This provides basic training skills in First aid. For more information see www.expertperformancesolutions.com

1. T R A I N E R : D E N N I S C H E L O G O I
Basic First Aid Training
1
Basic First aid 1/12/2016

2. Knowledge
assessment
 Upon completion of this training program,
a student will be able to:-
 1. Explain the priority of personal safety when
responding to an emergency situation.
 2. Explain the importance of Universal Precautions
and using protective barriers.
 3. Identify how to activate emergency medical
services (EMS) or an occupational emergency
action plan.
 4. Describe the steps of a primary assessment for
an unresponsive person.

3. Skill
Assessment
 Upon completion of this training program,
a student will be able to:-
 1. Correctly demonstrate the removal of
contaminated gloves.
 2. Correctly perform a primary assessment for an
unresponsive person.
 3. Correctly perform a primary assessment for a
responsive person.

4. Topics
 Knowledge content
 First aid provider
 Personal Safety
 Recognizing an Emergency and Deciding to Help
 Disease Transmission and Universal Precautions
Removing Contaminated Gloves
 Skill assessments
 Primary Assessment
o Unresponsive Person
o Unresponsive and breathing /recovery position
 Primary Assessment
o Responsive Person
 Secondary Assessment

5. First aid
provider
 Definition
 “emergency care provided for injury or sudden illness
before professional emergency medical treatment
becomes available.”
 A first aid provider is someone trained in:
 a. The delivery of initial emergency procedures
 b. Using limited equipment to perform a primary
assessment and intervention until Emergency Medical
 Services, or EMS, personnel arrive.
 Responsibilities of a first aid provider are:
 a. Recognizing a medical emergency,
 b. Making the decision to help,
 c. Identifying hazards and ensuring personal safety,
 d. Activating the EMS system
 e. Providing supportive, basic first aid care.

6. Personal
Safety
 Before anything else, pause and assess the scene
for hazards. If the situation is dangerous to you, do
not approach
 First aiders are never required to place themselves
in a situation which might put them in danger.
 When a first aider is called upon to deal with a
victim, they must always remember to safeguard
themselves in the first instance and then assess the
situation.
 Make sure the scene is safe, and remember that
your own personal safety is above all else.
 Before you enter a scene, put on personal
protective equipment, especially impermeable
gloves. Only after these steps are completed can
treatment of the victim begin.
 As you approach a scene, you need to be aware of
the dangers which might be posed to you as a first
aider, or to the victim. These can include obviously
dangerous factors such as traffic, gas or chemical
leaks, live electrical items, buildings on fire or
falling objects.


7. Recognizing an
Emergency and
Deciding to Help
 Emergencies are a rare event for most people and
may be difficult to recognize initially. It is easier to
decide to help if a provider knows what to do and
understands the risks and protections regarding
involvement
 A general impression is a quick sense of what has
occurred, or is occurring, when the provider first
observes an emergency scene. The following
impression can help guide a provider in your
approach.
 If injured, how was the person injured? Injuries
occur from physical force against the body.

8. Recognizing an
Emergency and
Deciding to Help
 The manner in which that force creates an injury is
called the Mechanism of Injury. Mechanisms that
transfer significant force are best assumed to result
in serious injury until proven otherwise.
 Does the person appear to be unresponsive?
o A person who is not moving and appears to have
collapsed can be in a life-threatening condition
known as sudden cardiac arrest. Immediate
assessment and care can be his only chance for
survival.
 The most critical decision a provider will make is
whether to get involved when a medical emergency
has occurred. It is normal for a provider to feel
hesitant about helping.

9. Recognizing an
Emergency and
Deciding to Help
 You might hesitate for the following reasons:
• You feel like you are alone in helping.
o You are only the first link in a progressive chain of
emergency care. Your involvement lasts only until
relieved by another first aid provider or responding
EMS providers—in most cases, a very short period
of time.
• You fear making things worse.
o Your basic first aid training provides you with
sound knowledge and skills designed only to help –
and not harm — those in need.

10. Recognizing an
Emergency and
Deciding to Help
 You think you don’t have a lot of medical
knowledge.
o Extensive medical knowledge is not necessary.
First aid skills are based on common sense and
simple, effective procedures that can be easily
learned and safely applied.
• Others have already stopped to help.
o It never hurts to see if additional assistance is
needed. Other bystanders may not have any first
aid training or may be hesitant to provide care.

11. Review
 Review on knowledge on recognizing an
emergency and deciding to help

12. Universal Precautions
and Removing
Contaminated Gloves
 Universal precautions is an approach to infection
control to treat all human blood and certain
human body fluids as if they were known to be
infectious for HIV, HBV and other blood borne
pathogens,
 Employees to observe Universal Precautions to
prevent contact with blood or other potentially
infectious materials.
 Gloves are called personal protective equipment
(PPE). Other types of PPE are gowns, masks, and
shoe and head covers.
 Gloves create a barrier between germs and your
hands. They help keep your hands clean and lessen
your chance of getting germs that can make you
sick.

13. Universal
Precautions and
Removing
Contaminated Gloves
 Wear gloves every time you will be touching blood,
bodily fluids, bodily tissues, mucous membranes,
or broken skin. You should wear gloves for this sort
of contact, even if a patient seems healthy and has
no signs of any germs.
 Choose the right gloves
 Containers of disposable gloves should be available
in any room or area where patient care takes place.
 Gloves come in different sizes, so make sure you
choose the right size for a good fit.
 If the gloves are too big, it is hard to hold objects
and easier for germs to get inside your gloves.
 Gloves that are too small are more likely to rip.
 Some cleaning and care procedures require sterile
or surgical gloves. Sterile means "free from germs."
These gloves come in numbered sizes (5.5 to 9).
Know your size ahead of time.
 If you will be handling chemicals, check the
material safety data sheet to see what kind of
gloves you will need.

14. Universal
Precautions and
Removing
Contaminated Gloves
 Do not use oil-based hand creams or lotions unless
they are approved for use with latex gloves.
 If you have a latex allergy, use non-latex gloves and
avoid contact with other products that contain
latex.
 Removing gloves
 When you take gloves off, make sure the outsides
of the gloves do not touch your bare hands. Follow
these steps:
 Grab the top of your right glove with your left
hand.
 Pull toward your fingertips. The glove will turn
inside out.
 Hold onto the empty glove with your left hand.

15. Universal
Precautions and
Removing
Contaminated Gloves
 Put 2 right-hand fingers in the top of your left
glove.
 Pull toward your fingertips until you have pulled
the glove inside out and off your hand. The right
glove will be inside the left glove now.
 Throw the gloves away in an approved waste
container.
 Always use new gloves for each patient. Wash your
hands between patients to avoid passing germs

16. Primary Assessment
Unresponsive
Person
 The primary assessment helps a provider assess for
immediate life-threatening problems, activate the
EMS system, and rapidly provide priority care.
 a. The same for all ages and is performed quickly
 Follow this Skill Guide for Primary Assessment of an
Unresponsive Person.
 Assess the scene.
o Before anything else, pause and assess the scene for
hazards.
o If the situation is dangerous to you, do not
approach.
o If the scene is safe, approach the person.
 Check for response.
o If the person appears unresponsive, tap or squeeze
the person’s shoulder and ask loudly, “Are you
okay?”
o Use the person’s name if you know it.

17. Primary
Assessment
Unresponsive
Person
 Activate EMS and get an AED.
o If the person is unresponsive, have another
bystander activate EMS and get an AED.
o If the provider is alone with an unresponsive
adult, he or she should immediately alert EMS.
o When alone with an unresponsive child or infant,
provide about 2 minutes of CPR before leaving to
call for EMS and get an AED.
 Position the person face up on a firm, flat
surface.
o Look at the face and chest for normal breathing.
Do this quickly. Normal breathing is effortless,
quiet, and regular.
o Weak, irregular gasping, snorting, or gurgling
sounds can occur early in cardiac arrest.

18. Primary
Assessment
Unresponsive
Person
 If you see an adult collapse and find she is
unresponsive and not breathing, or only gasping,
the immediate application of continuous
compression to the chest and use of an AED could
significantly increase the person’s chance of
surviving.
 Compression-only CPR is a simpler, but limited,
alternative to standard CPR, which combines
compressions and rescue breaths. As a first aid
provider, it is highly recommended for you to
receive additional training in standard CPR.

19.  Student Practice .
 Break students into small groups and have them
practice unresponsive.
Primary
Assessment
Unresponsive
Person

20. Unresponsive and
breathing/Recovery
position
 Even if a person is breathing normally, a lack of
responsiveness is still considered to be a life-
threatening
condition that requires immediate care.
 There are a variety of things that can result in
unresponsiveness:
 Medical conditions such as stroke or seizures
 External factors, such as alcohol or drug overdose
 Regardless of the cause, the greatest treatment
concern is the ability of the person to maintain a
clear and open airway.

21. Unresponsive and
breathing/Recovery
position
 Positioning an uninjured, unresponsive person in
the recovery position can help maintain and
protect the airway.
 This position uses gravity to drain fluids from the
mouth and keep the tongue from blocking the
airway.
 Assess the person.
o Pause and assess the scene. The scene is safe!
o Tap or squeeze the person’s shoulder. Ask loudly,
“Are you okay?” There is no response!
o Have someone alert EMS and get an AED.
o Look quickly at the face and chest

22. Unresponsive and
breathing/Recovery
position
o Roll the person far enough for the face to be angled
forward.
o Position the elbow and knee to help stabilize the head
and body.
 If an injury is suspected, follow these steps.
o If the person has been seriously injured, do not move
the person unless fluids are collecting in the
airway, or you are alone and need to leave to get help.
o During the roll, make sure the person’s head ends up
resting on the extended arm and the head, neck, and
torso are inline.
 Frequently assess the breathing of anyone placed in a
recovery position.
o The condition can quickly become worse and require
additional care.

23. Unresponsive and
breathing/Recovery
position
 Student Practice .
 Break students into small groups and have them
practice unresponsive.

24. Unresponsive and
breathing/Recovery
position
 Case Study
 Scenario — You are called to aid a coworker
who has collapsed on the grass outside of the
shop doors. The scene appears safe so you begin to
assess the person. You find the person to be
unresponsive and send another worker to activate
EMS and get an AED. You look at the person’s face
and chest and see that he/she is breathing normally.
What do you do?

25. Review
 Review the knowledge on
recognizing an emergency

26. Assessment

27. evaluation

28. Conclusion