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Perform Basic First Aid Procedures

D1.HRS.CL1.12

D1.HOT.CL1.12

D2.TCC.CL1.15

Trainer Guide

Perform Basic First Aid

Procedures

D1.HRS.CL1.12

D1.HOT.CL1.12

D2.TCC.CL1.15

Trainer Guide

Project Base

William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Alan Hickman Project Manager/Editor: Alan Maguire DTP/Production: Daniel Chee, Mai Vu

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Priority Tourism Labour Division”.

This publication is supported by Australian Aid through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2012.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

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http://creativecommons.org/licenses/by/2.0/deed.en

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File name: TG_Perform_basic_first_aid_proc_290812

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© ASEAN 2012 Trainer Guide

Perform Basic First Aid Procedures

Table of contents

Competency Based Training (CBT) and assessment an introduction for trainers .............. 1

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 17

Recommended training equipment ............................................................................... 103

Instructions for Trainers for using PowerPoint – Presenter View ................................... 105

Appendix – ASEAN acronyms ...................................................................................... 107

Competency Based Training (CBT) and assessment an introduction for trainers


Perform Basic First Aid Procedures 1

Competency Based Training (CBT) and

assessment an introduction for trainers

Competency

Competency refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace.

Competency requires the application of specified knowledge, skills and attitudes relevant to effective participation, consistently over time and in the workplace environment.

The essential skills and knowledge are either identified separately or combined.

Knowledge identifies what a person needs to know to perform the work in an informed and effective manner.

Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Attitude describes the founding reasons behind the need for certain knowledge or why skills are performed in a specified manner.

Competency covers all aspects of workplace performance and involves:

Performing individual tasks

Managing a range of different tasks

Responding to contingencies or breakdowns

Dealing with the responsibilities of the workplace

Working with others.

Unit of Competency

Like with any training qualification or program, a range of subject topics are identified that focus on the ability in a certain work area, responsibility or function.

Each manual focuses on a specific unit of competency that applies in the hospitality workplace.

In this manual a unit of competency is identified as a „unit‟.

Each unit of competency identifies a discrete workplace requirement and includes:

Knowledge and skills that underpin competency

Language, literacy and numeracy

Occupational health and safety requirements.

Each unit of competency must be adhered to in training and assessment to ensure consistency of outcomes.


2 © ASEAN 2012 Trainer Guide Perform Basic First Aid Procedures

Element of Competency

An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

In this manual elements of competency are identified as an „element‟.

Performance criteria

Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs.

Performance criteria will be made up of certain specified skills, knowledge and attitudes.

Learning

For the purpose of this manual learning incorporates two key activities:

Training

Assessment.

Both of these activities will be discussed in detail in this introduction.

Today training and assessment can be delivered in a variety of ways. It may be provided to participants:

On-the-job – in the workplace

Off-the-job – at an educational institution or dedicated training environment

As a combination of these two options.

No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications.

Learning Approaches

This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)

This is the strategy of developing a participant‟s competency.

Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful:

Completion of the training program or qualification

Implementation in the workplace.

The strategies selected should be chosen based on suitability and the learning styles of participants.




Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes.

Flexibility in Learning

It is important to note that flexibility in training and assessment strategies is required to meet the needs of participants who may have learning difficulties. The strategies used will vary, taking into account the needs of individual participants with learning difficulties. However they will be applied in a manner which does not discriminate against the participant or the participant body as a whole.

Catering for Participant Diversity

Participants have diverse backgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should:

Consider individuals‟ experiences, learning styles and interests

Develop questions and activities that are aimed at different levels of ability

Modify the expectations for some participants

Provide opportunities for a variety of forms of participation, such as individual, pair and small group activities

Assess participants based on individual progress and outcomes.

The diversity among participants also provides a good reason for building up a learning community in which participants support each other‟s learning.

Participant Centred Learning

This involves taking into account structuring training and assessment that:

Builds on strengths – Training environments need to demonstrate the many positive features of local participants (such as the attribution of academic success to effort, and the social nature of achievement motivation) and of their trainers (such as a strong emphasis on subject disciplines and moral responsibility). These strengths and uniqueness of local participants and trainers should be acknowledged and treasured

Acknowledges prior knowledge and experience – The learning activities should be planned with participants‟ prior knowledge and experience in mind

Understands learning objectives – Each learning activity should have clear learning objectives and participants should be informed of them at the outset. Trainers should also be clear about the purpose of assignments and explain their significance to participants

Teaches for understanding – The pedagogies chosen should aim at enabling participants to act and think flexibly with what they know

Teaches for independent learning – Generic skills and reflection should be nurtured through learning activities in appropriate contexts of the curriculum. Participants should be encouraged to take responsibility for their own learning



Enhances motivation – Learning is most effective when participants are motivated. Various strategies should be used to arouse the interest of participants

Makes effective use of resources – A variety of teaching resources can be employed as tools for learning

Maximises engagement – In conducting learning activities, it is important for the minds of participants to be actively engaged

Aligns assessment with learning and teaching – Feedback and assessment should be an integral part of learning and teaching

Caters for learner diversity – Trainers should be aware that participants have different characteristics and strengths and try to nurture these rather than impose a standard set of expectations.

Active Learning

The goal of nurturing independent learning in participants does not imply that they always have to work in isolation or solely in a classroom. On the contrary, the construction of knowledge in tourism and hospitality studies can often best be carried out in collaboration with others in the field. Sharing experiences, insights and views on issues of common concern, and working together to collect information through conducting investigative studies in the field (active learning) can contribute a lot to their eventual success.

Active learning has an important part to play in fostering a sense of community in the class. First, to operate successfully, a learning community requires an ethos of acceptance and a sense of trust among participants, and between them and their trainers. Trainers can help to foster acceptance and trust through encouragement and personal example, and by allowing participants to take risks as they explore and articulate their views, however immature these may appear to be. Participants also come to realise that their classmates (and their trainers) are partners in learning and solving.

Trainers can also encourage cooperative learning by designing appropriate group learning tasks, which include, for example, collecting background information, conducting small-scale surveys, or producing media presentations on certain issues and themes. Participants need to be reminded that, while they should work towards successful completion of the field tasks, developing positive peer relationships in the process is an important objective of all group work.

Competency Based Training (CBT)

Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of participants, through a variety of training tools.

Training Strategies

The aims of this curriculum are to enable participants to:

Undertake a variety of subject courses that are relevant to industry in the current environment

Learn current industry skills, information and trends relevant to industry

Learn through a range of practical and theoretical approaches

Be able to identify, explore and solve issues in a productive manner




Be able to become confident, equipped and flexible managers of the future

Be „job ready‟ and a valuable employee in the industry upon graduation of any qualification level.

To ensure participants are able to gain the knowledge and skills required to meet competency in each unit of competency in the qualification, a range of training delivery modes are used.

Types of Training

In choosing learning and teaching strategies, trainers should take into account the practical, complex and multi-disciplinary nature of the subject area, as well as their participant‟s prior knowledge, learning styles and abilities.

Training outcomes can be attained by utilising one or more delivery methods:

Lecture/Tutorial

This is a common method of training involving transfer of information from the trainer to the participants. It is an effective approach to introduce new concepts or information to the learners and also to build upon the existing knowledge. The listener is expected to reflect on the subject and seek clarifications on the doubts.

Demonstration

Demonstration is a very effective training method that involves a trainer showing a participant how to perform a task or activity. Through a visual demonstration, trainers may also explain reasoning behind certain actions or provide supplementary information to help facilitate understanding.

Group Discussions

Brainstorming in which all the members in a group express their ideas, views and opinions on a given topi. It is a free flow and exchange of knowledge among the participants and the trainer. The discussion is carried out by the group on the basis of their own experience, perceptions and values. This will facilitate acquiring new knowledge. When everybody is expected to participate in the group discussion, even the introverted persons will also get stimulated and try to articulate their feelings.

The ideas that emerge in the discussions should be noted down and presentations are to be made by the groups. Sometimes consensus needs to be arrived at on a given topic. Group discussions are to be held under the moderation of a leader guided by the trainer. Group discussion technique triggers thinking process, encourages interactions and enhances communication skills.

Role Play

This is a common and very effective method of bringing into the classroom real life situations, which may not otherwise be possible. Participants are made to enact a particular role so as to give a real feel of the roles they may be called upon to play. This enables participants to understand the behaviour of others as well as their own emotions and feelings. The instructor must brief the role players on what is expected of them. The role player may either be given a ready-made script, which they can memorize and enact, or they may be required to develop their own scripts around a given situation. This technique is extremely useful in understanding creative selling techniques and human relations. It can be entertaining and energizing and it helps the reserved and less literate to express their feelings.



Simulation Games

When trainees need to become aware of something that they have not been conscious of, simulations can be a useful mechanism. Simulation games are a method based on "here and now" experience shared by all the participants. The games focus on the participation of the trainees and their willingness to share their ideas with others. A "near real life" situation is created providing an opportunity to which they apply themselves by adopting certain behaviour. They then experience the impact of their behaviour on the situation. It is carried out to generate responses and reactions based on the real feelings of the participants, which are subsequently analysed by the trainer.

While use of simulation games can result in very effective learning, it needs considerable trainer competence to analyse the situations.

Individual /Group Exercises

Exercises are often introduced to find out how much the participant has assimilated. This method involves imparting instructions to participants on a particular subject through use of written exercises. In the group exercises, the entire class is divided into small groups, and members are asked to collaborate to arrive at a consensus or solution to a problem.

Case Study

This is a training method that enables the trainer and the participant to experience a real life situation. It may be on account of events in the past or situations in the present, in which there may be one or more problems to be solved and decisions to be taken. The basic objective of a case study is to help participants diagnose, analyse and/or solve a particular problem and to make them internalize the critical inputs delivered in the training. Questions are generally given at the end of the case study to direct the participants and to stimulate their thinking towards possible solutions. Studies may be presented in written or verbal form.

Field Visit

This involves a carefully planned visit or tour to a place of learning or interest. The idea is to give first-hand knowledge by personal observation of field situations, and to relate theory with practice. The emphasis is on observing, exploring, asking questions and understanding. The trainer should remember to brief the participants about what they should observe and about the customs and norms that need to be respected.

Group Presentation

The participants are asked to work in groups and produce the results and findings of their group work to the members of another sub-group. By this method participants get a good picture of each other's views and perceptions on the topic and they are able to compare them with their own point of view. The pooling and sharing of findings enriches the discussion and learning process.

Practice Sessions

This method is of paramount importance for skills training. Participants are provided with an opportunity to practice in a controlled situation what they have learnt. It could be real life or through a make-believe situation.




Games

This is a group process and includes those methods that involve usually fun-based activity, aimed at conveying feelings and experiences, which are everyday in nature, and applying them within the game being played. A game has set rules and regulations, and may or may not include a competitive element. After the game is played, it is essential that the participants be debriefed and their lessons and experiences consolidated by the trainer.

Research

Trainers may require learners to undertake research activities, including online research, to gather information or further understanding about a specific subject area.

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency.

Competencies are gained through a multitude of ways including:

Training and development programs

Formal education

Life experience

Apprenticeships

On-the-job experience

Self-help programs.

All of these together contribute to job competence in a person. Ultimately, assessors and participants work together, through the „collection of evidence‟ in determining overall competence.

This evidence can be collected:

Using different formats

Using different people

Collected over a period of time.

The assessor who is ideally someone with considerable experience in the area being assessed, reviews the evidence and verifies the person as being competent or not.

Flexibility in Assessment

Whilst allocated assessment tools have been identified for this subject, all attempts are made to determine competency and suitable alternate assessment tools may be used, according to the requirements of the participant.

The assessment needs to be equitable for all participants, taking into account their cultural and linguistic needs.



Competency must be proven regardless of:

Language

Delivery Method

Assessment Method.

Assessment Objectives

The assessment tools used for subjects are designed to determine competency against the „elements of competency‟ and their associated „performance criteria‟.

The assessment tools are used to identify sufficient:

a) Knowledge, including underpinning knowledge

b) Skills

c) Attitudes

Assessment tools are activities that trainees are required to undertake to prove participant competency in this subject.

All assessments must be completed satisfactorily for participants to obtain competence in this subject. There are no exceptions to this requirement, however, it is possible that in some cases several assessment items may be combined and assessed together.

Types of Assessment

Allocated Assessment Tools

There are a number of assessment tools that are used to determine competency in this subject:

Work projects

Written questions

Oral questions

Third Party Report

Observation Checklist.

Instructions on how assessors should conduct these assessment methods are explained in the Assessment Manuals.

Alternative Assessment Tools

Whilst this subject has identified assessment tools, as indicated above, this does not restrict the assessor from using different assessment methods to measure the competency of a participant.

Evidence is simply proof that the assessor gathers to show participants can actually do what they are required to do.

Whilst there is a distinct requirement for participants to demonstrate competency, there are many and diverse sources of evidence available to the assessor.

Ongoing performance at work, as verified by a supervisor or physical evidence, can count towards assessment. Additionally, the assessor can talk to customers or work colleagues to gather evidence about performance.




A range of assessment methods to assess competency include:

Practical demonstrations

Practical demonstrations in simulated work conditions

Problem solving

Portfolios of evidence

Critical incident reports

Journals

Oral presentations

Interviews

Videos

Visuals: slides, audio tapes

Case studies

Log books

Projects

Role plays

Group projects

Group discussions

Examinations.

Recognition of Prior Learning

Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject.

Also known as a Skills Recognition Audit (SRA), this process is a learning and assessment pathway which encompasses:

Recognition of Current Competencies (RCC)

Skills auditing

Gap analysis and training

Credit transfer.

Assessing competency

As mentioned, assessment is the process of identifying a participant‟s current knowledge, skills and attitudes sets against all elements of competency within a unit of competency. Traditionally in education, grades or marks were given to participants, dependent on how many questions the participant successfully answered in an assessment tool.

Competency based assessment does not award grades, but simply identifies if the participant has the knowledge, skills and attitudes to undertake the required task to the specified standard.



Therefore, when assessing competency, an assessor has two possible results that can be awarded:

Pass Competent (PC)

Not Yet Competent (NYC)

Pass Competent (PC).

If the participant is able to successfully answer or demonstrate what is required, to the expected standards of the performance criteria, they will be deemed as „Pass Competent‟ (PC).

The assessor will award a „Pass Competent‟ (PC) if they feel the participant has the necessary knowledge, skills and attitudes in all assessment tasks for a unit.

Not Yet Competent’ (NYC)

If the participant is unable to answer or demonstrate competency to the desired standard, they will be deemed to be „Not Yet Competent‟ (NYC).

This does not mean the participant will need to complete all the assessment tasks again. The focus will be on the specific assessment tasks that were not performed to the expected standards.

The participant may be required to:

a) Undertake further training or instruction

b) Undertake the assessment task again until they are deemed to be „Pass Competent‟

Competency standard



Competency standard

UNIT TITLE: PERFORM BASIC FIRST AID PROCEDURES NOMINAL HOURS: 25 hours

UNIT NUMBER: D1.HRS.CL1.12 D1.HOT.CL1.12 D2.TCC.CL1.15

UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to perform basic first aid procedures in a range of settings within the in the hotel and travel industries workplace context.

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Assess the situation

1.1 Identify physical hazards to own and others‟ health and safety

1.2 Minimize immediate risk to self and health and safety of the casualty by controlling hazard/s in accordance with accepted practice

1.3 Assess casualty’s vital signs and physical condition in accordance with accepted practice.

Element 2: Apply basic first aid techniques

2.1 Provide first aid management in accordance with established first aid procedures and available resources and equipment

2.2 Monitor casualty‟s condition and respond to the casualty‟s condition in accordance with accepted first aid principles and enterprise guidelines

2.3 Seek first aid assistance from others in a timely manner as appropriate

2.4 Record accidents and injuries in accordance with enterprise

procedures.

Element 3: Communicate details of the incident

3.1 Request appropriate medical assistance using the most relevant

Unit Variables

The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment.

This unit applies to performing basic first aid procedures within the labour divisions of the hotel and travel industries and may include:

Front Office

Housekeeping

Food and Beverage Service

Food Production

Travel Agencies

Tour Operation.

Physical hazards may include:

Workplace hazards, e.g. Machinery, vehicles, environment

Hazards associated with casualty management processes, such as being bitten, confused casualty becomes violent

Bodily fluids

Risk of further injury to the casualty.

Casualty‟s vital signs and physical condition are managed for:

Competency standard


and appropriate communication mechanism

3.2 Convey details of casualty‟s condition and first-aid management activities accurately to emergency services or relieving personnel

3.3 Prepare reports to supervisors in a timely manner, presenting all relevant facts according to enterprise guidelines.

Response, i.e. Conscious or unconscious

Airways, i.e. Blocked, likely to become blocked

Breathing, e.g. Regular, irregular, possible problem with lungs

Circulation, e.g. Pulse, heart-beat is strong/ weak, or racing pulse

Possible neck or back injury

Shock

Allergic reaction/s

Bleeding.

First aid management may include:

Management of external bleeding and shock

Management of minor wounds and infection control

Management of venomous bites and stings/poisons/allergic reactions, including anaphylaxis

Management of fractures

Management of head and spinal injuries

Management of airways including asthma.

First aid may include:

Resuscitation techniques

CPR technique

Bleeding and wound care

Burns and scalds care

Infection control

Bandaging/splinting.

Seek first aid assistance may include:

Obtaining co worker support

Obtaining support from designated first aider

Competency standard



Requesting emergency services (ambulance) assistance

Requesting medical assistance.

Details may relate to:

Casualties conditions

Location

Assistance provided

Number of casualties

Assistance required.

Assessment Guide

The following skills and knowledge must be assessed as part of this unit:

Knowledge of enterprise policies and procedures in regard to administering first aid

Knowledge of enterprise policies and procedures in regard to completing records of first aid

Ability to apply the basic principles of administering first aid

Ability to carry out necessary procedures to manage a life-threatening situation.

Linkages To Other Units

This is a core unit that underpins effective performance in all other units; combined training and assessment may be appropriate.

Critical Aspects of Assessment

Evidence of the following is essential:

Demonstrated ability to take care of an unconscious person including CPR and resuscitation techniques

Demonstrated ability to apply first aid casualty management principles, assessing and minimizing danger, maintain the casualty‟s airway, breathing and circulation

Demonstrated ability to handle a casualty safely and prevent further injury

Knowledge of first aid management techniques.

Competency standard


Context of Assessment

This unit may be assessed on or off the job:

Assessment should include practical demonstration either in the workplace or through a simulation activity, supported by a range of methods to assess underpinning knowledge

Assessment must relate to the individual‟s work area or area of responsibility

Assessment must include demonstration of CPR and resuscitation techniques.

Resource Implications

Training and assessment to include access to a real or simulated workplace that has first aid equipment and dummies for resuscitation and CPR; and access to workplace standards, procedures, policies, guidelines, tools and equipment.

Assessment Methods

The following methods may be used to assess competency for this unit:

Case studies

Observation of practical candidate performance

Oral and written questions

Portfolio evidence

Problem solving

Role plays

Third party reports completed by a supervisor

Project and assignment work.

Competency standard



Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively

Level 2 = competence to manage tasks

Level 3 = competence to use concepts for evaluating

Key Competencies Level Examples

Collecting, organising and analysing information

2 Apply knowledge and skills to treat casualty

Communicating ideas and information

2 Communicate with casualty, bystanders and medical staff in emergency situations

Planning and organising activities

2 Plan treatment and organize for follow up treatment to be administered by more advanced first aiders, emergency services staff, medical staff etc.

Working with others and in teams

2 Work with other first aid providers, emergency services staff and bystanders

Using Mathematical ideas and techniques

-

Solving problems 2 Respond to emergency to prevent further

injury or complications arising

Using technology 1 Utilise resources contained within basic

first aid kit

Competency standard


Notes and PowerPoint slides




Slide

Slide No Trainer Notes

1. Trainer welcomes trainees to class.



Slide


2. Trainer advises trainees this Unit comprises three Elements, as listed on the slide explaining:

• Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail

• Trainees can obtain more detail from their Trainee Manual

• At times the course presents advice and information about reporting procedures but where their workplace requirements differ to what is presented, the workplace practices and standards must be observed.




Slide


3. Trainer advises trainees that assessment for this Unit may take several forms, all of which are aimed at verifying they have achieved competency for the Unit as required.

Trainer indicates to trainees the methods of assessment that will be applied to them for this Unit.



Slide


4. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Class Activity – General discussion

Trainer leads a general class discussion on the provision of first aid asking questions such as:

What experience have you had of learning first aid procedures?

Who has ever provided first aid to an injured person, in or out of the workplace?

What was the scenario?

How did you become aware of the need to provide first aid?

What did you do?

How were the emergency services or any other external professional medical assistance involved?

What happened to the casualty?

How did you feel when you were providing the first aid?

How did you feel after having provided first aid assistance?

What problems did you encounter and how did you address them?

Did you get assistance from bystanders? How? What sort of help?

What follow-up or reporting occurred after the incident?

Slide





5. Trainer explains to trainees that first aid can be defined as stated on the slide highlighting definition of „casualty‟.

Class Activity – Questions

Trainer asks trainees for examples of actions and procedures that comprise first aid identifying why and when they may be applied.

Answers include:

Mouth-to-mouth resuscitation if the casualty is not breathing

Chest compressions if there is no pulse/heartbeat

Cardio-Pulmonary Resuscitation (CPR) where there is no breathing and no pulse

Control of bleeding to prevent/limit blood loss

Wound care to prevent/limit blood loss and control/limit infection by covering wounds

Treatment for burns and scalds due to water, electricity, sun

Bandaging and splinting to fractures and sprains.



Slide


6. Trainer explains the following important points must always be taken into account when providing first aid:

Protect self and others at all times against injury or harm. Persons delivering first aid (and bystanders) should not become casualties

The casualty must be protected against further harm or injury. Nothing done should make the casualty worse

Whenever there is a need to administer first aid make sure supervisor is notified immediately to arrange for professional help to be called. Always call for professional help where there is a need to render first aid: do this before starting to administer first aid

Wear protective gloves when administering first aid to protect against infection – make this standard operating procedure.




Slide


7. Trainer advises that to protect first aid providers, bystanders and casualties against harm or further injury when providing first aid, care must be taken to identify physical and other hazards which may be present such as:

Workplace and incident-specific hazards including stock, plant, equipment, machinery, utensils, vehicles and the general environment as this may relate to heat, cold, wind, sunshine, rain

Hazards sometimes associated with casualty management. For example, first aid providers need to be aware there can be a risk of being bitten by the casualty, or a risk of violence as a result of a casualty being confused and disoriented

Bodily fluids. Body fluids have the potential to contaminate and cause disease. Some diseases are only spread through blood-borne viruses or pathogens but it is advisable to be alert to the potential dangers posed by all bodily fluids (Blood, Saliva, Urine, Faeces, Mucus, Pus, Semen, Sweat, Tears).

Trainer to stress first aid providers must err on the side of safety and all body fluids should be treated as if they are infectious. The wearing of protective gloves when providing first aid is mandatory.

Risk of further injury to the casualty which can be caused by a range of issues, for example:

The casualty being burned by fire spreading toward them

Something falling onto the casualty and adding to their existing injury.

Slide




8. Trainer presents ways to identify hazards that may be present when assessing the situation prior to rendering first aid:

Use common sense. This is the most important aspect: use your own judgment and factor in what others such as bystanders may tell you. Use your experience and local knowledge

Use your sense of sight. Look for things that could present a problem or danger. Look upwards, to the side and all around. Be alert to smoke, fire, and emerging issues

Use your sense of hearing. Listen for escaping gas, crackling of flames, creaking of wood or metal

Use your sense of touch – are there vibrations or heat indicating a problem?

Use your sense of smell – can you smell gas or smoke?




Slide


9. Trainer highlights that action to be taken to minimise risk will depend on the identified hazard/s.

Trainer stresses first aid providers should only act to address identified issues where they pose a risk.

Trainer notes (generally speaking) casualties should not be moved until they have been assessed as being safe to move BUT if there is a serious and immediate risk of extra injury or worse injury to a casualty from an identified hazard it is standard practice to move them away from the hazard.

Trainer mentions if uninjured bystanders are near an identified hazard, they must be asked to move away to a safe location to prevent them becoming casualties.

Trainer further notes:

Whenever there is identified danger from fire, gas leaks or smoke the emergency fire authorities must be called

Where there is an identified hazard from electricity, the electricity supply company or someone from within the workplace with knowledge of how to turn off the power must be contacted.

Class Activity – Questions

Trainer asks trainees:

What is the telephone number for them to contact the fire department?



What is the telephone number for them to contact the ambulance?

What is the telephone number for them to contact the electric and/or gas company?

How would they contact the above in an emergency situation from their workplace?




Slide


10. Trainer provides examples of what might be done when hazards have been identified as part of assessing a casualty:

If there is a fire near the casualty call the fire brigade, move the casualty out of the danger zone, and/or fight the fire with nearby hoses, fire blanket of extinguisher

If the casualty‟s situation is being made worse by rain or sunshine provide cover to the person to keep them dry or in the shade

If gas is leaking from a damaged appliance turn off the gas at the stop valve; make sure no one is smoking

If unstable items are nearby and posing a risk of falling on the casualty either move or shore up the items to prevent them falling, or move the casualty

If the casualty is in a position where they are likely to be run over by vehicles move them, or take action to stop traffic.



Slide


11. Trainer explains to trainees that if they ever have to move a casualty because of imminent danger, they must do whatever they can to protect the neck against movement especially where the casualty is unconscious and they are unsure about what injuries are present.

Trainer identifies that to help protect the neck trainees may:

Keep the casualty still and verbally instruct the casualty not to move

Kneel behind the head and place hands on either side to support it with the head, neck and spine in a straight line

Put rolled up towels, blankets, or clothing on each side of the casualty‟s head to keep it from moving.

Class Activity – Demonstration and practical

Trainer shows trainees how they could protect the neck of a casualty while providing first aid.

Trainees may be given the opportunity to practice.




Slide


12. Trainer states trainees must always be alert to the possibility of asking others (other staff, bystanders, passersby, customers/guests, management, friends and/or family of the casualty) to assist when faced with an emergency or first aid situation.

Trainer stresses people are often prepared and willing to help if they are told what to do.

Class Activity - Questions

Trainer asks trainees what sort of things other people could be asked to do in order to assist with first aid provision to a casualty.

Possible responses may include:

By calling emergency services

By moving items

By helping to move the casualty

By using fire fighting equipment.



Slide


13. Trainer tells trainees the „Fireman‟s Carry‟ is used to move unconscious people or casualties who are unable to walk, but it must not be used if the casualty has an injured arm, leg, ribs, neck, or back.

Trainer refers trainees to their manual to explain the Fireman‟s Carry‟ explaining the steps are:

Place the casualty face down

Grab the person around the waist, and help bring him or her to a standing position, facing you

Keep one arm around his or her waist when you have him or her in the standing position

Grasp the casualty‟s right arm in your left hand and swing his or her arm around the back of your neck

Pull him or her across your shoulders by bringing his or her raised arm around your neck and over your shoulder. In this position, the injured person's legs will be over one shoulder, and his or her arm and head will be over the other shoulder

Reposition your hand from the person's waist to the back of his or her knee

Lift yourself with the injured person into a standing position.

The „Fireman‟s Carry‟ is used to move unconscious people or casualties who are unable to walk.

Do not use the Fireman‟s Carry if the casualty has an injured arm, leg, ribs, neck, or back.




The steps for the Fireman‟s Carry are:

Place the casualty face down

Grab the person around the waist, and help bring him or her to a standing position, facing you

Keep one arm around his or her waist when you have him or her in the standing position

Grasp the casualty‟s right arm in your left hand and swing his or her arm around the back of your neck

Pull him or her across your shoulders by bringing his or her raised arm around your neck and over your shoulder. In this position, the injured person's legs will be over one shoulder, and his or her arm and head will be over the other shoulder

Reposition your hand from the person's waist to the back of his or her knee

Lift yourself with the injured person into a standing position.


Trainer demonstrates how to perform „Firemen‟s Carry‟ of a casualty.

Trainees to be given an opportunity to practice the „Fireman‟s Carry‟.

Class Activity – View online video

Trainer arranges for class to view an alternative carry technique: http://www.expertvillage.com/video/139808_carry-injured-person-yourself-first.htm.

Trainer may arrange for practice of this alternative method for carrying a casualty.

http://www.expertvillage.com/video/139808_carry-injured-person-yourself-first.htm



Slide


14. Trainer explains DRABC is an acronym used to describe the procedures which should be used by first aiders when providing first aid to victims.

Trainer identifies following DRABC helps ensure further injury does not occur, and addresses the important casualty assessments that should be made before first aid is provided.

Trainer presents interpretation of DRABC (to be expanded further on following slides) as:

D for Danger – Assess the situation

R for Response – Check consciousness, check on vital signs

A for Airway – Open airway

B for Breathing – Check respiration rates

C for Circulation – Give chest compressions.




Slide


15. Trainer explains to trainees this part of DRABC has essentially already been covered.

Trainer mentions before first aid is provided there must be an assessment of the situation. Important aspects are:

Check for danger to self, the casualty and others. Look for obvious, immediate, life-threatening hazards such as fire, the possibility of a gas explosion, and electrical hazards

If there is danger around move self and your casualty to prevent further injury to anyone

If you think the casualty has a spinal injury, take care to stop more damage to the spine by stopping movement of the casualty's neck and back.



Slide


16. Trainer explains „Response‟ is a step enabling determination whether the casualty is conscious or unconscious.

Trainer recommends trainees:

Try to get a response from the casualty by gently tapping his or her shoulder and calling his or her name

Avoid shaking them as this may worsen an existing injury

Get a history. Ask the casualty or any witnesses who saw the incident: What happened? Does the casualty have a neck or back injury (from falling)? Does the casualty have an allergic reaction (e.g. from food, or an insect bite)?

Identify how the casualty feels. Ask: „How do you feel?‟, „Do you feel dizzy or weak?‟, „Do you have pain? Where? For how long?‟

Check the physical condition of the casualty – take a look at them and around them. Is there evidence:

The casualty is bleeding? Where from? How badly?

Bones are broken?

Of swelling, bites, burns, scalds?

Of possible neck and/or back injury?

They are suffering allergic reactions – perhaps to food or a sting/bite?

The casualty is in shock. Symptoms of shock include:




– Sweaty but cool skin, pale colour, or bluish skin around the mouth

– Shallow, fast breathing

– Rapid pulse that becomes weaker.

As shock progresses, you will see the casualty has:

Anxiety – they will appear restless, agitated, worried

Unusual thirst

Yawning and sighing

Nausea.



Slide


17. Trainer states „A‟ stands for „Airway‟ and the need to check the casualty‟s airway to make sure it is free of obstructions.

Trainer highlights:

If casualty is not breathing, open the airway by placing one hand on their forehead and gently tilt the head back by lifting the chin

Remove any visible obstructions (vomit, mucus, saliva, false teeth, loose/broken teeth, food, tongue) from the mouth and nose to unblock the airways

If obstructions are present the casualty will not be able to breathe and the obstruction will also impede the provision of rescue breathing or mouth-to-mouth resuscitation (also known as EAR - Expired Air Resuscitation).

Class Activity – Demonstration and practical (opening airway)

Trainer shows trainees how to open an airway of a casualty who is not breathing.

Trainees given opportunity to practice opening airway.




Slide


18. Trainer explains „B‟ stands for „Breathing‟, identifying the need to check and determine whether or not the casualty is breathing or not.

Trainer states important aspects of this step are:

Check breathing by looking (watch the rise and fall of chest), listening (to the sounds of inhaling and exhaling) and feeling for breathing (by placing your cheek next to their mouth and feeling for exhaled breath on your check) for up to 10 seconds. Attention should be paid to identifying if the casualty‟s breathing is regular or irregular

If casualty is not breathing, rescue breathing/mouth-to-mouth resuscitation/EAR should be commenced (to be described later)

If casualty is breathing:

Continue to monitor to ensure they continue to breathe

Apply rescue breathing if their breathing stops

Note their respiration rate so it can be communicated to professionals when they arrive.


Trainer demonstrates to trainees how to check breathing of a casualty by showing how to:

Look for rise and fall of chest/abdomen

Listen for breathing

Feel for breath.



Several/all trainees to be given opportunity to practice same.




Slide


19. Trainer defines „Respiration rate‟ as the rate at which the casualty is breathing.

Trainer explains that to determine the respiration rate for a casualty:

Watch chest/stomach rise and fall for 15 seconds counting how many times the chest/stomach rises

Multiply this figure by four to obtain respirations per minute

Write down your findings so they can be passed on to professional medical help when they arrive.



Slide


20. Trainer presents details regarding respiration rates as follows:

The normal range of respiration rates in an adult when resting is 12 to 20 respirations per minute

Respiration rate below 12 respirations per minute is called slow

Respiration rate above 20 respirations per minute is rapid

A breathing rate slower than 12 respirations per minute or faster than 20 respirations per minute may indicate a problem affecting the casualty's ability to get oxygen (air).


Trainer demonstrates how to obtain respiration rate for a „casualty‟.





Slide


21. Trainer explains „C‟ stands for the need to check „Circulation‟ highlighting:

This will indicate whether or not their heart is beating

Without a pulse, there is no heart beating and there is no circulation

If you cannot detect a pulse, commence chest compressions

If casualty is not breathing and there is no pulse, administer CPR (Cardio-Pulmonary Resuscitation) – a first aid technique combining rescue breathing and external chest compressions.



Slide


22. Trainer explains it is important to take the pulse of a casualty to determine if their heart is till beating or not. No pulse means their heart is not beating and chest compressions must commence.

Trainer highlights if there is no pulse and there is no sign of breathing, CPR (cardio-pulmonary resuscitation) must commence.

Trainer refers trainees to their manual for information about taking a pulse, stating:

A good point for taking the pulse is the neck (carotid arteries). Place the middle and index fingers on the casualty's larynx (voice box)

Move the fingers to the side until you feel the groove (between the bone and the muscle) next to the trachea (wind pipe), then press on the groove until you feel the pulse

Place the tips of your index and middle fingers over the pulse site and press gently. Using a watch with a second hand, count the pulse for 15 seconds and then multiply by four to obtain beats per minute

Write down your findings so they can be passed on to professional medical help on arrival.


Trainer demonstrates how to take the pulse of a „casualty‟.





Slide


23. Trainer states if the casualty is conscious and able to talk, speak to them to obtain whatever history is available relating to their condition or situation.

Trainer explains that by putting the history, signs and symptoms together, you will have a better assessment of the injury or illness and know more accurately what needs to be done. For example:

The casualty‟s chest pain came on quickly

The casualty has had chest pain for more than 10 minutes and is short of breath and sweating

The casualty is experiencing pain in the chest that is spreading down the arms. He/she also feels weak and dizzy

Assessment – it is possible the person has suffered a heart attack, so:

Get professional medical help immediately

Call for an ambulance

If the casualty becomes worse, stop your assessment and treat the life-threatening condition.

Trainer tells trainees while waiting for help to arrive, they should:

Give whatever first aid to the casualty you can



Keep watching the casualty to see if their condition changes and note those changes (for example, changes to respiration, heartbeat, level of consciousness)

Reassure them they are going to be alright.




Slide


24. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.



Slide





Slide



Class Activity – Discussion

Trainer asks trainees questions regarding their experiences providing first aid to people and/or their experiences with watching others provide first aid:

What other experiences (in addition to those already shared) do you have with the provision of first aid?

Have you seen others provide first aid? What did they do?

How might you respond if someone burns himself/herself?

What would you do if you were told a casualty was in anaphylactic shock?

Why is it important for first aid providers to record details of what they did when providing first aid to a customer/guest who is a casualty?




Slide


30. Trainer identifies mouth-to-mouth resuscitation (Expired Air Breathing, also known as „recovery breathing‟) should be given when diagnosis reveals the patient is not breathing.

Trainer explains if the casualty is breathing, mouth-to-mouth resuscitation is not required and the focus must be to manage bleeding and other injuries.

Trainer refers trainees to their manual for the steps in providing mouth-to-mouth resuscitation to an adult.


Trainer demonstrates provision of mouth-to-mouth resuscitation.

Trainees to be given opportunity to practice same.



Slide


31. Trainer describes steps in placing a breathing casualty into the Recovery Position:

Kneel beside casualty

Place their furthest arm at right angles to the body

Place their nearest arm across the chest

Lift their nearest leg at the knee so it is fully bent upwards

Roll casualty away from you on to the side while supporting head and neck and keeping the leg at right angles with the knee touching the ground.


Trainer demonstrates how to place casualty into Recovery Position.





Slide


32. Trainer explains if the casualty is not breathing and has no pulse there is a need to administer cardio-pulmonary resuscitation (CPR).

Trainer stresses where CPR is needed:

Providing it must take priority over treating other injuries

There is a need to verify professional medical help has been summoned

If two first aid providers are present, one should give cardiac compressions and the other should give mouth-to-mouth resuscitation. It is advisable to count the number of compressions out loud to keep track of them.

Trainer refers trainees to manual for details of providing CPR.


Trainer arranges for class to view resuscitation video: http://www.redcross.org.uk/What-we-do/First-aid/First-aid-tips-and-videos/Resuscitation


Trainer demonstrates how to provide CPR:

Single person providing CPR

Two persons providing CPR.


Slide

http://www.redcross.org.uk/standard.asp?id=75097





33. Trainer defines „Bleeding‟ as loss of blood explaining it can be external or internal.

Trainer states first aid treatment relates to managing external bleeding and identifies the following guidelines apply:

Use disposable gloves to reduce the risk of cross-infection

If the wound is a clean cut (free of dirt), apply a dressing. Your main aim is to stop the flow of blood. If blood comes out of a dressing applied to an arm or a leg, apply a pressure dressing (a wad of material on top of the dressing and directly over the wound) then raise the injured arm or leg above heart level

If an object is stuck in the wound, stabilise the object with a bulky dressing made from the cleanest material available. Then apply a bandage over the dressing. Do not press on the object; do not try to remove object.

Class Activity – View online videos

Trainer arranges for class to view videos on managing bleeding:


http://www.mayoclinic.com/health/first-aid-bleeding/MM00016


http://www.mayoclinic.com/health/first-aid-bleeding/MM00016




Slide


34. Trainer advises trainees if the casualty's clothing is on fire:

Cover the casualty with a fire blanket

Roll them on the ground until the fire is put out.

Trainer also instructs trainees if they cannot get to a fire blanket quickly, they should tell the casualty to drop to the ground and roll on the flame until it goes out.


Trainer to show trainees what a fire blanket is and demonstrate how to wrap one around a victim and roll them on floor.




Slide


35. Trainer provides information on treating burns:

Place the burn under cold running water for at least 10 minutes

Cut and gently lift away any clothing covering the burned area

Leave any piece of clothing that sticks to the burned area in place

Remove any jewellery from the burned limb so you do not have to cut off the jewellery later when the limb swells

Apply a sterile dressing over the burn and raise the limb to reduce swelling.




Slide


36. Trainer continues to provide detail on how to treat burns:

If the burned area is large, use the cleanest material available to cover the burned area

Do not try to clean the burned area before applying the dressing

Do not apply ointments or medications to the burned area

Do not break any blisters.

Trainer advises trainees they need to be aware of the potential for shock to set in when burns occur stating:

Action must be taken to respond appropriately to prevent shock or control shock highlighting a casualty with serious burns should receive intravenous fluids and medical attention as soon as possible

If the casualty is not in shock or suffering nausea, small amounts of cool water can be given.


Trainer arranges for class to view video on dealing with burns: http://www.redcross.org.uk/standard.asp?id=79556




Slide


37. Trainer explains electrocution occurs when electricity goes through the body.

Trainer warns trainees if the casualty is lying on an electrical wire, the electrical wire is probably carrying electrical current and can be a danger to them as well as to the casualty.

Trainer provides steps in dealing with electrocution:

Do not touch the electrical wire with your hands

Do not touch the casualty

Find the source of the electricity and turn it off. If you cannot turn off the electricity:

Protect yourself by standing on something dry and non-conductive (e.g. wooden chair)

Push the casualty away from the electricity, or push the source of the electricity away from the casualty with a non-conductive pole (e.g. wooden broom handle)

Check for breathing – use resuscitation techniques if casualty is not breathing

Find and dress the entry burn wound and the exit burn wound. The sole of the foot is a common location for the exit burn.




Slide


38. Trainer explains steps for treating snakebite:

Apply a firm crepe or elastic bandage over the bite site, then the rest of the limb

Stop the arm or leg from moving

Do not allow the casualty to move around more than is necessary

Monitor the casualty‟s breathing

Watch the casualty for shock.


Trainer demonstrates how to treat snakebite using crepe/elastic bandage.




Slide


39. Trainer states bites from other animals can cause severe bruises and infection, and break the skin, and first aid should include:

Cleaning the bite thoroughly with soap or antiseptic

Washing the bite with water

Covering the bite with a sterile dressing

Immobilising an injured arm or leg

Taking the casualty immediately to a medical facility.




Slide


40. Trainer identifies first aid for insect bites or stings should include:

Removing any stingers by carefully scraping the skin with a clean fingernail or blunt knife

Washing the bite or sting site

Applying ice or cold compresses to the bite or sting site

Treating more serious reactions (severe and rapid swelling, allergic symptoms) the same as a snakebite

Monitoring the casualty‟s breathing.

Trainer advises insect bites or stings may cause severe allergic reaction (such as difficulty breathing) if a person is sensitive and symptoms include:

Swelling of the mouth and throat

Red face

Hives

Wheezing or difficulty breathing

Coughing

Nausea or vomiting

Convulsions

Drop in blood pressure

Loss of consciousness.

Trainer notes often allergic people carry identification (such as a MEDIC ALERT



tag) or emergency insect bite treatment kits.

Trainer instructs if the casualty is having an allergic reaction and has such a kit, follow the instructions that accompany the kit.

Class Activity – Presentations

Trainer presents „MEDIC ALERT‟ tag to class for them to view so as to become familiar with same.

Trainer presents emergency insect bite treatment kit to trainees for them to read instructions and become familiar with same.




Slide


41. Trainer explains anaphylaxis („anaphylactic shock‟) is a potential fatal event caused by an allergic reaction usually to food such as peanuts.

Trainer states anaphylaxis may be diagnosed as follows:

Friend or family member advises you the casualty is suffering from anaphylactic shock

Casualty is wearing a MEDIC ALERT-style tag

Casualty has difficulty breathing, becomes disoriented and confused, starts turning blue, complains of feeling itchy and displays skin irritation (red blotches with hive-like appearance).

Trainer notes rapid diagnosis and quick treatment are vital:

Call professional medical assistance and identify anaphylactic shock is suspected

Search casualty for „rescue medication‟ (rescue medication is medication carried by persons susceptible to anaphylaxis for use by first aid providers when treating them) – and administer rescue medication:

EpiPen® - an injection system where epinephrine is injected into the casualty

The EpiPen® website http://www.epipen.com/ advises/instructs:

– Inject into the outer thigh

– Do not inject intravenously

http://www.epipen.com/



– Do not inject into the buttock

Prepare yourself to administer CPR – as anaphylaxis can stop breathing and the heart.

Class Activity – Visit Website

Trainer arranges for trainees to visit/view the EpiPen® website at http://www.epipen.com/ and read site information.

http://www.epipen.com/




Slide


42. Trainer explains if a person has food stuck in their throat, they could be choking and the treatment for choking is:

Use the „heel of your hand‟, and give up to five blows between the shoulder blades

Check the casualty‟s mouth quickly after each blow and remove anything that is stuck in there

Give up to five abdominal thrusts. If the casualty is still choking, place a clenched fist between the navel and the bottom of the breastbone and pull inwards and upwards

Check the casualty‟s mouth quickly after each abdominal thrust and remove anything that is stuck in there.


Trainer arranges for class to view video on treating choking: http://www.redcross.org.uk/standard.asp?id=75052


Trainer demonstrates how to provide first aid to choking victim – shoulder blows and abdominal thrusts.





Slide


43. Trainer explains a fracture is a broken bone, highlighting it is standard practice to splint or immobilise an arm or leg, even if they are not broken (because this will reduce the pain). Technique is as follows:

Remove any jewellery on the casualty's injured limb

Dress any open wounds or burns on the injured limb before applying the splint or sling

Cover any exposed bone with a dressing

Do not try to push the bone back under the skin

Do not try to straighten or „put together‟ the injured limb

Place the fractured arm in a sling or splint – see following slides.




Slide


44. Trainer explains the process for placing a fractured arm in a sling is:

Place the triangular sling under the injured arm so the arm is in the centre, the base of the sling is beyond the elbow, and the top corner is over the shoulder of the injured side

Position the forearm with the hand slightly raised (about 10 degree angle)

Bring the lower portion of the material over the injured arm and over the shoulder of the uninjured side

Tie the two corners in a knot on the side of the neck on the uninjured side

Twist the pointed end of the sling and tuck it in at the elbow.


Trainer demonstrates how to apply a sling to a fractured arm.




Slide


45. Trainer instructs trainees about applying a splint to an arm or leg stating:

Place one splint on each side of the arm or leg

The aim of splinting is to immobilise the joints above and below any fracture so ensure splints go above and below the fracture

Secure each splint in place above and below the fracture site with little movement to the injured areas

Use the chest wall to immobilise a fractured arm and use the good leg to immobilise the fractured leg if nothing is available.


Trainer arranges for class to view video on applying splint: http://www.expertvillage.com/video/52570_splint-first-aid-lowerleg.htm


Trainer demonstrates how to:

Apply split to an arm

Apply splint to a leg.

Several/all trainees may be given the opportunity to practice same.

http://www.expertvillage.com/video/52570_splint-first-aid-lowerleg.htm




Slide


46. Trainer defines a sprain as an injury to the soft part in the ankle, knee, or wrist.

Trainer presents the „RICE procedure‟ as the treatment for sprains explaining it comprises:

Raise the limb

Ice – apply ice or a cold pad to the injured area

Compress the injury using a bandage or soft padding

Elevate the injured limb.


Trainer arranges for class to view video on treating sprains and strains: http://www.redcross.org.uk/standard.asp?id=75200




Slide


47. Trainer identifies that if a neck or spinal injury is suspected all that can be done is to manage the injury until professional help arrives. Management includes:

Do not move the casualty if you think they have a spinal injury, unless you believe there is immediate danger

If you must move the casualty to save his or her life, keep the movement of their back and neck to a minimum

Send someone to get medical help (an ambulance) immediately

Keep the casualty still – tell the casualty not to move

Kneel behind the head and place your hands on either side to support it with the head, neck and spine in a straight line

Put rolled up towels, blankets, or clothing on each side of the casualty‟s head to keep it from moving

Cover the casualty with a blanket.




Slide


48. Trainer identifies that a casualty with burns or bleeding can have shock, explaining signs of shock include:

Sweaty but cool skin, pale colour, or bluish skin around the mouth

Shallow, fast breathing

Rapid pulse that becomes weaker.



Slide


49. Trainer advises trainees as shock progresses, they will see the casualty has:

Anxiety – they will appear restless, agitated, worried

Unusual thirst

Yawning and sighing

Nausea.




Slide


50. Trainer instructs trainees to treat shock by:

Calling an ambulance or summoning professional medical attention

Treating major wounds and stopping heavy bleeding

Positioning the casualty on their back, on a blanket to keep warm

Keeping the casualty calm. Confidently and calmly tell the casualty that you are helping and they will be OK.



Slide


51. Trainer continues providing instructions on treating shock:

Making sure fractured legs are splinted before you elevate the legs

Raising casualty's legs so feet are slightly higher than the level of the heart. Place a rolled up towel/blanket, box, or other stable object under the casualty‟s feet or ankles

Not elevating the legs if you think that a casualty has a broken back

Placing unconscious casualties in the Recovery Position

Loosening any tight clothing, including boots

Keeping the casualty from being too warm or too cold.




Slide


52. Trainer advises trainees when they have rendered all the first aid they can they should monitor the condition of the casualty, take notes of the casualty‟s condition and any changes that may occur and convey this to professional medical help when it arrives.

Trainer highlights things to note or monitor at this stage may include:

Their pulse and respiration and any changes in them

Colour of and any changes in the colour of the casualty‟s skin

Mention made by the casualty of pain including location of the pain, type of pain and degree of pain

Requests for anything – warmth, liquid/drinks, pain relief

How long casualty was unconscious

Comments made relating to cause of the injury.



Slide


53. Trainer states to trainees that when monitoring a casualty and waiting for professional help to arrive they should:

Reassure the casualty they are doing fine and everything will be alright

Double-check someone has called for professional medical personnel to attend

Do not give them cigarettes or allow them to smoke

Do not give them alcohol.




Slide


54. Trainer continues to provide instruction on what to do when monitoring casualty:

Do not give them food

Generally speaking, avoid giving liquids with the exception of water to wet the lips

Keep crowds and onlookers away

Keep them still

Protect them from the natural elements, where necessary (sun, rain).



Slide


55. Trainer notes in all first aid situations there can be a need to call on others who are not professional medical people to help provide the basic first aid necessary in an emergency situation.

Trainer identifies that in addition to volunteers, assistance at the scene may be sought from:

Other staff and colleagues

Members of the public such as passers by

Bystanders and onlookers

Friends or family members of casualty.




Slide


56. Trainer presents points to consider when asking for help:

Never be afraid to ask for help – from anyone

Most people are prepared to help even if they do not know what to do. They will do what you tell them or ask them to do

A vital thing they can do is to confirm professional medical help is on the way

If one person refuses to help, ask someone else. Never assume just because one person has refused, everyone will refuse.



Slide


57. Trainer identifies „others‟ may be asked to:

Give information about causes of the incident or injury

Provide directions to emergency services to help them get quickly to the scene

Contact friends or relatives of the casualty so they can attend and perhaps provide history about the casualty

Help carry or move the casualty.




Slide


58. Trainer continues to identify what „others‟ may be asked to do when a casualty is being given first aid:

Help protect the casualty from the weather or further injury

Communicate with emergency services to provide them with updates

Communicate with emergency services to obtain advice and direction

Record verbal information you give them – vital signs and condition of casualty

Obtain first aid requisites for you such as fetching bandages, slings and other needs from the first aid room or main office.



Slide


59. Trainer advises trainees to always identify potential helpers as soon as possible when they arrive on scene recommending the use of questions such as:

“Does anyone have first aid experience/qualifications?”

“Can anyone here help me if I need help?”

“Does anyone have a cell phone?”

Trainer notes it is best to have people ready to help and not need to use them than it is to not have identified possible helpers, and then find there is a need for them. Call out for help if necessary.

Trainer recommends when helpers have been identified:

Thank them

Ask them to stand where you can communicate readily with them

Give them a job; get them to hold something, take notes, control the crowd, or provide shade.

Class Activity – Simulation

Trainer asks trainees to practice asking bystanders for help on arrival at a first aid situation.




Slide


60. Trainer advises trainees that most employers will require documentation of any instance where there has been a need to administer first aid to a customer/guest or another member of staff.

Trainer identifies documentation may include:

Incident Report

Injury Register.

Class Activity – Handouts and discussion

Trainer provides handouts of sample Incident Report and Injury Register identifying, explaining and giving examples of information to be supplied/completed.



Slide


61. Trainer states enterprise procedures regarding the recording of accidents and injuries can vary between employers and venues but commonly includes:

A written record is required. A verbal report only is normally unacceptable

It must be completed „as soon as possible‟, commonly within 24 hours maximum

It must be in a form approved by the organisation using the designated form or register

Names of those involved must be recorded – the injured, witnesses and responders.




Slide


62. Trainer continues to identify enterprise procedures regarding the recording of accidents and injuries :

Times and dates must be recorded

Location must be identified

Action taken on behalf of the organisation must be recorded

Causal factors should be identified

Report must be forwarded to the identified person within a nominated time frame.

Class Activity – Practical Exercise: Completion of Incident Report

Trainer directs trainees to complete the sample Incident Report (distributed as part of previous Activity) to record a fictitious event where they were required to provide first aid to a guest/customer.

Trainees to be given freedom to identify/describe the incident and the treatment given/action taken.



Slide





Slide


67. Trainer tells trainees whenever there is a need for them to provide first aid, it should be standard practice to also involve professional medical authorities. Their role should only be as a „first responder‟ to provide emergency help, not to deliver professional medical assistance.

Trainer explains it is more important to summon professional medical help than it is to render first aid. If they have to choose between obtaining professional medical help and rendering first aid, always elect to summon professional help.

Trainer identifies that obtaining professional medical help is best practice because it is best for the casualty in that:

It increases the likelihood of survival of the casualty

It allows necessary drugs and medications to be administered to the casualty at the earliest opportunity

It enables professional care to be provided as soon as possible

It means the casualty can be hospitalised as soon as possible, where there is a need for this

It reduces the possibility of the casualty suing the venue for breach of „duty of care‟.




Slide


68. Trainer advises trainees that common sense must be used when contacting professional medical assistance and options include:

Asking someone else to call for help such as a colleague, management, a bystander or member of the public while you go to the casualty or while you are rendering first aid

Yelling out for help. Yell out for someone to ring an ambulance

Flagging down a passing vehicle and asking them for help or to ring an ambulance

If you cannot make telephone contact activating a „Fire‟ alarm or breaking glass on a fire alarm.

Trainer stresses to trainees:

Never waste time thinking about whether or not to summon medical assistance

– always summon medical assistance

If they have to choose, delay rendering first aid until they have called for assistance.



Slide


69. Trainer tells trainees they should take whatever action they can to facilitate the arrival of emergency services or professional medical help to the casualty‟s location, which may involve:

Opening gates, or arranging for them to be opened

Moving vehicles which may impede access

Asking others to position themselves in locations to signpost the location of the casualty as emergency service workers arrive on scene.




Slide


70. Trainer advises trainees when professional medical assistance (or a relieving first aid provider) arrives they must communicate to them all knowledge they have about the casualty, changes in their vital signs, action taken and, where appropriate and the incident giving rise to the injury.

Trainer explains to trainees that when making initial contact with Emergency Services to obtain help they will require information about the incident before they send assistance so trainees must:

Be guided by them. Let them ask questions and answer them as required

Speak clearly and calmly

Never hang up the telephone until directed to do so.



Slide


71. Trainer advises trainees emergency service telephone operators will want information about:

The exact location of the casualty

The number of casualties

The age and gender of casualties

Descriptions of injury or illness and symptoms

Details of any first aid which may already been given

Whether or not the situation is life threatening and if you need over the telephone assistance in rendering more first aid.

Trainer reminds trainees while authorities will prefer to have all of the above

information they must never delay calling them just because they are missing some of the information. Always contact them and get them moving towards you.

Class Activity – Guest speaker

Trainer arranges for telephone operator from Ambulance or emergency services to attend and speak to trainees about:

How to contact emergency services

Information to be provided

Why information is required

First responder action to take in an emergency

Things that can or should be done to increase chances of survival of casualties




Things that can or should be done to assist emergency services.


Trainer makes simulated call to emergency services or ambulance asking them to attend.

Trainees may be given the opportunity to practice same.



Slide


72. Trainer instructs trainees when emergency services or professional help arrives they should:

Identify self – then be quiet!

Allow them to take the lead and ask questions

Provide accurate information. Tell them when you do not know, or are not sure about, and answer their questions. Advise them regarding:

What you found or determined on arrival at the scene

The treatment you provided

Details of any movement of the casualty you were forced to make (due to impending danger)

Relevant information about the casualty provided by others. For example, the family of the casualty may have advised you the casualty is deaf, a diabetic, or has just been released from hospital following a certain medical condition

Refer to notes taken at the time when assessing and monitoring the casualty concerning respirations or pulse rates. Highlight changes in vital signs and other physical conditions of the casualty

Add any relevant information you believe exists in relation to the casualty and/or the treatment you have provided

Follow their instructions about what to do, what to hold, what to move, what to apply

Supply any local or venue-specific information you believe is useful or will facilitate the treatment and/or removal of the casualty.




Slide


73. Trainer identifies that it is standard industry practice for staff to be required by their employer to complete a report following a need to provide workplace first aid. This requirement commonly applies regardless of the reason the first aid was required, and regardless of whether it was provided to a customer, guest or staff member.

Trainer indicates the report may only be a verbal report but there is often a need for a comprehensive written report.

Trainer explains when preparing a report:

Notes and observations taken at the time (vital signs) should be referred to

Any record prepared should be used such as Incident Report, and/or Injury Register

Ensure „facts‟ are distinguished from „beliefs‟. It is important for the report to be fact-based. Facts may relate to:

Time you were advised of the incident

Time of your arrival at the scene

Date

Location of the incident

Name of casualty or casualties

Time professional medical help or emergency services were called and name of person/s who called them

Time professional assistance arrived on scene and name of emergency services/professional help that responded



Description of the casualty when you arrived – position, vital signs, original diagnosis and reasons for same

First aid action taken. Detail what was done and the sequence in which it was done

Details of any action taken as a result of the fact or belief the casualty was in danger and there was a need to move the person

Details of any action taken to mitigate further injury, or injury to other persons

Record what happened to the casualty – „Taken by ambulance to XYZ hospital‟

Assist the employer by:

Identifying what you believe may have been the cause of the injury (where relevant) such as „Casualty appears to have slipped on wet floor in toilet‟, or „Casualty was burned as a result of touching top of bain marie in dining room‟

Making suggestions as to what could be done to prevent a recurrence of the incident

Sign and date the report providing your contact details.

Class Activity – Handout and discussion

Trainer arranges for a sample report on an incident where first aid has been provided to be distributed to class, and discussed.




Slide


74. Trainer advises that Reports following the provision of first aid must be made in accordance with enterprise guidelines which may be:

Completed as soon as possible after the incident – same day is essential

Completed individually. Reports should be made by each staff member involved without discussion between those staff members

Completed in writing. A verbal debrief or report may also occur but there should always be a hard copy or written report

Forwarded to designated managers or officers (first aid supervisors; Occupational Health and Safety officials; insurers)

Filed for future reference.



Slide






Slide



Trainer thanks trainees for their attention and encourages them to apply course content as and if required in their workplace activities.

Recommended training equipment




Workplace-based first aid kits

Variety of slings

Variety of bandages – by size and type; crepe, elastic, pressure, water-proof, gauze, triangular, strip, finger, knuckle, donut, roller bandages

Sterile dressings

Blankets

Splints

Disposable gloves

Disposable masks

Resusci-Annie doll (also known as CPR Annie/Anne)

Incident/accident recording and reporting forms

DRABC instructions, charts and posters

Ice packs

EAR instructions, charts and posters

CPR instructions, charts and posters

Towels, blankets and clothing

Watch/clock with second hand

Note pads and pens

Wooden pole/broom handle

MEDIC ALERT tag

EpiPen®

Ice and/or cold pads

Sample Incident Report forms

Sample Injury Register

Telephone system (for demonstrating calling of emergency services)

Instructions for Trainers for using PowerPoint – Presenter View



Instructions for Trainers for using

PowerPoint – Presenter View

Connect your laptop or computer to your projector equipment as per manufacturers‟ instructions.

In PowerPoint, on the Slide Show menu, click Set up Show.

Under Multiple monitors, select the Show Presenter View check box.

In the Display slide show on list, click the monitor you want the slide show presentation to appear on.

Source: http://office.microsoft.com

Note:

In Presenter View:

You see your notes and have full control of the presentation

Your trainees only see the slide projected on to the screen

More Information

You can obtain more information on how to use PowerPoint from the Microsoft Online Help Centre, available at: http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Note Regarding Currency of URLs

Please note that where references have been made to URLs in these training resources trainers will need to verify that the resource or document referred to is still current on the internet. Trainers should endeavour, where possible, to source similar alternative examples of material where it is found that either the website or the document in question is no longer available online.

http://office.microsoft.com/

http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Instructions for Trainers for using PowerPoint – Presenter View


Appendix – ASEAN acronyms




AADCP ASEAN – Australia Development Cooperation Program.

ACCSTP ASEAN Common Competency Standards for Tourism Professionals.

AEC ASEAN Economic Community.

AMS ASEAN Member States.

ASEAN Association of Southeast Asian Nations.

ASEC ASEAN Secretariat.

ATM ASEAN Tourism Ministers.

ATPMC ASEAN Tourism Professionals Monitoring Committee.

ATPRS ASEAN Tourism Professional Registration System.

ATFTMD ASEAN Task Force on Tourism Manpower Development.

CATC Common ASEAN Tourism Curriculum.

MRA Mutual Recognition Arrangement.

MTCO Mekong Tourism Coordinating office.

NTO National Tourism Organisation.

NTPB National Tourism Professional Board.

RQFSRS Regional Qualifications Framework and Skills Recognition System.

TPCB Tourism Professional Certification Board.

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