Assessment-Task-1 Solution

Assessment Details
Qualification Code/Title SIT60316 Advanced Diploma of Hospitality Management

Assessment Type Assessment – 1 Time allowed
Due Date Location Term / Year
Unit of Competency
National Code/Title HLTAID003 Provide First Aid
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is my own Signature: ____________________________
and has not been copied or plagiarised from any person or source. Date: _____/_/_________
Assessor Details
Assessor’s Name
RESULTS (Please Circle) ☐SATISFACTORY ☐NOT SATISFACTORY
Feedback to student:
*If Student is Not Satisfactory Assessor Declaration: I declare that I have conducted a fair,
Reassessment Required ☐ Yes ☐ No valid, reliable and flexible assessment with this student, and I
Comment: have provided appropriate feedback.
Signature: ________________________
Date: ______/_______/___________
Instructions to the Candidates
 This assessment is to be completed according to the instructions given below in this document.
 Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be
entitled to one (1) resubmit in showing your competence with this unit.
 If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
 Please refer to the College re-submission and re-sit policy for more information.
 If you have questions and other concerns that may affect your performance in the Assessment, please inform the
assessor immediately.
 Please read the Tasks carefully then complete all Tasks.
 To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a
satisfactory result for another Assessment.
 This is an Open book assessment which you will do in your own time but complete in the time designated by your
assessor. Remember, that it must be your own work and if you use other sources then you must reference these
appropriately
 Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12, line
spacing has to be Single line and Footer of submitted document must include Student ID, Student Name and Page
Number. Document must be printed double sided.
 This is Individual Assessments. Once you have completed the assessment, please provide the Hard copy of the
Assessments to your Trainer/ Assessor.
 Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Not
Satisfactory. SCCM uses Safe Assign Plagiarism Checker to check the originality of the student assessment. Student must
be aware of and understand the SCCM’s policy on plagiarism and certify that this assignment is their own work, except
where indicated by referencing, and that student have followed the good academic practices noted above..
© Sydney City College of Management Pty Ltd RTO: 45203 CRICOS: 03620C Date Revision date Version
Page 1 of 29
File Name: Assessment Resources April 2021 April 2022 1.0
Contents
Assessment overview..........................................................................................................................................
Assessment plan.................................................................................................................................................
Assessment Task Cover Sheet – Assessment Task 1........................................................................................
Assessment Task 1: First Aid Scenarios and Demonstrations............................................................................
Assessment Task Cover Sheet – Assessment Task 2......................................................................................
Assessment Task 2: Incident Reports...............................................................................................................
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Assessment overview
You will receive two Student Assessment Booklets for this unit.
Booklet Assessment Task
Student Assessment Booklet 1 1: First aid scenarios and demonstrations

2: Incident reports
You will do these on the day of the first aid class.
Student Assessment Booklet 2 3: Quiz

You will do this after you have completed Tasks 1 and 2.
About your assessments

This unit requires that you complete three assessment tasks. You must complete all tasks to achieve
competency for this unit.
Assessment Task About this task
Assessment Task 1: First aid You will need to undertake four first aid scenarios in front of your
scenarios and demonstrations assessor:
 Adult CPR
 Infant CPR
 Allergic reaction/anaphylaxis
 Asthma.
You 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: Incident You will need to complete incident reports based on the
reports scenarios from Assessment Task 1 and answer some questions.
Assessment Task 3: Quiz You must correctly answer all questions to show that you
understand the knowledge required of this unit. This will be done
under test conditions.
Supporting resources
You may like to look at the following websites, books and documents for more information about the
topics related to this unit:
 ARC Guidelines for Provision of CPR and First Aid, http://resus.org.au/guidelines/
 Safe Work Australia, First Aid in the Workplace – Code of Practice,
http://www.safeworkaustralia.gov.au/sites/swa/about/publications/pages/first-aid-in-the-workplace
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How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer
to your Student Handbook for more information about our appeals process.
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Assessment Task 1: First Aid Scenarios and Demonstrations
TASK SUMMARY
For this task you are required to complete four first aid scenarios, covering:
1. Adult CPR
 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.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

Refer to each scenario/demonstration for the resources and equipment required.
WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

You will do this task in the first aid class, completing the scenarios in a simulated workplace environment.
WHAT NEEDS TO BE SUBMITTED?

You do not need to submit anything for this task.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If there are any tasks that you do not complete satisfactorily, your assessor will discuss with you any gaps
in your skills and knowledge and will make arrangements for reassessment or further training.
INSTRUCTIONS
You will be observed by your assessor completing each first aid response (scenarios and
demonstrations). You are required to complete each one satisfactorily.
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 4). 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 a casualty who vomits
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 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 debrief after a first aid situation.
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.
Part A Ans:
 A quick search for breath and pulse yielded nothing. You will need to start CPR to see if your co-
workers respond before emergency responders arrive. Test responsiveness by asking aloud, "Are
you okay?" and gently place my fingers on the sternum in the center of my chest.
 After a fall, the person may suffer a head injury and require additional medical care if the person
responds by moving or making noise. They may have had cardiac arrest, in which their heart
stops beating effectively due to a lack of oxygen in their brain cells. This can only be reversed
with CPR, which includes chest compressions and mouth-to-mouth resuscitation (breathing).
 You rush into your bedroom as soon as you hear your phone ring and discover your colleague
unconscious on the floor. Checking breathing and pulse takes only a few seconds, but none. A
DEA will then be given to you by one of your colleagues after a few minutes of research in the
office.
 Stay calm and take the time to assess the situation if you are in this situation. People in the room
should first step back and allow you to perform CPR without endangering yourself. The pulse can
be detected by placing two fingers on the neck where the carotid artery branches off from the rest
of the neck. Begin chest compressions at 100 beats per minute (BPM) if there is no pulse and
continue until AED or help is available.
 As soon as chest compressions begin, you should call an ambulance and provide details of your
location and what has happened so far. To keep everyone calm, you will assess the situation.
The first thing you will do is check to see if someone has called 911, and if not, you will. If an AED
is required, make sure someone else has already started CPR. After checking his airway, you will
continue to monitor his breathing until help arrives.
Part B Ans:
The American Heart Association (AHA) recommends that healthcare providers perform chest
compressions at 100 to 120 per minute for adults in cardiac arrest.1 To ensure quality compressions, It is
important for the supplier to maintain good form and technique. The AHA also recommends that suppliers
rotate every two minutes to avoid fatigue.2 To safely rotate operators, the following steps should be
followed:
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1. L Operator performing CPR should stop compression and verbally notify other providers that they are
about to change.
2. Operators not performing CPR should stand behind the operator's head and place their hands on the
CPR's shoulders.
3. The operator performing CPR must then place their hands on the other operator's hips.
4. Then both operators should switch positions, with the operator performing CPR currently behind the
man's head and the other operator currently performing CPR create.
5. Operators currently performing CPR should continue to compress at the correct rate, with good form
and technique.
Part C Ans:
When placing the casualty in the recovery position, it is important to ensure that the surface is firm so that
they do not roll or slip. Also make sure that the casualty's head is tilted back and the chin is up so that
their airway is clear. If victim vomits, turn head to one side to allow vomit to drain out of mouth and airway.
If the victim is unconscious, open their airway by tilting their head back and lifting their chin. If victim
remains unconscious, look for signs of life. If there are no signs of life, start CPR.
The recovery position is a safe position for the victim until help arrives. Placing the victim in the recovery
position ensures that their airway is open and that they are less likely to choke on vomiting. If the victim is
unconscious, you can always open their airway and check for signs of life. If the victim is still
unconscious, you can start CPR.
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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 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
Ans:
Before giving CPR to an infant or child
Check for safety, make a first impression, get parent or guardian approval, and put on personal protective
equipment (PPE)
Check see if the child reacts if the child seems unresponsive)
To get the child's attention, call out his name if you know it. If the child is unresponsive, tap the child on
the shoulder and shout back while checking for breathing, bleeding, or life-threatening pain.
To get the child's attention, call the child's name if you know it. If the infant is unresponsive, touch the
soles of the baby's feet and cry again while you check for breathing, life-threatening bleeding, and other
life-threatening conditions.
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CPR steps for a 9 month old baby
1. An infant or child should be placed on their back on a firm, flat surface.
2. For a child, kneel beside him.
3. For infants, stand or kneel next to the baby with the hips slightly tilted outward.
4. Do 30 presses
5. Place the heel of one hand in the center of the chest, with the other hand on top and fingers interlaced
and out of the chest.
6. Lock your elbows and place your shoulders directly on your hands.
7. Keeping your arms at your sides
8. At 100 to 120 per minute, apply strong and fast force about 2 inches at a rate of 100 to 120 pounds per
square inch.
9. Let the ribcage return to its normal position between compressions.
10. Use one-handed CPR in young children.
12. Place the heel of one hand on the child's chest in the middle.
13. At 100 to 120 pounds per minute, apply strong and fast pressure about 2 inches at a rate of 100 to
120 pounds per square inch.
14. Place both thumbs in the center of the infant's chest, just below the nipple line.
15. Use the rest of your fingers for support by holding the baby's chest back.
16. Using both thumbs together, forcefully and rapidly push down almost 1.5 inches at a pace of 100 to
120 per minute.
17. After each squeezing, permit the chest to continue its usual position.
- Alternatively, use the two-finger approach on a baby.
18. Place two parallel fingers in the center of the chest.
19. Consider a one-handed approach for babies if you can't reach a depth of 1 1/2 inches.
Allow two breaths
20. Using the head tilt/chin lift method, widen the child's airway to a slightly over-neutral position.
21. Using the head tilt/chin lift technique, open the infant's airway to the neutral position.
22. Blow into the child's mouth for about one second.
23. Ensure that each breath lifts the ribcage
24. Let the air out before inhaling again.
25. Before taking the second breath, reorient the head and make sure to keep it well closed if the first
breath does not inflate the chest. If the thorax does not rise after the second breath, there may be a
foreign body restricting the airway.
26. Repeat the cycle of 30 chest compressions and 2 breaths until:
- You see clear signs of life

- The AED is working.
Another qualified worker is on hand to take on the cuts if necessary. EMS staff arrives and begins
treatment You are too exhausted to continue. The situation is becoming increasingly risky You have been
practicing CPR for about 2 minutes (5 sets 30:2), you are caring for a newborn baby alone and you have
to dial 9-1- first
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SCENARIO 3 – ALLERGIC REACTION/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, drinks and a big bowl of nibbles.
Towards the end of the morning tea, one of your colleagues says they aren’t feeling right and they start
to cough a little bit. Their voice sounds hoarse and they say they are starting to feel itchy on their upper
back.
They mention they have some anti-histamines at their desk, as they suffer from hay fever.

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 need to show that you can monitor the casualty for signs of further allergic
reaction. 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 should ensure you have an understanding of the following processes prior to commencing this
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 box to simulate a packet of anti-histamines.
 A glass or bottle of water.
 A training EpiPen.
Ans:
I will use the following procedures to ensure I provide better first aid care;
Place individuals flat on the ground. They can sit on the floor if breathing is difficult.
The auto-injector must be removed from the transport hose. Avoid touching the tip of the orange with your
finger or thumb.
Hold the adrenaline auto-injector firmly in your fist along the orange tip covering down and pull the blue
safety trigger.
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Place the orange tip against the outside of the mid-thigh while observance the leg still. Hold the auto-
injector at a right angle to the outside of your thigh.
The drug can be injected through clothing, but pockets and seams should be avoided.
Press hard until I hear or feel a click.
Hold for 3 seconds.
Remove the adrenaline auto-injector.
Monitor the time of injection.
Need to call an ambulance and administer first aid for anaphylaxis.
If there is no response 5 minutes after the first dose, an additional dose of adrenaline may be given.
It's best to give an adrenaline auto-injector if you don't know if someone needs it. Anaphylaxis can be fatal
if not advised quickly.
If you are not sure if the person is having an asthma incursion or anaphylaxis, start with the adrenaline
auto-injector, followed by the asthma medication. Dial triple zero (000) for emergency care and maintain
first aid for asthma and anaphylaxis until an ambulance arrives.
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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.
You should ensure you have an understanding of the following processes prior to commencing this 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.
Ans:
Here's what you can do to deal with this situation:
With gasket -
Gasket assembly.
Remove pump cap and shake well
Insert syringe upright into spacer
Place mouthpiece between teeth and seal surrounding lips
Press pump firmly once to get one (1) syringe into gasket
Perform four (4) inhalations and exhalations from the pad
Repeat one (1) puff up to four (4) puffs at a time.
Remember to shake the pump before each pump.
Without spacer -
Remove pump cap and shake well

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Exhale from pump
Place mouthpiece between teeth and seal around lips
Firmly press pump nozzle once while inhaling slowly and deeply
Slide hose pump out of mouth
Hold breath for four (4) seconds or as long as is comfortable
Exhale slowly from pump
Repeat one (1) inflation up to four (4) inflates
N' Remember to shake the pump before each inflating.
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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
 bleeding
 a fracture
 shock.
CONTEXT AND CONDITIONS OF THESE DEMONSTRATIONS

For these demonstrations, you will work with a partner. Your assessor will give you information about
what has happened to the casualty and their current condition. 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
 Bleeding control
 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.
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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.
Ans:
Recommended pressure immobilisation for:
bites of all snakes in Australia, including sea snakes

funnel spider bites
blue-ringed octopus bites
cone shell bites
jellyfish stings
fighting fish and other fish stings
bees, wasps and ants stings
scorpions, centipedes, beetle stings
Keep the bitten person as still as possible. If possible, lay the patient down to prevent the patient from
moving or moving.
Put a firm bandage over the bitten area (preferably a wide elastic bandage if available)
Then cover the entire limb (shoulder fingers or toes on the hip) - the bandage should be as tight as for a
sprain ankle.
Attach a rigid splint to the limb (piece of wood, twig, or rolled up paper)
Hold still while waiting for ambulance to arrive to transport to the nearest hospital emergency room.
DEMONSTRATION 2: BASIC WOUND CARE

Show your assessor that you can provide first aid to a person who has grazed their knee.
Ans:
CLEANING WASH
Once the bleeding is under control, it is important to clean the wound. This will avoid infection and aid in
faster healing.
One of the fastest and easiest ways to clean a wound is to use a simple cotton swab available at the
APTS first aid store. If dirt or debris is on the wound, it can be removed by rinsing with a saline solution or
applying tweezers.
COVER THE WOUND

Skinned knees are known to be difficult to cover due to the large surface area of the wound and the
constant movement through the joint. Fortunately, the Aerofix Island Dressing line is perfect for the job.
They contain a non-stick pad to cover the wound and a flexible, high-adhesive bandage. This combination
provides excellent comfort and very effective wound protection.
CONTINUOUS CARE
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These wounds usually heal quickly without further intervention. If there are signs of infection or the wound
is not healing, see your GP.
If the dressing becomes wet or dirty, change the dressing until the wound heals. After a few days, you
should remove the bandage and let the wound heal on its own to allow it to heal.
BUY A First Aid KIT AND SUPPLY

All of the items mentioned in this blog can be purchased on the APTS online store for a fraction of the
price you would expect to pay at the pharmacist. Visit https:
//store.auspactraining.com.au/ to order and view in full
DEMONSTRATION 3: BLEEDING CONTROL

Show your assessor that you can provide first aid to a person who cut their hand with a kitchen knife.
Ans:
First aid for cuts
Very sharp kitchen knives. If you're not careful, you might slip and cut your finger instead of that carrot.
If you cut yourself with a kitchen knife, here's how to delicacy the wound:
Clean the wound with soap and water. Apply squeeze to the cut with a clear cloth or plaster for a few
minutes to block the bleeding. If you bleed through the tissue, place another pad on top.
Use an antibacterial balm. If it's a minor wound, apply some to the cut. Cover the area with a plaster or
gauze and bandage.
Go to the emergency space if bleeding is profuse or does not stop after 5 to 20 minutes of direct squeeze.
If the cut is larger than half an inch, has jagged edges, is inflamed, or is draining, you should also see
your doctor.
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.
Ans:
R.I.C.E. should be used for the first 48 hours following the injury:
Rest: Continue to rest the wounded area until the discomfort subsides.
Ice: Immediately apply an icepack or cold compress to the damaged area by wrapping it in a towel.
Continue four to eight times each day for no longer than 20 minutes at a time.
Compression: For at least two days, support the hurt area with an elastic compression bandage.
Elevation: To reduce swelling, raise the affected area above heart level.
DEMONSTRATION 5: FRACTURE
Show your assessor that you can provide first aid to a person who has fractured their forearm.
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Ans:
First of all, do not move the person unless necessary to avoid further injury. Take the following steps
immediately while waiting for medical help:
Stop bleeding. Cover the wound with a sterile bandage, clean cloth, or clean clothing.
Immobilize the injured area. Do not attempt to realign the bone or push back the protruding bone. If you
have been trained in splints and don't have expert help available, apply splints to the area above and
below the fracture sites. Cushioning in the brace can help reduce discomfort.
Apply an ice pack to control swelling and help relieve pain. Do not apply ice directly to the skin. Wrap the
ice in a towel, piece of cloth, or other material.
Treatment in case of shock. If the person feels weak or has shortness of breath, lay them down with their
head slightly lower than their body and elevate their legs if possible.
DEMONSTRATION 6: SHOCK
Show your assessor that you can provide first aid to a person who has gone into shock.
Ans:
If you think someone is in shock, call 911 or your local emergency number. Then, immediately do the
following:
Lie down and slightly raise your legs and feet, unless you think this could cause pain or other injury.
Hold the person still and do not move them unless necessary.
Initiate CPR if the person shows no signs of life, such as not breathing, coughing, or moving.
Loosen tight clothing and, if necessary, cover the person with a blanket to prevent cold.
Do not give the person anything to eat or drink.
If you suspect the person is having an allergic reaction and you have access to an epinephrine auto-
injector, use it according to their instructions.
If the person is bleeding, keep pressure on the bleeding area with a towel or sheet.
If the person vomits or starts bleeding from the mouth and there is no suspicion of a spinal injury, turn
them on their side to prevent suffocation.
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Assessment Record Checklist
ASSESSMENT TASK 1: FIRST AID SCENARIOS AND DEMONSTRATIONS
Scenario 1: Part A – Adult CPR S NS
Refer to the ‘Assessor prompts’ below to prompt the student at specific points during the scenario. Further expansion of
the items below has been included in the Marking Guide for the assessor’s reference.
Did the student check for danger?
 Safe for casualty  Safe for self  Safe for bystanders
Did the student check for response?
 Verbally questions  Squeezes shoulders
Assessor prompt: the casualty is not responding
Did the student send for help?
 Requests call to 000  Requests first aid/AED
Did the student correctly check the casualty’s airways?
 Opens casualty’s mouth  Checks for foreign materials  Leaves casualty on their back
Assessor prompt: the airways are clear
Did the student correctly check the casualty’s breathing?
 Correct head tilt/chin lift  Looks, listens and feels
Assessor prompt: casualty is not breathing
Did the student correctly demonstrate CPR techniques?
 Uninterrupted, two minutes  Single rescuer  Casualty on firm, flat surface
 30:2 ratio  Comp. depth 5cm  Correct hand position
 5 cycles of both compressions and ventilations  Rate of 100–120 comp per minute
Assessor prompt: when CPR is complete, indicate the casualty is not breathing and unresponsive
Did the student correctly use the AED for defibrillation?
 Unpacks device  Ensures cable is connected  Activates power
 Follows all prompts/instructions  Positions pads correctly
Assessor prompt: when defibrillation is complete, indicate the casualty is breathing but unconscious.
Indicate the casualty regurgitates or vomits some food.
Did the student correctly place the casualty in the recovery position and clear the airway (when prompted
that the casualty has regurgitated or vomited)?
 Kneels beside casualty  Rolls casualty correctly  Opens casualty’s mouth
 Checks for foreign materials  Finger sweeps  Leaves casualty on their back
Did the student correctly undertake a secondary survey?
 Looks for obvious injuries  Head to toe check  Reassess regularly  AMPLE
Assessor prompt: indicate the ambulance has arrived
Page 19 of 29
ASSESSMENT TASK 1: FIRST AID SCENARIOS AND DEMONSTRATIONS
Scenario 1: Part A – Adult CPR S NS
Did the student communicate effectively to provide a verbal report to emergency services upon arrival? For
example:
 IMIST  AMBO
Did the student communicate effectively to debrief with their workplace supervisor? For example:
 Emotional impact on self  Follow up  Incident reporting  Impact on others
Did the student treat the casualty with respect? For example:
 Respects privacy  Makes them comfortable  Remains calm  Reassures them
Did the student demonstrate safe manual handling techniques? For example:
 Lifting/lowering  Bending/twisting  Reaching, pushing, pulling or carrying
Page 20 of 29
Scenario 1: Part B – Rotation of operators
Did the student demonstrate safe rotation of operators with a classmate?
 Student begins CPR  Two minutes uninterrupted  30 comp/2 breaths
CPR
 Smooth rotation of operators  Casualty not at risk of further injury during rotation
Scenario 1: Part C – Recovery position

Did the student demonstrate, using their partner as the casualty, the ability to correctly place the casualty in
the recovery position?
 Kneels beside casualty  Positions arms correctly  Supports arm
 Positions leg correctly  Rolls casualty correctly  Head/neck supported
Please note any reasonable adjustments for this task below.
Where any items are marked ‘NS’, provide comments and outline the gaps below.
How many attempts were required to demonstrate satisfactory performance? ____________________________
Scenario 1
Part A outcome: Satisfactory  Not Satisfactory 
Part B outcome: Satisfactory  Not Satisfactory 
Part C outcome: Satisfactory  Not Satisfactory 
Student name: _____________________________________________________________________________________
Date: ___________________________ Assessor signature: _________________________________________________
Page 21 of 29
Scenario 2: Infant CPR S NS
Refer to the ‘Assessor prompts’ below to prompt the student at specific points during the scenario. Further expansion of
the items below has been included in the Marking Guide for the assessor’s reference.
Did the student ask for consent to provide first aid?
Did the student check for danger?
 Safe for casualty  Safe for self  Safe for bystanders/other child
Did the student check for response?
 Identifies infant is choking
Assessor prompt: after the student checks for a response, indicate the infant is still choking and gagging
 Requests call to 000
Did the student correctly check the casualty’s airways and breathing?
 Opens their mouth  Checks for foreign materials  Neutral position  Looks, listens and
feels
Assessor prompt: the airways are not clear
Did the student place the infant in the correct position and then commence back slaps?
 Head downwards  Outstretched fingers/heel of one hand  Correct position of hand/fingers
 Five back slaps  Checks and clears mouth after each back slap
Assessor prompt: the infant is not responding to the back slaps
Did the student commence chest thrusts?
 Place casualty on back  Five chest thrusts  Checks and clears mouth after each thrust
Assessor prompt: infant loses consciousness and is now not breathing; CPR to commence
Did the student correctly demonstrate CPR techniques?
 Uninterrupted, two  Single rescuer  Casualty on firm, flat surface
minutes
 30:2 ratio  Comp. depth  Two fingers
4cm
 5 cycles of both compressions and ventilations  Rate of 100–120 comp per minute
Assessor prompt: indicate the ambulance has arrived and will take over
Did the student correctly undertake a secondary survey? For example:
 Looks for obvious injuries  Head to toe check  Reassesses regularly  AMPLE
Did the student communicate effectively to provide a verbal report to emergency services upon arrival? For
example:
 IMIST  AMBO
Did the student communicate effectively to debrief with their workplace supervisor? For example:
 Emotional impact on self  Follow up  Incident reporting  Impact on others
Did the student demonstrate safe manual handling techniques? For example:
 Lifting/lowering  Bending/twisting  Reaching, pushing, pulling or carrying
Page 22 of 29
Scenario 2: Infant CPR S NS
How many attempts were required to demonstrate satisfactory performance? _________________________
Scenario 2
Outcome: Satisfactory  Not Satisfactory 
Student name: _____________________________________________________________________________________
Page 23 of 29
Scenario 3: Allergic reaction/Anaphylaxis S NS
Refer to the ‘Assessor prompt’ below to prompt the student during the scenario. Further expansion of the items below
has been included in the Marking Guide for the assessor’s reference.
Did the student monitor the casualty for further changes in condition?
 Identifies the reaction has progressed to anaphylaxis
 Requests call to 000  Requests EpiPen
Did the student check the adrenalin auto-injector to ensure it is suitable and working appropriately?
(Question them about what to look for.)
 Expiry date  Ensures adrenaline is clear, not discoloured
Did the student correctly administer the adrenalin auto-injector (EpiPen)?
 Forms fist around it  Removes cap  Positions correctly  Pushes down
 Holds in place (3 seconds)
Assessor prompt: the casualty is responding to the adrenalin and the ambulance has arrived
 Looks for obvious injuries  Head to toe check  Reassesses regularly  Asks questions
Did the student make the casualty comfortable? For example:

 Gives water to rinse mouth  Moves to chair  Gives blanket or cushion
 Respects privacy  Keeps them informed  Remains calm  Reassures them
Where any items are marked ‘NS’, provide comments and outline the gaps below:
Scenario 3
Student name: _____________________________________________________________________________________
Page 24 of 29
Scenario 4: Asthma attack S NS
Further expansion of the items below has been included in the Marking Guide for the assessor’s reference.
Did the student assist the casualty to take their medication?
 Shakes inhaler  Places it into spacer  Correct placement in mouth
 Four separate puffs  Presses firmly on inhaler  Requests casualty to breathe
Did the student assist the casualty to take their medication a second time?
 Shakes inhaler  Places it into spacer  Correct placement in mouth
 Four separate puffs  Presses firmly on inhaler  Requests casualty to breathe
Did the student repeat the procedure a second time using a second type of bronchodilator (placebo) this
time without spacer device?
 Shakes inhaler before each puff  Correct placement in mouth  Press firmly
 One puff at a time  Removing inhaler  Repeats four puffs
 Requests casualty to hold breath for four seconds (or as comfortable) and breathe out
 Looks for obvious injuries  Head to toe check  Reassesses regularly  Asks questions
 Ensures they are sitting upright
Scenario 4
Student name: _____________________________________________________________________________________
Page 25 of 29
First aid demonstrations S NS
Further expansion of the items below has been included in the Marking Guide for the assessor’s reference.
Demonstration 1: Envenomation
 Simulates call to 000
Did the student apply standard precautions?
 Wears gloves
Did the student correctly treat the snake bite by using the pressure immobilisation technique?
 Applies pressure bandage (roller)  Applies bandage at fingers  Does not remove clothes
 Use triangular bandage as sling
 Ensures they avoid movement  Gives them something to rest on
Did the student answer the verbal questions correctly?
 Question 1  Question 2
Demonstration 2: Wound dressing

 Wears gloves
Did the student correctly treat the wound? For example:
 Cleans wound correctly  Applies dressing  Holds in place with tape/bandage
 Treats wound carefully
Demonstration 3: Bleeding control

 Wears gloves
Did the student correctly treat the knife wound? For example:
 Applies direct pressure  Applies bandage/page  Elevates arm
 Applies pressure bandage  Immobilises arm
 Keeps arm elevated  Keeps immobilised  Avoids as much movement as possible
Did the student answer the verbal question correctly?
Demonstration 4: Sprain/strain
Did the student correctly treat the sprain/strain?
 Rest  Ice  Compression  Elevation
Page 26 of 29

 Ensures they avoid moving the ankle
 Question 1  Question 2  Question 3  Question 4
Demonstration 5: Fracture
Did the student correctly treat the fracture?
 Comfortable position  Correctly splints  Correctly bandages
 Creates sling  Checks pulse
 Ensures they keep them comfortable while splinting and bandaging
 Question 1  Question 2  Question 3  Question 4
Demonstration 6: Shock
 Simulates call to 000
Did the student correctly treat the casualty in shock?
 Lays them down  Elevates legs  Covers with a blanket
 Ensures minimal movement  Ensures they are resting on a blanket
 Question 1  Question 2
Page 27 of 29
Page 28 of 29
First aid demonstrations
Demonstration 1: Envenomation Satisfactory  Not Satisfactory 
Demonstration 2: Basic wound care Satisfactory  Not Satisfactory 
Demonstration 3: Bleeding control Satisfactory  Not Satisfactory 
Demonstration 4: Sprain/strain Satisfactory  Not Satisfactory 
Demonstration 5: Fracture Satisfactory  Not Satisfactory 
Demonstration 6: Shock Satisfactory  Not Satisfactory 
Student name: _____________________________________________________________________________________
Page 29 of 29

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Assessment Details

Qualification Code/Title SIT60316 Advanced Diploma of Hospitality Management

Booklet Assessment Task

Student Assessment Booklet 1 1: First aid scenarios and demonstrations

Student Assessment Booklet 2 3: Quiz

About your assessments

Assessment Task About this task

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

WHAT NEEDS TO BE SUBMITTED?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

ABOUT THE SCENARIOS

PART A – CPR AND AED

PART B – ROTATION OF OPERATORS

PART C – THE RECOVERY POSITION

CONTEXT AND CONDITIONS OF THESE SCENARIOS

RESOURCES REQUIRED FOR THESE SCENARIOS

CONTEXT AND CONDITIONS OF THIS SCENARIO

RESOURCES REQUIRED FOR THIS SCENARIO

- You see clear signs of life

CONTEXT AND CONDITIONS OF THIS SCENARIO

RESOURCES REQUIRED FOR THIS SCENARIO

Press hard until I hear or feel a click.

Hold for 3 seconds.

Remove the adrenaline auto-injector.

Monitor the time of injection.

Need to call an ambulance and administer first aid for anaphylaxis.

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

CONTEXT AND CONDITIONS OF THIS SCENARIO

RESOURCES REQUIRED FOR THIS SCENARIO

Remove pump cap and shake well

CONTEXT AND CONDITIONS OF THESE DEMONSTRATIONS

RESOURCES REQUIRED FOR THESE DEMONSTRATIONS

bites of all snakes in Australia, including sea snakes

DEMONSTRATION 2: BASIC WOUND CARE

COVER THE WOUND

BUY A First Aid KIT AND SUPPLY

DEMONSTRATION 3: BLEEDING CONTROL

ASSESSMENT TASK 1: FIRST AID SCENARIOS AND DEMONSTRATIONS

Scenario 1: Part A – Adult CPR S NS

Scenario 1: Part A – Adult CPR S NS

Scenario 1: Part C – Recovery position

How many attempts were required to demonstrate satisfactory performance? ____________________________

Part A outcome: Satisfactory  Not Satisfactory 

Part B outcome: Satisfactory  Not Satisfactory 

Part C outcome: Satisfactory  Not Satisfactory 

Student name: _____________________________________________________________________________________

Date: ___________________________ Assessor signature: _________________________________________________

How many attempts were required to demonstrate satisfactory performance? _________________________

Outcome: Satisfactory  Not Satisfactory 

Student name: _____________________________________________________________________________________

Date: ___________________________ Assessor signature: _________________________________________________

Did the student make the casualty comfortable? For example:

How many attempts were required to demonstrate satisfactory performance? _________________________

Outcome: Satisfactory  Not Satisfactory 

Student name: _____________________________________________________________________________________

Date: ___________________________ Assessor signature: _________________________________________________

How many attempts were required to demonstrate satisfactory performance? _________________________

Outcome: Satisfactory  Not Satisfactory 

Student name: _____________________________________________________________________________________

Date: ___________________________ Assessor signature: _________________________________________________

Demonstration 2: Wound dressing

Demonstration 3: Bleeding control

Date: _ Assessor signature: _______________________

Date: _ Assessor signature: _______________________

Date: _ Assessor signature: _______________________

Date: _ Assessor signature: _______________________

Date: _ Assessor signature: _______________________