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HCS2020 First Aid/Cpr With Aed

Intermediate · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students study and demonstrate first-aid skills and procedures, including cardiopulmonary resuscitation (CPR) and automatic external defibrillator (AED), for dealing with emergency situations. Students recommend practices for a safe environment and demonstrate skills and procedures for dealing with common emergency situations. Students examine safety strategies to prevent infection from blood-borne pathogens in health care and recreational settings.
Prerequisite
None
Parameters
Access to instruction from an individual with a recognized instructor’s certificate for first aid with Level C CPR with AED. Note: Successful completion of this course enables students to apply for certification in standard first aid with CPR and AED when they meet the competencies and requirements specified by an approved credentialing agency; e.g., St. John Ambulance or Canadian Red Cross. An approved agency list is available from the Director of Medical Services at Alberta Labour: First Aid Agencies.

Outcomes The student will:

  • 1 describe the roles and responsibilities of the first-aider for providing first aid for all individuals, including children and infants

    • 1.1 outline the objectives of first aid

    • 1.2 state the universal safety precautions in first aid, including routine precautions for disease transmission

    • 1.3 identify preparations for emergencies

    • 1.4 outline the legal implications of performing first aid in Alberta

    • 1.5 differentiate between life-threatening and non-life-threatening emergencies

  • 2 demonstrate the principles of and the first-aid procedures used in emergency-scene management

    • 2.1 conduct a proper scene survey using principles of safety

    • 2.2 conduct a primary survey of casualties for life-threatening conditions

    • 2.3 perform on-going casualty care until transfer to medical aid (e.g., a paramedic or a doctor) occurs

  • 3 summarize causes, signs and symptoms of emergency injuries and conditions for all individuals, including children and infants, for the following:

    • 3.1 shock, unconsciousness and fainting

    • 3.2 breathing and choking emergencies

    • 3.3 internal bleeding and external wound care

    • 3.4 cardiovascular disease and related emergencies

    • 3.5 head, spinal and pelvic injuries

    • 3.6 bone and joint injuries, including muscle strains

    • 3.7 sudden medical conditions; e.g., diabetic emergencies and seizures

    • 3.8 heat- and cold-related emergencies; e.g., heat stroke and hypothermia

  • 4 demonstrate first-aid procedures, including the use of CPR and the operation of an AED, when necessary, used in the following:

    • 4.1 shock, unconsciousness and fainting

    • 4.2 breathing emergencies, including:

      • 4.2.1 breathing emergencies for suspected head/spinal injuries

      • 4.2.2 choking

    • 4.3 wound care, including:

      • 4.3.1 external wounds

      • 4.3.2 internal bleeding

      • 4.3.3 amputations and amputated tissue

      • 4.3.4 eye injuries; e.g., foreign bodies, penetrating/protruding objects

      • 4.3.5 chemical burns to the eyes and skin

      • 4.3.6 thermal injuries to the eyes and skin

      • 4.3.7 frostbite

    • 4.4 cardiovascular emergencies, including:

      • 4.4.1 angina and heart attack

      • 4.4.2 cardiac arrest

      • 4.4.3 stroke

    • 4.5 bone and joint injuries of upper and lower extremities and muscle strains

    • 4.6 head, spinal and pelvic injuries, including controlling bleeding from the scalp and the ears

    • 4.7 medical conditions, including:

      • 4.7.1 diabetic emergencies

      • 4.7.2 seizures

      • 4.7.3 asthmatic emergencies

      • 4.7.4 allergic reactions

    • 4.8 heat and cold emergencies, including:

      • 4.8.1 heat-related conditions; e.g., heat cramps, heat exhaustion, heat stroke

      • 4.8.2 cold-related conditions; e.g., hypothermia

  • 5 apply principles of secondary survey

    • 5.1 determine history of casualty

    • 5.2 check consciousness; breathing rate and rhythm; and skin colour and dampness

    • 5.3 perform a head-to-toe examination for secondary injuries

    • 5.4 provide first aid for non-life-threatening conditions

  • 6 describe how to meet the physical, emotional, psychological and social needs of all individuals involved in an emergency

    • 6.1 discuss typical reactions

    • 6.2 describe barriers to action that may influence the actions of the first-aider

    • 6.3 identify available resources

  • 7 recommend practices that provide a safe environment and prevent emergency situations and/or injuries

    • 7.1 recommend practices to prevent emergency situations and/or injuries in several locations, including:

      • 7.1.1 at home

      • 7.1.2 at work

      • 7.1.3 at school

      • 7.1.4 with motorized vehicles

      • 7.1.5 at play

    • 7.2 recommend specific safety practices for the environments of infants and children, including:

      • 7.2.1 at home

      • 7.2.2 at school

      • 7.2.3 with motorized vehicles

      • 7.2.4 at play

    • 7.3 compare components of standard first-aid kits recommended by the Alberta Occupational Health and Safety program for various settings such as community disability support, recreation and health care

    • 7.4 summarize legal requirements for first-aiders in Alberta by:

      • 7.4.1 summarizing Alberta’s good samaritan legislation in the Emergency Medical Aid Act

      • 7.4.2 identifying sections of the Occupational Health and Safety Code that govern first aid in the workplace

      • 7.4.3 identifying sections of the Workers’ Compensation Act that govern first aid for employees who are injured

  • 8 demonstrate safety precautions specifically related to blood-borne pathogens

    • 8.1 compare the pathology and treatment of Hepatitis A, Hepatitis B, Hepatitis C and HIV, including:

      • 8.1.1 methods of transmission

      • 8.1.2 risks of infection related to occupation, travel and/or contact with infected individuals in the community

      • 8.1.3 causes and complications of infection

      • 8.1.4 signs and symptoms at all phases of the disease process

      • 8.1.5 treatment

      • 8.1.6 prognosis

      • 8.1.7 rates of incidence and prevalence

    • 8.2 identify specific occupations and activities that have increased risk of transmission particular to community-supported health care, recreation and sport

    • 8.3 differentiate between standard precautions and universal precautions

    • 8.4 justify the use of a standard precautions protocol to prevent the contraction of blood-borne pathogens

    • 8.5 describe common engineering controls and work practice controls for blood-borne pathogens, including protocols for:

      • 8.5.1 the disposal of sharps and related equipment

      • 8.5.2 handling laundry

    • 8.6 demonstrate the correct use of personal protective equipment, including the removal and disposal of equipment after use

    • 8.7 describe considerations for vaccination against Hepatitis B

    • 8.8 describe screening tests available for Hepatitis C and HIV

    • 8.9 describe the components of a workplace exposure plan for blood-borne pathogens

    • 8.10 demonstrate strategies for immediate first aid and reporting following an exposure to blood-borne pathogens

    • 8.11 describe common workplace procedures for labelling, containing and handling regulated waste

    • 8.12 identify labels that communicate the hazard of blood-borne pathogens

  • 9 demonstrate basic competencies

    • 9.1 demonstrate fundamental skills to:

      • 9.1.1 communicate

      • 9.1.2 manage information

      • 9.1.3 use numbers

      • 9.1.4 think and solve problems

    • 9.2 demonstrate personal management skills to:

      • 9.2.1 demonstrate positive attitudes and behaviours

      • 9.2.2 be responsible

      • 9.2.3 be adaptable

      • 9.2.4 learn continuously

      • 9.2.5 work safely

    • 9.3 demonstrate teamwork skills to:

      • 9.3.1 work with others

      • 9.3.2 participate in projects and tasks

  • 10 identify possible life roles related to the skills and content of this cluster

    • 10.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 10.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2010. Source document, © Alberta Education.