Basic First Aid.

Basic First Aid
Instructor Guide
VERSION 3.0
Training for Life...

Information
This instructor guide is designed as a learning guide for in classroom practice sessions only. All training sequences have been
altered for the purpose of instruction and practice under the supervision of a qualified First Aid International Instructor. The
actual care provided in an emergency may vary from the practice and information you receive during classroom sessions.
This guide is revised as medical consensus guidelines change. First Aid International follows UK and European Resuscitation
Council Guidelines for Basic Life Support.
Basic First Aid

VERSION 3.0
Published and distributed by First Aid International Ltd (FAI)

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Disclaimer: No responsibility is assumed by the authors and the publisher for any injury and/or damage to persons or property
as a matter of product liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or
ideas contained in the material herein.
Copyright 2013, First Aid International Ltd. All rights reserved.

The First Aid International name and logo are trademarks of First Aid International Ltd.
FAI R20002
FAI
Contents
First Aid International Mission Statement
SECTION ONE Introduction

How to use this guide
SECTION TWO Standards and Procedures
SECTION THREE Course Outline and Lesson Plans
Module One Introduction

Principles of First Aid
Chain of Survival
Emergency Management Procedure
Care Cycle™
Module Two Scene Safety

Scene Survey
Exposure Protection
Module Three Basic Life Support

Primary Survey, Recovery Position and Reassessment
CPR Adult (Cardiopulmonary Resuscitation)
Alternative Ventilation Procedures
Introduction to Automated External Defibrillation (AED)
Adult Choking
Module Four Life Threatening Conditions

Severe Bleeding
Shock Management
Module Five Secondary Survey

Secondary Survey
Patient History Taking
Physical Assessment
Module Six Breathing Problems

Asthma
Hyperventilation
Chest Injuries
Breathing Problems Scenarios
Module Seven Circulatory Problems

Angina
Heart Attack
Stroke
Fainting
Circulatory Problems Scenarios
Module Eight Environmental Problems

Electrical Injuries
Burns and Scalds
Hypothermia
Frostbite
Heat Exhaustion and Heat Stroke
Environmental Problems Scenarios
FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0 |1

FAI
Contents
Module Nine Nervous System Problems
Epilepsy and Seizures
Head Injuries
Spinal Injuries
Nervous System Problems Scenarios
Module Ten Other Medical Problems

Allergies
Anaphylaxis
Diabetic Emergencies
Poisoning
Other Medical Problems Scenarios
Module Eleven Other Injuries

Fractures
Dislocation
Wounds and Bleeding
Eye Injuries
Other Injuries Scenarios
Module Twelve First Aid Health and Safety

First Aid Kit
Accident Recording
Module Thirteen Assessment

Practical Assessment
Knowledge Assessment
2| FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0

FAI
Mission Statement
To provide quality assured qualifications and awarding services along with advice consistent with current medical
guidelines for the benefit of all who might need to provide emergency medical care.
Through the continuous development of our organisation we will provide all of our customers with an exemplary
service. This will be supported by an unrivalled supply of quality medical training and assessment in an effort to
exceed all of our customer expectations.

FAI
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Section 1
Section One
Introduction
How to use this guide

Section 1
Introduction
This Instructor Guide is used for the First Aid International™ Basic First Aid and Annual Refresher (AR) course.
It is essential that the appropriate level of training is conducted for the needs and requirements of the students.
BASIC FIRST AID COURSE
The Basic First Aid course is designed to train individuals and company staff that require appointed person
training in basic first aid skills and require training in the management of specific illnesses and injuries. This
course will provide first aid skills necessary to manage a patient that is not breathing normally, is unconscious,
bleeding or is ill or injured prior to the arrival of the emergency services.
The Basic First Aid course is designed to meet the recommendations of the HSE Health and Safety First Aid at
Work (1981) Regulations for Appointed Persons in the Workplace.
It is strongly recommended that first aid skills are refreshed annually.

Section 1
The Essential Skills

Emphasis in the First Aid International™ Training Courses is on the development of the Essential Skills: Scene
Safety, Primary Survey, Recovery Position and Reassessment, CPR, Alternative Ventilation Procedures,
Introduction to AED, Choking, Severe Bleeding, Shock Management and Secondary Survey. First Aid
International students learn the essential skills in the same sequence they are actually used in an emergency.
Each training segment emphasises the Learning Cycle™ and reinforces the priorities of care and approach to the
patient using the Care Cycle™. First Aid International™ training uses seeing, listening and practice to make
learning easier and more enjoyable. Multiple use of the information in practical sessions helps create skill and
knowledge retention.
Students build competence and confidence in their ability to respond and perform these simple but essential
skills in an actual emergency.
Learning Cycle

Section 1
How To Use This Guide

This Instructor Guide is divided into a number of separate parts. The first part contains information for the
Instructor on how to conduct programmes and use this guide. The second part contains the standards and
procedures. The third part is divided into modules and is used to conduct the training segments of the Basic First
Aid. The general Standards and Procedures that apply to all courses are found in the Instructor Manual, further
course specific standards and procedures are found in this guide.
Basic First Aid

To conduct the Basic First Aid course, complete all modules in this Guide.
GENERAL PRINCIPLES FOR TEACHING THE ESSENTIAL SKILLS

Stress-Free Learning Environment
Learning is to take place in a relaxed, stress-free environment. Students learn the skills without learning stress
associated with the skills.
Encouragement
During skill practice sessions, the Instructor gives encouragement and positive coaching feedback to the
students. Use encouragement as a means to reinforce correct application of skills. Encouragement works better
than negative correction of inadequate or incorrect skills.
Student Coach
Students generally are divided into groups of three for practice sessions with one student each playing the role of
coach, first aid provider and patient (bystander during manikin skills). The student coach uses the Essential Skills
and Reference Guide to prompt the first aid provider on the correct sequence of each skill. The instructor should
advise students that when conducting the role of coach, he or she should stay one step ahead of the first aid
provider. This way the first aid provider will practice the steps in the correct order.
Scenarios
Scenarios are instructor supervised; the instructor should introduce the roles played by each student (coach,
patient, first aid provider). The instructor should also provide group encouragement during the scenario.
Students should be divided into groups of three. The instructor will assign scenarios for each group. The coach is
to have the Essential Skills and Reference Guide open to the appropriate section for the scenario practice. While
the groups are practicing their scenarios, the instructor will move between groups reinforcing the skills with
encouragement.
Scenarios can be modified so that the setting is appropriate to the student’s needs. However, the steps of the
skills cannot be modified. This is to ensure that students are practicing skills appropriate to their level of training.

Section 2
Section Two
Standards and Procedures

Section 2
Standards and Procedures

These course specific standards and procedures are to be followed in addition to the general Standards and
Procedures.
STUDENTS
Prerequisites:
It is the employers decision to ensure the suitability and selection of the first aider depending upon their first aid
needs assessment. Candidates may take this course at age 14 but may not be suitable as first aiders in the work
place.
COURSE REQUIREMENTS
Ratios:
A ratio of 12 students to 1 Instructor and 4 manikin's is required (12:1:4). This ratio permits the class to be split
into 4 groups of 3 students, making the most of learning in small groups. Single course enrolment must not
exceed 24 students, 2 Instructors and 8 manikin's (24:2:8). See General Standards and Procedures for specific
requirements regarding the use of multiple manikin's.
Course Duration:
1. Basic First Aid Course 12 contact hours (Minimum of 2 days. Maximum 12 weeks in min 2 hr sessions)
2. Annual Refresher 3 contact hours
Equipment and Materials

1. Gloves and Facial Barriers
Gloves and facial barrier devices are required to be used by each student during all skill practice sessions
which might involve exposure to blood or body fluids in actual emergencies. The Instructor is to ensure an
adequate supply of these devices. Best practice must be demonstrated.
2. Student Course Materials
It is required that the Student Training Pack is to be provided to each student. This pack includes the required
Essential Skills and Reference Guide which is to be used throughout the course to enhance the learning
process.
3. A current Basic First Aid multimedia training system is required to run this course.
4. An approved First Aid Kit must be used to demonstrate the HSE recommended contents during the course
(HSE 1-10).
ADMINISTRATION
See General Standards and Procedures.
10 | FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0

Section 2
ASSESSMENT
Basic First Aid

The instructor will provide continuous assessment of the student throughout the course. Students should not
progress to the next session until they are deemed competent.
Knowledge Assessment is conducted in the form of a multiple choice assessment paper. The pass mark is 80%.
The Practical Assessment with Oral questions may be conducted anytime after the completion of the Basic Life
Support section of the instructor guide.
Both the Knowledge Assessment and Practical Assessment with Oral Questions can be found in the Centre
Support log in area under Assessments.
ANNUAL REFRESHER TRAINING AND REQUALIFICATION
Annual Refresher Training

It is strongly recommended that refresher training is conducted annually. A course out line on the lessons to be
covered has been provided on page 15 of this guide.
Requalification
It is required to complete the full course and assessment every 36 months.
INSTRUCTORS
First Aid International™ Basic First Aid Instructors may teach the Basic First Aid and Annual Refresher courses.
PORTFOLIO OF EVIDENCE
See General Standards and Procedures.
FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0 | 11

Section 2

Section 3
Section Three
Course Outline and Lesson Plans

Section 3
Basic First Aid Course Outline

MODULE SUBJECT AV TIME PRACTICE TIME SEGMENT TIME TOTAL TIME
1-1 Introduction 00:06:51 00:05:00 00:11:51 0:11:51
1-2 Principles of First Aid 00:05:00 00:05:00 0:16:51
1-3 Chain of Survival 00:05:00 00:05:00 0:21:51
1-4 Emergency Management Procedure 00:05:00 00:05:00 0:26:51
1-5 The Care Cycle™ 00:05:00 00:05:00 0:31:51
2-1 Scene Survey 00:05:48 00:15:00 00:20:48 0:52:39
2-2 Exposure Protection 00:04:16 00:10:00 00:14:16 1:06:55
3-1 Primary Survey, Recovery Position & Reassessment 00:09:21 01:00:00 01:09:21 2:16:16
3-2 CPR Adult (Cardiopulmonary Resuscitation) 00:08:02 01:00:00 01:08:02 3:24:18
3-3 Alternative Ventilation Procedures 00:03:01 00:10:00 00:13:01 3:37:19
3-4 Introduction to Automated External Defibrillation (AED) 00:01:33 00:05:00 00:06:33 3:43:52
3-5 Adult Choking 00:05:28 00:30:00 00:35:28 4:19:20
4-1 Severe Bleeding 00:07:23 00:30:00 00:37:23 4:56:43
4-2 Shock Management 00:04:39 00:20:00 00:24:39 5:21:22
5-1 Secondary Survey 00:01:00 00:10:00 00:11:00 5:32:22
5-2 Patient History Taking 00:04:28 00:20:00 00:24:28 5:56:50
5-3 Physical Assessment 00:05:10 00:33:00 00:38:10 6:35:00
6-1 Asthma 00:05:00 00:05:00 6:40:00
6-2 Hyperventilation 00:05:00 00:05:00 06:45:00
6-3 Chest injuries 00:05:00 00:05:00 06:50:00
6-4 Breathing Problems Scenarios 00:25:00 00:25:00 07:15:00
7-1 Angina 00:05:00 00:05:00 07:20:00
7-2 Heart Attack 00:05:00 00:05:00 07:25:00
7-3 Stroke 00:05:00 00:05:00 07:30:00
7-4 Fainting 00:05:00 00:05:00 07:35:00
7-5 Circulatory Problems Scenarios 00:25:00 00:25:00 08:00:00
8-1 Electrical and Chemical Injuries 00:05:00 00:05:00 08:05:00
8-2 Burns and Scalds 00:10:00 00:10:00 08:15:00
8-3 Hypothermia 00:05:00 00:05:00 08:20:00
8-4 Frostbite 00:05:00 00:05:00 08:25:00
8-5 Heat Exhaustion and Heat Stroke 00:10:00 00:10:00 08:35:00
8-6 Environmental Problems Scenarios 00:25:00 00:25:00 09:00:00
9-1 Epilepsy and Seizures 00:05:00 00:05:00 09:05:00
9-2 Head Injures 00:05:00 00:05:00 09:10:00
9-3 Spinal Injuries 00:05:00 00:05:00 09:15:00
9-4 Nervous System Problems Scenarios 00:25:00 00:25:00 09:40:00
10-1 Allergies 00:05:00 00:05:00 09:45:00
10-2 Anaphylaxis 00:05:00 00:05:00 09:50:00
10-3 Diabetic Emergencies 00:05:00 00:05:00 09:55:00
10-4 Poisoning 00:05:00 00:05:00 10:00:00
10-5 Other Medical Problems Scenarios 00:25:00 00:25:00 10:25:00
11.1 Fractures 00:05:00 00:05:00 10:30:00
11.2 Dislocation 00:05:00 00:05:00 10:35:00
11.3 Wounds and Bleeding 00:05:00 00:05:00 10:40:00
11.4 Eye Injuries 00:05:00 00:05:00 10:45:00
11.5 Other Injuries Scenarios 00:25:00 00:25:00 11:10:00
12.1 First Aid Kit 00:10:00 00:10:00 11:20:00
12.2 Accident Recording 00:10:00 00:10:00 11:30:00
13.1 Assessment 00:30:00 00:30:00 12:00:00

Section 3
Annual Refresher Course Outline

MODULE SUBJECT AV TIME PRACTICE TIME SEGMENT TIME TOTAL TIME
1.1 Introduction 00:06:00 00:06:00 00:06:00
1.4 Emergency Management Procedure 00:05:00 00:05:00 00:11:00
1.5 The Care Cycle™ 00:10:00 00:10:00 00:21:00
2.1 Scene Survey 00:05:51 00:15:00 00:20:51 00:41:51
3.1 Primary Survey, Recovery Position & Reassessment 00:09:21 00:20:00 00:29:21 01:11:12
3.2 Cardiopulmonary Resuscitation 00:07:20 00:30:00 00:37:20 01:58:32
9.1 Seizures 00:10:00 00:10:00 01:21:12
4.1 Severe Bleeding 00:07:30 00:30:00 00:37:30 02:36:02
4.2 Shock Management 00:04:36 00:20:00 00:24:36 03:00:38

Section 3

Module 1
Module One - Introduction

1-1 Introduction
1-2 Principles Of First Aid
1-3 Chain Of Survival
1-4 Emergency Management Procedure
1-5 Care Cycle™

Module 1-1
Subject: Introduction
GUIDE P1 KEY POINTS:
• Introductions
AUDIO VISUAL 00:06:51 • Health and Safety
• Course Material
PRACTICE TIME 00:05:00 • Course Conduct
SEGMENT TIME 00:11:51
SLIDE PRESENTATION S 4-7
LEARNING OUTCOMES:
By the end of this lesson you will be able to:
1. Understand how to use the course material provided
2. Understand what is expected during the course
SUBJECT OVERVIEW:
Every year, hundreds of thousands of people are affected by sudden illness or injury. First aid can often prevent
the condition deteriorating and becoming life threatening.
First aid is the management of a sudden illness or injury provided before the emergency services arrive to provide
professional medical care. First aid is not medical treatment and cannot be compared with what a paramedic or
doctor would do. It simply involves making common sense decisions in the best interests of the patient.
Emergency situations can occur at any time. The knowledge you will gain from this course can make the
difference between temporary or permanent injury and the difference between life and death.
Learning to perform first aid is an interactive process that requires a combination of compassion, skill and
knowledge. This essential skills guide is an integral part of the learning process and will feature in every part of
this course. Each practice session is designed to give you both the competence and confidence to provide
emergency first aid when called to do so.
The signs and symptoms detailed in this guide are an indication of what a typical patient may exhibit. People are
different and react in different ways and to differing degrees, the emphasis is to be able to recognise when
something is wrong and how to manage the situation appropriately.

Module 1-1
INSTRUCTOR ACTIVITY
Information/Explanation
1. Introduce Segment: Introduction.
2. Learning Outcomes.
3. Play Audio Visual Segment: Introduction.
4. Answer any questions briefly.
Presentation/Discussion
1. Staff and candidates introductions.
2. Health and safety requirements.
3. Review the course outline and content.
4. Course completion and certification.
Demonstrate
1. The use of the Essential Skills Guide.
2. Use of the other material in the Guide.
Points to Emphasise
1. Candidates must complete all sessions for successful completion of the course
2. Certification currently lasts for 3 years from the course completion date

Module 1-2
Subject: Principles of First Aid

• 4 Principles of First Aid
AUDIO VISUAL N/A • Role of the First Aider
PRACTICE TIME 00:05:00
LEARNING OUTCOMES:
1. List the 4 principles of first aid
2. Describe the importance of each principle
3. Understand the role of the First Aider
SEGMENT OVERVIEW:
The principles of first aid are to:
Preserve Life
Maintaining the safety and well being of all those involved in an emergency is vital. Emergency situations often
change during the process of managing an incident. The care cycle™ will help you preserve life by prompting you
to provide care in the correct priority.
Prevent Deterioration
Carry out your patient assessment and treatment with care. You should aim to ensure the condition of the patient
does not worsen. Continually reassess the patient and provide the appropriate care until qualified help arrives.
Promote Recovery
Arrange for medical care and provide first aid in accordance with your training and skills. Providing reassurance
through confident and appropriate care will aid in promoting recovery of the patient by alleviating anxiety and
discomfort caused by the incident.
Role of the First Aider

The first aider is the nominated person to take charge should there be a medical emergency. They will know how
to assess the situation, provide the relevant emergency treatment and call on professional help when appropriate.
The first aider will ensure the first aid kit is maintained in an accessible location, is up to date and fully stocked.

Module 1-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Principles of First Aid.
3. Play Audio Visual Segment: No further AV for this segment.
1. Review each principle of first aid.
2. Discuss the effects it may have on patient care.
Points to Emphasise
1. Applying the 4 principles will give the patient the best chance of recovery
2. Only provide care in line with your level of training
3. Continuously reassure the patient whilst they are in your care

Module 1-3
Subject: Chain of Survival

• 4 Links in the Chain of Survival
AUDIO VISUAL N/A • The Importance of Each Link
LEARNING OUTCOMES:
1. Identify the 4 links in the chain of survival
2. Recognise the need to summon help before or during a cardiac arrest
3. Understand the critical components of each link
SEGMENT OVERVIEW:
The chain of survival is made up of four links that are mutually dependent; early recognition and call for help,
early CPR, early defibrillation and early advanced care. Quick effective action will ensure that the chain is
unbroken and the patient receives the best possible outcome from the emergency.

Module 1-3
Chain of Survival
INSTRUCTOR ACTIVITY
1. Introduce Segment: Chain of Survival.
1. Review each link of the chain of survival.
2. Discuss the effects it may have on patient care.
Points to Emphasise
1. All steps must be completed for the chain of survival to be effective.
2. Early recognition of a cardiac event may prevent the patient from going in to cardiac arrest.

Module 1-4
Subject: Emergency Management Procedure

• What is the Emergency Management Procedure
AUDIO VISUAL N/A • Review Procedure Algorithm
LEARNING OUTCOMES:
1. Understand the reason why following a structured approach to an emergency situation is beneficial for the
rescuer and the patient.
SEGMENT OVERVIEW:
Providing first aid and life saving skills involves following a structured sequence of steps. Each step will impact on
the chances of a patient surviving a life threatening condition.
The emergency management procedure will guide the rescuer through each essential step using a standardised
set of priorities in approaching and caring for an ill or injured patient.
INSTRUCTOR ACTIVITY
1. Introduce Segment: Emergency Management Procedure

1. Using the cartoon image ask the candidates to identify all the hazards present. By doing this exercise it will
help them understand the importance of a structured approach to any potential hazards.
2. Discuss the benefits for the rescuer and patient.
Points to Emphasise
1. Your own safety is paramount no matter what
2. Following the steps in the emergency management procedure will help ensure that you approach each
incident with a structured plan

Module 1-4
SCENE SURVEY YES

SCENE UNSAFE
Is there any danger or risk? Ensure the scene is safe before continuing with assessment.
Remove any danger if safe to do so, or call for help to make
the scene safe.
SCENE SAFE
CONTINUE TO ASSESS RESPONSE MANAGEMENT
PROCEDURE
NO
ASSESS RESPONSE TREAT THE PATIENT
Responsive? Treat the patient in the position found.
YES If required call for an ambulance.
Reassess the patient using the Care CycleTM.
NO
HELP! SECONDARY SURVEY

SHOUT FOR HELP! If appropriate and trained conduct a secondary survey.
Consider history, signs, symptoms and physical assessment.
Call for an Ambulance if required.
Reassess patient using the Care CycleTM.
OPEN AIRWAY
Tilt the head back and lift the chin.
CHECK BREATHING MANAGE LIFE THREATENING CONDITIONS

Breathing Normally? Manage life threatening conditions.
YES If appropriate place patient in the recovery position and call for
an ambulance.
Reassess patient using the Care CycleTM.
NO
SUMMON HELP SECONDARY SURVEY

Send or go for help, or call for an ambulance. Ask for an AED. If appropriate and trained conduct a secondary survey.
Pass on the patient’s present condition and location. Consider history, signs, symptoms and physical assessment.
Note: If alone call for an ambulance first. If the patient is a child Call for an Ambulance if required.
perform 1 minute of resuscitation before calling for an ambulance Reassess patient using the Care CycleTM.
CHEST COMPRESSIONS
Give 30 chest compressions
RESCUE BREATHS
Give 2 rescue breaths
CONTINUE CPR
Continue with 30 compressions.
Give 2 rescue breaths between each 30 compressions.
Continue until qualified help arrives and takes over or you
become too exhausted.
NOTE: If the patient starts breathing normally, manage any

other life threatening conditions and reassess the patient using
the Care Cycle™.

Module 1-5
Subject: Care Cycle™

• What is the Care Cycle™
AUDIO VISUAL N/A • Review the Steps of the Care Cycle™
LEARNING OUTCOMES:
1. List the steps of the Care Cycle
2. Understand the reason for continuous care of the patient until handing over to the emergency services.
SEGMENT OVERVIEW:
Both the scene and the patient’s condition can change without warning. Continued reassessment is vital. The
care cycle is a continuous process that is used to promote the ongoing reassessment of the patient and scene.
It will help the rescuer to recall the appropriate steps required and ensure that they continue to preserve life,
prevent deterioration and promote recovery.

Module 1-5
Care Cycle
INSTRUCTOR ACTIVITY
1. Introduce Segment: The Care Cycle™.
1. Briefly review each step of the Care Cycle™
2. Discuss the benefits of continuous care for the patient.
Points to Emphasise
1. Continue to care for the patient until qualified help arrives
2. Try and record the information you observe to pass onto the emergency services
3. Continuous reassessment will improve the patient’s chance of survival

FAI

Module 2
Module Two - Scene Safety

2-1 Scene Survey
2-2 Exposure Protection

Module 2-1
Subject: Scene Survey

• Review SCENE™
AUDIO VISUAL 00:05:48 • Practice Scene Survey
LEARNING OUTCOMES:
1. Understand the mnemonic SCENE.
2. List the steps of a Scene Survey.
3. Demonstrate the Steps of a Scene Survey.
SEGMENT OVERVIEW:
When faced with an emergency, it is important that the rescuer follows a structured series of events.
This will assist them with providing the safest possible approach to the patient.
The safety of the rescuer, the patient and any bystanders will rely on them carrying out a dynamic risk assessment
called scene survey. This scene survey will help the rescuer determine if danger is present and the level of risk
that may be encountered when responding.
Risks may include specific hazards such as water, gas, chemicals, fire, electrical, confined spaces and unstable
surroundings. Other hazards may be present including moving equipment, vehicles, plant and machinery.
STOP
Look, Listen and Think
CHECK FOR DANGER

ENVIRONMENT: Consider your limitations
SPECIFIC HAZARDS: Gas, chemical, fire, electrical, confined space,
unstable surroundings
MOVING EQUIPMENT: Vehicles, plant and machinery
EXPOSURE PROTECTION
Gloves and face shields
NO OBVIOUS RISK
If it is safe to do so, approach the patient and begin first aid
ESTABLISH PRIORITIES
Treat patient’s with life threatening conditions first.
Patient’s making the most noise may not be the most seriously injured

Module 2-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Scene Survey.
3. Play Audio Visual Segment: Scene Survey.
1. Review the mnemonic SCENE™.
2. Discuss the steps of a scene survey.
Instructor Demonstration
Demonstrate approach to patient.
1. Complete a real time demonstration.
2. Complete a talk through demonstration highlighting the key components of the scene survey.
Student Practice
Practice
1. Allow students to practice in small groups.
2. Students practice can be assisted by the student coach giving prompts from the Essential Skills Guide when
necessary.
3. Each student is to practice the scene survey at least once.
Points to Emphasise
1. Following SCENE will ensure the safest possible approach
2. The safety of all involved will rely on you conducting a scene survey
3. Think exposure protection
4. Only act when it is safe to do so
5. Treat patients with life threatening conditions first
6. Review the scene often as scene safety is a dynamic situation which changes frequently

Module 2-2
Subject: Exposure Protection

• Risks to the Rescuer
AUDIO VISUAL 00:04:16 • Barrier Devices
• Application of Gloves
LEARNING OUTCOMES:
1. List three communicable diseases that may be transmitted when providing emergency patient care
2. Understand the importance of physical barriers
3. Identify different mouth to mouth barrier devices
4. Demonstrate competence in the putting on and removal of protective gloves
5. Understand the procedure for dealing with the aftermath of providing emergency care
SEGMENT OVERVIEW:
The safety of both the rescuer and patient are essential when providing first aid and basic life support.
There have been few incidents of rescuers suffering adverse effects from undertaking CPR, with only isolated
reports of infections such as tuberculosis (TB) and severe acute respiratory distress syndrome (SARS).
Transmission of HIV during CPR has never been reported. There have been no human studies to address the
effectiveness of barrier devices during CPR; however, laboratory studies have shown that certain filters, or barrier
devices with one-way valves, prevent oral bacteria transmission from the patient to the rescuer during rescue
breathing.
Rescuers should take appropriate safety precautions where feasible. There are many types of face shields and
pocket masks available for this purpose.
Gloves also play an important role in protecting the rescuer and patient from communicable diseases.

Module 2-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Exposure Protection.
3. Play Audio Visual Segment: Exposure Protection.
1. Review the three communicable diseases.
2. Discuss the different types of barrier devices available.
Instructor Demonstration and Student Practice

Demonstrate
1. Complete a talk through demonstration highlighting the key components of the putting on and removal of
protective gloves.
2. Allow students to practice individually.
3. Each student demonstrates competence in the correct putting on and removal of gloves.
Points to Emphasise
1. Always use gloves when available
2. When removing gloves avoid contact with blood, body fluids and the skin of the rescuer
3. Always wash thoroughly after providing emergency care
4. If exposure to blood or body fluids occurs either through contamination or needle stick injury, seek medical
advice immediately
5. If multiple patients are present, try and change gloves between patients

FAI

Module 3
Module Three - Basic Life Support

3-1 Primary Survey, Recovery Position and Reassessment
3-2 CPR Adult (Cardiopulmonary Resuscitation)
3-3 Alternative Ventilation Procedures
3-4 Introduction to Automated External Defibrillation (AED)
3-5 Adult Choking

Module 3-1
Subject: Primary Survey, Recovery Position and Reassessment

GUIDE P 10-11 KEY POINTS:
• Review Primary Survey
AUDIO VISUAL 00:09:21 • Steps of a Primary Survey
• Reassessment
PRACTICE TIME 01:00:00 • Practice Primary Survey and Reassessment
LEARNING OUTCOMES:
1. Use SCENE to ensure risks to you, patient and bystanders are minimised
2. Understand and administer correctly each step of the primary survey
3. Understand and demonstrate the recovery position
4. Reassess the patient’s condition whilst waiting for the emergency services to arrive and record information
if possible
5. Handover the patient to the emergency services and assist if required
SEGMENT OVERVIEW:
The purpose of the primary survey is to provide the rescuer with a systematic approach of assessing the patient
for the most life threatening conditions. This assessment is carried out on all patients regardless of the apparent
severity or level of consciousness.
If the patient is responsive, the primary survey is carried out by observation as you approach the patient. It is
therefore important that checks for other life threatening conditions are carried out regardless of the
responsiveness level presented.
In all cases the scene must be assessed for safety and barriers must be applied when necessary. The patient
must be assessed for the condition of their airway, breathing and other life threatening conditions which may not
be obvious.
The primary survey should be conducted in the position the patient is found. You may have to move the patient to
assess breathing.
It is a common fact that the most frequent cause of a blocked airway is the tongue. Simply opening the airway of
a non breathing patient can return breathing. The primary survey is therefore one of the most important essential
skills a first aid provider can accomplish.
When the patient is unresponsive, but continues to breathe normally you can help protect their airway by placing
them in the recovery position. In the recovery position, the patient's jaw lies forward, so the tongue does not
obstruct the airway. Should the patient vomit, fluids will be allowed to drain. If you must leave the unresponsive
patient to get help, place them in the recovery position. There are several variations of the recovery position, each
with its own advantages. No single position is perfect for all patients.

Module 3-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Primary Survey, Recovery Position and Reassessment.
3. Play Audio Visual Segment: Primary Survey, Recovery Position and Reassessment.
Demonstrate on an adult
1. Complete a real time demonstration. (use gloves to indicate best practice).
2. Complete a talk through demonstration highlighting the key components of the Primary Survey,
Recovery Position and Reassessment.
Review Traffic Light Box’s

1. Discuss and explain the contents of each box.
Student Practice
Practice on student patient
1. Allow students to practice in small groups of three as student coach, first aid provider and student patient.
2. Students practice is assisted by the student coach giving prompts from the Essential Skills Guide.
3. Each student is to practice the primary assessment at least once.
4. Each student is to practice the recovery position at least once.
5. Each student to practice reassessment.
6. Students must take turns in the role of student coach, first aid provider and student patient.
7. Encourage when required. Give positive feedback.
8. If required allow time for remedial practice to build confidence and competence before moving on.
Points to Emphasise
1. Remember SCENE and look for the mechanism of injury, think airway and spine
2. Establish the patient’s level of responsiveness
3. Incorrect positioning of the airway is the most common cause of a blocked airway, keep the airway open and
clear at all times
4. Summon help if the patient is unresponsive. Where possible unresponsive patients with suspected spinal
injuries should be kept in the position found
5. If you are unable to maintain a clear and open airway or you have to leave the patient to summon help, place
them in the recovery position
6. If the patient is breathing normally, check for other life threatening conditions and manage accordingly
7. If necessary clear the airway of fluid or vomit, this may be all that is required for the patient to resume
breathing normally

Module 3-2
Subject: CPR Adult (Cardiopulmonary Resuscitation)

• Review CPR
AUDIO VISUAL 00:08:02 • The benefits of CPR
• Demonstrate CPR
LEARNING OUTCOMES:
1. Establish the need for CPR and when to summon help
2. Demonstrate the correct procedure for CPR on an Adult
3. Define the rate, depth and ratio of compressions and breaths used in adult CPR
4. Understand reasons when you might stop providing CPR
SEGMENT OVERVIEW:
Sudden cardiac arrest is the leading cause of death throughout the world. Victims of cardiac arrest need to
receive immediate Cardio Pulmonary Resuscitation known as CPR.
CPR is a combination of chest compressions and rescue breaths which provides a small but critical blood flow to
the brain and heart. Chest compressions compress the heart which manually circulates oxygenated blood around
the body. Venous blood refills the heart when the compression is released. Blood is then re-oxygenated during
rescue breathing. Inhaled air contains 21% oxygen; the body uses 5%, so rescue breaths contain 16% oxygen
which is sufficient to re-oxygenate the patient.

Module 3-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: CPR Adult.
3. Play Audio Visual Segment: CPR Adult.
Demonstrate on adult CPR manikin.
1. Complete a real time demonstration (use gloves and a facial barrier to indicate best practice).
2. Complete a talk through demonstration highlighting the key components of the essential skill.
3. Demonstrate compression only CPR.

Student Practice
Practice on adult CPR manikin
1. Allow students to practice in small groups of three as student coach, first aid provider and bystander.
2. Students practice can be assisted by the student coach giving prompts from the Essential Skills Guide.
3. Each student is to practice CPR for at least four minutes. Practice is to include the changeover of providers
after two minutes.
4. Each student to practice compression only CPR.
5. Students must take turns in the role of student coach, first aid provider and bystander.
Points to Emphasise
1. Only use CPR for unresponsive non breathing patients, make sure they are on a firm flat surface
2. Early activation of the emergency services enables the best chance of patient survival
3. The patient may take infrequent noisy gasps, do not confuse this with normal breathing
4. If you have difficulty with rescue breaths, reposition the patient’s head, assure a good head tilt and chin lift
before trying again
5. Do not attempt more than two breaths in between chest compressions
6. Remember for victims of drowning give 5 rescue breaths before commencing chest compressions
7. Seek counselling if you are affected by a resuscitation event. This can help you come to terms with the
incident

Module 3-3
Subject: Alternative Ventilation Procedures

GUIDE P 14 KEY POINTS:
• Review reason for Alternative Ventilation Procedures
AUDIO VISUAL 00:03:01 • Mouth to Nose
• Mouth to Stoma
PRACTICE TIME 00:10:00 • Mouth to Pocket Mask
LEARNING OUTCOMES:
1. Understand the reason and technique required to perform mouth to nose and mouth to stoma ventilations
2. Demonstrate mouth to pocket mask ventilations
SEGMENT OVERVIEW:
In certain circumstances rescue breaths using mouth to mouth ventilations may be complicated or not possible.
This may be due to facial trauma or the patient having a surgical airway in the neck.
You may also enhance rescue breathing by providing oral nasal ventilations using a pocket mask.
A stoma is a surgical opening at the front of the neck that extends from the surface of the skin in to the trachea.
When a patient with a stoma requires rescue breathing, direct mouth to stoma ventilation should be performed.
A pocket mask provides the rescuer with an excellent barrier. It allows for combined oral nasal ventilations. Before
using a pocket mask ensure that it is complete. If not already fitted, insert the one way valve in the top of the
mask.
Pocket masks may differ in the way they are applied to the patient. It is therefore essential that you follow the
instructions on the mask case. This will ensure correct positioning and fitting.

Module 3-3
INSTRUCTOR ACTIVITY
1. Introduce Segment: Alternative Ventilation Procedures.
3. Play Audio Visual Segment: Alternative Ventilation Procedures.
Demonstrate on adult CPR manikin.
1. Complete a talk through demonstration highlighting the key components of each procedure.
Student Practice
Practice on adult CPR manikin
1. Allow students to practice in small groups of three. Students practice can be assisted by the student coach
giving prompts from the Essential Skills Guide.
2. Each student may practice each procedure if time permits.
Points to Emphasise
1. When performing mouth to nose remember to close the patients mouth first.
2. When performing mouth to stoma seal the patient’s nose and mouth.
3. Pocket masks can be used on infants by applying it the opposite way to an adult.

Module 3-4
Subject: Introduction to Automated External Defibrillation (AED)

• Automated External Defibrillation
AUDIO VISUAL 00:01:33 • The Third Link in the Chain of Survival
• How to Become Trained
LEARNING OUTCOMES:
1. Have a basic understanding of the use of AED’s.
2. Understand how to become trained to use an AED.
SEGMENT OVERVIEW:
Effective early CPR buys time by maintaining a small but critical blood flow to the heart and brain until further help
arrives. In most cases of cardiac arrest the heart stops beating effectively because of an electrical disturbance
called ventricular fibrillation often referred to as VF.
The third link in the chain of survival is early defibrillation, the only effective therapy for VF. With the introduction of
the automated external defibrillator, simply known as an AED, this step can be performed early by the rescuer.
AED’s are compact portable devises that can be attached to the unresponsive non breathing patient. The device
automatically analyses the patient’s heart and decides if a shock is needed to correct the abnormal rhythm which
caused the sudden cardiac arrest.
This electrical shock is delivered to the heart through electrodes placed to the patient's chest. Defibrillation often
converts VF allowing the heart to resume its’ pumping action returning circulation to the body. An AED will
dramatically improve the patient’s chances of surviving.

Module 3-4
INSTRUCTOR ACTIVITY
1. Introduce Segment: Automated External Defibrillation.
3. Play Audio Visual Segment: Automated External Defibrillation.
1. Briefly explain that there are a variety of models and manufacturers available.

Points to Emphasise
1. This introduction is not a substitute for training.
2. Formal training should be completed and refreshed regularly in accordance with current guidelines on the use
of AED’s.

Module 3-5
Subject: Adult Choking

• Review Adult Choking Management
AUDIO VISUAL 00:05:28 • Practice Adult Choking Management
LEARNING OUTCOMES:
1. Recognise a mild and severe choking
2. Demonstrate the correct procedure for dealing with a mild and severe choking patient
3. Manage a choking patient who becomes unresponsive
SEGMENT OVERVIEW:
Although uncommon, accidental death from a foreign body obstructing the airway claims many lives each year.
Most choking events are commonly witnessed. This should give the rescuer the opportunity to intervene whilst the
patient is still responsive.
Choking should not be confused with other emergencies such as fainting, heart attack, seizures or any other
conditions that may cause respiratory distress, cyanosis and loss of consciousness. Recognising a choking event
is the key to a successful outcome.
Foreign bodies may cause a mild or severe airway obstruction. You can identify the type of obstruction by
observation of the signs and symptoms. The patient will instinctively clutch their neck. This is the general sign of
choking and is normally present in both mild and severe attacks. Choking attacks often occur when eating.

Module 3-5
INSTRUCTOR ACTIVITY
1. Introduce Segment: Choking.
3. Play Audio Visual Segment: Choking.
Demonstrate on adult CPR manikin, choking manikin or adult.
1. Complete a real time demonstration (use gloves and a facial barrier to indicate best practice).
2. Complete a talk through demonstration highlighting the key components of the essential skill.

Student Practice
Practice on Adult, CPR manikin or choking manikin.
1. Allow students to practice in small groups of three as student coach, first aid provider and patient.
3. Each student is to practice choking management on manikin and sequence only on student patient.
4. Students must take turns in the role of student coach, first aid provider and patient.
5 Encourage when required. Give positive feedback.
7. Do not give actual back blows of thrusts to student patient. Practice this on a manikin.
Points to Emphasise
1. Always ask the patient, “Are you choking?” This will help you establish the severity of the situation.
2. A mild obstruction can be identified by an effective cough whereas an ineffective cough suggests a severe
obstruction.
3. If the patient is obese or pregnant or you cannot grasp the patient around the waist, consider substituting
abdominal thrusts with chest thrusts.
4. Patients that have received backs blows or abdominal thrusts should be referred to a doctor.
5. The patient may become unresponsive whilst you are working on them. Carefully lower them to the ground
and begin CPR at the chest compression stage. Be careful not to injure yourself when lowering the patient.

FAI

Module 4
Subject: Life Threatening Conditions

4-1 Severe Bleeding
4-2 Shock Management

Module 4-1
Subject: Severe Bleeding

• Review Severe Bleeding
AUDIO VISUAL 00:07:23 • 3 Types of Bleeding
• Internal and External Bleeding
PRACTICE TIME 00:30:00 • Management of Severe Bleeding
LEARNING OUTCOMES:
1. Identify bleeding from arteries, veins and capillaries.
2. Manage severe bleeding with the use of direct pressure and pressure dressings.
3. Aid in the control of severe bleeding with indirect pressure.
4. Control bleeding when objects are imbedded in the wound.
5. Use elevation sling to reduce pressure at the injury site.
SEGMENT OVERVIEW:
Loss of blood can rapidly become a life-threatening condition. The ability to recognise that someone is bleeding
and the knowledge of how to control it is one of the most important skills you will learn in this course.
To appreciate the effects of bleeding on the body, it is helpful to have a simple understanding of the circulatory
system. This system is composed of the heart, the blood and the network of vessels, through which the blood
flows, delivering oxygen and nutrition to the tissues and removing carbon dioxide and other waste products.
All organs of the body depend on an adequate and uninterrupted supply of blood to survive and function.
An average adult body contains approximately five to six litres of blood. Any substantial loss of blood is
dangerous and the severity of danger depends on the amount of blood lost. When this system is damaged
through injury, bleeding usually occurs. Bleeding may occur internally, externally or a combination of both.

Module 4-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Severe Bleeding.
3. Play Audiovisual Segment: Severe Bleeding.
Demonstrate on adult.
1. Complete a real time demonstration (use gloves and to indicate best practice).
2. Complete a talk through demonstration highlighting the key components of the control of severe bleeding.

Imitation/Practice
Practice on adult.
2. Students practice can be assisted by the student coach giving prompts from the Essential Skills & Reference
Guide.
3. Each student is to practice the control of severe bleeding on the student patient.
Points to Emphasise
1. Remember the Care Cycle, ensure that the airway is open and normal breathing is present before attending
to a bleed.
2. For a bleeding not breathing patient and a second rescuer is present they may attend to the bleed while you
provide CPR.
3. A patient may have internal bleeding. Check for the common signs such as bruising, swelling and rigidity.
4. Consider a pressure point to help reduce the pressure and flow for an arterial wound.
5. Look for and treat if required for shock.
6. Control of severe bleeding is a life saving skill. Without intervention, the patient can die in less then 10
minutes.

Module 4-2
Subject: Shock Management

• Review Shock Management
AUDIO VISUAL 00:04:39 • Types of Shock
• Management of Shock
LEARNING OUTCOMES:
1. Define shock.
2. Understand the four different types of shock.
3. Demonstrate the appropriate management for each type of shock.
SEGMENT OVERVIEW:
Body cells require a continuous supply of oxygen to function normally. An interruption to this supply may result in
a condition commonly know as shock.
The circulatory system is a closed system consisting of the heart, blood vessels and blood. Normally, there is just
enough blood to fill the system entirely. Problems with the circulatory system may lead to shock.
Types and causes of shock are described as cardiogenic shock the result of a poorly functioning heart,
hypovolaemic shock an insufficient blood volume circulating in the system, neurogenic shock, insufficient nervous
control of the blood vessels causing them to dilate and anaphylactic shock a severe reaction to an allergen
introduced by inhalation, ingestion, injection, bite or sting.

Module 4-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Shock Management.
3. Play Audio Visual Segment: Shock Management.
2. Complete a talk through demonstration highlighting the key components of the management of shock.

Student Practice
Practice on adult.
3. Each student is to practice the management on the student patient.
Points to Emphasise
1. Fainting is often mistaken for shock, as with shock raise the legs of the patient to aid recovery
2. Remember patient’s with suspected spinal injuries or fractures to the lower limbs should be treated in the
position found
3. Allow patients with breathing or heart problems to sit up into a position of comfort
4. Do not allow the patient to smoke, eat, drink or move
5. Monitor the patient using the Care Cycle

FAI

Module 5
Module Five - Secondary Survey

5-1 Secondary Survey
5-2 Patient History Taking
5-3 Physical Assessment

Module 5-1
Subject: Secondary Survey

• Review Steps of the Secondary Survey
AUDIO VISUAL 00:01:00 • Signs and Symptoms
LEARNING OUTCOMES:
1. Understand the steps of a secondary survey.
2. Explain the difference between a sign and a symptom.
SEGMENT OVERVIEW:
Each year millions of people become suddenly ill or are injured in an accident. These illnesses and injuries may
be minor or be potentially deadly or disabling. The secondary survey is designed to assess and identify the
medical and physical conditions that may be present during an illness or injury.
This survey combines the skills of history taking and physical assessment and is used to gather essential
information about the patient’s condition. Medical and physical problems can be identified by signs and
symptoms. A sign is something you see, hear or feel. A symptom is something the patient states is wrong with
them.
The secondary survey is the observation and identification of these signs and symptoms.

Module 5-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Secondary Survey.
3. Play Audiovisual Segment: Secondary Survey.
4. Answer any questions briefly
Points to Emphasise
• A sign is something you see, hear or feel.
• A symptom is something described by the patient.
• Symptoms are unavailable from the unresponsive patient.

Module 5-2
Subject: Patient History Taking

• Chief Complaint
AUDIO VISUAL 00:04:28 • Signs
• Symptoms
PRACTICE TIME 00:20:00 • Past Medical History
LEARNING OUTCOMES:
1. Identify the patient’s chief complaint.
2. Gather patient history by means of observation of signs and questioning for symptoms.
3. Understand how to complete a Patient Report Form.
SEGMENT OVERVIEW:
Understanding the signs and symptoms will help you manage the patient and the situation appropriately. This
patient is responsive, talking and not seriously bleeding.
The scene presents no serious or immediate threat. Let the patient know that you will take care of them.
Touch is an important method of communication. By placing one hand on the shoulder, you may help establish a
more positive communication. Ask the patient not to move.
Explain to the patient what you are going to do. It is important that the patient does not move their head and neck
during the survey, as you do not want to aggravate any possible spinal injuries.

Module 5-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Patient History Taking.
2. Learning Objections.
3. Play Audiovisual Segment: Patient History Taking.
2. Complete a talk through demonstration highlighting the key components of the patient history taking.

Imitation/Practice
Practice on adult.
Guide.
3. Each student is to practice the gathering of history on the student patient.
7. Review relevant section of the Patient Report Form.
Points to Emphasise
1. Gathering information about the patient’s condition will help you identify the correct response and
management of an illness or injury.
2. Taking and recording a patient’s history will provide essential information about the patient to the ambulance
service when they arrive.

Module 5-3
Subject: Physical Assessment

• Head to Toe Survey
AUDIO VISUAL 00:05:10
LEARNING OUTCOMES:
1. Demonstrate the correct sequence and procedures for conducting a head to toe survey.
SEGMENT OVERVIEW:
Mishandling of an injured patient can complicate their injuries. The purpose of the physical assessment is to
identify less obvious injuries by systematically examining the patient from head to toe.
Observe the patient’s position and appearance. This may indicate the type of injury or condition. You may need to
expose areas by removing or cutting away clothing.
Take care not to cut yourself on sharp objects during the assessment. Communicate with the patient. Let them
know what you are going to do. Ask them to respond if they feel pain or discomfort.

Module 5-3
INSTRUCTOR ACTIVITY
1. Introduce Segment: Physical Assessment.
3. Play Audiovisual Segment: Physical Assessment.
2. Complete a talk through demonstration highlighting the key components of the physical assessment.

Student Practice
Practice on adult.
Guide.
3. Each student is to practice the gathering of history on the student patient.
7. Review relevant section of the Patient Report Form.
Points to Emphasise
1. If at any time you suspect head, neck or back injury stop your assessment, manually stabilise the patients
head and continue with the Care Cycle
2. Be careful not move the patient to inspect the spine
3. Look and feel for injuries such as deformities, open wounds, tenderness and swelling
4. Upon completion of the secondary survey, manage the condition appropriately.

FAI

Module 6
Module Six - Breathing Problems

6-1 Asthma
6-2 Hyperventilation
6-3 Chest Injuries
6-4 Breathing Problems Scenarios

Module 6-1
Subject: Asthma
• What is Asthma
AUDIO VISUAL N/A • Signs and Symptoms of Asthma
• Management of Asthma
LEARNING OUTCOMES:
1. Identify a patient suffering from asthma.
2. Understand how to manage an asthmatic patient.
3. Establish when to summon help if required.
SEGMENT OVERVIEW:
Asthma is a common condition that affects approximately 1 in 13 of the adult population. This is a condition that
affects the airways, the small tubes that carry air in and out of the lungs.
These airways are sensitive and may become swollen. This causes a narrowing of the airways due to muscle
spasm and increased production of sticky mucous or phlegm making it difficult to breathe, reducing the amount
of available oxygen to the body.
An asthma attack is similar to an allergic reaction and may be brought on by many factors such as cold air,
inhaled irritants and infections.
Signs and symptoms vary and may be mild to very severe and are often more intense during the night and with
exercise.

Module 6-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Asthma
3. Display Segment Slide: Asthma
4. Answer any questions briefly
1. What is Asthma?
• This is a condition that affects the airways, the small tubes that carry air in and out of the lungs
2. Recognition
MILD ATTACK
• Coughing
• Wheezing usually when breathing out
• Shortness of breath
• Tightness of the chest
• Medical alert tag
SEVERE ATTACK
• May be anxious and distressed
• Appear blue in colour
• Have slow capillary refill
• Nostrils may flair
• The pulse rate may increase
• May appear very weak and exhausted
• Wheezing may subside as the condition deteriorates
3. Management
• Stay calm and reassure the patient, this is vital in helping them recover
• Encourage them to breathe slowly and deeply
• Help the patient sit upright and ask them to lean forward
• If required, assist the patient in taking the appropriate medication
• Monitor the patient’s response to their medication
• Closely monitor breathing and tissue colour
• Pass on medical history and medications taken
4. Discuss condition with group using questions and answers.
Points to Emphasise
1. Asthma is potentially life threatening.
2. The patient may suddenly become unresponsive. If this occurs, conduct a primary survey and act
accordingly.

Module 6-2
Subject: Hyperventilation
• What is Hyperventilation
AUDIO VISUAL N/A • Recognition of Hyperventilation
• Management of Hyperventilation
LEARNING OUTCOMES:
1. Identify a patient suffering from hyperventilation.
2. Understand how to manage a hyperventilating patient.
SEGMENT OVERVIEW:
Hyperventilation is quite a common problem affecting approximately 10% of the population and is a condition that
results from a person over breathing. This condition is designed to be triggered by exposure to a potentially
dangerous or harmful situation. It may be a response to environmental or emotional factors such as a reaction to
a panic attack.

Module 6-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Hyperventilation.
3. Display Segment Slide: Hyperventilation.
1. What is Hyperventilation?
• Hyperventilation is quite a common problem that results from a person over breathing
2. Recognition
• Rapid, deep breathing
• Rapid pulse
• Dizziness
• Feeling faint
• Trembling and
• Chest pain
• Headache
3. Management
• Emergency management procedure
• Where possible try to remove the patient from the cause of the anxiety or remove the cause from the
patient
• Stay calm and reassure the patient
• Encourage them to breathe slowly and deeply and to exhale through slightly pursed lips, like gently
blowing out a candle
• If the casualty is unable to regain control of their breathing by doing this, ask them to re-breath their own
exhaled air from a paper bag
• The patient should hold the paper bag over their mouth and nose and breathe slowly in and out of the
bag
• Do this about ten times and then breathe without the bag for fifteen seconds
• It is unlikely that a patient suffering an episode of hyperventilation will require hospital treatment, however
if you cannot control the patient’s breathing you may need to contact the emergency services

Points to Emphasise
1. Calm and reassure the patient.
2. Encourage slow deep breathing.
3. If unable to control the patient’s breathing call the emergency services.

Module 6-3
Subject: Chest Injuries

• What are Chest Injuries
AUDIO VISUAL N/A • Signs and Symptoms of Chest Injuries
• Management of Chest Injuries
LEARNING OUTCOMES:
1 Identify different types of chest injuries
2 Understand how to manage the different types of chest injuries
3 Establish when to summon help if required
SEGMENT OVERVIEW:
Injuries involving the chest have the potential to become seriously life threatening. The general causes of chest
injury can be categorised as blunt trauma, penetration or compression. Serious injuries to the chest usually
involve the lungs and as a result breathing is commonly compromised leading to hypoxia.
The major types of chest injury are broken ribs, penetrating chest wounds and flail chest. Flail chest is a term
used to describe an injury where a number of ribs are broken causing a section of the rib cage to become
separated from the rest of the rib cage. It is often referred to as a stove in chest. The ability to breath is seriously
affected in a patient with a flail chest.
Chest injuries can also result in a collapsed lung due to air or blood entering the pleural cavity.

Module 6-3
INSTRUCTOR ACTIVITY
1. Introduce Segment: Chest injury.
3. Display Segment Slide: Chest Injury.
1. What is a chest injury?
• Serious injuries to the chest usually involve the lungs and as a result breathing is commonly
compromised leading to hypoxia.
The major types of chest injury are broken ribs, penetrating chest wounds and flail chest.
2. Recognition
• Broken ribs
• History
• Pain, especially when breathing in and coughing
• Rapid shallow breathing
• Pale, cool skin
• Guarding of the injury site
• Penetrating wound
• History
• Impalement still in place
• Open wound in the chest wall
• Pale ,cool, clammy skin
• Rapid weak pulse, shallow rapid breathing
• Flail Chest
• History
• Uneven, inconsistent chest movement
• Pain
• Rapid weak pulse
3. Management
• If you find someone with a moderate or severe chest injury you should call the emergency services
immediately
• Monitor the patients breathing regularly
• Position the patient as comfortably as possible, usually sitting but inclined to the injured side
• If unconscious place them in the recovery position on their injured side whilst waiting for medical
assistance
• Try to stop any bleeding by pressing a clean cloth on the wound
• If blood soaks through the cloth, do not remove it instead place another cloth over the first one
• Do not seal the dressing on all sides, a gap is required for air movement
• Do not attempt to remove any penetrating object, pad around it to support it
Points to Emphasise
1. Think mechanism of injury, if possible spinal injury treat the patient accordingly.
2. If an impaled object protrudes from the chest, bandage it in place do not remove.
3. For sucking wounds of the chest do not seal the dressing on all sides, a gap is required for air movement.

Module 6-4
Subject: Breathing Problems Scenarios

GUIDE N/A KEY POINTS:
• Practice Breathing Problems Scenarios
AUDIO VISUAL N/A
SLIDE PRESENTATION S 100
LEARNING OUTCOMES:
1. Demonstrate confidence in the management of the following conditions
• Asthma
• Hyperventilation
• Chest Injury
NOTE:
Instructor must supervise students to ensure correct management of each condition presented.
Each student is to be given at least one scenario from the following list:
• Asthma
• Hyperventilation
• Chest Injury

Module 7
Module Seven - Circulatory Problems

7-1 Angina
7-2 Heart Attack
7-3 Stroke
7-4 Fainting
7-5 Circulatory Problems Scenarios

Module 7-1
Subject: Angina
• What is Angina
AUDIO VISUAL N/A • Signs and Symptoms of Angina
• Management of Angina
LEARNING OUTCOMES:
1. Identify a patient suffering from angina.
2. Understand how to manage a patient suffering from angina.
SEGMENT OVERVIEW:
Angina is common, affecting approximately 1 in 50 people. It is more common in men than women and the
likelihood of it occurring increases with age. Angina is pain or discomfort in the chest caused by reduced blood
flow to the heart. This occurs when the heart receives insufficient oxygen to function normally. Angina is a
syndrome, a collection of symptoms caused by an underlying health condition, associated with conditions of the
arteries such as cardiovascular disease.
Angina can be either stable or unstable. With stable angina the symptoms present themselves gradually and
predictably whereas unstable angina is more unpredictable and as such more serious.
Cardiovascular disease can affect the coronary arteries which become hardened and narrow reducing the
amount of blood that can pass through them. It is more likely to happen during exertion such as light exercise,
walking or climbing stairs. Other triggers of angina can include stress, strong emotion such as anger or
excitement, cold, windy weather or a large meal.

Module 7-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Angina.
3. Display Segment Slide: Angina.
1. What is Angina?
• Angina is pain or discomfort in the chest caused by reduced blood flow to the heart
2. Recognition
• Pain or discomfort in the middle of the chest
• Pain in the neck, throat and/or jaw
• Pain in one or both arms
• Pain in the stomach
• Pain between the shoulder blades
• Breathlessness or a choking sensation
• Pale or blue tissue colour
• Sweating
• Feeling sick and exhausted
Many people with angina experience only some of these symptoms and mild Angina sufferers may have no
symptoms at all. Depending on the type of angina, symptoms usually last less than 10 minutes once the trigger
factor(s) stop.
3. Management
• Encourage the patient to rest
• Assist them to a sitting position to relieve pressure to the heart
• Assist them in taking their medication
• DO NOT administer the medication on their behalf
• If this is a first episode of angina or their symptoms do not rapidly subside, you should immediately call
for an ambulance
• Monitor the patient using the Care Cycle™
• Angina should not be confused with a heart attack
WARNING:
Under no circumstances should you administer medication unless authorised to do so.

Points to Emphasise
1. If this is a first episode of angina or their symptoms do not rapidly subside, immediately call for an
ambulance.
2. Angina should not be confused with a heart attack.
3. Denial is common and should be considered as a symptom of a heart attack.

Module 7-2
Subject: Heart Attack

• What is a Heart Attack
AUDIO VISUAL N/A • Signs and Symptoms of a Heart Attack
• Management of a Heart Attack
LEARNING OUTCOMES:
1. Identify a patient suffering from a heart attack.
2. Understand how to manage a patient suffering a heart attack.
SEGMENT OVERVIEW:
A heart attack (myocardial infarction to give it the medical name) is a serious medical emergency where the
supply of blood to the heart stops suddenly usually as a result of a blood clot. The lack of blood can seriously
damage the heart muscles which if left untreated will cause the muscles to die.
Most heart attacks occur in patients who have coronary heart disease. This is the result of atherosclerosis, the
narrowing and hardening of arteries caused by fatty compounds like cholesterol.

Module 7-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Heart Attack.
3. Display Segment Slide: Heart Attack.
1. What is a heart attack?
• A heart attack occurs when part of the heart muscle dies because it has been starved of oxygen
2. Recognition
• A heart attack will usually cause a severe and crushing pain in the middle of the chest
Commonly the pain travels from the chest to the neck, jaw, ears, arms and wrists and sometimes it travels
between the shoulder blades, back or to the abdomen
• Pain in centre of the chest from mild chest discomfort to severe crushing sensation
• Clammy, sweaty and grey complexion
• Dizziness
• Nausea and vomiting
• Coughing
• Restlessness
• Feeling unwell
• A frightening sense of death
3. Management
• The first link in the chain of survival promotes early recognition and call for help. It is therefore vital that if
you think you or someone else is having a heart attack, call for an ambulance immediately – do NOT wait
• In most cases heart attacks can be treated if medical help is administered, the sooner the treatment the
better chances of survival
• CPR should be started if the person is unresponsive and not breathing normally
Points to Emphasise
1. If suspected heart attack call for an ambulance immediately – DO NOT WAIT.

Module 7-3
Subject: Stroke
• What is a Stroke
AUDIO VISUAL N/A • Signs and Symptoms of a Stroke
• Management of a Stroke
LEARNING OUTCOMES:
1. Identify a patient suffering from a stroke.
2. Understand how to manage a patient suffering from stroke.
SEGMENT OVERVIEW:
A stroke or brain attack occurs when the blood supply to an area of the brain is reduced or blocked, causing
brain tissue to be starved of oxygen. It is the third most common cause of death and the commonest cause of
disability. Strokes are common in people who are over 65, but can happen at any age.
Of those having their first stroke roughly a third will recover well, a third will have a moderate to severe disability
and a third will die in the coming year. There are two main causes of a stroke, the first and most common is an
obstruction or blockage within the brain’s blood supply affecting approximately two thirds of all cases; the second
is a result of bleeding within the brain.

Module 7-3
INSTRUCTOR ACTIVITY
1. Introduce Segment: Stroke.
3. Display Segment Slide: Stroke.
1. What is a stroke?
• A stroke or brain attack occurs when the blood supply to an area of the brain is reduced or blocked,
causing brain tissue to be starved of oxygen.
2. Recognition
• The symptoms of a stroke vary depending on the cause and location of the attack to the brain
• Numbness
• Weakness or inability to move the face, arm or leg on one side of the body
• Trouble with vision - sudden loss in one eye or vision in one area
• Double vision
• Confusion or difficulty understanding
• Difficulty with speaking
• Difficulty with swallowing
• Problems walking, dizziness, loss of balance or co-ordination
• Severe headache
3. Management
• If you suspect someone has experienced a stroke, call for an ambulance immediately
• The Face Arm Speech Test (FAST) has been developed as an identification procedure for stroke
• Facial weakness - can the person smile? Has their mouth or eye drooped?
• Arm weakness - can the person raise both arms?
• Speech problems - can the person speak clearly and understand what you say?
• Test all three. If these tests reveal any problems suspect a stroke
• Once identified, help a responsive patient to lie down with the head and shoulders slightly elevated and
supported. Turn the head to the affected side and place a towel on the shoulder to absorb any fluids that
may drain from the mouth
• Clothing should be loosened if it interferes with their breathing. Reassure them that they will be taken care
of and help is on the way
Points to Emphasise
1. If you suspect stroke, call for an ambulance immediately.
2. Reassure the patient.
3. Keep bystanders away to avoid embarrassment for the patient.

Module 7-4
Subject: Fainting
• What is Fainting (Syncope)
AUDIO VISUAL N/A • Recognition of Fainting
• Management of Fainting
LEARNING OUTCOMES:
1. Identify a patient suffering from a faint.
2. Understand how to manage a patient suffering from a faint.
SEGMENT OVERVIEW:
Fainting is more common in people with low blood pressure, teenagers and young, pregnant women. It is
triggered by different factors in different people and often more than one thing can be the cause, sometimes a
specific cause cannot be found. Stressful situations, strong emotions, pain and excitement are all potential
causes.
Fainting, or syncope, is a sudden, brief loss of consciousness caused a temporary reduction in blood flow to the
brain. A faint is most likely to happen in a hot environment when blood vessels in the skin expand, reducing blood
pressure. There may be very little warning before a person collapses. If you have a history of fainting, try to avoid
sudden changes in posture.

Module 7-4
INSTRUCTOR ACTIVITY
1. Introduce Segment: Fainting.
3. Display Segment Slide: Fainting and introduce key points.
1. What is fainting?
• Fainting, or syncope, is a sudden, brief loss of consciousness caused a temporary reduction in blood
flow to the brain
2. Recognition
• Yawning
• A sudden clammy sweat
• Nausea
• Fast, deep breathing
• Confusion
• Blurred vision or ‘spots’ in front of the eyes
• Ringing in the ears
• Equally dilated pupils
3. Management
• Emergency management procedure.
• If you suspect someone is going to faint, help the person to lie down
• Raise the legs
• If they remain seated, ask them to put their head between the knees
• Push down gently but firmly on the head, while they try resist the pressure
• If the patient does not regain consciousness after 2 mins, call the emergency services
Points to Emphasise
2. Keep bystanders away to avoid embarrassment for the patient.

Module 7-5
Subject: Circulatory Problems Scenarios

• Practice Circulation Problems Scenarios
AUDIO VISUAL N/A
LEARNING OUTCOMES:
• Angina
• Heart Attack
• Stroke
• Fainting
NOTE:
• Angina
• Heart Attack
• Stroke
• Fainting

Module 8
Module Eight - Environmental Problems

8-1 Electrical and Chemical Injuries
8-2 Burns and Scalds
8-3 Hypothermia
8-4 Frostbite
8-5 Heat Exhaustion and Heat Stroke
8-6 Environmental Problems Scenarios

Module 8-1
Subject: Electrical and Chemical Injuries

• What is an Electrical Injury
AUDIO VISUAL N/A • Recognition of an Electrical Injury
• Management of an Electrical Injury
LEARNING OUTCOMES:
1. Identify a patient suffering from an electrical and chemical injury.
2. Understand how to manage a patient suffering from an electrical or chemical injury.
SEGMENT OVERVIEW:
When an electrical current passes through the body it burns the tissue along the electrical pathway and may
interfere with the functions of internal organs. The severity of electrical injury varies and can in some cases be
fatal. It all depends on the type and intensity of the current, the length of exposure to the electricity and the
pathway through the body. It is common to underestimate the severity of an electrical injury as the damage is
often caused internally.
An electric shock can cause abnormal heart rhythms which can be immediately disabling or life threatening.
Severe shocks can also trigger powerful muscle contractions sufficient to throw a person to the ground or to
cause joint dislocations, bone fractures and other blunt injuries.
Chemicals can be liquid, powder or gaseous. Chemical exposure can be very serious and often required
immediate medical attention. Hot gases and corrosive vapours can damage the airways causing life threatening
conditions. It is important to be aware of the chemicals that you may be working with or exposed to. Exposure to
chemicals may also cause poisoning.

Module 8-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Electrical Injuries.
3. Display Segment Slide: Electrical Injuries and introduce key points.
1. What is an electrical and chemical injury?
• When a person comes into contact with an electrical supply, injury occurs as the current passes through
the body. The severity of electrical injury varies and can in some cases be fatal
2. Recognition
Electrical
• Skin burns
• Entry and exit points
• Trauma and internal burns
• Heart problems
• Brain damage
• Spinal injury
Chemical
• Symptoms as burns and scalds
• Chemical residue
3. Management
Electrical
• Isolate any electrical current before touching the patient. With any electrocution call the emergency
services
• Management for an electrical burn is the same as a normal burn
• Patient may go into cardiac arrest and require resuscitation
Chemical
• Wear appropriate protective clothing
• In situations involving chemicals it will be necessary to remove all contaminated clothing, ensuring that
you do not affect previously unaffected skin surfaces
• If the chemical is in a dry form, brush off the skin
• Flush the area with copious amounts of water for at least 20 minutes
• Chemicals may also cause poisoning in addition to burns
• In the work environment follow your procedures when dealing with hazardous materials
• Find out what the chemical is and pass this information on to the emergency services

Points to Emphasise
1. Do not touch the patient unless you are sure that they are not connected to a live supply.
3. Keep bystanders away to avoid any further danger.
4. Wear protective clothing.
5. Avoid cross contamination with chemicals.
Module 8-2
Subject: Burns and Scalds

• What are Burns and Scalds
AUDIO VISUAL N/A • Recognition of Burns and Scalds
• Management of Burns and Scalds
LEARNING OUTCOMES:
1. Identify a patient suffering from a burn and scald
2. Understand the severity level and how to manage a burn.
SEGMENT OVERVIEW:
Burns and scalds tend to result in similar trauma; they are differentiated by their mechanism of injury. Burns are
caused by dry heat and scalds are caused by wet heat.
Thermal burns are most common and a result of direct exposure to heat from fire or hot liquids such as steam or
hot oil. Additionally burns can be caused by chemicals, friction, electricity and radiation. In the process of burning,
fluid leaks from the tissues into the blood vessels causing pain and swelling. Due to the damaged surface of the
skin infection is more likely.
Burns in the region of 10% of the body surface area are serious and may produce severe shock. The severity of a
burn or scald depends on the depth and extent of the damage inflicted. Other significant factors include the
involvement of critical areas, such as the face or genitalia, the presence of other injuries and the age of the
patient.
On average infants and children are more likely to go into shock after being burned due to their smaller body fluid
volume.
The area of a burn can be estimated by using the patient’s open hand as a comparison. The palm of the patient’s
hand including the fingers equates to approximately 1% of their body surface area. Any burns greater than 10% of
the body surface area are considered serious. Use all the burn area including any reddening; do not try to
differentiate between the differing types.
INSTRUCTOR ACTIVITY
1. Introduce Segment: Burns and Scalds.
3. Display Segment Slide: Burns and Scalds and introduce key points.
1. What is Burn or Scald?
• Burns are caused by dry heat and scalds are caused by wet heat. Thermal burns are most common and
a result of direct exposure to heat from fire or hot liquids such as steam or hot oil. Additionally burns can
be caused by chemicals, friction, electricity and radiation

Module 8-2
2. Recognition
The depth of burns as classified as follows:
• Superficial
Superficial or first degree burns are red, moist, swollen and painful. When lightly touched the burned area
whitens but does not develop blisters
• Partial thickness
Partial thickness or second degree burns are also red, swollen, moist and painful and they also develop
blisters that may leak clear fluid. Again the burned area will whiten when touched. Superficial burns will
accompany partial thickness burns
• Full thickness
Full thickness burns or third degree burns are the most serious and involve all layers of the skin. Bone, fat
and muscle may also be affected and areas may be charred black, look dry and white or bright red. The
skin will be taught and leathery. Full thickness burns are different in that they are not painful because the
nerves have been destroyed. The burned area does not whiten when touched and no blisters develop. In
addition the symptoms of deep burns may get worse over a period of a few days. Superficial and partial
thickness burns may also accompany full thickness burns. The area of a burn can be estimated by using
the patient’s open hand as a comparison. The palm of the patient’s hand including the fingers equates to
approximately 1% of their body surface area. Any burns greater than 10% of the body surface area are
considered serious. Use all the burn area including any reddening; do not try to differentiate between the
differing types
3. Management
• Remove any constricting items such as rings, necklaces or shoes as these can cause complications
when swelling occurs
• Remove any non adhered clothing from the affected area
• For superficial and partial thickness burns you should hold or immerse the burn in cold running water for
at least 10 minutes or the pain is relieved
• Cover the burn with clean, lint free dressings to protect from infection such as a clean plastic bag or
overlapped kitchen film. A strip of kitchen film should be placed over the burn after cooling and bandaged
loosely to avoid any pressure on the burned skin. Do not wrap the kitchen film around the limb as this
may inhibit any swelling that may occur.
• Burns of the face or chest may impair breathing. Burns involving the airway through inhalation of hot or
chemical gases or swallowing hot liquids require urgent medical attention as the airway can be quickly
compromised due to swelling
• Deep or large burns, or burns to the face, hands, genitalia or across joints must always be checked by a
doctor and may require hospital treatment
• In situations involving chemicals it will be necessary to remove all contaminated clothing, ensuring that
you do not affect previously unaffected skin surfaces
• Flush the area with copious amounts of water for at least 20 minutes
• Chemicals may also cause poisoning in addition to burns
• In the work environment follow your procedures when dealing with hazardous materials
• All patients who have experienced a burn or scald will be frightened by the event and suffering both
psychological and clinical shock. Be very aware of this and treat accordingly
• Closely monitor the patient using the Care Cycle™ until you can hand them over to the emergency
services
• Do not use lotions, ointments and creams
• Do not use adhesive dressings
• Do not break blisters
• Do not use kitchen film to cover chemical burns
• Do not immerse large burns in cold water as it can bring on shock

Points to Emphasise
1. Remove rings and neck chains before swelling occurs.
3. Be cautious about prolonged flushing as it may result in hypothermia.
Module 8-3
Subject: Hypothermia
• What is Hypothermia
AUDIO VISUAL N/A • Recognition of Hypothermia
• Management of Hypothermia
LEARNING OUTCOMES:
1. Identify a patient suffering from hypothermia.
2. Understand the severity level and how to manage hypothermia.
SEGMENT OVERVIEW:
Hypothermia is usually caused by being in a cold environment and occurs when the body core temperature
drops below 350C. It can also be triggered by prolonged exposure to water, rain, wind and perspiration.
The body’s normal response to cold is to warm up by increasing activity. The person may also apply extra layers
of clothing or simply moving indoors. However, if exposure to the cold continues, the body reacts by shivering
and releasing hormones to generate heat. The body attempts to prevent further heat loss by restricting blood flow
to the skin.
Hypothermia occurs when these responses are insufficient to maintain body temperature and heat continues to
be lost. This is when hypothermia becomes potentially life-threatening. The elderly are particularly vulnerable to
hypothermia.
INSTRUCTOR ACTIVITY
1. Introduce Segment: Hypothermia.
3. Display Segment Slide: Hypothermia and introduce key points.
1. What is hypothermia?
• Hypothermia is usually caused by being in a cold environment and occurs when the body core
temperature drops below 350C. It can also be triggered by prolonged exposure to water, rain, wind and
perspiration
2. Recognition
Mild Hypothermia
• Shivering and feeling cold,
• Low energy,
• Less able to tolerate the cold than normal,
• Cold, pale skin.

Module 8-3
Moderate Hypothermia
• Violent, uncontrollable shivering
• Inability to think or pay attention to events
• Confusion and memory loss
• Loss of judgement and reasoning
• Difficulty moving around or stumbling
• Fumbling hands
• Feeling fearful
• Drowsiness
• Slurred speech
• Listlessness
• Slow, shallow breathing and weak pulse
Severe Hypothermia
• Loss of control of hands, feet, and limbs,
• Shivering stops,
• Unconsciousness,
• Shallow or no breathing,
• Weak, irregular or no pulse,
• Stiff muscles and dilated pupils
• Management
• If you suspect severe hypothermia call the emergency services
• Remove the person from the environment
• Change wet clothing for dry clothing/towels/blankets
• Use your body heat to warm the patient
• Increase activity but not to the point of sweating
• Provide a warm drink if fully conscious and uninjured
• Keep the patient warm and dry
Infants
• Infants do not shiver
• May appear healthy but cold to the touch
• Unusually quiet
• Refuse to feed
• Do not re warm in a bath
• Do not apply direct heat
• Do not rub or massage cold limbs
• Do not give alcohol
3. Management
• If you suspect severe hypothermia call the emergency services
• Remove the person from the environment
• Change wet clothing for dry clothing/towels/blankets
• Use your body heat to warm the patient
• Increase activity but not to the point of sweating
• Provide a warm drink if fully conscious and uninjured
• Keep the patient warm and dry

Points to Emphasise
1. Early recognition of the signs and symptoms are essential.
2. Remove the patient from the environment as soon as possible.

Module 8-4
Subject: Frostbite
• What is Frostbite
AUDIO VISUAL N/A • Recognition of Frostbite
• Management of Frostbite
LEARNING OUTCOMES:
1. Identify a patient suffering from frost bite.
2. Understand the severity level and how to manage frost bite.
3. Establish when to summon help if required
SEGMENT OVERVIEW:
Frostbite occurs when the skin and surrounding tissue freezes due to low temperature. Frostbite can happen to
anyone who is exposed to temperatures below freezing, and who does not have adequate protection.
Frostbite can affect any part of the body, but the extremities are most at risk. The damage to the skin and tissue is
caused by the formation of ice crystals, which expand and rupture cells and by the closure of arteries which carry
vital oxygenated blood supply to the affected cells.
The severity of frostbite can vary depending on the length of exposure and how badly damaged your tissue is.
As frostbite can happen very quickly, it is vital that you are aware of the signs and symptoms.

Module 8-4
INSTRUCTOR ACTIVITY
1. Introduce Segment: Frostbite.
3. Display Segment Slide: Frostbite and introduce key points.
1. What is frostbite?
• Frostbite occurs when the skin and surrounding tissue freezes due to low temperature. Frostbite can
happen to anyone who is exposed to temperatures below freezing, and who does not have adequate
protection
2. Recognition
Mild (Frostnip)
• Pins and needles
• Throbbing, or aching
• Skin will become cold and white
• Tingling sensation, also known as frostnip
Severe (Frostbite)
• Numb
• Hardening of extremity
• Skin waxy in appearance
• Tissue feels frozen or wooden
• Damage to tendons, muscles, nerves and bones
• Tissues may turn dark blue or black
3. Management
• Move fingers and toes to help improve circulation
• Do not rub or massage the affected area
• Remove any wet clothes and keep the body as warm as possible
• If extremity rewarming is required, seek medical attention immediately

Points to Emphasise
1. Warming a frostbitten area of the body can be extremely painful and, ideally, it should be performed under
medical supervision.

Module 8-5
Subject: Heat Exhaustion and Heat Stroke

• What is Heat Exhaustion and Heat Stroke
AUDIO VISUAL N/A • Recognition of Heat Exhaustion and Heat Stroke
• Management of Heat Exhaustion and Heat Stroke
LEARNING OBJECTIVES:
1. Identify a patient suffering from heat exhaustion and heat stroke.
2. Understand how to manage heat exhaustion and heat stroke.
SEGMENT OVERVIEW:
When the body core temperature is raised above its normal range, hyperthermia can occur. This is a condition
that can be classified into heat exhaustion and heat stroke depending on the severity or increase in temperature.
Heat exhaustion is caused by excessive sweating combined with an inadequate intake of water; typically this
occurs with a body core temperature of 39 to 40 degrees centigrade. Heat exhaustion may progress to heat
stroke if not recognised and corrected. Heatstroke occurs when the body temperature rises to 41 degrees or
higher. When this occurs the body starts to dehydrate and the temperature regulating mechanism of the brain
fails. The body continues to produce heat with no means of cooling through perspiration. In effect the body
simply overheats.
INSTRUCTOR ACTIVITY
1. Introduce Segment: Heat exhaustion and Heat Stroke
2. Learning Objectives.
3. Display Segment Slide: Heat exhaustion and Heat Stroke introduce key points.
1. What is Heat exhaustion?
• Heat exhaustion is caused by excessive sweating combined with an inadequate intake of water; typically
this occurs with a body core temperature of 39 to 40 degrees centigrade
2. What is Heat stroke?

• Heat stroke occurs when the body temperature rises to 41 degrees or higher. When this occurs the body
starts to dehydrate and the temperature regulating mechanism of the brain fails

Module 8-5
3. Recognition
Heat exhaustion
• Tiredness
• High temperature
• Skin paler than normal
• Muscle weakness or cramps
• Stomach cramps
• Headaches
• Dizziness
• Loss of appetite
Heat stroke
• High body temperature above 40°C
• Heavy sweating that suddenly stops
• Rapid heartbeat and breathing
• Muscle cramps
• Visual hallucinations
• Flushed, hot and dry skin
• Restlessness or anxiety
• Confusion and disorientation
• Visual hallucinations
• Convulsions (uncontrollable muscle twitching)
• Unconsciousness
4. Management
• Remove the patient to a cooler environment
• Place patient in position of comfort
• Give small amounts of cool water or isotonic drinks if the patient is responsive
• Sponge with luke warm water
If the patient does not respond to rest and fluids or you suspect heat stroke call the emergency services.
• Remove as much of the patients clothing as possible
• Wrap them in a wet sheet
• Fan them vigorously
• Use cool packs under the arms and around the neck
• Hose with cool water or immerse in cool water
• Gently massage the skin to encourage circulation
• If convulsions start, move nearby objects out of the way to prevent injury
• Place in recovery position if necessary
• Continue to cool the patient without overcooling them, monitor their condition using the Care Cycle™ until
help arrives
5. Discuss condition and prevention with group using questions and answers.
Points to Emphasise
1. If the patient does not respond to rest and fluids or you suspect heat stroke call the emergency services.
2. Continue to cool the patient without overcooling them, monitor their condition using the Care Cycle until help
arrives.

Module 8-6
Subject: Environmental Problems Scenarios

• Practice Environmental Problems Scenarios
AUDIO VISUAL N/A
LEARNING OUTCOMES:
• Electrical and Chemical Injuries
• Burns and Scalds
• Hypothermia
• Frostbite
• Heat Exhaustion
• Heat Stroke
NOTE:
• Electrical Injuries
• Burns and Scalds
• Hypothermia
• Frostbite
• Heat Exhaustion
• Heat Stroke

Module 9
Module Nine - Nervous System Problems

9-1 Epilepsy and Seizures
9-2 Head Injuries
9-3 Spinal Injuries
9-4 Nervous System Problems Scenarios

Module 9-1
Subject: Epilepsy and Seizures

• What are Epilepsy and Seizures
AUDIO VISUAL N/A • Recognition of Epilepsy and Seizures
• Management of Epilepsy and Seizures
LEARNING OUTCOMES:
1. Identify a patient suffering from an epilepsy and seizure event.
2. Understand how to manage epilepsy and seizure.
SEGMENT OVERVIEW:
Epilepsy affects around 1 in 130 people. Epilepsy usually begins during childhood, although it can start at any
age. Epilepsy is currently defined as a tendency to have recurrent seizures (sometimes called fits). A seizure is
caused by a sudden burst of excess electrical activity in the brain, causing a temporary disruption in the normal
message passing between brain cells, which can cause the brain and body to behave strangely.
On some occasions seizures will be preceded by an aura during which the person may experience unusual
sounds and colours or an unpleasant odour. This can provide a warning that a seizure is going to occur. The
seizures need to be recurrent to be recognised as epilepsy. Seizures may take many forms from slight absences
of consciousness to collapse and convulsions. Most people suffering from epilepsy achieve control over the
seizures through medication.

Module 9-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Epilepsy and Seizures.
3. Display Segment Slide: Epilepsy and Seizures and introduce key points.
1. What is epilepsy and a seizure?
• A seizure is caused by a sudden burst of excess electrical activity in the brain, causing a temporary
disruption in the normal message passing between brain cells, which can cause the brain and body to
behave strangely
2. Recognition
• Staring
• Facial twitching and unusual eye movement
• Inappropriate behaviour
• Sudden stiffening of the body
• Violent jerking actions
• Loss of body control
• Jaw muscles tighten and may impair breathing
• Medical identification tag
3. Management
• Protect them from injury, direct from danger
• Do not agitate or try to restrain them
• Protect the head, move objects away that may harm the patient
• Do not put anything in their mouth
• After the seizure involving collapse place the patient in the recovery position
• Talk quietly and reassure them
• Allow them to sleep
Call the emergency services if:

• The seizure lasts longer than five minutes
• The seizure is longer than normal for the person
• They have a second seizure without having regained consciousness
• It is their first seizure
• They have injured themselves
Points to Emphasise
1. Protect but do not restrain the patient.
2. Do not put anything in the patient’s mouth.
3. Call the emergency services if in any doubt.

Module 9-2
Subject: Head Injuries

• What is a Head Injury
AUDIO VISUAL N/A • Recognition of a Head Injury
• Management of a Head Injury
LEARNING OUTCOMES:
1. Identify a patient suffering from a head injury.
2. Understand how to manage a head injury.
SEGMENT OVERVIEW:
Minor bumps to the head are fairly common, especially with the elderly. As long as there is no deep cut or
damage to the head such as broken bone and the person is conscious there is usually no damage to the brain.
However, with any head injury there is a chance that a blood vessel in the brain could have been damaged. With
severe head injuries it usually means that the brain has been damaged in some way. The brain surface can get
torn and bruised as it impacts against the skull causing blood vessels and nerves to rip. Any of these injuries can
cause fluid build-up in the head, putting pressure on the brain and sometimes causing brain damage.
Head injuries may be present in conscious and unconscious patients, be closed or open and may involve
different parts of the head. These injuries may result in compression, concussion or a fractured skull.
Cerebral compression occurs when there is pressure on the brain as a result of internal bleeding or swelling of
the brain tissue. Concussion is a disturbance of the brain as a result of the brain moving within the skull. A
fractured skull is a break or crack in the skull. It can take considerable force to fracture the skull, particularly in
older children, as such consider other possible injuries such as neck or spinal injury.

Module 9-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Head Injuries.
3. Display Segment Slide: Head Injuries and introduce key points.
1. What is a head injury?
• Head injuries may be present in conscious and unconscious patients, be closed or open and may involve
different parts of the head. These injuries may result in compression, concussion or a fractured skull
2. Recognition
• Mechanism of injury
• Visual damage to the head
• Difficulty understanding and communicating
• Memory loss
• Balance problems and difficulty with walking
• Slow and full strong pulse
• Unequal pupil sizes
• Weakness to part of the body or paralysis
• Pins and needles
• Pain and lasting headaches
• Double vision and dizziness
• New deafness in one or both ears
• Confusion and slurred speech
• Balance or walking difficulties
• Pale yellow fluid or watery blood, coming from the ears or nose
• Bleeding, bruising, wounds or deformity
• Convulsion
• Unconsciousness (very brief of for a longer time)
Cerebral Compression
• Weakness and/or paralysis down one side of the face or body
• A change in personality or behaviour, may become irritable and disorientated
Concussion
• A brief period of impaired consciousness after a blow to the head (usually only a few minutes)
• Loss of memory of events at the time of, or immediately preceding, the injury
3. Management
• Call emergency services if there is moderate or severe injury
• Effective airway management, jaw thrust may be required
• Stabilise the head and neck
• Control bleeding, do not apply pressure over a suspected fracture
• Do not try to stop the flow of any pale yellow fluid or watery blood coming from the ears or nose

Points to Emphasise
3. Monitor patients with head injuries closely after the event.
Module 9-3
Subject: Spinal Injuries

• What is a Spinal Injury
AUDIO VISUAL N/A • Recognition of a Spinal Injury
• Management of a Spinal Injury
LEARNING OUTCOMES:
1. Identify a patient suffering from a spinal injury.
2. Understand how to manage a spinal injury.
SEGMENT OVERVIEW:
The spinal cord is contained within the spinal vertebrae and is a vital communication link between the brain and
the rest of the body. Damage to the vertebrae can easily injure the cord causing loss of function, paralysis and
death.
Neck and back injuries can occur in many ways but the most common causes include workplace injuries, falling
from height, sports injuries and road accidents. Whenever unusual or abnormal forces have been exerted on the
back or neck you should always suspect a spinal injury.
Types of injury to the spine are displaced intervertebral discs, dislocation and fracture of the vertebrae.

Module 9-3
INSTRUCTOR ACTIVITY
1. Introduce Segment: Spinal Injuries.
3. Display Segment Slide: Spinal Injuries and introduce key points.
1. What is a spinal injury?
• Types of injury to the spine are displaced intervertebral discs, dislocation and fracture of the vertebrae
2. Recognition
• Mechanism of injury
• Pain
• Weakness
• Numbness
• Tingling
• Loss of sensation
• Paralysis, particularly below the level of the injury
3. Management
• Call the emergency services
• Ensure an open airway and maintain neutral alignment
• Get into a position of comfort and hold the head
• Only move them to establish an open airway or if they are in immediate danger
• Talk to the patient and reassure them
Points to Emphasise
1. Ensure the patient’s airway is open.
3. Do not move the patient unless their life is in imminent danger.

Module 9-4
Subject: Nervous System Problems Scenarios

• Practice Nervous System Problems Scenarios
AUDIO VISUAL N/A
LEARNING OUTCOMES:
• Epilepsy and Seizures
• Head Injuries
• Spinal Injuries
NOTE:
• Epilepsy and Seizures
• Head Injuries
• Spinal injuries
Points to Emphasise
1. Conduct the emergency management procedure and primary survey first.
2. Use the secondary survey to gather history about the patient condition.
3. The top to toe survey should be used to identify further injuries.

Module 10
Module Ten - Other Medical Problems

10-1 Allergies
10-2 Anaphylaxis
10-3 Diabetic Emergencies
10-4 Poisoning
10-5 Other Medical Problems Scenarios

Module 10-1
Subject: Allergies
• What is an Allergy
AUDIO VISUAL N/A • Recognition of Allergies
• Management of Allergies
LEARNING OUTCOMES:
1. Identify a patient suffering from allergies.
2. Understand how to manage a patient suffering an allergy.
SEGMENT OVERVIEW:
Allergies are a very common condition that affects around one in four people. Numbers are increasing by 5%
each year. Allergy is the term used to describe an over reaction by the body to a particular substance that is
normally harmless. The substance may be ingested, inhaled, injected or absorbed. Substances that cause
allergic reactions are known as allergens.
There are many different types of allergens that cause allergic reactions. Pollen, dust mites and nuts are very
common, a number of medicines notably penicillin, insect bites and stings and certain materials such as latex,
this list is not exhaustive. Sensitivity can be to almost anything.
An allergic reaction to the allergen happens when you come into contact with it. In some rare cases, allergic
reactions may be life threatening. This is known as anaphylactic shock. This will be covered in more detail during
the section on Anaphylaxis.

Module 10-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Allergies.
3. Display Segment Slide: Allergies and introduce key points.
1. What is an allergy?
• Allergy is the term used to describe an over reaction by the body to a particular substance that is
normally harmless. The substance may be ingested, inhaled, injected or absorbed. Substances that
cause allergic reactions are known as allergens
2. Recognition
• Sneezing
• Wheezing
• Sinus pain
• Runny nose
• Coughing
• Nettle rash or hives
• Swelling
• Itchy eyes, ears, lips, throat & roof of the mouth
• Sickness, vomiting, & diarrhoea
3. Management
• Ensure that the patient’s airway is open and they are breathing normally
• If required call for the emergency services
• Assist with administering their medication
• Reassure and keep the patient calm
• Monitor for any change using the Care Cycle™
Points to Emphasise
2. Assist with any medication.

Module 10-2
Subject: Anaphylaxis
• What is Anaphylaxis
AUDIO VISUAL N/A • Recognition of Anaphylaxis
• Management of Anaphylaxis
LEARNING OUTCOMES:
1. Identify a patient suffering from an anaphylactic shock.
2. Understand how to manage a patient suffering an anaphylactic shock.
SEGMENT OVERVIEW:
Anaphylaxis, also known as anaphylactic shock is a severe, potentially fatal allergic reaction. Anaphylaxis is the
body's immune system reacting badly to the presence of allergen it wrongly perceives as a threat. The most
common allergens include drugs, foods and venoms.
This condition usually affects the whole body usually within a few minutes after contact with the allergen but, in
some cases, the reaction may take place hours later.
Anaphylaxis causes a sudden drop in blood pressure and narrowing of the airways.

Module 10-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Anaphylaxis.
3. Display Segment Slide: Anaphylaxis and introduce key points.
1. What is anaphylaxis?
• Anaphylaxis, also known as anaphylactic shock is a severe, potentially fatal allergic reaction. Anaphylaxis
is the body's immune system reacting badly to the presence of allergen it wrongly perceives as a threat
2. Recognition
• Swollen face, lips, tongue and throat
• Itching or a strange metallic taste in the mouth
• Sore red and itchy eyes
• Sneezing, coughing and wheezing
• Difficulty breathing and talking
• Increased heart rate
• Sudden feeling of extreme anxiety or apprehension
• Severe itching or hives
• Faintness, collapse or unconsciousness
• Abdominal cramps, nausea, vomiting or diarrhoea
• Swelling of an area larger than the sting site
• Fever
3. Management
• Ensure the emergency services have been called
• Lay the patient on the ground and raise the legs
• Assist the patient to self administer an adrenalin auto injector if available
• You should quickly see signs of recovery
• Monitor the patient using the care cycle
• Deterioration may be, be prepared to perform resuscitation if required

Points to Emphasise
4. Under no circumstances should you administer medication unless authorised to do so.

Module 10-3
Subject: Diabetic Emergencies

• What is a Diabetic Emergency
AUDIO VISUAL N/A • Recognition of a Diabetic Emergency
• Management of a Diabetic Emergency
LEARNING OUTCOMES:
1. Identify a patient suffering from an diabetic emergency.
2. Understand the two types of diabetes.
3. Understand how to manage a patient with high and low blood sugar levels.
SEGMENT OVERVIEW:
Diabetes affects millions of people worldwide and there may be as many as a million more people who have the
condition but do not know about it. Diabetes is a condition caused by too much glucose in the bloodstream. If
your body does not make enough of the hormone insulin your blood sugar level can become too high. Diabetes,
if untreated, can cause long term health problems because the high levels of glucose damage the blood vessels.
There are two types of diabetes:
Type 1 diabetes can be referred to as insulin dependant diabetes mellitus (IDDM). This is where the body
produces little or no insulin. The patient must check the levels of glucose in their blood regularly and inject insulin
accordingly.
Type 2 diabetes can be referred to as non insulin dependant diabetes mellitus (NIDDM). This is where the body
does make insulin but not enough to function sufficiently. This condition is usually managed by diet sometimes
with oral medication to supplement the diet. Ninety percent of people with diabetes have type 2 and 80% of these
people are overweight.
Patients with either type 1 or type 2 can suffer from high blood sugar, hyperglycaemia, or low blood sugar,
hypoglycaemia.

Module 10-3
INSTRUCTOR ACTIVITY
1. Introduce Segment: Diabetic Emergencies.
3. Display Segment Slide: Diabetic Emergencies and introduce key points.
1. What is a diabetic emergency?
• This occurs when the blood sugar level is either too high or too low
2. Recognition
High Blood Sugar
• Slow onset of signs and symptoms
• Severe thirst, hunger and frequent urination
• Deep and sighing respirations
• Warm and very dry skin
• Rapid, weak pulse
• Sweet, fruity smelling breath
• Restless, drowsy or lethargic
Low Blood Sugar

• Rapid onset of symptoms
• Dizzy, headache and disorientated
• Irritable, confused, aggressive and anti social behaviour
• Pale and sweaty skin
• Normal to shallow respirations
• Rapid, full pulse
• Medical identification tag
3. Management
High blood sugar

• Call the emergency services as the patient will require hospital treatment
• If patient is unresponsive put them in the recovery position
• Monitor the patient
• Provide resuscitation if required
Low blood sugar

• If the patient is responsive, give a quick acting carbohydrate such as a chocolate bar, sugary drink,
glucose tablet or hypostop gel
• Once the patient is orientated, give a long acting carbohydrate and protein. This could be something like
bread and cheese
• If there is no response to sugar or the condition deteriorates call the emergency services
• In the event that you cannot determine if the patient has low or high blood sugar it is best to give sugar
• Monitor the patient
• Provide resuscitation if required
4. Discuss condition with group using questions and answers

Points to Emphasise
2. Under no circumstances should you administer medication unless authorised to do so.
4. If you are with a responsive patient and unsure if it is high or low blood sugar, give sugar.
Module 10-4
Subject: Poisoning
• What is Poisoning
AUDIO VISUAL N/A • Recognition of Poisoning
• Management of Poisoning
LEARNING OUTCOMES:
1. Identify a patient suffering from a poison.
2. Understand how to manage a patient who has been poisoned.
SEGMENT OVERVIEW:
A poison can be any substance that, when taken into the body in sufficient quantity, may become life threatening
or seriously impair normal body function. Permanent damage to internal organs may occur as a result of a
poison. Poisoning usually occurs by one of two ways, accidentally or intentionally. Poisons can enter the body by
ingestion, inhalation, absorption or injection.

Module 10-4
INSTRUCTOR ACTIVITY
1. Introduce Segment: Poisoning.
3. Display Segment Slide: Poisoning and introduce key points.
1. What is a poison?
• A poison can be any substance that, when taken into the body in sufficient quantity, may become life
threatening or seriously impair normal body function
2. Recognition
It is difficult to be prescriptive about the signs and symptoms evident when a patient has been poisoned as it
depends on the toxin involved.
• Burns around the lips and mouth
• Nausea
• Abdominal pain
• Vomiting
• Diarrhoea
• Drowsiness, dizziness or weakness
• Fever
• Chills (shivering)
• Loss of appetite
• Headache or irritability
• Difficulty swallowing
• Producing more saliva than normal
• Skin rash
• Double or blurred vision
• Seizures
• Coma
3. Management
• Avoid self contamination
• Ask the patient or bystanders what has happened
• Collect information what, how, when and how much poison used
• Keep sample of poison and/or vomit
• Do not induce vomiting unless instructed by healthcare professional
• If unconscious place in recovery position
• Monitor with Care Cycle™ and be prepared to provide resuscitation
Points to Emphasise
1. Avoid self-contamination
2. Ask the patient or bystanders what has happened
3. Collect information about what, how, when and how much poison used
4. Keep sample of poison and/or vomit
5. Do not induce vomiting unless instructed by a healthcare professional
6. Monitor with Care Cycle™ and be prepared to provide resuscitation
7. COSHH (Control of Substances Hazardous to Health) Data Sheets will provide full first aid management
details on potential poisons in the working environment.

Module 10-5
Subject: Other Medical Problems Scenarios

• Practice Other Medical Problems Scenarios
AUDIO VISUAL N/A
LEARNING OUTCOMES:
• Allergies
• Anaphylaxis
• Diabetic Emergencies
• Poisoning
NOTE:
• Allergies
• Anaphylaxis
• Diabetic Emergencies
• Poisoning

Module 11
Module Eleven - Other Injuries

11-1 Fractures
11-2 Dislocation
11-3 Wounds and Bleeding
11-4 Eye Injuries
11-5 Other Injuries Scenarios

Module 11-1
Subject: Fractures
• What is a Fracture
AUDIO VISUAL N/A • Recognition of a Fracture
• Management of Fractures
LEARNING OUTCOMES:
1. Identify a patient suffering from a fracture and the different types.
2. Understand how to manage a patient who has a fracture.
SEGMENT OVERVIEW:
Fracture is the word used to describe a cracked or broken bone. Fractures can be described as simple or
compound. When the skin around a fracture has not been broken this is called a simple or closed fracture. Where
the bone breaks through the skin this is termed an open or compound fracture, this is more serious as the bone
is open to infection. Fractures can be complicated when there is also injury to nearby structures such as major
nerves and blood vessels.
The actual nature of a fracture is further described as one of the following: straight break, slanting, winding,
greenstick, longitudinal, comminuted, impacted, avulsion, buckle, pathological, compression or stress.

Module 11-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: Fractures.
3. Display Segment Slide: Fractures and introduce key points.
1. What is a fracture?
• Fracture is the word used to describe a cracked or broken bone. There are three types of fracture; these
are closed, open and complicated
2. Recognition
• Pain
• Tenderness
• Swelling
• Bruising or discoloured skin
• Deformity
• Pale and clammy
• Feel faint, dizziness and nausea
• Cannot move or put weight on the injured limb
• Experience a grinding or grating sensation
• Open wound
• Protruding bone
3. Management
• Always assume there is a fracture
• Do not move the patient
• Manually support the injury, they patient may support themselves
• Provide additional support with padding around the injury
• Apply wound dressings to open fractures, treat protruding bones as an embedded object
• Remove jewellery that may restrict swelling
• Do not allow the patient to eat or drink
• Be aware of associated injuries
• Monitor until help arrives
Points to Emphasise
1. Ensure the patients airway is open.
2. Avoid any unnecessary movement.

Module 11-2
Subject: Dislocation
• What is a Dislocation
AUDIO VISUAL N/A • Recognition of a Dislocation
• Management of a Dislocation
LEARNING OUTCOMES:
1. Identify a patient suffering from a dislocation.
2. Understand how to manage a patient who has a dislocation.
SEGMENT OVERVIEW:
A dislocation is the displacement of one or more bones at a joint. They are often the result of trauma such as a
fall or impact. These injuries are common and may occur in major joints such as knee, hip, shoulder, elbow and
ankle. They also occur in smaller joints such as fingers, thumbs and toes.
Dislocation injuries are painful and will temporarily deform and immobilise the joint. A dislocation requires prompt
medical attention to return the bones to their original positions.

Module 11-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Dislocations.
3. Display Segment Slide: Dislocations and introduce key points.
1. What is a dislocation?
• A dislocation is the displacement of one or more bones at a joint
2. Recognition
• Pain
• Deformity
• Swelling
• Bruising and discolouration
• Numbness and weakness of the muscles around the joint
• Loss of movement and functionality
• Pale and clammy
• Feel faint, dizziness and nausea
3. Management
• If you suspect someone has dislocated a major joint call the emergency services
• Do not try to move a dislocated joint or force it back into place, this can damage the joint and its
surrounding muscles, ligaments, nerves or blood vessels
• Reassure, monitor and comfort the patient until help arrives
Points to Emphasise
3. Do not attempt to relocate the joint.

Module 11-3
Subject: Wounds and Bleeding

• Wounds and Bleeding
AUDIO VISUAL N/A • Recognition of Wounds
• Management of Wounds
LEARNING OUTCOMES:
1. Identify and know how to manage different types of wounds
2. Establish when to summon the emergency services
3. Place the patient in the appropriate position for the injury
SEGMENT OVERVIEW:
Wounds are the result of a break in the skin. The skin is the barrier that prevents many infections from entering
the body, as a wound is a break in the skin then it follows that infections are associated with wounds. This is
particularly the case with bites, abrasions and punctures. Wounds are categorised by their appearance and
mechanism of injury.

Module 11-3
INSTRUCTOR ACTIVITY
1. Introduce Segment: Wounds and Bleeding.
3. Display Segment Slide: Wounds and Bleeding and introduce key points.
List and discuss the different types of wounds and bleeding:
• Incision
• Laceration
• Puncture
• Contusion
• Ballistic
• Abrasion/Graze
• Amputation
• Bite

Points to Emphasise

Module 11-4
Subject: Eye Injuries

• What is an Eye Injury
AUDIO VISUAL N/A • Recognition of an Eye Injury
• Management of an Eye Injury
LEARNING OUTCOMES:
1. Identify a patient suffering from an eye injury.
2. Understand how to manage a patient who has an eye injury.
SEGMENT OVERVIEW:
Eyes are very delicate and well protected by the skull and eyelids. However injuries are still possible. The main
threat to the eye is from high velocity objects propelled by cars or machinery. These can result in cuts, scratches
and embedded objects in the eye. Further injuries may be a result of blunt trauma, such as a fist or ball, burns or
contamination by chemicals which may burn or irritate the eye.

Module 11-4
INSTRUCTOR ACTIVITY
1. Introduce Segment: Eye Injuries.
3. Display Segment Slide: Eye injuries and introduce key points.
1. What is an eye injury?
• Any damage to the eye or surrounding tissue
2. Recognition
• Pain
• Bruising
• Swelling around the eye
• Obvious wound or embedded object
• Blood or fluid discharge
• Bloodshot appearance
• Partial or total loss of vision
• Feeling of something in the eye
• Burning sensation
• Pupil shape change
3. Management
• Ask the patient to remain still and not move or rub their eyes
• Apply sterile dressing to injured eye, cover both eyes
• Do not remove embedded objects
• If contaminated by chemicals, flush eye for as long as possible
• Take care not to contaminate the other eye
• Retain a sample of the chemical
• Reassure the patient and be their guide if you need to move them
• Seek medical advice if the first aid alleviates the problem, if not
Points to Emphasise
3. Do not remove any embedded objects.

Module 11-5
Subject: Other Injuries Scenarios

• Practice Other Injuries Scenarios
AUDIO VISUAL N/A
LEARNING OUTCOMES:
• Fractures
• Dislocations
• Wounds and Bandaging
• Eye injuries
NOTE:
• Fractures
• Dislocations
• Wounds and Bandaging
• Eye injuries
Points to Emphasise
1. Conduct the emergency management procedure and primary survey first.
2. Use the secondary survey to gather history about the patient condition.
3. The top to toe survey should be used to identify further injuries.

Module 12
Module Twelve - First Aid Health and Safety

12-1 First Aid Kit
12-2 Accident Recording

Module 12-1
Subject: First Aid Kit

• First Aid Kit Requirements
AUDIO VISUAL N/A • Contents and their application
• Checking and restocking responsibilities
LEARNING OUTCOMES:
1. Assure the correct first aid kit by assessing the risk and number of employees
2. Be familiar with the contents of an approved first aid kit
3. Be able the maintain and when required update or restock the first aid kit
SEGMENT OVERVIEW:
First Aid Box

There is no mandatory list of contents for first aid boxes. Deciding what to include should be based on the
employer’s assessment of first aid needs. A suggested list of contents, where there is no special risk in the
workplace, is given in the free leaflet: Emergency First Aid at Work: your questions answered. Equivalent but
different items will be considered acceptable. Any items in the first aid box that have passed their expiry date
should be disposed of safely. In general, tablets and medication should not be kept in the first aid box.
A suggested list of contents for travelling first aid kits is included in the Approved Code of Practice and Guidance:
Emergency First Aid at Work. The Health and Safety (First-Aid) Regulations 1981 L74.
Replacing Contents
Although there is no specified review timetable, many items, particularly sterile ones, are marked with ‘best before
dates’.
Such items should be replaced by the dates given. In cases where sterile items have no dates, it would be
advisable to check with the manufacturers to find out how long they can be kept. For non-sterile items without
dates, it is a matter of judgement, based on whether they are fit for purpose.

Module 12-1
INSTRUCTOR ACTIVITY
1. Introduce Segment: First Aid Kit.
3. Display Segment Slides: First Aid Kit.
1. Discuss the information contained in the Essential Skills Guide in reference to first aid box requirements
Points to Emphasise
1. The first aid box in the workplace will vary according to:
• Number of employees
• Size and nature of the workplace
• Nature of the work
• Availability of occupational nurse or doctor
• Employers first aid policy

Module 12-2
Subject: Accident Recording

• The Accident Book
AUDIO VISUAL N/A • Who Can Make an Entry
• The Regulation
LEARNING OUTCOMES:
1. Know when to record incidents in the accident book.
2. Understand what to record and who can make an entry.
3. Know which regulation applies to accident recording.
SEGMENT OVERVIEW:
RECORD KEEPING
When to record incidents

HSE recommends that it is good practice to provide your first aiders/ appointed persons with a book in which to
record incidents that required their attendance. The information kept can help you identify accident trends and
possible areas for improvement in the control of health and safety risks. It can also be used for reference in future
first aid needs assessments.
This record book is not the same as the statutory accident book though the two could be combined.
There is a legal requirement to report accidents and ill health at work. Information on the Reporting of Injuries,
Diseases and Dangerous Occurrences Regulations 1995 is given in the HSE leaflet RIDDOR Ring and Report
(MISC769).
What to record
Useful information to record might include:
• date, time and place of incident;
• name and job of the injured or ill person;
• details of the injury/illness and what first aid was given;
• what happened to the person immediately afterwards (for example went home, went back to work, went to
hospital);
• name and signature of the first aider or person dealing with the incident
Keeping records
It is usually the first aider or appointed person who looks after the book. However, employers have overall
responsibility.

Module 12-2
INSTRUCTOR ACTIVITY
1. Introduce Segment: Accident Recording.
3. Display Segment Slides: Accident Recording.
1. Discuss and demonstrate how to complete an accident report form using the information contained in the
Essential Skills Guide

Points to Emphasise
1. Any injury in the work place should be recorded in the accident book
2. Any person can enter details and sign the accident book on behalf of the patient

FAI

Module 13
Module Thirteen - Assessment

13-1 Knowledge Assessment
13-2 Practical Assessment

Module 13-1
Subject: Knowledge Assessment

• Conduct Multiple Choice Assessment
AUDIO VISUAL N/A
SLIDE PRESENTATION N/A
LEARNING OUTCOMES:
By the end of this assessment you will be able to:
1. Demonstrate understanding of core subjects in the Basic First Aid Course.
NOTE:
1. Students complete knowledge assessment

2. Pass rate of 80%
3. Review missed questions until mastery is achieved

Module 13-2
Subject: Practical Assessment

• Conduct a Practical Assessment
AUDIO VISUAL N/A
PRACTICE TIME N/A
SEGMENT TIME N/A
SLIDE PRESENTATION N/A
LEARNING OUTCOMES:
By the end of this assessment you will be able to:
1. Demonstrate competence in the Primary Assessment and CPR.
NOTE:
1. Students must complete and pass the practical assessment. May be conducted at any time after the BLS
module is completed.
2. Protective Barriers must be used.
Practice
1. Students complete Practical Assessment
2. Pass rate. Competent and safe.
Points to emphasise
1. Gloves and face shields must be used.

FAI

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Basic First Aid

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Basic First Aid

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Tel: +44 (0)1530 512420

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SECTION ONE Introduction

SECTION TWO Standards and Procedures

SECTION THREE Course Outline and Lesson Plans

Module One Introduction

Module Two Scene Safety

Module Three Basic Life Support

Module Four Life Threatening Conditions

Module Five Secondary Survey

Module Six Breathing Problems

Module Seven Circulatory Problems

Module Eight Environmental Problems

FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0 |1

Module Ten Other Medical Problems

Module Eleven Other Injuries

Module Twelve First Aid Health and Safety

Module Thirteen Assessment

2| FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0

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How to use this guide

FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0 |5

BASIC FIRST AID COURSE

It is strongly recommended that first aid skills are refreshed annually.

6| FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0

The Essential Skills

FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0 |7

How To Use This Guide

Basic First Aid

GENERAL PRINCIPLES FOR TEACHING THE ESSENTIAL SKILLS

8| FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0

FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0 |9

Standards and Procedures

Equipment and Materials

See General Standards and Procedures.

10 | FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0

Basic First Aid

ANNUAL REFRESHER TRAINING AND REQUALIFICATION

Annual Refresher Training

See General Standards and Procedures.

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Basic First Aid Course Outline

14 | FAI BASIC FIRST AID INSTRUCTOR GUIDE VERSION 3.0

Annual Refresher Course Outline

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Module One - Introduction

1-2 Principles Of First Aid

1-3 Chain Of Survival

1-4 Emergency Management Procedure

1-5 Care Cycle™

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