Course Overview and Lesson Plans

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1 Course Overview and Lesson Plans Level 2 Award in Emergency First Aid at Work Qualsafe Awards City View 3 Wapping Road Bradford BD3 0ED Tel:

2 Level 2 Award in Emergency First Aid at Work Overview Assembly & Introduction The Role of the First aider Role, responsibilities, infection control, consent, accident forms and first aid equipment Incident and Casualty Assessment Scene Survey, Primary Survey and Calling for Help Break CPR The Unresponsive Casualty who is not breathing normally Lunch Unconscious Casualty Assessing Consciousness, Recovery Position Management of Seizure Recognition and Management Choking Recognition and Treatment External Bleeding and Shock Types, treatment and recognition of bleeding Break External Bleeding and Shock (cont) Recognition of blood loss and the casualty in shock Minor Injuries Small cuts, grazes, bruises, minor burns, scalds and splinters MCQ Assessments Course Evaluation and Closure

3 Learner Register, marker pens, name labels, course books. 15 minutes. The learner should be able to recognise the health & safety requirements of the environment, what is required of them during the course, and that their physical and emotional needs for the day are catered for. Welcome & Introductions Health & Safety Course start/finish times, breaks, lunch etc. Trainer Self Introduction, organise class register, name labels for learners. Give out course books. Fire regulations, escapes and assembly points. Explain & expand. Learners Fill in name on register and labels. Listen. Listen. Toilets Give Directions. Listen. Smoking Policy Explain rules of the venue. Listen Mobile Phones Explain our policy. Switch off unless absolutely necessary. Special Requirements Check dietary requirements and any special needs are catered for if Listen/inform trainer confidentially of any special requirements. applicable. Important ask learners to inform you if they have any pre-existing injuries/conditions that may affect their ability to do practical work. Learners should not to do anything that may worsen a condition. Make reasonable adjustments where possible. Requirements for the course Explain that you do not need good literacy skills to be a good first aider and encourage any Listen. Ask for assistance if necessary. learner experiencing difficulties to confidentially ask for assistance. Learner introduction Ask learners to introduce themselves. Introduce Self. Information could include where they work, what they do, why they are on the course (did they volunteer?). Have they attended a first aid course before? Difficult Course Content Explain that the nature of the course Listen. requires coverage of Objectives that some may find difficult, particularly if they have had personal experiences. Explain that this is normal and if someone needs to leave the room for a minute at any time that is acceptable. Assessment Process Explain how delegates will be assessed during the course. Listen. Any Questions?

4 Level 2 Award in Emergency First Aid at Work Flip charts, PC and projector, PPE and First aid equipment 30 minutes 1. Understand the role and responsibilities of the emergency first aider. 1.1 Identify the role and responsibilities of the first aider. 1.2 Describe how to minimise the risks of infection. 1.3 Identify the need of establishing consent to provide first aid Identify and discuss the 3Ps. Listen and discuss. Ask the learners in pairs to identify and list the basic requirements of a First Aider. Include common sense, remaining calm and being confident amongst the discussion. Ask the learners in small groups to identify and discuss the responsibilities of a first aider. Emphasise at least the following: Protect from danger, identify the illness or injury, decide on priorities of care, and ensure dignity, transportation as appropriate, good communication to patient, helpers and other medical professionals, good documentation. Ask the learners in small groups to identify and list different types of infection risks in the first aid setting and how these might be overcome. Explain the importance of introducing Listen and discuss. yourself to the casualty and that they are happy for you to help them. If unconscious then implied consent as duty of care. *** Listen and observe. 1.4 Complete an accident report form Explain the legal implications of documentation. 1.5 Identify first aid equipment available in a workplace. 1.6 Describe the safe use of first aid equipment. Ask the Learners in pairs to list and identify the key pieces of information that may be required in a form. Explain and if possible share around class examples of a first aid kit and emphasise important pieces in them. Explain the basic uses if necessary of key pieces of kit. Reinforce infection risks and clinical waste advice. Ask the learners in pairs to identify and list some basic requirements of a first aider and to feedback to rest of group. In small groups Identify and list some responsibilities of the first aider, then discuss the findings. In small groups identify and list some of the possible infection risks in a first aid setting. In pairs identify key information required for an accident form. Pass around a first aid kit, handle key pieces and discuss. Listen, observe and handle key pieces of first aid kit and discuss. Trainers: Ensure a brief recap and acknowledgement of understanding with learners on unit before moving on. *** For further background reading for Trainer, please refer to: (but keep it simple for the Learners)

5 Level 2 Award in Emergency First Aid at Work Flip chart and pens, PC and projector 30 minutes 2.0 Assess a first aid incident 2.1 Conduct a scene survey. Ask class in small groups to consider a first aid scene real or simulated, and to list and identify the potential hazards and their management if possible. Provide a image if possible of a scene for more impact. 2.2 Conduct a primary survey. Introduce D.R.A.B.C. on a flip chart or board and explain its meaning. Emphasise that life threatening conditions should be identified as soon as possible. Manage each step fully before moving on to next. You may not get as far as C particularly if you need to start CPR. 2.3 Give examples of when to call for help. Explain the importance of early call for help and ensuring it has been done. Ask the learners in small groups to identify and list what the emergency services will ask for and what will happen whilst on phone to them. In small groups listen, observe the image or scenario and list possible hazards and how they might be overcome. Listen and discuss. In small groups identify and list the information required for the Emergency services. Trainers: Ensure a brief recap and acknowledgement of understanding with learners on unit before moving on.

6 Flip chart and pens, PC and projector, appropriate manikins and mats. 45 minutes. 3.0 Manage an unresponsive casualty who is breathing normally. 3.1 Assess levels of consciousness. Ask the learners to split into pairs and identify and list as many causes of unconsciousness they can. 3.2 Open an airway and check breathing. 3.3 Explain the importance of the recovery position. 3.4 Demonstrate placing a casualty in the recovery position. Explain the significance of changes to conscious levels. Explain and discuss AVPU as a simple assessment tool for conscious levels. Demonstrate shake and shout as the quickest method to assess response. Explain and demonstrate using airway model or diagram how the airway can become blocked. Explain and demonstrate head tilt, chin lift and how to assess breathing. In pairs ask the learners to assess each others breathing and to demonstrate opening an airway on available manikins. Emphasise the purpose of the recovery position in relation to airway management. Demonstrate the principles of the position and how to put someone i nto the recovery position. Observe the Learners, in pairs, practicing the recovery position and subsequent management. Split into pairs and identify and list as many causes of unconsciousness as they can and feed back for discussion. Listen and discuss. Listen and discuss. Listen and observe. Listen and observe. In small groups practice assessing each others breathing and opening airway on manikins. In pairs practice putting each other into the recovery position and subsequent management 3.5. Manage a casualty who is in seizure. Ensure you assess them at the same time. Explain a seizure, common signs and symptoms and management include the do nots and post seizure care. Show any clips that may be available to support the condition. Listen, observe any visual example and discuss. Trainers: Assess opening an airway, breathing checks and the recovery position during this session using the Qualsafe Award Unconscious Casualty Practical Assessment form. Ensure a brief recap and acknowledgement of understanding with learners on unit before moving on.

7 Flip Chart and pens, PC and projector, manikin and wipes. 105 minutes. 4.0 Manage an unresponsive casualty who is not breathing normally. 4.1 Identify the need to commence CPR. 4.2 Demonstrate CPR with the aid of a manikin. Explain the circumstances and the signs and symptoms when a casualty will need CPR. Demonstrate checking for danger, shouting for help, shake and shout, open airway check breathing. Demonstrate on manikin emphasising hand position depth and speed, and also when you will stop. Place manikins around the room, ensuring wipes available and kneelers or mats as appropriate. Split the learners into small groups and observe and assess them practicing CPR. Listen and discuss. Listen, observe, discuss. Assist in sharing manikins out round the room. Split in to small groups and practice CPR on the manikins. Emphasise cleaning manikins each time they are used and cross infection issues. If appropriate to the group, demonstrate and allow practice for child and baby CPR. Ensure that each time a manikin is used it is cleaned ready for next learner. Trainers: Assess Cardio Pulmonary Resuscitation during this session using the Qualsafe Award CPR Practical Assessment form. Ensure a brief recap and acknowledgement of understanding with learners on unit before moving on.

8 Flip charts and pens. 30 minutes. 5.0 Recognise and assist a casualty who is choking. 5.1 Identify a casualty with partial and complete airway obstructions. 5.2 Administer first aid to a casualty who is choking. Ask the learners in pairs to list different types of airway obstructions. Explain difference with emphasis on the fact that a casualty with a partial airway obstruction should be able to cough. Explain and demonstrate using manikin if available, the stepwise approach to management of a choking casualty, including cough, back blows, and abdominal thrusts. If appropriate to the group ensure that child and baby guidelines for choking are covered and observe practicing. Observe the learners practicing where appropriate. Listen, and in pairs identify, list and feedback possible types of airway obstructions. Listen, observe, discuss and practice management of choking if appropriate rescue trainer is available. Trainers: Ensure a brief recap and acknowledgement of understanding with learners on unit before moving on.

9 Flip chart and pens, PC and projector, bandages, dressings and slings. 60 minutes. 6.0 & 7.0 Manage a casualty with external bleeding and shock. 6.1 Identify types of external bleeding. Explain the different types of bleeds: Arterial, Venous and Capillary. 6.2 Manage a casualty with external bleeding. 7.1 Identify the signs and symptoms of shock. 7.2 Provide first aid for a casualty in shock. Ask the learners to try and describe the type of blood flow caused by each. Emphasise the difficulties with estimating blood loss dependant on surface or materials involved. Introduce S.E.E.P. on flip chart or board and ask the learners to identify each step. Explain its significance and demonstrate its use in a simulated example. Demonstrate managing a casualty with external bleeding using appropriate dressings and slings. Split the learners into pairs and observe and assess learners whilst they practice on each other. Explain the nature of shock, how and why shock develops. Ask the learners in small groups to try working out what a casualty suffering from shock will look and feel like. Explain best practice for managing shock, emphasising casualty positioning. In pairs ask the learners to lay each other down and elevate their legs. Observe and assess. Listen, observe and describe the nature of blood flow associated with each. Consider different surfaces and materials to gain an idea of how blood loss looks on different surfaces and materials. Observe the flip chart or board and try to identify what each step requires and why. Observe and discuss. In pairs practice managing simulated wounds and bleeding scenarios on each other with appropriate dressings and slings. Listen, and in small groups identify and list some of the signs and symptoms of a casualty in shock. Listen, observe and in pairs demonstrate positioning for shock i.e. lay on back with legs elevated. Trainers: Assess Management of External Bleeding and Shock during this session using the Qualsafe Award Wounds Bleeding and Shock Practical Assessment form. Ensure a brief recap and acknowledgement of understanding with learners on unit before moving on.

10 Flip charts and pens, PC and projector. 30 minutes. 8.0 Manage a casualty with a minor injury. 8.1 Manage a casualty with small cuts, grazes and bruises. 8.2 Manage a casualty with minor burns and scalds. 8.3 Manage a casualty with small splinters. Explain the nature of small cuts grazes and bruises and how best to treat. Emphasise aseptic techniques and tetanus issues if appropriate. Emphasise cooling, removal of clothing if not stuck, cling film dressing and also the don ts e.g. applying ointment. Emphasise which can or cannot be removed, that it must be visible and not deeply embedded, and that this is the only object a first aider can remove. Explain removal technique using clean tweezers. Emphasise aseptic techniques and tetanus issues if appropriate. Listen observe and discuss. Trainers: Ensure a brief recap and acknowledgement of understanding with learners on unit before moving on.

11 Assessment papers, answer sheets, pens. 45 minutes. To complete and pass appropriate multiple choice papers, showing their overall learning on the course sufficient to enable the learner to provide first aid in a manner that is safe, prompt and effective. Provide feedback on the experience of the course. Complete a Multi Choice Assessments. Complete a Course Evaluation. Course Closure. Issue Multi Choice Question Papers, supervise completion, carefully following Qualsafe Awards Guidelines for Delivery of Assessments. Mark question papers. Issue course evaluation forms, explain completion to learners. Communication of results and Course Closure. Complete assessments without colluding with other learners. Complete forms. Participate.

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