Hltaid011 Student Workbook (Word) .v1.1

STUDENT ASSESSMENT
BOOKLET
HLTAID011 PROVIDE FIRST AID
Student Name: __________________________________________________________________________
Date Commenced: _______________________________________________________________________

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Table of Contents
Assessment Overview..........................................................................................................................................
Assessment Task Summary............................................................................................................................
Assessment Documents.......................................................................................................................................
Required Additional Documents......................................................................................................................
Assessment Task Cover Sheet........................................................................................................................
The Assessment Process and Your Rights...........................................................................................................
Submitting your Assessment Tasks.................................................................................................................
Assessment Attempts and Resubmissions......................................................................................................
Assessment Outcomes....................................................................................................................................
Plagiarism, Cheating and Collusion.................................................................................................................
Assessment Appeals.......................................................................................................................................
Reasonable Adjustment...................................................................................................................................
Information about Assessment.............................................................................................................................
Dimensions of Competency.............................................................................................................................
Principles of Assessment and Rules of Evidence............................................................................................
Principles of Assessment.................................................................................................................................
Rules of Evidence............................................................................................................................................
Glossary of Instructional Task Words..............................................................................................................
Assessment Plan..................................................................................................................................................
Assessment Task Cover Sheet – Assessment Task 1........................................................................................
Assessment Task 1: First Aid Scenarios and Demonstrations............................................................................
Scenario 1 – Adult CPR........................................................................................................................ 15
Scenario 2 – Infant CPR....................................................................................................................... 17
Scenario 3 – Anaphylaxis..................................................................................................................... 18
Scenario 4 – Asthma Attack................................................................................................................. 19
First Aid Demonstrations...................................................................................................................... 20
Assessment Task 2: Incident Reports.................................................................................................................
Assessment Task 3: Theory Test........................................................................................................................
Appendices.........................................................................................................................................................
Appendix A: Incident Report Form.................................................................................................................
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Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for HLTAID011 Provide first aid.
Assessment Task Summary

This unit requires you to complete three assessment tasks. You must satisfactorily complete all tasks to
achieve competency for this unit.
Assessment Task Assessment Method Task Summary
Assessment Task 1: Scenarios Students will need to undertake four first aid scenarios in
First Aid Scenarios front of the assessor:
and Demonstrations  Adult CPR
 Infant CPR
 Anaphylaxis
 Asthma.
Students will also need to demonstrate the ability to
provide first aid for:
 a snake bite
 a basic wound
 bleeding control
 a suspected sprain/strain
 a fracture
 a person in shock.
Assessment Task 2: Scenarios Students will need to complete incident reports based on
Incident Reports the scenarios from Assessment Task 1 and answer
some questions.
Assessment Task 3: Theory Test Students must correctly answer all questions to show
Theory Test that they understand the knowledge required of this unit.
This will be done under test conditions.
Assessment Documents
Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the
assessment tool for this unit. You will require them to complete the assessments for this unit/cluster.
 Incident Report Form
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in
for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of
the Task Cover Sheet.
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The Assessment Process and Your Rights
Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the
instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You
may be required to apply for an extension if you require extra time, according to your RTO’s policies and
procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as
evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt,
you have not completed a task satisfactorily, your assessor will make alternative arrangements for
assessment, which may involve additional training and time to consolidate your skills and knowledge. When
you are required to resubmit, you may be required to:
 Resubmit incorrect answers to questions (such as written tasks and case studies)
 Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
 Redo a role play after being provided with appropriate feedback about your original performance
 Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback
When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
 Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
 Be provided with feedback about your performance in a role play and then being required to complete
the role play again at a future meeting with your assessor
 Need to complete workplace-based tasks again during the same workplace visit or additional workplace
observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must
complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of
tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent
(NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the
case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given
feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered
academic misconduct. The definitions of each of these are below.
 Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
 Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This
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includes material from any sources such as staff, students, texts, resources and the internet, whether
published or unpublished.
 Collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may
ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge
your request for an appeal within a certain amount of time from the original decision being made. You will
need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student
Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that students with recognised disabilities have the same learning opportunities and same
opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or assessment
tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
 The views of the student
 The potential effect of the adjustment on the student and others
 The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation
of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption
it is not likely to be reasonable.[1][1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.
Information about Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of
competency ensure the person being assessed has the skills to perform competently in a variety of different
circumstances. To be competent, you must demonstrate the following:
 Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from
[1][1]
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
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 Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills
and knowledge.
Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment
(definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
 Validity:
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual
learner.’
Validity requires:
 Assessment against the unit/s of competency and the associated assessment requirements covers
the broad range of skills and knowledge that are essential to competent performance
 Assessment of knowledge and skills is integrated with their practical application
 Assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations; and
 Judgement of competence is based on evidence of learner performance that is aligned to the unit/s
of competency and associated assessment requirements.
 Reliability:
‘Evidence presented for assessment is consistently interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment.’
 Flexibility:
‘Assessment is flexible to the individual learner by:
 Reflecting the learner’s needs
 Assessing competencies held by the learner no matter how or where they have been acquired
 Drawing from a range of assessment methods and using those that are appropriate to the context,
the unit of competency and associated assessment requirements, and the individual.’
 Fairness:
‘The individual learner’s needs are considered in the assessment process.
‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs.
‘The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
 Validity:
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the
module or unit of competency and associated assessment requirements.’
 Sufficiency:
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.’
 Currency:
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‘The assessor is assured that the assessment evidence demonstrates current competency. This requires
the assessment evidence to be from the present or the very recent past.’
 Authenticity:
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and ‘list.
These words will guide you as to the level of detail you must provide in your answers. Some questions will
also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the
below glossary to guide you on interpreting the words in the tasks.
 Explain – This means you need to make something clear or show your understanding by describing it or
providing information about it. You will need to make clear how or why something happened or is the
way it is.
 Identify – You must recognise something and indicate who or what the required information is. The
length of the answer should be guided by what you are being asked to identify.
 List – You must record short pieces of information in a list form – with one or two words, or sentences on
each line.
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Assessment Plan
The following outlines the assessment requirements for this unit. You are required to complete all
assessment requirements outlined below to achieve competency for this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Tasks Due Date
1. Assessment Task 1: First Aid Scenarios and Demonstrations
2. Assessment Task 2: Incident Reports
3. Assessment Task 3: Theory Test
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
Have you read and understood the RTO’s policies and procedures related to  Yes  No
reassessment?
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations that must be made in preparation  Yes  No
for this assessment? If yes, what are they?
__________________________________________________________________
Do you understand your rights to appeal the decisions regarding assessment?  Yes  No
Student Name: __________________________________________________
Student Signature: _______________________________________________ Date: _______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date: _______________
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Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name:
Date of observation:
Unit: HLTAID011 Provide first aid
No. of Pages in
Submission:
Assessor to complete
Is this a
Satisfactory/ reassessment?
Assessment Task Number & Title Not satisfactory Date Y/N
Assessment Task 1: First Aid Scenarios and

Demonstrations
STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
þ None of this work has been completed by any other person.
þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this
work.
þ I have correctly referenced all resources and reference texts throughout these assessment tasks.
þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken
against me.
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
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Assessment Task 1: First Aid Scenarios and Demonstrations
Note: If you are undertaking workplace-based training and assessment, you may be undertaking the
scenarios in your own workplace.
Your assessor will advise as to whether assessment will be held in your workplace or if you need to attend
a first aid class that provides a simulated workplace environment.
Simulated workplace environments may closely reflect your area of industry. Your assessor will ensure the
setup of the environments with appropriate props and space in which you can do your scenarios.
In some cases, your scenarios may be undertaken outdoors, particularly if the area you are studying has
an outdoor focus (for example, horticulture, sports and recreation, construction and so on).
TASK SUMMARY
For this task you are required to complete four first aid scenarios, covering:
1. Adult CPR
TASK SUMMARY
 Single rescuer CPR on an adult manikin
 Rotation of operators (with a classmate) on an adult manikin
 The recovery position (with a classmate).
2. Infant CPR
3. Allergic reaction/anaphylaxis
4. Asthma attack.
You are also required to demonstrate your ability to provide first aid for:
 a snake bite
 a wound
 bleeding control
 a fracture
 shock.
WHAT HAPPENS IF If there are any tasks that you do not complete satisfactorily, your assessor will
YOU GET discuss with you any gaps in your skills and knowledge and will make arrangements
SOMETHING for reassessment or further training.
WRONG Your assessor will give you a due date by which this must be provided.
RESOURCES AND  Access to your learning materials

EQUIPMENT  Refer to each scenario/demonstration for the resources and equipment
REQUIRED required.
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WHERE AND WHEN
THIS TASK WILL BE You will do this task in the first aid class, completing the scenarios in a simulated
COMPLETED workplace environment.
SUBMISSION
REQUIREMENTS You do not need to submit anything for this task.
You will be observed by your assessor completing each first aid response
(scenarios and demonstrations). You are required to complete each one
TASK satisfactorily.
INSTRUCTIONS Instructions for each scenario and demonstration are provided below.
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SCENARIO 1 – ADULT CPR
ABOUT THE SCENARIOS

You will need to complete three CPR scenarios:
 Part A: CPR, with use of an AED
 Part B: CPR with rotation of operators
 Part C: Placing a person into the recovery position.
PART A – CPR AND AED

A staff member calls out to you from another room at your workplace. When you go to the room you find
one of your colleagues lying unconscious on the ground.
A number of other staff have already arrived at the scene and are crowding into the room and around the
door to see what is happening.
Show your assessor that you can respond to this first aid situation.
PART B – ROTATION OF OPERATORS

Your assessor will have grouped you with a classmate. Demonstrate, using the adult manikin, that you
can safely rotate operators with your classmate. You must be the person who is doing CPR at the start of
the scenario.
PART C – THE RECOVERY POSITION

Your classmate will play the role of a casualty. Demonstrate that you can safely put this person into the
recovery position.
CONTEXT AND CONDITIONS OF THESE SCENARIOS

For Part A you will work with your classmates (a minimum of four). You will play the role of the first aider.
Some other members of the group will play the role of staff who are at the scene.
For Parts B and C, you will work with a classmate – your assessor will pair you up before the assessment
begins.
You will work on an adult manikin for Part A and Part B.
You should ensure you have an understanding of the following processes prior to commencing these
scenarios.
 DRSABCD
 How to conduct a visual assessment
 How to place someone in the recovery position
 The secondary survey
 How to deal with vomiting/regurgitation
 Safe manual handling when dealing with a casualty
 How to treat a casualty with respect
 Monitoring a casualty until emergency services arrives
 How to rotate operators with minimal disruption to CPR
 The recovery position
 How to provide an accurate verbal report to emergency services
 How to review and debrief after a first aid situation.
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RESOURCES REQUIRED FOR THESE SCENARIOS
 An AED training device
 A first aid kit
 An adult manikin (placed on the floor)
 A phone
 Classmates to play the role of colleagues
 A classmate to be your partner for Parts B and C.
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SCENARIO 2 – INFANT CPR
One of your colleagues comes to visit your workplace during her maternity leave. She has 9-month-old
twins. The babies are sitting on the floor playing together when one begins to choke. The mother panics.
She sees some small objects on the floor nearby – her baby must be choking on one!
The other baby is crying and distressed at the commotion.
CONTEXT AND CONDITIONS OF THIS SCENARIO

For this scenario, you will work alone with the infant manikin to demonstrate your ability to perform single
rescuer uninterrupted CPR for two minutes (five cycles of both compressions and ventilations).
Some other members of your group will play the role of children and staff at the scene.
Your assessor will give you verbal instructions as to the specific details of the scenario (for example, the
status of the casualty).
You should ensure you have an understanding of the following processes prior to commencing this
scenario.
 How to manage choking, including back slaps, chest thrusts and mouth-clearing processes
 DRSABCD
 Consent to perform first aid
 How to conduct a visual assessment
 The secondary survey
 Safe manual handling when dealing with a casualty
 Monitoring a casualty until emergency services arrive
 The recovery position
 How to provide an accurate verbal report to emergency services
 How to review and debrief after a first aid situation.
RESOURCES REQUIRED FOR THIS SCENARIO

 An infant manikin
 A first aid kit
 A phone
 Classmates to play the role of colleagues and children.
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SCENARIO 3 – ANAPHYLAXIS
It is your birthday – you and your colleagues are having a morning tea to celebrate the fact that you are
getting another year older! You have cake, an assortment of sandwiches and slices as well as drinks and
a big bowl of nibbles.
Towards the end of the morning tea, one of your colleagues approaches you, they are struggling to
breathe and their face is swollen. They are anaphylactic to nuts and they think they may have ingested
some without knowing.

For this scenario, you will work in small groups.
You will each need to play the role of the first aider. You can take turns playing the role of bystanders and
the casualty.
As part of this scenario you will also need to show you can administer an adrenalin auto-injector to someone
who is suffering an anaphylaxis attack from a food allergy.
You will also need to show that you can monitor someone until emergency services arrives and provide them
with reassurance.
scenario.
 How to make casualties comfortable and monitor their status
 How to conduct a visual and verbal assessment
 What to check prior to administering an adrenalin auto-injector
 How to administer an EpiPen
 Treating casualties with respect
 Monitoring a casualty until emergency services arrives.

 A phone (this can be a mobile phone or landline phone on a desk, for example)
 A glass or bottle of water
 A training EpiPen.
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SCENARIO 4 – ASTHMA ATTACK
Your co-worker is having an asthma attack. You rush to help them.


For this scenario, you will work in pairs.
You will each get a turn to play the casualty and then the first aider.
You will need to do this twice – once using a spacer, the second time not using a spacer.
scenario.
 DRSABCD
 How to conduct a visual and verbal assessment
 How to use an inhaler (with and without spacer device) to treat asthma
 How to make casualties comfortable and monitor their status
 Treating casualties with respect.

 Two types of bronchodilator (placebo) with spacer device
 A person to play the role of the casualty.
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FIRST AID DEMONSTRATIONS
In this part you will need to demonstrate the ability to use correct first aid techniques for:
 a snake bite
 a basic wound
 nose bleed
 a fracture
 shock.
CONTEXT AND CONDITIONS OF THESE DEMONSTRATIONS

For these demonstrations, you will work with a partner. During the demonstrations your assessor will ask you
some questions about the first aid response.
You should ensure you have an understanding of the following prior to commencing the demonstrations.
 Asking for consent to provide first aid
 Applying the pressure immobilisation technique
 Basic wound care
 Nose bleed
 A suspected sprain/strain
 Fracture
 Shock
 Making sure your casualty is comfortable
 Treating your casualty with respect
 Knowing when to send for help
 Taking standard precautions.
RESOURCES REQUIRED FOR THESE DEMONSTRATIONS

 A first aid kit, including:
 pressure/roller bandages
 triangular bandages
 compression bandages
 wound dressings
 saline/sterile water
 gloves.
 A rigid item to be used as a splint
 A blanket
 An icepack/compress
 A phone.
DEMONSTRATION 1: ENVENOMATION
Show your assessor that you can provide first aid to a person who has been bitten by a snake, using the
pressure immobilisation technique.
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DEMONSTRATION 2: BASIC WOUND CARE
Show your assessor that you can provide first aid to a person who has grazed their knee.
DEMONSTRATION 3: NOSE BLEED

Show your assessor that you can provide first aid to a person who has a nose bleed.
DEMONSTRATION 4: SPRAIN/STRAIN
Show your assessor that you can correctly provide first aid to a person who has a suspected sprain or strain
of the ankle.
DEMONSTRATION 5: FRACTURE
Show your assessor that you can provide first aid to a person who has fractured their forearm.
DEMONSTRATION 6: SHOCK
Show your assessor that you can provide first aid to a person who has gone into shock.
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Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your
work.
Name:
Date of observation/
submission:
No. of Pages in
Submission:
Is this a
Assessment Task 2: Incident Reports
STUDENT DECLARATION
work.
against me.
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ASSESSOR FEEDBACK
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Assessor Name: ________________________________________________________________________
Date: _______________
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Assessment Task 2: Incident Reports
For this task you are required to fill out incident reports for two of the scenarios from
TASK SUMMARY Assessment Task 1 and answer some questions.
RESOURCES AND
EQUIPMENT
REQUIRED Incident report template provided below.
WHERE AND WHEN

THIS TASK WILL BE This task will be done in class after you complete the scenarios in Assessment Task
COMPLETED 1.
WHAT HAPPENS IF If your assessor identifies that you did not complete one or both incident reports
YOU GET correctly (for example, by missing information or not following the provided
SOMETHING procedure) or correctly identify the breaches in procedure, they will provide you with
WRONG feedback and you will need to resubmit.
 Completed Incident Report Form 1.
SUBMISSION  Completed Incident Report Form 2.

REQUIREMENTS  Response to scenario.
You are to fill out incident reports for two of the first aid scenarios you completed.
You are to imagine that each situation occurred in your workplace. Your workplace
procedure about how to report injuries or incidents is provided below.
You will need to follow the procedure and fill out the incident reports using the
TASK template provided (two copies have been provided in your Student Assessment
INSTRUCTIONS Booklet). You are to assume your assessor is the manager, and you are the first
aider.
Choose two appropriate incidents from Assessment Task 1 that meet the
requirements of the procedure.
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To ensure accurate reporting as per procedure:
 add the names of your classmates who were bystanders as witnesses
 add the name of the person who played the role of the casualty (or make up a
name if you were using a manikin)
 use the date/time that you completed the relevant incident (as close as you can
recall)
 note that cause of injury may not be known in some cases (follow the procedure
in this instance).
When you have finished, read the scenario below.
On the day of the incident, you get a copy of the form from the Human
Resources office. You fill it out but leave it on your desk because you have to go
to a meeting. After the meeting you go home. You have the following day off.
When you return to work you find that someone has moved the incident report
into your in tray. You go looking for your manager but they aren’t in the office yet,
so you drop the form into the Administration Officer’s in tray with a note for it to
be passed on to the manager – they sit right outside the manager’s office so they
can easily pass it on.
Based on this scenario, write down how you have not followed your workplace’s
procedure in terms of maintaining confidentiality and privacy.
Submit the Incident Report Form and your answers to the questions to your
assessor.
Injuries to employees, contractors or visitors to the workplace

Staff are expected to immediately report any incidents that occur at work that impact on an individual’s
health or safety.
The manager must ensure that all incidents and injuries that occur in the workplace (indoors and outdoors)
have been reported.
Incidents and injuries that must be reported include:
 death (including suicide and suicide attempts)
 serious injuries (those that involve visiting a GP, first aid administration, transport by ambulance or
hospitalisation)
 transport accidents
 assault or threat of assault
 criminal acts (violence, theft, arson, vandalism)
 siege, hostage, disappearance or removal of a staff member
 firearms, weapons or bomb threats
 fires, floods, major disasters or natural events
 chemical, biological or radiological spillage or contamination
 outbreak or incidence of disease
 sexual assault or allegations of inappropriate sexualised behaviour.
If an incident occurs in the workplace where there is an injury, an Incident Report Form must be filled in by
the first aider (where applicable) or the manager (where a first aider did not respond/was not present to
respond). The form can be obtained from the Human Resources office.
If the injury or incident is minor, the person who was injured may fill it in themselves.
The incident must be fully and accurately documented. If any details are not known, please write ‘Not
632453465.DOCX PAGE 28

known’ in the space provided.
A hard copy of the Incident Report Form must be filled out within 24 hours of the incident and submitted
directly to the manager.
All hard copy documentation will be stored in a locked file cabinet in the Human Resources office. Only
HR staff and the manager have access to the key. Hard copies will be stored and uploaded to the file
management system to the Human Resources directory, which is accessible only by the manager and HR
staff with the appropriate system permissions.
Privacy and confidentiality must be maintained at all times – documentation must be immediately handed
to the manager once it has been filled out.
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Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your
work.
Name:
Date of submission:
No. of Pages in
Submission:
Is this a
Assessment Task 3: Theory Test
STUDENT DECLARATION
work.
against me.
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ASSESSOR FEEDBACK
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______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
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Assessment Task 3: Theory Test
For this task you are required to correctly answer all the questions to demonstrate
TASK SUMMARY your knowledge of first aid principles and practices.
RESOURCES AND
EQUIPMENT  Pen
REQUIRED  Additional paper if required.
WHERE AND WHEN

THIS TASK WILL BE
COMPLETED This task will be done on the day of the course.
WHAT HAPPENS IF If your assessor identifies that you have answered any questions incorrectly, they
YOU GET will talk to you about resubmission. You will need to do one of the following:
SOMETHING  Answer the questions that were incorrect in writing.
WRONG  Answer the questions that were incorrect verbally.
SUBMISSION
REQUIREMENTS  Student Assessment Booklet 2 with all answers completed.
You are to complete this closed book test during the first aid class. In order to pass
you must answer all the questions correctly. You will be given 60 minutes to
TASK complete the test.
INSTRUCTIONS You may request additional paper from your assessor if you need it.
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QUESTION 1 – FIRST AID IN GENERAL
a) How often are you required to undergo first aid training to maintain currency of skills and knowledge?
Tick the correct answer.
o CPR training – every two years; First aid training – every three years.
o CPR training – every year; First aid training – every three years.
o CPR training – every year; First aid training – every two years.
b) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
Once a first aider begins to render first aid assistance, they have a duty of Correct  Incorrect 
care for the physical wellbeing of the casualty.
An employer may not direct a first aider to cease providing first aid. Correct  Incorrect 
It is not acceptable for a first aider to hand over to another person, if that Correct  Incorrect 
person has superior first aid skills.
Duty of care means that a first aider must provide first aid with ‘ordinary’ skill Correct  Incorrect 
and to the best of their ability.
ANZCOR guidelines facilitate a standard approach to resuscitation best Correct  Incorrect 

practice in Australia and New Zealand.
c) What should you do if a first aid situation is beyond your skills and limitations? Tick the correct answer.
o Try your hardest to provide first aid based on what you think is the correct thing to do.
o Do nothing in case you make a mistake.
o Seek assistance from trained professionals – for example, emergency services.
d) What should an organisation do to minimise risks and hazards in the workplace? Tick the four correct
answers.
o Identify hazards that may result in causing injury.
o Make sure every hazard is eliminated no matter what the cost to the workplace.
o Assess the type, severity and likelihood of these injuries to determine how great the risk is.
o Only manage risks that are determined as ‘high risk’.
o Provide relevant first aid equipment, facilities and training.
o Review first aid requirements regularly or if circumstances change.
e) Before you apply any first aid to a casualty, should you obtain consent? Tick the correct answer.
o If the person is conscious you must obtain consent as they have a right to refuse treatment.
o There is no need to obtain consent, the ambulance service has a duty of care to provide treatment
no matter what the circumstances.
o Consent must be obtained in every circumstance.
f) How should privacy and confidentiality be maintained during and after a first aid event? Tick the four
correct answers.
o You should tell your close friends everything about the event, as it will hopefully encourage them to
become first aiders.
o During a first aid event bystanders should be removed as much as is practicable to ensure privacy.
o Following the first aid event, you should well-wishers about the casualty’s condition.
o Staff needing to debrief with other colleagues should do so respectfully and confidentially.
o Incident reports should be kept in a secure place, accessible only to authorised people.
632453465.DOCX PAGE 35

o Details of all incidents must be discussed at staff meetings.
o You can only release details of the incident with written consent of the person who was treated.
g) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
You should cover a casualty to maintain their modesty. Correct  Incorrect 
You should not tell the casualty the details about the extent of their injuries if Correct  Incorrect 
they ask you.
Always reassure and calm the casualty during a first aid incident. Correct  Incorrect 
You don’t need to tell the casualty everything you are doing. It’s better they Correct  Incorrect 
don’t know.
You must respect the right of the casualty to refuse first aid. Correct  Incorrect 
You should deal with all casualties the same way, regardless of their culture. Correct  Incorrect 
You think the casualty has done something stupid that resulted in their injuries. Correct  Incorrect 
You should tell them this so they don’t do it again – it’s for their own good!
h) What do you need to be aware about in a workplace First Aid Kit? Tick the three correct answers.
o The First Aid Kit is fully stocked
o All of the equipment in the First Aid Kit is in date
o There should always be Panadol stocked in a First Aid Kit
o The First Aid Kit is suitable for the workplace and the types of incidents/injuries that are more likely to
occur
QUESTION 2 – PSYCHOLOGICAL IMPACTS AND DEBRIEFING

Emergency situations may cause significant psychological impact on witnesses, families, staff and children.
Tick ‘Correct’ or ‘Incorrect’ to the following statements.
We all deal with stress in the same ways. Correct  Incorrect 
Signs of stress can include irritability, withdrawal and changes in sleep Correct  Incorrect 
patterns.
After an incident, formal or informal debriefing by a qualified professional Correct  Incorrect 

should be offered to all people involved in the incident.
Rest, sleep and meditation are good stress relievers. Correct  Incorrect 
It’s not normal to feel guilt, fear or shame after a first aid incident. Correct  Incorrect 
It is okay to contact ‘Lifeline’ if you are struggling to cope or deal with a first aid Correct  Incorrect 
incident you were involved in or witnessed.
Using alcohol and other drugs as a coping mechanism can be helpful in the Correct  Incorrect 
short term.
Debriefing after an incident helps to identify any issues with your first aid Correct  Incorrect 
response.
Reviewing policies, procedures and actions taken after an incident helps to Correct  Incorrect 
identify any issues with your first aid response.
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QUESTION 3 – CHAIN OF SURVIVAL
Number each link in the ‘Chain of survival’ in its correct order from 1–4.
Step number Step in the Chain of Survival
Early defibrillation
Early CPR
Early call for help
Early advanced life support/care
QUESTION 4 – AIRWAYS AND BREATHING

a) When maintaining an open airway in an infant, the head should be kept in a neutral position, rather than
tilting back the head as you would for an adult or older child. Select the answer below that best describes
the reason for this.
o In an infant the nasal passage, trachea and windpipe are much narrower than in adults and older
children.
o The trachea is very soft and can be distorted if the head is tilted backwards.
o The head should be supported in a neutral position with the mouth kept open with support on the
chin.
o There should be no pressure on the soft tissue of the neck.
o All of the above.
b) The backward head tilt and chin lift is used for adults and older children. Tick ‘Correct’ or ‘Incorrect’ to the
following statements.
The tongue and other soft tissues may block the airway because muscles are Correct  Incorrect 
relaxed in an unconscious person.
Without the head tilted back, the mouth will tend to fall open which may block Correct  Incorrect 
the airway.
This position assists to keeps the airways open. Correct  Incorrect 
The backward head tilt position can be used for casualties with suspected Correct  Incorrect 
spinal injury.
A casualty who is sitting upright with their head dropped down will not be in Correct  Incorrect 
danger of a blocked airway.
c) Tick ‘Correct’ or ‘Incorrect’ to the following statements about airway management.
If you notice someone has dentures, you should leave them in. Correct  Incorrect 
632453465.DOCX PAGE 37

You should attend to other injuries before you attend to the unconscious Correct  Incorrect 
casualty’s airway.
You should check for anything in the casualty’s mouth using your fingers. Correct  Incorrect 
You should place the casualty in the recovery position if they are unconscious Correct  Incorrect 
and have a clear airway.
If someone is choking from a partial obstruction, you should slap them on the Correct  Incorrect 
back.
If a person can speak or cough, it means they have a partial obstruction of the Correct  Incorrect 
airway.
If someone is choking from a partial obstruction, you should ask them to Correct  Incorrect 
cough.
Casualties should still be checked over by a medical profession even if the Correct  Incorrect 
obstruction has been removed.
Conscious adults and children over 1 year of age can be given 5 back slaps, Correct  Incorrect 
with 5 chest thrusts if unsuccessful.
You should give all 5 back slaps in one go to make sure the obstruction clears. Correct  Incorrect 
d) Fill the gaps:

__________ for normal chest movements up and down.
______________ by putting your ear near to the casualty’s mouth.
__________ by putting hand on chest or abdomen.
e) An unconscious, breathing person should be put in which position? Tick the correct answer.
o On their back with the head tilted back.
o In the recovery position.
o Seated.
o On their back with the head in a neutral position.
QUESTION 5 – CPR
a) You would commence CPR in which of the following situations? Tick the two correct answers.
o If the person is unconscious and not breathing.
o If the person is unconscious and not breathing normally.
o If the person is unconscious and breathing normally.
b) Tick the criteria required for cardiopulmonary resuscitation. There are two correct answers.
o Casualty is conscious.
o Casualty is unresponsive/unconscious.
o Casualty is not breathing normally.
c) What should you change about your CPR technique if a patient is under 12 months old? Tick the two
correct answers.
o Use two fingers instead of two hands for compressions and give smaller breaths.
o Use two hands over the middle of the chest.
o Use heel of one hand on the middle of the chest.
o Make sure the head is not tilted.
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d) At what depth should compressions be infants under 12 months old?
o 5 cm.
o 4 cm.
e) What is the correct ratio of compressions to breaths when performing CPR on adults, children and
infants? Tick the correct answer.
o 20 compressions to two breaths at 100 compressions per minute.
o 30 compressions to three breaths at 60 compressions per minute.
o 30 compressions to two breaths at 100–120 compressions per minute.
o 20 compressions to five breaths at 60 compressions per minute.
o 40 compressions to two breaths at 100 compressions per minute.
f) What should you do if a casualty vomits during CPR? Tick the correct answers.
o Do not move them, but wipe the vomit away.
o Immediately turn the patient onto their side into the recovery position
o Turn them onto their stomach so the vomit can drain out.
o Clear the airways.
g) When can you cease providing CPR on a casualty? Tick the correct answers.
o The casualty has regained consciousness.
o You have to leave the scene for an important appointment.
o The casualty is dead.
o Paramedics/ambulance arrive and take over.
o A passer-by has been watching how to perform CPR and agrees to take over from you.
o You are physically exhausted and cannot continue.
h) If you are a single rescuer performing CPR and you get exhausted, what can you do?
o Stop CPR and wait for the ambulance.
o Ask an untrained bystander to take over and watch them do CPR.
o Ask an untrained bystander to assist with compressions only.
o The first aider doing ventilations should say when they are ready to swap roles.
QUESTION 6 – AEDS
a) What is an AED? Tick the correct answer.
o An AED is a portable device used to detect breathing.
o An AED is a portable device used in hospitals to check for injuries.
o An AED is a portable device that is used on any casualty over 12 months of age who requires CPR.
o An AED is a device found in ambulances to diagnose injuries and illness.
b) Does a person have to be trained to operate an AED? Tick the correct answer.
o Yes, training is essential before operating an AED.
o No, whilst it is preferable that a person has been trained; a PAD (public access defibrillator) may be
operated by an untrained person.
c) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
You should only use an AED on someone who is unresponsive and not Correct  Incorrect 
breathing normally.
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Pads on an AED with paediatric capability are placed on a child in exactly the Correct  Incorrect 
same position as on an adult.
The pads on an AED must be placed so they do not touch. Correct  Incorrect 
It is possible to place the pads with one on the back and one on the chest if Correct  Incorrect 
necessary for better positioning.
An AED may be used on a child under 12 months old. Correct  Incorrect 
An adult AED may be used on children over eight years of age. Correct  Incorrect 
Pads on an AED with paediatric capability are preferred for a child aged Correct  Incorrect 
between 1–8 years and with a body weight up to 25kgs.
If the pads are too large, you can place one pad on the back and one on the Correct  Incorrect 
chest.
Someone should hold the casualty down while the AED is being used. Correct  Incorrect 
You should stop CPR while the AED is being prepared. Correct  Incorrect 
If a casualty has a pacemaker, you should make sure the AED pad is at least Correct  Incorrect 
8cm away.
Defibrillation pads should be replaced according the expiry date shown, Correct  Incorrect 
usually every two years
It is best to use an AED when the casualty is lying on a metal surface Correct  Incorrect 
Regular battery checks of the AED are recommended Correct  Incorrect 
QUESTION 7 – INFECTION CONTROL

a) Why is it important to wash your hands before and after administering first aid? Tick the correct answers.
o Infection control for the casualty.
o Infection control for the first aider.
o Infection control for others not involved in the first aid event.
b) Tick the items below that are examples of good infection control practices.
o Cover open cuts with waterproof bandages or air-tight bandages that provide a total seal.
o Wash surfaces down with water if they have bodily fluid on them.
o If you get a needlestick injury, you should squeeze it so it bleeds.
o Wear PPE to avoid coming into contact with blood or bodily fluids.
o Use a 10% household bleach solution to clean up spills.
o Throw needles/sharps in the rubbish bin.
o If you get bodily fluids on an open wound, flush with warm running water and wash with soap and
warm water.
o Seek medical advice if you are exposed to bodily fluids.
o All of the above.
c) Despite your best intentions, while administering first aid to a bleeding casualty you receive a splash of
blood to your arm. This contaminates both your skin and your clothing. What should you do? Tick the
correct answer.
o Remove clothing and dispose of it in a plastic bag, wash skin thoroughly in strong disinfectant and in
as hot water as possible.
632453465.DOCX PAGE 40

o Remove clothing, wash skin with warm soapy water, rinse clothing in cold water and wash as
normal.
o Rub off blood with a towel and change clothing after you return home.
QUESTION 8 – PRIMARY AND SECONDARY SURVEYS

a) What is meant by the ‘Primary Survey’? Tick the correct answer.
o The first time a first aider looks at the casualty.
o Life threatening first aid response is conducted first using DRSABCD.
o The first aider is to check for breathing first.
o Severe bleeding is controlled before other first aid response.
b) What is the secondary survey? Tick the correct answer.
o A systematic check of the casualty from head to toes to identify any injuries and abnormalities that
are not obvious to the first aider.
o Asking someone for a second opinion on the casualty’s condition.
o Checking each major part of the body twice.
c) Write down what each word in the acronym below means:
A ____________________
M __________________________
P _______________________________________________________________________________
L _______________________________________________________________________________
E ____________________________________________________________________
d) There are a number of things you can do as part of a visual and verbal assessment. Tick the six things
that can be done when checking a casualty.
o Ask the casualty how well they can see.
o Look for visual signs of injuries.
o Look for medical bracelets.
o Look for medication, drugs or poisons.
o Look for signs of bleeding and obvious injury.
o Ask the casualty if they feel any pain.
o Use a tactile survey (touch) if the casualty is unconscious.
o Look to see if there is anyone else nearby who can help with the casualty.
o Work from the toes up to the head when the casualty is unconscious.
o All of the above.
e) What regions of the body do you need to check during a visual assessment?
o Head and spine.
o Head, spine, chest, abdomen, limbs and pelvic region.
o Ears, ears, nose throat.
o Legs, spine and head.
o Pelvic region, head and spine.
o Abdomen, head and spine.
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QUESTION 9 – LOSS OF CONSCIOUSNESS AND HEAD INJURIES
a) Which of the following would indicate that a casualty is unconscious and not breathing normally? Tick the
correct answers.
o Not responsive to talk and touch.
o Breathing rate changes to be greater than 20/min or below 10/min.
o Pulse rate changes to be greater than 100 per minute or slows to below 50 per minute.
o The casualty appears pale or blue (cyanosis).
o All of the above.
b) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
You don’t need to check for a response if someone appears to be unconscious. Correct  Incorrect 
A casualty who has been unconscious for only a very short time needs to be Correct  Incorrect 
assessed by a medical practitioner.
Concussion will never lead to brain swelling and bleeding within the skull. Correct  Incorrect 
Grasp and squeeze the shoulders of an unconscious casualty to try and get a Correct  Incorrect 
response.
Aspirin should be given following a head injury. Correct  Incorrect 
Unconscious casualties will need to be put into the recovery position to protect Correct  Incorrect 
their airway.
A build-up of pressure on the brain is called cerebral compression. Correct  Incorrect 
Where the neck is involved in a head or spinal injury, you should not support Correct  Incorrect 
the casualty’s head and neck with your hands.
You will need to do a visual and tactile (touch) survey on an unconscious Correct  Incorrect 
casualty.
If a casualty has a major head injury, you should assume there is potential for a Correct  Incorrect 
spinal injury.
A casualty with a head injury may vomit. Correct  Incorrect 
QUESTION 10 – FIRST AID MANAGEMENT PROCEDURES, SIGNS AND SYMPTOMS

In the following table, tick at least three signs and symptoms (Column 1, unless it says NA) and at least three
first aid procedures (Column 2) for each injury/illness.
Possible signs and symptoms First aid procedures
a) Superficial frost bite.
 Numbness to area/prickling pain to the  Call 000.

affected area.
 Get the person out of the cold/move into
 Skin is white or a mottled blue colour. sheltered area.
 Skin is blue or black.  Do not move the person. Cover with
blankets to reheat body.
 Skin feels hard.
 Remove clothing from affected area.
 Skin feels flaccid.
 Keep clothing in place – do not remove
 Impaired movement of affected body part.
from affected area.
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 Rewarm the affected area as soon as
possible but slowly. Use body heat or water no
more than 42C to bring the affected area back
to normal temperature. Do not rub the tissue,
do not use radiant heat.
 Heat the affected area immediately raising
body temperature as quickly as possible. Use
as much heat as the casualty is able to
withstand.
 Elevate affected limbs to reduce pain and
swelling.
b) Diabetes – a moderately severe hypoglycaemia attack in a conscious casualty.
 Weak, light-headed and/ or giddy/mental  DRSABCD.

confusion.
 Give easily absorbed carbohydrate – for
 Flushed, dry skin. example, honey, jelly beans, etc.
 Fruity smell on the breath.  Give the casualty insulin.
 Cold, pale, moist skin.  Give the casualty ‘diet’ drink containing
artificial sweetener.
 Slow pulse.
 Supervise until recovered.
 Rapid pulse.
 Seek medical assistance.
 Consciousness deteriorating.
c) Dislocation of a finger.
 Numb finger.  Attempt to pop the joint back into place.

 Pain in the joint.  Do not attempt to correct the
dislocation/check for circulation.
 Disfigured joint.
 Use RICER technique.
 Loss of function.
 Do not use ice as this will cause too much
 Able to use finger but use causes pins and
pain.
needles.
 Immobilise in a position that is most
comfortable.
 Check for circulation.
d) Near drowning where the casualty is found not breathing in the water.
 Not breathing.  Follow DRSABCD and call 000 as soon as

possible.
 Lungs will always be full of water/vomit.
 Remove casualty from water if possible. Do
 Vomiting.
not attempt to rescue a drowning victim from
 Distended stomach. water beyond own swimming ability.
 Roll onto back during initial checking and
clearing of the airway – check for breathing.
 Roll onto side during initial checking and
clearing of the airway – check for breathing.
 Push on the stomach to assist with
regurgitation of swallowed water.
 Do not attempt to empty stomach if
632453465.DOCX PAGE 43

distended.
e) Heat exhaustion in conscious casualty.
 Exposure to high temperature.  Remove casualty from source of heat and

keep in the shade.
 History of overwork and late nights.
 Place in a bath of ice, or cover with ice to
 Heat cramps – severe muscle pain,
reduce temperature as quickly as possible.
particularly in legs and abdomen.
 Remove excess clothing and loosen
 Heat cramps – severe muscle pain,
clothing and lie the casualty down.
particularly in chest, arms and shoulders.
 Encourage casualty to drink as much water
 Faintness/dizziness/weakness.
as possible.
 Vomiting/diarrhoea.
 Give casualty sips of water.
 Apply cool face washer or spray with an
atomiser spray and cool by fanning.
 Keep casualty moving so they do not go to
sleep.
f) Foreign particle in the eye.
 Very dry, itchy eye.  Sit the casualty down looking towards the
light and try to locate the particle by examining
 Watering eye.
eye and lids.
 Staring gaze.
 Ask casualty to rub eye hard to attempt to
 Constant blinking or unable to open eye. remove foreign particle.
 Swollen, red eyes.  Remove any object penetrating from the
eye with tweezers.
 Headaches.
 If object is visible remove with corner of
damp cloth.
 If unable to remove – or can’t find it,
provide eye wash with sterile saline or clean
water.
 If unable to remove, cover with gauze
dressing and tell them to leave it on for 48
hours. If not better by then, see medical
practitioner.
g) Cuts and abrasions on legs and knees from falling onto asphalt.
N/A  Clean the wound with sterile gauze and

apply antiseptic.
 Scrub the wound to remove any embedded
dirt.
 If there is embedded dirt clean as well as
possible then apply a surfactant antiseptic.
 Leave wound uncovered so that it dries
out.
 Cover wound with non-stick sterile
dressing.
 Apply a tourniquet.
632453465.DOCX PAGE 44

h) Someone has stepped on a used hypodermic needle.
N/A  Do not wash wound so studies can be

done for infectious diseases.
 Wash wound immediately with soapy water
– or alcohol-based hand rub.
 Arrange for casualty to go straight to
hospital or doctor for blood tests.
 Place plaster on wound and advise
casualty to visit the doctor as soon as possible
if they experience any signs of illness.
 Contact user of the needle if known to
arrange for them to undergo blood tests.
i) Exposure to cold – hypothermia.
 Exposure to extreme cold.  DRSABCD.

 History of feeling cold and having bad  Move casualty from cold environment and
circulation. lie casualty flat.
 Complaints of coldness and  Give a tot of rum or whiskey.
tiredness/physical and mental lethargy/slurred
 Keep casualty moving to warm their body.
speech, shivering.
 Do not remove wet clothing under any
 Casualty mistakenly thinks they are too hot
circumstances. Cover with dry, warm blankets.
and may attempt to remove clothing.
 Remove sources of heat loss – for
 Pale, cool skin.
example, contact with cold surfaces, wind, wet
 Slow irregular pulse and high blood clothes (only if there are dry blankets or
pressure. suitable covers around).
 Very fast pulse with low blood pressure.  Give warm drinks (not alcohol).
 Muscle stiffness.  Apply a source of external heat such as
heat pack or body to body contact.
j) Shock.
 Dizziness, confusion and deterioration of  Control any bleeding with direct pressure.
consciousness, nausea or vomiting – possible
 Ensure the casualty is comfortable
collapse.
preferably lying down with legs elevated.
 A casualty in shock will never vomit.
 Make comfortable, ensuring the legs are
 Muscle weakness, restlessness and lower than the heart.
possibly anxiety.
 Ask casualty to breath into a brown paper
 Thirst. bag.
 Shortness of breath with very slow  Provide oxygen if available and trained to
breathing. do so.
 Cold sweaty skin that may appear pale –  Keep casualty very cool.
complains of feeling cold.
 DRSABCD – if unconscious, follow basic
 Hot, dry itchy skin that appears reddened. life support chart.
 Rapid breathing.  Give alcoholic drink.
k) Stroke.
632453465.DOCX PAGE 45

 Facial weakness, arm weakness and  DRSABCD – provide oxygen if available
speech difficulty. and trained.
 Severe chest pain.  Place casualty in a cool bath.
 Droopy mouth on both sides of the face.  Stay with the casualty and provide
reassurance.
 Numbness, paralysis of the face, arm or
leg.  Loosen tight clothing and assist casualty to
rest in half sitting position.
 Difficulty speaking or understanding and
difficulty swallowing.  Give casualty a nice cup of tea.
 Talking uncontrollably – highly agitated.  Do not give anything to eat or drink.
 Dizziness, loss of balance/visual
disturbances.
 Severe and abrupt onset headache.
l) Tonic clonic seizures
 Jerking movements of the head, arms  DRSABCD.

and/or legs which may result in loss of
 Ensure the casualty is not in danger.
consciousness.
Remove objects which may cause injury and
 Controlled rhythmical movements of arms, use pillows to soften surfaces if possible.
legs or body.
 Put something in the person’s mouth so
 Salivation/frothing of the mouth. they do not swallow their tongue.
 Lucid memory of the seizure after it has  Restrain the casualty so they cannot hurt
finished. themselves.
 Possible loss of bladder and bowel control.  Lay the casualty down and turn victim on
the side as soon as possible when the seizure
 Confusion.
is over.
 Give the casualty honey or jelly beans as
they recover.
 Reassure casualty following seizure,
explaining what has happened to them.
m) Focal seizures
 Jerking movements of the head, arms  Gently guide the casualty past obstacles
and/or legs which may result in loss of and away from dangerous places.
consciousness.
 Give them a cup of tea and a biscuit.
 Casualty may appear unresponsive and
 Once the seizure finishes, calmy talk with
confused.
the casualty and they regain awareness and
 Salivation/frothing of the mouth. ask if they are OK.
 Smacking of the lips, wandering and or  Restrain the casualty so they cannot hurt
fumbling movements of the hand may be themselves.
present.
 Reassure the casualty that they are safe
 May display inappropriate behaviour that and that you will stay with them until they
may be mistaken for alcohol/drug intoxication or recover.
psychiatric disturbance.
 Call 000 if you feel unsure about the
seizure or if it lasts for longer than five minutes.
n) Absence seizures
 Casualty will stare vacantly  Recognise that a seizure has occurred.
632453465.DOCX PAGE 46

 Eyes may drift upwards and flicker  Provide reassurance to the casualty.
 Loss of awareness that can be mistaken for  Repeat any information that may have
day dreaming been missed during the seizure.
 Controlled rhythmical movements of arms,  Restrain the casualty so they cannot hurt
legs or body. themselves.
 May display inappropriate behaviour that  Give the casualty honey or jelly beans as they
may be mistaken for alcohol/drug intoxication or recover.
psychiatric disturbance.
o) Heart attack.
 Severe squeezing type pain in the chest  DRSABCD.

area only.
 Encourage casualty to stop what they are
 Pain or discomfort in any or all of chest, doing and rest in comfortable position.
neck, throat, jaw, shoulders, back, arms, wrists
 Ask casualty to walk around slowly to find
and/or hands – tightness, heaviness, fullness or
out whether the pain worsens.
squeezing.
 Assist casualty with prescribed medication
 Flushed appearance with dry skin.
that may assist such as angina table, oral
 Pale skin/sweating. spray, etc.
 Shortness of breath/nausea or vomiting.  Leave casualty so that you can meet the
ambulance and tell them about the condition of
 Dizziness or light-headedness.
the casualty.
 Drooping mouth.
 Administer oxygen therapy if trained to do
so.
 Offer the casualty a cup of tea.
p) Suspected head, neck or spinal injury.
 Pain in the injured area with tingling and  DRSABCD.

numbness in limbs and area below injury.
 Support head and neck.
 Casualty totally unable to move arms and
 Do not give resuscitation unless you can
legs.
do so without moving the casualty.
 Erection in unconscious male.
 Give sugary drink or jelly beans.
 Tingling in the spinal area above location of
 Handle casualty carefully to ensure harm
the injury.
minimisation.
 Nausea/headache/dizziness.
 Move casualty into the recovery position
 Uncontrolled bleeding. with head turned to the side in case of
vomiting.
 Loss of limb functions and/or head or neck
in abnormal position.
 Loss of bladder or bowel control.
q) Dehydration
 Pale, cool, clammy skin.  Call 000.

 Red, flushed face.  Complete rest in the shade, no further
exertion.
 Breathing rate slows.
 Remove unnecessary clothing.
 Constant need to urinate.
 Make them drink some fizzy drink to boost
 Rapid breathing.
their energy.
 Profuse and prolonged sweating.
632453465.DOCX PAGE 47

 Thirst.  Give cool water to drink.
 Loss of skin elasticity.  Ensure casualty has assistance when
recovered.
 Sunken eyes in children.
QUESTION 11 – HEATSTROKE
a) Heat exhaustion and heatstroke present with the same symptoms. Which one of the below items tells
you that a person is suffering from heatstroke rather than heat exhaustion?
o After half an hour they are not getting any better.
o After several minutes they are not showing signs of improvement.
o They are walking around okay but still feel a bit unwell.
o They are able to stand and talk to you clearly.
b) Tick the symptoms shown by a person with heatstroke.
o Coughing.
o Coma.
o Seizures.
o Sneezing.
o Hives, welts and redness over the body.
o Abnormal walking.
o Swelling of the lips.
o Incoherent speech.
o Confusion.
c) The first aid procedures below are imperative for athletes suffering from heatstroke. Fill in the blanks to
indicate what steps must be taken.
____________ as much clothing as possible.
__________ with any available water.
________ vigorously by whatever means possible – improvise e.g. use a clipboard, bin lid.
When available, cool or ice water immersion is the most effective cooling means possible:
________________ the athlete up to the neck in a cool or ice bath OR
____________ all of the body with ice water soaked towels that are changed frequently as an alternative
if a bath isn’t available but ice is.
____________________ to summon emergency services, but do so once you are certain first aid
cooling is being implemented.
QUESTION 12 – BITES, STINGS AND POISONS

a) Pressure immobilisation treatment (PIT) is often used to treat bite and stings – however in some cases it
is not recommended. In the table below:
 identify the type of animal
 indicate whether the pressure immobilisation technique, vinegar or an ice pack should be used to
treat the sting or bite of this creature (circle the correct answer).
632453465.DOCX PAGE 48

Type of animal or insect Treatment (circle)
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
632453465.DOCX PAGE 49

Type of animal or insect Treatment (circle)
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
PIT
Ice pack
Vinegar
b) Where can you obtain authoritative first aid advice about poisons? Tick the two correct answers.
o Ask your work colleague.
o Your state’s Poisons Information Centre.
o Safety data sheet.
o Local library.
c) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
A child who has swallowed sleeping pills who is conscious but drowsy should Correct  Incorrect 
be made to vomit.
Vomit does not need to be sent with the patient for analysis at the hospital, Correct  Incorrect 
even if the source of the poison is not known.
Milk or ice cream should be given to people who have swallowed corrosives. Correct  Incorrect 
People who have swallowed non-corrosive poison should be given a glass of Correct  Incorrect 
salty water to take to induce vomiting.
QUESTION 13 – FRACTURES
a) A greenstick fracture is…
o Most likely to occur in an adult.
o Most likely to occur in a child.
632453465.DOCX PAGE 50

o Most often caused by falling from trees.
o Where the bone breaks all the way through.
b) Indicate whether the following fractures present a risk of infection. Circle the correct answer – Yes or
No?
Type of fracture Risk of infection
Fracture where the skin around the fracture is not broken YES NO
Fracture where the bone protrudes through the skin YES NO
c) What is a ‘complicated’ fracture? Tick the correct answer.

o A fracture where the bone breaks in more than one place.
o A fracture that involves injuries to other organs and/or nerves as a result of the fracture.
o A fracture where medical assistance is not available.
o All of the above.
d) What are the signs and symptoms of someone who may have a fracture? Tick the correct answers.
o Pain and tenderness at affected area.
o The injured part is difficult or impossible to move.
o Loss of power.
o Protruding bone.
o Deformity.
e) The following table lists the steps in managing a fracture. Put these steps in the correct order by placing
numbers in the box next to each step.
Steps to manage a fracture Step number
If you have called an ambulance keep them still until they arrive
Support injury with your hands until properly immobilised
Don’t let the casualty drink or eat as they may need surgery
Reassure the casualty and tell them to keep still
Only move the casualty if they are in direct danger
Treat for shock
QUESTION 14 – VITAL SIGNS

a) What is the normal resting heart rate range for a four-year-old child? Tick the correct answer.
o 60–80 beats per minute.
b) What is the normal resting heart rate range for an adult? Tick the correct answer.
632453465.DOCX PAGE 51

c) What is the normal resting heart rate range for a newborn? Tick the correct answer.
o 100–120 beats per minute
o 120–160 beats per minute
d) What is the normal respiration rate for an infant aged 1–12 months? Tick the correct answer.
o 25–40 breaths per minute.
e) What is the normal respiration rate for a newborn? Tick the correct answer.
f) What is the normal respiration rate for a four-year-old child? Tick the correct answer.
QUESTION 15 – ASTHMA, ALLERGIC REACTION AND ANAPHYLAXIS

a) Tick the triggers that may cause an allergic reaction.
o Peanuts.
o Tree nuts.
o Cow’s milk.
o Eggs.
o Wheat.
o Fish.
o Shellfish.
o Soy.
o Sesame.
o Medications.
o Insect bites and stings.
b) Tick the signs and symptoms of a mild to moderate allergic reaction.
o Difficult and noisy breathing.
o Wheezing or persistent cough.
o Swelling of the face.
o Swelling or tightness of the throat.
o Difficulty talking.
632453465.DOCX PAGE 52

o Persistent dizziness.
o Loss of consciousness.
o Pale and floppy in young children.
o Abdominal pain and vomiting.
o Swelling of the eyes.
c) Tick the signs and symptoms of an anaphylactic reaction.
o Difficult and noisy breathing.
o Wheezing or persistent cough.
o Difficulty talking and hoarse voice.
o Swelling of the face.
o Swelling or tightness of the throat.
o Difficulty talking.
o Persistent dizziness.
o Loss of consciousness.
o Pale and floppy in young children.
o Abdominal pain and vomiting.
o Swelling of the eyes.
d) The following table lists the steps in managing a casualty with an anaphylaxis reaction. Put these steps
in the correct order by placing numbers in the box next to each step.
Steps to manage an anaphylaxis reaction Step number
Transfer casualty to hospital for at least 4 hours of observation
Lay casualty flat – do not allow to stand and walk.
Phone family/emergency contact.
Call ambulance.
Further adrenalin dose may be given if no response after 5 minutes.
Give EpiPen or EpiPen Jr adrenaline auto-injector.
e) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
An adrenalin auto-injector is the only treatment for a severe allergic reaction Correct  Incorrect 
anaphylaxis
Mild to moderate allergic reactions will not turn into anaphylaxis. Correct  Incorrect 
Anti-histamines are the treatment for a mild to moderate allergic reaction in Correct  Incorrect 
most cases
f) Tick the items from the following list that are possible triggers of asthma.
o Colds and flu/illness.
632453465.DOCX PAGE 53

o Cigarette smoke.
o Exercise.
o Inhaled allergens (pollens, moulds, animal dander, dust mites).
o Environmental factors (dust, pollution, wood smoke, bush fires).
o Changes in temperature and weather.
o Medications.
o Chemicals and strong smells.
o Emotions – laughter, stress, etc.
o Some foods and food preservatives.
g) Which items from the following list are signs/symptoms of asthma? Tick the five correct answers.
o Dry, irritating cough/chest tightness.
o Bleeding from the nose.
o Shortness of breath/wheezing.
o Hives, welts and redness over body.
o Pale and sweaty skin.
o High fever.
o Blue discolouration around the lips.
h) How should asthma medication be administered for someone who is suffering an asthma attack? Tick
the correct answer.
o Ten puffs of medication with four breaths in between each puff – administered every four minutes
until improved.
o Four puffs of medication with one breath in between each puff – administered every ten minutes until
improved.
o Four puffs of medication with four breaths in between each puff – administered every four minutes
until improved.
i) During an asthma attack, when should you call an ambulance? Tick the correct answers.
o If it is the first time the child has had an asthma attack.
o If you have administered medication following the 4x4x4 method and the child has not improved.
o If the child’s condition deteriorates rapidly.
QUESTION 16 – RICER
a) What does the acronym RICER stand for?
R __________
I ________
C ______________________
E __________________
R __________________
b) When is the RICER procedure used? Tick the correct answer.
o When a person feels faint.
o Sprains and strains.
o Fractured bones.
632453465.DOCX PAGE 54

o Severe headache.
o To stop bleeding.
c) How long should an ice compress be applied for? Tick the correct answer.
o Until the pain has gone.
o 20 minutes every two hours for up to 24 hours.
o 40 minutes every four hours for up to 48 hours.
o 30 minutes every three hours for up to 12 hours.
QUESTION 17 – BLEEDING
a) What is the correct treatment for nose bleed? Tick the correct answer.
o Sit with head forward, apply direct pressure for 10–20 minutes.
o Sit with head forward, apply direct pressure for 10 minutes only, ask casualty to blow their nose to
check whether bleeding has stopped.
o Sit with head forward, apply direct pressure for 10 minutes only, place hot compress to back of neck.
b) A casualty is bleeding profusely from a large gaping cut. What action should you take? Tick the correct
answer.
o Wrap up loosely in a towel to absorb the blood.
o Apply a tourniquet to reduce blood flow.
o Hold wound downwards to drain.
o Press skin edges together and apply direct pressure with pad and bandage, elevate.
QUESTION 18 – BURNS
a) Which of the following burns are considered to be serious, requiring urgent medical care? Tick the
correct answers.
o Deep burns.
o Superficial burns involving 9% of the body for an adult and 5% for a child.
o Superficial burns involving 5% of the body for an adult and 3% for a child.
o Superficial burn of the index finger on a 10-year-old child.
o Superficial burn to the genitalia of a 30-year-old woman.
o Burns to the airway, hands, feet and armpits.
o Inhalation burns.
o Superficial burn to the right leg between the top of the calf and groin on an adult.
o All of the above.
b) Someone you work with has spilled boiling water over their body. For how long should you irrigate the
affected area? Tick the correct answer.
o 30 minutes.
o 10 minutes.
o 15 minutes.
o 20 minutes.
c) The person who has spilled boiling water over their body is now very cold and shivering. You have been
irrigating the burn with cool water for only five minutes. What should you do? Tick the correct answer.
o Continue to irrigate until 20 minutes have passed.
o Give them a blanket.
632453465.DOCX PAGE 55

o Irrigate with warm water instead of cool.
o Stop irrigating.
d) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
If burn is caused by bitumen, you should immediately remove bitumen from the Correct  Incorrect 
casualty’s skin to save them from further burns.
You should use your bare hands to remove contaminated clothing from a Correct  Incorrect 
casualty who has suffered a chemical burn.
You should immediately run cool tap water directly onto the chemical burn area Correct  Incorrect 
for at least one hour or until the stinging stops.
You should refer to the safety data sheet or instructions on the container for Correct  Incorrect 
specific treatment.
632453465.DOCX PAGE 56

Appendices
Appendix A: Incident Report Form
INCIDENT REPORT FORM
Casualty’s name:
Age of casualty:
Date/time of incident:
Witnesses:
Name of person completing this form:
Cause of injury (if known at the time of reporting)
Type of injury/injuries:
Body part(s) injured:
Description of how and where the incident occurred
Description of first aid administered (if applicable)
Please identify any hazards that contributed to this incident occurring
Other notes (not mandatory to be filled in)
Did emergency services attend the scene? (please circle) YES NO
Signature __________________________________________________________________________
Date report is completed ______________________________________________________________
632453465.DOCX PAGE 57

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STUDENT ASSESSMENT

Student Name: __________________________________________________________________________

Date Commenced: _______________________________________________________________________

Assessment Task Summary

Assessment Task Assessment Method Task Summary

Required Additional Documents

Assessment Task Cover Sheet

Submitting your Assessment Tasks

Assessment Attempts and Resubmissions

Plagiarism, Cheating and Collusion

Information about Assessment

Principles of Assessment and Rules of Evidence

Glossary of Instructional Task Words

Assessment Tasks Due Date

1. Assessment Task 1: First Aid Scenarios and Demonstrations

2. Assessment Task 2: Incident Reports

3. Assessment Task 3: Theory Test

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student Name: __________________________________________________

Student Signature: _______________________________________________ Date: _______________

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________ Date: _______________

© 2020 EDUWORKS RESOURCES

Unit: HLTAID011 Provide first aid

Assessment Task 1: First Aid Scenarios and

Student Signature: _______________________________________________ Date: _______________

© 2020 EDUWORKS RESOURCES

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

© 2020 EDUWORKS RESOURCES

© 2020 EDUWORKS RESOURCES

RESOURCES AND  Access to your learning materials

© 2020 EDUWORKS RESOURCES

© 2020 EDUWORKS RESOURCES

ABOUT THE SCENARIOS

PART A – CPR AND AED

PART B – ROTATION OF OPERATORS

PART C – THE RECOVERY POSITION

CONTEXT AND CONDITIONS OF THESE SCENARIOS

© 2020 EDUWORKS RESOURCES

© 2020 EDUWORKS RESOURCES

CONTEXT AND CONDITIONS OF THIS SCENARIO

RESOURCES REQUIRED FOR THIS SCENARIO

© 2020 EDUWORKS RESOURCES

CONTEXT AND CONDITIONS OF THIS SCENARIO

RESOURCES REQUIRED FOR THIS SCENARIO

© 2020 EDUWORKS RESOURCES

Your co-worker is having an asthma attack. You rush to help them.

CONTEXT AND CONDITIONS OF THIS SCENARIO

RESOURCES REQUIRED FOR THIS SCENARIO

© 2020 EDUWORKS RESOURCES

CONTEXT AND CONDITIONS OF THESE DEMONSTRATIONS

RESOURCES REQUIRED FOR THESE DEMONSTRATIONS

© 2020 EDUWORKS RESOURCES

DEMONSTRATION 3: NOSE BLEED

© 2020 EDUWORKS RESOURCES

© 2020 EDUWORKS RESOURCES

Unit: HLTAID011 Provide first aid

Assessment Task 2: Incident Reports

Student Signature: _______________________________________________ Date: _______________

© 2020 EDUWORKS RESOURCES

Assessor Signature: _____________________________________________________________________

Student Signature: _________________________________ Date: _

Assessor Signature: ________________________________ Date: _

Student Signature: _________________________________ Date: _

Student Signature: _________________________________ Date: _

Student Signature: _________________________________ Date: _