emergency first responseftp.padi.com.au/images/padipros/efr/efr-training-guide.pdf · 2018. 4....

Creating Confi dence to Care®

EMERGENCY FIRST RESPONSE®

Product No. 67010 (02/12) Version 4.0 © Emergency First Response Corp. 2012

emergencyfi rstresponse.com

Instructor Trainer Guide

and

Emergency First Response Instructor Trainer Guide

2

EFR Instructor Trainer Guide

www.emergencyfi rstresponse.com

Emergency First Response Corp.

30151 Tomas, Rancho Santa Margarita, CA 92688Toll Free US and Canada: 800 337 1864Tel: +1 949 766 4261, Fax: +1 949 858 8211info@emergencyfi rstresponse.com

Emergency First Response EMEA Ltd.

UK Office: Unit 7, St Philips Central, Bristol, BS2 0PD, UKTel: +44 (0) 117 300 7238 Fax: +44 (0) 117 300 [email protected] Office: Oberwilerstrasse 3, CH-8442 Hettlingen, SwitzerlandTel: +41 52 316 35 35 Fax: +41 52 304 14 [email protected]

Emergency First Response (Asia Pacifi c) Pty Ltd.

Unit 3, 4 Skyline Place, Frenchs Forest NSW 2086, AustraliaTel: +61 2 9454 2980, Fax: +61 2 9454 2999info@emergencyfi rstresponse.com.au

Emergency First Response® (EFR®) Instructor Trainer Manual

© Emergency First Response Corp. 2012

Items in the Appendix may be reproduced by EFR Instructor Trainers for use in EFR-sanctioned training, but not for resale or personal gain. No other part of this product may be reproduced, sold or distributed in any form without the written permission of the publisher.

® indicates a trademark is registered in the U.S. and certain other countries.

Published by Emergency First Response Corp.30151 Tomas, Rancho Santa Margarita, CA 92688, USA

Printed in USAProduct No. 67010 (02/12) Version 4.0

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ContentsSection One Emergency First Response Instructor Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Overview and Standards

Sample Course Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Emergency First Response Instructor Crossover Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Emergency First Response Instructor Retraining Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Emergency First Response Care for Children Instructor Upgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Emergency First Response Instructor Trainer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Qualifications and Renewal

Section TwoEmergency First Response Instructor Course Presentations

1 – Instructor Course Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2 – Emergency First Response Educational Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

3 – Learning and Instruction Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

4 – Teaching Emergency First Response Skills Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

5 – Care for Children and CPR & AED Course Standards and Content . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

6 – Care for Children Skills Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

7 – Organizing an Emergency First Response Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

8 – Mannequin Cleaning Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

9 – Marketing Emergency First Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Emergency First Response Instructor Exam Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

AppendixAppendix Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-1

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Patient Care StandardsEmergency First Response Primary Care (CPR), Secondary Care (First Aid), CPR & AED and Care for Children courses follow the emergency considerations and protocols as developed by the members of the International Liaison Committee on Resuscitation (ILCOR). Members include American Heart Association (AHA), European Resuscitation Council (ERC), Australian Resuscitation Council (ARC), New Zealand Resuscitation Council (NZRC), Heart and Stroke Foundation of Canada (HSFC), Resuscitation Council of Southern Africa (RCSA), Inter American Heart Foundation (IAHF), Resuscitation Council of Asia (RCA – current members include Japan, Korea, Singapore, Taiwan).

Source authority for the development of content material in Emergency First Response courses is based on the following:

• Circulation, Journal of the American Heart Association. Volume 122, Number 18, Supplement 3. November 2010. http://circ.ahajournals.org/content/vol122/18_suppl_3/

• Resuscitation, Journal of the European Resuscitation Council. Volume 81, Number 1. October 2010. http://www.resuscitationjournal.com/

• Australian Resuscitation Council Guidelines. December 2010. http://www.resus.org.au/policy/guidelines/index.asp.

• New Zealand Resuscitation Council Policies and Guidelines. December 2010. http://www.nzrc.org.nz/policies-and-guidelines/.

Regional Resuscitation Councils and OrganizationsResuscitation councils and organizations use agreed upon ILCOR emergency considerations and protocols to develop primary and secondary care guidelines for their specifi c regions. Th e following entities distribute guidelines for the listed regions:

• American Heart Association (AHA) - North, South and Central America, Asia, some countries in Africa and the Pacifi c Island countries.

• European Resuscitation Council (ERC) - Europe, Africa, Middle East, Russia.

• Australia and New Zealand Resuscitation Councils (ARC/NZRC) - Australia and New Zealand combined.

When regional primary or secondary care guidelines diff er signifi cantly, the Emergency First Response curriculum clearly lists those diff erences. When in doubt about a particular treatment protocol or procedure, always refer to the actual guidelines produced by the council or organization having authority in your region.

Disclaimer: Th e fi rst aid and CPR procedures presented in Emergency First Response courses are based on the most current

recommendations of responsible medical sources. Emergency First Response, Corp., however, can make no guarantee as to, and assume

no responsibility for, the correctness, suffi ciency, or completeness of such information or recommendations. Other or additional safety

measures may be required under particular circumstances.

For More Information about Emergency First Response, Corp., courses, products and emergency care go to www.emergencyfi rstresponse.com.

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Section One – Course Overview and Standards

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OneEmergency First Response® Instructor Course

Overview and StandardsTh e Emergency First Response Instructor Course provides qualifi ed individuals with the additional training necessary to teach the four courses - Primary Care (CPR), Secondary Care (First Aid), CPR & AED, and Care for Children. Th is course builds on the instructor candi-dates’ skills as primary and secondary care providers and focuses on developing their instructional abilities. Th rough independent study, classroom sessions and practice teaching assignments, instructor candidates learn to conduct the Emergency First Response courses.

Individuals who are current CPR/fi rst aid instructors with another qualifying organization may choose to earn the Emergency First Response Instructor rating by completing a prescribed program based on portions of the Emergency First Response Instructor Course or the Emergency First Response Instructor Crossover course. Th is course gives credit for their teaching experience and focuses on familiarizing them with the Emergency First Response philosophy and structure.

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GoalsTh e Emergency First Response Instructor course goals are to:

1. Assure that instructor candidates understand the Emergency First Response program structure, requirements and procedures.

2. Familiarize instructor candidates with the Emergency First Response program philosophy, curricula, and prepare them to teach courses that are low-stress, performance-based and learner-centered.

3. Refi ne instructor candidates’ emergency care skills to a role-model level.

4. Provide instructor candidates with practical suggestions for organizing and marketing their Emergency First Response courses.

5. Encourage instructor candidates to be active Emergency First Response Instructors and to use their skills to train others in their community.

PrerequisitesTo enroll in an Emergency First Response Instructor course, an individual must:

1. Have completed an EFR Primary and Secondary Care (or qualifying training) within the past 24 months.

2. Be 18 years old.

NOTES

• Th ose with current CPR/First Aid instructor credentials from other organizations may take the Emergency First Response Instructor Crossover course. See instructor crossover requirements further in this section.

• Licensed medical professionals (e.g. paramedics, EMTs, nurses, doctors) can enroll without having taken the provider-level courses within the past 24 months. However, these licensed medical professionals must show that their CPR and First Aid skills are current within the past 24 months. Use the First Aid and CPR Competency Statement in the appendix of this guide as documentation.

• EFR provider-level training may be integrated into Instructor training if a candidate or licensed medical professional cannot document currency within 24 months. After provider-level training an EFR Completion Card must be issued.

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Supervision and RatiosOnly current, Teaching status Emergency First Response Instructor Trainers qualify to teach the Emergency First Response Instructor Course. (See Emergency First Response Instructor Trainer Qualifi cations and Renewal.)

Th e instructor candidate-to-Emergency First Response Instructor Trainer ratio is 12:1. Th is ratio may increase to a maximum of 24:1 when using one or more assistants qualifi ed as follows:

A current, Teaching status Emergency First Response Instructor Trainer

A current, Teaching status Emergency First Response Instructor.

Th e maximum instructor candidate-to-mannequin ratio is 12:1. Use of more mannequins is recommended. If possible, have a variety of man nequin types available to familiarize candidates with diff erences. It’s recommended that mannequins are capable of simulating an airway obstruction if the airway is not positioned properly.

Training MaterialsEmergency First Response® Instructor Trainer Required Materials To teach the Emergency First Response Instructor Course, you must have:


Emergency First Response Instructor Course Lesson Guides (if available in a language understood by instructor candidates)

Emergency First Response Primary Care and Secondary Care Instructor Guide

Emergency First Response CPR & AED Instructor Guide

Emergency First Response Care for Children Instructor Guide

Emergency First Response Primary Care and Secondary Care Participant Manual

Emergency First Response CPR & AED Participant Manual

Emergency First Response Care for Children Participant Manual

Emergency First Response Primary Care and Secondary Care Video

Emergency First Response CPR & AED Video

Emergency First Response Care for Children Video

Emergency Care at a Glance

Course Completion Authorization form and Wall Certifi cate

CPR Mannequins (adult and infant mannequins required, child mannequin recommended)

Automated External Defi brillator (AED) training unit (it’s recommended to have child pads in addition to adult pads)

Oxygen unit

Roller bandages

Triangular bandages

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Splints (commercial, padded wood, heavy cardboard, rolled newspaper, etc.)

Extra gloves, ventilation barriers, gauze pads and dressings for bandaging

Recommended Materials Blankets or towels for shock management

Rugs or fl oor coverings for comfort and protection during skill development

Bag marked Biohazard for disposal of barriers to show as example

Diff erent types of ventilation barriers to show as examples

Phone and other props to use during scenarios

Course Completion Authorization envelope to show as example

Disinfecting solution for Mannequin Cleaning Workshop

Mannequin disposable parts (airways, lungs, etc.)

Autoinjector (EpiPen) Trainer

Emergency First Response® Instructor CandidateRequired Materials Because teaching Emergency First Response courses requires the ability to easily reference standards and maintain updated materials for reference, instructor candidates are required to have a person al set of the following materials during their instructor course and to teach Emergency First Response courses (unless they are unavailable in a language the instructor understands):

Emergency First Response Primary and Secondary Care Instructor Guide

Emergency First Response CPR & AED Instructor Guide

Emergency First Response Care for Children Instructor Guide

Emergency First Response Primary Care (CPR) and Secondary Care (First Aid)

Participant Manual

Emergency First Response Care for Children Participant Manual

Emergency First Response CPR & AED Participant Manual

Emergency First Response Primary Care and Secondary Care Video

Emergency First Response CPR & AED Video

Emergency First Response Care for Children Video

Emergency Care at a Glance

In addition, the instructor candidate must have the following materials for skill development practice:

Gloves

Ventilation barrier

Gauze pads and dressings for bandaging

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Performance Requirements and Assessment To be certifi ed as an Emergency First Response Instructor, an individual must meet the following performance requirements:

1. Complete the following Self-Study Knowledge Reviews

Emergency First Response Instructor Course Knowledge Review – Program Standards (from Primary and Secondary Care Instructor Guide Appendix)

Emergency First Response Instructor Course Knowledge Review – Human Body Systems (from Primary and Secondary Care Instructor Guide Appendix)

Emergency First Response Instructor Course Knowledge Review – Medical Emergencies (from Primary and Secondary Care Instructor Guide Appendix)

Emergency First Response Care for Children Instructor Knowledge Review (from Care

for Children Instructor Guide Appendix)

[You, the Instructor Trainer, must go over Knowledge Reviews with candidates to make sure they

understand any missed questions and fully comprehend the material.]

2. Participate in all (eight) required Emergency First Response Instructor Course Presentations.

3. Teach at least two primary or secondary care skills from the Emergency First Response Primary Care (CPR), Secondary Care (First Aid) or CPR & AED courses.

4. Teach at least one skill from the Care for Children course.

5. During skill teaching presentations, candidates must identify problems or ineff ective techniques and appropriately correct them using at least two of the following positive coaching methods:

Allow self correction then reinforce positive outcome.

Reinforce proper technique by pointing out eff ective demon strations by other participants, staff or in EFR training videos.

Specifi cally identify what was eff ective about a participant’s skill demonstration.

Foster teamwork by asking participants to encourage and guide each other.

Make general statements and suggestions that avoid singling out individuals and causing embarrassment.

6. Demonstrate role-model technique for all 15 (required and optional*) Emergency First Response Primary and Secondary Care course skills.

[You must verify that all skills are performed correctly and slowly enough to adequately exhibit

details of the skill.]

* Optional skills (AED and emergency oxygen) are required in the Emergency First Response Instructor course.

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7. Demonstrate role-model technique for the following Care for Children skills:

Skill 3 - Child CPR

Optional Skill* - Automated External Defi brillator (AED) Use with Children

Skill 4 - Infant CPR

Conscious Choking Child

Conscious Choking Infant.

[You must verify that all skills are performed correctly and slowly enough to adequately exhibit

details of the skill.]

8. Successfully complete the Instructor Course Final Exam with a score of 75 percent or higher.

[You must review the exam with candidates to make sure they understand any missed questions

and fully comprehend the material.]

Sequence and DurationYou must conduct the required Emergency First Response Instructor Course Presentations in sequence. Th e optional Mannequin Cleaning Workshop may be conducted at any time during the course, however, its recommended place is after Presentation 7 – Organizing an Emergency First Response Course.

Th e Emergency First Response Instructor Course is typically two-days with a class of 12 instructor candidates. Keep in mind, however, that it is performance-based, not time-based, and candidates may need additional time to meet all performance requirements. Th e number of candidates, candidate experience and available equipment will infl uence the length of the practice teaching sessions and course duration.

Refer to the Sample Course Schedule for more information.

Completion ProceduresAfter satisfactorily completing all performance requirements, an instructor candidate applies to become an Emergency First Response Instructor (which also includes authorization to conduct the Care for Children and CPR & AED courses) by submitting an Emergency First Response Instructor application with the appropriate processing fee to Emergency First Response.

You, the Emergency First Response Instructor Trainer, must sign the application verifying that the candidate met all course performance requirements.

Applicants may begin teaching after they receive written authorization to teach from Emergency First Response.


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Emergency First Response® Instructor Renewal To maintain the Emergency First Response Instructor rating, indi viduals must renew their rating every two years by submitting a renewal application to Emergency First Response. By renewing, instructors agree to stay up-to-date with Emergency First Response course standards and implement any changes announced in Th e Responder.

If Emergency First Response Instructors let their renewal lapse and the term of their credential expires, they should contact their Emergency First Response Regional Headquarters for information on how to reactivate their authorization to teach.

Occasionally, when medical standards change or new Emergency First Response courses are released, instructors may be required to attend an update seminar to retain or upgrade their rating. Where legally required for offi cial recognition, other renewal requirements may apply. Check the Emergency First Response Instructor Renewal Application for specifi cs or contact your Emergency First Response Regional Headquarters.

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Sample Course Schedule (Hours are approximations – based on 12 instructor candidates)

Prior to the course, have instructor candidates obtain an Emergency First Response Primary and

Secondary Care Instructor Guide, Care for Children Instructor Guide, and CPR & AED Instructor

Guide.

Day 1 Presentation 1 - Course Orientation 2.0 hours

Presentation 2 - Emergency First Response Educational 2.0 hours Philosophy

Presentation 3 - Learning and Instruction Workshop 4.0 hours

Presentation 4 - Teaching Emergency First Response 1.0 hour Skills Workshop

9 hours

Day 2 Presentation 4 - Teaching Emergency First Response 2.5 hours Skills Workshop (continued)

Presentation 5 - Care for Children and CPR & AED 1.5 hours Course Standards and Content

Presentation 6 - Care for Children Skills Workshop 1.5 hours

Presentation 7 - Organizing an Emergency First Response .75 hour Course

Presentation 8 - Mannequin Cleaning Workshop .5 hour

Presentation 9 - Marketing Emergency First Response 1.0 hour

Instructor Course Final Exam 1.0 hour

8.75 hours

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Emergency First Response®

Instructor Crossover Course Individuals who are current, Teaching status CPR/fi rst aid instructors in good standing with another quali fying organization may earn the Emergency First Response Instructor rating by completing an entire Emergency First Response Instructor Course or by attending an Instructor Crossover course.

Prerequisites To enroll in an Instructor Crossover course, an individual must:

1. Hold a current CPR/fi rst aid instructor rating with another qualifying organization.*

2. Meet one of the following criteria:

a. Document current authorization to teach pediatric emer gency care courses for another qualifying organization;* or

b. Have completed the Emergency First Response Care for Children course within the past 24 months; or

c. Complete all of the following as part of the Instructor Crossover course:

Read the EFR Care for Children Participant Manual and watch Care for Children Video.

Complete the Care for Children Knowledge Review.

Pass the student-level Care for Children Final Exam with a score of 75 percent.

Attend Presentation 5 – Care for Children Course Standards and Content – of an EFR Instructor Course

Attend Presentation 6 – Care for Children Skills Workshop – of an EFR Instructor Course.

Supervision, ratios, training material requirements and completion procedures are the same as for the Emergency First Response Instructor Course.

Typically, the Instructor Crossover course can be conducted in one full day. Keep in mind, however, that it is performance-based and instruc tor candidates may need additional time to meet all performance require ments.

* Other qualifying organizations may include: American Heart Association, American Red Cross, American Safety and Health Institute, Cruz Roja de Mexico, Canadian Heart and Stroke Foundation, Deutsches Rotes Kreuz, Medic First Aid, Queensland Ambulance Service, South African Red Cross Society and St. John’s Ambulance. Contact your Emergency First Response Regional Headquarters for addi tional qualifying organizations.

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Incorporating Instructor Self-Study Incorporate self-study into the Instructor Crossover by having candidates complete the following prior to attending the course:

Read the following Emergency First Response participant manuals and instructor guides.

1. Primary and Secondary Care

2. CPR & AED

3. Care for Children

Complete all of the following:

1. Primary Care Knowledge Review (from Primary and Secondary Care Participant Manual)

2. Secondary Care Knowledge Review (from the Primary and Secondary Care Participant

Manual)

3. CPR & AED Knowledge Review (from the CPR & AED Participant Manual)

4. Care for Children Knowledge Review (from the Care for Children Participant Manual)

5. Emergency First Response Instructor Course Knowledge Review – Program Standards (from the Primary and Secondary Care Instructor Guide Appendix)

6. Emergency First Response Instructor Course Knowledge Review – Human Body Systems (from the Primary and Secondary Care Instructor Guide Appendix)

7. Emergency First Response Instructor Course Knowledge Review – Medical Emergencies (from the Primary and Secondary Care Instructor Guide Appendix)

View all skill segments from the Emergency First Response Primary and Secondary Care, CPR

& AED, and Care for Children Videos.

When appropriate, have candidates complete these components before coming to the Instructor Crossover course. Th is gives you more in-class time to focus on the required presentations and facilitate skills practice.

Use the following Emergency First Response Instructor Course pre sentations to conduct the Instructor Crossover course in this sequence:

1. Presentation 1 – Course Orientation

2. Presentation 2 – Emergency First Response Program Philosophy

3. Presentation 5 – Care for Children Course Standards and Content

4. Presentation 7 – Organizing an Emergency First Response Course

NOTE

• Teaching Emergency First Response Skills Workshop, and Presentation 9 – Marketing Emergency First Response Courses are optional in the crossover course. When time allows, please include these presentations, as well as Presentation 6 – Care for Children Skills Workshop in your crossover courses.

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To be certifi ed as an Emergency First Response Instructor through the Instructor Crossover course, an individual must meet the following performance requirements:

1. Complete all instructor-level Knowledge Reviews:

a. Emergency First Response Instructor Course Knowledge Review – Program Standards (from Primary and Secondary Care Instructor Guide Appendix)

b. Emergency First Response Instructor Course Knowledge Review – Human Body Systems (from Primary and Secondary Care Instructor Guide Appendix)

c. Emergency First Response Instructor Course Knowledge Review – Medical Emergencies (from Primary and Secondary Care Instructor Guide Appendix)

2. Watch all skill segments from each of the following videos: Primary and Secondary Care,

CPR & AED, and Care for Children. (Independent Study Recommended)

3. Review all skill performance requirements in the Emergency First Response Primary and

Secondary Care, CPR & AED, and Care for Children Instructor Guides.

4. Participate in the four required Instructor Crossover course Presentations.

5. Successfully complete the Emergency First Response Instructor Course Final Exam by scoring 75 percent or higher.

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Instructor Retraining Course Emergency First Response Instructors who let their rating lapse may complete an Emergency First Response Instructor Retraining course to reactivate their rating. Th is course reviews the Emergency First Response program and highlights changes to course standards, materials, content or techniques. Participating instructors refresh their knowledge and skills while updating their instructional materials.

Note that after an extended period of inactivity, individuals may need to repeat the entire Emergency First Response Instructor Course to regain their status. Verify with Emergency First Response that a retrain ing course will meet the participating instructor’s needs.

Supervision and ratios are the same as for the Emergency First Response Instructor Course. Typically the retraining course is con ducted in one day. Keep in mind, however, that it is performance-based and participating instructors may need additional time to meet require ments.

In addition to all materials required for conducting an Emergency First Response Instructor Course, you must also assure that participat ing instructors have all editions of Th e Responder

missed during their rating lapse. Th e Instructor Retraining Course consists of the following presentations from the EFR Instructor Course:

1. Presentation 1 – Course Orientation. Use the following seg ments of this presentation to guide your review: Information about how to maintain EFR instructor rating; and the Emergency First Response course structure, requirements and materials (highlighting recent standards changes and new mate rials).

2. Presentation 2 – Emergency First Response Program Philosophy.

3. Presentation 9 – Marketing Emergency First Response.

Skills Practice/Demonstration

Also included in the Retraining course are skills practice and demonstrations. Candidates must meet the fol lowing requirements:

a. Review all skill performance requirements in the Emergency First Response Primary

and Secondary Instructor Guide, CPR & AED Instructor Guide and the Care for Children

Instructor Guide.

b. Practice and demonstrate role-model technique for these skills:

Primary Assessment

CPR - Chest Compressions

CPR - Chest Compressions Combined With Rescue Breathing (Adult, Child and Infant)

Automated External Defi brillator (AED) use (Adult and Child)

Conscious/Unconscious Choking (Adult, Child and Infant)

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To regain the Emergency First Response Instructor rating through the Instructor Retraining Course, an individual must meet the following performance requirements:

1. Review all skill performance requirements in the Emergency First Response Primary and

Secondary Care Instructor Guide , CPR & AED Instructor Guide and the Care for Children

Instructor Guide.

2. Participate in the three required Instructor Retraining Presentations.

3. Demonstrate role-model technique for skills practiced and demonstrated during the Instructor Retraining Course.

4. Successfully complete the Emergency First Response Instructor Course Final Exam by scoring 75 percent or higher.

After satisfactorily completing all performance requirements, the instruc tor selects the retraining box on the Emergency First Response Instructor Application and submits it to Emergency First Response. Along with the application, instructors need to enclose a photo and processing fee. You, the Emergency First Response Instructor Trainer, must sign the appli cation verifying that the instructor met all retraining course require ments. Candidates may begin teaching after receiving written authorization from Emergency First Response.

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Care for Children Instructor Upgrade Emergency First Response Instructor courses teach instructors how to conduct the Care for Children course. However, prior to 1 July 2005, instructor courses did not include this training which means that some Emergency First Response Instructors have not yet upgraded their rating to include these skills.

Because the Care for Children credential is required to teach the CPR & AED course, and regional First Aid at Work courses, it is important to provide this training to instructors without this credential.

Required materials for this Upgrade are the same as for the Emergency First Response Instructor Course.

Supervision and ratios are the same as for the Emergency First Response Instructor Course. Typically, you can conduct the upgrade course in one day. Keep in mind, however, that it is performance-based and participating instructors may need additional time to meet requirements.

To successfully complete the Care for Children Instructor Upgrade course, candidates must complete the Care for Children self-study Knowledge Review (found in the Care for Children

Instructor Guide) and demonstrate role-model techniques for the following Care for Children skills:

1. Child CPR

2. Infant CPR

3. Automated External Defi brillator Use for Children

4. Conscious Choking Child

5. Conscious Choking Infant

Upon course completion, the instructors should submit a separate Care for Children Instructor Application found in the Appendix of the Instructor Trainer Manual.

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Instructor Trainer Qualifications and Renewal Emergency First Response Instructor Trainers are individuals who have completed an Emergency First Response Instructor Trainer course.

Emergency First Response Instructor Trainers are authorized to teach Emergency First Response Primary Care (CPR), Secondary Care (First Aid) , CPR & AED and Care for Children courses as well as the Emergency First Response Instructor, Instructor Crossover, Instructor Retraining, and Care for Children Instructor Upgrade Courses.

PrerequisitesTo enroll in an Emergency First Response Instructor Trainer Course, you must meet the following requirements:

Be a Teaching status Emergency First Response Instructor.

Have issued 25 EFR Completion Cards or taught at least fi ve EFR courses.

Have no verifi ed quality assurance issues within the past 12 months.

If you are a CPR/First Aid Instructor with another organization and want to apply for the Emergency First Response Trainer course, you must meet the following requirements:

Be a current instructor with another organization qualifi ed to teach adult, child and infant CPR/First Aid.

Have taught at least 25 CPR/First Aid participants.

Successfully complete the Emergency First Response Instructor Crossover Course.

Teach at least one Primary and Secondary Care course, CPR & AED course and Care for Children course.

Renewal RequirementsTo maintain the Emergency First Response Instructor Trainer rat ing, individuals must renew their rating every two years by submitting a renewal application to Emergency First Response. By renewing, you agree to stay up-to-date with Emergency First Response course standards and implement any changes announced in Th e Responder.

If your renewal lapses and the term of your Emergency First Response Instructor Trainer credential expires, contact your Emergency First Response Regional Headquarters for information on how you can reactivate your authorization to teach.

Occasionally, when medical standards change or new Emergency First Response courses are released, you may be required to attend an update seminar to retain or upgrade your rating. Where legally required for offi cial recognition, other renewal requirements may apply. Check your Emergency First Response Instructor Trainer Renewal Application for specifi cs or contact your Emergency First Response Regional Headquarters.

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Section Two – Presentations

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TwoEmergency First Response® Instructor Course

Presentations Presentation 1Instructor Course OrientationDURATION: 2 hours

NOTES TO PRESENTER

1. Prior to this session, Emergency First Response Instructor candidates must obtain current Instructor Guides and Participant Manuals for the following EFR courses:

Primary and Secondary Care

CPR & AED

Care for Children

2. Prior to this session, Instructor Candidates should have completed the following Instructor Self-Study Knowledge Reviews:

Emergency First Response Instructor Course Knowledge Review – Program Standards (from the Primary and Secondary Care Instructor Guide Appendix)

Emergency First Response Instructor Course Knowledge Review – Human Body Systems (from the Primary and Secondary Care Instructor Guide Appendix)

Emergency First Response Instructor Course Knowledge Review – Medical Emergencies (from the Primary and Secondary Care Instructor Guide Appendix)

Emergency First Response Instructor Course Knowledge Review – Care for Children (from the Care for Children Instructor Guide Appendix)

3. Viewing the Emergency First Response Primary and Secondary Care Video and the Care for Children Video is highly recommended.

4. Th is orientation overviews Emergency First Response Instructor training goals and clearly identifi es the course performance requirements. It allows instructor candidates to ask specifi c questions about their training and also provides them with an overview of Emergency First Response courses.

5. Th e sample contact is for your consideration and use. However, you’re encouraged to create your own contact and stylize the presentation as appropriate.

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ContactHave you ever locked your keys in the car or locked yourself out of the house? How does it feel? Depending on your personality, experience and mood, your approach to the situation could vary. You may calmly go about solving the problem in a logical, organized manner. Or, you could sit there feeling helpless and frustrated.

We all know that the stress of being locked out is minor when compared to the anxiety associated with handling a life-threatening accident. Yet, similar emotions and approaches come into play – you can either focus and handle the situation to the best of your ability, or fearfully back away and do nothing.

Given that you’ve chosen to enroll in this instructor course, you’re taking a proactive approach to emergency management. By being here, you’re saying that it’s important for everyone to be prepared to take action. No one wants to feel helpless and not know what to do when faced with a medical emergency.

Th ank you for caring enough to want to teach others to be Emergency Responders. Th rough this training process, you’ll learn teaching techniques that will help course participants recall critical steps when it counts. Th e instructional method you’ll learn will also make participants more comfortable and willing to use their skills to help others.

OverviewWelcome and IntroductionTh e Emergency First Response courses provide people with proven skills to use in handling medical emergencies. Everyone has specifi c reasons for wanting to become an Emergency First Response Instructor. You’ll share what you personally hope to gain from this training.

Emergency First Response Instructor CourseKnowing the scope of this course along with the completion requirements will help keep you focused and provide success. You’ll also be better prepared to fulfi ll your responsibilities as an Emergency First Response Instructor.

Emergency First Response Courses - An Overview of — Course Structure, Requirements, Standards and MaterialsTh rough self-study, you’ve familiarized yourself with the Emergency First Response courses. We’ll review the basics and answer any questions you may have about the courses or materials.

Foundational Knowledge: Human Body Systems and Medical EmergenciesTh rough self-study, you’ve familiarized yourself with how the human body systems work and how they are relevant to emergency response. You’ve also familiarized yourself with medical emergencies and how to recognize and provide patient care.

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OutlineI. Welcome

[Ask instructor candidates to introduce themselves and explain:

Why they choose to take this course.

How they plan to use their Emergency First Response Instructor rating.]

II. Introduction A. What is the medical basis for the Emergency First Response

curriculum?

1. Th e courses are based on internationally recognized medical guidelines produced through scientifi c research producing a consensus of practicing professionals in the emergency medical fi eld.

a. Emergency First Response courses follow the emergency considerations and protocols developed by the members of the International Liaison Committee on Resuscitation (ILCOR).

b. ILCOR is an international standards group representing many of the world’s major resuscitation organizations. Th e Emergency First Response curricula are based on current patient care standards as published in the various ILCOR members’ guidelines.

c. ILCOR Members include American Heart Association (AHA), European Resuscitation Council (ERC), Australian Resuscitation Council (ARC), New Zealand Resuscitation Council (NZRC), Heart and Stroke Foundation of Canada (HSFC), Resuscitation Council of Southern Africa (RCSA), Inter American Heart Foundation (IAHF), Resuscitation Council of Asia (RCA – current members include Japan, Korea, Singapore, Taiwan).

d. Resuscitation councils and organizations use agreed upon ILCOR emergency considerations and protocols to develop primary and secondary care guidelines for their specifi c regions.

2. Emergency First Response curricula has been reviewed by prominent physicians in Australia, Europe, New Zealand, Norway, and the United States. Th is review confi rmed that the curriculum content is accurate and consistent with international guidelines.

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3. Th e Emergency First Response courses follow the same priorities of care used by professional emergency care providers. Th e courses integrate CPR with other fi rst aid skills to establish a consistent sequence for handling medical emergencies.

a. When faced with a complex situation, Emergency Responders know what aspect of the situation takes priority so there’s no question as to what to do fi rst, second, etc.

b. Th rough repetition and practice during the course, Emergency Responders learn to activate Emergency Medical Services (EMS) and immediately attend to most life-threatening conditions.

4. To increase recall, the Emergency First Response courses use the Cycle of Care memory aid. Th is visual aid leads Emergency Responders through the priorities of patient care.

a. Focusing on this simple, easy to remember sequence helps Emergency Responders fulfi ll their role in the Chain of Survival.

b. By following the Cycle of Care priorities, Emergency Responders contribute to patient care, rather than interfere with an emergency medical situation.

B. What is the educational basis for the Emergency First Response courses?

1. Th e courses are based on well-researched instructional design for knowledge and attitude development, plus skill training.

a. Studies indicate that simpler, objective-oriented and media-based courses do a better job at teaching emergency care skills and improving retention than do longer, more conventional courses.

b. Research shows that too much information and excessive demand for precision actually results in poor skill performance and lower retention.

2. Th e Emergency First Response courses take a fl exible approach to accommodating diff erent learning styles as well as cultural and language needs. Th is fl exible approach includes:

a. Independent study with objective-oriented, graphics-rich manual.

b. Visual demonstrations and audio explanations in the Emergency First Response videos.

c. Instructor demonstrations with guided practice and positive reinforcement.

d. Self-discovery through stress-free role-play and group practice.

3. We’ll look at the educational approach in more detail in the next presentation – Emergency First Response Course Philosophy.

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III. Emergency First Response® Instructor Course A. What are the Emergency First Response Instructor course

goals and performance requirements?

1. Th e goals of this course are to:

a. Assure that you understand the Emergency First Response Primary/Secondary Care, CPR & AED, and Care for Children course structure, requirements and procedures.

b. Familiarize you with the Emergency First Response curriculum philosophy and prepare you to teach courses that are low-stress, performance-based and learner-centered.

c. Refi ne your primary care, secondary care and care for chil dren skills to a role-model level.

d. Provide you with practical suggestions for organizing and marketing your Emergency First Response courses.

e. Encourage you to be an active Emergency First Response Instructor and use your skills to train others in your community.

2. To successfully complete this course, you must:

a. Complete all four Instructor Self-Study Knowledge Reviews.

b. Participate in all (eight) required Emergency First Response Instructor course Presentations.

c. Teach at least two primary or secondary care skills from the Emergency First Response Primary Care (CPR), Secondary Care (First Aid) or CPR & AED courses.

d. Teach at least one skill from the Care for Children course.

e. Demonstrate positive coaching techniques in each pri-mary and secondary skill taught.

f. Demonstrate role-model technique for all Emergency First Response course primary and secondary skills.

g. Demonstrate role-model technique for care for children skills.

h. Successfully complete the Instructor Course Final Exam – score 75 percent or higher.

[Review course schedule and candidate skill assignments as appropriate.]

B. What are the procedures for becoming an Emergency First Response Instructor and how do you maintain your rating?

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1. When you complete all course requirements, you’ll submit an Emergency First Response Instructor application, including a photo and application fee, to Emergency First Response.

2. As soon as you’re registered with Emergency First Response and receive authorization, you can purchase Emergency First Response instructional and participant materials, and teach each of the Emergency First Response courses.

3. To maintain your rating you must:

a. Maintain a knowledge of standards and course changes by reading the Responder.

b. Renew your Emergency First Response Instructor rating by submitting a renewal application to your Regional Headquarters.

c. If you let your rating lapse, you may have to complete a retraining program or repeat this course. Contact your Regional Headquarters for specifi cs.

4. Occasionally, when medical standards change or new Emergency First Response courses are released, you may need to attend update seminars to retain or upgrade your rating. Th ese seminars may be off ered in various locations or online.

5. As an Emergency First Response Instructor you agree to read Th e Responder sent out by Emergency First Response and make changes to your Emergency First Response courses based on new procedures or requirements outlined in this bulletin.

a. Reading the electronic newsletter, Th e Responder is important because it keeps Emergency First Response courses current and in line with new medical emergency practices.

b. By quickly implementing changes, you ensure that you and your courses are at the leading edge of emergency primary and secondary care training.

6. Besides Th e Responder, check www.emergencyfi rstresponse.com for the latest information about Emergency First Response courses.

IV. Emergency First Response® Courses - Overview of Course Structure, Requirements and Materials

In this segment, we’ll reference the Primary/Secondary Care courses. Th ough much of this information applies to Care for Children, standards specifi c to that course will be covered in Presentation 5.

A. Knowledge Review

[Go over the Emergency First Response Instructor Course Program Standards Knowledge Review instruc tor candidates completed during self-study. Answer questions and clarify information as appropriate. Use

the following points to explain Emergency First Response courses, only as necessary.]

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B. Beyond the Primary and Secondary Care courses, what other courses does Emergency First Response off er?

1. CPR & AED

2. Care for Children

3. First Aid at Work. Regional workplace fi rst aid courses that meet requirements for workers who must have current CPR and fi rst aid skills on the job. To teach these courses, you may need additional training. Check with your EFR Regional Headquarters for current information on what courses are available in your area, and how you can qualify to teach them.

[Review any relevant EFR regional course off ered in your area.]

C. How are Emergency First Response courses structured?

[Have candidates reference their Emergency First Response

Primary and Secondary Care Instructor Guide during this presentation and follow along.]

1. Th e core Emergency First Response off ering consists of four courses:

a. Primary Care (CPR) includes nine required skills and two optional skills. Th is course teaches partici pants to alert EMS and provide care for patients with life-threatening injuries/illnesses while waiting for EMS to arrive.

b. Secondary Care (First Aid) includes four skills. Th is course teaches participants to aid patients with nonlife-threatening injuries/illnesses and to provide care for those with more serious conditions when EMS is sig nifi cantly delayed or unavailable.

c. Care for Children includes twelve skills. Th is course teaches people how to provide emergency primary and secondary care for injured or ill children and infants.

d. CPR & AED includes seven internationally required skills. Th is course teaches people how to provide emergency care skills for those with life-threatening problems.

2. All Emergency First Response courses have three parts – knowledge development, skill development and scenario practice. By the way, all of the following is true for all Emergency First Response courses.

a. Ideally, participants complete knowledge development through independent study using the participant manuals and videos. In class, you conduct a quick review and provide clarifi cation of the appropriate Knowledge Review..

b. If necessary, due to logistical constraints or materials not being available in the participant’s language, you may conduct complete knowledge development sessions using the teaching outlines in your instructor guide.

c. For skill development and scenario practice, participants may watch the course video independ ently (preferred) or you may show segments in class as an introduction to skills or scenarios.

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3. Because teaching situations will diff er depending on whether Emergency First Response materials are available before training or in a language participants understand, your instructional approach can be very fl exible. Th ere are three basic approaches – independent study, video guided and instructor led.

a. Independent Study Approach– Use this approach whenever possible as it is the most time effi cient. Th is course structure assumes participant independent study of their participant manual and video prior instructor-led skill development and scenario practice. It also assumes participants come prepared to review their completed Knowledge Review worksheet(s). When using this approach you need not use the Knowledge Development Outlines in Section Two of an Instructor Guide. Avoid lecturing to participants when using the independent study approach. Th e video contains basically the same background material as presented in the participant manual. Th erefore, if a participant has not read the manual, having watched the video would adequately prepare a participant to join in during skill development.

b. Video Guided Approach – In some instances it is impossible to provide participants with the manual and video prior to the Skill Development session. Using this approach, you provide each participant with a participant manual or video at the start of the course. During class, you conduct a short overview of important background and foundational information by leading participants through their manual. As you cover the material, have participants complete their Knowledge Review. During your skill development session, use the video to preview each skill. Show a skill, stop the video, conduct your demonstration and allow participants to practice. Sections Th ree and Four of each Instructor Guide contain guidelines for conducting skill development and then scenario practice.

c. Instructor Led Approach – Use this method when training materials are unavailable in a language participants understand and you don’t have access to a method of showing the video in class or when extended participant to instructor contact time is required. To use this method, you will need to:

• Teach material directly from the Knowledge Development Outlines in Section Two.

• Conduct role-model demonstrations of all skills in Section Th ree.

• Organize Scenario Practice for participants as outlined in Section Four.

d. You may need to use some combination of these teaching approaches. You have the fl exibility and the tools. Use your judgment to provide partici pants with an appropriate learning situation.

e. We’ll look at instructional approaches in more detail in the next session – Emergency First Response Program Philosophy.

D. What are the Emergency First Response course goals and core performance requirements?

[Have candidates quickly review the Course Goals and Core Performance Requirements in their Emergency First Response Primary and Secondary Care Instructor Guide.]

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E. What are the Emergency First Response course standards spe cifi c to participation and supervision?

1. Anyone, of any age, with an interest may take an Emergency First Response course.

a. Keep in mind that children may have diffi culty with some concepts and fi nd the coordination required to perform certain skills challenging. Young children may not be mature enough to deal with serious emergency care issues. Use your judgment when accepting children into courses and adapt the material to meet their needs.

b. People with physical disabilities may also need to fi nd adaptive methods of performing skills. Be creative and innovative to help individuals meet the performance requirements.

2. To enroll in the Emergency First Response Secondary Care (First Aid) course, individuals must complete the Primary Care (CPR) course or another qualifying CPR course.

a. Th is is required because the Secondary Care (First Aid) course builds upon primary care skills.

b. Note that because other CPR courses do not include all Emergency First Response primary care skills, you need to orient individuals to Serious Bleeding Management, Shock Management and Spinal Injury Management.

3. You must be a current Teaching status Emergency First Response Instructor to teach the Emergency First Response courses.

4. Th e course ratio is no more than 12 participants per one Emergency First Response Instructor.

a. You may increase the number of participants to a maxi-mum of 24 when using one or more qualifi ed assistants.

b. Qualifi ed assistants may include a current, Teaching status Emergency First Response Instructor, a CPR/fi rst aid instructor with another recognized organization or a trained medical professional (such as a paramedic, EMT, nurse practitioner, etc.).

5. Th e maximum participant-to-mannequin ratio is 12:1.

a. It’s best to use mannequins capable of simulating an airway obstruction if the airway is not positioned properly.

b. It’s also a good idea to use as many mannequins as available to maximize practice time.

6. Th ese standards may need modifi cation based on regional guidelines, laws or requirements for basic life support courses. Make sure you understand and abide by regulations for your community or region.

[Review local laws and guidelines for Emergency First Response courses, if applicable.]

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F. What are the procedures for issuing course completion cards and how often should participants refresh their skills?

1. After participants meet all course performance requirements, you complete and submit a Course Completion Authorization to your Emergency First Response Regional Headquarters.

a. Completion cards denote which Emergency First Response course or courses the participant completed. Th e card will also have an AED designation if that optional skill was completed.

b. Completion cards are current for 24 months.

c. Th e CPR & AED and regional First Aid at Work courses do not use the Emergency First Response Course Completion Authorization to issue course completion cards to students.

Th e CPR & AED course uses a “tear-off ” card issued directly to the student by the instructor. One card and course documentation is included with each participant manual.

Contact your Emergency First Response Regional Headquarters for more information on course completion materials for First Aid at Work courses.

2. Encourage participants to skim through their manuals or watch the videos and practice their skills every six months or anytime they feel a refresher is needed.

3. Explain that to maintain their skills they should complete an Emergency First Response Refresher course every 24 months.

a. Th e Refresher consists of the Skill Development portion of the Primary Care (CPR), Secondary Care (First Aid), CPR & AED, and Care for Children courses as appropriate.

b. During a Refresher course, you should also go over new developments or changes to skill techniques.

c. Participants must complete the Primary Care (CPR), Secondary Care (First Aid), CPR & AED, and Care for Children exams as appropriate.

d. Issue a new Primary Care (CPR), Secondary Care (First Aid), CPR & AED or Care for Children completion card by fi lling out and submitting a Course Completion Authorization.

G. How does Emergency First Response ensure course credibility and quality?

1. Emergency First Response Quality Management Department ensures that Emergency First Response courses meet current emergency care standards by surveying course participants.

2. Th rough this survey process, course credibility and customer satisfaction is monitored. Follow-up with instructors occurs as necessary.

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H. What materials are required and recommended for teaching Emergency First Response courses?

[Have candidates quickly review the Course Materials and Barrier Requirements in the Primary and Secondary Care, CPR & AED, and Care for Children Instructor Guides. Provide additional suggestions based on local needs. Explain that you’ll discuss managing materials and supplies in the presentation – Organizing an Emergency First Response Course.]

V. Foundational Knowledge: Human Body Systems and Medical Emergencies

A. What foundational knowledge is necessary to eff ectively teach Emergency First Response courses?

1. Human Body Systems – Understanding basic principles of how the human body systems work and how that knowledge relates to the Emergency Responder gives you a framework from which to teach.

2. Medical Emergencies – Likewise, your recognition of various signs and symptoms of medical emergencies and how to provide patient care establishes a knowledge base in your instructional role. Medical Emergencies are also outlined in the Reference Section of the Emergency First Response Primary and Secondary Care Participant Manual..

3. Th is information is to help equip you with instructor-level knowledge. Remember not to get into too much detail with participants in these areas as it may detract from the principle of keeping the course simple.

B. Knowledge Review

[Go over the Human Body Systems and Medical Emergencies Self-Study Knowledge Reviews from the reading assignments in the Emergency First Response Primary and Secondary Care

Instructor Guide that candidates completed independently. Answer any questions and clarify information as appropriate.]

SummaryHere are the topics and objectives we covered in this presentation.Welcome and Introduction 1. What is the medical basis for Emergency First Response

courses?

2. What is the educational basis for Emergency First Response courses?

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Emergency First Response® Instructor Course 3. What are the Emergency First Response Instructor course goals and performance

requirements?

4. What are the procedures for becoming an Emergency First Response Instructor and how do you maintain your rating?

Emergency First Response® Program Overview – Course Structure, Requirements, Standards and Materials 5. How is the Emergency First Response program structured?

6. What are the Emergency First Response course goals and core performance requirements?

7. What are the Emergency First Response course standards specifi c to participation and supervision?

8. What are the procedures for issuing course completion cards and how often should participants refresh their skills?

9. What materials are required and recommended for teaching Emergency First Response courses?

Foundational Knowledge – Human Body Systems and Medical Emergencies 10. What foundational knowledge is necessary to eff ectively teach Emergency First Response

courses?

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Presentation 2Emergency First Response® Educational PhilosophyDURATION: 2 hours

ContactTh ink back to when you were learning how to drive a car. Did your instructor [parent, guide] speak calmly to you and encourage you, even when you did something wrong? Or, did your instructor yell at you and demand perfection?

[Options – ride a bike, drive a boat, scuba dive, sky dive, etc. – anything that gets adrenaline pumping and increases anxiety.]

Almost everyone can think of a stressful moment that was eased by comforting words from a mentor. Most people can also recall an already tense situation that got worse because of added pressure from someone who was supposed to be guiding you.

It’s human nature, and well-documented in research, that people learn better when they are comfortable, yet challenged, and aren’t distracted by their surroundings. Learning primary and secondary care skills naturally raises participant anxiety levels – you do not need to add pressure or increase stress. People who learn under high stress with continual criticism are more likely to doubt their abilities, and therefore fail to act when faced with the reality of a life-threatening situation. People who practice skills in a reassuring environment that promotes adequate ability they can trust gain confi dence, making them more likely to use their skills to handle medical emergencies – the ultimate goal.

As an Emergency First Response Instructor, one of your primary responsibilities is to provide a comfortable, supportive learning environment for participants. In this topic, we’ll discuss Emergency First Response educational philosophy and how you can apply it in your courses.

NOTES TO PRESENTER

1. Th is presentation expands on the educational philosophy introduced in the Course Orientation. Understanding this philosophy, then being able to apply it while teaching Emergency First Response courses is critical to each Instructor’s success.

2. You should adapt this presentation to instructor candidate needs based on whether they have little or extensive teaching experience using instructional systems.


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OverviewWhy Simplify?As mentioned in the previous presentation, Emergency First Response courses are based on current ILCOR emergency guidelines and take the approach that focused training on small amounts of information results in better performance and retention.

Adopting this educational philosophy is key to successfully conducting Emergency First Response courses.

Competent versus PerfectPerformance-based training as it applies to Emergency First Response courses focuses on competence, not perfection. We’ll discuss why it’s best to maintain a low-stress learning environment.

Retention Through RepetitionA crucial part of the simple-is-better philosophy revolves around the ability to maximize repetition of the most important skills. Encouraging practice in a variety of circumstances adds interest and enjoyment, while helping participants retain skills and apply them to real emergencies after the course.

Your RoleAs an Emergency First Response Instructor, your role may vary slightly depending upon participant interaction with Emergency First Response materials, as well as logistical, cultural and language situations. However, no matter how the course is set up, your primary responsibilities include providing role-model demonstrations and making learning meaningful.

OutlineI. Why Simplify A. What are the benefi ts of simplifying primary care training?

1. Simplifi cation results in higher retention, which leads to better performance after training. Th is makes the participant more confi dent with the skills.

2. Skill confi dence means that Emergency Responders are more likely to act when faced with life-threatening situations.

a. People hesitate to help if they think they’ll do something wrong or forget to do something important.

b. Because Emergency Responders learn to focus on the Cycle of Care priorities, they fi nd it easier to recall primary care steps.

3. When Emergency Responders use their training to take action, starting with alerting EMS and continuing with basic life support, a patient’s chances for recovery increase.

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4. Simplifying skill development by focusing on important skills and excluding nonessential information, results in Emergency Responders who have less anxiety, act more quickly and concentrate only on critical patient needs when faced with emergency medical situations.

B. Why separate primary care training from secondary care training?

1. Separating the Emergency First Response Primary Care (CPR) course from the Secondary Care (First Aid) course (even if courses are off ered together) helps Emergency Responders properly prioritize patient care.

2. Also, because retention and performance increase with simplifi cation, it’s logical to avoid introducing too many skills and too much information in one course.

3. Separating primary care from secondary care results in:

a. Two courses that have manageable skill and informa-tion loads.

b. A primary care course that focuses only on supporting a patient with life-threatening conditions while waiting for EMS to arrive.

Emergency Responders follow the Cycle of Care.

Th ey know that sometimes all they should do is keep a patient still and off er reassurance.

c. A secondary care course that builds upon primary care, but emphasizes patient care for nonlife-threatening or not immediately life-threatening medical conditions, clearly separates the priority of the primary care skill set.

Emergency Responders learn that splinting broken bones or applying more than a direct-pressure band age to wounds should only occur when EMS is signifi cantly delayed or unavailable.

Th ey learn to record critical information that can be passed on to EMS or health care professionals.

d. EMS personnel should be able to quickly continue treat ment started by an Emergency Responder.

C. Why separate skill development from scenario practice?

1. Simplifi cation reduces unnecessary distractions that impede skill development.

2. Th e approach is to introduce the skill and keep practice focused on the critical steps and proper sequencing.

a. Other than for scene assessment, during skill development, there is no benefi t to adding circumstances that make participants interpret information.

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b. Skill development should be kept pure and simple.

3. It’s appropriate to conduct scenario practice only after participants are comfortable with skills. Doing so before adds stress and complicates learning.

II. Competent versus Perfect A. What is performance-based instruction and how does it

apply to Emergency First Response courses?

1. Performance-based instruction revolves around clear course objectives.

a. Participants know exactly what they’re expected to learn or accomplish during training.

b. Course objectives are sequenced to build upon previous learning – simple to complex. Participants have to master subskills or prerequisite information to progress.

c. Participants must meet all course performance require-ments before successfully completing training.

2. Because all participants fulfi ll all course objectives, perform-ance-based instruction is participant-centered learning. No one gets left behind or completes courses without knowing how to perform any of the skills.

3. Th e criteria for success is performance, thus how much or how little time it takes for a participant to learn is not relevant.

a. As an Emergency First Response Instructor, it is important to understand that you may need to schedule additional time to help some participants meet the course objectives.

b. You also need to be fl exible enough to increase a course’s pace if participants grasp skills quickly. (We’ll specifi cally look at your role in a few minutes.)

4. As performance-based programs, Emergency First Response courses require you to use your instructional skills (and some creativity) to help everyone be successful.

B. Why is it important to focus on competent skill performance rather than demand perfection?

[In this topic, refer candidates to the paragraph titled “Th e Ability to Replicate Skills without Hesitation” in Section Th ree of the Primary and Secondary Care Instructor Guide.]

1. As discussed, people learn best in a supportive environ-ment. Requiring perfect skill performance introduces unnecessary stress into the learning environment.

a. Increasing participant anxiety will decrease learning effi ciency.

b. Stressing perfection feeds people’s natural fear of doing something wrong when off ering aid. Again, this makes people less likely to take action when it counts.

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c. Perfection is impossible, and people realize that even their very best will fall short of it. Th is undermines confi dence.

2. One theme that is consistently emphasized throughout all Emergency First Response participant manuals is: Adequate

care provided is better than perfect care withheld.

a. Participants come to you understanding that competence is essential while perfection is the unat-tainable ideal.

b. In the Chain of Survival, the diff erence between ade-quate CPR and role-model CPR is minimal as long as EMS is alerted and care begins immediately.

3. Because the ultimate goal is to train people to use their primary care skills when necessary, you should encourage confi dence and adequate competence. Avoid hinting at any need for perfect performance.

a. Create an environment that is low-stress and allows participants to learn and improve through self-discovery.

b. Use positive words and examples that motivate participants.

c. You will have a chance to practice positive coaching in the Learning and Instruction Workshop. By encourag ing participants toward successful technique, you minimize fears and foster learning.

III. Retention Through Repetition A. Why is repetition and practice necessary for retention?

1. People can only master motorskills by doing the motorskills.

a. Th ere is no substitute for actually moving, feeling, sensing and adjusting as you attempt a new task.

b. Demonstrations (live and video-based) and descriptions aid learning, but can’t replace actual practice.

2. Adequate practice time improves skill development because participants have to think less about each step and can focus more on overall performance.

3. More practice aids skill refi nement and results in smoother execution.

4. For complex skills that require proper sequencing, repetition allows motor skill procedures to combine individual steps into a seamless skill.

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B. How is repetition built into Emergency First Response courses?

1. Skills progress from simple to complex, which means that participants review early simple skills each time they learn a new, more complex skill.

a. In the Primary Care (CPR) course, skills build upon or link to previous skills in the order that participants would use them. For example, participants learn how to open an airway before learning how to administer rescue breaths during CPR. Further, chest compressions are taught prior to rescue breaths - suggesting a priority order of emergency care. Teaching chest compressions prior to rescue breaths also moves participants along the pathway of easy to harder skills.

b. In the Secondary Care (First Aid) course, participants start each skill with a primary assessment before pro gressing to secondary care. Th is repetition suggests the importance of a primary assessment at the beginning of all emergency care and allows participants to place the skill in long term memory.

2. Besides watching a video and an instructor demonstration, participants get to practice skills in practice groups. Practice groups – consisting of a guide, a patient and an Emergency Responder – provide several learning advantages:

[Have instructor candidates refer to their Primary and Secondary Care Instructor Guide - Section Th ree topic: “Practice Groups - Why and How.”]

a. By rotating roles, each participant is able to see, hear, feel and perform the skill. Each skill repetition fosters learning from a diff erent perspective.

b. Practice with peers lowers stress and increases the opportunity for self-correction and discovery.

c. Integrating mannequin practice with patient practice within groups adds more repetition.

3. Scenarios provide additional practice while encouraging realistic action and building confi dence. A variety of practice types encourages skill transfer to the real world.

a. Similar to the initial skill development, scenario prac tice begins with simple situations and progresses to multiple injury accidents. Th us, assuring repetition of key skills.

b. During scenario practice participants work in practice groups which gives each participant the chance to act as the Emergency Responder and view skills repeatedly while others practice.

4. Keep in mind that practice should not be monotonous or boring, but fresh and interesting. By changing scenarios or practice parameters, you help participants stay focused and make the course more enjoyable. Th is aids with retention.

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IV. Your Role A. As an Emergency First Response Instructor, what are your

primary duties during training?

[With instructor candidates, quickly review Instructor Role topic in Section One, of their Primary and Secondary Care

Instructor Guide.]

1. Essentially, your job is to help participants connect knowledge development, skills and application. You do this by creating a positive environment that gives participants the freedom to learn at their own pace.

b. You provide explanations and suggestions that help participants put it all together.

c. You demonstrate and guide without pressuring or lecturing.

d. You provide positive reinforcement and encourage self-discovery.

2. You must set the proper tone from the start and make sure that everyone – staff and participants – understand the cooperative nature of the courses.

B. How do you determine which instructional approach to use?

[Have instructor candidates refer to the topic “Course Structure” in Section One of their Primary and Secondary Care

Instructor Guide.]

1. As briefl y discussed in the Course Orientation, there are three basic instructional approaches – independent study, video guided and instructor led. Which approach or combination of approaches you use depends on knowing what participant preparation levels are and what specifi c needs individual participants have.

2. Th e Independent Study Approach

a. Th is approach assumes that participants read their manual, complete the Knowledge Review and watch the video before the fi rst skill development session.

b. You begin skill development by reviewing their Knowledge Reviews to verify understanding, then begin skill practice.

c. Continue on to scenario practice, emphasizing self-discovery.

d. Th is approach results in the shortest contact time.

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3. Th e Video Guided Approach

a. Th is approach assumes that participants have had little, if any, interaction with Emergency First Response manuals and videos. Perhaps they have the manual, but haven’t had time to read it or they may have had time to look through the manual, but have not seen the video.

b. You guide them through the manual to complete their Knowledge Reviews in class. If necessary, you may need to elaborate on information using the presentations in Section Two of your Instructor Guide.

c. During skill development, you introduce the next skill and show that segment of the video to preview the skill before participant practice.

d. Continue on to scenario practice as usual.

e. Th is approach results in moderate contact time.

4. Th e Instructor Led Approach

a. Th is approach assumes Emergency First Response participant manuals are not available in a language participants understand and you have no means of showing Emergency First Response videos.

b. In some areas, regulations require a minimum number of contact hours for CPR or fi rst aid training. If you need to lengthen a course to meet local requirements, you may need to use this approach even if participants have read a manual or watched a video.

c. You become the knowledge development source and must deliver all information using the presentations in Section Two of an Emergency First Response Instructor Guide.

d. You also must provide role-model skill demonstrations for participants to follow during skill development.

e. Scenario practice is the same no matter which instructional approach you use.

f. Th is approach results in the most instructor-student contact time.

5. It’s easy to imagine that you may need to use some combination of these teaching approaches depending on the teaching situation. You have the fl exibility and the tools to adapt your approach for each course. Use your judgment to provide participants with an appropriate learning situation.

C. How can you best manage the Emergency First Response training system?

1. Th e Emergency First Response training system combines the use of instructional materials with an educational process to achieve learning objectives.

2. As just discussed, your role in managing knowledge development will vary depending on how prepared participants are when they come to class.

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a. Ideally, if materials are available in a language participants understand, you should encourage participants to study independently with participant manuals and videos.

We’ll look at how you can motivate participants to study independently in the presentation – Organizing an Emergency First Response Course.

b. When participants have already mastered background knowledge for primary and secondary care, your role is to clarify and apply information.

c. If participants don’t have the opportunity for self-study, your role is to deliver foundational information in an interesting way. Avoid adding extra information that is beyond the scope of the course.

d. Since anyone with an interest may enroll in an Emergency First Response course, you may need to adapt the material for participant learning styles and understanding.

3. Your role during skill development is to inform participants of the performance requirements, review key points and critical steps, provide demonstrations as necessary and guide practice.

a. If participants have viewed the video, you pro ceed directly to skill practice.

b. If participants have not seen the video or it’s been awhile since they watched it, you will show the appropriate video segment before practicing each skill.

c. During practice, reinforce correct technique and off er suggestions for improvement. However, don’t talk too much during the practice. People need time to think and internalize without distraction.

d. Avoid negative comments and be careful not to embar-rass participants who are having diffi culty.

e. Keep in mind that most comments are best made after fi nishing the entire practice cycle. When possible, hold suggestions until the participant completes skill prac tice and has a moment to think about it.

4. During scenario practice, your role is to let participants work through the situation independently with as little guidance as possible.

a. Emphasize that each scenario presents an opportunity to apply skills. Th ere is no absolute “right” approach, and it is not a test.

b. Create a cooperative environment that allows the Emergency Responder to make mistakes without fear of criticism or unwanted advice from other partici pants. Close control and supervision may be necessary.

c. Keep it light, but worthwhile. Avoid letting the mood get too serious or too silly.

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5. Th roughout training, your role is to keep the courses on track – avoid introducing extraneous topics.

a. It’s common for participants to ask questions involv ing specifi c injuries and illnesses. Participants who have medical backgrounds may ask questions or initi ate discussions regarding advanced life support or medical treatment.

b. Be careful not to answer participant questions by dis cussing medical conditions or emergency techniques that go beyond the course content. Th is is especially tempting if you have a medical background.

c. Always refer participants back to the Cycle of Care and guide discussion back to basic emergency medical pro cedures. Answer questions by asking questions that cause participants to discover the answer for themselves by applying the Cycle of Care. Remember, this is a basic care course. Keep it simple and partici pants will remember and recall.

6. Because regulations may vary from country to country, you may need to adapt the course to meet local requirements. For example, some areas have minimum course time requirements to meet CPR and fi rst aid training regulations. You can extend your course with more skills practice, additional scenarios and by using the Instructor Led Approach.

7. You also need to be aware of cultural beliefs and practices that may infl uence training. Customize information or skills practice as necessary to the local area.

8. Further recognize sensitivities to human-to-human contact when practicing certain emergency care skills. Always ask for permission to make contact with another.

9. Customize information or skills practice as necessary to the local area.

SummaryHere are the topics and objectives we covered in this presentation.Why Simplify? 1. What are the benefi ts of simplifying primary care?

2. Why separate primary care training from secondary care training?

3. Why separate skill development from scenario practice?

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Competent versus Perfect 4. What is performance-based instruction and how does it apply to the Emergency First

Response courses?

5. Why is it important to focus on competent skill performance rather than demand perfection?

Retention Through Repetition 6. Why is repetition and practice necessary for retention?

7. How is repetition built into the Emergency First Response curriculum?

Your Role as Instructor 8. As an Emergency First Response Instructor, what are your primary duties during training?

9. How do you determine which instructional approach to use?

10. How can you best manage the Emergency First Response training system?

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Presentation 3Learning and Instruction WorkshopDURATION: 4 hours(Based on 12 Candidates)

Contact Th ink of someone you consider to be an eff ective teacher. What personal and professional attributes does this person have?

[List candidate responses]

Hopefully, you can identify with these attributes and aspire to develop more of them as you gain experience as an Emergency First Response Instructor. Of these attributes, let’s categorize them as Knowledge, Skill and/or Attitude.

[Go through the list – note K, S and/or A next to each attribute. Th ere should be more As than Ks or Ss.]

It’s clear that attitude is the key to being an eff ective teacher. However, it also takes knowledge and skill. Besides having the desire to teach, you need to understand how people learn and how your instructional approach aids in the learning process.

NOTES TO PRESENTER

1. Th is workshop introduces basic learning theory and instructional techniques. It’s designed to help those with little instructional experience develop teaching techniques and formulate presentations for the Emergency First Response courses. It also serves as a knowledge and teaching skills refresher for those with an instructional background.

2. You should adapt this presentation to instructor candidate needs based on their experience. Keep in mind that those with little or no teaching experience may fi nd the Teaching Workshop challenging and stressful. Help them relax and remind them that the process is developmental.

3. For candidate teaching practice, have diff erent types of mannequins, ventilation barriers, AEDs, oxygen units and other fi rst aid supplies available, if possible, to expose candidates to diff erent equipment.


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During this workshop, we’ll defi ne learning and describe how Emergency First Response course’s instructional design fulfi lls a participant’s learning needs. You’ll use this knowledge to prepare a teaching presentation for a primary care or secondary care skill and then conduct a practice teaching session. Using what you learn during this presentation, you’ll prepare another teaching presentation for the next session.

Th is practice will add to your instructional knowledge and skills, and further familiarize you with the Emergency First Response program.

OverviewPeople Learn Best When…As discussed, one of the most important things you do as an instructor is create an environment that is conducive to participant learning. We’ll specifi cally defi ne conditions that help people learn best.

Five Learning Categories and the Emergency First Response ProgramTh ere are diff erences between how people gain skills and knowledge. We’ll review learning categories and discuss how they apply to Emergency First Response courses.

Events of Instruction and the Emergency First Response ProgramFollowing the discussion of learning categories, we’ll look at how instruction is formulated to produce the desired learning results. By identifying the events of instruction in the Emergency First Response program, you’ll better understand a course’s design.

Formulating a Teaching PresentationKnowing the simple formula for putting together a teaching presentation will help you prepare for the teaching workshop.

Teaching WorkshopTeaching one skill and practicing positive coaching now and again in the next session gets you ready to conduct your fi rst Emergency First Response course.

OutlineI. People Learn Best When… A. When do most people learn best?

1. People need to be ready to learn. Readiness includes:

a. Having the intellectual, psychological and physical ability to accept new information or try new skills.

b. Not being distracted or having concerns about personal safety, health or well-being.

c. Being free from stress and anxiety.

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2. People learn best when they can relate information to past experiences. Th is provides context and helps with recall and sequencing.

3. Learning is also improved when people hear, see and experience the same information or skills over and over again – repetition.

II. Five Learning Categories and the Emergency First Response® Program

A. What are the fi ve categories of learning and how do they apply to the Emergency First Response program?

[Conduct as a discussion. Defi ne the learning category and solicit answers from instructor candidates regarding application to the Emergency First Response program.]

1. Motor skills – physical movement.

Apply to Emergency First Response Program

[All skills practice – putting on gloves, opening airway, CPR, etc.]

2. Intellectual skills – knowing why and how things occur; formulating and calculating.


[Knowing about bloodborne pathogens and why barriers are used. Understanding cardiac arrest and the need for defi brillation, etc.]

3. Verbal information – learned facts or information needed for a particular application.


[Number/method to activate local EMS. Chest compressions to rescue breaths ratio, etc.]

4. Attitude – beliefs and values that aff ect choices.


[Willingness to help knowing that you can’t further harm someone that isn’t breathing normally and is unresponsive. Confi dence in ability to aid another person, etc.]

5. Cognitive strategy – a mental plan of action or method to accomplish goals.


[Recall the steps in the Cycle of Care and use of the memory word AB-CABS. Head to toe search for injury assessment, etc.]

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III. Events of Instruction and the Emergency First Response® Program

A. What are the nine events of instruction and how are they incorporated into the Emergency First Response program?

[Conduct as a discussion. Explain to candidates that eff ective instruction falls short unless all nine events are included in any educational process. Defi ne the event of instruction and have candidates look in any of the Emergency First Response Instructor Guides and/or Participant Manuals to fi nd examples of how the event is incorporated into the program.]

1. Gain attention and provide value

Where do you fi nd this? [Instructor Guide = Contact and value statement for skills. Manual = introduction to topics.]

2. List objectives

Where do you fi nd this? [Instructor Guide = performance requirements for skills; “Questions You’ll be able to Answer by the End of this Presentation” in knowledge development outlines. Manual = Study Questions.]

3. Recall prerequisite learning

Where do you fi nd this? [Instructor Guide = reminder of where material was or will be discussed; review or incorporate previous skill into next skill; scenario practice. Manual = reminder of where material was or will be discussed; Knowledge Review.]

4. Present information in small segments

Where do you fi nd this? [Instructor Guide = two courses; breakdown of skills. Manual = short topics.]

5. Provide guidance

Where do you fi nd this? [Instructor Guide = using practice groups and your guidance during skill practice. Manual = introductory topics “Course Flow” and “Learning Tips.”]

6. Assess progress along the way

Where do you fi nd this? [Instructor Guide = evaluating skills and debriefi ngs. Manual = Knowledge Reviews.]

7. Provide knowledge of results so participants can assess what they’ve learned and what they have yet to master.

Where do you fi nd this? [Instructor Guide = review Knowledge Review, evaluate skills and debriefi ngs.]

8. Final assessment

Where do you fi nd this? [Instructor Guide = scenario practice and debriefi ngs. Final exams.]

9. Application – retention and transfer of learning

Where do you fi nd this? [Instructor Guide = scenario practice.]

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IV. Formulating a Teaching Presentation A. What are the three general components of a teaching

presentation?

1. All teaching presentations (knowledge or skill development) have three parts – introduction, body and summary.

[Have instructor candidates look in their Primary and

Secondary Care Instructor Guide at Section Th ree, Skill 1 – Scene Assessment. Point out how most of the work in preparing a presentation is done for them in their guides.]

2. Th e introduction should include:

a. A topic title or name of the skill

b. A clear objective statement or performance requirement

c. A value or why the information or skill is important

d. A quick explanation of what’s coming or how to do the skill

e. An explanation of the procedures or what conduct is expected from participants.

3. Th e body should include information or organized skill practice to fulfi ll the performance requirement.

a. Provide a demonstration, off er tips and suggestions, and provide context aid learning.

b. Avoid giving too much information – going beyond topic scope. You need only answer the questions stated as objectives (Study Questions).

4. Th e summary or debriefi ng should include positive reinforcement and brief review of what, why and how.

[Have instructor candidates turn to Skill 2 – Barrier Use in their Primary and Secondary Care Instructor Guide. As a group, discuss what the introduction to this skill could be, how the body/practice would progress – including use of the Primary and Secondary Care Video – and what may be included in the debriefi ng.]

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V. Teaching Workshop [Assign each instructor candidate at least one skill to teach from

the Primary and Secondary Care courses (include optional skills). Explain that they should assume that participants have read the Primary and Secondary Care Participant Manual and completed the Knowledge Review, but have not viewed the Primary and Secondary

Care Video. Th e other instructor candidates and staff will act as participants.

Instructor candidates will demonstrate positive coaching techniques to their role-playing participants by off ering positive reinforcement and gentle, but eff ective, corrective techniques as outlined in the Positive Coaching – Encouraging Good Technique topic in the Primary and

Secondary Care Instructor Guide (in Section 3 Skills Development). Discreetly assign a few problems appropriate to the skill to each instructor candidate playing a participant role. (Sample problems are found in the Appendix of this guide.) As the instructor candidate is conducting the skill teaching presentation, “participants” present problems in technique or in their ability to carry out the skill. Th e instructor candidate teaching provides appropriate and positive coaching to help the practice go smoothly and to create a willingness to participate and learn. At the end of the presentation, discuss what problems occurred (assigned or otherwise) and how they were handled. Provide ideas for additional ways to handle similar problems.

Tell candidates that this workshop gives everyone the opportunity to practice teaching and coaching, fi ne-tune their technique and improve skill demonstrations to a role-model level.

Acknowledge that it’s natural to be a little nervous when presenting to a group. Remind them that you and the staff are there for support.

Give instructor candidates time to organize their presentations. Off er suggestions or answer questions as necessary.

Provide demonstrations on positive coaching techniques as needed.

Instructor candidates will conduct one skill teaching presentation during this workshop and the other teaching presentation during the next session. It’s okay to assign the same skill to more than one candidate, if necessary.

Between the two practice teaching sessions (this workshop and the next session) conduct all Emergency First Response primary care and secondary care skills (including optional skills). Make additional candidate assignments or have staff conduct some skills as necessary to review all the skills.

Have candidates teach their skills in sequence. If candidates are teaching the same skill, it’s acceptable to only show the video segment once. Encourage candidates to learn from each other, but to stylize their presentations to suit their own personalities.

Provide positive reinforcement and suggestions for improvement in all aspects of the teaching presentations – how the presentation was delivered, skills demonstrations and positive coaching techniques.

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SummaryHere are the topics and objectives we covered in this presentation.People Learn Best When. . . 1. When do most people learn best?

Five Learning Categories and the Emergency First Response® Program 2. What are the fi ve categories of learning and how do they apply to the Emergency First

Response program?

Events of Instruction and the Emergency First Response® Program 3. What are the nine events of instruction and how are they incorporated into the Emergency

First Response program?

Formulating a Teaching Presentation 4. What are the three general components of a teaching presentation?

Teaching Workshop

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Presentation 4Teaching Emergency First Response® Skills WorkshopDURATION: 3.5 hours(Based on 12 Candidates)

NOTES TO PRESENTER

1. Th is workshop helps instructor candidates develop teaching and positive coaching techniques and formulate presentations for Emergency First Response courses while refreshing their knowledge and skills.

2. You should adapt the pace and scope of the workshop based on instructor candidate experience and skill level.

3. Assign each instructor candidate at least one skill to teach so that all Emergency First Response primary care and secondary care skills (including optional skills) are covered. Make additional candidate assignments or have staff conduct some skills as necessary to review all the skills. All skills need to be covered between this workshop and the previous workshop.

4. Instructor candidates will demonstrate positive coaching techniques to their role-playing participants by off ering positive reinforcement and gentle, but eff ective, corrective techniques as outlined in the Positive Coaching – Encouraging Good Technique topic in the Skills Development section of the Primary and Secondary Care Instructor Guide. Discreetly assign a few problems appropriate to the skill to each instructor candidate playing a participant role. (Sample problems are found in the Appendix of this guide.) As the instructor candidate is conducting the skill teaching presentation, “participants” present problems in technique or in their ability to carry out the skill. Th e instructor candidate teaching provides appropriate and positive coaching to help the practice go smoothly and to create a willingness to participate and learn. At the end of the presentation, discuss what problems occurred (assigned or otherwise) and how they were handled. Provide ideas for additional ways to handle similar problems.

5. Plan to conduct at least one role-model Scenario Practice session.

6. If possible, have diff erent types of mannequins, ventilation barriers, AEDs, oxygen units and other fi rst aid supplies available to expose candidates to diff erent equipment.

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Procedures 1. Go over with candidates the Knowledge Reviews in the

Primary and Secondary Care Participant Manual.

[Have instructor candidates turn to the Knowledge Review Answer Keys in the Appendix of the Primary and Secondary

Care Instructor Guide. Review questions and answers – clarifying information, as necessary. Briefl y discuss common participant questions and have candidates come up with appropriate answers and explanations.]

2. Conduct skill development in sequence

[Have candidates (or staff ) teach their assigned skills in sequence. Instruct them to:

a. Introduce skill – value and key points

b. Show video of skill

c. Provide role-model demonstration, as appropriate, and conduct skill practice with emphasis on proper technique (other candidates and staff act as participants).

d. Provide positive coaching and gentle correction to participants with “problems” or ineff ective technique.

e. Always refer to the Cycle of Care for answers to questions.

f. If candidates are teaching the same skill, it’s acceptable to only show the video segment once. Encourage candidates to learn from each other, but to stylize their presentations to suit their own teaching style.

g. During practice, evaluate each candidate’s skill technique and coaching skills, and supply teaching tips.

h. Provide remediation and additional practice if candidate skills need work.]

3. Conduct Scenario Practice

a. [Role-model setting up an Emergency Scenario. Have instructor candidates refer to Section Four in the Primary and Secondary Care Instructor Guide and follow along as you review the performance requirement and procedures.

b. Divide candidates into practice groups and have them run through the scenario. Emphasize that there is no single correct way to approach scenarios.

c. As a group, go through the Evaluation Questions. Stress that these questions are intended to help participants discuss the scenario, reinforce good decisions, discover options and improve performance through self-correction.

d. Conduct an additional scenario as time allows or to increase instructor candidate comfort.]

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Presentation 5Care for Children and CPR & AED Course Standards and ContentDURATION: 1.5 hours

ContactDid you know that injuries, intentional and unintentional, are the leading cause of child death in all of the world’s more developed countries, accounting for almost 40 percent of deaths for ages one to fourteen?

Th is somber statistic (discussed in the Care for Children course) becomes very real and personal when you fi nd yourself at an accident scene involving children. Choosing to step forward and help an injured or ill adult is diffi cult enough for most people, but when it’s a child the anxiety can be intense. With proper training and the confi dence it brings, Emergency Responders will be better prepared to off er aid to youngsters needing emergency care.

Because you already know how to teach people emergency care skills, this training segment will overview how the Care for Children course diff ers from the Primary Care (CPR) and Secondary Care (First Aid) courses and how you can make it an important learning experience for those interested in helping injured and ill children.

NOTES TO PRESENTER

1. Prior to this session, instructor candidates must obtain a current Instructor Guide and Participant Manual for both the Care for Children and CPR & AED courses. Viewing the Care for Children Video prior to this presentation is highly recommended.

2. If possible, also have instructor candidates complete the Care for Children Course Instructor Self-Study Knowledge Review prior to this session.

3. Th is presentation covers two courses - Care for Children and CPR & AED. Since most of the knowledge and skills in the CPR & AED course mirrors the Primary and Secondary Care course, much of the material in this presentation focuses on the Care for Children course.


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OverviewMost of this presentation focuses on the Care for Children course, but where appropriate you will also learn about the CPR & AED course.Care for Children and CPR & AED Course Philosophy and StandardsTh e Care for Children course provides people with proven skills to use in handling medical emergencies involving children. Your approach to teaching this course needs to be in line with the Emergency First Response program philosophy.

Knowledge Development – Key InformationAlthough most of the Care for Children knowledge development topics are similar to the Primary Care (CPR) and Secondary Care (First Aid) courses, you need to understand the diff erences to pass on key information to course participants.

Care for Children Skills Practice – Important DifferencesMany emergency care procedures are the same whether dealing with either adults or children. It’s the most critical skills, such as CPR and conscious choking that have important diff erences. You need to be profi cient in these skills to teach the Care for Children course.

Course Conduct – Integrating CoursesTh e Care for Children and CPR & AED courses may be conducted as stand-alone courses or integrated with other Emergency First Response courses. We’ll look at the options and provide suggestions for conducting the courses.

OutlineI. Course Philosophy and Standards A. Knowledge Review

[Go over Care for Children Instructor Self-Study Knowledge Review with candidates completed during independent study. Answer questions and clarify information using the points following.]

B. What is the medical basis for the Care for Children and CPR & AED courses?

1. Th e Care for Children and CPR & AED courses adhere to the same emergency considerations and protocols from the International Liaison Committee on Resuscitation (ILCOR), which we discussed in the course Orientation Presentation.

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2. Both of these courses follow the same priorities of care used by professional emergency care providers. Th ey integrate CPR with other skills to establish a consistent sequence for handling medical emergencies.

3. To increase recall, these two courses also use the Cycle of

Care graphic used in the Primary/Secondary Care courses.

a. For participants who have previously taken a Primary and Secondary Care course, the Cycle of Care graphic is a familiar reminder of the care sequence.

b. For participants with no previous training, who are taking the Care for Children course as a stand-alone program, the Cycle of Care off ers a way to focus on the simple, easy to remember sequence.

4. Both the CPR & AED and Care for Children courses assume that local Emergency Medical Service (EMS) is available to support Emergency Responder care.

C. What is the educational basis for the Care for Children and CPR & AED Courses?

1. Similar to the Primary and Secondary Care courses, the Care for Children and CPR & AED courses take a fl exible approach to accommodating diff erent learning styles, as well as cultural and language needs:

a. Independent study with objective-oriented, graphics rich manual.

b. Visual demonstrations and audio explanations in the

videos.

c. Instructor demonstrations with guided practice and positive reinforcement.

d. Self-discovery through stress-free role-play and group practice.

2. When a Care for Children course is taught in conjunction with a Primary Care (CPR) and Secondary Care (First Aid) course, you may integrate knowledge development, skills development and scenario practice sessions so that you don’t have to repeat the same information over and over again.

a. Th is approach eliminates unnecessary repetition and makes it enjoyable for participants to grasp concepts and learn skills while progressing through courses.

b. While streamlining the courses this educational approach still allows for a benefi cial amount of repetition to increase skill retention.

D. What are the Care for Children course standards and requirements?

[Have instructor candidates refer to the Course Standards section of their Care for Children Instructor Guide and prescriptively review the following requirements.]

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1. Who May Take the Course?

2. Supervision and Ratios

3. Course Materials and Barrier Requirements

4. Completion Requirements

5. Care for Children Refresher

E. What are the CPR & AED course standards and requirements?

[Have instructor candidates refer to the Course Standards section of their CPR & AED Instructor Guide and prescriptively review the following requirements.]

1. Who May Take the Course?

2. Supervision and Ratios

3. Course Materials and Barrier Requirements

4. Completion Requirements

a. Th e CPR & AED course uses a “tear-off ” card issued directly to the student by the instructor. One card and course documentation is included with each participant manual.

II. Knowledge Development – Key Information [Have candidates refer to the Knowledge Development section of

their Care for Children Instructor Guide.]

A. In the Care for Children course, what is the defi nition of an infant and a child?

1. Infant – Infants are defi ned as individuals younger than one year.

2. Child – Children are defi ned as individuals between the ages of one year and the onset of puberty (approximately 12 years old).

3. Note that age is the primary defi ning characteristic, however, relative size is also important. When actually delivering emergency care, if you are in doubt as to whether a patient is an adult or child, treat the patient as an adult.

B. What are Call First and Care First and why is understanding these approaches so important in the Care for Children course?

1. To begin this discussion of when to activate the Emergency Medical Service (EMS), let’s contrast adult and child patients. When an adult has a life-threatening problem, it’s important to activate your local EMS quickly. Th is is necessary because adult’s hearts are typically more

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TRAINER NOTE FOR CANDIDATES – Two regional resuscitation organizations defi ne providing Care First for a short time diff erently:

1. In North, South and Central America, Asia and the Pacifi c Island countries (AHA Guidelines), you deliver CPR for approximately 2 minutes.

2. Using the European Resuscitation Council (ERC) guidelines you deliver CPR for one minute.

3. In Australia and New Zealand (ARC/NZRC Guidelines) a short time isn’t defi ned. In this region, provide CPR for one to two minutes, then call EMS.

unhealthy than most children and when an adult is unresponsive and not breathing normally, he’s typically in cardiac arrest. Calling EMS right away – Call First – increases the adult’s chances of survival through early professional and hospital advanced care.

2. Shortening the time from collapse to defi brillation and advanced care is very important with adults. Call First means that once you’ve established that an adult patient is unresponsive and not breathing normally, you either direct others to activate EMS or you call yourself, even before beginning CPR.

3. Similar to adults, you should Call First if an unresponsive child or infant who is not breathing normally is known to be at high risk for cardiac emergencies. You should also Call First if you witness the sudden collapse of a child – such as during a sporting event.

4. However, regarding children and infants, Th ere are two instances you provide Care First, then call EMS:

a. If the patient is a child or infant who has experienced submersion in water. In these cases, you provide CPR for a short time, particularly rescue breaths to the patient, and then call EMS. Th is is called Care First.

b. With unresponsive children and infants who are not breathing normally, if you are alone, you should provide CPR – Care First – then call EMS and retrieve an AED if close by. Provide Care

First based on your region:

American Heart Association (AHA) Guidelines – Provide fi ve sets of CPR (chest compressions fi rst, rescue breaths second), then call EMS.

European Resuscitation Council (ERC) Guidelines – Provide fi ve initial rescue breaths followed by approximately one minute of CPR, then call EMS.

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C. What is the Care for Children course approach to barrier use?

1. Th e general approach is that barrier use is important to protect against disease transmission, however, using barriers is always a matter of personal choice.

2. Th e Care for Children course explains that when assisting a child unknown to you, consider protecting yourself and the child against disease transmission by using barriers that prevent direct contact with blood or other bodily fl uids.

3. It also explains that when a child you are assisting is a family member or an individual with whom you have regular contact, you are probably very familiar with the youngster’s health. If you know that the child does not carry any serious viruses or does not have a current infection, then using barriers is up to you.

D. What are signifi cant diff erences between emergency medical conditions in children versus adults?

1. Children rarely suff er from sudden cardiac arrest (unless preexisting medical issues exist). Most often a child will become unresponsive and not be breathing normally after a period of ineff ective or no breathing, or due to progressive deterioration from shock. Most cardiac problems in children are due to respiratory (breathing) problems.

2. AEDs may be used on children and AED use is an optional skill in the Care for Children course. Occasionally children will require defi brillation with an AED. Adult AEDs are suitable for use on children older than eight years. For children between one and eight years old, special child-sized pads may be available. However, if a child-specifi c method of delivering a reduced shock to a child is not available, use adult pads and shock doses. Regardless of any general recommendations regarding child pad placement and use of child-size pads, always follow the AED’s manufacturer instructions.

3. Th e physical diff erences and behavioral tendencies of children make them more susceptible to certain injuries such as poisoning, choking and head injuries from falls. Th eir size, natural curiosity and limited judgment may lead them into situations that adults avoid.

NOTE: Th ere are case reports demonstrating successful use of AEDs on infants. However, AED use on infants is not supported by defi nitive research. For this reason AED use by lay Emergency Responders on infants is not recommended. We do not teach use of AEDs on infants.

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a. Th e Care for Children Participant Manual contains topics that address poisoning, choking and head injuries.

b. Th e course skills focus on these areas more than the Primary Care (CPR) course does.

E. What other diff erences do Emergency Responders need to be aware of when off ering aid to a child?

1. Child’s age – Procedures do vary when handling an infant versus a child.

2. Child’s size – It’s appropriate to fi rst look at the child’s size and second, compare the child’s size to your size.

3. Child’s ability to understand what is going on or to communicate eff ectively.

a. When asking a child if you have permission to provide care, you should also check with a parent or guardian, if present. With infants, you should seek permission from a parent or guardian.

b. When speaking with children, it’s important to use age appropriate language. Keep questions and terms simple.

4. Child’s mental state and willingness to cooperate. A frightened, injured child may be diffi cult to handle, especially if you are a stranger to the child.

F. Why is it important to emphasize the emotional aspects of off ering emergency care to a child during the Care for Children course?

1. Emotions may be intensifi ed when handling an emergency medical situation involving a child. Being prepared makes dealing with tough situations easier.

2. Knowing that you may not only need to deal with a frightened, injured child, but also with frantic parents or other adult guardians will help Emergency Responders better control the situation and keep everyone focused on assisting the child.

3. Emergency Responders need to know that even with their training, many variables may be beyond their control. Attempting to take on the enormous responsibility of fi xing everything is overwhelming and often the reason people hesitate to help.

4. Emergency Responders need to accept that the care they provide may make a diff erence, but realize that the ultimate outcome may be beyond their personal infl uence. Providing emergency care at the layperson and at the professional level is no guarantee that a child’s condition will improve or that the child will recover.

G. Why is a discussion about preventing common injuries and illnesses a topic in the Care for Children course?

1. Th e Care for Children Participant Manual (and an Instructor-Led Knowledge Development presentation) includes information on preventing common injuries and illnesses (a topic by the same title). Although some injuries are not preventable, many injuries in children are very preventable with a little knowledge and awareness.

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2. Since many Care for Children course participants will likely be parents or people who regularly interact with children through their jobs or recreational activities, it’s responsible to also address preventing problems during the course.

3. Take the opportunity to address preventing problems whenever possible during the course. Let participants share steps they can take at home and in other areas, as well as during various activities to make them safer for children.

III. Skills Practice – Important Differences [Have candidates refer to the Skill Development section of their

Care for Children Instructor Guide.]

A. In general, how do the Care for Children course skills diff er from skills in the Primary Care (CPR) and Secondary Care (First Aid) courses?

1. Scene assessment and barrier use are combined into one skill. Th is follows the approach that barrier use is more a matter of personal choice when dealing with children and it also helps streamline skill development.

2. CPR and choking techniques are divided into infant and child skills.

3. Injury assessment is followed by bandaging, then followed by illness assessment. Placing bandaging after injury assessment follows the logical order in which an Emergency Responder may off er care. Because the Care for Children course assumes that EMS is readily available, the splinting skill was not included in the course.

4. Th e Optional Skill – Automated External Defi brillator (AED) use with Children is similar to the optional skill in the Primary Care (CPR) course, yet unique because it’s based on the most current protocol that allows AEDs designed for use on adults to be used on children. Further, introduce this optional skill after teaching Skill 3 - Child CPR.

B. How are the choking skills organized by local protocols?

1. In the Care for Children Participant Manual and your Instructor Guide, you’ll see that the skill, Conscious Choking Child, has three variations labeled:

a. AHA Guidelines (North, South and Central America, Asia, regions in Africa, and the Pacifi c Island countries)

b. Australia and New Zealand Resuscitation Council (ARC/NZRC) Guidelines

c. European Resuscitation Council (ERC) Guidelines.

2. Unlike the choking child skill, the Conscious Choking Infant skill has only one emergency care protocol.

3. You need to be familiar with the protocols used in your local area and guide participants toward learning the proper techniques.

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C. What are the key diff erences between CPR in children versus adults?

1. For children, use one or two hands for chest compressions.

2. For infants, use two fi ngers for chest compressions.

3. Care First versus Call First variations.

4. If possible, you should seal your lips tightly around the infant’s mouth and nose for rescue breathing.

IV. Course Conduct – Integrating Courses A. How can you best manage the Care for Children and CPR &

AED courses?

1. As with other Emergency First Response courses, use the training system to its fullest extent by combining the instructional materials with educational process to achieve learning objectives.

2. Encourage participants to study independently with the

manuals and videos.

a. If participants don’t have the opportunity for self-study, deliver foundational information using the knowledge development outline in your Instructor Guide.

b. Remember to avoid adding extra information that is beyond the scope of the course.

3. During skill development go over the performance requirements, review key points and critical steps, provide demonstrations as necessary and guide practice.

a. If participants have not seen the video or it has been a while since they watched it, you should show the appropriate video segment before practicing each skill.

4. During scenario practice, let participants work through the situation independently with little guidance. Emphasize that each scenario is their opportunity to apply skills. Create a cooperative environment.

B. How can you integrate the Care for Children course with the Primary Care (CPR) and Secondary Care (First Aid) courses?

1. Off ering all three Emergency First Response courses together – Care for Children, Primary Care (CPR) and Secondary Care (First Aid) – is effi cient and convenient for participants. Please note that the Care for Children course may only be integrated with the both Primary and Secondary Care courses. It may not be integrated individually with just the Primary Care or Secondary Care course.

2. You may also fi nd several marketing advantages when you integrate courses. People interested in comprehensive emergency care training that covers infants through adults will be attracted to the three-course combination.

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3. Similar topics and information can be found in many Emergency First Response courses - such as the Cycle of Care. With these topics, you need only cover the information once. However, since all courses are performance-based, participants still need to complete each objective and performance requirement before receiving a completion card.

4. Remember, your role is to make the courses a worthwhile learning experience. Th is may mean conducting the courses separately for maximum retention.

5. Avoid overwhelming course participants by moving too quickly between adult, child and infant skills. Th e variation in procedures and techniques could be confusing. Allow participants to master skills before moving on.

SummaryHere are the topics and objectives we covered in this presentation.Care for Children and CPR & AED Course Philosophy and Standards 1. What is the medical basis for the Care for Children and CPR

& AED courses?

2. What is the educational basis for the Care for Children and CPR & AED courses?

3. What are the Care for Children course standards and requirements?

4. What are the CPR & AED course standards and requirements?

Knowledge Development – Key Information 4. In the Care for Children course, what is the defi nition of an infant and a child?

5. What are Call First and Care First and why is understanding these approaches so important in the Care for Children course?

6. What is the Care for Children course approach to barrier use?

7. What are signifi cant diff erences between emergency medical conditions in children versus adults?

8. What other diff erences do Emergency Responders need to be aware of when off ering aid to a child?

9. Why is it important to emphasize the emotional aspects of off ering emergency care to a child during the Care for Children course?

10. Why is a discussion about preventing common injuries and illnesses a topic in the Care for Children course?

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Skills Practice – Important Differences 11. In general, how do the Care for Children course skills diff er from skills in the Primary Care

(CPR) and Secondary Care (First Aid) courses?

12. How are the choking skills organized by local protocols?

13. What are the key diff erences between CPR emergency care procedures in children versus adults?

Course Conduct – Integrating Courses 14. How can you best manage the Care for Children and CPR & AED courses?

15. How can you integrate the Care for Children course with the Primary Care (CPR) and Secondary Care (First Aid) courses?

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Presentation 6Care for Children Skills WorkshopDURATION: 1.5 hours(Based on 12 Candidates)

Care For ChildrenSkills Workshop

NOTES TO PRESENTER

1. Th is workshop helps instructor candidates develop teaching techniques and formulate presentations for the Care for Children course.

2. Assign each instructor candidate to teach at least one skill so that One Rescuer – Child CPR and One Rescuer – Infant CPR, Conscious Choking Child, and Conscious Choking Infant are covered. Candidates demonstrate positive coaching techniques.

3. Consider going through the Optional Skill – AED Use with Children. If you have a child appropriate unit or trainer unit available, this will give instructor candidates valuable hands-on experience with the child pads. If you must use an adult AED unit, it will still be a great refresher for instructor candidates.

4. During the Emergency First Response Instructor Course or Instructor Crossover Course, assign the Care For Children skills during the Skills Workshop portion of those courses. Also, cover AED use with children when introducing AEDs as part of the workshop.

5. Candidates must demonstrate role-model techniques for the following Care for Children skills: child CPR, infant CPR, conscious choking child, conscious choking infant.

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Procedures 1. Conduct skill development in sequence

[Have candidates teach their assigned skills in sequence. Instruct them to:

a. Introduce skill – value and key points

b. Show video of skill

c. Provide role-model demonstration, as appropriate, and conduct skill practice demonstrating positive coaching techniques (other candidates and staff act as participants).

d. Always refer to the Cycle of Care for answers to questions.

e. If candidates are teaching the same skill, it’s acceptable to only show the video segment once. Encourage candidates to learn from each other, but to stylize their presentations to suit their own teaching style.

f. During practice, evaluate each candidate’s skill technique and supply teaching tips.

g. Provide remediation and additional practice if candidate skills need work.]

Care For Children Skills Workshop2

Care for Children Skills Workshop - Procedures

Teaching Your Assigned Skill

Introduce skill

Show video

Provide role-model demonstration

Refer to the Cycle of Care for answers to questions

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Presentation 7Organizing an Emergency First Response® CourseDURATION: 45 minutes(Based on 12 Candidates)

ContactHave you ever helped friends move to a new house or apartment? If so, did they have everything packed in neatly stacked and labeled boxes? Or, was everything still loose and you had to help pack, as well as move their belongings?

Many of you have probably encountered both types of movers – the organized and the unorganized. When friends are organized, you appreciate that they took your time and eff ort into account. It makes the move easier on everyone and a lot more enjoyable. Helping unorganized movers is frustrating and uncomfortable. It’s doubtful that you’ll ever help these friends move again.

First impressions are lasting and important. Just as you’d like to walk into a friend’s place and see everything organized for a move, participants in your Emergency First Response course expect to walk into an organized training set-up. Th e key to running an effi cient course is to prepare in advance and have all the necessary supplies ready. A little work ahead of time goes a long way toward helping the course run smoothly and making it easier on everyone – you, your staff and the participants.

During this presentation, we’ll look at organization techniques, administrative procedures and equipment needs.

NOTES TO PRESENTER

1. Th is presentation emphasizes course preparation and provides practical “how to” information that instructor candidates will fi nd useful, especially when conducting their fi rst few Emergency First Response courses. It also reviews administrative procedures and training supplies.

2. Adapt this presentation to instructor candidate needs based on their teaching experience and familiarity with managing training materials.

3. Th e optional mannequin cleaning workshop is designed to immediately follow this presentation.


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OverviewMotivating Independent StudyAs discussed, how you organize knowledge development for a course depends upon whether participants study independently or not. When materials are available, you can infl uence how and when participants use them to study.

Class Preparation – Logistics, Curriculum and AttitudeBesides getting the classroom ready to go, you and your staff need to be prepared to interact with participants and provide a meaningful learning experience.

Paperwork and RecognitionKeeping course documents organized and completing paperwork to ensure that participants are properly recognized for their achievements is important. We’ll review the steps so that you are comfortable fi lling out required forms.

SuppliesYou already know what training materials and supplies are required. We’ll look at ways to manage it all.

OutlineI. Motivating Independent Study A. What are the educational and logistical advantages of

independent study?

[Have instructor candidates refer to Section Two, Knowledge Development – Independent Study in their Primary and

Secondary Care Instructor Guide.. Review the fi ve listed benefi ts. Remind candidates that independent study may not be possible if the Emergency First Response manuals and videos are not available in a language the participants understand.]

B. How can you motivate participants to study independently before class?

[Have candidates refer to Section Two, Knowledge Development – Motivating Independent Study in their Primary and Secondary Care Instructor Guide. Review ways to motivate independent study.]

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C. How can you get materials to participants before class?

1. Provide participants with Emergency First Responder Participant Packs and videos as soon as they sign up.

a. Include directions for independent study along with the course schedule.

b. If delivered in person, review the participant manual structure with participants. Point out the Course Flow, Main Objectives, topics, Knowledge Review and Reference sections. Briefl y go over the use of the skill workbook pages.

c. Suggest that participants review a skill in their manual, then watch the corresponding skill demonstration from the video to prepare for class.

d. We’ll discuss Emergency First Response material packaging and marketing ideas during the next session – Marketing Emergency First Response.

2. Schedule a brief Emergency First Response orientation session.

a. During this short (less than an hour) get-together, you can complete enrollment paperwork, distribute Emergency First Response Participant Packs, review independent study assignments, go over the class schedule and generate enthusiasm about the training.

b. Th is session allows potential participants to ask questions or discuss concerns before training starts.

c. Be sure to tell participants to wear casual clothes suited to getting down on the fl oor to practice skills during the course.

II. Class Preparation – Logistics, Curriculum and Attitude A. How can you prepare logistically for an Emergency First

Response course?

1. Make sure the room or class area is clean, well-ventilated and has enough fl oor space for participants to spread out and practice skills.

a. Because participants will kneel and lie on the fl oor, you may want to provide clean blankets or towels to spread out – especially on hard fl oor surfaces.

b. Have comfortable areas to sit for those who don’t want to spend the whole time on the fl oor.

2. If showing Emergency First Response videos in class, make sure the visuals are positioned for good viewing and adjust sound level. For small groups you may use your computer screen or a small television with DVD capability. For larger groups consider a Liquid Crystal Display (LCD) projector and screen or a larger television. Make sure you have the correct connectors.

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a. Familiarize yourself with equipment and have the video ready to play.

b. Test video equipment well before participants arrive to allow time for adjustment or replacement, if necessary.

3. Prepare and position mannequins and other equipment – AEDs, oxygen units, etc. (More on equipment and supplies later)

4. Generally, consider participants’ comfort for class duration. Have access to restrooms and water, etc. Schedule regular breaks.

B. How should you prepare yourself and your staff to teach an Emergency First Response course?

1. Review your Instructor Guide.

a. Make sure you have the most current information. Look at recent editions of Th e Responder for course changes as well as teaching tips.

b. Before each new course, review your notes and think about your last course. Plan to implement improvements for the upcoming course.

c. For your fi rst few courses, consider team-teaching with an experienced instructor to gain confi dence, have support and to pick up additional teaching tips.

2. Meet with assistants to discuss expectations and consistency.

a. Go over the class size, course sequence and specifi c staff responsibilities.

b. Remind staff of the course scope. Caution them not to discuss medical conditions or emergency procedures that go beyond the course content. Always refer participants back to the Cycle of Care.

c. Review the benefi ts of a low-stress learning environment and the use of positive reinforcement. Emphasize the need to give participants room for self-discovery.

3. Plan to have fun.

III. Paperwork and Recognition A. What forms help you organize and document your

Emergency First Response courses?

[Have candidates refer to these forms in the Appendix of their Primary and Secondary Care, CPR & AED and Care for Children

Instructor Guides.]

1. Course Registration Forms

a. Use these forms prior to a course to list how many participants are enrolled.

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b. At the start of each (if not before) have participants complete the contact information section.

c. Having this information allows you to keep accurate records and document training.

d. Having contact information also allows you to let participants know about other courses or refreshers you off er through fl yers, emails, phone calls, etc.

2. Skills Completion Forms

a. Th ese forms allows you to track participant progress through the course.

b. Documenting skill completion is especially helpful if a course is broken into several short segments conducted on diff erent days or if there are a large number of participants and assistants involved in the course.

c. Using these forms allows you and your assistants to keep accurate records.

d. Also, in the front of the participant manuals, there are participant course and skill completion information. Fill out the Instructor Statement for participants once a course is fi nished. Th is information provides participants with verifi cation of the course they’ve completed along with a record of what Optional Skills (if any) they learned.

B. How do you request a completion card for Emergency Responders and recognize them for completing a course?

[Have candidates refer to Section One – Course Completion Requirement in their Primary and Secondary Care, CPR & AED

and Care for Children Instructor Guides. For the Primary Care, Secondary Care and Care for Children courses have example Course Completion Authorizations and Emergency First Response Certifi cates of Completion available for candidates to handle. Quickly review standards and procedures for completion card requests.]

1. For Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses off ered together, you may request one card for participants that recognizes completion of both courses.

a. You can send in two Course Completion Authorizations if participants request separate cards for Emergency First Response Primary Care (CPR) and Emergency First Response Secondary Care (First Aid) – but this is not necessary.

b. If courses are off ered separately, you must send in Course Completion Authorizations for participants at the end of each course.

2. Write clearly or type information on Course Completion Authorizations to avoid processing errors. (NOTE: Course Completion Authorization envelopes are only for Primary Care, Secondary Care and Care for Children courses. Th e CPR & AED course has a paper card to be given to participants.)

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a. Double check that all information is complete and correct before sending Course Completion Authorization into Emergency First Response.

b. Send envelopes in as soon as possible for processing and return to participants.

3. For immediate recognition, present participants with temporary cards (included with Course Completion Authorization envelopes) and Emergency First Response Completion Certifi cates at the end of each course. Certifi cates and temporary cards not only recognize achievements but provide documentation of training until participants receive their completion cards.

C. How can you recognize Emergency Responders for using their skills?

[Have candidates refer to the Responders in Action in their Primary and Secondary Care Instructor Guide. In the Appendix of the Primary and Secondary Care Instructor Guide there is a “Responders in Action Report Form” - review this form with candidates.]

IV. Supplies A. What should you consider when organizing and preparing

training materials and supplies for an Emergency First Response course?

1. Start by reviewing the required and recommended materials list in your Instructor Guides and gather or replenish supplies.

[Have instructor candidates refer to the materials lists in their Instructor Guides. Briefl y read through lists.]

2. Check that mannequins are clean and functioning.

a. If you don’t want to position them around the room at the class start, have them readily accessible for effi cient distribution.

b. Have disinfecting sprays or wipes for use with each mannequin.

[If conducting the Mannequin Cleaning Workshop, tell candidates that they’ll go through cleaning procedures in detail soon.]

3. If teaching AED use and/or oxygen use, check that units are complete with all necessary supplies and function as required for the demonstration. If possible, have backup or additional units available just in case something malfunctions, and have both adult and child pads available.

4. Have extra barriers, dressings and bandages ready to use. If participants damage or forget to bring their First Aid Packs, spares will keep the class moving.

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5. Consider other classroom needs, supplies or props that may enhance learning. For example:

a. Extra paper, pencils and pens.

b. A chalkboard, whiteboard or fl ip chart for notes and key points.

c. Phones, pillows, a steering wheel, etc., for scenarios. Th ink about the scenarios in advance and have the props you need to give them realism.

6. It’s a good idea to store all your Emergency First Response teaching equipment and supplies in one place – room, closet, container, etc. Th is makes it easier to quickly check supplies and organize materials for a course.

SummaryHere are the topics and objectives we covered in this presentation.Motivating Independent Study 1. What are the educational and logistical advantages of

independent study?

2. How can you motivate participants to study independently before class?

3. How can you get materials to participants before class?

Class Preparation – Logistics, Curriculum and Attitude 4. How can you prepare logistically for an Emergency First Response course?

5. How should you prepare yourself and your staff to teach an Emergency First Response course?

Paperwork and Recognition 6. What forms help you organize and document your Emergency First Response courses?

7. How do you request a completion card for Emergency Responders and recognize them for completing a course?

8. How can you recognize Emergency Responders for using their skills?

Supplies 9. What should you consider when organizing and preparing training materials and supplies for

an Emergency First Response course?

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Presentation 8Mannequin Cleaning Workshop [Optional]DURATION: 30 minutes

Procedures 1. Review cleaning solutions for use during class and after for mannequin cleaning

[Describe (and show if possible) disinfectants that may be used on mannequins – commercial wipes, sprays, 1:10 bleach solution (one part household bleach mixed with ten parts water), etc.]

2. Disassemble and inspect mannequins

[Have candidates don gloves and follow manufacturer directions to disassemble mannequins for cleaning. Instruct candidates to look for cracks or tears that require special attention during cleaning.]

3. Wash mannequin parts

[Following manufacturer directions, have candidates wash and rinse appropriate parts – most often this includes scrubbing with soap and water.]

4. Disinfect mannequin parts

[Following manufacturer directions, have candidates use disinfecting solution to wipe down mannequin parts. Leave solution on for 10 minutes or as appropriate according to directions. Rinse mannequin parts again, if appropriate.]

5. Dry, reassemble and store mannequins

[Have candidates dry and reassemble mannequins. Discuss proper storage techniques. If mannequin has clothing, talk about care and cleaning. Answer candidates’ other questions about mannequin care.]

NOTES TO PRESENTER

1. Th is workshop teaches instructor candidates techniques for proper care and cleaning of CPR mannequins.

2. If possible, have a variety of mannequin types available (diff erent brands and adult, child and infant) to familiarize candidates with diff erences in cleaning techniques. Also, have manufacturer instructions available for mannequin care.

3. You need to have proper cleaning solutions on hand. Also, keep in mind that most mannequin cleaning procedures require running water – plan accordingly.

4. Keep candidate cleaning groups as small as possible so that everyone takes an active part in handling mannequins.

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Presentation 9Marketing Emergency First Response®

DURATION: 1.5 hours“Creating Confi dence to Care”

ContactTh ink back to your fi rst CPR or fi rst aid course and answer these three questions: 1) What made you enroll? 2) What made you choose that particular course? 3) Did you take any other courses or go back for a refresher course from the same instructor or facility?

Chances are your answers are all very diff erent, which makes a couple of important points. First, people have a wide variety of reasons for wanting to learn CPR and fi rst aid procedures. Th is could range from wanting to know how to care for an ill family member, to being required to take a course by an employer.

Th e second point is that in many regions there are a lot of training choices. Most people don’t have to look too hard to fi nd a course that fi ts their schedule and budget. When training is easy to fi nd, you need to fi gure out how to make your courses stand out.

You need a marketing plan to keep your EFR courses full. Decide who your potential participants are and carefully craft your marketing message to appeal to each group. You also need to arrange your courses in a way that is convenient and attractive to potential participants.

NOTES TO PRESENTER

1. Th is presentation is designed to spark creative thinking on ways to market Emergency First Response courses and to identify potential target markets for CPR and fi rst aid training. Th e presentation highlights the relative size of the CPR/ First Aid market, explains how to identify potential target markets and how to focus marketing eff orts, and also provides sample marketing tools.

2. Use the included interactive workshop to help candidates practice overcoming objections that are often encountered during the sales process.

3. If available in your region, it is recommended that you provide candidates with an Emergency First Response marketing kit.

4. Adapt and supplement this presentation to instructor candidate needs based on particular teaching situations.


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Th e good news is that almost everyone is a potential participant – the total market is huge. Your marketing plan is a good way to fi nd your niche and grow from there.

Keep in mind that besides a solid marketing plan, it is just as important to make sure that your courses are worthwhile and enjoyable because you want participants to refer people to you and return for emergency fi rst response refreshers or other courses.

During this session, we’ll discuss marketing and help you start to expand your marketing plan by sharing ideas.

OverviewThe CPR and First Aid Training MarketTo truly understand the marketing opportunities for CPR and fi rst aid training, you need to have an understanding of the relative size of the market. During this segment, we’ll explore the size of the CPR and fi rst aid training market to identify areas of potential growth.

Potential ParticipantsTargeting your marketing eff orts is an important part of your marketing plan. During this segment we’ll work together to identify potential participants in the local marketplace.

How to Market EFROnce a target market is identifi ed, you need to use specifi c marketing techniques to get your message out. During this segment we’ll identify who to contact and what information you need to include in your marketing package.

Sales TechniquesOvercoming objection is a critical part of the sale process. Th is workshop will outline some potential objections you may encounter when marketing EFR and ways to overcome them.

Establishing Yourself as an Emergency First Response InstructorMarketing is not only advertising, it’s also about image, reputation, incentives, promotions and general communication. We’ll look at ways you can spread the word about your Emergency First Response courses.

OutlineI. CPR and First Aid Industry A. CPR and First Aid training market

1. Every year, millions of people around the world seek CPR and fi rst aid training.

2. Note: [Present information regarding the size of the market in your area, state, province or country.]

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II. Potential Participants A. Who are your potential Emergency First Response course

participants?

1. As mentioned, anyone with an interest in training may enroll in an Emergency First Response course. Th us, your potential market may be huge.

2. Make it a point to research who needs and wants CPR and fi rst aid training in your local area. Th is will help you focus on specifi c groups.

a. Emergency care training is often a requirement for recreational and public permits or certifi cations.

b. For example, for a scuba diving rescue certifi cation, child care worker’s permit, lifeguard certifi cation, etc. In some areas, emergency care training may be required before obtaining a commercial driver’s license.

3. Keep in mind, however, that in some areas CPR and fi rst aid training may be restricted by government regulations.

a. Th is is often the case when emergency medical training is required to meet specifi c licensure or workplace requirements. EFR First Aid at Work is designed for this need.

b. Make sure that you understand the regulations in your area and abide by local laws.

[Provide instructor candidates with information regarding local restrictions, if any. Encourage candidates to research guidelines and requirements before targeting new markets, especially when licensure issues exist.]

B. In your area, who do you plan to off er your Emergency First Response courses to and why is this your target market?

[Ask the question – Who are your potential Emergency First Response course participants? Conduct as a discussion. Have instructor candidates brainstorm and list potential participants.

Th is list may include:

1. Family, friends, coworkers and associates.

2. Civic and community groups, clubs, associations, organizations, etc.

3. Schools and universities – teachers, administrators, students, etc.

4. Businesses – employees, management, child care workers, etc.

5. Professional organizations]

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III. How to Market EFR A. How do you develop a contact?

1. One way is to make a direct call to the business or organization either by phone or in person to identify a point of contact.

a. For businesses, this is often the human resources department, safety offi cer, plant engineer or fi tness manager.

b. For organizations, this may be a club president, safety offi cer or activities director.

2. What you want to fi nd out is who is in charge of employee, member or participant training.

B. What questions should I ask?

1. Do you off er, or are your employees (or members) required to be trained in CPR/First Aid?

2. What specifi c safety training is required?

3. Who in the company or organization is responsible for employee training?

4. Who conducts your training?

5. Is the training done by in-house staff or is it by bid?

6. If you’re not able to speak directly to the person responsible for training, ask who you can send an information package to.

C. What features, advantages and benefi ts should you point out about EFR?

1. Th e EFR Primary Care and Secondary Care courses off er two individual courses (CPR and First Aid) that can be taught in tandem or stand alone.

2. Specifi c course for Care for Children that focuses on techniques for providing CPR and fi rst aid to infants and young children.

3. Workplace courses to meet specifi c regional guidelines (check with your EFR Regional Headquarters for workplace course availability).

4. EFR courses are based on internationally recognized medical guidelines.

5. EFR incorporates a fl exible learning method to meet individual needs. Th is includes independent study to increase knowledge retention. It allows focused instruction time on skill development which reduces time employees are away from their jobs.

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6. State of the art self-study materials including participant manual, and DVD. Highlight cost savings of independent study method. Employees spend less time away from job.

7. Learning takes place in a non-stressful environment.

8. Automated External Defi brillator (AED) that includes the latest recommendation for pediatric defi brillation.

9. Oxygen administration module can be included in training. No need for a separate course.

10. Leverage EFR’s international approvals or acceptances when marketing to general industry. EFR meets workplace safety course requirements.

a. OSHA (U.S.): Meets OSHA guidelines.

b. HSE: (Great Britain) Meets Health and Safety (First Aid) Regulations 1981 for fi rst aid in the workplace.

c. Australian Skills Quality Authority (ASQA) – for EFR First Aid at Work delivered as HLTFA301C Apply First Aid..

D. What should you include in a marketing presentation?

1. Your marketing presentation needs to include a proposal letter. When preparing your letter try to keep it to no more than two pages. [Refer candidates to sample proposal letter in appendix section of the EFR Instructor Guide.]

2. Include information on how EFR meets the client’s specifi c needs including local regulations, job site requirements or time constraints.

3. Include cost breakdown (material and instructor fee).

4. Also include an EFR course brochure with detailed information on how EFR meets their workplace needs, information on your business with customer testimonials and set a date to follow up on your information package.

[Provide candidates with sample EFR corporate acquisition brochure.]

E. How can you increase your marketability?

1. Continuing your professional education as an EFR Instructor will increase your marketability.

[Provide candidates with information on instructor level continuing education courses. Highlight regional specifi c courses like First Aid at Work, CPR & AED and Bloodborne Pathogens (an EFR America’s course).]

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IV. Establishing Yourself as an Emergency First Response Instructor

A. How can you begin to establish yourself as an Emergency First Response Instructor?

1. Some instructors are fortunate enough to have ready-made classes – for example, mandatory employee training courses. Other instructors must build their Emergency First Response courses from scratch. Whether you fall into either of these categories or somewhere in between, all Emergency First Response Instructors must gain experience and build a solid reputation.

2. One suggestion is to start by teaching those close to you – family, friends, coworkers, etc. As a new instructor, this allows you to work your way through the course and fi ne-tune your teaching skills in front of people who already value you. You learn from them while they learn from you in a mutually supportive environment.

3. Your next step may be to expand your course to local community organizations, clubs and schools. As you teach more courses within the community, you further establish yourself as an Emergency First Response Instructor and the person to go to for training.

4. Be sure to off er quality courses, because people are likely to spread the word about a poor class. You want only a positive image of your courses to circulate throughout the community.

5. As an established Emergency First Response Instructor, your ability to grow your courses is limited only by your own goals and desires.

B. How can you advertise and promote your Emergency First Response courses?

[Conduct as a discussion. Have instructor candidates brainstorm and list possible advertising options and promotions.

Th is list may include:

1. Advertising:

Community calendars and bulletin boards

Newspapers, magazines and other publications

Flyers and direct mail

Emails and websites

Soliciting local businesses and organizations

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2. Promotions:

Incentives for participants to refer others to you

In conjunction with other training – babysitting courses, scuba diving courses, teacher training, etc.

In conjunction with equipment purchases – AEDs, oxygen units, fi rst aid kits, etc.

In conjunction with at-work courses off ered in occupational settings such as safety and manual handling courses.

Have candidates write down ideas that fi t into their marketing plans. Encourage them to expand and use these plans after this course.]

V. Online Marketing Resources A. How can you use the EFR online resources to sell, promote

and market your courses?

1. Finding contact information for your EFR Regional Headquarters.

2. Finding Regional News and Regional Accreditations.

3. Finding the Marketing Toolkit information.

[If you can get online during your Instructor Course, show candidates this information from the EFR Pros’ Site.]

VI. Sales Techniques Workshop A. How do you overcome objections?

[Th is workshop is designed to spark thinking on how to overcome objections with implementing Emergency First Response in the workplace or marketing to large organizations. Conduct this workshop as a group discussion. Th ere is no wrong answer. Encourage creative thinking and innovative ways of overcoming challenges. List responses on board.]

1. Objection 1: You call the company and are unable to speak to or fi nd out who is in charge of employee training.

What should you do or say? [Have candidates brainstorm three to fi ve minutes to overcome objection and list answers on board.]

2. Objection 2: We already off er CPR/First Aid training to our employees.


83


83

3. Objection 3: We don’t off er training or require our employees to be CPR/First Aid trained.


4. Objection 4: Your courses costs more than other courses on the market.


SummaryHere are the topics and objectives we covered in this presentation.The CPR / First Aid Training Market 1. How big is the CPR and First Aid training market?

Potential Participants 2. Who are your potential Emergency First Response course

participants?

How to Market EFR

3. How do you develop a contact?

4. What questions should you ask?

5. What should you include in a marketing kit?

Establishing Yourself as an Emergency First Response Instructor 6. How can you begin to establish yourself as an Emergency First

Response Instructor?

7. How can you advertise and promote your Emergency First Response courses?

Online Marketing Resources 8. How can you use the EFR online resources to sell, promote and

market your courses?

Sales Techniques Workshop 9. How do you overcome sales objections?

84


84

NOTES

1. Administer the Instructor Course Final Exam.

2. Instructor candidates are allowed to use all the Emergency First Response Instructor Guides for reference during the Instructor Course Final Exam. No other Emergency First Response materials are allowed.

3. Th ere is no time limit for the exams. (Most candidates will take less than an hour.)

4. Instructor candidates must score 75 percent or higher on the exams. You must review any missed questions with candidates to assure understanding. Scores less than 75 percent require a retest.

5. Keep instructor candidate exam answer sheets with copies of their instructor applications for your records.


Instructor Exam ProceduresDURATION: 1 hour

A-1

Appendix

A-1

AppendixContentsProgram Standards Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2

Care for Children Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-5

Human Body Systems Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-7

Medical Emergencies Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-9

Emergency First Response Instructor Course Registration Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-11

Emergency First Response Instructor Skills Completion Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-12

Emergency First Response CPR & AED Instructor Skills Completion Form . . . . . . . . . . . . . . . . . . . . A-13

Emergency First Response Care for Children Instructor Skills Completion Form . . . . . . . . . . . . . . . . . A-14

Emergency First Response Instructor Course Final Exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-15

Emergency First Response Instructor Course Final Exam Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . A-21

Emergency First Response Instructor Course Final Exam Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . A-22

Emergency First Response Instructor Application. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-23

Emergency First Response Care for Children Instructor Application . . . . . . . . . . . . . . . . . . . . . . . . . . . A-24

Sample Problems for Positive Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-25

Emergency First Response Course Evaluation Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-28

Bid Proposal Letter (Sample) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-30

First Aid and CPR Competency Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-32

A-2


A-2

After reading the Emergency First Response

Primary and Secondary Care Instructor Guide – Section One and the introductions to Sections Two, Th ree and Four, answer the following questions (circle or write in your response):

1. True or False. Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses are medically based, following the same priorities of care used by professional emergency care providers.

2. Th e Emergency First Response Primary Care (CPR) course focuses on emergency care for _____________ situations and teaches Emergency Responders to use the _________________ to continually monitor a patient’s medical status.

a. nonlife threatening/ABCD’S b. critical/ABCs c. most life-threatening/Cycle of Care d. nonbreathing/BLS

3. True or False. Th e Emergency First Response Secondary Care (First Aid) course covers secondary patient assessment assuming that Emergency Medical Services personnel are immediately available. (It assumes that EMS

personnel will be delayed.)

4. Key features of the Emergency First Response program learning philosophy include: (Check all that apply.)

a. Establishing retention through repetition and practice.

b. Providing a low-stress educational environment.

c. Creating an encouraging atmosphere that focuses on positive reinforcement.

d. Increasing knowledge retention through content simplification and independent study.

5. Goals for both the Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses include: (Check all that apply.)

a. Provide a learning environment that reduces participant anxiety, guilt and fear of imperfect performance.

b. Increase the percentage of CPR and first aid-trained laypersons who use their skills without hesitation to assist those in need.

c. Combine CPR and first aid into one simple Emergency Responder protocol that promotes long-term memory retention.

d. Minimize skill development and practice time, while maximizing lectures.

e. Teach an internationally consistent course flexible enough to accommodate regional CPR and first aid protocols and cultural differences.

6. After successfully completing the Emergency First Response Primary Care (CPR) course, participants should be able to: (Check all that

apply.)

a. Perform a scene assessment and use barriers appropriately.

b. Perform a patient responsiveness check and alert Emergency Medical Service at the appropriate time within the primary care sequence.

c. Determine when CPR is appropriate and perform one rescuer, adult CPR.

d. Splint suspected skeletal injuries.

e. Explain the importance and timeliness of defibrillation within the CPR protocol.

Emergency First Response® Instructor Course

Knowledge Review Answer KeyProgram Standards

A-3

Appendix

A-3

7. True or False. After successfully completing the Emergency First Response Secondary Care (First Aid) course, participants should be able to perform initial and ongoing assessments of an injured or ill person when Emergency Medical Service personnel will be delayed.

8. Th e Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses are divided into what three segments?

a. Instructor lectures, skill demonstration and skill practice

b. Knowledge development, skill development and scenario practice

c. Independent study, video review and skill practice

d. Learning objectives, performance requirements and skill evaluation

9. True or False. Because teaching situations diff er, your instructional approach can be very fl exible and may include one (or a combination) of these approaches – Independent Study, Video Guided and Instructor Led.

10. Having participants study independently with the Emergency First Response Participant Manual and Video results in: (Check all that apply.)

a. Participants who are better prepared for skill development.

b. Less need to establish base concepts in the classroom, allowing more time for skill development and scenario practice

c. More time to focus on regional CPR and first aid differences.

d. Better use of instructor and participant time.

11. True or False. Emergency First Response program standards may need modifi cation based on regional guidelines, laws or requirements.

12. Who may enroll in an Emergency First Response Primary Care (CPR) course?

a. Anyone, of any age, with an interest.

b. Adults (18 years of age or older). c. Only people who have proof of previous

CPR training. d. Anyone eight years of age or older.

13. True or False. People who enroll in an Emergency First Response Secondary Care (First Aid) course having taken CPR training through another organization need an orientation to these three primary care course subjects – Serious Bleeding Management, Shock Management and Spinal Injury Management.

14. Th e participant-to-Emergency First Response Instructor ratio is:

a. 4:1 b. 8:1 c. 12:1 d. 16:1

15. True or False. Th e participant-to-Emergency First Response Instructor ratio increases to a maximum of 20:1 when using two qualifi ed assistants. (Th e ratio increases to a maximum of

24:1 with the use of one or more qualifi ed assistants.)

16. A qualifi ed assistant is defi ned as:

a. A current Emergency First Response Instructor.

b. A current CPR/first aid instructor with another regionally recognized organization.

c. A trained medical professional such as a paramedic, EMT, nurse practitioner, etc.

d. All of the above.

17. Th e maximum participant-to-mannequin ratio is:

a. 4:1 b. 8:1 c. 12:1 d. 16:1

18. True or False. It’s recommended that CPR mannequins used for Emergency First Response Primary Care (CPR) courses are capable of simulating an airway obstruction if the airway is not positioned properly.

A-4


A-4

19. Which of the following items must Emergency First Response Instructors have when teaching the Emergency First Response Secondary Care (First Aid) course? (Check all that apply.)

a. Roller and triangular bandages

b. Emergency First Response Primary and Secondary Care Instructor Guide

c. Splints

d. Gloves and barriers

20. True or False. Emergency First Response Instructors must submit a Course Completion Authorization to Emergency First Response for each participant successfully completing the course.

21. To keep completion cards current, Emergency Responders need to refresh their skills every:

a. 6 months b. 12 months c. 24 months

d. 36 months

22. An Emergency First Response Refresher for the Primary Care (CPR) course should include: (Check all that apply.)

a. Skill Development portion of the Primary Care (CPR) course.

b. Instructor Led Knowledge Development presentations

c. Review of any new developments or changes to primary care techniques

d. All of the above.

23. True or False. Participants must complete and turn in the Knowledge Review from their Emergency First Response Participant

Manuals and take the written exam to successfully complete the Emergency First Response Primary Care (CPR) course. (Review of the Knowledge Review is recommended, but not required. A written exam is required for

successful completion.)

24. During skill development and scenario practice, the ideal practice group is made up of ________ participants playing the roles of _______________ .

a. 2/Emergency Responder and patient. b. 3/Emergency Responder, patient and

guide

c. 3/Emergency Responder, bystander and victim

d. 4/Emergency Responder, patient, guide and qualified assistant

25. When using the Video Guided Approach for skill development, place the following steps in the proper sequence (place a 1 next to the

fi rst step, 2 next to the second, etc.)

_4_ Divide participants into practice groups and have them practice skill by referring to their Emergency First Response Participant Manuals.

_1_ Introduce the skill – cover performance requirements, value and briefly go over key points.

_3_ Demonstrate the skill by reviewing the critical steps.

_5_ Debrief the skill providing positive reinforcement and suggestions for improvement.

_2_ Show appropriate skill portion of the video.

26. True or False. Scenario practice allows each participant to demonstrate the ability to evaluate the scene, recall critical steps and take appropriate action. (Scenario practice is an opportunity to apply skills to realistic situations while encouraging discovery and building confi dence.)

A-5

Appendix

A-5

After reading the Emergency First Response Care

for Children Instructor Guide, answer the following questions:

1. True or False. Th e Emergency First Response Care for Children course only covers primary care procedures for aiding children ages one through twelve/puberty.

(It covers primary and secondary care procedures for infants and children.)

2. True or False. Emergency First Response Care for Children course is based on emergency considerations and protocols from the International Liaison Committee on Resuscitation (ILCOR).

3. Th e Care for Children course: (Choose all that

apply.)

a. Assumes that an Emergency Medical Service (EMS) is available to support Emergency Responder care.

b. Follows the same priorities of care used by professional emergency care providers.

c. Requires participants to have previous CPR or fi rst aid training

d. Follows consistent international guidelines, yet is fl exible enough to accommodate regional CPR and fi rst aid protocols and cultural diff erences.

4. Th e Care for Children course includes __________ primary and secondary care skills and _______ optional skill.

a. 8 / 3 b. 12 / 1 c. 13 / 2 d. 12 / 3

5. True or False. Anyone interested in learning emergency care specifi c to children and infants may take this course because there are no certifi cation or licensure prerequisites and no minimum age limit.

6. Th e participant-to-Care for Children Instructor ratio is:

a. 4:1 b. 8:1 c. 12:1 d. 16:1

7. Which of the following are you required to have as a Care for Children Instructor when teaching the course? (Choose all

that apply.)

a. Emergency First Response Care for

Children Instructor Guide

b. Emergency First Response Care for

Children Participant Manual c. CPR Infant Mannequin d. CPR Mannequin – child or adult e. Ventilation barrier f. Blankets or towels g. Bag marked biohazard for disposal

of barriers h. Triangular bandages


Knowledge Review Answer KeyCare for Children

A-6


A-6

8. True or False. You may integrate the Care for Children course content with the Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses.

9. To keep a Care for Children completion card current, an Emergency Responder needs to refresh skills every:

a. 6 months b. 12 months c. 24 months d. 36 months

10. Which of the following are knowledge development topics from the Care for Children course? (Check all that apply.)

a. Emergency Care Defi nitions and Background Information

b. Leading A Healthy Lifestyle c. Serious Bleeding, Shock and Spinal

Injury d. Consider Th ese Diff erences When

Providing Care To Children

11. True or False. Th e Care for Children course takes the approach that barrier use is a matter of personal choice when assisting a child, however, it’s a good idea to protect yourself and the child against disease transmission especially when helping a child unknown to you.

12. True or False. Participants must complete and turn in the Care for Children Knowledge Review from their Emergency First Response Care for Children Participant

Manuals and take the written exam to successfully complete course.

(Using the Knowledge Review is a good learning tool, but is not required. Th e Final Exam is required for successful completion.)

13. True or False. Because procedures for handling choking in children vary internationally, you should teach participants the protocols appropriate for your area based on the three variations provided in the Care

for Children Instructor Guide and Participant

Manual.(Th ree Regional Variations: 1) AHA Guidelines, 2) Australia and New Zealand Resuscitation Council (ARC/NZRC) Guidelines, 3) European

Resuscitation Council (ERC) Guidelines.)

14. Rescue breaths with a child or infant should last no more than _____ second(s).

a. 3 b. 4 c. 1 d. 2

15. True or False. During CPR, chest compressions for a child or infant should be at a rate of at least 100 compressions per minute.

16. Th e ratio of chest compressions to rescue breaths during one rescuer, child or infant CPR is:

a. 15:2 b. 3:1 c. 30:2 d. 5:2

A-7

Appendix

A-7

After reading the section on Human Body Systems in the Emergency First Response Instructor Guide, answer the following questions (circle or write in your response):

1. What three systems of the human body are most involved in life-threatening emergencies? (Choose one.)

a. Circulatory, musculatory, respiratory b. Circulatory, respiratory, nervous

c. Circulatory, skeletal, nervous d. Circulatory, respiratory, lymphatic

2. What is the general purpose of the respiratory system? (Check all that apply.)

a. To supply the body with oxygen

b. To remove oxygen from the body c. To supply the body with carbon dioxide d. To remove carbon dioxide from

the body

3. Th e pharynx divides into two passageways, the ___________ and the ___________.

a. epiglottis/esophagus b. esophagus/trachea

c. trachea/epiglottis d. trachea/bronchi

4. Th e air we breathe contains about ______oxygen.

a. 21 percent

b. 30 percent c. 50 percent d. 72 percent

5. True or False. Rescue breaths do not contain enough oxygen to support a nonbreathing patient. (Th ere is plenty of oxygen in expired air to support a nonbreathing patient.)

6. Without oxygen, the brain begins to die within a few __________.

a. Seconds b. Minutes

c. Hours d. None of the above

7. True or False. Th e circulatory system transports both blood and lymph.

8. A healthy, average size adult’s body has about _____________ of blood.

a. 3 litres/quarts b. 6 litres/quarts

c. 10 litres/quarts d. 12 litres/quarts

9. Th e purpose of blood is to: (Check all that

apply.)

a. Transport oxygen and nutrients to cells

b. Carry carbon dioxide and other waste products away from cells

c. Help the body defend against disease

d. Help regulate body temperature

10. Which blood component is the largest?

a. Red blood cells b. White blood cells c. Plasma

d. Platelets

11. True or False. Ventricular fi brillation is the term used for normal heart rhythm. (Ventricular fi brillation is an abnormal rhythm of the heart and can lead to cardiac arrest.)


Knowledge Review Answer KeyHuman Body Systems

A-8


A-8

12. Contraction of the heart propels blood through the arteries with considerable force. Th at force is called:

a. Pulse b. Ventricular fibrillation c. Artery stretching d. Blood pressure

13. When an artery is cut, bleeding _____________ and is _______________ in color.

a. Flows steadily/dark red b. Clots easily/bright red c. Spurts rhythmically/bright red

d. Oozes slowly/dark red

14. Two arteries used as pressure points to reduce serious bleeding are the ______________ and the ____________________.

a. Brachial in the arm/femoral in the leg

b. Carotid in the neck/brachial in the arm c. Carotid in the neck/radial in the wrist d. Brachial in the arm/radial in the wrist

15. Which areas of the body contain lymph nodes? (Check all that apply.)

a. Neck

b. Armpits

c. Groin

d. Spleen

16. True or False. Th e primary purposes of the lymphatic system are to return fl uids that have collected in tissues, to the bloodstream; and to fi lter foreign particles, microorganisms and other tissue debris from the body.

17. Th e two main organs of the central nervous system are:

a. Heart and brain b. Brain and spinal cord

c. Heart and spinal cord d. Spleen and brain

18. What types of information are transmitted to and from the brain? (Check all that apply.)

a. Sensory information

b. Motor functions

c. Involuntary functions

d. Levels of consciousness

19. How is the central nervous system protected from injury? (Check all that apply.)

a. Tissue layers surrounding the spinal cord

b. The skull and vertebrae

c. Blood vessels d. Cerebrospinal fluid

20. True or False. Th e digestive and urinary systems provide the body with essential nutrients and remove waste product.

21. What purpose(s) does the skeletal system have? (Check all that apply.)

a. Support and protect internal organs

b. Store minerals

c. Produce red blood cells and certain types of white blood cells

d. Eliminate waste products

22. Injuries to bones include (Check all

that apply.)

a. Sprains b. Dislocations

c. Fractures

d. Breaks or cracks

23. Pushing bodily substances, such as food and blood, through the body is one of the primary purposes of the _________ system.

a. Digestive b. Musculatory

c. Nervous d. Lymphatic

24. True or False. Muscles need a rich supply of carbon dioxide and nutrients delivered by the blood to accomplish their specifi c jobs within the body. (Muscles need a rich supply of oxygen.)

A-9

Appendix

A-9

After reading the section on Medical Emergencies in the back of the Emergency First Response Primary Care (CPR) and Secondary

Care (First Aid) Participant Manual:

1. You should suspect a fracture if, after a fall or a blow, the following signs or symptoms are present: (Check all that apply.)

a. A limb appears to be in an unnatural position

b. A limb is unusable

c. There is rapid swelling or bruising

d. There is extreme pain at a specific point

2. True or False. Dislocations occur when a great deal of pressure is placed on a joint.

3. Minor cuts, scrapes and bruises are non life-threatening wounds which include which of the following? (Check all that apply.)

a. Lacerations

b. Scratches

c. Deep cuts d. Bumps

4. Signs of wound infection include: (Check all that apply.)

a. Redness

b. Tenderness

c. Presence of yellowish/greenish fluid at the wound site

d. Drowsiness

5. To administer fi rst aid for bruises, apply _________ compresses, and ___________________________, if possible.

a. cold/elevate above the heart

b. cold/splint the joints above and below the bruise

c. hot/elevate above the heart d. hot/splint the joints above and below the

bruise

6. When transporting a dislodged tooth to the dentist:

a. Keep it submerged in alcohol b. Keep it frozen c. Keep it submerged in saline solution,

milk or water

d. Allow it to dry out

7. Strains and sprains are __________ muscles, tendons and ligaments: (Check all that apply.)

a. Injured

b. Fractured c. Stretched

d. Torn

8. True or False. It’s best to avoid using an area of the body that has been strained or sprained.

9. Patient care for a chemical splash in the eye includes fl ushing the eye with water for _____________; or until EMS arrives.

a. 1 minute b. 5 minutes c. 10 minutes d. 15 minutes

10. Contact with electricity can cause life-threatening injuries such as: (Check all

that apply.)

a. Choking b. Cardiopulmonary arrest

c. Deep burns

d. Internal tissue damage

11. Never put ______________ on a burn.(Check all that apply.)

a. Ice

b. A moist, sterile bandage c. Butter

d. Ointment


Knowledge Review Answer KeyMedical Emergencies

A-10


A-10

12. True or False. A severely hypothermic patient will likely be conscious and alert, yet shivering and displaying slightly impaired coordination. (Patients severely hypothermic are disorientation, confused, uncoordinated or completely unresponsive.)

13. _______________ aff ects surface skin; _______________ aff ects entire tissue layers, including muscles, tendons, blood vessels and nerves.

a. Superficial frostbite/Deep frostbite b. Frostnip/Superficial frostbite c. Deep frostbite/Superficial frostbite d. Frostnip/Deep frostbite

14. Heat stroke _______________________: (Check all that apply.)

a. Patients have cool and clammy skin b. Is life-threatening

c. Is a temperature-related injury

d. Is when the body temperature rises dangerously high

15. True or False. Heart attack patients may deny that chest discomfort is serious enough for emergency medical care.

16. Patient care for a responsive heart attack patient includes: (Check all that apply.)

a. Illness assessment

b. Help patient take any prescribed medication for chest pain

c. Help patient into a comfortable position

d. Administer CPR

17. True or False. Strokes occur when the heart fi brillates, forcing too much blood into the brain. (Stokes occur when a blood vessel in the brain is blocked or ruptures.)

18. Diabetic problems, such as insulin shock, insulin reaction or hypoglycemia, result from _____________________________.

a. High blood pressure b. High blood sugar c. Low blood proteins d. Low blood sugar

19. Patient care for diabetic emergencies includes: (Check all that apply.)

a. Giving the conscious/responsive patient a small snack, sugar, juice, soda or candy

b. Helping the patient take a prescribed medication for diabetes (such as insulin)

c. Illness assessment, if the patient is responsive

d. Looking for a medical alert tag

20. When caring for a patient having a seizure: (Check all that apply.)

a. Attempt to cushion patient’s head b. Restrain the patient c. Move objects out of the way

d. Protect the patient

21. A severe, life-threatening allergic reaction (anaphylaxis or anaphylactic shock) can be treated by _________________________.

a. Antihistamine

b. Epinephrine (adrenaline) in an autoinjector

c. Antibiotics d. Ibuprofen

22. True or False. Poisoning can occur through ingestion, inhalation or absorption through the skin.

23. In the event of suspected poisoning, contact a local Poison Control Center and _________________: (Check all that apply.)

a. If available, explain what, when and how much poison was ingested

b. If available, read the label on substance for poisoning instructions

c. Offer the patient food d. Save vomitus and the poison container

for EMS personnel

24. Reaction to venomous bites and stings depends on the location of the bite or sting and how much venom was injected. Th e patient’s reaction to the venom will also depend on the patient’s _______________. (Check all that apply.)

a. Size

b. Current health

c. Body chemistry

d. Age

A-11

Appendix

A-11

1. Name __________________________________________________________________ Date of Birth ______________________

Address _________________________________________________________________________________________________

Phone _________________________ Email ___________________________________ Completion Date ___________________


Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________



Address _________________________________________________________________________________________________


PARTICIPANTS

Product No. 10233 (Rev. 01/06) Version 3.0 © Emergency First Response, Corp. 2012

Emergency First Response® Instructor Course Registration Form□ Instructor Course □ Instructor Crossover Course □ Instructor Retraining CourseEFR Instructor Trainer Name: ______________________________________ EFR Instructor Trainer No.: __________

A-12


A-12

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A-13

Appendix

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A-14


A-14

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A-15

Appendix

A-15

PART ONE – EFR Curriculum

1. Emergency First Response (EFR) courses are de-signed to: (Check all that apply.)

A Help participants remember appropriate emergency care procedures during times of need.

B Teach participants how to administer lifesaving drugs and advanced care.

C Replace the need for Emergency Medical Service care.

D Encourage participants to apply emergency care procedures by assisting those needing emergency care.

2. Besides knowledge and skill development, _________ is included in EFR courses to allow participants to ap-ply their training to realistic situations.

A attitude training B scenario practice C bandaging D CPR

3. All EFR training follows the latest _____. A American Heart Association guidelines B Emergency Medical Services curriculum C United Nations Emergency Responder protocols D ILCOR (International Liaison Committee on

Resuscitation) Basic Life Support guidelines

4. EFR courses: (Check all that apply.) A Assume a local EMS is in place to support

Emergency Responder care. B Use performance-based instruction. C Include independent study by participants. D Combine CPR and first aid into one Emergency

Responder protocol.

5. In EFR courses, where can participants find informa-tion on assembling a first aid kit and helping a patient with a dental injury?

A This information is beyond all EFR courses and not available to participants.

B Care at a Glance notes card. C EFR Reference in the Primary and Secondary

Care and Care for Children Participant Manuals. D Both B and C.

6. There are basically three ways to organize and struc-ture EFR courses. These approaches include:

A Independent Study, Video Guided and Instructor Led

B Instructor Lectures, Skill Demonstration and Skill Practice

C Knowledge Development, Skill Development and Scenario Practice

D Learning Objectives, Performance Requirements and Skill Evaluation

7. The role of the EFR Instructor is to: (Check all that apply.)

A Help participants feel at ease during the courses B Teach participants all the skills and techniques

outlined in a course, including specific skills and techniques needed in regions beyond the course location.

C Assure that each participant performs all emergency care skills exactly as outlined in the curriculum each time they provide care in a real emergency.

D Demonstrate role-model quality skills and emphasize application during scenario discussions.

2

Directions: Choose the best answer from the choices provided. You may reference any Emergency First Response Instructor Guide or Participant Manual to answer questions. DO NOT WRITE IN THIS EXAM BOOKLET.

Emergency First Response® Instructor CourseFinal Exam

Product No. 71850 (02/12) Version 1.01 © Emergency First Response, Corp. 2012® indicates a trademark is registered in the U.S. and certain other countries.

A-16


A-16

8. Emergency First Response courses are based on the philosophy that presenting skills in simple steps along with conducting training in a low-stress educational environment allows participants to comfortably focus on learning primary care and CPR skills.

A True B False

9. In CPR and first aid training, EFR Instructors encour-age participants to:

A Master the skills in the course while at the same time avoiding any hint of the need for perfect performance.

B Delay immediate emergency care until EMS arrives on scene.

C Remember that adequate care provided is better than perfect care withheld.

D Both A and C.

10. The EFR Care for Children course defines children and infants as follows:

A Children – one year to puberty; infants – less than one year old

B Children – one to eight years old; infants – less than one year old

C Children – two years old to puberty; infants – less than two years old

D None of the above.

11. EFR courses adhere to the instructional design philosophy of performance-based instruction. This philosophy means that:

A EFR Instructors conduct longer, more traditional lecture-style courses.

B Participants progress through courses at their own speed by meeting measurable learning objectives and performance requirements.

C All EFR courses only teach the manual or physical (psychomotor) skills needed by participants.

D Participants must complete a skill within a prescribed period of time or they cannot pass the course.

12. As an Emergency First Response Instructor, your role is to:

A Demonstrate role model skills only if participants have not seen the video.

B Keep to the course time schedule. C Emphasize the need for student performance

perfection, especially during CPR. D Appropriately modify the course curriculum to

meet regional guidelines, requirements or laws.

3

13. Having participants study independently: (Check all that apply.)

A Makes more effective use of class time. B Provides you with time to focus on regional CPR

and first aid differences. C Provides you with better business opportunities

with respect to competitive pricing and scheduling flexibility.

D Helps them learn better.

14. Having participants work in practice groups during skill development:

A Allows participants to perform not only a skill, but to also see someone else practice the skill and to feel what a patient may experience.

B Provides participants with a comfortable learning environment that continually engages them in skill practice.

C Is less intimidating and promotes self-discovery and correction.

D All of the above.

15. You can motivate participants to complete their as-signed independent study by: (Check all that apply.)

A Informing participants exactly what is expected of them regarding their study.

B Telling them if they don’t complete their study they can’t participate in the Skill Development session.

C Establishing value for completing their assigned work.

D Having participants alternate media types when studying – read a topic in their EFR manual then watch the corresponding portion of the video.

16. Scenario practice allows each participant to demon-strate the ability to evaluate the scene, recall critical steps and take appropriate action.

A True B False

17. Each individual Emergency Scenario in the Primary and Secondary Courses has ______ scenes for EFR Instructors to choose from.

A 5 B 3 C 12 D 2

A-17

Appendix

A-17

18. Why is it important to emphasize the emotional as-pects of offering emergency care to a child during the Care for Children course? (Check all that apply.)

A Emotions may be intensified when a child is involved.

B Knowing how to deal with a frightened, injured child as well as frantic parents helps you focus on assisting the child.

C If the Emergency Responder feels that the task is too overwhelming due to additional variables with a child, there may be hesitation to help.

D The Emergency Responder’s acceptance that the outcome of care provided might be beyond the responder’s personal influence can be more difficult when a child is involved.

19. Handling choking patients (adults and children) varies internationally. Teach the choking skills appropriate for your region.

A True B False

20. In the Care for Children course, the following skill is optional:

A Tourniquet use B Automated External Defibrillator (AED) use C Emergency Oxygen use D Febrile Convulsion management

21. The EFR Primary Care (CPR) course includes _______ skills.

A 8 B 9 C 10 D 13

PART TWO – Emergency First Response Course Standards and Procedures

22. When you become an Emergency First Response In-structor, you agree to abide by standards and proce-dures described in Emergency First Response instruc-tor guides for the Emergency First Response courses you teach. In this way, Emergency First Response courses __________________________.

A have consistency throughout the world B allow for extreme flexibility by EFR Instructors C are completely inflexible and do not allow for

regional variation D None of the above.

4

23. Everyone benefits when you use the educational system as intended and when you comply with the standards within it. When you use the system as intended: (Check all that apply.)

A Participants receive thorough training. B You enhance your courses by using a tested

educational system. C The EFR organization’s reputation for quality

remains intact. D Participants can receive an inexpensive and quick

course.

24. Emergency First Response monitors courses for quality control by sending course __________to participants.

A surveys B evaluation questionnaires C evaluators to talk D All of the above.

25. To enroll in any EFR course, an individual must be at least 8 years old.

A True B False

26. To participate in the Emergency First Response Sec-ondary Care (First Aid) course, individuals must:

A First know how to bandage a wound or cut. B Complete an EFR Care for Children course. C Complete the Emergency First Response

Primary Care (CPR) course or another qualifying prerequisite course.

D Be at lease 8 years old.

27. Within the EFR Code of Practice, you agree to: (Check all that apply.)

A Conduct yourself and your Emergency First Response-related activities in a professional manner.

B Represent yourself as an Emergency First Response Instructor only when you are in Teaching status.

C Not disparage the Emergency First Response organization, Emergency First Response Instructors or any other industry professionals.

D Exhibit common honesty in your Emergency First Response related activities.

A-18


A-18

34. Regarding barrier use during EFR courses, which statement is correct?

A Gloves must be used by participants during all skills, in any EFR course.

B Participants enrolled in the Primary Care (CPR) course must use eye shield barriers when practicing Primary Care Skill 6 – Serious Bleeding Management.

C Current guidelines reduce emphasis of barrier use when providing CPR.

D Both B and C.

35. Participants enrolled in the EFR Care for Children course must have gauze pads and dressings for ban-daging skills.

A True B False

36. Regarding EFR completion cards, which statement is correct?

A Completion cards are not needed by a participant to render emergency care. Completion cards simply indicate participants have successfully completed training.

B When Emergency Responders render aid to an injured or ill patient, they should be prepared to show officials their EFR completion card.

C Emergency Responders must have an EFR completion card to perform CPR.

D None of the above.

37. You must submit a Course Completion Authorization within seven days for each participant who meets performance requirements for either the Emergency First Response Primary Care (CPR) and/or Secondary Care (First Aid) course.

A True B False

38. You should encourage participants to take a refresher course at least every _______ months to keep their skills and completion card current. (In some areas, regional guidelines highlight the need for more frequent skill review and practice.)

A 36 months B 24 months C 4 to 6 months D None of the above.

39. For EFR course completion, participants need not take the specific final examination for a course, they must simply complete the entire scheduled course.

A True B False

28. If a participant who has taken CPR training through an organization other than EFR wants to enroll in an EFR Secondary Care (First Aid) course, they need an orientation to which EFR Primary Care skills?

A Serious bleeding management, shock management and spinal injury management.

B Scene assessment, barrier use and primary assessment

C AED orientation, conscious choking adult and emergency oxygen use.

D Enrolling in an Emergency First Response Secondary Care (First Aid) course is only allowed after completing an entire Emergency First Response Primary Care (CPR) course.

29. For all EFR courses, the participant-to-Emergency First Response Instructor-to-CPR mannequin ratio is:

A 4:1:1 B 8:1:1 C 12:1:1 D 16:1:2

30. For EFR courses, the participant-to-instructor ratio increases to a maximum of 24:1 when using one or more qualified assistants.

A True B False

31. To increase the participant-to-instructor ratio for any EFR course, a qualified assistant is defined as:

A A current Emergency First Response Instructor. B A current CPR/first aid instructor with another

regionally recognized organization. C A trained medical professional such as a

paramedic, EMT, nurse practitioner, etc. D All of the above.

32. To teach the CPR & AED course, EFR Instructors must have an an Automated External Defibrillator (AED ) unit with training mode or AED trainer.

A True B False

33. Which of the following items must EFR Instructors have when teaching the Emergency First Response Primary Care (CPR) course? (Check all that apply.)

A Automated External Defibrillator (AED) unit or AED trainer

B Emergency First Response Primary and Secondary Care Instructor Guide

C Emergency First Response Participant Manual D Different types of ventilation barriers to show as

examples

5

A-19

Appendix

A-19

40. In situations where an EFR manual, and video are not available in a language participants understand, you should use the _____________ to elaborate on necessary information.

A Skill development material B Emergency reference section C Knowledge development outlines D None of the above.

41. Participants must complete _______ separate skills in the EFR Care for Children course.

A 9 B 12 C 10 D 4

42. To remain current as an Emergency First Response Instructor, you must:

A Stay up-to-date with Emergency First Response course standards and implement any changes announced in The Responder (Emergency First Response newsletter).

B Submit at least one Course Completion Authorization.

C Renew your rating every two years. D Both A and C are correct.

43. What is the mannequin requirement for the Care for Children course skills practice?

A An infant mannequin only. B A child mannequin only. C An infant mannequin and a child (or adult)

mannequin. D An infant mannequin and a child mannequin.

44. When you renew your EFR Instructor credential (if certifi ed since 2005) you can teach all four EFR core courses: Primary Care (CPR), Secondary Care (First Aid), CPR & AED and Care for Children.

A True B False

45. Regarding EFR fi nal exams, participants must answer all questions correctly or:

A You must thoroughly review each missed question until participants understand the information.

B Participants must take the course again. C Participants must take the exam again. D Participants must re-read their EFR manual then

take the exam again.

PART THREE - Emergency Care

46. Using the Chain of Survival illustration on your answer sheet, write the appropriate letters in the boxes to describe each of the links.

A Early Recognition and Call for Help B Early Professional Care and Followup C Early CPR D Early Defibrillation

47. Call First means that once you’ve established __________, you immediately call your local Emergency Medical Service.

A a patient is in shock B that a patient is unresponsive and not breathing

normally C the temperature of a patient D None of the above

48. In general, to be protected by a Good Samaritan law, you should: (Check all that apply.)

A Act in good faith. B Never apply bandages to bleeding patients. C Act as a prudent person would. D Only provide care that is within the scope of your

training.

49. Using the Cycle of Care graphic on your answer sheet, write the appropriate letters in the blank boxes to describe their meaning.

A Breathing for Patient B Chest Compressions C Serious Bleeding D Airway Open

6

Chain of Survival

Continue Until Help or AED Arrives

SB

AC

BreathingNormally?

AirwayOpen?

B

Shock Spinal Injury

A

Cycle of Care: AB-CABS™

A-20


A-20

7

50. How do you determine if a person is unresponsive and not breathing normally?

A Yell at the patient. B Check the patient’s pulse. C Tap patient on the collarbone and look, listen and

feel for patient breathing. D None of the above.

51. Primary assessment refers to the evaluation of a patient for any ___________ needing immediate attention.

A scrapes and scratches B bleeding C life-threatening conditions D irregular heart rhythms

52. During CPR the ratio of chest compressions to rescue breaths is:

A 10 compressions to 1 breath B 15 compressions to 2 breaths C 30 compressions to 2 breaths D 100 compressions to 2

53. During CPR the rate of chest compressions per minute is at least:

A 200 B 50 C 100 D 150

54. Why is defibrillation important to a patient with cardiac arrest?

A Defibrillation disrupts the abnormal twitching of a heart, restoring a normal heartbeat.

B Defibrillation causes the heart to beat erratically. C It keeps the patient from having to go to the

hospital after CPR has been administered. D All of the above.

55. ____________ is the first and most successful method for serious bleeding management.

A Yelling for help B Sustained direct pressure C Elevating the wound area D Tourniquets

56. What are indications of shock? (Check all that apply.) A Pale or bluish tissue color B Altered consciousness C Lackluster eyes, dazed look D. Rapid, weak pulse

57. Shock management often includes elevating the patient’s legs 15-30 centimetres/6-12 inches and ________________.

A performing a pulse check B providing water to drink C taking the patient’s temperature D protecting from the sun or covering the patient to

maintain body temperature based on local climate

58. If an unresponsive, nonbreathing child’s problem could be due to drowning or other respiratory problem, you _______ then call Emergency Medical Services.

A treat for shock B give Care First C give rescue breaths first D place the patient in the recovery position

59. Indications that someone might have a spinal injury include: (Check all that apply.)

A Headache B Vomiting C Change of consciousness - like fainting D Pain in back of neck area

60. Regarding a patient’s condition during an illness or injury assessment, a sign is:

A Something you can see, hear or feel. B Something the patient tells you is wrong. C Something a bystander tells you about an

accident. D None of the above.

A-21

Appendix

A-21

Product No. 71851 (Rev. 02/12) Version 1.01 © Emergency First Response Corp. 2012

Emergency First Response® Instructor CourseFinal Exam Answer Sheet

A B C D

1. □ □ □ □

2. □ □ □ □

3. □ □ □ □

4. □ □ □ □

5. □ □ □ □

6. □ □ □ □

7. □ □ □ □

8. □ True False

9. □ □ □ □

10. □ □ □ □

11. □ □ □ □

12. □ □ □ □

13. □ □ □ □

14. □ □ □ □

15. □ □ □ □

16. □ True False

17. □ □ □ □

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19. □ True False

20. □ □ □ □

21. □ □ □ □

A B C D

22. □ □ □ □

23. □ □ □ □

24. □ □ □ □

25. □ True False

26. □ □ □ □

27. □ □ □ □

28. □ □ □ □

29. □ □ □ □

30. □ True False

31. □ □ □ □

32. □ True False

33. □ □ □ □

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35. □ True False

36. □ □ □ □

37. □ True False

38. □ □ □ □

39. □ True False

40. □ □ □ □

41. □ □ □ □

42. □ □ □ □

43. □ □ □ □

44. □ True False

45. □ □ □ □

A B C D

46.

47. □ □ □ □

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49.

50. □ □ □ □

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53. □ □ □ □

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56. □ □ □ □

57. □ □ □ □

58. □ □ □ □

59. □ □ □ □

60. □ □ □ □

Instructor Candidate Name _____________________________________________________________________________________ (Please Print)

Class Number __________________________________________________ Date _______________________________________

CANDIDATE STATEMENT: I have had explained to me and I understand the questions I missed.

Candidate Signature ________________________________________________________________________________

Date _____________________________________________________________________________________________

Directions: Upon making your answer choice, COMPLETELY fill in the space � below the proper letter. If a mistake is made, erase your selection or place a dark X through your first answer.

Part One Part Two Part Three


SB

AC

BreathingNormally?

AirwayOpen?

B

Shock Spinal Injury

A


A-22


A-22


Emergency First Response® Instructor CourseFinal Exam Answer Key

A B C D

1. � □ □ �

2. □ � □ □

3. □ □ □ �

4. � � � �

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20. □ � □ □

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A B C D

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25. □ True � False

26. □ □ � □

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38. □ � □ □

39. □ True � False

40. □ □ � □

41. □ � □ □

42. □ □ □ �

43. □ □ � □

44. � True False

45. � □ □ □

A B C D

46.

47. □ � □ □

48. � □ � �

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50. □ □ � □

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57. □ □ □ �

58. □ � □ □

59. � � � �

60. � □ □ □

Instructor Candidate Name _____________________________________________________________________________________ (Please Print)

Class Number __________________________________________________ Date _______________________________________

CANDIDATE STATEMENT: I have had explained to me and I understand the questions I missed.

Candidate Signature ________________________________________________________________________________

Date _____________________________________________________________________________________________

Directions: Upon making your answer choice, COMPLETELY fill in the space � below the proper letter. If a mistake is made, erase your selection or place a dark X through your first answer.

Part One Part Two Part Three

A C D B


SB

AC

BreathingNormally?

AirwayOpen?

B

Shock Spinal Injury

A


BD

AC

A-23

Appendix

A-23

INSTRUCTOR AGREEMENT I have obtained the required current EFR Instructor materials and have made myself familiar with the contents. I understand I cannot conduct any Emergency First Response (EFR) courses until I receive authorization from EFR. I further agree that when conducting EFR courses I will abide by all EFR Standards and procedures as published and updated by EFR. I will maintain familiarity with EFR educational materials, including revisions to existing materials and the introduction of new materials. I affirm that I have read and will abide with the EFR License Agreement found in the Appendix Section of the EFR Instructor Guide. I understand and agree that any criminal conviction on my part involving abuse of a minor or sexual abuse of an adult, occurring either during or prior to my certification as an EFR Instructor, will be automatic grounds for denial or revocation of my credential. I also understand EFR may refuse to accept my application or rescind any EFR Instructor credentials I may have if EFR determines my certification is not in the best interest of Emergency First Response. Applicant Signature _______________________________________________________________ Date Signed ________________________ D/M/Y

CERTIFICATION INFORMATION (To be completed by the Emergency First Response Instructor Trainer.)

Course Location _______________________________________________________________________________________________________________________ City State or Province Country

Date Course Completed ___________________________ If applicable: Facility Name _______________________________________ No. _________________________ D/M/Y

Instructor Trainer Name __________________________________________________________________ Instructor No. ____________________________________ (Please Print)

Instructor Trainer Signature _______________________________________________________________ Date Signed ____________________________________ D/M/Y

COURSE INFORMATION AND PREREQUISITES (To be completed and initialed by Emergency First Response Instructor Trainer)

� Instructor Course _____ Current EFR Primary/Secondary Care; or _____ Medical Professional

� Instructor Crossover _____ Current CPR/First Aid Instructor

� Retraining Course _____ Emergency First Response Instructor

Product No. 10245 (Rev. 02/12) Version 2.10 © Emergency First Response Corp. 2012® indicates a trademark is registered in the U.S. and certain other countries.


Instructor ApplicationPLEASE PRINT CLEARLY Check here if this is a change of address and you want our records changed accordingly.

Name _____________________________________________________________________________________________ � PADI Member No. _________________ First Initial Last

Mailing Address _____________________________________________________________________________________ � Non-PADI Member ________________

City _______________________________________________________________________ State/Province _____________________________________________

Country ________________________________________________________________ Zip/Postal Code ___________________________________________

Home Phone (_____)________________________________________________________ Business Phone (_____)______________________________________

FAX (_____)________________________________________________________________ Email _____________________________________________________

Date of Birth ___________________________ Sex: M F Preferred Language ____________________________________________ D/M/Y

CHECKLIST Application completed in full

Applicant and Trainer signatures

Copy of certifications (for crossovers only)

See price list for fee

MAIL TO – Your Emergency First Response Regional Headquarters

Visit emergencyfirstresponse.com for Regional Headquarters locations.

Rec’d ____________ Entr’d ____________ Shp’d __________

PAYMENT METHODSee current price list for payment information.

MasterCard VISA American Express Discover Card JCB Maestro (UK only) Check/Bank Draft No.* ______________________________________

* Check/Bank Draft must be payable in the currency of the PADI Regional Headquarters the application is submitted to.

Card Number _________ __________ __________ __________

Card expiration date ___________________________________________

Maestro (UK only)

Cardholder Name ______________________________________________ Please Print

Authorized Signature __________________________________________

A-24


A-24

CERTIFICATION INFORMATIONMethod 1: Emergency First Response Care for Children Instructor Course

Course Location _______________________________________________________________________________________________________________________ City State or Province Country

If applicable: Facility Name: _________________________________________________________________________________ No. __________________________

Instructor Trainer Name ____________________________________________________________________________________ EFR No. ______________________

Instructor Trainer Signature ________________________________________________________________________________ Date Signed ___________________ D/M/Y

APPLICANT SIGNATURE I have obtained the required current Care for Children Instructor materials and have made myself familiar with the contents.I understand I cannot conduct the Care for Children course until I receive authorization from EFR. I further agree that when conducting EFR courses I will abide by all EFR Standards and procedures as published and updated by EFR. I will maintain familiarity with EFR educational materials, including revisions to existing materials and the introduction of new materials. I affirm that I have read and will abide with the EFR License Agreement found in the Appendix Section of the EFR Instructor Guide. I understand and agree that any criminal conviction on my part involving abuse of a minor or sexual abuse of an adult, occurring either during or prior to my certification as an EFR Instructor, will be automatic grounds for denial or revocation of my cre-dential. I also understand EFR may refuse to accept my application or rescind any EFR Instructor credentials I may have if EFR determines my certifi-cation is not in the best interest of Emergency First Response.

Applicant Signature _____________________________________________________________________ Date Signed _____________________________ D/M/Y

Product No. 10270 (Rev. 02/12) Version 1.10 © Emergency First Response Corp. 2012® indicates a trademark is registered in the U.S. and certain other countries.

Use this application for EFR Instructors who were certified prior to July 1, 2005who have not yet earned the Care for Children Instructor rating.


Care for Children UpgradeInstructor Application

PLEASE PRINT CLEARLY Check here if this is a change of address and you want our records changed accordingly.

Name __________________________________________________________________________________________EFR Instructor No. _______________________ First Initial Last

Mailing Address _______________________________________________________________________________________________________________________

City ___________________________________________________________________ State/Province _________________________________________________

Country _____________________________________________________________________________________ Zip/Postal Code _____________________________

Home Phone (_____)___________________________________________________ Business Phone (_____)___________________________________________

FAX (_____)__________________________________________________________ Email __________________________________________________________

CHECKLIST Application completed in full Applicant and Trainer signatures See price list for fee Knowledge review (if Method 2 or 3) Certification Documentation (if Method 3)

MAIL TO – Your Emergency First Response Regional Headquarters

Visit emergencyfirstresponse.com for Regional Headquarters locations.

For mailing information, see current price list or visit padi.com.

Rec’d ________________ Entr’d _____________ Shp’d _____________

PAYMENT METHODSee current price list for payment information.� MasterCard � VISA � American Express� Discover Card � JCB � Maestro (UK only)� Check/Bank Draft No.* ____________________________________

* Check/Bank Draft must be payable in the currency of the PADI Regional Headquarters the application is submitted to.

Card Number _________ __________ __________ __________

Card expiration date __________________________________________

Maestro (UK only)

Cardholder Name ____________________________________________ Please Print

Authorized Signature _________________________________________

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Appendix

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Primary Care Skill 1 – Scene AssessmentTh is can be done using the scene assessment illustrations, so it’s not really a skills practice; no problems assigned.

Barrier Use SkillsSample Problems:

1. Snap the glove during removal 2. Touches ungloved portion of hand when removing gloves 3. Position ventilation barrier in an ineff ective manner

Primary Assessment SkillsSample Problems:

1. Forcefully shake the patient’s shoulders (or other inappropriate consciousness assessment) to determine responsiveness

2. Don’t use barriers 3. Do not place head near enough to the patient’s head to perform a proper breathing check 4. Look, listen and feel for breathing for much less than 10 seconds. 5. Push fi ngertips into the fl eshy part of the jaw instead of placing them on the jawbone

Adult CPR SkillsSample Problems:

1. Do not perform breathing check 2. Push with fi ngers (instead of the heel of your hand) during compressions 3. Give 15 (instead of 30) compressions 4. Bend your arms during compressions 5. Rock forward and back when giving compressions 6. Snap compressions (instead of smooth, continuous up-and-down motion) 7. Compress slowly (less than at least 100-per-minute rate)

AED Use SkillsSample Problems:

1. Start placing pads on mannequin, etc., before turning on AED unit and listening for prompts 2. Do not place pads in proper placement areas 3. Position AED unit so that you have to reach across the mannequin to turn it on and to

administer shock 4. Maintain contact with the patient (or have other items/equipment touching the patient)

when delivering shock 5. Do not wait for, or follow prompts 6. If CPR is needed, remove AED pads before administering CPR


Learning and Instruction Teaching Skills WorkshopSample Problems for Positive Coaching

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Conscious/Unconscious Choking Adult SkillsSample Problems:

For Abdominal Th rusts

1. Place your hand fl at at the thrust site (instead of formed into a fi st) 2. Place your fi st just below the navel 3. Use one hand to perform thrusts

For Chest Th rusts

1. Place your fi st at the abdominal thrust site (just above the navel) instead of on the sternum

2. Do not reassure patient 3. Link fi ngers together rather than making a fi st and placing the other hand over the fi st

For Back Blows

1. Do not lean patient forward when standing 2. Do not check for breathing 3. Give only 1 back blow

Serious Bleeding Management SkillsSample Problems:

1. Do not use barriers 2. Do not conduct primary assessment 3. Bandage ineff ectively (too tightly, or pull roller bandages to thin strips rather than broad, fl at

bandaging)

Shock Management SkillsSample Problems:

1. Do not conduct primary assessment 2. Tell the patient to get up and move to a chair or somewhere else 3. Do not attempt to maintain patient’s body temperature 4. Do not elevate legs (even if there is no suspected spinal injuries or leg fractures)

Spinal Injury Management SkillsSample Problems:

1. Do not cradle or stabilize the head when performing the log roll 2. Do not straighten or properly position arms and legs prior to performing the log roll 3. Roll the patient away from you instead of toward you

Emergency Oxygen Use Orientation SkillSample Problems:

1. Do not ask the patient for permission to administer oxygen or explain what it is 2. Do not test the mask to see if O2 is working 3. Position the mask upside down on the patient’s face 4. Do not monitor the oxygen unit pressure gauge

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Appendix

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Injury Assessment SkillsSample Problems:

1. Do not use barriers 2. Do not give the Responder statement, ask for permission to assess or explain what you are

doing 3. Move the patient 4. Speaking to the patient from a position that causes the patient to move to see rescuer 5. When assessing eye tracking, ask the patient to follow your fi nger movement by moving his

head 6. If the patient complains of neck, head or back pain do not stop and stabilize head—instead

continue with the assessment 7. When assessing for broken bones or other injury sites, squeeze the arms and legs from point

to point rather than maintaining a smooth, fi rm pressure following the limb

Illness Assessment SkillsSample Problems:

1. Do not give the Responder statement 2. Do not conduct primary assessment 3. Do not record patient responses to questions 4. Have diffi culty locating pulse 5. Do not reassure patient 6. Use thumb when taking radial pulse

Bandaging SkillsSample Problems

1. Do not use barriers 2. Wrap roller bandages too loosely 3. When bandaging a limb, also bandage fi ngers (or toes) to prevent circulation checks 4. Do not secure the end of the bandage 5. Do not stabilize joint injuries (do not bandage below and above the joint) 6. Have diffi culty with triangular bandage placement 7. Do not tie off the triangular bandage at the elbow 8. Dropping the roller bandage 9. Wrapping the bandage too tight

Splinting for Dislocations and Fractures SkillSample Problems:

1. Use a splint too short to immobilize joints above and below injury 2. Bandage too loosely (it does not immobilize the injury) 3. Do not check circulation 4. Do not reassure patient 5. Splint an arm fracture, but do not put it in a sling

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PRODUCT NO. 10254 (Rev. 02/12) Version 3.0 © Emergency First Response Corp. 2012

1. Did you receive a course completion card?

2. If you did receive a course completion card, does the Instructor’s name on your completion card match the name of the person who conducted your course?

3. Did you watch the Emergency First Response Video?

4. Did you use the Emergency First Response Participant Manual during your course?

5. Did you use gloves and other barrier devices during skill practice sessions?

6. Did you take a final exam?

Emergency First Response® Primary Care (CPR)/Secondary Care (First Aid) Course Evaluation Survey

Please continue on other side.

DIRECTIONS SELECT ONLY ONE ANSWER FOR EACH QUESTION

Dear Emergency Responder,

Congratulations on completing your Emergency First Response (EFR) program! We always strive to improve the quality of EFR programs, and here’s a couple ways you can help:

1. Fax this completed form to +1.949.267.1255

2. Email this completed form to [email protected]

3. Mail this completed form back to Emergency First Response

Your answers will help us maintain educational quality for EFR programs.

Thanks for your help!

¡Gracias por su ayuda!

Obrigado por sua cooperação!

Merci pour votre aide!

G Brad Smith, Training Manager

Emergency First Response Corp.

Unsure Yes No or N/A

Which Emergency First Response course(s) did you complete?

Primary Care – CPR (Complete Part I & II Only, Questions 1-13)

Secondary Care – First Aid (Complete Part I & III Only, Questions 1-6 and 14-18)

Combined Primary and Secondary Care (Complete all Questions 1-18)

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Appendix

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Please feel free to add any comments about your experience

PART II: To be completed by Primary Care (CPR) participants.

7. Was there at least one mannequin available during the course?

8. Did you practice CPR on a mannequin?

9. Did you practice Primary Assessment on a person?

10. Did you practice assisting a Conscious Choking patient?

11. Did you practice Serious Bleeding Management on a person?

12. Did you practice Shock Management on a person?

13. Did you practice Spinal Injury Management on a person?

14. Did you complete Scenario Practice (acting, role modeling accidents and injuries)?

PART III: To be completed by Secondary Care (First Aid) participants.

15. Did you practice Injury Assessment on a person?

16. Did you practice Illness Assessment on a person?

17. Did you practice Bandaging on a person?

18. Did you practice Splinting for Dislocations and Fractures on a person?

19. Did you complete Scenario Practice (acting, role modeling accidents and injuries)

10254

Unsure Yes No or N/A

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<Date> <Company Name> <Address> <City> <State> <Zip Attention <Contact Name> Dear <Contact Name>, Thank you for your interest in <your company name> and the Emergency First Response training program. At <your company name> we are committed to providing the utmost in customer service and can customize Emergency First Response courses to meet your specific emergency response requirements. Emergency First Response courses are solidly grounded in state-of-the-art educational material that provides program flexibility to meet your scheduling needs. I’ve enclosed a sample of the participant materials for you to examine. The following is a list of services and a proposal to train <number of employees> for <company name>. Upon entering into contract, <your company name> will;

• offer Emergency First Response training in specific locations designated by <company name>.

• assist in class scheduling and logistical support. • offer training during times specified by <company name>. • conform to all <company name> policies regarding breaks and lunches. • provide a class roster and any other information pertaining to the training required

by <company name>. • notify <company name> in writing within a minimum of ninety days of any

participant approaching the recommended retaining date. • provide an Emergency First Response instructor for all training. The training

provided by the instructor will include Emergency First Response Primary and Secondary Care. Additionally, the instructor will provide training in automated external defibrillator (AED) use, conscious choking adult management and emergency oxygen use. Please see enclosed program brochure for complete course content.


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Appendix

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• invoice <company name> at <$$$> per class. Maximum class size will be limited

to twelve participants to one instructor. This fee includes all training supplies and participant materials. Each participant will receive a personal copy of the EFR® participant manual and video and will retain this material after completion of training. In the event class size exceeds twelve participants, additional participants will be billed at <$$$>. <Your company name> will invoice <company name> upon completion of each class. Payment is due upon receipt of invoice.

• in the event of class cancellation by <company name> a cancellation fee of <$$$> per scheduled class will be assessed.

• in the event of cancellation by <your company name>, any deposit will be refunded in full.

Thank you for considering <your company name>for your workplace CPR and first aid training needs. I look forward to receiving your reply by <date>. If you have any questions, please contact me at <your contact information>. Sincerely, <Your Name> <Title> Emergency First Response Product Number 00577 (Rev. 6/11) Version 2.0

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Emergency First Response® First Aid and CPR Competency Statement

Applicant Name _____________________________________________________________________________________________ (First) (Last)

Doctor Dentist Nurse Paramedic Ambulance Officer

Other __________________________________________________________________________________________________

Applicant Signature __________________________________________________________________________________________

Dear Emergency First Response,

I verify that _____________________________________________________________________is a qualified (Applicant Name)

Emergency Care professional and has used First Aid and CPR skill and knowledge within the past 24 months.

Supervisor Name ___________________________________________________________________________________________

Title ______________________________________________________________________________________________________

Place of Employment ________________________________________________________________________________________

Work Phone _______________________________________________________________________________________________

Signature ________________________________________________________________ Date ____________________________ (Day/Month/Year)

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