SAFETY AND
INFECTION
STUDY GUIDE
,Safety and infection Control – the nurse protect clients and health care personnel from health and environmental
hazards.
NCLEX TEST PLAN- Safety and Infection Control 9-15%
Accident/Error/injury Prevention
A. Assess client for allergies and intervene as needed (e.g., food, latex, environmental allergies) *
B. Determine client/staff member knowledge of safety procedures
C. Identify factors that influence accident/injury prevention (e.g., age, developmental stage, lifestyle,
D. Mental status)
E. Identify deficits that may impede client safety (e.g., visual, hearing, sensory/perceptual)
F. Identify and verify prescriptions for treatments that may contribute to an accident or injury (does not include
medication)
G. Identify and facilitate correct use of infant and child car seats
H. Provide client with appropriate method to signal staff members
I. Protect client from injury (e.g., falls, electrical hazards) *
J. Review necessary modifications with client to reduce stress on specific muscle or skeletal groups
K. (e.g., frequent changing of position, routine stretching of the shoulders, neck, arms, hands, fingers)
L. Implement seizure precautions for at-risk clients
M. Make appropriate room assignments for cognitively impaired clients
N. Ensure proper identification of client when providing care*
O. Verify appropriateness and/or accuracy of a treatment order*
Emergency Response Plan
A. Determine which client(s) to recommend for discharge in a disaster situation
B. Identify nursing roles in disaster planning
C. Use clinical decision-making/critical thinking for emergency response plan
D. Implement emergency response plans (e.g., internal/external disaster) *
E. Participate in disaster planning activities/drills
Ergonomic Principles
A. Assess client ability to balance, transfer and use assistive devices prior to planning care (e.g., crutches, walker)
B. Provide instruction and information to client about body positions that eliminate potential for repetitive stress
injuries
C. Use ergonomic principles when providing care (e.g., safe client handling, proper lifting) *
Handling Hazardous and infectious Materials
A. Identify biohazardous, flammable and infectious materials
B. Follow procedures for handling biohazardous materials*
C. Demonstrate safe handling techniques to staff and client
D. Ensure safe implementation of internal radiation therapy
Home safety
A. Assess need for client home modifications (e.g., lighting, handrails, kitchen safety)
B. Apply knowledge of client pathophysiology to home safety interventions
C. Educate client on home safety issues (e.g., home, school, transportation) *
D. Encourage the client to use protective equipment when using devices that can cause injury
E. Evaluate client care environment for fire/environmental hazard
1
,Reporting of incident/Event/
A. irregular Occurrence/Variance
B. Identify need/situation where reporting of incident/event/irregular occurrence/variance is appropriate
C. Acknowledge and document practice error (e.g., incident report for medication error) *
D. Evaluate response to error/event/occurrence
Safe Use of Equipment
Inspect equipment for safety hazards (e.g., frayed electrical cords, loose/missing parts)
Teach client about the safe use of equipment needed for health care
Facilitate appropriate and safe use of equipment*
Remove malfunctioning equipment from client care area and report the problem to appropriate
Personnel
Security Plan
Use clinical decision making/critical thinking in situations related to security planning
Apply principles of triage and evacuation procedures/protocols
Follow security plan and procedures (e.g., newborn nursery security, violence, controlled access) *
Standard Precautions/ Transmission-Based Precautions/surgical asepsis
A. Assess client care area for sources of infection
B. Understand communicable diseases and the modes of organism transmission (e.g., airborne, droplet, contact)
C. Apply principles of infection control (e.g., hand hygiene, surgical asepsis, isolation, sterile technique,
universal/standard precautions) *
D. Follow correct policy and procedures when reporting a client with a communicable disease
E. Educate client and staff regarding infection control measures*
F. Utilize appropriate precautions for immunocompromised clients
G. Use appropriate technique to set up a sterile field/maintain asepsis (e.g., gloves, mask, sterile supplies)
H. Evaluate infection control precautions implemented by staff members
I. Evaluate whether aseptic technique is performed correctly
Use of Restraints/safety devices
A. Assess appropriateness of the type of restraint/safety device used
B. Follow requirements for use of restraints and/or safety device (e.g., least restrictive restraints, timed client
monitoring) *
C. Monitor/evaluate client response to restraints/safety device
2
, A. The Quality and Safety Education for Nurses (QSEN) project
The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge
of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to
continuously improve the quality and safety of the healthcare systems within which they work.
Using the Institute of Medicine 1 competencies, QSEN faculty, a National Advisory Board, and 17
representatives from 11 professional organizations representing advanced nursing practice defined
quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes
to be developed in nursing graduate programs for each competency. These definitions are shared in the
six guidelines below
Patient-centered Care: Definition: Recognize the patient or designee as the source of control and
full partner in providing compassionate and coordinated care based on respect for patient’s
preferences, values, and needs
Teamwork and Collaboration: Definition: Function effectively within nursing and inter-
professional teams, fostering open communication, mutual respect, and shared decision-making
to achieve quality patient care.
Evidence-based Practice (EBP): Definition: Integrate best current evidence with clinical expertise
and patient/family preferences and values for delivery of optimal health care.
Quality Improvement (QI): Definition: Use data to monitor the outcomes of care processes and
use improvement methods to design and test changes to continuously improve the quality and
safety of health care systems.
Safety: Definition: Minimizes risk of harm to patients and providers through both system
effectiveness and individual performance.
Informatics: Definition: Use information and technology to communicate, manage knowledge,
mitigate error, and support decision making
http://qsen.org/competencies/graduate-ksas/
2. KSA for Safety: minimize the risk of harm to patients and providers through both system
effectiveness and individual performance
3. Safety is the primary concern when caring for clients
In patient safety, critical thinking is an ongoing process.
Standards have been developed by American Nurses Association and The Joint Commission.
Use of the nursing process when planning care promotes safety
3
INFECTION
STUDY GUIDE
,Safety and infection Control – the nurse protect clients and health care personnel from health and environmental
hazards.
NCLEX TEST PLAN- Safety and Infection Control 9-15%
Accident/Error/injury Prevention
A. Assess client for allergies and intervene as needed (e.g., food, latex, environmental allergies) *
B. Determine client/staff member knowledge of safety procedures
C. Identify factors that influence accident/injury prevention (e.g., age, developmental stage, lifestyle,
D. Mental status)
E. Identify deficits that may impede client safety (e.g., visual, hearing, sensory/perceptual)
F. Identify and verify prescriptions for treatments that may contribute to an accident or injury (does not include
medication)
G. Identify and facilitate correct use of infant and child car seats
H. Provide client with appropriate method to signal staff members
I. Protect client from injury (e.g., falls, electrical hazards) *
J. Review necessary modifications with client to reduce stress on specific muscle or skeletal groups
K. (e.g., frequent changing of position, routine stretching of the shoulders, neck, arms, hands, fingers)
L. Implement seizure precautions for at-risk clients
M. Make appropriate room assignments for cognitively impaired clients
N. Ensure proper identification of client when providing care*
O. Verify appropriateness and/or accuracy of a treatment order*
Emergency Response Plan
A. Determine which client(s) to recommend for discharge in a disaster situation
B. Identify nursing roles in disaster planning
C. Use clinical decision-making/critical thinking for emergency response plan
D. Implement emergency response plans (e.g., internal/external disaster) *
E. Participate in disaster planning activities/drills
Ergonomic Principles
A. Assess client ability to balance, transfer and use assistive devices prior to planning care (e.g., crutches, walker)
B. Provide instruction and information to client about body positions that eliminate potential for repetitive stress
injuries
C. Use ergonomic principles when providing care (e.g., safe client handling, proper lifting) *
Handling Hazardous and infectious Materials
A. Identify biohazardous, flammable and infectious materials
B. Follow procedures for handling biohazardous materials*
C. Demonstrate safe handling techniques to staff and client
D. Ensure safe implementation of internal radiation therapy
Home safety
A. Assess need for client home modifications (e.g., lighting, handrails, kitchen safety)
B. Apply knowledge of client pathophysiology to home safety interventions
C. Educate client on home safety issues (e.g., home, school, transportation) *
D. Encourage the client to use protective equipment when using devices that can cause injury
E. Evaluate client care environment for fire/environmental hazard
1
,Reporting of incident/Event/
A. irregular Occurrence/Variance
B. Identify need/situation where reporting of incident/event/irregular occurrence/variance is appropriate
C. Acknowledge and document practice error (e.g., incident report for medication error) *
D. Evaluate response to error/event/occurrence
Safe Use of Equipment
Inspect equipment for safety hazards (e.g., frayed electrical cords, loose/missing parts)
Teach client about the safe use of equipment needed for health care
Facilitate appropriate and safe use of equipment*
Remove malfunctioning equipment from client care area and report the problem to appropriate
Personnel
Security Plan
Use clinical decision making/critical thinking in situations related to security planning
Apply principles of triage and evacuation procedures/protocols
Follow security plan and procedures (e.g., newborn nursery security, violence, controlled access) *
Standard Precautions/ Transmission-Based Precautions/surgical asepsis
A. Assess client care area for sources of infection
B. Understand communicable diseases and the modes of organism transmission (e.g., airborne, droplet, contact)
C. Apply principles of infection control (e.g., hand hygiene, surgical asepsis, isolation, sterile technique,
universal/standard precautions) *
D. Follow correct policy and procedures when reporting a client with a communicable disease
E. Educate client and staff regarding infection control measures*
F. Utilize appropriate precautions for immunocompromised clients
G. Use appropriate technique to set up a sterile field/maintain asepsis (e.g., gloves, mask, sterile supplies)
H. Evaluate infection control precautions implemented by staff members
I. Evaluate whether aseptic technique is performed correctly
Use of Restraints/safety devices
A. Assess appropriateness of the type of restraint/safety device used
B. Follow requirements for use of restraints and/or safety device (e.g., least restrictive restraints, timed client
monitoring) *
C. Monitor/evaluate client response to restraints/safety device
2
, A. The Quality and Safety Education for Nurses (QSEN) project
The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge
of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to
continuously improve the quality and safety of the healthcare systems within which they work.
Using the Institute of Medicine 1 competencies, QSEN faculty, a National Advisory Board, and 17
representatives from 11 professional organizations representing advanced nursing practice defined
quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes
to be developed in nursing graduate programs for each competency. These definitions are shared in the
six guidelines below
Patient-centered Care: Definition: Recognize the patient or designee as the source of control and
full partner in providing compassionate and coordinated care based on respect for patient’s
preferences, values, and needs
Teamwork and Collaboration: Definition: Function effectively within nursing and inter-
professional teams, fostering open communication, mutual respect, and shared decision-making
to achieve quality patient care.
Evidence-based Practice (EBP): Definition: Integrate best current evidence with clinical expertise
and patient/family preferences and values for delivery of optimal health care.
Quality Improvement (QI): Definition: Use data to monitor the outcomes of care processes and
use improvement methods to design and test changes to continuously improve the quality and
safety of health care systems.
Safety: Definition: Minimizes risk of harm to patients and providers through both system
effectiveness and individual performance.
Informatics: Definition: Use information and technology to communicate, manage knowledge,
mitigate error, and support decision making
http://qsen.org/competencies/graduate-ksas/
2. KSA for Safety: minimize the risk of harm to patients and providers through both system
effectiveness and individual performance
3. Safety is the primary concern when caring for clients
In patient safety, critical thinking is an ongoing process.
Standards have been developed by American Nurses Association and The Joint Commission.
Use of the nursing process when planning care promotes safety
3
