EBOLA AWARENESS AND PREVENTION WORKSHOP
TRAINER MANUAL
Abstract
This curriculum covers basics subjects that will equip and enable the
participants to play a leading role in preventing the spread of the
Ebola virus disease (EVD).
Seeds of Hope International Partnerships
[email protected]
EBOLA AWARENESS AND PREVENTION WORKSHOP
TRAINER MANUAL
Seeds of Hope International Partnerships (SoHIP) demonstrates a multifaceted approach to
development. We work holistically to build long-term relationships within the communities
and we create real solutions that result in lasting transformation. SoHIP has developed the
Healthy Home Initiative, which encourages and empowers families to adopt all the elements of
a healthy home ‒ clean water, proper sanitation and hygiene, nutrition, agriculture, and
vocational skills development, aimed at increasing their quality of life.
Seeds of Hope s mission is to reverse the downward spiral of poverty by empowering
community members with hope and holistic solutions. SoHIP is helping impoverished
communities in the developing world through:

TRAINING people to improve their communities through holistic community
development.

EQUIPPING people with tools and practical skills to solve problems within their own
communities.

TRANSFORMING impoverished communities by bringing knowledge that will free them
from water-borne diseases and improve their health and quality-of-life

PARTNERING with churches, organizations, and individuals from around the world to
bring lasting change.
2
CONTENTS
Background Information for Trainer ................................................................................................................ 5
Ebola Overview ............................................................................................................................................................................5
Ebola virus disease .....................................................................................................................................................................6
Liberia s First Ebola Survivor .............................................................................................................................................. 12
This Is What It Feels Like to Survive Ebola ................................................................................................................. 14
1 Introduction .......................................................................................................................................................... 18
2 Workshop Overview .......................................................................................................................................... 18
3 Workshop Planning ............................................................................................................................................ 18
4 Workshop Preparations .................................................................................................................................... 21
5 How to Use This Manual .................................................................................................................................. 22
Lesson 1: Training Introduction ....................................................................................................................... 27
Lesson 2: What is Ebola? ...................................................................................................................................... 31
Lesson 3: Ebola virus transmission and prevention ................................................................................ 35
Lesson 4: Risk of exposure and Treatment .................................................................................................. 43
Lesson 5: Hand washing for disease prevention ...................................................................................... 47
Lesson 6: Questions and answers ‒ Ebola ................................................................................................... 51
Lesson 7: Stigma and recovered Ebola patients ....................................................................................... 53
Lesson 8: Handshakes and Ebola ..................................................................................................................... 57
Lesson 9: Closing the training .......................................................................................................................... 61
3
Acronyms
SOHIP Seeds of Hope international Partnerships
FC
Flip chart
LP
Lesson Plan
LE
Learning Expectation
ATPs
Ask the participants
EVD
Ebola virus disease
CDC
Center for disease control
PPE
Personal protective equipment
4
BACKGROUND INFORMATION FOR TRAINER
EBOLA OVERVIEW
Ebola
H2H
2 to 21 days
Ebola virus disease is a severe, oftenIn the 2014 Ebola outbreak, nearly all
The
of incubation period from time of
fatal illness in humans.
the cases of EVD are a result of humaninfection to symptoms is 2 to 21 days.
to-human transmission.
5
Trainer Manual
EBOLA VIRUS DISEASE
WHO Fact sheet N°103
Updated September 2014
Key facts

Ebola virus disease (EVD), formerly known as Ebola haemorrhagic fever, is a severe, often
fatal illness in humans.

The virus is transmitted to people from wild animals and spreads in the human
population through human-to-human transmission.

The average EVD case fatality rate is around 50%. Case fatality rates have varied from
25% to 90% in past outbreaks.

The first EVD outbreaks occurred in remote villages in Central Africa, near tropical
rainforests, but the most recent outbreak in western Africa has involved major urban as
well as rural areas.

Community engagement is key to successfully controlling outbreaks. Good outbreak
control relies on applying a package of interventions, namely case management,
surveillance and contact tracing, a good laboratory service, safe burials and social
mobilization.

Early supportive care with rehydration, symptomatic treatment improves survival. There
is as yet no licensed treatment proven to neutralize the virus but a range of blood,
immunological and drug therapies are under development.

There are currently no licensed Ebola vaccines but 2 potential candidates are
undergoing evaluation.
Background
The Ebola virus causes an acute, serious illness which is often fatal if untreated. Ebola virus
disease (EVD) first appeared in 1976 in 2 simultaneous outbreaks, one in Nzara, Sudan, and the
6
Trainer Manual
other in Yambuku, Democratic Republic of Congo. The latter occurred in a village near the Ebola
River, from which the disease takes its name.
The current outbreak in western Africa, (first cases notified in March 2014), is the largest and
most complex Ebola outbreak since the Ebola virus was first discovered in 1976. There have
been more cases and deaths in this outbreak than all others combined. It has also spread
between countries starting in Guinea then spreading across land borders to Sierra Leone and
Liberia, by air (1 traveler only) to Nigeria, and by land (1 traveler) to Senegal.
The most severely affected countries, Guinea, Sierra Leone and Liberia have very weak health
systems, lacking human and infrastructural resources, having only recently emerged from long
periods of conflict and instability. On August 8, the WHO Director-General declared this
outbreak a Public Health Emergency of International Concern.
A separate, unrelated Ebola outbreak began in Boende, Equateur, and an isolated part of the
Democratic Republic of Congo.
The virus family Filoviridae includes 3 genera: Cuevavirus, Marburgvirus, and Ebolavirus. There
are 5 species that have been identified: Zaire, Bundibugyo, Sudan, Reston and Taï Forest. The
first 3, Bundibugyo ebolavirus, Zaire ebolavirus, and Sudan ebolavirus have been associated
with large outbreaks in Africa. The virus causing the 2014 western African outbreak belongs to
the Zaire species.
Transmission
It is thought that fruit bats of the Pteropodidae family are natural Ebola virus hosts. Ebola is
introduced into the human population through close contact with the blood, secretions, organs
or other bodily fluids of infected animals such as chimpanzees, gorillas, fruit bats, monkeys,
forest antelope and porcupines found ill or dead or in the rainforest.
Ebola then spreads through human-to-human transmission via direct contact (through broken
skin or mucous membranes) with the blood, secretions, organs or other bodily fluids of infected
people, and with surfaces and materials (e.g. bedding, clothing) contaminated with these fluids.
7
Trainer Manual
Health-care workers have frequently been infected while treating patients with suspected or
confirmed EVD. This has occurred through close contact with patients when infection control
precautions are not strictly practiced.
Burial ceremonies in which mourners have direct contact with the body of the deceased person
can also play a role in the transmission of Ebola.
People remain infectious as long as their blood and body fluids, including semen and breast
milk, contain the virus. Men who have recovered from the disease can still transmit the virus
through their semen for up to 7 weeks after recovery from illness.
Symptoms of Ebola virus disease
The incubation period, that is, the time interval from infection with the virus to onset of
symptoms is 2 to 21 days. Humans are not infectious until they develop symptoms. First
symptoms are the sudden onset of fever fatigue, muscle pain, headache and sore throat. This is
followed by vomiting, diarrhea, rash, symptoms of impaired kidney and liver function, and in
some cases, both internal and external bleeding (e.g. oozing from the gums, blood in the
stools). Laboratory findings include low white blood cell and platelet counts and elevated liver
enzymes.
Diagnosis
It can be difficult to distinguish EVD from other infectious diseases such as malaria, typhoid
fever and meningitis. Confirmation that symptoms are caused by Ebola virus infection are made
using the following investigations:

antibody-capture enzyme-linked immunosorbent assay (ELISA)

antigen-capture detection tests

serum neutralization test

reverse transcriptase polymerase chain reaction (RT-PCR) assay

electron microscopy

virus isolation by cell culture.
Samples from patients are an extreme biohazard risk; laboratory testing on non-inactivated
samples should be conducted under maximum biological containment conditions.
8
Trainer Manual
Treatment and vaccines
Supportive care-rehydration with oral or intravenous fluids- and treatment of specific
symptoms, improves survival. There is as yet no proven treatment available for EVD. However, a
range of potential treatments including blood products, immune therapies and drug therapies
are currently being evaluated. No licensed vaccines are available yet, but 2 potential vaccines
are undergoing human safety testing.
Prevention and control
Good outbreak control relies on applying a package of interventions, namely case
management, surveillance and contact tracing, a good laboratory service, safe burials and social
mobilization. Community engagement is key to successfully controlling outbreaks. Raising
awareness of risk factors for Ebola infection and protective measures that individuals can take is
an effective way to reduce human transmission. Risk reduction messaging should focus on
several factors:
Reducing the risk of wildlife-to-human transmission from contact with infected fruit bats or
monkeys/apes and the consumption of their raw meat. Animals should be handled with gloves
and other appropriate protective clothing. Animal products (blood and meat) should be
thoroughly cooked before consumption.
Reducing the risk of human-to-human transmission from direct or close contact with people
with Ebola symptoms, particularly with their bodily fluids. Gloves and appropriate personal
protective equipment should be worn when taking care of ill patients at home. Regular hand
washing is required after visiting patients in hospital, as well as after taking care of patients at
home.
Outbreak containment measures including prompt and safe burial of the dead, identifying
people who may have been in contact with someone infected with Ebola, monitoring the
health of contacts for 21 days, the importance of separating the healthy from the sick to prevent
further spread, the importance of good hygiene and maintaining a clean environment.
9
Trainer Manual
For more information contact:
WHO Media Centre
Telephone: +41 22 791 2222
E-mail: [email protected]
Table: Chronology of previous Ebola virus disease outbreaks
Case
Year
Country
Ebolavirus species
2012 Democratic Republic of Congo
Bundibugyo
2012 Uganda
Cases
Deaths
fatality
57
29
51%
Sudan
7
4
57%
2012 Uganda
Sudan
24
17
71%
2011 Uganda
Sudan
1
1
100%
2008 Democratic Republic of Congo
Zaire
32
14
44%
2007 Uganda
Bundibugyo
149
37
25%
2007 Democratic Republic of Congo
Zaire
264
187
71%
2005 Congo
Zaire
12
10
83%
2004 Sudan
Sudan
17
7
41%
2003 (Nov-Dec) Congo
Zaire
35
29
83%
2003 (Jan-Apr) Congo
Zaire
143
128
90%
2001-2002 Congo
Zaire
59
44
75%
2001-2002 Gabon
Zaire
65
53
82%
2000 Uganda
Sudan
425
224
53%
1996 South Africa (ex-Gabon)
Zaire
1
1
100%
1996 (Jul-Dec) Gabon
Zaire
60
45
75%
1996 (Jan-Apr) Gabon
Zaire
31
21
68%
1995 Democratic Republic of Congo
Zaire
315
254
81%
1994 Cote d'Ivoire
Taï Forest
1
0
0%
1994 Gabon
Zaire
52
31
60%
1979 Sudan
Sudan
34
22
65%
10
Trainer Manual
Case
Year
Country
Ebolavirus species
1977 Democratic Republic of Congo
Zaire
1976 Sudan
1976 Democratic Republic of Congo
Cases
Deaths
fatality
1
1
100%
Sudan
284
151
53%
Zaire
318
280
88%
11
Trainer Manual
LIBERIA S FIRST EBOLA SURVIVOR
Liberia's first Ebola survivor, Harrison Sakela, poses with Dr. Lance Plyler of Samaritan's Purse.
Samaritan's Purse staff members are helping to save lives in Liberia s Ebola outbreak
Samaritan s Purse Community Health staff Joseph Mbokar and Taryee Walawu were caring for
members of their African community when they realized that a local man was seriously sick.
Harrison Sakela had traveled to Sierra Leone to attend his mother s funeral. She had passed
away unexpectedly the week before. As is custom in the area, Harrison touched the body in
preparation, not knowing that Ebola was the cause of her death.
The deadly disease causes massive internal bleeding and generally has a mortality rate of 60 to
90 percent. This outbreak has affected three West African countries̶Guinea, Sierra Leone, and
Liberia̶ claiming more than 600 lives in the process. Though cases have declined in Guinea,
the epidemic remains on the upswing in the other two nations.
When Harrison returned home after the funeral, he fell seriously ill three days later.
I first had a headache…and then my whole body was warm. But the worst was the weakness
that came, he said. You have no strength to even walk.
12
Trainer Manual
Joseph and Taryee visited him, and upon identifying the
symptoms of Ebola, they encouraged him to go to the
Foya Case Management Center. (When Harrison was
treated, Samaritan s Purse was providing support to the
center in anticipation of the transition from Doctors
Without Borders. The official handover to Samaritan s
Purse occurred on July 8.)
Two more survivors emerge from our Foya
facility in Liberia.
I felt that we have played our part and the rest was in
the hands of God, Joseph said. We prayed and
committed him to God for his healing.
Because Harrison went to the clinic at the onset of his symptoms, he is Liberia s first Ebola
survivor. Ebola has no cure, but when it is detected early and patients are given effective
supportive care (rest, fluids, etc), fatality rates can decrease from 90 percent to between 30-40
percent. However, many villagers still live in fear of the disease or even in complete denial that it
actually exists.
They call me the Ebola Ambassador. I am the first one to be tested positive, and now tested
negative, said Harrison, who now works as a security guard at the Foya center. I thank God for
the Samaritan s Purse staff for sharing the information with me, and encouraging me to go to
the health center.
In addition to medical care, Samaritan s Purse has been leading an awareness campaign to stop
the spread of the disease and encourage people to seek treatment. More than 430,000 people
have been reached by this effort.
Since Harrison s recovery, there have been 27 survivors from our case management centers at
Foya and at ELWA Hospital in Monrovia.
Nonetheless, the disease continues to spread, claiming the lives of both children and adults
alike. Please continue to pray for our staff as we battle this outbreak and help show the love of
Jesus to those who are suffering.
Retrieved from http://www.samaritanspurse.org/article/praising-god-for-liberias-first-ebolasurvivor/
13
Trainer Manual
THIS IS WHAT IT FEELS LIKE TO SURVIVE EBOLA
Dr. Kent Brantly hugs his wife Amber after being discharged from Emory University Hospital
David Morrison̶© 2014 Samaritan's Purse
Since he started treating patients with Ebola in West Africa, Dr. Kent Brantly had seen only one
person survive. Then he tested positive for the disease himself. What it s like to outlive the worst
outbreak of Ebola on record
Ebola is ravaging West Africa like a wildfire out of control.
The morning I woke up with Ebola, I felt a little warm. My temperature was 100.0‒higher than
normal, but not too concerning. I decided to stay home from work that morning just to play it
safe. I had spent the last seven weeks fighting the world s worst Ebola outbreak in Liberia, where
I was working as a physician with Samaritan s Purse. I thought I just had a cold, but I was not
naive enough to think I was immune to the possibility of Ebola.
By noon, my temperature had increased to 101.4. I took a rapid malaria test; it was negative‒not
a good sign. I called our team leader, who sent physician colleagues to my home in full
protective gear.
14
Trainer Manual
After two more negative malaria tests, I knew I would be in isolation for at least three more days.
Often the blood test for Ebola will remain negative for the first three days of illness, so we had to
wait a few days for an accurate result. In the meantime, I grew sicker. My fever hit 104.9. I felt
nauseated and began having diarrhea. Eventually the team started an IV in my arm and gave
me fluids. We all hoped it could be dengue fever.
On the fourth day the team leader came to my bedroom window with news. Kent, buddy, we
have your test results. I am really sorry to tell you that it s positive for Ebola. I didn t know what
to think. I just asked, So what s our plan?
In the middle of October 2013, I had moved to Monrovia with my wife Amber and two children.
We planned to serve as medical missionaries with Samaritan s Purse for two years. The first time
I heard about the Ebola outbreak was at the end of March, at a picnic for expatriates living in the
area. Someone asked if I had heard about the Ebola outbreak in Guinea. I had not, but within a
couple of months I was one of only two doctors in Monrovia treating Ebola patients.
On June 11 our hospital, called ELWA (Eternal Love Winning Africa), received a call from the
Ministry of Health. They were bringing two Ebola patients to our isolation unit. In the two hours
it took for us to prepare everything, one of the patients died in the ambulance. Over the next
month and a half the number of patients grew exponentially. We were overwhelmed.
On July 20, we opened a larger isolation unit and consolidated our smaller facility with the
patients from another nearby hospital. That s the same day I dropped off Amber and the kids at
the airport to return to Texas for a family wedding. I was supposed to meet them a week later.
But just three days after their departure, I got sick.
Even with the bad news, I felt calm. I never shed a tear when I called my wife and said, Amber,
my test is positive. I have Ebola. Though the rest of my family wept, I felt strangely at peace.
God blessed me with that peace that surpasses understanding. Since we had started treating
patients with Ebola in Monrovia, we had only had one survivor. I had watched too many people
die from this disease. Amber and I were both at the disadvantage of knowing how this illness
ends.
At some point, I was told about an experimental drug. It had worked on monkeys, but had
never been tested in humans. I agreed to receive it, but then decided that Nancy Writebol
15
Trainer Manual
should get it first, since she was sicker. I was not trying to be a hero; I was making a rational
decision as a doctor.
Over the next couple of days, though, my condition worsened. My body began shaking, my
heart was racing. Nothing would bring down my temperature, and I had fluid in my lungs. I felt
hot, nauseated, weak‒everything was a blur. I had friends and colleagues praying outside my
house‒and all over the world. The doctor decided to give me the drug, and within an hour my
body stabilized a bit. It was enough improvement for me to be safely evacuated to Emory
University Hospital in Atlanta.
During my own care, I often thought about the patients I had treated. Ebola is a humiliating
disease that strips you of your dignity. You are removed from family and put into isolation
where you cannot even see the faces of those caring for you due to the protective suits‒you
can only see their eyes. You have uncontrollable diarrhea and it is embarrassing. You have to
rely on others to clean you up. That is why we tried our best to treat patients like our own
family. Through our protective gear we spoke to each patient, calling them by name and
touching them. We wanted them to know they were valuable, that they were loved, and that
we were there to serve them.
At Emory the doctors were able to see that my potassium level was low and replenish it‒
something that could not be done in Liberia and could have killed me. I finally cried for the first
time when I saw my family members through a window and spoke to them over the intercom. I
had not been sure I would ever see them again. When I finally recovered, the nurses excitedly
helped me leave the isolation room, and I held my wife in my arms for the first time in a month.
Even when I was facing death, I remained full of faith. I did not want to be faithful to God all the
way up to serving in Liberia for ten months, only to give up at the end because I was sick.
Though we cannot return to Liberia right now, it is clear we have been given a new platform for
helping the people of Liberia.
Ebola has changed everything in West Africa. We cannot sit back and say, Oh, those poor
people. We must think outside the box and find ways to help. People are fearful of isolation
units because that is where you go to die. They stay home instead and infect their families.
Perhaps we need to find a way to provide safe home care that protects the caregivers. The
16
Trainer Manual
national governments of West Africa are overwhelmed. They are not capable of handling this
outbreak with simply a little help from some NGOs. This is a global problem and it requires the
action of national governments around the world. We must take action to stop it‒now.
Dr. Kent Brantly is a missionary doctor with the organization Samaritan s Purse. He recently
survived Ebola after treating patients in Liberia.
Retrieved from http://time.com/3270016/ebola-survivor-kent-brantly/
17
Trainer Manual
1 INTRODUCTION
The lesson plans in this training manual were developed by Seeds of Hope International
Partnerships. The target group for these lessons is the community which is at risk of an
epidemic of the Ebola virus disease. Each lesson comes with the materials needed or
instructions on how to build the necessary materials. These lesson plans provide a guide for the
trainer, further research concerning the lessons is needed.
2 WORKSHOP OVERVIEW
The 2-Day Ebola virus disease training provides the participants with knowledge and skills they
need to effectively safeguard themselves, their families and communities against the Ebola virus
disease. The lesson plans can be modified and will need periodic updates so as to stay in sync
with the current findings on the EVD
2.1 Participatory Learning
Seeds of hope international partnerships trainings for community development promote
participatory approaches to engage and actively involve everyone in the workshops.
This type of learning which promotes participants sharing of their experiences enlists a high
level of active involvement on the part of the participants in the learning process. This is the
reason why much of the course content is meant to be delivered through interactive
presentations, demonstrations, discussions and games.
3 WORKSHOP PLANNING
Planning this course includes the following activities:
3.1 Identify the Planning Team
This course requires a level of pre-session preparation and solicits for putting together a team to
ensure that all the dynamics and logistics are covered. The workshop planning team should
include people who are:
18
Trainer Manual
 Familiar with the workshop material
 Familiar with the participants who will be attending
 Knowledgeable about the training site
3.2 Fit Training into a Broader Plan
SOHIP s mission of reversing the downward spiral of poverty and bringing lasting change in
communities has led to the design and construction of this curriculum, with a goal of providing
awareness about the EVD (Ebola virus disease) and how to prevent it to the participants. Raising
the knowledge and awareness level on the nature of the Ebola virus disease is very critical to
being able to control the epidemic.
3.3 Select Trainers
To be an effective trainer for this workshop, you should possess the following knowledge, skills
and attitudes.
Knowledge ‒ These lesson plans are designed for trainers who have expertise in the subject
matter, knowledge regarding the background of the participants, and knowledge about:
 Ebola virus disease including prevention and treatment.
 Good water, hygiene and sanitation practices/behaviors in relation to health in a home,
community as well as a nation
 Behavior change issues related to communities
Skills. This manual assumes that you have experience in planning and organizing workshops
and are comfortable with group facilitation. An effective trainer uses various facilitation skills to:
 Help people feel comfortable and learn effectively with a participatory approach
 Encourage people to share information, ideas, concerns and knowledge
 Communicate clearly
 Manage group dynamics and resolve conflicts
 Keep the training practical and relevant
19
Trainer Manual
Attitude. You should aim to create a positive learning environment for all participants. This is
achieved in part by your approach and manner, such as being:
 Friendly, open and approachable
 Objective
 Respectful
 Aware of cultural differences
 Gender sensitive
Organizing and delivering any multi-day workshop is a very large task. You may want to have
several co-trainers to share the workload, especially if you have a large number of participants. It
is recommended to have two trainers for every 20 participants. All trainers should be
comfortable with the subject matter and have good facilitation skills.
3.4 Select Participants
SOHIP will determine the criteria and source of participants for this training. A maximum of 20
participants per session is ideal for a participatory type session. There is need for clarity about
who the participants will be before the workshop begins because this information helps in the
planning process for content delivery during the sessions.
Ensure that you have answers to questions such as;
 Why are the participants attending? Is it their own choice or has a manager instructed
them to be present?
 What are their learning expectations?
 What range of experience do they have?
 Do they have any biases against you or your organization?
Conduct a What I Know survey to establish a baseline before the commencement of the
course. Complete the course by conducting a second What I know survey to assess the
effectiveness of the course to provide more learning to the participants
20
Trainer Manual
3.5 Workshop Host
Seeds of hope will provide the venue and actually host the training. It is important to raise
awareness to the rest of the workers and also to have management plan for how this program
with workout, considering other on-going programs and any needed possible synergies to
effectively accomplish in all areas.
3.6 Logistics Management
The planning team will need to determine the workshop logistics such as:
 What is the workshop budget?
 Who will manage pre-training communication with the participants?
 Who will coordinate and who will carry out local logistics?
 Who will manage participant travel?
 Who is responsible for pre-training registration?
 Who is responsible for onsite registration?
3.7 Addressing Barriers to Participation
Ensure that would-be barriers to participation are addressed. Consider the following for the
success of the training:
 Time of the workshop
 Location
 Facilities
 Foreseeable challenges for the physically challenged
4 WORKSHOP PREPARATIONS
There are several things that you will need to do to get ready for the workshop.
4.1 Trainer Roles and Responsibilities
It is very important that the facilitation team works well together. You should meet with the
other trainers before the workshop to assign roles and responsibilities. It is also useful to clarify
the role of the other trainers when they are not conducting a workshop session ‒ are they
21
Trainer Manual
assisting in the group work or will they be available to answer questions or set up the next
session? Where possible, make sure that all the trainers can be present for the entire workshop.
4.2 Translations and Interpreters
The materials used in this training require English comprehension with a level of writing
reading, speaking and hearing. Remember that you want the participants to filled
accommodated and not embarrassed, unless you plan to provide an interpreter, which will also
mean planning for time with this additional requirement. You will have to adjust the workshop
agenda to account for the extra time required.
4.3 Room Set Up
Ensure that the training room is setup to accommodate the various activities in the sessions not
limited to presentations, ease of movement, and the needed interactions between the
participants. Check for safety measures and take care of any concerns including lighting.
4.4 Equipment and Materials
Review the lesson plans for the needed materials for each session and make sure these are in
place. Some of the generic materials you will need may include;
Name tags, Markers, Pens, paper, flip chart paper or large pieces of paper, tape, flip chart stand,
white board or chalk board
4.5 Participant Manuals
There is no participant manual required for this course, but handouts and extra notes will be
provided as needed. Participants must be encouraged to take notes accordingly
5 HOW TO USE THIS MANUAL
This section explains the workshop agenda and individual sessions that have been developed
to meet the participant learning expectations.
5.1 Learning Expectations
The following learning expectations list what the participants will be able to do by the end of
the workshop to demonstrate increased knowledge, improved skills or changes in attitude.
22
Trainer Manual
Each module and lesson plan refers to the specific learning expectations. These words By the
end of this lesson participants will: precedes each set of learning expectations for each
lesson
PARTICIPANT LEARNING EXPECTATIONS
LP #
1
LESSON PLAN
Training Introduction
LEARNING EXPECTATIONS
1. Understand how the group is expected to work
together during the training.
2. Understand the group expectations for the
workshop.
3. Describe SOHIP s role and mission
2
What is Ebola?
1. Explain what is Ebola
2. Discuss the brief history of Ebola
3. Identify what type of disease Ebola is
4. Discuss the impact of the disease on the
socioeconomic status of the affected countries and
their neighboring countries
5. Explain how many people have died from the
disease?
3
Ebola virus transmission and
1. Explain how Ebola is spread
prevention
2. Explain and describe the symptoms of Ebola
3. Demonstrate how to prevent the spread of Ebola
4. Discuss how long the virus takes to become
contagious
5. Describe how good hygienic behavior helps in the
prevention of Ebola
4
Risk of exposure and treatment
1. Describe which groups of people are at risk of
exposure and why
23
Trainer Manual
2. Discuss and explain the current treatment for Ebola
virus disease
5
Hand washing for disease
prevention
1. Describe the importance of hand washing in
relation to disease transmission
2. Identify the six steps of proper hand washing
3. Demonstrate how to make and use a tippy tap for
hand washing
6
Questions and answers
concerning the Ebola virus
7
1. Identify some questions and explain answers
concerning the Ebola disease
Stigma and recovered Ebola
1. Identify what stigma is
patients
2. Explain the dangers of stigma
3. Discuss how to avoid stigma against recovered
Ebola virus disease patients
8
Workshop Closing
4. Review the learning expectations expressed by the
participants
5. Complete the self-assessment (Part B of what I
know Survey)
6. Complete a final evaluation of the workshop
7. Receive a certificate
5.2 Workshop Agenda
The general framework of the workshop is as follows:
Workshop opening and introductions. To welcome people and allow participants and trainers
to get to know one another.
Individual sessions. To focus on a selected topic. Each individual session includes an
Introduction, a main lesson, and a closing activity to review the content.
Breaks and lunch. To keep people working and feeling positive, breaks are needed. Plan for a
mid-morning and mid-afternoon break that allows people to use the washroom. While
24
Trainer Manual
planning your workshop it is also important to clarify with participants in advance as to whether
or not food and snacks will be provided.
End of day review. To gain feedback from the participants and to discuss any areas that are
unclear. To also develop review activities about today s lesson as a starter for the next day
End of workshop closing. The end of the workshops can be official or unofficial depending on
what is appropriate. Certificates are handed out when participants satisfactorily complete the
Ebola Virus disease training program.
End of workshop evaluation. To allow participants to assess the strengths and weaknesses of
the workshop for further improvement. A workshop evaluation template is provided in the final
lessons for each course
Trainers debrief. A daily exercise to discuss what went well, what areas of the day can be
improved and what needs to be done for the next day and in the future. Debriefs are held at the
end of each day and at the end of the workshop.
A sample agenda is provided below outlining the 1-Day program for this training workshop.
Final note
It is also possible to tailor this training according to the need of the moment. The lesson plans,
as a whole, provide a coherent flow of ideas from one lesson to the next. However, should need
arise, these lesson plans can be modified to fulfil that purpose. Please be aware also that, the
material presented in the lesson plans will need to be kept up to date in line with the current
findings about the Ebola virus disease. At the time of creating the content of these lesson plans,
the material presented is a close representation of what was known about the Ebola virus
disease.
Sources of information used includes but not limited to: CDC, WikiLeaks, Uganda ministry of
health, WHO, BBC
25
Trainer Manual
2 Day Agenda ‒ Ebola Virus disease Training
Time
DAY 1


1 hour 15 minutes
Workshop Introduction


Objectives
Goal Setting
Energizer to learn names
15 min
BREAK

1 hour 40 minutes
1 hour
What is Ebola?
LUNCH

Ebola virus Transmission and
Prevention

1 hour 50 minutes

Risk of Exposure and Treatment
Hand washing for disease prevention
(optional)
15 min
BREAK

2 hour 30 minutes

Questions and answers
Stigma and recovered Ebola patients

End of Day Review

Workshop closing
26
Trainer Manual
Lesson 1: Training Introduction
Time: 1 hour 15 minutes
Learning Expectations
1. Understand how the group is expected to work together during the training.
2. Understand the group expectations for the workshop.
3. Describe SOHIP s role and mission.
Materials
□
Flip Chart
□
Sticker dots
□
Books, Pens for Participants
□
Markers
□
Lesson Plans
□
StickyTac
Preparation
□
Participant books and pens
□
Self-assessment forms for the participant
□
Participant register
□
Camera
□
Name tags
□
Workshop Area
□
Prepare on FC learning expectations for all the lessons in this course
Introduction
1. Introduce trainers and other guests as appropriate.
2. Introduce Seeds of Hope.
3. Review Agenda for the day.
27
Trainer Manual
4. Workshop logistics
5. Remember to discuss: Building/workshop layout, bathrooms, emergency exits, first
aid, daily schedule
6. Lead an icebreaker activity to help participants meet each other and introduce
themselves to the group.
Group Agreement ‒ Making Ground Rules
1. Making ground rules are agreements created by the group that will allow everyone
to learn together.
2. Participants reflect on their past training or learning experiences. What made those
experiences so positive? Negative?
3. Participants suggest ways to create a positive learning environment for everyone.
4. Write the expectations on a flipchart paper. (Suggestions: respect, ask questions,
silence cell phones, punctuality…)
5. Any other expectations can be added through the workshop.
6. Place list in prominent place to be seen.
Self-Assessment
1. Have the participants do a self-assessment by filling out the What I know survey
forms. This data will establish a baseline for you to measure the immediate impact of
the training.
2. Inform the participants the setup of the training will enable then to share from their
past experience and that you encourage full participation from all of them.
Group Expectations
1. Discuss how there is a range of understanding among the participants and it's
important that everyone has a common base of knowledge. Some of the material
28
Trainer Manual
that will be presented may be new for some and repetition for others. It is helpful for
participant s who have more knowledge or experience to share with the group.
2. Participants list what they hope to learn or expect during the training.
3. Record people s expectations on a piece of large paper as they list them.
4. Affirm the expectations that you will be covering during the workshop.
5. If there are things that are outside the scope of the workshop, explain that they will
not be discussed. Offer any alternatives for discussing those topics.
Workshop Format & Agenda
Discuss the SOHIP philosophy for training and learning:
 Experiential, hands-on and learn by doing.
 Individual and group activities.
 Case studies and learning from others experience.
 Open discussion, questions and answers.
 Develop a sense of community and network within group.
1. Review the agenda and decide on start and end time, including breaks
2. Ask if there are any questions?
29
Trainer Manual
30
Trainer Manual
Lesson 2: What is Ebola?
TIME:
90 MINUTES
Learning Expectations
1. Explain what is Ebola
2. Discuss the brief history of Ebola
3. Identify what type of disease Ebola is
4. Discuss the impact of the disease on the socioeconomic status of the affected
countries and their neighboring countries
5. Explain how many people have died from the disease?
Materials
□
Flip Chart Paper (FC),
□
Markers & Sticky tack
□
Trainer s Manual/Lesson Plans
□
Handout notes
Preparation
□
Review the lesson plan
□
Read notes on the Ebola virus disease (take note of portions that are addressed in
the lesson plan)
□
Prepare the participant handout notes
□
Prepare on FC Definition of the Ebola virus disease
□
Print/Prepare the map highlighting past outbreaks
□
Prepare the table handouts for the timeline of the various outbreaks
Introduction
5 Minutes
1. Write the letters ABOLE on FC and ask the participants to take some time and write
as many words as they can from these letters.
31
Trainer Manual
2. ATPs to share some of the words they came up with and observe to see if anyone
came up with the word EBOLA.
Link ‒ Tell the participants that there are all kinds of questions about Ebola, what it is,
where it came from and the like and that we will take some time learning about this
Ebola
3. Present Learning Expectations.
Topic 1: What is Ebola?
20 Minutes
1. ATPs to pair-share with their neighbor what the Ebola virus disease is, and what they
have heard said about the disease. Collect responses and share with the rest of the
class (trainer hint ‒ practice active listening and effective questioning and take note
of the misconceptions which you will address in the rest of the training)
2. Put up a FC with the definition of the Ebola virus disease and take some time
breaking down the definition for the participants.
‐ Ebola hemorrhagic fever (Ebola HF) is one of numerous Viral Hemorrhagic
Fevers. It is a severe, often fatal disease in humans and nonhuman primates
(such as monkeys, gorillas, and chimpanzees).
‐
Ebola virus disease (EVD) or Ebola hemorrhagic fever (EHF) is a disease of
humans and other primates caused by an Ebola virus 1.
3. Continue to explain that the name Ebola comes from the name of a river in the
Democratic Republic of Congo, where the first Ebola outbreak is known to have
occurred in the seventies (70s)
4. Ask ATP if they have any questions. Fill in the knowledge gaps.
5. Tell the participants that you will delve further into a brief history of the Ebola virus
disease.
1
http://en.wikipedia.org/wiki/Ebola_virus_disease
32
Trainer Manual
Topic 2: Brief history of the Ebola virus disease?
30 Minutes
1. Put up an enlarged copy of the African Map showing the current and former
epidemics of the Ebola virus disease.
2. Give out copies of the table highlighting a brief history of the Ebola virus disease
outbreak to each participant to be used with the map.
3. Tell the participants that you and the entire group will review the timelines of the
outbreak randomly selecting a few cases (5) and refer to the map to see the actual
locations.
4. Start reviewing the contents of the table in conjunction with the map, ensuring that
the participants are tracking with you, and address all the questions.
5. At the end, ask ATPs what their thoughts are so far. If questions arise address them
(be mindful of and leave questions relating to content that will be covered later on in
the training)
6. Fill in the knowledge gaps.
33
Trainer Manual
7. ATPs to pair up with a neighbor and take turns explaining the brief history of the
Ebola virus disease. Observe and ensure that they each have a chance to practice
with this information.
8. ATPs if they have any questions, clarify on the content if needed
Topic 3: Ebola virus disease and the socioeconomic status of nations
30 Minutes
1. Put up a FC highlighting the total number of people who have died from the current
and past outbreaks of the Ebola virus disease.
2. Go through the numbers with the participants
3. Ask ATPs how these numbers affect them and their communities. Collect responses.
4. Break the participants into 4 groups of 5 per group.
5. Give each group a plain FC and some markers.
6. ATP to divide and label 3 equal sections on their FC (you can demonstrate by setting
an example before them; the section headers are, Environment, Social, and
Economic)
7. Tell the participants that in their group they will discuss and list as many issues under
each heading on their FC. (Start by setting an example with them and then let them
do the rest)
8. Ask each group to choose a group representative to present their findings to the rest
of the participants.
9. When all the groups have presented review their listed points to make sure nothing
important was missed (e.g. the connection between these deaths and the increase
in poverty, orphans and the breakdown of a family setting), and fill in the knowledge
gaps.
Review
5 Minutes
1. ATP to turn to a neighbor and explain what the Ebola virus disease is.
2. ATPs to share with a new neighbor how the Ebola virus disease is affecting the
socioeconomic state of nations.
34
Trainer Manual
Lesson 3: Ebola virus transmission and prevention
TIME: 85 MINUTES
Learning Expectations
1. Explain how Ebola is spread
2. Explain and describe the symptoms of Ebola
3. Demonstrate how to prevent the spread of Ebola
4. Discuss how long the virus takes to become contagious
5. Describe how good hygienic behavior helps in the prevention of Ebola
Materials
□
Flip Chart Paper (FC),
□
Markers & Sticky tack
□
Trainer s Manual
Preparation
□
Review the lesson plan
□
Prepare participant handouts
□
Prepare poster of dos and don ts of the Ebola virus disease
□
Prepare the can I questions
□
Prepare the signs and symptoms poster
□
Prepare on FC list of types of bleeding involved with EVD
Introduction
10 Minutes
1. Tell the participants that you will play a game with them.
2. Instructions for the game
You want to demonstrate one way the disease is transmitted and the challenge
of tracing it, through handshakes with infected persons (when the virus has
35
Trainer Manual
become contagious in the host). REMEMBER that this is a game so make it
fun!!!
The participants form a circle making sure they are standing close to each other.
They then stick their hands out behind them. The trainer tells the participants
that he/she will wall around the circle and touch one person who will be
infected with the disease. The trainer tells the participants to shake at least 2
people s hands with instructions to the infected person to secretly scratch the
hand of the person he/she greets. The person scratched (the one who catches
the disease from the first infected person) will shake one hand and then
collapse
At this point ask the participants to find who the infected person is, they can ask
each other questions such as which person did the collapsed carrier greet?
Which will come to two people and then they can further ask which one of the
two it is. If you have time you can redo the game with a different disease carrier.
3. ATPs if it was easy to find who the disease carrier is.
Link ‒ in the same way that the disease was passed on through a hand shake, we will
look at how Ebola virus disease is transmitted and how to prevent it from spreading.
4. Present Learning Expectations.
Topic 1: How Ebola virus is spread
25 Minutes
1. ATPs to pair up with a neighbor and discuss how the Ebola virus is spread.
2. Collect responses and list them on the FC, filling in the knowledge gaps.
‐
Bodily fluids and blood of animals and people
‐
Eating contaminated foods (especially bush meat)
3. ATPs what are some animals that might carry the Ebola virus.
‐
Monkeys, bats
4. Set a poster highlighting the dos and don ts of the Ebola virus disease. Take some
time reviewing each point addressed in the poster. ( the dos and don ts)
36
Trainer Manual
5. Tell the participants that you will ask them a few questions and they will pick yes or
no answers to the questions. Inform them that if they think the answer to the
question is yes, they can stand, if the answer is no, then they will remain seated.
Questions
a) Can I get Ebola by touching people with signs of the Ebola virus disease?
b) Can I get Ebola by touching dead bodies of infected people?
c) Can I get Ebola by touching clothes and beddings of people who have died
from Ebola?
d) Can I get Ebola by touching vomit, saliva, blood, urine and feces of people
showing signs and symptoms of Ebola infection?
e) Can I get Ebola by eating food contaminated with the Ebola virus? E.g. meats
f)
Can I get Ebola by playing and touching monkeys and baboons?
g) Can I get Ebola by eating fruits that have been partially eaten by bats?
6. ATPs if there is a question they need clarification on and fill in the knowledge gaps.
7. ATPs to share some of the things they can do concerning Ebola virus disease. Collect
responses. (hint, they can use the poster for some answers to this question)
‐
Always wash your hands with soap
‐
Always cook your food properly
‐
Always go to the clinic or health facility if you experience headaches, fever,
diarrhea, red rash, pain and vomiting.
8. Encourage the participants that maintaining a healthy home, including treating
drinking water, covering and handling food safely, keeping a clean surrounding,
safely disposing waste and personal hygiene all add up to protection against a host
of diseases.
Topic 2: What are the symptoms of the Ebola virus disease
25 Minutes
1. ATPs what are some known symptoms of the Ebola virus disease. Collect responses
2. Display to the participants a poster of the signs and symptoms of the Ebola virus
disease. ATPs to look at the picture and share with a neighbor the signs and
37
Trainer Manual
symptoms that they can see. Collect responses and share with the rest of the group
and indicate on FC the symptoms of Ebola virus disease, filling in the knowledge
gaps.
‐ Fever
‐ Sore throat
‐ Vomiting
‐ Muscle pain and
‐ Body aches
‐ Headaches
‐ Diarrhea
3. Explain to the participants that Symptoms start two days to three weeks after
contracting the virus.
4. Tell the participants that vomiting, diarrhea and rash follow, along with decreased
functioning of the liver and kidneys.
5. Continue explaining that by the time the symptoms reach this phase, affected
people may begin to bleed both within the body and externally.
6. Indicate on FC and state that it takes 8 to 10 days between contracting the infection
and the start of symptoms (incubation period) is 8 to 10 days, but it can vary
between 2 and 21 days.
7. Continue to explain that the bleeding phase typically starts 5 to 7 days after first
symptoms.
8. Put up an FC indicating the types of bleeding known to occur with Ebola virus
disease.
‐
Vomiting blood
‐
Coughing it up or
‐
Blood in the stool
9. Refer back to the poster signs and symptoms and indicate the 3 known types of
bleeding known to occur due to damage to the internal organs.
10. ATPs if any of them have had such symptoms. Does it mean that they have the
disease?
‐
No, because some of these symptoms are similar to the ones
experienced with other diseases like, malaria and cholera.
1
Trainer Manual
11. ATPs how then can they be sure that these symptoms are not as a result of an
infection with Ebola.
‐
The only way of knowing is by seeking medical attention from
either the clinic or hospital (medical facility) before the disease
escalates (worsens).
Topic 3: How to prevent the spread of the Ebola virus disease
15 Minutes
1. ATPs that, since the virus maybe acquired upon contact with blood or bodily fluids of
an infected animal or person, how can one avoid getting the disease? Collect
responses
‐
Avoiding contact with infected persons and animals, dead or alive
‐
Properly dispose of infected articles such as clothing, beddings,
foods (in the case of infected meats)
‐
Hand washing with soap
‐
Keeping a clean surrounding in a home
‐
Properly cooking foods such as meats
‐
Male survivors may be able to transmit the disease via semen for
nearly two months. They must use some form of protection
during intercourse
‐
Killing and properly disposing of the bodies of animals known to
carry the disease if the disease is discovered
‐
By wearing protective clothing when handling the sick
1. Explain to the participants that good hygiene practices serve as a protective barrier
against the Ebola virus disease.
2. ATPs any other precautions that can be taken to ensure safety. Collect responses and
fill in the knowledge gaps
2. ATPs what you can do if soap is not available. Collect responses.
39
Trainer Manual
‐
Use ashes
3. ATPs what should care providers do to prevent the spread of the Ebola virus disease?
Collect responses and fill in the knowledge gaps
‐
Wear, proper full-body personal protective equipment,
and disinfection.
‐
Caring for those who are infected include isolating them,
sterilizing equipment, and wearing protective clothing including
masks, gloves, gowns, and goggles.
4. ATPs what should be done to avoid spreading the Ebola virus disease when it comes
to preparing bodies for burial, especially at the mortuary (morgue)?
‐
Professional health workers should help because they have access
to personal protective equipment (PPE), and they are trained to
deal with such cases.
‐
Family members should alert the health officials about specific
symptoms the patient exhibited, if they did not receive medical
attention during their sickness.
5. Explain to the participants that governments will usually isolate people to avoid the
spread of the disease like we have heard in places where the disease is currently
present.
6. ATPs how they feel or think about this process of isolating people, why is it good?
What are the negatives? Collect responses.
‐
Its good because the epidemic can be controlled
‐
Resource mobilization is easy
‐
It s hard because some family members are kept separate from
each other.
‐
At times villages may be evacuated
‐
Sometimes Isolated people never recover, they die.
7. ATPs to turn to a neighbor and share how they will ensure that they help in
preventing the spread of the disease based on what they have learned so far?
40
Trainer Manual
Review
5 Minutes
1. ATPs to share with a neighbor two ways in which one can get Ebola virus disease
2. ATPs to share with the same neighbor two ways of preventing the spread of Ebola
virus disease.
41
Trainer Manual
42
Trainer Manual
Lesson 4: Risk of exposure and Treatment
TIME: 50 MINUTES
Learning Expectations
1. Describe which groups of people are at risk of exposure and why
2. Discuss and explain the current treatment for Ebola virus disease
Materials
□
Flip Chart Paper (FC),
□
Markers & Sticky tack
Preparation
□
Review the lesson Plan
□
Read notes on the Ebola virus disease
□
Prepare photos of a family, and people burying a dead person
Introduction
5 Minutes
1. ATPs which group of people are at most risk of getting diseases from drinking
contaminated water.
‐
The young: Infants up to children, aged 5 because of their
susceptible immune system
‐
The elderly
‐
The sickly
‐
Pregnant women
2. ATPs why these groups of people are at risk. Collect responses.
‐
Because their immune system is weak due to their state
Link ‒ we will look at groups of people who are at risk of exposure to the Ebola virus
disease in this lesson
3. Present the leaning expectation
43
Trainer Manual
Topic 1: Risk of Exposure to the Ebola virus disease
15 Minutes
1. ATPs to pair up with a new neighbor and briefly discuss who is at risk of exposure to
the Ebola virus and why. Collect responses and fill in the knowledge gaps
2. Display a photo of a family to the participants and explain that family members,
especially those attending to an Ebola infected person are exposed to the virus.
3. Display another photo of health workers and people assisting to bury the infected
dead persons, and tell the participants that these groups of people are also at risk
because they have direct contact with the infected persons.
4. ATPs what are the challenges the disease poses to the family members of the
infected.
‐
It makes it hard to comfort the infected person
‐
It affects the social family settings of showing affection
‐
It causes a barrier between the infected and the family as well as
the community
‐
It affects the economic status of a home, if the bread winner gets
infected. The infected person may not fend for their family
‐
It causes fear and panic
Topic 2: Treatment of the Ebola virus disease
15 Minutes
1. ATPs if there is a cure for the Ebola virus disease. Collect responses
2. Explain to the participants that no specific vaccine or medicine has been proven to
cure Ebola. Signs and symptoms of Ebola are treated as they appear.
3. Tell the participants and indicate on FC that basic interventions, when used early,
can increase the chances of survival. These includes:
‐
Providing fluids and electrolytes (Mineral salts e.g. sodium,
potassium)
44
Trainer Manual
‐
Maintaining oxygen status and blood pressure
‐
Treating other infections if they occur
‐
Controlling bleeding
‐
Pain management
4. ATPs why it is important to seek medical attention from the clinic or hospital in the
early stages of the infection.
‐
Because chances of survival are higher if medical help is sought
early
5. Continue to explain that early recognition of Ebola is important for providing
appropriate patient care and preventing the spread of infection. Early treatment also
increases the chances of survival from the disease.
Review
10 Minutes
1. ATPs if there is a known treatment or cure for Ebola virus disease?
2. ATPs who is at risk of getting Ebola virus disease?
45
Trainer Manual
46
Trainer Manual
Lesson 5: Hand washing for disease prevention
TIME: 50 MINUTES
Learning Expectations
4. Describe the importance of hand washing in relation to disease transmission
2. Identify the six steps of proper hand washing
5. Demonstrate how to make and use a tippy tap for hand washing
Materials
□
Flip Chart Paper (FC),
□
Markers & Sticky tack
□
Basins, containers (2 liters), soap,
□
Tippy tap materials ( Containers, string, soap, water, nails and wires)
□
Tippy tap poster
Preparation
□
Review the lesson plan
□
Prepare the tippy tap materials including the poster of a finished tippy tap
□
Prepare the hand washing materials (basins, water, soap etc.) and a FC of 6 steps of
hand washing
Introduction
5 Minutes
1. Set before the participants soap and water in jars or containers and a basin to catch
water in.
2. Tell the participants that you will have them demonstrate how to properly wash
their hands.
3. ATPs to wash their hands using these items. (watch how they do it)
4. Tell them that we will review this activity later on.
47
Trainer Manual
5. Present Learning Expectations.
Topic 1: Hand washing for disease prevention
30 Minutes
1. Display before the participants a poster of the F-Diagram.
2. ATPs to discuss with their neighbor what they can see on the diagram, how many
disease pathways and the like.
3. Collect responses and fill in the knowledge gaps.
4. Explain to the participants that microorganisms are all around us, some cause
disease and some do not.
5. ATPs how else can we get germs on our hands and eventually into the mouth?
‐
By touching fluids of a sick person
‐
By doing things in everyday life like touching door knobs,
telephones, our faces, garbage, contaminated food, eating with
unwashed hands, not washing our hands after using the toilet
6. ATPs what they think are important and critical times that they need to wash their
hands. Collect responses.
‐
After using the toilet
‐
Before and after eating
‐
Before preparing food
‐
After visiting a hospital/clinic
‐
After attending to sick people
‐
After attending public gatherings/meetings/funerals
7. Explain that proper hand washing has been known to block disease pathways. It is a
good hygienic behavior to practice.
8. Tell the participants that there are different steps of proper hand washing and that
you will demonstrate the 6 steps.
9. Set some water in a jar, soap and a basin before the participants and go through the
steps in full view of the participants.
10. Display the FC 6 steps of hand washing and quickly review the steps
48
Trainer Manual
Step 1: wet your hands
Step 2: Add soap
Step 3: Rub your hands
Step 4: rub all the places of your hands that are hard to reach including nail beds
Step 5: rinse with water
Step 6: shake your hands to dry, or use a disposable napkin
11. Demonstrate how to properly wash hands to the participants and at the end ATPs to
wash their hands using the 6 steps.
12. Review the steps by asking the participants to share and demonstrate the 6 steps
using their hands.
Topic 2: How to make and use a tippy tap
20 Minutes
1. Set materials for making the tippy tap before the participants. (you should make a
tippy tap with a foot-operated pedal to avoid hand contamination during use)
2. Explain that you will demonstrate how to make a simple but useful tool for washing
hands properly.
3. Using the available material, demonstrate how to make a tippy tap, fill it with water
and test its functionality.
4. Now, display a poster of a finished tippy tap, and break the participants into four
groups.
5. Assign each group materials for making a tippy tap.
6. Tell the participants to prepare themselves in the groups as they will race each other
to make a fully functioning tippy tap. The group which finishes first wins!!
7. After the race, ask the participants what they think about a tippy tap.
‐
It s easy to maintain
‐
It uses less water
‐
The materials are affordable and readily available
13. See if participants have any additional questions/contributions, address any issues.
49
Trainer Manual
Review
10 Minutes
1. ATPs to pair up with a neighbor discuss the importance of hand washing to prevent
disease transmission
2. ATPs to demonstrate the 6 steps of hand washing
3. ATPs to share with a neighbor what a tippy tap is and its importance.
50
Trainer Manual
Lesson 6: Questions and answers ‒ Ebola
TIME: 50 MINUTES
Learning Expectations
1. Identify some questions and explain answers concerning the Ebola disease
Materials
□
Flip Chart Paper (FC),
□
Markers & Sticky tack
Preparation
□
Review the lesson plan
□
Read and review the necessary notes (Questions and answers)
□
Print out handouts questions and answers for each participant
Introduction
5 Minutes
1. ATPs why asking thoughtful questions is good for learning.
‐
Because that s one of the ways of learning something new.
‐
Because questions encourage dialogue (especially if asked in a
polite way)
‐
Because questions indicate the state of our knowledge about a
given subject
Link ‒ in the same way, this lesson will accord us a chance to learn from some
questions and answers available about Ebola virus disease
2. Present Learning Expectations.
Topic 1: Questions and answers about the Ebola virus Disease
30 Minutes
51
Trainer Manual
1. Give out a printout of the questions and answers to each participant. Break the
participants into 4 groups.
2. ATPs in their groups to go through all the questions and answers and also to come
up with, and write down any additional questions that are not addressed in their
handouts.
3. Encourage the participants to work as a team, and to ensure that everyone is given a
chance to share.
4. After the group discussions, ATPs how this activity worked out.
5. ATPs in each group to share some of the questions they needed more clarification
on and fill in the knowledge gaps.
6. ATPs to share some questions that they came up with, besides the ones in the
handouts.
7. Ensure to address all the questions with accurate current data.
Review
10 Minutes
1. ATPs to pair up with a neighbor and to each pick 3 questions from the handout.
2. ATPs to take share sharing the answers to the questions they picked.
3. If there is more time while others are finishing up, those who have finished can go
ahead and pick more questions and answers to share on.
52
Trainer Manual
LESSON 7: STIGMA AND RECOVERED EBOLA PATIENTS
Time: 50 Minutes
Learning Expectations
1. Identify what stigma is
2. Explain the dangers of stigma
3. Discuss how to avoid stigma against recovered Ebola virus disease patients
Materials
□
Flip Chart Paper (FC),
□
Markers & Sticky tack
Preparation
□
Review the lesson plan
□
Read and review the necessary notes on stigma
Introduction
5 Minutes
1. ATPs to share with their neighbor a point in their lives when they were rejected or
wronged by someone. How did they feel?
2. Ask for a few volunteers to share with the rest of the group
Link ‒ in the same way, this lesson will accord us a chance to learn more about how
it feels to be disgraced because of a disease and how to support others in need.
3. Present Learning Expectations.
Topic 1: What is Stigma?
30 Minutes
1. ATPs if they have heard of the word STIGMA and what is it. Collect responses
2. Tell them and indicate on FC that STIGMA is a mark of disgrace, reproach or shame.
Stigmatization is setting a mark of disgrace, reproach or shame upon a person or
group of people
53
Trainer Manual
3. Explain to the participants that all of them will participate in a play (skit/drama) to
learn more about Stigma.
4. Randomly pick 6 people from the group (3 men and 3 women) and tell them that
they will be sent away to a place and then after a while they will be sent back to their
community (the rest of the group).
5. Tell the 6 that when they return, they will seek to start having the fellowship they
had before with their families, friends and neighbors.
6. Have the 6 people leave the room to attend to their program
7. Now, tell the rest of the group that when 6 return, everyone should shun away from
them, as if they have a disease.
8. Start the activity.
9. At the end, ask the 6 to share how they felt when they came back and their family,
friends and neighbors rejected them and treated them shamefully. Collect responses
‐ Felt rejected
‐ Became angry with myself
‐ Became very angry with
‐ Felt like I am a nobody
family, friends and neighbors
10. Explain to the participants that the 6 in the play, represent people who had the
Ebola virus disease but recovered from the disease due to earlier treatment (they
were sent away to receive medical help) and the rest of the group were families,
friends and neighbors of the 6.
11. ATPs why they think the community treated the 6 the way they did.
‐
Because they had the disease and people were afraid of catching
it from them.
12. ATPs if the fear expressed by the community was genuine, or true whether a person
who has recovered from Ebola virus disease can pass on a disease to someone else.
‐
The fear was based on a lie, the only caution is to use protection
during sexual intercourse with a recovered person within 3
months.
54
Trainer Manual
13. Explain to the participants that usually we treat people this way without fully
understanding the truth. It is a good habit to exercise caution but, you have to know
and act with love and truth.
14. ATPs what would happen to the recovered patients if they tried to look for jobs or
school.
‐
They would be rejected, based on false fear of catching the
disease
15. ATPs what that means for the recovered people s homes in terms of finances and
being able to earn a living.
‐
They would end up being poor and this would affect the entire
community and nation
16. ATPs what we can do to ensure that we do not treat people this way, but that we
support and show love and kindness?
‐
Educate our families about how the disease works to eliminate
fear
‐
Educate and raise awareness in the communities about the
importance of not denying people s human rights to life, liberty
and happiness
‐
Ensure that local laws support the assimilation of the target
populations into normal life
‐
Churches can help by teaching and demonstrating love and
kindness.
17. At this point, ask the six people to leave the room again, and then come back after a
minute.
18. Tell the rest of the group while the 6 are gone to show love and support to the 6
when they come back, to treat them well and to welcome them into the community,
because they were almost lost to death, but they have been restored to us.
19. Observe the power of love and kindness as the two groups come together again
55
Trainer Manual
20. After this activity, ask the 6 how they felt about the treatment they received this time
when they came back.
‐
Felt so accepted and loved
‐
Felt so supported
21. Encourage the participants that they should strive to do to others as they would
want to be done to them (participants)
Review
10 Minutes
1. ATPs to share with a neighbor what they learnt from the skit (play/drama).
2. ATPs to share how they will ensure to prevent stigmatizing others in their own lives.
56
Trainer Manual
Lesson 8: Handshakes and Ebola
TIME: 30 MINUTES
Learning Expectations
1. Identify safe and friendly greeting options to avoid the Ebola virus disease
3. Discuss the challenges of some new greeting options in terms of suitability and
appropriateness.
Materials
□
Flip Chart Paper (FC),
□
Markers
□
Sticky tack
Preparation
□
Review the lesson plan
Introduction
5 Minutes
4. ATPs to each think of one important use of their hands. ATPs to share with the rest of
the group.
5. Ask what would happen if they were to lose their hands.
‐
All of the things done using hands as mentioned earlier on will not be
accomplished
Link ‒ our hands, if used properly enable us to perform various useful tasks, and if
not used properly can lead to untold distraction.
6. Present Learning Expectations.
57
Trainer Manual
Topic 1: Handshakes and Ebola transmission
20
Minutes
10. ATPs if the Ebola virus disease can be transmitted through handshakes.
‐
Yes it can, as earlier alluded to in previous lessons
11. ATPs what should be done to avoid getting the Ebola virus disease through
handshakes? Collect responses
12. ATPs what are some of the difficulties associated with not being able to shake
peoples hands? Collect responses
13. ATPs to now work as a group and come up with a healthy way or mode of greeting
other than shaking hands. Throw a few suggestions at them including bowing, or
doing the Indian style of greeting by putting both hands together, or use of sticks
like a sword fight in place of hands.
14. Make sure to facilitate this process and at the end, ATPs to pick the best option from
the activity.
15. ATPs why they think this is the best option, collect responses.
16. ATPs to try out the new handshake option within the group
17. Now, ATPs how they would feel if someone refused to shake their hand because of
fear of the disease? Collect responses.
18. Explain to the participants that it is not easy to take away a social behavior of a
culture, e.g. the way people greet each other, But sometimes circumstances like this
outbreak leaves us with a few options of maintaining our social behavior
58
Trainer Manual
Review
5 Minutes
4. ATPs to demonstrate to a neighbor a new option of greeting.
59
Trainer Manual
60
Trainer Manual
Lesson 9: Closing the training
Time: 1 hour 15 minutes
Learning Expectations
1. Review the learning expectations expressed by the participants
2. Complete the self-assessment (Part B of what I know Survey)
3. Complete a final evaluation of the workshop
4. Receive a certificate
Materials
□
Flip Chart, Markers, Lesson Plan, StickyTac
□
Final evaluations
□
Self-assessment
□
Credentials, Certificates
□
Clear bags for forms and certificate
□
Safety pins for credentials
Preparation
□
Review the lesson plan
□
Self-assessment forms for the participant
□
Participant register, Camera
□
Printout training evaluations for each participant
□
Prepare the what I know survey for each participant
□
Workshop Area
Introduction
1. Inform the participants that this marks the end of this course entitled, EBOLA
Awareness seminar.
61
Trainer Manual
2. Tell them that to close this course there are a number of activities which must be
done to ensure that the goals and objectives of this course have been fruitful; and
also to get feedback from the recipients of this training.
3. Present the learning expectations
Learning Expectations Revisited
1. Go back to the list of group learning expectations from the first day and see if all of
them were met.
2. If not, give options for participants to find the information they were looking for or
identify next steps for follow up.
Self-Assessment
1. Have the participants do a self-assessment by filling out the What I know survey
forms. This data will establish a baseline for you to measure the immediate impact of
the training.
2. Inform the participants the setup of the training will enable then to share from their
past experience and that you encourage full participation from all of them.
Final Evaluations
1. Hand out the final evaluations and explain why they are important.
2. Go through the evaluation with the participants and ensure that they have a full
comprehension of how to fill out the forms.
3. ATPs if they have any questions and fill in the knowledge gaps.
Certificates and Credentials
1. You will need to work with the management of SOHIP to have if possible, the
Director of the organization join the proceedings at this point.
2. The Director might have a few closing remarks for the participants and partake in the
presentation of credentials and certificates. You will need to see into the
arrangements.
62
Trainer Manual
3. Reflections on Lesson
63