Trainer andAssessor Guide

Basic Emergency Care

                

     

Basic Emergency Care Resource Development Team Resource Developer

Danielle Smith – Bayside District Officer – LSV Review Team

Stu Wall – Assessment Development Officer – LSV Rob O’Brien – Development Officer – RTO Compliance & Resources – LSV

© Life Saving Victoria This work is copyright, but permission is given to LSV trainers and assessors to make copies

for use within their own training environment. This permission does not extend to making copies for use outside the immediate training environment for which they are made, or the

making of copies for hire or resale to third parties.

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CONTENTS Contents............................................................................ 3 Section 1 - Introduction ..................................................... 5

Welcome......................................................................... 5 About the Trainer and Assessor Guide........................... 6 The Role of the Trainer and Assessor ............................ 6

Section 2 – About the Course ........................................... 7 Section 3 - Delivery Resources......................................... 9

First aid and the law...................................................... 10 Patient Questioning....................................................... 10 First Aid kit contents...................................................... 10 The Digestive System................................................... 10 Integumentary system (Skin) ........................................ 11 Respiratory Distress...................................................... 11 Choking......................................................................... 13 Defibrillation .................................................................. 14 Answers to Workbook Questions.................................. 15 Safety and Wellbeing .................................................... 15 Anatomy and Physiology .............................................. 18 Basic First Aid ............................................................... 19 First Aid......................................................................... 21 Resuscitation ................................................................ 25 What is a SAED? .......................................................... 27

Section 4 - Support Materials.......................................... 28 Scenario Guide ............................................................. 28 First Aid......................................................................... 36 Resuscitation ................................................................ 41 Communications ........................................................... 43

Section 5 - Assessment Resources ................................ 44 Assessment Work Card ................................................ 53

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SECTION 1 - INTRODUCTION WELCOME Welcome to the Trainer and Assessor Guide for delivering and assessing the Basic Emergency Care qualification. This guide has been developed as part of a suite of print based and electronic support materials which includes the:

32nd Edition of the Surf Lifesaving Training Manual

Surf Life Saving First Aid and Emergency Care Manual

Basic Emergency Care Workbook and Assessment Portfolio

Trainer and Assessor Guide.

WHAT IS THE 32ND EDITION OF THE SURF LIFESAVING TRAINING MANUAL (VERSION 2)? This training manual, which has been designed to be used by candidates, trainers and assessors, contains most of the information related to the skills and essential skills and knowledge required by the Basic Emergency Care award. The training is competency based and conforms to the Australian Qualifications Framework (AQF).

WHAT IS THE BASIC EMERGENCY CARE WORKBOOK AND ASSESSMENT PORTFOLIO? This workbook contains information relating to the training and assessment requirements for Basic Emergency Care and it also has the additional information required by candidates that is not contained in the Surf Lifesaving Training manual (32nd Edition, version 2) but has been sourced from the SLS First Aid and Emergency Care manual.

The assessment portfolio is designed to assist candidates by collecting evidence of their skills and knowledge.

WHAT IS THE TRAINER AND ASSESSOR GUIDE? This guide has been developed to assist trainers and assessors to design learning and assessment strategies to meet the individual needs of their candidates. In achieving competency in the Basic Emergency Care qualification, candidates will attain two units of competency. They are:

PUAEME001A Provide Emergency Care

HLTFA201A Provide Basic Emergency Life Support

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ABOUT THE TRAINER AND ASSESSOR GUIDE The guide is divided into four (4) sections. They are:

Section 1 Introduction to the Trainer and Assessor Guide – you are reading this section now.

Section 2 An Overview of the Basic Emergency Care Qualification

Section 3 Support Materials for Delivering the Program Section 4 Support Materials for Assessing Candidates

This guide is not designed to be prescriptive. We recommend that, throughout the course, you take advantage of any opportunity to demonstrate and share your knowledge and skills with the candidates, and contextualise their learning and assessment resources to your local environment.

THE ROLE OF THE TRAINER AND ASSESSOR As a trainer and/or assessor you are expected to:

comply with the Australian Quality Training Framework (AQTF), Registered Training Organisation (RTO) requirements, and Surf Life Saving Australia (SLSA) policies and procedures

maintain the currency of your training and assessment practices

contextualise the course content, where appropriate

implement reasonable adjustments for candidates with additional needs

support and encourage your candidates throughout the course

provide information and advice regarding the requirements of the course

progressively assess your candidates in the course of their learning process and assess their readiness for final assessment

communicate effectively and professionally with candidates at all times.

If you encounter any problems when you are delivering or assessing the Basic Emergency Care qualification, contact your state or territory Education Manager.

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SECTION 2 – ABOUT THE COURSE About the Basic Emergency Care Award The Basic Emergency Care award is a Surf Life Saving Australia (SLSA) award that in Victoria aligned to the units of competency PUAEME001A Provide Emergency Care and HLTFA201A Provide Basic Emergency Life Support – both nationally recognised qualifications.

Award Syllabus To facilitate delivery of the course we have identified the units of the Surf Lifesaving Manual that need to be referred to and identified specific components where necessary. We have also identified the references in the SLSA First Aid and Emergency Care Manual that need to be covered (the relevant information from this manual has been included in the Candidate Workbook). NOTE: The choking information is not from either of these manuals and is derived from resources provided by the Australian Resuscitation Council and

Unit No.

Surf Lifesaving Manual 32nd Ed. (version 2) Module:

Components of unit:

1 Safety and Wellbeing -Page 8-13 -Page 15 (Infectious diseases and vaccinations) -Page 16

3 Anatomy and Physiology -Entire unit

4 Basic First Aid -Entire unit

5 First Aid -Page 42 -Body Checks -Page 44 -Major injuries with severe bleeding -Page 45 –Sprains and strains, Dislocations and Fractures -Page 48 –Chest Pain -Page 50 –Burns -Page 59 –Vital signs -Page 60

6 Basic Resuscitations -Entire Unit

8 Communications -Page 82 –Effective communication -Page 83 –Spoken and verbal communication -Page 85 –Non-verbal communication -Page 89 –Selecting an appropriate communication Tool

9 Radio Communication -Page 96 -Rescue Procedures (4P’s)

11 Carries and Support -Page 112 -Three person carry -Page 114 -Two handed seat

12 Patrols -Page 126, 129 and 132- Emergency services -Page 121- Working with other people

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Ch. SLSA First Aid and Emergency Care Manual

Components of unit:

1 Introduction to first aid Page 3- First Aid and the law Page 4 –First Aid kit contents (see appendix 2 also)

2 Anatomy and Physiology Page 14 –The Digestive system Page 15 –The Integumentary system

3 First Aid Management Page 22 –Patient Questioning 8 Respiratory Emergencies Page 52- Respiratory distress and near

drowning Page 53 –Asthma Page 55 –Allergic reactions

24 Defibrillation Page 173 –Defibrillation (What is defibrillation, what is an SAED, what is the defibrillation process)

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SECTION 3 - DELIVERY RESOURCES About the Delivery Resources The delivery resources have been developed to assist trainers to deliver the Basic Emergency Care qualification. They are not prescriptive. Trainers are encouraged to use their own experiences and examples wherever possible, to ensure the training being delivered is both current and relevant to the candidates and their local environment. This section of the guide, (which contains answers to the Self Help Questions found in Section 3 of the candidate’s Workbook), should be used in conjunction with the other training resources available. About the lesson overviews The lesson overviews describe the Learning Outcomes to be covered for each Unit, as well as suggested delivery strategies, time frames and relevant references. For more experienced trainers, the overviews may form the basis of their lesson plan and/or delivery method. About the PowerPoint presentation The PowerPoint presentation is designed to support you in the delivery of your course. It is not a requirement of the course, but is designed to provide trainers with another option for delivery of the course content.

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FIRST AID AND THE LAW Surf Lifesaving First Aid and Emergency Care manual (2005): Page 3

CONSENT All patients have the right to accept or refuse treatment. There are two kinds of consent:

1. Actual consent: the patient/guardian gives a first aider permission to help them/their charge or apply first aid

2. Implied consent: in an emergency situation, the consent of the unconscious person or parent/guardian of a child is implicit

DUTY OF CARE Australian law does not impose a duty of care on any person to give assistance unless that person already owes a duty o care to the sick or injured person. A first aider at a work site has an implied duty of care, as does someone caring for children. There is no such clear duty for a volunteer, but once a person starts to act, that person becomes the caregiver and should stay with the sick or injured person until professional help arrives.

PROTECTION AGAINST LITIGATION First aiders will be judged by the standard of first aid to which they have been trained. The court must prove that damage was caused by their negligence, as outlined above. You can protect yourself against litigation by:

Following guidelines as set down in this and other accepted manuals

Doing your best to assess priorities of care Stabilising the patient until professional help

arrives Keeping accurate and detailed records of first

aid care given

PATIENT QUESTIONING Surf Lifesaving First Aid and Emergency Care manual (2005): Page 22 In addition to observing the scene and the general appearance of the patient, it is important to question the patient to determine what happened and what treatment is needed. After introducing yourself, simple questioning will help you determine the general condition of the patient and whether there are any relevant current or past medical conditions that may influence treatment. It may also be appropriate to question a parent, guardian, companions or bystanders who may have witnessed the incident and may know more about the circumstances of events than the patient.

FIRST AID KIT CONTENTS Surf Lifesaving First Aid and Emergency Care manual (2005): Page 4 & 188 Various state regulations may stipulate appropriate contents of a first aid kit. Minimum suggested contents:

SLSA first aid and emergency care manual The following instruments

o 1 pair bandage scissors o 1 pair splinter forceps o 12 safety pins (assorted sizes)

The following dressings (or equivalent sizes): o 25 sterile bandages (101mm X 75mm),

individually wrapped o 25 sterile gauze squares (101mm X

101mm), individually wrapped o 4 rolls sterile gauze bandages (50mm X

9mm), individually wrapped o 4 rolls sterile gauze bandages (101mm

X 9mm), individually wrapped

THE DIGESTIVE SYSTEM Surf Lifesaving First Aid and Emergency Care manual (2005): Page 14 Food is essential or providing all the nutrients and energy required for our body cells to function properly. The digestive system is responsible for breaking down and processing the food we eat (digestion) so that nutrients can be transported to the cells for production of energy. It is also responsible for eliminating waste products from the digestive process. The major organs in the digestive system are the:

Mouth Oesophagus Stomach Liver Gall bladder Pancreas Duodenum Small intestine Large intestine Rectum

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INTEGUMENTARY SYSTEM (SKIN) Surf Lifesaving First Aid and Emergency Care manual (2005): Page 15 The skin is the outermost layer that protects and covers the entire body. It consists of 3 layers, the dermis, the epidermis and the underlying hypodermis containing nerves, blood vessels and fat tissue. Its functions are to:

Protect the underlying tissues and organs Prevent the entry of infectious agents Maintain and regulate body temperature Prevent dehydration Detect stimuli (eg. Touch, pressure, pain) Provide a factory for vitamin D production and

storage

RESPIRATORY DISTRESS Surf Lifesaving First Aid and Emergency Care manual (2005): Page 52-55 Many problems may affect a patient’s ability to breathe, ranging from chronic conditions, such as asthma and bronchitis, to acute presentations where someone may have inhaled toxic fumes or developed an obstruction in their airways. The patient in respiratory distress requires continuous monitoring and immediate transport to hospital.

DROWNING/NEAR DROWNING Drowning is death by suffocation from immersion in water or other liquid, whether or not the medium has entered the lungs. Near drowning is the term used when a patient survives for more than 24 hours. Treatment:

Follow DRABCD. Remove the patient from the water/liquid

without placing yourself at risk. Have someone call an ambulance immediately. Open and clear the airway of the unconscious

patient. Assess respiratory function with the patient on

their side, in case of vomiting or regurgitation. If the patient is not breathing, deliver 2 initial

breaths in 4 seconds. If there is still no signs of life, commence CPR. Administer oxygen, if a unit is available and a

qualified operator is present.

ALLERGIC REACTION Allergic reactions can occur following exposure to certain allergens, such as drugs, dust, animal dander (feathers, hair, etc), insect stings and some foods (e.g. peanuts, shellfish). Severe allergies can be life-threatening if a patient goes into anaphylactic shock. NOTE: Patients with severe allergies may be wearing a MedicAlert tag (necklace or bracelet) Signs:

Reddened skin or a rash, which may be just on one part of the body or all over it

Raised itchy lump or hives on the skin Swelling of the tongue and constriction of the

throat Swelling of the face Wheezing Vomiting Unconsciousness

Symptoms:

Difficulty breathing Fear and anxiety Nausea Feeling dizzy or faint

Treatment:

Rest and reassure patient Help the patient into a comfortable position. If

the patient wants to lie down, elevate their legs. If allergy is caused by an insect (i.e. bee), treat

as or that insect bite If the reaction is severe or over the entire body,

call an ambulance and treat for shock. If the reaction is localised, seek medical advice. Patients in anaphylaxis require adrenaline and

those with severe allergies or a history of anaphylaxis usually carry adrenaline in a self injecting pen (an EpiPen). Assist the patient self-inject adrenaline, if possible.

If the patient becomes unconscious at any stage, make sure their airway is clear and monitor their breathing and vital signs. Should it be necessary, start CPR. 

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ASTHMA

 

Asthma is a reversible, inflammatory disease of the small airways. When an asthma attack occurs, the muscles in the small airways constrict (bronchospasm), the lining of the airways becomes swollen and inflamed, and excess mucus is produced. Asthma attacks occur in response to certain ‘triggers’ – so called because they trigger the characteristic inflammatory response in asthma. Asthma triggers include, but are not limited to:

Pollen Fumes Smoke Dust or dust mite Chest infections Animal hair/saliva Mould Distress and anxiety Exercise Cold air

Signs:

Shortness o breath Increased respiratory rate Shallow respirations Wheezing and coughing Rapid pulse Pale, sweaty skin sometimes becoming blue

around the lips, fingertips and earlobes Use of accessory breathing muscles (neck,

intercostal and abdominal muscles) Symptoms:

Anxious and panicky feelings Difficulty speaking Tiredness, exhaustion

In severe asthma attacks, the audible wheezing may subside as the condition worsens with very little air moving in and out of the lungs. This is an emergency

situation. Never assume that a decrease in audible wheeze is a sign of improvement unless breathing also improves. Treatment:

Sit patient comfortably upright. Reassure them and remain calm

Give 4 puffs of a blue ‘reliever’ inhaler (use the patient’s own, if possible, or use the first aid kit inhaler or borrow one from someone else). Relievers are best given through a spacer, though if a spacer is not available just use the inhaler by itself. Shake the reliever medication and deliver 1 puff into the spacer and have the patient take 4 breaths. Deliver 4 puffs in this fashion.

If no spacer is available, shake the inhaler and deliver 1 puff as the patient inhales slowly. Ask them to hold their breath for 4 seconds before taking 4 normal breaths. Repeat the process delivering 4 puffs in total.

(National Heart Lung and Blood Institute, http://www.nhlbi.nih.gov/health/dci/Diseases/Asthma

/Asthma_WhatIs.html, accessed 29/07/07)

Wait 4 minutes. If there is little or no improvement, give another 4 puffs.

If there is still no improvement, call an ambulance immediately and state that the person is having an asthma attack. Continue giving 4 puffs of the reliever medication every 4 minutes until the ambulance arrives.

If the patient loses consciousness at any stage, place them on their side, make sure their airway is clear and monitor their breathing and vital signs. Should it be necessary, start CPR.

What if this is the first asthma attack?

If this is the first episode of breathing difficulty (i.e. the patient has not been diagnosed with asthma) and the patient collapses, call an ambulance immediately

Administer reliever medications as described above while waiting for medical help to arrive

It is extremely unlikely that reliever medication will adversely affect someone who turns out not to have asthma.

 

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CHOKING Treating a CONSCIOUS choking casualty: If a person’s airway is partially blocked and they are choking: • Encourage a responsive casualty cough. • If the cough is effective (mild airway obstruction). • Reassure the casualty and encourage them to

cough. • Call ambulance if obstruction is not relieved. If coughing is NOT effective and the casualty is CONSCIOUS: • Call an ambulance. • Give up to 5 sharp

back blows (with the heal of one hand in the middle of the back between the shoulder blades).

• Check after each back blow to see if obstruction has been cleared.

If back blows are unsuccessful: • If back blows are

unsuccessful perform up to 5 chest thrusts.

• These are applied to the centre of the chest (i.e. the CPR compression point) and are sharper but at a slower rate than CPR compressions.

• Check after each back blow to see if obstruction has been cleared.

Positioning the choking casualty: • Adults and children may be treated in a sitting or

standing position. • Infants should be placed in a head-down supine

position across the rescuer’s lap. • If the obstruction is not relieved, continue alternating

5 back blows with 5 chest thrusts. Treating UNCONSCIOUS choking casualty: Unconscious casualty:

• Attempt finger sweep if foreign material visible. • Call an ambulance. • Commence CPR.

MANAGING CHOKING FLOW CHART Assess Severity

Call ambulance

Give up to 5 Back Blows

If not effective Give up to 5

Chest Thrusts

Encourage Coughing

Continue to check victim until recovery

or deterioration

Call ambulance

Conscious

Effective Cough Mild Airway Obstruction

Ineffective Cough Severe Airway Obstruction

Unconscious

Call ambulance

Commence CPR

 NOTE: Information in this section is based on information provided by the -Australian Resusciation Council, www.resus.org.au Photographs are from a resource published for the Royal Life Saving Society Australia: Lippmann J. and Natoli, D (2006) First Aid, J.L Publications, Australia

 

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DEFIBRILLATION Surf Lifesaving First Aid and Emergency Care manual (2005): Page 173

WHAT IS DEFIBRILLATION? Ventricular fibrillation is the rapid, irregular and uncoordinated contraction of the heart. Defibrillation involves delivering an electric shock to revert the heart to its normal (sinus) rhythm. The most common cause of ventricular fibrillation is heart attack…which will cause permanent damage and death if normal cardiac function is not rapidly restored. Defibrillation is the most effective method of successfully resuscitating a heart attack patient in ventricular fibrillation.

WHAT IS A SAED? The semi-automatic external defibrillator (SAED) is a portable device able to recognize shockable rhythms in a patient in cardiac arrest and able to deliver an electric shock to revert the heart back to its normal rhythm.

THE DEFIBRILLATION PROCESS The SAED delivers an electric shock through electrode pads applied to the patient’s chest. This process stops the heart’s abnormal electrical activity, restoring normal sinus rhythm and cardiac function. Indications for the use of an SAED are:

The patient is unresponsive The patient is not breathing The patient is not moving The first aider has access to the SAED The first aider is trained/certified in the use of the

SAED

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ANSWERS TO WORKBOOK QUESTIONS These questions are designed to assist the trainer to assess the readiness of the candidates for the theory assessment component of the award/qualification. The answers are derived from the 32nd Edition of the Surf Lifesaving Training Manual and the SLSA First Aid and Emergency Care manual (the relevant source page numbers have been included and the relevant sections of the First Aid manual have been included in Section 2 of the Candidates Workbook).

SAFETY AND WELLBEING

1. Define ‘Duty of Care’ and outline your responsibilities as a member of Surf Life Saving.

Page 9 Definition: Duty of care means accepting responsibility for the health and safety of people in the workplace. It applies to employers, employees and volunteers. Responsibilities: 1. Work safely by following all safety directions of patrol captains or officers/officials. 2. Work in a manner that is safe for fellow members. 3. Follow safe work practices that have been set up in the workplace. 4. Report any injury or illness as soon as possible to an officer or official. 5. Give workers compensation claims to their senior club official or branch/state/territory

centre. 6. Use all safety equipment correctly and for the job it is supplied for. 7. Report all faulty gear and equipment and remove it from use. You must model appropriate ‘beach safe’ behaviour. Management must provide safety training and clear safety rules in the workplace. Management must maintain an injury register. This is compulsory in order to forward claims to the insurance agency with which SLSA (as the employer) has its workers compensation policy. Management are responsible for maintaining a safe work environment, which is covered under legislation. Any safety equipment necessary to perform specific activities should be provided. You must wear safety clothing such as uniforms, caps, gloves (when required) and sun protection. 8. Take care of the health and safety of other members.

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2. List three (3) personal and three (3) workplace hygiene factors that a lifesaver/lifeguard needs to meet, or contribute to. Examples have been done for you:

Personal factor: Take daily showers

Workplace factor: Control pests and vermin Page 7 – Any 3 of the following personal factors 1. Wear a clean patrol uniform. 2. Limit the jewellery that you wear. 3. Have short clean fingernails. 4. Keep your hair clean and tidy. 5. Clean your teeth regularly and ensure they are in good condition. 6. While on duty keep any open cuts or wounds covered using a waterproof cover over a

dressing or bandage. 7. Wash your hands regularly, especially before and after treating a patient, eating,

handling garbage and the like. Carry personal hygiene kits (bum bags) with gloves and mask when on patrol.

Page 7 – Any 3 of the following workplace factors Clean and maintain the club premises, first aid rooms and storage areas daily or weekly. Use sharps containers for the disposal of needles and sharp objects. Maintain and clean equipment, maintain kitchen, bathroom and toilet areas at the highest standard of hygiene. Follow correct storage and garbage removal procedures. Follow the workplace ‘No Smoking’ requirements.

3. List five (5) possible hazards that may represent a danger within your club’s gear shed..

Page 11 Local knowledge will assist with this question. Consider equipment, personal and/or building hazards.

4. Draw a picture of your patrol layout including equipment that would be used during a patrol. Circle five (5) potential workplace hazards and explain why they are a risk.

Hazard Explanation

5. Using the hazards identified in Question 5, identify appropriate procedures to report these hazards and put risk management strategies in place.

As per SLSA injury reporting procedure poster found in your club house and/or per club regulation/policy. Refer page 12.

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6. List the procedures for reporting and recording accidents and injuries at your club/workplace.

7. What are the three (3) underlying principles of risk management for patrols?

Page 10 Identification Assessment Control of hazards.

8. How and to whom would you report hazards within your club?

As per SLSA injury reporting procedure poster found in your club house. Refer page 12.

9. All patients have the right to accept or refuse treatment. What are the two kinds of patient consent? SLSA First Aid and Emergency Care Manual P3 (Refer to Section 2 of the Candidate Workbook) Actual consent and implied consent

10. To what standard will first aiders be judged? SLSA First Aid and Emergency Care Manual P4- Protection against litigation (Refer to Section 2 of the Candidate Workbook) To the standard that they have been trained.

11. After a major incident involving first aid or resuscitation, support and feedback should be given to those members who were involved. Where can this support and feedback come from?

Refer to page 13 External counsellors, club medical officer, patrol captain, ambulance officers or other emergency services who attended

12. Complete the following:

Refer to page 13 Many important tasks must be completed following a major incident involving first aid and resuscitation. These tasks are collectively referred to as debriefing

What are 3 tasks that can be a part of this process?

Refer to page 13 Answers will vary

As per SLSA injury reporting procedure poster found in your club house.

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ANATOMY AND PHYSIOLOGY

1 Next to the characteristics below identify which of the following body systems they are associated with:

The circulatory system The skeletal system The respiratory system The nervous system The digestive system (Refer to Section 2 of the Workbook) Integumentary system (skin) (Refer to Section 2 of the Workbook)

Characteristics Body System Protection for important organs Skeletal System

To pump blood around the body Circulatory System

Transfers bodily gases Respiratory System

The lungs Respiratory System

The spinal cord Nervous System

   Protect the underlying tissues and organs Integumentary System

Upper and lower limb bones Skeletal System

Veins, capillaries and arteries Circulatory System

Skull and lower jaw Skeletal System

Brain cells Nervous System

Breaks down and processes the food we eat Digestive System

Airway and throat Respiratory System

Maintain and regulate body temperature Integumentary System

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BASIC FIRST AID 1. When dealing with an emergency situation some basic principles of management

apply. Fill in the blank words in the following passage: (Page 36)

Rapidly assess the situation for danger to yourself or the patients and bystanders, and how many patients there may be and their general overall condition. Ensure the continuing safety of yourself, any bystanders and the patient(s). Assess the response of each patient. If there is more than one patient, treat the unconscious patient first. Stay with the patient and send for help if needed.

2. Communicable diseases are a concern for all lifesavers. List three (3) strategies

that will help manage this risk.

Page 36 – Any 3 of the below 1. First aiders must avoid direct contact with the blood and other body substances of the

person being treated. SLSA strongly recommends, for your own safety, that you wear protective gloves for every case.

2. First aid rooms must be spotlessly clean at all times and any spilt body substances should be cleaned away completely as soon as possible.

3. Waste matter contaminated by blood or other body fluids must be placed in separate waste bins lined with ‘hazard waste’ polythene bags.

4. All association members should be vaccinated against hepatitis.

3. When managing a soft tissue injury there are five (5) main steps; fill in the following blanks:

R Rest (page 40) I Ice (page 40) C Compression (page 40) E Elevation (page 40) R Referral

4. Tyra was walking along the beach and felt a sharp pain in her foot; when she looked down she saw a broken syringe. You come to assist her. What do you do?

Page 39 1. Wash the area thoroughly in warm soapy water. 2. Report the incident to the patrol captain and record it in an Incident Log Book. 3. Advise the patient to go to their doctor or local hospital for treatment 4. Dispose of needles in sharps container.

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5. Phil has come up to you with blood coming from his nostrils. List the treatment you would provide.

Page 39 1. Seat the patient with their head bent forward and the soft part of the nostrils squeezed

between the thumb and forefinger for up to ten minutes. 2. During this time, gently and slowly release pressure on the nostrils, tell the patient to

breathe through their mouth and not to blow or sniff through their nose. 3. If bleeding does not stop within ten minutes, or starts again after the initial bleeding

stops, get medical help.  

6. Sue was body boarding at her local beach and a surfer got too close and they nearly collided. The fin of the surf board went over her left leg.

You are on patrol and Sue comes up to you with the fin chop to her left leg. Describe your treatment of her wound and complete the Incident report log.

Page 37 a. Rest and reassure the patient and lie them with their legs slightly raised. b. Send others for medical help. c. Applying direct pressure is the best way to control most bleeding. Use gloved fingers or

the heel of the hand, with clean pads, towels or bandages, if possible. d. If the bleeding part is on a limb, raise it after any fracture has been stabilised. e. Clean around the wound site with water or saline, wiping away from the wound itself, and

gently removing any loose foreign bodies which may be present. Then, using fresh swabs clean the actual wound area itself.

f. Place a sterile dressing on the wound, maintaining direct pressure. If bleeding is heavy or a dressing is not available, grasp the sides of the wound and press them firmly together.

g. If bleeding persists, do not remove dressing. Apply further pads and bandaging. h. Call for a qualified person to give oxygen therapy, if this is necessary. i. Arterial tourniquets are now recommended only as ‘last resort’ treatment in cases where

limbs are bleeding. They might be used in the case of shark or crocodile attack or power-craft injuries when the usual conservative management is not effective and serious bleeding continues. Tourniquets should be released every 20 minutes. Note the times of application and the time of any release.

7. Lisa has approached the patrol enclosure and complains about feeling faint and sick. She is breathing quickly and has a rapid, weak pulse. When asked, she tells you she is feeling a bit cold and you notice she looks pale. What is wrong with her and what is the treatment you should provide?

Problem Shock (page 38)

 

Page 38 a. If the patient is unconscious, turn them onto their side and care for the airway, breathing

and circulation. b. Stop any bleeding, if possible. c. If possible, raise the patient’s legs but keep their head level with their heart. d. Seek medical help urgently. e. Protect the patient from extremes of temperature. f. Moisten the patient’s lips but do not give drinks or food. g. Give oxygen therapy if equipment and appropriately trained personnel are present.

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8. Other than observing the scene and the appearance of the patient, where can you obtain information about what happened to the patient that may help you to determine what treatment is required? (Refer to Section 2 of the workbook)  

SLSA First Aid and Emergency Care Manual Page 22 (Section 2 of Candidate Workbook- Patient Questioning) Answer may include: -the patient or a parent, guardian, companion or bystander who may have witnessed the incident

FIRST AID 1. There is a correct procedure for conducting a body check of a patient. Place a

number against the following steps to put them in the correct order. (Page 42-43)

1 Neck 9 Front and back of lower limbs

10 Back 3 Shoulders 2 Head/face 8 Front and back of upper limbs 4 Chest 5 Abdomen 6 Pelvis 7 Ribs

 

2. List the initial steps for dealing with major injuries in water, such as a shark attack.

Page 44 1. Bring the patient to the beach as quickly as possible, using whatever means are

available — powerboats, surfboards, etc. 2. Control bleeding as soon as possible.

3. Which part of the spine is most susceptible to aquatic spinal injury? Circle the correct response.

1 Neck (cervical) 3 Lower back (lumber)

2 Upper back (thoracic 4 Tail bone (coccyx)

Page 46-47 Neck (cervical).

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4. A 65-year-old lady is suffering pain to the chest, neck and right shoulder and she is experiencing difficulty in breathing. What responses would you take? Circle the correct response.

Page 48 a. Call for an ambulance and encourage casualty to rest in a comfortable position.

 

5. List three (3) signs or symptoms to recognise neck/spinal injuries.

Page 47 – Any 3 of the below 1. A common occurrence for surf lifesavers is the person who leaves the water and

immediately, or very soon afterwards, complains of a painful neck. 2. There may also be limb symptoms such as pins and needles or weakness. 3. All unwitnessed persons found floating in shallow water must be managed as

suspected spinal injury cases. 4. All cases of apparent drowning in the surf zone should be considered as having spinal

cord damage until it can be shown otherwise.

6. A) List two (2) reasons why checking vital signs is important when treating a patient.

Page 59 – Any 2 of the below 1. Essential for establishing how well or sick the patient is 2. Monitoring trends in their condition and assessing the effectiveness of the management 3. Measure perfusion by monitoring vital signs (see Table 5.1) Perfusion is the body’s

ability to deliver oxygen and 4. Nutrients to the cells and remove waste products.

B) When we are monitoring vital signs, what are we looking at?

Page 59 1. Heart rate 2. Respirations 3. Skin 4. Consciousness

7. When dealing with burns what signs suggest that medical assistance is necessary?

Page 50 1. Burns involve an airway, hands, face or genitals 2. If you are unsure about the severity of the burn 3. The person has acquired a full thickness burn (on all layers of skin); or 4. If the burn is bigger then 5 cm in diameter.

8. In your area list three (3) agencies or personnel that you might refer patients to

for further care or treatment.

Page 60 As per local area – may include: doctor, physiotherapist, ambulance, etc.

 

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 9. When calling in an emergency situation to LSV communications or another

emergency service, what information should be passed on about the situation? Page 96 Position, Problem, People, Progress

When handing a patient over to a paramedic, what information about the patient should you tell the paramedic?

Page 60 1. The events leading up to the incident 2. What happened to the patient 3. The patient’s vital signs 4. Any injuries the patient has sustained 5. All treatment provided by the first aider

10. What are the signs of asthma?  

SLSA First Aid and Emergency Care Manual Page 63 (Section 2 of the Candidate Workbook) Answers may include any of the following: Shortness of breath Increased Respiratory rate Shallow respirations Wheezing and coughing Rapid Pulse Pale, Sweaty skin Use of accessory breathing muscles, altered state of consciousness

11. How do you treat a person suffering from Asthma?  

SLSA First Aid and Emergency Care Manual Page 63 (Section 2 of the Candidate Workbook) 1. DRABCD 2. Sit the patient upright 3. Give 4 puffs of a blue reliever inhaler (use of spacer preferred) 4. Wait four minutes 5. Administer another 4 puffs if no improvement 6. Send for medical assistance

12. How would you treat a conscious person who is choking?  

SLSA First Aid and Emergency Care Manual (Section 2 of the Candidate Workbook) -Encourage a responsive casualty cough -If the cough is effective (mild airway obstruction) -Reassure the casualty and encourage them to cough -Call ambulance if obstruction is not relieved

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13. What do you do if this is not effective and they are still conscious?  

SLSA First Aid and Emergency Care Manual (Section 2 of the Candidate Workbook) -Call an ambulance -Give up to 5 sharp back blows (with the heal of one hand in the middle of the back between the shoulder blades) -Check after each back blow to see if obstruction has been cleared -If back blows are unsuccessful -If back blows are unsuccessful perform up to 5 chest thrusts -These are applied to the centre of the chest (i.e. the CPR compression point) and are sharper but at a slower rate than CPR compressions. -Check after each back blow to see if obstruction has been cleared

14. What do you do if a person who was choking becomes unconscious?  

SLSA First Aid and Emergency Care Manual (Section 2 of the Candidate Workbook) - Attempt finger sweep if foreign material visible - Call an ambulance - Commence CPR

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RESUSCITATION 1. Label the stages in the chain of survival.

 Page 63 1. Early access 2. Early CPR 3. Early defibrillation 4. Early advanced life support

 2. Give three (3) examples of who should be sent to hospital?

Page 72 – Any 3 of below 1. Has lost consciousness, even for a brief period; 2. Required CPR at any stage; 3. May have a second condition, such as a heart attack or a neck injury; 4. Has a persistent cough or an abnormal colour (as previously discussed).

3. What are you monitoring in the lateral position?

Page 67 1. Airway 2. Breathing

 

4. Jaw lift is achieved by:

Page 64 1. Support 2. Thrust

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5. Fill in the blanks below.

D Danger R Response A Airway B Breathing C Circulation D Defibrillation

6. What are the three (3) methods of performing EAR, and which one is the preferred method?

Page 68 1. Mouth-to-mask resuscitation 2. Mouth-to-mouth resuscitation 3. Mouth-to-nose resuscitation Preferred: Mouth-to-mask resuscitation

7. What are three (3) of the characteristics of a patient that indicate the need for CPR?

Page 75 – any 3 of below 1. Unconsciousness; 2. Unresponsive 3. Not breathing normally; 4. Absence of movement

8. Fill in the details of the resuscitation table below. (Page 77)

Adult/older child Child Infant

Age range 9 and above 1-8 years Newborn to 12 months

Compression with

2 hands 1 or 2 hands 2 fingers

Depth of compression

1/3 depth of chest (4-5cm)

1/3 depth of chest(approx 2cm)

1/3 depth of chest (approx 2cm)

Method 1 and 2 person CompressionsBreaths

30:2

Rate 100 comp/min Cycles per minute

2 1/2

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9. After resuscitating a patient successfully, your actions should include:

10 List two (2) major points of difference between resuscitation on an adult compared to a child Page 80 1. In children, compression is done with one hand — to approximately 2–3 cm depth (one-

third depth of chest). 2. The rate of CPR for an adult is faster for a child than an adult for both 1 Person and 2

Person CPR.

WHAT IS A SAED? Semi-automated External Defibrillator  

10. Who can use a SAED?

A first aider who has the appropriate qualification

Page 79, 80-81 1. Roll the patient into the lateral position, keep the airway open and give oxygen therapy (if

it is available), 2. Call for help if this has not already been done, and monitor the airway and breathing. 3. Circulation/vitals may also be monitored. 4. Protect the patient from extremes of heat and cold and, depending on the circumstances,

use blankets or protection from the hot sun. In either case, make sure that what you do does not interfere with your observation of the patient’s airway and breathing.

5. Handle the patient gently at all times. 6. After regaining consciousness the patient should be made comfortable and reassured. 7. Remember that recovery may only be temporary and that you must continue to watch the

patient closely. Breathing may stop after early success with resuscitation — if this happens, check for signs of life and commence CPR if no signs are present.

8. If defibrillator pads have been applied to the patient by a qualified operator, they should be left in position.

9. All patients who have received resuscitation must be referred to hospital.

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SECTION 4 - SUPPORT MATERIALS SCENARIO GUIDE Scenarios are an excellent form of training and assessment that can be used to develop or assess the convergence of a multitude of skill and knowledge components that are required to be an effective first aider. With the majority of a first-aiders work being practically based, scenarios are the closest form of training to the real thing. Trainers or Assessors of the first aid scenarios should attempt to make the situations as real as possible with the use of equipment, emotions, injuries/illnesses and the environment to which they are in. Trainers should not be afraid to go through the scenarios on multiple occasions.

EQUIPMENT NEEDED: • Standard First Aid equipment • Oxygen equipment (Same as operational environment would have) • Patients and Bystanders (or manikins) • Injury make-up/Cas Sim Kit (if available) • Scenario equipment/props (as per the relevant scenario) • Observation Checklists

OBSERVATION CHECKLISTS: When completing the scenarios for training or assessment, the Basic Emergency Care Observation Checklist should be used.

SCENARIO SET-UP: Depending on the number of Candidates and available patients/bystanders, you should set-up 3 different groups. Facilitators, patients/bystander and the Candidates (with a group of 1-3 Candidates). Facilitators/Assessors and patients/bystanders When conducting the scenarios, time should be allocated for the set-up of the scenario to ensure everything will run smoothly. Facilitators/Assessors should ensure they have the Observation Checklists and that all equipment/props are in the correct positions. Patients should know their conditions, signs and symptoms and the timing of when events are going to occur. Candidates Candidates involved in the scenarios should be given a brief to the situation in which they are about to participate in. An introduction to the equipment available for their use, the type of day it is (i.e. You are on duty at Bronte), surf and beach conditions and what you will be looking for as part of the scenario.

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DESIGNING SCENARIOS (TIPS) Adults do not like to feel incompetent or embarrassed. Design scenarios with this in mind. Scenarios should be designed so that:

• The outcomes are clear • The steps in the process and timelines are laid out • People play themselves or a particular role or style • There is, if possible, an opportunity for Candidates to practice new behavior

as a result of the feedback

Scenarios work best when:

• The scenarios are realistic • There is adequate time to debrief the process • The scenario is followed by theory to reinforce the learning

Incidents that you might like to consider preparing a scenario(s) around include:

• bleeding, cuts and abrasions (fin chop)

• shock

• bleeding from the nose

• needle-stick injuries

• cramp

• severe sunburn

• sprains or strains

• dislocations

• fractures

• chest pains

• drowning

• asthma

• choking

• fainting

• burns

Equipment that the club should provide (scenario kit):

• mock set of swimming flags

• first aid kit

• gloves

• radios (real or toy)

• log book sheet

• incident report log book sheets

• spinal board

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Potential equipment failures you may like to consider incorporating within a scenario include:

• mask damage

• foreign material within system

• empty or inadequately stocked first aid kit

• not enough equipment to handle the scenario. Potential distractions you may like to consider incorporating within a scenario include:

• a grieving spouse

• incoming water, rising tide

• rocky surface to work on

• number of candidates to patrons ratio

• annoying bystander/s

• noise

• ledges

• access to patient

• distance of patient from lifesaving service

• communications.

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SAMPLE (THEORY) ASSESSMENT QUESTIONS All candidates are required to undertake a theory paper to assess their underpinning knowledge at the conclusion of their training. The paper will consist of twenty (23) questions and will be based on information provided in the 32nd Edition Surf Life Saving Training Manual and in Section 2 of the Candidate Workbook. Candidates must achieve 85% (or 20 out of 23) in order to be deemed competent. On the following pages we have included a series of sample questions, (together with the relevant source pages and correct responses), which trainers can use to:

design a sample assessment paper for candidates, or

review with the candidates at the conclusion of each module, or

provide to the candidates for self study activities throughout the training course.

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SAFETY AND WELLBEING Q1 The OH&S act ensures: (p8)

a. Employers provide a happy and safe workplace

b. Employers provide a safe and healthy workplace for employees

c. Employees can overrule their employers on safety

d. Employers can impose penalties for unsafe practices performed by employees

Q2 Which of the following is not part of environmental hygiene and keeping your

workplace free from clutter or conditions that allow bacteria and vermin to thrive: (p7-8)

a. Follow correct storage and garbage removal procedures

b. Maintain and clean equipment at the highest standard of hygiene

c. Carry personal hygiene kits (bum bags) with gloves and mask when on patrol

d. Wash your hands regularly, especially after treating a patient Q3 Which of the following is not a guide for SLSA in establishing OH&S

guidelines: (p8)

a. Legislation such as acts of parliament

b. Regulations like the rules that deal with certain issues in greater detail than are contained in acts

c. The cost of work place illness and injury such as organisational

d. Codes of Practices including standards set by an industry for an industry Q4 Which of the following is not a hazard that can cause injury or harm in the

workplace: (p9)

a. Crowd control such as crowd infringing on patrol members working on a patient

b. Spills and slippery surfaces like water, food and oil

c. Incorrect storage including flammable materials having special storage requirements

d. Environmental such as sun exposure Q5 Volunteer members have a responsibility to: (p9)

a. Use all safety equipment correctly and for the job it is supplied

b. Use patrol equipment at the surf club when they want to in designated areas

c. Leave faulty equipment out for use

d. Only report injuries and illnesses that require hospitalisation

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Q6 ‘Duty of care’ means: (p9)

a. Accepting responsibility for other people’s mistakes

b. Giving out advice and relevant accident forms to injured members

c. Only paid staff need to follow OH&S legislation

d. Accepting responsibility for health and safety of people in the workplace Q7 Who has the responsibility for health and safety in the surf club: (p10)

a. Club president

b. Club captain

c. Everybody

d. OH&S officer Q8 Which of the following causes of injury does not lead to a sprain or strain:

(p11)

a. Heavy loads

b. Incorrect lifting

c. Traumatic stress

d. Using equipment incorrectly Q9 Which of the following is not a stage of risk management principles: (p11)

a. Hazard control

b. Hazard maintenance

c. Hazard assessment

d. Evaluation/monitoring Q10 Which of the following is a hazard that can cause injury or harm in the

workplace: (p13-14)

a. Properly maintained equipment

b. Spills and slippery surfaces

c Easy access to fire exits

d Correct storage of crates and boxes

ANATOMY AND PHYSIOLOGY  Q11 The breathing control centre is located: (p34)

a. Front of brain

b. Base of brain

c. In the lungs

d. In the medulla

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Q12 Oxygen is transferred from inhaled air to the blood in the air sacs of the: (p34)

a. Heart

b. Capillaries

c. Arteries

d. Lungs Q13 The heart’s primary function is to pump blood to which two main areas? (p31)

a. Lungs and heart

b. Lungs and rest of body

c. Main arteries and the aorta

d. Capillaries and lungs Q14 Artery walls are: (p31)

a. Thin walled and near surface of the skin

b. Strong, muscular and elastic

c. Strong tiny vessels

d. Strong and close to skin  Q15 Damage from lack of oxygen to the brain begins in: (p32)

a. Less than 4 minutes

b. 3 minutes

c. 1-2 minutes

d. More than 5 minutes Q16 The immobile sections of the spinal column are: (p32)

a. Coccyx and sacrum

b. Vertebrae

c. Thoracic and lumbar

d. Ligaments Q17 Blood escaping from an artery is: (p31)

a. Bright red and oozing

b. Dark red and oozing

c. Bright red and spurting

d. Dark red and spurting Q18 The trachea and alveoli are part of the (p33)

a. Cardiovascular or circulatory system

b. Musculo skeletal system

c. Respiratory system

d. Nervous system

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BASIC FIRST AID  Q19 One of the most important but often neglected aspects of first aid treatment is:

(p36)

a. Calling for help

b. Reassuring the patient

c. Checking for danger

d. Assessing the patient Q20 First aid rooms must be…: (p36)

a. Painted regularly

b. Locked at all times

c. Spotlessly clean

d. Manned constantly Q21 Arterial tourniquets should be used: (p37)

a. For shark attacks

b. For crocodile attacks

c. Only as a last resort

d. For powercraft injuries Q22 If gloves are not available to treat a bleeding patient you should: (p37)

a. Not treat the patient

b. Tell patient how to stop their own bleeding

c. Find another lifesaver to treat patient d. Treat patient and make sure you wash hands with warm soapy water

Q23 Signs of shock include: (p38)

a. Confusion

b. Rapid, weak pulse

c. Pale, cold clammy skin

d. All of the above Q24 ‘RICE’ is a basic treatment for: (p40)

a. Compound fractures

b. Cramps

c. Shoulder dislocation

d. Ligament injuries

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Q25 What is the correct treatment for a nose bleed: (p39)

a. Stand patient up, tilt patients head backwards, apply cold compress to forehead

b. Lay patient down in recovery position, apply soft bandage to nose

c. Lay patient on back, elevate knees, reassure patient

d. Sit patient down, tilt head forward, squeeze soft part of nostrils Q26 What is the definition of shock? (p38)

a. Loss of effective circulation

b. Severe injury

c. A reaction of a traumatic event Q27 When should you wear protective gloves? (p36)

a. Only in cases that involve blood

b. When completing first aid documentation

c. For every first aid case

d. When in public view Q28 Cramp should be treated by: (p40)

a. Applying an ice pack

b. Applying heat

c. Apply compression bandage

d. Gently stretching the muscle

FIRST AID Q29 In a secondary assessment you need to look, listen and feel. What are you

feeling for: (p42)

a. Any movement of air from patient’s mouth or nose

b. Deformity, texture, temperature or swelling

c. Patient’s breathe on your cheek

d. Patient’s responses and sounds Q30 What width should an arterial tourniquet be?: (p44)

a. 10 cm

b. 7.5 cm

c. 2.5 cm

d. 15 cm Q31 Two main mechanisms involved in neck injuries effecting surf lifesavers

(aquatic injuries) are: (p

a. Forward bending (flexion) and horizontal compression

b. Vertical extension and backward bending (flexion)

c. Vertical compression and forward bending (flexion)

d. Vertical compression and backward bending (flexion)

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Q32 When performing mouth to mask resuscitation which is the preferred jaw lift:

(p64)

a. Jaw support

b. Pistol grip

c. Jaw thrust

d. Both a and b  Q33 After locating the pulse point, the circulation should be checked by (p77) a. Feeling for aspiration and assessing the patient’s colour b. Feeling for the radial or brachial pulse

c. Continuing CPR while feeling for the carotid pulse d. Feeling the carotid pulse and assessing the patient’s colour

Q34 EAR is often referred to as: (p63)

a. Rescue breathing

b. First response

c. Patient assessment

d. Having a clear airway Q35 How is jaw lift achieved? (p64)

a. By jaw support or jaw thrust

b. By tilting patients head backwards only

c. By placing a mask on a patients face

d. By supporting the patients neck Q36 During two – person assessment who make the decision on whether the

person is breathing? (p66)

a. EAR operator

b. The Patrol Captain

c. Both operators

d. ECC operator Q37 How do we check for breathing? (p65)

a. Look, touch, feel

b. Look, listen, feel

c. Listen, look, touch

d. Touch, talk, listen Q38 What can add to lifesavers difficulties in assessing whether the patient is

breathing? (p66)

a. A brisk breeze

b. The noise of the sea

c. Noise of the crowd

d. All of the above

37

 Q39 The patient is turned into the lateral position when? (p67)

a. Unconscious with a pulse but not breathing

b. If breathing and pulse are present

c. If breathing is present

d. If pulse is present Q40 Which of the following need not be sent to hospital? (p72)

a. Any patient who has lost consciousness

b. Any patient who requires either EAR or CPR

c. Any person who has suffered a heart attack

d. Any patient who has suffered a nose bleed Q41 If vomiting or regurgitation occurs during CPR you should: (p71) a. Abandon all resuscitation efforts and seek medical assistance

b. Roll the patient on their side, clear the airway and then reassess airway, breathing and compressions

c. Roll the patient on their side, clear airway and then continue resuscitation d. Place the patient in the lateral position to allow for drainage of vomitus,

phone ambulance for oxy viva with suction

Q42 With the patient lying on the side how far away should the EAR operator’s cheek be from the patient’s mouth? (p65)

a. 8-10 cms b. About 5 cms

c. About 10 cm

d. Doesn’t matter how far  Q43 Mouth to nose EAR is likely to be more effective then mouth to mouth EAR

when (p70)

a. The patient has dentures

b. The patient has swallowed a lot of water

c. The patient has severe facial injuries

d. The airway is obstructed Q44 In what order is a body checked? (p42) a. Lay patient in a recovery position and question as to injuries b. Lay patient on stretcher, move directly to first aid room

c. Turn patient to stable position, check neck, head, and face and continue down body

d. Turn patient to stable position, check back and spine for injury

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Q45 If a tourniquet has been used and there is a delay in further assistance, how often should it be released: (p44)

a. Every hour

b. Every 20 minutes

c. Every 2 minutes

d. When the bleeding has stopped

Q46 Symptoms of a fracture: (p45)

a. Pain and tenderness

b. Possible bleeding at wound site

c. Deformity and swelling at site

d. Possible discolouration Q47 The treatment of a sprain (p45)

a. Immobilise

b. Stretch the muscle

c. Apply ice, elevation and compression

d. Apply heat, elevation and compression Q48 The treatment of a major fracture to a limb includes: (p46)

a. Immobilising the injured limb in as natural a position as possible b. A compression bandage layered away from the heart over the site to

restrict swelling

c. Always splinting to another limb d. Elevation of the limb and giving pain relieving medication

Q49 When assessing a casualty with a suspected spinal injury, you may recognise

the following signs or symptoms: (p47)

a. No pulse, medic alert bracelet

b. Pain, puncture marks, muscle cramps

c. Hot dry skin, slow weak pulse, confusion

d. Pain in the neck, numbness in the extremities, head injury Q50 The treatment for a conscious patient who has suffered chest pains includes:

(p48)

a. Place patient in a comfortable position, leaning forward pinching the nostrils and encourage breathing with short breaths to alleviate pain

b. Loosen clothing, place patient on back with head and shoulders slightly raised and a blanket under the knees

c. Place patient on side as soon as possible, manage any injuries, monitor ABC and seek medical aid

d. Place patient in a comfortable position, give oxygen therapy, loosen tight clothing, reassure the patient

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Q51 What is the best way to control most bleeding: (p37)

a. Lie patient down, apply ice to the wound

b. Raise the legs, apply tourniquet

c. Apply direct pressure d. Raise the legs, place patient in a comfortable position  

BASIC RESUSCITATION  Q52 List stages in the chain of survival: (p62)

a. Early CPR, early defibrillation, early access, early emergency assistance

b. Early access, early CPR, early advanced life support, early defibrillation

c. Early access, early CPR, early defibrillation, early advanced life support

d. Early access, early defibrillation, early advanced life support, early emergency assistance

Q53 False teeth or dentures should be removed: (p65)

a. When performing EAR or CPR

b. Only if they are loose and interfering with the patients airway

c. Only if there is a doctor or nurse to remove them

d. If the patient has a physical airway problem, like having a long thin face Q54 When performing CPR and an airbag resuscitator and defibrillator are being

used, who is in charge of the whole procedure?: (p67)

a. Patrol captain

b. Airbag operator

c. Defibrillator operator

d. EAR operator Q55 What is the key to a successful resuscitation? (p64)

a. Assessment of the patient

b. A clear airway

c. Backward head tilt

d. Pistol grip Q56 An unconscious patient on the beach should be placed? (p67)

a. Facing the clubhouse

b. Feet facing the ocean

c. Facing towards the sea

d. With head facing north

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Q57 Jaw support is essential in? (p64)

a. Maintaining a clear airway

b. Making it comfortable for the patient

c. Making it easier for the operator

d. Making it easier to check breathing Q58 The preferred method for Expired Air Resuscitation on an adult is (p68)

a. Mouth to mouth

b. Mouth to mask

c. Mouth to nose d. It doesn’t matter the rescuer can chose Q59 Expired Air Resuscitation (EAR) in deep water is best administered via which

method? (p70)

a. Mouth to mouth resuscitation

b. Mouth to mask resuscitation

c. Mouth to nose resuscitation

d. Mouth to mouth and nose resuscitation  Q60 To inflate an infant’s lungs you should: (p72)

a. Fill your lungs and blow into the infant’s mouth

b. Ensure they have maximum head tilt

c. Fill your cheeks with air and puff till their chest rises

d. Fill your lungs and blow into the infants nose Q61 The best pulse for checking circulation on an infant is (p80)

a. Carotid pulse

b. Radial pulse

c. Brachial pulse  

RESUSCITATION Q62 The ribs meet: (p76)

a. Above the xiphisternum

b. Below the xiphisternum

c. At the same level of the xiphisternum

d. On the xiphoid Q63 Adult rates for one person CPR are: (p77)

a. 60 – 100 compressions per minute with 4-6 cycles per minute

b. at a rate of 100 compressions per minute with 2 1/2 cycles per minute

c. 15 compressions per minute with 6 cycles per minute

d. 60 – 100 compressions per minute with 12-20 cycles per minute

41

Q64 In CPR the depth of compression for a 7 year old child: (p77)

a. Exactly 2-3 cms

b. Approximately 1-2 cms

c. 2/3 depth of chest

d. 1/3 depth of chest Q65 Depth of compression for an infant is? (p77)

a. Until fluid comes out of their mouths

b. 1 – 2 cm

c. 2 – 3 cm

d. 1/3 depth Q66 Compression method for an adult is? (P77)

a. 2 fingers

b. 1 hand

c. 2 hands

d. Whatever works Q67 Compression method for a child is? (p77)

a. 2 fingers

b. 1 hand

c. 2 hands

d. Whatever works Q68 Compression method for an infant is? (p77)

a. 2 fingers

b. 1 hand

c. 2 hands

d. Whatever works Q69 The brachial pulse to assess the pulse on an infant is found: (p80)

a. On either side of the neck

b. On the inside of the arm

c. In either thumb

d. In the middle of the chest Q70 When performing External Cardiac Compression the heart is compressed

between the (p75)

a. Sternum and the spine

b. Diaphragm and the lungs

c. Ribs and the diaphragm

d. Lungs and xiphoid

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Q71 The brachial pulse to assess the pulse on an infant is found: (p80)

a. On either side of the neck

b. On the inner side of the upper arm

c. In either thumb

d. In the middle of the chest  Q72 Regurgitation is: (p71)

a. The silent flow of stomach contents into the mouth and nose b. The inflation of the stomach

c. A thump between the shoulder blades to assist in removing foreign material

d. Always accompanied by a loud noise  

COMMUNICATIONS  Q73 To communicate effectively we need to clearly work out: (p86)

a. The purpose, audience and the best form of the communication

b. Whether to use words, body language or graphic symbols to communicate what we want

c. What some of the barriers to communicating effectively could be

d. That the terminology we use will be understood by others Q74 What are the five skills needed to ensure effective communication :(p88)

a. Observe, listen, think, summarise and respond

b. Pay attention, observe, listen, summarise and respond

c. Non-hearing, hearing, listening, thinking and responding

d. Exchange information, concentrate, participating, listening and reading body language

Q75 In a rescue situation the Patrol Captain should pass on the following

information to LSV Comms (p100)

a. Prevention, people, performance, progress

b. Position, problem, people, progress

c. Progress, position, persistence, people

d. Position, problem, people, performance Demonstration Checklists Candidates are required to regularly present their Learner Workbook to you, their Training Officer throughout the Basic Emergency Care training program. Candidates and Training Officers must initial each section at the conclusion of a training session to confirm competence.

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SECTION 5 - ASSESSMENT RESOURCES

ABOUT THE ASSESSMENT RESOURCES This section is for Assessors who are determining competency of candidates in the Basic Emergency Care course. It will also assist trainers to determine each candidate’s readiness for their final assessment and/or identifying areas requiring further training. It includes:

an overview of the assessor’s role in the assessment process

The general principles of the assessment

an Assessment Summary and Summary Sheet

Tips for implementing a scenario for assessment

Assessment Tools (Candidate workcard)

a Recognition of Prior Learning (RPL) Application Form

Preparing the Candidate It is important for candidates to clearly understand:

what is being assessed

how it is being assessed

where and when the assessment is to occur

the assessment and appeals process

if they have any language , literacy, numeracy needs

44

THE ROLE OF THE ASSESSOR Assessors are required to:

plan the assessment – including determining the readiness of the candidate to be formally assessed and the procedures to be used

conduct the assessment – that is, collect evidence of competency for each unit

record the assessment outcomes _ sample recording sheets are included in this section of the guide.

review the assessment – that is, provide feedback to the candidate – including what they did well, why some answers were marked as incorrect and/or advice on how to overcome any skills/knowledge gaps, update the candidate’s records, and review the assessment process as part of your continuous improvement planning

report the results to their Branch Training Manager.

GENERAL PRINCIPLES Prior to the start of the assessment the assessor should have agreed to the following: • Suitability/unsuitability of venue. • The person(s) responsible for making a decision to postpone/terminate the

assessment if unforeseen conditions arise. • The manner in which the venue unsuitability will be communicated to candidates • The mechanism for re-scheduling assessment (if applicable) • The mechanism of moving to a "back-up" venue (if applicable) • The assessment should be conducted within the guidelines as set out in the

assessment policy.

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The Assessment Paper Wherever possible, seating of the candidates should be arranged in the following way:

candidates should have at least a one-person seating space between them

candidates should not be seated opposite each other.

tables should be arranged so all candidates face the same direction.

The assessor’s role in the theory assessment process The assessor should record the:

number of question papers issued

number of answer sheets issued, and

place the question papers and answer sheets face down on tables. Prior to the candidates commencing the paper, the assessor must ensure they are aware of the rules of assessment – including, for example:

candidates are not permitted to talk to each other during the assessment period

the question papers are not to be marked, however, candidates must put their name on the answer sheet

the candidates must use a blue or black pen or pencil to mark their answers on the answer sheet

candidates should take their time and read the questions and possible answers carefully

candidates should circle the letter corresponding to what they determine is the most correct answer

both the question paper and their answer sheet must be handed back at the conclusion of the assessment

on completion of the paper, candidates may leave the assessment room, once they have handed in all their paperwork to the assessor

candidates should raise their hand to get the attention of the assessor, if they need help during the assessment.

During the theory assessment

If, during the assessment, an error is found on either the question paper or the answer sheet, for example, a typing error, the assessor should:

call the attention of the group

explain the problem to all candidates, and once it has been clarified with all candidates

tell the candidates to return to their assessment. Assessors must not engage in informal conversation with candidates, or with each other that may distract the candidates. Note: There is no strict time limit for completion of the assessment paper but it is

expected one hour should be sufficient.

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If the paper is being undertaken orally If a candidate has been assessed as having an additional need – for example, a language/literacy issue, one way of making a reasonable adjustment to the assessment process may be to allow them to undertake the assessment orally.

In this situation, the assessor is required to:

read the question to the candidate

read each of the possible responses to the candidate

ask the candidate if they would like either the question or the possible responses to be re-read

ask the candidate for their answer

circle their response on the answer sheet.

The Assessor must not paraphrase any questions or possible responses as this may lead to confusion or oversimplification of the question. At the conclusion of the theory assessment Assessors should:

monitor the collection of all question papers and answer sheets as candidates leave the room, and undertake a final count once all candidates have completed

mark the paper in a separate room/area – that is, away from the candidates and any distractions.

Note: Candidates deemed Not Yet Competent (NYC) in the assessment paper may not proceed to the next stage of the assessment process. They will need to re-train, re-sit the assessment paper, and achieve a score of at least 85% or 17 out of 20.

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Assessment Summary

Theory Assessment Portfolio Complete Assessment Paper A written assessment paper detailing the underpinning knowledge for Basic Emergency Care. Candidates must be competent in the underpinning knowledge prior to continuing to the next stage of assessment.

Practical demonstration

1) Resuscitation – One person and two person Patient Assessment (primary survey-DRABC) on a live patient CPR on a manikin Adult/ Child / Infant (each squad to do a random mix of all three) Mouth to Mouth, Mouth to Nose, Mouth to Mask, (each candidate must do Mouth to

Mask plus one other) 2) First Aid

Demonstration of body checks (secondary assessment) Demonstrate the treatment of bleeding (including shock) Demonstrate the treatment of any one of the following:

Burns, soft tissue injury, chest pain, fractures, sprains or strains, severe allergic reaction, asthma, choking.

Carries Carries and Supports

Each candidate must participate in one carry from: two handed seat, three person carry

First Aid Scenario

First Aid Scenario Scenario may include:

resuscitation, burns, soft tissue injury, sprains or strains, chest pain, fractures, , severe allergic reaction, asthma, choking.

Communication skills will also be assessed in this simulation Candidate demonstrates primary (DRABCD) and secondary (body checks) survey Candidate is able to identify hazards in the scenario environment and manage them

appropriately Candidate uses appropriate treatment for the injury/illness and can identify further

resources that they may require Candidate can conduct a patient handover to emergency services

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1. Candidate’s Assessment Portfolio All demonstrations listed in the Candidate’s Training Record in the Candidate’s Assessment Portfolio must be signed by the trainer. The assessor must check this as it is part of the evidence required to ensure competence. Being a third party testimonial from the Trainer, this confirms that they believe the candidate to be competent in all the skills outlined. This must be checked and the candidate have everything signed before commencing the assessment. 2. Assessment Paper There is a 23 question multiple choice theory assessment paper. A candidate must achieve 85% on the theory paper. The purpose of the theory assessment is to assess the candidate’s underpinning knowledge across a broad range of first-aid treatments. A candidate may complete the rest of the assessment even if found not yet competent on the theory paper and then re-sit that component only. An assessor may recommend that a candidate not continue with the assessment if a significant lack of knowledge is highlighted at this point of the assessment. Conduct of this part of the assessment should be done within the guidelines stated for an assessment paper. Assessors should only use endorsed assessment papers which can be obtained from their State or Territory body. 3. Patient Assessment Candidates to perform a patient assessment of an unconscious patient on a live person. The Basic Emergency Care Observation Checklist should be used to check key points of competency are met and to endure a uniform standard of assessment. 4. Rescue breathing and CPR Rescue Breathing and CPR are to be demonstrated during a simulation on a manikin by candidates to demonstrate competency in resuscitation skills. The Basic Emergency Care Observation Checklist should be used to check key points of competency are met and to endure a uniform standard of assessment. 5. First-Aid Demonstrations (including Vital signs and body check) Candidates are to perform a demonstration of a body check whilst monitoring vital signs. Candidates are also required to do two demonstrations of first aid treatments. One of those demonstrations must be for a person who bleeding and suffering from shock (, therefore the injury must be of an appropriately serious nature to include the need to treat shock) and the other to be chosen from the list provided.

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Hints for conducting the practical skills assessment The Resuscitation and First Aid Demonstration

An assessor, a patient/manikin, and a training officer should be present in the assessment area.

Candidates should be rotated through the assessment area to ensure they are able to demonstrate their skills in each area.

Assessors should ensure that all sections in the assessment summary have been completed.

The lateral position must be demonstrated on a ‘live’ patient.

The ECC location finding should be conducted on a ‘live’ patient, however assessors need to stress that compressions should NEVER be conducted on a ‘live’ patient

Assessors should randomly select the patient manikin, adult, child or infant for assessment

Resuscitation and first aid may be assessed holistically in a scenario format within this section of the assessment. 6. Carries During the final assessment candidates are required to demonstrate one of the carries listed on the Basic Emergency Care Observation Checklist. 7. First Aid Scenario The scenario will be conducted with one or two candidates acting as first aiders. Candidates may have a single or multiple casualties to attend to with single or multiple injuries. The points below set the minimum requirements and boundaries of the scenario. It is important ensure all these points are covered in the scenario so the candidate has an opportunity to demonstrate all the points to achieve competence on the observation checklist and that the assessment is valid (requirements of the competencies are met) and reliable (all scenarios are similar in level of difficulty). Scenarios will: • Be for one or two first-aiders only • Have no more than three patients per first-aider • Have a conscious patient or bystander friend/relative to ensure candidate has an opportunity to show appropriate manner • Have appropriately serious injuries to require first aid • Have a change in the patient’s condition or the environment that necessitates a change in the management of the patient • Have a need for use of first-aid equipment. Equipment may include first-aid kit,

splints (including improvised ones), gloves, goggles, resuscitation mask, oxygen, stretchers • Arrival of and handover to ambulance officer Scenarios should be designed by the Assessor using the ‘Scenario Guide ’ section included within the Trainers and Assessors Guide

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Tips for Implementing Scenarios Preparation Resources that may be required include: standard lifesaving/lifeguard equipment including communication equipment oxygen equipment (as used in the operational environment) patients and bystanders (or manikins) a variety of props (as per the relevant scenario) observation and scenario checklists.

Setting the scene Remember to allow sufficient time for setting up the environment – for example,

making sure all equipment and props are in position, to ensure the scenario will run smoothly once implemented.

Arrange the candidates into groups. Group size will vary according to the scenario being presented and the number of candidates available. Ideally, there should be no more than six (6) candidates in each group – bystanders can be used as patients, where they are available. Wherever possible, the group size should reflect the local lifesaving service numbers, and there should be a maximum of three (3) groups operating at any one time. Each group should be supported by a trainer, or an assessor, or a qualified patrol captain or a senior lifeguard.

Brief the groups – set the scene. They need to be aware of what equipment is available for use; the surf/beach conditions; the location (for example, you are on duty at …….); and key skills to be demonstrated. Patients need to be aware of their signs and symptoms and their overall condition – consider giving the patients a copy of the scenario checklist to assist them to understand how they should react throughout the scenario. The trainers/assessors/patrol captain and/or senior lifeguards involved should be reminded that it is important that they do not intervene during the scenario – their role is to observe and complete the relevant observation and scenario checklist.

Encourage the candidates to decide who will have the major role in demonstrating the skill being learned and who will be the observer.

The role of the assessor Assessors are responsible for: ensuring sufficient equipment, props are available for use setting up the environment preparing the groups. Once roles have been assigned, the assessor should

provide each participant with (written) information regarding their role – including observation checklist for the observers. Assessors must remind all participants that this information is confidential and remember to allow sufficient time for the participants to prepare for their role.

completing an observation and scenario checklist for each group calling time at the end of each presentation rotating the roles amongst the candidates facilitating the debriefing of the process – ask questions like, how do you feel

about the overall process; what went well; what would you do differently etc. reinforcing the key skills/knowledge underpinning each scenario.

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Assessment Tools On the following pages you will find: an Assessment Work Card which must be completed and returned to the

Assessor in charge on the day of the final assessment for award processing the Basic Emergency Care Observation Checklist

a Recognition of Prior Learning (RPL) Application Form. This form is to be completed by candidates who wished to be assessed against skills and knowledge previously acquired through work, study (both formal/accredited and informal), life and other experience.

Assessment Work Card (sample) The following pages contain an example of the front and back of the assessment card. This card will be supplied by the assessor, for use on the assessment day. Assessors will select the demonstration for the optional sections. All cards must be returned to the branch/state centre at the end of the assessment to ensure that paperwork can be processed. If the candidate is deemed not yet competent in a section of the assessment, the back section of the card must be completed. This card must be kept by the assessor should the candidate want to be reassessed. The candidate’s trainer in consultation with the candidate should consult with the assessor on an appropriate follow up assessment date and time.

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ASSESSMENT WORK CARD

 Basic Emergency Care

Section Activity Date Signature C/NYC

1.1 Candidates Work Book Checked & Signed / /

Assessment Paper Multi-Choice Answer / /

1.2

2.1 Resuscitation Patient Assessment / /

2.2 Resuscitation EAR/CPR / /

First-Aid Demonstration Body Check and vital signs / / 3.1

First-Aid Demonstration Bleeding (including shock) / / 3.2

First-Aid Demonstration First-Aid Treatment 3.2

Carries Chosen Carry / / 4

/ / 5 First Aid Scenario

This form shall be completed and returned to the assessor in charge on the day of the final assessment for award processing.

 

FOLLOW UP ACTION (ONLY COMPLETE IF CANDIDATE IS “NOT YET COMPETENT”)

Follow-up action recommended (to be completed by assessor and discussed with the candidate)

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I have agreed to the recommended follow-up action.

Candidate ____________________________________ Date / /

The candidate has agreed to the recommended follow-up action.

Assessor _____________________________________ Date / /

ASSESSOR COMMENTS (OPTIONAL)  _____________________________________________________________________________________________  _____________________________________________________________________________________________  _____________________________________________________________________________________________         

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RPL Application Form (sample) CANDIDATE INFORMATION:

MR. / MRS. / MS _____________________________________________________

SURNAME___________________________________________________________

SURF LIFESAVING CLUB (if Applicable)__________________________________

ADDRESS:__________________________________________________________

_______________________________________________P/CODE:_____________

PHONE:___________________________________

FAX:______________________________________

MOBILE:__________________________________

EMAIL:____________________________________

INSTRUCTIONS FOR USE

1. Read the RPL Information Brochure on the Website

2. Complete the personal details of this form

3. Collect and attach as much evidence as possible to attach to this form

4. In point form, note what evidence is in your portfolio that relates to the outcomes that you are applying for

5. Send this form and all forms of evidence to an RPL Assessor

OFFICE USE ONLY

Application Form completed .

Evidence Attached .

Monies Received .

RPL Application: Full RPL Part RPL No RPL

Signed:_________________________ (State / Territory)

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SLSA Members Application

1. Attach photocopy of current SLSA Senior First Aid Certificate (JP Signed)

2. Attach photocopy of current SLSA Proficiency Report

3. Write the words’ See attached copies’ in space provided

*Resuscitation (CPR) must be current at time of application. Certificate expiry dates will remain the same as that on the evidence provided.” Provide Emergency Care PUAEME001A 1. Identify the need for emergency care 2. Ensure personal safety of carer and casualty 3. Reassure casualty 4. Assess casualty and implement emergency care procedures 5. Work cooperatively with personnel from other organizations 6. Recover and restore first aid equipment 7. Complete documentation

Provide Emergency

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Care PUAEME001A Provide Basic Emergency Life Support HLTFA201A 1. Respond in an emergency situation 2. Apply identified first aid procedures 3. Communicate details of the incident

4. Evaluate own performance Office Use only: ASSESSMENT AND RECCOMENDATIONS RPL APPLICATION FOR: COMPETENCY FULL

RPL PART RPL

NO RPL

PUAEME001A Provide Emergency Care HLTFA201A Provide Basic Emergency Life Support Comments: ______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

 

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