PST04102 Disease Control and Prevention

NTA Level 4 • Semester 1 • PST04102 Measures for Preventing Water Contamination Disease Control and Prevention • Source Session/Topic 7 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 7: Measures for Preventing Water Contamination 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 Sources of Water Supply • Identify Sources of Water Contamination • Describe Measures for Preventing Water 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 |Sources of Water Supply | | | |Buzzing | | |3 |30 minutes |Presentation |Sources of Water Contamination | | | |Small Group | | | | |Discussion | | |4 |30 minutes |Presentation | Measures for Preventing Water | | | |Small Group |Contamination | | | |Discussion | | |5 |10 minutes |Presentation |Key Points | |6 |10 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: Sources of Water Supply (25 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are sources of water supply? | | | |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 | Two Main Sources of Water Supply • Surface water • Ground water Surface Water • The most common source of water for most people • Located in rivers, lakes, streams, reservoirs, oceans, dams, and rain water and snow when it falls to the surface Advantages of surface water • Easily accessible • Obtained by hand or by simple pumps • Large lakes and rivers are permanent supplies of water throughout the year Disadvantages of surface water • Easily and frequently polluted as it runs over the ground where humans and animals wash and bathe in it • May be polluted by chemicals used in agriculture or industry • Surface water needs to be treated before it becomes drinking water Types of surface water Rain water • Obtained during the rainy season and collected from roofing or other collecting surfaces Advantages of rain water • Purest form of natural water if collected into clean, closed tanks • Does not need treatment when collected in a clean container Disadvantages of rain water • Does not contain essential elements (fluoride, iodine, selenium) Sea water • Water from the sea contains some salts o The water is concentrated by evaporation and become too salty for drinking Ground Water • Water which passes through permeable subsoil to the surface • Ground water can be accessed through: o Springs o Wells (shallow well, deep well or Artesian/bore-hole wells) ▪ Shallow well taps water above the first impermeable stratum ▪ Deep wells are those derived from water bearing strata below a least one impervious stratum ▪ Artesian wells are the result of ground pressure in an aquifer being released through a natural fault, or a bore-hole, so that water is forced to the surface of the ground Advantages of ground water sources o Underground water is usually clean, often plentiful and permanent o A reliable resource, especially in dry season o Not affected by evaporation o Ground water doesn’t need treatment as surface water Disadvantages of ground water sources o Limited resources, extractable quantities are often low compared to surface water o Ground water extraction is more expensive due to pump cost o Water from deep wells and deep springs usually has a lot of dissolved salts and other o Fertilizer and insecticides can get washed into aquifers via rain water and pollute ground water STEP 3: Sources of Water Contamination (30 minutes) |Activity: Brainstorming (10 minutes) | | | |ASKstudents to brainstorm on the following question: | | | |What are the sources of water contamination? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Sources of Water Contamination • Industrial and mining activities o Industrial discharge of chemicals wastes and by products o Spillage of petroleum products o Acidic rain caused by industrial discharge of sulphur dioxide o Underground storage tank leakages o Heavy metals used in mining industries (mercury in gold mining) o Silt in storm water runoff from construction sites or cleared land • Agricultural activities o Farmers use of fertilizers and pesticides o Food processing wastes, including pathogens o Excess nutrients added by runoff containing detergents or fertilizers • Organic materials from human/animals/plants and other living organisms o The collecting surface for rain water may have leaves, insects, bird and animal faces o When water runs over the earth it may become contaminated with human or animal excreta and solid waste o Shallow wells may be contaminated by excreta and refuse being washed into them, if a latrine is near o Wells may also be contaminated by the use of dirty containers for drawing water, or by oil from the pump o Rivers, lakes or dams may be contaminated by bathing and/or urinating or defecating in the water o Even piped water may be contaminated from leaks in the pipes especially when these pass near foul water or dirty drains o Water may go bad if it is stored for too

NTA Level 4 • Semester 1 • PST04102 Water Treatment Methods Disease Control and Prevention • Source Session/Topic 8 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 8: Water Treatment Methods 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: • Explain Water Treatment Methods 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 Task | |2 |40 minutes |Presentation |Water Treatment Methods | | | |Group | | | | |Discussion | | |3 |5 minutes |Presentation |Key Points | |4 |5 minutes |Presentation |Evaluation | |5 |5 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Task (5 minutes) READ orASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Water Treatment Methods (40 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 used for treatment of contaminated water? | | | |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 | The following are common methods for treating contaminated water (Purification) • Filtration • Disinfection • Boiling Filtration • Purification through sand reduces the bacterial content of the water by 85% to 90% • The two types of filters commonly used in community water supply are: o Slow sand filter o Rapid (Pressure) filter Slow filter • Requires little operational maintenance skills • Applicable in rural areas • Needs attention regularly because it is liable to become a breeding place for bacteria and water contamination Home-made sand filter • Filtration which is done when raw water passes through a fixed depth of arranged sand medium • All the suspended matter in water is dropped by the first few top layers of the sand grain • The clean water is collected at the bottom of the medium • It can be used in containers like barrels of steel or concrete or clay pots • The home-made sand filter can be used effectively in combination with chlorination Disinfection • It is killing of the organisms causing diseases o There are different methods used to disinfect water supplies, e.g. chlorination, silver treatment, ultra-violet radiation Water Chlorination • It is the final safe guard of the quality of water o The Chlorine should be applied in the water system in such a way that good mixing of the chlorine with water is ensured Boiling • Simplest way to treat a small quantity of water for at least 20 minutes • This will kill the organism and render the water harmless • Boiled water is tasteless but it is a safe rule to follow that all drinking water should be boiled to disinfect it STEP 6: Key Points (5minutes) • Water purification can be done by boiling, disinfection and filtration • A properly constructed and carefully maintained sand filter can remove most of the substances that cause turbidity and odour • It is important to prevent water from contamination STEP 7: Evaluation (5 minutes) • What are the methods of treating contaminated water? • Why is it important to treat contaminated water? STEP 8: Assignment (5 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE individual assignment | | | |ASK the students to work individually on the following Assignment | |Prepare a list of common methods used to treat water in their | |household. | | | |ALLOCATE time for students to do the assignments and submit | | | |REFER students to recommended references | References Basset W.H. (1992). Clay’s Handbook of Environmental Health (16th ed). London: Chapman and Hall Nyamwaya, D. (1994): A Guide to Health Promotion through Water and Sanitation, Nairobi: AMREF Subi, S. (2008).Environmental Health Hand Book for Clinical Officer Students. Kilosa, Tanzania. Wood, C. H. (1997). Community Health (2nded). 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 Water for Pharmaceutical Use Disease Control and Prevention • Source Session/Topic 9 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 9: Water for Pharmaceutical Use 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: • Describe Types of Water for Pharmaceutical Use 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 Task | |2 | |Presentation |Types of Water for Pharmaceutical | | |40 minutes |Group |Use | | | |Discussion | | |3 |5 minutes |Presentation |Key Points | |4 |5 minutes |Presentation |Evaluation | |5 |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: Types of Water for Pharmaceutical Use (40 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the types of water for pharmaceutical use? | | | |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 | • Water is a widely used substance, raw material in the production, processing and formulation of pharmaceutical products • Impurities present in water may contaminate or react with intended product substances, resulting in hazards to health • Control of the quality of water throughout the production, storage and distribution processes, including microbiological and chemical quality, is very important • Assurance of quality to meet the acceptable standards of pharmaceutical products is essential • Microbial contamination in the production of pharmaceutical products can be minimized by proper designing of the system, periodic sanitization and by taking appropriate measures to prevent microbial proliferation • Different grades of water quality are required depending on the route of administration of the pharmaceutical products (Different grades of water can be found in pharmacopoeias and related documents) General principles for pharmaceutical water systems • Pharmaceutical water production, storage and distribution systems should be designed, installed, commissioned, qualified and maintained to ensure the reliable production of water of an appropriate quality. • The capacity of the system should be designed to meet the average and the peak flow demand of the current operation. o All systems, regardless of their size and capacity, should have appropriate recirculation and turnover to assure the system is well controlled chemically and microbiologically. • The use of the systems following initial validation (installation qualification (IQ), operational qualification (OQ) and performance qualification (PQ)) and after any planned and unplanned maintenance or modification work should be approved by the quality assurance (QA) department using change control documentation. • Water sources and treated water should be monitored regularly for chemical, microbiological and, as appropriate, endotoxin contamination. • There are four types of water used in pharmacy. o Portable water o Purified water o Water for preparation o Water for injection Drinking/Portable water • Portable water is water fleshly drawn from public mains supply • It does not include water from local storage tank which may be heavily contaminated with microorganisms • Portable water is suitable for preparation of pharmaceutical preparation for internal and external use • Drinking-water should be supplied under continuous positive pressure in a plumbing system free of any defects that could lead to contamination of any product • Drinking-water is unmodified except for limited treatment of the water derived from a natural or stored source e.g. springs, wells, rivers, lakes and the sea o The condition of the source water will dictate the treatment required to render it safe for human consumption (drinking) o Treatment includes desalinization, softening, removal of specific ions, particle reduction and antimicrobial treatment • It is the responsibility of the pharmaceutical manufacturer to assure that the source water supplying the purified water (PW) treatment system meets the appropriate drinking-water requirements • Drinking-water quality is covered by the WHO drinking-water guidelines, standards from the International Organization for Standardization (ISO) and other regional and national agencies. Purified water • This is prepared from suitable portable water by distillation or reverse osmosis system • If allowed to stand it may gain a high content of vegetative organisms • Water for pharmaceutical production must be freshly boiled and cooled before us Water for preparation • Portable or fleshly boiled and cooled purified water is recommended for preparations of pharmaceutical • Portable water is suitable only when it is drawn from a public supply (mains water) and is suitable for drinking • Water obtained from local storage tank or any other open source e.g. water from wells is unsuitable for preparation of pharmaceuticals. • Water for preparation is used for preparation of non-sterile products such as mixtures. Water for injections • This is pyrogen free distilled water or water produced by reverse osmosis system (ROS) Water for injection is sterilized immediately after collection and used for parenteral preparation and irrigation in surgical procedures STEP 6: Key Points (5 minutes) • Production and uses of Water for pharmaceutical use should follow the requirements specified by Pharmacopoeias and other requirements by international and local authorities STEP 7: Evaluation (5 minutes) • What are the types of water for pharmaceutical use? • What are the uses of each type of water for pharmaceutical use? STEP 8: Assignment (5 minutes) |Activity: Take Home Assignment (10 minutes) | | | |ASK the students to work individually on the following Assignment |

NTA Level 4 • Semester 1 • PST04102 Methods for Safe Sewage Disposal Disease Control and Prevention • Source Session/Topic 10 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 10: Methods for Safe Sewage Disposal 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 Sewage • Describe the Importance of Safe Sewage Disposal • Describe Methods for Safe Sewage Disposal 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 |15 minutes |Presentation |Definition of Sewage | | | |Buzzing | | |3 |30 minutes |Presentation |Importance of Safe Sewage Disposal | | | |Brain Storming| | |5 |45 minutes |Presentation |Methods for Safe Sewage Disposal | | | |Small Group | | | | |Discussion | | |6 |10 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: Definition of Sewage (15 minutes) |Activity: Brainstorming (5 minutes) | | | |ASKstudents to brainstorm on the following question: | | | |What is sewage? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Sewage is the mixture of liquid, faeces, toilet paper and food wastes produced by people o The liquid in sewage includes urine and wastewater which comes from the toilet, the kitchen, bathroom and laundry o Sewage contains lots of disease-causing germs and parasites o Sewage is treated to get rid of as much of the solid matter as possible o The remaining liquid is called effluent STEP 3: Importance of sewage disposal (30 minutes) |Activity: Brainstorming (15 minutes) | | | |ASK students to brainstorm on the following question: | | | |What is the importance of sewage disposal? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Sewage disposal is the process in which sewage is transported from inhabited areas to sewage treatment plants o This is important to prevent people from getting infection caused by microorganisms found in the sewage Importance of safe sewage disposal • Protects public health from diseases • Prevent water pollution from sewage contaminants • Remove sources of contaminants from the environment to make it safe. STEP 4: Methods for Sewage Disposal (450 minutes) |Activity: Small Group Discussion ( 45 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the methods for safe sewage disposal? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | There are main two types of sewage disposal systems which are: • On-site systems • Sewage or effluent systems On-site sewage disposal systems • It treats the sewage in a septic tank so that most of the sewage becomes effluent and is disposed of in an area close to the house or buildings o Example of an on-site disposal system consists of a septic tank and leach drains o All the liquid waste from the toilet, bathroom, laundry and sink goes into pipes which carry it to a septic tank o The effluent from the tank is then disposed of through effluent disposal drains often referred to as leach or French drains o Both of these methods of disposing of liquid waste are on-site disposal systems. They must be installed and maintained properly. In these systems, the effluent is soaked into the surrounding soil. [pic] Figure 10.1: Plan view (top) of an on-site sewage disposal system On-site disposal systems cannot be installed in all situations. For example, they cannot be installed: • In areas that flood regularly • In areas that have a high water table (that is, where the underground water is close to the surface) • Where the amount of wastewater to be disposed of is large • Near to drinking water supplies A sewage or effluent (wastewater) system • It disposes of the effluent from a community at a central place usually called a sewage lagoon or effluent pond • In this method the effluent from the community is carried by large pipes to the lagoon. • These pipes serve all the houses and other buildings in the community [pic] Fig 10.2: Plan view of a wastewater disposal system • Before disposal, the sewage is treated. This involves holding the sewage in a closed or open space for a few days to allow fluids and solids to separate and bacterial action to turn the sewage into safer form • The sewage can be treated: o In a septic tank at each building o Just before the lagoon in a large septic tank or macerator system, or o In the lagoon itself STEP 6: Key Points (10 minutes) • Sewage is a mixture of excreta, water and other materials • Sewage disposal is important to make the environment free from pollutants and diseases • There are two main methods for sewage disposal; on-site and sewage system. STEP 7: Evaluation (5 minutes) • Why is the meaning of sewage? • What is the importance of safesewage disposal?

NTA Level 4 • Semester 1 • PST04102 Disease Control and Prevention – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. | | UNITED REPUBLIC OF TANZANIA [pic] Ministry of Heath, Community Development, Gender, Elderly and Children Facilitator Guide Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2016 Table of Contents Background v Acknowledgment vi Introduction viii Abbreviations/Acronym xi Session 1: Concepts of Disease Control and Prevention 1 Session 2: Methods of Controlling Common Air-borne Diseases 7 Session 3: Methods of Controlling Diseases Transmitted by Faecal Contamination 12 Session 4: Methods of Controlling Vector-borne Diseases 17 Session 5: Methods of Controlling Disease Transmitted by Animal Bites 22 Session 6: Measures to Improve Hygiene and Sanitation 27 Session 7: Measures for Preventing Water Contamination 32 Session 8: Water Treatment Methods 39 Session 9: Water for Pharmaceutical Use 44 Session 10: Methods for Safe Sewage Disposal 49 Session 11: Health Hazards of Poor Housing and Ventilation 55 Session 12: Air Purification in Pharmaceutical Settings 62 Session 13: Using Antiseptics and Disinfectants 67 Session 14: Introduction to Common Communicable Diseases 75 Session 15: Identification of Patients with Malaria 83 Session 16: Identification of Patients with Common Cold 94 Session 17: Identification of Patients with Tonsillitis 99 Session 18: Identification of Patients with Bronchitis 104 Session 19: Identification of Patients with Pneumonia 109 Session 20: Identification of Patients with Amoebiasis 115 Session 21: Identification of Patients with Typhoid Fever 121 Session 22: Identification of Patients with Food Poisoning 126 Session 23: Identification of Patients with Cholera 133 Session 24: Identification of Patients with Ascariasis 140 Session 25: Identification of Patients with Scabies 147 Session 26: Identification of Patients with Dermatophytes 154 Session 27: Identification of Patients with HIV/AIDS 161 Session 28: Identification of Patients with Tuberculosis 172 Session 29: Identification of Patients with Leprosy 182 Session 30: Identification of Patients with Gonorrhoea 188 Session 31: Identification of Patients with Syphilis 193 Session 32: Identification of Patients with Trichomoniasis 200 Session 33: Identification of Patients with Vaginal Candidiasis 206 Session 34: Introduction to Common Non-communicable Diseases 212 Session 35: Identification of Patients with Hypertension 217 Session 36: Identification of Patients with Diabetes 223 Session 37: Identification of Patients with Peptic Ulcers 230 Session 38: Identification of Patients with Asthma 236 Session 39: Identification of Patients with Allergic Rhinitis 243 Session 40: Prevention and Control of Contamination in Pharmaceutical Settings 248 Session 41: Methods for Disposing Pharmaceutical Wastes 255 Session 42: Introduction to Human Nutrition 270 Session 43: Managing Patients with Nutritional Deficiency Diseases 278 Session 44: Specialised Food Therapy 291 Background There is currently an ever increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholders workshop from18th – 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviwed and harmonized, the process of developing standardised training materials was started in August 2015 through Writer’s Workshop approach. The approach included two workshops (of two weeks each) for developing draft documents and a one-week workshop for reviewing, editing and formatting the sessions of the modules. The goals of writers workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a facilitator guide, assessment plan and practicum. There are 12 modules for NTA level 4 making 12 facilitator guides and one practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to St. Luke Foundation (SLF)/Kilimanjaro School of Pharmacy –Moshi for their tireless efforts to mobilize funds from development partners. Special thanks to John Snow Inc (JSI), Deutsche GesellschaftFür Internationale Zusammenarbeit (GIZ), Merck Kgaa, BoehringerIngelheimGmbhand Bayer Pharma Ag and action medeor.V for the financial and technical support. Particular thanks are due to those who led this important process to its completion, Mrs Stella M. Mpanda Director, Childbirth Survival Intenational, and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating the process. Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Mr.Wilson Mlaki DSt. Luke Foundation/Kilimanjaro School of Pharmacy Mr.Samwel M. Zakayo- Pharmacy Council Ms. Ester A. Tuarira MUHAS Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Ms. Julieth Koimerek KSP Rev. Baraka A.M. Kabudi MEMS Mr. Kelvin E. Mtanililwa Royal Pharmaceutical Training Institute Ms. Rose Bulilo CEDHA Ms. Diana H. Gamuya CEDHA Dr.Melkiory Masatu CEDHA Mr. Habel A. Habel City College of Health and Allied Sciences Ms. Zaina Msami Meru District

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