BASIC COMPETENCY 4-Practice-Occupational-Health-And-Safety-Procedures

Sector: AUTOMOTIVE AND LAND TRANSPORT SECTOR
Qualification: DRIVING NC II
Unit of Competency: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Module Title: PRACTICING OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES
Institution:
COMPETENCY - BASD LEARNING MATERIALS
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BASIC NCII
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
Participate in Participating in
1. Workplace Workplace 500311105
Communication Communication
2. Work in Team Environment Working in Team Environment 500311106
3. Practice career professionalism Practice career professionalism 500311107
Practice occupational health Practice occupational health and

4. and safety procedures safety procedures 500311108
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LEARNING OUTCOME SUMMARY
QUALIFICATION/LEVEL: BASIC NCII
Unit of Competency: PRACTICE OCCUPATIONAL HEALTH AND

SAFETY PROCEDURES
Modules Title: PRACTICING OCCUPATIONAL HEALTH AND

SAFETY PROCEDURES
Module Descriptor: This unit covers the outcomes required to

Comply with regulatory and organizational
requirements for occupational health and safety
Nominal Duration: 6 Hours
Summary of Learning Outcomes:
LO1. Identify hazards and risks
LO2. Evaluate hazards and risks
LO3. Control hazards and risks
LO4. Maintain OHS awareness
DETAILS OF LEARNING OUTCOME
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LEARNING OUTCOME 4.1 Identify hazards and risks
CONTENTS:
 Hazards/risks identification and control
ASSESSMENT CRITERIA:
1. Safety regulations and workplace safety and hazard control practices and procedures are clarified and
explained based on organization procedures
2. Hazards/risks in the workplace and their corresponding indicators are identified to minimize or
eliminate risk to co-workers, workplace and environment in accordance with organization procedures
3. Contingency measures during workplace accidents, fire and other emergencies are recognized and
established in accordance with organization procedures
CONDITIONS:(Tools, equipment, s/m, references/materials)
• CBLM
• LMS
• Workplace or assessment location
• OHS personal records
• PPE
• Health records
METHODOLOGIES:
• Reading instructional materials thru online using the LMS
• Synchronous online instructions (zoom, Google meet and other available online application software)
ASSESSMENT METHODS:
 Online Exam
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LEARNING EXPERIENCES
LEARNING OUTCOME 4.1 Identify hazards and risks

Learning Activity / Guide Special Instructions
Read Information Sheet 4.1-1 on Hazards/risks Identify the Hazards/risks
identification and control identification and control
Answer the Self-Check 4.1-1 and compare

your answer from the
Answer Key 4.1-1
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INFORMATION SHEET 4.1 -1
Hazards/risks identification and control
Learning Objective:
After reading this information sheet, you must be able to:
1. Identify the Hazards/risks identification and control
Introduction
Hazard identification is part of the process used to evaluate if any particular situation, item,
thing, etc. may have the potential to cause harm.
Hazards/risks identification and control
Hazard identification can be done:
During design and implementation
 Designing a new process or procedure

 Purchasing and installing new machinery
Before tasks are done
 Checking equipment or following processes

 Reviewing surroundings before each shift
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While tasks are being done
Be aware of changes, abnormal conditions, or sudden emissions

During inspections
Formal, informal, supervisor, health and safety committee
After incidents
 Near misses or minor events

 Injuries
To be sure that all hazards are found:
• Look at all aspects of the work and include non-routine activities such as maintenance,
repair, or cleaning.
• Look at the physical work environment, equipment, materials, products, etc. that are used.
• Include how the tasks are done.
• Look at injury and incident records.
• Talk to the workers: they know their job and its hazards best.
• Include all shifts, and people who work off site either at home, on other job sites, drivers,
teleworkers, with clients, etc.
• Look at the way the work is organized or done (include experience of people doing the work,
systems being used, etc.).
• Look at foreseeable unusual conditions (for example: possible impact on hazard control
procedures that may be unavailable in an emergency situation, power outage, etc.).
• Determine whether a product, machine or equipment can be intentionally or unintentionally
changed (e.g., a safety guard that could be removed).
• Review all of the phases of the lifecycle.
• Examine risks to visitors or the public.
• Consider the groups of people that may have a different level of risk such as young or
inexperienced workers, persons with disabilities, or new or expectant mothers.
Hazards types
• biological – bacteria, viruses, insects, plants, birds, animals, and humans, etc.,
• chemical – depends on the physical, chemical and toxic properties of the chemical,
• ergonomic – repetitive movements, improper set up of workstation, etc.,
• physical – radiation, magnetic fields, temperature extremes, pressure extremes (high
pressure or vacuum), noise, etc.,
• psychosocial – stress, violence, etc.,
• Safety – slipping/tripping hazards, inappropriate machine guarding, equipment malfunctions
or breakdowns.
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How do I know what is a hazard?
Another way to look at health and safety in your workplace is to ask yourself the following
questions. These are examples only. You may find other items or situations that can be a hazard. List
any item that should be examined. During the risk assessment process, the level of harm will be
assessed.
What materials or situations do I come into contact with? Possibilities could include:
• electricity
• Chemical (liquids, gases, solids, mists, vapors, etc.)
• temperature extremes of heat or cold (e.g., bakeries, foundries, meat processing)
• ionizing/non-ionizing radiation (e.g., x-rays, ultraviolet (sun) rays)
• oxygen deficiency
• water
What materials or equipment could I be struck by?
• moving objects (e.g., forklifts, overhead cranes, vehicles)

• flying objects (e.g., sparks or shards from grinding)
• falling material (e.g., equipment from above)
What objects or equipment could I strike or hit my body upon, or that part of my body might be
caught in, on, or between?
• stationary or moving objects

• protruding objects
• sharp or jagged edges
• pinch points on machines (places where parts are very close together)
• objects that stick out (protrude)
• Moving objects (conveyors, chains, belts, ropes, etc.)
What could I fall from? (e.g., falls to lower levels)
• objects, structures, tanks, silos, lofts

• ladders, overhead walkways
• roofs
• trees, cliffs
What could I slip or trip on? (e.g., falls on same level)
• obstructions on floor, stairs

• surface issues (wet, oily, icy)
• footwear that is in poor condition
How could I overexert myself?
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• lifting
• pulling
• pushing
• carrying
• repetitive motions
What other situations could I come across?
• unknown/unauthorized people in area

• a potentially violent situation
• working alone
• confined space
• missing/damaged materials
• new equipment/procedure at work site
• fire/explosion
• chemical spill or release
Where can I find more information about hazards?
It may be necessary to research about what might be a hazard as well as how much harm that
hazard might cause. Sources of information include:
• Safety Data Sheets (SDSs).

• Manufacturer’s operating instructions, manuals, etc.
• Test or monitor for exposure (occupational hygiene testing such as chemical or noise
exposure).
• Results of any job safety analysis.
• Experiences of other organizations similar to yours.
• Trade or safety associations.
• Information, publications, alerts, etc. as published by reputable organizations, labor unions,
or government agencies.
What if I am new to the workplace?
If you are new to your workplace, to learn about the hazards of your job, you can:
• ask your supervisor

• ask a member of the health and safety committee or your health and safety representative
• ask about standard operating procedures and precautions for your job
• check product labels and safety data sheets
• pay attention to signs and other warnings in your work
• watch for posters or instructions at the entrance of a chemical storage room to warn of
hazardous products
• Ask about operating instructions, safe work procedures, processes, etc.
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Video: https://www.youtube.com/watch?v=99fXLo4GsmA
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SELF-CHECK 4.1-1
Multiple Choices:
1. This type of hazards refers to repetitive movements, improper set up of

workstation, etc.
a. Physical c. Biological
b. Chemical d. Ergonomics
2. This type of hazards refers to the physical, chemical and toxic properties of the chemical.
3. This type of hazards refers to bacteria, viruses, insects, plants, birds, animals, and
humans, etc.,
4. This type of hazards refers to radiation, magnetic fields, temperature extremes, pressure
extremes (high pressure or vacuum), noise, etc.
5. This type of hazards refers to slipping/tripping hazards, inappropriate machine guarding,

equipment malfunctions or breakdowns.
b. Chemical d. Safety
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LEARNING OUTCOME 4.2 Evaluate hazards and risks

CONTENTS:
• Threshold Limit Value -TLV
• OHS procedures and practices and regulations
1. Terms of maximum tolerable limits which when exceeded will result in harm or damage are identified
based on threshold limit values (TLV)
2. Effects of the hazards are determined
3. OHS issues and/or concerns and identified safety hazards are reported to designated personnel in
accordance with workplace requirements and relevant workplace OHS legislation
• CBLM
• LMS
• PPE
• Health records
METHODOLOGIES:
ASSESSMENT METHODS:
 Online Exam
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LEARNING OUTCOME 4.2 Evaluate hazards and risks
Learning Activities Special Instructions
Read Information Sheet 4.2-1 on Threshold Limit Value -TLV Identify the Threshold Limit
Value -TLV
Answer the Self-Check 4.21 and

compare your answer from the
Answer Key 4.2-1
Read Information Sheet 4.2-2 on OHS procedures and Define the OHS procedures and
practices and regulations practices and regulations

Answer Key 4.2-2
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INFORMATION SHEET 4.2-1
Threshold Limit Value -TLV
Learning Objective:
1. Identify the Threshold Limit Value -TLV Introduction:
The threshold limit value (TLV) of a chemical substance is believed to be a level to which a worker
can be exposed day after day for a working lifetime without adverse effects.
Threshold Limit Value –TLV
The TLV is an estimate based on the known toxicity in humans or animals of a given chemical
substance, and the reliability and accuracy of the latest sampling and analytical methods. It is not a
static definition since new research can often modify the risk assessment of substances and new
laboratory or instrumental analysis methods can improve analytical detection limits. The TLV is a
recommendation by ACGIH, with only a guideline status. As such, it should not be confused with
exposure limits having a regulatory status, like those published and enforced by the Occupational
Safety and Health
Administration (OSHA). The OSHA regulatory exposure limits permissible exposure limits (PELs)
published in 29CFR 1910.1000 Table Z1 are based on recommendations made by the ACGIH in 1968,
although other exposure limits were adopted more recently. Many OSHA exposure limits are not
considered by the industrial hygiene community to be sufficiently protective levels since the
toxicological basis for most limits have not been updated since the 1960s. The National Institute for
Occupational Safety and Health (NIOSH) publishes recommended exposure limits (RELs) which OSHA
takes into consideration when promulgating new regulatory exposure limits.
The TLV for chemical substances is defined as a concentration in air, typically for inhalation or
skin exposure. Its units are in parts per million (ppm) for gases and in milligrams per cubic meter
(mg/m3) for particulates such as dust, smoke and mist. The basic formula for converting between
ppm and mg/m3 for gases is ppm = (mg/m^3) * 24.45 / molecular weight. This formula is not
applicable to airborne particles.
Three types of TLVs for chemical substances are defined:
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1. Threshold limit value − time-weighted average (TLV-TWA): average exposure on the basis of
a 8h/day, 40h/week work schedule
2. Threshold limit value − short-term exposure limit (TLV-STEL): A 15minute TWA exposure that
should not be exceeded at any time during a workday, even if the 8-hour TWA is within the
TLV-TWA.
3. Threshold limit value − ceiling limit (TLV-C): absolute exposure limit that should not be
exceeded at any time
There are TLVs for physical agents as well as chemical substances. TLVs for physical agents include
those for noise exposure, vibration, ionizing and non-ionizing radiation exposure and heat and cold
stress.
The TLV is equivalent in spirit to various occupational exposure limits developed by organizations
around the world; however, the materials covered, values recommended, and definitions used can
differ amongst organizations.
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SELF-CHECK 4.2-1
True or False
1. The TLV for chemical substances is defined as a concentration in water.

2. The TLV is an estimate based on the known toxicity in humans or animals.
3. The TLV is equivalent in spirit to various occupational exposure limits developed by organizations
around the world.
4. The TLV is a recommendation by ACGIH for a guideline status.
5. The TLV units are in parts per million (ppm) for gases and in milligrams per cubic meter (mg/m3)
for particulates such as dust, smoke and mist.
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OHS procedures and practices and regulations
Learning Objective:
1. Define the OHS procedures and practices and regulations Introduction:
Health and safety is the joint responsibility of management and workers. An organization's
occupational health and safety policy is a statement of principles and general rules that serve as
guides for action. OHS procedures and practices and regulations
1. Hazard and Risk Control
A hazard is any source of potential damage, harm or adverse health effects on something or
someone.
Risk is the chance or probability that a person will be harmed or experience an adverse health effect
if exposed to a hazard. It may also apply to situations with property or equipment loss, or harmful
effects on the environment.
2. Environments for Safety Regulations
A common factor in whether regulation is used is the seriousness of the outcome being addressed in
terms of human health. For this reason regulation is more common in transportation and the
workplace, where the potential for fatal injury is perceived to be relatively great and less common in
the home and in sports environments, where the potential for fatal injury is perceived to be less.
Regulations are often introduced in situations where the actions of one person can injure other
persons who do not have the ability or opportunity to decide whether to accept the risks associated
with those actions. The most common examples relate to regulations protecting the safety of
children and of workers.
Using the Think Safe steps
1. Spot the hazard
A hazard is anything that could hurt you or someone else.
Examples of workplace hazards include:
Frayed electrical cords (could result in electrical shock) boxes stacked

precariously (they could fall on someone) noisy machinery (could result in
damage to your hearing)
2. Assess the risk
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Assessing the risk means working out how likely it is that a hazard will harm someone and how
serious the harm could be.
For example:
Ask your supervisor for instructions and training before using equipment ask for help moving or
lifting heavy objects
tell your supervisor if you think a work practice could be dangerous
3. Make the changes
It is your employer's responsibility to fix hazards. Sometimes you may be able to fix simple hazards
yourself, as long as you don't put yourself or others at risk. For example, you can pick up things from
the floor and put them away to eliminate a trip hazard.
The best way to fix a hazard is to get rid of it altogether. This is not always possible, but your
employer should try to make hazards less dangerous by looking at the following options (in order
from most effective to least effective):
Elimination - Sometimes hazards - equipment, substances or work practices - can be avoided

entirely. (E.g. Clean high windows from the ground with an extendable pole cleaner, rather than by
climbing a ladder and risking a fall.)
Substitution - Sometimes a less hazardous thing, substance or work practice can be used. (e.g. Use a
non-toxic glue instead of a toxic glue.) Isolation - Separate the hazard from people, by marking the
hazardous area, fitting screens or putting up safety barriers. (E.g. Welding screens can be used to
isolate welding operations from other workers. Barriers and/or boundary lines can be used to
separate areas where forklifts operate near pedestrians in the workplace.)
Safeguards - Safeguards can be added by modifying tools or equipment, or fitting guards to
machinery. These must never be removed or disabled by workers using the equipment.
Instructing workers in the safest way to do something - This means developing and enforcing safe
work procedures. Students on work experience must be given information and instruction and must
follow agreed procedures to ensure their safety.
Using personal protective equipment and clothing (PPE) - If risks remain after the options have
been tried, it may be necessary to use equipment such as safety glasses, gloves, helmets and ear
muffs. PPE can protect you from hazards associated with jobs such as handling chemicals or working
in a noisy environment.
Video: https://www.youtube.com/watch?v=m5gxAICpKps
SELF-CHECK 4.2-2
Multiple Choices:
1. Separate the hazard from people, by marking the hazardous area, fitting screens or
putting up safety barriers.
a. Elimination c. Safeguards
b. Isolation d. Using PPE
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2. This can be added by modifying tools or equipment, or fitting guards to machinery.
3. Sometimes hazards - equipment, substances or work practices - can be avoided entirely.
4. This can protect you from hazards associated with jobs such as handling chemicals or
working in a noisy environment.
LEARNING OUTCOME 4.3 Control hazards and risks

CONTENTS:
 Organization safety and health protocol  PPE types and
uses
1. Occupational Health and Safety (OHS) procedures for controlling hazards/risks in workplace are
consistently followed
2. Procedures for dealing with workplace accidents, fire and emergencies are followed in accordance
with organization OHS policies
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3. Personal protective equipment (PPE) is correctly used in accordance with organization OHS
procedures and practices
4. Appropriate assistance is provided in the event of a workplace emergency in accordance with
established organization protocol
• CBLM
• LMS
• PPE
• Health records
METHODOLOGIES:
ASSESSMENT METHODS:
 Online Exam
LEARNING OUTCOME 4.3 Control hazards and risks
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Read Information Sheet 4.3-1 on Organization safety and Understand the
health protocol Organization safety and health
protocol

Answer Key 4.3-1
Read Information Sheet 4.3-2 on PPE types and uses Define the PPE types and uses

Answer Key 4.3-2
Organization safety and health protocol
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Learning Objective:
1. Understand the Organization safety and health protocol
Introduction:
As an employer, it is your responsibility to maintain a safe and healthy workplace. A safety
and health management system, or safety program, can help you focus your efforts at improving
your work environment.
Organization safety and health protocol
The main goal of safety and health programs is to prevent workplace injuries, illnesses, and deaths,
as well as the suffering and financial hardship these events can cause for workers, their families, and
employers. The recommended practices use a proactive approach to managing workplace safety and
health. Traditional approaches are often reactive –that is, problems are addressed only after a
worker is injured or becomes sick, a new standard or regulation is published, or an outside
inspection finds a problem that must be fixed. These recommended practices recognize that finding
and fixing hazards before they cause injury or illness is a far more effective approach.
The idea is to begin with a basic program and simple goals and grow from there. If you focus on
achieving goals, monitoring performance, and evaluating outcomes, your workplace can progress
along the path to higher levels of safety and health achievement.
Employers will find that implementing these recommended practices also brings other benefits.
Safety and health programs help businesses:
 Prevent workplace injuries and illnesses

 Improve compliance with laws and regulations
 Reduce costs, including significant reductions in workers' compensation premiums
 Engage workers
 Enhance their social responsibility goals
 Increase productivity and enhance overall business operations
Information that needs to be included in the Safety Protocol includes:
• List all Personal Protective Equipment (PPE) needed for the procedure. Be specific on
type of gloves or eyewear needed.
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• List all chemicals (including concentration), biological materials and equipment needed
for the procedure. Be specific on biological strain: E. coli could be BSL 2 (O157:H7) or BSL
1 (K12). Include chemical concentrations, catalog numbers, equipment names, model
numbers, etc. Remember that liquid nitrogen, dry ice and compressed gases are
hazardous materials.
• List hazards of chemicals and biological material used in the procedure.
• List any special emergency equipment needed (i.e., eyewash, spill kit, dry sand/Class D
fire extinguisher, HF antidote, effective disinfectant).
• List waste disposal requirements (chemical, biological waste, sharps containers).
• Describe any anticipated problems that may occur while performing this procedure, the
course of action to be taken, including the job title to consult/report to if problem occurs.
Video: https://www.youtube.com/watch?v=C8zY5I7CcfE
SELF-CHECK 4.3-1
Identification:
Identify the correct word for each sentence for Safety and health programs help businesses
1. workplace injuries and illnesses

2. compliance with laws and regulations
3. costs, including significant reductions in workers' compensation premiums
4. workers
5. their social responsibility goals
6. productivity and enhance overall business operations
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Engage Enhance Reduce Improve Prevent Increase
PPE types and uses
Learning Objective:
1. Define the PPE types and uses
Introduction:
Selecting the right PPE to sufficiently reduce exposure to hazards is essential to laboratory
safety. The purpose of this section is to provide resources allowing researchers to identify and
classify various types of PPE so the appropriate safety precautions are taken when conducting
research.
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PPE types and uses
Eye and Face Protection
Eye protection is achieved by wearing eyewear specifically designed to reduce the risk of exposure
to chemical splashes, laser radiation and/or flying debris. There are four primary types of eye
protection — of which each has its own limitations — including general safety glasses, laser safety
glasses, chemical splash goggles and impact goggles. Full face protection is achieved by wearing face
shields.
General safety glasses
 Must have side shields or a one-piece lens that wraps around the temple.
Hand Protection
Appropriate selection of gloves is essential to protecting hands. Chemically protective gloves are one
of the most important tools to minimize dermal exposures to chemicals in research laboratories.
Gloves should only be used under the specific conditions for which they are designed, as no glove is
impervious to all chemicals.
It is also important to note that gloves degrade over time, so they should be replaced as necessary
to ensure adequate protection. Laboratory personnel should use the information below, and
manufacturer compatibility charts (found under useful resources in the above right menu), to
choose the type and style of glove.
Light latex, vinyl or nitrile gloves
• Disposable latex (powdered or unpowdered)
• Working with biological hazards (human blood, body fluids, tissues, blood borne pathogens,
specimens), BSL1, BSL2, BSL2+, BSL3
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Body Protection
Lab coats are required for all wet labs. Cotton or cotton/poly blends are sufficient for labs without
risk of fire. Nomex coats are required for work with pyrophoric, flammable liquids in quantities of
more than 4 liters or when work involves flammable liquids and an ignition source such as a burner.
Barrier coats must be worn when working with infectious materials. Barrier coats can be autoclaved
by placing the coats in a pan and placing an additional pan of water in the autoclave.
Traditional (cotton/cotton-polyester blend - protects skin and clothing from dirt, inks, non-hazardous
chemicals)
• General use; chemical, biological, radiation and physical hazards
Flame resistant (e.g. Nomex or other flame-resistant cotton — resists ignition)
• Working with water or air reactive chemicals, large volumes of organic solvents, and potentially
explosive chemicals
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Barrier (predominantly polyester — offers splash protection, not flame resistant)
• Working with infectious materials
Respiratory Protection
Program Procedures
Respiratory protective equipment is only used as a "last line of defense," and as a result, requires
individual assessment and training by EH&S personnel. Proper fitting and use is key to respirator
efficacy, so EH&S requires all individuals who believe one or more of their job tasks require
respiratory protective equipment to contact EH&S. The following steps will be taken:
1. A workplace hazard assessment will be performed to determine if the task requires respiratory
protective equipment.
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 If the task does not require respiratory equipment but the employee wishes to use such
equipment, he or she must complete Appendix D of the Respiratory Protective Equipment
Manual and return the bottom portion of the form to EH&S. This form provides information in
accordance with OSHA Sec. 1910.134 regarding voluntary use of respirators when not required
under the standard.
2. If respiratory protective equipment is necessary, the employee will be given a medical

evaluation questionnaire to fill out as well as a supplement to the medical questionnaire that
outlines the findings of the hazard assessment conducted by EH&S. Both forms should be taken
to a contract physician or licensed health care professional (PLHCP) who will perform a
confidential medical evaluation to determine the employee's fitness to wear a respirator.
3. When the employee is approved to wear a respirator for the job task(s) outlined in the hazard
assessment, the appropriate respirator will be selected and the employee will be fit-tested
following CAL/OSHA's accepted fit-testing protocol. Fit-testing assures the selected respirator is
worn correctly to allow proper performance.
4. During fit-testing, the employee receives training on the appropriate method(s) to store, handle
and sanitize the respirator.
5. Once initial fitting and training is completed, the employee must enroll in and attend yearly
training conducted by EH&S through the UC Learning
Center. Employees will be authorized to register for the "Basic

Respiratory Protection" course to fulfill the annual training requirement.
Surgical masks
• Protect against large droplets and splashes (does not require fit-testing)
• Working with live animals; working with infectious material in BSL-2+ level labs but only protects
your sample from you, not the other way around.
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N-95 respirators
• Protects against dusts, fumes, mists, microorganisms (requires fit-testing)

• Working with live animals or infectious materials in BSL-2 level labs with known airborne
transmissible disease (e.g. tuberculosis, also required for influenza (flu)); dusty environments
Half-mask respirators
• Purifies air: protects against variety of particulates, vapors, dust, mists, and fumes; depends on
filter cartridge used (requires fit-testing)
• Working with live animals or infectious materials with known airborne transmissible disease;
dusty environments; chemical vapors; particulates
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Full-face respirators
• Same as half-mask, with greater protection factor; eye, mucus membranes and face protection;
depends on filter cartridge used (requires fit-testing)
• Working with live animals or infectious materials with known airborne transmissible disease;
dusty environments; chemical vapors; particulates
Hearing Protection
All laboratory personnel shall contact EH&S to request noise monitoring in their laboratory settings
to perform noise monitoring and advice on the specific use of hearing protectors.
Laboratory workers whose eight-hour time-weighted average noise exposure exceeds the 85 dBA
Action Level will be enrolled in the UC Merced Hearing Conservation Program. These individuals will
receive annual audiometric testing, will have hearing protectors made available to them by their
supervisors, and will be provided training on the fitting, use and care of these devices.
Monitoring results for individuals whose noise exposure exceed the Action Level will also be
notified in writing using Attachment B — Noise Monitoring — Dosimetry Results.
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Disposable earplugs
Polyvinyl chloride (PVC) or polyurethane foam, one-time use design (no cleaning), one size fits all,
light weight, low cost, blocks all sound. Useful when working in areas where sound levels average
over 85 dBa; EH&S can assist in assessments.
Reusable earplugs
1. Silicone, tapered fit, reusable (needs cleaning), corded or uncorded, light weight, more durable
than disposable earplugs. Useful when working in areas where sound levels average over 85
dBa; EH&S can assist in assessments.
Hearing band
2. Earplugs connected to a flexible band that can be worn around the neck when not needed.
Useful when working in areas where sound levels average over 85 dBa; EH&S can assist in
assessments.
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Video: https://www.youtube.com/watch?v=r9vp1q1L2ro
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SELF-CHECK 4.3-2
Multiple Choices:
1. Protects against dusts, fumes, mists, microorganisms
a. N-95 respirators c. Full-face respirators
b. Surgical masks d. Half-mask respirators
2. Protect against large droplets and splashes
a. N-95 respirators c. Full-face respirators
b. Surgical masks d. Half-mask respirators
3. Working with water or air reactive chemicals, large volumes of organic solvents, and
potentially explosive chemical.
a. Traditional Lab Coat c. Flame resistant Coat
b. Barrier Coat d. Artificial Coat
4. Working with infectious materials
a. Traditional Lab Coat c. Flame resistant Coat
b. Barrier Coat d. Artificial Coat
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LEARNING OUTCOME 4.4 Maintain OHS awareness

CONTENTS:
• Personal hygiene practices
• Practice of personal hygiene
1. Emergency-related drills and trainings are participated in as per established organization guidelines
and procedures
2. OHS personal records are completed and updated in accordance with workplace requirements
• CBLM
• LMS
• PPE
• Health records
METHODOLOGIES:
ASSESSMENT METHODS:
 Online Exam
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LEARNING OUTCOME 4.4 Maintain OHS awareness
Read Information Sheet 4.4-1 on Personal hygiene practices Know the Personal hygiene
practices

Answer Key 4.4-1
Read Information Sheet 4.4-2 on Practice of personal hygiene Determine the Practice of personal
hygiene

Answer Key 4.4-2
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Personal hygiene practices Learning Objective:

1. Know the Personal hygiene practices
Introduction:
Hygiene is a concept related to cleanliness, health and medicine. It is as well related to personal and
professional care practices. In medicine and everyday life settings, hygiene practices are employed as
preventive measures to reduce the incidence and spreading of disease.
Personal hygiene practices
Hygiene pertains to the hygiene practices that prevent or minimize the spread of disease at home
and other everyday settings such as social settings, public transport, the workplace, public places,
etc.
Hygiene in a variety of settings plays an important role in preventing the spread of infectious
diseases. It includes procedures used in a variety of domestic situations such as hand hygiene,
respiratory hygiene, food and water hygiene, general home hygiene (hygiene of environmental sites
and surfaces), care of domestic animals, and home health care (the care of those who are at greater
risk of infection).
At present, these components of hygiene tend to be regarded as separate issues, although based on
the same underlying microbiological principles. Preventing the spread of diseases means breaking
the chain of infection transmission. Simply put, if the chain of infection is broken, infection cannot
spread. In response to the need for effective codes of hygiene in home and everyday life settings the
International Scientific Forum on Home Hygiene has developed a risk-based approach based on
Hazard Analysis
Critical Control Point (HACCP), also referred to as "targeted hygiene." Targeted hygiene is based on
identifying the routes of pathogen spread in the home and introducing hygiene practices at critical
times to break the chain of infection.
The main sources of infection in the home are people (who are carriers or are infected), foods
(particularly raw foods) and water, and domestic animals Sites that accumulate stagnant water—
such as sinks, toilets, waste pipes, cleaning tools, face cloths, etc. readily support microbial growth
and can become secondary reservoirs of infection, though species are mostly those that threaten "at
risk" groups. Pathogens (potentially infectious bacteria, viruses etc.—colloquially called "germs") are
Page 36 of 49
constantly shed from these sources via mucous membranes, feces, vomit, skin scales, etc. Thus,
when circumstances combine, people are exposed, either directly or via food or water, and can
develop an infection.
The main "highways" for the spread of pathogens in the home are the hands, hand and food contact
surfaces, and cleaning cloths and utensils.
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Pathogens can also be spread via clothing and household linens, such as towels. Utilities such as
toilets and wash basins, for example, were invented for dealing safely with human waste but still
have risks associated with them. Safe disposal of human waste is a fundamental need; poor
sanitation is a primary cause of diarrhea disease in low income communities. Respiratory viruses and
fungal spores are spread via the air.
Good home hygiene means engaging in hygiene practices at critical points to break the chain of
infection. Because the "infectious dose" for some pathogens can be very small (10-100 viable units
or even less for some viruses), and infection can result from direct transfer of pathogens from
surfaces via hands or food to the mouth, nasal mucous or the eye, 'hygienic cleaning' procedures
should be sufficient to eliminate pathogens from critical surfaces.
Hygienic cleaning can be done through:
• Mechanical removal (i.e., cleaning) using a soap or detergent. To be effective as a hygiene

measure, this process must be followed by thorough rinsing under running water to remove
pathogens from the surface.
• Using a process or product that inactivates the pathogens in situ. Pathogen kill is achieved using
a "micro-biocidal" product, i.e., a disinfectant or antibacterial product; waterless hand sanitizer;
or by application of heat.
• In some cases combined pathogen removal with kill is used, e.g., laundering of clothing and
household linens such as towels and bed linen.
Hand washing
Hand hygiene is defined as hand washing or washing hands and nails with soap and water or using
water less hand sanitizer. Hand hygiene is central to preventing the spread of infectious diseases in
home and everyday life settings.
In situations where hand washing with soap is not an option (e.g., when in a public place with no
access to wash facilities), a water less hand sanitizer such as an alcohol hand gel can be used. They
can be used in addition to hand washing to minimize risks when caring for "at-risk" groups. To be
effective, alcohol hand gels should contain not less than 60%v/v alcohol.
The WHO (World Health Organization) recommends hand washing with ash if soap is not available in
critical situations, schools without access to soap and other difficult situations like post-emergencies
where use of (clean) sand is recommended, too. Use of ash is common in rural areas of developing
countries and has in experiments been shown at least as effective as soap for removing pathogens.
Respiratory hygiene
Correct respiratory and hand hygiene when coughing and sneezing reduces the spread of pathogens
particularly during the cold and flu season.
• Carry tissues and use them to catch coughs and sneezes, or sneeze into your elbow
• Dispose of tissues as soon as possible
Food hygiene at home
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Food hygiene is concerned with the hygiene practices that prevent food poisoning. The five key
principles of food hygiene, according to WHO, are:
1. Prevent contaminating food with mixing chemicals, spreading from people, and animals.
2. Separate raw and cooked foods to prevent contaminating the cooked foods.
3. Cook foods for the appropriate length of time and at the appropriate temperature to kill
pathogens.
4. Store food at the proper temperature.
5. Use safe water and raw materials.
Hygiene in the kitchen

Routine cleaning of (hand, food, drinking water) sites and surfaces (such as toilet seats and flush,
handles, door and tap handles, work surfaces, bath and basin surfaces) in the kitchen, bathroom and
toilet reduces the risk of spread of pathogens. The infection risk from flush toilets is not high,
provided they are properly maintained, although some splashing and aerosol formation can occur
during flushing, particularly when someone has diarrhea. In case of using public toilets you can
always use a Toilet Seat Sanitizer to spray on the seat before sitting on it. A toilet seat sanitizer helps
to kill bacteria just as any other sanitizer which helps to protect from UTI. Pathogens can survive in
the scum or scale left behind on baths, showers and wash basins after washing and bathing.
Water left stagnant in the pipes of showers can be contaminated with pathogens that become
airborne when the shower is turned on. If a shower
has not been used for some time, it should be left to run at a hot temperature for a few minutes
before use.
Thorough cleaning is important in preventing the spread of fungal infections. Molds can live on wall
and floor tiles and on shower curtains. Mold can be responsible for infections, because allergic
responses deteriorate/damage surfaces and cause unpleasant odors. Primary sites of fungal growth
are inanimate surfaces, including carpets and soft furnishings. Air-borne fungi are usually associated
with damp conditions, poor ventilation or closed air systems.
Laundry hygiene
Laundry hygiene involves practices that prevent disease and its spread via soiled clothing and
household linens such as towels. Items most likely to be contaminated with pathogens are those
that come into direct contact with the body, e.g., underwear, personal towels, facecloths, nappies.
Cloths or other fabric items used during food preparation or for cleaning the toilet or cleaning up
material such as feces or vomit are a particular risk.
Microbiological and epidemiological data indicates that clothing and household linens etc. are a risk
factor for infection transmission in home and everyday life settings as well as institutional settings.
The lack of quantitative data linking contaminated clothing to infection in the domestic setting
makes it difficult to assess the extent of this risk. It also indicates that risks from clothing and
household linens are somewhat less than those associated with hands, hand contact and food
contact surfaces, and cleaning cloths, but even so these risks needs to be managed through effective
laundering practices. In the home, this routine should be carried out as part of a multicarrier
approach to hygiene which includes hand, food, respiratory and other hygiene practices.
Infectious diseases risks from contaminated clothing etc. can increase significantly under certain
conditions, e.g., in healthcare situations in hospitals, care homes and the domestic setting where
Page 39 of 49
someone has diarrhea, vomiting, or a skin or wound infection. It increases in circumstances where
someone has reduced immunity to infection.
Hygiene measures, including laundry hygiene, are an important part of reducing spread of antibiotic
resistant strains. In the community, otherwise healthy people can become persistent skin carriers of
MRSA, or fecal carriers of enterobacteria strains which can carry multi-antibiotic resistance factors
(e.g. NDM-1 or ESBL-producing strains). The risks are not apparent until, for example, they are
admitted to hospital, when they can become "self-infected" with their own resistant organisms
following a surgical procedure. As persistent nasal, skin or bowel carriage in the healthy population
spreads "silently" across the world, the risks from resistant strains in both hospitals and the
community increases. IN particular the data indicates that clothing and household linens are a risk
factor for spread of S. aurous (including MRSA and PVL-producing MRSA strains), and that
effectiveness of laundry processes may be an important factor in defining the rate of community
spread of these strains. Skin-to-skin contact (including unbraided skin) and indirect contact with
contaminated objects such as towels, sheets and sports equipment seem to represent the mode of
transmission.
During laundering, temperature and detergent work to reduce microbial contamination levels on
fabrics. Soil and microbes from fabrics are severed and suspended in the wash water. These are then
"washed away" during the rinse and spin cycles. In addition to physical removal, micro-organisms
can be killed by thermal inactivation which increases as the temperature is increased. Chemical
inactivation of microbes by the surfactants and activated oxygen-based bleach used in detergents
contributes to the hygiene effectiveness of laundering. Adding hypochlorite bleach in the washing
process achieves inactivation of microbes. A number of other factors can contribute including drying
and ironing.
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Drying laundry on a line in direct sunlight is known to reduce pathogens.
Laundry detergents contain a mix of ingredients including surfactants, builders, optical brighteners,
etc. Cleaning action arises primarily from the action of the surfactants and other ingredients, which
are designed to maximize release and suspension of dirt and microbes into the wash liquid, together
with enzymes and/or activated oxygen-based bleach which digest and remove stains. Although
activated oxygen bleach is included in many powder detergents to digest and remove stains, it
produces some chemical inactivation of bacteria, fungi and viruses. As a rule of thumb, powders and
tablets normally contain activated oxygen bleach, but liquids and all products (liquid or powder)
used for "coloureds" do not. Surfactants also exert some chemical inactivation action against certain
species although the extent of their action is not known.
Medical hygiene at home

Medical hygiene pertains to the hygiene practices that prevents or minimizes disease and the
spreading of disease in relation to administering medical care to those who are infected or who are
more "at risk" of infection in the home. Across the world, governments are increasingly under
pressure to fund the level of healthcare that people expect. Care of increasing numbers of patients
in the community, including at home is one answer, but can be fatally undermined by inadequate
infection control in the home.
Increasingly, all of these "at-risk" groups are cared for at home by a carter who may be a household
member who thus requires a good knowledge of hygiene. People with reduced immunity to
infection, who are looked after at home, make up an increasing proportion of the population
(currently up to 20%). The largest proportions are the elderly who have co-morbidities, which reduce
their immunity to infection. It also includes the very young, patients discharged from hospital, taking
immune-suppressive drugs or using invasive systems, etc. For patients discharged from hospital, or
being treated at home special "medical hygiene" procedures may need to be performed for them
e.g. catheter or dressing replacement, which puts them at higher risk of infection.
Antiseptics may be applied to cuts, wounds abrasions of the skin to prevent the entry of harmful
bacteria that can cause sepsis. Day-to-day hygiene practices, other than special medical hygiene
procedures, are no different for those at increased risk of infection than for other family members.
The difference is that, if hygiene practices are not correctly carried out, the risk of infection is much
greater.
Disinfectants and antibacterial in home hygiene
Chemical disinfectants are products that kill pathogens. If the product is a disinfectant, the label on
the product should say "disinfectant" or "kills" pathogens. Some commercial products, e.g. bleaches,
even though they are technically disinfectants, say that they "kill pathogens" but are not actually
labeled as "disinfectants". Not all disinfectants kill all types of pathogens. All disinfectants kill
bacteria (called bactericidal). Some also kill fungi (fungicidal), bacterial spores (sporicidal) or viruses
(virucidal).
An antibacterial product is a product that acts against bacteria in some unspecified way. Some
products labeled "antibacterial" kill bacteria while others may contain a concentration of active
ingredient that only prevent them multiplying. It is, therefore, important to check whether the
product label states that it "kills" bacteria." An antibacterial is not necessarily antifungal or anti-viral
unless this is stated on the label.
The term sanitizer has been used to define substances that both clean and disinfect. More recently
this term has been applied to alcohol-based products that disinfect the hands (alcohol hand
sanitizers). Alcohol hand sanitizers however are not considered to be effective on soiled hands.
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The term biocide is a broad term for a substance that kills, inactivates or otherwise controls living
organisms. It includes antiseptics and disinfectants, which combat micro-organisms, and pesticides.
Hygiene in developing countries
In developing countries, universal access to water and sanitation has been seen as the essential
step in reducing the preventable infectious diseases burden, but it is now clear that this is best
achieved by programs that integrate hygiene promotion with improvements in water quality and
availability, and sanitation. This approach has been integrated into the Sustainable Development
Goal Number 6 whose second target states: "By 2030, achieve access to adequate and equitable
sanitation and hygiene for all and end open defecation, paying special attention to the needs of
women and girls and those in vulnerable situations”. Due to their close linkages, water, sanitation,
hygiene are together abbreviated and funded under the term WASH in development cooperation.
About 2 million people die every year due to diarrheal diseases; most of them are children less than
5 years of age. The most affected are the populations in developing countries, living in extreme
conditions of poverty, normally peril-urban dwellers or rural inhabitants. Providing access to
sufficient quantities of safe water, the provision of facilities for a sanitary disposal of excreta, and
introducing sound hygiene behaviors are of capital importance to reduce the burden of disease
caused by these risk factors.
Research shows that, if widely practiced, hand washing with soap could reduce diarrhea by almost
fifty percent and respiratory infections by nearly twenty-five percent Hand washing with soap also
reduces the incidence of skin diseases, eye infections like trachoma and intestinal worms, especially
ascariasis and trichuriasis.
Other hygiene practices, such as safe disposal of waste, surface hygiene, and care of domestic
animals, are important in low income communities to break the chain of infection transmission.
Cleaning of toilets and hand wash facilities is important to prevent odors and make them socially
acceptable. Social acceptance is an important part of encouraging people to use toilets and wash
their hands, in situations where open defecation is still seen as a possible alternative, e.g. in rural
areas of some developing countries.
Household water treatment and safe storage
Household water treatment and safe storage ensure drinking water is safe for consumption. These
interventions are part of the approach of self-supply of water for households. Drinking water quality
remains a significant problem in developing and in developed countries; even in the European
region it is estimated that 120 million people do not have access to safe drinking water. Point-of-use
water quality interventions can reduce diarrheal disease in communities where water quality is poor
or in emergency situations where there is a breakdown in water supply. Since water can become
contaminated during storage at home (e.g. by contact with contaminated hands or using dirty
storage vessels), safe storage of water in the home is important.
Methods for treatment of drinking water include:
1. Chemical disinfection using chlorine or iodine

2. Boiling
3. Filtration using ceramic filters
4. Solar disinfection – Solar disinfection is an effective method, especially when no chemical
disinfectants are available.
5. UV irradiation – community or household UV systems may be batch or flow-though. The
lamps can be suspended above the water channel or submerged in the water flow.
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6. Combined flocculation/disinfection systems – available as sachets of powder that act by
coagulating and flocculating sediments in water followed by release of chlorine.
7. Multibarrier methods – Some systems use two or more of the above treatments in
combination or in succession to optimize efficacy.
Video: https://www.youtube.com/watch?v=YrNWkB4Ah5I
SELF-CHECK 4.4-1
True or False
1. Hand hygiene is central to preventing the spread of infectious diseases in home and everyday
life settings.
2. Correct respiratory hygiene when coughing and sneezing reduces the spread of pathogens
particularly cold and flu.
3. Combine raw and cooked foods in the same area of storage.
4. Laundry hygiene involves practices that prevent disease and its spread via soiled clothing and
household linens such as towels.
5. Chemical disinfection using chlorine or iodine helps treat the water to drink.
Page 43 of 49
Practice of personal hygiene Learning Objective:

1. Determine the Practice of personal hygiene
Introduction:
Personal hygiene involves those practices performed by an individual to care for one's bodily health
and wellbeing through cleanliness. Motivations for personal hygiene practice include reduction of
personal illness, healing from personal illness, optimal health and sense of wellbeing, social
acceptance and prevention of spread of illness to others. What is considered proper personal
hygiene can be cultural-specific and may change over time.
Practice of personal hygiene
Practices that are generally considered proper hygiene include showering or bathing regularly,
washing hands regularly and especially before handling food, washing scalp hair, keeping hair short
or removing hair, wearing clean clothing, brushing teeth, cutting finger nails, besides other practices.
Some practices are gender-specific, such as by a woman during her menstruation. Toiletry bags hold
body hygiene and toiletry supplies.
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Anal hygiene is the practice that a person performs on the anal area of themselves after defecation.
The anus and buttocks may be either washed with liquids or wiped with toilet paper or adding gel
wipe to toilet tissue as an alternative to wet wipes or other solid materials in order to remove
remnants of feces.
People tend to develop a routine for attending to their personal hygiene needs. Other personal
hygienic practices would include covering one's mouth when coughing, disposal of soiled tissues
appropriately, making sure toilets are clean, and making sure food handling areas are clean, besides
other practices. Some cultures do not kiss or shake hands to reduce transmission of bacteria by
contact.
Personal grooming extends personal hygiene as it pertains to the maintenance of a good personal
and public appearance, which need not necessarily be hygienic. It may involve, for example, using
deodorants or perfume, shaving, or combing, besides other practices.
Excessive body hygiene

The hygiene hypothesis was first formulated in 1989 by Strachan who observed that there was an
inverse relationship between family size and development of atopic allergic disorders—the more
children in a family, the less likely they were to develop these allergies. From this, he hypothesized
Page 45 of 49
that a lack of exposure to "infections" in early childhood transmitted by contact with older siblings
could be a cause of the rapid rise in atopic disorders over the last 30 to 40 years. Strachan further
proposed that the reason why this exposure no longer occurs is not only because of the trend
towards smaller families, but also "improved household amenities and higher standards of personal
cleanliness".
Although there is substantial evidence that some microbial exposures in early childhood can in some
way protect against allergies, there is no evidence that humans need exposure to harmful microbes
(infection) or that it is necessary to suffer a clinical infection. Nor is there evidence that hygiene
measures such as hand washing, food hygiene etc. are linked to increased susceptibility to atopic
disease. If this is the case, there is no conflict between the goals of preventing infection and
minimizing allergies. A consensus is now developing among experts that the answer lies in more
fundamental changes in lifestyle etc. that have led to decreased exposure to certain microbial or
other species, such as helminthes, that are important for development of immune-regulatory
mechanisms. There is still much uncertainty as to which lifestyle factors are involved.
Although media coverage of the hygiene hypothesis has declined, a strong ‘collective mindset’ has
become established that dirt is ‘healthy’ and hygiene somehow ‘unnatural’. This has caused concern
among health professionals that everyday life hygiene behaviors, which the foundation of public
health is, are being undermined. In response to the need for effective hygiene in home and everyday
life settings, the International Scientific Forum on Home Hygiene has developed a "risk-based" or
targeted approach to home hygiene that seeks to ensure that hygiene measures are focused on the
places, and at the times most critical for infection transmission. While targeted hygiene was
originally developed as an effective approach to hygiene practice, it also seeks, as far as possible, to
sustain "normal" levels of exposure to the microbial flora of our environment to the extent that is
important to build a balanced immune system.
Excessive body hygiene of internal ear canals
Excessive cleaning of the ear canals can result in infection or irritation. The ear canals require less
care than other parts of the body because they are sensitive and mostly self-cleaning; that is, there
is a slow and orderly migration of the skin lining the ear canal from the eardrum to the outer
opening of the ear. Old earwax is constantly being transported from the deeper areas of the ear
canal out to the opening where it usually dries, flakes, and falls out. Attempts to clean the ear canals
through the removal of earwax can push debris and foreign material into the ear that the natural
movement of ear wax out of the ear would have removed.
Oral hygiene
It is recommended that all healthy adults brush twice a day, softly, with the correct technique,
replacing their toothbrush every few months (~3) or after a bout of illness.
There are a number of common oral hygiene misconceptions. It is not correct to rinse the mouth
with water after brushing. It is also not recommended to brush immediately after drinking acidic
substances, including sparkling water. It is also recommended to floss once a day, with a different
piece of floss at each flossing session. The effectiveness of amorphous calcium phosphate products,
such as Tooth Mousse, is in debate. Visits to a dentist for a checkup every year at least are
recommended.
Culinary Hygiene
Culinary hygiene pertains to the practices related to food management and cooking to prevent food
contamination, prevent food poisoning and minimize the transmission of disease to other foods,
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humans or animals. Culinary hygiene practices specify safe ways to handle, store, prepare, serve and
eat food.
Culinary practices include:
• Cleaning and disinfection of food-preparation areas and equipment (for example using
designated cutting boards for preparing raw meats and vegetables). Cleaning may involve use of
chlorine bleach, ethanol, ultraviolet light, etc. for disinfection.
• Careful avoidance of meats contaminated by trichina worms, salmonella, and other pathogens;
or thorough cooking of questionable meats.
• Extreme care in preparing raw foods, such as sushi and sashimi.
• Institutional dish sanitizing by washing with soap and clean water.
• Washing of hands thoroughly before touching any food.
• Washing of hands after touching uncooked food when preparing meals.
• Not using the same utensils to prepare different foods.
• Not sharing cutlery when eating.
• Not licking fingers or hands while or after eating.
• Not reusing serving utensils that have been licked.
• Proper storage of food so as to prevent contamination by vermin.
• Refrigeration of foods (and avoidance of specific foods in environments where refrigeration is or
was not feasible).
• Labeling food to indicate when it was produced (or, as food manufacturers prefer, to indicate its
"best before" date  Proper disposal of uneaten food and packaging.
Personal Hygiene
Personal service hygiene pertains to the practices related to the care and use of instruments used in
the administration of personal care services to people:
Personal hygiene practices include:
• Sterilization of instruments used by service providers including hairdressers, aestheticians, and
other service providers.
• Sterilization by autoclave of instruments used in body piercing and tattoo marking.
• Cleaning hands.
Sleep Hygiene
Sleep hygiene is the recommended behavioral and environmental practice that is intended to
promote better quality sleep. This recommendation was developed in the late 1970s as a method to
help people with mild to moderate insomnia, but, as of 2014, the evidence for effectiveness of
individual recommendations is "limited and inconclusive". Clinicians assess the sleep hygiene of
people who present with insomnia and other conditions, such as depression, and offer
recommendations based on the assessment. Sleep hygiene recommendations include establishing a
regular sleep schedule, using naps with care, not exercising physically or mentally too close to
bedtime, limiting worry, limiting exposure to light in the hours before sleep, getting out of bed if
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sleep does not come, not using bed for anything but sleep and avoiding alcohol as well as nicotine,
caffeine, and other stimulants in the hours before bedtime, and having a peaceful, comfortable and
dark sleep environment.
Video: https://www.youtube.com/watch?v=iDf7syFdqw0
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SELF-CHECK 4.4-2
True or False
1. Personal service hygiene pertains to the practices related to the care and use of instruments
2. Sleep hygiene is the recommended behavioral and environmental practice that is intended to
promote better quality sleep.
3. Culinary hygiene pertains to the practices related to food management and cooking.
4. It is recommended that all healthy adults brush once a day.
5. Extreme care in preparing raw foods is unnecessary.
Page 49 of 49

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Sector: AUTOMOTIVE AND LAND TRANSPORT SECTOR

No. Unit of Competency Module Title Code

2. Work in Team Environment Working in Team Environment 500311106

3. Practice career professionalism Practice career professionalism 500311107

Practice occupational health Practice occupational health and

QUALIFICATION/LEVEL: BASIC NCII

Unit of Competency: PRACTICE OCCUPATIONAL HEALTH AND

Modules Title: PRACTICING OCCUPATIONAL HEALTH AND

Module Descriptor: This unit covers the outcomes required to

Nominal Duration: 6 Hours

Summary of Learning Outcomes:

LO1. Identify hazards and risks

LO2. Evaluate hazards and risks

LO3. Control hazards and risks

LO4. Maintain OHS awareness

DETAILS OF LEARNING OUTCOME

LEARNING OUTCOME 4.1 Identify hazards and risks

Answer the Self-Check 4.1-1 and compare

Hazards/risks identification and control

1. Identify the Hazards/risks identification and control

Hazards/risks identification and control

Hazard identification can be done:

During design and implementation

 Designing a new process or procedure

Before tasks are done

 Checking equipment or following processes

Be aware of changes, abnormal conditions, or sudden emissions

Formal, informal, supervisor, health and safety committee

 Near misses or minor events

To be sure that all hazards are found:

What materials or equipment could I be struck by?

• moving objects (e.g., forklifts, overhead cranes, vehicles)

• stationary or moving objects

What could I fall from? (e.g., falls to lower levels)

• objects, structures, tanks, silos, lofts

What could I slip or trip on? (e.g., falls on same level)

• obstructions on floor, stairs

How could I overexert myself?

What other situations could I come across?

• unknown/unauthorized people in area

Where can I find more information about hazards?

• Safety Data Sheets (SDSs).

What if I am new to the workplace?

• ask your supervisor

1. This type of hazards refers to repetitive movements, improper set up of

5. This type of hazards refers to slipping/tripping hazards, inappropriate machine guarding,

LEARNING OUTCOME 4.2 Evaluate hazards and risks

LEARNING OUTCOME 4.2 Evaluate hazards and risks

Learning Activities Special Instructions

Answer the Self-Check 4.21 and

Answer the Self-Check 4.22 and

Threshold Limit Value -TLV

1. Identify the Threshold Limit Value -TLV Introduction:

Three types of TLVs for chemical substances are defined:

1. The TLV for chemical substances is defined as a concentration in water.

OHS procedures and practices and regulations

1. Define the OHS procedures and practices and regulations Introduction:

1. Hazard and Risk Control