1. Briefly explain to the audience about the visualization exercise they will soon witness (simulation germs with fluorescent powder or gel). 
2. Ask the audience questions similar to: 
1. How do illnesses spread?
2. What is an epidemic? 
3. Have you ever gotten sick after you have been near other sick people? 
4. Do you think you wash your hands well enough? 
5. Have you had any experiences where you have observed others not washing their hands? 
6. What are some of the basic steps to staying healthy and not spreading illness? 

The Training: The Activity

1. Remember, get creative because this training should be fun! 
2. Explain that the fluorescent lotion or powder represents germs or other unclean particles.
3. Explain that you did or will apply the lotion or powder to certain areas. 
4. Turn off the lights 
5. Turn on the black light 
6. Wave the black light over the applied areas (i.e. counters, doorknobs, hands, or other areas where the audiences’ hands may have touched). 
7. Explain how germs and other unclean particles are often invisible to the human eye, but they still exist (hence they show up under the black light). 
8. Wash the applied areas or have students wash the applied areas (i.e. counters, doorknobs, hands, or other areas where students’ hands may have touched). 
9. Show students that, although thorough cleaning attempts are made, germs and other unclean particles remain. 
10. Mark the “Hand Washing Test” for each student so they know where to better clean their hands the next time their hands are dirty. 
11. Instruct them on more thorough cleaning processes. For example, have them pay more attention to: 
1. Going through a regular cleaning process 
2. Spending more time washing hands and affected areas 
3. Washing in and around cracks and crevices 
4. Using more soap during cleaning 
5. Etc. 

The Training: Conclusion

1. Supplement the training with statistics on the amount of sick days your organization or the average organization uses in a year. What are the effects on business (operations, sales, profit, etc.) dealing with the number of absences? What is the effect of a child’s education if he/she often is absent? 
2. Share stories that deal with illnesses. Stories dealing with preventable illnesses (preventable if the person(s) involved maintained a clean environment) are the most effective. 
3. Relate how this training can be applied outside of the organization. Explain how the training can be taught to their friends and family at home. Many illness outbreaks stem from bad habits learned at home. These bad habits are often subsequently transferred to the work and school environments. 
4. Set up a timetable for future hygiene goals. Help the students plan out when they will observe good hygiene principles. Use this blog to find other infection control games and activities.

Consider this case study:

• Who: Mandy Olsen 
• What: Pre-School Hygiene Training 
• Where: Minneapolis, MN 
• When: November 2010 
• Why: Mandy runs a small daycare out her home and was concerned about the spread of illness and disease. She was also looking to bolster her risk management efforts and avoid the potential of claims/lawsuits. 
• How: An Glo Germ kit was used (lotion, black light, etc.) to show students the invisible effects of not washing hands, not covering their mouths when they cough and sneeze, and leaving their environment unclean. The students found it fun and remember now to clean up more often. Parents have commented on how impressed they are of the new standards.