PST04102 Disease Control and Prevention

NTA Level 4 • Semester 1 • PST04102 Introduction to Human Nutrition Disease Control and Prevention • Source Session/Topic 42 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 42: Introduction to Human Nutrition 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 Sources of Different Food Substances • Describe the Composition of each Class of Food (Carbohydrates, Proteins, Fats And Oils, Vitamins And Minerals) • Define Balanced Diet and Explain its Importance to Human Health • Differentiate Between Fat Soluble and Water Soluble Vitamins Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |15 minutes |Presentation |Sources 0f Different Food Substances| | | |Brainstorming | | |3 |30 minutes |Presentation |The Composition of each Class 0f | | | |Buzzing |Food (Carbohydrates, Proteins, Fats | | | | |and Oils, Vitamins and Minerals) | |4 |40 minutes |Presentation |Balanced Diet and its Importance to | | | |Group |Human Health | | | |discussion | | |5 |10 minutes |Presentation |Fat Soluble and Water Soluble | | | | |Vitamins | |6 |05 minutes |Presentation |Key Points | | 7 |05 minutes |Presentation |Evaluation | | 8 |10 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: Sources of Different Food Substances (15 minutes) |Activity: Brainstorming (5 minutes) | |Ask students to brainstorm on the following question: | |What are sources and classes of different food substances? | |ALLOW few students to respond | |WRITE their responses on the flip chart/ board | |CLARIFY and SUMMARISE by using the content below | Important terms • Food: is what is eaten or taken into the body by parenteral routes for the purpose of nourishing the body. o Foods contain elements called nutrients. • Nutrients: are a variety of chemical substances that, in nature, form part of food. Nutrients are not the same, they can be quite be different from one another. • Nutrition: is the term standing for the sum of all processes involved in food intake, assimilation and utilization by the body. o Food must be available and accessible for consumption o Body ingests, rearranges, assimilates and utilizes the nutrients consumed in food, for the purpose of: ▪ Production of energy ▪ Growth ▪ Functioning of organs and systems ▪ Maintenance of life. • Nutritional status: is the result of the body’s nutrient intake and utilization, which may be good or bad. • Malnutrition: literally means ‘bad nutrition’. o It means any deviation from normal nutrition. o Can be either under-nutrition or over-nutrition Sources of different food substances The main sources of different food substances are: • Cereals: For example maize, rice, millet, wheat and sorghum • Pulses: For example lentils, beans, soya beans and peas • Nuts: groundnuts and cashew nuts • Vegetables: o Green leafy vegetables: cabbage, cauliflower, spinach and lettuce o Roots and tubers: yams, cassava, potatoes, sweet potatoes, carrots and beetroots o Other vegetables: ladiesfingers, brinjals, pumpkins, green peas • Fruits: pawpaws, mangoes, oranges, banana, tangerines, pineapples as well as wild fruits such as baobab fruits and tamarind • Foods of animal origin: meat, fish, eggs, milk and milk products • Sugar, Honey, Fats and Oils o Examples of fats and oils are: ▪ Ghee ▪ Butter ▪ Coconut oil ▪ Margarine ▪ Sunflower ▪ Palm oil STEP 3: The Composition of each Class of Food (30 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is the composition of classes of food? | | | |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 | Carbohydrates • These are organic compounds composed of the elements carbon, hydrogen and oxygen. • Carbohydrates provide the main source of energy for the body. • Carbohydrates are classified as: o Monosaccharide (glucose, fructose, galactose and mannose) are the simplest carbohydrates. o For their absorption they can pass through the wall of the alimentary tract without being changed by digestive enzymes. o Disaccharides (sucrose, maltose and lactose) and oligosaccharides are also simple carbohydrates. ▪ These have to be converted by the body into monosaccharides before they can be absorbed from the alimentary tract. o Polysaccharides, also called complex carbohydrates, are chemically the most complicated carbohydrates. Examples are starch, cellulose and glycogen. ▪ These are long chain molecules in which a large number of monosaccharides are combined. Lipids • These are organic compounds made of the elements carbon, hydrogen and oxygen but in different proportions and different structural arrangements • Fats and oils provide the body with fuel with very high efficiency • Dietary lipids transport the fat-soluble vitamins (vitamin A, D, E and K) • Absorption of these vitamins does not take place very efficiently in the absence of fat • Lipids that are solid at room temperature (butter, beef fat) are referred to as ‘fats’ • Lipids that are in liquid at room temperature are referred to as ‘Oils’ Proteins • Proteins are organic molecules that contain the elements carbon, hydrogen, oxygen and nitrogen. • Frequently proteins contain sulphur and phosphorus and less frequently, other elements such as iron, copper and iodine • Nitrogen is the element characteristic of all amino acids and therefore of proteins • Amino acids

NTA Level 4 • Semester 1 • PST04102 Managing Patients with Nutritional Deficiency Diseases Disease Control and Prevention • Source Session/Topic 43 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 43: Managing Patients with Nutritional Deficiency 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: • Describe Common Nutritional Deficiency Diseases • Describe Management of Nutritional Deficiency Diseases Resources Needed • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD projector • Handout 43.1 SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |50 minutes |Presentation |Common Nutritional Deficiency | | | |Buzzing |Diseases | |3 |40minutes |Presentation |Management of Common Nutritional | | | |Group |Deficiency Diseases | | | |discussion | | |4 |05 minutes |Presentation |Key Points | | 5 |10 minutes |Presentation |Evaluation | | 6 |10 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: Common Nutritional Deficiency Diseases (50 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the common nutritional deficiency diseases? | | | |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 | Malnutrition • Can occur at any time in the life cycle • When it occurs early in life, irreversible damages can be done to the body and brain • Affects a significant proportion of populations, presenting as macro and or micronutrient deficiency disorders • Nutrition disorder means any kind of disorder caused by eating too little or too much of one or more different nutrients Classification of Malnutrition • Can be classified in different ways but most commonly as under nutrition or over nutrition o Under Nutrition occurs when nutrients intake does not meet nutrients needs o Many nutrients are in high demand due to the constant state of cell lose and later regeneration in the body o Over nutrition is prolonged consumption of more nutrients than the body needs Protein Energy Malnutrition (PEM) • A deficiency of energy and protein which results in body wasting, • Occurs more frequently in infants and young children but is also observed in adolescents and adults • Severe forms of PEM are Kwashiorkor and Marasmus Kwashiorkor • Caused by failure to provide an adequate dietary sources of protein to substitute for the protein • Signs and symptoms includes: o failure of growth but the child is not severely wasted, o swollen abdomen, o hair changes (hair becomes brown, straight and soft) o skin rashes, o child becomes inactive, apathetic, irritable and is difficult to feed, o oedema of lower limbs Marasmus • Causes: severe loss or chronic waste of fat, muscles and other tissues of the body. The disease occurs due to shortage of basic nutrition, proteins, vitamins and calories to the body. It is inadequate energy intake in all forms, including protein. • Signs and Symptoms of Marasmus: remarkable failure of growth, severe muscle wasting with flaccid, wrinkled skin and bony prominence, the child looks awake and hungry and displays what is referred to as ‘old person’s face and oedema is absent Prevention of PEM • The different strategies may include: o Incorporating nutrition objectives into development of policies and programmes o Improving household food security o Protection and promotion of good health o Improving the quality and safety of foods o Protect and promote breastfeeding and complementary feeding o Early treatment of common diseases o Immunization o Growth monitoring o Promoting appropriate diets and healthy lifestyles Vitamins and Minerals Nutritional Deficiencies Vitamin A Deficiency • It plays important roles in the body including vision, maintenance of epithelial tissue, and synthesis of mucous secretion, growth, reproduction and immunity. • The organ that is most readily affected is the eye Symptoms and Signs: • Night blindness (Reduced ability to see in dim light) • Conjunctival xerosis/ drying • Corneal xerosis/drying, • Xerophthalmic fundus (retina has white dots). • Keratomalacia: Perforation of the cornea prolapsed of the iris, loss of ocular contents and perhaps destruction of the eye. Vitamin B1 Deficiency (Beriberi): • Occurs when people consume highly milled polished rice or maize, and starchy roots such as cassava, which are deprived of thiamine content Signs and Symptoms: • Heart palpitation, chest pain. • Dyspnoea (breathlessness), a rapid, sometimes irregular pulse and distended neck veins with visible pulsations • The heart is found to be enlarged • Cyanosis • Increased oedema • Severe dyspnoea • Acute circulatory failure and death • The patient is thin with weak, wasted muscles Anaesthesia and ‘pins-and- needles’ feelings in the feet and arms may increase, eventually causing difficulty in walking • Foot drop and wrist drop commonly occur Vitamin B2 (Riboflavin) Deficiency (Beriberi) Sign and symptoms: • Angular stomatitis • Glossitis • Skin changes • Seborrheic dermatitis • Vascularization of the cornea Vitamin B3 (Niacin) Deficiency (Pellagra): • It is generally associated with maize diet • Early Symptoms of Pellagra: A person appears poorly malnourished, often weak and underweight. A person may also have diminished sensitivity to gentle touch and sometimes some muscular weakness and tremor. Untreated cases of pellagra may die of the disease • The disease is later characterized by the three ‘Ds’: o Dermatitis: deepening of the pigmentation, dry skin, scaly and eventual cracked, desquamation, occasionally the skin may blister, the tongue and other parts of

NTA Level 4 • Semester 1 • PST04102 Specialised Food Therapy Disease Control and Prevention • Source Session/Topic 44 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 44: Specialised Food Therapy 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 Specialised Food Therapy • Explain Nutrients Required for Different Groups • Explain Entry and Exist Criteria for Specialised Food Products • Describe Different Types of Specialised Food Products • Describe the Importance of Nutritional Therapy for Acute Malnourished Clients Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Computer and LCD projector • Handout 44.1 SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |50 minutes |Presentation |Common Nutritional Deficiency | | | |Buzzing |Diseases | |3 |40minutes |Presentation |Management of Common Nutritional | | | |Group |Deficiency Diseases | | | |discussion | | |4 |05 minutes |Presentation |Key Points | |5 |10 minutes |Presentation |Evaluation | |6 |10 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: Common Nutritional Deficiency Diseases (50 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the common nutritional deficiency diseases? | | | |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 | Malnutrition • Can occur at any time in the life cycle. • When it occurs early in life, irreversible damages can be done to the body and brain • Affects a significant proportion of populations, presenting as macro and or micronutrient deficiency disorders. • Nutrition disorder means any kind of disorder caused by eating too little or too much of one or more different nutrients. Classification of Malnutrition • Can be classified in different ways but most commonly as under nutrition or over nutrition. o Under Nutrition occurs when nutrients intake does not meet nutrients needs. o Many nutrients are in high demand due to the constant state of cell lose and later regeneration in the body. o Over nutrition is prolonged consumption of more nutrients than the body needs Protein Energy Malnutrition (PEM) • A deficiency of energy and protein which results in body wasting, • Occurs more frequently in infants and young children but is also observed in adolescents and adults • Severe forms of PEM are Kwashiorkor and Marasmus Kwashiorkor • Caused by failure to provide an adequate dietary sources of protein to substitute for the protein • Signs and symptoms includes: o failure of growth but the child is not severely wasted, o swollen abdomen, o hair changes (hair becomes brown, straight and soft) o skin rashes, o child becomes inactive, apathetic, irritable and is difficult to feed, o oedema of lower limbs Marasmus • Causes: severe loss or chronic waste of fat, muscles and other tissues of the body. The disease occurs due to shortage of basic nutrition, proteins, vitamins and calories to the body. It is inadequate energy intake in all forms, including protein. • Signs and Symptoms of Marasmus: remarkable failure of growth, severe muscle wasting with flaccid, wrinkled skin and bony prominence, the child looks awake and hungry and displays what is referred to as ‘old person’s face and Oedema is absent Prevention of PEM • The different strategies may include: • Incorporating nutrition objectives into development of policies and programmes • Improving household food security • Protection and promotion of good health • Improving the quality and safety of foods • Protect and promote breastfeeding and complementary feeding • Early treatment of common diseases • Immunization • Growth monitoring • Promoting appropriate diets and healthy lifestyles Vitamins and Minerals Nutritional Deficiencies Vitamin A Deficiency • It plays important roles in the body including vision, maintenance of epithelial tissue, and synthesis of mucous secretion, growth, reproduction and immunity. • The organ that is most readily affected is the eye. Symptoms and Signs: • Night blindness (Reduced ability to see in dim light) • Conjunctival xerosis/ drying • Corneal xerosis/drying, • Xerophthalmic fundus (retina has white dots) • Keratomalacia: Perforation of the cornea prolapsed of the iris, loss of ocular contents and perhaps destruction of the eye o All of these may lead to complete blindness Vitamin B1 Deficiency (Beriberi): • It occurs when people consume highly milled polished rice or maize, and starchy roots such as cassava, which are deprived of thiamine content. • Signs and Symptoms: o Heart palpitation, chest pain. o Dyspnoea (breathlessness), a rapid, sometimes irregular pulse and distended neck veins with visible pulsations o The heart is found to be enlarged o Cyanosis o Increased oedema o Severe dyspnoea o Acute circulatory failure and death o The patient is thin with weak, wasted muscles Anaesthesia and ‘pins- and-needles’ feelings in the feet and arms may increase, eventually causing difficulty in walking o Foot drop and wrist drop commonly occur Vitamin B2 (Riboflavin) Deficiency (Beriberi) Sign and symptoms: • Angular stomatitis • Glossitis • Skin changes • Seborrheic dermatitis • Vascularization of the cornea Vitamin B3 (Niacin) Deficiency (Pellagra): • It is generally associated with maize diet. • Early Symptoms of Pellagra: A person appears poorly malnourished, often weak and underweight. A person may also have diminished sensitivity to gentle touch and sometimes some muscular weakness and tremor. Untreated cases of pellagra may die of the disease • The

NTA Level 4 • Semester 1 • PST04102 Health Hazards of Poor Housing and Ventilation Disease Control and Prevention • Source Session/Topic 11 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 11: Health Hazards of Poor Housing and Ventilation 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 health hazards of poor housing • Explain types of ventilation • Explain importance of proper ventilation in various settings Resources Needed • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers Projector • Computer and LCD Projector • Worksheet 11.1 Diseases caused by poor housing SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |5 minutes |Presentation |Introduction, Learning Tasks | |2 |30 minutes |Presentation |Health Hazards of Poor Housing | | | |Brain storming| | |3 |30 minutes |Presentation | Types of Ventilation in Various | | | |Buzzing |Settings | |4 |30 minutes |Presentation |Importance of Ventilation in Various| | | |Small Group |Settings | | | |Discussion | | |5 |10 minutes |Presentation |Key Points | |6 |5 minutes |Presentation |Evaluation | |7 |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: Health Hazards of Poor Housing (30 minutes) |Activity: Brainstorming (10 minutes) | | | |ASKstudents to brainstorm on the following question: | | | |What are the hazards of poor housing? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Housing conditions play a crucial role in the control of many diseases, especially in the transmission of communicable diseases • House can both protect and facilitate diseases Definition of terms • House – The usual dwelling place of the family • Housing – The enclosed and adjoining open space and all structural components making up those spaces • Healthful housing – Housing which permits individuals of all ages to conduct usual household activities without putting excessive burden upon any organ of the body Basic requirements for a house • Adequately shelters people from heat, cold, damp, animals, insects and invaders • Able to be kept in good repair • Adequate elevation, ventilation and water supply • Adequate size and spacing for occupant(s) • Good drainage • Space for preparation, cooking and storage of food • Room for fuel storage • Adequate means to dispose of refuse and human waste • Proximity to roads, neighbours and other centres of population • Good natural and artificial lighting Health hazards of poor housing • A combination of dampness, lack of light, poor ventilation and overcrowding will contribute to the spread of airborne droplet infection • A dirt floor and walls and unscreened windows permit the entry and breeding of flies, bedbugs and mosquitoes which contributes to the spread of vector-borne diseases • Cooking fires placed on the floor are hazardous to small children • A range of social problems may be associated with poor housing and living conditions including depression and alcohol abuse • Excessive noise and overcrowding has an influence on mental disorders • Crowded, cramped housing conditions facilitate the spread of airborne (communicable) infections such as measles and tuberculosis • The use of dirty household fuels for cooking and heating can cause respiratory problems • Dirty water and poor sanitation are associated with numerous illnesses STEP 3: Types of Ventilation (30 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are major types of ventilation? | | | |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 | Definition of Ventilation • The process of removing polluted, stale, moisture laden, indoor air and replacing it with fresh outdoor (often dryer) air Types of Ventilation • Natural ventilation – Natural movement of air entering and leaving openings such as windows, doors, and roof ventilators as well as through cracks and crevices of buildings Types of natural ventilation o Through ventilation – Windows placed on opposite sides of house, air enters in one window and leaves through the other window o Cross ventilation – One window is provided and the other window is provided adjacent, air enters and leaves through the adjacent window o Back to back ventilation – Window is placed only on one side of the wall, Air enters and leaves in the same window. This type of ventilation is not recommended in public health • Mechanical ventilation – The movement of air by mechanical means o Wall fan and air conditioning units are examples of mechanical ventilation [pic] STEP 4: Importance of Good Ventilation (30 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What is the importance of good ventilation? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • Good ventilation provides enough air (oxygen) required for normal physiological function in the body • Proper ventilation prevents air pollutants from affecting the health of an individual • Good ventilation helps in removing unwanted smells, such as from cooking or pets • Ventilation controls how much moisture is

NTA Level 4 • Semester 1 • PST04102 Concepts of Disease Control and Prevention Disease Control and Prevention • Source Session/Topic 1 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 1: Concepts of Disease Control and Prevention Total Session Time: 60 minutes + 2 hours Assignment Prerequisites • None Learning Task By the end of this session students are expected to be able to: • Define Terms • Explain Common Terms in Disease and Disease Control/Prevention 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 | 35 |Presentation |Definition of Common Terms in | | |minutes |Buzzing |Disease and Disease Control | |3 |05minutes |Presentation |Key Points | | 4 |05 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: Definition of Common Terms in Disease and Disease Control (35 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the common terms in disease and disease control? | | | |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 | Definition of common terms Disease • A disorder with a specific cause and recognisable signs and symptoms Or • Any bodily abnormality or failure to function properly, except that resulting directly from physical injury (the latter, however, may open the way for disease) Communicable diseases • Diseases which can be transmitted from one person to another or from animal to person o For example, cholera, tuberculosis Non- communicable disease • A medical condition or disease that is non-infectious or non- transmissible which last for long periods and progress slowly o For example, cardiovascular diseases, chronic respiratory diseases, diabetes Epidemic (from Greek epi- upon + demos people) • A classification of a disease that appears as new cases in a given human population, during a given period, at a rate that substantially exceeds what is ‘expected’, based on recent experience. Therefore, it is unusual occurrence of a disease in the community Endemic • The constant presence of a disease or infectious agents within a community Pandemic (from Greek pa? pan all + demos people) • An epidemic that spreads across a large region (for example a continent), or 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: • An agent capable of infecting man • A source: an infected host or reservoir of infection • A portal of exit from the source • A suitable means of transmission • A portal of entry into a new host • A susceptible host Agent • Is an organism, mainly a microorganism but including helminthes that is capable of causing disease Reservoir (of infection)/ host) • 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 Transmission Cycle of Communicable Diseases • The transmission cycle describes how an organism grows, multiplies and spreads • For the agent to cause a disease; it has to enter the body; routes of entry are virtually the same as those of escape of the agent. o The agent must enter and multiply inside the host o The infectious organism grows and cause disease in the human body • Different diseases have different transmission cycle • For an agent to cause disease in an individual it must enter in the human body and multiply Common Communicable Diseases in Tanzania Common communicable diseases include group of the following diseases as per mode of transmission: • Air-borne diseases e.g. respiratory infections, pulmonary tuberculosis • Diseases caused by fecal contamination e.g.cholera, typhoid fever, amoebiasis • Vector-borne diseases e.g. malaria, plague, schistosomiasis • Diseases from animals and products e.g. tetanus, rabies, anthrax, brucellosis • Contact (contagious) diseases e.g. scabies, fungal skin infections, leprosy • Sexually transmitted infections e.g. gonorrhea, syphilis, trichomoniasis • Helminthic diseases e.g. ascariasis, hookworm, taeniasis, trichuriasis Prevention and Control of Communicable Diseases The main methods of communicable disease prevention/control are: • Attacking the source or reservoir by: o Treatment – cases are treated with drugs that destroys the organisms o Immunization – this increases the host resistance to disease by increasing the body‟s immune response o Isolation – the person with the disease is not allowed to come into close contact with other people, except those who are providing care o Reservoir control – in those diseases which have their main

NTA Level 4 • Semester 1 • PST04102 Methods of Controlling Common Air-borne Diseases Disease Control and Prevention • Source Session/Topic 2 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 2: Methods of Controlling Common Air-borne 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: • Describe Common Airborne Diseases • Describe Methods for Prevention and Control of Airborne Diseases + Principles of Prevention and Control 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 |35 minutes |Presentation | Common Airborne Diseases | | | |Buzzing | | |3 |60 minutes |Presentation |Prevention and Controlof Airborne | | | |Group |Diseases | | | |Discussion | | |4 |05 minutes |Presentation |Key points | | 5 |05minutes |Presentation |Evaluation | | 6 |10 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: Common Airborne Diseases (35 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the common air-borne diseases? | | | |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 | • Airborne diseases are diseases that are caused by pathogens and transmitted through the air o People spread the disease through sneezing and coughing (see figure 2.1) [pic] Source: Slide collection, Department of Medical Microbiology, Edinburgh University Figure 2.1: Spread of Airborne Disease Common air-borne diseases includes: o Common cold – caused by viruses which are spread by droplets o Sore throat – acute inflammation of the throat or pharynx o Flu – acute respiratory tract infection of specific viral origin o Bronchitis – acute or chronic disease, caused by bacteria or virus o Pneumonia – acute infection of the lungs o Measles – acute infection caused by viruses common in children o Chickenpox – mild viral infection, very common in children o Meningitis – inflammation of the meninges which covers the brain o Tuberculosis – infectious chronic disease of the lung tissues STEP 3: Prevention and Controll Airborne Diseases (60 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the control methods for air borne diseases? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | Prevention and control of air borne diseases Since the infective particles are spread by droplets from the respiratory tract of patients or carriers, an important part of the control of these diseases is based on preventing droplets from being inhaled by others. Methods for Controlling Airborne Disease: • Improved ventilation • Avoid overcrowding • Isolation • Health education • Seek treatment for any chronic cough • Immunization [pic] STEP 4: Key Points (5 minutes) • Airborne diseases are of great public health importance • Airborne diseases causes unnecessary morbidity and mortality which could be prevented • The control is based on preventing droplets infections spreading from one person to another STEP 5: Evaluation (5 minutes) • What are the common airborne diseases? • What are methods for controlling airborne diseases? STEP 6: Assignment (10 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE students in groups or individuals | | | |ASK the students to work on the following Assignment | |Prepare a presentation on methods to control outbreak of common cold | |in your village | | | |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. (21st ed). London: Saunders Ltd. Denyer, S. P., Hodges, N. A., Gorman, S. P., & Gilmore BF (2011) (eds),Hugo& Russell’s Pharmaceutical Microbiology (8th ed). Oxford: Willey-Blackwell publishing Eshuis J., & Manschot, P (1992).Communicable diseases, (1sted). 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 GoT (2013).National Tuberculosis and Leprosy Programme: Manual for the management of tuberculosis and leprosy (6thed) Dar es Salaam: MOHSW GoT (2013).National Guidelines for Diagnosis and Treatment of Malaria. Dar es salaam: MOHSW GoT (2007).National Guidelines for Management of Sexually Transmitted and Reproductive Tract Infections (1st 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. (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 Methods of Controlling Diseases Transmitted by Faecal Disease Control and Prevention • Source Session/Topic 3 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 3: Methods of Controlling Diseases Transmitted by Faecal Contamination 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 Diseases Transmitted by Faecal Contamination • Describe Methods for Controlling Diseases Transmitted by Faecal Contamination 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 |25 minutes |Presentation |Diseases Transmitted by Faecal | | | |Buzzing |Contamination | |3 |60minutes |Presentation |Methods for Controlling Diseases | | | |Group |Transmitted by Faecal Contamination | | | |Discussion | | |4 |10minutes |Presentation |Key Points | | 5 |10 minutes |Presentation |Evaluation | | 6 |10 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: Diseases Transmitted by Faecal Contamination (25 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair and buzz on the following question for 2 minutes | | | |What are the common diseases transmitted by faecal contamination? | | | |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 | Diseases transmitted by faecal contamination: • Causative organisms are excreted in the stools of infected persons • The causative organisms enter the body through the mouth • Transmission occurs through faecal contamination of food, water and hands • Food plays a central role in transmitting disease as it can be directly or indirectly contaminated via polluted water, dirty hands, contaminated soil, flies and animals or animal products • Water can be polluted directly by faeces, or faecal material may be washed in from polluted soil • Hands are contaminated after defaecation or by touching contaminated objects . Diseases transmitted by faecal-oral contamination: • Typhoid fever • Cholera • Amoebic dysentery • Bacillary dysentery • Staphylococcal food poisoning • Ascariasis • Taeniasis • Hydatidosis STEP 3: Methods for Controlling Diseases Transmitted by Faecal Contamination (60 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the preventive methods for controlling diseases transmitted by| |faecal contamination? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | Methods for Prevention of faecal-oral diseases includes: • Proper methods of stool disposal e.g. use of latrines • Hand washing using soap and water after visiting toilets and before handling food • Proper disposal of refuse • Proper cooking of food • Proper washing of fruits and vegetables before eating • Boil milk and water before drinking • Protection, purification and chlorination of public water supplies • Health education e.g. dangers of bottle feeding STEP 4: Key Points (10 minutes) • Causative organisms of fecal-oral diseases are excreted in the stools of infected persons • Transmission occurs through faecal contamination of food, water and hands • Control of faecal-oral diseases depends on breaking the faecal –oral transmission cycle STEP 5: Evaluation (10 minutes) • What are the diseases transmitted by faecal contamination? • What are the methods for controlling diseases transmitted by faecal contamination? STEP 6: Assignment (10 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE students in groups or individuals | | | |ASK the students to work on the following assignment | |Prepare a presentation of at least 5 common faecal-oral transmitted | |diseases in their local area and give measures how to control it. | | | |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. (21st ed). London: Saunders Ltd. Denyer, S. P., Hodges, N. A., Gorman, S. P., & Gilmore BF (2011) (eds),Hugo& Russell’s Pharmaceutical Microbiology (8th ed). Oxford: Willey-Blackwell publishing Eshuis J., & Manschot, P (1992).Communicable diseases, (1sted). 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 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 Methods of Controlling Vector-borne Diseases Disease Control and Prevention • Source Session/Topic 4 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 4: Methods of Controlling Vector-borne 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: • List Common Vector-borne Diseases • Describe Vectors of Medical Importance • Describe Methods of Vector Control 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 |Common Vector/borne Diseases | |3 |20 minutes|Presentation |Vectors of Medical Importance | | | |Buzzing | | |4 |60 minutes|Presentation |Methods of Vector Control | | | |Group discussion | | |5 |05 minutes|Presentation |Key Points | | |10 minutes|Presentation |Evaluation | |6 | | | | | |10 minutes|Presentation |Assignment | |7 | | | | 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: Common Vector-borne Diseases (10 minutes) Common Vector borne Diseases: • Vector is any carrier of disease (insects, mosquitos, ticks and snails) which are an essential part of the life cycle of the disease causative organism • Vectors acquire disease organisms by sucking blood from infected persons or animals and pass them on by same route Common vector borne diseases: • Malaria • Filariasis • Trypanosomiasis • Yellow fever • Plague • Schistosomiasis STEP 3: Vectors of Medical Importance (20 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are vectors of medical importance? | | | |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 | The following are Vectors of Medical importance: Table 4.1 Common vectors and the diseases they transmit |Vector |Disease(s) | |Mosquitoes |Malaria, filariasis, yellow fever, dengue | | |fever | |Black flies |River blindness | |Biting flies |Trypanosomiasis ( sleeping sickness) | |Lice |Relapsing fever ( louse-borne ) | |Fleas |Plague | |Soft ticks |Relapsing fever ( tick-borne ) | |Hard ticks |African tick-borne typhus | STEP 4: Methods of Vector Control (60 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the methods of vector control? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | Methods of Vector Control: The control may be brought about by: • Reducing the reservoir host o Control the vector population o Killing adults with insecticides o Killing larva with larvicides o Prevention of breeding sites by environmental sanitation • Protecting the susceptible individuals o Use of insecticide treated nets o Ue of chemoprophylaxis o Use of repellents and protective clothing STEP 5: Key Points (5 minutes) • Vector is any carrier of disease • A vector is required for the transmission of vector-borne diseases. • Measures that reduce vector population and protect susceptible hosts are used to control vector-borne diseases STEP 6: Evaluation (10 minutes) • What are the common vectors borne diseases? • What are the vectors of medical importance? • What are the methods of controlling vector-borne diseases? STEP 7: Assignment (10 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE students in groups or individuals | | | |ASK the students to work on the following assignment | |Prepare a presentation of at least 5 common vector-borne diseases in | |their local area and give measures on how to control it | | | |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. (21st ed). London: Saunders Ltd. Denyer, S. P., Hodges, N. A., Gorman, S. P., & Gilmore BF (2011) (eds),Hugo& Russell’s Pharmaceutical Microbiology (8th ed). Oxford: Willey-Blackwell publishing Eshuis J., & Manschot, P (1992).Communicable diseases, (1sted). Nairobi: AMREF GoT (2004).National Infection Prevention and Control (IPC) Guidelines for Healthcare Workers. Dar es Salaam: MOHSW GoT (2013).National Guidelines for Diagnosis and Treatment of Malaria. Dar es salaam: MOHSW GoT (2013).Standard Treatment Guidelines & National Essential Medicines List (4thed). 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 Methods of Controlling Disease Transmitted by Animal Bites Disease Control and Prevention • Source Session/Topic 5 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 5: Methods of Controlling Disease Transmitted by Animal Bites Total Session Time: 90 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Describe Common Diseases Transmitted by Animal Bites • Flip charts, marker pens, and masking tape Describe Methods for Controlling Diseases Transmitted by Animal Bites Resources Needed: • • 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 |30 minutes |Presentation |Common Diseases Transmitted by | | | |Buzzing |Animal Bites | |3 |30 minutes |Presentation |Methods for Controlling Rabies | | | |Group | | | | |Discussion | | |4 |05 minutes |Presentation |Key Points | | 5 |10 minutes |Presentation |Evaluation | | 6 |10 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: Common Diseases Transmitted by Animal Bites (30 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is the commonest disease transmitted by animal bites? | | | |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 | Common disease transmitted by animal bites Rabies is a disease that affects wild animals such as jackals, mongooses, fox and hyaenas. These animals may infect domestic animals such as dogs and cats. It is incidentally transmitted to human beings by a bite of a rabid animal, commonly domestic dogs or cats. • Rabies is an important public health problem because when no immediate action is taken after the bite by an infectious animal, the disease is fatal. • The virus has preference for the salivary glands and nervous tissue, finally causing encephalitis, and resulting in death. Clinical manifestations • Anxiety • Violent behavior • Seizures • Hallucinations • Depression • Paralysis of the limbs • Spasm of pharyngeal muscles • Fear of water (hydrophobia) STEP 3: Methods for Controlling Rabies (30minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |What are methods for controlling Rabies? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY | | | |ASK students to discuss on the following question | | | |SUMMARIZE by using the contents below | Methods for controlling Rabies • Notify authority because Rabies is a notifiable disease • Provide antirabies serum or vaccine to affected individuals • Give health education about preventive measures, such as regular immunization of dogs and cats (at least every 3 years) and killing of stray dogs • Pre-exposure vaccination to high risk individuals, such as veterinary officers STEP 4: Key Points (5 minutes) • Rabies is the most common human disease caused by animal bite • Death can be avoided if immediate action is taken for those who have been bitten by a suspect dog • Control measures include immunization of domestic dogs and individuals with high risk of exposure STEP 5: Evaluation (10 minutes) • What is the common disease transmitted by animal bites? • What are the methods for controlling Rabies? STEP 6: Assignment (10 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE students in groups or individuals | | | |ASK the students to work on the following Assignment | | | |Prepare a presentation on Rabies, indicating transmission, clinical | |manifestation and control measures | | | |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. (21st ed). London: Saunders Ltd. 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 Manson-Bahr PEC.,& Bell DR (2004). Manson’s Tropical Diseases (21sted). London. Bailliere Tindall. Nordberg, E., Kingondu T., Mugambi E., Musyoka L, & Otieno F (2007).Communicable Diseases(4thed). 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 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 Measures to Improve Hygiene and Sanitation Disease Control and Prevention • Source Session/Topic 6 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 6: Measures to Improve Hygiene and Sanitation 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 Hygiene from Sanitation Describe the Importance of Sanitation and Hygiene 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 |30 minutes |Presentation |Hygiene and Sanitation | | | |Buzzing | | |3 |60 minutes |Presentation |Importance of Sanitation and Hygiene| | | |Small Group | | | | |Discussion | | |4 |10 minutes |Presentation |Key Points | |5 |5 minutes |Presentation |Evaluation | |6 |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: Hygiene and Sanitation (30 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is the difference between hygiene and sanitation? | | | |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 | Hygiene – Things that you do to keep yourself and your surrounding clean to maintain good health. Few examples of hygiene practices are: • Personal hygiene • Food hygiene • Medical hygiene practices, e.g. o Sterilization of instruments used in surgical procedures o Use of protective clothing and barriers, such as masks, gowns, caps, eyewear and gloves o Safe disposal of medical waste o Disinfection of reusable materials such as linen, pads, uniforms o Hand-washing before and after dispensing of medicines Sanitation – is promotion of health through prevention of human contact with the hazards of wastes, treatment and proper disposal of sewage or wastewater. Few examples of sanitation are: • Management of human faeces • Proper handling of food (Food sanitation) • Environmental sanitation Differences between Sanitation and Hygiene |Sanitation |Hygiene | |Promotion of healthy living and |Cumulative group of practices | |good health by preventing human |perceived by group of people to be | |contact with waste and other forms |a way towards healthy living | |of organisms causing diseases. | | |Associated with human wastes, |Associated with human body | |environmental wastes and other | | |forms of wastes | | STEP 3: Importance of Sanitation and Hygiene (60 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the importance of sanitation and hygiene? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | Importance of Sanitation • Prevent variety of harmful or deadly bacteria from infecting people • Increase lifespan and improve of quality of life • Ensure safe living environment particularly in the rural setting • Providing measures to control diseases Importance of hygiene • Protects people against disease germs that are present in the environment • Promote health to “a state of maximum physical and mental well-being” rather than mere absence of disease • It promotes professional ethics STEP 4: Key Points (10 minutes) • Hygiene are practices done to maintain healthy living • Sanitation is promotion of health through prevention of human contact with wastesSanitation and hygiene are important for disease prevention STEP 5: Evaluation (5 minutes) • What is the difference between hygiene and sanitation? • What are the importances of sanitation and hygiene? STEP 6: Assignment (10 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE students in groups or individuals | | | |ASK the students to work on the following Assignment | |Prepare a presentation to be delivered to the class indicating | |different hygienic measures practiced in their households. | | | |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. 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 Manual for Health Workers in Sub-Saharan Africa, Nairobi: AMREF Nordberg, E., Kingondu, T., & Mugambi, E., et al. (2008) Communicable Diseases. (4thed). Nairobi: AMREF Nyamwaya, D. (1994): A Guide to Health Promotion through Water and Sanitation, Nairobi: AMREF World Health Organization (1999), Guidelines for safe disposal of unwanted pharmaceuticals in and after emergencies. Geneva: WHO ← 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