removal of dust, smoke and fumes in some factories o Pressure (propulsion) system: Unlike the exhaust system, this forces the air into a building and therefore control of entering air is possible, the fresh entering air displaces the used up air. The advantage of this method is that the source of air-entry can be controlled and its purity thereby ensured. The air can be filtered, warmed or cooled as required o Balanced system: This is a combination of the exhaust and pressure system. Air is drawn in through ducts by means of a centrifugal fan and extracted at suitable points by exhaust fan ▪ It facilitates good distribution of fresh air by placing supply and exhaust vents in appropriate places ▪ Balanced ventilation systems are appropriate for all climates; however, because they require two duct and fan systems, they are usually expensive ▪ Air conditioning is generally employed with this type of ventilation and the temperature and humidity can be controlled ▪ It is suitable for factories where a control of humidity and temperature is necessary to the processes being carried out Reasons for using Mechanical/ Forced ventilation o To keep flammable gases and vapours below the lower flammable limit (LFL). o To keep the air movement at a certain level so that the air stress can be reduced o To keep toxic contaminants at or below certain concentrations o To reduce odours o To control microorganisms, dusts and other particulates o To limit carbon dioxide build-up STEP 3: Key Points (10 minutes) • Air purification is a process which removes contaminants from the air in a room. Air purification methods are used in pharmaceutical setting to remove impurities such as carbon-dioxide from air before processing • Dust, pollen, pet dander, mold spores, mite faeces, smoke particles and volatile organic compounds are some sources of contaminants that may affect personnel and products in pharmaceutical setting • Air purifiers are very important in capturing a greater number of bacterial and virus particulates. They are used to reduce the concentration of these airborne contaminants STEP 4: Evaluation (10 minutes) • What are the reasons for air purification in

NTA Level 4 • Semester 1 • PST04102 Using Antiseptics and Disinfectants Disease Control and Prevention • Source Session/Topic 13 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 13: Using Antiseptics and Disinfectants Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Differentiate Between Antisepsis and Disinfection • Classify Agents Used for Antisepsis and Disinfection • List Characteristics of an Ideal Disinfectant and Antiseptic • Describe Uses of Various Antiseptics and Disinfectants Resources Needed • Flip charts, marker pens, and masking tape • Black/white board chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |5 minutes |Presentation |Introduction, Learning Tasks | |2 |20 minutes |Presentation | Antisepsis and Disinfection | | | |Buzzing | | |3 |45 minutes |Presentation | Agents used for Antisepsis and | | | |Brain storming|Disinfection | |4 |20 minutes |Presentation | Characteristics of an Ideal | | | | |Disinfectant and Antiseptic | |5 |10 minutes |Presentation |Uses of Various Antiseptics and | | | | |Disinfectants | |6 |5 minutes |Presentation |Key Points | |7 |5 minutes |Presentation |Evaluation | |8 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Antisepsis and Disinfection (20 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is the difference between Antisepsis and Disinfection? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Antisepsis – Destruction or inhibition of microorganisms on living tissues, to prevent infection Antiseptic – A substance that counters sepsis by destroying or inhibiting the growth of pathogenic microorganisms • Antiseptics are generally applied to living tissues in the form of wet dressings, creams, ointments or other substances that involve prolonged contact with the body Disinfection – Is the process of removing microorganisms, including pathogens, from the surfaces of inanimate objects Disinfectant – An agent that prevents infection by destroying or removing pathogenic microorganisms • The term is confined to substances used for the treatment of inanimate objects • In practice, both antiseptics and disinfectants are used to destroy or inhibit the growth of pathogenic microorganisms in the vegetative form STEP 3: Agents used for Antisepsis and Disinfection (45 minutes) |Activity: Brainstorming (10 minutes) | | | |Ask students to brainstorm on the following question: | | | |What are the agents used for Antisepsis and Disinfection? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Antiseptics Ethanol Mode of action • Has a bactericidal action against most vegetative organisms at a concentration of 60% and 95%, but is not effective against bacterial spores Therapeutic uses • Evaporating lotion used for hand and skin cleaning • Surgical treatment for various skin lesions • Prevention of bed sores and diminishing sweating (reduce temperature) • Used as solvent in different pharmaceutical preparations • A concentration of 70% either alone or with chlorohexidine or iodine for disinfection of skin before surgical procedures Chlorhexidine Mode of action • An antiseptic which is effective against a wide range of vegetative gram- positive and gram-negative bacteria, although it has no activity against acid fast bacteria, bacterial spores and some viruses Therapeutic uses • Chlorohexidine is used in disinfectant solutions, creams, gels and lozenges • It is also used in various concentrations for disinfection in the following conditions: o Chlorhexidine 0.5% in 70% ethanol for the preoperative disinfection of the skin o Chlorhexidine 0.05% solution in glycerin for urethral irrigation and catheter lubrication o Chlorhexidine 0.02% solution for bladder irrigation o Chlorhexidine 1% cream for use in obstetrics o Chlorhexidine 0.01% as the diacetate for preservation of eye drops Cetrimide Mode of action • A quaternary ammonium disinfectant that has bacterial activity against both gram- positive and gram-negative organisms Therapeutic uses • Cetrimide 0.5% solution for preoperative skin disinfection • Cetrimide 0.05% to 1% is used for the cleansing of polythene tubing and catheters, but time of immersion should not exceed 30 minutes • Cetrimide in higher concentrations of 15 to 35 is used in shampoos to remove scales in seborrhea • Cetrimide 1.5% with chlorhexidine gluconate 0.15% is often used as a general purpose disinfectant Povidone Iodine Mode of action • Acts by inhibiting enzymes essential to microbial metabolism • It kills on contact a broad spectrum of pathogenic bacteria, viruses, fungi, protozoa and yeasts Therapeutic uses • Skin antiseptics and germicidal skin cleansers • Disinfectant for wounds, abrasions and insect bites • Medicated spray for wounds • Antidandruff shampoos • Medicated adhesive plasters • Gargles and throat lozenges • Vaginal gels and douches Disinfectants Sodium Hypochlorite • A solution 8% to about 18% of chlorine is prepared by absorption of chlorine in sodium hydroxide solution to give sodium hypochlorite Mode of action • Sodium hypochlorite solutions release chlorine gas which kills most pathogenic organisms at neutral pH Therapeutic uses • Rapid disinfection of hard surfaces • Disinfection of food • Disinfection of dairy equipment and babies’ feeding bottles • o Solutions containing up to 0.05% of available chlorine are suitable for use on skin and wounds Glutaral Mode of action • Glutaral is an effective disinfectant against vegetative forms of gram- positive and gram-negative bacteria • It is also effective against acid-fast bacteria, bacterial spores,

NTA Level 4 • Semester 1 • PST04102 Introduction to Common Communicable Diseases Disease Control and Prevention • Source Session/Topic 14 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 14: Introduction to Common Communicable Diseases Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define common terms used in communicable diseases • Identify Medical Importance of Communicable Diseases • List Common Groups of Communicable Diseases • Describe Mode of Transmission of Communicable Diseases • Describe the Principles of Prevention and Control of Communicable Diseases Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |5 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Common Terms used in Communicable | | | | |Diseases | |3 |20 minutes |Presentation |Medical Importance of Communicable | | | |Brainstorming |Diseases | |4 |20 minutes |Presentation |Common Groups of Communicable | | | | |Diseases | |5 |20 minutes |Presentation | Mode of Transmission of | | | |Buzzing |Communicable Diseases | |6 |20 minutes |Presentation | Principles of Prevention and | | | |Buzzing |Control of Communicable Diseases | |7 |10 minutes |Presentation |Key Points | |8 |5 minutes |Presentation |Evaluation | |9 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Common Terms in Communicable Diseases (10 minutes) Communicable diseases: Are those which can be transmitted from one person to another or from animals to person • Epidemic – a widespread occurrence of a disease in a community at a particular time that appears as new cases at a rate that substantially exceeds what is ‘expected’, based on recent experience. Therefore it is the unusual occurrence of a disease in the community • Endemic: The constant presence of a disease or infectious agents within a community • Pandemic (from Greek pan- all + demos- people): An epidemic that spreads across a large region (for example a continent), or even worldwide. • Nosocomial: An infection developing in a patient while in a hospital or acquired in a hospital but could show up after discharge. • Principle of disease transmission: Transmission of a disease in human requires the following components: o An agent capable of infecting man o A source: an infected host or reservoir of infection o A portal of exit from the source o A suitable means of transmission o A portal of entry into a new host o A susceptible host • Agent: An agent is an organism, mainly a microorganism but including helminthes that is capable of causing a disease • Reservoir (of infection): Refers to any human beings, animals, arthropods, plants, soil or inanimate matter or a combination of these in which an infectious agent normally lives and multiplies, and on which it primarily depends for survival and reproduction in such a manner that it can be transmitted to a susceptible host o A reservoir of infection can also be termed as the natural habitat of the infectious agent o Disease that man is the only reservoir is called anthroponeses e.g. Measles and cholera o Those that involve other animals reservoirs are called zoonoses e.g. plague and rabies • Portal of exit in the human host: Include the respiratory passages, the alimentary canal, the opening in the genital urinary system and the skin lesion • Suitable means of transmission: Transmission of infectious agent is any mechanism by which a susceptible host is exposed to an infectious agent. It may be either direct or indirect STEP 3: Medical Importance of Communicable Diseases (20 minutes) |Activity: Brainstorming (10 minutes) | | | |Askstudents to brainstorm on the following question: | | | |What is the medical importance of communicable diseases? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | The following is Medical Importance of communicable diseases: • Many of them are very common • Some of them are serious and cause death and disabilities • Some of them cause wide spread outbreak of disease that is epidemic • Most of them are preventable by fairly simple means • Many are serious particularly in infants and children STEP 4: Common groups of Communicable Diseases (20 minutes) Contagious Diseases • Contagious (contact diseases) are diseases transmitted by direct or indirect contact • Direct contact is by skin to skin e.g. touching an infected person. • Indirect contact is by handling contaminated objects such as clothing, bedding materials, dressing and utensils. Example scabies, pediculosis, fungal skin infections, trachoma and acute bacterial conjunctivitis Sexually Transmitted Infections and HIV/AIDS • These are diseases or infections whose predominant mode of transmission is through sexual contact, be heterosexual or homosexual o Sexually transmitted infection includes the stage of preclinical illness (i.e. the typical symptoms and signs have not yet appeared) for example HIV o Sexually transmitted disease is the stage of clinical illness (i.e. the typical symptoms and signs are present) for example AIDS and gonorrhea Vector-Borne Diseases • Vectors are invertebrate hosts (insects, ticks and snails) which are an essential part of the life cycle of the disease causative organism • Therefore a vector-borne disease is a disease whose transmission requires a vector (i.e. part of the life cycle of the causative organism takes place within the vector) • Vectors acquire disease organisms by sucking blood from infected persons or animals and pass them on by same route • Examples are yellow fever, trypanosomiasis, schistosomiasis and malaria

NTA Level 4 • Semester 1 • PST04102 Identification of Patients with Malaria Disease Control and Prevention • Source Session/Topic 15 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 15: Identification of Patients with Malaria Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session studentsare expected to be able to: • Describe Causes of Malaria, • Describe Mode of Transmission of Malaria • Describe Major Signs and Symptoms of Malaria • Explain Treatment of Malaria • Explain Prevention and Control of Malaria Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD projector • Handout 15.1; Life cycle of malaria parasite • Handout 15.2; Treatment of uncomplicated malaria SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |5 minutes |Presentation |Introduction, Learning Tasks | |2 |5 minutes |Presentation |Cause(s) of Malaria | |3 |30 minutes |Presentation |Mode of Transmission of Malaria | |4 |15 minutes |Presentation |Major Signs and Symptoms of Malaria | | | |Brainstorming | | |5 |30 minutes |Presentation |Treatment of Malaria | |6 |20 minutes |Presentation |Prevention and Control of Malaria | | | |Buzzing | | |7 |5 minutes |Presentation |Key Points | |8 |5 minutes |Presentation |Evaluation | |9 |5 minutes |Presentation |Assignment | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Causes of Malaria (5 minutes) Malaria • An acute infection of the blood caused by protozoa of genus Plasmodium • Malaria is the most common disease in the tropical Africa Causative Agents of Malaria There are 4 different species of Malaria parasite which infect human beings: • Plasmodium falciparum (commonest cause of Malaria in Tanzania) • Plasmodium Malariae • Plasmodium vivax • Plasmodium ovale STEP 3: Mode of Transmission of Malaria (30 minutes) • Malaria is transmitted by the female Anopheles mosquito which requires human blood for the development of eggs. • The male mosquito does not suck human blood. • Major Anopheles species of importance in Africa include: o Anopheles Gambiae -Most important vector in Africa. o Anopheles Funestus – Breeds in permanent vegetation e.g. swamps. [pic] Figure 15.1 Spread of malaria Life cycle of malaria parasite • Divided into two phases o Asexual cycle occurring in human o Sexual or sporogony cycle occurring in female Anopheles (mosquito) Life Cycle of Malaria Parasites in Man (Asexual Cycle) • Sporozoites in the mosquito salivary glands are injected into the host via the proboscis of the mosquito • They quickly migrate to the liver • The hepatic (Liver) stage o The Sporozoites is taken up by the Kupffer cells of the liver and then passes through into the hepatocytes or liver cells o There, it develops into hepatic Schizont, releasing thousands of Merozoites into the general circulation • Hypnozoites o This stage of the parasites only occurs in Plasmodium Ovale and Plasmodium Vivax o The Hypnozoites mature unpredictably and releases new Merozoites responsible for recurrent infections up to 18 months after primary infection, even though earlier blood stages may have been cured o Without treatment (specific) using primaquine, it is thought that this stage may remain in the liver for life • Erythrocytic or Blood Stage o The merozoites released from the liver invade individual red blood cells (RBCs) and then develop within the RBCs from “rings” into blood schizonts o The schizonts then rupture the RBCs releasing numerous merozoites which invade new RBCs o It is this part of the cycle that causes clinical illness, and then Length of time for each RBC cycle gives the periodicity of the symptoms • Gametocytes o At unknown stage or time in the RBCs cycle, ‘sexual’ forms develop and are in turn responsible for the survival and transmission of the parasite o Male and female gametocytes circulate for a few weeks and are taken up by the feeding mosquito Life Cycle of Malaria Parasites in Mosquito (Sexual Cycle of Malaria Parasites) • Sexual reproduction, the male and female gametocytes develop into gametes and then fuse in the stomach of mosquito to form a zygote • This develops into a mobile ookinete which immigrates through the wall of the stomach to form an oocyst • Oocyst matures and releases sprorozoites • Sporozoites migrate to the salivary glands ready for delivery with the mosquito’s next meal [pic]Refer to handout 15.1: Life Cycle of Malaria Parasite STEP 4: Major Signs and Symptoms of Malaria (15 minutes) |Activity: Brainstorming (5 minutes) | | | |ASK students to brainstorm on the following question | | | |What are the major signs and symptoms of Malaria? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Signs and symptoms of Malaria The signs and symptoms of Malaria are non–specific and can mimic symptoms of systemic viral illnesses or other disease condition. The occurrence of Malaria signs and symptoms may differ in children and adults Signs and symptoms of uncomplicated Malaria • Fever • Headache • Malaise • Joint pains • Vomiting /diarrhoea • Body ache • Poor appetite • Body weakness • Pallor • Enlarged spleen Signs and symptoms of Severe Malaria • Extreme weakness • Impaired consciousness • Change of behaviour ( hallucinations, delusions, agitation, and acute state of confusion) • Respiratory distress • Bleeding tendency • Jaundice • Circulatory collapse/ shock • Vomiting everything • Inability to drink or breastfeed STEP 5: Treatment of Malaria (30 minutes) Treatment of Uncomplicated Malaria with First Line Drugs • Artemether/ Lumefantrine (ALU) an oral fixed combination tablet of 20 mg Artemether (a derivative of artemisinin) and 120

NTA Level 4 • Semester 1 • PST04102 Identification of Patients with Common Cold Disease Control and Prevention • Source Session/Topic 16 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 16: Identification of Patients with Common Cold Total Session Time: 60 minutes + 1 hour Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Describe Cause of Common Cold, • Describe Mode of Transmission of Common Cold • Describe Major Signs and Symptoms of Common Cold • Explain Treatment of Common Cold • Explain Prevention and Control of Common Cold Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |5 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Causes of Common Cold | | | |Buzzing | | |3 |5 minutes |Presentation |Mode of Transmission of Common Cold| |4 |5 minutes |Presentation |Major Signs and Symptoms of Common | | | | |Cold | |5 |10 minutes |Presentation |Treatment of Common Cold | | | |Brainstorming | | |6 |10 minutes |Presentation |Prevention and Control of Common | | | | |Cold | |7 |5 minutes |Presentation |Key Points | |8 |5 minutes |Presentation |Evaluation | |9 |5 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Task (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Causes of Common Cold (10 minutes) An introduction to URTI • Respiratory tract infection: A term used to describe infection of all the parts of the body that are involved in helping a person to breathe • Upper Respiratory Tract include the nose, sinuses, pharynx and trachea • Respiratory tract infection can be divided into: o Upper respiratory tract infection o Lower respiratory tract infection • Common upper respiratory tract infections (URTIs) include: o Common cold o Sore throat – usually due to an infection of the pharynx (pharyngitis) o Tonsillitis – infection of the tonsils o Sinusitis – infection of the sinuses o Laryngitis – infection of the larynx This session will deal with Common cold Common cold (Coryza) Cause: Is caused by a number of viruses which are spread by droplets and by indirect transmission such as through freshly infected articles (handkerchiefs) STEP 3: Mode of Transmission of Common Cold (5 minutes) • Droplet infection through talks, coughs, laughs, or sneeze discharges • Causative microorganisms is carried in droplets from infected person to another via respiratory tract • Airborne disease spread more easily when there is overcrowding STEP 4: Major Signs and Symptoms of Common Cold (5 minutes) • Running nose and sneezing • Fever • Malaise • Headache • Running eye • Nasal congestion • Sore throat • Cough STEP 5: Treatment of Common Cold (10 minutes) |Activity: Brainstorming (5 minutes) | | | |ASK students to brainstorm on the following question: | | | |What is the treatment of common cold? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • No effective treatment is available.Headache may be relieved by analgesics • Nasal congestion may temporarily be relieved by Ephedrine nose drop STEP 6: Prevention and Control of Common Cold (10 minutes) • Prevent droplet infection from being inhaled by others • Improve ventilation for example building houses with adequate window to allow natural air flow • Avoid overcrowding e.g. building houses with enough space • Isolation may be required for some conditions • Health education about personal hygiene, such as: o To cover the mouth when coughing and sneezing o Use handkerchief or paper for disposal of nasal secretion and sputum o Avoid to spit on the ground or outside the house o Avoid sharing cigarettes, drinking bowels, or eating utensils • Wearing of masks in the hospitals • Immunization STEP 6: Key Points (5 minutes) • Among the common Upper Respiratory Tract infections includes Common cold • Common cold is caused by viruses • Treatment is symptomatic in most cases • Prevention and control include improved ventilation, avoiding overcrowding, personal hygiene and immunization STEP 7: Evaluation (5 minutes) • What is the cause of common cold? • What is the mode of transmission for common cold? • What are major signs and symptoms of common cold? • What is the treatment for common cold? • What are the prevention and control measures of common cold? STEP 8: Assignment (5 minutes) |Activity: Take Home Assignment (5 minutes) | | | |DIVIDE individual assignment | | | |ASK the students to work individually on the following Assignment | |Prepare a presentation on how to prevent common cold in their location | | | |ALLOCATE time for students to do the assignments and submit | | | |REFER students to recommended reference | References Cook, G., & Zumla, A. (2003). Manson’s Tropical Diseases. (21sted.). London: Saunders Ltd Denyer, S. P., Hodges, N. A., Gorman, S. P., & Gilmore BF (2011) (Eds.).Hugo & Russell’s Pharmaceutical Microbiology (8thed). Oxford: Willey- Blackwell Publishing Eshuis J., & Manschot, P (1992). Communicable Diseases,(1st ed). Nairobi: AMREF GoT (2004): National Infection Prevention and Control (IPC) Guidelines for Healthcare Workers. Dar es Salaam: MOHSW GoT (2013) Standard Treatment Guidelines & National Essential Medicines List (4 ed). Dar es Salaam: MOHSW Nordberg, E. (1999): Communicable Diseases, A Manual for Health Workers in Sub-Saharan Africa, Nairobi: AMREF Nordberg, E., Kingondu, T., & Mugambi, E., et al. (2008) Communicable Diseases. (4th ed.). Nairobi: AMREF ← Previous TopicNext Topic →View all Disease Control and Prevention topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes

NTA Level 4 • Semester 1 • PST04102 Identification of Patients with Tonsillitis Disease Control and Prevention • Source Session/Topic 17 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 17: Identification of Patients with Tonsillitis Total Session Time: 60 minutes + 1 hour Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Describe Causes of Tonsillitis • Describe Mode of tansmission of Tonsillitis • Describe Major Signs and Symptoms of Tonsillitis • Explain Treatment of Tonsillitis • Explain Prevention and Control of Tonsillitis Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |5 minutes |Presentation |Introduction, Learning Tasks | |2 |5 minutes |Presentation |Cause(s) of Tonsillitis, | |3 |5 minutes |Presentation |Mode of Transmission of Tonsillitis| |4 |10 minutes |Presentation |Major Signs and Symptoms of | | | |Brainstorming |Tonsillitis | |5 |5 minutes |Presentation |Treatment of Tonsillitis | |6 |15 minutes |Presentation |Prevention and Control of | | | |Buzzing |Tonsillitis | |7 |5 minutes |Presentation |Key Points | |8 |5 minutes |Presentation |Evaluation | |9 |5 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Causes of Tonsillitis (5 minutes) Tonsillitis At the back of throat, two masses of tissue called tonsils act as filters, trapping germs that could otherwise enter the airways and cause infection. They also produce antibodies to fight infection. But sometimes the tonsils themselves become infected, they swell and become inflamed, a condition known as tonsillitis Causes • Streptococcal bacteria • Viruses can also cause acute tonsillitis STEP 3: Mode of Transmission of Tonsillitis (5 minutes) • Droplet infection through talks, coughs, laughs, or sneezes discharges • Causative microorganism is carried in droplets from infected person to another via respiratory tract • Airborne disease spread more easily when there is overcrowding STEP 4: Major Signs and Symptoms of Tonsillitis (10 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What are the major signs and symptoms of Tonsillitis? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Major signs and symptoms of Tonsillitis • Sudden onset with general malaise • Fever • Headache • Sore throat and difficult in swallowing • Signs of inflammation e.g. redness of tonsils and white spots STEP 5: Treatment of Tonsillitis (5 minutes) • Symptomatic treatment • Bed rest is advised • Light diet with plenty of hot drinks • Analgesics such as paracetamol to reduce pain and fever STEP 6: Prevention and Control of Tonsillitis (15 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the methods for preventing and controlling Tonsillitis? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Prevent droplet infection from being inhaled by others • Improve ventilation such as building houses with adequate window to allow natural air flow • Avoid overcrowding for example building houses with enough space • Isolation may be required for some conditions • Health education about personal hygiene e.g. o To cover the mouth when coughing and sneezing o Use handkerchief or paper for disposal of nasal secretion and sputum o Avoid to spit on the ground or outside the house o Avoid sharing cigarettes, drinking bowels, or eating utensils • Wearing of masks in the hospitals • Immunization STEP 6: Key Points (5 minutes) • Tonsillitis is caused by bacteria and also viruses transmitted by droplets • Treatment is symptomatic in most cases • Prevention and control include improved ventilation, avoiding overcrowding, personal hygiene and immunization STEP 7: Evaluation (5 minutes) • What are causes of Tonsillitis? • What is the mode of transmission for Tonsillitis? • What are major signs and symptoms of Tonsillitis? • What is the treatment for common Tonsillitis? • What are the prevention and control measures of Tonsillitis? STEP 8: Assignment (5 minutes) |Activity: Take Home Assignment (5 minutes) | | | |ASK the students to work individually on the following Assignment | |Prepare a presentation on how to prevent Tonsillitis in their location | | | |ALLOCATE time for students to do the assignments and submit | | | |REFER students to recommended reference | References Cook, G&. Zumla, A. (2003). Manson’s Tropical Diseases. (21sted.). London: Saunders Ltd Denyer, S. P. Hodges, N. A. & Gorman, S. P (2011) Ed. Hugo & Russell’s Pharmaceutical Microbiology (8thed). Oxford: Willey-Blackwel publishing Eshuis, J.& Manschot,P (1992). Communicable diseases,1st ed). Nairobi: AMREF GoT (2004): National Infection Prevention and Control (IPC) Guidelines for Healthcare Workers. Dar es Salaam: MOHSW Nordberg, E. (1999): Communicable Diseases, A Manual for Health Workers in Sub-Saharan Africa, Nairobi: AMREF Nordberg, E., Kingondu, T., & Mugambi, E., et al. (2008) Communicable Diseases. (4thed.). Nairobi: AMREF ← Previous TopicNext Topic →View all Disease Control and Prevention topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04102 Identification of Patients with Bronchitis Disease Control and Prevention • Source Session/Topic 18 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 18: Identification of Patients with Bronchitis Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Describe Cause(s) of Bronchitis • Describe Mode of Transmission of Bronchitis • Describe Major Signs and Symptoms of Bronchitis • Explain Treatment of Bronchitis • Explain Prevention and Control of Bronchitis Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | | 2|05 minutes | |Cause(s) of Bronchitis | | | |Presentation | | |3 |10 minutes |Presentation |Mode of Transmission of Bronchitis | |4 |20 minutes |Presentation |Major Signs and Symptoms of | | | |Buzzing |Bronchitis | |5 |30 minutes |Presentation |Treatment of Bronchitis | | | |Brainstorming | | |6 | 30 |Presentation |Prevention and Control of Bronchitis| | |minutes |Buzzing | | |7 |05 minutes |Presentation |Key Points | |8 |05 minutes |Presentation |Evaluation | |9 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Task (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Causes of Bronchitis (5 minutes) Lower respiratory tract infections include infectious processes of the lungs and bronchi, for example, Pneumonia and Bronchitis This session will deal with Bronchitis Bronchitis • Bronchitis refers to an inflammatory condition of the large elements of the trachea-bronchial tree that is usually associated with a generalized respiratory infection • The disease entity is frequently classified as either acute or chronic • Common condition often caused by viral infections of upper respiratory with secondary bacterial infection • Common in children with infectious fever e.g. measles, influenza and whooping cough • It is also common in smokers, the elderly and people with chronic chest disorders Causes • Bacteria: Mycoplasma pneumonia, streptococcal bacteria, haemophillus influenza • Viruses: The common cold viruses, rhinovirus, coronavirus, influenza virus, adenovirus, and respiratory syncytial virus, account for the majority of cases STEP 3: Mode of transmission of Bronchitis (5 minutes) • Usually airborne transmitted from upper respiratory tract infection STEP 4: Signs and Symptoms of Bronchitis (20 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the signs and symptoms of Bronchitis? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Cough o Cough is the hallmark of acute bronchitis o Frequently, the cough is initially non-productive but progresses, yielding mucopurulent sputum • Fever with malaise, headache and loss of appetite • Dyspnea • Crepitation in the lungs • Wheezing • The patient typically has nonspecific complaints such as malaise and headache, coryza, and sore throat STEP 5: Treatment of Bronchitis (30 minutes) |Activity: Brainstorming (5 minutes) | | | |ASKstudents to brainstorm on the following question: | | | |What is the treatment of bronchitis? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Bed rest and mild analgesic-antipyretic therapy are often helpful in relieving the associated lethargy, malaise, and fever • Bronchitis is primarily a self-limiting illness and rarely a cause of death • Patients should be encouraged to drink fluids to prevent dehydration and possibly decrease the viscosity of respiratory secretions • Non-steroidal anti-inflammatory drugs such as aspirin or acetaminophen or ibuprofen is administered every 4 to 6 hours o In children, aspirin should be avoided and acetaminophen used as the preferred agent because of the possible association between aspirin use and the development of Reye’s syndrome • Persistent, mild cough, may be treated with dextromethorphan; o more severe coughs may require intermittent codeine or other similar agents • When possible, antibiotic therapy is directed toward anticipated respiratory pathogen(s) for example penicillin STEP 6: Prevention and Control of Bronchitis (30 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the methods for prevention and control of Bronchitis? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • A complete occupational/environmental history for the determination of exposure to noxious, irritating gases, as well as cigarette smoking, must be assessed. • Exposure to bronchial irritants should be reduced. • Attempts should be made with the patient to reduce or eliminate cigarette smoking • Control measures of lower respiratory tract infections are based on general principles governing control of airborne diseases STEP 7: Key Points (5 minutes) • Bronchitis means the bronchial tubes are inflamed and irritated. • Bronchitis is characterized by cough, fever and difficulty in breathing • When antibiotic is needed, penicillins is highly recommended • Control depends on the control of primary diseases • Mortality can be reduced by early diagnosis and treatment STEP 8: Evaluation (5 minutes) • What causes bronchitis? • What is the mode of transmission for common bronchitis? • What are the major signs and symptoms of bronchitis? • What is the treatment of common

NTA Level 4 • Semester 1 • PST04102 Identification of Patients with Pneumonia Disease Control and Prevention • Source Session/Topic 19 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 19: Identification of Patients with Pneumonia Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Describe cause of pneumonia, • Describe Mode of Transmission of Pneumonia • Describe Major Signs and Symptoms of Pneumonia • Explain Treatment of Pneumonia • Explain Prevention and Control of Pneumonia Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |05 minutes |Presentation |Cause(s) of Pneumonia | |3 |10 minutes |Presentation |Mode of Transmission of Pneumonia | | | |Brainstorming | | |4 |10 minutes |Presentation |Major Signs and Symptoms of | | | |Buzzing |Pneumonia | |5 |20 minutes |Presentation |Treatment of Pneumonia | |6 | 55 |Presentation |Prevention and Control of Pneumonia | | |minutes |Buzzing | | |7 |5 minutes |Presentation |Key Points | |8 |5 minutes |Presentation |Evaluation | |9 |5 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Task (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Causes of Pneumonia (5 minutes) Lower respiratory tract infections include infectious processes of the lungs and bronchi, for example pneumonia and bronchitis Pneumonia • Inflammatory condition of the lung caused by infection Causes • Virus • Bacteria: Pneumococci, Streptococci, Staphylococci, Klebsiellae species and Haemophillus influenzae STEP 3: Mode of Transmission of Pneumonia (10 minutes) |Activity: Brainstorming (5 minutes) | | | |ASK students to brainstorm on the following question: | | | |What are the modes of transmission of Pneumonia? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Airborne from upper respiratory tract infection, especially influenza in the elderly, HIV/AIDS, immunocompromised and measles and whooping cough in children. These infections cause damage to the epithelium of the lungs and so clear the way for bacterial superinfection • Transmission is by droplet spread, direct oral contact or indirectly through freshly infected articles STEP 4: Signs and Symptoms of Pneumonia (10minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the signs and symptoms of Pneumonia? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Signs and Symptoms • Dry or productive Cough • High Fever with malaise, headache and loss of appetite • Chest pain • Dyspnoea (difficult breathing) • Respiratory distress • Crepitation in the lungs • Wheezing STEP 5: Treatment of Pneumonia (20 minutes) • Supportive care: Lower temperature by using analgesics, if wheezing use bronchodilators, daily fluid maintenance(encourage breastfeeding for children) • Medicines o Non-severe pneumonia: Cotrimoxazole, Amoxycillin o Severe pneumonia: Benzyl-penicillin, Chloramphenicol, Gentamycin, Ceftriaxone, Erythromycin and Azithromycin STEP 6: Prevention and Control of Pneumonia (55 minutes) |Activity: Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the prevention and control measures of Pneumonia? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Control measures of lower respiratory tract infections are based on general principles governing control of airborne diseases • Immunisation to prevent diseases complicated by pneumonia such as measles and whooping cough is important • Mortality can be reduced by early diagnosis and treatment especially in children and elderly • Prompt adequate therapy started. STEP 7: Key Points (5 minutes) • Pneumonia is characterized by cough, fever and difficulty in breathing • It occurs as a complication of upper respiratory infections • Treatment will depend if it is a non-severe or severe condition • Control depends on the control of primary diseases and on general principles governing control of airborne diseases • Mortality can be reduced by early diagnosis and treatment STEP 8: Evaluation (5 minutes) • What causes Pneumonia? • What is the mode of transmission for pneumonia? • What are the major signs and symptoms of pneumonia? • What is the treatment of pneumonia? • What are the prevention and control measures of pneumonia? STEP 9: Assignment (5 minutes) |Activity: Take Home Assignment (5 minutes) | | | |DIVIDE individual assignment | | | |ASK the students to work individually on the following Assignment | |Explain preventive measures that you will take to control Pneumonia in | |children and adults | |ALLOCATE time for students to do the assignments and submit | | | |REFER students to recommended reference | References Cook, G.& Zumla, A. (2003). Manson’s Tropical Diseases. (21sted.). London: Saunders Ltd Denyer, S. P. Hodges, N. A. &Gorman, S. P (2011) Ed. Hugo & Russell’s Pharmaceutical Microbiology (8thed). Oxford: Willey-Blackwell publishing Eshuis J, &Manschot,P (1992). Communicable diseases,(1st ed). Nairobi: AMREF GoT (2004): National Infection Prevention and Control (IPC) Guidelines for Healthcare Workers. Dar es Salaam: MOHSW GoT (2013) Standard Treatment Guidelines & National Essential Medicines List (4thed). Dar es Salaam: MOHSW Nordberg, E. (1999): Communicable Diseases, A

NTA Level 4 • Semester 1 • PST04102 Identification of Patients with Amoebiasis Disease Control and Prevention • Source Session/Topic 20 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 20: Identification of Patients with Amoebiasis Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Describe Causeof Amoebiasis, • Describe Mode of Transmission of Amoebiasis • Describe Major Signs and Symptoms of Amoebiasis • Explain Treatment of Amoebiasis • Explain Prevention and Control of Amoebiasis Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Cause(s) of Amoebiasis | |3 |10 minutes |Presentation |Mode of Transmission of Amoebiasis | | | |Brainstorm | | |4 |25 minutes |Presentation |Major Signs and Symptoms of | | | | |Amoebiasis | |5 | 05 |Presentation |Treatment of Amoebiasis | | |minutes | | | |6 |50 minutes |Presentation |Prevention and Control of | | | |Group |Amoebiasis | | | |Discussion | | |7 |5 minutes |Presentation |Key Points | |8 |5 minutes |Presentation |Evaluation | |9 |5 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Causes of Amoebiasis (5 minutes) • Amoebiasis: o An infection caused by the amoeba Entamoeba histolytica which is a single-celled organism o E. histolytica is often found in food or water contaminated with human faeces. • The main reservoir of E. histolytica is man • A pathogenic intestinal amoeba is spread between humans by its cysts, characterized by diarrhoea • This infection can be fatal in infant and to older people with low resistance STEP 3: Mode of Transmission of Amoebiasis (10 minutes) |Activity: Brainstorming (5 minutes) | | | |ASKstudents to brainstorm on the following question: | | | |What is the mode of transmission of Amoebiasis? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • The only infective form of E. histolytica is the cyst • It is acquired by ingestion of cysts which is resistant to gastric acid • Cysts are passed from person-to-person by the faecal oral route, by fingers soiled with faeces either directly into the mouth or via food • There have been cases of transmission through sexual contact • The incubation period ranges from two weeks to many years [pic]STEP 4: Signs and Symptoms of Amoebiasis (20 minutes) • Infection with amoebae in most cases is asymptomatic • The presenting features may be gradual, severe or fulminating, and include: o Gradual onset colitis o Severe acute amoebic dysentery Gradual Onset Colitis • Present with: o Mild intermittent diarrhoea o Abdominal discomfort, usually progressing to bloody diarrhoea with mucous. o nausea, o headache o low grade fever o Anorexia Severe Acute Amoebic Dysentery • Amoebic dysentery is a severe form of Amoebiasis • The symptoms of amoebic dysentery include: o Severe diarrhoea that contains blood or mucus o Severe stomach pain o loss of appetite o Loss of weight o Fever o Chills • Occasionally, the infection can spread through the bloodstream to other parts of the body causing an amoebic abscess STEP 5: Treatment of Amoebiasis (10minutes) • Asymptomatic patients normally do not need treatment because in time they clear the infection • Drug of choice: Metronidazole • Alternative drugs of choice: Tinidazole, Secnidazole STEP 6: Prevention and Control of Amoebiasis (50 minutes) |Activity: Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the prevention and control measures of Amoebiasis? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Prvention and control measures • Early diagnosis and treatment • Food handlers may need to be screened periodically during employment • Drinking water should be boiled to kill the cysts • Proper faecal and refuse disposal • Washing hands after visiting the toilet, before eating and before preparing food • Foods should be well cooked and covered • Health education on how the disease is transmitted • Improvement of living standards • Amoebiasis can be prevented by good hygiene and sanitary conditions • Improve water supply and proper disposal of faeces • Do not eat fresh fruit or vegetables which cannot be peeled before eating • Make sure raw vegetables are washed thoroughly and cooked properly STEP 7: Key Points (5 minutes) • Amoebiasis is an infection caused by potentially pathogenic amoeba E. histolytica • Infection occurs through the faecal-oral transmission route • In severe cases, the onset is more sudden, the patient is ill and toxic with fever and signs of dehydration • Treatment should cover both tissue parasites and parasites in the bowel lumen • Drug of choice for treatment of Amoebiasis is Metronidazole STEP 8: Evaluation (5 minutes) • What is the infective form of entamoeba histolytica? • What are the clinical features of amoebiasis? • What are the drugs used in treatment of amoebiasis? • How can Amoebiasis be prevented and controlled? STEP 9: Assignment (5 minutes) |Activity: Take Home Assignment (5 minutes) | | | |DIVIDE students in groups or individuals | | | |ASK the students to

NTA Level 4 • Semester 1 • PST04102 Identification of Patients with Typhoid Fever Disease Control and Prevention • Source Session/Topic 21 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 21: Identification of Patients with Typhoid Fever Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Describe Cause of Typhoid Fever • Describe Mode of Transmission of Typhoid Fever • Describe Major Signs and Symptoms of Common Typhoid Fever • Explain Treatment of Common Typhoid Fever • Explain Prevention and Control of Typhoid Fever Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |05 minutes |Presentation |Cause of Typhoid Fever | |3 |20 minutes |Presentation |Mode of Transmission of Typhoid | | | |Brainstorming |Fever | |4 |15 minutes |Presentation |Major Signs and Symptoms of Typhoid| | | | |Fever | |5 |15 minutes |Presentation |Treatment of Typhoid Fever | |6 |35 minutes|Presentation |Prevention and Control of Typhoid | | | |Buzzing |Fever | |7 |05 minutes |Presentation |Key Points | |8 |10 minutes |Presentation |Evaluation | |9 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Causes of Typhoid Fever (5 minutes) • Typhoid fever is a systemic infectious disease, caused by bacteria Salmonella typhi and Salmonella paratyphi STEP 3: Mode of Transmission of Typhoid Fever (20 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is the mode of transmission of typhoid fever? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Mode of transmission • The organisms that are responsible for infection are transmitted through foods or water contaminated with faeces or urine of a patient or carrier • It is more common in areas where there is insufficient water for washing hands • Typhoid is an exclusively human disease • It is transmitted through the ingestion of food or drink contaminated by the faeces or urine of infected people • A person may become an asymptomatic carrier of typhoid fever, suffering no symptoms, but capable of infecting others STEP 4: Signs and Symptoms of Typhoid Fever (15 minutes) • Typhoid fever is characterized by: o Fever as high as 40 °C (104 °F) o Profuse sweating o Drowsiness o Muscle pain o Severe headache o Non-bloody diarrhea although it can sometimes have bloody diarrhea too o The incubation period of typhoid fever varies with the size of the infecting dose, and averages from 10 to 20 days o The onset is gradual STEP 5: Treatment of Typhoid Fever (15 minutes) Drug of choice • Ciprofloxacin o Contraindication : Pregnancy and Children below 15 years Alternatively • Chloramphenicol o Contraindication: Third trimester of pregnancy STEP 6: Prevention and Control of Typhoid Fever (35 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the measures for prevention and control of Typhoid? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Measures of prevention and control • Early diagnosis and treatment of cases is important • General prevention is as for faecal-oral diseases: o Cook food thoroughly o Boil drinking water o Wash hands before preparing food, after preparing food and before eating • It is important to identify carriers who work as food handlers as they are especially likely to transmit the infection (although searching for carriers is impracticable in endemic areas) • Immunization STEP 7: Key Points (5 minutes) • Typhoid fever is a systemic bacterial infection caused by Salmonella typhi, in areas where sanitation is poor • Drug of choice for treatment of typhoid fever is ciprofloxacin • Delayed treatment may lead the severe complications such as bleeding from bowel, bowel perforation and peritonitis • Safe water, supply and food hygiene will prevent the population from infection STEP 8: Evaluation (10 minutes) • What is the cause of typhoid fever? • What is the mode of transmission of typhoid fever? • What are signs and symptoms of typhoid fever? • What is the treatment of typhoid fever? • How is typhoid fever prevented? STEP 9: Assignment (5 minutes) | Activity: Take Home Assignment (5 minutes) | | | |DIVIDE students in groups or individual assignment | | | |ASK the students to work individually on the following Assignment | |Prepare a presentation explaining how to differentiate a patient | |suffering Typhoid fever from the one having Amoebiasis | |ALLOCATE time for students to do the assignments and submit | | | |REFER students to recommended references | References Cook, G. Zumla, A. (2003). Manson’s Tropical Diseases. (21sted.). London: Saunders Ltd Denyer, S. P. Hodges, N. A. Gorman, S. P (2011) Ed. Hugo & Russell’s Pharmaceutical Microbiology (8thed). Oxford: Willey-Blackwell publishing Eshuis, J, Manschot, P (1992). Communicable diseases,(1st ed). Nairobi: AMREF GoT (2013) Standard Treatment Guidelines & National Essential Medicines List (4thed). Dar es Salaam: MOHSW GoT (2004): National Infection Prevention and Control (IPC) Guidelines for Healthcare Workers. Dar es Salaam: MOHSW Nordberg, E. (1999): Communicable Diseases, A Manual for Health Workers in Sub-Saharan Africa, Nairobi: AMREF Nordberg, E.,