4335 MEDIC Basic IG RdOnly

Basic TRAINING
PROGRAMS
Featuring:
■ Basic CPR and First Aid for Adults
To meet OSHA training requirements for workplace responders
■ BasicPlus CPR, AED, and First Aid for Adults

To meet OSHA and AED training requirements
INSTRUCTOR GUIDE
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MEDIC FIRST AID®
Basic Training Programs Instructor Guide
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Version 6.5
MEDIC FIRST AID International, Inc. ■ 2005 International Consensus on Cardiopul-

1450 Westec Drive monary Resuscitation and Emergency Cardiovascular
Eugene, Oregon 97402 Care Science with Treatment Recommendations,
International Liaison Committee on Resuscitation,
800-800-7099 Resuscitation, Nov./Dec. 2005, Vol. 67, Nos. 2-3.
541-344-7099
■ ASTM Standard F 2171-02: Defining the
e-mail: response@medicfirstaid.com Performance of First Aid Providers in Occupational
Visit our Web site at www.medicfirstaid.com Settings; 2002; ASTM International.
© 2009 MEDIC FIRST AID International, Inc. ■ National Standard Curriculum for Bystander Care,
All Rights Reserved 1992. National Highway Traffic Safety
First Edition—2009 Administration, U.S. Department of Transportation.
■ Other sources of national training and care guide-

Notice of Rights
lines.
No part of this MEDIC FIRST AID Basic Training Programs
Version 6.5 Instructor Guide may be reproduced or This MEDIC FIRST AID Basic Training Programs Version
transmitted in any form or by any means, electronic or 6.5 Instructor Guide is revised as medical consensus
mechanical, including photocopying and recording, or guidelines change.
by any information storage and retrieval system,
without written permission from the copyright owner. MEDIC FIRST AID International, Inc.
Development Director
Trademarks William H. Rowe, BS, FF/EMT-P
MEDIC FIRST AID and the MEDIC FIRST AID logo are Development Team
registered trademarks of MEDIC FIRST AID
Corey Abraham, MEd, EMT-B; Bill Clendenen, MBA;
International, Inc.
Carolyn Daves; Michelle Geschke, BA, BFA;
Chain of Survival image courtesy of the National Center John Hambelton; John Hensel
for Early Defibrillation.
Technical Consultants
Christopher J. Le Baudour, NREMT-B, MSEd
Purpose of this Guide Zig Sawzak, EMT-P
This MEDIC FIRST AID Basic Training Programs
Medical Director
Version 6.5 Instructor Guide is solely intended to give
information on the presentation and administration of Richard Abraham, MD
MEDIC FIRST AID Basic and BasicPlus provider training
classes.
Source Authority
The source authorities for treatment guidelines in the
MEDIC FIRST AID Basic Training Programs are:
■ 2005 American Heart Association Guidelines for

CPR and Emergency Cardiovascular Care; 2005;
Circulation; 112(suppl IV).
ISBN 0-940430-34-7
ISBN 978-0-940430-34-1 Product No. 4335.1 (1/09)
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Acknowledgements
Technical Consultants / Expert Reviewers
Technical Consultants Patricia Miller

President
Christopher J. Le Baudour, NREMT-B, MSEd
MB Associates, LLC
Fixed Wing Business Manager
Chalfont, PA
REACH Air Medical Services
Santa Rosa, CA Larry R. Morris
Sr. Instructor/Customer Service Rep.
Zigmund Sawzak, EMT-P
Union Pacific
CEO
Omaha, NE
Lifeline Health & Safety, LLC
Portland, OR Richard W. Patrick, MS, BS, EMT-P/FF
Senior Partner
Expert Reviewers International Consulting and Training Specialists, Inc.
Estero, FL
Charles Armstrong
Training Manager Jack Porter, CET, REP, Master Instructor Trainer
Zee Medical, Inc. President
Irvine, CA Safety Resources International
Kerrville, TX
Don Eddy
Master Instructor Trainer Edward Rhodes
Sacramento Safety Training Training Coordinator
Sacramento, CA Allegheny Power
Fairmont, WV
Katharine Ford, BS
Owner W. Daniel Rosenthal, RN
Ford Training President
Issaquah, WA Workplace Nurses, LLC
Gretna, LA
Jerry Henderson, CSHO
Owner Tom Scully
Eagle Safety Consultants, Inc. Owner
Dallas, TX Experienced Safety Educators
Santa Cruz, CA
Marge LeStarge, RN
Owner Evelyne Tunley-Daymude, PhD
LeStarge & Associates Project Manager
Milwaukee, WI Southcentral Foundation
Anchorage, AK
Howard Main, CCEMT-P
Owner Chikako Uramoto
Health Educational Services CEO
Salinas, CA MEDIC FIRST AID Japan
Tokyo, Japan
Instructor Guide 1
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MEDIC FIRST AID Basic Instructor Guide

Table of Contents
Instructor Information Small Group Practice

Rescue Ventilations .................................. 47
General Program Design .................................. 4 Circulation — Chest Compressions .................. 48
Instructional Design.......................................... 4 Small Group Practice
Segmentation and Flexibility ............................4 Chest Compressions ................................ 50
Class Descriptions.............................................. 5 Initial Assessment .......................................... 52
Recommended Completion Time .................... 5 Small Group Practice
Retraining in MEDIC FIRST AID Initial Assessment .................................... 54
Basic Training Programs .............................. 5 Unresponsive Patient .................................... 56
Challenging MEDIC FIRST AID Small Group Practice
Basic Training Programs .............................. 5 Unresponsive Patient ................................ 58
Required Class Segments and Practices .......... 6 CPR for Cardiac Arrest .................................. 60
Optional Training Components ...................... 7 Small Group Practice
Class Requirements .......................................... 8 CPR for Cardiac Arrest ............................ 62
Equipment Requirements ................................ 9 Adult Compression-Only CPR ........................ 64
Materials Requirements .................................. 9 Small Group Practice
Classroom Requirements .................................. 9 Adult Compression-Only CPR .................. 66
Skills Practice .................................................. 10
Practicing Skills on Other Students .............. 10 Defibrillation
Lifting and Moving During Using an Automated External
Classroom Practices .................................... 10 Defibrillator (AED)...................................... 68
Bare, Prepare, and Place Pads........................ 70
Core Training Curriculum Basic AED Operation .................................... 72
Small Group Practice
Role of the First Aid Provider Basic AED Operation ................................ 74
Emergency First Aid Care .............................. 12 Troubleshooting Messages ............................ 76
Recognizing an Emergency ............................ 14 Other AED Considerations ............................ 78
Deciding to Help ............................................ 16
Personal Safety .............................................. 18 Bleeding and Shock
Using Barriers ................................................ 20 Control of Bleeding ...................................... 80
Small Group Practice Managing Shock ............................................ 82
Putting on and Removing Gloves ............ 22 Small Group Practice
Control of Bleeding/Managing Shock ...... 84
Approaching the Patient
Assessing for Response .................................. 24 Choking
Mechanism for Spinal Injury .......................... 26 Foreign Body Airway Obstruction ................ 86
Activating Emergency Medical Small Group Practice
Services (EMS) ............................................ 28 Foreign Body Airway Obstruction ............ 88
Managing an Emergency Scene .............. 30 Continuous Patient Care
Ongoing Assessment .................................... 90
Basic Life Support
Basic Life-Supporting Skills ............................ 32 Caring for Illness
Airway — Head-Tilt, Chin-Lift .......................... 34 Warning Signs of Serious Illness .................. 92
Small Group Practice Altered Level of Responsiveness .................. 94
Head-Tilt, Chin-Lift .................................. 36 Pain, Severe Pressure, or
Clearing the Airway — Log Roll .................... 38 Discomfort in Chest .................................. 96
Protecting the Airway — Recovery Position.... 40 Breathing Difficulty, Shortness
Small Group Practice of Breath .................................................... 98
Clearing and Protecting the Airway ........ 42 Severe Abdominal Pain ................................100
Breathing — Rescue Ventilation/Mask-Shield .. 44 Small Group Practice
Warning Signs of Serious Illness ..............102
2 MEDIC FIRST AID Basic Training Programs

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MEDIC FIRST AID Basic Instructor Guide

Table of Contents
Caring for Injury
Mechanism for Significant Injury ................104
Swollen, Painful, Deformed Limb ................106
Swollen, Painful, Deformed Limb ............108
Specific First Aid Problems

Caring for Specific First Aid Problems ........110
Performing a Physical Assessment ..............112
Obtaining a Patient History ........................114
Physical Assessment and Patient History ..116
Additional Considerations
Moving Patients ............................................118
Emotional Impact of Providing
First Aid Care ............................................120
Administrative Requirements
Following the Course ..................................122
Appendix A: Specific First Aid Problems

Presenting Specific First Aid Topics.............. 126
Amputation .................................................. 127
Bites and Stings ............................................ 128
Burns ............................................................ 129
Exposure to Heat ........................................ 130
Exposure to Cold .......................................... 131
Injuries to the Chest .................................... 132
Injuries to the Eyes ...................................... 133
Injuries to the Head .................................... 134
Injuries to Muscle and Bone ...................... 135
Injuries to Soft Tissue .................................. 136
Impaled Objects .......................................... 137
Allergic Reaction .......................................... 138
Asthma ........................................................ 139
Diabetic Emergencies ................................ 140
Heart Attack ................................................ 141
Poisoning .................................................... 142
Seizure ........................................................ 143
Stroke .......................................................... 144
Instructor Guide 3
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Instructor Information
MEDIC FIRST AID® Basic Training Programs
MEDIC FIRST AID Basic Training Programs are divid-
General Program Design ed into specific conceptual, skill or sequence seg-
MEDIC FIRST AID Basic CPR and First Aid for Adults ments. Each segment uses some combination of video,
and BasicPlus CPR, AED, and First Aid for Adults are print, demonstration, and practice to present informa-
comprehensive training programs in emergency first tion to a student. Segments build on each other, rein-
aid care for lay rescuers in occupational settings. forcing the core skills, and then gradually come
together to show how those skills can be integrated
The core portions of these programs are designed
into the overall care process.
to provide the minimum knowledge necessary for a
first aid provider to initially manage a medical emer- Two vital components of the MEDIC FIRST AID
gency. Students taking these classes will learn how to instructional system are the program video and the
better recognize a medical emergency, overcome any small group practices. The required video uses short
hesitations in deciding to help, identify hazards and scenario-based video pieces to relay essential cogni-
ensure personal safety, activate the Emergency tive information and to give students real-life demon-
Medical Services (EMS) system, and provide support- strations of skill technique and application.
ive, basic first aid care for seriously ill or injured For hands-on practice, students are arranged in
patients. small groups and take turns assuming the roles of first
Students are taught the same priorities of care and aid provider, patient, and coach. This multi-faceted
approach to the patient used by professional emer- approach exposes students to the same information
gency care providers. This approach results in a conti- from different perspectives.
nuity of care as the patient is passed from emergency Overall, the instructional system used in MEDIC
first aid provider to EMS personnel. FIRST AID Basic Training Programs fosters more self-
The emphasis in MEDIC FIRST AID Basic Training discovery on the part of the student. Instructors
Programs is on safely identifying and managing imme- assume more of a facilitator role during class, spend-
diate, life-threatening medical emergencies. Training ing less time talking or lecturing and spending most
focuses on the basic information, assessment, and of the class time creating and maintaining an effective
skills to offer the best chance for survival for the learning environment for students.
patient.
For those looking for more detail, MEDIC FIRST AID
Basic Training Programs include optional supplemen-
Segmentation and Flexibility
tal materials, such as additional segments on specific The segmentation in MEDIC FIRST AID Basic
first aid topics, small group scenario practices, and a Training Programs is designed for new learners or
few segments showing higher-level first aid skills. returning students who have not practiced skills for
some time.
This degree of skill segmentation may be too rigid
Instructional Design for more experienced students. Instructors can adjust
MEDIC FIRST AID Basic Training Pprograms use a program segments to meet the experience level of the
proven seeing, hearing, speaking, feeling, and doing students. This includes extending, shortening, skim-
approach to make learning easier and more enjoy- ming, or combining segments without affecting the
able. Varied ways of exposing the student to the stated goal of achieving reasonable performance of
information helps create better retention. As a result, each skill. Program segments cannot be eliminated.
students develop more confidence in their ability to
respond to an actual emergency.
4 MEDIC FIRST AID Basic Training Programs Available as a PDF medicfirstaid.com

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Class Descriptions Recommended Completion Time

MEDIC FIRST AID Basic Training Programs are There are many factors affecting classroom time,
designed primarily for the workplace first aid including the varying nature of adult learners, the
provider. They follow current medical and educational number of students, the amount and quality of previ-
guidelines and meet federal and state OSHA regulato- ous training, and the experience level of the
ry requirements for training employees in adult CPR Instructor. Because of these factors, a time range is
and first aid. recommended for classes instead of a fixed number of
hours.
To help meet the varying training needs of
students, there are two MEDIC FIRST AID Basic ■ Basic CPR and First Aid for Adults,
Training Programs. This Instructor Guide has been 4–5 hours
designed to be used in both programs.
■ BasicPlus CPR, AED, and First Aid for Adults,
MEDIC FIRST AID Basic CPR and 5–6 hours
First Aid for Adults When adding optional training components, such
This is the sixth version of our workplace integrat- as Specific First Aid Topics, Optional First Aid Skills, or
ed CPR and first aid training program. It has been Talk-through Scenarios, you will need to allow for
designed for those with an occupational requirement additional time.
to be trained in first aid and who may be expected to
provide care until professional help arrives. The Basic
training program teaches the minimum information Retraining in MEDIC FIRST AID
and skills a first aid provider must know and be able Basic Training Programs
to perform to provide effective emergency care to an
injured or ill person before professional medical care Students returning within 24 months of their last
is available. successfully completed training class are eligible to
participate in retraining using Talk-through Scenarios.
MEDIC FIRST AID BasicPlus CPR, AED, and Retraining can also be accomplished by taking anoth-
First Aid for Adults er complete training class.
The BasicPlus training program has also been Instructions on retraining can be found in the Talk-
designed for those with an occupational requirement Through Scenarios document titled “TTS” on the Basic
to be trained in first aid and who may be expected to Training Programs Instructor Resource CD.
provide care until professional help arrives. In addi-
tion, it also includes training on the use of an auto-
mated external defibrillator, or AED. The AED training Challenging MEDIC FIRST AID
portion meets state and local training requirements
for lay providers.
Basic Training Programs
Individuals who possess a significant understanding
of the program material can challenge a MEDIC FIRST
AID Basic training program. A Challenge is a graded
evaluation of knowledge and skill with no instruction
involved. Those wishing to use the Challenge option
must take responsibility for being prepared.
Instructions for conducting a Challenge can be
found in the Performance Evaluations document titled
“PEs” on the Basic Training Programs Instructor
Resource CD.
Available as a PDF medicfirstaid.com Instructor Guide 5

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Required Class Segments and Practices

The class options in MEDIC FIRST AID Basic use all or some of the class segments found in this Instructor Guide.
The following table illustrates the core segments used for each class option.
Video
Class Segment Segment Basic BasicPlus Small Group Practices
Length
Emergency First Aid Care 2:15 ■ ■
Recognizing an Emergency 6:40 ■ ■
Deciding to Help 2:54 ■ ■
Personal Safety 1:50 ■ ■
Using Barriers 1:00 ■ ■ Using Barriers

Assessing for Response 1:13 ■ ■
Mechanism for Spinal Injury 1:45 ■ ■
Activating Emergency Medical Services (EMS) 2:03 ■ ■ Managing an Emergency Scene (optional)
Basic Life-Supporting Skills 2:30 ■ ■
Airway — Head-Tilt, Chin-Lift 2:11 ■ ■ Head-tilt, Chin-lift

Clearing the Airway — Log Roll 1:21 ■ ■
Protecting the Airway — Recovery Position 1:16 ■ ■ Clearing and Protecting the Airway
Breathing — Rescue Ventilation/Mask-Shield 3:57 ■ ■ Rescue Ventilations/Mask and Shield
Circulation — Chest Compressions 3:35 ■ ■ Chest Compressions
Initial Assessment 4:03 ■ ■ Initial Assessment
Unresponsive Patient 4:30 ■ ■ Unresponsive Patient
CPR for Cardiac Arrest 5:40 ■ ■ CPR for Cardiac Arrest
Adult Compression-Only CPR 8:06 ■ Adult Compression-Only CPR
Using an Automated External Defibrillator (AED) 7:47 ■
Bare, Prepare, and Place Pads 1:30 ■
Basic AED Operation 2:49 ■ Basic AED Operation

Troubleshooting Messages 1:35 ■
Other AED Considerations 2:31 ■
Control of Bleeding 5:12 ■ ■
Managing Shock 4:53 ■ ■ Control of Bleeding/Managing Shock

Foreign Body Airway Obstruction 4:40 ■ ■ Foreign Body Airway Obstruction
Ongoing Assessment 1:25 ■ ■
Warning Signs of Serious Illness 1:59 ■ ■
Altered Level of Responsiveness 5:56 ■ ■
Pain, Severe Pressure, or Discomfort in Chest 3:25 ■ ■
Breathing Difficulty, Shortness of Breath 3:36 ■ ■
Severe Abdominal Pain 2:43 ■ ■ Warning Signs of Serious Illness (optional)

Mechanism for Significant Injury 1:01 ■ ■
Swollen, Painful, Deformed Limb 4:14 ■ ■ Swollen, Painful, Deformed Limb

Caring for Specific First Aid Problems 1:00 ■ ■
Performing a Physical Assessment 4:04 Optional Optional

Obtaining a Patient History 2:56 Optional Optional Physical Assessment and Patient History (optional)
Moving Patients 1:44 ■ ■
Emotional Impact of Providing First Aid Care 2:28 ■ ■

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business interruption, or other indirect or consequen-
Optional Training Components tial loss arising out of the insertion of specific first aid
To make MEDIC FIRST AID Basic Training Programs topics not included in the MEDIC FIRST AID Basic
more flexible in meeting the needs or desires of the Training Programs.
students, optional training components that allow
Adding Optional First Aid Skills
Instructors to create more customized training solu-
tions are included. Training guidelines have been simplified for the lay
provider in an effort to improve the retention and
Adding Optional Specific First Aid Topics quality of infrequently used skills. In comparison,
In the United States, the Occupational Safety and training guidelines for more experienced healthcare
Health Administration (OSHA) requires employers to providers vary somewhat to allow more detailed care
provide medical and first aid training and supplies cor- for an injured or ill patient.
responding with the unique hazards of their work- Some occupational first aid providers, such as emer-
places. Thus, the details of workplace medical and gency response team members, have more experience
first aid training are dependent on the circumstances in emergency care and could benefit from certain
of each workplace and employer. skills at the healthcare provider level.
MEDIC FIRST AID Basic Training Programs have core The Basic Training Programs Instructor Resource CD
curriculums designed to provide the minimum knowl- includes training materials for:
edge and skills necessary for an occupational first aid
provider to be effective in a medical emergency. This ■ Jaw-Thrust Maneuver
is adequate training for most first aid providers. ■ Signs of Circulation
However, ensuring that first aid training is suffi- ■ Rescue Breathing for Respiratory Arrest
cient to manage illness or injury in a particular work-
place may require the addition of specific first aid top- Training in these optional first aid skills can be doc-
ics that correspond with the unique hazards found in umented on the back of the Basic Training Programs
that workplace. Class Roster.
Appendix A of this Instructor Guide contains addi- Using Optional Scenario-Based Practices
tional information on specific first aid topics that can Included with the MEDIC FIRST AID Basic Training
be added to the core curriculum. Specific first aid Programs are optional scenario practice tools.
topic pages are included in the Student Guides for Scenario-based practices place students in simulated
both Basic training programs. situations and allow them to make decisions and take
When additional training needs are identified, actions as they would in a real medical emergency.
Instructors can add specific topics to the core curricu- Being able to apply skills realistically has shown to be
lum. Instructors may add as few or as many topics as an effective approach to building confidence and
necessary. Class completion time must be increased to retention of skills.
accommodate the addition of any topics. Instructors will find two optional scenario-based
Optional specific first aid topic training can be doc- practices in the core curriculum. “Managing an
umented on the back of the Basic Training Programs Emergency Scene” will focus on developing the initial
Class Roster. strategy of how to approach and initiate care in a
medical emergency. “Warning Signs of Serious Illness”
Training in other specific first aid topics not includ- will help students learn how to recognize and manage
ed in MEDIC FIRST AID Basic Training Programs can be the most common emergency symptoms of serious
presented in conjunction with a MEDIC FIRST AID illness.
Basic training class.
Additionally, on the Basic Training Programs
However, Instructors or employers must rely upon Instructor Resource CD, Instructors will find optional
their own knowledge, skills, and judgment to add spe- Talk-through Scenario practices covering the core
cific topics not developed by MEDIC FIRST AID treatments in the programs. Instructions on how to
International, Inc. As a result, under no circumstances use the Talk-through Scenario practices are included.
will MEDIC FIRST AID International, Inc. be liable for
any damages whatsoever, including, without limita-
tion, damages for loss of life, limb, disability, business,

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Class Requirements Other Requirements

■ There are no minimum age requirements for
The following requirements are necessary to help
participation in a MEDIC FIRST AID Basic or
ensure all students and Instructors experience a safe,
BasicPlus class. However, regardless of age, stu-
enjoyable, and satisfying MEDIC FIRST AID Basic or
dents must reasonably perform the required
BasicPlus training class.
skills to receive a Successful Completion Card.
Program Materials ■ Students must demonstrate the use of gloves
■ For initial training, the appropriate version of and either a ventilation mask or shield during
the MEDIC FIRST AID Basic Training Programs at least one Small Group Practice. Instructors
video must be shown during a Basic or should take necessary steps to be aware of stu-
BasicPlus class. dents with latex allergies and provide suitable,
non-latex barrier products for their use in class.
■ For initial training, Instructors must conduct all
required segments of the Basic or BasicPlus pro- ■ During a class, Instructors must provide infor-
gram as outlined in the MEDIC FIRST AID Basic mal evaluation and prompt feedback to stu-
Training Programs Instructor Guide. dents about their skill performance. This will
allow students to evaluate their skills and cor-
■ The appropriate MEDIC FIRST AID Basic or
rect deficiencies.
BasicPlus Student Pack must be provided to
each student in the class. ■ Each student must fill out and return to the
Instructor the Class Evaluation found in the
Student, Manikin, and Instructor Ratios back of his or her Student Guide.
■ The maximum allowed ratio is 6 students to 1 ■ Each student who successfully completes a
manikin. A ratio of 2 students per manikin is MEDIC FIRST AID Basic or BasicPlus training
recommended. class must immediately be awarded a signed
and dated Successful Completion Card.
■ The maximum allowed ratio is 12 students to 1
Instructors must include signature and registry
Instructor. A ratio of 6 students per Instructor is
number on the back of all student cards in
recommended.
order to validate the card.
■ The maximum class size allowed is 24 students.
■ Instructors must complete an approved Class
A second Instructor is required in classes with
Roster and return it to the Training Center that
more than 12 students.
scheduled the class.

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Equipment Requirements Classroom Requirements

Required Equipment for Basic and BasicPlus Recommendations
training programs The classroom should be as comfortable and quiet
■ Video cassette (VCR) or DVD player as possible. A carpeted floor is preferred. However,
blankets or mats may be used for practice sessions.
■ Color television, monitor, or projector Comfortable seating is important and a table or work
(a remote control is useful)
area is quite useful. A monitor stand can help ensure
■ Adult CPR training manikins (6:1 maximum the monitor is easily visible to all students. An erasa-
student to manikin ratio) ble white board, blackboard, or easel and paper can
be very helpful.
■ Dressings and bandages
Additional Equipment Required for BasicPlus Safety
training program All Instructors must ensure a physically safe learn-
ing environment for their students. Make sure there
■ AED training devices and training pads are no obvious hazards in the classroom, such as
(6:1 maximum student to device ratio)
extension cords that can be tripped over. In addition,
Optional Equipment Instructors should be aware of the location of the
nearest phone, first aid kit, AED, fire alarm pull sta-
■ Practice telephones (6:1 maximum student to tion, and fire extinguisher. Instructors should have an
telephone ratio)
emergency response plan in case of serious injury or
illness, including evacuation routes from the class-
room.
Materials Requirements
Students should be discouraged from smoking,
Required Instructor Materials eating, or engaging in disruptive or inappropriate
■ MEDIC FIRST AID Basic Training Programs VHS behavior.
or DVD Instructors should screen participants for health or
■ MEDIC FIRST AID Basic Training Programs physical conditions which could require modifications
Instructor Guide of skill practice or seating locations.
■ MEDIC FIRST AID Basic Training Programs Class

Roster (or approved organizational roster)
Required Student Materials (for each student)
■ MEDIC FIRST AID Basic or BasicPlus Student
Pack
■ Pair of disposable barrier gloves
■ Ventilation mask, shield, or both (disposable
training shields or mouthpieces for ventilation
masks are acceptable).

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Skills Practice Practicing Skills on Other

Students taking a MEDIC FIRST AID Basic or Students
BasicPlus training class must get enough hands-on skill
For safety reasons, certain psychomotor skills are
practice to be able to demonstrate reasonable per-
not appropriate for student-on-student practice and
formance in the skills of the class. Reasonable per-
must be performed on training manikins designed for
formance is required to receive a Successful
that purpose. Examples of these skills include abdomi-
Completion Card. An adequate portion of class time
nal or chest thrusts, rescue breathing, and chest com-
should be dedicated to developing physical skills.
pressions.
Small Group Practices are located throughout MEDIC
FIRST AID Basic Training Programs for this purpose. It is important to make a distinction between
Instructors can extend or include additional practice specific skills that must be performed on a manikin
sessions as needed or desired. and their non-invasive, but related, counterpart skills.
For example, although students must not actually
Conducting Small Group Practices perform an abdominal thrust on each other, it is
MEDIC FIRST AID Basic Training Programs utilize a appropriate for them to practice both hand position-
proven seeing, hearing, speaking, feeling, and doing ing and the action sequence necessary to effectively
approach to skills practice. To maximize student partic- clear an obstructed airway.
ipation and the retention of skills, always consider the
Likewise, skills such as rescue breathing or chest
following when conducting Small Group Practices:
compressions should never be done on another stu-
■ Small Group Practices are student exercises dent. However, hand positioning, body positioning,
designed to help students learn a particular and sequencing of the skill should utilize student-on-
skill or emergency sequence. These hands-on student skill practice, a valuable component of the
practice sessions are essential to each student’s instructional process.
understanding and retention of the material in
Whenever student-on-student skill practices are
the program.
conducted during a MEDIC FIRST AID Basic or BasicPlus
■ Students are arranged in pairs or small groups training class, skills such as abdominal thrusts, rescue
depending on the skill or sequence being prac- breathing, or chest compressions must be simulated.
ticed. Instructors are encouraged to create as All Instructors must carefully supervise these sessions
small a group as possible. to help ensure these safety directions are followed.
In so doing, Instructors can help ensure the training
■ During the practice session, students will rotate
experience is enjoyable, safe, and effective.
through the roles of coach, first aid provider,
and patient.
■ Students will play the role of the patient unless Lifting and Moving During
a manikin is required due to the physical
nature of the skills in the practice.
Classroom Practices
■ Coaches are responsible for helping the first Instructors should help students avoid injury.
aid provider remember and perform the skills Improper lifting and moving is a leading cause of back
indicated. Coaches will refer to the correspon- injury. Do not allow students to practice awkward or
ding Student Guide page during the practice. extreme postures of the body. All students must pay
Only coaches will use this page. Others in the attention to proper lifting and moving techniques
groups will observe the performance. during practice. This is especially important in exercises
such as the log roll or recovery position, in which the
■ Based on the Student Guide, the coach will “patient” is moved.
provide corrective feedback on the first aid
provider’s performance. Students who have a history of back problems
should not practice moving simulated patients.
■ Instructors will roam through groups looking Practice of these moves may aggravate previous back
for inadequate performance. Positive coaching injuries. Warn your students of this prior to the Small
and gentle correction can be used to improve Group Practices that involve moving patients.
skills.
■ It is important for Instructors to refrain from
over-controlling the instructional process. This
will maximize the use of student self-discovery
to increase understanding and retention.

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Core Training Curriculum

Instructor Guide 11
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Emergency First Aid Care

Role of the First Aid Provider
Overview Instructor Activity

It’s only a matter of time before a serious medical ■ Video (segment duration 2:15)
emergency occurs. Being able to recognize an emer- - Introduce and show video segment.
gency, activate EMS, and safely provide the indicated - Ask for and briefly answer any questions.
care until more trained providers take over is the role
of the first aid provider. This class will help prepare
■ Student Guide
- To review "Emergency First Aid Care"
students for that eventuality.
• Basic - Refer to page 2
• BasicPlus - Refer to page 2
Emphasize Key Points as needed.

Key Points
1. The goal of this program is to help the student 5. It is also important to consider the key role pre-
gain the knowledge, skills, and confidence neces- vention plays in reducing workplace injury and
sary to manage a medical emergency until more illness.
advanced help is available.
6. This program incorporates short video segments,
2. Emergency first aid does not require making combined with a student guide, skill demonstra-
complex decisions or having in-depth medical tions, and group practices, in an effective, low-
knowledge. It’s easy to learn, remember, and per- stress manner to help the student learn.
form.
3. The student will become an important part of a
team of emergency medical care providers that
includes firefighters, EMTs, paramedics, hospital
emergency room personnel, and others.
4. This program will focus on the essential responsi-
bilities of a first aid provider:
■ Recognizing a medical emergency
■ Making the decision to help
■ Identifying hazards and ensuring personal
safety
■ Activating the Emergency Medical Services
(EMS) system
■ Providing supportive, basic first aid care

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Instructor Guide 13
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Recognizing an Emergency

Emergencies are a rare event for most people and ■ Video (segment duration 6:40)
may be hard to initially recognize. Learning to act on - Introduce and show video segment.
suspicions is an important first step as a first aid - Ask for and briefly answer any questions.
provider.
■ Student Guide
- To review "Recognizing an Emergency"

Key Points
1. Real-life emergencies may not be obvious. In
many cases, medical emergencies seem to be less
serious than they really are. As a first aid
provider, the first step in treating a medical
emergency is to suspect one is occurring.
2. People will often try to hide or deny their symp-
toms because they are afraid or embarrassed to
admit there might be something seriously wrong.
3. It is important to learn to recognize visual clues
that may indicate a medical emergency has
occurred:
■ A person in an unusual location or body
position, such as lying on the ground
■ A person making strange sounds,
movements, or gestures
■ A vehicle or piece of equipment in an
unusual orientation or location
■ Damage to or a change in the environment
■ An odd gathering or small crowd of people
■ A person trying to flag you down or get
your attention
4. In some cases, a person who seems to be experi-
encing a medical emergency may be wearing a
medical alert bracelet or necklace that identifies
a medical condition the person has, such as
diabetes. This bracelet may help a first aid
provider determine the nature of the emergency.

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Instructor Guide 15
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Deciding to Help

Deciding to help those in need is a choice. The ■ Video (segment duration 2:54)
choice is made easier when a first aid provider knows - Introduce and show video segment.
what to do and understands the risks and protections - Ask for and briefly answer any questions.
regarding involvement.
■ Student Guide
- To review "Deciding to Help"

Key Points
1. The most critical decision a first aid provider will I don’t have a lot of medical knowledge.
make is whether to get involved when a medical ■ The basic emergency skills of a first aid
emergency has occurred. It’s normal to feel hesi- provider are designed for the non-medical
tant because you are unsure of your ability to provider and help to stabilize patients until
help. professional medical help can arrive.
2. Emergency first aid is based on simple, effective Others have already stopped to help.
procedures that can be easily learned and safely
applied. ■ It never hurts to ask if assistance is needed.
If EMS has not arrived, the first aid provider
3. Some of the common reasons why first aid should assume that help is needed. Other
providers might hesitate to help are easily over- bystanders may not have first aid training.
come.
I’ll get sued if I try to help.
There’s too much to do.
■ Good Samaritan laws provide first aid
■ The first aid provider is simply the first link providers with legal protection. All states in
in a progressive chain of emergency care. the United States and many other countries
The goals of a first aid provider are to have established Good Samaritan laws to
recognize an emergency, ensure everyone’s protect the first aid provider who stops to
safety, activate EMS, and provide basic help in an emergency. These laws provide
initial first aid care. strong legal protection if the first aid
■ The first aid provider’s involvement lasts provider acts prudently and within the
only until relieved by responding EMS scope of her training.
providers—in most cases, a very short period I need permission to help.
of time.
■ Any responsive patient has the right to con-
I might make it worse. sent to or to refuse care. The first aid
■ Basic first aid skills are designed to do no provider should always ask a responsive
further harm. The first aid provider can only patient for permission before helping.
help. For example, performing ■ When a patient is unresponsive, the legal
cardiopulmonary resuscitation, or CPR, can- concept of “implied consent” allows the
not make things worse, only better. first aid provider to help, because it assumes
an unresponsive patient would give permis-
sion if he were responsive.

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Instructor Guide 17
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Personal Safety

The highest priority of a first aid provider is person- ■ Video (segment duration 1:50)
al safety. If an emergency scene is dangerous, a first - Introduce and show video segment.
aid provider should not enter. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Personal Safety"

Key Points
1. Every first aid provider’s first and most important P rotect yourself and the patient. First aid
concern is personal safety. Emergency scenes can providers should use protective barriers,
be dangerous. such as gloves and ventilation masks,
because infectious diseases can be transmit-
2. If the scene is not safe, the first aid provider
ted through open cuts or sores in the skin
should not enter. If the first aid provider becomes
or through the mucous membranes of the
injured, the resources available for the patient
mouth, nose, and eyes. The use of
would be reduced. If the scene is unsafe, calling
protective barriers will help reduce the risk
Emergency Medical Services is the best course of
of exposure to you and the patient.
action.
3. The acronym SETUP can be a helpful reminder 4. When a first aid provider suspects that an
environment may have toxic fumes, respiratory
of how to approach an emergency scene:
protection is essential.
S top. Pausing for a moment before
approaching allows the first aid provider to
5. When an ill or injured employee is located in a
space that has limited or restricted means for
look for any obvious hazards and form an
entry or exit and is not designed to be occupied
initial impression of what happened.
normally, it is important to consider the use of
E nvironment. First aid providers should take respiratory protection and specialized confined
into account any environmental barriers or space rescue techniques.
dangers, such as fire or water, that could
endanger themselves or others.
6. A face shield can prevent mouth, nose, and eye
exposure to infectious materials when there is a
T raffic. Noticing and resolving any traffic possibility of splashing. A ventilation shield or
dangers allows the first aid provider to mask eliminates direct mouth-to-mouth contact
safely provide care on or near a roadway. between a patient and first aid provider.
Extreme care should be taken, however,
when providing care as each year many
7. If the first aid provider is allergic to latex, non-
allergenic alternatives are available.
people are struck and killed by motor vehi-
cles while providing assistance. 8. It is critical to look for and react to possible haz-
ards at an emergency scene. First aid providers
U nknown hazards. First aid providers should
who put themselves in danger to help a patient
consider the possibility of hidden dangers
may only make a bad situation worse.
and stay alert for developing hazards. It
may become necessary to retreat from the
scene.

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Instructor Guide 19
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Using Barriers

Providing emergency care can expose a first aid ■ Video (segment duration 1:00)
provider to infectious diseases. Using barriers, such as - Introduce and show video segment.
disposable gloves and ventilation masks, can isolate - Ask for and briefly answer any questions.
the provider from potentially infectious material while
giving emergency care.
■ Student Guide
- To review "Using Barriers"
■ Demonstration
- Perform Real-time Demonstration of
“Putting on and removing gloves.”
- Ask for and briefly answer any questions. If
necessary, demonstrate again with explanation.
■ Small Group Practice
- Conduct the practice session on page 22.

Key Points
1. As mentioned in the Personal Safety segment, 5. The first aid provider should remove gloves care-
using barriers is a critical component of providing fully to prevent splattering.
emergency care. Diseases can be transmitted
6. All first aid providers with a history of allergic
through open cuts or sores in the skin or through
reactions to latex should use a non-latex alterna-
the mucous membranes of the mouth, nose, and
tive, such as vinyl or nitrile.
eyes. Using protective barriers will help reduce
the risk of exposure. 7. If the patient requires rescue ventilations, the
first aid provider should use a ventilation shield
2. Disposable latex or non-latex gloves will prevent or ventilation mask to eliminate direct mouth-to-
exposure to body fluids as the first aid provider
mouth contact with the patient.
provides emergency care to the patient.
8. In 1991, the Occupational Safety and Health
3. It is important to make sure the gloves are not Administration (OSHA) released the Bloodborne
damaged or torn when put on. If gloves are
Pathogens Standard, 29 CFR 1910.1030, designed
damaged, they should be replaced immediately.
to protect workers from the risk of exposure to
4. It is also important to replace gloves before bloodborne infectious diseases. The standard
dealing with another patient or if the gloves applies to all employees who have occupational
become heavily soiled. exposure to blood or other potentially infectious
materials and provides information on how to
reduce the risk of exposure in the workplace.
9. It is important to dispose of used barriers
properly to help prevent exposure to potentially
infectious material.
10. Other barriers, such as face shields or gowns, can
also provide protection, depending on the
unique risks that may be present in the first aid
provider’s environment.

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Instructor Guide 21
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Putting on and Removing Gloves

Small Group Practices are student exercises ■ Small Group Practice
designed to help students learn a particular skill or - Conduct a practice session emphasizing the
emergency sequence. These hands-on practice sessions skill of “Putting on and Removing Gloves.”
are essential to a student’s understanding and reten-
- Coaches will talk first aid providers through
tion of the material in the program.
“Putting on and Removing Gloves” using
Student Guide
• Basic – Use page 6
• BasicPlus – Use page 6
Coach
Instructor Note
First Aid
Use this simple Small Group Practice to help
Provider
students become familiar with how Small Group
Practices are conducted. Doing this will help mini-
mize issues in later practices.

Key Points
1. Students are arranged in pairs or small groups 6. Unless a manikin is required, a student from each
depending on the skill or sequence to practice. group will play the role of the “patient.” Each
student should play the role of the “patient”
2. Instructors are encouraged to create as small a
during the practice.
group as possible. Individual training programs
will state the minimum and maximum allowed 7. Coaches will refer to a Student Guide page or
size for each group. student handout for the practice. Only coaches
should use this guide or handout.
3. During the practice session, students should
rotate through the roles of coach, first aid 8. Based on the Student Guide or handout, coaches
provider, and patient. This seeing, hearing, need to provide corrective feedback on the first
speaking, feeling, doing approach maximizes aid providers’ performances.
sensory input and learning.
9. Instructors should roam through groups looking
4. A “coach” for each group is responsible for con- for inadequate performance and use positive
trolling the practice session. Each student should coaching and gentle correction to improve
play the role of the “coach” during the practice. students’ skill performances.
5. “First aid providers” are prompted through the 10. It is important for Instructors to maximize the
practice steps by their coaches. Each student students’ use of self-discovery to increase under-
should play the role of the “first aid provider” standing and retention.

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Instructor Guide 23
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Assessing for Response


Making an initial impression of a patient while ■ Video (segment duration 1:13)
approaching an emergency scene can help a first aid - Introduce and show video segment.
provider quickly suspect priority issues, such as level of - Ask for and briefly answer any questions.
responsiveness. Unresponsiveness may be a sign of a
serious life-threatening condition.
■ Student Guide
- To review "Assessing for Response"
■ Demonstration
“Assessing for Response.”

Key Points
1. After deciding to assist in a medical emergency 5. To assess for responsiveness, a first aid provider
and ensuring personal safety using SETUP, the should begin by verbally introducing herself and
first aid provider should start care by forming an her level of training and asking if she can help.
initial impression of what happened.
6. A verbal introduction should be given even if the
2. Gathering detailed information should be patient appears to be unresponsive, in case the
avoided during this initial patient impression. patient may be able to respond.
Forming just a basic sense of what occurred will
7. If a patient does not respond to a first aid
help the first aid provider get a feel for how to
provider’s voice, the provider should tap the
proceed.
patient’s shoulder and shout, “Are you okay?”
3. When there are multiple patients, it is important 8. Unresponsiveness may be a sign of a serious life-
to treat the most seriously ill or injured patients
threatening condition and requires immediate
first. In these cases, an initial impression of the
activation of Emergency Medical Services (EMS).
emergency scene can help the first aid provider
prioritize patients for care.
4. There are two important conditions a first aid
provider should immediately assess for if
suspected in the initial patient impression. Both
of these conditions require early intervention:
■ If a patient appears unresponsive
■ If a patient appears to have been seriously
injured by a great deal of force

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Instructor Guide 25
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Mechanism for Spinal Injury


Any significant force affecting the head, neck, or ■ Video (segment duration 1:45)
back has the potential to injure the spine. Any move- - Introduce and show video segment.
ment of an injured spine can result in serious or even - Ask for and briefly answer any questions.
life-threatening conditions. Early suspicion of an injury
to the spine can help prevent further injury during
■ Student Guide
- To review "Mechanism for Spinal Injury"
care.
■ Demonstration
“Mechanism for Spinal Injury.”

Key Points
1. The process by which external force results in 6. To manually stabilize the patient’s head, the first
injury is known as the “Mechanism of Injury.” aid provider should follow these steps:
2. Any significant force affecting the head, neck, ■ Get into a comfortable position and use
or back has the potential to injure the spine. both hands to hold the head in the position
Injury to the spinal cord can result in serious, you found it.
even life-threatening conditions, such as paralysis
■ Do not lift the head; simply cradle the head
or loss of breathing.
to keep it from moving.
3. Movement of damaged vertebrae can result in ■ Keep the head stabilized until EMS person-
additional damage to the spinal cord.
nel take over.
4. It is best to consider the potential for spinal cord 7. Movement of a suspected spinal injury should
injury early and minimize patient movement
only occur in order to establish an open air
throughout care.
passage to the lungs or to protect a patient who
5. If an injury to the spine is suspected, the first aid is in serious danger from his surroundings.
provider should instruct the patient to remain
still while providing manual stabilization of the
patient’s head as soon as possible.

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Instructor Guide 27
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Activating Emergency Medical Services (EMS)


The first aid provider is the first link in a progres- ■ Video (segment duration 2:03)
sive chain of emergency care. Activating EMS and get- - Introduce and show video segment.
ting ill or injured patients to the next level of care is - Ask for and briefly answer any questions.
one of the basic responsibilities of care for all patients.
■ Student Guide
- To review "Activating Emergency Medical
Services (EMS)"
■ Demonstration
“Activating Emergency Medical Services (EMS).”
■ Small Group Practice (Optional)

Key Points
1. Emergency Medical Services, or EMS, plays a 5. An EMS operator will ask for basic information
critical role in caring for medical emergencies. about the emergency, such as what type of emer-
It uses a specialized emergency communications gency it is, the location of the emergency, the
network to gather information and dispatch EMS number and conditions of patients, and what
responders to the emergency. first aid is being provided.
2. Highly trained EMS providers can respond to 6. It is ideal to remain in contact with the EMS
medical emergencies outside of a hospital, operator until EMS providers arrive or the first
provide emergency medical care, and transport aid provider is instructed to hang up, because the
emergency patients to a hospital. operator may be able to gather and relay
additional information to the EMS responders.
3. It is important to contact EMS immediately if a
Also, in many EMS systems, emergency operators
medical emergency exists, even if the situation
are trained to help guide first aid care.
is unclear. In any of the following situations, a
first aid provider should activate EMS as soon as 7. If possible, a second first aid provider or
possible: bystander should call EMS while the initial first
aid provider cares for the patient. If the patient
■ A patient is unresponsive
is unresponsive and there is only one first aid
■ A major mechanism of injury has occurred provider, the provider should call EMS before
■ Warning signs of a serious illness are caring for the patient.
present 8. Some workplaces have site-specific emergency
■ The situation is unclear, or the first aid plans in place which may use different numbers
provider is in doubt or procedures to notify response teams and EMS.
It is important to become familiar with the
4. Activating EMS usually consists of calling a proper emergency response procedure.
universal emergency telephone number, such as
911 in the United States and Canada. Emergency 9. The majority of medical emergencies occur at
numbers vary among other countries but are home, so it would be a good idea to develop a
typically three-digit numbers that are easy to personal emergency response plan for the home.
remember.

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Instructor Guide 29
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Small Group Practice (Optional)

Managing an Emergency Scene

Small Group Practices are student exercises ■ Optional Small Group Practice
emergency sequence. These hands-on practice sessions skill of “Managing an Emergency Scene,” using
are essential to a student’s understanding and reten- the practice materials found on the Basic
tion of the material in the program. Training Programs Instructor Resource CD.
- Coaches will talk providers through
Coach “Managing an Emergency Scene,” using the
provided student handout.
■ Optional Talk-Through Scenario Practice
- Conduct an optional practice using the
“Managing an Emergency Scene” and
“Personal Safety” Talk-Through Scenarios found
Patient in the Talk-Through Scenarios document titled
First Aid “TTS” on the Basic Training Programs Instructor
Provider Resource CD.

Key Points
1. Students are arranged in small groups of three or 6. “First aid providers” are prompted through the
four. practice steps by their coaches. Each student
should play the role of the “first aid provider”
2. Provide a reproduced set of handouts for each
group, including the coaching script and the four
scenarios provided on pages 32-35 in this 7. A student from each group will play the role of
Instructor Guide. the “patient.” Each student should play the role
of the “patient” during the practice.
3. The use of a phone is required for this practice.
Real phones that are disconnected are preferred, 8. Coaches will use the provided Coaching Script to
but a reproducible phone image is provided on guide the practice.
page 228 in this guide for use in the practice.
9. Based on the Coaching Script, coaches need to
4. During the practice session, students should provide corrective feedback on the first aid
rotate through the roles of coach, first aid providers’ performances.
provider, and patient. This seeing, hearing,
speaking, feeling, doing approach maximizes
for inadequate performance and use positive
coaching and gentle correction to improve
5. A “coach” for each group is responsible for con- students’ performances.
trolling the practice session. Each student should
11. It is important for Instructors to maximize the
play the role of the “coach” during the practice.
students’ use of self-discovery to increase under-
standing and retention.

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Instructor Guide 31
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Basic Life-Supporting Skills

Basic Life Support

There are five simple, life-supporting skills that a ■ Video (segment duration 2:30)
first aid provider uses to manage and care for the - Introduce and show video segment.
most life-threatening problems an ill or injured - Ask for and briefly answer any questions.
patient could have.
■ Student Guide
- To review "Basic Life-Supporting Skills"

Key Points
1. Of all medical emergencies, those that prevent 6. The small circle in the middle, labeled OA, repre-
oxygen from getting to the brain must be sents the importance of the Ongoing Assessment.
treated first.
7. There are five simple, life-supporting skills that a
2. Getting oxygen to the brain is dependent on first aid provider performs to manage problems
what are described as the ABCs: with the ABCs. These five skills are the most
important that a first aid provider can perform:
“A” represents Airway. An open and clear air-
way, or air passage, to the lungs must be ■ Positioning a patient’s head to create an
present. open airway
“B” represents Breathing. Adequate breath- ■ Rolling a patient to clear fluids from the
ing must be present. airway
“C” represents Circulation. Effective ■ Placing a patient comfortably on his side to
circulation of oxygenated blood to body protect his airway
tissue must be present.
■ Blowing into a patient’s mouth to provide
3. The Circles of Care illustrates the concept of pro- the lungs with air
viding basic life-supporting care for the ABCs.
■ Pushing on a patient’s chest to move blood
4. The outer circle describes the process of an Initial through the body
Assessment.
5. The inner circles, labeled A, B, and C, show the
dependent relationship between airway, breath-
ing, and circulation.

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Instructor Guide 33
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Airway — Head-Tilt, Chin-Lift

Basic Life Support

Establishing and maintaining an open and clear air ■ Video (segment duration 2:11)
passage from the mouth to the lungs is the highest - Introduce and show video segment.
priority of the five basic life-supporting skills. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Airway — Head-Tilt, Chin-Lift"
Instructor Note
■ Demonstration
If you have decided to present the Optional
First Aid Skill segment “Jaw-Thrust Maneuver,” it is
“Airway — Head-Tilt, Chin-Lift.”
recommended to do so after this segment. Optional
First Aid Skills are not recommended for a lay first
aid provider with limited training and experience.
These skills are included in the training guidelines ■ Small Group Practice
for more experienced providers. - Conduct the practice session on page 40.
The “Jaw-Thrust Maneuver” Optional First Aid Skill
segment is located on the Instructor Resource CD.

Key Points
1. Airway refers to the passage between 6. The hand on the patient’s forehead will maintain
the mouth and the lungs. It is the only way that the head-tilt. The fingers under the jaw should
oxygen can get to the lungs. Loss of the airway continue to support the jaw’s forward position.
can quickly lead to serious, life-threatening It is important to not press too deeply into the
problems and death. This is one of the most soft tissue of the chin as this can also block the
important things to understand as a first aid airway. The patient’s mouth should be left
provider. slightly open.
2. The most common airway blockage is the 7. Once an airway has been established, the first aid
patient’s own tongue. Unresponsive patients provider must continually maintain it. If released,
often lose muscle tone, which allows the base the airway will be lost.
of the tongue to relax and block the airway.
8. It is essential to first open the airway before
3. Because the tongue is attached to the lower jaw, assessing for breathing or when providing rescue
moving the jaw forward lifts the tongue away ventilations.
from the back of the throat and unblocks the
9. When caring for a patient, establishing an airway
airway.
is a higher priority than protecting a possible
4. The head-tilt, chin-lift technique is the best injury to the spine. Without an open and clear
method for opening the airway of an unrespon- airway, the patient will quickly die.
sive patient.
5. Performing the head-tilt, chin-lift technique
involves placing one hand on the patient’s fore-
head and the fingertips of the other hand under
the bony part of the patient’s chin. Applying
firm, backward pressure on the forehead while
lifting the chin up and forward should tilt the
head back and move the jaw forward.

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Instructor Guide 35
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Head-Tilt, Chin-Lift

emergency sequence. These hands-on practice sessions skill of “Head-tilt, Chin-lift.”
“Head-tilt, Chin-lift” using Student Guide
Coach • BasicPlus – Use page 11
Patient
First Aid
Provider

Key Points

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Instructor Guide 37
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Clearing the Airway — Log Roll

Basic Life Support

In order to ensure a clear and open airway, the first ■ Video (segment duration 1:21)
aid provider must also learn to clear foreign material - Introduce and show video segment.
from the mouth and airway of an ill or injured - Ask for and briefly answer any questions.
patient.
■ Student Guide
The log roll is an emergency move for all patients, - To review "Clearing the Airway — Log Roll"
regardless of injury. It is done to quickly clear fluid • Basic - Refer to page 12
from a patient’s airway. • BasicPlus - Refer to page 12
■ Demonstration
“Clearing the Airway — Log Roll.”

Key Points
1. Unresponsive patients often lose their protective 4. To clear a patient’s airway of fluids, the first aid
“gag reflex,” which naturally clears foreign provider will need to quickly roll the patient
material such as vomit, food, or blood, from the onto his side and allow fluids to drain using grav-
airway. ity. The first aid provider should remove any
material still in the mouth with a gloved finger.
2. It is vital to keep the patient’s airway clear of all
solid and liquid objects that might block the 5. Once clear, the patient should be kept on his side
passage of air to the patient’s lungs. If there is to help protect his airway, or returned to his back
material in the patient’s mouth, the first aid if further assessment or care is needed.
provider should remove it.
3. Solid objects that can be seen, such as pieces of
food, blood clots, or teeth, can be removed easily
with a gloved finger. The first aid provider should
take care not to push an object further down
into the airway.

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Instructor Guide 39
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Protecting the Airway — Recovery Position

Basic Life Support

A first aid provider can help keep an uninjured, ■ Video (segment duration 1:16)
unresponsive patient’s airway open and clear by plac- - Introduce and show video segment.
ing him in the recovery position. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Protecting the Airway —
Recovery Position"
Instructor Note • BasicPlus - Refer to page 13
In comparison with the log roll, the recovery ■ Demonstration
position is used to protect the airway of an unin- - Perform Real-time Demonstration of
jured, unresponsive patient and is not dependent “Protecting the Airway — Recovery Position.”
on speed. Taking the extra time and steps to place - Ask for and briefly answer any questions. If
a patient in the recovery position will make patient necessary, demonstrate again with explanation.
care easier and more effective for the first aid
provider.

Key Points
1. Placing an unresponsive patient in the “recovery 3. If there is a suspected injury to the spine, the first
position” uses gravity to keep the tongue from aid provider should not put the patient into the
blocking the airway and allows fluids to drain recovery position unless she must leave to get
passively from the mouth. additional help.
2. The purpose of the recovery position is to stabi- 4. The first aid provider can place an injured patient
lize the patient’s body and allow the first aid in the recovery position if it is necessary to get
provider to continue assessment and provide additional help or to activate EMS.
other care.

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Instructor Guide 41
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Clearing and Protecting the Airway

emergency sequence. These hands-on practice sessions skill of “Clearing the Airway — Log Roll” and
are essential to a student’s understanding and reten- “Protecting the Airway — Recovery Position.”
“Clearing and Protecting the Airway” using
Coach Student Guide
• Basic – Use pages 12 and 13
• BasicPlus – Use pages 12 and 13
- Conduct a practice session emphasizing the skill
of “Clearing and Protecting the Airway” Talk-
Patient Through Scenario found in the Talk-Through
First Aid Scenarios document titled “TTS” on the Basic
Provider Training Programs Instructor Resource CD.
Instructor Note
Warning! Caution students to avoid
practicing the log roll or the recovery position if
they have physical concerns or a history of back
problems.

Key Points

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Instructor Guide 43
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Breathing — Rescue Ventilations/Mask and Shield

Basic Life Support

Inadequate or absent breathing can quickly lead to ■ Video (segment duration 3:57)
brain damage and death. Learning how to supplement - Introduce and show video segment.
or replace breathing with rescue ventilations is anoth- - Ask for and briefly answer any questions.
er critical basic life-supporting skill for a first aid
provider to learn.
■ Student Guide
- To review “Breathing — Rescue Ventilations
Using Mask” and “Breathing — Rescue
Ventilations Using a Shield”
• Basic - Refer to pages 14 and 15
• BasicPlus - Refer to pages 14 and 15
■ Demonstration
“Breathing — Rescue Ventilations/Mask
and Shield.”

Key Points
1. Oxygen is essential to sustain life. Breathing is 7. The first aid provider can determine the
the action of drawing oxygen into the lungs effectiveness of a breath by watching the
where it can be delivered to the rest of the body. patient’s chest. It should rise smoothly and visibly
over one second.
2. Expansion of the chest causes suction, which pulls
oxygenated air into the lungs. The air sacs in the 8. If at any time chest rise is not visible while giving
lungs transfer the oxygen into the bloodstream a rescue ventilation, the first aid provider should
to be circulated to the body. Carbon dioxide, a establish the airway again using the head-tilt,
waste product created by the body, is released in chin-lift technique. It is important not to delay
exhaled air. further care if chest still does not rise.
3. Rescue ventilations are artificial breaths given to 9. Blowing too hard or too long can push air into
someone who is not breathing. Ventilations are the patient’s stomach, making additional ventila-
performed by blowing air into the patient’s tions more difficult and increasing the chance of
mouth to inflate the lungs. vomiting.
4. Air contains about 21 percent oxygen. Exhaled 10. When using a ventilation mask, make sure a one-
air contains about 16 to 17 percent oxygen. way valve is attached.
Exhaled oxygen is enough to support someone’s
11. When using a mask, lift the patient’s chin to
life using rescue ventilations.
bring her face up into the mask to create an air-
5. Using a protective barrier, such as a ventilation tight seal. Do not press the mask down against
shield or mask, when giving rescue ventilations the patient’s face. This will help ensure an open
can help limit exposure to infectious disease. airway.
6. Each rescue ventilation should be 1 second in 12. The same technique used with ventilation shields
length and have sufficient volume to create a can be used to provide mouth-to-mouth ventila-
visible rise of the patient’s chest. tion, if the first aid provider elects not to use a
barrier to ventilate.

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Instructor Guide 45
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Rescue Ventilations

emergency sequence. These hands-on practice sessions skill of “Rescue Ventilations.”
“Rescue Ventilations” using Student Guide
Basic – Use pages 14 and 15
BasicPlus – Use pages 14 and 15
Coach
Manikin
Instructor Note
It is a class requirement for students to prac-
First Aid
tice with either a ventilation shield, a ventilation
Provider
mask, or both.

Key Points
Instructor Guide 47
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Circulation — Chest Compressions

Basic Life Support

Adequate circulation of oxygenated blood to the ■ Video (segment duration 3:35)
brain, heart, and other vital organs is critical for - Introduce and show video segment.
patient survival. Delivering chest compressions to - Ask for and briefly answer any questions.
replace a heart that has quit beating can ensure some
circulation to the vital organs until additional care is
■ Student Guide
- To review "Circulation — Chest Compressions"
available.
■ Demonstration
“Circulation — Chest Compressions.”

Key Points
1. The circulatory system consists of the heart and 7. Chest compressions play a significant role in
a complex network of blood vessels. The heart the effectiveness of CPR. The first aid provider
mechanically contracts to push blood forward should make an effort to avoid interrupting
through the vessels. chest compressions.
2. Blood vessels in the lungs absorb oxygen from 8. For the adult patient, the chest should be
inhaled air. The oxygenated blood goes to the compressed to a depth of about 11/2 to 2 inches,
heart and is sent out to the rest of the body. In or 4 to 5 centimeters. The compression rate, or
the bloodstream, oxygen is absorbed from the speed, should be about 100 compressions per
blood into body tissues to be used to create minute.
energy. Oxygen-poor blood then returns to the
9. The amount of blood flow created by compres-
heart and is sent back to the lungs for more
sion of the chest depends greatly on the
oxygen.
technique of the provider.
3. Electrical impulses stimulate the heart’s mechan- 10. Chest compressions take a lot of physical energy.
ical contractions. If this electrical impulse is
When performing chest compressions, a first aid
disrupted by illness or injury, contractions
provider should get as close to the patient as
become ineffective and oxygenated blood flow
possible and bring her upper body weight up
stops. This is called cardiac arrest.
and over the patient so she can use it to help
4. The brain is particularly sensitive to lack of with the compression. The first aid provider can
oxygen. Without circulation, brain tissue begins also use compression speed to create smoother,
dying within four minutes and is generally not deeper, and more fluid compressions.
survivable within ten.
11. A first aid provider must make sure the chest
5. Cardiac arrest is usually a complication of cardio- expands fully to its normal position at the top of
vascular disease. Other causes include electrical each compression. The provider should take care
shock, severe blood loss, drug overdose, severe to keep her hands from losing contact with the
allergic reaction, and drowning. patient’s chest.
6. The treatment for cardiac arrest is cardiopul- 12. It is essential to continuously compress fast and
monary resuscitation, or CPR, which artificially deep when performing compressions.
circulates oxygen through chest compressions
and ventilations.

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Instructor Guide 49
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Chest Compressions

emergency sequence. These hands-on practice sessions skill of “Chest Compressions.”
“Chest Compressions” using Student Guide
Coach
Manikin
First Aid
Provider

Key Points

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Instructor Guide 51
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Initial Assessment
Basic Life Support

The initial assessment is designed to help a first aid ■ Video (segment duration 4:03)
provider quickly identify immediate threats to a - Introduce and show video segment.
patient’s life. - Ask for and briefly answer any questions.
■ Student Guide
Instructor Note - To review "Initial Assessment"
If you have decided to present the Optional • BasicPlus - Refer to page 17
First Aid Skill segment “Signs of Circulation,” it is
recommended to do so after this segment. Optional ■ Demonstration
First Aid Skills are not recommended for a lay first - Perform Real-time Demonstration of
aid provider with limited training and experience. “Initial Assessment.”
These skills are included in the training guidelines - Ask for and briefly answer any questions. If
for more experienced providers. necessary, demonstrate again with explanation.
The “Signs of Circulation” Optional First Aid Skill ■ Small Group Practice
segment is located on the Instructor Resource CD. - Conduct the practice session on page 58.

Key Points
1. Initial Assessment is the first evaluation of a 8. If a patient is breathing, it is safe to assume that
patient’s airway, breathing, and circulation. his heart is beating.
2. After ensuring personal safety, assessing respon- 9. The Initial Assessment should only be continued
siveness, assessing mechanism for spinal injury, if problems found with the airway and breathing
and activating EMS, the first aid provider should are being fully managed. If airway and breath-
assess the ABCs. ing are present, the first aid provider can check
circulation.
3. For an unresponsive patient, the first aid
provider must first assess the airway by using the 10. To continue, the first aid provider will scan the
head-tilt, chin-lift technique and quickly inspect- patient’s entire body for any obvious signs of
ing the mouth. If any foreign material is visible in bleeding. If severe bleeding is found, it must be
the mouth, the provider must remove it. controlled immediately.
4. Next, breathing is assessed by 11. Lastly, the patient’s tissue color and skin temper-
ature should be checked.
■ looking for a visible rise and fall of the
patient’s chest; 12. Abnormal tissue color and skin temperature can
indicate poor circulation and shock. If untreated,
■ listening for exhaled air at the patient’s
shock can rapidly progress to a life-threatening
mouth and nose;
condition.
■ and feeling for any exhaled air with his
cheek.
13. Tissue color depends on the amount of blood cir-
culating below the skin. Normal tissue color is
5. Normal breathing results in regular movement light pink. Poor tissue color can be blue, indicat-
of the chest and the flow of exhaled air is clearly ing a lack of oxygen in the blood, or very pale,
evident. indicating the possibility of shock.
6. The first aid provider should take at least 5 14. Tissue color in patients with darker skin can be
seconds and no longer than 10 seconds to assess assessed by looking at their lips or fingernail
whether breathing is present. beds.
7. Weak, irregular gasps, also known as agonal 15. Touching the patient’s forehead with a bare wrist
breaths, sometimes occur due to cardiac arrest. can indicate skin temperature. Normal skin feels
These reflex actions result in minimal movement warm and dry. Cool, wet skin may indicate shock.
of the chest and provide no usable oxygen for
the patient. If this occurs, breathing should be
considered absent.

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Instructor Guide 53
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Initial Assessment

emergency sequence. These hands-on practice sessions sequence of “Initial Assessment.”
“Initial Assessment” using Student Guide
Patient
First Aid
Provider

Key Points

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Instructor Guide 55
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Unresponsive Patient
Basic Life Support

When initial assessment identifies an unresponsive ■ Video (segment duration 4:30)
patient who is breathing, the proper care is to main- - Introduce and show video segment.
tain an open and clear airway. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Unresponsive Patient"
Instructor Note • BasicPlus - Refer to page 18
If you have decided to present the Optional
First Aid Skill segment “Rescue Breathing for Respi-
■ Demonstration
ratory Arrest,” it is recommended to do so after this
“Unresponsive Patient.”
segment. Optional First Aid Skills are not recom-
mended for a lay first aid provider with limited
training and experience. These skills are included in
the training guidelines for more experienced ■ Small Group Practice
providers. - Conduct the practice session on page 62.
The “Rescue Breathing for Respiratory Arrest”
Optional First Aid Skill segment is located on the
Instructor Resource CD.

Key Points
1. If a patient is found to be unresponsive, the first 5. If an unresponsive patient has been seriously
aid provider should assume a life-threatening injured, the airway should be maintained with
medical emergency exists. head-tilt, chin lift instead of the recovery
position. An exception to this is if the first aid
2. When a patient is unresponsive yet clearly
provider is alone and needs to get help.
breathing, ensuring an open and clear airway is
the primary concern of the first aid provider. 6. It is crucial to monitor the breathing of any unre-
sponsive patient placed in a recovery position,
3. Continued use of the head-tilt, chin-lift
because a patient’s condition can quickly become
technique is essential while scanning for
worse and require additional care.
bleeding and checking for tissue color and skin
temperature.
4. When an unresponsive, breathing patient is unin-
jured, he should be placed in a recovery position
to maintain the airway.

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Instructor Guide 57
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Unresponsive Patient

designed to help students learn a particular skill - Conduct a practice session emphasizing the
or emergency sequence. These hands-on practice sequence of “Unresponsive Patient.”
sessions are essential to a student’s understanding
and retention of the material in the program.
“Unresponsive Patient” using Student Guide
of “Unresponsive Patient” Talk-Through
Scenario found in the Talk-Through Scenarios
document titled “TTS” on the Basic Training
Patient Programs Instructor Resource CD.
First Aid
Provider
Instructor Note
Warning! Caution students to avoid
practicing placing an unresponsive patient in the
recovery position if they have physical concerns or
a history of back problems.

Key Points

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Instructor Guide 59
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
CPR for Cardiac Arrest

Basic Life Support

When Initial Assessment identifies a patient who is ■ Video (segment duration 5:40)
unresponsive and not breathing, the proper care is to - Introduce and show video segment.
perform cardiopulmonary resuscitation or CPR. - Ask for and briefly answer any questions.
■ Student Guide
- To review "CPR for Cardiac Arrest"
■ Demonstration
“CPR for Cardiac Arrest.”

Key Points
1. A patient who is unresponsive, not breathing, 4. It is unlikely a patient will improve with CPR
and has no other obvious signs of life has no alone. If a patient seems to be responding in
chance for survival without help. If breathing some way, the first aid provider should stop CPR
and circulation are absent, the patient is and check for normal breathing. If breathing is
essentially dead, so nothing a first aid provider found, the provider should place the patient in
does could possibly harm him further. the recovery position and monitor his breathing.
2. If Initial Assessment indicates a patient is 5. If the first aid provider doesn’t have a protective
unresponsive and not breathing, the patient is in barrier and doesn’t want to provide mouth-to-
cardiac arrest and CPR is the indicated care. The mouth ventilations, chest compressions can be
first aid provider should provide 2 rescue ventila- performed alone.
tions and then begin CPR, starting with chest
compressions.
3. In adult CPR, the ratio of chest compressions to
rescue ventilations is 30 compressions to 2 venti-
lations. The chest compressions should be given
at a rate of about 100 compressions per minute.

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Instructor Guide 61
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

CPR for Cardiac Arrest

emergency sequence. These hands-on practice sessions sequence of “CPR for Cardiac Arrest.”
“CPR for Cardiac Arrest” using Student Guide
Coach
of “CPR for Cardiac Arrest” Talk-Through
Manikin
Scenario found in the Talk-Through Scenarios
document titled “TTS” on the Basic Training
First Aid Programs Instructor Resource CD.
Provider

Key Points

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Instructor Guide 63
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Adult Compression-Only CPR

Basic Life Support

For sudden cardiac arrest, recent study has estab- ■ Video (segment duration 8:06)
lished the use of compression-only CPR as an alterna- - Introduce and show video segment.
tive to conventional CPR, which combines compres- - Ask for and briefly answer any questions.
sions and rescue ventilations. The immediate use of
continuous chest compressions for a witnessed sudden
■ Student Guide
- To review “Adult Compression-Only CPR”
collapse of an adult patient could significantly
increase the chance of surviving sudden cardiac arrest.
■ Demonstration
“Adult Compression-Only CPR.”

Key Points
1. For bystander treatment of sudden cardiac ■ A bystander who has been trained in
arrest, recent study has established the use of conventional CPR and is confident in the
compression-only CPR as an alternative to ability to provide ventilations with minimal
conventional CPR, which combines compressions interruptions to chest compressions can
and ventilations. choose to initiate either compression-only
CPR or conventional CPR.
2. Regardless of CPR method, every cardiac arrest
patient should receive immediate and effective ■ A bystander who has been trained in CPR
chest compressions with as few interruptions as and is not confident in their ability to
possible. provide conventional CPR should initiate
compression-only CPR.
3. By eliminating the need to ventilate,
compression-only CPR has shown to be more 6. Once started, either approach to CPR needs to be
likely than conventional CPR to reduce bystander provided with minimal interruption until
apprehension about performance or disease and another provider takes over; the patient
increase the likelihood that CPR will be responds; an AED is available for use; or EMS
attempted. providers can take over care.
4. It is important to understand that there are 7. Compressions can be tiring. If other bystanders
other cases of cardiac arrest, which could benefit are available, consider taking turns compressing
from the ventilations provided in conventional the chest. Change places as quickly as possible to
CPR. This includes arrests that are not witnessed, minimize any interruption to compressions.
arrests in children, and arrests initiated by non- 8. It is unlikely that a patient will improve with CPR
heart-related problems such as drowning or drug alone. If a patient seems to be responding in
overdose. some way, the first aid provider should stop CPR
5. A bystander should consider their training back- and check for normal breathing. If breathing is
ground and confidence level when making a found, the provider should place the patient in
decision to perform either compression-only CPR the recovery position and monitor breathing.
or conventional CPR. 9. A patient who is unresponsive and not breathing
■ A bystander who has not been trained in has no chance for survival without help. The
CPR should initiate compression-only CPR. patient is essentially dead, so nothing a provider
does could possibly harm the patient further.

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Instructor Guide 65
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Adult Compression-Only CPR

emergency sequence. These hands-on practice sessions sequence of “Adult Compression-Only CPR.”
- Coaches will talk providers through “Adult
Compression-Only CPR” using Student Guide
Coach ■ Optional Talk-Through Scenario Practice

- Conduct a practice session emphasizing the
skill of “Adult Compression-Only CPR” Talk-
Adult Through Scenario found in the Talk-Through
Manikin Scenarios document titled “TTS” on the Basic
Training Programs Instructor Resource CD.
Provider

Key Points
1. Students are arranged in pairs or small groups 6. Unless a manikin is required, a student from
depending on the skill or sequence to practice. each group will play the role of the “patient.”
Each student needs to play the role of the
2. Instructors are encouraged to create as small a “patient” during the practice.
will state the minimum and maximum allowable 7. Coaches will refer to a Student Guide page or
3. During the practice session, students need to
rotate through the roles of coach, provider, and 8. Based on the Student Guide page or handout,
patient. This seeing, hearing, speaking, feeling, coaches need to provide corrective feedback on
doing approach maximizes sensory input and the providers’ performances.
learning.
9. Instructors need to roam through groups looking
4. A “coach” for each group is responsible for for inadequate performance and use positive
controlling the practice session. Each student coaching and gentle correction to improve
needs to play the role of the “coach” during the students’ skill performances.
practice.
5. “Providers” are prompted through the practice students’ use of self-discovery to increase under-
steps by their coaches. Each student needs to standing and retention.
play the role of the “provider” during the
practice.

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Instructor Guide 67
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Using an Automated External Defibrillator (AED)

Defibrillation

Early defibrillation by a trained first aid provider ■ Video (segment duration 7:47)
prior to the arrival of EMS is the most successful - Introduce and show video segment.
treatment for sudden cardiac arrest (SCA). - Ask for and briefly answer any questions.
■ Student Guide
- To review "Using an Automated External
Defibrillator (AED)"
Instructor Note
If you are teaching the Basic CPR and First
Aid for Adults class option, you will not cover any
more information on the use of an AED. After fin-
ishing this segment, skip to page 80 and cover
“Control of Bleeding” as the next class segment. If
you are using the VHS version of the video pro-
gram, remove Tape 1 and insert Tape 2 to continue.
If you are teaching the BasicPlus CPR, AED, and
First Aid for Adults class option, continue to the
next segment.

Key Points
1. Surviving sudden cardiac arrest (SCA) is often 5. By implementing AEDs for use by bystanders,
dependent on how fast a patient is defibrillated. some AED programs have dramatically improved
For each minute a patient is in arrest, the chance survival rates up to 50 percent or more!
of survival decreases by about 10 percent. After
6. The Chain of Survival for SCA consists of four
as little as 10 minutes, very few people are
links: early access to EMS, early CPR, early
successfully resuscitated.
defibrillation, and early advanced care. Any
2. Historically, defibrillation has been provided by weak link in the chain will reduce a patient’s
EMS personnel. EMS response times from collapse chance of survival.
to defibrillation are often longer than 10 minutes.
7. Early defibrillation with an AED has shown to be
In most cases, it’s too late.
the link with the most influence on improving
3. With an automated external defibrillator (AED), the patient’s chance of survival from SCA.
you have the capability of providing
defibrillation much earlier than EMS.
4. AEDs are small, portable devices that can
accurately identify whether defibrillation is
needed. An AED analyzes the heart rhythm,
advises you when a shock is indicated, and
defibrillates the patient through electrode
pads adhered to the patient’s chest.

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Instructor Guide 69
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Bare, Prepare, and Place Pads

Defibrillation

Proper placement of defibrillation pads by a first ■ Video (segment duration 1:30)
aid provider has the greatest influence on the success - Introduce and show video segment.
of defibrillation using an AED. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Bare, Prepare, and Place Pads"
■ Demonstration
“Bare, Prepare, and Place Pads.”

Key Points
1. Defibrillation pads must be applied to a patient’s 5. One pad should be placed below the patient’s
bare chest. If the patient is clothed, the first aid right collarbone, above the nipple, and beside
provider must quickly tear or use scissors to the breastbone. The first aid provider should
remove patient clothing, including make sure the pad adheres to the skin by
undergarments. pressing it flat.
2. If the patient’s chest is wet or sweaty, it must be 6. The other pad should be placed lower on the
dried with a dressing, towel, or even the patient’s left side, over the ribs, and a few inches
patient’s own shirt so the pads will adhere effec- below the armpit. Again, the first aid provider
tively. should press firmly.
3. Defibrillation pads have pictures on them to 7. Placing pads as accurately as possible allows an
assist in proper placement. It is important to look AED to deliver the most effective treatment.
carefully at the pictures on the pads.
4. Pads have a conductive gel surrounded by an
adhesive. The first aid provider must peel the
pads from their backing one at a time and place
them on the patient’s chest exactly as indicated
in the pictures.

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Instructor Guide 71
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Basic AED Operation

Defibrillation

AEDs are simple and safe for first aid providers to ■ Video (segment duration 2:49)
operate. The complex analysis and decision to deliver - Introduce and show video segment.
a shock is made by the AED. Providers simply have to - Ask for and briefly answer any questions.
attach the device and push a button to deliver a shock
■ Student Guide
when indicated by the AED.
- To review "Basic AED Operation"
■ Demonstration
“Basic AED Operation.”

Key Points
1. AEDs are designed to be simple to operate. Voice 7. If an AED analysis indicates a defibrillation shock
and screen instructions guide the operator in is required, the AED will automatically begin
using the device. charging for the shock. Voice instructions from
the AED will indicate when it is ready. Most AEDs
2. The four basic steps to operate an AED are
require an operator to push a shock button to
■ turn the AED on; deliver the shock.
■ attach it to the patient; 8. To prevent accidental shock, it is important for
■ allow it to automatically analyze the a first aid provider to keep other providers and
patient’s heart rhythm; bystanders clear of the patient when delivering
a shock. A first aid provider should verbally and
■ and clear others from the patient when visually make sure no one, including herself, is
indicated by the AED and press a button in contact with the patient.
to deliver a shock.
9. After delivering a defibrillation shock, CPR
3. It is important to position the AED next to the should be started immediately. Research has
provider, close to the patient’s head. On some confirmed the benefit of uninterrupted CPR after
models, opening the case will turn on the power. defibrillation.
If necessary, the first aid provider can press the
power button to activate the device. This will 10. Once started, the first aid provider should not
start voice instructions from the AED. stop CPR unless she is instructed to by the AED,
sees the patient clearly move on his own, or is
4. Most AEDs have pads that are preconnected, but directed to do so by an EMS provider.
some models require the provider to plug in a
pad connector. 11. An AED may direct a first aid provider to deliver
additional shocks. Providers must continue to fol-
5. An AED will automatically begin to analyze the low all voice instructions given by the AED.
patient’s heart rhythm once it is fully connected.
A voice message will state that the analysis is in 12. When turning the patient over to EMS, the first
progress. aid provider should provide a brief summary of
what happened, including the condition of the
6. Movement of the patient can interrupt the patient when found, how long she suspects the
analysis. It is important to ensure that no one is patient was down, and the care provided.
touching the patient during analysis.

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Instructor Guide 73
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Basic AED Operation

emergency sequence. These hands-on practice sessions sequence of “Basic AED Operation.”
“Basic AED Operation” using Student Guide
Coach
of “Basic AED Operation” Talk-Through Scenario
found in the Talk-Through Scenarios document
Manikin
titled “TTS” on the Basic Training Programs
AED Instructor Resource CD.
First Aid
Provider

Key Points

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Instructor Guide 75
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Troubleshooting Messages
Defibrillation

AEDs are designed to automatically detect prob- ■ Video (segment duration 1:35)
lems during use and give troubleshooting messages - Introduce and show video segment.
for first aid providers to follow to correct the problem. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Troubleshooting Messages"

Key Points
1. AEDs are designed to detect problems during use 5. If the pads do not stick due to chest hair, the
and guide the first aid provider through pads can be pulled off quickly to remove some of
corrective actions. If a troubleshooting message the adhered chest hair. If needed, the chest can
occurs, the provider should stay calm and follow then be quickly shaved and a new set of pads
the AED’s voice instructions. applied.
2. If a voice message indicates a problem with the 6. Another troubleshooting message may indicate
pads, there is either an inadequate connection to that analysis has been interrupted due to patient
the AED or the pads are not completely adhered movement. In this case, all sources of patient
to the patient’s skin. movement, such as rescue ventilations or chest
compressions, must be stopped. If the patient is
3. By pressing firmly on the pads, especially around
in a moving vehicle, the vehicle should be
the edges, the first aid provider can make sure
stopped.
they are adhering effectively. If the message con-
tinues, the pads cable connector might not be 7. If a message indicates the need to replace a
firmly connected to the AED. battery, there may only be enough energy for a
limited number of shocks. If the AED fails to
4. If the patient’s chest is wet, the pads will need to
operate, the depleted battery should be removed
be removed and the chest wiped dry. When the
and replaced with a new one.
chest is dry, apply a new set of pads.

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Instructor Guide 77
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Other AED Considerations

Defibrillation

There are some common issues a first aid provider ■ Video (segment duration 2:31)
may need to effectively deal with when operating - Introduce and show video segment.
an AED. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Other AED Considerations"

Key Points
1. AEDs can be used in wet environments. It is okay 6. Children are far less likely than adults to experi-
to use an AED when a patient is lying on a wet ence sudden cardiac arrest. Most AEDs have
surface, such as in the rain or near a swimming specially designed pads which reduce the defib-
pool. However, a patient should be removed rillation energy to a level more appropriate for
from standing water before using an AED. children eight years old and younger.
2. A defibrillator should never be immersed in 7. If an available AED is not specifically equipped
water or have fluids spilled on it. for use on a child, an AED designed for adults
can be used instead.
3. AEDs can also be used safely on metal surfaces,
such as gratings or stairwells. Make sure pads do 8. Keep in mind, the majority of cardiac arrest cases
not directly touch any metal surface. involving children are caused by problems with
the airway or breathing. In most cases, children
4. A patient may have a surgically implanted device
will benefit more from well-performed CPR than
in the chest, such as a pacemaker or an
from defibrillation.
automated internal defibrillator. A noticeable
lump and surgical scar will be visible on the 9. If emergency oxygen is being used during resusci-
chest. If the device interferes with pad tation, the delivery device or mask should be
placement, the pad location should be adjusted directed away from the patient when delivering
slightly so pad edges are at least one inch away a shock.
from the implanted device.
10. Some AEDs are fully automatic and do not
5. Before placing pads, the first aid provider should require a shock button to deliver a shock. To
use a gloved hand to peel away any medication avoid accidental shock to self and others with
patches found on the chest and remove any fully automatic AEDs, the first aid provider
remaining residue. Defibrillating over medication should ensure no one is in contact with the
patches could reduce the effectiveness of the patient before the delivery of a shock.
treatment.

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Instructor Guide 79
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Control of Bleeding
Bleeding and Shock

The control of serious external bleeding is an ■ Video (segment duration 5:12)
important and effective treatment skill for a first aid - Introduce and show video segment.
provider to learn. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Control of Bleeding"
■ Demonstration
“Control of Bleeding.”

Key Points
1. Blood vessels are distributed throughout body 7. Targeted, direct pressure applied to the source of
tissue. When soft tissue is injured, bleeding will bleeding is the best method to control it.
occur.
8. It’s unlikely that any other treatment besides
2. Bleeding reduces the oxygen-carrying capacity of direct pressure will be necessary to control severe
blood. If bleeding is severe, it can quickly become bleeding.
life-threatening. Limiting blood loss is a high pri-
9. When barriers are not available, the patient can
ority when caring for an injured patient.
provide self-care or the provider can use
3. Blood flows away from the heart in arteries. improvised barriers.
Arterial bleeding is bright red in color and will
10. The sight of blood or open wounds should not
spurt with the contractions of the heart. It can be
distract the first aid provider from following the
difficult to control due to the pressure created by
priorities of care. The patient must have an open
the heart’s contractions.
airway and adequate breathing before external
4. If the blood is dark red and flowing steadily, it is bleeding can be attended to.
coming from a vein. Veins return blood to the
11. If direct pressure controls bleeding, a pressure
heart. Bleeding from a vein can be heavy but is
bandage can be applied. Wrap a roller or elastic
usually easier to control than arterial bleeding.
bandage around the injured limb, incorporating
5. Clot-forming fibers collect at a wound site and enough pressure with the bandage to maintain
attempt to create a patch to stop bleeding. First bleeding control.
aid bleeding control will assist this natural
12. Avoid wrapping a pressure bandage so tightly it
process.
causes numbness and tingling.
6. A bleeding patient exposes first aid providers to
potentially infectious body fluids. Using barriers,
such as disposable gloves, protects both provider
and patient.

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Instructor Guide 81
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Managing Shock
Bleeding and Shock

If left untreated, a patient in shock may quickly get ■ Video (segment duration 4:53)
worse or even die. Learning to recognize the signs and - Introduce and show video segment.
symptoms of shock is an important skill for the first - Ask for and briefly answer any questions.
aid provider.
■ Student Guide
- To review “Managing Shock”
■ Demonstration
“Managing Shock.”

Key Points
1. Shock occurs when the body cannot supply 5. Other signs and symptoms, such as a patient’s
enough oxygen to its tissues. If not recognized skin becoming pale, cool, and sweaty, can
early, it can become life-threatening. emerge gradually. Responsiveness may diminish.
2. Many illnesses and injuries can cause shock to 6. Shock can reach a point where it becomes
develop: irreversible. A patient in shock must get to a
hospital as quickly as possible in order to survive.
■ External bleeding will reduce the amount
Early recognition, early treatment, and activation
of blood carrying oxygen to the body.
of EMS are essential for survival.
■ Internal bleeding, generally caused by a
blunt blow to the chest or abdomen, is hard
7. Maintaining an open airway, ensuring adequate
breathing, and controlling external bleeding will
to detect early, nearly impossible to control,
slow the progression of shock.
and will also reduce the amount of oxygen-
carrying blood. 8. When shock is suspected, elevating the patient’s
legs about 8 to 10 inches (20 to 25 centimeters)
■ Difficulty in breathing can limit available
will supply the heart with additional blood from
oxygen.
the legs and help to improve circulation.
■ Damage to a heart from injury or disease
can lessen the volume of blood and oxygen
9. A patient who is having difficulty breathing may
not be able to breathe well lying down. She
circulated in the body.
should sit up and assume a position of comfort. If
■ Injury to the spine can cause blood vessels a patient is suspected of having a spinal injury,
to widen, creating a drop in blood pressure. it is best to leave her positioned as found.
■ Severe allergic reaction or bad infection can 10. Maintaining a patient’s normal body
also cause blood vessels to widen. temperature is also important. The patient
3. Any seriously ill or injured patient has the should be insulated on top and underneath to
potential to develop shock. prevent heat loss.
4. Detecting early symptoms of shock can be 11. Providing supportive care by keeping the patient
difficult. A patient may simply appear uneasy, as comfortable and as calm as possible is impor-
restless, or worried. Discoloration, tenderness, tant. It is best to avoid giving her anything to eat
swelling, or rigidity near an injury could indicate or drink.
internal bleeding. 12. The first aid provider should provide emergency
oxygen if it is available and he is trained to use it.

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Instructor Guide 83
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Control of Bleeding and Managing Shock

designed to help students learn a particular skill or - Conduct a practice session emphasizing
emergency sequence. These hands-on practice sessions the sequence of “Control of Bleeding and
are essential to a student’s understanding and reten- Managing Shock.”
“Control of Bleeding and Managing Shock”
Coach using Student Guide
of “Control of Bleeding/Managing Shock” Talk-
Patient Through Scenario found in the Talk-Through
First Aid Scenarios document titled “TTS” on the Basic
Provider Training Programs Instructor Resource CD.

Key Points

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Instructor Guide 85
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Foreign Body Airway Obstruction

Choking

Recognizing a patient who is choking and provid- ■ Video (segment duration 4:40)
ing the indicated care is a simple and very effective - Introduce and show video segment.
skill for a first aid provider to learn. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Foreign Body Airway Obstruction"
■ Demonstration
“Foreign Body Airway Obstruction.”

Key Points
1. Choking occurs when a solid object, such as a 7. If the patient loses consciousness, it is important
piece of food, becomes lodged in the lower to get him to the ground as gently as possible
throat, blocking the airway. Unlike objects in the and to contact EMS. The first aid provider should
mouth, objects stuck in the throat cannot be seen then begin CPR, inspecting the mouth and
or removed with a finger. removing any visible objects each time an airway
is established for ventilations.
2. Choking results from a severe airway obstruction.
Signs of severe obstruction include very little or 8. A choking patient who is clearly pregnant or
no air exchange, lack of sound, and the inability obese enough that a first aid provider cannot get
to speak or cough forcefully. his arms around her waist will benefit more from
chest thrusts than abdominal thrusts.
3. Because the airway is blocked, a choking patient
cannot pull in outside air to create a cough force- 9. Abdominal and chest thrusts can cause internal
ful enough to dislodge the object. injury. Anyone treated with thrusts should be
evaluated by medical professionals to be sure no
4. The best way to remove the object is to give the
injury resulted.
patient abdominal or chest thrusts. Compressing
the chest with thrusts creates enough pressure to
“pop” out the object and clear the airway.
5. The most common object to cause choking is
food. A choking patient usually holds his hands
to his throat as he attempts to clear the obstruc-
tion naturally. This gesture can be a helpful sign
to recognize choking.
6. To determine if someone is choking, the first aid
provider should get the person’s attention and
ask, “Are you choking?” If he can speak or cough
forcefully, it is important to stay close but not
interfere. If he nods yes and remains silent, the
first aid provider must act quickly to remove the
obstruction.

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Instructor Guide 87
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Foreign Body Airway Obstruction

emergency sequence. These hands-on practice sessions skill of “Foreign Body Airway Obstruction.”
“Foreign Body Airway Obstruction” using
Student Guide
Coach • Basic – Use page 23
of “Foreign Body Airway Obstruction” Talk-
Through Scenario found in the Talk-Through
Patient Scenarios document titled “TTS” on the Basic
First Aid Training Programs Instructor Resource CD.
Provider
Instructor Note
Warning! Caution students to only simu-
late abdominal or chest thrusts during the practice.

Key Points

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Instructor Guide 89
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Ongoing Assessment
Continuous Patient Care

Even if a patient appears fine on Initial Assessment, ■ Video (segment duration 1:25)
he may not remain that way. Ongoing Assessment - Introduce and show video segment.
detects changes in a patient’s condition that may - Ask for and briefly answer any questions.
require additional care.
■ Student Guide
- To review "Ongoing Assessment"

Key Points
1. The status of a patient’s condition can change at 4. The patient’s condition can become worse at any
any time. Scenes that were initially safe may time. The first aid provider should continue
become unsafe. Patients can become Ongoing Assessment until EMS arrives or another
unresponsive or stop breathing during care. first aid provider takes over. If a patient’s condi-
Bleeding that was controlled may start again. tion changes, make sure to provide indicated
care.
2. Ongoing Assessment refers to the continual
observation of a patient to identify changes in
condition and environment. It focuses on the
priorities of emergency care: first aid provider
safety and the ABCs of patient care.
3. The first aid provider should always keep alert
for developing hazards:
■ Watch for changes in the patient’s
responsiveness.
■ Ensure the airway remains clear and open.
■ Make sure the patient is breathing
adequately.
■ Recheck wounds for additional bleeding
and watch for developing signs of shock.

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Instructor Guide 91
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Warning Signs of Serious Illness

Caring for Illness

The human body will display warning signs to alert ■ Video (segment duration 1:59)
us to potentially life-threatening illnesses. The first aid - Introduce and show video segment.
provider does not have to determine a cause. The - Ask for and briefly answer any questions.
warning signs alone indicate the need to take immedi-
■ Student Guide
ate action.
- To review "Warning Signs of Serious Illness"

Key Points
1. The human body will display warning signs to
alert us to potentially life-threatening illnesses.
2. The major warning signs of serious illness are the
following:
■ An altered level of responsiveness
■ Pain, severe pressure, or discomfort in the
chest
■ Breathing difficulty or shortness of breath
■ Severe abdominal pain
3. If a patient is displaying one of the warning
signs, the first aid provider should focus on pro-
viding supportive care for the obvious symptoms
and not spend time trying to figure out the
underlying cause.
4. The warning signs alone indicate the need to
take immediate action. The first aid provider
should activate EMS and get the patient to the
next level of care.

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Instructor Guide 93
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Altered Level of Responsiveness

Caring for Illness

Caused by a number of different medical condi- ■ Video (segment duration 5:56)
tions, a diminished mental status or confusion indi- - Introduce and show video segment.
cates a patient has a problem that is affecting the - Ask for and briefly answer any questions.
brain. It is critical to recognize this as a serious warn-
■ Student Guide
ing sign and to quickly initiate care and activate EMS.
- To review "Altered Level of Responsiveness"

Key Points
1. A significant change in a person’s normal mental 8. It is normal for responsiveness to improve slowly
status indicates a serious medical problem. after a seizure. The first aid provider should pro-
vide reassurance as the patient improves.
2. Illnesses that affect the function of the brain can
change how a person acts and responds. Other 9. Stroke occurs when a blood vessel in the brain
influences that can affect the brain include becomes blocked or bursts open, causing brain
extreme temperatures, poisons, or the use of cells to die. Depending on the affected blood
alcohol or drugs. vessel’s location, symptoms can vary.
3. Early first aid provider recognition and rapid pro- 10. To determine if the patient could be suffering
fessional medical care is the best way to handle a from a stroke, the first aid provider can ask the
patient with an altered mental state. patient to smile, to hold up both arms, and to
speak a simple sentence. If the patient has trou-
4. Diabetes can cause an altered level of responsive-
ble with any of these tasks, a stroke may have
ness similar to intoxication due to an imbalance
occurred.
of blood sugar. The patient may have a special
bracelet or necklace indicating he has diabetes. 11. Someone suffering from stroke can appear less
responsive but still be aware of what is happen-
5. Giving sugar to someone experiencing a diabetic
ing. It is important to always reassure patients
emergency is the most recognized treatment;
with altered mental states as if they can
however, the most immediate danger to a
understand.
patient with an altered level of responsiveness is
the loss of the ability to protect and clear his 12. Early advanced treatment is critical in limiting
own airway. Nothing should be given by mouth damage caused by stroke. The first aid provider
to a patient with a diminished level of should activate EMS immediately if she suspects a
responsiveness. stroke has occurred.
6. Seizures also result in an altered level of respon- 13. It is important to treat the obvious problem and
siveness. Protecting a seizing patient from avoid spending time trying to determine why a
further harm is the biggest concern. The first aid patient has an altered level of responsiveness.
provider should move objects away from the Emergency treatment of someone with an
patient, support the patient’s head, and never altered level of responsiveness is the same
tightly restrain the patient. It is dangerous and regardless of the underlying cause.
unnecessary to place anything, especially fingers,
14. Place all uninjured patients with a diminished
in a seizing patient’s mouth.
level of responsiveness in the recovery position
7. Seizures usually subside after a few minutes. to protect their airways.
Once the seizure has passed, it is important to
assess the patient’s airway and breathing.

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Instructor Guide 95
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Pain, Severe Pressure, or Discomfort in Chest

Caring for Illness

Pain, severe pressure, or discomfort in the chest is ■ Video (segment duration 3:25)
one of the most common symptoms associated with - Introduce and show video segment.
serious heart problems. Other serious problems can - Ask for and briefly answer any questions.
also cause chest pain. It is critical to recognize this as
■ Student Guide
an urgent warning sign and to quickly initiate care
- To review "Pain, Severe Pressure, or
and activate EMS.
Discomfort in Chest"

Key Points
1. Pain, severe pressure, or discomfort in the chest is
another warning sign of serious illness that could
quickly develop into a life-threatening situation.
2. Although a first aid provider cannot be certain
that pain, pressure, or discomfort in the chest
indicates a heart problem, chest pain is the most
common symptom associated with serious heart
conditions. Other signs and symptoms include
light-headedness; shortness of breath;
indigestion; nausea; or pale, cool, clammy skin.
3. Women often describe indigestion rather than
chest pain as their most obvious symptom of a
heart-related problem.
4. Other serious conditions can also cause chest
pain.
5. The first aid provider should activate EMS and
allow the patient to find a comfortable position,
keeping her as calm as possible.
6. The first aid provider should also be prepared to
provide additional care as indicated by Ongoing
Assessment.

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Instructor Guide 97
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Breathing Difficulty, Shortness of Breath

Caring for Illness

One of the most potentially life-threatening emer- ■ Video (segment duration 3:36)
gencies is one that results in breathing difficulty. It is - Introduce and show video segment.
critical to recognize this as a serious warning sign and - Ask for and briefly answer any questions.
to quickly initiate care and activate EMS.
■ Student Guide
- To review "Breathing Difficulty, Shortness
of Breath"

Key Points
1. Difficulty breathing is another major warning 7. If the patient has a history of severe allergic
sign of serious illness. With a variety of causes, it reactions and carries a prescribed epinephrine
is a significant problem that can quickly become auto-injector or Epi-pen, the first aid provider
life-threatening. can assist him in using the device.
2. The first aid provider should focus care on the 8. First aid provider assistance with medications
breathing problem and not on determining the includes actions such as getting medication from
cause. a separate location or opening medication
containers. It does not include actually adminis-
3. The first aid provider should activate EMS imme-
tering the medication.
diately and allow the patient to find the most
comfortable position in which to breathe. 9. Some states in the U.S. have legislation that, in
limited circumstances, allows first aid providers
4. Comforting the patient and keeping him as calm
to actually carry an epinephrine auto-injector
as possible is also important.
and administer the medication directly to others.
5. The first aid provider should provide emergency Additional training is necessary to meet
oxygen to the patient if it is available and the regulation.
provider is trained to use it.
6. If the patient indicates an asthma attack and has
a prescribed asthma medication inhaler, the first
aid provider can assist him in using it.

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Instructor Guide 99
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Severe Abdominal Pain

Caring for Illness

There are many vital and unprotected organs in ■ Video (segment duration 2:43)
the abdomen. Being able to assess the patient with - Introduce and show video segment.
abdominal pain and initiate the indicated care could - Ask for and briefly answer any questions.
be life-saving.
■ Student Guide
- To review "Severe Abdominal Pain"
■ Small Group Practice (Optional)

Key Points
1. Severe abdominal pain is also a warning sign of 5. The first aid provider should avoid giving the
serious illness, especially if it appears suddenly or patient anything to eat or drink and should be
is a new experience for the patient. prepared to provide any indicated care as deter-
mined by Ongoing Assessment.
2. Abdominal pain can be caused by a variety of
serious medical conditions that can only be diag- 6. If emergency oxygen is available and the first aid
nosed by a professional medical care provider. It provider is trained to use it, she may provide it to
is best to treat the patient’s condition as a possi- the patient.
ble medical emergency.
3. Early first aid provider recognition and rapid
transport to a hospital may help prevent the
patient from developing a life-threatening
condition.
4. To help recognize abdominal pain, the first aid
provider should look for the patient to be
positioned in a way that attempts to relieve the
pain. In cases of severe abdominal pain, the first
aid provider should activate EMS immediately
and allow the patient to find the most comfort-
able position possible. Comforting the patient
and keeping him as calm as possible is also
important.

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Instructor Guide 101

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Warning Signs of Serious Illness

Small Group Practices are student exercises ■ Optional Small Group Practice
emergency sequence. These hands-on practice sessions skill of “Warning Signs of Serious Illness” using
are essential to a student’s understanding and reten- the practice materials found on the Pediatric
tion of the material in the program. Training Programs Instructor Resource CD.
- Coaches will talk provider through
Coach “Warning Signs of Serious Illness,” using the
provided student handout.
of “Warning Signs of Serious Illness” Talk-
Provider

Key Points
1. Students are arranged in small groups of three or 6. “First aid providers” are prompted through the
four. practice steps by their coaches. Each student
should play the role of the “first aid provider”
2. Provide a reproduced set of handouts for each
group, including the coaching script and the four
scenarios provided on pages 104-107 in this 7. A student from each group will play the role of
Instructor Guide. the “patient.” Each student should play the role
of the “patient” during the practice.
3. The use of a phone is required for this practice.
Real phones that are disconnected are preferred, 8. Coaches will use the provided Coaching Script to
but a reproducible phone image is provided on guide the practice.
page 228 in this guide for use in the practice.
9. Based on the Coaching Script, coaches need to
4. During the practice session, students should provide corrective feedback on the first aid
rotate through the roles of coach, first aid providers’ performances.
provider, and patient. This seeing, hearing,
speaking, feeling, doing approach maximizes
for inadequate performance and use positive
coaching and gentle correction to improve
5. A “coach” for each group is responsible for con- students’ performances.
trolling the practice session. Each student should
play the role of the “coach” during the practice.
students’ use of self-discovery to increase under-
standing and retention.

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Mechanism for Significant Injury

Caring for Injury

The manner in which outside forces create an injury ■ Video (segment duration 1:01)
is described as the Mechanism of Injury. When this - Introduce and show video segment.
force is significant, it is best to assume serious injuries - Ask for and briefly answer any questions.
could have resulted. It is important to provide support-
■ Student Guide
ive care, even if the first aid provider cannot tell an
- To review "Mechanism for Significant Injury"
injury actually exists.

Key Points
1. Injuries are caused by a physical force or energy
against the body. The manner in which outside
forces create an injury is called the Mechanism of
Injury.
2. A minor Mechanism of Injury, such as getting
your fingers shut in a closing door, can be painful
but is rarely serious.
3. A major Mechanism of Injury, such as falling from
a ladder, can result in far more serious injuries.
4. A major Mechanism of Injury that involves the
head, neck, or back raises the possibility of injury
to the spine. It is important to react promptly,
keeping the injured patient in the position in
which he was found and providing manual
stabilization of the head if a spinal injury is
suspected.

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■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Swollen, Painful, Deformed Limb

Caring for Injury

Injuries to bone and muscle are some of the most ■ Video (segment duration 4:14)
common types of injuries that occur. Learning to assess - Introduce and show video segment.
and care for significant injury to a limb provides for - Ask for and briefly answer any questions.
the well-being and comfort of injured patients.
■ Student Guide
- To review "Swollen, Painful, Deformed Limb"
■ Demonstration
“Swollen, Painful, Deformed Limb.”

Key Points
1. Limb injuries are common injuries in 5. Activating EMS when a major mechanism of
occupational settings. They are usually not life- injury has occurred is critical.
threatening, but quick recognition and first aid
6. Using Initial Assessment helps identify whether
can help reduce pain, prevent further injury, and
any life-threatening problems exist. The first aid
limit permanent damage.
provider should control any serious bleeding
2. Long bones form the upper and lower parts of before caring for an injured limb.
each limb. Muscles attach to the bones, allowing
7. Distinguishing between injuries to bones,
for movement at the joints.
muscles, or joints is often difficult. It is best to
3. A Mechanism of Injury can be either direct or manually stabilize the injured limb until the
indirect. A direct injury refers to force acting actual damage can be determined.
directly on the body, such as being struck by a
8. In most cases, manual stabilization of the limb is
moving object. An indirect injury refers to force
the best immobilization technique for a first aid
acting directly on one part of the body but injur-
provider to use. EMS can provide more efficient
ing a separate part, such as incurring a shoulder
and effective resources for splinting an injured
injury from falling onto an outstretched hand.
limb.
4. It is important to maintain first aid provider
safety. The first aid provider should use SETUP to
determine if the scene is safe before entering.

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■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Swollen, Painful, Deformed Limb

emergency sequence. These hands-on practice sessions skill of “Swollen, Painful, Deformed Limb.”
“Swollen, Painful, Deformed Limb” using
Student Guide
Coach • Basic – Use page 31
of “Swollen, Painful, Deformed Limb,” Talk-
Provider

Key Points

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Caring for Specific First Aid Problems


The following two segments provide guidelines for ■ Video (segment duration 1:00)
assessing specific first aid problems. Information pages - Introduce and show video segment.
for each of the most common specific first aid prob- - Ask for and briefly answer any questions.
lems can be found in Appendix A of this Instructor
■ Student Guide
Guide. Depending on the needs of the students,
- To review "Caring for Specific First Aid
Instructors can choose any number of topics to cover.
Problems"
Instructor Note
The Basic and BasicPlus Student Guides con-
tain all of the Specific First Aid Problems student
pages that are available in Appendix A of this
Instructor Guide. Page numbers that correspond to
each Student Guide are included on each page in
Appendix A.

Key Points
1. If you are covering any of the specific first aid 4. Each Specific First Aid Problem student page
topics, you must first cover the “Performing a begins with a brief overview of the problem.
Physical Assessment” and “Obtaining a Patient
5. The Physical Assessment and the Patient History
History” segments found in the Basic Training
sections of the student pages provide specific
Programs Student Guides. (Basic Student Guide
information about assessing the problem.
pages 33 and 34, BasicPlus Student Guide pages
37 and 38.) After presenting these two segments, 6. The Care for the Patient section of the student
turn to Appendix A (page 121) to find the pages provides basic treatment
student pages for the specific first aid topics you recommendations for the problem.
want to cover. 7. The Additional Considerations section provides
2. If you are not covering any specific first aid top- other information the first aid provider might
ics, covering the “Performing a Physical want to consider when handling this problem.
Assessment” and “Obtaining a Patient History”
segments is optional.
3. Be sure to allow for extra class time when you
cover any specific first aid topics.

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■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Performing a Physical Assessment (Optional)


To help gather more specific physical evidence ■ Video (segment duration 4:04)
regarding an ill or injured patient, a detailed physical - Introduce and show video segment.
evaluation of the patient could uncover subtle or - Ask for and briefly answer any questions.
hidden problems.
■ Student Guide
- To review "Performing a Physical Assessment"
■ Demonstration
“Performing a Physical Assessment.”
Instructor Note
You must cover this segment if you include
any of the specific first aid topics in your training
class. If you do not cover any of the specific first aid
topics, covering this segment is optional.

Key Points
1. Physical assessment uses visual observation and 4. If, at any time, an injury to the head, neck, or
touch to find physical signs related to injury and back is suspected, the first aid provider should
illness. It is typically more helpful in the stop the assessment and provide manual
assessment of injuries but can be valuable when stabilization of the patient’s head.
assessing for illness.
5. Isolated injuries generally do not require a
2. Performing a physical assessment is best accom- physical assessment of the entire body and can
plished by observation and touch. The acronym be assessed directly, such as a hand that is hurt
DOTS can help providers remember the basic when no other body part is involved.
indications to look and feel for:
6. Injuries to the chest can affect a patient’s ability
D eformities - differences in the natural to breathe adequately.
shape of the body
7. If needed, the first aid provider should remove
O pen injuries - indicated by visible blood or cut away clothing to get a better look at an
or bloodstains injured body part.
T enderness - to gentle touch
S welling - of the tissue around an affected
area
3. Physical assessment is done in a logical, head-to-
toe manner. Starting at the head, the first aid
provider should look and feel for indications of
DOTS, continuing through the neck, chest,
abdomen, back, legs, and arms.

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Obtaining a Patient History (Optional)


Asking questions about the situation could help the ■ Video (segment duration 2:56)
first aid provider gather more specific information - Introduce and show video segment.
regarding an ill or injured patient and uncover impor- - Ask for and briefly answer any questions.
tant details that indicate the need for further care.
■ Student Guide
- To review "Obtaining a Patient History"
■ Demonstration
Instructor Note “Obtaining a Patient History.”
You must cover this segment if you include - Ask for and briefly answer any questions. If
any of the specific first aid topics in your training necessary, demonstrate again with explanation.
class. If you do not cover any of the specific first aid ■ Small Group Practice
topics, covering this segment is optional. - Conduct the practice session on page 116.

Key Points
1. It is helpful to obtain a patient history of an ill or 4. If a patient is unable to provide information,
injured patient. This is best accomplished family, friends, and possibly bystanders may be
through simple questioning of the patient. able to provide it.
2. A patient history is typically more helpful in the 5. A first aid provider should always look for a
assessment of illnesses but can be of use when bracelet or necklace that can alert a provider
assessing for injuries. about a unique medical problem. When a
patient is unresponsive and alone, a medical alert
3. The acronym SAMPLE can help the first aid
bracelet or necklace may provide important
provider remember the basic history questions
information related to his condition.
to ask:
Symptoms - Ask the patient about things 6. When possible, a first aid provider should write
down information gathered during a patient
she is feeling, such as pain, nausea,
history. This information can be passed on to
dizziness, or anything the patient thinks is
EMS providers.
related to her problem.
Allergies - Ask her about anything she may
be allergic to.
Medications - Ask about any medications
she’s been prescribed or she’s taking.
Past medical history - Inquire if she has any
medical problems she thinks may be
related to what’s happening.
Last oral intake - Ask what she last ate or
drank.
Events leading up to problem - Finally, ask
about what she was doing prior to the
problem occurring. Does she think her
problem is related to something she was
doing when the problem appeared?

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Physical Assessment and Patient History

designed to help students learn a particular skill or - Conduct a practice session emphasizing
emergency sequence. These hands-on practice sessions the skills of “Physical Assessment and
are essential to a student’s understanding and reten- Patient History.”
“Physical Assessment and Patient History”
Coach using Student Guide
Patient
Instructor Note
You must cover this segment if you include
First Aid
any of the specific first aid topics in your training
Provider
class. If you do not cover any of the specific first aid
topics, covering this segment is optional.

Key Points

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Moving Patients

It is important for a first aid provider to understand ■ Video (segment duration 1:44)
when a situation indicates the need to move a patient - Introduce and show video segment.
and how to accomplish the move effectively. - Ask for and briefly answer any questions.
■ Student Guide
- To review "Moving Patients"

Key Points
1. It is best not to move an ill or injured patient 6. The first aid provider can use one of three
unless it is absolutely necessary due to a clear methods to drag the patient:
and direct danger to his life.
■ Clothing drag—Pull on the patient’s shirt in
2. The greatest danger in moving a patient affected the neck and shoulder area.
by a major mechanism of injury is the possibility
■ Blanket drag—Put the patient on a blanket
of making a spinal injury worse.
and drag the blanket.
3. Many injured patients are pulled unnecessarily ■ Extremity drag—Drag the patient by grasp-
out of vehicles after car crashes. If possible, the
ing his forearms.
first aid provider should keep the patient in the
vehicle and stabilize his head with her hands. 7. If the first aid provider must lift a patient, she
should use good lifting techniques, such as using
4. It is important to move a patient if life-support- her legs instead of her back to lift and keeping
ing emergency care cannot be provided due to
the patient’s weight as close to her body as possi-
the patient’s location or position. For example, if
ble.
an unresponsive, not-breathing patient is sitting
in a chair, the first aid provider must move him to 8. If at any time the patient becomes unresponsive,
the ground to provide CPR. the first aid provider should perform Initial
Assessment of airway and breathing and provide
5. The best method of moving a patient already on any indicated care.
the ground is by dragging him. Pulling along the
long axis of the spine will provide as much
protection to the head, neck, and back as possi-
ble.

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Emotional Impact of Providing First Aid Care


Providing emergency care can be stressful and diffi- ■ Video (segment duration 2:28)
cult for both the patient and the first aid provider. - Introduce and show video segment.
Reaction to these stresses is natural and normal. - Ask for and briefly answer any questions.
Learning simple coping techniques can help providers
■ Student Guide
deal with lingering problems.
- To review "Emotional Impact of Providing
First Aid Care"

Key Points
1. Medical emergencies can be over just as quickly 6. Common mental disturbances include the
as they started. Often, the first aid provider is following:
left alone while an ill or injured patient is trans-
■ Recalling the event over and over
ported by EMS to a hospital for further
assessment and care. ■ Self-doubt (“what ifs”)
2. With little time for closure, first aid providers can ■ Difficulty concentrating
experience a variety of emotions after an emer- ■ Slowed thinking, confusion
gency situation is over.
■ Distressing dreams
3. Symptoms of post-incident stress can be
displayed physically, emotionally, or mentally. 7. It is important to understand that these feelings
These symptoms will vary among individuals. are normal and will pass with time. However,
there are actions a first aid provider can take to
4. Common physical reactions include the help cope with and work through the difficulty:
following:
■ Informally speak to someone you trust to
■ Heaviness in the chest listen without judgment, such as a family
■ Shaking, sweating member, friend, or coworker.
■ Upset stomach, diarrhea ■ Keep a normal eating, sleeping, and
exercise schedule.
■ Rapid heartbeat and/or breathing
■ Avoid stimulants such as caffeine.
■ Difficulty sleeping
■ Avoid using alcohol or drugs.
5. Common emotional reactions include the
following: ■ Accept that it will take time to resolve
these emotions.
■ Anxiety, guilt, fear
8. If unpleasant feelings persist, formal assistance
■ Wanting to be alone from a professional counselor may be helpful.
■ Anger, irritability 9. For additional information, visit the National
■ Grief, tearfulness, sadness Institute of Mental Health Web site at
www.nimh.nih.gov.
■ Feeling abandoned or helpless

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Following the Course

Administrative Requirements

Finish the class by completing the administrative ■ Complete Evaluations (optional)
paperwork required by regulation or by MEDIC FIRST Written and Performance Evaluation materials
AID®. are included for use when required by organiza-
tional, local, or state requirement. Instructors
should check for any applicable training require-
ments in their area.
■ Complete Class Paperwork
• Class Roster (from Resource CD)
• Class Evaluations
• Statement of Understanding — optional
(from Resource CD)
■ Issue Successful Completion Cards
■ Class Administration
• Retain Class Evaluations and Statement of
Understanding for your files.
• Return the completed Class Roster to the
Training Center that scheduled the class.

Key Points
1. Complete any required written and/or 7. Inform students that they can go online to
Performance Evaluations. medicfirstaid.com and directly rate the program
materials and class presentation. Information
2. Complete or verify attendance on the Class
regarding the “Rate Your Program” feature is
Roster. Document training in Specific First Aid
provided on the back of each Successful
Topics and/or Child Care Topics by initialing the
Completion Card.
checklist on the back of the Class Roster.
3. Instruct students to fill out the Class Evaluation 8. An independent Student Course Evaluation is
found in the back of their Student Guides. included with each Successful Completion Card.
Inform students that this evaluation is to be
4. If desired, instruct students to complete and sign filled out by the student and mailed directly to
a Statement of Understanding for the class. A MEDIC FIRST AID.
reproducible master can be found on the
Resource CD. Retain these for your files. 9. Do not help students with the independent
Student Course Evaluation or collect them for
5. Complete a Successful Completion Card for each mailing. They are a quality assurance tool meant
student. Type or print the information on the to be sent by students independently to MEDIC
front of the card. The students can do this if FIRST AID.
desired. Sign your name and include your
registry number on the back of the cards to vali- 10. As determined by the Training Center that has
date them. scheduled the class, return the completed Class
Roster within a reasonable time period.
6. Talk to students about the MEDIC LearningLinks
online resource that comes with their successful 11. Thank your students for attending the class.
completion of the class. Information on how to
access this online feature is provided on the back
of each Successful Completion Card.
122 MEDIC FIRST AID Pediatric Training Programs

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Add correct dates. Sign and add your registry

number to validate card.
Line out course option that does not apply.

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Appendix A

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Presenting Specific First Aid Topics


The following pages provide guidelines for the ■ Student Guide
assessment and treatment of the most common specif- - To review “Specific First Aid Problem”
ic first aid problems. Depending on the needs of the • Basic – Refer to pages 32-52
students, Instructors can choose any number of topics • BasicPlus – Refer to pages 40-57
to cover.
Instructor Note
Basic Training Program Student Guides contain
all of the Specific First Aid Problem pages to use
when covering any of the specific topics. Student
Guide page references are included for both the
Basic and BasicPlus Student Guides on each of
the following specific topic pages.

Key Points
1. If you are covering any of the specific first aid 4. The Physical Assessment and the Patient History
topics, you must first cover the “Performing a sections provide specific information about
Physical Assessment” and “Obtaining a Patient assessing the problem.
History” segments found in the Basic Training
5. The Care for the Patient section provides basic
Programs Student Guide. (Basic Student Guide
treatment recommendations for the problem.
pages 33 and 34, BasicPlus Student Guide pages
37 and 38.) 6. The Additional Considerations section provides
other information the first aid provider might
2. Be sure to allow for extra class time when you want to consider when handling this problem.
decide to cover any specific first aid topics.
3. Each Specific First Aid Problem student page
begins with a brief overview of the problem.

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Basic page 35 BasicPlus page 40

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■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

MEDIC FIRST AID ®
Training Programs
MEDIC FIRST AID Training Programs follow the most current medical guidelines and use an easy-to-learn,
low stress “seeing, hearing, doing, speaking, and feeling” instructional methodology with an emphasis on
hands-on practice. MEDIC FIRST AID courses create students who become confident responders to a medical
emergency.
The following programs are available from MEDIC FIRST AID:

■ Basic CPR and First Aid for Adults ■ Bloodborne Pathogens in the Workplace
To meet OSHA training requirements for To help meet OSHA training requirements for
workplace responders employees who may be at risk of exposure
■ BasicPlus CPR, AED, and First Aid for Adults ■ Child/Infant CPR and AED Supplement
To meet OSHA and AED training requirements To complement Adult CPR programs
■ Pediatric CPR and First Aid for Children, ■ Emergency Care First Aid
Infants, and Adults Flexible first aid training to help meet OSHA
To meet training requirements for child care workplace training requirements
providers
■ Oxygen First Aid for Emergencies
■ PediatricPlus CPR, AED, and First Aid for To meet training guidelines for using
Children, Infants, and Adults emergency oxygen delivery systems
To meet training requirements, including AED,
for child care providers
■ CarePlus™ CPR and AED for Adults, Children,

and Infants
To train responders in caring for Sudden
Cardiac Arrest
Contact us for more information on any of the MEDIC FIRST AID Training Programs
or visit our Web site at medicfirstaid.com.
MEDIC FIRST AID International, Inc.

1450 Westec Drive ■ Eugene, Oregon 97402 USA
800-800-7099 ■ 541-344-7099 ■ 541-344-7429 fax
medicfirstaid.com
MEDIC FIRST AID® and the MEDIC FIRST AID logo

are registered trademarks of MEDIC FIRST AID International, Inc.
ISBN 0-940430-41-X
ISBN 978-0-940430-41-9 4335.1 (1/09)

4335 MEDIC Basic IG RdOnly

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Basic TRAINING

■ BasicPlus CPR, AED, and First Aid for Adults

MEDIC FIRST AID International, Inc. ■ 2005 International Consensus on Cardiopul-

■ Other sources of national training and care guide-

■ 2005 American Heart Association Guidelines for

Technical Consultants Patricia Miller

MEDIC FIRST AID Basic Instructor Guide

Instructor Information Small Group Practice

2 MEDIC FIRST AID Basic Training Programs

MEDIC FIRST AID Basic Instructor Guide

Specific First Aid Problems

Appendix A: Specific First Aid Problems

4 MEDIC FIRST AID Basic Training Programs Available as a PDF medicfirstaid.com

Class Descriptions Recommended Completion Time

Available as a PDF medicfirstaid.com Instructor Guide 5

Required Class Segments and Practices

Recognizing an Emergency 6:40 ■ ■

Deciding to Help 2:54 ■ ■

Personal Safety 1:50 ■ ■

Using Barriers 1:00 ■ ■ Using Barriers

Mechanism for Spinal Injury 1:45 ■ ■

Airway — Head-Tilt, Chin-Lift 2:11 ■ ■ Head-tilt, Chin-lift

Bare, Prepare, and Place Pads 1:30 ■

Basic AED Operation 2:49 ■ Basic AED Operation

Other AED Considerations 2:31 ■

Control of Bleeding 5:12 ■ ■

Managing Shock 4:53 ■ ■ Control of Bleeding/Managing Shock

Warning Signs of Serious Illness 1:59 ■ ■

Altered Level of Responsiveness 5:56 ■ ■

Pain, Severe Pressure, or Discomfort in Chest 3:25 ■ ■

Breathing Difficulty, Shortness of Breath 3:36 ■ ■

Severe Abdominal Pain 2:43 ■ ■ Warning Signs of Serious Illness (optional)

Swollen, Painful, Deformed Limb 4:14 ■ ■ Swollen, Painful, Deformed Limb

Performing a Physical Assessment 4:04 Optional Optional

Emotional Impact of Providing First Aid Care 2:28 ■ ■

6 MEDIC FIRST AID Basic Training Programs Available as a PDF medicfirstaid.com

Available as a PDF medicfirstaid.com Instructor Guide 7

Class Requirements Other Requirements

8 MEDIC FIRST AID Basic Training Programs Available as a PDF medicfirstaid.com

Equipment Requirements Classroom Requirements

■ MEDIC FIRST AID Basic Training Programs Class

Available as a PDF medicfirstaid.com Instructor Guide 9

Skills Practice Practicing Skills on Other

10 MEDIC FIRST AID Basic Training Programs Available as a PDF medicfirstaid.com

Core Training Curriculum

Emergency First Aid Care

Overview Instructor Activity

Emphasize Key Points as needed.

12 MEDIC FIRST AID Basic Training Programs

Overview Instructor Activity

Emphasize Key Points as needed.

14 MEDIC FIRST AID Basic Training Programs

Overview Instructor Activity

Emphasize Key Points as needed.

16 MEDIC FIRST AID Basic Training Programs

Overview Instructor Activity

Emphasize Key Points as needed.

18 MEDIC FIRST AID Basic Training Programs

Overview Instructor Activity

Emphasize Key Points as needed.

20 MEDIC FIRST AID Basic Training Programs

Small Group Practice

Overview Instructor Activity