8 Microbes and the Process of Infection
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 8.1: Introduction to Microbiology and Infection
- 1. Explain different classifications of organisms and the binomial system
- 2. Describe components of the cell and cell transport
- 3. Discuss methods of identifying microbes
- 4. Identify the basic components of a biological microscope and describe their function
- 5. Relate the study of microbiology and the process of infection to surgical practice
- 6. Describe blood-borne pathogens
- 7. Describe the phases of types of infections
Lesson 8.2: Microorganisms and the Diseases They Cause
- 8. List and describe types of bacteria and the diseases they cause
- 9. Explain the significance of multidrug-resistant organisms
- 10. List and describe types of viruses and the diseases they cause
- 11. List and describe types of fungi and the diseases they cause
- 12. List and describe types of protozoa and the diseases they cause
- 13. Describe the body’s defense mechanisms against infection
- 14. List the ways a person acquires immunity to pathogenic organisms
- 15. Relate a good surgical outcome to the patient’s immune response
1)
Classroom Preparation
Lesson 8.1: Introduction to Microbiology and Infection
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 1. Explain different classifications of organisms and the binomial system
- 2. Describe components of the cell and cell transport
- 3. Discuss methods of identifying microbes
- 4. Identify the basic components of a biological microscope and describe their function
- 5. Relate the study of microbiology and the process of infection to surgical practice
- 6. Describe blood-borne pathogens
- 7. Describe the phases of types of infections
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 8.1: Introduction to Microbiology and Infection
STUDENT PREPARATION (1 hr)
| 1 | READ – Chapter Heading(s) • Introduction • Classification of Organisms Binomial System ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 2 | READ – Chapter Heading(s) • The Cell and Its Components Cells of Eukaryotes (Complex Organisms) Cells of Prokaryotes (Microbes) Cell Transport and Absorption ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 3 | READ – Chapter Heading(s) • Tools for Identifying Microbes Culture Staining Microscopy ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 4 | READ – Chapter Heading(s) • Tools for Identifying Microbes Microscopy ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 5 | READ – Chapter Heading(s) • Microbes in the Environment • Phases of Infection Surgical Site Infection ANSWER – Textbook • Review Question 1 ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 6 | READ – Chapter Heading(s) • Microbes in the Environment ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 7 | READ – Chapter Heading(s) • Phases of Infection Hospital-Acquired Infection Surgical Site Infection • Disease Prevention ANSWER – Textbook • Review Question 9 • Case Study 1 ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 8.1: Introduction to Microbiology and Infection
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 1 | CLASSIFICATION AND THE BINOMIAL SYSTEM: SLIDES 4-6 | • Introduction • Classification of Organisms Binomial System |
| 2 | CELL COMPONENTS AND CELL TRANSPORT: SLIDES 7-8 | • The Cell and Its Components Cells of Eukaryotes (Complex Organisms) Cells of Prokaryotes (Microbes) Cell Transport and Absorption |
| 3 | METHODS OF IDENTIFYING MICROBES: SLIDE 9 | • Tools for Identifying Microbes Culture Staining Microscopy |
| 4 | MICROSCOPE: SLIDE 10 | • Tools for Identifying Microbes Microscopy |
| 5 | PROCESS OF INFECTION: SLIDES 11 | • Microbes in the Environment |
| 6 | BLOOD-BORNE PATHOGENS: SLIDES 12-13 | • Microbes in the Environment |
| 7 | PHASES OF INFECTION: SLIDES 14-16 | • Phases of Infection Hospital-Acquired Infection Surgical Site Infection • Disease Prevention |
Learning Activities (choose one or more to equal 50 min)
| 1 | RESEARCH (50 min) • In pairs, students will research the different classifications of organisms and the binomial system and present a PowerPoint presentation to the class. Appropriate Settings: Traditional/online/flipped classroom |
| 2 | PRESENT (50 min) • In pairs, students will present a model of the cell. Students should be prepared to discuss cell transport as well. • Appropriate Settings: Traditional/online/flipped classroom |
| 3 | DISCUSS (30 min) • Divide students into groups of three to identify examples of each type of microbe-host relationship. Students should also consider which types of relationships they are most likely to encounter in a surgical situation. Have each group present a summary to the class. Appropriate Settings: Traditional/online/flipped classroom |
| 4 | DISCUSS (30 min) • Borrow a microscope from the microbiology class and discuss the basic components of the microscope. Appropriate Settings: Traditional/online/flipped classroom |
| 5 | DEMONSTRATE (50 min) • Relate the study of microbiology and the process of infection to the surgical patient by using a minor set of instruments, and placing candy pieces and food particles between the serrations of several hemostats and/or other instruments. This will demonstrate contamination. Discuss with the students what can happen when instruments are contaminated and how this will affect surgical patients. Appropriate Settings: Traditional classroom |
| 6 | DEMONSTRATE (30 min) • Using ketchup, mustard, or mayo, create a “body fluid.” Discuss the possible blood-borne pathogens in body fluid and discuss how students can protect themselves from exposure. Appropriate Settings: Traditional classroom |
| 7 | DISCUSS (30 min) • Discuss the phases of infection as a class. Appropriate Settings: Traditional/online/flipped classroom |
Critical Thinking Question
We have already discussed the organization and layout of an operating room environment. Think about the design, equipment, and room arrangement of an operating room. How do these restrict the growth of bacteria and other microorganisms?
Discussion Guidelines: Student responses should include information on how the various rooms outside the actual operating room restrict access to the sterile area, thereby reducing the transmission of infectious agents. Other conditions that help control microorganisms include special air-handling equipment, the presence of easily cleaned surfaces, and special communication equipment.
What are the general steps for the typical disease process?
Discussion Guidelines: The typical disease process occurs in six phases: transmission, incubation, prodromal phase, acute phase, convalescence, and resolution.
Classroom Preparation
Lesson 8.2: Microorganisms and the Diseases They Cause
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 8. List and describe types of bacteria and the diseases they cause
- 9. Explain the significance of multidrug-resistant organisms
- 10. List and describe types of viruses and the diseases they cause
- 11. List and describe types of fungi and the diseases they cause
- 12. List and describe types of protozoa and the diseases they cause
- 13. Describe the body’s defense mechanisms against infection
- 14. List the ways a person acquires immunity to pathogenic organisms
- 15. Relate a good surgical outcome to the patient’s immune response
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 8.2: Microorganisms and the Diseases They Cause
STUDENT PREPARATION (1 hr)
| 8 | READ – Chapter Heading(s) • Microorganisms and the Diseases They Cause Bacteria ANSWER – Textbook • Review Question 2 ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 9 | READ – Chapter Heading(s) • Microorganisms and the Diseases They Cause Multidrug-Resistant Pathogenic Bacteria ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 10 | READ – Chapter Heading(s) • Microorganisms and the Diseases They Cause Viruses ANSWER – Textbook • Review Questions 3, 5, 6, 7 ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 11 | READ – Chapter Heading(s) • Microorganisms and the Diseases They Cause Fungi ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 12 | READ – Chapter Heading(s) • Microorganisms and the Diseases They Cause Protozoa ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 13 | READ – Chapter Heading(s) • Immunity Innate Immunity Adaptive Immune System Active Immunity Passive Immunity Vaccines Hypersensitivity Allergy ANSWER – Textbook • Review Questions 4, 8 ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 14 | READ – Chapter Heading(s) • Immunity Innate Immunity Adaptive Immune System Active Immunity Passive Immunity Vaccines Hypersensitivity Allergy ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 15 | READ – Chapter Heading(s) • Immunity Innate Immunity Adaptive Immune System Active Immunity Passive Immunity Vaccines Hypersensitivity Allergy ANSWER – Workbook • Chapter 8 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 8.2: Microorganisms and the Diseases They Cause
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 8 | BACTERIA: SLIDES 18-22 | • Microorganisms and the Diseases They Cause Bacteria |
| 9 | MULTIDRUG-RESISTANT ORGANISMS: SLIDE 23 | • Microorganisms and the Diseases They Cause Multidrug-Resistant Pathogenic Bacteria |
| 10 | VIRUSES: SLIDES 24-25 | • Microorganisms and the Diseases They Cause Viruses |
| 11 | FUNGI: SLIDE 26 | • Microorganisms and the Diseases They Cause Fungi |
| 12 | PROTOZOA: SLIDE 27 | • Microorganisms and the Diseases They Cause Protozoa |
| 13 | IMMUNITY: SLIDES 28-29 | • Immunity Innate Immunity Adaptive Immune System Active Immunity Passive Immunity Vaccines Hypersensitivity Allergy |
| 14 | WAYS IMMUNITY IS ACQUIRED: SLIDES 28-29 | • Immunity Innate Immunity Adaptive Immune System Active Immunity Passive Immunity Vaccines Hypersensitivity Allergy |
| 15 | SURGICAL OUTCOMES: SLIDES 28-29 | • Immunity Innate Immunity Adaptive Immune System Active Immunity Passive Immunity Vaccines Hypersensitivity Allergy |
Learning Activities (choose one or more to equal 50 min)
| 8 | DISCUSS (30 min) • Break the class into small groups of three. Have each group choose a type of bacteria and discuss the related diseases they cause. Appropriate Settings: Traditional/online/flipped classroom |
| 9 | DISCUSS (20 min) • As a class, discuss the significance of multidrug-resistant organisms. How does this apply to surgery? • Appropriate Settings: Traditional/online/flipped classroom |
| 10 | PRESENT (50 min) • Divide the students into groups of three and have them present a PowerPoint presentation describing the types of viruses and the related diseases they cause. • Appropriate Settings: Traditional/online/flipped classroom |
| 11 | PRESENT (50 min) • Divide the students into groups of three and have them present a PowerPoint presentation describing the types of fungi and the related diseases they cause. • Appropriate Settings: Traditional/online/flipped classroom |
| 12 | PRESENT (50 min) • Divide the students into groups of three and have them present a PowerPoint presentation describing the types of protozoa and the related diseases they cause. • Appropriate Settings: Traditional/online/flipped classroom |
| 13 | DISCUSS (30 min) • Discuss as a class the body’s defense mechanisms against infection. • Appropriate Settings: Traditional/online/flipped classroom |
| 14 | DISCUSS (30 min) • Discuss as a class how individuals acquire immunity to pathogenic organisms. • Appropriate Settings: Traditional/online/flipped classroom |
| 15 | DISCUSS (30 min) • Discuss as a class how surgical outcomes can be influenced by the patient’s immune response. How does a poor immune response relate to the surgical outcome? • Appropriate Settings: Traditional/online/flipped classroom |
Critical Thinking Question
What are the possible shapes or forms for bacteria?
Discussion Guidelines: Bacteria occur in three separate shapes or forms: spherical (cocci), rod-shaped (bacilli), and spiral or curved (spiral forms). Bacteria are normally named based on their shape. In addition to their simple shape, bacteria may also group together in particular ways such as clusters or chains.
You are in the pharmacy when you overhear a store clerk trying to sell a customer the newest form of antibacterial hand soap. The clerk tells the customer that the soap is guaranteed to remove all bacteria, and that this is good because bacteria cause illness. He claims that by using that particular soap, the customer will avoid illness that winter season. Is the store clerk right or wrong? How might the clerk have better explained the relationship between disease and bacteria?
Discussion Guidelines: Students should discuss the idea that not ALL bacteria cause disease, nor should all bacteria necessarily be removed from the body. Certain bacteria are essential to the human body, and in many cases, others might only cause disease under certain circumstances (e.g., change in portal of entry). Also, students should include the concept that bacteria are not the sole cause of illness. Viruses or fungi, for example, are not bacteria but might easily cause the customer to become ill.
Assessments
Chapter 8: Microbes and the Process of Infection
ASSESSMENTS BY OBJECTIVE
| 1-15 | Workbook • Chapter 8 Evolve Instructor Resources • Test Bank Create a quiz using ExamView; sort by objective. Evolve Student Resources • Mock Certification Exam • Review Questions |
| All | Elsevier Adaptive Quizzing • Chapter 8 – Graded quizzes (Mastery Levels 1, 2, and 3) |
