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Ebola Case Study
NIEHS - WTP
Alexander Isakov, MD, MPH Professor of Emergency Medicine
Emory University School of Medicine
Kate Moore, PhD, DNP, FCCM Associate Professor, Clinical
Nell Hodgson Woodruff School of Nursing
Sept 20, 2016
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Objectives A 10 minute presentation: • Describe the development of a unique
capability for management of patients with serious communicable diseases
• Articulate the importance of relationship between practitioners and educators
• Discuss a strategy to guard against competency degradation
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Maintenance of a capability for a dozen years
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Biosafety
Development and implementation of: administrative policies work practices environment design safety equipment to prevent transmission of biological agents to
workers, other persons and the environment education – training – competencies
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Education and Training Serious Communicable
Pathogens
• Epidemiology of illness • Natural disease course
• Incubation • Signs and symptoms • Transmission • Recovery
• Vaccine/prophylaxis/PEP • Treatment • Preventing transmission/infection
control
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Education and Training Serious Communicable
Pathogens
• Donning and doffing of PPE • Decontamination of
biohazard spills • Disinfection of environmental
surfaces • Proper waste management • Special procedures and
equipment
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Team Work • Nursing • Pharmacy • Health and Safety • Infection Control • Environmental
Services • Medical Labs • Occupational Health
• Administration • Communications • Pastoral Care • Supplies/Logistics • Security • Infectious Diseases • Critical Care • Emergency
Medicine/EMS
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Education of the public
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Practice informs education and training • Risk assessment
informs procedures – PPE selection
• CDC recommended standard + transmission
• Risk of exposure to bodily fluids
• Operating environment • Existing competencies
• Competency degradation – Observation/supervisio
n
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Reflections • Knowledge and understanding is the best
antidote for fear • Experience is the best teacher – nurture
the practitioner-educator relationship • Good guidelines and good judgment are
needed for safe practice • Observed/supervised practice can guard
against competency decay