GlitterBug is a product line that makes hand hygiene education interesting, fun and memorable.
GlitterBug Potion is a fluorescent lotion that is used with a UVA lamp making it possible to see how well hands are washed, while the GlitterBug Powder is used to see how contamination and germs can travel.
Perfect for food manufacturers, schools, healthcare providers and food-handling businesses, GlitterBug products provide a valuable tool for teaching proper hand-hygiene techniques.Have fun while learning about germs and proper handwashing and therefore remember the message.
GlitterBug, from Arrow Scientific, makes learning proper hand hygiene (the most important means to prevent the spread of infections) an entertaining and illuminating experience.
Order GlitterBug today to keep transient pathogens at bay.
Teaching the best way to wash hands, a suggested learning program
This exercise is a useful learning tool to explain the best way to wash hands. Students will also learn about experimental technique as well.
Before you start:
v Explain words such as bacteria, viruses, microorganisms, pathogens, infection.
v Discuss the role of pathogenic microorganisms in the spread of human disease.
v Describe conditions that allow bacteria to grow, such as warmth, moisture and nutrients.
v Discuss with the class about the presence of bacteria on humans:
d) respiratory tract
v List ways in which bacteria can spread from one person to another.
An Experiment in Handwashing
The "Scientific Method" can be used to work out the best way to wash your hands.
Propose a Hypothesis:
A hypothesis is an informed prediction of what may happen. For example, "Washing with soap cleans your hands more effectively than washing without soap”, which can be tested by an experiment.
Propose several hypotheses relating to effective hand washing.
Variables to consider could include:
v soap (with or without antibacterial activity)
v water temperature (cold versus warm)
v mechanical action (intensity of scrubbing)
v duration (length of time of washing)
1. Arrange students in groups of 3 as follows:
Student A = scribe - collects and records results
Student B = control - provides a basis for comparison
Student C = variable - tests the hypothesis
2. Have Students B and C apply GlitterBug Potion to their hands.
3. Have Student A examine the others' hands using a UV light to confirm the presence of the simulated bacteria.
4. Have Student B wash his or her hands using the agreed control conditions. For example, you might select the following control conditions when testing the effectiveness of soap:
v warm running water (approx 30degC)
v 20 seconds immersion time
v gentle rubbing action
v no soap used
v dry with paper towelling.
5. Have student C wash his or her hands using the agreed control conditions with the introduction of the variable being tested, in this case using soap.
6. Have Student A use the UV light to re-examine the hands and score how well Student B and Student C washed their hands.
7. Analyse results to see if the variable had any effect.
v Which hypotheses were true?
v Can you rank the variables in terms of their effectiveness?
v Are there ways to overcome the absence of an important factor? For example, if you have to wash without soap, can you get a good result by washing for a longer time or with more vigorous scrubbing?
v It can help the scribes if they devise a numerical rating system. For example,
0 = no evidence of GlitterBug under UV light
1 = some signs of GlitterBug, eg around nails and skin creases
2 = patches of GlitterBug can be readily seen
3 = obvious signs of GlitterBug with some clean areas
4 = complete cover of all skin surfaces with GlitterBug
v Draw a series of five hands on a large sheet and use shading to indicate degrees of "contamination". Number each hand according to your agreed rating system. The scribes in each group can compare their members' hands to the diagrams to help them assign a rating.
v Some variables that you test might show only a slight effect. This can be an opportunity to introduce statistics to help reveal the significance of a weak effect.
v List the sources of error that could have influenced the results.
v Discuss ways to minimise their effect.