HEALTH GRADE 12: FIRST AID. THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

Transcription

1 HEALTH GRADE 12: FIRST AID THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ Board Approval Date: August 29, 2016 Michael Nitti Written by: Bud Kowal and EHS Staff Superintendent In accordance with The Ewing Public Schools Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

2 Table of Contents Page Unit 1: Cardiac, Breathing and First Aid Emergencies 1 Unit 2: Before Giving Care and Checking an Ill or Injured Person First Aid (Chapter 1) 4 Unit 3: Cardiac Emergencies and Cardiopulmonary Resuscitation (CPR) First Aid (Chapter 2) 7 Unit 4: Automated External Defibrillator (AED) First Aid (Chapter 3) 9 Unit 5: Breathing Emergencies First Aid (Chapter 4) 11 Unit 6: Sudden Illness First Aid (Chapter 5) 13 Unit 7: Environmental Emergencies First Aid (Chapter 6) 15 Unit 8: Soft Tissue Injuries First Aid (Chapter 7) 17 Unit 9: Injuries to Muscles, Bones and Joints First Aid (Chapter 8) 20

3 Unit 1: Cardiac, Breathing and First Aid Emergencies 1 Why Is This Unit Important? This course will allow students to recognize and respond appropriately to cardiac, breathing and first aid emergencies. This course will teach the skills that participants need to know to give immediate care to a suddenly injured or ill person until more advance medical personnel arrive at the scene. Enduring Understandings: 1. Students will know how to identify and respond to an emergency. Students should know the three emergency action steps, and be able to identify the difference between consent and implied consent. Students will learn about the Good Samaritan law, and identify when and how to move an ill or injured person. Students will learn how to minimize the risk of disease transmission. 2. Students will learn how to identify the signs of shock and how to minimize its effects. Students will be able to identify life threatening and non-life threatening conditions. 3. Students will learn strategies to decrease the risk of breathing emergencies. Students will learn the signs of breathing emergencies, and recognize when a person has stopped breathing and should be able to demonstrate how to care for a conscious choking person. The student will be able to demonstrate how to give rescue breathing. 4. Students will learn how to recognize the signs of a cardiac emergency, how to care for a heart attack and know the links of the cardiac chain of survival. 5. Students will be able to demonstrate how to give cardiopulmonary resuscitation (CPR) for an adult, child or infant. Students will be able to identify an unconscious choking victim. Students will learn how to clear an obstructed airway of an unconscious victim 6. Students should know what defibrillation is and the general steps for the use of an automated external defibrillator (AED) and precautions when using an AED. Students will learn how to recognize if an AED is needed. The students should know the role of CPR in cardiac arrest. 7. Students should know the difference when using an AED for an adult or child. Students should know when to use adult pads or pediatric pads. 8. Students should be able to recognize the signs of various soft tissue injuries as well as how to care for them. Students will be able to demonstrate how to control bleeding. 9. Students will be able to identify and demonstrate the care of various injuries to muscles, bones and joints. Students should be able to identify and demonstrate the care of injuries to the head, neck and back. 10. Students should be able to identify and demonstrate how to care for sudden illnesses, including stroke, diabetic emergencies, poisoning and allergic reaction.

4 11. Students will learn how to identify and care for heat and cold related emergencies. These emergencies include heat cramps, heat exhaustion, heat stroke, frost bite and hypothermia. 12. Students will understand that children and the elderly may require a special type of care based on their age and the characteristics that may be associated with their age. 13. Students will gain an appreciation of the High School Heroes Donate Life Act. Students will be presented both sides of the issue, the donor s side and the recipient s side. Essential Questions: 1. Why do you think this course is important for high school students? 2. What are some steps that are included in the procedure to recognize and care for emergencies? 3. How will this course help you to prevent emergency situations? 4. How can CPR/AED save a life? 5. How could being a trained first aider have an impact on your future and the ones you love? 6. What is the High School Heroes Donate Life Act? 7. What are the benefits of organ and tissue donation? 8. What are some common myths about organ donation? 9. How can you make an informed decision about organ donation? Performance Tasks: 1. At the conclusion of this course, students will be able to recognize and respond to emergencies using First Aid skills, CPR and AED. 2. At the end of the unit, students will be able to perform CPR. 3. At the end of the unit, students will be able to use an AED machine. Learning Experiences: In-Class Activities 1. Students will learn rescue breathing, CPR skills and the use of an AED machine through the use of demonstration, DVD and text book. 2. Students will learn/demonstrate wrapping techniques for injuries as well as how to move an injured person. Home Activities 1. Develop a plan of action to escape their bedroom in case of fire in the night. Assessments 1. American Red Cross oral and written Standardized Tests for this course. 2

5 Resources 1. American Red Cross Community First Aid and Safety Book. 2. New Jersey Sharing Network Curriculum 3 Web Links List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle

6 Unit 2: Before Giving Care and Checking an Ill or Injured Person First Aid (Chapter 1) 4 Why Is This Unit Important? This unit teaches the role of the first aider in the emergency medical services (EMS) system, the purpose of Good Samaritan laws, how to gain consent from an injured or suddenly ill person and how to reduce your risk of disease transmission while giving care. Enduring Understandings: 1. Students will learn how to recognize an emergency. 2. Students will learn how to prioritize care for injuries and sudden illnesses. 3. Students will be able to describe the purpose of Good Samaritan laws. 4. Students will learn the difference of expressed consent and implied consent. 5. Students will learn how to reduce the risk of disease transmission when giving care. 6. Students will learn how to activate and work with the EMS system. 7. Students will be able to determine when to move an injured or ill person from a dangerous scene. 8. Students will learn how to check a conscious person for life-threatening and nonlife-threatening conditions. 9. Students will be able to identify the signals of shock. 10. Students will learn how to minimize the effects of shock. 11. Students will learn how to check an unconscious person for life-threatening conditions. Essential Questions: 1. What are some ways you can recognize an emergency? 2. What are some barriers that may keep a person from deciding to help in an emergency? 3. How does one activate the EMS system? 4. How does one get permission to give care? 5. What are the basic rules of preventing disease transmission while giving care? 6. What are the three emergency action steps? 7. What are the techniques for moving an ill or injured person? 8. What are the steps to checking a conscious person? 9. What are the questions one should ask while interviewing an injured person? 10. What is shock? 11. What should one do to assist a shock victim until help arrives? 12. How does one check an unconscious person? 13. What are the ABCs of emergency care? 14. What are the steps to place an unconscious person in a recovery position?

7 Acquired Knowledge: Students will understand/identify/discuss the following: 5 1. Recognizing emergencies 2. Prioritizing injuries 3. Consent to give care 4. Good Samaritan Laws 5. Reducing the risk of disease transmission 6. Activate EMS system 7. Checking an unconscious victim 8. Checking a conscious victim 9. ABCs of emergency care 10. Shock 11. Recovery position Acquired Skills: 1. Recognize emergencies 2. Interview injured person 3. Care for shock 4. Place victim in recovery position Major Assessments: 1. Chapter worksheet 2. Unit Test Suggested Learning Experiences and Instructional Activities: Anticipatory Sets 1. Remember a time when you were scared because someone was hurt and you didn t know what to do. Write it on index card. 2. List odors you recall as being dangerous. Who taught you that they were dangerous? 3. Current events article In-Class Activities 1. Discussion 2. DVD 3. Role playing 4. Worksheets Home Link Activities 1. Research Possible Dilemmas 1. No computer at home

8 List of Applicable NJCCS: Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle

9 Unit 3: Cardiac Emergencies and CPR First Aid (Chapter 2) 7 Why Is This Unit Important? This unit discusses the causes of cardiac arrest and how to provide care for all age groups. Enduring and Understandings: 1. Students will learn how to recognize the signs of a cardiac emergency. 2. Students will learn how to identify the links in the Cardiac Chain of Survival. 3. Students will be able to describe how to care for a heart attack. 4. Students will be able to list the causes of cardiac arrest. 5. Students will be able to demonstrate how to perform CPR. Essential Questions: 1. What is a Heart Attack? 2. What are the signs of a cardiac emergency? 3. What should you do until help arrives? 4. What is Cardiac Arrest? 5. What are the links in the Cardiac Chain of Survival? 6. What care should you provide for a heart attack? 7. When would you stop CPR? 8. What are some causes of cardiac arrest (adult, child and infant)? 9. What are the steps to perform CPR (adult, child and infant)? Acquired Knowledge: Students will understand/identify/discuss the following: 1. Recognizing emergencies 2. When to call What to do until help arrives 4. Cardiac Chain of Survival 5. CPR Adult 6. CPR Child 7. CPR Infant 8. Hand Position 9. Chest Compressions 10. Rescue Breaths Acquired Skills: 1. Recognize a cardiac emergency 2. How to give rescue breaths 3. How to give chest compressions

10 4. How to give cycles of chest compressions and recue breaths 5. How to perform adult CPR 6. How to perform child CPR 7. How to perform infant CPR 8 Major Assessments: 1. Chapter worksheet 2. Chapter quiz 3. Unit Test 4. Practical skills test Suggested Learning Experiences and Instructional Activities: Anticipatory Sets 1. If you witnessed someone having a heart attack, would you help? Why or why not? 2. If someone close to you was having a heart attack, would you want to be able to help them? Why or why not? 3. If you were able to save a heart attack victim s life, how would you feel? How would you feel if they died? In-Class Activities 1. Red Cross DVD 2. PowerPoint 3. Worksheet 4. Demonstrations 5. Discussion Home Link Activities 1. Research Possible Dilemmas 1. No computer at home List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle

11 Unit 4: Automated External Defibrillator (AED) First Aid (Chapter 3) 9 Why Is This Unit Important? This unit explains to the students how the heart s electrical system works and why it is important to learn how to use an AED. This unit teaches the students the steps to using an AED and the precautions they should take when using an AED. The unit also discusses how to maintain the AED machines. Enduring Understandings: 1. Students will learn what defibrillation is. 2. Students will be able to explain how defibrillation works. 3. Students will be able to identify precautions they need to take when using an AED on a person in sudden cardiac arrest. 4. Students will be able to demonstrate how to use an AED. Essential Questions: 1. What is defibrillation? 2. How does defibrillation work? 3. What precautions should you take when using an AED? 4. What are the steps in using an AED on an adult, child or infant? Acquired Knowledge: Students will understand/identify/discuss the following: 1. Cardiac Arrest 2. Automated External Defibrillator 3. Early Defibrillation 4. Chambers of the heart 5. Ventricular Fibrillation 6. Ventricular Tachycardia 7. AED precautions 8. Special AED situations Acquired Skills: 1. AED use 2. AED maintenance Major Assessments: 1. Unit Test 2. Chapter worksheet 3. Practical skills test on manikins

12 Suggested Learning Experiences and Instructional Activities: 10 Anticipatory Sets 1. Teacher demonstration of the skill 2. Show the students where the AED is located in the school 3. The school nurse discusses AED use In-Class Activities 1. PowerPoint 2. Student practice AED skills on manikins 3. Chapter worksheet Home Link Activities 1. Research Possible Dilemmas 1. Students do not have a computer or internet access 2. Students have lost a relative due to a cardiac arrest List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle

13 Unit 5: Breathing Emergencies First Aid (Chapter 4) 11 Why Is This Unit Important? Breathing emergencies can be life threatening. This unit prepares the first aider to recognize any breathing emergency and how to care for the person until help arrives. Every second counts, so understanding how to recognize and care for the person is vital. Enduring Understandings: 1. Students will learn how to recognize the signals of a breathing emergency. 2. Students will be able to demonstrate how to care for a person who is choking. Essential Questions: 1. What is respiratory distress? 2. What are some causes of respiratory distress? 3. What are some causes of choking in adults? Children and infants? 4. What are the methods used to care for someone choking? Acquired Knowledge: Students will understand/identify/discuss the following: 1. Care for choking conscious adult or child. 2. Care for choking unconscious adult or child. 3. Care for choking conscious infant. 4. Care for choking unconscious infant Major Assessments: 1. Chapter worksheet 2. Unit Test 3. Practical skills test Suggested Learning Experiences and Instructional Activities: Anticipatory Sets 1. Show portion of a movie showing someone choking ( Mrs. Doubtfire ) and have students talk over with a partner if they would they be able to respond. 2. Current events article. In-Class Activities 1. Red Cross DVD 2. PowerPoint

14 3. Worksheet 4. Discussion 12 Possible Dilemmas 1. Students do not have a computer or internet access List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle

15 Unit 6: Sudden Illness First Aid (Chapter 5) 13 Why Is This Unit Important? This unit will help prepare the first aider to tend to specific sudden illnesses should they occur. Such things as fainting, seizures, stroke, diabetic emergencies, allergic reactions and poisoning are discussed throughout this unit. Enduring Understandings: 1. Students will learn the signals of common sudden illnesses. 2. Students will learn how to care for sudden common illnesses. 3. Students will learn to care for someone who is having a seizure. Essential Questions: 1. What are some common signals of someone who looks and feels sick? 2. What is epilepsy? 3. What are febrile seizures? 4. What are the signals of seizures? 5. What is a stroke? 6. What are the risk factors for stroke? 7. How should one care for a diabetic emergency? 8. What are some signs of an allergic reaction? 9. How does one care for an allergic reaction? 10. Name four types of poisoning? 11. What are some signs of poisoning? 12. How does one care for a person who had been poisoned? 13. What is a Poison Control Center? Acquired Knowledge: Students will understand/identify/discuss the following: 1. Seizures 2. Poisoning 3. Stroke 4. Poison Control Centers Acquired Skills: 1. How to care for seizures 2. How to care for poisoning 3. How to care for stroke 4. How to contact Local Poison Control Center

16 Major Assessments: Chapter worksheet 2. Unit Test 3. Practical skills test Suggested Learning Experiences and Instructional Activities: Anticipatory Sets 1. Have various cleaning products on desk and students should write which would cause poisoning 2. Current events article on stroke victims and recovery. In-Class Activities 1. Red Cross DVD 2. Worksheet 3. Discussion Home Link Activities 1. Research Possible Dilemmas 1. No computer at home List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle

17 Unit 7: Environmental Emergencies First Aid (Chapter 6) 15 Why Is This Unit Important? Environmental emergencies may be avoided, but it is not always possible to do so. This unit will teach the students how to care for the many situations that could occur while we enjoy the outdoors. Enduring Understandings: 1. Students will learn to identify and care for someone with a heat-related illness. 2. Students will learn to identify and care for someone with a cold-related illness. Essential Questions: 1. What are 3 conditions caused by overexposure to heat? 2. What are some signals of heat cramps? 3. How does one care for heat cramps? 4. What are some signals of heat exhaustion? 5. How does one care for heat exhaustion? 6. What are some signals of heat stroke? 7. What are 2 types of cold-related emergencies? 8. What are some signals of frostbite? 9. How does one care for frostbite? 10. What are signals of hypothermia? 11. How does one care for hypothermia? 12. How does one prevent heat or cold-related illnesses? 13. What is anaphylaxis? 14. How does one care for particular bites and stings? Acquired Knowledge: Students will understand/identify/discuss the following: 1. Heat cramps 2. Heat exhaustion 3. Heat stroke 4. Frostbite 5. Hypothermia 6. Insect stings 7. Rocky Mountain Spotted Fever 8. Tick borne diseases 9. Lyme Disease 10. West Nile Virus 11. Spider bites 12. Scorpion bites 13. Venomous snake bites

18 14. Animal bites 15. Marine life stings 16. Poisonous plants 17. Preventing lightning injuries 16 Acquired Skills: 1. Care for all heat-related illnesses 2. Care for all cold-related illnesses 3. Care for bites and stings 4. Care for allergic reactions to bites, stings, poisonous plants 5. Steps to prevent lightening injuries Major Assessments: 1. Chapter worksheet 2. Unit test 3. Practical skills test Suggested Learning Experiences and Instructional Activities: Anticipatory Sets 1. DVD 127 Hours 2. Current events article In-Class Activities 1. Red Cross DVD 2. Worksheet 3. Discussion Home Link Activities 1. Research Possible Dilemmas 1. No computer at home List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle

19 Unit 8: Soft Tissue Injuries First Aid (Chapter 7) 17 Why Is This Unit Important? Students will become familiar with identifying soft tissue injuries as well as how to care for them. Learning to determine if a person needs to go to the emergency room or the doctor is a vital skill for any first aider. Enduring Understandings: 1. Students will learn various signals of soft tissue and musculoskeletal injuries. 2. Students will learn how to care for various soft tissue and musculoskeletal injuries. 3. Students will learn how to control external bleeding. Essential Questions: 1. What is the difference between a closed wound and an open wound? 2. What are some signals of internal bleeding? 3. How does one care for internal bleeding? 4. How does one care for external bleeding? 5. How does one prevent infection? 6. How does one apply dressing and bandages? 7. What types of burns may need special care? 8. What does one look for to determine the severity of a burn? 9. How does one care for a burn? Acquired Knowledge: Students will understand/identify/discuss the following: 1. Open wound 2. Closed wound 3. Abrasions 4. Lacerations 5. Avulsions 6. Punctures 7. Preventing Infection 8. Stitches 9. Dressing and Bandage types 10. Dressing and Bandage usage 11. Tetanus 12. Superficial burns 13. Partial-thickness burns 14. Full-thickness burns 15. Heat burns 16. Chemical burns

20 17. Electrical burns 18. Radiation burns 19. Embedded objects 20. Nose injuries 21. Tooth injuries 22. Chest Injuries 23. Abdominal Injuries 24. Controlling external bleeding 18 Acquired Skills: 1. Care for internal wounds 2. Care for external wounds 3. Control external bleeding 4. Apply dressings and bandages 5. Steps to prevent infection 6. Care for burns 7. Care for various special injuries Major Assessments: 1. Chapter worksheet 2. Unit test 3. Practical skills test Suggested Learning Experiences and Instructional Activities: Anticipatory Sets 1. DVD 127 Hours (continued) 2. Current events article In-Class Activities 1. Red Cross DVD 2. Worksheet 3. Discussion Home Link Activities 1. Research Possible Dilemmas 1. No computer at home List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle

21 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle 19

22 Unit 9: Injuries to Muscles, Bones and Joints First Aid (Chapter 8) 20 Why Is This Unit Important? This unit discusses the signals of muscle, bone and joint injuries and how to care for them. Enduring and Understandings 1. Students will learn how to identify head, neck and spinal injuries. 2. Students will learn how to care for muscle, bone or joint injuries. 3. Students will be able to explain how to care for head, neck and spinal injuries. 4. Students will be able to demonstrate how to splint a muscle, bone or joint injury. Essential Questions 1. What is a fracture? 2. What is an open fracture? 3. What is a dislocation? 4. What is a sprain? 5. What is a strain? 6. What should you look for if you suspect a severe injury? 7. What care should you provide for injuries to muscles, bones and joints (RICE)? 8. What are the four types of splints? 9. Where should you tie off when splinting for a joint injury? 10. When should you suspect a head neck or back injury? 11. When should you call 911? 12. What care should you provide for a head neck or back injury? 13. What is a concussion? 14. What are signs of a concussion? 15. What care should you provide for a concussion until help arrives? 16. What are some signs of a chest injury? 17. What care should you provide for a chest injury? 18. What are some signs of a pelvic injury? 19. What care should you provide for a pelvic injury? 20. What are the steps for applying an anatomical splint? 21. What are the steps for applying a soft splint? 22. What are the steps for applying a rigid splint? 23. What are the steps for applying a sling and binder? Acquired Knowledge: Students will understand/identify/discuss the following: 1. Fracture 2. Open fracture 3. Dislocation

23 4. Sprain 5. Strain 6. Signs of a severe injury 7. Care for muscles, bones and joints (RICE) 8. Types of splints 9. How to identify a head neck or back injury 10. Care for head, neck or back injury 11. Concussion 12. Signs of a concussion 13. Care for a concussion 14. Signs for a chest injury 15. Care for a chest injury 16. Signs of a pelvic injury 17. Care for a pelvic injury 18. Anatomical splint 19. Soft splint. 20. Rigid splint. 21. Sling and binder. 21 Acquired Skills 1. How to recognize a fracture, dislocation, sprain or strain 2. How to provide care for a muscle, bone or joint injury 3. How to recognize a head, neck or back injury 4. How to care for a head, neck or back injury 5. How to apply an anatomical splint 6. How to apply a soft splint 7. How to apply a rigid splint 8. How to apply a sling and binder Major Assessments 1. Chapter Quiz 2. Chapter Work Sheet 3. Practical Skills Test Suggested Learning Experiences and Instructional Activities Anticipatory Sets 1. Place cards with anatomy parts on their desks and have them identify the part on them 2. Skeletal worksheet brainstorm 3. Conduct the dazed and confused activity

24 In-Class Activities 1. Work Sheet 2. PowerPoint 3. Video 4. Demonstrating and practicing the different kinds of splinting 5. Demonstrating and practicing how to apply a sling and binder 22 Home Link Activities 1. Current event article Possible Dilemmas 1. No computer at home List of Applicable NJCCS: 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle