Higiene WHO

Environmental cleaning
and infection prevention

and control in health care
facilities in low- and
middle-income countries
Modules and resources
Environmental cleaning
and infection prevention
and control in health care
facilities in low- and
middle-income countries
Modules and resources
Environmental cleaning and infection prevention and control in health care facilities in low- and middle-income
countries: modules and resources
ISBN 978-92-4-005106-5 (electronic version)
ISBN 978-92-4-005107-2 (print version)
© World Health Organization 2022
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Contents
Acknowledgements vi
Abbreviations and acronyms vi
1. Introduction 1
2. Teach 3
2.1 The modules 4
Module 1: Introduction to infection prevention and control 5
M1.1 The environmental transmission pathway 6
M1.2 Health care-associated infection 7
M1.3 Standard precautions 8
Module 2: Respiratory and personal hygiene 10
M2.1 Respiratory and cough hygiene 10
M2.2 Personal hygiene and appearance 11
Module 3: Hand hygiene 14
M3.1 The role of hand hygiene (including hand hygiene techniques) 14
M3.2 Barriers to performing hand hygiene 16
M3.3 When to perform hand hygiene 16
Module 4: PPE 19
M4.1 General prinicples of PPE 19
M4.2 PPE for cleaning tasks 22
M4.3 PPE and action for accidental exposure to blood or body fluids 24
Module 5: Cleaning of the environment 27
M5.1 Importance of cleaning of the environment 28
M5.2 What cleaning of the environment includes and when it should be performed 29
M5.3 General principles for conducting environmental cleaning 29
M5.4 Cleaning spillages of blood and body fluids 35
M5.5 Cleaning procedures 36
Module 6: Waste management 40
M6.1 Health care waste 41
M6.2 Categories of waste 41
M6.3 Risks associated with health care waste 42
M6.4 Waste segregation and handling 42
M6.5 Handling and disposing of a sharps waste container 46
Module 7: Linen management 48
M7.1 Categorization of linen 49
M7.2 Collecting, handling and transport of linen 49
iii
Contents (continued...)
Module 8: Supportive supervision (supplementary) 54
M8.1 Supportive supervision, monitoring and feedback 54
M8.2 Traditional versus supportive supervision 55
M8.3 Competency assessments 55
3. Visualize 58
3.1 General figures 59
Fig. 3.1 Environmental transmission pathway illustration 59
Fig. 3.2 Cough etiquette 60
Fig. 3.3 How to handrub and handwash posters 61
Fig. 3.4 ‘My 5 moments for hand hygiene’ – mother and baby 63
3.2 Illustrated cleaning guides 64
Fig. 3.5 Important objects 64
Fig. 3.6 How to fold a cleaning cloth 66
Fig. 3.7 How to handrub 67
Fig. 3.8 How to wash your hands 68
Fig. 3.9 How to put on single use, disposable gloves 69
Fig. 3.10 How to remove single use, disposable gloves 70
Fig. 3.11 How to put on reusable heavy-duty (chemical-resistant) gloves 71
Fig. 3.12 How to remove reusable heavy-duty (chemical-resistant) gloves 72
Fig. 3.13 How to put on a disposable apron 73
Fig. 3.14 How to remove a disposable apron 74
Fig. 3.15 How to prepare a detergent solution 75
Fig. 3.16 How to prepare chlorine-based disinfectant solution from a powder 76
Fig. 3.17 How to clean a blood spillage 78
Fig. 3.18 Damp mopping 80
Fig. 3.19 High-touch cleaning 82
Fig. 3.20 Cleaning paintwork, walls, and doors 84
Fig. 3.21 How to clean a handwash basin 86
Fig. 3.22 How to clean a standard (Western-style) toilet 89
Fig. 3.23 How to clean a squat toilet 92
Fig. 3.24 How to clean a shower 94
Fig. 3.25 How to clean a delivery bed 97
Fig. 3.26 How to clean a ward bed 100
iv
Contents (continued...)
4. Check 103
4.1 Basic needs assessment tool 104
4.2 Infection prevention and environmental hygiene questionnaire
(for before and after training) 114
4.3 Competency assessments 117
4.3.1 Individual competency assessment record 117
4.3.2 Competency assessment checklist: Handrubbing 118
4.3.3 Competency assessment checklist: Handwashing 119
4.3.4 Competency assessment checklist: Putting on and removing single-use gloves 120
4.3.5 Competency assessment checklist: Putting on and removing reusable heavy-duty
(chemical-resistant) gloves 122
4.3.6 Competency assessment checklist: Putting on and removing a disposable apron 124
4.3.7 Competency assessment checklist: Preparing a detergent solution 125
4.3.8 Competency assessment checklist: Preparing a chlorine-based disinfectant
solution from a powder 126
4.3.9 Competency assessment checklist: How to clean a blood spillage 127
4.3.10 Competency assessment checklist: Damp mopping 129
4.3.11 Competency assessment checklist: High-touch cleaning 131
4.3.12 Competency assessment checklist: Cleaning paintwork, walls and doors 133
4.3.13 Competency assessment checklist: Handwash basin 135
4.3.14 Competency assessment checklist: Standard (Western-style) toilet 138
4.3.15 Competency assessment checklist: Squat toilet 141
4.3.16 Competency assessment checklist: Shower 144
4.3.17 Competency assessment checklist: Sluice 147
4.3.18 Competency assessment checklist: Delivery bed 150
4.3.19 Competency assessment checklist: Ward bed 153
4.4 Train-the-trainer course evaluation 156
4.5 E valuation of delivery of training to those who clean in health care facilities 158
4.6 Example of a training record 161
Annexes 162
Annex 1. Train‑the‑trainer course: how-to-train module 163
A1.1 What makes a good trainer 163
A1.2 Adult learning 164
A1.3 Participatory methods of training 165
Annex 2. Example timetables, modules and delivery formats 166
Annex 3. Competency assessment referral procedure 173
Annex 4. Example of a certificate of completion (for adaptation) 174
v
Acknowledgements
The TEACH CLEAN package, created for The Soapbox Coordination and writing
Collaborative in partnership with NHS Grampian,
Scotland, United Kingdom of Great Britain and Northern Stephen Nurse-Findlay coordinated the development of
Ireland, and the London School of Hygiene & Tropical the document under the oversight of Silvia Bertagnolio
Medicine, United Kingdom, was used as the basis for the (Antimicrobial Resistance Division, WHO Headquarters).
development of this training package. Claire Kilpatrick and Julie Storr (infection prevention
and control consultants, United Kingdom) led the
The World Health Organization (WHO) acknowledges adaptation and writing of the document, with the
the United States Centers for Disease Control and technical input of Wendy Graham, London School
Prevention, United States of America (USA) and the of Hygiene & Tropical Medicine, United Kingdom.
Infection Control Africa Network for the permission
to use materials from the document Best practices
for environmental cleaning in healthcare facilities
in resource-limited settings.
Expert review
The practical hand hygiene exercise in
module 3 was adapted with permission to the Benedetta Allegranzi (Department of Integrated
Soapbox Collaborative from the Jhpiego Respiratory Health Services, WHO Headquarters), Mandy Deeves
infection prevention and control in healthcare (Department of Integrated Health Services, WHO
facilities learning resource package. Headquarters), Wendy Graham, London School
of Hygiene & Tropical Medicine, United Kingdom,
Margaret Montgomery (Water, Sanitation and Hygiene,
WHO Headquarters), Molly Patrick, United States
Centers for Disease Control and Prevention, USA, and
Anthony Twyman (Department of Integrated Health
Services, United Kingdom).
Abbreviations and acronyms

AMR antimicrobial resistance IPC infection prevention and control
COVID-19 Coronavirus disease - 19 PPE personal protective equipment
HAI health care-associated infection
vi
1. Introduction
Introduction
Those who clean in health care facilities are

the first line of defense against all health
care-associated infection (HAI), including
COVID-19, and a crucial link in the delivery
of safe, high quality health care. Such staff
should be valued and should be supported
and trained to perform their roles effectively.
Environmental cleaning and infection prevention and
control (IPC) in health care facilities in low- and middle
income countries, hereafter referred to as ‘the package’
comprises two interconnected parts: the trainers’ guide
(separate document) and Modules and resources (this
document). The trainers’ guide (separate document)
takes the user through how to prepare, deliver and
sustain an effective training for those who clean.
This document contains all of the materials to
be used in the delivery of training programmes
targeting those who clean. This document should
be read alongside the trainers’ guide and the modules
can be used in sequence or individually as required
at country/facility level. It is however important to
understand the detail in the modules before using the
competency assessment checklists.
Those who clean help to prevent HAI and support

efforts to reduce antimicrobial resistance (AMR) and
maternal and newborn sepsis. Strengthening the
training of this important group of health workers
can contribute to resolving many of today’s public
health challenges.
While the language used in the training package applies

to maternity units, much of the content applies to
all clinical areas and can be readily used with small
adaptations to language (for example, ‘beds’ rather
than ‘delivery beds’).
The package is intended for use in health care
facilities by individuals who develop or deliver training
programmes intended to improve environmental
cleaning of health care facilities.
2
2. Teach
MODULES AND RESOURCES
IN HEALTH CARE FACILITIES IN LOW- AND MIDDLE-INCOME COUNTRIES
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL
2.1 The modules
This document, which should be used The seven main modules are followed by a
supplementary module that is targeted specifically
alongside the trainers’ guide, contains
towards the supervisors of those who clean.
the seven main modules to be delivered
The modules are:
to those who clean by competent trainers.
However, for improvements to be made Module 1: Introduction to IPC
and sustained, efforts need to go beyond Module 2: Respiratory and personal hygiene
training and include ongoing supportive Module 3: Hand hygiene
supervision and a focus on multimodal
Module 4: Personal protective equipment (PPE)
quality improvement.
Module 5: Cleaning of the environment
Module 6: Waste management
Module 7: Linen management
Module 8: Supportive supervision (supplementary)
Additionally:
In Annex 1, there is a module providing a train the trainer
outline approach focused on adult learning.
Annex 2 features information on the timings for
delivering the modules in their entirety.
Annex 3 is a post-trainng evaluation.
Annex 4 is an example certificate of completion.
Format of the modules
Learning The module Module contents Trainer Definition

objectives sections background
information
Practical activity Discussion time Case study
4
Module 1: Introduction to infection
prevention and control
This module contains the materials

required to explain an ‘Introduction to
IPC and how the role of environmental
cleaning can reduce infections in health Trainer background information
care facilities.’ • The action checks in part 2 of the trainers’
guide should have been reviewed before starting
to deliver the module.
Learning objectives – on completion

of this module, participants should
be able to: Contents of Module 1
• describe the environmental transmission pathway • Instructions, discussion questions and general
(Fig. 2.1) and provide examples from their work principles for each of the three module sections.
environment. • An outline of practical activities including
• describe their own roles and responsibilities in a suggestion to use baby powder to spread
breaking the transmission pathway. across surfaces to demonstrate the spread
of microorganisms.
• understand that potentially harmful microorganisms
that cause ill health cannot be seen. • Photograph of a hospital environment to be used
to ask participants where microorganisms might
• understand what an HAI is and the impact.
‘hide’ and how they might spread, to be used in
• describe standard precautions, their purpose, a practical activity.
and who they are for.
• An illustration of an environmental
transmission pathway.
• Case studies.
The module has three sections

M1.1 The environmental transmission pathway
M1.2 Health care-associated infection
M1.3 Standard precautions
5
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL M1.1 The environmental
transmission pathway
Start the session by reading the definition.
Practical activity
Take the baby powder and tell participants that the
powder represents ‘invisible microorganisms’ that are
easily spread. Put some baby powder on a table and
Definition – to be read out: Potentially harmful rub some on your hands. Then, with the baby powder
microorganisms (bacteria, fungi, viruses – commonly on your hands, shake a participant’s hand, touch
known as germs), can be transferred from patients or objects in the room, and so on. Explain that the trail
health workers that are colonized with a microorganism of baby powder on these objects and on participants’
or have an infection, to the environment and then hands demonstrates the spread of potentially harmful
to susceptible patients or health workers. This can microorganisms. Emphasize how easy it is to spread
happen through touching environmental surfaces and invisible microorganisms and start to talk about how
noncritical1 equipment with contaminated hands or to break the environmental transmission pathway, for
vise versa, even when gloves are worn. If we break the instance, through the actions of those who clean (such
pathway through cleaning, glove removal and hand as through cleaning processes and hand hygiene).
hygiene, patients and workers will be protected.
Next, explain the following: Microorganisms are so
1. N
oncritical patient care equipment is equipment such as
small that they are invisible to the human eye. So, stethoscopes, blood pressure cuffs and bedpans, that comes
even if surfaces or hands look clean, they can still be into contact with intact skin.
covered with microorganisms that could be harmful

to susceptible patients, health workers and others.
Read out each step in the environmental transmission
pathway (see below an illustration of the environmental
transmission pathway).
Fig. 2.1 Environmental transmission pathway illustration
Source: CDC/ICAN, 2020 (5).
Notes
Spray bottles are not recommended – the icons are
simply used to represent the cleaning process (see
module 5).
Health workers and visitors can also be susceptible.
6
2. TEACH
M1.2 Health care-associated

infection
Start the session by reading the definition
Discussion time
Definition – to be read out: A health care-associated

infection – or HAI – is an infection acquired during a
patient’s stay in a hospital or health care setting that
Trainer background information was not present when the patient was admitted. HAIs
sometimes appear after a patient has been discharged.
Having explained the environmental transmission HAIs also include infections acquired at work by hospital
pathway and given the practical demonstration of or health care facility staff.
the spread of potentially harmful microorganisms,
ask for examples from participants to assess their
understanding. Focus mainly on the ‘mode of
transmission’ (that is, hands touching contaminated
items, even if gloves are worn).
Ask participants for:
HAI case study – to be read out
• examples of ways in which potentially harmful
Jo had a caesarean section a week ago and was sent
microorganisms can spread, based on things they
home with a healthy baby. She has had to return
have observed in their workplace.
to hospital because the wound from the caesarean
• which practical actions those who clean can take section is red and infected and she is in a lot of pain.
to help prevent the spread of potentially harmful She is visited by the surgeon and nurse. They tell her
microorganisms and when those actions could or that five other women who recently had a caesarean
should be taken. section at the hospital have similar symptoms.
Use the environmental transmission pathway illustration They are investigating what has happened because
and the points below to prompt discussion. they think that the women may have picked up
an infection in the hospital. The ward that houses
Discussion prompts based on the environmental mothers who have had a caesarean section looks
transmission pathway illustration dirty, with bloodstains on the floor and some
• Where might potentially harmful surfaces. Jo is upset because her family and baby
microorganisms live? need her at home and she has to consider her
options for going back to work.
• In what ways can potentially harmful
microorganisms move from where they live?
• Who might be at risk from these potentially
harmful microorganisms?
Discussion time
Divide the participants into small groups and ask them
Practical activity to discuss and report back on what impact an HAI could
have on a patient, their family, and the wider health care
Ask participants to look at the photograph (Fig. 2.2) facility setting.
and discuss the risk of environmental transmission in
terms of a health care environment. Focus on identifying Discussion prompts
where potentially harmful microorganisms might • HAIs can cause serious, avoidable illness
live and how they might be inadvertently spread by for patients and health workers.
those who clean in the course of their work. Use this
• patients with an HAI need to stay in hospital
information to explain how using better practices can
for longer, which can cause great distress.
reduce the spread of potentially harmful organisms and
use the text in Box 1.1 to further explain. • HAIs can lead to long-term disability.
• in serious cases, HAIs can result in death.
7
• treatment of HAIs results in more money being
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL spent on patient care.
• the additional cost of HAIs to the health
system is huge.
• cases of HAIs increase pressure on busy staff.
Discussion time
• HAIs can result in a significant burden on patients
and their families (for example, through loss List the relevant standard precaution elements given
of earnings, the need to provide long-term care below. In each case, ask why the precaution is important
for family members, and being unable to look in a health care facility in terms of halting the spread
after children). of potentially harmful microorganisms. You can use
• HAIs can also put health care facility staff at the environmental transmission pathway illustration
risk when they are exposed to potentially harmful (Fig. 2.1) to help participants as they discuss their role in
microorganisms because of an unclean work preventing spread through taking these precautions. You
environment or poor hygiene practices. can also mention that the various aspects of standard
precautions will be covered in more detail in the other
modules:
• respiratory hygiene and cough etiquette.
M1.3 Standard precautions
• hand hygiene.
• use of PPE.
• environmental cleaning.
• management of blood and body fluid spillages.
• management of waste, including sharps.
• management of linen.
Trainer background information
Environmental cleaning is one part of standard
precautions. Introduce standard precautions by
reading the definition to participants. The details
of the various standard precautions will be covered
in subsequent modules. IPC case study – to be read out
Start the session by reading the definition. Adama is an orderly who works in the maternity unit
of a busy hospital. She has worked at the hospital
for 1 year, working 6 days a week doing morning,
afternoon and evening shifts. The resources needed
for cleaning are generally in good supply.
Sira has just started working at the hospital and has
Definition – to be read out: Standard precautions aim
not worked as an orderly before. Adama has been
to protect both health workers and patients by reducing
asked to show Sira what she should be doing and
the risk of transmission of microorganisms from both
how to do it.
recognized and unrecognized sources. They are the
minimum standard of IPC practices that should be used As part of her daily routine, Sira goes to clean
by all health workers, during the care of all patients, the delivery room sink. There have not been any
at all times, in all settings. When applied consistently, deliveries yet that day and the sink looks clean,
standard precautions can prevent the transmission of so Sira decides that there is no point in cleaning it.
microorganisms between patients, health workers and
the environment.
Discussion prompts
All health workers – not just those providing direct care –
Was this the right thing to do? What would you do in
are responsible for implementing standard precautions
this scenario? Is it a waste of time cleaning things that
and environmental cleaning is a key part of these. We
already look clean? Why is this the case?
will now learn what the various precautions are.
Correct response: No, Sira has not done the right
thing; the sink should be cleaned even if it looks clean.
Cleaning things that look clean is NOT a waste of time.
Something might look clean, but still be covered in
potentially harmful microorganisms. Adama should
have made it clear to Sira that sinks need to be cleaned,
even if they look clean.
8
Additional information: The sink should be cleaned at
2. TEACH
least once a day, after every delivery, and when visibly

dirty (explain that this is discussed in detail in module 5).
Box 1.1. Environmental transmission pathway and the potential risks

• Potentially harmful microorganisms are invisible to the eye, but can live in the health care environment.
For example, they may survive on a bed that was previously occupied by a patient carrying a harmful
microorganism, from an animal (note the cat), or from a dirty environment (note the dust on the tray
under the mattress and the dusty floor).
• There are several ways in which potentially harmful microorganisms can move from where they are living
(for example, cat faeces, environmental surfaces or rubbish bags) through the hands of health workers
(including cleaners) to a susceptible patient, that is, a person who has little resistance against a particular
microorganism and who is likely to contract disease if exposed to this organism (also known as a susceptible
host). Microorganisms can also infect patients directly, for example, by moving from the surface of a bed into
a patient’s wound.
Fig. 2.2 Illustration of potential sources of environmental transmission

(reproduced with permission)
9
Module 2: Respiratory and personal hygiene
This module contains the materials M2.1 Respiratory and cough hygiene
required to explain respiratory
and personal hygiene.
Definition – to be read out: Respiratory and

cough hygiene is designed to minimize the risk
Learning objectives – on completion of transmission of acute respiratory infections such
of this module, participants should as COVID-19, influenza, other cold viruses and some
be able to: harmful bacteria. Respiratory and cough hygiene means
that when sneezing or coughing you should cover your
• explain the actions required for proper nose and mouth with a disposable tissue and dispose
respiratory hygiene and cough etiquette. of the tissue immediately in a closed bin, then clean
• understand the importance of good your hands. If a disposable tissue is not available,
personal hygiene. cough or sneeze into your bent elbow.
• understand the importance of dressing
appropriately for their role, a good professional
and personal appearance, and safety.
Discussion time
Ask participants how coughing and sneezing can
The module has two sections spread potentially harmful microorganisms, in their
M2.1 Respiratory and cough hygiene daily routines and what actions they can take to
prevent such spread.
M2.2 Personal hygiene and appearance
Discussion prompts
Potentially harmful microorganisms can spread
when a person who is displaying signs and symptoms
of a respiratory illness coughs or sneezes (and can
sometimes spread even when a person does not have
symptoms of an illness). This includes people who clean
Contents of Module 2 and other staff or people in the health care facility.
• Instructions, discussion questions and general Some potentially harmful microorganisms released
principles for each of the two module sections. from a cough or a sneeze can travel several metres
before reaching the mouth or nose of another person.
• Photograph of unsuitable footwear worn
They can also be spread through touching (for example,
by someone cleaning.
via the hands) bed rails, door handles, and so on, if
• Poster of cough etiquette for a practical the environment is contaminated with potentially
demonstration (Fig. 3.2). harmful microorganisms from poor respiratory and
• Case study. cough hygiene.
10
Everyone should perform proper respiratory and cough
2. TEACH
hygiene to protect themselves and others, as shown M2.2 Personal hygiene

in the poster in section 3 (Fig. 3.2). This applies in health and appearance
care facilities, where people are more vulnerable,
but also in the community. Thus, all the following To be read out – When working as a cleaner in a health
measures to contain respiratory microorganisms care facility, it is especially important to stay clean and
are recommended for everyone: take care of personal hygiene. Personal hygiene helps
to maintain a healthy environment and status for you,
• cover your mouth and nose with a tissue when the patients, other staff and visitors. In addition, a
coughing, sneezing, wiping your nose or blowing clean appearance gives an impression of a clean health
your nose. care environment and helps you to have a positive
• always face away from others when you cough perception of yourself in your role.
or sneeze.
• use the nearest waste bin to dispose of the
tissue immediately after use; do not put the tissue
into a pocket.
• perform hand hygiene (handwashing or handrubbing)
after coughing, sneezing, wiping your nose or blowing
your nose, or after touching contaminated objects or
Discussion time
materials including tissues. Ask participants to give examples of personal hygiene
• if a tissue is not available, cough or sneeze into your and how to maintain a tidy appearance. Ensure that
upper sleeve or your inner elbow, not into your hands. the discussion includes each of the principles outlined
• keep your hands away from your eyes, nose in Table 1 and why each principle is important. Use the
and mouth as much as possible. photograph (Fig. 2.3) to prompt discussion.
• in some instances, you can wear a medical mask
to offer protection to others; key ways to be safe
when using a mask are not touching it when securely
in place, disposing of the mask immediately after
removal, and performing hand hygiene.
It is vital to provide regular cleaning of areas where
those who are coughing or sneezing or have symptoms
of (or suspected of having) acute respiratory infection
are waiting or residing as is wearing the appropriate PPE
(more details on cleaning can be found in module 5).
11
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 1. General principles of personal hygiene and appearance
General principles of personal hygiene and appearance Principle discussed
Uniform and clothing
Uniforms and clothing worn at work should be kept in good condition and be replaced
if they become unsuitable (for example, due to wear and tear) or changed if they
become visibly dirty or contaminated (or both).
This is good professional practice and may help to prevent further contamination
of uniforms and clothing.
If possible, those who clean should change into their uniform or work clothes when
they arrive at work and change out of those clothes when they have finished their duties
for the day.
This is good professional practice and may help to prevent ongoing environmental
transmission and further contamination of clothing and hands; it also helps to ensure
a good appearance.
Short-sleeved tops are preferable because cuffs can become heavily contaminated,
which can be a risk factor for spreading potentially harmful microorganisms, and PPE
should be worn for additional protection (see module 4).
Shoes
If possible, shoes should be changed upon entering the facility to avoid bringing
in dirt and debris from outside the facility.
Ideally, shoes should be well fitting and have a soft, non-slip sole for workplace safety.
Ideally, shoes worn for performing cleaning duties should be rubber soled and have
closed toes to avoid feet making contact with blood or other body fluids, or potential
injury from sharps or other dropped objects.
Footwear should be kept clean between shifts and safely cleaned if it comes into
contact with blood or body fluids during work.
When putting on or removing shoes, care should be taken to avoid contaminating

the hands. Special care should be taken to avoid the most contaminated parts
of the shoe (for example, the underside or sole).
Hand hygiene should be performed after handling footwear.
Personal hygiene and appearance
Hair should be kept neat and tidy; shoulder-length and longer hair should be tied back.
Fingernails should be clean, short and free of nail varnish; false nails should not
be worn at work.
Clean, unvarnished nails are less likely to harbour potentially harmful microorganisms.
Long nails are harder to keep clean, can harbour potentially harmful microorganisms
(under the nails), and make effective hand hygiene more difficult.
12
2. TEACH
Personal hygiene case study

– to be read out
On her first day of work, Sira has worn a lot of
jewellery and has long hair that she has not tied
back. Adama has been asked to show Sira what
to do. What should Adama tell Sira about wearing
jewellery to work and how to wear her hair?
Correct response: Jewellery, including wrist watches,

should not be worn on the hands or wrists and long
hair should be tied back. Adama can show Sira the
right practice to set the example for her.
Additional information: Jewellery can harbour
potentially harmful microorganisms and make
effective hand hygiene difficult. If hair is not tied back,
it is more likely to get in the way and to be touched
by the individual; hence, it poses an additional risk
of being contaminated with potentially harmful
microorganisms and can also be a safety risk.
Fig. 2.3 Issues around personal hygiene, uniform and clothing

The feet are exposed to potentially harmful microorganisms from dust and dirt or from a spillage of blood and
body fluids; the footwear may become slippery when wet (for example, when mopping) and feet may be injured
by dropped objects, including sharps.
13
Module 3: Hand hygiene
This module contains the materials required

to explain the role of hand hygiene.
Contents of Module 3
• Instructions, discussion questions and general
principles for each of the three module sections.
• An outline of practical activities including
Learning objectives – on completion suggested items to perform activities.
of this module, participants should • Posters with instructions on hand hygiene
be able to: for a practical activity (Fig. 3.3).
• describe the importance of hand hygiene in breaking

the environmental transmission pathway.
• describe when it is recommended to clean M3.1 The role of hand hygiene
their hands. (including hand hygiene
• demonstrate handwashing and techniques)
handrubbing techniques.
• describe common poor hand hygiene practices.
Definition – to be read out: Hand hygiene is the action

performed to physically or mechanically remove dirt,
The module has three sections organic material or microorganisms.
M3.1 The role of hand hygiene
(including hand hygiene techniques)
M3.2 Barriers to performing hand hygiene
M3.3 When to perform hand hygiene
14
2. TEACH
Hand hygiene techniques
Discussion prompts
Ask: What are the two different ways to perform
Discussion time hand hygiene?
Answer:
Ask participants the following questions before
revealing the answers to encourage the participants • Handrubbing using alcohol-based handrub
to start thinking about the role of hand hygiene (see Fig. 3.7).
within their daily work. • Handwashing with soap and water, followed
by hand drying (see Fig. 3.8).
Discussion prompts
Handwashing is recommended in the
Ask: What are some of the ways in which potentially following scenarios:
harmful microorganisms (‘germs’) that cause HAIs
are spread? Which is the most common way for these • when hands are visibly dirty – the action
microorganisms to spread? of handwashing with soap and water is needed
to physically remove dirt from the skin.
Answer: Microorganisms can be spread in several ways;
for example, through touching contaminated items. • when hands have come into contact with blood and
The microorganisms that cause HAIs and illness are other body fluids – the action of handwashing is
commonly spread by hands – mainly the hands of health needed to physically remove any blood or body fluid
care facility staff – and the contaminated environment material that may be on the skin (including when
contributes to this transmission of infection. working in an area where a patient has diarrhoea
or vomiting).
Ask: How long do you think potentially harmful • following the removal of gloves contaminated
microorganisms can survive on a surface? with materials that may irritate the skin –
Answer: Surfaces in the hospital or health care facility handwashing with soap and water after glove
environment (for example, bed rails and door handles) use is required to physically remove irritants
are often contaminated with potentially harmful from gloves left on the skin.
microorganisms. The microorganisms can survive on For all other scenarios, handrubbing is preferred as it
surfaces, including on patient care equipment, for hours, is more effective and better tolerated, provided that
days and sometimes even weeks. appropriate, quality alcohol-based handrub agents
Ask: What do you think is the most important factor are available. Alcohol-based handrubs are considered
in preventing the spread of microorganisms? the gold standard because they kill microorganisms
more effectively than soap and water, can be available
Answer: Clean hands are critical in preventing the exactly where hands need to be cleaned or can easily
spread of microorganisms from people and from the be transported to be placed or used where required,
environment, and for reducing HAIs. Hand hygiene are usually affordable (and can be produced locally),
concerns not only the staff involved in patient care, and are not dependent on a running water supply.
but all those in the health care facility including
managers, care givers, patients and visitors. Cleaning Examples of hand hygiene supplies that might be
of the environment is important to ensure that people’s available can vary, for example, soap in liquid, bar, leaf
hands are protected from any contamination in the or powdered form (liquid form is preferred), disposable
environement as far as possible. hand drying materials or a clean reusable towel that can
then be cleaned afterwards, and alcohol-based handrub.
Ask: Who are you protecting from potentially harmful
microorganisms when you clean your hands? The technique for cleaning hands is important and is
outlined in the illustrated guides (see section 3).
Answer: When you practise hand hygiene, this protects
patients from potentially harmful microorganisms
carried on your skin or present on their skin; it also
protects you from microorganisms present in the health
care environment you are working in. In addition,
hand hygiene helps to reduce the burden of harmful
microorganims that can contaminate the environment. Practical activity
Hand hygiene practical exercise – see Box 3.1.
See illustrated guides (Fig. 3.7 and 3.8).
15
List these practical examples related to cleaning
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL M3.2 Barriers to performing activities and make sure that everyone is clear on the
hand hygiene need for hand hygiene at these times:
• before starting cleaning tasks.
• before putting on gloves to perform a cleaning
or waste management task.
• before handling clean linen.
• after handling used linen (even when gloves
have been worn).
Discussion time • after handling waste (even when gloves have
been worn).
Certain barriers can make it difficult to perform hand
hygiene in health care facilities as often as necessary. • after exposure to blood and body fluids
Ask participants to discuss what some of the barriers (even if gloves have been worn).
to performing hand hygiene may be and how to • after touching items in a patient’s surroundings
overcome them. (even if gloves have been worn).
• after exposure to chemicals from cleaning products
Discussion prompts (even if gloves have been worn).
Barriers include: • after handling soiled cleaning supplies for cleaning
• time pressures (for example, workload or reprocessing and storage (even if gloves have
and staff shortage). been worn).
• lack of resources (for example, soap and water). If hand hygiene is NOT practised at these times,
hands can play a role in the environmental transmission
• skin irritation and dryness from handwashing
pathway, contaminate other items, and potentially
agents (for example, soap).
lead to infection (particularly in susceptible patients).
• infrastructure (for example, sinks inconveniently
located or lacking). Highlight the following important reasons for
performing hand hygiene, even when gloves have
been worn:
• gloves are not guaranteed to be free of holes –
M3.3 When to perform hand hygiene a small percentage of gloves contain holes too
small to see.
• it is important to perform hand hygiene before
glove use so that no microorganisms escape
through holes in the gloves, and after glove use in
case hands have come into contact with potentially
harmful microorganisms through the gloves.
Discussion time • gloves can contain materials that are known
to cause allergic reactions in some people –
Divide the participants into small groups. handwashing with soap and water after glove
Ask them to discuss when and why they should perform use is required to physically remove these
hand hygiene and to provide examples from their materials from the skin.
everyday activities. • hands often become warm and moist when
wearing gloves, which are ideal conditions for
Discussion prompts the growth of microorganisms.
Think about the critical times to perform hand hygiene
that will arise in your work, such as after any exposure
to blood or body fluids you may be cleaning, no matter
how big or small. This includes after touching a patient’s
surroundings (for example, items temporarily, but
exclusively dedicated to a patient, such as the bed, table
and locker, if the items have to be moved for cleaning
purposes). After cleaning toilets is another example.
Hand hygiene is required in these instances even if
gloves are used.
16
‘Moment’ 2 is before a clean or aseptic procedure.
2. TEACH
WHO’s ‘My 5 moments for hand hygiene’ Immediately before performing such procedures, hands
should be cleaned to protect against potentially harmful
microorganisms entering the patient’s body, including
those ‘living’ on patients. This moment applies mainly to
nurses and doctors performing tasks such as changing
dressings, inserting an intravenous line or taking a blood
sample. This hand hygiene moment would not apply to
those who clean.
‘Moment’ 3 is after a blood or body fluid exposure risk.
Following the discussions about when and why Immediately after an exposure risk (and after glove
to perform hand hygiene, read the text below removal), hands should be cleaned to protect those who
while showing the WHO ‘My 5 moments for hand clean from potentially harmful microorganisms arising
hygiene’ poster for a maternity setting (Fig. 3.4) and from patients (for example, from their blood, vomit or
ensure discussion includes each of the principles urine). Hand hygiene is required at this moment, even
outlined. Other WHO ‘My 5 moments’ posters are if gloves have been worn.
also available.
‘Moment’ 4 is after touching a patient. If those who
The ‘My 5 moments for hand hygiene’ poster explains clean are obliged to touch the patient or their immediate
the times when those involved in providing a safe surroundings, hands should be cleaned afterwards to
environment for patients should perform hand hygiene protect themselves and others, and the environment
(highlight the two ‘moments’ in bold that have already from potentially harmful microorganisms. This is
been discussed and are most applicable to those important when before leaving the patient and before
who clean). moving on to touch other items.
To reiterate, ‘moment 5’ but also ‘moment 3’ are ‘Moment’ 5 is after touching a patient’s surroundings.
the ones that specifically relate to those who clean. Even if the patient has not been touched, hands should
That said, it is important to understand each of the be cleaned after touching any object or furniture in the
5 ‘moments’ as patients may sometimes be touched patient’s immediate surroundings when leaving the
when performing cleaning duties. area (for example, after changing bed linen, touching
a bed rail or clearing the bedside table). The aim is
‘Moment’ 1 is before touching a patient. If someone
to protect health workers and the environment from
who cleans is asked or required to touch a patient, hands
potentially harmful microorganisms and stop the spread
should be cleaned upon approaching or immediately
of potentially harmful microorganisms to other health
before touching to protect against potentially harmful
care areas.
microorganisms that can be carried on hands, regardless
of their job (for example, before shaking hands or
helping a patient to move around, stand up or sit down).
17
Box 3.1. Practical activity: Hand hygiene

Time: 20–30 minutes 5. Demonstrate the correct hand hygiene
technique while participants observe; the
Materials posters (Fig. 3.7 and 3.8) can also be displayed.
• Single-use gloves in various sizes State that handwashing should last 40–60
to suit participants. seconds to effectively remove potentially
harmful microorganisms and that it involves the
• Disposable aprons or gowns.
additional steps of wetting hands with water,
• Waste container. applying soap, rinsing hands and turning off the
• Poster paint or equivalent (that is, something tap. Handrubbing should last 20–30 seconds.
that shows colour and is washable). Alcohol-based handrub will dry naturally. Once
• Table/s of sufficient size for the number dry, hands are safe.
of participants. 6. Allow participants to repeat the hand hygiene
• Material to protect the table with their eyes open, following the hand hygiene
(for example, newspaper). steps while the trainer reads them aloud.
7. Ask participants to remove their gloves over
Instructions for the trainer the waste container and dispose of the gloves.
Cover the table in the protective material and 8. Clean any paint from hands, forearms, clothes
position the waste container near the table/s. and the work area.
Ask all participants to remove any jewellery and
9. Wash hands with soap and water using
roll up long sleeves. Then ask participants to
the technique demonstrated.
put on gloves and a disposable apron or gown
(note: this is not an exercise in glove use). 10. Discuss and summarize the main points;
for example, the importance of hand
Procedure hygiene to protect yourself and others,
1. Ask participants to close their eyes and the time taken to perform hand hygiene
put about 5 mL of poster paint onto their adequately, areas easily missed when
gloved hands. performing hand hygiene, the importance
of following the technique demonstrated,
2. With their eyes closed, ask participants to and when to perform hand hygiene (for
perform their usual hand hygiene technique. example, after cleaning a contaminated
3. After 15–20 seconds, ask participants to open bed area, even if gloves are worn).
their eyes and stop cleaning their hands.
4. Ask participants to examine their hands and
point to the parts of the gloves without paint;
ask them to describe these areas (usually
between the thumb and index finger, between
fingers, under nails or on the back of hands).
18
Module 4: PPE

to explain the role of PPE.
principles for each of the three module sections.
• An outline of practical activities.
Learning objectives – on completion • Posters for practical activities (Fig. 3.7–3.14).
of this module, participants should • Photograph of good practice.
be able to: • Case study.
• understand the need for PPE.
• understand how to select and use relevant PPE.
• demonstrate how to safely put on and take off PPE. M4.1 General prinicples of PPE
The module has three sections

Definition – to be read out: Personal protective
M4.1 General principles of use equipment – or PPE – refers to protective clothing,
garments or equipment (such as aprons and gloves)
M4.2 PPE for cleaning tasks
that are designed to protect the user against health and
M4.3 PPE and action for accidental exposure safety risks at work, including injury, risk of exposure to
to blood or body fluids or infection from microorganisms, or risks of exposure
to chemicals. If used properly, PPE can also prevent the
spread of potentially harmful microorganisms from one
patient care area to another.
19
Discussion time Practical activity

Ask participants to comment on why it is necessary
to use PPE, in what circumstances they should use it,
and what things they need to consider when they
use it.
A list of PPE equipment needed by those who clean
(based on circumstances) is provided in Table 3. Trainer background information
In summary, for example, PPE worn by those who Show participants the appropriate way to put on
clean at different times may include, reusable heavy- and remove PPE, relevant to the participant group.
duty (chemical-resistant - rubber) gloves, single-use
gloves, heavy-duty aprons, gowns, disposable (plastic) You can use the relevant instruction posters on how to
aprons, face (medical) masks, goggles and face shields. put on and remove PPE (Fig. 3.9–3.14) to assist with the
Additional PPE can be added as appropriate and as demonstration.
available (for example, respirator mask for particular Take the PPE and show participants the order of action
situations when there are specific microorganisms for putting on it on and removing it:
present or suspected or specific harmful chemicals).
• perform hand hygiene, put on apron or gown
Discussion prompts (see Fig. 3.13).
Ask: • put on mask and eye protection (if needed).
• What are examples of cleaning tasks that require • put on gloves (if a gown is worn, ensure that the
the use of PPE? glove is placed over the cuff of the gown) (see Fig. 3.9
and 3.11).
• What should you do if PPE is torn
or otherwise damaged? The order of actions for removing PPE is:
• What problems can arise if PPE does not fit correctly? • remove gloves (grasp outside of glove with opposite
• What could happen if PPE is not worn gloved hand; peel off, hold removed glove in gloved
forcertain tasks? hand, slide fingers of ungloved hand under remaining
• How should you dispose of PPE? glove at wrist, peel glove off over first glove. Do not
touch the outside of the gloves) (see Fig. 3.10).
Use photographs of good and bad practice to prompt
discussion (for example, Fig. 2.4). • remove apron or gown (pull away from the body,
turn inside out and roll into a bundle. Touch inside
Ensure that the discussion includes each of the only and do not shake) (see Fig. 3.14).
principles outlined in Table 2. Tick each principle as • perform hand hygiene (see Fig. 3.7 and 3.8).
it is discussed to ensure that all have been covered.
• remove eye protection, remove mask.
• perform hand hygiene (see Fig. 3.7 and 3.8).
Following the demonstration, ask participants
to practise putting on and removing relevant
PPE (participants can use the instruction posters
for prompts).
20
2. TEACH
Table 2. General principles of PPE
General principles of PPE Principle discussed
PPE should create a barrier to prevent contact with any harmful substances including
blood and body fluids and chemical substances (for example, chlorine-based
disinfectant solution) and should reduce the risk of contamination.
When used correctly, PPE is essential for health and safety; it should not be touched
while it is being worn for activities and removed carefully to avoid self-contamination.
Best practice for using PPE includes cleaning hands before putting on
and removing PPE.
PPE should offer the right level of protection for the task and what those who clean will
be exposed to while cleaning (and be available for those who clean in a range of sizes).
To ensure safety and proper protection, those who clean should receive training for
the tasks they are responsible for and the associated PPE explained; training may need
to be repeated if tasks or responsibilities change.
To ensure safety and proper protection, PPE should fit correctly and should not
interfere with work tasks.
Before starting every cleaning session, the PPE to be used should be visibly clean
and in good repair.
All required PPE should be put on before entering a patient care area and carefully
removed (for disposal or reprocessing if reusable) before leaving that area.
PPE used when cleaning should be changed when moving between health care facility
or patient care areas (for example, different wards or departments), and changed if
contaminated with any blood or body fluids during a task, given that cleaning should be
performed moving from clean to dirty areas (more in module 5). Changing PPE in these
situations helps to avoid the spread of potentially harmful microorganisms from one
area to another.
All PPE (reusable or disposable) should be in good repair, well maintained and
appropriately stored in a clean dry area, never on the floor.
Torn or otherwise damaged PPE should not be used; if PPE is torn or damaged during
a task, it should be removed as soon as it is safe to do so.
Single-use PPE should be disposed of safely and immediately after use and should never
be reused or washed then reused.
Unless otherwise directed, PPE should never be placed on environmental surfaces
because it may contaminate the environment or the environment may contaminate
the PPE.
Hand hygiene should be performed immediately after removal of PPE to ensure that
potentially harmful microorganisms accidently transferred to hands from PPE are
removed and because gloves may not fully protect the hands from contamination.
If it is necessary to use a single-use, disposable apron for protection and they are
not available, reusable, heavy-duty aprons should be used as an alternative.
Reusable, heavy-duty aprons should be cleaned between tasks
(manufacturer’s instructions should be followed when cleaning or disinfecting
reusable, heavy-duty aprons).
All reusable PPE should be sent for reprocessing directly after use when soiled
with blood or body fluids.
For those who will be required to wear respirators when cleaning, fit testing should
be available and undertaken.
21
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL M4.2 PPE for cleaning tasks
Following discussion of general principles for PPE use,
discuss PPE use as it applies to cleaning, focusing on
key principles of glove use.
Discussion time
Ask participants to describe cleaning activities that
require PPE and the type of PPE to be used for each
activity. Make sure that each item is discussed. Use
the photograph (Fig. 2.4) to provide an example.
Discussion prompts
Use Table 3 to prompt discussion.
Table 3. Recommended PPE for environmental cleaning tasks
Type of cleaning task Required PPE for those who clean
Routine cleaning (see module 5) None (unless spills or contamination risk – see below)
Terminal cleaning (see module 5) Reusable heavy-duty (chemical-resistant - rubber)
gloves
Blood and body fluid spills and high contamination • Plastic apron
risk areas (for example, cleaning the bed of an • Reusable heavy-duty (chemical-resistant - rubber)
incontinent patient; labour and delivery wards) gloves or single-use disposable gloves
• Face mask with either goggles or face shield
Preparation of disinfectant products and solutions According to specifications in the safety data sheet
(manufacturer instructions)
If a safety data sheet is not available, then:
• Chemical-resistant gloves (for example, nitrile)
• Gown and/or apron
• Face mask with either goggles or face shield
Source: CDC/ICAN, 2020.
22
Next, discuss why it is necessary to wear gloves – it is important to perform hand hygiene before
2. TEACH
and perform hand hygiene appropriately. glove use as a general good hygienic practice to
remove any potentially harmful microorganisms
Dicussion prompts on the hands that could contaminate the glove
• gloves and aprons are the most common type surface (as the gloves are being put on) or escape
of PPE used by those who clean. through holes in the gloves.
• gloves do not provide complete protection against – hand hygiene is indicated after glove use in
hand contamination. the WHO ‘My 5 moments for hand hygiene’
poster (see Fig. 3.4), which recommends hand
• in certain situations, the prolonged use of
hygiene after risk of exposure to blood or body
gloves can result in the transmission of potentially
fluid, after touching a patient’s surroundings
harmful microorganisms.
or equipment, and as a general good hygienic
• performing hand hygiene is important for several practice.
reasons, even if gloves are worn:
– performing hand hygiene after wearing gloves is
– gloves are not guaranteed to be free of holes – important because hands often become warm and
a small percentage of gloves contain holes too moist when wearing gloves, thus providing ideal
small to see. conditions for the growth of microorganisms.
– hands can come into contact with potentially Next, cover each of the principles outlined in Table 4.
harmful microorganisms through the gloves Tick each principle as it is discussed to ensure that all
because the patient and wider health care have been covered.
environment may be contaminated.
Table 4. General principles of glove use
General principles of glove use Principle discussed
Gloves should be worn for all activities that carry a risk of exposure to blood and
body fluids, when handling sharp or contaminated instruments, and when using
chemical substances.
Hand hygiene is a critical action even when gloves are worn.
Gloves should be put on immediately before entering the area to start a cleaning task.
Gloves should be removed immediately after the cleaning task is completed and hand
hygiene performed before touching clean areas or items, environmental surfaces
or other people.
To avoid spreading potentially harmful microorganisms between equipment and
areas, the same pair of gloves should not be worn to perform a clean task after
a dirty task or in different and should be changed between different areas within
the health care facility.
Hand hygiene should never be performed while wearing gloves
Efforts should be made to avoid transferring potentially harmful microorganisms
from gloved hands while cleaning (for example, avoid touching your face or touching
surfaces, unless touching is necessary to move an item).
When removing used gloves, the correct steps should be performed to avoid
contamination of hands and clothing.
After use, single-use gloves should never be placed on environmental surfaces once
the gloves have been removed.
Single-use gloves should be disposed of safely and immediately after use as health
care waste in the appropriate bin or waste bin/container (see module 6).
To avoid contamination of surfaces, used reusable heavy-duty (chemical-resistant)
gloves should never be placed on environmental surfaces once the gloves have been
removed.
After use, reusable heavy-duty (chemical-resistant) gloves should be cleaned
and stored appropriately.
23
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL M4.3 PPE and action for
accidental exposure to
blood or body fluids
Practical activity
Take examples of different types of gloves and
demonstrate to participants the appropriate way
to put on and remove different types of gloves used
for cleaning activities (for example, single-use gloves
and reusable heavy-duty (chemical-resistant) gloves). Discussion time
Show the instruction posters in section 3 on how to
perform hand hygiene (Fig. 3.7 and 3.8) and how to put Discuss with participants how exposure might
on or remove gloves (Fig. 3.9–3.12) to assist with the occur and the role of PPE.
demonstration.
Discussion prompts
Following the demonstration, ask participants
to practice performing hand hygiene and putting • Exposure can occur when clearing a spillage
on and removing different types of gloves used (see module 5) if the appropriate PPE is not worn.
for cleaning activities (participants can use the • If the appropriate PPE is not worn, exposure can
instruction posters for prompts). occur when clearing waste that contains sharps,
including sharps contaminated with blood and those
that have not been disposed of correctly.
• Transferring body fluids between containers should
not be undertaken by those who clean to avoid
exposure, even if PPE is worn.
• Revisit Table 3; see also module 6 on waste
management.
• Several potentially harmful microorganisms can be
spread via accidental exposure, including bloodborne
viruses especially when PPE is not worn. Even when
PPE is worn, accidental exposure may occur and
should be managed.
Next, review what to do in the event of accidental
exposure to blood or body fluids whether PPE is worn
or not (for example, through spillages, scratches,
needlestick injuries or bites).
Ensure that the discussion includes each of the
principles outlined in Table 5. Tick each principle as
24
2. TEACH
Table 5. General principles of actions following accidental exposure to blood or body fluids
General principles of actions following accidental exposure to blood or body fluids Principle discussed
Report exposures immediately to the supervisor in order to be directed as to all

appropriate actions to be taken as per local protocols. Describe the exact situation
when the exposure occured.
For splashes of blood or body fluids on intact skin, the affected area should
be washed immediately with soap and running water. Do not rub.
For splashes to the mouth or nose, spit out the blood or body fluid immediately
and rinse the mouth with water several times. Blow the nose and clean the affected
area with water or saline if available.
It is important to avoid swallowing any of the water being used for rinsing.
For splashes to the eyes, flush the area gently but thoroughly with running water
or saline (if available) for at least 15 minutes while the eyes are open.
If contact lenses are worn, irrigation should be performed before and after removing
lenses and the lenses should not be replaced.
Injuries such as scratches, needlestick injuries, bites and splash contamination
of broken skin require the following immediate action:
• Wash the wound with soap and running water; do not use disinfectant
on skin or rub or scrub.
• Allow the injury to bleed freely.
• Do not suck or scrub the area.
• Keep in touch with the relevant department according to local policy for further
advice and testing, and to report any issues for further investigations
Correct response: Her skin problem could be due

to exposure to chemicals in cleaning fluids. Adama
should be using gloves to protect her skin and should
know when to perform hand hygiene. If moisturiser
is available, she should use that for hand care. It is
PPE case study – to be read out also possible that Adama has a latex allergy – this
should be investigated (nitrile gloves could be an
Adama regularly uses chlorine-based disinfectant alternative for tasks where reusable rubber gloves
solution for different cleaning tasks. She notices are not appropriate). Adama could also be over using
that her hands have become red and itchy and her chlorine‑based disinfection solution and retraining may
skin is very dry. What are the possible causes of her be necessary to highlight the correct use of detergent
skin problem? What should she be doing to prevent and disinfectants (see module 5).
this from happening?
Use the illustrations for how to put on and remove
gloves and an apron (see Fig. 3.9–3.14).
25
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 2.4. Cleaning staff remove blood splashes from a wall in a maternity unit
An example of good PPE practice (those who clean are protected from the cleaning solution and splashes to clothing).
26
Module 5: Cleaning of the environment

required to explain the key principles
of cleaning the environment.
principles for each of the five module sections.
• Suggestions for a mock demonstration of cleaning
Learning objectives – on completion of a blood spillage (if applicable to the participant
of this module, participants should group): hand hygiene supplies; single-use gloves;
be able to: apron; absorbent material (for example, disposable
paper towels, rags or absorbent pads); cloths or
• explain the importance of cleaning the environment. mop; freshly-made or in-date detergent solution
• describe the general principles of made in a clean container or bucket (not a spray
environmental cleaning. bottle); freshly -made or in-date chlorine-based
disinfectant solution made in a clean container or
• describe the procedure for managing spillages
bucket at an appropriate dilution for the cleaning of
of blood and body fluids.
blood; health care waste bag; and warning or hazard
• understand procedures for cleaning common areas signs. Cleaning materials such as mop, bucket, gloves
(for example, sinks, floors and beds). (reusable heavy-duty (chemical-resistant) and single-
use), cleaning cloths, soap, detergent and chlorine-
based disinfectant solutions (and clean water).
• Illustrated cleaning guides (Fig. 3.15–3.26).
• Photographs of high-touch surfaces
and good practices.
The module has five sections

M5.1 Importance of cleaning of the environment
M5.2 What cleaning of the environment includes
and when it should be performed
M5.3 General principles for conducting
environmental cleaning
M5.4 Cleaning spillages of blood and body fluids
M5.5 Cleaning procedures
27
Trainer background information Discussion time

The selection and preparation of cleaning products To be read out – Thinking about the environmental
will depend on the cleaning products used in the transmission pathway, why is cleaning of the
local context. Seek information on relevant cleaning environment important? Who is at risk from
products and incorporate that information into the an unclean environment? Who is responsible
training module. If the participant group is responsible for keeping the environment clean?
for the preparation of cleaning solutions, include a
demonstration of the correct preparation of cleaning Discussion prompts
solutions (for example, detergent or chlorine-based • The physical environment poses a risk of
disinfectant solution). exposure to potentially harmful microorganisms
Manufacturer’s guidelines should always be followed (through contaminated surfaces and objects)
when preparing and using cleaning solutions. and indirect exposure (for example, via the
contamination of hands).
This module does not cover instrument processing, but
• Vulnerable patients such as mothers and their
preparation to include this topic should be undertaken
newborns can be at risk from contaminated
if the participant group is involved in this activity.
environments/surfaces and from unclean hands.
• It is important to interrupt the spread of potentially
harmful microorganisms that may cause an HAI
from the environment to people (see module
M5.1 Importance of cleaning
1) – environmental cleaning plays a key role in
of the environment interrupting the spread.
Start the session by reading the definition. • Some potentially harmful microorganisms common
within health care can survive on environmental
surfaces for months and can be picked up by people’s
hands if cleaning standards are not met, increasing
the risk of infection.
• Cleaning is a part of IPC measures and standard
Definition – to be read out: Cleaning is the physical precautions recommended for all health care
removal of foreign material (such as dust and soil) facilities to prevent infections. Those involved in
and organic material (for example, blood, secretions, housekeeping or the cleaning of the environment
excretions and microorganisms). Cleaning physically are a critical part of the team responsible for a clean,
removes microorganisms rather than killing them safe environment and therefore critical to ensure the
and is accomplished with water, detergents and safety of patients, staff and visitors.
mechanical action. • Engagement between multiple people and
departments is important to support a clean
environment. This includes engagement with onsite
supervisors, focal points for IPC, waste disposal and
water, sanitation and hygiene; administration and
facility management.
• Keeping the environment clean is a team effort in
which ALL staff should play a part. Commitment
from senior health care staff should ensure that
time to clean is appropriately allocated and valued,
and that all staff are reminded of this and are given
some training on the importance of cleaning. Staff
are encouraged to report when the environment or
equipment are not clean so that positive action can
be taken and it can be ensured that all necessary
cleaning materials are available.
28
• The frequency and method of cleaning sluice rooms
2. TEACH
M5.2 What cleaning of the depends on whether the area or equipment is

environment includes and soiled or clean. Soiled areas should be cleaned and
disinfected at least once daily. The focus should be
when it should be performed
on high-touch and frequently contaminated surfaces,
including work counters and sinks, and floors (floors
only require cleaning). Clean areas should be cleaned
at least once daily, paying attention to horizontal
surfaces and floors. Clean equipment should be
covered or removed during cleaning process. Areas
that are likely to be both soiled and clean should
be cleaned on a scheduled basis (e.g. weekly) and
Discussion time when visibly soiled.
Ask participants to think about environmental surfaces,
what areas might be the most important in the cleaning
routine and when? Can you list examples?
Discussion prompts
M5.3 General principles
Environmental cleaning of surfaces can be divided
for conducting
into two categories: environmental cleaning
• high-touch surfaces, such as door handles, bed
rails, light switches, sink handles, bedside furniture
and edges of privacy curtains.
• general surfaces that are touched less often,
such as curtain rails and walls.
In each patient care area, high-touch surfaces and items
should be identified so that cleaning schedules can Discussion time
be clear and targeted (Fig. 2.5). High-touch surfaces
may differ by area and should be cleaned at least daily.
Terminal cleaning (after patient discharge) should be
performed after a patient leaves or after the last delivery
in a labour suite (or both).
Ask participants to give examples of high touched
and less touched surfaces (even if these prompts have Tables 6–11 cover various areas related to environmental
already been given). Using the ‘high-touch surfaces’ cleaning. Each table includes one or two discussion
photograph (Fig. 2.5a and refer to Fig. 2.5b to show questions and a list of related principles.
the answers), ask participants to circle or point out
the high‑touch surfaces. Use the questions and principles in the tables to prompt
discussion. Ensure that the discussion includes each
Discussion prompts of the principles outlined below. Tick each principle as
• In labour and delivery wards, all high-touch surfaces
and floors should be cleaned and disinfected before Ask participants whether the principles are applied
and after every procedure and at least daily; such to where they work and discuss what makes it easier
cleaning should focus on the immediate surroundings or harder to follow these principles.
of the patient zone2 and any surfaces (including walls)
Following the discussion, use the ‘poor practice’
that are visibly soiled with blood or body fluids.
photograph (Fig. 2.6a and refer to Fig. 2.6b for
• Terminal cleaning should include all high-touch the correct practices) to identify areas of poor
surfaces in the whole area, such as handwashing environmental hygiene and bad cleaning practice.
sinks and the entire floor (the bed and other portable
equipment should be moved to do this thoroughly).
• Other cleaning should be scheduled (for example,
weekly or monthly) for items that are not including
in daily and terminal cleaning.
2. The patient zone includes the patient and some surfaces and
items that are temporarily and exclusively dedicated to him or
her. It contains the patient X and their immediate surroundings.
This typically includes the patient and all inanimate surfaces that are
touched by or in direct physical contact with the patient such as the
bed rails, bedside table, bed linen, infusion tubing and other medical
equipment. It further contains surfaces frequently touched by health
workers while caring for the patient, such as monitors, knobs and
buttons, and other touch surfaces.
29
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 6. General principles of cleaning
General principles of cleaning Principle discussed

What needs to be in place to facilitate cleaning and in what order should things
be cleaned? What else needs to be considered when conducting a cleaning task?
Support should be available to determine cleaning based on the transmission risk
of potentially harmful microorganisms (including the probability of contamination,
vulnerability of patients and potential for exposure to harmful microorganisms).
Cleaning schedules should be available to include the person responsible,
the frequency, and the method for each patient care area.
The environment should be tidy and clutter-free to ensure that effective cleaning can
be undertaken – a visual inspection should be performed before cleaning starts.
PPE should be worn if required as described in Table 3 (for example, if blood or body
fluids are present, or in patient care areas where specific infections are suspected or
confirmed) and hand hygiene should be performed.
Cleaning equipment should be clean and fit for purpose, in good working order,
and stored in a clean, designated area when not in use.
Cleaning solutions should be correctly prepared and stored for use.
Surface cleaning cloths should be cotton or microfibre.
Cleaning should progress from the least dirty or cleanest area to the most dirty area
(for example, from the wall tiles surrounding a toilet to the toilet bowl) and from high
to low (for example, from bed rails to bed legs, and from table surfaces to floors);
floors should be cleaned last.
Cleaning in a methodical, systematic way should ensure that no areas are missed.
Generally, fresh cleaning cloths should be used at the start of each cleaning session
(for example, routine daily cleaning in a ward).
Wetted cloths should be changed for a new wetted cloth when they are no longer
saturated with cleaning solution.
Cleaning cloths should never be ‘double-dipped’ into containers used for storing
cleaning solutions (double-dipping can contaminate the cleaning solution).
Cleaning cloths and mop heads should NOT be shaken (to avoid dispersing dust
or droplets). Cleaning cloths and mop heads should never be left soaking in buckets;
mop heads and floor cloths should be changed when visibly soiled every 1–2 hours
and at the end of each cleaning session.
For both routine and contingency cleaning schedules, risk determines the frequency,
method and process for cleaning in all patient care areas. High-touch surfaces should
be cleaned at least once daily (for example, per 24-hour period).
Less touched surfaces should be cleaned on a scheduled basis (for example, weekly)
and when visibly soiled.
If disinfection of the environment or equipment is required, cleaning should take
place BEFORE disinfecting. Most cleaning tasks will only require water and detergent;
all detergent cleaning solutions should be fresh for every cleaning session.
Disinfectants are NOT a substitute for cleaning.
Chlorine-based disinfectant solution should not be used for routine environmental
cleaning duties carried out by those who clean; it should be used only for activities
that require a disinfectant after cleaning.
Cleaning activities can lead to an increased risk of slips, trips and falls.
For good health and safety, warning and hazard signs (if available) should
be positioned to indicate that cleaning is taking place.
30
2. TEACH
Table 7. Principles of colour coding of cleaning equipment
Principles of colour coding of cleaning equipment Principle discussed

Why might it be helpful to colour code cleaning equipment?
Colour coding equipment dedicated to different areas within the health care facility
(for example, sanitary, clinical and kitchen areas) can help to identify where the
equipment should be used and may help to prevent cross-contamination between
these areas.
Colour coding equipment dedicated to different tasks should be considered
(for example, one colour for cleaning and another for disinfecting).
If there is a local policy on colour coding then that should be followed, but equipment
is often marked in red for bathrooms, washrooms, showers, toilets, basins and
bathroom floors; yellow for clinical and isolation areas; blue for general areas,
including general wards and offices; and green for kitchen areas and patient food
service equipment at ward level.
Colour coding of equipment is separate from any colour coding used to segregate waste.
Table 8. Principles of equipment use, cleaning and storage
Principles of equipment use, cleaning and storage Principle discussed

How should cleaning equipment be properly used, cleaned and stored?
The facility should designate physical space (designated as the ‘cleaning service area’)
for storage, preparation and care of cleaning supplies and equipment.
Essential supplies include portable containers, cleaning cloths, mops, buckets
and wet floor or warning/hazard signs.
Cleaning carts or trolleys may be helpful – they should have separate areas for clean
and soiled reusable items and (preferably) a lockable compartment for the safe storage
of solutions; the carts should not be used for personal items (for example, food).
Carts should be cleaned at the end of each day or shift.
All relevant equipment and materials should be gathered from the storage area before
a cleaning task is started.
All equipment used to clean the environment should be clean before use.
All reusable items should be reprocessed (that is, cleaned, disinfected and dried)
after they have been used in an area where a patient has a suspected or known
infection, or when they are soiled with blood or body fluids.
Equipment such as buckets and containers should be thoroughly cleaned, disinfected
and rinsed both daily and whenever a solution is replaced.
Manual cleaning should follow manufacturer’s instructions, but generally it involves
immersing containers or buckets in a detergent solution and using mechanical action
(scrubbing) to remove any soilage.
An example of disinfection can be fully immersing containers or buckets in boiling
water or in a disinfectant solution for the correct length of contact time, rinsing
them with clean water to remove residue, and storing them upside down to allow
them to dry completely.
Soiled cloths should be safely stored for reprocessing so that they cannot be
touched until clean.
Mop heads, floor cloths and soiled cleaning cloths should be laundered or reprocessed
at least daily (for example, at the end of the day) and allowed to fully dry before storage
and reuse.
Mops should be stored with the head up to allow the head to dry completely.
31
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 8. Principles of equipment use, cleaning and storage continued...
Principles of equipment use, cleaning and storage Principle discussed

How should cleaning equipment be properly used, cleaned and stored?
For manual cleaning, items such as cloths and linen should be immersed in a detergent
solution and scrubbed to remove any soiled material anywhere laundry facilities are not
available. This should be performed safely, for example, using PPE.
Items should be disinfected by immersing them in boiling water or in disinfectant
solution for the required contact time, then rinsing them with clean water and (ideally)
hanging them out in the sun to dry (see Fig. 2.7).
Soiled mop heads and cleaning cloths should NEVER be left soaking in buckets.
If microfibre cloths are used, the manufacturer’s instructions should be followed
– such cloths should not be used with soap and should not be washed with soap
or chlorine-based disinfectant solution.
Reusable equipment should be inspected regularly and replaced or repaired
when necessary.
Table 9. PPE and hand hygiene
PPE and hand hygiene Principle discussed

What needs to be considered when using PPE for environmental cleaning?
(see module 3 and module 4 for more detailed information).
PPE should offer the right level of protection for the task and should be clean before use.
To ensure safety and proper protection, PPE should fit correctly and should not
interfere with work tasks.
PPE used for cleaning tasks should be changed between different areas of the health
care facility and different patient care areas.
If PPE becomes torn or otherwise damaged during a task, it should not be used
or should be removed as soon as it is safe to do so.
Single-use PPE should be disposed of safely immediately after use; such PPE should
never be reused or washed then reused.
Unless otherwise directed, PPE should never be placed on environmental surfaces
after it has been removed.
Hand hygiene should be performed immediately after safe removal of PPE.
32
2. TEACH
Table 10. Preparation and use of cleaning solutions
Preparation and use of cleaning solutions Principle discussed

How should cleaning solutions be prepared?
What cleaning solutions should be used for different tasks?
Cleaning solutions should always be prepared according to the manufacturer’s
instructions by those who are trained to do this, including those who clean.
Close attention should be paid to dilution instructions to ensure that the
product is effective (use example test strips to confirm concentrations as advised
by the manufacturers).
Cleaning solutions should preferably be prepared in the designated environmental
cleaning service area.
Cleaning solutions should preferrably be prepared using an automatic dispensing
system that is calibrated regularly if at all possible (manual dilution and mixing are more
likely to lead to errors).
PPE might be required for preparation of solutions, particularly when disinfectants
have to be used, for example, chlorine-based disinfectant solution.
Cleaning solutions should be prepared in clean, standardized containers
(for measuring).
Containers used for storing solutions should be clean, clearly labelled and have
an expiration date to allow for regular replacement and to ensure that they are fresh
for every cleaning session.
Containers used for storing solutions should never be topped up; instead, they should
be cleaned and dried before being refilled at the expiration date or time, or when the
container is empty.
Cleaning products should never be mixed together (for example, detergent
and chlorine-based disinfectant solution).
Cleaning should take place before any required disinfecting of the environment
or equipment – most cleaning tasks will only require water and detergent.
Soap or detergent solution should be used to remove oil or grease because water alone
will not work.
33
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 11. Chlorine-based disinfectant solution use
Chlorine-based disinfectant solution use (sodium hypochlorite) Principle discussed

When should a chlorine-based disinfectant solution be used? What should be taken
into account when using it?
After cleaning, chlorine-based disinfectant solution can be used on sanitary
fittings including toilets, sinks, showers, basins, baths, taps and fixtures, which
should be cleaned and disinfected at least once daily after routine cleaning of
the patient care area.
After cleaning, chlorine-based disinfectant solution can be used for terminal cleaning
in wards (that is, when a patient has been discharged from an area).
After cleaning, chlorine-based disinfectant solution should be used in procedural
areas after every procedure (for example, delivery).
The manufacturer’s instructions should always be consulted for information on correct
preparation, use and storage of chlorine-based disinfectant solutions.
Ideally, test strips should be used to confirm correct concentrations of solutions
for chlorine-based products.
Caution should be taken when using chlorine-based disinfectant solutions because they
can cause irritation to the eyes, skin, etc.
Appropriate PPE should be worn, such as chemical-resistant gloves, gown or apron,
face mask and goggles or face shield.
Chlorine-based disinfectant solutions will bleach and damage equipment and fabrics
and this should be taken into account when considering the use of such solutions.
Chlorine is corrosive. After using a chlorine-based disinfectant solution on metal,
rubber and some plastics, the area should be rinsed with water to remove any chlorine
residue.
Chlorine-based disinfectant solution usually stays active for 24 hours after it has been
prepared – after that time it should be discarded and a new solution prepared.
Chlorine-based disinfectant solution should not be stored in direct sunlight.
Spillages of blood or other body fluids should immediately be wiped up with absorbent
(paper) towels, cloths or absorbent granules (if available), and the area then cleaned
with water and detergents; a chlorine-based disinfectant solution should then be used
to disinfect the area (see Fig. 3.17).
Chlorine-based disinfectant solution should never be applied directly to blood or other
body fluid spillages or to skin.
34
2. TEACH
M5.4 Cleaning spillages of blood

and body fluids
Discussion time
Ask participants if they know the step-by-step
procedure for cleaning a spillage. Ask them what
materials should be available. Then outline each
Discussion time step using the points to prompt discussion and ensure
that all participants have clearly understood. Use
Ask participants what the term ‘body fluids’ means Fig. 3.17 which visualises cleaning of a splliage.
and why body fluids pose a particular risk to staff and Where photographs are available, use them to show
patients. Discuss what needs to be considered when best practice.
cleaning blood and body fluid spillages.
Discussion prompts
Discussion prompts • Cleaning a large blood spillage (more than splashes).
• The term ‘body fluids’ includes urine, faeces, amniotic
fluid (‘waters’), mucus and all other bodily secretions. Equipment and materials
• Spillages of blood and body fluids pose a particular • materials for hand washing, for example, soap in
risk to staff, patients and visitors; they should be liquid, bar, leaf or powdered form (liquid soap is
dealt with carefully because they contain potentially preferred), and disposable hand drying materials.
harmful microorganisms. • PPE, that is, gown (single-use disposable where
• Spillages should be attended to immediately. possible) or plastic apron, reusable heavy-duty
(chemical-resistant) gloves, face mask and goggles
• The responsibility for cleaning blood and body fluid or face shield.
spillages should be clearly defined for each health
care facility area. • warning or hazard signs (for example, ‘wet floor’ sign).
• Spillages of blood or other body fluids should • absorbent material.

immediately be cleaned up by staff who use the • cloths.
equipment, materials and methods specified below. • mop (depending on where spillage has occurred).
• Note that chlorine-based disinfectant solutions • detergent solution.
should never be applied directly to spillages of urine. • chlorine-based disinfectant solution.
Method
1. Perform hand hygiene.
2. Put on PPE.
3. Position warning/hazard signs where appropriate
Trainer background information to indicate that a cleaning task is taking place.
Refer to local policy when considering how to clean 4. Confine the spill immediately with absorbent
blood and body fluid spillages. Determine who is paper towels (with free chlorine at 10 000 parts
responsible for cleaning blood and body fluid spillages per million [ppm] if possible; 1:200 dilution
and, if applicable, demonstrate the correct cleaning of 5% chlorine-bleach), cloths or absorbent
procedure for blood spillages, as outlined below. granules, if available.
5. Allow the spillage to be absorbed.
6. Gather the contaminated absorbent material.
7. Dispose of the material as infectious waste
(if gloves are contamined safely remove them,
clean hands and put on a fresh pair of gloves).
8. Clean the area thoroughly using a clean cloth/mop
wetted with detergent solution and warm water.
9. Dispose of cloths as infectious waste
(or as soiled linen).
10. Disinfect the spillage area, typically using a
chlorine-based disinfectant at 500–5000 ppm
free chlorine (1:10 or 1:100 of 5% chlorine-bleach,
depending on the size of the spill) – do not use
chlorine on urine spills.
35
Method (continued...) During each demonstration, discuss the steps involved
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL in the cleaning task to help participants to make
11. Allow the disinfectant to remain wet on the
area for the required contact time (for example, the link between the theory and principles outlined
10 minutes). and the practice.
12. Rinse the area with clean water to remove Ask participants to verbally reflect their
disinfectant residue. understanding and ask them to practise the task
13. Allow the area to dry (before removing in front of you, the trainer.
the warning or hazard sign). Depending on the context, it may be possible
14. Dispose of materials as infectious waste. to go into the health care facility environment to
15. Immediately send all reusable supplies and demonstrate cleaning tasks in the relevant areas.
equipment (for example, cloths and mop heads) If you wish to do this, seek permission before entering
for reprocessing (cleaning and disinfection), or take patient care areas and take into account the potential
them to a designated area for manual cleaning. disruption to patients, staff and visitors.
Ensure equipment is dry and stored in designated Choose which of these common tasks you will cover
room ready for use. in the training session, then use the illustrative guides
16. Take care to follow the local procedures when (Fig. 3.15–3.26) and the competency checklists in
disposing of waste. section 4.3:
17. Remove PPE and dispose of it in infectious waste • preparing a detergent solution.
if disposable; if it is reusable (for example, linen)
• preparing a chlorine-based solution.
send for laundering.
• cleaning up a blood spillage.
18. Wash and dry hands.
• damp mopping.
• high-touch cleaning.
• cleaning of paintwork, walls and doors.
M5.5 Cleaning procedures
• cleaning of a handwash basin.
• cleaning of a Western-style toilet.
• cleaning of a squat toilet.
• cleaning of a shower.
• cleaning of a sluice.
Trainer background information • cleaning of a ward bed.
• cleaning of a delivery bed.
The following information used to guide cleaning
procedures during training does not cover every The illustrated guides also cover the common tasks
cleaning task. However, it does provide a comprehensive (see section 3).
amount of information on how common tasks should be
performed (guidelines on how remaining cleaning tasks
should be referred to and can be developed by facilities).
The illustrated cleaning guides (section 3) can be used to
help during this practical session.
Cleaning of the environment case study
– to be read out
While cleaning a patient toilet zone, Adama
remembers that she had not finished cleaning
a patient zone (bed space area). She goes
straight to the bed space and starts mopping,
Practical activity
using the mop and bucket she has been using
for the patient’s toilet. If you found yourself in
this situation, what would you do differently?
What is the right thing to do?
Trainer background information Correct response: The mop used for cleaning the floor
in the ward should not be used for cleaning the toilet.
Use the props (visual aids) in module for a ‘mock’ A fresh detergent solution and fresh equipment should
demonstration of various cleaning procedures. be used.
36
2. TEACH
Fig. 2.5 High-touch surfaces (a) to be identified and (b) identified

For example, door handles, bed rails, light switches, sink handles, beds and bedside trolleys
(a)
(b)
37
38
Fig. 2.6 Example of poor practice (a) with hazards and (b) with hazards rectified
(b)
(a)
2. TEACH
Fig. 2.7 Linen drying in the sun

Ultraviolet radiation in sunlight can work as a natural disinfectant
39
Module 6: Waste management

required to explain waste management.
principles for each of the five module sections.
Learning objectives – on completion • Suggestions for materials to demonstrate the
of this module, participants should appropriate way to handle waste bags and
be able to: containers, the PPE to be used and to undertake
hand hygiene.
• explain what health care waste is and the
• Case study.
different types of waste.
• Photograph of poor practice.
• understand the hazards associated with
inappropriate handling of waste.
• explain the methods used to handle hazardous
and non-hazardous waste.

Health care facilities should have their own waste
management policies and procedures, which should
The module has five sections be referred to during this module. This module covers
the fundamental aspects of waste management and
M6.1 Health care waste
transportation relevant to those who clean within a
M6.2 Categories of waste health care facility. It does not go into detail on health
care facility waste management and does not include
M6.3 Risks associated with health care waste
information on topics such as the treatment and final
M6.4 Waste segregation and handling disposal of waste. The module material should be
supplemented as necessary, depending on the roles
M6.5 Handling and disposing of a sharps
and responsibilities of the participant group and local
waste container
policies and procedures.
40
2. TEACH
M6.1 Health care waste M6.2 Categories of waste

Description – to be read out: Health care waste is Start the session by reading the definition.
waste generated within a health care environment,
including associated research centres and laboratories.
The health care waste management process generally
includes the following steps: segregation, collection,
transport, storage, treatment and disposal of waste.
Each of these steps involves handling of waste. Definitions – to read out:
Hazardous waste
‘Hazardous’ waste – is the general term used for waste
that is associated with various health risks or risks to
the environment; approximately 10% to 25% of health
care waste is hazardous.
Infectious waste – waste suspected to contain
Discussion time potentially harmful microorganisms that could
Ask participants for examples of health care waste pose a risk of disease transmission (that is, waste
and their source/s. Where are the main types of waste contaminated with blood or body fluids, such as
generated? How would each type of waste encountered dressings. bandages, gloves or laboratory stock).
be categorized? What kinds of waste do participants Sharps waste – sharps items are used or unused sharps
handle on a daily basis? that could cause cuts and puncture wounds, such as
needles, syringes with attached needles, infusion sets,
Discussion prompts knives, broken glass and scalpels.
• Between 75% and 90% of waste produced within
Chemical waste – waste containing chemical substances,
a health care environment is non-hazardous (that
such as waste from cleaning and disinfecting solutions
is, does not pose a risk to health) and is comparable
(for example, chlorine-based disinfectant solution).
to domestic waste (that is, waste produced at home).
• Most wards generate three categories of waste and Non-hazardous waste
it is important to understand these types for safe
‘Non-hazardous’ or general waste – refers to waste
handling: general (non-hazardous) waste; infectious
that has not been in contact with infectious pathogens
waste; and sharps waste (some wards may also
or hazardous chemicals, and that does not pose a
generate chemical waste).
sharps risk. Types of non-hazardous waste include
• Those who clean are likely to be involved in the paper, cardboard, plastics, discarded food, textiles,
handling, collecting and transporting of waste dry grass, leaves and broken or old equipment.
within their health care facility. Generally, those
who clean need to handle waste containers or bins Non-hazardous waste within health care – includes
and waste bags. waste generated from the kitchen and administrative
areas and most of the waste generated by housekeeping.
• Segregation of waste into the correct waste
However, not all waste generated from housekeeping is
containers is usually the responsibility of those
non-hazardous; thus, staff may be required to deal with
who dispose of waste; however, those who clean
what is known as infectious waste, sharps waste and
may sometimes be involved in waste segregation,
chemical waste.
especially when considering disposable items
that have been used to clean (including cleaning
of spillages).
• Use of PPE and performance of hand hygiene
are vital when handling waste.
41
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL M6.3 Risks associated with M6.4 Waste segregation
health care waste and handling
Discussion time Discussion time

Ask participants to discuss these questions: Ask participants why it is important to separate
hazardous and non-hazardous waste.
• who is at risk from hazardous waste?
• what are the risks associated with health care Ask participants how waste bins or containers and waste
waste within a health care facility? bags should be handled and stored. What is their role
in ensuring segregation and reinforce the importance
• what are the public health risks of health care waste?
of heir training in line with appropriate and clearly
• what are the benefits of good handling, disposal visible guidance?
and management of health care waste?
• thinking about the environmental transmission Discussion prompts
pathway, how could infectious and sharps waste Ensure that the discussion includes each of the
be harmful (use one or more of the photographs principles outlined in Table 12. Tick each principle as
to prompt discussion)? it is discussed to ensure that all have been covered.
Discussion prompts
• Individuals at risk include doctors, midwives, nurses,
those who clean, patients, visitors, porters, waste
management facility workers, scavengers and the
public or communities exposed to landfills, dump
yards or waste disposed of inappropriately.
• Health risks can result from inappropriate handling
and disposal of health care waste. For example,
risks include physical injury due to mishandling
of sharps, exposure to harmful chemicals such as
cleaning solvents, and risk of infection from waste
contaminated with blood and body fluids. Infectious
waste exposure can result in an HAI.
• Risks from waste are increased if the waste is poorly
handled. The following principles should be followed
to handle waste safely:
– when working, cover cuts and abrasions with
a waterproof dressing.
– dispose of waste into the appropriate waste
container as it is produced, as close to the point
of generation as possible, and immediately
after use.
– never touch needles.
– wear PPE when handling any hazardous waste.
– perform hand hygiene after handling any waste,
immediately after removing PPE.
Good waste management minimizes waste generation,
which in turn reduces the risk of incidents of exposure
to waste and reduces costs.
42
2. TEACH
Table 12. General principles of waste segregation
General principles of waste segregation Principle discussed

Segregation depends on the ability to consistently separate waste according
to its categorization in dedicated waste containers.
Waste should be segregated at its source into the three categories,
with waste containers labelled or colour coded (or both) appropriately:
• non-hazardous or general waste (container lined with a black bag)
• infectious waste (container with a pedal lid lined with a yellow bag)
• sharps waste (sharps container).
Some wards may also generate chemical waste, which should be separated
from these other types of waste.
Segregation reduces the risks of exposure to hazardous waste for health care
facility staff.
Segregation reduces the amount of waste that needs to be treated as hazardous waste.
Segregation lowers the cost of treatment and disposal of health care waste.
Segregation makes it possible to recycle non-hazardous general waste.
If hazardous and non-hazardous waste is not segregated, or not segregated properly,
all the waste should be considered hazardous and treated as such.
Waste bins and containers – principles of use,

collection and transport
Discussion time

Use the photograph (Fig. 2.8) as a prompt to
discuss the general principles and safe use of waste
bins and containers.
principles outlined in Tables 13–15. Tick each principle
as it is discussed to ensure that all have been covered.
Then ask the question ‘Why might the waste bin in
the photograph (Fig. 2.8) be overflowing and what
can you do if you see this to ensure better practices
and a safe environment for all?’
43
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 13. General principles of waste containers and bins
General principles of waste containers and bins Principle discussed
Separate containers should be available in each area for each type of waste – non-
hazardous or general waste, infectious waste and sharps (and chemical waste, where
relevant).
Black-lined containers should be used for non-hazardous or general waste.
Infectious waste should be in a leak-proof, strong plastic bag placed in a container
(such containers tend to be yellow in colour and have a hazard symbol on them).
Sharps waste containers should be puncture-proof (such containers tend to be yellow
in colour and have a hazard symbol on them).
Waste bins or containers should have hands-free (for example, pedal-operated) lids
so that hands do not become contaminated during waste disposal by touching the lid
to open it.
Table 14. General principles of waste removal from wards and clinical areas
General principles of waste removal from wards and clinical areas Principle discussed
PPE should be worn when handling infectious waste bags and when handling
other waste if there is any risk, and hand hygiene performed immediately after
removal of the PPE.
Waste bins or containers should never be more than three-quarters full before disposal.
If bins or containers are too full, you should raise this with your supervisor or another
senior person so that they can log this.
If you are afraid to touch a bin or container because it looks unsafe, raise this issue
immediately.
Waste bags should be collected when three-quarters full or at least once a day
and tied securely.
Sharps waste containers should be collected when filled to the line or
three‑quarters full.
Waste should never be disposed into a waste bin or container that is already full.
Hazardous and non-hazardous waste should not be collected at the same time
or mixed during collection (if these types of waste are mixed, all bags have to be
considered hazardous).
A local schedule for waste removal should be available and adhered to.
Waste bins or containers should be cleaned after removing the waste bag and a new
bag should be placed into the bin immediately after cleaning.
Waste should be transported in a covered trolley, wheelbarrow, wheeled bin or cart
that should be dedicated for waste transportation only.
Items used for transporting waste should be cleaned at the end of each working day.
Bags for hazardous health care waste and for general waste should be segregated
when deposited for onward transport; these types of waste should not be mixed during
transport and processing.
44
2. TEACH
Table 15. General principles of waste storage
General principles of waste storage Principle discussed
Waste storage areas should be appropriate and dedicated, as well as inaccessible

to unauthorized persons, animals, etc.
After collection, infectious and sharps waste should be stored only in specified
storage areas.
Storage areas should be locked, inaccessible to the general public, and display
a biohazard sign.
Waste should not be stored in storage areas for more than 48 hours; signs
should be present in storage areas, with appropriate directives to remind people
of these instructions.
If you are aware that waste is being stored for more than 48 hours, you should
raise it with your supervisor.
Handling of waste bags or containers

– principles of use
Practical activity

Demonstrate the appropriate way to handle waste
bags and containers (see the table below for guidance).
Provide examples of good and bad practice and ask
participants to comment.
principles outlined in Table 16. Tick each principle as
45
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 16. General principles of practical actions when handling waste bags and containers
for collection and storage
General principles of practical actions when handling waste bags and containers Principle discussed
for collection and storage
Hand hygiene should be performed before putting on gloves for waste management tasks.
An apron/gown should also be worn if there is a risk of clothing or uniforms being
contaminated (for example, from splashes).
It may also be worth considering face protection (for example, mask or googles).
Waste storage bags or containers should be checked to ensure that they are properly
sealed and tagged according to local guidelines.
Waste bags should not touch the body during handling and collectors should
not attempt to carry too many bags at one time (two bags is a sensible limit).
Bags should be picked up by the tied neck only and should be put down in such a way
that they can again be picked up by the neck for further handling.
Once the handling and transporting of waste bags or containers is complete, seals
should be checked to ensure that they are still unbroken.
Manual handling of waste bags should be minimized.
To avoid punctures or other damage, waste bags should not be thrown or dropped.
Hand hygiene should be performed after handling waste or waste containers.
Sharps may occasionally puncture the side or bottom of the sharps container; hence,
the container should be carried by its handle and should not be supported underneath
with the free hand.
Any incident where inappropriate waste disposal or injury has occurred as a result of
handling waste should be reported to the member of staff in charge (or another relevant
member of staff) according to local incident reporting procedures.
Discussion prompts
M6.5 Handling and disposing When a sharps container is three-quarters full,
of a sharps waste container it should be removed from the procedure area for
disposal following the steps outlined below:
• perform hand hygiene and put on PPE (that
is, gloves) if there is a risk of exposure to any
contamination or sharp.
• cap, plug or tape the container so that it is
tightly closed.
Discussion time • before handling the container, ensure that no sharp
items are sticking out of the container (items should
If applicable, ask participants the appropriate way never be removed from sharps containers).
to dispose of a sharps waste container and what to
• sharps may occasionally puncture the side or
do in the event of a sharps injury.
bottom of the sharps container; if this happens,
use of the container should immediately
be discontinued and the container should be
eliminated (being carried by its handle and
not supported underneath with the free hand).
• the sharps’ container should be labelled
appropriately; if applicable, the label on the sharps’
container should be completed when first using
the container and once again when the container
has been sealed to facilitate tracing, if required –
complete the label with the relevant information
or ask the relevant staff member to do so.
46
• if available, use equipment dedicated for waste Discussion prompts
2. TEACH
transportation to transport the sharps container The correct response should incorporate a selection
to the relevant storage area. of the following points (the ‘Principles of use’ tables
• store the sharps container in the relevant storage provide additional points).
area (locked and inaccessible to the public) ahead
Adama should tell Sira the following:
of final treatment and disposal of the container
(which will be by burning, encapsulating or burying, • waste can be divided into hazardous waste
depending on local policy). (sharps waste, infectious waste and chemical waste)
• remove any PPE and dispose of it or store it and non-hazardous waste.
for reprocessing, as necessary. • PPE needs to be used when handling waste.
• perform hand hygiene. • waste bins and sharps containers should be no
If any exposure to blood or other body fluids occurs, more than three-quarters full before they are
follow the actions detailed in module 4. emptied (Fig. 2.8) or removed.
• waste bins should be cleaned after removing
the waste bag and a new bag placed in the bin
immediately.
• where possible, yellow bags should be used for
hazardous waste.
• black bags should be used for non-hazardous waste.
Waste management case study • hazardous and non-hazardous waste should
– to be read out not be mixed.
Sira asks Adama about the segregation of waste • health care waste storage areas should be locked at
and how waste should be handled. What should all times and should not be accessible to the general
Adama tell Sira? What are the different waste public; waste storage bags and containers should be
categories? What do they need to think about properly sealed according to local guidelines.
when handling and replacing different types • waste bags should not touch the body
of waste bags or containers? during handling.
• bags should be picked up at the neck only.
• bags should not be thrown or dropped.
Fig. 2.8 Example of poor practice (not a proper bin, no bag, no lid and overflowing)
47
Module 7: Linen management

required to explain linen management.
principles for each of the module sections.
Learning objectives – on completion • Suggestions for materials to demonstrate the correct
of this module, participants should way to remove clean and dirty linen, the PPE to be
be able to: used and to undertake hand hygiene.
• Case study.
• explain why careful management of both clean
and used or soiled linen is important. • Photograph of poor linen storage.
• describe what PPE to wear when dealing
with clean and used or soiled linen and when
to perform hand hygiene.
• describe how clean linen should be stored
and transported.
• describe how used or soiled linen should be
collected, handled and transported. Trainer background information
Linen management includes the collection, handling,
transport, use and laundering of linen. Those who clean
are likely to be involved in the collection, handling and
transport of linen. This module covers the fundamental
principles of linen collection, handling and transport.
For example, it does not go into detail on sorting or
The module has two sections laundering of linen. The module material should be
supplemented as necessary, depending on the roles
M7.1 Categorization of linen and responsibilities of the participant group and local
M7.2 Collecting, handling and transport of linen policies and procedures. If family or other carers are
managing linen in some settings, these principles
should still be applied.
48
– used linen: linen that has been used and requires
2. TEACH
M7.1 Categorization of linen laundering, but has not been categorized as soiled
or been considered contaminated.
– soiled linen: linen that has been contaminated
with blood or body fluids (for example, faeces,
urine, blood or vomit) or linen that has been used
by a patient who has (or is suspected of having)
an infection or infestation.
• The transfer of potentially harmful microorganisms
Discussion time from linen to the environment, patients, staff and
Ask participants what they consider to be linen others is often the result of poor hand hygiene of
and what items of linen they handle on a daily basis, those who manage linen (see the ‘environmental
whether linen is separated and, if so, what categories transmission pathway’ in module 1). Cleaning is a
it is separated into; use the photograph (Fig. 2.9) to critical factor in ensuring that any microorganisms
illustrate poor practice. from linen do not lead to ongoing contamination.
Discussion prompts
• In a health care facility, ‘linen’ refers to cloth items
used within the facility. This includes cloth items used
M7.2 Collecting, handling
for patient care services (for example, bed sheets, and transport of linen
blankets, towels and pillow cases) and cloth items
used by patients and staff (for example, drapes,
uniforms, scrub suits, cleaning cloths, and non-
disposable masks, gowns and caps).
• Depending on its use, linen can often contain
potentially harmful microorganisms from blood,
skin, urine and other body tissues or fluids.
Discussion time
• Linen should therefore be handled safely to avoid
the spread of potentially harmful microorganisms. Ask participants what they need to think about when
• The three main categories of linen are: collecting, handling and storing clean linen. Ensure that
the discussion includes each of the principles outlined
– clean linen: linen that has been cleaned
below in Tables 17–20. Tick each principle as it is
or laundered, has not yet been used by staff
discussed to ensure that all have been covered.
or patients, and is free from contamination
from blood or body fluids.
Table 17. General principles for the management of clean linen
General principles for the management of clean linen Principle discussed
Clean linen should be sorted or handled, packaged, transported and stored in a way
that protects it from contamination (for example, from dust, debris and soiled linen);
it should be wrapped or covered during transport and protected until it is distributed
for use (for example, sorted in a dedicated area).
Each floor or ward of the facility should have a designated room for sorting
and storing clean linen.
Mattresses should be cleaned thoroughly before clean linen is put onto the mattress.
Table 18. Principles for handling linen
Principles for handling linen Principle discussed
Clean linen should be handled as little as possible and only with clean hands.
Clean linen should always be held away from the body to avoid contamination
from clothing, even when PPE is worn.
49
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 19. Principles for storage of linen
Principles for storage of linen Principle discussed
No other items should be stored alongside clean linen.

Clean linen should not be stockpiled on open shelves in bathrooms, treatment
rooms or any other area where contamination can occur, and no extra linen should
be left in patient rooms.
Clean linen should be stored off the floor and in a designated area or storeroom.
Table 20. Principles for transportation of linen
Principles for transportation of linen Principle discussed
Clearly labelled (or colour coded), leak-proof containers should be used for transporting
clean linen (with separate containers for transporting linen that is used or soiled).
Where the same containers have to be used to transport used, soiled and clean linen,
containers should be cleaned thoroughly after each use.
Discussion time
Ask participants what they need to think about
when collecting, handling and storing used or soiled
linen. Ensure that the discussion includes each of
the principles outlined below Tables 21–23 and use
the photograph (Fig. 2.9). Tick each principle as it
is discussed to ensure that all have been covered.
50
2. TEACH
Table 21. General principles for PPE and clothing for collecting, handling and transport
of used or soiled linen
General principles for PPE and clothing for collecting, handling and transport Principle discussed
of used or soiled linen
Gloves should be worn if handling soiled linen.
A disposable apron can be worn when handling used or soiled linen, but linen
should never be carried against the body (especially if the linen is used or soiled).
Closed-toe shoes should be worn, to protect feet from objects and spilled blood
and body fluids that could be hidden in the linen and could drop from the linen.
Table 22. Principles for handling used or soiled linen
Principles for handling used or soiled linen Principle discussed

Linen should be handled as little as possible and in a way that avoids contaminated
materials coming into contact with skin and clothes.
Linen should be carefully removed with minimum agitation to minimize dispersion
of potentially harmful microorganisms into the air (that is, not shaken).
When removing used linen, it should be checked carefully by eye (not by hand)
and without shaking it to ensure that no objects or items are hidden in the linen
(for example, patient equipment).
When linen is removed (for example, from a bed), it should be placed directly
into the appropriate container (and should never be held against the body).
Soiled linen should be in a fluid-resistant bag.
Used/soiled linen should not be carried by hand outside the specific patient care
area from where it was removed.
The contaminated/soiled area of the linen should always be rolled into the centre
of the item of linen.
Linen that is wet or saturated with body fluids (soiled) should always be folded with
the wet areas inside.
Used linen should never be placed on the floor or surface and clean linen
should never be placed on the floor.
Containers for linen in the patient care area where the linen is being removed
should be clearly labelled and leak-proof (for example, bag or bucket).
Linen should be removed when soiled and after each patient use
(for example, on discharge) and handled and transported safely.
Items of soiled linen should be bundled together upon removal without sorting,
ready to be placed into the labelled linen container.
If there is any solid excrement on the linen (for example, faeces or vomit), it should be
scraped off carefully with a flat, firm object and put in the commode or designated toilet
or latrine before the linen is put into the designated container (wearing PPE).
The linen should not be washed in patient care areas.
After handling used/soiled linen, hand hygiene should be performed even if gloves
are worn.
51
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table 23. Principles for transportation and storage of linen
Principles for transportation and storage of linen Principle discussed
Dedicated linen containers should be taken to the patient care area where the linen
is being removed to avoid carrying the linen further than necessary.
Linen bags containing used or soiled linen should not exceed a weight of 20kg
and should be securely tied or otherwise closed to prevent leakage.
Separate containers that are clearly labelled or colour coded (or some other form
of identification) should be used for transporting clean linen and for transporting
used or soiled linen.
Where the same containers are used to transport used or soiled linen, as well as clean
linen, containers should be cleaned thoroughly after use with used or soiled linen,
before being used with clean linen.
Used or soiled linen should be stored in a designated area or storeroom until it has
been laundered (never on the floor).
Discussion prompts
Practical activity
Adama should treat the linen as ‘soiled’ linen:
Demonstrate the correct way to remove clean and • appropriate PPE should be worn when handling linen
‘dirty’ (that is, used or soiled) linen from a bed using (gloves and ideally a disposable apron).
the props (visual aids) that is, the clean and ‘dirty’ linen
and the bucket/bag and a table to represent a bed. • items of soiled linen that could be contaminated
should be bundled together (not sorted or washed),
after ensuring that there are no objects or items
among the linen.
• the blood/body fluid stained area should be rolled
into the centre of the item of linen.
• linen should always be held away from the body
Linen management case study 1 to avoid contamination of clothing.
– to be read out • the linen should be immediately placed into
When changing a bed on the maternity ward, a dedicated container.
Adama notices that the sheets are stained with • following removal from the bed, the linen should
blood from the caesarean section wound of a not be placed on the floor.
patient who has recently delivered in the hospital. • bags containing used or soiled linen should be clearly
Should the linen be removed any differently from labelled, colour coded or identified using another
used linen that does not have bloodstains? What method to ensure that staff know these items should
steps should Adama take when removing the linen? be handled; bags should be leak-proof.
• linen containers for transportation should be taken
to the area where linen is generated, rather than the
linen being taken to the container.
• clean and used or soiled linen should be transported
and stored separately.
• after handling used or soiled linen, PPE should
be removed and hand hygiene performed.
52
2. TEACH
Correct response: No, this was not the right thing

Linen management case study 2 to do. Sira should have either thoroughly cleaned
– to be read out the container before using it to transport clean linen
Sira delivered to the laundry the dirty linen that or used a dedicated clean linen trolley.
Adama had removed from the bed. While she was
in the laundry, Sira saw that there was some clean
linen to be collected. She emptied the container
with the dirty linen and immediately filled the same
container with the clean linen to take it back to the
storage cupboard. Was this the right thing for Sira
to do? What would you do in that situation?
Fig. 2.9 Example of poor linen storage

Storage poses a contamination risk and should be in a designated storage area, linen should be clearly labelled,
colour coded or identified by another method to ensure that those who handle it can be safe.
53
Module 8: Supportive supervision
(supplementary)
Supportive supervision (supplementary) M8.1 Supportive supervision,

monitoring and feedback

of this module, participants should
be able to:
Supervision and monitoring is an important element
• understand the importance of monitoring
of any job. The aim is to instruct, guide, support and
and supervision.
observe employees to ensure that they are performing
• understand the differences between supportive well and receiving support in their role.
supervision and more punitive forms of supervision.
Through supportive supervision, performance is
• understand how to apply competency based
monitored and results are fed back to those who clean
assessments as part of supportive supervision
in a constructive manner, with the feedback being used
and ongoing monitoring.
to sustain change and improve staff skills, knowledge
and performance. Supportive supervision takes a joint
problem-solving approach, with open communication
between supervisors and supervisees.
Duties of supervisors include:

• providing clear lines of accountability.
The module has three sections • regular and frequent monitoring and auditing
M8.1 Supportive supervision, monitoring of standards and performance.
and feedback • ensuring that policies and protocols are adhered
to and that required standards are met.
M8.2 Traditional versus supportive supervision
• maintaining regular communication about
M8.3 Competency assessments housekeeping, staffing and policy issues.
• providing support to supervisees within their
role and in their development.
54
2. TEACH
M8.2 Traditional versus M8.3 Competency assessments

supportive supervision
Supervision of staff can take different forms,
from the more punitive forms of ‘traditional’
or ‘controlling’ supervision to the ‘supportive
supervision’ described above.

After training, it is important that those who clean
are continually assessed to:
• enable monitoring of standards, celebrate progress
and highlight areas in need of improvement.
Discussion time
• ensure that cleaning procedures are carried
In small groups, ask participants to brainstorm out correctly and safely.
what makes a good supervisor and how a supportive, • ensure that those who clean have the required
collaborative approach to supervision may differ knowledge and skills to perform their role.
from a more punitive approach. Discuss each group’s
One form of assessment is to review staff competencies.
responses within the larger group.
Competent staff are able to perform individual tasks
safely and well because they have the required skills
Discussion prompts
and knowledge. Competency assessments can be
Supportive supervision: used as part of supportive supervision – they allow
• focuses on celebrating good performance immediate, constructive feedback to be provided
and problem solving. and they support staff in terms of further training
and ongoing development.
• can strengthen relationships between
supervisors and supervisees. Those who clean should retain a satisfactory level
• promotes high standards and good of competence over time; this requires regular
communication among staff. assessment and appropriate refresher training.
• provides an opportunity to encourage good practice.
• encourages a collaborative approach to
improved performance.
• helps to make things work rather than checking
to see what is wrong.
• is an opportunity to provide on-the-job
training to staff. Discussion time
• allows the supervisor to act like a teacher, Ask participants to list the benefits of competency
mentor or coach. assessments and what they may have to consider
• results in efficiency gains because it ensures work in the implementation of such assessments. Ensure
is conducted safely and to a high standard. that each of the points below has been discussed.
• explains the reasoning behind why work should be
done in a particular way, rather than merely instructs. Discussion prompts
Benefits of competency assessments:
• can be used as a tool for continued learning.
• provide high-quality evidence.
Traditional supervision:
• allow performance to be actively assessed
• focuses on inspection and the identification (rather than assumed, based on past training
of problems, with little input on how to improve and experience).
performance enablers. • can represent real working conditions, even though
• provides little or no follow-up. individuals may act differently in a test situation.
• enables the supervisor to act like a police officer. • can be undertaken as part of the supervisor’s role.
• allows the response to problems to be punitive. • provide a basis for continuous assessment.
• focuses on finding faults in individuals.
• can be de-motivating for supervisees.
55
Considerations for competency assessments: The competency assessment uses the following
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL documentation.
• assessments need to ensure that the simulation
is valid and appropriate. • Competency assessment checklist: this is a checklist
• a successful assessment should comply with of each step required to successfully perform the
the relevant guidance. associated competency. It is used to tick off each
step as it is completed. The identity (ID) number
• a checklist of what to observe is required.
of the staff member being assessed and the date
• before being assessed for cleaning competencies, of assessment should be recorded in the relevant
staff and others should first have received modules. For the initial assessment, the ‘1st’
appropriate training. assessment attempt column should be completed.
• supervisors and assessors need to be trained The ‘2nd’ attempt column should be completed if
and be familiar with the relevant guidelines and an action plan is required and competency needs to
procedures before carrying out assessments. be reassessed. A single form can be used to complete
• need for clear planning and consideration assessments for several staff members.
of assessment time demands. • Individual competency assessment record:
• supervisors and assessors should be able to provide this is an individual record for each staff member that
feedback and facilitate ongoing learning. lists all the competencies to be assessed. Following
assessment, the corresponding score should be
entered into the relevant module and brief details
should be provided of any actions taken with regard
to their performance, if required. Competency can
be assessed up to three times with a single form.
• Competency assessment referral procedure:
this simple flow diagram outlines the procedure
Trainer background information for assessment and what to do if an individual is
Other methods of assessment are also available, each deemed competent or needs to be reassessed at a
with their own benefits and limitations. For example, later date following additional support or training.
oral questioning is a useful tool for investigating Considerations for competency assessments are
knowledge underpinning practice and can be rigorous presented in Box 3.1:
and standardized. However, such questioning is not
• Competencies should be assessed with the
sufficient to demonstrate competence and is unlikely
staff member in their working environment.
to reflect or represent real working conditions.
If relevant, other methods of assessment can be • A time and format for the competency assessment
considered and implemented as part of supportive should be agreed upon in advance between the
supervision and ongoing monitoring. assessor and the member of staff being assessed.
• In each competency assessment checklist, space
Undertaking competency assessments is available to record the percentage (%) of steps
performed correctly. The percentage that indicates
a ‘pass’ or ‘fail’ has not been stipulated. Instead,
cut‑offs should be defined locally in consultation
with the relevant facility teams or individuals (for
example, the IPC or quality improvement teams).
• The competency assessment referral procedure
should be followed.
Practical activity
• The assessor will be responsible for completing
Following the instructions below, show participants the competency assessment checklist and the
how to perform a competency assessment. Demonstrate individual competency assessment record for
the correct way to use the competency assessment each assessment.
referral procedure diagram and complete a competency • The assessor is responsible for ensuring that the
assessment checklist and individual competency results of the competency assessments are filed
assessment record. appropriately in a secure location.
The instructions refer to ‘assessors’; an assessor is IMPORTANT: Some steps within each competency
likely to be an individual’s supervisor or line manager. are competencies in themselves. For example,
most competencies require hand hygiene to be
performed. For hand hygiene to be performed
correctly, several steps should be followed and
assessed at the right moment.
56
2. TEACH
Box 3.1. Competency assessment guidance

Below are the steps to be taken in a competency assessment.
1. Select a relevant competency 12. If the individual has successfully passed all
assessment checklist. steps OR if the person made only minor errors
2. Enter the ID number of the staff member that can be addressed immediately, provide
being assessed in the relevant column. the relevant guidance and complete the
individual competency assessment record.
3. Enter the date in the relevant column.
13. Where a individual was not competent and
4. Ask the staff member to begin the task.
requires an action plan to be developed,
5. Observe from a reasonable distance. establish with the individual the best course
6. The checklist provides details of each step that of action and agree a date for reassessment;
should be completed to successfully achieve each the action plan should be signed (or equivalent)
competency; as the staff member completes by the staff member and assessor.
each step competently, enter a tick (√) in the 14. Implement the action plan.
corresponding box in the ‘1st attempt’ column.
15. Reassess the competency on the prearranged
7. If the staff member does not complete a step date. When reassessing, follow the steps above
adequately, mark an ‘X’ in the corresponding and complete the relevant documentation.
box in the ‘1st attempt’ column. Enter the new score in the ‘2nd attempt’
Note: in some cases, it will not be possible column in the competency assessment
to complete each step (for example, if warning checklist and under ‘assessment II’ in the
or hazard signs are not available); in such individual competency assessment record.
cases, enter ‘N/A’ (not applicable) into the 16. If the individual has successfully passed all
corresponding box. steps OR if the person made only minor errors
8. Once the competency has been completed, enter that can be addressed on the spot, provide the
the total number of attempted steps into the relevant guidance and complete the individual
relevant box near the bottom of the checklist: competency assessment record.
total number of attempted steps = number of 17. To uphold IPC standards, competency should
steps (√+X responses) minus N/A responses. be achieved. Individuals who do not pass the
9. In the next row, enter the total number of reassessment following implementation of
correct steps (that is, the √ responses) in the the action plan should be offered sufficient
corresponding box. additional support to achieve a successful
outcome. Joint planning should be used to
10. In the final row, calculate the percentage of
establish further action; such actions could
correct steps and enter in the corresponding
include more in-depth training, additional
box: % of correct steps = total number of
or daily support or guidance from a supervisor
correct steps/total number of attempted
when completing tasks, or implementation
steps × 100.
of a peer ‘buddy’ system to support practice.
11. Review the completed competency
18. All documentation for competency
assessment checklist and follow the
assessment should be completed
procedure outlined in the competency
appropriately and filed securely.
assessment referral procedure diagram.
57
3. Visualize
Visualize
This section provides figures, poster, 3.1 General figures

illustrations that can be used with the
modules and as posters to be displayed
in health care facilities.
Fig. 3.1 Environmental transmission pathway illustration
Source: CDC/ICAN, 2020 (5).
Notes
Spray bottles are not recommended – the icons are
simply used to represent the cleaning process (see
module 5).
Health workers and visitors can also be susceptible.
59
60
Fig. 3.2 Cough etiquette
3. VISUALIZE
Fig. 3.3 How to handrub and handwash posters
How to Handrub?
RUB HANDS FOR HAND HYGIENE! WASH HANDS WHEN VISIBLY SOILED
Duration of the entire procedure: 20-30 seconds
1a 1b 2
Apply a palmful of the product in a cupped hand, covering all surfaces; Rub hands palm to palm;
3 4 5
Right palm over left dorsum with Palm to palm with fingers interlaced; Backs of fingers to opposing palms
interlaced fingers and vice versa; with fingers interlocked;
6 7 8
Rotational rubbing of left thumb Rotational rubbing, backwards and Once dry, your hands are safe.
clasped in right palm and vice versa; forwards with clasped fingers of right
hand in left palm and vice versa;
All reasonable precautions have been taken by the World Health Organization to verify the information contained in this document. However, the published material is being distributed without warranty of any kind,
either expressed or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use.
WHO acknowledges the Hôpitaux Universitaires de Genève (HUG), in particular the members of the Infection Control Programme, for their active participation in developing this material.
May 2009
61
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.3 How to handrub and handwash posters (continued...)
How to Handwash?
WASH HANDS WHEN VISIBLY SOILED! OTHERWISE, USE HANDRUB
Duration of the entire procedure: 40-60 seconds
0 1 2
Wet hands with water; Apply enough soap to cover Rub hands palm to palm;
all hand surfaces;
3 4 5
Right palm over left dorsum with Palm to palm with fingers interlaced; Backs of fingers to opposing palms
interlaced fingers and vice versa; with fingers interlocked;
6 7 8
Rotational rubbing of left thumb Rotational rubbing, backwards and Rinse hands with water;
clasped in right palm and vice versa; forwards with clasped fingers of right
hand in left palm and vice versa;
9 10 11
Dry hands thoroughly Use towel to turn off faucet; Your hands are now safe.
with a single use towel;
All reasonable precautions have been taken by the World Health Organization to verify the information contained in this document. However, the published material is being distributed without warranty of any kind,
either expressed or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use.
WHO acknowledges the Hôpitaux Universitaires de Genève (HUG), in particular the members of the Infection Control Programme, for their active participation in developing this material.
May 2009
62
3. VISUALIZE
Fig. 3.4 ‘My 5 moments for hand hygiene’ – mother and baby
YOUR 5 MOMENTS FOR HAND HYGIENE

CARE IN A MATERNITY UNIT
E CLEAN/ ASE
FOR EXAMPLES
BE PR OCEDURE PT I C • Before vaginal examination
• Before cord cutting and clamping
2 • Before taking blood
4
AFTER TOUCHING
THE WOMAN/
1
NEWBORN
BEFORE TOUCHING
THE WOMAN/ EXAMPLES
NEWBORN • After touching skin
• After performing bathing
EXAMPLES
• Before taking vital signs
5
• Before listening to the fetal heart rate
AFTER TOUCHING
THE WOMAN/NEWBORN’S
SURROUNDINGS
EXAMPLES
3
• After touching the woman or newborn’s bed space
• After touching woman’s chart at the bedside
EXAMPLES
UI
D
• After vaginal examination

FL
A F T E R B O DY • After delivering the placenta
E
EXPOSUR • After handling an invasive
medical device
Patient zone – The need for hand hygiene is closely connected with health care workers’ activities within the area surrounding each patient, called the patient zone,
identified by the dotted area. In maternal care, it includes the woman and all inanimate surfaces that are temporarily, but exclusively dedicated to her, including items
touched by or in direct physical contact with her. During and after childbirth, it includes both the woman and the newborn and their immediate surroundings.
Hand hygiene opportunities – defined as moments when a hand hygiene action is needed during health care activities, to interrupt germ transmission by hands.
There may be multiple hand hygiene opportunities within the sequence of maternal and neonatal care (e.g. during labour and childbirth); it is extremely important to meet
the requirements for hand hygiene despite the high frequency of opportunities, due to high maternal, neonatal and health care worker’s infection risk.
Glove use and the need for hand hygiene – When an opportunity for hand hygiene occurs while wearing gloves, these should be removed to perform hand hygiene. Gloves
should always be changed between patients.
For further information please see the document:

“Hand Hygiene in Outpatient and Home-based Care and Long-term Care Facilities”, World Health Organization 2012
https://www.who.int/infection-prevention/publications/hh_evidence/en/
WHO acknowledges Catherine Dunlop (University of Birmingham, Birmingham, United Kingdom [UK]),
Claire Kilpatrick (WHO consultant, Glasgow, UK), and David Lissauer (University of Liverpool, Liverpool, UK)
for technical input in developing this material.
WHO/UHL/HIS/2020.5 © WHO 2020. https://creativecommons.org/licenses/by-nc-sa/3.0/igo/
Some rights reserved. This work is available under the CC BY-NC-SA 3.0 IGO licence.
63
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 3.2 Illustrated cleaning guides
Fig. 3.5 Important

Important objects objects
Bucket of water Bucket of detergent solution Cloth
Chlorine-based disinfectant Chlorine-based disinfectant Bucket of chlorine-based

solution solution jug disinfectant solution
Absorbent material for cleaning Laundry container Infectious waste container

blood spillage
Non-hazardous waste container Warning/hazard sign PPE
64
3. VISUALIZE
Fig. 3.5 Important

Important objects objects (continued...)
Mop Alcohol hand rub Concentrated detergent
Mixing utensil Scoop Toilet brush
65
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig.
How3.6
to How
fold atocleaning
fold a cleaning
cloth cloth
1 2 3
Perform hand hygiene Start by folding the cleaning cloth Fold the cleaning cloth in half again
in half until it is about the size of
your hand. This will ensure that
you can use all of the surface
area efficiently
4 5 6
5 6
1 2 7 8
3 4
Submerge the folded cloth into You now have a cloth with eight Switch to a different side after
cleaning solution only once, do different cleaning surfaces each one has been soiled. When
not double dip as this will all sides have been used, dispose
contaminate the solution of cloth appropriately as waste
or laundry and use a new cloth
to continue the task
66
3. VISUALIZE
Fig. 3.7 How to handrub

Hand Rubbing
1 2 3
Apply a palmful of the product in Rub hands palm to palm Right palm over left dorsum with
a cupped hand interlaced fingers and vice versa
4 5 6
Palm to palm with fingers Backs of fingers to opposing Rotational rubbing of left
interlaced palms with fingers interlocked thumb clasped in right palm
and vice versa
7 8
Rotational rubbing, backwards Once dry, your hands are safe

and forwards with clasped fingers
of right hand in left palm and
vice versa
67
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.8 How to wash your hands
How to wash your hands
1 2 3
Wet your hands with water Apply enough soap to cover all Rub hands palm to palm
hand surfaces
4 5 6
Move palm over back of hand with Rub hands palm to palm with Grip fingers together with palms
interlocking fingers fingers interlaced facing inward
7 8 9
Rotational rubbing of thumbs Rub fingertips in a circular motion Rinse hands with water
clasped in palms over palms
10 11
Dry hands thoroughly Or if no towel is available shake

preferrably with a single hands in the air to dry them
use disposable towel
68
3. VISUALIZE
Fig. 3.9 How to put on single use, disposable gloves

How to put on single use, disposable gloves
1 2 3
Perform hand hygiene Take out a glove from its Touch only the cuff of the glove
original box with one hand and slip your other
hand into the glove
4 5 6
Slide your fingers all the way into Pick a second glove with your Hook your fingers on to the cuff of
the glove gloved hand, touching only the the glove and slip the glove on to
upper cuff the ungloved hand
Your hands are now gloved
69
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.10 How to remove single use, disposable gloves
How to remove single use, disposable gloves
1 2 3
Pinch the outside of one glove Peel off the first glove from wrist Hold the removed glove in your
near the wrist, be careful not to to fingertips, turning the glove gloved hand
touch bare skin inside out
4 5 6
Peel off the second glove with Turn the second glove inside Dispose of gloves as infectious
your ungloved hand by inserting out titling it away from the body, waste
your fingers inside the glove at leaving the first glove inside
the wrist the second
Perform hand hygiene
70
3. VISUALIZE
Fig. 3.11 How to put on reusable heavy-duty (chemical-resistant) gloves

How to put on reusable chemical-resistant gloves
1 2 3
Perform hand hygiene Gloves should be lying flat on top With one hand, insert your fingers
of each other into the top of the upper glove to
your knuckles, and your thumb
into the top of the lower glove
4 5 6
Pick up the gloves, allowing the Insert your free hand into the Use your gloved hand to pull on
lower glove to hang open lower glove and pull it on the remaining glove
Insert fingers fully into the glove.

Your hand are now gloved
71
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.12 How to remove reusable heavy-duty (chemical-resistant) gloves
How to remove reusable chemical-resistant gloves
1 2 3
Clean the outside of the glove with With one gloved hand, grasp the Use the hand with the half-
detergent solution and water to fingers of the other glove and pull remove glove to grasp the second
remove contaminants it until it is half way off glove and pull it half way off
4 5 6
Slide hands out of gloves, being When nearly off clasp both gloves The gloves are now removed and
careful not to touch the outside of with one hand, with your fingers in ready for further cleaning and/or
the gloves the top of one glove, and your thumb storage
in the top of the other, touching
only the inside of the gloves
72
3. VISUALIZE
Fig. 3.13 How to put on a disposable apron

How to put on a disposable apron
1 2 3
Perform hand hygiene Pick up apron by neck loop Place the neck loop over
your head
Tie the waist ties behind

your back
73
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.14 How to remove a disposable apron
How to remove a disposable apron
1 2 3
Remove gloves if worn and Touching only the inside of the Pull waist ties to break them away
dispose of safely apron, pull it away from the neck from the body
and shoulders to break the ties
4 5 6
Pull away from the body, turn Dispose of the apron as Perform hand hygiene
inside out and roll into a infectious waste
bundle. Touch inside only
and do not shake
74
3. VISUALIZE
Fig. 3.15 How to prepare a detergent solution

How to prepare a detergent solution
Materials:
Reusable gloves,
concentrated detergent,
scoop, bucket for water
1 2 3
Perform hand hygiene Put on reusable gloves Add [ ] spoons of concentrated

detergent to the water
4 5 6
Mix gently for [ ] minutes Detergent solution is ready for Remove gloves and safely clean,
use or stored securely with lid dry and store them
75
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.16 How to prepare chlorine-based disinfectant solution from a powder
How to prepare a chlorine-based disinfectant solution 1
Materials:
PPE, chlorine powder,
scoop and mixing utensil,
bucket for water,
infectious waste bin/bag,
manufacturersʼ
instructions
1 2 3
Prepare in a well ventilated room Perform hand hygiene Put on apron/gown
4 5 6
Put on face protection, that is Put on gloves Materials: [ ] litres of cold water,
mask/goggles/faceshield chlorine powder, scoop and
mixing utensil
7 8 9 0
45 15
30
Add [ ] scoops of chlorine powder Mix the powder into the water Leave for [ ] minutes
to the water
76
3. VISUALIZE
Fig. 3.16 How to prepare chlorine-based disinfectant solution from a powder (continued...)
How to prepare a chlorine-based disinfectant solution 2
10 11 12
Ready for use or store securely Remove PPE and safely dispose Perform hand hygiene
with lid of single use PPE in the waste
bin/container
13 14
Remove eye protection and safely Perform hand hygiene

clean, dry and store and remove
mask and dispose of it as
infectious waste
77
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.17 How to clean a blood spillage
How to clean a blood spillage 1
Materials:
Detergent solution,
chlorine-based disinfectant
solution, buckets for water,
warning sign, PPE,
laundry container, mop,
cloth, absorbent material,
manufacturersʼ instructions
1 2 3
Perform hand hygiene Put on apron/gown Put on gloves
4 5 6
Position warning/hazard signs Cover the spillage with Allow the spillage to be absorbed
appropriately absorbent material* into the material
7 8 9
Gather the infectious Dispose of immediately as Dampen a cloth or mop in

absorbent material infectious waste detergent solution and go over
the area to clean it
* use absorbent granules at this point if available as per manufacturers’ instructions
78
3. VISUALIZE
Fig. 3.17 How to clean a blood spillage (continued...)

How to clean a blood spillage 2
10 11 12
Dispose of cloth as or immediately as infectious Dampen

or soiledalinen
cloth or
andmop in
infectious
contaminated or soiled waste chlorine-based
waste disinfectant
for laundering solution and go over the area
again, then rinse area with water
and allow the area to dry. Dispose
of cloths in infectious waste or
for laundering
13 14 15
Remove warning/hazard signs Remove PPE and dispose of single Clean and dry equipment,
use PPE safely in the waste or leave to dry
bin/container
16 17
Store equipment appropriately in Perform hand hygiene

dry a store room
79
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.18 Damp mopping
Damp mopping 1
Materials:
Detergent solution, chlorine-based
disinfectant solution, warning
sign, PPE, infectious/other waste
bin/bag, mop, laundry container
1 2 3
Perform hand hygiene Put on PPE Position warning/ hazard signs

where appropriate
4 5 6
Remove larger items of debris Dispose of debris into the Submerge mop in detergent
from floor appropriate bin/container solution. Squeeze out excess
7 8 9
Start at the furthest point from Work backwards to avoid standing Mop the floor edges using a
the exit on cleaned sections straight stroke to reach corners
and skirting
80
3. VISUALIZE
Fig. 3.18 Damp mopping (continued...)

Damp mopping 2
10 11 12
Continue working from side On completion of room or area, Remove warning/ hazard signs
to side in backwards direction. remove mop head. Place mop
Use figure-of-eight pattern while head in laundry container for
mopping. Turn mop frequently laundering
13 14 15
Remove PPE and dispose of Clean and dry equipment, Store equipment appropriately in
single use PPE safely in the or leave to dry dry store room
waste bin/container
16
81
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.19 High-touch cleaning
High touch Cleaning 1
Materials:
Detergent solution, PPE, cloth,
warning sign, infectious waste
bin/bag, laundry container
1 2 3
Perform hand hygiene Put on PPE Position warning/hazard signs

where appropriate
4 5 6
Remove any debris and sticky Fold the cloth to create a number Dampen the cloth in detergent
tape from the surfaces of clean cloth surfaces solution. Do not double dip
7 8 9
Clean all high-touch surfaces with Work systematically Fold a section of the cloth over to
the damp cloth using one swipe from high to low surfaces reveal a clean unused surface
(and from clean to dirty)
82
3. VISUALIZE
Fig. 3.19 High-touch cleaning (continued...)

High touch Cleaning 2
10 11 12
5 6
1 2 7 8
3 4
Wipe, fold, continue until all sides Replace the cloth and continue Dispose of used cloths in
have been used appropriate waste or laundry
bins/container. Continue
replacing cloths until the task
is finished
13 14 15
Remove warning/hazard signs Remove PPE and dispose of Clean and dry equipment
single use PPE in appropriate (or leave to dry)
waste bin/container
16 17

a dry store room
83
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.20 Cleaning paintwork, walls, and doors
Cleaning paintwork, walls, and doors 1
Materials:
Detergent solution,
PPE, cloth, warning sign,
laundry container
1 2 3

where appropriate
4 5 6
Fold the cloth to create a number Dampen the cloth in the detergent Clean the surfaces with the damp
of clean cloth surfaces solution cloth using one swipe
7 8 9
5 6
1 2 7 8
3 4
Work systematically from high to Continue until all the clean Dispose of used cloth in the
low surfaces (and from clean to surfaces of the cloth have been appropriate bin/container. Contin-
dirty) used then replace the cloth ue replacing cloths
as necessary until the task
is finished
84
3. VISUALIZE
Fig. 3.20 Cleaning paintwork, walls, and doors (continued...)

Cleaning paintwork, walls, and doors 2
10 11 12
Remove warning/hazard signs Remove PPE and dispose of Clean and dry equipment,
single use PPE in the appropriate or leave to dry
bin/container
13 14

a dry store room
85
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.21 How to clean a handwash basin
How to clean a handwash basin 1
Materials:
Detergent solution, chlorine
jug, chlorine-based disinfect-
ant solution, PPE, cloth,
warning sign, infectious waste
bin/bag, laundry container
1 2 3

appropriately
4 5 6
Remove any blockages or debris Place debris in a paper towel Dispose of debris as
from the sink and plug infectious waste
7 8 9
Pour a small amount of Fold the cloth to create a number Dampen the cloth in
chlorine-based disinfectant of clean cloth surfaces detergent solution
solution into the plug hole and
leave in contact without allowing
solution to dry
86
3. VISUALIZE
Fig. 3.21 How to clean a handwash basin (continued...)

10 11 12
5 6
1 2 7 8
3 4
Clean the surfaces with the damp Continue until all the clean surfaces Replace the cloth. Dispose of
cloth using one swipe of the cloth have been used then used cloths in appropriate
replace the cloth waste or laundry bins/container.
Continue replacing cloths until
the task is finished
13 14 15
Working from the outside to Clean the rim of the sink Clean the underside of the sink
the inside, clean the wall tiles
surrounding the sink
16 17 18
Clean the pipework Clean the inside of the sink Clean the taps
19 20 21
Clean the outside of the plug hole Clean the outside of the overflow Repeat this process using
solution
87
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.21 How to clean a handwash basin (continued...)
22 23 24
Use water from the tap and a new Dispose of the cloths as soiled linen Remove warning/hazard signs
cloth to rinse the cleaned area and or as infectious waste
then dry the area
25 26 27
Remove PPE and safely dispose of Clean and dry equipment, Store equipment appropriately in
single use PPE as infectious waste or leave to dry a dry store room
28
88
3. VISUALIZE
Fig. 3.22 How to clean a standard (Western-style) toilet

How to clean a standard (Western-style) toilet 1
Materials:
PPE, detergent solution, chlorine
jug, chlorine-based disinfectant
solution, absorbent material,
water bucket, warning sign,
infectious waste bin/bag, cloths,
toilet brush, laundry container
1 2 3

appropriately
4 5 6
Flush the toilet before cleaning Pour a small amount of prepared Fold the cloth to create a
chlorine-based disinfectant number of clean cloth surfaces
solution inside the toiled bowl.
Make sure the inside and
waterline are covered by the
solution. Leave solution in
contact. Do not allow solution
to dry
7 8 9
5 6
1 2 7 8
3 4
Dampen the cloth in Clean toilet handle Continue until all the clean
detergent solution surfaces of the cloth have been
used then replace the cloth
89
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.22 How to clean a standard (Western-style) toilet (continued...)
10 11 12
Work systematically from clean to Replace the cloth. Dispose of used Empty and clean toilet bins
dirty and from outside in, clean cloths in appropriate waste or
wall tiles, ledges and pipe work laundry bins/container. Continue
is finished
13 14 15
Clean the rim and the underside Clean the cistern Clean the toilet seat
of the bowl
16 17 18
Clean the underside and Finish with the junction with Repeat the process with
the hinges the floor chlorine-based disinfectant
solution
19 21
20 21
Scrub the inside of the toilet with Keep brush in the fresh flushing Rinse surfaces with water
the toilet brush water to clean
90
3. VISUALIZE
Fig. 3.22 How to clean a standard (Western-style) toilet (continued...)

22 23 24
Dry surfaces with a clean cloth Dispose of cloths as soiled linen or Remove warning/hazard signs
infectious waste
25 26 27
28
91
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.23 How to clean a squat toilet
How to clean a squat toilet 1
Materials:
PPE, chlorine jug, detergent
solution, chlorine-based
disinfectact solution, water
bucket, cloths, mop, warning
sign, infectious waste bin/bag,
laundry container
1 2 3

appropriately
4 5 6
Put prepared chlorine-based Fold the cloth to create a Dampen the cloth in a
disinfectant solution inside bowl. number of clean cloth surfaces detergent solution
Make sure the bowl is covered and
leave solution in contact without
allowing it to dry
7 8 9
5 6
1 2 7 8
3 4
Work systematically from clean to Continue until all the clean Dispose of the cloths as
dirty, working from outside in surfaces of the cloth have been soiled linen
clean the wall tiles, ledges and used then replace the cloth
pipework
92
3. VISUALIZE
Fig. 3.23 How to clean a squat toilet (continued...)

How to clean a squat toilet 2
10 11 12
Empty and clean the toilet bins Using the detergent solution, mop Using the detergent solution,
around the outside of the squat mop the inside of the squat
toilet toilet bowl
13 14 15
Make sure to clean under the rim of Repeat the process with Rinse the area and squat toilet
the squat toilet bowl chlorine-based disinfectant bowl with water, and then dry
solution
16 17 18
Dispose of cloths/mop as soiled Remove warning/hazard signs Remove PPE and safely dispose of
linen or infectious waste single use PPE as infectious waste
19 20 21
Clean and dry equipment, Store equipment appropriately in Perform hand hygiene
or leave to dry a dry store room
93
How3.24 Howatoshower
to clean clean a1shower
Materials:
PPE, warning sign,
detergent solution,
chlorine-based
disinfectant solution,
water buckets, cloths,
infectious waste bag/bin,
laundry container
1 2 3

where appropriate
4 5 6
Clear plug of debris and run water Place debris in a paper towel Dispose of debris as
infectious waste
7 8 9
Fold the cloth to create a number Dampen the cloth in a Clean the surfaces with the damp
of clean cloth surfaces detergent solution cloth using one swipe
94
3. VISUALIZE
Fig.
to clean clean a2shower (continued...)
10 11 12
5 6
1 2 7 8
3 4
Start at highest point, work Continue until all the clean Replace the cloth
systematically from high to low. surfaces of the cloth have been
Clean shower walls downwards used then replace the cloth
13 14 15
Dispose of used cloths in Clean the shower head, shower If a shower tray is present,
appropriate waste or laundry hose and shower taps clean inside and outside
bins/container. Continue
is finished
16 17 18
Clean the drain and overflow Repeat the process with a Rinse surfaces with water
solution
19 20 21
Dry surfaces with a clean cloth Dispose of used cloths in Remove warning/hazard signs
appropriate waste or laundry
bins/container
95
to clean clean a3shower (continued...)
22 23 24
sinle use PPE as infectious waste or leave to dry a dry store room
25
96
3. VISUALIZE
Fig. 3.25 How to clean a delivery bed

How to clean a delivery bed 1
Materials:
PPE, detergent solution,
chlorine-based
disinfectant solution,
warning sign, cloths,
infectious waste, bag or
bin, laundry container
1 2 3
Perform hand hygiene Put on apron and gloves Position warning/hazard

signs appropriately
4 5 6
Remove linen from the delivery Place linen into the container for Manage any blood/body fluid
bed, rolling contaminated area used/soiled laundry spills (as per how to clean a
into centre blood spillage)
7 8 9
Fold the cloth to create a Dampen or rinse folded cloth in Clean delivery bed mattress first
number of clean cloth surfaces detergent solution and work systematically from top
to bottom
97
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.25 How to clean a delivery bed (continued...)
How to clean a delivery bed 2
10 11 12
5 6
1 2 7 8
3 4
Continue until all the clean Replace the cloth. Dispose of used Clean both sides and the edges
surfaces of the cloth have been cloths in appropriate waste or of the mattres
used then replace the cloth laundry bins/container. Continue
is finished
13 14 15
Clean the bed base Clean the underside Clean the joints and the frame
16 17 18
Repeat the process with Dispose of used cloths as soiled Remove warning/hazard sign
chlorine-based disinfectant linen or infectious waste and/or
solution if necessary, wipe with other waste
water to remove chlorine residue
and leave to dry
19 20 21
98
3. VISUALIZE
Fig. 3.25 How to clean a delivery bed (continued...)

How to clean a ward bed mattress 3
22 23
Perform hand hygiene Reassemble delivery bed
99
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Fig. 3.26 How to clean a ward bed
Materials:
PPE, detergent solution,
chlorine-based
disinfectact solution,
warning sign, cloths,
infectious waste, bag or
bin, laundry container
1 2 3

where appropriate
4 5 6
Remove linen from the delivery Place linen into the container for Manage any blood/body fluid
bed, rolling contaminated area used/soiled laundry spills (as per how to clean a
into centre blood spillage)
7 8 9
Fold a section of the cloth over Dampen the cloth in a Clean ward bed mattress first and
to reveal a clean unused surface chlorine-based disinfectant work systematically from top to
solution bottom
100
3. VISUALIZE
Fig. 3.26 How to clean a ward bed (continued...)

10 11 12
5 6
1 2 7 8
3 4
Continue until all the clean Replace the cloth. Dispose of used Clean both sides and the edges of
surfaces of the cloth have been cloths in appropriate waste or the mattress
used then replace the cloth laundry bins/container. Continue
is finished
13 14 15
Clean the bed base Clean the underside Clean the joints and the frame
16 17 18
Repeat the process with Dispose of cloths in the Remove warning/hazard signs
chlorine-based disinfectant appropriate laundry container
solution if necessary, wipe with
water to remove chlorine residue
and leave to dry
19 20 21
Remove PPE and safely dispose of Clean and dry equipment, or leave Store equipment appropriately in
single use PPE as infectious waste to dry a dry store room
101
102
Reassemble ward bed
Fig. 3.26 How to clean a ward bed (continued...)
23

22
4. Check
Check
This section includes various materials 4.1.2 Instructions for completion of

that can be used to: the basic needs assessment tool
assess The respondent to the basic needs assessment
should be a senior member of staff from within
• what is necessary in a maternity unit (through
the maternity unit (for example, the matron,
the basic needs assessment tool).
head nurse or lead physician).
• the knowledge of those who clean before and
after training (through an IPC and environmental The respondent may need to consult with other
hygiene questionnaire). members of staff within the facility to complete the
basic needs assessment. Although the data can be
• competency after training (through a set
gathered in an interview with the respondent, it may
of competency assessment forms).
be useful to send a copy of the needs assessment
evaluate in advance so that the respondent can prepare
for the interview.
• a ‘train-the-trainers’ course.
• delivery of training to health workers. All questions within each section should be answered
with an ‘X’ where appropriate, or with words or
• record training delivered.
numbers entered clearly where indicated. If a question
is not applicable to the facility, it should be answered
with ‘N/A’.
4.1 Basic needs assessment tool If relevant, comments should be written on the
form for each question at the time of assessment,
The basic needs assessment tool should be completed
clearly identifying any issues of concern and areas
for the maternity unit. Several sections of the tool can be
of good practice.
applied to other health care facility departments or the
wider health care facility environment. Sections referring The form should be completed using a pencil.
specifically to the maternity unit will require adaptation If an answer needs to be changed, it should be erased
before they can be applied to other health care facility completely and the correct answer then inserted.
departments or the wider health care facility context. The writing on the form should be clear and legible.
In the basic needs assessment, the term ‘maternity unit’
refers to the maternity ward (that is, the area dedicated
to early labour or post-delivery patients) and the
4.1.1 Contents delivery unit (that is, the area where women deliver).
The basic needs assessment tool contains Questions referring to waste management and sharps’
the following sections: management relate to how sharps’ boxes and waste
• personnel responsible for cleaning bins are handled (rather than the use and subsequent
and supervision of cleaning disposal of waste or sharps into boxes and bins).
• role responsibilities
• supervision and monitoring provision of training
• training topics
• resources
• IPC committee
• policies, protocols and guidelines.
104
4. CHECK
Basic needs assessment tool – maternity unit
Facility name Date

Respondent name Respondent designation
1. Personnel responsible for cleaning and supervision of cleaning
A. With reference to the maternity unit:

• note the number of staff working in each category (No.)
• for each category of staff, mark [X] in the relevant column if the staff perform cleaning duties
• for each category of staff, mark [X] in the relevant column if the staff are responsible for supervision
of cleaning duties
No. Perform cleaning Supervise cleaning Comments

duties [x] activities [x]
• Obstetrician
• Clinician
• General doctor
• Midwife
• Auxiliary nurse
midwife
• Nurse
• Auxiliary nurse
• Housekeeping
assistant
• Cleaner
• Maintenance
• Other (specify)
• Other (specify)
B. For each category of staff involved in cleaning, what is their average level of literacy skills?
Enter the relevant number from those below in the box adjacent to the corresponding staff category.
1. Very poor – unable to read instructions on a packet.
2. Poor – can deal with only very simple, clearly laid out materials; some difficulty when facing novel
demands (for example, learning new job skills).
3. Moderate – minimum literacy required for coping with demands of everyday life and work
(denotes level required for secondary school completion).
4. High – command of higher order information processing skills.
Staff category No. (1,2,3 or 4) Comments

• Auxiliary nurse
midwife
• Cleaner
• Maintenance
• Other (specify)
• Other (specify)
• Other (specify)
*Refers to general cleaning of the environment (referred to as environmental hygiene) and IPC in relation to environmental hygiene.
105
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 2. Role responsibilities
Yes [x] No [x] Comments

C. D
o job descriptions exist for all
staff dedicated to cleaning the
maternity unit?
D. W
ho is primarily responsible for undertaking each task (for example, nurse, midwife, cleaner, etc.)
and who is responsible for the supervision of each task? Mark N/A if not applicable.
Task Personnel responsible for the task Personnel responsible for
supervision of the task
• Cleaning of the general
environment of the delivery room
• Cleaning of delivery room bed
or mattress
• Cleaning of the general
environment of the maternity unit
• Cleaning of maternity unit beds
or mattresses
• Cleaning of maternity unit patient
bed area
• Changing of maternity unit
bed sheets
• Maternity unit linen delivery to/
collection from laundry
• Floor cleaning
• Cleaning of maternity unit
(or nearest) toilets/latrines
• Cleaning of maternity unit
handwashing facilities
• Removal of infectious waste
from the maternity unit
• Removal of non-infectious waste
from the maternity unit
• Removal of sharps waste from
the maternity unit
106
4. CHECK
3. Supervision and monitoring
Yes [x] No [x]

E1. Are cleaning activities routinely supervised?
E2. I f yes, please provide details of how cleaning activities are supervised (for example, on-the-job
supervision or one-to-one meetings) and how often (for example, weekly or monthly).
Type of supervision Yes [x] Frequency (weekly/ monthly/other No [x]
– please state)
• On-the-job
• One-to-one supervisory meetings
• Group supervisory meetings
• Other (please specify)
Yes [x] No [x]

F1.Is feedback given to those involved in cleaning
activities on their performance?
If you answered ‘No’ to question F1 go to question G1
F2. If yes, please provide details of how feedback is provided (for example, team meetings, performance
charts or on-the-job feedback).
Type of feedback Yes [x] Frequency (weekly/ monthly/other No [x]
– please state)
• One-to-one as time allows
• Team meetings with a
regular verbal debrief
• Performance reviews
(for example, using charts)
• On-the-job real-time
feedback and coaching
Yes [x] No [x]

G1. A
re regular reports made regarding cleaning
standards and performance?
G2. Please provide details of the reports in the space below (for example, who writes them,
who sees them, and how often they are produced)
Add details here:
107
4. Provision of training (note: read the questions and go to section 5 if no training conducted)
Yes [x] No [x]

H1. I s there an orientation programme with information
on IPC and environmental hygiene for new medically-trained
staff in this facility (for example, nurses, doctors, paramedics
and midwives)?
H2. Is regular training on IPC and environmental hygiene
delivered to medical staff?
H3. Regarding training of medical staff, when was the last training session on IPC and environmental
hygiene held for medical staff?
• No training delivered
• Within the last 6 months
• Within the last year
• More than 1 year ago
H4. I f applicable, list in the space below who attended the training session for medical staff?
(list job titles only)
Add job titles here:
Yes [x] No [x]

I1. I s there an orientation programme with information on IPC
and environmental hygiene for new non-medically trained
staff not involved in direct patient care (for example, cleaning
and maintenance staff)?
I2. Is regular training on IPC and environmental hygiene
delivered to non-medical staff?
I3. If applicable, when was the last training session on IPC and environmental hygiene
held for non‑medical staff?
• No training delivered
• Within the last 6 months
• Within the last year
• More than 1 year ago
I4. I f applicable, list in the space below who attended the last training session for non-medical staff
(list job titles only)
Add job titles here:
108
4. CHECK
J. Where are training sessions primarily delivered for a) medical and b) non-medical staff?
Medical staff [x] Non-medical staff [x] Comments
• No training conducted
• On-site (facility grounds)
• Off-site
• Both
K. How are training sessions primarily delivered for a) medical and b) non-medical staff? Mark all that apply.
Medical staff [x] Non-medical staff [x] Comments
• Lecture format
• Practical demonstration
• Hands-on participant involvement
• Brainstorming
• Individual exercises
• Group exercises
• Discussion
• Other (specify)
• Other (specify)
5. Training topics
L. W
hat topics were covered during training sessions in the past year for (a) non-medical staff
and (b) supervisors of non-medical staff. Mark all that apply.
Non-medical staff [x] Supervisors [x]
• HAIs and infection transmission
• Hand hygiene
• Personal hygiene and dress code
• Respiratory hygiene and cough etiquette
• PPE
• General cleaning of the maternity unit environment
• Floor cleaning
• Cleaning of toilets or latrines
• Preparation of cleaning solutions
• Preparation of chlorine-based disinfectant solution
• Waste management
• Linen management
• Management of blood spillages
• Other (specify)
• Other (specify)
109
6. Resources
M. For each resource or supply listed, is it available for use on the maternity unit at this time?
Mark all that apply.
Yes [x] No [x] Comments
• Sufficient water reliably available on-site and from
an improved source (safely treated) for handwashing
• Sufficient water reliably available on-site and from an improved
source (safely treated) for environmental cleaning activities
an improved source (safely treated) for drinking
• Sufficient water reliably available on-site and from an
improved source (safely treated) for personal hygiene
• Sufficient water reliably available on-site and from an
improved source (safely treated) for medical activities
an improved source (safely treated) for laundry
– Sufficient water reliably available, onsite and from
an improved source (safely treated) for cooking
– Handwashing soap (liquid, bar, leaf or powdered form of soap)
– Disposable hand drying material
– Alcohol-based handrub
– Single-use gloves
– Disposable aprons or gowns
– Reusable, heavy-duty (chemical-resistant) aprons
– Detergent
– Detergents
– Chlorine-based disinfectant
– Disinfectant (other)
– Colour coded waste bags (note in comments if waste
bags are available, but not colour coded)
– Colour coded buckets (note in comments if buckets
are available, but not colour coded)
– Microfibre cloths
– Disposable cleaning cloths
– Non-microfibre cleaning cloths
– Disposable paper to use for cleaning
– Absorbable material for cleaning spillages
– Floor brushes
– Dust pans
– Microfibre mops
– Cotton string mops
– Warning/hazard signs to indicate cleaning task taking place
– Toilet brushes
– Safety ladder
110
4. CHECK
7. IPC committee
Yes [x] No [x]

N. D
oes the facility as a whole have a qualified or trained person
or people responsible for IPC?
If yes, enter their job title/s in the space below
Yes [x] No [x]

O1. Does the facility as a whole have a formal or
informal IPC committee? If yes, note whether
it is formal or informal in the ‘Yes box
If you answered ‘No’ to question O1 go to question P1
O2. How frequently does the IPC committee meet?

Yes [x] No [x]
• Weekly
• Twice a month
• Monthly
• Every 3 months
O3. When did the last meeting of the IPC committee take place? Please write in the space below.
Write date of meeting here:
Yes (copy seen) [x] Yes (copy unavailable) [x] No [x]

O4. Are minutes of the last meeting
of the IPC committee available?
O5. P
lease provide details of a recent activity of the IPC committee in the space below.
Add details here:
Yes [x] No [x]

O6. D
oes the facility as a whole have a quality
improvement committee?
O7. If there is a IPC committee for the facility as a whole, does the committee report to the facility
management directly or via the quality improvement committee?
Method of reporting Yes [x] No [x]

• Directly to facility management
• Via the quality improvement committee
• Not applicable
111
8. Policies, protocols and guidelines
P1. Does the health care facility have policies in the following areas (mark all that apply and note date
of the current policy version)?
Area Available Date of Available Do not exist [x]
(copy seen) [x] current version (copy not seen)
[x]
• Hand hygiene
• Waste management
(including handling
and disposal)
• Linen management
(including handling
and disposal)
• PPE
• Cleaning of the
environment
• Management of body fluid
spillages and exposures
• Personal hygiene
and dress code
• Respiratory hygiene
• Disinfection and
sterilization
• Health worker protection
and safety
P2. In addition to the above, are there any other relevant policies, protocols or guidelines with regard
to IPC or environmental hygiene specific to the maternity unit? If so, please provide details below.
Add details here:
112
4. CHECK
8. Policies, protocols and guidelines (continued...)
Q. Cleaning of the environment

Yes [x] No [x]
• Are there written cleaning rotas for those working
in the maternity unit?
• Are there cleaning procedure guidelines or standard
operating procedures with step-by-step instructions
on cleaning activities?
• Are cleaning procedure guidelines/standard operating
procedures regularly reviewed and disseminated (that is,
at least once every two years)? (mark N/A if they do not exist)
– Are there cleaning schedules stating how frequently
different areas or features of the maternity unit should
be cleaned?
– Is all documentation listed above actively used
in the facility?
– Is the content of all documentation listed above
disseminated to all of those involved in cleaning
(for example, via training)?
– Is the content of all documentation listed above
understood by all those involved in cleaning?
– Is a cleaning programme audit conducted annually?
R. Please provide details of any other information regarding training of health care professionals
or non‑medical staff in IPC or environmental hygiene not captured above, or any other comments
you would like to include.
Add details here:
113
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.2 Infection prevention and environmental hygiene questionnaire
(for before and after training)
The infection prevention and environmental hygiene questionnaire can be completed
by participants before training to establish existing knowledge. After training the
questionnaire can be retaken and used as a measure of learning. Literacy level skills
should be considered when asking those who clean to complete the questionnaire,
which may have to be delivered in an interview format.
Name Date / /
Job title
Health care facility
Previous training in infection prevention and environmental hygiene YES NO
TRUE/FALSE questions – Tick one answer per question (the answers here are provided for
trainers, provide participants with a blank document)
Principles of infection prevention and hand hygiene

Question True False Don’t know
1. A clean looking environment means that no harmful x
microorganisms (or ‘germs’) are present
2. People are the only source of microorganisms (or ‘germs’) x
3. Everyone is at the same risk of developing an infection x
if potentially harmful microorganisms (or ‘germs’) enter
the body
4. Handwashing with soap and water or handrubbing x
with alcohol-based handrub removes or kills
microorganisms (or ‘germs’) picked up at work
5. You need to clean your hands before wearing gloves x
6. Cleaning hands is one of the best methods to prevent x
the spread of infection
7. Hands do not need to be cleaned after removing gloves x
Personal hygiene and dress code
8. Covering your mouth when coughing increases the risk x

of spreading microorganisms (or ‘germs’)
9. Jewellery can hide microorganisms (or ‘germs’), even after x
handwashing or handrubbing
10. Artificial fingernails can be worn to work x
11. If a tissue is not available, you should sneeze or cough into x
your upper sleeve or inner elbow, not into your hand
12. If you have used a tissue to cough or sneeze into, you do not x
need to wash your hands
114
4. CHECK
Question True False Don’t know
Personal protective equipment

13. Single-use gloves can be reused if washed or disinfected x
14. PPE is not necessary when cleaning toilets x
15. PPE creates a barrier to prevent contact with any infectious x
materials (for example, blood and body fluids)
16. Single-use gloves can be reused if they look clean x
17. Wearing gloves means no microorganisms (or ‘germs’) x
can spread to staff members, patients or the environment
Control of the environment, waste disposal
18. Cleaning of the environment is an effective way to x
prevent the spread of potentially harmful microorganisms
(or ‘germs’)
19. Cleaning equipment should be cleaned and dried after use x
20. Clean linen should be kept in the same area as used x
or infectious linen
21. Cleaning should start at the dirtiest area and move x
to the cleanest
22. Chemical waste can be harmful to the skin x
23. Waste bins or containers should be completely x
full before disposal
24. Hazardous and non-hazardous waste should be mixed x
together after removal from the clinical area
25. Waste bags should be picked up by the neck only x
26. To save time, at least three large waste bags should be x
carried at once
27. Items that can be sold should be removed from the sharps’ x
container before disposal
115
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Multiple choice questions (tick one answer per question)
Question Answers [x]

1. Who is most at risk of developing A. The elderly
an infection if potentially harmful
B. Children
microorganisms (or ‘germs’)
enter their body compared to C. Hospital patients
a healthy adult?
D. All of the above X
2. What is one of the main causes A. Air circulating the health facility
of the spread of potentially harmful
B. Patients’ exposure to dirty surfaces
microorganisms (or ‘germs’) in a
health care facility? C. Sharing equipment between patients
D. Health workers’ hands X
3. What does PPE stand for? A. Personal protective equipment X
B. Personal planning equipment
C. Proper patient equipment
D. Pink protective equipment
4. What should be worn when A. Gloves
handling soiled linen?
B. Preferably a disposable apron
C. Closed-toed shoes
5. Linen should be sorted: A. In the laundry area X
B. In the patient ward
C. In the reception area
D. In the hallway
6. With regard to sharps waste, A. Sharps waste includes items that can
select the true statement cause cuts and puncture wounds
B. Most injuries are the result of carelessness
when handling or disposing of sharps waste
C. Following a sharps injury the wound should
not be sucked to remove ‘germs’
Thank you for completing the questionnaire – please return it to your trainer
116
4. CHECK
4.3 Competency assessments
4.3.1 Individual competency assessment record

Name Department
Supervisor Staff ID Job role
Assessment I Assessment II Assessment III

Date: Date: Date:
Competency % correct Pass OR action % correct Pass OR action % correct Pass OR action
A. Handrubbing
B. Handwashing
C. Putting on and removing single-use gloves
D. Putting on and removing reusable, heavy-duty (chemical-resistant) gloves
E. Putting on and removing disposable apron
F. Preparing a detergent solution
G. Preparing a chlorine-based disinfectant solution
H. Clean a blood spillage
I. Damp mopping
J. High-touch cleaning
K. Cleaning paintwork, walls and doors
L. Handwash basin
M. Western-style toilets
N. Squat toilet
O. Shower
P. Sluice
Q. Ward bed
R. Delivery bed
117
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.2 Competency assessment checklist: Handrubbing
Competency assessment checklist – Handrubbing

Date Staff identification number
Assessment attempt 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st 2nd
1. Applied a palmful of alcohol-based handrub into a cupped hand
2. Rubbed hands palm to palm
3. Rubbed right palm over back of left hand with fingers interlocked
4. Rubbed left palm over back of right hand with fingers interlocked
5. Rubbed hands palm to palm with fingers interlaced
6. Gripped fingers together with palms facing inward
and rubbed back and forth
7. Gripped left thumb in right palm and rotated
8. Gripped right thumb in left palm and rotated
9. Rubbed finger tips of left hand in a circular motion over right palm
10. Rubbed finger tips of right hand in a circular motion over left palm
11. Rubbed hands for 20–30 seconds in total
Total number of attempted steps = no. of steps – NA responses
Total number of steps correct
% steps correct = (total no. of steps correct/total no. of steps) x 100
118
4. CHECK
4.3.3 Competency assessment checklist: Handwashing
Competency assessment checklist – Handwashing

1. Wetted hands with water
2. Applied enough soap to lather and cover both hands
3. Rubbed hands palm to palm
4. Rubbed right palm over back of left hand with fingers interlocked
5. Rubbed left palm over back of right hand with fingers interlocked
6. Rubbed hands palm to palm with fingers interlaced
7. Gripped fingers together with palms facing inward
and rubbed back and forth
8. Gripped left thumb in right palm and rotated
9. Gripped right thumb in left palm and rotated
10. Rubbed finger tips of left hand in a circular motion over right palm
11. Rubbed finger tips of right hand in a circular motion
over left palm
12. Rinsed hands with water
13. Dried hands thoroughly with disposable hand drying material
if available or shook hands in the air and let them air dry
14. Washed and dried hands for 40–60 seconds in total
119
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.4 Competency assessment checklist: Putting on and removing single-use gloves
Competency assessment checklist – Putting on and removing single-use gloves

Putting on single-use gloves
1. Performed hand hygiene
2. Removed glove from box
3. Touched only the cuff (wrist area) of the glove with one hand
4. Slipped free hand into the glove
5. Pulled on the glove, sliding fingers all the way in
6. Touched only the inner surface of the glove
7. Picked up a second glove with gloved hand
8. Touched only the upper cuff
9. Hooked fingers on to the cuff of the glove
10. Slipped the glove on to the ungloved hand, pulling the glove on
11. If applicable, made adjustments for comfortable wear when both
gloves were on
120
4. CHECK
4.3.4 Competency assessment checklist: Putting on and removing gloves (continued...)
Competency assessment checklist – Putting on and removing single-use gloves

Removing single-use gloves
1. Pinched the outside of one glove near the wrist
2. Did not touch bare skin
3. Peeled off the first glove, away from the body,
from wrist to fingertips
4. Turned the glove inside out
5. Held the removed glove in the remaining gloved hand
6. Peeled off the second glove with the ungloved hand by inserting
fingers inside the remaining glove at the top of the wrist
7. Turned the second glove inside out while tilting it away from
the body, leaving the first glove inside the second
8. Disposed of the gloves safely in the appropriate waste container
121
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.5 Competency assessment checklist: Putting on and removing reusable heavy-duty (chemical-resistant) gloves
Competency assessment checklist – Putting on and removing reusable heavy-duty (chemical-resistant) gloves
Putting on reusable heavy-duty (chemical-resistant) gloves
2. With the gloves lying flat on top of each other, inserted fingers
into the top of the upper glove and thumb into the top of the
lower glove
3. Picked up the gloves; so that the lower glove hung open
4. Inserted free hand into the lower glove and pulled it on
5. Used gloved hand to pull the glove on to the other hand
6. Inserted fingers fully into the glove
122
4. CHECK
4.3.5 Competency assessment checklist: Putting on and removing reusable heavy-duty (chemical-resistant) gloves (continued...)
Competency assessment checklist – Putting on and removing reusable heavy-duty (chemical-resistant) gloves
Removing reusable heavy-duty (chemical-resistant) gloves
1. Cleaned the outside of the gloves with detergent and water to
remove contaminants
2. With one gloved hand, grasped the fingers of the other glove
3. Pulled the glove until it is half-way off
4. Used the hand with the half-removed glove to grasp
the second glove
5. Pulled glove half way off
6. Slid hands out of gloves
7. Did not touch the outside of the gloves
8. When nearly off, clasped both gloves with one hand with fingers
in the top of one glove and thumb in the top of the other
9. Touched only the inside of the gloves
10. The gloves were safely removed, ready for further cleaning and/
or storage
123
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.6 Competency assessment checklist: Putting on and removing a disposable apron
Competency assessment checklist – Putting on and removing a disposable apron

Putting on a disposable apron
2. Picked up apron by neck loop
3. Placed the neck loop over head
4. Tied the waist ties behind back
Removing a disposable apron
1. If wearing gloves, removed gloves first
2. Disposed of gloves safely in the appropriate waste container
3. Pulled the apron away from the neck and shoulders
to break the ties
4. Touched only the inside of the apron
5. Pulled waist ties to break away from the body
6. Rolled apron into a bundle away from the body
7. Only touched the inside of the apron
8. Disposed of apron safely in the appropriate waste container
124
4. CHECK
4.3.7 Competency assessment checklist: Preparing a detergent solution
Competency assessment checklist – Preparing a detergent solution

2. Put on reusable gloves
3. Added [ ] spoons of concentrated detergent to the water
4. Mixed gently for [ ] minutes
5. Detergent solution was ready for use or stored securely with lid
6. Removed gloves and cleaned, dried and stored them
125
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.8 Competency assessment checklist: Preparing a chlorine-based disinfectant solution from a powder
Competency assessment checklist – Preparing a chlorine-based disinfectant solution from a powder

1. Prepared in a well ventilated room
3. Put on PPE
4. Added [ ] scoops of chlorine powder to the water
5. Mixed the powder into the water and left for [ ] minutes
6. Chlorine-based disinfectant solution was ready for use or stored
securely with lid
7. Removed PPE *
*if eye protection/mask worn, hand hygiene should be performed after glove and apron removal before removing eye protection/mask and then performed again
126
4. CHECK
4.3.9 Competency assessment checklist: How to clean a blood spillage
Competency assessment checklist – How to clean a blood spillage

1. All necessary equipment gathered prior to task

3. Put on PPE
4. Positioned warning/hazard signs appropriately
5. Covered spillage with absorbent material*
6. Allowed spillage to be absorbed
7. Gathered contaminated absorbent material
8. Disposed of material as infectious waste
9. Dampened cloth or mop in detergent solution
10. Cleaned spillage area
11. Disposed of cloth/mop as infectious waste or soiled linen
12. Dampened a cloth or mop in chlorine-based detergent solution
and went over the area again
13. Went over area again with water to remove any chlorine residue
14. Allowed the area to dry
15. Disposed of cloths or mop as soiled linen or infectious waste
16. Removed warning/hazard signs
17. Removed PPE
18. Disposed of PPE safely in appropriate waste containter,
or as soiled linen
*use absorbent granuales at this point if available as per manufacturers’ instructions
127
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.9 Competency assessment checklist: How to clean a blood spillage (continued...)
Competency assessment checklist – How to clean a blood spillage

19. Equipment cleaned

20. Equipment dried or left to dry
21. Equipment stored appropriately in a dry storeroom
22. Washed and dried hands
128
4. CHECK
4.3.10 Competency assessment checklist: Damp mopping
Competency assessment checklist – Damp mopping


2. Put on PPE
3. Positioned warning/hazard signs where appropriate
4. Removed larger items of debris from floor
5. Disposed of debris in an appropriate waste container
6. Visually inspected the room or area before beginning cleaning
(took action if blood spills were identified)
7. Moved large objects or furniture safely and placed
out of the way of traffic
8. Attached the mop head to the mop handle
9. Submerged mop in detergent solution
10. Squeezed/wrung out excess. Mop head was as dry as possible
prior to mopping – damp but not wet
11. Started at the furthest point from the exit
12. Worked backwards to avoid standing on cleaned sections
13. Mopped the floor edges using a straight stroke to reach
corners and skirting
14. Continued working from side to side in backwards direction
15. Used figure-of-eight pattern while mopping
16. Turned mop frequently
17. Continued until the whole floor has been damp-mopped
18. Always left a clear walk way
129
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.10 Competency assessment checklist: Damp mopping (continued...)
Competency assessment checklist – Damp mopping

19. On completion of room or area, removed mop head

20. Placed mop head and placed in laundry container as used linen
21. Returned large objects or furniture to their original position
23. Removed PPE
24. Disposed of PPE as infectious waste or used linen
25. Cleaned Equipment
26. Dried equipment or left to dry
27. Equipment stored appropriately in dry store room
130
4. CHECK
4.3.11 Competency assessment checklist: High-touch cleaning
Competency assessment checklist – High-touch cleaning


2. Put on PPE
4. Removed any debris and sticky tape from the surfaces
5. Folded the cloth to create a number of clean cloth surfaces
6. Dampened the cloth in detergent solution
7. Cleaned all high-touch surfaces with the damp cloth
using one swipe
8. Folded a section of the cloth over to reveal a clean
unused surface
9. Wiped again
10. Continued until all the clean surfaces of the cloth had been used
11. Replaced the cloth
12. Disposed of used cloths in appropriate waste
or laundry container/bin
13. Continued replacing cloths as necessary until
the task was finished
14. Used the extension pole and/or safety ladder when necessary
15. Worked systematically from clean to dirty
16. Worked systematically from high to low
131
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.11 Competency assessment checklist: High-touch cleaning (continued...)
Competency assessment checklist – High-touch cleaning

18. Removed PPE

or as used linen
20. Cleaned equipment
22. Stored equipment appropriately in a dry store room
132
4. CHECK
4.3.12 Competency assessment checklist: Cleaning paintwork, walls and doors
Competency assessment checklist – Cleaning paintwork, walls, and doors


2. Put on PPE
4. Removed all forms of soiling from the surface to be cleaned
6. Dampened the cloth in the cleaning solution
7. Cleaned the surfaces with the damp cloth using one swipe
8. Folded a section of the cloth over to reveal a clean unused
surface and wiped again
9. Continued until all the clean surfaces of the cloth had been
used then replace the cloth
10. Disposed of used cloth in the appropriate waste
or laundry container/bin
11. Continued replacing cloths as necessary until the task
was finished
12. Worked systematically and from clean to dirty
13. Worked systematically from high to low
15. Removed PPE
or as used linen
133
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.12 Competency assessment checklist: Cleaning paintwork, walls and doors (continued...)
Competency assessment checklist – Cleaning paintwork, walls, and doors


134
4. CHECK
4.3.13 Competency assessment checklist: Handwash basin
Competency assessment checklist – Handwash basin


2. Put on PPE
4. Removed any blockages or debris from the sink and plug
5. Placed debris in a paper towel
6. Disposed of debris as infectious waste
7. Poured a small amount of chlorine-based disinfectant
solution into the plug hole
8. Left in contact while performing the next tasks
9. Did not allow solution to dry
13. Folded a section of the cloth over to reveal a clean unused surface
14. Wiped again
15. Continued until all the clean surfaces of the cloth had been used
17. Disposed of used cloths in a clinical waste or contaminated
laundry container/bin
18. Continued replacing cloths as necessary until the task was finished
135
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.13 Competency assessment checklist: Handwash basin (contiued...)


20. Working from the outside to the inside, cleaned the wall
tiles surrounding the sink
21. Cleaned the rim of the sink
22. Cleaned the underside of the sink
23. Cleaned the pipework
24. Cleaned the inside of the sink
25. Cleaned the taps
26. Cleaned the outside of the plug hole
27. Cleaned the outside of the overflow
28. Repeated this process using chlorine-based disinfectant solution
29. Used water from the tap and a new cloth to rinse the cleaned area
30. Dried the cleaned area
31. Disposed of used cloths in the appropriate waste
or laundry container
33. Removed PPE
or as used linen
136
4. CHECK


137
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.14 Competency assessment checklist: Standard (Western-style) toilet
Competency assessment checklist – Standard (Western-style) toilet


2. Put on PPE
4. Flushed the toilet before cleaning
5. Poured a small amount of chlorine-based disinfectant solution
into the plug hole
6. Left solution in contact while performing the next tasks
7. Did not allow solution to dry
8. Made sure that the inside and waterline were covered by solution
unused surface
13. Wiped again
14. Continued until all the clean surfaces of the cloth have been used
16. Disposed of used cloths in a infectious waste
or soiled laundry container
was finished
18. Cleaned toilet handle
138
4. CHECK
4.3.14 Competency assessment checklist: Standard (Western-style) toilet (continued...)


20. Worked systematically from outside in
21. Cleaned the walls
22. Cleaned the tiles
23. Cleaned the ledges
25. Emptied the toilet bins
26. Cleaned toilet bins
27. Cleaned the rim of the toilet
28. Cleaned the underside of the bowl
29. Cleaned the cistern
30. Cleaned the toilet seat
31. Cleaned the underside of toilet seat
32. Cleaned the hinges of toilet seat
33. Finished with the junction with the floor
34. Repeated the process with chlorine-based disinfectant solution
35. Scrubbed the inside of the toilet with the toilet brush
36. Kept brush in the fresh flushing water to clean
37. Rinsed surfaces with water
38. Dried surfaces with a clean cloth
139
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.14 Competency assessment checklist: Standard (Western-style) toilet (continued...)

39. Disposed of cloths as soiled linen or infectious waste

41. Removed PPE
or as soiled linen
45. Stored equipment appropriately in dry store room
140
4. CHECK
4.3.15 Competency assessment checklist: Squat toilet
Competency assessment checklist – Squat toilet


2. Put on PPE
4. Put prepared chlorine-based disinfectant solution inside
the squat toilet bowl
5. Made sure that the squat toilet bowl is covered
7. Did not allow to dry
9. Dampened the cloth in a detergent solution
unused surface
12. Wiped again
or soiled laundry container
was finished
141
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.15 Competency assessment checklist: Squat toilet (continued...)

18. Worked from outside in

19. Cleaned the walls
20. Cleaned the tiles
23. Emptied the toilet bins
24. Cleaned the toilet bins
25. Using the detergent solution, mopped around the outside
of the squat toilet
26. Using the detergent solution, mopped the inside
of the squat toilet bowl
27. Made sure to clean under the rim of the squat toilet bowl
28. Repeated the process with chlorine-based disinfectant solution
31. Removed PPE
32. Disposed of PPE in the appropriate waste container
142
4. CHECK
4.3.15 Competency assessment checklist: Squat toilet (continued...)


143
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.16 Competency assessment checklist: Shower
Competency assessment checklist – Shower


2. Put on PPE
4. Cleared plug of debris
5. Ran water as per local policy
6. Placed debris in a paper towel
7. Disposed of debris as infectious waste
unused surface
12. Wiped again
or in soiled laundry container
was finished
17. Started at highest point, worked systematically from high to low
144
4. CHECK
4.3.16 Competency assessment checklist: Shower (continued...)

18. Cleaned shower walls downwards

19. Cleaned shower head
20. Cleaned the shower hose
21. Cleaned the shower taps
22. If a shower tray is present, cleaned inside and outside
23. If there is a wet room, mopped or mechanically cleaned floor
24. Cleaned the drain
25. Cleaned the overflow
26. Did not push cloth in overflow or waste outlet
27. Repeated the process with a chlorine-based disinfectant solution
32. Removed PPE
33. Disposed of PPE in an appropriate waste container
145
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.16 Competency assessment checklist: Shower (continued...)


146
4. CHECK
4.3.17 Competency assessment checklist: Sluice
Competency assessment checklist – Sluice


2. Put on PPE
4. Emptied the sluice
5. Cleared the surrounding area
6. Removed fibres from the drain and overflow
7. Placed fibres in a paper towel
8. Disposed of fibres as infectious waste
9. Poured a small amount of chlorine-based disinfectant
solution into the plug hole
11. Did not allow to dry
unused surface
16. Wiped again
17. Continued until all the clean surfaces of the cloth were used
147
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.17 Competency assessment checklist: Sluice (continued...)

19. Disposed of used cloth in infectious waste or soiled

laundry container
was finished
22. Cleaned the splashback
23. Cleaned the grill
26. Cleaned the underside or edges of the sluice
27. Cleaned the taps of the sluice
28. Cleaned the top surfaces of the sluice
29. Repeated the process with a chlorine-based disinfectant solution
32. Using a new cloth dampened in detergent solution,
scrubbed the inside of the sluice
33. Scrubbed the drain
34. Scrubbed the overflow
35. Repeat the process with chlorine-based disinfectant solution
36. Using water from the tap and a new cloth, rinsed the cleaned area
148
4. CHECK
4.3.17 Competency assessment checklist: Sluice (continued...)

37. Dried the clean area

40. Removed PPE
41. Dispose of PPE in infectious waste
149
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.18 Competency assessment checklist: Delivery bed
Competency assessment checklist – Delivery bed


2. Put on PPE
4. Removed linen from the delivery bed
5. Ensured that the contaminated area of linen was rolled
in to the centre of the item
6. Placed linen in the container for used or soiled laundry
7. Managed any blood/body fluid spillages
unused surface
12. Wiped again
15. Disposed of used cloths in infectious waste or used/
soiled laundry container
was finished
17. Worked systematically from clean to dirty and from top
to bottom
150
4. CHECK
4.3.18 Competency assessment checklist: Delivery bed (continued...)

18. Cleaned delivery bed mattress first with the damp cloth
19. Turned the mattress and cleaned the underside
20. Cleaned all the mattress edges
21. Cleaned the bed base
22. Began from the top and worked downwards to the base
and the wheels
23. Cleaned the underside
24. Cleaned the joints
25. Cleaned the frame
26. Wiped with water to remove residue
28. Left to dry or dried with a clean cloth
29. Disposed of cloths in infectious wastse or soiled
laundry container
30. Removed warning/ hazard signs
31. Removed PPE
32. Disposed of PPE in infectious waste
151
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.3.18 Competency assessment checklist: Delivery bed (continued...)


37. Reassembled the delivery bed when frame and mattress dried
152
4. CHECK
4.3.19 Competency assessment checklist: Ward bed
Competency assessment checklist – Ward bed


2. Put on PPE
4. Removed linen from the ward bed
5. Ensured that the contaminated area of linen was rolled
in to the centre of the item
6. Placed linen in the container for used or soiled laundry
7. Managed any blood/body fluid spillages
unused surface
12. Wiped again
15. Disposed of used cloths in infectious waste or used/
soiled laundry container
was finished
17. Worked systematically from clean to dirty and from top
to bottom
153
4.3.19 Competency assessment checklist: Ward bed (continued...)

18. Cleaned ward bed mattress first with the damp cloth
19. Turned the mattress and cleaned the underside
20. Cleaned all the mattress edges
21. Cleaned the bed base
22. Began from the top and worked downwards to the base
and the wheels
23. Cleaned the underside
24. Cleaned the joints
25. Cleaned the frame
26. Wiped with water to remove residue
28. Left to dry or dried with a clean cloth
29. Disposed of cloths in infectious wastse or soiled
laundry container
30. Removed warning/ hazard signs
31. Removed PPE
32. Disposed of PPE in infectious waste
154
4. CHECK
4.3.19 Competency assessment checklist: Ward bed (continued...)


37. Reassembled the ward bed when frame and mattress dried
155
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.4 Train-the-trainer course evaluation
For completion by participants of the train-the-trainer course (see Annex 1)
We would like to gather your feedback on the course and would appreciate if you could complete the following
form. Responses will remain anonymous. Please ask for additional paper for comments if required. Many thanks
for your time.
Name Date / /
1 = Strongly agree 3 = Neutral 5 = Strongly disagree

1. Rate the following by circling the appropriate number Scale Comments
The content of the course was appropriate 1 2 3 4 5

The course was appropriately structured and organized 1 2 3 4 5
The course was well presented and enjoyable 1 2 3 4 5
The course materials and resources were useful 1 2 3 4 5
Explanations were clear and understandable 1 2 3 4 5
Course activities were useful 1 2 3 4 5
The trainer appropriately engaged participants in 1 2 3 4 5
participatory activities
The course was appropriately paced (note in comments 1 2 3 4 5
if too fast or too slow)
The course duration was appropriate for the amount of 1 2 3 4 5
work covered (note in comments if too long or too short)
The course venue was suitable for training needs 1 2 3 4 5
What three things (or more) about the course did you think worked particularly well?
What three things (or more) would you suggest to improve the course?
156
1 = Strongly agree 3 = Neutral 5 = Strongly disagree
4. CHECK
2. T
hink about what you already knew and what you learned during the training and evaluate your
knowledge of each of the following training topics with reference to before and after training.
Before training Self-assessment of your knowledge and skills related to: After training
1 2 3 4 5 Module 1: Introduction to IPC 1 2 3 4 5
1 2 3 4 5 Module 2: Respiratory and personal hygiene 1 2 3 4 5
1 2 3 4 5 Module 3: Hand hygiene 1 2 3 4 5
1 2 3 4 5 Module 4: PPE 1 2 3 4 5
1 2 3 4 5 Module 5: Cleaning of the environment 1 2 3 4 5
1 2 3 4 5 Module 6: Waste management 1 2 3 4 5
1 2 3 4 5 Module 7: Linen management 1 2 3 4 5
3. To what extent do you feel prepared to train those who clean and other relevant members of staff on the
topics covered in the training (please circle)?
1 2 3
Not at all prepared Somewhat prepared Well prepared
If you do NOT feel prepared, please explain briefly why not and what would help you to become more prepared.
4. What topics would you like more information on (if any)?
5. Please share any other comments you have that would help us strengthen or improve the course.
157
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL 4.5 Evaluation of delivery of training to those who clean
in health care facilities
For completion by trainers on delivery of training
To improve the training, we would like to gather feedback from the trainers on the content and delivery
of the courses. Feedback will be anonymous. Thank you for your time.
Name Date / /
1. Teaching methods
Yes [x] No [x]
1a. Were the teaching methods successful in engaging participants
(for example, demonstration, interactive tasks and discussion)?
1b. D
id any of the teaching methods work particularly well? If so, please provide details below
and why they appeared to work well.
1c. D
id any of the teaching methods not work so well and need to be changed? If so, please provide details
below and any suggestions for improvement.
158
4. CHECK
2. Content
2a. Was the content of the modules accessible for the training participants (that is, understandable
and appropriately targeted)?
Yes [x] No [x]

2b. Were there any particular areas of work that were not covered in the training
but should have been?
2c. W
ere there any particular areas of work that were covered in the training
but should not have been?
2d. P
lease note any topics that were missing and any topics that you suggest should be omitted.
3. Training materials
Yes [x] No [x]
3a. Did the materials used for training appear to be user-friendly for participants?
3b. If not, please provide information on why materials were not user-friendly
4. Training effectiveness
Yes [x] No [x]
4a. In your opinion, did participants acquire the intended skills and knowledge
from the training?
4b. If not, what were the weak areas?
159
5. Timing and flow
Too much [x] Too little [x] About right [x]
5a. Was the time allocated to individual activities
5b. If ‘too much’ or ‘too little’, please provide information below on why this was the case.
Too much [x] Too little [x] About right [x]

5c. Was the time allocated to the course as a whole
5d. If ‘too much’ or ‘too little’, please provide further information below on why this was the case.
6. Other comments
6a. Please provide any additional suggestions for changes or improvements that could be made
to the training and its delivery.
Thank you for your time
160
4. CHECK
4.6 Example of a training record
Name
Job title Department
Training record
Training module Presence Demonstrated Trainer’s Trainee’s Date
at training understanding signature (or signature
(practical equivalent)
demonstration,
assessment form)
1. Introduction
to IPC
2. Respiratory
and personal
hygiene
3. Hand hygiene
4. PPE
5. Cleaning of the
environment
6. Waste
management
7. Linen
management
161
Annexes
Annex 1.
Train‑the‑trainer course:
how-to-train module
This annex provides the information A1.1 What makes a good trainer
needed to deliver a train-the-trainer course.
Discussion time
of this module, participants should Ask participants to call out the qualities they believe
a good trainer should possess. Write their responses
be able to:
on a flip chart.
• understand the qualities and competencies
of a good trainer. Discussion prompts
• understand the principles of adult learning. Ensure that the following points are covered:
• describe different methods used in a • good knowledge of the subject area
participatory approach to training. • good communicator
• friendly
• good facilitator
• a problem-solver
• able to coordinate the class
• tries to get to know trainees
The module has three sections • respects participants’ ideas and experiences
A1.1 What makes a good trainer? • uses simple language and avoids jargon
A1.2 Adult learning • creates a positive atmosphere
• demonstrates leadership
A1.3 Participatory methods of training
• organized
• good time management
• patient
• encourages participation
• confident
• well prepared
• works at the same level as participants
• checks participants’ understanding
• makes participants feel at ease.
163
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL A1.2 Adult learning Principles of adult learning
Dicussion prompts
• The principles of adult learning should be
applied to the current training. These are
reflected in the training materials contained
within the package. The principles should be
To be read out – Individuals learn in different ways; some taken into account throughout delivery of
prefer the use of pictures, illustrations and diagrams to the training.
organize and communicate information; others prefer
language and text (depending on their literacy level). • Adults learn best in an environment where
Different training styles can be more effective for one their active involvement and participation is
kind of learner than the other; some styles appeal to encouraged and where learning is an active
both. process. Adults can sometimes feel uneasy
about participating in groups and concerned
Training courses that use different methods of training that they may look foolish. Training should be
are much more successful in achieving objectives than designed so that participants feel comfortable
courses using one method of training delivery. Training enough to ask questions, and confident that
that encourages active participation is most effective their experiences and contributions will be
in terms of knowledge acquisition and retention, and valued and respected.
subsequent performance.
• Motivation improves when training is relevant
Participatory training methods are more effective than to real-life situations and participants can
lecture-style approaches to training. These methods are clearly see the applicability of the training.
useful for training groups who have low literacy levels One of the best ways for adults to learn is to
because they do not have to rely on reading and writing. relate what is being taught to their own role
within the workplace and to what they would
like to achieve from the training.
• Learning uses knowledge and life experience.
Trainers should encourage participants to
share their knowledge and experience and
to link these to the ideas or information
Discussion time presented during training. Interaction between
participants should be encouraged so that
experiences and perspectives can be shared.
Giving positive verbal feedback to participants
is essential.
• Practical ways of demonstrating learning helps
Trainer background information participants to apply what is being taught
In groups of two or three people, ask participants to to their work environment. Demonstrations
discuss for 5–10 minutes what makes learning easier of appropriate tasks should be delivered
and information easy to understand and remember throughout training, together with providing
(responses might include giving real-life examples time for participants to practise their new skills
or providing positive feedback). and receive prompt, reinforcing feedback.
After the small group discussions, ask the groups to • Motivation improves when people
report back to the class. Link the class discussion with perform activities successfully. Successfully
each of the principles of adult learning (outlined here). accomplishing one activity or addressing
one problem will lead participants to take
on bigger activities and address more
complicated problems.
• A collaborative relationship between
training participants and the trainer is
essential. Participants are much more
productive when their relationship
with the trainer/s is collaborative and
when their contributions to training are
acknowledged in a positive manner.
164
participants may dominate, while those who are less
ANNEX 1 – TRAIN‑THE‑TRAINER COURSE: HOW-TO-TRAIN MODULE
A1.3 Participatory methods confident or quieter may not contribute).

of training
Group discussion
To be read out – in ‘conventional training’ (for example, Group discussion allows for all participants to express
using a lecture-style approach), the focus is on the trainer their opinions, voice different ideas and discuss
and learners have a more passive role. Thinking about the a problem without taking too much time. Group
principles of adult learning, this conventional approach discussion can ‘break the ice’ within the group and
can be ineffective, or less effective, because it fails to take encourage active rather than passive learning, as well as
into account how adults learn or their existing knowledge the development of critical thinking skills. It also gives
and experience. By contrast, participatory methods of participants the opportunity to learn from each other
training do consider these aspects. and to teach each other. The approach can provide a
structured learning experience, allowing for an exchange
of ideas that can stimulate the imagination and lead to
other ideas.
Trainers need to be aware that it can take longer to
reach decisions using group discussion, because ideas
Discussion time and conflict must be worked through and consensus
reached – more confident participants may dominate
Ask participants to think of examples of participatory and lead the group, resulting in less engagement among
methods of training and write their answers on a flip quieter participants (although this is less likely with
chart. Then, discuss with participants the potential smaller groups).
positives and negatives of each approach.
Various participatory training methods are outlined Demonstration or simulation
below and these can be referred to during the Through demonstration or simulation it is possible to
discussion. Suggestions for using these methods instruct several participants in basic skills at one time.
have been provided in the training materials. Participants can see, hear, discuss and participate in the
demonstration, resulting in more complete learning than
Discussion prompts passive listening. When this is followed by participant
practice, the demonstrated skills are more likely to be
Question and answer
retained. Demonstrations allow for participants to ask
Using a question-and-answer format in training questions about what they see or hear at any point in
helps to include everyone. The interactive element the process and, in turn, the trainer can ask questions of
encourages engagement and is an immediate way participants to enhance engagement and test learning.
of checking learning. It also keeps participants
attentive and provides an opportunity to praise, Trainers need to be aware that groups should be
challenge participants, expand a topic, and thus sufficiently small so that all participants can see
make learning more interesting. and hear clearly. Trainers must also ensure that
each step is understood before moving on to the
Trainers need to be aware that more confident next. Demonstrations can take time – they need to
participants may dominate discussions and this be planned accordingly and be well organized.
can result in less engagement of less confident
participants who may avoid being asked or Case studies
answering questions. In addition, the trainer Case studies present participants a with real-life scenario
may need to reframe some questions to ensure that might otherwise be difficult to demonstrate. They
that all participants have understood. allow participants to rehearse problem-solving and
critical thinking rather than just memorize facts. Case
Brainstorming
studies bridge the gap between theory and practice and
Brainstorming provides a quick way of gathering ideas can create a dynamic, interactive learning environment.
and responses as people with or without knowledge Various solutions can come out of a case study, which
of the subject contribute any suggestions or ideas they can act as a reference when participants face similar
have. The emphasis is on quantity rather than that problems in the workplace. Case studies can also be
quality of suggestions and criticism is not allowed at used to test whether participants are capable of using
this stage. Brainstorming ensures that all participants’ the information they have been learning.
ideas are valued, allows participants to think openly
about a topic or task, operates as a good collective Case studies need to be applicable to the particular group
approach to beginning to understand a problem, of trainees. Different case studies may need to be devised
and can lead to animated and energized sessions. to ensure that they are applicable to the participants.
This can be time consuming because cases are usually
Trainers need to be aware that brainstorming works built on actual events or experience and this can reduce
better with smaller groups and that it requires good the time investment. Case studies are not the best way
facilitation skills (otherwise the more confident to communicate large amounts of new information.
165
Annex 2.
Example timetables, modules
and delivery formats
This annex provides examples of possible The selected format will depend on factors such as
staff availability, venue availability, budget, optimum
course timetables. Table A2.1 breaks
number of training days, best day/s of the week, best
down each module into its individual time of day, length of each session, and safe training
components for delivery. The estimated time delivery approaches during pandemics such as
required for the delivery of each module COVID-19. Optimum course size is 9–10 participants
with two training facilitators. Variations of this size
is indicated (in minutes). The total time
will be needed, depending on time, resources and
required to deliver all seven modules is training facilitator availability, but small numbers
approximately 12 hours, with an additional do allow for physical distancing to be achieved.
2 hours required for supplementary
module 8: Supportive supervision. It is
up to the training organization or trainer,
in consultation with the health facilities
from which the trainees will be drawn,
to determine the best timetable for
training. Table A2.2 provides examples
of suggested formats. Table A2.3 provides
an example train the trainer timetable.
166
ANNEX 2 – EXAMPLE TIMETABLES, MODULES AND DELIVERY FORMATS
Table A2.1 Breakdown of training per module
Breakdown of training
Introduction to training (30 min) Module 1: Introduction to IPC (90 min)
• Welcome • The environmental transmission pathway, discussion
• Introductions and pratical activity with baby powder (35 min)
• Goals and objectives • HAIs discussion with case study and image to show
(35 min)
• Participant expectations
• Standard precautions discussion and case study with
• Ground rules (as appropriate)
photograph (20 min)
Module 2: Respiratory and personal hygiene Module 3: Hand hygiene (120 min)
(110 min)
• Respiratory hygiene and cough etiquette discussion • The role of hand hygiene including hand hygiene
(30 min) techniques discussion and handwashing practical
• Personal hygiene and appearance discussion exercise (70 min)
and case study with photograph (80 min) • Barriers to performing hand hygiene discussion
(20 min)
• When to perform hand hygiene discussion (30 min)
Module 4: PPE (115 min) Module 5: Cleaning of the environment (170 min)
• General principles of PPE discussion and practical • Importance of cleaning of the environment
activity (55 min) discussion (15 min)
• PPE for cleaning tasks discussion and practical • What cleaning of the environment includes and when
activity (30 min) it should be performed discussion (15 min)
• PPE and action for accidential exposure to blood or • General principles for conducting environmental
body fluids discussion and case study (30 min) cleaning discussion (30 min)
• Cleaning spillages of blood and body fluids
discussion (30 min)
• Cleaning procedures practical activities and case
study (80 min)
Module 6: Waste management (85 min) Module 7: Linen management (55 min)
• Health care waste discussion (10 min) • Categorization of linen discussion (20 min)
• Categories of waste discussion (15 min) • Collecting, handling and storage of linen discussion,
• Risks associated with health care waste discussion practical activity and case study (35 min)
(10 min)
• Waste segregation and handling discussion and
practical activity with a photograph (25 min)
• Handling and disposing of a sharps waste container
discussion and case study (25 min)
167
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table A2.2 Example of training delivery formats
Training delivery formats

Two-day training (modified timings for each module to fit a two-day training)
Day 1 6 hours • Introduction to training (30 min)
• Introduction to IPC (90 min)
• Respiratory and personal hygiene (60 min)
• PPE (115 min)
• Linen management (55 min)
Day 2 6 hours • Hand hygiene (105 min)
• Cleaning of the environment (170 min)
• Waste management (85 min)
Training spread over 5 days (modified timings for each module)
Day 1 2.5 hours • Introduction to training (30 min)
• Introduction to IPC (90 min)
• Role of hand hygiene (30 min)
Day 2 2 hours • Hand hygiene module (continued) (60 min)
• Respiratory and personal hygiene (60 min)
Day 3 2 hours • PPE
Day 4 3 hours • Cleaning of the environment
Day 5 2.5 hours • Waste mangement (85 min)
• Linen management (55 min)
168
Table A2.3 Example train the trainer timetable
Train-the-trainer – Day 1
Time Session Notes
09:30–10:15 Opening and course overview (45 min)
• Welcome
• Introductions
• Goals and objectives
• Participant expectations
• Ground rules
10:15–11:15 How to train and modules (60 min) Adult learning
• How to train session (40 min) methods in
Annex 1
• Review of modules’ format (20 min)
11:15–11:30 Break
11:30–12:00 Module 1: Introduction IPC (30 min)
• Overview of the module and contents of module 1 (10 min)
• Review topics included in module 1 and delivery of training
• Describe the environmental transmission pathway to
demonstrate the spread of microorganisms (20 min)
12:00–13:10 Introduction to IPC (continued) (70 min)
• HAIs (15 min)
• Standard precautions (15 min)
• Case study (10 min)
• Group discussion on the use of module 1 and
application of the module to facilities (30 min)
13:10–13:40 Lunch
13:40–15:40 Module 2: Respiratory and personal hygiene (120 min)
• Overview of the module (10 min)
• Respiratory hygiene/cough etiquette (20 min)
• Personal hygiene and appearance, including uniform and footwear
(30 min)
• Good and bad practice (20 min)
• Case study and feedback (10 min)
• Group discussion on the use of module 2 and application
of the module to facilities (30 min)
15:40–15:55 Break
15:55–16:35 Module 3: Hand hygiene (40 min)
• Overview of module 3 (10 min)
• The role of hand hygiene and barriers to performing
hand hygiene – discussion (30 min)
16:35–17:00 Overview of day and plan for Day 2
169
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table A2.3 Example train the trainer timetable (continued...)
Time Session Notes
09:30–09:45 Registration and recap from Day 1 (15 min)
09:45–11:15 Module 3: Hand hygiene (continued from Day 1) (90 min)
– Hand hygiene practical demonstration (40 min)
– When to perform hand hygiene (20 min)
11:15–11:30 Break
11:30–12:40 Module 4: PPE (70 min)
• General use of PPE and examples of how to use it (35 min)
• Glove use, practical demonstration and practice (20 min)
12:40–13:10 Lunch
13:10–14:10 Module 4: PPE (continued) (60 min)
• Accidental exposure to blood and body fluids (30 min)
to facilities (30 min)
14:10–15:10 Module 5: Cleaning of the environment (60 min)
• Overview of module and contents of module 5 (10 min)
• Why is cleaning of the environment important? (15 min)
• What does cleaning of the environment include? (15 min)
• General principles of environmental cleaning (20 min)
15:10–15:25 Break
15:25–16:25 Module 5: Cleaning of the environment (continued) (60 min)
• Cleaning of blood and body fluid spillages,
including demonstration of cleaning a blood spill (40 min)
• Case study (20 min)
170
Table A2.3 Example train the trainer timetable (continued...)
Time Session Notes
• What did we learn yesterday?
• Did anything surprise you?
• Was there anything you struggled with?
10:00–11:00 Module 5: Cleaning of the environment (continued) (60 min)
• Overview of cleaning procedure guidelines and selected
demonstrations (30 min)
11:00–11:15 Break
11:15–13:00 Module 6: Waste management (105 min)
• Health care waste (10 min)
• Categories of waste (15 min)
• Risks associated with health care waste (10 min)
• Waste segregation and handling (10 min)
• Disposing of a sharps waste container (15 min)
• Discuss the involvement of those who clean in waste management
and what to include in their training (15 min)
13:00–13:30 Lunch
13:30–14:35 Module 7: Linen management (65 min)
• Categorization of linen (10 min)
• Collecting, handling and storage of linen (15 min)
14:35–14:50 Break
171
ENVIRONMENTAL CLEANING AND INFECTION PREVENTION AND CONTROL Table A2.3 Example train the trainer timetable (continued...)
Time Session Notes
09:45–11:40 Module 8: Supportive supervision (supplementary) (115 min)
• Overview of module (10 min)
• Review topics included in the module
– Discuss supportive supervision, monitoring and feedback (10 min)
– Discuss traditional versus supportive supervision (15 min)
– Discussion and practical exercises for competency
assessments (50 min)
• Group discussion on module 8 and application of the module
to facilities (30 min)
11:40–12:10 Lunch
12:10–13:20 Discuss the application of training to facilities
(for example, optimum group size, application of the module approach)
13:20–13:50 Completion of post-training questionnaire
13:50–14:20 Presentation of certificates, thanks, and closing remarks
172
Annex 3.
Competency assessment
referral procedure
This annex summarizes the process for referring an individual for a competency assessment.
Relevant competency selected to assess
Did the individual pass all aspects of the competency assessment?
Yes No
Complete staff member’s

Can the assessor address failed aspects immediately
individual competency
(that is, minor errors)?
assessment record
and file
Yes No
Provide immediate Devise an action plan (for example,

guidance and retraining in competency), including
check understanding date of planned reassessment, and sign
(staff member and trainer or assessor)
Implement action plan
Reassess relevant competency
Complete staff member’s individual

Did the individual pass the second
competency assessment record,
Yes attempt at the competency assessment
note any actions taken in the ‘Action’
after the action plan was implemented?
column and file securely
No
Successful competency assessment must be achieved to uphold IPC standards. Individuals who do not pass
the competency assessment must be offered sufficient additional support to achieve a successful outcome.
The individual’s line manager and/or supervisor should be notified and should make a plan to establish
further action (for example, more in-depth training, additional daily support and guidance from supervisor
when completing tasks, or implementation of a peer “buddy” system to support practice).
173
Annex 4.
Example of a certificate of
completion (for adaptation)
This annex provides an example of a certificate of completion of training, which can
be adapted as necessary for a particular institution.
CERTIFICATE OF TRAINING
THIS CERTIFIES THAT
[name of trainee]
HAS SUCCESSFULLY COMPLETED THE
Training for Environmental Hygiene and Cleaning in Health Care Course

AT
[location & date]
[signature]
Institute logo
[name of principle trainer]
[name of training institute]
174
WHO Antimicrobial Resistance Division
World Health Organization
20 Avenue Appia
1211 Geneva 27
Switzerland
Website: https://www.who.int/health-topics/antimicrobial-resistance

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Environmental cleaning

and infection prevention

Abbreviations and acronyms

Those who clean in health care facilities are

Those who clean help to prevent HAI and support

While the language used in the training package applies

2.1 The modules

Format of the modules

Learning The module Module contents Trainer Definition

Practical activity Discussion time Case study

This module contains the materials

Learning objectives – on completion

The module has three sections

covered with microorganisms that could be harmful

Fig. 2.1 Environmental transmission pathway illustration

Source: CDC/ICAN, 2020 (5).

M1.2 Health care-associated

Definition – to be read out: A health care-associated

least once a day, after every delivery, and when visibly

Box 1.1. Environmental transmission pathway and the potential risks

Fig. 2.2 Illustration of potential sources of environmental transmission

Definition – to be read out: Respiratory and

hygiene to protect themselves and others, as shown M2.2 Personal hygiene

General principles of personal hygiene and appearance Principle discussed

Uniform and clothing

When putting on or removing shoes, care should be taken to avoid contaminating

Personal hygiene case study

Correct response: Jewellery, including wrist watches,

Fig. 2.3 Issues around personal hygiene, uniform and clothing

This module contains the materials required

• describe the importance of hand hygiene in breaking

Definition – to be read out: Hand hygiene is the action

Hand hygiene techniques

Box 3.1. Practical activity: Hand hygiene

This module contains the materials

The module has three sections

Discussion time Practical activity

Table 2. General principles of PPE

General principles of PPE Principle discussed

Table 3. Recommended PPE for environmental cleaning tasks

Type of cleaning task Required PPE for those who clean

Table 4. General principles of glove use

General principles of glove use Principle discussed

Report exposures immediately to the supervisor in order to be directed as to all

Correct response: Her skin problem could be due

This module contains the materials

The module has five sections

Trainer background information Discussion time

M5.2 What cleaning of the depends on whether the area or equipment is

General principles of cleaning Principle discussed

Table 7. Principles of colour coding of cleaning equipment

Principles of colour coding of cleaning equipment Principle discussed

Table 8. Principles of equipment use, cleaning and storage

Principles of equipment use, cleaning and storage Principle discussed

Principles of equipment use, cleaning and storage Principle discussed

Table 9. PPE and hand hygiene

PPE and hand hygiene Principle discussed

Table 10. Preparation and use of cleaning solutions

Preparation and use of cleaning solutions Principle discussed

Chlorine-based disinfectant solution use (sodium hypochlorite) Principle discussed

hygiene to protect themselves and others, as shown M2.2 Personal hygiene

M5.2 What cleaning of the depends on whether the area or equipment is

M5.4 Cleaning spillages of blood

Supportive supervision (supplementary) M8.1 Supportive supervision,

M8.2 Traditional versus M8.3 Competency assessments