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Health & Personal Services · course plan
⚠ Pending professional review
This course plan, its lessons and its assessments has not yet been verified by a licensed clinician in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it to make decisions about any patient or medication. Always follow your instructor, your supervising professional, and current official references and regulations.
VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.
Sterile Processing Technician
9 courses · 900 clock hours · 3–6 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.
9courses
54lessons
900hours
31assessments
Development progressPlanCourses, lessons and assessments written for this tradeLessons54 of 54 lesson pages writtenPractice431 practice questionsResources113 reference entries (study list)Review0 lesson pages reviewed by a licensed professional
Study now: 54 lesson pages are open (lesson titles below are links).
HLT-STER66-01 Universal core
Universal Core: Safety, Math, Communication & Career for Sterile Processing
148 hr · $1,185 COMPLIMENTARY
This foundational course builds the safety, mathematical, literacy, digital, and professional skills that every sterile processing technician needs before touching an instrument or entering a decontamination area. Students earn OSHA 10 recognition and CPR/First Aid certification, practice the measurements and calculations used daily on the sterile processing floor, and develop the workplace communication and career skills required to succeed in a hospital or surgical center environment. All content is mapped to the core knowledge domains tested on the HSPA CRCST and CBSPD CSPDT credentialing examinations.
Outcomes- Demonstrate OSHA General Industry safety standards as they apply to sterile processing, including proper PPE selection, hazard communication, and bloodborne pathogen precautions, achieving OSHA 10 card eligibility.
- Perform trade-relevant math calculations—including unit conversion between metric and US customary systems, dilution ratios for chemical solutions, and temperature conversions between Celsius and Fahrenheit—with at least 80% accuracy.
- Read, interpret, and apply technical documents used in sterile processing, including instrument manufacturer's Instructions for Use (IFU), Safety Data Sheets (SDS), and sterilizer cycle records.
- Use digital tools common to sterile processing departments, including computerized instrument tracking systems, electronic health record interfaces, and department communication platforms, to locate and document information accurately.
- Communicate professionally in written and verbal formats with surgical, nursing, and materials management colleagues, applying healthcare workplace etiquette and patient-safety-first principles.
- Develop a career plan for entry into sterile processing, including a professional resume, a completed mock credentialing exam eligibility checklist, and an understanding of the HSPA CRCST and CBSPD CSPDT examination requirements.
Course text
This foundational course builds the safety, mathematical, literacy, digital, and professional skills that every sterile processing technician needs before touching an instrument or entering a decontamination area. Students earn OSHA 10 recognition and CPR/First Aid certification, practice the measurements and calculations used daily on the sterile processing floor, and develop the workplace communication and career skills required to succeed in a hospital or surgical center environment. All content is mapped to the core knowledge domains tested on the HSPA CRCST and CBSPD CSPDT credentialing examinations.
How the course runs. 7 blocks: Healthcare Workplace Safety and OSHA 10 for Sterile Processing; First Aid, CPR, and Emergency Response in the Healthcare Setting; Trade Math and Measurement for Sterile Processing; Reading Technical Documents: IFUs, SDS Sheets, and Sterile Processing Records; Digital Tools for Sterile Processing Technicians; Healthcare Communication, Professionalism, and Teamwork; Career Readiness: Resume, Credentialing Roadmap, and Professional Identity.
What competent looks like. Demonstrate OSHA General Industry safety standards as they apply to sterile processing, including proper PPE selection, hazard communication, and bloodborne pathogen precautions, achieving OSHA 10 card eligibility. Perform trade-relevant math calculations—including unit conversion between metric and US customary systems, dilution ratios for chemical solutions, and temperature conversions between Celsius and Fahrenheit—with at least 80% accuracy. Read, interpret, and apply technical documents used in sterile processing, including instrument manufacturer's Instructions for Use (IFU), Safety Data Sheets (SDS), and sterilizer cycle records. Use digital tools common to sterile processing departments, including computerized instrument tracking systems, electronic health record interfaces, and department communication platforms, to locate and document information accurately. Communicate professionally in written and verbal formats with surgical, nursing, and materials management colleagues, applying healthcare workplace etiquette and patient-safety-first principles. Develop a career plan for entry into sterile processing, including a professional resume, a completed mock credentialing exam eligibility checklist, and an understanding of the HSPA CRCST and CBSPD CSPDT examination requirements.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Healthcare Workplace Safety and OSHA 10 for Sterile Processing | 28 | theory | Students will identify the OSHA General Industry standards most relevant to sterile processing—including hazard communication (HazCom/GHS), bloodborne pathogens, PPE, and ergonomics—and complete all ten units of the OSHA 10 curriculum at the passing threshold. |
| OSHA 10 General Industry authorized course materials; OSHA 1910 standards reference (bloodborne pathogens 1910.1030, HazCom 1910.1200, PPE 1910.132); model exposure control plan; sterile processing department scene photographs; nitrile gloves, safety glasses, face shield, impervious gown (for PPE donning demos); HSPA Central Service Technical Manual (current edition). | Students must pass the OSHA 10 final assessment at the program's authorized passing threshold to receive OSHA 10 card eligibility; in addition, the hazard hunt written worksheet is scored—students must correctly identify and cite at least 8 of 10 violations (80%) to demonstrate competency. |
| 2 | First Aid, CPR, and Emergency Response in the Healthcare Setting | 10 | lab | Students will demonstrate adult CPR with AED use and basic first aid skills at the level required for a nationally recognized CPR/First Aid certification, and will describe the emergency response procedures specific to a sterile processing department. |
| CPR/First Aid course kit (mannequins, AED trainer, pocket masks, gloves); eyewash station; model emergency action plan; case vignette handouts; first aid documentation forms. | Students must pass the CPR/First Aid/AED skills evaluation administered by the certified instructor (per the certifying organization's standard) to receive the certification card; the emergency response drill is evaluated by instructor observation using a pass/fail checklist—all critical steps (scene safety, call for help, correct intervention, documentation) must be performed correctly. |
| 3 | Trade Math and Measurement for Sterile Processing | 30 | practice | Students will accurately perform the calculations sterile processing technicians use every day, including metric-to-US unit conversions, Celsius-to-Fahrenheit temperature conversions, chemical dilution ratio calculations, and load cycle parameter recording, with at least 80% accuracy on a timed skills test. |
| Scientific calculator; metric rulers and measuring tapes; graduated cylinders (100 mL, 500 mL, 1000 mL); enzymatic cleaner concentrate (training-grade or simulate with colored water and label); model sterilizer printout strips; model SOPs with parameter ranges; math worksheet packets; HSPA Central Service Technical Manual (current edition). | A 25-question timed math skills test covering all calculation types; students must score at least 80% (20/25) to pass; any student scoring below 80% completes targeted remediation and one retake before advancing. |
| 4 | Reading Technical Documents: IFUs, SDS Sheets, and Sterile Processing Records | 22 | theory | Students will locate and correctly interpret critical information from instrument manufacturer Instructions for Use (IFU), Safety Data Sheets (SDS), and sterile processing department records, demonstrating understanding of why following IFUs exactly is a patient-safety requirement. |
| Printed and digital IFUs from at least three instrument types; SDS for common sterile processing chemicals; model load records, maintenance logs, and failure report forms; SDS binder (as used in actual departments); HSPA Central Service Technical Manual (current edition); AAMI ST79 (current edition, for reference to IFU-following requirements). | Students complete an IFU application quiz—given an instrument and three possible processing pathways, they must select the correct pathway and justify it using specific IFU language; passing score is 80%; instructor also evaluates the SDS worksheet for completeness and accuracy, requiring all PPE and first-aid fields correct to pass. |
| 5 | Digital Tools for Sterile Processing Technicians | 18 | demo | Students will navigate a simulated computerized instrument tracking system, locate department SOP documents in a digital management system, and use common communication and scheduling platforms used in healthcare to complete realistic department tasks. |
| Computers or tablets with internet access; demo access to an instrument tracking system (vendor demo or classroom simulation); simulated digital SOP folder structure; SBAR communication template; professional email rubric; HSPA Central Service Technical Manual (current edition). | Instructor observes and evaluates each student completing the full tracking system simulation cycle using a pass/fail checklist—all required scan and documentation steps must be completed correctly; the three digital communication drafts are graded against a rubric (clarity, accuracy, professional tone, completeness), with an overall score of 80% required to pass. |
| 6 | Healthcare Communication, Professionalism, and Teamwork | 20 | practice | Students will demonstrate professional verbal and written communication skills in sterile processing workplace scenarios, apply patient-safety-focused language, and describe the role of the sterile processing technician within the surgical and hospital care team. |
| Role-play scenario cards; team diagram template; scope-of-practice case study handouts; HSPA Code of Ethics; HSPA Central Service Technical Manual (current edition); grading rubrics for written work. | Role-play is evaluated by the instructor using an observable behavior checklist (patient safety language used, professional tone, correct information conveyed, appropriate escalation); students must meet all critical behaviors to pass; the scope-of-practice written responses are scored—students must correctly identify the ethical issue and correct action in at least 2 of 3 scenarios to pass. |
| 7 | Career Readiness: Resume, Credentialing Roadmap, and Professional Identity | 20 | practice | Students will produce a trade-specific professional resume, complete a mock credentialing exam eligibility checklist for both the HSPA CRCST and CBSPD CSPDT, and articulate a clear two-year career plan for entry and advancement in sterile processing. |
| Healthcare resume template; HSPA CRCST candidate handbook (current, from HSPA website); CBSPD CSPDT candidate handbook (current, from CBSPD website); local job posting printouts; career mapping worksheet; resume rubric; computer with internet access. | Resume is evaluated against a rubric (accuracy of trade terminology, completeness, professional formatting, no factual errors)—must score at least 80% to pass; credentialing eligibility checklist must be fully completed with all fields addressed and a written gap plan attached; two-year career plan is evaluated pass/fail by instructor against a completeness checklist (all four required elements present and plausible). |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| OSHA, Safety, and Regulatory Knowledge Exam | Written exam | 25% | 80% (40/50 items correct) | A 50-item multiple-choice and short-answer exam covering OSHA General Industry standards as they apply to sterile processing (bloodborne pathogens, HazCom/GHS, PPE, ergonomics), first aid and emergency response procedures, and the proper use and location of SDS documents. Items are written at the application level, presenting workplace scenarios for which students must identify the correct OSHA-compliant action, making this assessment directly relevant to the safety and regulatory knowledge domains tested on the HSPA CRCST and CBSPD CSPDT exams. Accuracy · Safety · Communication · Professionalism |
| Trade Math, Technical Reading, and Digital Tools Knowledge Exam | Written exam | 25% | 80% (40/50 items correct) | A 50-item timed exam (90 minutes) combining multiple-choice, calculation, and document-interpretation questions drawn from lessons on metric and temperature conversions, dilution ratios, sterilizer cycle record reading, IFU interpretation, and use of tracking system data. This exam mirrors the applied mathematics and technical literacy content areas found in both credentialing exams, ensuring students can perform these tasks accurately under timed conditions before they advance to trade-specific courses. Accuracy · Safety · Communication · Professionalism |
| Professional Portfolio Project | Project | 25% | Must score at least 80% overall on the portfolio rubric, with no category scoring below 70% | Students assemble a professional portfolio containing: (1) their final polished sterile processing resume, (2) the completed HSPA CRCST and CBSPD CSPDT credentialing eligibility checklists with written gap plans, (3) a two-year career plan with employer research evidence attached, and (4) a one-page personal statement connecting their prior experience to their goals in sterile processing. The portfolio is evaluated using a four-category rubric assessing accuracy of trade terminology, completeness, professional presentation, and evidence of self-directed research. Accuracy · Safety · Communication · Professionalism |
| Career Readiness Oral Defense | Oral / panel | 25% | Pass on all three critical response areas as evaluated by instructor; a single critical failure requires one retake after coaching | Each student participates in a 15-minute structured oral defense before the instructor and one invited industry guest (where available), responding to questions drawn from all six lesson areas: safety and OSHA, first aid, trade math, technical document reading, digital tools, and professionalism. The evaluator uses a scored rubric assessing accuracy, clarity, patient-safety reasoning, and professional demeanor; this format replicates the verbal accountability expected of sterile processing technicians who must be able to explain and justify their decisions to supervisors and clinical staff. Accuracy · Safety · Communication · Professionalism |
HLT-STER66-02 Trade course
Decontamination: Receiving, Sorting, and Processing Contaminated Instrumentation
88 hr · $1,265 COMPLIMENTARY
This course covers the full decontamination workflow used in a sterile processing department (SPD), from point-of-use handling and transport through manual cleaning, automated washer-disinfector operation, and inspection for cleanliness. Students learn the science behind bioburden reduction, the proper use of personal protective equipment (PPE), and the regulatory and standards framework—including OSHA bloodborne pathogen rules, AAMI ST79, and The Joint Commission expectations—that governs every step of the decontamination area.
Outcomes- Don, doff, and inspect full decontamination-area PPE correctly and explain the rationale for each item in terms of OSHA bloodborne pathogens and chemical-hazard standards.
- Receive, sort, and transport contaminated instruments safely using standard precautions, correctly identifying sharps, delicate items, and implants that require special handling.
- Perform point-of-use pre-cleaning steps, manual cleaning, and ultrasonic cleaning on a representative set of surgical instruments according to manufacturer instructions for use (IFU) and AAMI ST79 guidelines.
- Load, operate, and document results from an automated washer-disinfector or washer-decontaminator, interpreting cycle printouts to determine whether a load meets quality standards.
- Inspect cleaned instruments under magnification and adequate lighting, identifying soil, corrosion, damage, and biofilm indicators, and make correct disposition decisions.
- Complete decontamination area logs, quality records, and incident reports accurately, demonstrating compliance with documentation requirements relevant to HSPA CRCST and CBSPD CSPDT exam domains.
Course text
This course covers the full decontamination workflow used in a sterile processing department (SPD), from point-of-use handling and transport through manual cleaning, automated washer-disinfector operation, and inspection for cleanliness. Students learn the science behind bioburden reduction, the proper use of personal protective equipment (PPE), and the regulatory and standards framework—including OSHA bloodborne pathogen rules, AAMI ST79, and The Joint Commission expectations—that governs every step of the decontamination area.
How the course runs. 7 blocks: The Decontamination Area: Purpose, Layout, Standards, and PPE; Microbiology of Bioburden: Why Decontamination Matters; Point-of-Use Pre-Treatment, Transport, and Receiving; Manual Cleaning: Techniques, Chemistry, and Instrument Disassembly; Ultrasonic Cleaning and Automated Washer-Disinfector Operation; Post-Cleaning Inspection, Quality Assurance, and Disposition Decisions; Decontamination Documentation, Quality Systems, and Regulatory Compliance.
What competent looks like. Don, doff, and inspect full decontamination-area PPE correctly and explain the rationale for each item in terms of OSHA bloodborne pathogens and chemical-hazard standards. Receive, sort, and transport contaminated instruments safely using standard precautions, correctly identifying sharps, delicate items, and implants that require special handling. Perform point-of-use pre-cleaning steps, manual cleaning, and ultrasonic cleaning on a representative set of surgical instruments according to manufacturer instructions for use (IFU) and AAMI ST79 guidelines. Load, operate, and document results from an automated washer-disinfector or washer-decontaminator, interpreting cycle printouts to determine whether a load meets quality standards. Inspect cleaned instruments under magnification and adequate lighting, identifying soil, corrosion, damage, and biofilm indicators, and make correct disposition decisions. Complete decontamination area logs, quality records, and incident reports accurately, demonstrating compliance with documentation requirements relevant to HSPA CRCST and CBSPD CSPDT exam domains.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | The Decontamination Area: Purpose, Layout, Standards, and PPE | 10 | theory | Students will identify the regulatory and standards framework governing the decontamination area and correctly don and doff full decontamination PPE without coaching. |
| AAMI ST79 current edition (instructor-provided excerpts), OSHA 29 CFR 1910.1030 text, facility PPE ensemble sets (gowns, heavy-duty gloves, face shields, masks, shoe covers, hair covers), decontamination area diagram handouts, PPE donning/doffing checklist, whiteboard | Students complete a 20-question written quiz covering standards, workflow principles, and PPE rationale (pass: 75% or higher); PPE donning/doffing is evaluated live against a 10-point checklist with no critical errors (pass: 0 critical errors, defined as skipping a required item or improper disposal sequence). |
| 2 | Microbiology of Bioburden: Why Decontamination Matters | 10 | theory | Students will explain how proteins, biofilm, and microbial load on contaminated instruments interfere with downstream sterilization, and describe how each step of the decontamination process reduces that risk. |
| Prepared biofilm slides or digital images, compound microscopes, case study handouts, CDC CJD instrument guidance (instructor-provided excerpt), AAMI ST79 relevant sections, note-taking paper, whiteboard | Students submit a written case study response that correctly identifies at least four decontamination errors and proposes evidence-based corrections (pass: all four errors identified with accurate rationale); CJD protocol written plan is graded against a 6-point rubric covering sequencing, PPE, documentation, and disposal (pass: 5 of 6 points). |
| 3 | Point-of-Use Pre-Treatment, Transport, and Receiving | 12 | demo | Students will demonstrate point-of-use pre-cleaning and safe transport of a contaminated instrument tray from the simulated OR to the decontamination area using correct technique and documentation. |
| Simulated instrument trays (training instruments or decommissioned instruments), enzymatic pre-spray or foam per product IFU, closed transport containers with lids, simulated sharps (safety caps on needles or plastic replicas), paper receiving log forms, simulated SPD software or spreadsheet, PPE ensemble, transport cart | Instructor evaluates each student's transport and receiving performance using a 12-step skills checklist (pass: 11 of 12 steps correct with no sharps-safety errors); receiving log entries are reviewed for accuracy against the answer key (pass: no more than one data-entry error per log sheet). |
| 4 | Manual Cleaning: Techniques, Chemistry, and Instrument Disassembly | 18 | lab | Students will manually clean a set of at least eight surgical instruments—including box-lock, lumen, and multi-part items—following the IFU for each instrument and the selected cleaning chemistry, achieving visually soil-free results on post-cleaning inspection. |
| Decontamination sink with fill lines and splash guard, assorted training or decommissioned instruments (box-lock, lumen types, multi-part), instrument cleaning brushes (multiple sizes), enzymatic detergent concentrate and neutral pH detergent, measuring cups, pH/concentration test strips, IFU binders or laminated IFU cards, magnifying glass, inspection light, PPE ensemble, dilution log forms | Each student's cleaned instrument set is inspected by the instructor under magnification and direct light; pass standard is zero visible soil on all eight instruments and correct documentation of detergent lot, dilution, and water temperature on the dilution log. Any instrument failing inspection must be recleaned and re-inspected before the student may advance (lab log entry required for each attempt). |
| 5 | Ultrasonic Cleaning and Automated Washer-Disinfector Operation | 18 | lab | Students will load, operate, and interpret cycle documentation from both an ultrasonic cleaner and an automated washer-disinfector, correctly identifying passing and failing cycle parameters from printed or digital cycle records. |
| Ultrasonic cleaner with degassing function, aluminum foil (for foil/cavitation test), washer-disinfector (training or full-size), manufacturer IFU for each machine, assorted training instruments, washer racks and positioning accessories, cycle printout samples (instructor-prepared), lab log forms, PPE ensemble | Students must correctly classify at least five of six cycle printouts as pass or fail with accurate deviation identification (pass: 5 of 6 correct); equipment operation is evaluated on a 10-point checklist covering degassing, loading, cycle selection, and documentation, with pass at 9 of 10 correct steps and no safety deviations. |
| 6 | Post-Cleaning Inspection, Quality Assurance, and Disposition Decisions | 12 | practice | Students will inspect a set of 12 cleaned instruments under magnification and adequate lighting, accurately identifying all defects and making correct disposition decisions (pass, reprocess, remove from service) with written justification. |
| Assorted pre-prepared instruments with various defects (instructor-prepared), lighted magnification loupes or bench magnifier, inspection light source, protein residue detection test kit (manufacturer-provided), inspection record forms, disposition decision case study handouts, AAMI ST79 excerpts, PPE ensemble | Students must correctly identify defect presence or absence and make the correct disposition decision on at least 10 of 12 instruments (pass: 10 of 12 correct, with zero critical errors such as passing a grossly soiled instrument); protein test results and case study dispositions are reviewed by instructor against an answer key (pass: 5 of 6 case studies with correct justification). |
| 7 | Decontamination Documentation, Quality Systems, and Regulatory Compliance | 8 | theory | Students will complete a simulated decontamination area shift record, quality log, and an incident report that meet the documentation standards expected under AAMI ST79, accreditation requirements, and HSPA/CBSPD exam content areas. |
| Simulated shift documentation packet (instructor-prepared forms), sample completed/deficient shift logs for gap analysis, AAMI ST79 documentation guidance excerpts, HSPA CRCST exam content outline, CBSPD CSPDT exam content outline, pens, highlighters | Completed shift documentation packet is graded against a 15-point rubric covering required data fields, legibility, chemical lot documentation, equipment fault notation, and spill report completeness (pass: 13 of 15 points); gap analysis list must identify at least 8 of 10 planted deficiencies with accurate standard citations (pass: 8 of 10). |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Decontamination Written Knowledge Examination | Written exam | 25% | 75% or higher (minimum 38 of 50 questions correct) | A 50-question multiple-choice examination covering microbiology of bioburden, decontamination area standards (OSHA bloodborne pathogens, AAMI ST79), PPE selection and rationale, cleaning chemistry, automated equipment operation, inspection criteria, and documentation requirements. Questions are mapped to HSPA CRCST and CBSPD CSPDT decontamination content domains. Students who score below 75% complete a targeted remediation plan and retake an alternate-form exam before advancing. Standard met · Safety · Time · Quality/finish · Documentation |
| Manual and Automated Cleaning Skills Demonstration | Skills demonstration | 45% | Pass all critical steps with no critical safety errors; 90% of total checklist steps correct (minimum 18 of 20 steps) | The student receives a set of contaminated training instruments and must complete the full decontamination sequence—PPE donning, point-of-use pre-treatment, manual cleaning with correct chemistry dilution, ultrasonic cleaning with degassing and foil test, washer-disinfector loading and cycle selection, post-cycle inspection, disposition recording, and PPE doffing—while an instructor evaluates each step against a 20-item checklist in real time. Any critical safety error (such as a sharps-handling failure or removing PPE before the area is cleared) results in an immediate stop and mandatory retest after remediation. Standard met · Safety · Time · Quality/finish · Documentation |
| Decontamination Lab Log | Log | 15% | All seven lesson lab log entries submitted; average score of 80% or higher across all entries; no entry with a critical documentation gap (missing chemical lot, unsigned cycle record, or undocumented equipment fault) | Throughout the course students maintain a running lab log documenting every hands-on session: equipment checks, chemical dilutions, cycle parameters, inspection findings, and disposition decisions. Each entry is reviewed and initialed by the instructor at the end of the class session. The completed log is submitted at the end of the course and evaluated for completeness, accuracy, and professional documentation standards consistent with AAMI ST79 and SPD department practice. Standard met · Safety · Time · Quality/finish · Documentation |
| Decontamination Area Safety Competency Check | Safety audit | 15% | 100% on all six critical safety behaviors; overall checklist score of 90% or higher (minimum 9 of 10 items correct) | An unannounced or minimally-announced practical safety observation is conducted during one of the lab sessions; the instructor uses a 10-item checklist to verify that the student consistently maintains correct PPE throughout the session, disposes of sharps safely, follows the dirty-to-clean workflow without backtracking, handles chemical concentrates per Safety Data Sheet (SDS) requirements, uses the eyewash correctly in a simulated exposure drill, and completes a spill response simulation. Failure on any of the six critical safety items requires immediate remediation and a recheck before the student may return to the decontamination lab. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-STER66-03 Trade course
Surgical Instrument Identification and Handling
88 hr · $1,265 COMPLIMENTARY
Students learn to identify, name, classify, and inspect the full range of surgical instruments and instrument sets used in perioperative and procedural settings, applying manufacturer guidelines and facility standards. Emphasis is placed on hands-on recognition of instrument design, function, material composition, and condition assessment to support accurate assembly and quality control. Lesson content maps directly to the HSPA CRCST and CBSPD CSPDT exam domains covering instrument identification, assembly, and inspection.
Outcomes- Identify and name at least 150 common surgical instruments by category, design feature, and clinical function with 80% or greater accuracy on a written and practical exam.
- Classify instruments into the correct functional category (cutting, clamping, grasping, retracting, suturing, viewing, or specialty) and match each to its typical surgical service.
- Inspect instruments for defects including misalignment, pitting, corrosion, broken insulation, and damaged tips using magnification loupes and standardized inspection criteria, documenting findings on an inspection log.
- Assemble a minimum of three complete instrument sets from a count sheet, placing instruments in correct tray position and verifying completeness and functionality before wrap.
- Apply manufacturer instructions for use (IFU) and facility protocols to determine correct handling, inspection criteria, and tray configuration for standard and complex instruments including powered and endoscopic devices.
- Demonstrate safe instrument handling techniques that protect instrument integrity, prevent sharps injuries, and maintain patient safety throughout the inspection and assembly workflow.
Course text
Students learn to identify, name, classify, and inspect the full range of surgical instruments and instrument sets used in perioperative and procedural settings, applying manufacturer guidelines and facility standards. Emphasis is placed on hands-on recognition of instrument design, function, material composition, and condition assessment to support accurate assembly and quality control. Lesson content maps directly to the HSPA CRCST and CBSPD CSPDT exam domains covering instrument identification, assembly, and inspection.
How the course runs. 7 blocks: Instrument Anatomy, Materials, and Classification Systems; General Surgery Instruments: Identification and Function; Specialty Instrument Sets: Orthopedic, Cardiovascular, OB/GYN, and Ophthalmology; Minimally Invasive, Robotic, and Powered Instruments; Instrument Inspection: Defect Recognition and Quality Control; Tray Assembly, Count Sheets, and Documentation; Integrated Instrument ID Practical: Full Tray Assembly and Oral Defense.
What competent looks like. Identify and name at least 150 common surgical instruments by category, design feature, and clinical function with 80% or greater accuracy on a written and practical exam. Classify instruments into the correct functional category (cutting, clamping, grasping, retracting, suturing, viewing, or specialty) and match each to its typical surgical service. Inspect instruments for defects including misalignment, pitting, corrosion, broken insulation, and damaged tips using magnification loupes and standardized inspection criteria, documenting findings on an inspection log. Assemble a minimum of three complete instrument sets from a count sheet, placing instruments in correct tray position and verifying completeness and functionality before wrap. Apply manufacturer instructions for use (IFU) and facility protocols to determine correct handling, inspection criteria, and tray configuration for standard and complex instruments including powered and endoscopic devices. Demonstrate safe instrument handling techniques that protect instrument integrity, prevent sharps injuries, and maintain patient safety throughout the inspection and assembly workflow.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Instrument Anatomy, Materials, and Classification Systems | 12 | theory | Students will classify surgical instruments into the six major functional categories and identify at least four material types used in instrument manufacturing, explaining how material affects care and reprocessing decisions. |
| Instrument anatomy diagrams, instrument photo card set (minimum 60 cards), sample instrument pieces or full instruments representing each material type, HSPA Central Service Technical Manual current edition, manufacturer IFU binders, whiteboard | Exit quiz of 20 matching questions (instrument name to category and material); pass mark 80%. Instructor observes card-sort and corrects misclassifications before end of session. |
| 2 | General Surgery Instruments: Identification and Function | 14 | demo | Students will identify by name and function at least 40 general surgery instruments—including common clamps, scissors, forceps, retractors, and needle holders—when presented individually or within a tray, achieving 80% accuracy on a practical spot-check. |
| Full set of general surgery instruments (clamps: Kelly, Kocher, Allis, Babcock, Crile; scissors: Mayo, Metzenbaum, iris; forceps: thumb, tissue, Russian, Adson; retractors: Richardson, Army-Navy, Weitlaner; needle holders: Mayo-Hegar, Crile-Wood), printed instrument reference sheets, laparotomy tray count sheet, instrument trays and stringers, HSPA Central Service Technical Manual | Practical spot-check: instructor selects 20 instruments at random from the tray; student must name each correctly and state one function. Pass mark: 16 of 20 correct (80%). Errors are documented and reviewed immediately. |
| 3 | Specialty Instrument Sets: Orthopedic, Cardiovascular, OB/GYN, and Ophthalmology | 14 | demo | Students will identify and correctly name specialty instruments from at least four surgical service lines and state one handling or inspection consideration unique to each service's instrumentation. |
| Specialty instrument sets or representative samples for orthopedic, cardiovascular, OB/GYN, and ophthalmology services; IFU binders; specialty tray count sheets; tip protectors and stringers; instrument identification reference posters; HSPA Central Service Technical Manual specialty chapters | Instructor uses a 20-item identification quiz (10 written, 10 practical) drawn from all four specialty areas. Pass mark 80%. Students who score below 80% complete a targeted remediation drill with the instructor before the next lesson. |
| 4 | Minimally Invasive, Robotic, and Powered Instruments | 14 | lab | Students will identify the major components of laparoscopic, robotic, and powered surgical instruments and apply IFU guidance to determine correct disassembly sequence and inspection points for a minimum of five devices. |
| Laparoscopic instrument set (trocars, graspers, scissors, irrigators), robotic instrument display components or anatomical teaching models, powered instrument training models or deactivated devices, magnification loupes, IFU binders, inspection checklists, lab log forms | Completed inspection checklist for three devices (one laparoscopic, one robotic component, one powered instrument) reviewed by instructor; all critical inspection points must be addressed and any defects correctly flagged. Pass mark: all three checklists complete and accurate with no missed safety-critical defect. Student must verbally explain the disassembly sequence for the laparoscopic device. |
| 5 | Instrument Inspection: Defect Recognition and Quality Control | 16 | lab | Students will inspect a mixed tray of instruments containing deliberately introduced defects, correctly identify at minimum 80% of defects using standardized criteria, and document findings on a facility-style inspection log. |
| Pre-loaded defect tray (minimum 20 instruments with introduced defects covering at least six defect types), magnification loupes, illuminated magnification lamp, insulation integrity tester or simulation protocol, inspection log forms, red out-of-service tags, HSPA Central Service Technical Manual inspection chapter, AAMI ST79 general guidance (as reference text) | Inspection log reviewed by instructor; student must correctly identify and document at least 80% of planted defects. Disposition recommendations are evaluated for accuracy; any defect classified as 'return to service' that is actually safety-critical is an automatic remediation trigger. Student must also correctly complete all required fields on the log form. |
| 6 | Tray Assembly, Count Sheets, and Documentation | 12 | practice | Students will accurately assemble two complete instrument trays from written count sheets, place instruments in correct tray sequence, complete all required documentation, and achieve a zero-error count on a final verification check. |
| Instrument trays and baskets, stringers and tip protectors, count sheets (three service lines), tray assembly documentation forms, verification checklists, general surgery and orthopedic instrument sets, pens, HSPA Central Service Technical Manual chapter on set assembly | Instructor performs a blind count verification on each student's completed tray; pass standard is zero missing or substituted instruments and a fully completed documentation form. Any count error or missing documentation field requires immediate correction and re-verification before the student advances. |
| 7 | Integrated Instrument ID Practical: Full Tray Assembly and Oral Defense | 6 | practice | Students will demonstrate mastery by independently assembling a complete instrument tray from a count sheet, performing a full inspection of all instruments, completing all documentation, and correctly answering instructor questions about instrument identity, function, and inspection findings. |
| Sealed tray assignment envelopes, mixed instrument pool representing all units covered, tray count sheets, inspection log forms, documentation record forms, magnification loupes, illuminated magnification lamp, tip protectors, stringers, grading rubric | Instructor uses a scored rubric: tray assembly accuracy (zero count errors required), inspection documentation completeness (all fields completed), and oral defense (minimum 6 of 8 instrument questions answered correctly for name, category, and inspection criterion). Overall pass mark: 80% of total rubric points. Any count error automatically lowers the tray assembly section score to zero and triggers remediation. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Instrument Identification Written Exam | Written exam | 25% | 80% correct (40 of 50 items) | A 50-item written exam covering instrument names, functional categories, material types, specialty service associations, and IFU interpretation, including photo-based identification questions drawn from all lesson units. Items are mapped to the HSPA CRCST Assembly and Inspection domain and the CBSPD CSPDT Instrument Identification domain. Standard met · Safety · Time · Quality/finish · Documentation |
| Practical Skills Demonstration: Tray Assembly and Inspection | Skills demonstration | 45% | Zero count errors on tray assembly; minimum 80% on inspection accuracy rubric; all documentation fields completed | The student independently assembles a complete instrument tray from a count sheet, inspects all instruments using magnification and standardized criteria, completes the assembly documentation record, and presents findings to the instructor in a five-minute oral defense. Scored with a rubric covering assembly accuracy, inspection correctness, documentation completeness, and communication of findings. Standard met · Safety · Time · Quality/finish · Documentation |
| Lab Log Portfolio | Log | 15% | All seven lesson lab log entries present, complete, and signed off by instructor; no critical inspection decision errors left uncorrected | Students maintain a running lab log throughout the course, recording instrument inspection findings, defect descriptions, tray assembly counts, and corrective action notes from each lab and practice session. The completed portfolio is submitted at the end of the course and reviewed for completeness, accuracy, and evidence of progressive skill development. Standard met · Safety · Time · Quality/finish · Documentation |
| Sharps and Instrument Handling Safety Check | Safety audit | 15% | Pass/fail; all critical safety behaviors must be demonstrated correctly with zero critical errors | A structured observation checklist used during any lab or practice session in which the instructor verifies that the student consistently uses sharps safety techniques (one-handed neutral zone passing, no hand-to-hand sharps transfer), wears required PPE when handling soiled or sharp instruments, applies tip protectors correctly, and flags out-of-service instruments appropriately. Any single critical safety violation results in an automatic fail and mandatory safety remediation before the student continues lab work. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-STER66-04 Trade course
Sterilization Methods for Sterile Processing
87 hr · $1,255 COMPLIMENTARY
This course covers the principles, equipment, parameters, and quality controls for all major sterilization modalities used in healthcare sterile processing departments, including steam, ethylene oxide, hydrogen peroxide gas plasma, and dry heat. Students learn to select the correct sterilization method for specific devices, operate and monitor sterilization equipment, and interpret biological, chemical, and mechanical monitoring results. Content is directly aligned with HSPA CRCST and CBSPD CSPDT exam domains covering sterilization principles and quality assurance.
Outcomes- Explain the mechanism of action and critical parameters for steam, ethylene oxide, hydrogen peroxide gas plasma, dry heat, and liquid chemical sterilization, citing the rationale for each parameter.
- Select the appropriate sterilization method for a given medical device based on device material compatibility, manufacturer's instructions for use (IFU), and sterilization efficacy requirements.
- Correctly load, operate, and unload a steam sterilizer (prevacuum and gravity displacement cycles) and a low-temperature sterilizer following written procedures and manufacturer IFU.
- Perform and correctly interpret biological indicator (BI), chemical indicator (CI Classes 1–6), and Bowie-Dick test results, and initiate the proper recall and documentation response when a cycle fails.
- Complete sterilization load records and equipment logs that meet the documentation standards required by accrediting bodies and infection-control regulations.
- Demonstrate safe handling of sterilant agents, including personal protective equipment use and emergency response procedures for exposure incidents.
Course text
This course covers the principles, equipment, parameters, and quality controls for all major sterilization modalities used in healthcare sterile processing departments, including steam, ethylene oxide, hydrogen peroxide gas plasma, and dry heat. Students learn to select the correct sterilization method for specific devices, operate and monitor sterilization equipment, and interpret biological, chemical, and mechanical monitoring results. Content is directly aligned with HSPA CRCST and CBSPD CSPDT exam domains covering sterilization principles and quality assurance.
How the course runs. 7 blocks: Principles of Sterilization: Microbial Kill, SAL, and Method Overview; Steam Sterilization: Parameters, Cycles, Equipment Operation, and Loading; Low-Temperature Sterilization: EO, Hydrogen Peroxide Gas Plasma, and Other Modalities; Biological, Chemical, and Mechanical Monitoring: Theory and Interpretation; Bowie-Dick Test, Air Removal Testing, and Cycle Qualification; Documentation, Record Retention, and Regulatory Requirements; Integrated Sterilization Competency: Full-Cycle Quality Assurance Simulation.
What competent looks like. Explain the mechanism of action and critical parameters for steam, ethylene oxide, hydrogen peroxide gas plasma, dry heat, and liquid chemical sterilization, citing the rationale for each parameter. Select the appropriate sterilization method for a given medical device based on device material compatibility, manufacturer's instructions for use (IFU), and sterilization efficacy requirements. Correctly load, operate, and unload a steam sterilizer (prevacuum and gravity displacement cycles) and a low-temperature sterilizer following written procedures and manufacturer IFU. Perform and correctly interpret biological indicator (BI), chemical indicator (CI Classes 1–6), and Bowie-Dick test results, and initiate the proper recall and documentation response when a cycle fails. Complete sterilization load records and equipment logs that meet the documentation standards required by accrediting bodies and infection-control regulations. Demonstrate safe handling of sterilant agents, including personal protective equipment use and emergency response procedures for exposure incidents.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Principles of Sterilization: Microbial Kill, SAL, and Method Overview | 10 | theory | Students will explain the concept of sterility assurance level (SAL), the microbial hierarchy of resistance, and the distinguishing characteristics of each major sterilization modality used in healthcare. |
| Whiteboard and markers, laminated card-sort sets, HSPA Central Service Technical Manual (current edition) Chapters on sterilization principles, CBSPD study guide sterilization section, structured notes organizer handout | Exit-ticket quiz of 10 multiple-choice questions covering SAL, D-value, microbial hierarchy, and modality overview; pass mark 80% correct; instructor reviews incorrect answers with each student before next lesson. |
| 2 | Steam Sterilization: Parameters, Cycles, Equipment Operation, and Loading | 18 | lab | Students will correctly load, program, operate, and unload a gravity-displacement and a prevacuum steam sterilizer, verifying that all critical parameters (time, temperature, pressure, steam quality) were met before releasing a load. |
| Prevacuum and gravity steam sterilizers, stainless steel instrument trays, perforated tray inserts, wicking towels, peel pouches and sealer, hard-case sterilization containers, sterilization tape (Class 1 CI), HSPA Central Service Technical Manual, manufacturer IFU for equipment and containers, cycle log forms | Instructor uses a 20-point skills checklist observing each student independently load and operate a prevacuum cycle, interpret the printout, and complete the cycle log; pass mark is 16/20 with no critical errors (critical errors: incorrect temperature selected, load released without verifying all parameters, wet pack not reported); any critical error requires immediate remediation and recheck. |
| 3 | Low-Temperature Sterilization: EO, Hydrogen Peroxide Gas Plasma, and Other Modalities | 14 | demo | Students will describe the operating principles, critical parameters, material compatibility requirements, and safety precautions for ethylene oxide (EO) and hydrogen peroxide gas plasma sterilization, and demonstrate safe handling procedures for sterilant cassettes and EO cartridges. |
| Hydrogen peroxide gas plasma sterilizer (lab unit) or manufacturer training model, inert EO and H₂O₂ training props/mock cartridges, SDS binder for all sterilants, device IFU excerpts packet, material compatibility reference chart, PPE (gloves, eye protection, lab coat), observation worksheets, case-study packets | Instructor-scored 15-point safety and procedure checklist completed during the PPE and safe-handling drill; pass mark 12/15 with zero tolerance for missing required PPE or incorrect emergency response step; written case-study answers graded for accuracy with 80% required to advance. |
| 4 | Biological, Chemical, and Mechanical Monitoring: Theory and Interpretation | 12 | theory | Students will distinguish among biological, chemical, and mechanical monitoring methods, identify the ANSI/AAMI CI classification classes, and accurately interpret monitor results to determine load release or recall status. |
| Laminated monitoring result cards (BI, CI, printout photos), AAMI ST79 summary reference handout, HSPA Central Service Technical Manual monitoring chapter, classification table worksheet, scenario description cards, whiteboard for group protocol mapping | 20-item written interpretation quiz using the same style of laminated card images reproduced in print; students classify each result and state required action; pass mark 80% (16/20); instructor reviews all incorrect answers individually. |
| 5 | Bowie-Dick Test, Air Removal Testing, and Cycle Qualification | 8 | lab | Students will correctly perform and interpret a Bowie-Dick test and an air-removal/leak test on a prevacuum steam sterilizer, and document results on an equipment qualification log. |
| Prevacuum steam sterilizer, commercial Bowie-Dick test packs, printed Bowie-Dick comparison sheets (pass and fail examples), equipment qualification log forms, out-of-service tags, department policy flowchart handout, HSPA Central Service Technical Manual | Instructor directly observes each student's independent Bowie-Dick run using a 10-point checklist (placement, cycle selection, interpretation, documentation); pass mark 8/10; any error in interpretation or documentation triggers immediate correction and a second attempt before the lesson closes. |
| 6 | Documentation, Record Retention, and Regulatory Requirements | 10 | practice | Students will complete accurate sterilization load records, equipment maintenance logs, and a simulated product recall trace using documentation systems that meet accreditation and infection-control standards. |
| Paper load record forms, simulated computerized tracking system (spreadsheet or training software), recall documentation form, sample completed log packet, equipment maintenance log, accreditation standards summary handout (The Joint Commission and AAMI references as applicable), role-play scenario cards | Students submit three completed load records and a completed recall documentation form; instructor grades against a 15-point rubric (all required fields present, parameters correctly recorded, recall steps complete and in order); pass mark 12/15 with all required fields present. |
| 7 | Integrated Sterilization Competency: Full-Cycle Quality Assurance Simulation | 15 | lab | Students will independently execute a complete sterilization quality assurance cycle — from pre-use equipment checks through load release or rejection — integrating monitoring, documentation, and decision-making skills under realistic department conditions. |
| Prevacuum steam sterilizer, all wrapping and loading supplies, BI incubator and BI vials, commercial Bowie-Dick test pack, CI strips and integrators, complete documentation packet (load record, BI log, equipment check form), peer-review rubric, HSPA Central Service Technical Manual | Instructor-scored comprehensive competency checklist (25 points) covering pre-use check, loading technique, cycle selection, monitoring interpretation, documentation completeness, and release decision accuracy; pass mark 20/25 with no critical errors (critical errors: releasing a load with a failed BI or failed CI, omitting operator signature, incorrect cycle for device type); students who do not pass receive targeted remediation and must repeat the full simulation. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Sterilization Methods Knowledge Exam | Written exam | 25% | 80% correct (40/50 questions) | A 50-item multiple-choice exam administered at the end of the course covering all lesson content: sterilization principles and SAL, steam and low-temperature modality parameters, material compatibility, monitoring interpretation (BI, CI, mechanical), and documentation requirements. Items are written at the application and analysis level to mirror the question style found in HSPA CRCST and CBSPD CSPDT certification exams. Standard met · Safety · Time · Quality/finish · Documentation |
| Sterilization Operations Skills Demonstration | Skills demonstration | 45% | Minimum 20/25 points on the comprehensive competency checklist with zero critical errors | The instructor observes each student independently complete a full quality assurance cycle on the prevacuum steam sterilizer — pre-use check, correct loading of a mixed load, Bowie-Dick test, full cycle run, monitoring interpretation, and load release documentation — using the same 25-point checklist from Lesson 7. This demonstration is the primary skills-based credential exam-aligned competency check for HSPA CRCST and CBSPD CSPDT sterilization domains. Standard met · Safety · Time · Quality/finish · Documentation |
| Sterilization Lab Log Portfolio | Log | 15% | All required entries present and 85% of graded elements rated satisfactory or above on the rubric | Students submit a complete lab log binder assembled across all hands-on lessons, including: signed cycle records from Lessons 2 and 7, Bowie-Dick test sheets with written interpretations from Lesson 5, monitoring interpretation worksheets from Lesson 4, documentation forms from Lesson 6, and the peer-review reflection from Lesson 7. The log demonstrates consistent, accurate documentation practice expected in real sterile processing departments. Standard met · Safety · Time · Quality/finish · Documentation |
| Chemical and Biological Monitoring Safety Check | Safety audit | 15% | 100% on all safety-critical items; non-safety items at 80% | A structured practical safety check in which the instructor presents each student with a positive BI result scenario and a sterilant exposure scenario; the student must correctly identify required PPE, initiate the recall process, locate the SDS, and describe the emergency response without prompting. Any failure on a safety-critical item (failure to don PPE, failure to take sterilizer out of service after positive BI, failure to locate SDS) results in immediate remediation and a mandatory recheck before the student advances to Course 5. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-STER66-05 Trade course
Sterile Processing Inventory Management
87 hr · $1,255 COMPLIMENTARY
This course covers the full inventory lifecycle in a sterile processing department (SPD), including receiving, tracking, rotating, and managing surgical instruments, implants, sterile supplies, and loaner sets. Students learn demand forecasting basics, par-level management, vendor relations, documentation systems, and regulatory compliance requirements that directly support patient safety and uninterrupted OR schedules. Lessons map to HSPA CRCST exam content areas covering inventory control and supply management, and to CBSPD CSPDT exam domains addressing equipment management and departmental operations.
Outcomes- Receive, inspect, and document incoming sterile supplies, loaner instruments, and implants according to facility policy and manufacturer instructions for use (IFU).
- Establish and maintain par levels for sterile stock using first-in, first-out (FIFO) rotation and expiration-date monitoring to prevent expired or compromised items from reaching the patient.
- Operate computerized inventory management systems to record transactions, generate shortage alerts, produce usage reports, and reconcile discrepancies.
- Manage loaner instrument sets and implants from vendor notification through return, including required cleaning verification documentation before any instrument enters the decontamination cycle.
- Apply cost-control principles—including charge capture, waste reduction, and preference-card accuracy—to support departmental budget goals without compromising sterility assurance.
- Identify and report inventory-related events that pose a patient safety risk, such as product recalls, integrity failures, or missing implant documentation, following facility and regulatory reporting procedures.
Course text
This course covers the full inventory lifecycle in a sterile processing department (SPD), including receiving, tracking, rotating, and managing surgical instruments, implants, sterile supplies, and loaner sets. Students learn demand forecasting basics, par-level management, vendor relations, documentation systems, and regulatory compliance requirements that directly support patient safety and uninterrupted OR schedules. Lessons map to HSPA CRCST exam content areas covering inventory control and supply management, and to CBSPD CSPDT exam domains addressing equipment management and departmental operations.
How the course runs. 7 blocks: SPD Inventory Systems: Structure, Stakeholders, and Regulatory Framework; Receiving, Inspection, and Documentation of Sterile Supplies and Instruments; Par Levels, FIFO Rotation, and Expiration Management; Computerized Inventory Management Systems; Loaner Instruments and Implant Management; Cost Control, Charge Capture, and Preference Card Management; Product Recalls, Event-Related Outdates, and Safety Reporting.
What competent looks like. Receive, inspect, and document incoming sterile supplies, loaner instruments, and implants according to facility policy and manufacturer instructions for use (IFU). Establish and maintain par levels for sterile stock using first-in, first-out (FIFO) rotation and expiration-date monitoring to prevent expired or compromised items from reaching the patient. Operate computerized inventory management systems to record transactions, generate shortage alerts, produce usage reports, and reconcile discrepancies. Manage loaner instrument sets and implants from vendor notification through return, including required cleaning verification documentation before any instrument enters the decontamination cycle. Apply cost-control principles—including charge capture, waste reduction, and preference-card accuracy—to support departmental budget goals without compromising sterility assurance. Identify and report inventory-related events that pose a patient safety risk, such as product recalls, integrity failures, or missing implant documentation, following facility and regulatory reporting procedures.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | SPD Inventory Systems: Structure, Stakeholders, and Regulatory Framework | 10 | theory | Students will explain how SPD inventory fits within the broader hospital supply chain, identify key internal and external stakeholders, and describe regulatory and accreditation requirements that govern sterile supply management. |
| HSPA Central Service Technical Manual (current edition), CBSPD study guide, Joint Commission Environment of Care and Infection Prevention standards (current), whiteboard, printed supply-chain flowchart handout | Exit quiz of 10 multiple-choice questions covering stakeholder roles, regulatory bodies, and accreditation requirements; pass mark is 80% (8/10 correct). |
| 2 | Receiving, Inspection, and Documentation of Sterile Supplies and Instruments | 14 | lab | Students will perform the complete receiving process—verifying quantities, inspecting packaging integrity, reading expiration dates, and entering data into an inventory record—for a mixed shipment of sterile supplies and instrument sets. |
| Simulated shipment of sterile supplies (expired items, damaged packaging included as teaching samples), paper receiving log forms, sample manufacturer IFUs, barcode scanner or handheld device (if available), HSPA Central Service Technical Manual | Skills rubric: student correctly receives, inspects, and documents all 20 line items with no missed integrity defects and no more than two data-entry errors; pass mark is successful completion of all critical steps on the rubric with a score of at least 80%. |
| 3 | Par Levels, FIFO Rotation, and Expiration Management | 12 | practice | Students will set par levels for a defined sterile-supply area, rotate stock using FIFO, pull and quarantine expired or event-related items, and document each action according to policy. |
| Stock rotation shelving unit or cart, mixed-date sterile package samples, par-level calculation worksheet, pull-log and recall-documentation forms, calculator, HSPA Central Service Technical Manual | Instructor observes rotation activity; all items must be correctly sequenced, expired items pulled with 100% accuracy, and pull log completed without omissions; par-level calculations are graded with a pass mark of 80% correct answers. |
| 4 | Computerized Inventory Management Systems | 14 | demo | Students will use a computerized inventory management system (or simulation software) to enter receipts, process issues, generate usage reports, and investigate and resolve a stock discrepancy. |
| Computer workstations with SPD inventory simulation software or a spreadsheet-based simulation, sample usage reports (printed and digital), discrepancy investigation log template, HSPA Central Service Technical Manual chapter on information management | Students submit a completed discrepancy-investigation log and usage-report summary; log must identify the correct error source and contain all required documentation fields; usage report must accurately reflect system data; pass mark is 80% of rubric points. |
| 5 | Loaner Instruments and Implant Management | 15 | lab | Students will process a loaner instrument set from vendor notification to return—including advance notice verification, condition inspection, cleaning documentation, and post-use return paperwork—in accordance with HSPA guidelines and facility policy. |
| Simulated loaner orthopedic instrument set with packing list, loaner intake and return forms, implant documentation log, sample implant stickers, vendor notification email template, HSPA Central Service Technical Manual loaner chapter, AORN guidelines (relevant sections) | Instructor uses a step-by-step competency checklist; students must complete 100% of critical safety steps (advance notice verification, implant lot documentation, damage notation) and at least 80% of all checklist items to pass. |
| 6 | Cost Control, Charge Capture, and Preference Card Management | 12 | theory | Students will explain how accurate preference cards, charge capture, and waste-reduction practices affect departmental costs and describe their individual role in maintaining these controls. |
| Sample preference cards (current and outdated versions), mock OR case record, sample charge master excerpt, waste log spreadsheet, calculator, HSPA Central Service Technical Manual | Written preference-card comparison report and charge-capture worksheet graded on a rubric; student must correctly identify all discrepancies and calculate costs within a 5% margin of error; pass mark is 80% of rubric points. |
| 7 | Product Recalls, Event-Related Outdates, and Safety Reporting | 10 | practice | Students will execute a complete product-recall response—including identification, quarantine, documentation, and notification—and explain when and how to file a safety report to facility risk management or a regulatory body. |
| Fictional FDA recall notice, facility recall response form, event-related outdate policy handout, incident report template, simulated inventory and usage log, HSPA Central Service Technical Manual, MedWatch overview handout | Instructor reviews completed recall response form, event-related outdate documentation, and incident report; all critical fields must be completed accurately and quarantine must be 100% complete; pass mark is 80% of rubric points with zero tolerance for missing implant lot documentation. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Inventory Knowledge Exam | Written exam | 25% | Score of 80% or higher (40 of 50 questions correct) | A 50-item multiple-choice and short-answer examination covering inventory system structure, regulatory requirements, par-level principles, FIFO, loaner and implant management, charge capture, and recall procedures; questions are aligned to HSPA CRCST and CBSPD CSPDT exam content domains for inventory and supply management. Students must achieve 80% to pass; those who do not pass may remediate and retest once within one week. Standard met · Safety · Time · Quality/finish · Documentation |
| Loaner Set and Implant Processing Skills Demonstration | Skills demonstration | 45% | 100% completion of all critical-safety steps; overall rubric score of 80% or higher | The student independently processes a complete simulated loaner instrument and implant set from vendor delivery through documentation and staged return while an instructor evaluates performance using a standardized competency checklist; critical-safety steps—advance notice verification, implant lot-number recording, damage documentation, and quarantine of flagged items—must each be completed correctly for a passing result. Standard met · Safety · Time · Quality/finish · Documentation |
| Inventory Lab Log | Log | 15% | All seven required entries submitted; average rubric score of 80% or higher across entries | Throughout the course students maintain a cumulative lab log with one dated entry per lab or practice lesson documenting the procedure performed, the materials used, results or findings, any errors encountered and how they were corrected, and a brief reflection connecting the activity to patient safety; the log is submitted at the end of the course and graded on accuracy, completeness, and professional documentation standards. Standard met · Safety · Time · Quality/finish · Documentation |
| Recall and Expired-Item Safety Check | Safety audit | 15% | 100% quarantine accuracy; all required documentation fields completed with no critical omissions | In a timed, unannounced simulation during the final week, the instructor distributes a recall notice and plants expired and affected items throughout the simulated stock area; the student must locate every affected item, quarantine all of them, complete the recall response form, and identify the correct reporting pathway with no coaching; a single missed affected item or missing implant lot number constitutes an automatic failure requiring full remediation before course completion. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-STER66-06 Trade course
Infection Control for Sterile Processing
87 hr · $1,255 COMPLIMENTARY
This course builds the foundational microbiology, isolation precaution, and regulatory knowledge that underpins every task a sterile processing technician performs. Students learn how pathogens are transmitted, how Standard and Transmission-Based Precautions interrupt that chain, and how OSHA Bloodborne Pathogen standards and facility infection-control policies govern daily work in the decontamination and sterile-storage zones. Content maps directly to the Infection Control and Microbiology domains tested on both the HSPA CRCST and CBSPD CSPDT credentialing examinations.
Outcomes- Explain the chain of infection and identify the control point targeted by each sterile processing intervention.
- Correctly apply Standard Precautions and the appropriate Transmission-Based Precaution category when handling instruments from patients on isolation status.
- Interpret OSHA Bloodborne Pathogen standard requirements and demonstrate compliant work practices, including exposure-incident response.
- Distinguish among cleaning, disinfection levels, and sterilization, and match the correct process to an instrument's Spaulding Classification.
- Read and apply Safety Data Sheets, facility infection-control policies, and regulatory guidance relevant to the sterile processing environment.
- Document infection-control checks, near-miss events, and surveillance data accurately using department forms and electronic tools.
Course text
This course builds the foundational microbiology, isolation precaution, and regulatory knowledge that underpins every task a sterile processing technician performs. Students learn how pathogens are transmitted, how Standard and Transmission-Based Precautions interrupt that chain, and how OSHA Bloodborne Pathogen standards and facility infection-control policies govern daily work in the decontamination and sterile-storage zones. Content maps directly to the Infection Control and Microbiology domains tested on both the HSPA CRCST and CBSPD CSPDT credentialing examinations.
How the course runs. 7 blocks: Microbiology Fundamentals for Sterile Processing; The Chain of Infection and Sterile Processing's Role in Breaking It; Standard Precautions and Transmission-Based Precautions in Practice; OSHA Bloodborne Pathogen Standard and Exposure Control; Spaulding Classification and Levels of Infection Control; Facility Infection Control Policy, Surveillance, and Documentation; Integrated Infection Control Simulation and Review.
What competent looks like. Explain the chain of infection and identify the control point targeted by each sterile processing intervention. Correctly apply Standard Precautions and the appropriate Transmission-Based Precaution category when handling instruments from patients on isolation status. Interpret OSHA Bloodborne Pathogen standard requirements and demonstrate compliant work practices, including exposure-incident response. Distinguish among cleaning, disinfection levels, and sterilization, and match the correct process to an instrument's Spaulding Classification. Read and apply Safety Data Sheets, facility infection-control policies, and regulatory guidance relevant to the sterile processing environment. Document infection-control checks, near-miss events, and surveillance data accurately using department forms and electronic tools.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Microbiology Fundamentals for Sterile Processing | 12 | theory | Students will classify bacteria, viruses, fungi, prions, and spores by their resistance to killing agents and explain why that hierarchy drives instrument processing decisions. |
| Sterile Processing textbook microbiology chapter (HSPA Central Service Technical Manual or equivalent), laminated pathogen-resistance spectrum poster, pathogen card sets, blank cell-structure worksheets, projector | Exit quiz of 10 multiple-choice questions on microbial classification and resistance hierarchy; pass mark 80%. |
| 2 | The Chain of Infection and Sterile Processing's Role in Breaking It | 10 | theory | Students will identify all six links in the chain of infection and match each sterile processing task to the specific link it disrupts. |
| CDC HAI resources (printed or projected), HSPA Central Service Technical Manual chain-of-infection section, chain-of-infection graphic organizer handout, scenario cards | Completed graphic organizer reviewed by instructor; all six links must be correctly matched to SP controls with no critical omissions; resubmit if any link is blank. |
| 3 | Standard Precautions and Transmission-Based Precautions in Practice | 14 | demo | Students will demonstrate the correct selection and donning/doffing sequence for PPE required under Standard Precautions and each Transmission-Based Precaution category when receiving instruments from isolation patients. |
| Gloves (multiple sizes), surgical masks, N95 respirators, face shields, isolation gowns, shoe covers, PPE donning/doffing sequencing poster, contamination-check checklists, CDC Isolation Precautions guideline summary handout | Live competency check using a standardized donning/doffing checklist; student must complete the correct sequence with zero critical contamination errors (defined as any touch to face, neck, or clean surface during doffing); one repeat attempt allowed, then remediation. |
| 4 | OSHA Bloodborne Pathogen Standard and Exposure Control | 14 | theory | Students will explain key employer and employee obligations under the OSHA Bloodborne Pathogen standard and correctly execute the post-exposure incident response procedure. |
| OSHA Bloodborne Pathogen standard plain-language summary handout, facility Exposure Control Plan template, sample exposure-incident report forms, blunt training needle and simulated blood (red food-coloring water), post-exposure flowchart poster | Written scenario response: student reads a new sharps-exposure scenario and writes the correct immediate actions, documentation steps, and regulatory basis; scored on a 10-point rubric, pass mark 8/10. |
| 5 | Spaulding Classification and Levels of Infection Control | 14 | lab | Students will correctly classify instruments as critical, semi-critical, or non-critical using the Spaulding Classification framework and assign the required minimum level of infection control for each. |
| Instrument photograph sets, sample instruments (forceps, laryngoscope blade, BP cuff), Spaulding Classification reference chart, disinfectant product cards with SDS excerpts, fictional processing records with planted errors, student data-recording sheets | Data sheet from the rotation reviewed; all instruments must be correctly classified and minimum processing level correctly assigned with no critical errors; any misclassification of a critical item as non-critical requires full lab repeat. |
| 6 | Facility Infection Control Policy, Surveillance, and Documentation | 12 | practice | Students will accurately complete infection-control documentation forms and interpret a basic sterile processing surveillance log to identify a trend requiring corrective action. |
| Sample facility infection-control policy, wet-pack log template, BI failure report form, near-miss report form, four-week simulated surveillance log, graph paper or simple spreadsheet template, pens | All three completed forms reviewed against an answer key; each form must have all required fields filled with no patient-safety-critical omissions; trend-analysis paragraph must correctly identify the out-of-range metric and propose a plausible corrective action. |
| 7 | Integrated Infection Control Simulation and Review | 11 | lab | Students will apply infection-control knowledge end-to-end by processing a simulated instrument tray from an isolation patient through correct precaution selection, Spaulding-based processing assignment, documentation, and incident response. |
| Scenario cards, mixed instrument trays (simulated), full PPE sets, processing-assignment log forms, BI log forms, peer-evaluator checklists, whiteboard and markers, HSPA CRCST and CBSPD CSPDT exam content outline handouts | Peer-evaluator checklist plus instructor review; student must score pass on PPE donning/doffing (zero critical contamination errors), correctly classify all instruments (100% on critical items), complete all documentation fields, and identify both planted errors; any single critical failure requires remediation before course assessment. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Infection Control Knowledge Exam | Written exam | 25% | 75% or higher (30 of 40 items correct) | A 40-item multiple-choice exam covering microbiology fundamentals, chain of infection, Standard and Transmission-Based Precautions, OSHA Bloodborne Pathogen standard requirements, Spaulding Classification, and disinfection levels; items are written in the same stem format used by the HSPA CRCST and CBSPD CSPDT examinations. Students who score below 75% complete targeted remediation and retake a parallel form within five business days. Standard met · Safety · Time · Quality/finish · Documentation |
| PPE and Isolation Precaution Skills Demonstration | Skills demonstration | 45% | 100% on all critical-safety steps; no more than one minor procedural deviation on non-critical steps | Using a live evaluator checklist, each student demonstrates correct PPE selection for an assigned isolation category, performs a full donning sequence, conducts a simulated contaminated-tray receipt, and doffs PPE without any self-contamination event; critical steps (face/neck touch during doffing, wrong precaution category selected) are scored as automatic failures requiring full remediation and re-demonstration. Standard met · Safety · Time · Quality/finish · Documentation |
| Infection Control Documentation Lab Log | Log | 15% | All required fields complete and accurate; zero patient-safety-critical omissions | Students submit a portfolio of six completed forms generated during lessons five and six: a wet-pack log, a biological indicator failure report, a near-miss/exposure-incident report, a processing-assignment log from the simulation, a Spaulding classification data sheet, and a one-page trend-analysis narrative; each form is graded against an answer key and any safety-critical error (wrong processing assignment for a critical item, missing exposure-incident fields) requires correction before the portfolio is accepted. Standard met · Safety · Time · Quality/finish · Documentation |
| Safety Compliance Check | Safety audit | 15% | Pass requires zero critical violations observed across all lab sessions; minor violations corrected immediately on first occurrence | The instructor records a running safety observation log across all lab and practice lessons, noting PPE compliance, sharps handling, SDS reference behavior, and correct waste disposal; a critical violation (unprotected exposure to simulated blood, failure to report a simulated incident, discarding a sharp in a regular trash bin) results in immediate stop-work, documented remediation, and a required demonstration of the correct behavior before the student continues the course. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-STER66-07 Capstone
Capstone Project: Integrated Sterile Processing Workflow
108 hr · $1,080 COMPLIMENTARY
Students design, execute, and defend a complete sterile processing workflow simulation that integrates decontamination, instrument identification, sterilization method selection, inventory management, and infection control principles from all prior courses. The capstone requires students to produce a professional documentation package and present their work in an oral defense judged against HSPA CRCST and CBSPD CSPDT competency domains. Successful completion demonstrates job-entry readiness and prepares students for the clinical practicum.
Outcomes- Execute a complete, documented sterile processing cycle—from soiled instrument receipt through sterile storage and distribution—meeting facility-level quality standards with zero critical safety errors.
- Produce a professional documentation package including a department procedure, inspection log, sterilization load record, and biological indicator tracking form that meets AAMI and Joint Commission documentation expectations.
- Select and justify the correct sterilization method for at least five instrument categories, citing compatibility, cycle parameters, and AAMI ST guidelines.
- Identify and correctly resolve at least three simulated workflow failures (e.g., wet pack, failed BI, contaminated tray) using established recall and corrective-action protocols.
- Demonstrate professional communication by presenting capstone findings in a structured oral defense, answering evaluator questions on all six program content domains.
- Accurately complete sterilization load and biological indicator records, inventory count sheets, and incident reports using industry-standard forms without coach assistance.
Course text
Students design, execute, and defend a complete sterile processing workflow simulation that integrates decontamination, instrument identification, sterilization method selection, inventory management, and infection control principles from all prior courses. The capstone requires students to produce a professional documentation package and present their work in an oral defense judged against HSPA CRCST and CBSPD CSPDT competency domains. Successful completion demonstrates job-entry readiness and prepares students for the clinical practicum.
How the course runs. 4 blocks: Capstone Planning and Workflow Design; Simulated Workflow Execution and Documentation; Documentation Package Assembly and Peer Review; Capstone Oral Defense.
What competent looks like. Execute a complete, documented sterile processing cycle—from soiled instrument receipt through sterile storage and distribution—meeting facility-level quality standards with zero critical safety errors. Produce a professional documentation package including a department procedure, inspection log, sterilization load record, and biological indicator tracking form that meets AAMI and Joint Commission documentation expectations. Select and justify the correct sterilization method for at least five instrument categories, citing compatibility, cycle parameters, and AAMI ST guidelines. Identify and correctly resolve at least three simulated workflow failures (e.g., wet pack, failed BI, contaminated tray) using established recall and corrective-action protocols. Demonstrate professional communication by presenting capstone findings in a structured oral defense, answering evaluator questions on all six program content domains. Accurately complete sterilization load and biological indicator records, inventory count sheets, and incident reports using industry-standard forms without coach assistance.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Capstone Planning and Workflow Design | 20 | theory | Students will draft a written sterile processing workflow plan that maps each step of the instrument cycle—receipt, decontamination, inspection, assembly, sterilization, storage, and distribution—to the corresponding HSPA CRCST and CBSPD CSPDT competency domain and identifies the required documentation for each step. |
| Scenario instrument list (faculty-created), Spaulding classification reference cards, AAMI ST79 and applicable AAMI standards (current editions), HSPA Central Service Technical Manual (current edition), blank workflow diagram templates, procedure-writing format guide, whiteboard markers | Instructor reviews each student's planning worksheet and written procedure using a rubric; pass requires correct Spaulding classification for all 30 instruments, correct sterilization method selection for all instrument types, and a procedure that includes all required sections with no critical safety omissions—score of 80% or higher required to advance. |
| 2 | Simulated Workflow Execution and Documentation | 52 | lab | Students will independently execute the full sterile processing cycle for an assigned instrument set in the program's simulated department, completing every required documentation form accurately and responding correctly to at least three instructor-injected workflow failures. |
| Full PPE (gloves, face shield, fluid-resistant gown, surgical-grade mask), mixed general surgery instrument sets, automated washer-disinfector or equivalent simulation unit, ultrasonic cleaner, inspection light and magnification loupes, sterilization pouches and wrap in multiple sizes, chemical integrators and indicators (Class 5 integrators and Class 4 indicators), biological indicator strips and self-contained BIs with appropriate spore type for sterilizer modality, incubator, steam sterilizer and/or low-temperature sterilizer per available equipment, sterilization load records (program-standard form), inspection logs, incident report forms, sterile storage shelving unit, par-level inventory sheet, AAMI ST79 and applicable low-temperature sterilization AAMI standards, HSPA Central Service Technical Manual | Instructor uses a step-by-step competency checklist with 48 observable steps; each critical safety step (PPE donning before handling soiled items, correct load record completion, correct BI result interpretation, correct recall initiation) is marked pass/fail with any single critical step failure requiring a full repeat of that phase; overall score of 85% or higher on all non-critical steps and zero unresolved critical step failures required to pass; documentation forms are reviewed for completeness and accuracy with no missing required fields. |
| 3 | Documentation Package Assembly and Peer Review | 20 | practice | Students will compile all workflow documents produced during execution into a complete, organized capstone portfolio and apply a structured peer-review process to identify and correct errors before the oral defense. |
| All documents generated during Lesson 2, portfolio cover sheet template, self-audit checklist (program-standard), peer-review accuracy rubric, reviewer feedback forms, revision log template, tabbed binder or organized folder system, AAMI ST79 and HSPA Central Service Technical Manual for reference during review | Instructor pre-defense review conference: all required documents must be present and complete (no missing fields); sterilizer cycle parameters recorded must match the sterilizer manufacturer's validated cycle for the load contents; BI results must be correctly interpreted and recorded; any critical documentation error identified by the instructor must be corrected and resubmitted before a defense date is assigned—portfolio is scored on a 100-point rubric with 80 points minimum required to proceed to defense. |
| 4 | Capstone Oral Defense | 16 | practice | Students will present their completed capstone workflow and documentation package to a two-person evaluation panel—answering questions that span all six program content domains—and demonstrate the ability to justify every processing decision with accurate technical reasoning. |
| Completed and approved capstone documentation portfolio, evaluation panel scoring rubric (mapped to HSPA CRCST and CBSPD CSPDT domains), standardized question bank (faculty-held), self-evaluation form, timer, quiet evaluation room | Evaluation panel scores the presentation and question session using a domain-mapped rubric with a maximum of 100 points; a minimum score of 80 is required to pass; any answer that demonstrates a critical safety misunderstanding (e.g., incorrect BI recall protocol, incorrect Spaulding classification that would result in patient harm) triggers a mandatory remediation conference before a retake is scheduled; students who score between 75 and 79 may attempt one retake of the question session within two weeks. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Integrated Workflow Simulation Project | Project | 60% | 85% or higher on the competency checklist with zero unresolved critical safety steps; all documentation forms complete and accurate with no missing required fields | Students independently execute a complete sterile processing cycle for an assigned instrument set in the simulated department, responding correctly to three instructor-injected workflow failures and completing all required sterilization, inspection, and incident documentation in real time. This project is the primary performance assessment and maps directly to HSPA CRCST decontamination, instrumentation, sterilization, and quality domains and CBSPD CSPDT processing and sterilization competency areas. Meets specification · Within estimate · Workmanship · Safety · Documentation |
| Capstone Documentation Portfolio | Portfolio | 20% | 80 points out of 100 on the portfolio rubric with all required documents present, no critical documentation errors, and all corrections documented on the revision log | Students submit an organized binder containing all workflow planning and execution documents—including the department procedure, inspection logs, sterilization load records, biological indicator tracking log, corrective-action incident reports, and inventory reconciliation sheet—reviewed first by a peer and then by the instructor before the oral defense. The portfolio demonstrates professional documentation practices required for compliance with AAMI standards and accreditation expectations and supports preparation for HSPA CRCST and CBSPD CSPDT examination domains covering records and quality assurance. Completeness · Organization · Evidence quality |
| Capstone Oral Defense | Oral / panel | 20% | 80 points out of 100 on the domain-mapped evaluation rubric with no unanswered critical safety questions; one retake of the question session permitted for scores between 75 and 79 | Students present their capstone workflow and documentation to a two-person evaluation panel and respond to questions spanning all six program content domains as mapped to HSPA CRCST and CBSPD CSPDT competency areas, demonstrating the ability to justify processing decisions with accurate technical reasoning. The oral defense assesses higher-order application and communication skills essential for professional practice and for the scenario-based questions found in both credentialing examinations. Explains decisions · Answers technical questions · Professional communication |
HLT-STER66-08 Externship / clinical
Clinical Practicum: Supervised Sterile Processing in a Healthcare Facility
162 hr · $650 COMPLIMENTARY
Students complete 162 supervised hours in a functioning sterile processing department at an approved healthcare facility, applying decontamination, instrument inspection, assembly, packaging, sterilization, and sterile-storage skills under the direct oversight of a credentialed preceptor. Work is evaluated against real departmental standards and documented through structured employer evaluations and a reflective practicum log. This course bridges classroom and credential-exam readiness by exposing students to the full sterile processing workflow in an authentic patient-care environment.
Outcomes- Perform decontamination of soiled instruments and devices according to facility protocol and manufacturer instructions for use, consistently meeting the preceptor's quality standard.
- Inspect, assemble, and package instrument sets correctly, identifying damaged or missing items and resolving discrepancies before sterilization.
- Load, operate, and document sterilizer cycles—including steam, low-temperature, and any additional modalities used by the facility—recording all required parameters and biological indicator results.
- Maintain sterile-storage area organization and distribute sterile supplies following first-in, first-out rotation and event-related shelf-life principles.
- Communicate professionally with surgical and clinical staff, respond to instrument shortages or recalls appropriately, and follow facility chain of command for quality events.
- Demonstrate consistent compliance with standard precautions, PPE requirements, and traffic-flow policies throughout all areas of the sterile processing department.
Course text
Students complete 162 supervised hours in a functioning sterile processing department at an approved healthcare facility, applying decontamination, instrument inspection, assembly, packaging, sterilization, and sterile-storage skills under the direct oversight of a credentialed preceptor. Work is evaluated against real departmental standards and documented through structured employer evaluations and a reflective practicum log. This course bridges classroom and credential-exam readiness by exposing students to the full sterile processing workflow in an authentic patient-care environment.
How the course runs. 4 blocks: Facility Orientation and Department Integration; Decontamination and Instrument Inspection Under Supervision; Instrument Assembly, Packaging, Sterilization, and Storage; Quality Systems, Professional Practice, and Practicum Reflection.
What competent looks like. Perform decontamination of soiled instruments and devices according to facility protocol and manufacturer instructions for use, consistently meeting the preceptor's quality standard. Inspect, assemble, and package instrument sets correctly, identifying damaged or missing items and resolving discrepancies before sterilization. Load, operate, and document sterilizer cycles—including steam, low-temperature, and any additional modalities used by the facility—recording all required parameters and biological indicator results. Maintain sterile-storage area organization and distribute sterile supplies following first-in, first-out rotation and event-related shelf-life principles. Communicate professionally with surgical and clinical staff, respond to instrument shortages or recalls appropriately, and follow facility chain of command for quality events. Demonstrate consistent compliance with standard precautions, PPE requirements, and traffic-flow policies throughout all areas of the sterile processing department.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Facility Orientation and Department Integration | 20 | field | Students will locate and correctly use all sterile processing department zones, equipment stations, and safety resources while following facility-specific policies for PPE, traffic flow, and incident reporting. |
| Facility PPE (scrubs, impervious gown, gloves, face shield, shoe covers), facility policy and procedure manuals, instrument tracking system terminal, practicum log binder, HSPA CRCST Central Service Technical Manual (current edition) | Preceptor verifies student can independently don and doff full PPE in correct sequence, identify all department zones without prompting, and locate a policy document within the management system; pass = preceptor marks all three items satisfactory on the Lesson 1 orientation checklist. |
| 2 | Decontamination and Instrument Inspection Under Supervision | 50 | field | Students will receive, sort, manually clean, and mechanically process soiled instruments following manufacturer instructions for use and facility protocol, then inspect each item for cleanliness and function before passing it to the assembly area. |
| Impervious PPE, enzymatic detergent (per facility formulary), automated washer-disinfector, ultrasonic cleaner, inspection light, magnification loupes, bore brushes and cleaning brushes (instrument-specific), facility pick lists, practicum log, HSPA CRCST Central Service Technical Manual | Preceptor evaluates three separate observed decontamination cycles using the facility's competency checklist; student must score satisfactory on all critical-safety steps (PPE compliance, correct detergent dilution, correct cycle documentation) and ≥80% overall on the checklist for each of the three observations to pass. |
| 3 | Instrument Assembly, Packaging, Sterilization, and Storage | 72 | field | Students will assemble instrument sets from count sheets, select and apply appropriate packaging materials, load and run sterilizer cycles, interpret all monitoring outputs, and place released sterile goods in storage according to event-related shelf-life and FIFO principles. |
| Instrument sets and count sheets, CSR wrap (non-woven), peel pouches, heat-sealer, internal and external chemical indicators, biological indicator incubator and spore-test strips, steam sterilizer, low-temperature sterilizer (per facility), sterilizer log forms, sterile-storage shelving, case-cart system, practicum log, HSPA CRCST Central Service Technical Manual, AAMI ST79 (current edition) and applicable low-temperature sterilization standards | Preceptor scores the student on five randomly selected observed assembly-through-release cycles using the facility competency checklist; student must achieve satisfactory on all biological-indicator handling and documentation steps and ≥80% overall on each of the five observations; a single critical error (releasing a failed load without recall) is an automatic fail requiring remediation before reassessment. |
| 4 | Quality Systems, Professional Practice, and Practicum Reflection | 20 | field | Students will participate in at least one department quality-improvement activity, resolve a real or simulated instrument shortage or recall scenario with appropriate communication, and complete a structured reflection connecting practicum experience to HSPA CRCST and CBSPD CSPDT exam content areas. |
| Facility quality audit tools or meeting minutes (de-identified), facility nonconformance/recall form, practicum log with structured exit-reflection template, HSPA CRCST exam content outline, CBSPD CSPDT exam content outline | Program instructor reviews the exit reflection for completeness and specificity: all six HSPA CRCST content domains addressed with a concrete example, self-ratings completed, and at least one study priority identified per credential; pass = all six domains addressed with a concrete, plausible example and the preceptor's final evaluation form returned with an overall rating of satisfactory or above. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Preceptor Clinical Evaluation | Clinical evaluation | 70% | Overall rating of Satisfactory (meets entry-level standard) or above on the facility's standardized competency evaluation form across all assessed domains; no Unsatisfactory rating on any patient- or worker-safety critical item. | The assigned credentialed preceptor completes the program's standardized employer evaluation form at the midpoint and at the conclusion of the 162-hour rotation, rating the student on decontamination technique, instrument inspection, assembly accuracy, sterilization operation and documentation, sterile-storage practices, quality-system participation, PPE compliance, communication, and professionalism. The final form is signed by both preceptor and student, submitted to the program, and becomes the primary clinical_eval credential for course completion; a midpoint rating of Unsatisfactory on any safety-critical item triggers a documented remediation plan before the student may continue. Competency · Safety · Attendance · Conduct · Initiative |
| Practicum Log | Log | 30% | Log is complete (all required entries present), entries are legible and specific (not generic), and the program instructor rates the exit reflection as meeting the standard described in Lesson 4; a score of at least 80% on the instructor's log-completeness rubric is required to pass. | Students maintain a bound practicum log throughout all 162 hours, recording daily task entries (date, shift, tasks performed, quality checks observed, questions raised), copies or photographs of sterilizer cycle printouts and BI results (de-identified per facility policy), the instrument-defect documentation from Lesson 2, the quality-event summary from Lesson 4, the recall-scenario debrief notes, and the structured exit reflection; the completed log is the lab_log artifact submitted to the program instructor within five business days of the final practicum shift and is evaluated against a published rubric for completeness, accuracy, and reflective depth. Complete · Verified |
HLT-STER66-09 Exam prep
Certification Exam Preparation: CRCST and CSPDT
45 hr · $450 COMPLIMENTARY
This course provides a structured, competency-mapped review of every domain tested on the HSPA CRCST and CBSPD CSPDT certification examinations, using practice questions, timed mock exams, and targeted remediation. Students identify personal knowledge gaps across decontamination, sterilization, instrument care, infection prevention, inventory, and safety, then build test-taking strategies to perform confidently on exam day. Emphasis is placed on exam-format familiarity, professional ethics, and completing the credentialing application process correctly.
Outcomes- Accurately answer practice questions drawn from all major CRCST and CSPDT exam content domains at a rate consistent with passing standard benchmarks.
- Identify and remediate individual knowledge gaps in decontamination, sterilization science, instrument care, infection control, and inventory management.
- Apply time-management and question-analysis strategies to complete a full-length timed mock certification examination within the allotted period.
- Explain the eligibility requirements, application steps, and professional-conduct expectations associated with HSPA CRCST and CBSPD CSPDT credentialing.
- Interpret standards-based terminology and scenario-based questions drawn from AAMI, CDC, and OSHA guidance as tested on both exams.
- Complete a self-directed study plan that prioritizes low-scoring domains identified during diagnostic and mid-course practice testing.
Course text
This course provides a structured, competency-mapped review of every domain tested on the HSPA CRCST and CBSPD CSPDT certification examinations, using practice questions, timed mock exams, and targeted remediation. Students identify personal knowledge gaps across decontamination, sterilization, instrument care, infection prevention, inventory, and safety, then build test-taking strategies to perform confidently on exam day. Emphasis is placed on exam-format familiarity, professional ethics, and completing the credentialing application process correctly.
How the course runs. 4 blocks: Exam Landscape, Eligibility, and Diagnostic Baseline; Domain Deep-Dive: Decontamination, Sterilization, and Instrument Care; Domain Deep-Dive: Infection Control, Inventory, Safety, and Professional Standards; Full Mock Certification Examinations and Final Readiness Review.
What competent looks like. Accurately answer practice questions drawn from all major CRCST and CSPDT exam content domains at a rate consistent with passing standard benchmarks. Identify and remediate individual knowledge gaps in decontamination, sterilization science, instrument care, infection control, and inventory management. Apply time-management and question-analysis strategies to complete a full-length timed mock certification examination within the allotted period. Explain the eligibility requirements, application steps, and professional-conduct expectations associated with HSPA CRCST and CBSPD CSPDT credentialing. Interpret standards-based terminology and scenario-based questions drawn from AAMI, CDC, and OSHA guidance as tested on both exams. Complete a self-directed study plan that prioritizes low-scoring domains identified during diagnostic and mid-course practice testing.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Exam Landscape, Eligibility, and Diagnostic Baseline | 8 | theory | Students will describe the structure, content domains, and eligibility requirements of both the HSPA CRCST and CBSPD CSPDT exams and establish a personal diagnostic baseline score across all domains. |
| HSPA CRCST Candidate Handbook (current edition), CBSPD CSPDT Candidate Handbook (current edition), domain comparison chart (instructor-prepared), 100-question diagnostic question bank (instructor-prepared from publicly available practice pools), gap-tracking spreadsheet template, computers or tablets with PDF access. | Student gap-tracking spreadsheet is complete with accurate domain scores entered; student can verbally state the correct number of content domains for each exam and identify their two weakest domains without reference materials. Pass mark: all spreadsheet fields completed and three weakest domains correctly identified. |
| 2 | Domain Deep-Dive: Decontamination, Sterilization, and Instrument Care | 14 | practice | Students will answer domain-specific practice questions on decontamination processes, sterilization methods and monitoring, and surgical instrument identification and care at or above a benchmark pass rate. |
| AAMI ST79 (current edition, excerpts), HSPA Central Service Technical Manual (current edition), CBSPD sterile processing reference guide, domain-specific question banks (decontamination, sterilization, instrument ID), scenario cards (instructor-prepared), gap-tracking spreadsheet, answer-rationale log (student notebook). | Students score at or above 75% on the timed 45-question mixed quiz; all incorrect answers have a written rationale correction entered in the answer-rationale log. Pass mark: 75% on timed quiz and rationale log complete for every missed item. |
| 3 | Domain Deep-Dive: Infection Control, Inventory, Safety, and Professional Standards | 12 | practice | Students will answer practice questions on infection prevention principles, inventory and distribution management, OSHA and workplace safety regulations, and professional and ethical standards at or above a benchmark pass rate. |
| OSHA Bloodborne Pathogens Standard (29 CFR 1910.1030, current version, plain-language summary), CDC Standard and Transmission-Based Precautions guidance, HSPA Central Service Technical Manual chapters on inventory and distribution, CBSPD reference guide, domain-specific question banks, jigsaw reference card template, gap-tracking spreadsheet. | Students score at or above 75% on the timed 40-question mixed quiz; each student completes a one-on-one five-minute debrief with the instructor who confirms the gap tracker is current and a remediation assignment is recorded. Pass mark: 75% on timed quiz and documented remediation plan for any domain below 75%. |
| 4 | Full Mock Certification Examinations and Final Readiness Review | 11 | practice | Students will complete two full-length timed mock certification examinations—one modeled on CRCST format and one on CSPDT format—and score at or above the program's readiness benchmark, demonstrating exam-day stamina, time management, and comprehensive domain knowledge. |
| CRCST-format full mock exam (150 questions, instructor-prepared from available practice pools), CSPDT-format full mock exam (150 questions, instructor-prepared), answer sheets, timers, gap-tracking spreadsheet, HSPA and CBSPD application checklists, candidate handbooks, student answer-rationale logs. | Students score at or above 75% on both full-length mock exams scored by domain; gap tracker shows documented improvement from diagnostic baseline in at least two of three initially lowest domains; instructor signs readiness confirmation form. Pass mark: 75% on each mock exam and instructor-signed readiness form. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Dual Mock Certification Examination | Mock certification exam | 100% | Score of 75% or higher on both the CRCST-format and CSPDT-format full-length mock exams, with no single content domain scoring below 65%; completed gap tracker showing documented improvement from diagnostic baseline; instructor-signed exam readiness confirmation. | Students complete two full-length, timed, closed-book mock examinations—one aligned to HSPA CRCST content domains and one aligned to CBSPD CSPDT content domains—under simulated testing conditions. Performance is scored by domain to confirm comprehensive readiness, and results combined with the cumulative gap tracker constitute the summative assessment for course completion and program graduation clearance. Score · Time management |
Program completion
External credential: CBSPD CSPDT; HSPA CRCST
Graduates are prepared to sit the CRCST examination offered by the Healthcare Sterile Processing Association (HSPA) and/or the CSPDT examination offered by the Certification Board for Sterile Processing and Distribution (CBSPD), both of which are nationally recognized, employer-valued credentials in the sterile processing trade. Pass standard: Credential issued by the body.
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