41p. mf -$0.65 hc -$3.29 epilepsy; first aid; health ... · first aid?. {hich ones required the....

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ED 077 857 UP 006 428

TITLE Strand V: Education for Survival. First Aid andSurvival Education. Health Curriculum Materials.Grades 7-9.

INSTITUTION New York State Education Dept., Albany. Bureau ofSecondary Curriculum Development.

PUB DATE 70NOTE 41p.

EDRS PRICE MF -$0.65 HC -$3.29DESCRIPTORS Epilepsy; *First Aid; *Health Education; Heart Rate;

Injuries; *Medical Treatment; *Physical Health;*Special Health Problems

ABSTRACTGRADES OR AGES: Grades 7-9. SUBJECT MATTER: First aid

and survival education.. ORGANIZATION AND PHYSICAL APPEARANCE: Theguide is divided into five sections: bandagiiig skills, control ofbleeding, conditions caused by extremes in temperatures, foreignsubstances in body openings, and other common emergencies. Thepublication format of four columns gives the outline of content, themajor understandings and fundamental concepts, suggested teachingaids and learning activities, and supplementary information forteachers. The course objectives are presented in the introduction.OBJECTIVES ANC ACTIVITIES: Each subsection contains questions andtopics for discussion. The supplementary information providesteachers with further discussion material. INSTRUCTIONAL MATERIALS:Information is given on measuring body temperature, pulse, andrespiration, a brief description on making bandages is alsopresented. Lists of multimedia resources are presented for teachersand students. Information is also given on the procurement ofteaching kits, flip charts, mannequins, and injury simulations.STUDENT ASSESSMENT: No provision is made. OPTIONS: The guide issuggestive only. (BRB)

HEALTH CURRICULUM MATERIALSGrades 7, 8, 9

STRAND V -- EDUCATION FOR SURVIVALFIRST AID AND SURVIVAL EDUCATION

U.S DEARTMENTOF HEAEDUCATION SWELFARNATIONAL INSTITUTE 0

EDUCATIONTHIS DOCUMENT HAS BEENOUCEO EXACTLY AS RECEIVTHE PERSON OR ORGANIZATIOATING IT POINTS OF VIEW ORSTATEO DO NOT NECESSARILSENT OFFICIAL NATIONAL INSTEOUCATION POSITION OR POI i

The University of the State of New York/The State Education DepartmentBureau of Secondary Curriculum Development/Albany 1?224

1970

FILMED FROM BEST AVAILABLE COPY

c.

HEALTH CURRICULUM MATERIALSGrades 7, 8, 9

STRAND V -- EDUCATION FOR SURVIVALFIRST AID AND SURVIVAL EDUCATION

JU.; .1 4 i972

). E.R.I.C.

U S. DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS SEEN REPROOUCED EXACTLY AS oeCEIVED FROMTHE PERSON OR °RCA.. ..ATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY

niversity of the State of New York/The State Education DepartmentBureau of Secondary Curriculum Development/Albany 12224

1970

FILMED FROM BEST AVAILABLE COPY

THE UNIVERSITY OF-THE STATE OF NEW YORKRegents of the University (with years when terms expire)

1984 Joseph W. McGovern, A.B., LL.B., L.H.D., LL.D., D.C.L.,Chancellor

1985 Everett J. Penny, B.C.S., D.C.S.,Vice Chancellor

.1978 Alexander J. Allan, Jr., LL.D., Litt.D.1973 Charles W. Millard, Jr., A.B., LL.D., L.H.D.1972 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S., H.H.D.1975 Edward M. M. Warburg, B.S., L.H.D. --

1977 Joseph T. King, LL.B.1974 Joseph C. Indelicato, M.D.1976 Mrs. Helen B. Power, A.B., Litt.D., L.H.D.1979 Francis W. McGinley, B.S., LL.B., LL.D.1980 Max J. Rubin, LL.B., L.H.D.1971 Kenneth B. Clark, A.B., M.S., Ph.D., Litt.D.1982 Stephen K. Bailey, A.B., B.A., M.A., Ph.D., LL.D.1983 Harold E. Newcomb, B.A.1981 Theodore M. Black, A.B.

New York

White PlainsTroyBuffaloPurchaseNew YorkQueensBrooklynRochester,Glens FallsNew YorkHastings on HudsonSyracuse

OwegoSands Point

President of the University and Commissioner of EducationEwald B. Nyquist

Executive Deputy Commissioner of EducationGordon M. Ambach

Deputy Commissioner of EducationHerbert F. Johnson

Associate Commissioner for Instructional ServicesPhilip B. Langworthy

Assistant Commissioner for Instructional Services (General Education)Bernard F. Haake

Director, Curriculum Development CenterWilliam E. Young

Chief, Bureau of Secondary Curriculum DevelopmentGordon E. Van Hooft

Director, Division of General EducationTed T. Grenda

Chief, Bureau of School Health EducationJohn S. Sinacore

FOREWORD

This publication contains curriculum suggestions for teaching Strand V - Education forAid and Survival Education, for grades 7, 8, and 9.

The publication format of four columns is intended to provide teachers with: a basic cin the first column; a listing of the major understandings and fundamental concepts which chachieve, in the secoLd column; and information specifically designed for classroom teachersprovide them with resource materials, teaching aids, and supplementary information, in the tfourth columns.

The comprehensive nature of the health program makes it imperative that teachers gain fwith all of the strands presently in print. In this way, important teaching-learning experideveloped by cross-referring from one strand to another.

It is recommended that the health coordinator in each school system review these materiand consult with teachers, administrators, and leaders of interested parent groups in orderthe most appropriate manner in which to utilize this strand as an integral part of a locallyand comprehensive program in health education.

The curriculum materials presented here are in tentative form and are subject to modificontent and sequence. Critiques of the format, content, and sequence are welcomed.

Gordon E. Van HooftChief, Bureau of SecondaryCurriculum Development

William E. YoungDirector, CurriculumDevelopment Center

FOREWORD

ntains curriculum suggestions for teaching Strand V - Education for Survival - Firston, for grades 7, 8, and 9.

mat of four columns is intended to provide teachers with: a basic content outline,isting of the major understandings and fundamental concepts which children mayolumn; and information specifically designed for classroom teachers which shouldce materials, teaching aids, and supplementary information, in the third and

ature of the health program makes it imperative that teachers gain familiaritypresently in print. In this way, important teaching learning experiences may bering from one strand to another.

hat the health coordinator in each school system review these materials carefullys, administrators, and leaders of interested parent groups in order to determinefiner in which to utilize this strand as an integral part of a locally adapted, broad,m in health education.

rials presented here are in tentative form and are subject to modification inritiques of the format, content, and sequence are welcomed.

Gordon E. Van HooftChief, Bureau of SecondaryCurriculum Development

OPTIMAL HEALTH

KNOWLEDGE

Concepts

Generalizations

Understandings

Facts

ATTITUDE

Values

Appreciation

BEHAVI

Basic Ski

Decision

Strand I

PHYSICAL HEALTH

Strand II

SOCIOLOGICALHEALTH PROBLEMS

Strand III

MENTAL HEALTH

Strand IV

ENVIRONMENTAL AND

COMMUNITY HEALTH

Health Status Smoking and Health Personality Devel- Environmental and

Nutrition Alcohol Education opment Public HealthSensory Perception Drugs and Narcotic Sexuality World Health

Dental Health Education Family Life Ecology and

Disease Prevention

and Control

Education Epidemiology of

Health

Consumer Health

IOPTIMAL HEALTH

HOWLEDGE

ncepts

neral izations

erstandings

ds

ATTITUDE

Values

Appreciation

BEHAVIOR

Basic Skills

Decision Making

Strand II

SOCIOLOGICALHEALTH PROBLEMS

Strand HI

MENTAL HEALTH

Strand IV Strand V

ENVIRONMENTAL AND I EDUCATION FORCOMMUNITY HEALTH SURVIVAL

Smoking and Health Personality Devel- Envirenmental and SafetyAlcohol Education opment Public Health First-Aid andDrugs and Narcotic Sexuality World Health Survival

Education Family Life Ecology and EducationEducation Epidemiology of

Health

Consumer Health

CONTENTS

Page

Foreword iii

Overview vi

Outcomes vi

1

1

6

6

7

8

8

9

9

13

14

15

16

17

17

18

18

19

20

20

21

22

23

23

Appendix A 25

Appendix B 25

Appendix C 26

Appendix D 26

Multimedia Resources 27

I. Bandaging SkillsA. DressingB. Bandage

II. Control of BleedingA. Types of bleedingB. Direct pressure controlC. Pressure pointsD. Tourniquet

III. Conditions Caused by Extremes in TemperaturesA. BurnsB. Heat exhaustion and sunstrokeC. Frostbite

IV. Foreign Substances in Body OpeningsA. In the eyeB. In the earC. In the nose

V. Other Common EmergenciesA. Convulsions in childrenB. EpilepsyC. Head injuries in childrenD. Acute gastric indigestionE. DizzinessF. UnconsciousnessG. Motion sicknessH. Toothache

OVERVIEW

A knowledge of first aid procedures makes it possible for an individual to fs:e and handle healthemergencies which may occur in everyday living. The adolescent should begin to develop an awareness of hisresponsibility to others in these emergency matters. On the other hand, he should also become aware ofthe limitations of first aid and those things which he should not attempt. For example, first aideducation should nr, go beyond emergency care and treatment....It is not its intent to teach students how tocure illness or to correct injuries.

The basic goals of first aid education, however, do include student instruction in those procedureswhich will bring about the prevention of (1) death, and (2) further injury to a victim of sudden illnessor accident. Consequently, to bring about these ends, appropriate content and learning experiences shouldbe provided.

It becomes obvious that teachers should be prepared to teach first aid and should hold an AmericanRed Cross Instructor's Certificate or have received college training in first aid in becoming certificatedas a health educator.

OUTCOMES

Students in grades 7, 8, and 9 should:

. learn how to lessen the possibilities for the occurrence of those emergencies that are mostlikely to affect junior high school students.

. learn how to deal with the emergencies which may occur in everyday living that requirefirst aid.

. learn how to use the various kinds of first aid dressings, bandages, and other materialsand equipment.

. develop an appreciation of the first aid procedures which will help to save lives andminimize injury.

. develop confidence in administering first ad in many kinds of emergency situations.

. acquire skills in improvising procedures whenever necessary.

vi

OUTLINE OF CONTENT

'REFER TO STRAND V, FIRST AID AND SURVIVAL EDUCATION, GRADES 4, S, 6, FOR INTRODU

MAJOR UNDERSTANDINGS AND

FUNDAMENTAL CONCEPTS

SUGGESTED TEACHING AIDSAND LEARNING ACTIVITIES

SUPPLE

I. Bandaging Skills

A. Dressing

There are many everydayemergencies, e.g., cuts,burns, anc; lacerations

which rtluire bandaging.

In order ,or bandages to beeffective they must beapplied correctly.

A dressing is any materialapplied directly over awound or a burn.

Have students list someactual injuries theyencountered within thepast month.

How were they

treated?. Who administered the

first aid?. Which ones required the

attention of thephysician?

Show the filmstrip Dres-sings and Bandages Used inFirst Aid which is pro-duced by McGraw-Hill Films.

Have the students make adisplay of the kinds ofdressings and bandagesused in first aid.

What is a compress? How

does it differ from abandage? Why should it besterile? What is a dres-sing?

The New Yof Healththe NewCommissiopage 1811"

chart onbound inused as atable. I

in Spanisdressingsas other

Most dresgauze whipressurizvery absoto circulCotton, imay be usCotton shdirectly

MAJOR UNDERSTANDINGS AND SloGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION

FUNDAMENTAL CONCEPTS ".D LEARNING ACTIVITIES FOR TEACHERS

V, FIRST AID AND SURVIVAL EDUCATION, GRADES 4, 5, 6, FOR INTRODUCTION.

ere are many everydaymergencies, e.g., cuts,urns, and lacerationshich require bandaging.

n order for bandages to beffective they must bepplied correctly.

dressing is any materialpplied directly over aound or a burn.

Have students list someactual injuries theyencountered within thepast month.

. How were they

treated?. Who administered the

first aid?. {hich ones required the

attention of thephysician?

Show the filmstrip Dres-sings and ,r)andages Used in

First Aid which is pro-duced by McGraw-Hill Fibs.

Have the students make adisplay of the kinds ofdressings and bandagesused in first aid.

What is a compress? How

does it differ from abandage? Why should it besterile? What is a drt.s-

sing?

The Net' York State Departmentof Health in conjunction withthe New York Civil DefenseCommission has prepared a 102 -

page 181/2" x UV color flipchart on first aid. It isbowed in covers which can beused as a stand on a desk or atable. It is also availablein Spanish. It deals withdressings and bandages as wellas other aspects of first aid.

Mot dressings are made ofgauze which is sterilized underpressurized steam. Gauze isvery absorbent and permits airto circulate over the wound.Cotton, if wrapred in gauze,may be used as a compress.':otton should not be placeddirectly over a wound, however.


OUTLINE OF CONTENT FUNDAMENTAL CONCEPTS

1. Functions Dressings have several majorfunctions.

Dressings should be sterilein order to preventcontamination of the wound.

Improper handling of dres-sings may cause them tobecome contaminated, which,

in turn,will contaminatethe wound.

SUGGESTED TEACHING AIDS

AND LEARNING ACTIVITIES

What are the major pur-poses of dressings?

SUP

Dressifollow

.

How do they tend to lessento

.

pain from an injury?to

con

Why should the first aiderto

be concerned aboutwou

.

infections?toaro

. toin

Discuss and demonstrate If an

ways materials may be uncontsterilized for use as com- Sterilpresses. of any

all liWhat are the best kinds of usuall,materials to use? or the

ultravDemonstrate how a compress may bemay be removed from a tion ipackage and applied to the or hotinjury without contamina- prolontion. Allow students to (dry hpractice applying com- incine/presses on each other. informs

steri171

Show how a compress may be Frobisli

refolded without contami- ofbaclnating the inner surfaces. W.B. S1

Have a speaker from a If stetfirst aid supply company ave.:discuss the industrial shouldsterilization of first aid germsproducts. Take a field remove

2



Dressings have several majorfunctions.

Dressings should be sterilein order to preventcontamination of the wound.

Improper handling of dres-sings may cause them tobecome contaminated, which,

in turn, will contaminate

the wound.



What are the major pur-poses of dressings?

How do they tend to lessenpain from an injury?

Why should the first aiderbe concerned aboutinfections?

Discuss and demonstrateways materials may besterilized for use as com-presses.

What are the best kinds ofmaterials to use?

Demonstrate how a compressmay be removed from apackage and applit.d to theinjury without contamina-tion. Allow students topractice applying com-presses on each other.

Show how a compress may berefolded without contami-nating the inner surfaces.

Have a speaker from afirst aid supply companydiscuss the industrialsterilization of first aidproducts. Take a field

SUPPLEMENTARY INFORMATIONFOR TEACHERS

Dressings are essential for thefollowing purposes.

. to control hemorrhage

. to protect the wound fromcontamination by bacteria

. to absorb fluids from thewound

. to raise the temperaturearound the wound

. to relieve pain, especiallyin the case of burns

If an object is sterile it isuncontaminated by germs.Sterilization means the freeingof any object or substance fromall life of any kind. This isusually accomplished by heat,or the use of chemicals orultraviolet radiation. Heatmay be applied for steriliza-tion in three ways: by steamor hot water (moist heat); byprolonged baking in an oven(dry heat); by completeincineration. For detailedinformation on the means ofsterilization read: MartinFrobisher, Jr., Fundamentals

of bacteriology. Philadelphia,W.B. Saunders Company, 1962.

If sterile compresses are notavailable, a clean fabricshould be used. Some of thegerms on the fabric may beremoved by scorching with a



2. Kinds There are many differentkinds of dressings.

Certain kinds of injuriesrequire special types ofdressings.

a. Commercial Commercially made dressingsdressings include:

. adhesive bandages

. bandage compress

. gauze compresses ofvarious sizes.

SUGGESTED TEACHING AIDS SUPPLE


trip to a first aid supply flame, itcompany. Contact Johnson under cloand Johnson Company, New hot oven,Brunswick, New Jersey, or soap andLaerdal Medical Corpora- it thoroution, 136 Marbledale Road,Tuckahoe, N.Y. 10707.

List and discuss the kinds Gauze squof wounds which require a sizes randressing. square to

They areHave the class list the packagesinjuries which may require sterilitya special dressing.

. What makes it special?

. Describe the specialdressing.

many layeGauze squprimarily

In order

shake thecorner ofoff the cof the cothrough ttouch orthe dressthe woundis placedbe secure

Demonstrate: (1) how to Adhesiveremove and apply an availableadhesive bandage, (2) how The adhes

to remove and apply a with onebandage compress. protect t

adhesivea dressinsmall cut

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS

FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

There are many differentkinds of dressings.

Certain kinds of injuriesrequire special types ofdressings.

Commercially made dressingsinclude:

adhesive bandages. bandage compress. gauze compresses of

various sizes.

trip to a first aid supplycompany. Contact Johnsonand Johnson Company, NewBrunswick, New Jersey, orLaerdal Medical Corpora-tion, 136 Marbledale Road,Tuckahoe, N.Y. 10707.

List and discuss the kindsof wounds which require adressing.

Have the class list theinjuries which may requirea special dressing.

. What makes it special?

. Describe the specialdressing.

Demonstrate: (1) how toremove and apply anadhesive bandage, (2) how

to remove and apply abandage compress.

SUPPLEMENTARY INFORMATION

FOR TEACHERS

flame, ironing, heating itunder close observation in ahot oven, or washing it withsoap and water and then dryingit thoroughly.

Gauze squares come in varioussizes ranging from a 1-inchsquare to a 31/2-inch square.

They are sealed in individualpackages which ensure theirsterility. They are made ofmany layers of folded gauze.Gauze squares are usedprimarily for burns and wounds.

In order to remove the compressshake the compress into onecorner of the envelope, tearoff the corner, grasp the edgeof the compress, and pull itthrough the opening. Do nottouch or breathe on the side ofthe dressing to be placed onthe wound. Once the dressingis placed over the wound it maybe secured with a bandage.

Adhesive compresses areavailable in various sizes.The adhesive is usually covered

with one layer of crinoline toprotect the adhesive. Theadhesive compress acts as botha dressing and a bandage forsmall cuts or scratches.

MAJOR UNDERSTANDINGS ANDOUTLINE OF CONTENT FUNDAMENTAL CONCEPTS

Adhesive compresses usuallycomdst of a pad of sterilegauze placed in the middleof a strip of adhesive.

The bandage compress con-sists of a pad made ofseveral layers of sterilegauze sewed to the middleof a strip of gauze ormuslin.

b. Improvised Improvised dressings can bedressings made from many materials

including handkerchiefs,towels, and shirts.



Have students practice use Reaof these dressings onsimulated wounds.

1

ThecomsquusuOr

mayori

con

Have students list mate- Accrials which may be used sitfor a compress, those stewhich may be used for avabandages, and those which themay be used for a dressing. impHave students make a listof materials which shouldnot be used in dressingsand indicate the reasons.

Have students make firstaid kits. Include impro-vised dressings, compresses,and bandages.

Have members of the classbring in sufficient numbersof shoe boxes so that eachclass member may make hisown basic first aid kit.

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

dhesive compresses usuallyonsist of a pad of sterileauze placed in the middlef a strip of adhesive.

e bandage compress con-ists of a pad made ofeveral layers of sterileauze sewed to the middlef a strip of gauze orslin.

mprovised dressings can beade from many materialsncluding handkerchiefs,owels, and shirts.



Have students practice useof these dressings onsimulated wounds.

Have students list mate-rials which may be usedfor a compress, thosewhich may be used forbandages, and those whichmay be used for a dressing.Have students make a listof materials which shouldnot be used in dressingsand indicate the reasons.

Have students make firstaid kits. Include impro-vised dressings, compresses,and bandages.


FOR TEACHERS

Read:

American National Red Cross.First Aid Textbook. pp. 109-110.

The common sizes of the bandagecompress are 2, 3, and 4-inchessquare. The dressing isusually made so that by cuttingor breaking a stitch the pad

may be unfolded to twice theoriginal size. It is a self-

contained compress and bandage.

Accidents frequently occur insituations where standardizedsterile compresses are notavailable. In such situationsthe first aider must be able toimprovise a dressing.

Have members of the classbring in sufficient numbersof shoe boxes so that eachclass member may make hisown basic first aid kit.



B. Bandage

1. Functions

A bandage is a strip ofgauze or other materialused for wrapping a wound.

Bandages have many usessuch as wrappings fordressings and splints,, andto give support.

2. Principles of A bandage should be appliedbandaging snugly. but should not be

too tight or too loose.

The tips of the fingers andtoes should be left exposedwherever possible so thatcolor changes may beobserved.

A bandage should be appliedwith the injured limb inthe position in which it isto be carried.



Demonstrate how compressesmay be made from a rolledbandage.

SUPP

Have class list and demon- Bandage

strate the many uses of a. to h

bandage.to a

. as asupp

. to pan i

. to awoun

Discuss:

. Basic principles ofbandaging

. Bandages which are tootight or too loose

. Why bandages should beproperly applied

. Precautions whichshould be taken

If the

the bloof theseriousresultitions iparalysskin diaappliedcyanotiqPain mayextremitnumbness

A firstwith negcare ha

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION


A bandage is a strip ofgauze or other materialsed for wrapping a wound.

Bandages have many usessuch as wrappings fordressings and splints, andto give support.

A bandage should be appliedsnugly, but should not betoo tight or tco loose.

The tips of the fingers andtoes should be left exposedwherever possible so thatcolor changes may beobserved.

A bandage should be appliedwith the injured limb inthe position in which it isto be carried.

Demonstrate how compressesmay be made from a rolledbandage.

FOR TEACHERS

Have class list and demon- Bandages are used:strate the many uses of a

. to hold dressings in placebandage.

. to anchor a splint

. as a wrapping to givesupport to a joint

. to partially immobilizean injured part

. to apply pressure to awound to control bleeding

Discuss:

. Basic principles ofbandaging

. Bandages which are tootight or too loose

. Why bandages should beproperly applied

. Precautions whichshould be taken

If the bandage is too tight,the blood supply to the endsof the extremities may beseriously interferred with,result. g in grave complica-tions including gangrene andparalysis. The color of theskin distal to a bandageapplied too tightly will becyanotic (bluish) or pale.Pain may be present, theextremity may become cold, andnumbness and tingling may occur.

A first aider ma be chargedwith negligence if reasonablecare has not been used.


II. Control of Bleeding Serious bleeding needs tobe controlled as quicklyas possible because:

. serious shock may occur

. death can occur fromloss of blood

A. Types ofbleeding

Bleeding may vary from thatof minor cuts and scratchesto hemorrhage from majorarteries and veins.

The control of bleeding isthe first major responsi-bility of the first aider.

Internal bleeding is treatedthe same as shock, and thesymptoms will appear thesame as in shock.


SUP

If wet

provisshrinkresulttoo ticircul

A bandcausecome obleediseriou

Serioufrequerazorsbulletaccider

Explain the character- Arteri8istics of blood coming terizedfrom an artery, vein, blood %capillary, lung, and other woundinternal organs. profuse

Show: McGraw-Hill film-strips on Bleeding anShock and Wounds.

Venousized by

red blcprofuse

Simulaids are wound andbleeding simulations. This Capillcompany has three kits terizeavailable containing first oozing

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

Serious bleeding needs tobe controlled as quicklyas possible because:

. serious shock may occur

. death can occur fromloss of blood

Bleeding may vary from thatof minor cuts and scratchesto hemorrhage from majorarteries and veins.

The control of bleeding isthe first major responsi-bility of the first aider.

Internal bleeding is treatedthe same as shock, and thesymptoms will appear thesame as in shock.

Explain the character-istics of blood comingfrom an artery, vein,capillary, lung, and otherinternal organs.

Show: McGraw-Hill film-strips on Bleeding andShock and Wounds.

Simulaids are wound andbleeding simulations. Thiscompany has three kitsavailzble containing first

FOR TEACHERS

If wet dressings are used,provision should be made forshrinkage. Shrinkage mayresult in the bandage becomingtoo tight and closing offcirculation.

A bandage that is too loose maycause a dressing or splint tocome off. If used to controlbleeding, it may result inserious hemorrhage.

SEE APPENDIX D.

Serious bleeding and woundsfrequently result from glass,razors, sharp metal, scissors,bullets, machinery, and caraccidents.

Arterial bleeding is charac-terized by a flow of bright i.cdblood which comes from thewound in spurts and may be veryprofuse.

Venous bleeding is character-ized by a steady flow of darkred blood which may also beprofuse.

Capillary bleeding is charac-terized by bright red bloodoozing into the tissues. The

OUTLINE OF CONTENT

B. Direct pressurecontrol



SUGGESTED TEACHING AIDS SUPPI

AHD LEARNING ACTIVITIES

aid teaching aids. Of blood dvalue for this unit would wound an

be the 36 assorted stick- puddle

on wounds. there.

Blood twill be

Blood cmay becoffeelong th

stomach

The first aider should Why is it advisable to Traumat

always treat for shock even treat for shock even with in)

though symptoms may not be though it does not appear from wo

present. to be present? etc. I

causedquantitexternacavity.Manual,

Most external bleeding canbe controlled by applyingpressure directly over thewound.

Pressure dressings may beused to effectively controlmild bleeding from:

. capillaries

. veins

. arteries

Demonstrate how to apply A steri

direct pressure over a or a cl

wound using a sterile is plac

dressing. Have students firm pr

work in pairs and practice the han

the application of directpressure to simulated Cole, W

wounds. First amanagem

Demonstrate the applica-tion of pressure forthe control of bleedingusing a sterile gauzepad and roller bandage

7

Rendersmedical



The first aider shouldalways treat for shock eventhough symptoms may not bepresent.

Most external bleeding canbe controlled.by applyingpressure directly over thewound.

Pressure dressings may beused to effectively controlmild bleeding from:

. capillaries

. veins

. arteries

aid teaching aids. Ofvalue for this unit wouldbe the 36 assorted stick-on wounds.

Why is it advisable totreat for shcck eventhough it does not appearto be present?

Demonstrate how to applydirect pressure over awound using a steriledressing. Have studentswork in pairs and pract4cethe application of directpressure to simulatedwounds.

Demonstrate the applica-tion of pressure forthe control of bleedingusing a sterile gauzepad and roller bandage

7


FOR TEACHERS

blood drips steadily from thewound and gradually forms apuddle in the tissues and clotsthere.

Blood that comes from the lungswill be bright red and frothy.

Blood coming from the stomachmay be bright red or resemblecoffee grounds depending on howlong the blood has been in thestomach.

Traumatic shock is associatedwith injury to body tissuesfrom wounds, fractures, burns,etc. In most instances it iscaused by the loss of largequantities of blood eitherexternally or within bodycavity. See American Red CrossManual, pp. 25 -31.

A sterile dressing (compress)or a clean folded handkerchiefis placed over the wound andfirm pressure is applied withthe hand

Coe, W.H. & Puestow, C.B.First aid: diagnosis andmanagement. pp. 113-114.

Henderson, John. EMergencymedical guide. pp. 146-147.



C. Pressure points

D. Tourniquet

Pressure dressings may beused to control severewounds to arteries or veinsafter bleeding is undercontrol.

Pressure point controlcauses the bleeding todiminish but does not stopit.

A body location where pulseis felt is a pressurepoint.

A pressure point occurswhere an artery comes closeto the surface of the skinand passes over an under-lying bone.

The tourniquet should beused only for extremelysevere hemorrhage thatcannot be controlled byany other method.

The use of a tourniquet isjustified if:

. large arteries havebeen severed in anextremity

. an extremity is partiallyor completely covered.

SUGGESTED TEACHING AIDS SU

AND LEARNING ,CTTVITIES

and Simulaids woundsimulations. Havestudents practice theapplication of pressuredressing with theirpartners.

Carethe b

may oto th

Have students locate the The tvarious pressure points on are othemselves. are:

Which pressure points canbe used to controlbleeding?

Why are the others oflittle practical value?

Show the students how totake a pulse. Have thempractice taking a pulse.

Discuss:

. When may a tourniquetbe used?

. When and where shouldit never be used?

List precau ions to beobserved in contemplatingthe use of a tourniquet.

What may a tourniquet bemade from?

What material should beavoided?

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2. p

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Pressure dressings may beused to control severewounds to arteries or veinsafter bleeding is undercontrol.

Pressure point controlcauses the bleeding todiminish but does not stopit.

A body location where pulseis felt is a pressurepoint.

A pressure point occurswhere an artery comes closeto the surface of the skinand passes over an under-lying bone.

The tourniquet should beused only for extremelysevere hemorrhage thatcannot be controlled byany other method.

The use of a tourniquet isjustified if:

. large arteries havebeen severed in anextremity

. an extremity is partiallyor completely severed.



and Simulaids woundsimulations. Havestudents practice theapplication of pressuredressing with theirpartners.

Have students locate thevarious pressure points onthemselves.

Which pressure points canbe used to controlbleeding?

Why are the others oflittle practical value?

Show the students how totake a pulse. Have thempractice taking a pulse.

Discuss:

. When may a tourviquetbe used?

. When and where shouldit never be used?

List precautions to beobserved in contemplatingthe use of a tourniquet.

What may a tourniquet bemade from?

What material should beavoided?


FOR TEACHERS

Care must be taken not to makethe bandage too tight since itnay ckstruct thu flow of bloodto tile rest of the limb.

The two pressure points whichare of greatest practical valueare:

pissure on the inner halfof the upper arm, pressingthe vessel against thebone

2. pressure just below thegroin pressing the vesselagainst the pelvic bone

Ba:ic procedure for applying atourniquet would include:

. placing it close to 'Thewound (about 1-2 inch) andabove it.

. applying it tightly enoughto stop bleeding.

. not removing it...takingpatient to a physician assoon as possible

. attaching a note to theinjured in2icating atourniquet is in place.



Ill. Conditions Causedby Extremes in.Temperatures

A. Burns

Many emergencies result fromexposure to extremes oftemperature including burns,scalds, frostbite, heatexhaustion, heat cramps,and sunstroke.

Burns are injuries totissue caused by:

. high temperatures. electricity. radioactive substances. chemicals

Burns are tissue lesionsclassified according to theseverity as:

. first degree - redness

. second degree - blisters

. thild degree - charring

SUGGESTED TEACHING AIDS SUPP


Demonstrate the proper use In teac

of a tourniquet. Have teacher

students practice applying use of-

a tourniquet to a partner. as to e

when it

Have students list condi-tions which may resultfrom extremes in tempera-tures. (Include both hot

and cold.)

What are burns?

What causes burns?

See Redpp. 114

Burnsinvolvthe skinvolv

Both tintens

determ

How are burns classified? Burns

accordiseriousburns,

the ouepideby redand papresen


FUNDAMENTAL CONCEPTS AND LEARNIVG ACTIV:TIES

tany emergencies result fromxposure to extremes ofemperature including burns,calds, frostbite, heatxhaustion, heat cramps,

nd sunstroke.

urns are injuries toissue caused by:

high temperatureselectricityradioactive substancesChemicals

Burns are tissue lesionsclassified according to theseverity as:

first degree - rednesssecond degree - blistersthird itegree - charring

Demonstrate :he proper use

c. a tourniquet. Have

students practice applyinga tourniquet to a partner.

Have students list condi-tions which may resultfrom extremes in tempera-

tures. (Include both hot

and cold.)

What are burns?

What causes burns?


FOR TEACHERS

In teaching this area theteacher should discourage theuse of the tourniquet as wellas to emphasize its proper usewhen it must be used.

See Red Cross First Aid Manual,pp. 114-117.

Burns vary from minor onesinvolving the outer layers ofthe skin to severe onesinvolving underlying tissues.Both the extent and theintensity of damage to tissuesdetermine the seriousness of

burns.

How are burns classified? Burns are classified by degreeaccording to their depth or

seriousness. In first degree

burns, the damage is limited to

the outer layer of theepidermis and is characterizedby reddening, warmth, swelling,

and pain. Blisters are not

present.

9

OUTLINE OF CONTENT

1. Thermal burns

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING ALBFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

Burns caused by excessiveheat are called thermalburns.

First aid for thermal burnsconsists of:

. covering the burn witha dry, sterile compress

. treating for shock

Have the class definethermal burns.

List the major and mostcommon causes of thermalburns.

. How can these be pre-vented?

. What is the basicfirst aid for allthermal burns?

Discuss first aid treat-ment for burns.

Refer to bandaging,Section I.

. Why cover the burn witha dry compress? Whynot a wet compress?

10

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andis

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the

lay

for

In

des

epi

sur

coales

Re ac

A

Firs

painprey

excl

helpapp l

dresand

admiimpo


Burns caused by excessiveheat are called thermalburns.

First aid for thermal burnsconsists of:

. covering the burn witha dry, sterile compress

. heating for shock

Have the class definethermal burns.

List the major and mostcommon causes of thermalburns.

. How can these be pre-vented?

. What is the basicfirst aid for allthermal burns?

Discuss first aid treat-ment for burns.

Refer to bandaging,Sec ion I.

. Why cover the burn witha dry compress? Whynot a wet compress?

10

FOR TEACHERS

In second degree burns, damageextends through the epidermisand involves the dermis. Thereis deep red swelling, pa n, andblistering. There is leakageof plasma from the blood intothe tissues causing the toplayers of the skin to rise andform blisters.

In third degree burns there isdestruction of both theepidermis and the dermis. Thesurface may be charred,coagulated, or white and life-less.

Read:

American National Red Cross.First aid textbooks pp. 70-78.

Henderson, John. Emergencymedical guide. pp. 210-219.

First aid consists of relievingpain, preventing shock, andpreventing infection. Theexclusion of air from the burnhelps to relieve pain. Theapplication of a thick steriledressing will help to relieveand prevent contamination. Theadministration of fluids is allimportant.

OUTLINE OF CONTENT

2. Electricalburns

3. Chemicalburns



"Burn shock" may result indeath. First aid pro-cedures should be startedimmediately to prevent orcontrol shock.

An electrical burn mayresult from:

. electricity arcingbetween the powersource and the victim

. being struck bylightning.

The major problem inelectrical burns is thesecondary effects thatinvolve the heart andrespiration, which mayrequire more immediatetreatment than the burnitself.

Chemical burns result fromcontact with:

. strong acids

. alkalies

. corrosives

SUGGESTED TEACHING AIDS SUPPLE


. Why is treatment forshock essential infirst aid for burns?

What is an electricalburn?

What causes electricalburns?

What precautions shouldthe first aider takeregarding electricalburns?

What are the first aidprocedures for electricalburns?

How do these proceduresdiffer from thermal burns?

How do chemical burnsdiffer from thermal orelectrical burns?

Discuss the causes and pre-vention of chemical burns.

11

Electricfrequentlhomes. C

a charged

a common

First aidperson frelectricaartificiacardiacburned ardressing,electricshould he

Read:

Cole,Firstmanage

Hendermedica210-219

Examplesburn theacid, hydacid, lyeammonia,



"Burn shock" may result indeath. First aid pro-cedures should be startedimmediately to prevent orcontrol shock.

An electrical burn mayresult from:

. electricity arcingbetween the powersource and the victim

. being struck bylightning.

The major problem inelectrical burns is thesecondary effects thatinvolve the heart andrespiration, which mayrequire more immediatetreatment than the burnitself.

Chemical burns result fromcontact with:

. strong acids

. alkalies

. corrosives

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONAND LEARNING ACTIVITIES FOR TEACHERS

. Why is treatment forshock essential infirst aid for burns?

What is an electricalburn?

What causes electricalburns?

What precautions shouldthe first aider takeregarding electricalburns?

What are the first aidprocedures for electricalburns?

How do these proceduresdiffer from thermal burns?

How do chemical burnsdiffer from thermal orelectrical burns?

Discuss the causes and pre-vention of chemical burns.

Electrical burns occur morefrequently in industry than inhomes. Coming in contact witha charged electrical wire isa common cause.

First aid involves freeing theperson from contact with theelectrical wire, givingartificial respiration andcardiac massage, covering theburned area with a steriledressing, and treating Forelectrical shock. Medical aidshould be sought immediately.

Read:

Cole, W.H. & Puestow, C,B.First aid: diagnosis andmanagement. pp. 131-132.

Henderson, John. Emergencymedical guide. pp. 167-170;210-219.

Examples of chemicals that willburn the skin include sulfuricacid, hydrochloric acid, nitricacid, lye, caustic soda, lime,ammonia, and phosphorus.



4. Sunburn

Containers of many house-hold chemicals list firstaid procedures on theirlabel.

First aid proceduresinclude:

washing away thechemical with water

. neutralizing thechemical

SUGGESTED TEACHING AIDS SUPPL


Have students list the The chemchemicals found in their off withhome (or commonly found in water.most homes) which can are avaipotentially cause burns. they shoHow should these chemicals removingbe kept? dressing

the persDo the labels on the con- Acid butainers list first aid with a d'procedures? Why? bicarbon

burns shdilute sDiscuss first aid pro-

cedures for various kindsof chemicals. Read:

AmericFirst

Headermedico

Overexposure to the sun may What are the causes of sun- Sunburnsproduce very serious burns. burn? first or

injuredWhat precautions should be exposedtaken when using sun lamps? healing

Sunburn is caused by over-exposure to ultravioletrays from the sun or asunlamp.

Most cases of sunburn arethe result of failure toobserve simple precautionsin the sun.

Can one get a sunburn on Read:a cloudy day? Why? Americ

FirstHow effective are com-mercial preparations inprotection from sunburn?Relieving pain?

Cole,Firstmanag

Hendermedico



Containers of many house-hold chemicals list firstaid procedures on theirlabel.

First aid proceduresinclude:

. washing away thechemical with water

. neutralizing thechemical

Overexposure to the sun mayproduce very serious burns.

Sunburn is caused by over-exposure to ultravioletrays from the sun or asunlamp.

Most cases of sunburn arethe result of failure toobserve simple precautionsin the sun.



Have students list thechemicals found in theirhome (or commonly found inmost homes) which canpotentially cause burns.How should these chemicalsbe kept?

Do the labels on the con-tainers list first aidprocedures? Why?

Discuss first aid pro-cedures for various kindsof chemicals.

What are the causes of sun-burn?

What precautions should betaken when using sun lamps?

Can one get a sunburn ona cloudy day? Why?

How effective are com-mercial preparations inprotection from sunburn?Relieving pain?

12


FOR TEACHERS

The chemical should be washedoff with large quantities ofwater. If first aid directionsare available on the label,they should be followed. Afterremoving the chemical, a sterile

dressing should be applied andthe person taken to a physician.Acid burns should be washedwith a dilute solution ofbicarbonate of soda. Alkaliburns should be washed with adilute solution of vinegar.

Read:

American National Red Cross.First aid textbook. pp. 78-79.


Sunburns are normally of thefirst or second degree. Theinjured area should not beexposed to the sun again unlesshealing is complete.

Read:

American National Red Cross.First aid textbook. pp. 77-78.

Cole, W.H. 4 Puestow, C.B.First aid: diagnosis andmanagement.


OUTLINE OF CONTENT

B. Heat exhaustionand sun stroke



The distinction between sunstroke and heat exhaustionis that in exhaustion thebody temperature remainsabout normal whereas instroke it is high.

Heat exhaustion is the mostcommon condition resultingfrom exposure to excessiveheat.



SUPP

Lyghtmanuathera

Completments,cannot

the facare wasand bath

Have the class distinguish Heat stbetween heat stroke and conditi

heat exhaustion. disturbregulati

What are the causes of: body.sweatintremen&

ture wh

Why does the body tempera- Individi

ture rise during heat are mon

stroke? conditi

. heat stroke?

. heat exhaustion?

What is the first aid forheat stroke?

Symptoms

headacheness;temperathigher);

ness; arshock ar

may fol.]

What is the first aid for Heat ext

heat exhaustion? resultir

excessiHow are the treatments terizedalike? How do they varying

differ? collaps

13



The distinction between sunstroke and heat exhaustionis that in exhaustion thebody temperature remainsabout normal whereas instroke it is high.

Heat exhaustion is the mostcommon condition resultingfrom exposure to excessiveheat.

Have the class distinguishbetween heat stroke andheat exhaustion.

What are the causes of:

. heat stroke?

. heat exhaustion?

Why does the body tempera-ture rise during heatstroke?

What is the first aid forheat stroke?

What is the first aid forheat exhaustion?

How are the treatmentsalike? How do theydiffer?

13

FOR TEACHERS

Lyght, C.E. ed. The Merckmanual of diagnosis andtherapy. pp. 1171-1174.

Complete protection from oint-ments, creams, and lotionscannot be obtained because ofthe fact that these substancesare washed away by perspirationand bathing.

Heat stroke or sun stroke is acondition where there is adisturbance of the heat-regulating mechanisms of thebody. There is a cessation ofsweating which results in atremendous rise in body tempera-

ture which might cause death.

Individuals over the age of 40are more susceptible to thiscondition.

Symptoms include flushed face;headache; rapid pulse; dizzi-ness; nausea; very hightemperature (108 degrees orhigher); vomiting; unconscious-ness; and convulsion. Profoundshock and circulatory collapsemay follow and lead to death.

Heat exhaustion is a conditionresulting from exposure toexcessive heat and is charac-terized by prostration andvarying degrees of circulatorycollapse.

OUTLINE OF CONTENT

C. Frostbite

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SU


Frostbite is injury totissues resulting fromfreezing.

Frostbite is similar to aburn in that cells andtissues have beendestroyed.

Frostbite can occur with-out a person being awareof it.

Define frostbite. That

causes frostbite?

List situations wherefrostbite is most likelyto occur. Include every-day activities, sports,occupations, etc.

Discuss some of the mis-conceptions about frost-bite, its care and aftereffects.

What is a chilblain? Howdoes it compare withfrostbite?

The sinclunausea

pale,

sweatsalt

shallpressbody

Frostto coLongcoldtight

ute tc

ears,are me

Peoplethosebeverprone

Frostl

and nyellowful tifelt

freezeSuperfmay re

A chilmationtoes,cold.

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIOMFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

Frostbite is injury totissues resulting fromfreezing.

Frostbite is similar to aburn in that cells andtissues have beendestroyed.

Frostbite can occur with-out a person being awareof it.

Define frostbite. Whatcauses frostbite?

List situations wherefrostbite is most likelyto occur. Include every-day activities, sports,occupations, etc.

Discuss some of the mis-conceptions about frost-bite, its care and aftereffects.

What is a chilblain? Howdoes it compare withfrostbite?

FOR TEACHERS

The symptoms of heat exhaustioninclude dizziness; faintness;nausea; weakness; rapid pulse;pale, cool, and moist skin;sweating is profuse which causessalt depletion and dehydration;shallow breathing; low bloodpressure; slight elevation ofbody temperature.

Frostbite is caused by exposureto cold, especially moist cold.Long periods of inactivity incold weather or while wearingtight and wet clothing contrib-ute to frostbite. The nose,ears, cheeks, fingers, and toesare most frequently affected.People with poor circulation orthose who have consumedbeve.-age alcohol are moreprone to frostbite.

Frostbitten parts become coldand numb and take on a grayishyellow or white color. A pain-ful tingling sensation may befelt as the part begins tofreeze. Blisters may develop.Superficial or deep gangrenemay result.

A chilblain consists of inflam-mation and swelling of the feet,toes, or Lagers caused bycold. Pain may also be present.

OUTLINE OF CONTENT

IV. Foreign Substancesin Body Openings



Extreme care must be takenwhen thawing out frozentissues or else additionaldamage will result.

Dirt, food, and other sub-stances may accidentallyget lodged in the:

. eye

. ear

. nose



After discussing all of The persthe topics under burns and from theother conditions caused by as soonabnormal temperatures tissuesmake up skits involving gently

first aid emergencies that tissue sdeal with these injuries. nor shoSkits can be written. applied.

be immermaintain103 toDamagedtected fdrinksvictim.

Read:

AmericFirst

Cole,

Firstmanag

Rendermedica

Lyght,

manualthera

List the body openings Frequent

where foreign objects may may resuenter. they ent

Occasionof the nits locaemergencfirst ai

15

MAJOR UNDERSTANDINGS ANP


Extreme care must be takenwhen thawing out frozentissues or else additionaldamage will result.

Dirt, food, and other sub-stances may accidentallyget lodged in the:

. eye. ear. nose



After discussing all ofthe topics under burns andother conditions caused byabnormal temperaturesmake up skits involvingfirst aid emergencies thatdeal with these injuries.Skits can be written.


FOR TEACHERS

The person should be removedfrom the freezing temperaturesas soon as possible. Thetissues should be rewarmed asgently as possible, thawingtis.lue should never be massagednor shculd heat be directlyapplied. Frozen part: shouldbe immersed in water which ismaintained at a temperature of103 to 107.5 degrees Fahrenheit.Damaged tissue ,hould be pro-tected Irom injection. Hotdrinks may be given to thevictim.

Read:

Ammican National Rid Cross.First aid textbook. pp. 82-84.

Cole, W.H. & Puestow, C.B.First aid: diagnosis andmanagement. pp. 132-134.

Henderson, John. Emergencymedical guide, pp. 219-222.

Lyght, C.E. ed. The Merckmanual, of diagnosis andtherapy. pp. 238-240.

List the body openings Frequently foreign substanceswhere foreign nbjects ma> may result in discomfort whenenter. they enter body openings.

Occasionally, however, becauseof the nature of the object orits location, it may crfate anemergency situation requiringfirst aid.

15

MAJCR UNDERSTANDINGS AND


A. In the eye The eye is an extremelydelicate organ.

If the first aider is indoubt about removing theobject without causingfurther injury, he shouldcover the eye by placinga sterile gauze over theclosed eye and bandage itin place.

Chemical substances in theeye may be a serious threatto vision.

Flush the eye with cleanwater if irritatingchemicals snould get intothe eye.

SUGGESTED TEACHING AIDS SUP


What protective mechanisms Specks

does the eye have to help -isily

prevent objects from moisteentering? the fo

upperHow does the eye react to removeforeign substances to lid doremove them? then 1

and tothe no

Demonstrate the proper Anothetechnique for removing objectforeign objects from the uppereye. lash g

back oList the steps to be taken the spin removing an object easilyfrom the eye. swab.

Discuss the circumstancesin which the first aidershould not attempt toremove objects from theeye. What procedureshould the first aiderfollow in this event?

Discuss the circumstancesunder which chemicals maysplash into the eyes.

List the kinds of chemicalscommonly found at home orschool which could beirritating to the eyes.

16

If thein theshouldclosedtaken

Read:

AmerFirs94,

ColeFire

and

Hendmedi



The eye is an extremelydelicate organ.

If the first aider is indoubt about removing theobject without causingfurther injury, he shouldcover the eye by placinga sterile gauze over theclosed eye and bandage itin place.

Chemical substances in theeye may be a serious threatto vision.

Flush the eye with cleanwater if irritatingchemicals should get intothe eye.



What protective mechanismsdoes the eye have to helpprevent objects fromentering?

How does the eye react toforeign substances toremove them?

Demonstrate the propertechnique for removingforeign objects from theeye.

List the steps to be takenin removing an objectfrom the eye.

Discuss the circumstancesin which the first aidershould not attempt toremove objects from theeye. What procedureshould the first aiderfollow in this event?

Discuss the circumstancesunder which chemicals maysplash into the eyes.

List the kinds of chemicalscommonly found at home orschool which could beirritating to the eyes.


FOR TEACHERS

Specks on the lower lid caneasily be seen and removed withmoistened gauze or cotton. If

the foreign body is on theupper lid, it can sometimes beremoved by drawing the upperlid down over the lower lid andthen looking up, dowi, left,and to the right and blowingthe nose gently.

Another way in which the foreignobject may be removed from theupper lid is to grasp the eye-lash gently and turn the lidback over a cotton swab. If

the speck is seen, it can beeasily removed with a cottonswab.

If the foreign body is imbeddedin the eyeball, a dressingshould be placed over theclosed eye and the persontaken to a physician.

Read:

American National Red Cross.First aid textbook. pp. 93-94, 170-172.

Cole, W.H. & Puestow, C.B.First aid: diagnosis andand management. pp. 84-85.


OUTLINE OF CONTENT

B. In the ear

C. In the nose.

MAJOR. UNDERSTANDINGS AND SUGGESTED TEACHING AIDS


Extreme care must be takenwhen removing objects fromthe ears because of thedanger of damaging theeardrum and causinginfection.

Children frequently placeobjects in the nose.

Insects may get lodged inthe nose.

m

In which occupations is Eye

this most likely to occur? occ

aci

What precautions are taken cor

by schools to protect Manstudents from irritating homchemicals? [Industrial to

arts - home econswics - oth

physical education -chemistry - businesseducation]

Fluquacon

Discuss and demonstrate Beahow foreign objects should for

be removed from the ear. putA dortheallobj

oil

thiproobj

. What are the first aidprocedures?

. What kinds of careshould be taken toavoid further injury?

List the kinds of objects Thewhich are most likely to gen

become lodged in the nose. If

dis

Discuss and demonstrate behow these objects may beremoved.

17



Extreme care must be takenwhen removing objects fromthe ears because of thedanger of damaging theeardrum and causinginfection.

Children frequently placeobjects in the nose.

Insects may get lodged inthe nose.

In which occupations isthis most likely to occur?

What precautions are takenby schools to protectstudents from irritatingchemicals? [Industrialarts - home economics -physical education -chemistry - businesseducation]

Discuss and demonstratehow foreign objects shouldbe removed from the ear.

. What are the first aidprocedures?

. What kinds of careshould be taken toavoid further injury?

List the kinds of objectswhich are most likely tobecome lodged in the nose.

Discuss and demonstratehow these objects may beremoved.

FOR TEACHERS

Lyght, C.E. ed. The Merckmanual of diagnosis andtherapy. pp. 486-487.

Eye burns involving chemicalsoccur in many industries whereacids, alkalies, and othercorrosive chemicals are used.Many chemicals found in thehome can produce serious burnsto the eyes; e.g., ammonia andother cleaners.

Flush the eye with amplequantities of water first -consult a physician immediately.

Beads, seeds, stones, and otherforeign objects are frequentlyput into the ears by children.A drop or two of mineral, olive,or baby oil may be placed inthe ear. Tilt the head toallow the oil to run out. Theobject will flow out with theoil. Consult a physician ifthis method fails. Do notprobe into the ear for anobject.

The victim should blow the nosegently to dislodge the object.If the object is not readilydislodged, a physician shouldbe consulted.

OUTLINE OF CONTENT

V. Other CommonEmergencies

A. Convulsions inchildren

1. Causes



A first aider should beprepared to handle mostcommon medical emergenciesthat may occur in his

:presence.

The occurrence of con-vulsions is indicative ofsome underlying medicalproblem and is not adisease in itself.



Elicit from students thecommon medical emergenciesthat occur in the home,school, playground, and atwork.

Show and discuss the film-strip on Nursing care ofthe sick and injured whichis used with lessonnumber 9 of the MedicalSelf Help Training program.See page 34.

Define convulsive reaction. A convula cerebr

List the causes of con- terizedvulsive reactions. involvin

of conscactivitysudden idurationthe onsediseaseswhoopingand pneuincludesets, epcalcium,concussisubstancoxygen.occur inof a hig

18


T FUNDAMENTAL CONCEPTS

A first aider should beprepared to handle mostcommon medical emergenciesthat may occur in hispresence.

The occurrence of con-vulsions is indicative ofsome underlying medicalproblem and i not adisease in itself.

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION


Elicit from students thecommon medical emergenciesthat occur in the home,school, playground, and atwork.

Show and discuss the film-strip on Nursing care ofthe sick and injured whichis used with lessonnumber 9 of the MedicalSelf Help Training program.See page 34.

Define convulsive reaction.

List the causes of con-vulsive reactions.

FOR TEACHERS

A convulsion is a disorder ofa cerebral function, charac-terized by recurrent attacksinvolving changes in the stateof consciousness, motoractivity, or sensory phenomena,sudden in onset and brief induration. They may appear atthe onset of acute infectiousdiseases such as scarlet fever,whooping cough, tonsillitis,and pneumonia. Other causesinclude gastrointestinal up-sets, epilepsy, low bloodcalcium, congenital defects,concussion, poi,ning from suchsubstances as lead, or lack ofoxygen. Convulsions frequentlyoccur in children as a resultof a high body temperature.


2. First aid

B. Epilepsy

Muscle spasms and twitchingof varying degrees ofseverity may be present.

The major objective is toprotect the child frominjury.

Epilepsy is probably themost common condition inwhich convulsions areseen.

Epilepsy is a conditioncharacterized by con-vulsive reactions.

SUGGESTED TEACHING AIDS SUPP


Discuss the symptoms of Convulsconvulsions in children. for sev

minutesa stupofall as

Discuss the first aid for The chiconvulsions. positio

will noClothinIf he vbe turn

A physi

as soon

Discuss the nature of "Epilepepileptic convulsions. rise to

of brai

nature,usually

often abanceinvoluntions."The Merand theNew JerDohme R1966.

Epilepscerebraresulteor othe



Muscle spasms and twitchingof varying degrees ofseverity may be present.

The major objective is toprotect the child frominjury.

Epilepsy is probably themost common condition inwhich convulsions areseen.

Epilepsy is a conditioncharacterized by con-vulsive reactions.



Discuss the symptoms ofconvulsions in children.

Discuss the first aid forconvulsions.

Discuss the nature ofepileptic convulsions.

19


FOR TEACHERS

Convulsive reactions may lastfor several seconds to a fewminutes. The child may be ina stuporous condition or mayfall asleep.

The child should be put in aposition and location where hewill not injure himself.Clothing should be loosened.If he vomits, his head shouldbe turned to the side.

A physician should be calledas soon as possible.

"Epilepsy is a condition givingrise to periodic disturbancesof brain function, diverse innature, abrupt in onset,usually brief in duration, andoften accompanied by a distur-bance in consciousness andinvoluntary muscular contrac-tions." Lyght, C.E. ed.The Merck manual of diagnosisand therapy. 11th ed. Rahway,New Jersey. Merck, Sharp &Dohme Research Laboratories.1966. p. 1008.

Epilepsy may be a result of acerebral lesion which may haveresulted from a birth traumaor other injury.

3

OUTLINE OF CONTENT

C. Head injuries inchildren

D. Acute gastricindigestion



Protecting the victim frominjury is the primaryobjective of first aid inepilepsy.

Head injuries are one ofthe most common emergenciesof childhood.

Most head injuries occurfrom falls.

Head injuries should neverbe neglected.

Acute gastric indigestionmay be a sign of aninfectious disease orappendicitis.

Appendicitis should alwaysbe suspected.

SUGGESTED TEACHING AIDS SUP


Discuss and demonstratefirst aid procedures forconvulsions.

What is the greatestdanger to the epileptic?

Firstpreveninjuriplacedvent tbittenshouldaroundinjuryhelp s

Read:

Clareds.

pp.

What are some causes of Freque

head injuries in children? don'torgani

Why do they occur? and tha per].

List the first aid pro- semicocedures for head injuress. of the

unequa

The chflat,

Medicaas qui

What is meant by gastric Gastridisturbance? the re

Is it always "indiges-tion"?

20

. eat

rap

. impch o

. emo

eat



Protecting the victim frominjury is the primaryobjective of first aid inepilepsy.

Head injuries are one ofthe nost common emergenciesof c.iildhood.

Most head injuries occurfrom falls.

Head injuries should neverbe neglected.

Acute gastric indigestionmay be a sign of aninfectious disease orappendicitis.

Appendicitis should alwaysbe suspected.



Discuss and demonstratefirst aid procedures forconvulsions.

What is the greatestdanger to the epileptic?

What are some causes ofhead injuries in children?

Why do they occur?

List the first aid pro-cedures for head injuress.

What is meant by gastricdisturbance?

Is it always "indiges-tion"?


FOR TEACHERS

First aid is aimed primarily atpreventing the individual frominjuring himself. A gag may beplaced between the teeth to pre-vent the tongue from beingbitten. Constrictive clothingshould be loosened and objectsaround him removed so thatinjury will not result. Medicalhelp should be obtained.

Read:

Clark, R.L. & Cumley, R.W.eds. The book of health.pp. 354-355.

Frequently, simple concussionsdon't result in permanentorganic damage to the brainand the child will recover aftera period of unconsciousness orsemiconsciousness. The pupilsof the eyes frequently areunequal in size.

The child should be kept lyingflat, warm, and comfortable.Medical aid should be obtainedas quickly as possible.

Gastric disturbances may bethe result of:

. eating too much or toorapidly

. improper or inadequatechoice of food

. emotional upset duringeating



E. Dizziness

Any abdominal distresswhich lasts longer thantwo hours should bereferred to a physician.

Dizziness is a disturbedsense of space relationshipwith a sensation ofunsteadiness.

Dizziness may b a symptomof some other d.sturbance.

Although dizziness may initself not be serious, theperson may cause otherinjuries to himself as aresult of being dizzy.


AND LEARNING ACTIVITIESSUPPL

. exces

. eatinfat c

List and discuss the first See Appeaid for gastric distur- pertainibances. temperat

Eating and drinking should be avoideDo not place hot packs on the abdomelaxative, enema, or other medication

Have students describedizziness.

List the different kindsof sensations studentshave experienced.

Make a list of possiblecauses of dizziness.

Why is diziness likelyto be dangerous?

Discuss first aid pro-cedures for dizziness.

"Dizzin0which thel

subjecti%ment in .1

moving axresultingequilibriThe Merckand thenNew JerseDohme Res1966. py

It becomeadvancingcauses it

bances,motion 53bances, cbances, tinfectiot


Any abdominal distress

which lasts longer thantwo hours should bereferred to a physician.

Dizziness is a disturbedsense of space relationshipwith a sensation ofunsteadiness.

Dizziness may be a symptomof some other disturbance.

Although dizziness may initself not be serious, theperson may cause otherinjuries to himself as aresult of being dizzy.

FOR TEACHERS

. excessive smoking or drinking

. eating foods with too high afat content

List and discuss the first See Appendix A for informationaid for gastric distur- pertaining to taking bodybances. temperature.

Eating and drinking should be avoided during this time.Do not place hot packs on the abdomen. Do not take alaxative, enema, or other medication.

Have students describedizziness.

List the different kindsof sensations studentshave experienced.

Make a list of possiblecauses of dizziness.

Why is dizziness likelyto be dangerous?

Discuss first aid pro-cedures for dizziness.

"Dizziness is a disturbance inwhich the individual has asubjective impression of move-ment in space, or of objectsmoving around him, withresulting tendency to loss ofeovilibriumP Lyght, C.E. ed.

Merck manual of diagnosisand therapy. 11th ed. Rahway,New Jersey. Merck, Sharp &Dohme Research Laboratories.1966. pp. 1025 -1026.

It becomes more frequent withadvancing age. There are manycauses including ear distur-bances, the effects of drugs,motion sickness, eye distur-bances, cardiovascular distur-bances, blood problems,infectious disease, and tumors.

OUTLINE OF CONTENT

F. Unconsciousness

MAJOR UNDERSTANDINGS AND SUGlESTED TEACHING AIDS SUP


Unconsciousness is a stateof insensibility with nosensory impressions.

There are many and variedcauses of unconsciousness.

Unconsciousness mustalways be considered aserious condition and thevictim should be examinedby a physician to deter-mine the cause.


List the causes of uncon-sciousness.

Why are "red," "white,"and "blue" important tothe first aiier in deal-ing with unconsciousness?

List and discuss the firstaid procedures for eachof the three major kindsof unconsciousness.

See Appendices B and Cfor information regardinghow to take pulse andrespiration.

22

Have trest.

pass qbe obtmedica

In "repersonface apulse.apopl e

alcohol

Firstdown;

apply (

head; 1

In "whl

chief !and a t

result!

injurykeep t1

positic

lower 1

body.

In "bll

person!

found :

obstru4

heartpoison:

artifi4

breath:

victimwarm.



Unconsciousness is a stateof insensibility with nosensory impressiers.

There are many and variedcauses of unconsciousness.

Unconsciousness mustalways be considered aserious condition and thevictim should be examinedby a physician to deter-mine the cause.

S'IGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION

AND LEARNING ACTIVITIE

List the causes of uncon-sciousness.

Why are "red," "white,"and "blue" important tothe first aider in deal-ing with unconsciousness?

List and discuss the firstaid procedures for eachof the three major *andsof nconscloosness.

See Appendices 8 and Cfor information regardinghow to take pulse andrespiration.

FOR TEACHERS

Have the person lie down andrest. If the attack does notpass quickly, medical aid shouldbe obtained. A subsequentmedical cheC.:-u>> is imperative.

In "red" unconsciousness, thep:..fson has a red or flushed

face accompanied by a strongpulse. it usually occurs inapoplexy, sun stroke, chronicalcoholism, and diabetes.First aid: lay the victimdown; raise his head slightly;apply cold applications to hishead; keep him warm and quiet.

In "white" unconsciousness thechief symptoms are a pale faceand a weak pulse. It r-equentlyresults from severe h, ,rrhage,

injury, or shock. First aid:keep the victim in a lyingposItion with his head slightlylower than the rest of hisbody. Keep him via n and quiet.

In "blue" unconsciousness thepersons skin is blue. It isfound in cases of respiratoryobstruction (asphyxia), acuteheart attack, and cases ofpoisoning. First aid: applyartificial respiration ifbreathing has ceased. Keep thevi,:tim in a lying position andwarm.

What is the prevention for Nausea amotion sickness? symptoms

generalHave students study and may be preport to class on how thespace program is dealing Preventiwith motion sickness, is easieweightlessness, and than trerelated problems. appears.

availablpre scrip

relievesickness

SUGGESTED TEACHING AIDS SUPPt


List and discuss the Most likcauses of motion sickness sickness

ments ofWhat part does the head ispsychological make-up of more ththe person play relative neously.to motion sickness? strong s

circularWhy is an understanding of which plmotion sickness important? in the m



G. Motion sickness

H. Toothache

Motion sickness is morecommonly referred to as:

. seasickness

. air sickness

. space sickness

. car sickness

Motion sickness is causedby exposure to unusualenvironmental forces onthe body.

These forces do not affectall people equally. Somepeople have never experi-enced motion sickness.

A toothache results whenthe pulp of the toothbecomes irritated.

A toothache is usually asymptom of tooth decay orpossible infection and allcases should be seen by adentist as soon as possible.

Have class list some of "A tooththe causes of a toothache. patholog

with gradisinteg

Refer to Strand 1, DentalHealth.

23

and dentinvolvemthe pulpLyght, C

manual 6.4

11thMerck, SLaborato377.



Motion sickness is morecommonly referred to as:

. seasickness

. air sickness. space sickness. car sickness

Motion sickness is causedby exposure to unusualenvironmental forces onthe body.

These forces do not affectall people equally. Somepeople have never experi-enced motion sickness.

A toothache results whenthe pulp of the toothbecomes irritated.

A toothache is usually asymptom of tooth decay orpossible infection and allcases should be seen by adentist as soon as possible.


List and discuss thecauses of motion sickness.

What part does thepsychological make-up ofthe person play relativeto motion sickness?

Why is an understanding ofmotion sickness important?

What is the prevention formotion sickness?

Have students study andreport to class on how thespace program is dealingwith motion sickness,weightlessness, andrelated problems.

Have class list some ofthe causes of a toothache.

Refer to Strand I, DentalHealth.

23

SUPPLEMENTARY INFORMATIONFOR TEACHERS

Most likely to induce motionsickness are rotational move-ments of the body in which thehead is subject to rotation inmore than one plane simulta-neously. Motion producesstrong stimuli upon the semi-circular canals of the earwhich play an important rolein the maintenance of balance.

Nausea and vomiting are primarysymptoms. Dizziness, headache,general discomfort, and fatiguemay be present.

Prevention of motion sicknessis easier and more worthwhilethan treatment after nauseaappears. There are medicinesavailable on a physician'sprescription which may help torelieve or prevent motionsickness.

"A toothache results from apathological process associatedwith gradual dissolution anddisintegration of the enameland dentin, with eventualinvolvement, if untreated, ofthe pulp of the affected tooth."Lyght, C.E. ed. The Merckmanual of diagnosis and therapy.11th ed. Rahway, New Jersey.Merck, Sharp & Dohme ResearchLaboratories. 1966. pp. 371-377.

OUTLINE OF CONTENT

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUP


The acand yecan inPoor dimport

Sincesymptoprobleto seea qual



SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION

AND LEARNING ACTIVITIES FOR TEACHERS

The acid produced by bacteriaand yeasts found in the mouthcan initiate the tooth decay.Poor dental hygiene is animportant contributing factor.

Since a toothache is a serioussymptom of a dental healthproblem, first aid should beto seek proper treatment froma qualified dentist.

APPENDIX A

Measuring Body Temperature

Body temperature may vary a degree or so in a perfectly well person, but may be slighdisorders as appendicitis. Therefore, everyone should know how to take a person's temperasistent elevations should be reported to a physician.

Normal body temperature is 98.6° F. by moLth and about 1 degree higher by rectum. Byabout 97.4° F. There are different kinds of thermometers. An oral thermometer has a longcomparison to the short, blunt bulb of a rectal thermometer. The thermometer should alwayusing. it to make sure it has been shaken down. :t should be given several sharp, downwardwrist to force the liquid through the constriction into the bulb.

The thermometer should be left in place for 3 minutes when taking an oral or rectal t10 minutes when taking it under the armpit (making sure to hold the arm close to the body)temperature by rectum, the bulb should be lubricated and gently inserted about 1h- inches.

APPENDIX B

Counting the Human Pulse

The pulse varies with normal everyday activities. However, it may go LID with fever abecome weak as in hemorrhage or shock. Therefore, a first aider should know how to take a

The pulse rate for infants and children ranges from 32-180 beats per minute. For adugenerally ranges between 60-80. It is usually somewhat higher for women than it is for memost often taken at the wrist joint. Two or more fingers should be placed over the pulsetaking the pulse should not place his thumb over the victin's pulse because he may be feelbeat.

APPENDIX A

Measuring Body Temperature

vary a degree or so in a perfectly well person, but may be slightly elevated in suchTherefore, everyone should know how to take a person's temperature and that per-

be reported to a physician.

re is 98.6° F. by mouth and about 1 degree higher by rectum. By armpit it averagesdifferent kinds of thermometers. An oral thermometer has a long thin bulb inAunt bulb of a rectal thermometer. The thermometer should always be checked beforeas been shaken down. It should be given several sharp, downward shakes with thethrough the constriction into the bulb.

d be left in place for 3 minutes when taking an oral or rectal temperature and forunder the armpit (making sure to hold the arm close to the body). When taking thebulb should be lubricated and gently inserted about 11/2-inches.

APPENDIX B

Counting the Human Pulse

normal everyday activities. However, it may go up with fever and illness or mayge or shock. Therefore, a first aider should know how to take a pulse.

fants and children ranges from 82-180 beats per minute. For adults, the pulse rate0-80. It is usually somewhat higher for women than it is for men. The pulse isist joint. Two or more fingers should be placed over the pulse area. The persont place his thumb over the victim's pulse because he may be feeling his own pulse

25

APPENDIX C

Determining the Rate of Respiration

The respiratory rate also varies with one's daily activities. However, it may go uof fever or severe hemorrhage, or may even stop, as in asphyxia. For this reason, the fhow to take respirations.

The normal respiration rate for adults is about 18-20 breaths per minute and for ch40-45 breaths per minute. Respirations are counted by observing the number of times thein 1 minute. Each respiration consists of a complete breathing cycle consisting of oneone fall (expiration) of the chest wall. The measuring of respirations can be done h

arm across his chest and feeling for the elevation of his chest each time he breathes.

APPENDIX D

Bandages

Some injuries require support or need to have dressings held in place. Therefore,

know how to make and use various bandages.

The bandages most frequently used are the triangular (sometimes folded to form a cr(gauze, elastic, or muslin). The triangular is made from a 40-inch piece of old sheetinshould be a part of the first aid kit. It can be used for slings or to hold dressings iRed Cross Manual describes many ways to use it. Folded as a cravat (or using any improvcan be used to control hemorrhage, hold dressings in place, or tie items together.

Roller bandages come in different materials and different sizes (from 12-inch to 40sterile) it can be used as both a dressing and bandage. As elastic it can be used as sutypes of rolled bandages are circular, recurrent, figure eight, and spiral. A descriptiappears in the American Red Cross First Aid Manual.

APPENDIX C

Determining the Rate of Respiration

ry rate also varies with one's daily activities. However, it may go up, as in the presencehemorrhage, or may even stop, as in asphyxia. For this reason, the first aider must knowations.

spiration rate for adults is about 18-20 breaths per minute and for children it is aboutminute. Respirations are counted by observing the number of times the chest rises and fallsrespiration consists of a complete breathing cycle consisting of one rise (inspiration) andon) of the chest wall. The measuring of respirations can be done by holding the victim'sst and feeling for the elevation of his chest each time he breathes.

APPENDIX

Bandages

require support or need to have dressings held in place. Therefore, a first aider shouldd use various bandages.

most frequently used are the triangular (sometimes folded to form a cravat) and the rollerr muslin). The triangular is made from a 40-inch piece of old sheeting or muslin andf the first aid kit. It can be used for slings or to hold dressings in place. The Americanescribes many ways to use it. Folded as a cravat (o.,' using any improvised item) the bandagetrol hemorrhage, hold dressings in place, or tie items together.

es come in different materials and different sizes (from 12-inch to 40-inch). As gauze (ifused as both a dressing and bandage. As elastic it can be used as support. The major

ndages are circular, recurrent, figure eight, and spiral. A description of these alsorican Red Cross First Aid Manual.

26

MULTIMEDIA RESOURCES

FIRST AID AND SURVI1AL EDUCATION

Grades 7, 8, 9

TEACHER REFERENCES

These supplembeen evaluatefor teacher cteachers in tto criticallyand to forwarCurriculum De

Books

American College of Surgeons, Committee on Trauma. Emergency care of the sick and injPhiladelphia. Saunders. 1966.

American Medical Association. First aid manual. rev. ed. Chicago. The Association.

Today's health guide. W.W. Bauer, ed. Chicago. The Association. 1965.

American National Red Cross. First aid textbook. 4th ed., rev. New York. Doubleday.

First aid textbook for juniors. 2nd ed., rev. New York. Doubleday. 1966.

Home nursing textbook. 7th ed. New York. Doubleday. c1963.

Standard and advanced courses first aid instructor's manual. ARC 1090. WashingtoNational Red Cross. 1966.

Belilios, A.D. & others. Handbook of first aid and bandaging. 5th ed. Baltimore. Wi1963.

Board of Education of the City of New York. Health teaching in elementary schools. Cu1955-56 Series No. 5. New York. The Board. 1956. pp. 54-60.

Health teaching in secondary schools. Curriculum Bulletin. 1960-61 Series No. 6.Board. 1961. pp. 81-85.

Bolton, W.W. That to do until the doctor comes. Chicago. Reilley and Lee. 1960.

Brennan, W.T. & Ludwig, D.T. Guide to prcblems and practices in first aid and civil deBrown. 1962.

27

MULTIMEDIA RESOURCES

FIRST AID AND SURVIVAL EDUCATION

Grades 7, 8, 9

TEACHER REFERENCES

These supplementary aids have notbeen evaluated. The list is appendedfor teacher convenience only andteachers in the field are requestedto critically evaluate the materialsand to forward their comments to theCurriculum Development Center.

rgeons, Committee on Trauma. Emergency care of the sick and injured. R.H. Kennedy, ed,ers. 1966.

iation. First aid manual. rev. ed. Chicago. The Association. 1967.

ode. W.W. Bauer, ed. Chicago. The Association. 1965.

ross. First aid textbook. 4th ed., rev. New York. Doubleday. 1957.

for juniors. 2nd ed., rev. New York. Doubleday. 1966.

ook. 7th ed. New York. Doubleday. c1963.

ced courses first aid instructor's manual. ARC 1090. Washington, D.C. American1966.

Handbook of first aid and bandaging. 5th ed. Baltimore. Williams and Wilkins.

he City of New York. Health teaching in elementary schools. Curriculum Bulletin.New York. The Board. 1956. pp. 54-60.

secondary schools. Curriculum Bulletin. 1960-61 Series No. 6. New York. The-85.

until the doctor comes. Chicago. Reilley and Lee. 1960.

D.T. Guide to problems and practices in first aid and civil defense. Dubuque, Iowa.

27

Byrd, O.E. & others. Health today and tomorrow. Teacher's Edition. Summit, New Jerpp. 357-383.

Clark, R.L. & Cumley, R.W., eds. The book of health. 2nd ed. Princetoi., New Jersey

CJle, W.H. & Puestow, C.B. First aid: diagnosis and manager.mt. 6th ed. New York.c1965.

Cramer Chemical Company. First aid digest. Charlotte, N.C. Gardner Publishers. 19

Equitable Life Assurance Society. Home health emergencies. New York. The Society.

Fishbein, M. & Irwin, L.W. First aid training. Chicago. Lyons and Carnahan. 1961.

Frobisher, Martin, Jr. Fundamentals of bacteriology. 7th ed. Philadelphia. Saunde

Gorham, A.P. First aid to the injured and sick. London, England. John Wright and S

Henderson, John. Emergency medical guide. 2nd ed. New York. Blakiston Division.

Igel, B.H. First aid. A Programmed Text Teacher's Manual. New York. Instructionalc1965.

John Hancock Life Insurance Company. When the unexpected happens. Boston. The Comp

Johnson and Johnson. Therapeutic uses of adhesive tape. 2nd ed. New Brunswick, NewJohnson. 1958.

Kreider, H.R. There is a doctor in the house. New York. Sheridan House. 1953.

Lygh* C.E., ed. The Merck manual of diagnosis and therapy. 11th ed. Rahway, New JeDohme Research Laboratories. c1966.

Metropolitan Life Insurance Company. First aid. New York. The Company. 1960.

Miller, L.M. Handbook of first aid. Pleasantville, New York. Reader's Digest. 1960

J e

Health today and tomorrow. Teacher's Edition. Summit, New Jersey. Laidlaw. c1966.

, R.W., eds. The book of health. 2nd ed. Princeton, New Jersey. Van Nostrand. c1962.

, C.B. First aid: diagnosis and management. 6th ed. New York. Appleton-Century-Crofts.

any. First aid digest. Charlotte, N.C. Gardner Publishers. 1967.

ance Society. Home health emergencies. New York. The Society. c1956.

, L.W. First aid training. Chicago. Lyons and Carnahan. 1961.

. Fundamentals of bacteriology. 7th ed. Philadelphia. Saunders. 1962.

aid to the injured and sick. LonuJn, Englani% John Wright and Sons, Ltd. 1952.

ergency medical guide. 2nd ed. New York. Blakiston Division. McGraw-Hill. c1969.

d. A Programmed Text Teacher's Manual. New York. Instructional Materials Laboratories.

surance Company. When the unexpected happens. Boston. The Company. 1954.

Therapeutic uses of adhesive tape. 2nd ed. New Brunswick, New Jersey. Johnson and

is a doctor in the house. New York. Sheridan House. 1953.

e Merck manual of diagnosis and therapy. 11th ed. Rahway, New Jersey. Merck, Sharp andoratories. c1966.

surance Company. First aid. New York. The Company. 1960.

io ok of first aid. Pleasantville, New York. Reader's Digest. 1960.

28

Nassau Tuberculosis and Health Association. Curriculum guide for health and safety, kirdgrade twelve. Part I: The Beginning Years, K-6, pp. 1-4; Part II: The Middle Years,

Part III: The Senior Years, 10-12, pp. 14-15. Roslyn, New York. The Association. J

National Commission on Safety Education, N.E.A. Schools and civil defense. Washington,Defense, Department of Defense, M.d.

National Safety Council. Accident facts. Chicago. Th.!. Council. 1968. A new issua com

New York State Department of Health and the Civil Defense Commission. Guide pr medicalrev. ed. New York. The Department. c1964.

Guide for self-help and neighbor help for the injured. New York. The Department.

Instructor's handbook for self-help and neighbor help for the injured. rev. ed. Nement. 1963.

Instructor's plan book for psychological first aid. New York. The Department. 195

North Carolina State Department of Public Instruction. Health education. Publication NoNorth Carolina. The Department. 1953. pp. 319-332.

Sharpe, J.C. & Marx, F.W., eds. Management of medical emergencies. 2nd ed. New York.

Stephenson, H.E. Emergency care and first aid. Boston. Little Brown. 1964.

Suchman, E.A. & Scherzer, A.L. Current research in childhood accidents. New York. TheAid of Crippled Children. c1960.

Taber, C.W. Taber's cyclopedic medical dictionary. 10th ed., rev. Philadelphia. Davis

Thompson, E.M. & LeBaron, Margaret. Simplified nursing. Philadelphia. Lippincott. 196

Thorndike, A. Athletic injuries: prevention, diagnosis and management. 5th ed. PhiladFebiger. 1962.

United States Department of Defense and the United States Department of Health, EducationFamily guide, emergency health care. Washington, D.C. United States Government Printi

nd Health Association. Curriculum guide for health and safely, tindergarten throught I: The Beginning Yeais, K-6, pp. 1-4; Part TI: The Middle Years, 7-9, pp. 9-10; andfor Years, 10-12, pp. 14-15. Roslyn, New York. The Association. 1966.

n Safety Education, N.E.A. Schools and civil defense. Washington, D.C. Office of Civilt of Defense, M.d.

cil. Accident facts. Chicago. The Council. 1968. A new issue comes out every y%.ar.

tment of Health and the Civil Defense Commission. G,:de for medical aids in aid station6.The Department. c1964.

help and neighbor help for the injured. New York. The Department. c1951.

ldbook for self-help and neighbor help for the injured. rev. ed. New York. The Depart-

book for psychological first aid. New York. The Department. 1958.

Department of Public Instruction. Health education. Publication No. 287. Raleigh,le Department. 1953. pp. 319-332.

F.W., eds. Management of medical emerriencies. 2nd ed. New York. McGraw-Hill. 1969.

rgency care and first aid. Boston. Little Brown. 1964.

rzer, A.L. Current research in childhood accidents. New York. The Association for theildren. c1960.

cyclopedic medical dictionary. 10th ed., rev. Philadelphia. Davis. c1965.

aron, Margaret. Simplified nursing. Philadelphia. Lippincott. 1960.

tic injuries: prevention, diagnciis and management. 5th ed. Philadelphia. Lea and

.ent of Defense and the United States Deortment of Health, Uucati..5n, and Welfare.ency health care. Washington, D.C. United States Government P-chting Office. 1965.

29

United States Department of Health, Education and Welfare. Children's Bureau. AccWashington, D.C. United States Government Printing Office. 1968.

Wells, Helen. Cherry Ames' book of first aid and home nursing. New York. Grosset

Periodicals

Balk, Alfred. "Let's care for some patients at home." Today's Health. Vol. XXXIX.pp. 56-59; 88.

Brown, Judith-Ellen. "Why people faint." Today's Health. Vol. XLI. No. 8. August1918-19.

Daly, E.L. "Can your child handle an emergency"? Today's Health. Vol. XXXIX. No.pp. 54-55; 79-81.

Delman, Alice. "Emotional first aid: new hope for the disturbed." Today's Health.September 1962. pp. 30-31; 65-69.

Dunlop, Richard. "A medictl I.D. tag can save your life." Today's Health. Vol. XLIpp. 8-13.

"First aid for athletic injuries." Today's Health. Vol. XLII. No. 10. October 196

"First aid tips for teachers." School Safety. Vol. 1. January 1966 pp. 21-23.

Friedman, AP. "How to prevent tension headache." Consultant. January 1967. p. 16.

Gillespie, D.K. "Psychological first aid." Journal of School Health. Vol. XXXIII.pp. 391-395.

Goddard, J.J. "Childhood accidents." Journal of School Health. Vol. XXVIII. No.p. 350.

Gold, S.Y. & Gold, C.F. "First aid and legal liability."Recreation. Vol. XXXIV. No. 1. January 1963. pp. 42

Hainfeld, H. "Home made mannequin for first aid classes."Recreation. Vol. XXXVII. No. 2. February 1966. p. 65

Journal of dealth, Physica43.

Journal of Health, Physic

artment of Health, Education and Welfare. Children's Bureau. Accidents and children.. United States Government Printing Office. 1968.

zerr Ames' book of first aid and home nursing. New York. Grosset and Dunlap. 1959.

t's care for some patients at home." Today's Health. Vol. XXXIX. No. 2. February 1961.

en. "Why people faint." Today's Health. Vol. XLI. No. 8. August 1963. pp. 53; 55-58;

your child handle an emergency"? Today's Health. Vol. XXXIX. No. 1. January 1961.1.

'Emotional first aid: new hope for the disturbed." Today's Health. Vol. XL. No. 9.pp.. 30-31; 65-69.

"A medical I.D. tag can save your life." Today's Health. Vol. XLI. No. 7. July 1963.

hletic injuries." Today's Health. Vol. XLII. No. 10. October 1964. p. 49.

or teachers." School Safety. Vol. 1. January 1966 pp. 21-23.

ow to prevent tension headache." Consultant. Janu, -v 1967. p. 16.

"Psychological first aid." Journal of School Health. Vol. XXXIII. No. 9. November 1963.

hildhood accidents." Journal of School Health. Vol. XXVIII. No. 10. November 1954.

, G.F. "First aid and legal liability." Journal of Health, Physical E-zucation and. XXXIV. No. 1. January 1963. pp. 42-43.

me made mannequin for first aid classes." Journal of Health, Ph?sical Education and1. XXXVII. No. 2. February 1966. p. 65.

30

Ha11, G.E. "When death occurs: some practical aspects." Journal of the American MedicoVol. 197. No. 12. September 19, 1966. pp. 329-330.

Harlin, U.K. "Experiences with epileptic children in a public school program. Journal oVol. XXXV. No. 1. January 1965. pp. 20-24.

Hase, G.J. "Nature and frequency of accidents among elementary school children in New YoSchool Health. Vol. XXVIII. No. 10. December 1958. p. 343.

"Accidents among elementary school children." Journal of Health, Physical EducationVol. XXIX. No. 4. April 1958. pp. 20-21.

Higdon, Hal. "How to make yourself :all safe." Today's Health. Vol. XLII. No. 4. Apr

Hoare, D.J. & Liewelyn, D.J. "Schoolboys to the rescue: health education and first aid.'Supplement. September 18, 1964. p. 394.

"International comments: when is a patient dead"? Journal of the American Medical AssocNo. 8. August 22, 1966. p. 153.

Jewett, T.C., Jr. "Accidental trauma in the school age child." Journal of School HealthNo. 6. June 1962. p. 201.

Kearney, P.W. "When the heart stops." Today's Health. Vol. XXXVIII. No. 11. November

Kilander, H.F. "How our schools teach home nursing and first aid." Journal of Health, PRecreation. Vol. XXIII. No. 3. March 1952. pp. 30; 52.

May, C.H. "Eye injuries; emergency treatment." Applied Therapy. Vol. VIII. July 1966.

"Medical self-help in the curriculum." Journal of Health, Physical Education and Recreat-No. 8. October 1965. p. 71.

Potthoff, C.J. "Suddenly...you're involved." Today's Health. Vol. XLII. No. 6. June65-66.

Shuster, B.H. "Dizziness, your body's warning light." Today's Health. vol. XLI. No.pp. 50; 86-87.

ath occurs: some practical aspects." Journal of the American Medical Association.September 19, 1966. pp. 329-330.

iences with epileptic children in a public school program. Journal of School Health.January 1965. pp. 20-24.

and frequency of accidents among elementary school children in New York State." Journal of1. XXVIII. No. 10. December 1958. p. 343.

g elementary school children." Journal of Health, Physical Education and Recreation.

April 1958. pp. 20-21.

o make yourself fall safe." Today's Health. Vol. XLII. No. 4. April 1964. pp. 72-76.

yn, D.J. "Schoolboys to the rescue: health education and first aid." Times Educationtuber 18, 1964. p. 394.

nts: when is a patient dead"? Journal of the American Medical Association. Vol. 197.

1966. p. 153.

Accidental trauma in the school age child." Journal of School Health. Vol. XXXII.

p. 201.

the heart stops." Today's Health. Vol. XXXVIII. No. 11. November 1960. pp. 14; 80-81.

our schools teach home nursing and first aid." Journal of Health, Physical Education andXXIII. No. 3. March 1952. pp. 30; 52.

ries; emergency treatment." Applied Therapy. Vol. VIII. July 1966. pp. 611-613.

n the curriculum." Journal of Health, Physical Education and Recreation. Vol. XXXVI.

65. p. 71.

denly...you're involved." Today's Health. Vol. XLII. No. 6. June 1964. pp. 26-29;

iness: your body's warning light." Today's Health. Vol. XLI. No. 2. February 1963.

Stromgren, George. "Colorful first aid teaching." Journal of Health, Physical Ed

Vol. XXXVI. No. 4. April 1965. pp. 31; 74.

"Survival Begins at home: part 6: bleeding and bandaging." Today's Health. Vol.

pp. 32-33; 58-63.

part 10: nursing care of the sick and injured." Today's Health. Vol. XL.

pp. 52-56.

part 11: nursing care of the sick and injured." Today's Health. Vol. XL.

pp. 16-17; 62-64.

N

Terny, John & Lennox, Margaret. "Children with epilepsy." Journal of Health, PhyRecreation. Vol. XXIII. No. 6. June 1952. pp. 39-40.

STUDENT REFERENCES

Books

American Medical Association. First aid manual. rev. ed. Chicago. The Associat

American National Red Cross. First aid textbook. 4th ed., rev. New York. Doubl

First aid textbook for juniors. 2nd ed., rev. New York. Doubleday. 1966.

Home nursing textbook. 7th ed. New York Doubleday. c1963.

Equitable Life Assurance Society. Home health emergencies. New York. The Scciet

Igel, B.H. First aid. A Programmed Text. New York. Instructional Materials Lab

John Hancock Life Insurance Company. When the unexpected happens. Boston. The C

"Colorful first aid teaching." Journal of Health, Physical Education and Recreation.4. April 1965. pp. 31; 74.

t home: part 6: bleeding and bandaging." Today's Health. Vol. XL. No. 6. June 1962.

ing care of the sick and injured." Today's Health. Vol. XL. No. 10. October 1962.

ing care of the sick and injured." Today's Health. Vol. XL. No. 11. November 1962.

ox, Margaret. "Children with epilepsy." Journal of Health, Physical Education and. XXIII. No. 6. June 1952. pp. 39-40.

STUDENT REFERENCES

ssociation. First aid manual. rev. ed. Chicago. The Association. 1967.

Red Cross. First aid textbook. 4th ed., rev. New York. Doubleday. 1957.

tbook for juniors. 2nd ed., rev. New York. Doubleday. 1966.

textbook. 7th ed. New York Doubleday. c1963.

rance Society. Home health emergencies. New York. The Society. c1956.

id. A Programmed Text. New York. Instructional Materials Laboratories. c1965.

Insurance Company. When the unexpected happens. Boston. The Company. 1954.

Metropolitan Life Insurance Company. First aid. New York. The Company. 1960.

Miller, L.M. Handbook of first aid. Pleasantville, New York. Reader's Digest. 1960.

Wells, Helen. Cherry Ames' book of first aid and home nursing. New York. Grosset and D

Films

Danger: handle with care. Local Chapter of the American National Red Cross. 22 min.

film deals with the preparation,and use of hot and cold applications.

Image in the mirror. Local Chapter of the American National Red Cross. 27 min. black Ewith the correct body mechanics and good posture for the nurse and patient.

One minute to three. Local Chapter of the American National Red Cross. 26 min. black &

with the role of the home nurse in maintaining health, observing symptoms of illness, a

nursing care.

Passport to tomorrow. Local Chapter of the American National Red Cross. 28 min. black

with modern medicines and supplies, and how to give medicines according to the doctor's

Prairie schooner, space age model. Local Chapter of the American National Red Cross. 22

Film deals with the role of the home nurse in helping to prevent the spread of disease,grooming of the bed patient.

The road back. Local Chapter of the American National Red Cross. 23 min. black & white

the rehabilitation of the sick and injured.

Target: babies and children. Local Chapter of the American National Red Cross. 30 min.

Film deals with the role of the home nurse in the treatment of infants and children.

Filmstrips

Dressings and bandages used in first aid. McGraw-Hill Films, First Aid Series, Text-Film

330 W. 42nd Street, New York, N.Y. 10036.

10

ance Company. First aid. New York. The Company. 1960.

of first aid. Pleasantville, New York. Reader's Digest. 1960.

es' book of first aid and home nursing. New York. Grosset and Dunlap. 1959.

re. Local Chapter of the American National Red Cross. 22 min.

reparation and use of hot and cold applications.

ocal Chapter of the American National Red Cross. 27 min. black

mechanics and good posture for the nurse and patient.

black & white. The

& white. Film deals

ocal Chapter of the American National Red Cross. 26 min. black & white. Film dealshome nurse in maintaining health, observing symptoms of illness, and giving simple

Local Chapter of the American National Red Cross. 28 min. black & white. Film dealsand supplies, and how to give medicines according to the doctor's orders.

age model. Local Chapter of the American National Red Cross. 22 min. black & white.ole of the home nurse in helping to prevent the spread of disease, bed-making, and theatient.

hapter of the American National Red Cross. 23 min. black & white. Film deals withf the sick and injured.

idren. Local Chapter of the American National Red Cross. 30 min. black & white.ole of the home nurse in the treatment of infants and children.

used in first aid. McGraw-Hill Films, First Aid Series, Text-Film Department.ew York, N.Y. 10036.

Additional filmstrips are available in the teaching kits made available by the United

Defense in conjunction with the United States Department of Health, Education and WelfMaterials Laboratories, Inc. of New York. These kits are described below.

Teachinv Kits

The United States Department of Defense, in conjunction with the United States Depattand Welfare, has prepared a Medical Self-Help Instructor's Kit. This kit consists ocontaining all the necessary materials in basic health survival principles. The kitguide; a course introduction; eleven lesson play books, the reference manual Familycare; eleven 35 mm. filmstrips; and examination booklets and grading templates. Thethat would be valuable in first aid instruction for grades 7, 8, and 9 would includeBandaging and Nursing Care of the Sick and Injured. There is also a set of eleven 1available, one for each lesson. In addition, there is a 1315 minute color film narra"If Disaster Strikes," which explains the program and shows the value of Medical SelNew York State Department of Health or the New York State Civil Defense Commission show to get the Medical Self-Help Training Kits and student supplies which are avail

The Instructional Materials Laboratories, Inc., located at 18 East 41 Street, New Yoavailable a programmed instructional School First Aid Course that was developed by JEach classroom unit kit contains 30 student programmed text manuals; 1 classroom demfirst aid products; 1 full color filmstrip with complete teacher script and test queprogrammed text guide; 30 progress test booklets; 30 safety checklists for home prepcompletion cards; and 2 achievement certificates. The cost for this kit is approximsets (to supplement classes larger than 30) containing materials for 10 students areapproximately $4.00.

Flip Charts

Flip Chart for the Self-Help and Neighbor Help for the Injured Course. A 102-page, 1

chart in color which is used as a teaching aid for the Self-Help course. It is boube used as a stand on a desk or a table. It is available in English and Spanish.1963 by the New York State Department of Health for the New York State Civil Defensinformation write: The New York State Department of Health, 84 Holland Avenue, Alb

Flip Chart for the Training_ Course for Medical Aides in Aid Stations. A 100-page, 1chart in color which is used with the text Guide for medical aids in aid stations.covers which can be used as a stand on a desk or a table. This chart was prepared1964 by the New York State Department of Health for the New York State Civil Defeninformation write: The New York State Department of Health, 84 Holland Avenue, Al

34

are available in the teaching kits made available by the United States Department of

n with the United States Department of Health, Education and Welfare and the Instructionals, Inc. of New York. These kits are described below.

epartment of Defense, in conjunction with the United States Department of Health, Educationepared a Medical Self-Help Instructor's Kit. This kit consists of a cardboard suitcasenecessary materials in basic health survival principles. The kit contains an instructor'sroduction; eleven lesson play books, the reference manual Family guide-emergency healthfilmstrips; and examination booklets and grading templates. The filmstrips and lessons

ble in first aid instruction for grades ',, 8, and 9 would include tho ?e on Bleeding andng Care of the Sick and Injured. There is also a set of eleven 16 mm. color-sound filmseach lesson. In addition, there is a 131/2 minute color film narrated by Danny Thomas,s," which explains the program and shows the value of Medical Self-Help Training. Thertment of Health or the New York State Civil Defense Commission should be contacted forcal Self-Help Training Kits and student supplies which are available without charge.

aterials Laboratories, Inc., located at 18 East 41 Street, New York, N.Y. 10017, hased instructional School First Aid Course that was developed by Johnson and Johnson.kit contains 30 student programmed text manuals; 1 classroom demonstration k't of1 full color filmstrip with complete teacher script and test questions; 1 teacher's

de; 30 progress test booklets; 30 safety checklists for home preparedness; 30 coursend 2 achievement certificates. The cost for this kit is approximately $12.00. Adjunctclasses larger than 30) containing materials for 10 students are available for

Self-Help and Neighbor Help for the Injured Cc se. A 102-page, 181/2-inch x 281/2-inchich is used as a teaching aid for the Self-Help course. It is bound in covers which cand on a desk or a table. It is available in English anJ Spanish. It was prepared itork State Department of Health for the New York State Civil Defense Commission. For: The New York State Department of Health, 84 Holland Avenue, Albany, New York 12208.

Trainingt. Course for Medical Aides in Aid Stations. A 100-page, 181/2-inch x 281/2-inchich is used with the text Guide for medical aids in aid stations. It is bound inbe used as a stand on a desk or a table. This chart was prepared as a teaching aid inork State Department of Health for the New York State Civil Defense Commission. For: The New York State Department of Health, 84 Holland Avenue, Albany, New York 12208.

Mannequins

Resusci-Anne and Resusci-Andy. These are life-size mannequins that are used in resuscithowever, they can be used in other phases of first aid. They are available from the GEquipment Company, 37 East 21st Street, Linden, New Jersey 07037, or the Laerdal Medi136 Marbledale Road, Tuckahoe, New York 10707. The approximate cost of a mannequin i

Respertrain. A half-bodied mannequin for use in resuscitation training. Available fromLaboratories, Inc., 729 Canal Street, Stamford,Connecticut. The approximate cost is $

Resusa-Kate. A 24-inch full-bodied mannequin of a child for use in resuscitation trainiSimulaids, Woodstock, New York 12498. The approximate cost is $22.50.

Injury Simulation Kits

Injury simulations kits containing make up that can be used to simulate injuries are avaSimulaids, Woodstock, New York 12498, and the Alderson Research Laboratories, Inc., 7Stamford, Connecticut. Many different kinds of kits are available. Kits range in pri$250.00.

usci -An. These are life-size mannequins that are used in resuscitation training;be used in other phases of first aid. They are available from the Guardian Safety37 East 21st Street, Linden, New Jersey 07037, or the Laerdal Medical Corporation,

d, Tuckahoe, New York 10707. The approximate cost of a mannequin is $198.00.

-bodied mannequin for use in resuscitation training. Available from Alderson Research, 729 Canal Stl'eet, Stamford,Connecticut. The approximate cost is $198.00.

nch full-bodied mannequin of a chid for use in resuscitation training. Available fromck, New York 12498. The approximate cost is $22.50.

its containing make up that can be used to simulate injuries are available fromck, New York 12498, and the Alderson Research Laboratories, Inc., 729 Canal Street,cut. Many different kinds of kits are available. Kits range in price from $20.00 to

41p. mf -$0.65 hc -$3.29 epilepsy; *first aid; *health ... · first aid?. {hich ones required the....

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41p. mf -$0.65 hc -$3.29 epilepsy; first aid; health ... · first aid?. {hich ones required the....