HLTAID003 Provide First Aid

HLTAID003 
Provide First Aid
Total Training Solutions Adelaide Assessments

Assessment Resource Summary

Unit Details

HLTAID003 Provide First Aid

Assessment Type

This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment

Whilst the scenarios in this assessment are written in a format that can be applied to a range of industries, this assessment may be further contextualised to the candidates vocation if required

Assessment Methods

Observations

Assessment 1

(2 observations – CPR)

Assessment 2

(8 observations – Bandaging, Choking, Anaphylaxis, Asthma, Burns and Shock)

Written Assessment or Project

Assessment 3

(Written Assessment / Project)

     
     
     
   
   

Unit Summary

This unit of competency describes the skills and knowledge required to provide a first aid response to a casualty. The unit applies to all workers who may be required to provide a first aid response in a range of situations, include community and workplace settings.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory Work Health and Safety Regulatory Authority.

All products purchased remain the intellectual property of Accredited Education & Training. All rights reserved; no part of any publication provided by Accredited Education & Training may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of Accredited Education & Training.

 

Summative Assessment - Assessor Instructions

It is important that in conducting assessment, the assessor undertakes the following:

Prior to conducting the assessment

  • Read the assessment tasks as detailed throughout this document
  • Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
  • Read the assessor instructions and checklist prior to commencing the assessment
  • Ensure the assessment environment is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
  • Make suitable modifications to the assessment environment (if required), to allow all tasks to be observed
  • Ensure the student is allocated the appropriate time and resources for the task
  • If undertaken on the job - discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process
  • If undertaken on the job - Determine and agree with the supervisor an acceptable time frame for each assessment. 
  • Advise the student prior to conducting the assessment of:
    • what will occur throughout the assessment process
    • when the assessment will occur
    • the level of competency expected (review the checklist or the criteria for the task to ensure the student understands the assessment process and the expectations)
    • the RTO reasonable adjustment process and offer adjustment for any students needing assistance
    • the RTO re-assessment and appeals process
  • You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid. The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment.
  • Do not give the student a copy of the Assessor Checklist or Sample Answers prior to the assessment. The student instructions provide appropriate detail for the student on the expected level of competency for each task.

Conducting the assessment

  • Establish and oversee the evidence gathering process to ensure it remains valid, reliable, fair and flexible
  • Advise the student when to commence the assessment
  • Observe the student undertake the tasks as outlined
  • Record your observations in the assessor checklist
  • Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
  • Where a checklist point is not appropriate, write "N/A" in the space provided
  • Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment. Be sure to make appropriate notations on the assessment checklist to explain any variances to the assessment process (such as probing questions, alterations to assessment environment, etc) to ensure the assessment process is transparent (and the assessment remains Valid)
  • Gather supporting documentation where available and appropriate (as evidence)
  • Do not interfere with the assessment unless the student's actions impose a risk to themselves or anyone else. In the event that the actions of the student impact on the safety of any person - you are to immediately cease the assessment and take actions to reduce the identified risk.
  • If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see.
  • Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided.

 

Making and recording the decision

  • The student needs to be deemed satisfactory in all assessments to gain competency.
  • You are to provide feedback* to the student on their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory)
  • If a student has been assessed as "Not Yet Satisfactory" on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity.
  • Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to help guide your decision.
  • Assess the students on what you observe during the assessment period, not on their actions before or after the assessment.
  • If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-assessment opportunities have lapsed, provide advice on appeals and or re-enrolment.
  • Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is complete
  • Attach all evidence (projects / checklists / tests, etc) to this form.
  • Submit the completed Assessment Summary/ Cover sheet and associated evidence for processing as per your RTO procedures

Providing feedback

  • Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.
  • Provide the student with:
    • Their assessment result
    • Clear and constructive feedback based on the assessment decision
    • The reasons underpinning your assessment decision
    • Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.
    • An opportunity for reassessment if appropriate or requested by the candidate
    • Information on appeal process as applicable to your organisation

ASSESSMENT 1 – STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements

You will be observed undertaking role-plays that defines an emergency situation where Care for the Unconscious is required. 

You will be assessed against 2 scenarios that include unconscious and non breathing casualties. You must continue care until help arrives.

At the end of each observation, you are to evaluate your own performance and undertake debriefing with your assessor

You will also be required to complete an incident report form for one of the scenarios.

As the nature of this task is dealing with unexpected situations, you will not be advised of the scenario until your assessment. Your assessor will set the scene for each of your scenario observe you respond accordingly

It is important that you follow the Australian Resuscitation Guidelines as taught and practiced throughout your training whilst undertaking this assessment. If you are not confident on your ability to do so, please advise your assessor, who will provide you with additional practice opportunities prior to commencing this assessment.

Note: Each scenario will require you to perform 2 minutes of uninterrupted CPR. On one occasion, you will be required to swap with another person with minimal impact on the CPR. You must continue looking after the casualty until help arrives.

This task will be assessed on: _________
ASSESSMENT 1 – STUDENT SELF ASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessment criteria

This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged. 

Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.

You may refer to this checklist at any stage PRIOR to the commencement of your assessment. 

You may not refer to this checklist during whilst you are being assessed.

Student Assessment Criteria

I feel I can demonstrate this

Communication | Are you able to:

  • Communicate clearly with others
  • Ask for help when needed
  • Speak clearly and calmly with the casualty
  • Provide relevant information to others about the incident (stick to facts)

r Yes r No

Safety | Are you able to:

  • Identify hazards to health and safety of self and others

r Yes r No

  • Minimise immediate risk to health and safety of self, casualty and others by isolating any hazard(s)

r Yes r No

  • Move a casualty without causing injury to them or yourself

r Yes r No

Perform CPR | Are you able to:

  • Recognise the need for CPR

r Yes r No

  • Assess vital signs of casualty

r Yes r No

  • Perform CPR in line with ARC Guidelines

r Yes r No

  • Check Danger

r Yes r No

  • Check Response

r Yes r No

  • Check and clear airways

r Yes r No

  • Look for signs of life

r Yes r No

  • Check for breathing

r Yes r No

  • Perform chest compressions (lower 1/½ of sternum | 1/3rd chest depth)

r Yes r No

  • Perform 30 compressions to 2 breaths / puffs

r Yes r No

  • Perform CPR for at least 2 minutes uninterrupted

r Yes r No

Use an AED | Are you able to:

  • Position the casualty correctly

r Yes r No

  • Position pads correctly

r Yes r No

  • Follow AED prompts / commands

r Yes r No

  • Follow AED safety instructions

r Yes r No

General | Are you able to:

  • Treat the casualty with respect

r Yes r No

  • Continually monitor the casualties condition

r Yes r No

  • Accurately complete incident reports

r Yes r No

  • Perform all tasks confidently

r Yes r No

 


Sample Scenario 1 - INFANT:

Must be undertaken on approved Infant CPR Manikin

Part A - To be read to the student at the start of the observation

You have into a room and notice that an infant is sitting on a rug inside. For no apparent reason, the infant suddenly falls to the side onto the ground. You notice that she is very pale, sweaty, and not responding to any sound.

Part B – To be read to the student after the Response stage - DRSABCD

The infant is not breathing. 

Part C – To be read to the student after the second round of CPR

The infant has just regurgitated. 

Part D – To be read after a further 2 minutes of uninterrupted CPR

Another person has now arrived who will take over the CPR. You are to coordinate the rotation of operators with this person (You may role-play the second operator, or use another student who has received CPR training)

Part E – To be undertaken after rotation of operators - once candidate has ceased CPR

You are to role-play the paramedic and ask the questions as outlined in the Assessor Checklist


Sample Scenario 2 - INFANT:

Must be undertaken on approved Infant CPR Manikin

Part A - To be read to the student at the start of the observation

You are working, and a mother enters your premises. Suddenly you hear the mother scream. You approach the mother and she is holding an infant. The mother is hysterically screaming that that the infant is not breathing. 

Part B – To be read to the student after the Response stage - DRSABCD

The infant is not breathing.

Part C – To be read to the student after the second round of CPR

The infant has just regurgitated. 

Part D – To be read after further 2 minutes of uninterrupted CPR

Another person has now arrived who will take over the CPR. You are to coordinate the rotation of operators with this person (You may role-play the second operator, or use another student who has received CPR training)

Part E – To be undertaken after rotation of operators - once candidate has ceased CPR

You are to role-play the paramedic and ask the questions as outlined in the Assessor Checklist

 


Sample Scenario 3 - ADULT:

Must be undertaken on approved Adult CPR Manikin. Requires AED Trainer

Part A - To be read to the student at the start of the observation

You are working and hear 2 men talking near you. They have just come back from a run during their lunch break, and one of the men says he has been feeling unfit lately. He says his left arm and shoulder are a bit sore. Suddenly he rubs his chest. He stubbornly says he’ll continue as soon as this passes. You go over to offer help. When you ask him to sit down he refuses because he says he feels nauseous. After a few minutes, the man collapses on the ground.

Part B – To be read to the student during the Response stage - DRSABCD

You notice the man is unconscious but breathing, albeit fairly shallow. 

Part C – To be read to the student after 1 minute of monitoring the casualty

You notice the man has is no longer breathing. 

Part D – To be read to the student after 2 rounds of CPR

The man has just regurgitated. 

Part E – To be read to the student after a further 2 minutes of uninterrupted CPR

The man is still unresponsive to CPR treatment, and another person has brought you an Automated External Defibrillator. 

Part F – To be undertaken after rotation of operators - once candidate has ceased CPR

Advise the student that the paramedics have just arrived and taken over the AED process. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist

·


Sample Scenario 4 - ADULT:

Must be undertaken on approved Adult CPR Manikin. Requires AED Trainer

Part A - To be read to the student at the start of the observation

Whilst talking to a client, you hear a series of loud thumps, quickly followed by a short but loud scream from the storeroom. Startled, you rush over and notice your female supervisor is lying on the ground. You have known her for a while and have no knowledge of any medical conditions. Around the casualty are a lot of boxes, which seem to have fallen from the shelf.

Part B – To be read to the student during the Danger stage - DRSABCD

You notice that several boxes are balanced precariously on the edge of the shelf above her.

o (

Part C – To be read to the student at the Response stage - DRSABCD

Your supervisor is not breathing, and you cannot see any obvious injury

o (Part D – To be read to the student after 1 round of CPR

Your supervisor has just regurgitated. 

Part E – To be read to the student after a further 2 minutes of uninterrupted CPR

Your supervisor is still unresponsive to CPR treatment, and another person has brought you an Automated External Defibrillator. 

Part F – To be undertaken after rotation of operators - once candidate has ceased CPR

Advise the student that the paramedics have just arrived and taken over the AED process. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist

·

 

ASSESSMENT 1 – ASSESSOR CHECKLIST

This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Please complete below

Student Name:

 

Student ID No:

 

Assessor Instructions:

You are to observe candidates undertake 2 role-plays that define emergency situations where Care for the Unconscious is required. Observations are to be recorded below by placing a Tick in each box where competency is observed and a Cross where competency was not demonstrated. Comments are to be used when Candidate is deemed Not Satisfactory to explain why.

Each scenario must require CPR, and it is the assessor’s responsibility to “set the scene”.

SCENES MUST INCLUDE AN INFANT AND AN ADULT

Scenario Response 1: INFANT - Scene: __

Scenario Response 2: ADULT - Scene: ___

Student Observations

Scenario

INFANT

Adult

Comments

Identify hazards to health and safety of self and others

r Yes r No

r Yes r No

 

Minimise immediate risk to health and safety of self, casualty and others by isolating any hazard(s)

r Yes r No

r Yes r No

Approach the casualty in a calm, culturally aware, sensitive and respectful manner

r Yes r No

r Yes r No

Assess vital signs of casualty

r Yes r No

r Yes r No

Recognise the need for CPR

r Yes r No

r Yes r No

Obtain consent

r Yes r No r N/A 

r Yes r No r N/A 

Perform CPR in line with ARC Guidelines as follows:

Check Danger

r Yes r No

r Yes r No

 

Assess and mitigates risks

r Yes r No

r Yes r No

Check Response

r Yes r No

r Yes r No

Check / Clear Airway

r Yes r No

r Yes r No

Look for signs of life

r Yes r No

r Yes r No

Send for help

r Yes r No

r Yes r No

Check airway for obstructions

r Yes r No

r Yes r No

Clears any obstructions

r Yes r No

r Yes r No

 

Check for breathing (Look, Listen and Feel)

r Yes r No

r Yes r No

Ensure casualty is not in risk of positional anaphylaxis

r Yes r No

r Yes r No

Locate lower ½ of sternum

r Yes r No

r Yes r No

30 chest comps to 2 breaths / puffs

r Yes r No

r Yes r No

Compressions at 1/3rd chest depth

r Yes r No

r Yes r No

Checks ABC after 1 minute

r Yes r No

r Yes r No

Repeat above steps for 2 continuous minutes

r Yes r No

r Yes r No

Undertakes seamless swap of operators with minimal interruption of CPR process

r Yes r No

N/A

Puts patient in recovery position Checks ABC

r Yes r No

r Yes r No

r N/a

Using Automated External Defibrillator (AED)

  • Ensure casualty is lying on back.

N/A

r Yes r No

  • Turn on the AED and follow the voice or displayed commands

N/A

r Yes r No

  • Move any clothing out of the way of the casualty’s chest

N/A

r Yes r No

  • If the casualty is wet or sweaty, remove any moisture with a dry towel before placing pads

N/A

r Yes r No

  • Attach one pad to the casualty’s upper right chest, and the other to the casualty’s lower left chest – these positions will be labelled on the pads (see diagram)

N/A

r Yes r No

    • Avoid placing pads over any implantable devices – pads should be placed at least 8cm from any such devices.

N/A

r Yes r No

    • Do not place pads over medication patches – remove the patches before continuing as these can block the current and cause burns to the casualty

N/A

r Yes r No

  • If not already attached, plug the wires from the pads into the unit (most units will already have this ready for use)

N/A

r Yes r No

  • Move any bystanders out of the way – ensure no one is touching the casualty

N/A

r Yes r No

  • Push the ‘Go’ or ‘Analyse’ button so the AED can take a reading

N/A

r Yes r No

  •  If the AED determines that a shock is needed, move everyone away from the casualty. Make sure you are not touching the casualty and press the ‘Shock’ button, and then let the AED reanalyse.

N/A

r Yes r No

  • Follow the instructions of the AED – at this point you may be instructed to commence CPR (do not remove the pads), or the AED unit may otherwise instruct you that another shock is necessary.

N/A

r Yes r No

  • Continue CPR and AED until the ambulance arrives

N/A

r Yes r No

 

For each observation, did the student use safe manual handling methods, including:

  • Always use both arms and legs

r Yes r No

r Yes r No

  • Turn in the direction of movement

r Yes r No

r Yes r No

  • Use smooth movements

r Yes r No

r Yes r No

  • Avoid twisting, stretching and bending if possible

r Yes r No

r Yes r No

  • Bend knees, squat and keep back strait where possible

r Yes r No

r Yes r No

  • Do not push, pull or slide the casualty sideways

r Yes r No

r Yes r No

  • Use persons legs / arms to leverage into recovery position

r Yes r No

r Yes r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student

  • Speak clearly and calmly

r Yes r No

r Yes r No

  • Only provide relevant information

r Yes r No

r Yes r No

  • Exclude own opinions - stick to facts

r Yes r No

r Yes r No

  • Thoroughly explain what happened including actions of self and others

r Yes r No

r Yes r No

  • Answer all questions accurately

r Yes r No

r Yes r No

During the de-brief, you are to ask the student the following

Question

Answer

Satisfactory

Please describe what happened

 

r Yes r No

What do you think caused the event?

 

r Yes r No

How did (would) that make you feel?

 

r Yes r No

What would you do differently next time

 

r Yes r No

What impacts do you think dealing with this event in real life could have on you?

Answer may include, but is not limited to

r Stress r Increased fear r Grief

r Anger r Withdrawal r Guilt

r Anxiety r Emotional outburst r Depression

r Other:

r Yes r No

What would you do, or who would you talk to if you felt the event impacted you as described above

Answer may include, but is not limited to

r Seek professional help

r Talk to a family member

r Talk to a nurse

r Call the nurse hotline / depression hotline, etc

r Other:

r Yes r No

Did the student:

 

Treat the casualty with respect

r Yes r No

r Yes r No

Monitor casualty's condition and respond in accordance with effective first aid principles and procedures

r Yes r No

r Yes r No

Finalise casualty management according to casualty’s needs and first aid principles

r Yes r No

r Yes r No

Request ambulance support or appropriate medical assistance and/or ambulance support using available means of communication

r Yes r No

r Yes r No

Accurately convey details of casualty’s condition and CPR procedures performed to emergency services/relieving personnel

r Yes r No

r Yes r No

Calmly provide information to reassure casualty, adopting a communication style to match the casualty’s level of consciousness

r Yes r No

r Yes r No

Accurately complete and provide an incident report

r Yes r No

r Yes r No

Incident report attached for one incident

r Yes r No

Comments:

Comments:

Result: Satisfactory | Not Satisfactory | Not Assessed

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

ASSESSMENT 2 – STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements

You will be observed undertaking role-plays that defines an emergency situation. Your role plays will look at your ability to respond to the following situations affectively:

  1. Assisting infant who is choking 
  2. Assisting child who is choking
  3. Applying a Pressure Bandage
  4. Applying a Donut Bandage
  5. Applying a Sling or Splint
  6. Using an Epi-pen for the treatment of anaphylaxis
  7. Treating a casualty with Asthma
  8. Minor burn

At the end of each observation, you are to evaluate your own performance and undertake debriefing with your assessor

You will also be required to complete an incident report form for one of the scenarios.

As the nature of first aid is reactive, in that you do not receive warnings on the type or extent of a casualty's injury in advance, you must be ready to react and respond appropriately when you deal with a casualty.

Your assessor will set the scene for each of your scenario and advise you verbally just prior to your assessment. You must continue applying first aid until your assessor advises you to stop.

It is important that you follow the Australian Resuscitation Guidelines as taught and practiced throughout your training whilst undertaking this assessment. If you are not confident on your ability to do so, please advise your assessor, who will provide you with additional practice opportunities prior to commencing this assessment.

This task will be assessed on: __________________________________
ASSESSMENT 2 – STUDENT SELF ASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessment criteria

This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged. 

Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.

You may refer to this checklist at any stage PRIOR to the commencement of your assessment. 

You may not refer to this checklist during whilst you are being assessed.

Student Assessment Criteria

I feel I can demonstrate this

Communication | Are you able to:

  • Communicate clearly with others
  • Ask for help when needed
  • Speak clearly and calmly with the casualty
  • Seek consent where possible
  • Provide relevant information to others about the incident (stick to facts)
  • Keep casualty calm at all times

r Yes r No

Safety | Are you able to:

  • Identify hazards to health and safety of self and others

r Yes r No

  • Minimise immediate risk to health and safety of self, casualty and others by isolating any hazard(s)

r Yes r No

  • Move a casualty without causing injury to them or yourself

r Yes r No

Choking | Are you able to:

  • Choose the most appropriate action to take

r Yes r No

  • Adult - Perform assistance with adult standing

r Yes r No

  • Adult - Perform 5 back blows (in-between shoulder blades in upwards motion)

r Yes r No

  • Adult - Perform 5 chest thrusts (using heel of hand)

r Yes r No

  • Infant - lay infant along forearm - chest with hand - jaw with fingers

r Yes r No

  • Infant - position infant with head angled downwards

r Yes r No

  • Infant - Perform back blows with heel of hand

r Yes r No

  • Infant - turn infant over and support head (face up)

r Yes r No

  • Infant - Perform chest thrusts with 2 fingers

r Yes r No

  • Check for dislodgement in-between each action

r Yes r No

Bandaging | Are you able to:

  • Choose the most appropriate type of bandage to use

r Yes r No

  • Apply pressure to wound

r Yes r No

  • Always wrap over dressing

r Yes r No

  • Carefully wrap around embedded objects (use donut bandage system)

r Yes r No

  • Start wrapping away from heart, then back toward heart

r Yes r No

  • Check for pressure (ensure fingers / toes stay healthy colour)

r Yes r No

  • Sling - use triangular bandage - place sling between arm and body with point towards elbow

r Yes r No

  • Sling - align both ends of sling and tie knot behind neck

r Yes r No

  • Elevate wound above heart where possible

r Yes r No

Shock | Are you able to:

  • Lay casualty and raise legs

r Yes r No

  • Keep casualty comfortable and warm

r Yes r No

  • Ensure casualty does not eat or drink

r Yes r No

  • Start wrapping away from heart, then back toward heart

r Yes r No

  • Check for pressure (ensure fingers / toes stay healthy colour)

r Yes r No

  • Elevate wound above heart where possible

r Yes r No

Anaphylaxis | Are you able to:

  • Remove casualty from hazard or hazard from casualty

r Yes r No

  • Follow casualties medical plan

r Yes r No

  • Access injector (EpiPen® or Anapen®)

r Yes r No

  • Remove protective caps

r Yes r No

  • Inject into casualties thigh

r Yes r No

  • Remove auto injector without touching needle

r Yes r No

  • Massage area for 10 seconds (if safe)

r Yes r No

  • Record time and date adrenaline auto-injector was administered

r Yes r No

Asthma | Are you able to:

  • Sit person upright

r Yes r No

  • Follow 4 X 4 X 4 rule (4 puffs every 4 minutes until ambulance arrives or causality improves)

r Yes r No

  • Use a spacer where available

r Yes r No

  • Monitor condition of casualty

r Yes r No

Burns | Are you able to:

  • Cool the burn under running water

r Yes r No

  • Loosely cover burn with sterile gauze

r Yes r No

  • Monitor the burn

r Yes r No

General | Are you able to:

  • treat the casualty with respect

r Yes r No

  • Continually monitor the casualties condition

r Yes r No

  • Accurately complete incident reports

r Yes r No

  • Perform all tasks confidently

r Yes r No


Sample Scenario 1 - CHOKING INFANT:

Must be undertaken on approved Infant Manikin

Part A - To be read to the student at the start of the observation

An infant is playing on the ground, and has picked something up and placed it into his mouth. He starts by taking very short breaths, and then becomes very quiet. He is not able to cough

)

Part B – To be read to the student after the Response stage - DRSABCD

The blockage cannot be removed, and the infants face has started to turn red. The infant is starting to become sluggish.

Part C – To be read to the student after the second round of back blows

The blockage item has now dislodged, and falls onto the floor. 

Part D – To be undertaken after blockage dislodged

Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist


Sample Scenario 2 - CHOKING CHILD:

Must be undertaken on approved Child Manikin

Part A - To be read to the student at the start of the observation

A 7 year old child is eating her snacks, and is very quiet. You notice that she is struggling to breathe and her lips are starting to turn blue

Part B – To be read to the student after asking the child to cough - DRSABCD

The child is unable to cough

Part C – To be read to the student after checking airways - DRSABCD

The blockage cannot be removed, and the child has is starting to become sluggish. Part D – To be read to the student after the third round of back blows

The blockage item has now dislodged, and falls onto the floor. 

Part E – To be undertaken after blockage dislodged

Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist


Sample Scenario 3 - PRESSURE BANDAGE:

Casualty to be role-played by another student or assessor. Pressure bandage and gloves required.

Part A - To be read to the student at the start of the observation

A student was running outside, when they are bitten by a snake. They are shaken and in shock. The bite marks are on the students ankle

Part B - To be read to the student after application of bandage

A student states they think the snake was brown. Whilst talking, the child starts to feel faint and complains of chest pain

Part D – To be undertaken after treatment for shock has been applied

Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist

Sample Scenario 4 - DONUT BANDAGE:

Casualty to be role-played by another student or assessor. Roller bandage and gloves required.

Part A - To be read to the student at the start of the observation

A parent was helping cut paper for an upcoming class. At the finish, they were putting all the paper and equipment away when they tripped over. When they fell, the scissors they were using became embedded into their arm. The arm is bleeding, and the scissors are protruding. They are lodge very deep into the arm. 

Part B – To be undertaken after treatment has been applied

Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist


Sample Scenario 4 - SLING:

Casualty to be role-played by another student or assessor. Sling bandage and gloves required.

Part A - To be read to the student at the start of the observation

A child is playing outside, and falls over onto their arm. The child is very upset, and complaining about her wrist, and that she cannot move it. You suspect the wrist is either sprained or broken, but you are not sure.

Part B – To be undertaken after treatment has been applied

o Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist


Sample Scenario 6 - ANAPHYLAXIS:

Casualty to be role-played by another student or assessor.

Anaphylaxis Action Plan (provided) and adrenaline auto-injector training device required

Part A - To be read to the student at the start of the observation

Chloe is in primary school where you work. For as long as she can remember, Chloe has been allergic to peanuts. Chloe has not had many episodes in the past 2 years (due to being careful on what she eats), and is starting to become complacent with her allergy. Chloe has also recently been diagnosed with asthma and uses a blue reliever puffer when required.

Chloe is offered a bite from her friends granola bar during morning recess. Her friend assures her that the bare is granola, not peanut so Chloe accepts. After taking a bite, Chloe notices her mouth starts to tingle, and welts start to appear on her face. 

After a few minutes, Chloe starts to wheeze and feels her throat begin to tighten.

Part B - To be read to the student after application of adrenalin (EpiPen / Anapen)

Chloe's condition seems to improve, and the welts are slowly disappearing from her face. What do you do next?

Part C – To be undertaken after treatment has been applied

o Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist


Sample Scenario 7 - ASTHMA:

Casualty to be role-played by another student or assessor.

Asthma Action Plan (provided), placebo bronchodilator and spacer device required

Part A - To be read to the student at the start of the observation

Jerry Van Brooke attends your day care facility and has a severe allergy to Wheat products along with Asthma. One day whilst playing in the centre, you notice that Jerry is pale and sweaty, becoming anxious, but has a quiet wheeze. 

Part B - To be read to the student after the second round of 4x4x4

Jerry's condition seems to improve, and his breathing is returning to normal. He now seems to have control over his breathing. What do you do next?

Part C – To be undertaken after treatment has been applied

o Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist


Sample Scenario 8 - MINOR BURN:

Casualty to be role-played by another student or assessor.

Workplace first aid kit, wound dressing, gloves, scissors, and gauze required

Part A - To be read to the student at the start of the observation

A parent was dropping off their child, when they (the adult) placed their hand on a hot exhaust pipe. The parent has burnt the inside of his hand and palm. The burn is second degree, in that it has burnt the dermis.

Part C – To be undertaken after treatment has been applied

o Advise the student that the paramedics have just arrived and taken over treatment. You are to role-play one of the paramedics and ask the questions as outlined in the Assessor Checklist

 

ASSESSMENT 2 – ASSESSOR CHECKLIST

This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Please complete below

Student Name:

 

Date:

 

Student Observations

Satisfactory

Comments

SCENARIO 1 + 2: Choking. Did the student:

Ensure any hazards are identified and removed as/if appropriate

r Yes

r No

r Yes

r No

 

Assess the risk to self and others before proceeding with actions

r Yes

r No

r Yes

r No

Take control of the situation

r Yes

r No

r Yes

r No

Assess the injury to the casualty, and identify the injury / illness / condition

r Yes

r No

r Yes

r No

Choose the most appropriate action to take

r Yes

r No

r Yes

r No

Seek consent before starting (where applicable)

r Yes

r No

r Yes

r No

Encourage casualty to cough (first response)

r Yes

r No

r Yes

r No

Bend casualty forward and give sharp back blow between the shoulder blades in an upwards motion. Repeat for 5 blows

N/A

r Yes

r No

Check to see if blockage has cleared between each back blow

N/A

r Yes

r No

Place one hand in middle of casualties back, and one hand in centre of chest

N/A

r Yes

r No

Using heel of hand on chest, perform 5 chest thrusts like CPR compressions but slower and sharper

N/A

r Yes

r No

Check to see if blockage has cleared between each chest thrust

N/A

r Yes

r No

Lay the infant face down, along forearm. Use your thigh or lap for support.

r Yes

r No

N/A

Hold the infant’s chest in your hand and jaw with your fingers.

r Yes

r No

N/A

Point the infant’s head downward, lower than the body.

r Yes

r No

N/A

Check to see if blockage has cleared between each back blow

r Yes

r No

N/A

 

Using the heel of free hand, give up to 5 quick, forceful blows between the infant’s shoulder blades.

r Yes

r No

N/A

Check to see if blockage has cleared between each back blow

r Yes

r No

N/A

Turn the infant face up. Use thigh or lap for support. Support the head.

r Yes

r No

N/A

Place 2 fingers on the middle of breastbone just below the nipples

r Yes

r No

N/A

Give up to 5 quick thrusts down, compressing the chest 1/3 to 1/2 the depth of the chest

r Yes

r No

N/A

Check to see if blockage has cleared between each chest thrust

r Yes

r No

N/A

If infant is still choking, call 000 / 112 and continue series of 5 back blows and 5 chest thrusts until the object is dislodged or the infant loses consciousness.

r Yes

r No

N/A

If casualty loses consciousness, follow DRSABCD

r Yes

r No

r Yes

r No

Communication:

Calm casualty throughout process

r Yes

r No

r Yes

r No

 

Speak clearly and calmly

r Yes

r No

r Yes

r No

Use short, simple words

r Yes

r No

r Yes

r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student:

  • Speak clearly and calmly

r Yes

r No

r Yes

r No

 
  • Only provide relevant information

r Yes

r No

r Yes

r No

  • Exclude own opinions - stick to facts

r Yes

r No

r Yes

r No

  • Thoroughly explain what happened including actions of self and others

r Yes

r No

r Yes

r No

SCENARIO 3: Pressure bandage. Did the student:

Ensure any hazards are identified and removed as/if appropriate

r Yes

r No

 

Assess the risk to self and others before proceeding with actions (ensuring snake was not present)

r Yes

r No

Take control of the situation

r Yes

r No

Assess the injury to the casualty, and identify the injury / illness / condition

r Yes

r No

 

Choose the most appropriate action to take

r Yes

r No

Seek consent before starting (where applicable)

r Yes

r No

Sit / lay person down and reassure

r Yes

r No

Apply pressure to wound

r Yes

r No

Wrap over dressing

r Yes

r No

Apply 2 wraps downwards (towards fingers / toes)

r Yes

r No

Apply pressure and bandage up the limb (towards the heart), ensuring the dressing is fully covered

r Yes

r No

Secure end by tucking it under wrap (away from injury)

r Yes

r No

Check for circulation, ensuring fingers and toes stay healthy colour

r Yes

r No

If fingers or toes become blue, loosen bandage and reapply

r Yes

r No

Ensure bandage is firm but comfortable to casualty

r Yes

r No

If the bandage becomes soaked with blood, apply another bandage

r Yes

r No

Elevate wound above heart where possible

r Yes

r No

Call for emergency support

r Yes

r No

Shock

Lay casualty down and raise legs

r Yes

r No

 

Keep casualty comfortable

r Yes

r No

Keep casualty warm

r Yes

r No

Keep casualty calm

r Yes

r No

Ensure the casualty does not eat or drink

r Yes

r No

Call for emergency support

r Yes

r No


Communication:

Calm casualty throughout process

r Yes

r No

 

Speak clearly and calmly

r Yes

r No

Use short, simple words

r Yes

r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student

  • Speak clearly and calmly

r Yes

r No

 
  • Only provide relevant information

r Yes

r No

  • Exclude own opinions - stick to facts

r Yes

r No

  • Thoroughly explain what happened including actions of self and others

r Yes

r No

SCENARIO 4: Donut bandage. Did the student:

Ensure any hazards are identified and removed as/if appropriate

r Yes

r No

 

Assess the risk to self and others before proceeding with actions

r Yes

r No

 

Take control of the situation

r Yes

r No

 

Assess the injury to the casualty, and identify the injury / illness / condition

r Yes

r No

 

Choose the most appropriate action to take

r Yes

r No

 

Seek consent before starting (where applicable)

r Yes

r No

 

Sit / lay person down and reassure

r Yes

r No

 

Wrap a bandage in a donut shape, with a hole that will go over protruding object

r Yes

r No

 

Place donut bandage over object, without moving object

r Yes

r No

 

Use second bandage (crepe bandage) to firmly wrap around the donut bandaging to keep it in place

r Yes

r No

 

Ensure second bandage keeps firm pressure around object to reduce bleeding

r Yes

r No

 

Apply pressure and bandage up the limb )towards the heart), ensuring the dressing is fully covered

r Yes

r No

 

Secure end by tucking it under wrap (away from injury)

r Yes

r No

 

Check for circulation, ensuring fingers and toes stay healthy colour

r Yes

r No

 

If fingers or toes become blue, loosen second bandage and reapply

r Yes

r No

 

Ensure bandage is firm but comfortable to casualty

r Yes

r No

 

If the bandage becomes soaked with blood, apply another bandage

r Yes

r No

 

Elevate wound above heart where possible

r Yes

r No

 

Communication:

Calm casualty throughout process

r Yes

r No

 

Speak clearly and calmly

r Yes

r No

Use short, simple words

r Yes

r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student

  • Speak clearly and calmly

r Yes

r No

 
  • Only provide relevant information

r Yes

r No

  • Exclude own opinions - stick to facts

r Yes

r No

  • Thoroughly explain what happened including actions of self and others

r Yes

r No

SCENARIO 5: Sling. Did the student:

Ensure any hazards are identified and removed as/if appropriate

r Yes

r No

 

Assess the risk to self and others before proceeding with actions

r Yes

r No

Take control of the situation

r Yes

r No

Assess the injury to the casualty, and identify the injury / illness / condition

r Yes

r No

Choose the most appropriate action to take

r Yes

r No

Seek consent before starting (where applicable)

r Yes

r No

Sit / lay person down and reassure

r Yes

r No

Use a triangular bandage

r Yes

r No

Place sling between arm and body, with point towards elbow

r Yes

r No

 

Align both ends of sling and tie in a knot behind the neck (to keep the arm pressed against body with wrist slightly raised

r Yes

r No

Tuck or pin point of bandage to close off gap

r Yes

r No

Communication:

Calm casualty throughout process

r Yes

r No

 

Speak clearly and calmly

r Yes

r No

Use short, simple words

r Yes

r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student

  • Speak clearly and calmly

r Yes

r No

 
  • Only provide relevant information

r Yes

r No

  • Exclude own opinions - stick to facts

r Yes

r No

  • Thoroughly explain what happened including actions of self and others

r Yes

r No

SCENARIO 6: Anaphylaxis. Did the student:

Ensure any hazards are identified and removed as/if appropriate

r Yes

r No

 

Assess the risk to self and others before proceeding with actions

r Yes

r No

Take control of the situation

r Yes

r No

Seek consent before starting (where applicable)

r Yes

r No

Assess the injury to the casualty, and identify the injury / illness / condition

r Yes

r No

Choose the most appropriate action to take

r Yes

r No

Ensure response is in accordance to casualties medical plan

r Yes

r No

Casualty is reassured / made comfortable

r Yes

r No

Lay person flat (allow to sit if breathing is difficult)

r Yes

r No

 

Remove EpiPen® from plastic container

r Yes

r No

Check Expiry date

r Yes

r No

Form fist around EpiPen® and pull off the grey cap

r Yes

r No

Place black end against the casualties outer mid thigh (can be given through a single layer of clothes)

r Yes

r No

Push down hard until a click is heard and hold in place for 10 seconds

r Yes

r No

Remove EpiPen® (do not touch the needle)

r Yes

r No

Massage injection site for 10 seconds (unless blood is present and staff are not wearing gloves)

r Yes

r No

Note/record time EpiPen® was given on the case

r Yes

r No

Insert the EpiPen® back into the plastic container and place cap on tightly, in accordance with best practice

r Yes

r No

Give to ambulance officer along with the Adrenaline Auto-injector kit

r Yes

r No

Advise the time the Adrenaline Auto-Injector was administered

r Yes

r No

Give to the ambulance officer the used Adrenaline Auto-injector kit

r Yes

r No

Communication:

Calm casualty throughout process

r Yes

r No

 

Speak clearly and calmly

r Yes

r No

Use short, simple words

r Yes

r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student

  • Speak clearly and calmly

r Yes

r No

 
  • Only provide relevant information

r Yes

r No

  • Exclude own opinions - stick to facts

r Yes

r No

  • Thoroughly explain what happened including actions of self and others

r Yes

r No

SCENARIO 7: Asthma. Did the student:

Ensure any hazards are identified and removed as/if appropriate

r Yes

r No

 

Assess the risk to self and others before proceeding with actions

r Yes

r No

Take control of the situation

r Yes

r No

Assess the injury to the casualty, and identify the injury / illness / condition

r Yes

r No

Choose the most appropriate action to take

r Yes

r No

Ensure response is in accordance to casualties medical plan

r Yes

r No

Seek consent before starting (where applicable)

r Yes

r No

Sit the person upright

r Yes

r No

Be calm and reassuring

r Yes

r No

Do not leave person alone

r Yes

r No

Give 4 puffs of blue reliever medication ensuring they:

Use spacer if available (and mask for children)

r Yes

r No

Shake puffer

r Yes

r No

Put 1 puff into spacer

r Yes

r No

Have person take 4 breaths from spacer

r Yes

r No

Repeat until 4 puffs have been taken

r Yes

r No

Wait 4 minutes

r Yes

r No

If no improvement, give 4 more puffs as detailed above

r Yes

r No

If still no improvement, call emergency assistance (000 / 112)

r Yes

r No

Say Ambulance and that someone is having an asthma attack

r Yes

r No

Keep giving 4 puffs every 4 minutes until emergency assistance arrives

r Yes

r No

Once ambulance arrives, contact emergency contact person

r Yes

r No

Student called 000 / 112 immediately if

 

person is not breathing

r Yes

r No

persons asthma suddenly becomes worse, or is not improving

r Yes

r No

The person is having an asthma attack and a puffer is not available

r Yes

r No

They are not sure that if it is asthma

r Yes

r No

Once asthma is relieved, the student

Stopped treatment

r Yes

r No

Kept observing the person

r Yes

r No

Notified their emergency contact person

r Yes

r No

Student stopped treatment if asthma is relieved

r Yes

r No

Student kept observation on person

r Yes

r No

Communication:

Calm casualty throughout process

r Yes

r No

 

Speak clearly and calmly

r Yes

r No

Use short, simple words

r Yes

r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student

  • Speak clearly and calmly

r Yes

r No

 
  • Only provide relevant information

r Yes

r No

  • Exclude own opinions - stick to facts

r Yes

r No

  • Thoroughly explain what happened including actions of self and others

r Yes

r No

SCENARIO 8: Burn. Did the student:

Ensure any hazards are identified and removed as/if appropriate

r Yes

r No

 

Assess the risk to self and others before proceeding with actions

r Yes

r No

 

Take control of the situation

r Yes

r No

Assess the injury to the casualty, and identify the injury / illness / condition

r Yes

r No

Cool the burn - hold it under running water for 5 minutes or until the pain subsides

r Yes

r No

Loosely cover the burn with sterile gauze bandage

r Yes

r No

Advise casualty to monitor burn and seek help if it does not get any better

r Yes

r No

Communication:

Calm casualty throughout process

r Yes

r No

 

Speak clearly and calmly

r Yes

r No

Use short, simple words

r Yes

r No

Assessor to role-play the paramedic, and ask the student to provide an accurate verbal report. Did the student

  • Speak clearly and calmly

r Yes

r No

 
  • Only provide relevant information

r Yes

r No

  • Exclude own opinions - stick to facts

r Yes

r No

  • Thoroughly explain what happened including actions of self and others

r Yes

r No

Incident Report

Report facts, not opinion

r Yes

r No

 

Report facts, not opinion

r Yes

r No

Ensure information is accurate

r Yes

r No

Complete form clearly, legibly and in full

r Yes

r No

Incident report attached for one incident

r Yes

r No

Comments:

Result: Satisfactory | Not Satisfactory | Not Assessed

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

 

ASSESSMENT 3 – WRITTEN ASSESSMENT / PROJECT

Student Name: ______________________________________________________________

Student ID No: _________________________________________ Date: _______________

Student Instructions

Written Assessment

Project

This assessment will be undertaken in the classroom, under test conditions. 

This is a closed book written assessment

In order to demonstrate competency, all questions must be answered correctly

Time allocated: 2 hours

Be sure to

o Listen to your assessor

o Ask for the question to be repeated if you do not understand it

o Take your time, and think about the answer before telling your assessor

Your assessor will record your answers on the form below

You will be required to sign the form after the assessment to confirm the content reflects your answers

In order to demonstrate competency, all questions must be answered correctly

Do not cheat during this assessment. Anyone caught cheating will automatically be excluded under the Disciplinary Rules and their opportunity for assessment will be subject to the outcome of an Appeal Process or Disciplinary Hearing

Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you

Reasonable adjustment: If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised.

Re-assessment: If you do not achieve the required standard, you will be given the opportunity to be re-assessed by our Assessor. Arrangements will be made on an individual basis.

Feedback: Your assessor will provide feedback to students after the completion of the assessment. The trainer assessor will explain the appeals process.

 

Questions

Answer

1

What does DRSABCD stand for with a casualty who Is NOT breathing but Not conscious?

 

2

Which of the following is an acceptable reason to stop performing CPR?

a) You physically cannot continue

b) It becomes too dangerous for you to continue

c) An ambulance arrives

d) All of the above

3

What is the correct compression to breathing ratio for CPR?

a) Adults 30:2, Infants 15:2

b) Adults 15:2, Infants 30:2

c) 15:2 for everyone, regardless of age

d) 30:2 for everyone, regardless of age

4

What should you do to help a casualty (who is not breathing) if you do not want to perform the rescue breaths?

a) Continue chest compressions

b) Wait till some-one else who knows CPR arrives

c) Call an ambulance and wait till they arrive (whilst monitoring the casualty)

d) Place victim into recovery position, and ensure airway remains unobstructed.

5

Which of the following statements is incorrect?

a) Once you have a first-aid certificate, you are required to help anyone in need

b) You do not have to help unless you have a duty of care to the individual

c) Once you start CPR, you have a duty of care to continue assisting the person unless circumstances prevent this or the casualty starts breathing.

6

Which of the following is not recommended treatment for a casualty in shock?

a) Lay casualty on their back

b) Raise casualty’s legs

c) Give casualty plenty of water to drink

d) Attempt to calm casualty as best as possible

7

In order, what should you do if you come across an unconscious casualty in a park?

a) Check for danger, check breathing, check airway

b) Check for response, check airway, check for danger

c) Check for danger, check circulation, check airway

d) Check for danger, check for response, check airways, place into recovery position and monitor breathing

8

When should you take caution to prevent the spread of infection?

a) Only when there is blood present

b) Only when there is any body fluid present

c) Only when the casualty looks like a drug user

d) Every person should be treated as infectious

9

Which of the following statements is correct in regards to helping reduce the risk of cross-infection from a casualty?

a) Wear gloves

b) Use a mask when performing CPR

c) Washing hands after assisting a casualty

d) All of the above

10

Which of the following techniques will help prevent a needle-stick injury?

a) Wear gloves when there is a needle nearby

b) Place any needles in a plastic bag for disposal

c) Place syringe in a solid container, such as a plastic bottle, and secure lid, contact local council or authorities

d) Attempt to re-cap the syringe to prevent an injury

11

Which of the following methods is not recommended for treating a bleeding casualty?

a) Rub ice on the wound

b) Apply pressure

c) Elevate bleeding limb

d) Apply bandage to secure pressure

12

Which of the following information should not be recorded after attending a casualty?

a) Date, time and location of the incident

b) The casualty’s personal details, name, date of birth etc

c) Casualty observations and vital signs

d) Your opinions on the incident and casualty

13

When is consent implied?

a) If the casualty is unconscious

b) If the casualty is bleeding

c) Consent is always implied

d) If the casualty is suffering a heart attack

14

Which of the following is not a typical symptom of a casualty in shock?

a) Anxiety

b) Rapid, weak pulse

c) Raspy cough

d) Pale, clammy skin

15

How hard should compressions be done during CPR?

a) As hard as possible for adults, a little softer for infants

b) Hard enough to compress the chest 6cm

c) Compress to about ½ of the chest depth

d) Compress to about 1/3rd of the chest depth

16

Which of the following is a danger sign of a casualty choking?

a) Inability to make verbal sounds

b) Bluish skin or lips

c) Weak, ineffective cough

d) All of the above

17

What is the correct method for treating a choking casualty?

a) Administer Heimlich manoeuvre

b) Administer 5 chest thrusts

c) Administer 5 back blows, then if not cleared, 5 chest thrusts

d) Begin CPR immediately

18

When treating a bleed, what should you do if the pad becomes soaked with blood?

a) Remove pad, place another dry one in its place

b) Remove pad, wash area, then replace with new pad

c) Do not remove pad, leave it as it is

d) Do not remove pad, place another pad firmly on top

19

Which of the following is true of arterial blood loss?

a) It is generally bright red, and is slower than venous loss

b) It is generally bright red, and is faster than venous loss

c) It is generally dark red and slower than venous loss

d) It is generally dark red and faster than venous loss

20

How should you manage an imbedded object in a casualty’s arm?

a) Apply donut bandage around the object, then use compression bandage to secure donut and prevent bleeding

b) Remove object immediately to prevent infection, place compression bandage over wound

c) Raise limb and place compression bandage over object

d) Any of the above methods is acceptable

21

Which of the following is not generally a sign of internal bleeding?

a) Rigid, tender abdomen

b) Blood in a casualty’s vomit

c) Difficulty breathing

d) Dry cough

22

What is the correct treatment for a nose bleed?

a) Lean casualty forward and pinch hard part of nose

b) Lean casualty forward and pinch soft part of nose

c) Lean casualty’s head back and plug with tissue

d) Lean casualty’s head back and pinch hard part of nose

23

Which of the following statements is incorrect about treatment of an amputated finger?

a) A tourniquet should be applied firmly to the casualty’s wrist

b) You should ideally wash your hands before assisting

c) The finger should be placed in a plastic bag on ice

24

Which of the following would be considered a sign of a severe asthma attack

a) Unable to speak more than a few words in one breath

b) Persistent cough

c) Wheezing

d) Dizziness

25

Which of the following is the correct treatment for a casualty suffering an asthma attack?

a) Administer brown coloured inhaler, 4 puffs, 4 breaths per puff, then readminister after 4 minutes if no improvement

b) Administer blue/grey coloured inhaler, 4 puffs, 4 breaths per puff, then readminister after 4 minutes if no improvement

c) Call an ambulance immediately, have casualty suck on ice until paramedics arrive

d) Administer reliever medication through a spacer, if no spacer is available do not administer inhaler, call an ambulance

26

Which of the following are signs / symptoms of a cardiac arrest?

a) Central chest pain, headache, slurred speech, numbness or weakness down one side, blurred vision

b) Central chest pain radiating into neck, jaw and/or arm, shortness of breath, pale, sweaty

c) Central chest pain, pale, raised body temperature, confused, weak, shallow pulse

d) Sweating, confusion, dizziness, possibly aggressive

27

How do you treat a casualty that is having a heart attack?

a) Call 000, lay casualty on ground, raise legs

b) Call 000, begin CPR immediately

c) Call 000, keep casualty comfortable, follow DRSABCD

d) Call 000, give aspirin and nitro-glycerine tablets/spray

28

Which is the correct method to treating a casualty who is bleeding from the scalp after a head injury?

a) Apply direct pressure to the wound

b) Lay casualty on ground, with wound facing downwards

c) Apply wet towel to head and call 000

d) Check if wound is spongy, and if not, carefully apply direct pressure

29

How should you manage a casualty who is bleeding from their ear?

a) Place casualty in recovery position with affected ear facing downwards

b) Try to stop bleeding by applying direct pressure

c) Place casualty in a dark room and call 000

d) Place casualty in recovery position with affected ear facing upwards

30

Match the symptoms with the condition

Draw a line between the matching pair

Asthma Central chest pain radiating to neck, jaw or arms

Cardiac arrest Shortness of breath, wheezing sounds

Choking Shallow breathing, dizzy, chest pain, rapid but weak pulse

Shock Inability to make a noise, unable to breathe

31

What is the usual cause of fainting?

a) A temporary loss of blood to the brain

b) Too much blood directed towards the brain

c) A heart attack

32

If unconscious and breathing, what position should you place the casualty in after a faint?

a) On their back, with their legs raised

b) In the recovery position

c) Sit them up

33

What does the A stand for in AVPU?

a) Alcohol

b) Alert

c) Astonished

34

What should you do if a person with alcohol poisoning becomes unconscious?

a) Follow DRSABCD, call 000 / 112

b) Wake them up and give them a lot of coffee

c) Leave them to sleep it off

d) None of the above

35

Which of the following are signs or symptoms of hypoglycaemia (low blood glucose)?

a) Sweating, weakness, confusion

b) An abundance of energy

c) Excessive thirst and urination

36

How should you treat suspected hypoglycaemia (low blood sugar)?

a) Call an ambulance immediately

b) Offer casualty sugar, such as a soft drink or jelly beans

c) Help them take their insulin

37

Which of the following can indicate damage to the brain after a head injury?

a) A sore neck

b) A cut on the forehead

c) Loss of consciousness

38

If the casualty seems fine after a significant head injury, what should you do?

a) Leave them alone – they are fine

b) Monitor them closely as symptoms may be delayed

c) Go to the hospital immediately or call an ambulance

39

True or false? It is safe to leave a child with medication as long as it has a safety cap.

a) True

b) False

40

Where do most poisonings occur?

a) In the home

b) In the garden

d) At work

41

If poisoning is suspected you should…

a) Induce vomiting straight away

b) Give casualty plenty of water to dilute the poison

d) Contact the Poisons hotline and follow their instructions

42

Which is correct first-aid for heat exhaustion?

a) Give the casualty as much water to drink as possible, as quickly as possible

b) Massage any heat cramps

d) Offer small sips of water, and cool casualty down

43

True or false? As body temperature decreases in hypothermia, shivering will eventually stop

a) True

b) False

44

Which should you do when managing severe hypothermia?

a) Give casualty a hot drink

b) Rub any areas of frostbite thoroughly

d) Remove any wet clothing

45

What do you do if a casualty has sprained their ankle?

a) Rest, Ice, Compress and Elevate the ankle

b) Have the casualty walk the sprain off

d) Place ankle in a bucket of ice till the swelling reduces, then strap firmly

46

What are 3 symptoms of undiagnosed diabetes?

 

47

Describe how you would treat a casualty who has internal bleeding

a) Lye the casualty down, and if the breathing becomes difficult, perform a tracheotomy

b) Lie the casualty down with feet raised, call an ambulance and monitor (DRSABCD) till ambulance arrives

c) Lie the casualty down with head raised, call an ambulance and monitor (DRSABCD) till ambulance arrives

48

What should you do if a casualty is crushed between two objects and is in pain?

a) Call an ambulance and leave the person between the two objects to ensure you do not exacerbate their injury

a) Call 000, and where possible, remove the crushing forces, then follow DRSABCD

b) Remove the crushing force, and if the casualty is no longer complaining of pain, let them leave

49

What 3 basic tasks can you ask a casualty to perform if you suspect they have had a stroke?

 

50

List 3 things you should NOT do to a burn wound.

 

51

Where should you inject an Epi-Pen on a casualty in anaphylaxis?

 

52

List 5 common triggers to allergic reactions and anaphylaxis

 

53

How do you treat a Bee Sting?

 

54

How do you treat a Snake Bite?

 

55

How do you treat a Red Back Spider Bite?

 

56

At a club, you witness a player take a bad hit to the head, knocking them to the ground. It appears that they are still conscious; however they seem groggy and a little confused. The player is also bleeding from his head.

56a

How would you assess the extent of the injury?

 

56b

What questions would you ask the casualty? 

 

56c

What would warrant you contacting an ambulance? 

 

56d

How would you treat the head wound?

 

57

At a venue, you hear a commotion behind you and turn to see a teenage girl on the ground having a seizure. People are starting to gather around and someone is attempting to hold her still

57a

How would you manage the crowd gathering?

 

57b

How would you manage the girl having a seizure?

 

57c

Once the seizure stops, the girl is unconscious and breathing rapidly. What would you do at this stage?

 

57d

List 3 reasons the girl may have had a seizure.

 

58

List 3 effects drugs may have on someone

 

59

List 3 effects of marijuana

 

60

List 4 signs a person is having a mild or moderate allergic reaction?

 

61

List the 7 signs of a severe allergic reaction

 

62

How should you care for a person who is having an epileptic seizure?

a) Stay calm, keep track of time, remove objects out of the way and let the seizure run its course.

b) Carefully restrain the casualty to ensure they do not hurt themself or others (ask for help if needed)

c) Stay calm, keep track of time, and only restrain the casualty if the seizure lasts for more than 5 minutes

63

List 3 types of projectile objects that can cause injury.

 

64

What 4 questions should you ask a casualty who appears groggy or mentally impaired (from an injury)?

 

65

What should you do if the casualty cannot answer these questions?

 

66

What should you do if a bystander is affected with Capsicum Spray (from police intervention)?

 

67

What is positional asphyxia?

 

68

How can you minimise the risk of positional asphyxia?

 

69

What warning signs might you observe when restraining a casualty regarding positional asphyxia?

 

70

What would you do if a casualty loses consciousness due to positional asphyxia?

 

71

What are AED’s?

 

72

When should you use an AED?

 

73

Where do you put the AED pads on a casualty?

 

74

How does AED differ from adults and children?

 

75

What is the minimum age of a casualty for which you can use an AED?

 

76

How would treat a casualty who has dislocated their limb?

a) Quickly pop it back in, because the longer it is dislocated, the more likely it will cause significant injury to blood vessels and nerves

b) Sit the casualty down, try to elevate the limb (if possible), apply ice and get medical assistance

c) Apply a pressure bandage to the dislocated limb, ice and elevate. Call for medical assistance

77

List 3 signs and symptoms of spinal injury

 

78

What would you do if an unconscious casualty has a suspected spinal injury?

 

79

What should you do if you had to move a person with a suspected spinal injury?

 

80

List 3 signs of a fracture

 

81

How would you treat a casualty with a fracture?

a) Immobilise, elevate (where possible), assess and treat other injuries, then call for help

b) Do not move the casualty, call 000 then wait for an ambulance

c) Tightly apply a pressure bandage to the fracture to hold it in place, apply ice to the area then call 000

82

How often should you update your CPR qualification

a) Every year

b) Every 2 years

c) Every 3 years

83

How often should you update your "Provide First Aid" qualification

a) Every year

b) Every 2 years

c) Every 3 years

84

What are 3 signs and symptoms of a febrile convulsion

 

85

How should you treat a febrile convulsion?

 

86

What are the 4 parts of the Chain of Survival

 

87

List 3 standard precautions in regards to infection control

 

88

Why is it important to conduct both a visual and verbal assessment of a casualty before commencing first aid?