EFRITGuide

EMERGENCY FIRST RESPONSE
Instructor Trainer Guide
Primary and Secondary Care and Care for Children
emergencyrstresponse.com
Product No. 67010 (Rev. 10/06) Version 3.0 Emergency First Response Corp 2006
Primary and Secondary Care Care for Children Instructor Trainer Guide
www.emergencyrstresponse.com Emergency First Response Corp. 30151 Tomas Street Rancho Santa Margarita, CA 92688 Toll Free US and Canada: 800 337 1864 Tel: +1 949 766 4261 Fax: +1 949 858 8211 info@emergencyrstresponse.com Emergency First Response Ltd. Unit 7, St Phillips Central Albert Rd Bristol BS2 0PD England Tel: +44 117 300 7328 Fax: +44 117 971 0400 info@emergencyrstresponse.co.uk Emergency First Response Europe Ltd. Oberwilerstrasse 3 8442 Hettlingen Switzerland Tel: +41 52 316 3535 Fax: +41 52 304 1498 info@emergencyrstresponse.ch Emergency First Response (Asia Pacic) Pty Ltd. Unit 3, 4 Skyline Place Frenchs Forest NSW 2086 Australia Tel: +61 2 9454 2980 Fax: +61 2 9454 2999 info@emergencyrstresponse.com.au Emergency First Response (EFR) Primary and Secondary Care and Care for Children Instructor Trainer Guide Emergency First Response Corp., 2002-2006. All rights reserved. Produced by DSAT (Diving Science and Technology Corp.) for Emergency First Response Corp. Portions of the Appendix of the guide may be reproduced by EFR Instructor Trainers to use in EFR-sanctioned training, but not for resale or personal gain. No other reproduction is allowed without the express written permission of the publisher. Published by Emergency First Response Corp. 30151 Tomas Street Rancho Santa Margarita, CA 92688
Printed in the U.S.A. Product No. 67010 (Rev. 10/06) Version 3.0
Section One Course Overview and Standards
Contents
Section One
Emergency First Response Instructor Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Course Overview and Standards Sample Course Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Emergency First Response Instructor Crossover Program . . . . . . . . . . . . . . . . . . . . . . . 13 Emergency First Response Instructor Retraining Program . . . . . . . . . . . . . . . . . . . . . . 16 Care for Children Instructor Upgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Emergency First Response Instructor Trainer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Qualifications and Renewal
Section Two
Emergency First Response Instructor Trainer Presentations 1 Course Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 2 Emergency First Response Program Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 3 Learning and Instruction Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 4 Teaching Emergency First Response Skills Workshop . . . . . . . . . . . . . . . . . . . . . . 52 5 Care for Children Course Standards and Content . . . . . . . . . . . . . . . . . . . . . . . . . . 54 6 Care for Children Skills Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 7 Organizing an Emergency First Response Course . . . . . . . . . . . . . . . . . . . . . . . . . . 67 8 Mannequin Cleaning Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 9 Marketing Emergency First Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Emergency First Response Instructor Exam Procedures . . . . . . . . . . . . . . . . . . . . . . . . 85
Appendix
Appendix Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-1
Acknowledgments
Patient Care Standards Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) follow emergency considerations and protocols from the consensus view of the Basic Life Support (BLS) Working Group of the International Liaison Committee on Resuscitation (ILCOR). ILCOR is an international standards group representing many of the worlds major resuscitation organizations. The Emergency First Response curricula is based on current (2005 2006) patient care standards as published in the American Heart Association, the European Resuscitation Council, the Australian Resuscitation Council, and New Zealand Resuscitation Council Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. A source authority for the development of content material in the Emergency First Response program is 2005 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations, Circulation, 2005; 112:IV-1-IV-5, 2005 American Heart Association
Acknowledgments
International Medical Review Phil Bryson, MBChB, DCH, DRCOG, MRCGP Medical Director, Diving Disease Research Centre, UK Des Gorman, BSc, MBChB, FAFOM, PhD Head - Occupational Medicine School of Medicine, University of Auckland, Auckland, New Zealand Jan Risberg, M.D. PhD NUIAS, Begen, Norway Brian Smith, M.D. Mountain West Anesthesia, Utah, USA Technical Consultant Jon Sowers, EMT Training Director, Emergency Medical Training, Inc.
For More Information about Emergency First Response, Corp., courses, products and emergency care go to www.emergencyrstresponse.com.
Emergency First Response Instructor Training
Course Overview and Standards

The Emergency First Response Instructor Course provides qualied individuals with the additional training necessary to teach the Emergency First Response Primary Care (CPR), Secondary Care (First Aid) and Care for Children courses. This course builds on the instructor candidates skills as primary and secondary care providers and focuses on developing their instructional abilities. Through independent study, classroom sessions and practice teaching assignments, instructor candidates learn to conduct the Emergency First Response programs. Individuals who are current CPR/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 Program. This program gives credit for their teaching experience and focuses on familiarizing them with the Emergency First Response program philosophy and structure.
Goals
The 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 and prepare them to teach courses that are low-stress, performance-based and learner-centered. 3. Rene instructor candidates primary care, secondary care and Care for Children 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 the community.
Prerequisites
To enroll in an Emergency First Response Instructor Course, an individual must: 1. Have completed a sanctioned course in adult and child/infant CPR within the past 24 months 2. Have completed a sanctioned course in basic rst aid within the past 24 months 3. 18 years of age
Note
Those with current CPR/First Aid instructor credentials from other organizations may take the Emergency First Response Instructor Crossover Program. See instructor crossover requirements further into this section Practicing medical professionals (e.g. paramedics, EMTs, nurses, doctors) can enroll without having taken the provider-level courses within the past 24 months.
Supervision and Ratios

Only current Emergency First Response Instructor Trainers qualify to teach the Emergency First Response Instructor Course. (See Emergency First Response Instructor Trainer Qualications and Renewal). The instructor candidate-to-Emergency First Response Instructor Trainer ratio is 12:1. This ratio may increase to a maximum of 24:1 when using one or more assistants qualied as follows: A current Emergency First Response Instructor Trainer A current Emergency First Response Instructor. The maximum instructor candidate-to-mannequin ratio is 12:1. Use of more mannequins is recommended. If possible, have a variety of mannequin types available to familiarize candidates with dierences. Its recommended that mannequins are capable of simulating an airway obstruction if the airway is not positioned properly.
Training Materials
Emergency First Response Instructor Trainer
Required Materials
To teach the Emergency First Response Instructor Course, you must have: Emergency First Response Instructor Trainer Guide Emergency First Response Instructor Course Lesson Guides (if available in a language understood by instructor candidates) Emergency First Response Primary and Secondary Care Instructor Guide Care for Children Instructor Guide Emergency First Response Participant Manual Care for Children Participant Manual Emergency First Response Video Care for Children Video Emergency Care at a Glance Course Completion Authorization form and Certicate CPR Mannequins (adult and infant mannequins required, child mannequin recommended) Automated External Debrillator (AED) training unit (its recommended to have child pads in addition to adult pads) Oxygen unit Roller bandages Triangle bandages
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 oor coverings for comfort and protection during skill development Bag marked Biohazard for disposal of barriers to show as example Dierent 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
Emergency First Response Instructor Candidate

Required 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 personal set of the following materials for the 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 Care for Children Instructor Guide Emergency First Response Course Knowledge Reviews Emergency First Response Participant Manual Emergency First Response Care for Children Participant Manual Emergency First Response 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
Performance Requirements and Assessment

To be certied as an Emergency First Response Instructor, an individual must meet the following performance requirements: 1. Complete the four Self-Study Knowledge Reviews (Primary and Secondary Care Program Standards, Care for Children, Human Body Systems and Medical Emergencies). [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) or Secondary Care (First Aid) courses. 4. Teach at least one skill from the Care for Children course. 5. During skill teaching presentations, candidates must identify problems or ineective 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 eective demonstrations by other participants, sta or in the video. Specically identify what was eective about a participants 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 10 (required and recommended) Emergency First Response Primary and Secondary Care program skills. [You must verify that all skills are performed correctly and slowly enough to adequately exhibit details of the skill.] 7. Demonstrate role-model technique for Care for Children skills: One Rescuer Child CPR, One Rescuer Infant CPR, Automated External Debrillator use Child, Conscious Choking Child and 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 Emergency First Response Instructor written examination score 75 percent or higher. [You must review the exam with candidates to make sure they understand any missed questions and fully comprehend the material.]
* Recommended skills (AED and emergency oxygen) are required in the Emergency First Response Instructor course.
Sequence and Duration

You must conduct the required Emergency First Response Instructor Course Presentations in sequence. The 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. The Emergency First Response Instructor Course is typically a two-day program 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. The number of candidates, candidate experience and available equipment will inuence the length of the practice teaching sessions and course duration. Refer to the Sample Course Schedule for more information.
Completion Procedures
After 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 course) by submitting an Emergency First Response Instructor application with the appropriate processing fee to your Emergency First Response Oce. You, the Emergency First Response Instructor Trainer, must sign the application verifying that the candidate met all course performance requirements. Applicants may purchase materials and begin teaching after they receive authorization to teach from Emergency First Response.
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Emergency First Response Instructor Renewal
It is important to renew even if you havent yet met teaching status requirements so you dont miss any important standards-related information. To maintain the Emergency First Response Instructor rating, individuals must renew their rating every two years by submitting a renewal application to Emergency First Response. Renewal requirements include teaching at least one Emergency First Response course every two years. If an instructor chooses to team-teach with another instructor in conducting a course, the individual should sign one or more of the course completion authorizations for that course. Each instructor must submit a course completion authorization for at least one course participant to meet renewal requirements. This approach ensures that both instructors receive teaching credit toward their next renewal. Individuals may also be eligible to renew if they have completed an Emergency First Repsonse instructor-level continuing education course during the previous two calendar years. Instructor programs include First Aid at Work (in Asia Pacic region and the United Kingdom), or Care for Children Instructor Upgrade. By renewing, instructors agree to read The Responder sent by your Emergency First Response Oce, and make changes to the Emergency First Response courses based on new procedures or requirements outlined in The Responder. Emergency First Response Instructors who do not meet renewal requirements and let their rating lapse may have to complete the Emergency First Response Instructor Retraining program or repeat the Emergency First Response Instructor Course. (Contact your local Emergency First Response Oce for verication). Occasionally, when medical standards change or new Emergency First Response programs are released, instructors may be required to attend an update seminar to retain or upgrade their rating. Where legally required for ocial recognition, other renewal requirements may apply.
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Sample Course Schedule

(Hours approximate, based on 12 instructor candidates) Prior to the course, have instructor candidates obtain an Emergency First Response Instructor Guide, Care for Children Instructor Guide and complete the four self-study knowledge reviews.
Day 1
Presentation 1 - Course Orientation Presentation 2 - Emergency First Response Program Philosophy Presentation 3 - Learning and Instruction Workshop Presentation 4 - Teaching Emergency First Response Skills Workshop 2.0 hours 2.0 hours 4.0 hours 1.0 hour 9 hours
Day 2
Presentation 4 - Teaching Emergency First Response Skills Workshop (continued) Presentation 5 - Care for Children Course Standards and Content Presentation 6 - Care for Children Skills Workshop Presentation 7 - Organizing an Emergency First Response Course Presentation 8 - Mannequin Cleaning Workshop Presentation 9 - Marketing Emergency First Response Written Exam 2.5 hours 1.0 hour 1.5 hours .75 hour .5 hour 1.5 hour 1.0 hour 8.75 hours
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Emergency First Response
Instructor Crossover Program

Individuals who are current CPR/rst aid instructors with another qualifying organization may earn the Emergency First Response Instructor rating by completing an entire Emergency First Response Instructor Course or by attending an Instructor Crossover Program.
Prerequisites
To enroll in an Instructor Crossover Program, an individual must: 1. Hold a current CPR/rst aid instructor rating with another qualifying organization.* 2. Meet one of the following criteria: a. Document current authorization to teach pediatric emergency 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 Emergency First Response Instructor Course Presentation 5 (Care for Children Course Standards and Content) and 6 (Care for Children Skills Workshop) as part of the Crossover Program.
* 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. Johns Ambulance. Contact your local Emergency First Response oce for additional qualifying organizations.
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Supervision, ratios, training material requirements and completion procedures are the same as for the Emergency First Response Instructor Course. Typically the Instructor Crossover Program can be conducted in one full day. Keep in mind, however, that it is performance-based and instructor candidates may need additional time to meet all performance requirements. Incorporating instructor self-study There are two required components of the Instructor Crossover Program that may be completed through self-study: The Program Standards, Care for Children, Human Body Systems and Medical Emergencies Instructor Knowledge Reviews; and Viewing all skill segments from the Emergency First Response video and the Care for Children video and reviewing all skill performance requirements in the Emergency First Response Instructor Guide and the Care for Children Instructor Guide.
When appropriate, have candidates complete these components before coming to the Instructor Crossover Program. This gives you more in-class time to focus on the required presentations and facilitate skills practice. Use the following Emergency First Response Instructor Course presentations to conduct the Instructor Crossover Program 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 Administer the Emergency First Response written exam.
Note
Teaching Emergency First Response Skills Workshop, and Presentation 9 Marketing Emergency First Response Courses are optional in the crossover program. When time allows, please include these presentations, as well as Presentation 6 Care for Children Skills Workshop in your crossover programs.
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To be certied as an Emergency First Response Instructor through the Instructor Crossover Program, an individual must meet the following performance requirements: 1. Complete the self-study knowledge reviews for Program Standards, Care for Children, Human Body Systems and Medical Emergencies. 2. Watch all skill segments from the Emergency First Response Video and the Care for Children Video and review all skill performance requirements in the Emergency First Response Instructor Guide and the Care for Children Instructor Guide. (Independent Study Recommended) 3. Participate in the four required Instructor Crossover Program Presentations. 4. Successfully complete the Emergency First Response Instructor written examination by scoring 75 percent or higher.
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Instructor Retraining Program

Emergency First Response Instructors who let their rating lapse may complete an Emergency First Response Instructor Retraining program to reactivate their rating. This program 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 retraining program will meet the participating instructors needs. Supervision and ratios are the same as for the Emergency First Response Instructor Course. Typically the retraining program is conducted in one day. Keep in mind, however, that it is performance-based and participating instructors may need additional time to meet requirements. In addition to all materials required for conducting an Emergency First Response Instructor Course, you must also assure that participating instructors have all editions of The Responder missed during their rating lapse. The Retraining Program consists of the following presentations from the EFR Instructor Course: 1. Presentation 1 Course Orientation. Use the following segments 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 materials).
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2. Presentation 2 Emergency First Response Program Philosophy. 3. Skills Practice/Demonstration. Candidates must meet the following requirements: a. Review all skill performance requirements in the Emergency First Response Instructor Guide and the Care for Children Instructor Guide. b. Practice and demonstrate role-model technique for these skills: Primary Assessment One Rescuer, Adult CPR Conscious/Unconscious Choking Adult One Rescuer, Child CPR One Rescuer, Infant CPR Conscious Choking Infant Automated External Debrillator (AED) use (adult and child)
4. Presentation 9 Marketing Emergency First Response. 5. Administer the Emergency First Response Instructor written exam. To regain the Emergency First Response Instructor rating through the Instructor Retraining Program, an individual must meet the following performance requirements: 1. Review all skill performance requirements in the Emergency First Response 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 Program. 4. Successfully complete the Emergency First Response written examination by scoring 75 percent or higher. After satisfactorily completing all performance requirements, the instructor 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 application verifying that the instructor met all retraining program requirements. Candidates may begin teaching after receiving 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 (PADI Americas), and First Aid at Work programs (United Kingdom and Asia Pacic region), it is important to provide this training to the instructors without this credential. Additionally, individuals, who have not taught an Emergency First Response course during the two-year renewal period, may be eligible to renew by completing a Care for Children Instructor Upgrade program. In addition to all materials required for conducting Emergency First Response courses, the candidate is required to have the Care for Children Instructor Guide, Care for Children Participant Manual, and Care for Children Video. Supervision and ratios are the same as for the Emergency First Response Instructor Course. Typically, you can conduct the upgrade program 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 program, 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. One Rescuer Child CPR 2. One Rescuer Infant CPR 3. Automated External Debrillator Use - Child 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 qualied individuals who have completed an Emergency First Response Instructor Trainer program. Emergency First Response Instructor Trainers are authorized to teach Emergency First Response Primary Care (CPR), Secondary Care (First Aid) and Care for Children courses as well as the Emergency First Response Instructor Course, Instructor Crossover Program and Instructor Retraining Program.
Prerequisites
To enroll in an Emergency First Response Instructor Trainer Course, you must meet the following requirements: Be an active Emergency First Response Primary Care/Secondary Care and Care for Children Instructor. Have issued 25 EFR Completion Cards or taught at least ve EFR courses. Have no veried 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 qualied to teach adult, child and infant CPR/First Aid. Have taught at least 25 CPR/First Aid students. Successfully complete the Emergency First Response Instructor Crossover Course. Teach at least one Emergency First Response Primary Care/Secondary Care course and Care for Children Course.
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Renewal Requirements
To avoid missing important standards-related information, you should renew this rating even if you havent yet met teaching requirements. To maintain the Emergency First Response Instructor Trainer rating, individuals must renew their rating every two years by submitting a renewal application to Emergency First Response. Renewal requirements include teaching or assisting with at least one Emergency First Response Instructor Course, Instructor Crossover Program or Instructor Retraining Program every two years. If an Instructor Trainer chooses to team-teach with another Instructor Trainer in conducting a course, the individual should sign one or more of the Instructor Applications for that course. Each Instructor Trainer must submit an Instructor Application for at least one course participant to meet the renewal requirement. This approach ensures that both Instructor Trainers receive teaching credit toward their next renewal. Individuals may also be eligible to renew if they have completed an Emergency First Response instructor trainer-level continuing education course during the previous two calendar years. Instructor Trainer programs include First Aid at Work (in Asia Pacic region and the United Kingdom), or Care for Children Trainer Upgrade. By renewing, Instructor Trainers agree to read The Responder sent out by Emergency First Response and make changes to Emergency First Response courses, Emergency First Response Instructor Courses, Instructor Crossover Programs and Instructor Retraining Programs based on new procedures or requirements outlined in The Responder. Emergency First Response Instructor Trainers who do not meet Trainer renewal requirements may renew as Emergency First Response Instructors if they meet instructor renewal requirements. Retraining will be required for Emergency First Response Instructor Trainers who let their rating lapse. Occasionally, when medical standards change or new Emergency First Response programs are released, Instructor Trainers may be required to attend an update seminar to retain or upgrade their rating. Where legally required for ocial recognition, other renewal requirements may apply.
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Section Two Presentations
Emergency First Response Instructor Trainer
Presentations
Presentation 1
Course Orientation DURATION: 2 hours
Notes to Presenter
1. Prior to this session, Emergency First Response Instructor candidates must obtain a current Emergency First Response Primary and Secondary Care Instructor Guide, Care for Children Instructor Guide, Emergency First Response Participant Manual and Care for Children Participant Manual and complete the Self- Study Knowledge Reviews. Obtaining and viewing the Emergency First Response Primary/Secondary Care Video and the Care for Children Video is highly recommended. 2. This orientation overviews Emergency First Response Instructor training goals and clearly identies the course performance requirements. It allows instructor candidates to ask specic questions about their training and also provides them with an overview of the Emergency First Response program. 3. The sample contact is for your consideration and use. However, youre encouraged to create your own contact and stylize the presentation as appropriate.
Course Orientation
Course Orientation
Emergency First Response Instructor Training
2
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Contact
Have 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 youve chosen to enroll in this instructor training course, youre taking a proactive approach to emergency management. By being here, youre saying that its 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. Thank you for caring enough to want to teach others to be Emergency Responders. Through this training process, youll learn teaching techniques that will help course participants recall critical steps when it counts. The instructional method youll learn will also make participants more comfortable and willing to use their skills to help others.
Overview
Welcome and Introduction
The Emergency First Response programs provide people with proven skills to use in handling medical emergencies. Everyone has specic reasons for wanting to become an Emergency First Response Instructor. Youll share what you personally hope to gain from this training.
Overview
Welcome and Introduction Emergency First Response Instructor Training Course Emergency First Response Program Overview Course Structure, Requirements, Standards and Materials Foundational Knowledge Human Body Systems and Medical Emergencies
Course Orientation
Emergency First Response Instructor Course

Knowing the scope of this course along with the completion requirements will help keep you focused and provide success. Youll also be better prepared to fulll your responsibilities as an Emergency First Response Instructor.
Emergency First Response Programs Overview Course Structure, Requirements, Standards and Materials
Through self-study, youve familiarized yourself with the Emergency First Response programs. Well review the basics and answer any questions you may have about the course or materials.
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Foundational Knowledge: Human Body Systems and Medical Emergencies

Through self-study, youve familiarized yourself with how the human body systems work and how they are relevant to emergency response. Youve also familiarized yourself with medical emergencies and how to recognize and provide patient care.
Outline
I. Welcome
u [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?]
Welcome to your Emergency First Response Instructor Training Course
Why are you taking this course? How will you use this rating?
II. Introduction
A. What is the medical basis for the Emergency First Response programs? 1. The programs are based on internationally recognized medical guidelines produced through a consensus process of practicing professionals in the emergency medical eld. a. This is primarily the Basic Life Support (BLS) Working Group of the International Liaison Committee on Resuscitation (ILCOR).
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Course Orientation
Introduction
What is the medical basis for the Emergency First Response program?
Internationally recognized guidelines produced by practicing emergency medical professionals ILCOR BLS working group
For source information, refer to Patient Care Standards under Acknowledgments in the front of your Instructor Guide.
Course Orientation
b. ILCOR is an international standards group representing many of the worlds major resuscitation organizations. The Emergency First Response curricula is based on current (2005 2006) patient care standards as published in the American Heart Association, the European Resuscitation Council, the Australian Resuscitation Council, and New Zealand Resuscitation Council Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. c. A source authority for the development of content material in the Emergency First Response program is 2005 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations Circulation, 2005; 112:IV-1-IV-5, 2005 American Heart Association. 2. Prior to its release, the Emergency First Response program was reviewed by prominent physicians in Australia, Europe, New Zealand, Norway, the United Kingdom and the United States. This review conrmed that the program content is accurate and consistent with international guidelines.
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3. The Emergency First Response programs follow the same priorities of care used by professional emergency care providers. The programs integrate CPR with other rst aid skills to establish a consistent sequence for handling medical emergencies.
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Introduction
Medical basis . . .
Reviewed by prominent physicians Follows priority of care used by professional emergency care providers Easy recall
ABCDS of lifeline
Course Orientation
a. When faced with a complex situation, Emergency Responders know what aspect of the situation takes priority so theres no question as to what to do rst, second, etc. b. Through 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 programs use the Lifeline diagram. This visual aid leads Emergency Responders through the ABCDS of patient care. a. Focusing on this simple, easy to remember sequence helps Emergency Responders fulll their role in the Chain of Survival. b. By following the lifeline, 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 programs? 1. The programs are based on well-researched instructional design for skills training. a. Studies indicate that simpler, objectiveoriented and media-based courses do a better job at teaching primary care skills and improving retention than do longer, more conventional courses.
Introduction
What is the educational basis for the Emergency First Response programs?
Well-researched instructional design
Studies call for simpler, objective-oriented and media-based course Research shows too much information and demand for perfection results in poor performance and lower retention
Course Orientation
b. Research shows that too much information and excessive demand for precision actually results in poor skill performance and lower retention. 2. The Emergency First Response programs take a exible approach to accommodating dierent learning styles as well as cultural and language needs: a. Independent study with objective-oriented, graphics-rich manual.
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Introduction
Instructor guidance and Educational basis . . .
Flexible approach to accommodate different learning styles and needs
Graphic rich self-study materials Demonstrations on video Reinforcement Self-discovery and group practice
Course Orientation
b. Visual demonstrations and audio explanations in the Emergency First Response videos. c. Instructor demonstrations with guided practice and positive reinforcement.
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d. Self-discovery through stress-free role-play and group practice. 3. Well look at the educational approach in more detail in the next session Emergency First Response Program Philosophy.
III.
Emergency First Response Instructor course

A. What are the Emergency First Response Instructor course goals and performance requirements? 1. The goals of this course are to: a. Assure that you understand the Emergency First Response Primary/Secondary Care and Care for Children course structure, requirements and procedures.
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EFR Instructor Training Course

What are the Emergency First Response Instructor Training course goals and performance requirements?
Goals
Assure understanding of EFR program structure, requirements and procedures Discuss EFR philosophy and prepare you to teach
Course Orientation
b. Familiarize you with the Emergency First Response program philosophy and prepare you to teach courses that are low-stress, performance-based and learner-centered. c. Rene your primary, secondary care and care for children 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 the four 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 program.
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Goals
Refine your skills as role-model Provide practical organizational and marketing suggestions Encourage you to become an active instructor in your community
Course Orientation

Performance Requirements
Complete Knowledge Review Participate in course presentations Practice teaching skills Demonstrate positive coaching techniques Demonstrate role-model technique
Primary and Secondary Care + Care for Children
Complete instructor examination Score 75 percent or higher

Course Orientation
d. Demonstrate positive coaching techniques in each primary and secondary skill taught. e. Demonstrate role-model technique for all Emergency First Response program primary and secondary skills. f. Demonstrate role-model technique for care for children skills. g. Successfully complete the Emergency First Response Instructor written examination score 75 percent or higher. u [Review course schedule and candidate skill assignments as appropriate.]
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B. What are the procedures for becoming an Emergency First Response Instructor and how do you maintain your rating? 1. When you complete all course requirements, youll submit an Emergency First Response Instructor application, including a photo and application fee, to Emergency First Response.

What are the procedures for becoming an EFR Instructor?
Complete course and submit application When authorized, purchase materials and begin teaching
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Course Orientation
2. As soon as youre registered with Emergency First Response and receive authorization, you can purchase Emergency First Response instructional and participant materials, and teach Primary Care, Secondary Care and Care for Children courses. 3. To maintain your rating you must: a. Renew your Emergency First Response Instructor rating by submitting a renewal application to Emergency First Response. b. You must teach at least one Emergency First Response course every two years. Any course qualies. If you team-teach, you must sign and submit at least one Course Completion Authorization to get renewal credit for teaching.
How do you maintain your rating?
Submit renewal application to your EFR Office every 2 years Teach at least one Emergency First Response course every 2 years If you team-teach, sign and submit one course completion authorization every 2 years Retraining necessary if you dont renew or meet renewal requirements
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Course Orientation
c. If you do not meet teaching status requirements and let your rating lapse, you may have to complete a retraining program or repeat this course. Contact your Emergency First Response Oce for specics. 4. Occasionally, when medical standards change or new Emergency First Response programs are released, you may need to attend update seminars to retain or upgrade your rating. These seminars may be oered in various locations or online.
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Maintain rating. . .
Attend update seminars as required Read and implement changes announced in newsletter
The Responder
Check emergencyfirstresponse.com
5. As an Emergency First Response Instructor you agree to read The 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. This is important because it keeps Emergency First Response programs 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.
Course Orientation
6. Besides The Responder, check www.emergencyrstresponse.com for the latest information about the Emergency First Response program.
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IV. Emergency First Response Programs Overview Course Structure, Requirements and Materials
In this segment, well reference the Primary/Secondary Care courses. Though much of this information applies to Care for Children, standards specic to that course will be covered in Presentation 5. A. Knowledge Review u [Go over the Program Standards Knowledge Review instructor candidates completed during selfstudy. Answer questions and clarify information as appropriate. Use the following points to explain the Emergency First Response program, only as necessary.]
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EFR Program Overview Course Structure, Requirements and Materials

Knowledge Review
B. Beyond Primary and Secondary Care, what other courses does Emergency First Response oer? 1. Care for Children (covered in presentation 5)
2. Regional courses that meet requirements for workers who must have current CPR and rst aid skills on the job. To teach these programs, you may need additional training. Check with your EFR Oce for current information on what courses are available in your area, and how you can qualify to teach them. u [Go over any relevant EFR regional course oered in your area.]
C. How is the Emergency First Response Primary/ Secondary Care course structured? u [Have candidates reference their Emergency First Response Primary/Secondary Course Instructor Guide.] 1. The Emergency First Response course consists of two courses:
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EFR Program Overview

How are the Primary Care and Secondary Care courses structured?
Two courses Primary Care (CPR) and Secondary Care (First Aid) Three course parts Knowledge Development, Skill Development and Scenario Practice Three instructional approaches
Independent Study, Video Guided and Instructor Led
Course Orientation
a. Primary Care (CPR) includes eight required skills and two recommended skills. This course teaches participants 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. This course teaches participants to aid patients with nonlife-threatening injuries/ illnesses and to provide care for those with more serious conditions when EMS is signicantly delayed or unavailable. 2. Both courses have three parts knowledge development, skill development and scenario practice. a. Ideally, participants complete knowledge development through independent study using the Emergency First Response Participant Manual and Video. In class, you conduct a quick review and provide clarication.
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b. If necessary, due to logistical constraints or materials not being available in the participants 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 Emergency First Response Video independently (preferred) or you may show segments in class as an introduction to skills or scenarios. 3. Because teaching situations will dier depending on whether Emergency First Response materials are available before training or in a language participants understand, your instructional approach can be very exible. There are three basic approaches independent study, video guided and instructor led. a. The Independent Study Approach assumes that participants read their Emergency First Response Participant Manual, complete the Knowledge Review and watch the Emergency First Response Video before the rst skill development session. You simply verify understanding and begin skill practice. b. The Video Guided Approach assumes that participants have had little, if any, interaction with the Emergency First Response Participant Manual and Video. You guide them through the manual to complete the Knowledge Review in class. You also use the video to preview skills before participant practice. c. The Instructor Led Approach assumes the Emergency First Response Participant Manual is not available in a language participants understand and you have no means of showing the Emergency First Response Video. You must deliver all knowledge development information and provide role-model skill demonstrations for participants. d. You may need to use some combination of these teaching approaches. You have the exibility and the tools. Use your judgment to provide participants with an appropriate learning situation. e. Well look at instructional approaches in more detail in the next session Emergency First Response Program Philosophy. C. What are the Emergency First Response course goals and core performance requirements? u [Have candidates quickly review the Course Goals and Core Performance Requirements in their Emergency First Response Primary/Secondary Care Instructor Guide.]
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What are the EFR course goals and core performance requirements?
[Refer to EFR Instructor Guide]
Course Orientation
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D. What are the Emergency First Response course standards specic to participation and supervision? 1. Anyone, of any age, with an interest may take an Emergency First Response course.

What are the course standards specific to participation and supervision?
Anyone, of any age, with an interest
Use good judgment when accepting children and adapt material Use adaptive techniques for people with physical challenges
To enroll in Secondary Care (First Aid), a. Keep in mind that children may have diculty must have previous CPR training with some concepts and 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.
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Course Orientation
b. People with physical disabilities may also need to 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. This 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 Emergency First Response Instructor to teach the Emergency First Response courses. 4. The course ratio is no more than 12 participants per one Emergency First Response Instructor. a. You may increase the number of participants to a maximum of 24 when using one or more qualied assistants.
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Participation and supervision standards
Ratio 12 participants to 1 current EFR Instructor
24 participants maximum with one or more qualified assistant Assistant = another EFR Instructor, current CPR/first aid instructor or trained medical professional
Participant to mannequin ratio 12:1
b. Qualied assistants may include another Emergency First Response Instructor, a current CPR/rst aid instructor with another recognized organization or a trained medical professional (such as a paramedic, EMT, nurse practitioner, etc.). 5. The maximum participant-to-mannequin ratio is 12:1. a. Its best to use mannequins capable of simulating an airway obstruction if the airway is not positioned properly. b. Its also a good idea to use as many mannequins as available to maximize practice time.
Course Orientation
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6. These standards may need modication based on regional guidelines, laws or requirements for basic life support courses. Make sure you understand and abide by regulations for your community or country. u [Review local laws and guidelines for Emergency First Response courses, if applicable.]
What are the procedures for issuing course completion cards and how often should participants refresh their skills?
Completion Card Authorization Cards current for 24 months Independent refresher with manual and video EFR Refresher consists of Skill Development segment and exams
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E. 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 Oce.
Course Orientation
a. Completion cards denote which Emergency First Response course or courses the participant completed. The card will also have an AED designation if that recommended skill was completed. b. Completion cards are current for 24 months. 2. Encourage participants to skim through their Emergency First Response Participant manuals or watch the Emergency First Response 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 program every 24 months. a. The Refresher consists of the Skill Development portion of the Primary Care (CPR), Secondary Care (First Aid) and Care for Children courses as appropriate. b. During a Refresher program, you should also go over new developments or changes to skill techniques. c. Participants must complete the Primary Care (CPR), Secondary Care (First Aid) and Care for Children exams as appropriate. d. Issue a new Primary Care (CPR), Secondary Care (First Aid) or Care for Children completion card by lling out and submitting a Course Completion Authorization. F. 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.
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How does your Emergency First Response Office ensure course credibility?
Participant surveys Instructor follow up
Course Orientation
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2. Through this survey process, course credibility and customer satisfaction is monitored. Follow-up with instructors occurs as necessary. G. What materials are required and recommended for teaching Emergency First Response courses? u [Have candidates quickly review the Course Materials and Barrier Requirements in their Emergency First Response Instructor and Care for Children Guides. Provide additional suggestions based on local needs. Explain that youll discuss managing materials and supplies in the presentation Organizing an Emergency First Response Course.]
What materials are required and recommended for teaching Emergency First Response courses?
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Course Orientation
V. Foundational Knowledge: Human Body Systems and Medical Emergencies

A. What foundational knowledge is necessary to eectively 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 form which to teach.
Foundational Knowledge
What foundational knowledge is necessary to effectively teach EFR courses?
Human Body System understanding basic principles Medical Emergencies recognition of various signs and symptoms This information is to help you with instructor level knowledge
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Course Orientation
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 Participant Manual. 3. This 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 u [Go over the Human Body Systems and Medical Emergencies Self-Study Knowledge Reviews from the reading assignments in the Emergency First Response Instructor Guide that candidates completed independently. Answer any questions and clarify information as appropriate.]
Foundational Knowledge
Human Body Systems and Medical Emergencies
Knowledge Reviews
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Summary
Welcome and Introduction
1. What is the medical basis for the Emergency First Response program? 2. What is the educational basis for the Emergency First Response program?
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Summary
Welcome and Introduction Emergency First Response Instructor Training Course Emergency First Response Program Overview Course Structure, Requirements, Standards and Materials Foundational Knowledge Human Body Systems and Medical Emergencies
Course Orientation

3. What are the Emergency First Response Instructor course goals and performance requirements? 4. What are the procedures for becoming and 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 specic 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 eectively teach Emergency First Response courses?
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Presentation 2
Emergency First Response Program Philosophy DURATION: 2 hours
Program Philosophy
Notes to Presenter
1. This 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 the programs success. 2. You should adapt this presentation to instructor candidate needs based on whether they have little or extensive teaching experience using instructional systems. 3. The sample contact is for your consideration and use. However, youre encouraged to create your own contact and stylize the presentation as appropriate.
Contact
Think back to when you were learning how to drive a car. u [Options ride a bike, drive a boat, scuba dive, sky dive, etc. anything that gets adrenaline pumping and increases anxiety.] 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?
Program Philosophy
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. Its human nature, and well-documented in research, that people learn better when they are comfortable, yet challenged, and arent 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 condence, making them more likely to use their skills to handle medical emergencies the ultimate goal.
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As an Emergency First Response Instructor, one of your primary responsibilities is to provide a comfortable, supportive learning environment for participants. In this topic, well discuss Emergency First Response teaching philosophy and how you can apply it in your courses.
Overview
Why Simplify?
As mentioned, 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.
Overview
Why Simplify? Competent versus Perfect Retention Through Repetition Your Role
Program Philosophy
Competent versus Perfect

Performance-based training as it applies to Emergency First Response courses focuses on competence, not perfection. Well discuss why its best to maintain a low-stress learning environment.
Retention Through Repetition

A 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 Role
As 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.
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Outline
I. Why Simplify
A. What are the benets of simplifying primary care training? 1. Simplication results in higher retention, which leads to better performance after training. This makes the participant more condent with the skills.
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Why Simplify?
What are the benefits of simplifying primary care training?
Simplification Retention Better Performance
= Confidence and action

Program Philosophy
2. Skill condence means that Emergency Responders are more likely to act when faced with life-threatening situations. a. People hesitate to help if they think theyll do something wrong or forget to do something important. b. Because Emergency Responders learn to focus on the ABCDS of the Lifeline, they 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 patients chances for recovery increase. 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 oered together) helps Emergency Responders properly sequence patient care.
Simplifying skill development by excluding nonessential information, results in less anxiety, quicker action and better concentration on critical patient needs.
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Program Philosophy
Why Simplify?
Why separate primary care training from secondary care training?
Proper sequencing Manageable information and skill loads Life-threatening separated from nonlife-threatening Consistent care
Program Philosophy
2. Also, because retention and performance increase with simplication, its logical to avoid introducing too many skills and too much information in one program. 3. Separating primary care from secondary care results in: a. Two courses that have manageable skill and information loads.
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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 ABCDS. They know that sometimes all they should do is keep a patient still and oer 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 bandage to wounds should only occur when EMS is signicantly delayed or unavailable. They 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 treatment started by an Emergency Responder. C. Why separate skill development from scenario practice? 1. Simplication reduces unnecessary distractions that impede skill development. 2. The approach is to introduce the skill and keep practice focused on the critical steps and proper sequencing.
Why Simplify?
Why separate skill development from scenario practice?
Simplification no unnecessary distractions or interpretation Practice focused on steps and sequencing
Scenario practice is appropriate after participants are comfortable with skills

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Program Philosophy
a. Other than for scene assessment, during skill development, there is no benet to adding circumstances that make participants interpret information. b. Skill development should be kept pure and simple. 3. Its 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 the Emergency First Response program? 1. Performance-based instruction revolves around clear course objectives.
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What is performance-based instruction and how does it apply to the Emergency First Response program?
Instruction based on clear objectives
Participants know expectations Objectives build on previous learning All requirements must be met
Participant-centered learning everyone meets objectives

Program Philosophy
a. Participants know exactly what theyre expected to learn or accomplish during training.
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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 requirements before successfully completing training. 2. Because all participants fulll all course objectives, performance-based instruction is participant-centered learning. No one gets left behind or completes the program without knowing how to perform any of the skills. 3. The criteria for success is performance, thus how much or how little time it takes for a participant to learn is not relevant.
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Performance-based instruction . . .
Success is performance Time is not relevant
Slow pace and schedule additional time Increase pace as necessary
Make adjustments to meet participant needs be creative

Program Philosophy
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 exible enough to increase the programs pace if participants grasp skills quickly. (Well specically look at your role in a few minutes.) 4. As a performance-based program, 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? u [With instructor candidates, review the ability to replicate skills without hesitation in Section Three of the Emergency First Response Instructor Guide.] 1. As discussed, people learn best in a supportive environment. Requiring perfect skill performance introduces unnecessary stress into the learning environment.

Why is it important to focus on competent skill performance rather than demand perfection?
Requiring perfection introduces stress
Raising anxiety level decreases learning efficiency Increasing fear of doing something wrong makes people less likely to act
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Program Philosophy
a. Increasing participant anxiety will decrease learning eciency. b. Stressing perfection feeds peoples natural fear of doing something wrong when oering aid. Again, this makes people less likely to take action when it counts. c. Perfection is impossible, and people realize that even their very best will fall short of it. This undermines condence.
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2. One theme that is consistently emphasized throughout the Emergency First Response Participant Manuals: Adequate care provided is better than perfect care withheld. a. Participants come to you already understanding that competence is essential while perfection is the unattainable ideal.
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Consistent Theme
Adequate care provided is better than perfect care withheld.
b. In the Chain of Survival, the dierence between adequate 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 condence 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 encouraging students toward successful technique, you minimize fears and foster learning

Focus on competent skills. . .
Do not hint at the need for perfection Create a low-stress environment Encourage self-discovery Use positive words and examples
Program Philosophy
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III.

A. Why is repetition and practice necessary for retention? 1. People can only master motorskills by doing the motorskills. a. There is no substitute for actually moving, feeling, sensing and adjusting as you attempt a new task.
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Why is repetition and practice necessary for retention?
People can only master motor skills by doing motor skills no substitutes Repetition and more practice:
Reduces required thought and increases overall performance Refines and smoothes execution Reinforces proper sequencing of steps
Program Philosophy
b. Demonstrations and descriptions aid learning, but cant 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 renement 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 the Emergency First Response program? 1. Skills progress from simple to complex, which means that participants review early simple skills each time they learn a new, more complex skill.
How is repetition built into the program?
Skills build simple to complex
Video and instructor demonstrations a. In the Primary Care (CPR) course, skills build Practice groups rotating roles upon or link to previous skills in the order that Scenario practice participants would use them. For example, Keep practice fresh and interesting participants learn how to open an airway before learning how to combine rescue breaths with chest compressions during CPR. This teaches CPR sequence and priorities in context with the skills themselves.
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Program Philosophy
b. In the Secondary Care (First Aid) course, participants start each skill with a primary assessment before progressing to secondary care. 2. Besides watching a video demonstration 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: u [Have instructor candidates refer to Section Three, Practice Groups Why and How in their Emergency First Response Instructor Guide.] a. By rotating roles, each participant is able to see, hear, feel and perform the skill. Each skill repetition fosters learning from a dierent 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 condence. Practice variety encourages skill transfer to the real world. a. Similar to the initial skill development, scenario practice begins with simple situations and progresses to multiple injury accidents. Thus, 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. This aids with retention.
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IV.
Your Role
A. As an Emergency First Response Instructor, what are your primary duties during training? u [With instructor candidates, quickly review The Role of the Instructor in Section One, of their Emergency First Response Instructor Guide.]
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Your Role
As an instructor, what are your primary duties during training?
The Role of the Instructor
Help participants make connections Set the proper tone for a cooperative, nurturing learning environment
Program Philosophy
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 sta and participants understand the cooperative nature of the program. B. How do you determine which instructional approach to use? u [Have instructor candidates refer to Section One Course Structure in their Emergency First Response Instructor Guide.] 1. As 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 specic needs individual participants have. 2. The Independent Study Approach a. This approach assumes that participants read their manual, complete the Knowledge Review and watch the video before the 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. This approach results in the shortest contact time.
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Your Role
How do you determine which instructional approach to use?
Identify participant preparation level Analyze individual needs Combine approaches as necessary Lets review approaches. . .
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Program Philosophy
Your Role
Independent Study Approach
(shortest contact time)
Participant completes independent study with manual and video Skill Development
Go over Knowledge Review Begin skill practice
Program Philosophy
Scenario Practice
Emphasize discovery Encourage discussion
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3. The Video Guided Approach a. This approach assumes that participants have had little, if any, interaction with Emergency First Response manuals and videos. Perhaps they have the manual, but havent had time to read it or they may have had time to look through the manual, but have not seen the video.
Your Role
Video Guided Approach
(moderate contact time)
Participant looks over manual only or receives manual at start of course. Skill Development
Cover key information in manual Show video segment Begin skill practice
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Scenario Practice
Emphasize discovery Encourage discussion
Program Philosophy
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 Emergency First Response 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. This approach results in moderate contact time. 4. The Instructor Led Approach a. This 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.
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Your Role
Instructor Led Approach
Manual and video not available in appropriate language or contact time requirement prompts elaboration
(most contact time)

Knowledge Development
Use notes in Instructor Guide
Scenario Practice
Skill Development
Provide role model demonstrations Begin skill practice
Program Philosophy
b. In some areas, regulations require a minimum number of contact hours for CPR or rst aid training. If you need to lengthen a course to meet local requirements, you may need to use this approach.
c. You become the knowledge development source and must deliver all information using the presentations in Section Two of your 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. This approach results in the most contact time. 5. Its easy to imagine that you may need to use some combination of these teaching approaches depending on the teaching situation. You have the exibility and the tools to adapt your approach for each course. Use your judgment to provide participants with an appropriate learning situation.
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C. How can you best manage the Emergency First Response training system? 1. The Emergency First Response training system combines the use of instructional materials with 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. a. Ideally, if materials are available in a language participants understand, you should encourage participants to study independently with participant manuals and videos.
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Your Role
How can you best manage the Emergency First Response training system?
Effectively combine instructional materials with the educational process to achieve learning objectives
Program Philosophy
Your Role
Manage training system. . .
For knowledge development:
Encourage independent study Clarify and apply information Keep information within program scope Adapt to different learning styles
Well look at how you can motivate participants to study independently in the session Organizing an Emergency First Response Course.
Program Philosophy
b. When participants have already mastered background knowledge for primary and secondary care, your role is to clarify and apply information. c. If participants dont 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. As discussed in the Course Orientation, because 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.
Your Role
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 proceed directly to skill practice.
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For skill development:
State performance requirements Review key points and critical steps Provide role-model demonstrations (show video as necessary) Guide practice Reinforce correct technique and provide suggestions
Program Philosophy
b. If participants have not seen the video or its been awhile since they watched it, you will show the appropriate video segment before practicing each skill. c. During practice, reinforce correct technique and oer suggestions for improvement. However, dont talk too much during the practice. People need time to think and internalize without distraction.
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During skill development, you should avoid:

Talking too much Making negative comments Embarrassing individuals
Make thoughtful comments and positive suggestions after practice
Program Philosophy
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d. Avoid negative comments and be careful not to embarrass participants who are having diculty. e. Keep in mind that most comments are best made after nishing the entire practice cycle. When possible, hold suggestions until the participant completes skill practice 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. Your Role a. Emphasize that each scenario presents an opportunity to apply skills. There 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 participants. Close control and supervision may be necessary.
Manage training system. . . For scenario practice:
Encourage independent action Emphasize there is no right approach Create a cooperative environment Keep it light, but worthwhile
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Program Philosophy
c. Keep it light, but worthwhile. Avoid letting the mood get too serious or too silly. 5. Throughout training, your role is to keep the program on track avoid introducing extraneous topics. a. Its common for participants to ask questions involving specic injuries and illnesses. Participants who have medical backgrounds may ask questions or initiate discussions regarding advanced life support or medical treatment.
Your Role
Keep the program on track Avoid introducing extraneous topics Stick to course content and basic emergency care procedures Always refer back to the ABCDS Keep it simple
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Program Philosophy
b. Be careful not to answer participant questions by discussing medical conditions or emergency techniques that go beyond the course content. This is especially tempting if you have a medical background. c. Always refer participants back to the ABCDS and guide discussion back to basic emergency medical procedures. Answer questions by asking questions that cause participants to discover the answer for themselves by applying the Lifeline and the ABCDS. Remember, this is a basic care course. Keep it simple and participants 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 (for example 10 hours) to meet CPR and rst aid training
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Your Role
Adapt course to meet local regulations
Minimum course hours?
Be aware of cultural differences and local practices Customize information and skills as necessary
Program Philosophy
43
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 inuence training. Customize information or skills practice as necessary to the local area.
Summary
Why Simplify?
1. What are the benets 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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Summary
Why Simplify? Competent versus Perfect Retention Through Repetition Your Role
Program Philosophy

4. What is performance-based instruction and how does it apply to the Emergency First Response program? 5. Why is it important to focus on competent skill performance rather than demand perfection?

6. Why is repetition and practice necessary for retention? 7. How is repetition built into the Emergency First Response program?
Your Role
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 3
Learning and Instruction Workshop DURATION: 4 hours
(Based on 12 Candidates)
Learning and Instruction
Notes to Presenter
1. This workshop introduces basic learning theory and instructional techniques. Its designed to help those with little instructional experience develop teaching techniques and formulate presentations for the Emergency First Response program. 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 nd the Teaching Workshop challenging and stressful. Help them relax and remind them that the process is developmental. 3. For candidate teaching practice, have dierent types of mannequins, ventilation barriers, AEDs, oxygen units and other rst aid supplies available, if possible, to expose candidates to dierent equipment. 4. The sample contact is for your consideration and use. However, youre encouraged to create your own contact and stylize the presentation as appropriate.
2
Learning and Instruction Workshop
Contact
Think of someone you consider to be an eective teacher. What personal and professional attributes does this person have? u [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, lets categorize them as Knowledge, Skill and/or Attitude. u [Go through the list note K, S and/or A next to each attribute. There should be more As than Ks or Ss.]
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Its clear that attitude is the key to being an eective 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. During this workshop, well dene learning and describe how the Emergency First Response programs instructional design fullls a participants learning needs. Youll 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, youll prepare another teaching presentation for the next session. This practice will add to your instructional knowledge and skills, and further familiarize you with the Emergency First Response program.
Overview
People 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. Well specically dene conditions that help people learn best.
3
Overview
People Learn Best When. . . Five Learning Categories and the Emergency First Response Program Events of Instruction and the Emergency First Response Program Formulating a Teaching Presentation Teaching Workshop
Five Learning Categories and the Emergency First Response Program

There are dierences between how people gain skills and knowledge. Well review learning categories and discuss how they apply to Emergency First Response courses.
Events of Instruction and the Emergency First Response Program

Following the discussion of learning categories, well look at how instruction is formulated to produce the desired learning results. By identifying the events of instruction in the Emergency First Response program, youll better understand the programs design.
Formulating a Teaching Presentation

Knowing the simple formula for putting together a teaching presentation will help you prepare for the teaching workshop.
Teaching Workshop
Teaching one skill and practicing positive coaching now and again in the next session gets you ready to conduct your rst Emergency First Response course.
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Outline
I. 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. 2. People learn best when they can relate information to past experiences. This 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.
5 4

When do most people learn best?
They need to be ready
Have intellectual, psychological and physical ability Are not distracted Free from stress and anxiety

They can relate information to past experiences
Provides context Helps with recall
They hear, see and experience the same information or skills over and over repetition
II. Five Learning Categories and the Emergency First Response Program
A. What are the ve categories of learning and how do they apply to the Emergency First Response program? u [Conduct as a discussion. Dene the learning category and solicit answers from instructor candidates regarding application to the Emergency First Response program.]
6
Five Learning Categories and the EFR Program

What are the five categories of learning and how do they apply to the Emergency First Response program? 1. Motor skills physical movement 2. Intellectual skills knowing why and
how; formulating and calculating
1. Motor skills physical movement. Apply to Emergency First Response Program u [All skills practice putting on gloves, opening airway, CPR, etc.] 2. Intellectual skills knowing why and how things occur; formulating and calculating. Apply to Emergency First Response Program u [Knowing about bloodborne pathogens and why barriers are used. Understanding cardiac arrest and the need for debrillation, etc.] 3. Verbal information learned facts or information needed for a particular application. Apply to Emergency First Response Program u [Number/method to activate local EMS. Rescue breath to chest compression ratio, etc.]
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Five Learning Categories and the EFR Program

3. Verbal information learned facts 4. Attitude beliefs and values 5. Cognitive strategy plan of action
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4. Attitude beliefs and values that aect choices. Apply to Emergency First Response Program u [Willingness to help knowing that you cant further harm someone with no heartbeat. Condence in ability to aid another person, etc.] 5. Cognitive strategy a mental plan of action or method to accomplish goals. Apply to Emergency First Response Program u [Recall the lifeline steps ABCDS. Head to toe search for injury assessment, etc.]
III.

A. What are the nine events of instruction and how are they incorporated into the Emergency First Response program? u [Conduct as a discussion. Dene the event of instruction and have candidates look in their Emergency First Response Instructor Guides and/ or Emergency First Response Participant Manuals to nd examples of how the event is incorporated into the program.] 1. Gain attention and provide value u Where do you nd this? [Instructor Guide = value statement for skills. Manual = introduction to topics.] 2. List objectives u Where do you nd this? [Instructor Guide = performance requirements for skills; questions in knowledge development outlines. Manual = main objectives.] 3. Recall prerequisite learning u Where do you 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 u Where do you nd this? [Instructor Guide = two courses; breakdown of skills. Manual = short topics.] 5. Provide guidance u Where do you nd this? [Instructor Guide = using practice groups and your guidance during skill practice. Manual = sidebar Learning Tips.]
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Events of Instruction and the EFR Program

What are the nine events of instruction and how are they incorporated into the Emergency First Response program?
1. Gain attention and provide value 2. List objectives 3. Recall prerequisite learning
Where do you find these?

8

4. Present information in small segments 5. Provide guidance 6. Assess progress along the way

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6. Assess progress along the way u Where do you nd this? [Instructor Guide = evaluating skills and debriengs. Manual = sidebar Follow the ABCDS; Knowledge Review.] 7. Provide knowledge of results so participants can assess what theyve learned and what they have yet to master. u Where do you nd this? [Instructor Guide = review Knowledge Review, evaluate skills and debriengs.] 8. Final assessment u Where do you nd this? [Instructor Guide = scenario practice and debriengs.] 9. Application retention and transfer of learning u Where do you nd this? [Instructor Guide = scenario practice.]
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7. Provide feedback 8. Final assessment 9. Application retention and transfer of learning

IV.

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. u [Have instructor candidates look in their Emergency First Response Instructor Guide at Section Three, Skill 1 Scene Assessment. Point out how most of the work in preparing a presentation is done for them in their guides.] 2. The introduction should include: a. A topic title or name of the skill b. A clear objective statement or performance requirement
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What are the three general components of a teaching presentation?
1. Introduction 2. Body 3. Summary

11

General components . . .
Introduction
Topic / skill Objective / performance requirement Value / importance Explanation of whats coming Procedures / conduct
c. A value or why the information or skill is important d. A quick explanation of whats coming or how to do the skill e. An explanation of the procedures or what conduct is expected from participants.
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3. The body should include information or organized skill practice to fulll the performance requirement. a. Provide a demonstration, oer tips and suggestions, and provide context aid learning. b. Avoid giving too much information going beyond topic scope. 4. The summary or debrieng should include positive reinforcement and brief review of what, why and how.
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Body
Information / skill practice to fulfill performance requirement Demonstrations, tips, suggestions and context to aid learning Stay within topic scope

Summary
Positive reinforcement
Brief review of what, u [Have instructor candidates turn to Skill 2 why and how Barrier Use in their Emergency First Response Instructor Guide. As a group, discuss what the introduction to this skill could be, how the body/practice would progress including use of the Emergency First Response Video and what may be included in the debrieng.]
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V. Teaching Workshop
u [Assign each instructor candidate at least one skill to Your Turn to Practice teach from the Primary and Secondary Care courses (include recommended skills.) Explain that they should assume that participants have read the Emergency First Response Participant Manual and completed the Knowledge Review, but have not viewed the Emergency First Response Video. The other instructor candidates and sta will act as participants.
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Teaching Workshop
Instructor candidates will demonstrate positive coaching techniques to their role-playing students by oering positive reinforcement and gentle, but eective, corrective techniques as outlined in the Positive Coaching Encouraging Eective Technique segment of the Emergency First Response Instructor Guide (in Section 3 Skills Development). Discreetly assign a few problems appropriate to the skill to each instructor candidate playing a student role. (Sample problems are found in the Appendix of this guide.) As the instructor candidate is conducting the skill teaching presentation, students present problems in technique or in their ability to carry out the skill. The 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, ne-tune their technique and improve skill demonstrations to a role-model level.
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Acknowledge that its natural to be a little nervous when presenting to a group. Remind them that you and the sta are there for support Give instructor candidates time to organize their presentations. Oer 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. Its 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 recommended skills). Make additional candidate assignments or have sta conduct some skills as necessary to review all the skills. Have candidates teach their skills in sequence. If candidates are teaching the same skill, its 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.
Summary
People Learn Best When. . .
1. When do most people learn best?
Summary
People Learn Best When. . . Five Learning Categories and the Emergency First Response Program Events of Instruction and the Emergency First Response Program Formulating a Teaching Presentation Teaching Workshop
16
Five Learning Categories and the Emergency First Response Program

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

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

4. What are the three general components of a teaching presentation?
Teaching Workshop
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Presentation 4
Teaching Emergency First Response Skills Workshop DURATION: 3.5 hours
Notes to Presenter
1. This workshop helps instructor candidates develop teaching and coaching techniques and formulate presentations for the Emergency First Response program 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 recommended skills) are covered. Make additional candidate assignments or have sta 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 students by oering positive reinforcement and gentle, but eective, corrective techniques as outlined in the Positive Coaching Encouraging Eective Technique segment of the Emergency First Response Instructor Guide (Skills Development section). Discreetly assign a few problems appropriate to the skill to each instructor candidate playing a student role. (Sample problems are found in the Appendix of this guide.) As the instructor candidate is conducting the skill teaching presentation, students present problems in technique or in their ability to carry out the skill. The 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 dierent types of mannequins, ventilation barriers, AEDs, oxygen units and other rst aid supplies available to expose candidates to dierent equipment.
Emergency First Response Skills Workshop

1
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Procedures
1. Review Emergency First Response Participant Manual Knowledge Review.
Emergency First Response Skills Workshop - Procedures

Knowledge Review Teaching Your Assigned Skill
Introduction
u [Have instructor candidates turn to the Knowledge Show Video Role-model demonstration Review Answer Key in their Emergency First Response Positive coaching Answer questions with lifeline Instructor Guide Appendix. Review questions and Scenarios answers clarifying information, as necessary. Briey discuss common participant questions and have candidates come up with appropriate answers and explanations.]
2
Workshop
2. Conduct skill development in sequence u [Have candidates (or sta ) 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 sta act as participants). d. Provide positive coaching and gentle correction to participants with problems or ineective technique. e. Always refer to the Lifeline for answers to questions. f. If candidates are teaching the same skill, its 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 candidates skill technique and coaching skills, and supply teaching tips. h. Provide remediation and additional practice if candidate skills need work.] 3. Conduct Scenario Practice u a. [Role-model setting up an Emergency Scenario. Have instructor candidates refer to Section Four in the Emergency First Response 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 5
Care for Children Course Standards and Content DURATION: 1 hour
Notes to Presenter
1. Prior to this session, instructor candidates must obtain a current Emergency First Response Care for Children Instructor Guide and Care for Children Participant Manual . Obtaining and viewing the Care for Children Video 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. This presentation overviews the Care for Children course standards and structure. 4. The sample contact is for your consideration and use. However, youre encouraged to create your own contact and stylize the presentation as appropriate.
Care For Children
Care For Children

Course Standards, Content and Conduct
Contact
Did you know that injuries, intentional and unintentional, are the leading cause of child death in all of the worlds more developed countries, accounting for almost 40 percent of deaths for ages 1-14? This somber statistic (discussed in the Care for Children course) becomes very real and personal when you nd yourself at an accident scene involving children. Choosing to step forward and help an injured or ill adult is dicult enough for most people, but when its a child the anxiety can be intense. With proper training and the condence it brings, Emergency Responders will be better prepared to oer 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 diers 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.
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Overview
Course Philosophy and Standards
The 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.
Overview
Course Philosophy and Standards Knowledge Development Key Information Skills Practice Important Differences Course Conduct Integrating Programs
3
Care For Children
Knowledge Development Key Information

Although most of the knowledge development topics are similar to the Primary Care (CPR) and Secondary Care (First Aid) courses, you need to understand the dierences to pass on key information to course participants.
Skills Practice Important Differences

Many emergency care procedures are the same whether dealing with either adults or children. Its the most critical skills, such as CPR and conscious choking that have important dierences. You need to be procient in these skills to teach the Care for Children course.
Course Conduct Integrating Programs

The Care for Children course may be conducted as a stand-alone program or integrated with other Emergency First Response courses. Well look at the options and provide suggestions for conducting the course.
Outline
I. Course Philosophy and Standards
A. Knowledge Review u [Go over Care for Children Knowledge Review 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 course? 1. The Care for Children course adheres to the same emergency considerations and protocols from the consensus view of the Basic Life Support (BLS) Working Group and the Pediatric Working Group of the International Liaison Committee on Resuscitation (ILCOR), which we discussed in the course Orientation Presentation.
Care For Children
Knowledge Review

What is the medical basis for the Care for Children course?
Consensus view of ILCOR BLS Working Group and the Pediatric Working Group Source - refer to Patient Care Standards under Acknowledgements in the front of your Instructor Guide.
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Care For Children
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2. The Care for Children course follows the same priorities of care used by professional emergency care providers. It integrates CPR with other rst aid skills to establish a consistent sequence for handling medical emergencies. 3. To increase recall, the Emergency First Response program uses the lifeline diagram used in the Primary/Secondary Care courses.

Medical basis . . .
Follows same priorities of care used by professional emergency care providers Uses the ABCDS of lifeline diagram Assumes that EMS is available
Care For Children
a. For participants who have previously taken an Emergency First Response Primary Care (CPR) course (or when you integrate Care for Children with a Primary Care (CPR) course), the lifeline diagram 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 lifeline oers a way to focus on the simple, easy to remember sequence. 4. The Care for Children course assumes that local Emergency Medical Service (EMS) is available to support Emergency Responder care. C. What is the educational basis for the Care for Children Course? 1. Similar to the Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses, the Care for Children course takes a exible approach to accommodating dierent learning styles, as well as cultural and language needs: a. Independent study with objective-oriented, graphics rich manual.
7

What is the educational basis for the Care for Children course?
Takes a flexible approach to accommodating learning styles Independent study Demonstrations Stress free self-discovery
Care For Children
b. Visual demonstrations and audio explanations in the Care for Children Video. c. Instructor demonstrations with guided practice and positive reinforcement. d. Self-discovery through stress-free role-play and group practice. 2. When taught in conjunction with a Primary Care (CPR) and/or Secondary Care (First Aid) course, you may integrate knowledge development, skills development and scenario practice sessions so that you dont have to repeat the same information over and over again.
Educational basis. . .
May be taught in conjunction with Primary Care (CPR) and/or Secondary Care (First Aid)
Eliminates unnecessary repetition Streamlines program while allowing beneficial repetition
Care For Children
a. This approach eliminates unnecessary repetition and makes it enjoyable for participants to grasp concepts and learn skills while progressing through the program.
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b. While streamlining the program this educational approach still allows for a benecial amount of repetition to increase skill retention. D. What are the Care for Children course standards and requirements? u [Have instructor candidates refer to the Course Standards section of their Care for Children 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 5. Care for Children Refresher
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What are the Care for Children course standards and requirements?
(See Course Standards in your Instructor Guide) Who May Take the Course? Supervision and Ratios Course Materials and Barrier Requirements Completion Requirements Care for Children Refresher
Care For Children
II. Knowledge Development Key Information

u [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 denition of an infant and a child? 1. Infant a baby less than one year old (or small enough that you can perform eective chest compressions using two ngers.) 2. Child a youngster between one year and puberty, or approximately eight years old (or small/large enough that you can perform eective chest compressions using one hand, but too large for two ngers.) 3. Note that age is the primary dening characteristic, however, relative size is also important. B. What are Call First and Care First and why is understanding these approaches so important in the Care for Children course? 1. You know that when an adult stops breathing, the heart usually stops beating, too. Calling EMS early Call First increases the adults chances of survival through early professional care. This is the approach that participants learn in the Primary Care (CPR) course.
11 10

In the Care for Children course, what is the definition of an infant and a child?
Infant = baby less than 1 year old
(or small enough to perform chest compressions on with two fingers) (See Knowledge Development in your Instructor Guide)
Care For Children

Definition of infant and child. . .
Child = youngster between ages 18/puberty (or small/large enough to perform chest compressions on with one hand) Age is primary characteristic, but relative size is important
Care For Children

What are Call First and Care First and why is understanding these approaches so important in the course?
Call First = calling EMS early to increase an adult's chances of survival through early professional care
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Care For Children
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2. When infants and children experience airway or breathing diculty, they most often continue to have a heartbeat for awhile. Children and infants, however, may require CPR for basic life support even before activating EMS. Thus, an Emergency Responder should call EMS as fast as possible Care First but not necessarily rst.
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Call First and Care First . . .
Children with breathing difficulty often continue to have a heart beat Care First = attending to a childs breathing and circulation needs first and calling EMS as soon as possible
Direct others to activate EMS Call after providing 2 minutes (1 minute Europe) of CPR
Care For Children
3. Care First means either directing others to activate EMS after establishing the child needs emergency care or phoning for help yourself after providing about two minutes of CPR (one minute - Europe). This is an important concept that is emphasized in the Care for Children course. 4. Keep in mind that course participants also learn that there are also a few exceptions to the Call First and Care First approach regardless of the patients age. Exceptions include: a. Submersion or near drowning Care First for all ages. Near drowning patients may need immediate CPR.
Call First and Care First . . . Exceptions include:
Submersion or near drowning Care First Sudden collapse or cardiac arrest in infants or children known to be at risk for heart problems Call First
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Care For Children
b. Sudden collapse or cardiac arrest in infants or children known to be at risk for heart problems Call First. This is the only time you would Call First with infants or children. Sudden cardiac arrest in children requires immediate activation of local EMS. C. What is the Care for Children course approach to barrier use? 1. The general approach is that barrier use is important to protect against disease transmission, however, using barriers is always a matter of personal choice. 2. The 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 uids.
What is the Care for Children course approach to barrier use?
Barriers are important to protect against disease transmission Encouraged when assisting child unknown to you Personal choice when assisting a family member or child you have regular contact with
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Care For Children
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 youngsters 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.
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D. What are signicant dierences between emergency medical conditions in children versus adults? 1. Children rarely suer from sudden cardiac arrest (unless preexisting medical issues exist). Most often a childs heart will stop beating after a period of ineective or no breathing, or due to progressive deterioration from shock.

What are significant differences between emergency medical conditions in children versus adults?
Children rarely suffer from sudden cardiac arrest If condition deteriorates to full cardiopulmonary arrest, a childs heart is not likely to respond to defibrillation
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Care For Children
2. If a childs condition deteriorates to full cardiopulmonary arrest, the heart is not likely to respond to debrillation. Occurrence of a shockable heart rhythm is relatively uncommon in children. a. Most Automated External Debrillators (AEDs) are designed for use with adults, meaning they are programmed to detect adult heart rhythms and deliver electrical shocks as necessary for adult-sized bodies. b. There are many units that have special pads for use with children. These pads regulate current to deliver an appropriate shock for a child. Recent recommendations state that if an AED (with adult or child pads) is available, you should use it to give the child every opportunity for revival. 3. The physical dierences and behavioral tendencies of children make them more susceptible to certain injuries such as poisoning, choking and head injuries from falls. Their size, natural curiosity and limited judgment may lead them into situations that adults avoid. a. The Care for Children Participant Manual contains sidebars that address poisoning, choking and head injuries.
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Recent recommendations state that if an AED (with adult or child pads) is available, you should use it to give the child every opportunity for revival.
Care For Children

Significant differences . . .
Physical differences and behavioral tendencies make children more susceptible to certain injuries:
Poisoning Choking Head injuries
Care For Children
b. The course skills focus on these areas more than the Primary Care (CPR) course does. E. What other dierences do Emergency Responders need to be aware of when oering aid to a child? 1. Childs age Procedures do vary when handling an infant versus a child. 2. Childs size Its appropriate to rst look at the childs size and second, compare the childs size to your size.
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What other differences do Emergency Responders need to be aware of when offering aid to a child?
Age Size Ability to understand and communicate Mental state and willingness to cooperate
Care For Children
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3. Childs ability to understand what is going on or to communicate eectively. 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, its important to use age appropriate language. Keep questions and terms simple. 4. Childs mental state and willingness to cooperate. A frightened, injured child may be dicult to handle, especially if you are a stranger to the child. F. Why is it important to emphasize the emotional aspects of oering emergency care to a child during the Care for Children course? 1. Emotions may be intensied when handling an emergency medical situation involving a child. Being prepared makes dealing with tough situations easier.
Why is it important to emphasize the emotional aspects of offering emergency care to a child during the course?
Emotions are intensified Parent may also be frightened Taking on too much is overwhelming Offering care is no guarantee of recovery
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Care For Children
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 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 dierence, but realize that the ultimate outcome may be beyond their personal inuence. Providing emergency care is no guarantee that a childs 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. The Care for Children Participant Manual (and the Instructor-Led Knowledge Development session) begins with A Few Facts. . . about child injuries. Although some injuries are not preventable, many injuries in children are very preventable with a little knowledge and awareness.
Why is a discussion about preventing common injuries and illnesses a topic in the Care for Children course?
Harsh facts show that not all but many injuries are preventable Participants will be interested Share steps to make areas and activities safer
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Care For Children
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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, its 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 it safer for children.
III.
u [Have candidates refer to the Skill Development section of their Care for Children Instructor Guides.] A. In general, how do the Care for Children course skills dier from skills in the Primary Care (CPR) and Secondary Care (First Aid) courses? 1. Scene assessment and barrier use are combined into one skill Skill C-1. This follows the approach that barrier use is more a matter of personal choice when dealing with children and it also helps streamline skill development.
In general, how do the course skills differ from skills in the Primary Care and Secondary Care courses?
Scene assessment and barrier use combined into one skill CPR and Choking are divided into infant and child skills Secondary care skills rearranged no splinting
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Care For Children
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 oer care. Because the Care for Children course assumes that EMS is readily available, the splinting skill was not included in the course. 4. The Recommended Skill AED Use with Children is similar to the recommended skill in the Primary Care (CPR) course, yet unique because its based on the most current protocol that allows AEDs designed for use on adults to be used on children. B. How are the choking skills organized by local protocols? 1. In the Care for Children Participant Manual and your Instructor Guide, youll see that Skill C-5, Conscious Choking Child, has three variations labeled: Americas, Asia Pacic and Europe. 2. Skill C-6, Conscious Choking Infant has two variations labeled: Americas and Europe and Asia Pacic.
How are the choking skills organized by local protocols?
(See Skill Development in your Instructor Guide)
Recommended Skill AED Use with Children is unique because its based on the most current protocol
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Care For Children
Skill C-5, Conscious Choking Child, has three variations Skill C-6, Conscious Choking Infant, has two variations Be familiar with protocols used in your local area
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Care For Children
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3. You need to be familiar with the protocols used in your local area and guide participants toward learning the proper techniques. C. What are the key dierences between CPR in children versus adults? 1. If possible, you should seal your lips tightly around the infants mouth and nose for rescue breathing. 2. For children, use one or two hands for chest compressions. 3. For infants, use two ngers for chest compressions.
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What are the key differences between CPR in children versus adults? With infants, seal lips around mouth and nose For children, use one or two hands for chest compressions For infants, use two fingers for chest compressions
Care For Children
IV. Course Conduct Integrating Programs

A. How can you best manage the Care for Children course? 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.
How can you best manage the Care for Children course?
Use training system to its fullest
Encourage independent study Guide skill practice Allow self discovery Create a cooperative environment
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Care For Children
2. Encourage participants to study independently with the Care for Children Participant Manual and Video. a. If participants dont 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.
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B. How can you integrate the Care for Children course with the Primary Care (CPR) and/or Secondary Care (First Aid) courses? u [Have candidates refer to the Integrating Emergency First Response Courses in Section One of their Care for Children Instructor Guide.]
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How can you integrate the Care for Children course with the Primary Care and/or Secondary Care courses?
(See Integrating EFR Courses in your Care for Children Instructor Guide)
Promote efficiency and convenience Market comprehensive training Avoid repetition Make it worthwhile
Care For Children
1. Oering two, or all three, Emergency First Response courses together Care for Children, Primary Care (CPR) and/or Secondary Care (First Aid) is ecient and convenient for participants.
2. You may also 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. 3. The recommended sequences in your Care for Children Instructor Guide help you include necessary repetition, but avoid reviewing the exact same information and skills over and over. 4. As mentioned in your guide, remember that your role is to make the program a worthwhile learning experience. This may mean conducting the courses separately for maximum retention. 5. Avoid overwhelming course participants by moving too quickly between adult, child and infant skills. The variation in procedures and techniques could be confusing. Allow participants to master skills before moving on.
Avoid overwhelming participants by moving too quickly between adult, child and infant skills.
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Care For Children
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Summary
1. What is the medical basis for the Care for Children course? 2. What is the educational basis for the Care for Children course?
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Summary
Course Philosophy and Standards Knowledge Development Key Information Skills Practice Important Differences Course Conduct Integrating Programs
Care For Children
3. What are the Care for Children course standards and requirements?

4. In the Care for Children course, what is the denition 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 signicant dierences between emergency medical conditions in children versus adults? 8. What other dierences do Emergency Responders need to be aware of when oering aid to a child? 9. Why is it important to emphasize the emotional aspects of oering 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?

11. In general, how do the Care for Children course skills dier 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 dierences between rescue breathing and CPR in children versus adults?

14. How can you best manage the Care for Children course? 15. How can you integrate the Care for Children course with the Primary Care (CPR) and /or Secondary Care (First Aid) courses?
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Presentation 6
Care for Children Skills Workshop DURATION: 1.5 hours
Notes to Presenter
1. This 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, Conscious Choking Infant are covered. Candidates demonstrate positive coaching techniques. 3. Consider going through the Recommended 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 Program, assign the Care For Children skills during the Skills Workshop portion of those programs. 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: one rescuer child CPR, one rescuer infant CPR, conscious choking child, conscious choking infant.
Care For Children Skills Workshop
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Procedures
1. Conduct skill development in sequence u [Have candidates teach their assigned skills in sequence. Instruct them to: a. Introduce skill value and key points b. Show video of skill
2
Care for Children Skills Workshop - Procedures

Teaching Your Assigned Skill
Introduce skill Show video Provide role-model demonstration Answer questions with lifeline
Care For Children Skills Workshop
c. Provide role-model demonstration, as appropriate, and conduct skill practice demonstrating positive coaching techniques (other candidates and sta act as participants). d. Always refer to the lifeline for answers to questions. e. If candidates are teaching the same skill, its 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 candidates skill technique and supply teaching tips. g. Provide remediation and additional practice if candidate skills need work.]
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Presentation 7
Organizing an Emergency First Response Course DURATION: 45 minutes
Organizing a Course
Notes to Presenter
1. This presentation emphasizes course preparation and provides practical how to information that instructor candidates will nd useful, especially when conducting their 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. The optional mannequin cleaning workshop is designed to immediately follow this presentation. 4. The sample contact is for your consideration and use. However, youre encouraged to create your own contact and stylize the presentation as appropriate.
Organizing a Course
Primary Care (CPR) Secondary Care (First Aid)
Contact
Have 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 eort into account. It makes the move easier on everyone and a lot more enjoyable. Helping unorganized movers is frustrating and uncomfortable. Its doubtful that youll ever help these friends move again. First impressions are lasting and important. Just as youd like to walk into a friends place and see everything organized for a move, participants in your Emergency First Response course expect to walk into an organized training program. The key to running an ecient program 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 sta and the participants. During this presentation, well look at organization techniques, administrative procedures and equipment needs.
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Overview
Motivating Independent Study
As discussed, how you organize knowledge development for a course depends upon whether participants study independently or not. When materials are available, you can inuence how and when participants use them to study.
Overview
Motivating Independent Study Class Preparation Logistics, Curriculum and Attitude Paperwork and Recognition Supplies
3
Organizing a Course
Class Preparation Logistics, Curriculum and Attitude

Besides getting the classroom ready to go, you and your sta need to be prepared to interact with participants and provide a meaningful learning experience.
Paperwork and Recognition

Keeping course documents organized and completing paperwork to ensure that participants are properly recognized for their achievements is important. Well review the steps so that you are comfortable lling out required forms.
Supplies
You already know what training materials and supplies are required. Well look at ways to manage it all.
Outline
I. Motivating Independent Study
A. What are the educational and logistical advantages of independent study? u
What are the educational and logistical advantages of independent study? How can you motivate participants to study independently before class?
[Have instructor candidates refer to Section Two, [Refer to EFR Instructor Guide] Knowledge Development Independent Study in their Emergency First Response Instructor Guide. Review the ve listed benets. 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.]
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Organizing a Course
B. How can you motivate participants to study independently before class? u [Have candidates refer to Section Two, Knowledge Development Motivating Independent Study in their Emergency First Response 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.
5

How can you get materials to participants before class?
Use Participant Packs and Videos
Include independent study directions Review manual structure Explain how best to use video
Schedule and orientation session
b. If delivered in person, review the participant manual structure with participants. Point out the Main Objectives, topics, Knowledge Review and Reference sections. Briey go over the use of the skill workbook pages.
Organizing a Course
c. Suggest that participants review a skill in their manual, then watch the corresponding skill demonstration on the Emergency First Response Videos to prepare for class. d. Well 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. This 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 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 program? 1. Make sure the room or class area is clean, well-ventilated and has enough oor space for participants to spread out and practice skills. a. Because participants will kneel and lie on the oor, you may want to provide clean blankets or towels to spread out especially on hard oor surfaces.
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Class Preparation
Logistics, Curriculum and Attitude How can you prepare logistically for an Emergency First Response program?
Classroom
Clean and well-ventilated Floor coverings and sitting areas
Organizing a Course
b. Have comfortable areas to sit for those who dont want to spend the whole time on the oor.
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2. If showing Emergency First Response Videos in class, make sure the television or screen is positioned for good viewing and adjust sound level. a. Familiarize yourself with equipment and have the video ready to play.
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Class Preparation
Prepare logistically. . .
If using video in class:
Position screen for good viewing Test equipment Check sound level
Organizing a Course
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 in a few minutes) 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 sta to teach an Emergency First Response program? 1. Review your Emergency First Response Instructor Guide. a. Make sure you have most the current information. Look at recent editions of The Responder for program changes as well as teaching tips.
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Class Preparation
Prepare logistically. . .
Prepare and position mannequins, AEDs, oxygen units, etc. Consider participant comfort
Facilities Regular breaks
Organizing a Course
Class Preparation
How should you prepare yourself and your staff to teach an Emergency First Response program?
Review your instructor guide update it as necessary Implement noted improvements
First few courses consider team teaching to gain confidence

Organizing a Course
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 rst few courses, consider team-teaching with an experienced instructor to gain condence, 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 specic sta responsibilities.
10
Class Preparation
Prepare yourself and staff. . .
Review course and detail specific staff responsibilities Remind staff to stay within course scope Emphasize need for low-stress, positive reinforcement and participant self-discovery
Organizing a Course
b. Remind sta of the course scope. Caution Plan to have fun! them not to discuss medical conditions or emergency procedures that go beyond the course content. Always refer participants back to the ABCDS. c. Review the benets 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.
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III. Paperwork and Recognition

A. What forms help you organize and document your Emergency First Response courses? u [Have candidates refer to these forms in the Appendix of their Emergency First Response Instructor Guide and Care for Children Instructor Guide.]
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What forms help you organize and document your Emergency First Response courses?
Course Enrollment Form Skills Completion Form
Organizing a Course
1. Course Enrollment Forms a. Use these forms prior to a course to list how many participants are enrolled. 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 oer through yers, emails, phone calls, etc. 2. Skill Completion Forms a. These 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 dierent days or if there are a large number of participants and assistants involved in the program. 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 sheets. Fill out the Instructor Statement for students once a course is nished. This form provides participants with verication of the course theyve completed along with a record of what Primary Care Recommended Skills they learned. B. How do you request a completion card for Emergency Responders and recognize them for completing a course?
How do you request a completion card for Emergency Responders and recognize them for completing a course?
One card or separate cards?
[Refer to EFR Instructor Guide] u [Have candidates refer to Section One Course Completion Requirement in their Emergency First Response Instructor Guide. Have example Course Completion Authorization and Emergency First Response Completion Certicates available for candidates to handle. Quickly review standards and procedures for completion card requests. Emphasize the following:]
Secondary Care (First Aid)
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Primary Care (CPR) plus AED
Organizing a Course
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1. For Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses oered 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), Emergency First Response Secondary Care (First Aid) or Care for Children but this is not necessary. b. If courses are oered separately, you must send in Course Completion Authorization for participants at the end of each course. 2. Write clearly or type information on Course Completion Authorization to avoid processing errors. 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 Emergency First Response Completion Certicates at the end of each program. Certicates 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? u [Have candidates refer to the end of Section One Emergency Responders in Action in their Emergency First Response Instructor Guide. Review this recognition program.]
How can you recognize Emergency Responders for using their skills? Emergency Responders in Action

Request card and recognize completion. . .
Write clearly or type information double check
Note AED training
Use Completion Certificates for immediate recognition
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Organizing a Course
14
Organizing a Course
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IV. Supplies
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 Emergency First Response Instructor Guide and gather or replenish supplies.
What should you consider when organizing and preparing training materials and supplies for an Emergency First Response course?
[Refer to EFR Instructor Guide] Review Required and Recommended Materials list Check mannequins clean and working
Organizing a Course
15
u [Have instructor candidates refer to the materials lists in their Emergency First Response and Care for Children Guides. Briey read through lists.] 2. Check that mannequins are clean and functioning. a. If you dont want to position them around the room at the class start, have them readily accessible for ecient distribution. b. Have disinfecting sprays or wipes for use with each mannequin. u [If conducting the Mannequin Cleaning Workshop, tell candidates that theyll 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. 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 ip chart for notes and key points. c. Phones, pillows, a steering wheel, etc., for scenarios. Think about the scenarios in advance and have the props you need to give them realism. 6. Its a good idea to store all your Emergency First Response teaching equipment and supplies in one place room, closet, container, etc. This makes it easier to quickly check supplies and organize materials for a course.
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Summary
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?
16
Summary
Motivating Independent Study Class Preparation Logistics, Curriculum and Attitude Paperwork and Recognition Supplies
Organizing a Course
Class Preparation Logistics, Curriculum and Attitude

4. How can you prepare logistically for an Emergency First Response program? 5. How should you prepare yourself and your sta to teach an Emergency First Response course?

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 8
Mannequin Cleaning Workshop [Optional] DURATION: 30 minutes
Notes to Presenter
1. This workshop teaches instructor candidates techniques for proper care and cleaning of CPR mannequins. 2. If possible, have a variety of mannequin types available (dierent brands and adult, child and infant) to familiarize candidates with dierences 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.
Procedures
1. Review cleaning solutions for use during class and after for mannequin cleaning u [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 u [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 u [Following manufacturer directions, have candidates wash and rinse appropriate parts most often this includes scrubbing with soap and water.] 4. Disinfect mannequin parts u [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 u [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.]
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Presentation 9
Marketing Emergency First Response DURATION: 1.5 hours Creating Condence to Care
Marketing
Notes to Presenter
1. This presentation is designed to spark creative thinking on ways to market Emergency First Response courses and to identify potential target markets for CPR and rst aid training. The presentation highlights the relative size of the CPR/ First Aid market, explains how to identify potential target markets and how to focus marketing eorts, 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. Its 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. 5. The sample contact is for your consideration and use. However, youre encouraged to create your own contact and stylize the presentation as appropriate.
Contact
Think back to your rst CPR or 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 dierent, which makes a couple of important points. First, people have a wide variety of reasons for wanting to learn CPR and rst aid procedures. This could range from wanting to know how to care for an ill family member, to being required to take a course by an employer. The second point is that in many areas there are a lot of training choices. Most people dont have to look too hard to nd a course that ts their schedule and budget. When training is easy to nd, you need to gure out how to make your courses stand out. The way to keep your Emergency First Response courses full involves good marketing. You need to decide who your potential participants are and carefully craft your marketing message to appeal to them. You also need to arrange your courses in a way that is convenient and attractive to potential participants.
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The good news is that almost everyone is a potential participant the total market is huge. Your marketing plan is a good way to 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 rst response refreshers or other courses.
Marketing Emergency First Response
During this session, well discuss marketing and help you start to expand your marketing plan by sharing ideas.
Overview
The CPR / First Aid Training Market
To truly understand the marketing opportunities for CPR and rst aid training, you need to have an understanding of the relative size of the market. During this segment, well explore the size of the CPR and rst aid training market to identify areas of potential growth.
Overview
CPR / First Aid Training Market Potential Participants How to Market EFR Sales Techniques Workshop Getting the Word Out
3
Marketing
Potential Participants
Targeting your marketing eorts is an important part of your marketing plan. During this segment well work together to identify potential participants in the local marketplace.
How to Market EFR

Once a target market is identied, you need to use specic marketing techniques to get you message out. During this segment well identify who to contact and what information you need to include in your marketing package.
Sales Techniques
Overcoming objection is a critical part of the sale process. This workshop will outline some potential objections you may encounter when marketing EFR and ways to overcome them.
Getting the Word Out

Marketing is not only advertising, its also about image, reputation, incentives, promotions and general communication. Well look at ways you can spread the word about your Emergency First Response programs.
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Outline
I. CPR and First Aid Industry
A. CPR and First Aid training market 1. Every year, millions of people around the world seek CPR and rst aid training. u 2. Note: [Present information regarding the size of the market in your area, state, province or country.]
4
CPR and First Aid Industry

Who are your potential Emergency First Response course participants?
Employers who must meet regulatory compliance standards Government entities Schools Community Groups Childcare workers Dive students
Marketing
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. Thus, your potential market may be huge. 2. Make it a point to research who needs and wants CPR and rst aid training in your local area. This will help you focus on specic groups. a. Emergency care training is often a requirement for recreational and public permits or certications.
5
Potential course participants
Potential is huge! Research local needs Be aware of local government regulations
List YOUR potential participants

Marketing
b. For example, for a scuba diving rescue certication, child care workers permit, lifeguard certication, etc In some areas, emergency care training may be required before obtaining a drivers license. 3. Keep in mind, however, that in some areas CPR and rst aid training may be restricted by government regulations. a. This is often the case when emergency medical training is required to meet specic 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. u [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.]
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B. In your area, who do you plan to oer your Emergency First Response courses to and why is this your target market? u Ask the question Who are your potential Emergency First Response course participants? Conduct as a discussion. Have instructor candidates brainstorm and list potential participants. This list may include: 1. Family, friends, coworkers and associates.
In your area, who do you plan to offer your Emergency First Response courses to and why is this your target market? Start YOUR marketing plan
[Refer to EFR Instructor Guide Appendix]
6
Marketing
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
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 ocer, plant engineer or tness manager.
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How to Market EFR

How do you develop a contact?
Call on the business or organization either by phone or in person to identify a point of contact
For businesses human resources, safety officer, plant engineer or fitness manager For organizations club president, safety officer or activities director
Marketing
b. For organizations, this may be a club president, safety ocer or activities director. 2. What you want to nd out is who is in charge of employee, member or participant training. B. What questions should I ask? 1. Do you oer, or are your employees (or members) required to be trained in CPR/First Aid? 2. What specic safety training is required? 3. Who in the company or organization is responsible for employee training?
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How to Market EFR

What questions should you ask?
Do you offer, or are your employees or members required to be trained in CPR/first aid? What specific safety training is required? Who in the company or organization is responsible for training? Who conducts your training?
In-house staff or is it by bid?
Who can I send an information package to?

Marketing
4. Who conducts your training? 5. Is the training done by in-house sta or is it by bid? 6. If youre not able to speak directly to the person responsible for training, ask who you can send an information package to.
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C. What features, advantages and benets should you point out about EFR? 1. The EFR Primary Care and Secondary Care program oers two courses (CPR and First Aid) that can be taught in tandem or stand alone. 2. Specic course for Care for Children that focuses on techniques for providing CPR and rst aid to infants and young children.
How to Market EFR
What features, advantages and benefits should you point out about EFR?
Primary Care (CPR) and Secondary Care (First Aid) courses can be taught in tandem or stand alone Specific course for Care for Children Workplace course to meet specific regional guidelines Program is based on internationally recognized medical guidelines
9
Marketing
3. Workplace courses to meet specic regional guidelines (Great Britain, Asia Pacic), or CPR and AED (Americas). 4. Program is based on internationally recognized medical guidelines. 5. EFR incorporates a exible learning method to meet individual needs. This includes independent study to increase knowledge retention. It allows focused instruction time on skill development which reduces time employees are away from their jobs. 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 Debrillator (AED) that includes the latest recommendation for pediatric debrillation. 9. Oxygen administration module can be included in training. No need for a separate course. 10. Leverage EFRs international approvals or acceptances when marketing to general industry. EFR meets workplace safety program requirements. a. OSHA (U.S.): Meets intent of OSHA guidelines. b. HSE: (Great Britain) Meets appointed person in the workplace requirements.
12 11 10
How to Market EFR

Features, advantages and benefits. . .
Flexible learning method to meet individual needs State of the art self-study materials to reduce traditional classroom time Participant manual DVD Learning takes place in a nonstressful environment
Marketing
How to Market EFR

Features, advantages and benefits. . .
Automated External Defibrillator (AED) module Oxygen administration module
Marketing
How to Market EFR

Features, advantages and benefits. . . Leverage international approvals and acceptances
OSHA (U.S.) Meets guidelines intent HSE (Great Britain) Meets appointed person in the workplace requirements WorkCover NSW (Australia)
Meets regulations that govern workplace requirements
Check www.emergencyfirstresponse.com for the most recent list of acceptances globally Marketing
c. Work Cover NSW (Australia): Meets regulations that govern workplace requirements in Australia.
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D. What should you include in a marketing presentation? 1. Your marketing kit 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].
How to Market EFR

What should you include in a marketing presentation?
Proposal letter keep it to no more than two pages Information on how EFR meets the clients specific needs local regulations, job site requirements or time constraints Cost breakdown materials and instructor fee
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Marketing
2. Include information on how EFR meets the clients specic needs including local regulations, job site requirements or time constraints. 3. Include cost breakdown (Material and Instructor fee).
How to Market EFR
4. Also include EFR program 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. u [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. u [Provide candidates with information on instructor level continuing education programs. Highlight regional specic programs like First Aid at Work or CPR and AED.]
14
Marketing presentation. . .
EFR corporate acquisition brochure Information on your business with customers testimonials Follow up date
Marketing
How to Market EFR

How can you increase your marketability?
Continue your education
First Aid at Work CPR & AED Bloodborne Pathogens
15
Marketing
IV. Sales Techniques Workshop

A. How do you overcome objections? u [This 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. There is no wrong answer. Encourage creative thinking and innovative ways of overcoming challenges. List responses on board.]
Sales Techniques
How do you overcome objections?
Workshop
16
Marketing
81
1. Objection 1: You call the company and are unable to speak to or nd out who is in charge of employee training. u What should you do or say? [Have candidates 3 to 5 minutes brainstorm to overcome objection and list answers on board.] 2. Objection 2: We already oer CPR/First Aid training to our employees. u What should you do or say? [Have candidates 3 to 5 minutes brainstorm to overcome objection and list answers on board.] 3. Objection 3: We dont oer training or require our employees to be CPR/First Aid trained. u What should you do or say? [Have candidates 3 to 5 minutes brainstorm to overcome objection and list answers on board.] 4. Objection 4: Your program costs more than other programs on the market. u What should you do or say? [Have candidates 3 to 5 minutes brainstorm to overcome objection and list answers on board.]
19 18
Sales Techniques
Objection 1: You call the company and are unable to speak to or find out who is in charge of employee training. What should you do or say?
17
Marketing
Sales Techniques
Objection 2: We already offer CPR/first aid training to our employees.
What should you do or say?

Marketing
Sales Techniques
Objection 3: We dont offer training or require our employees to be CPR/first aid trained.
Marketing
Sales Techniques
Objection 4: Your program costs more than other programs on the market.
V. Getting the Word Out

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 programs. Other instructors must build their Emergency First Response programs 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.
20

Marketing

How can you begin to establish yourself as an Emergency First Response Instructor?
Gain experience and build a solid reputation Teach those close to you family, friends, etc. Expand to local community organizations, clubs and schools
21
Marketing
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 program and 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 program to local community organizations, clubs and schools. As you teach more courses within
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the community, you further establish yourself as an Emergency First Response Instructor and the person to go to for training. 4. Be sure to oer quality programs, because people are likely to spread the word about a poor class. You want only a positive image of your programs to circulate throughout the community.

Establish yourself as an instructor. . . Offer quality programs
People spread the word about poor programs You want a positive image to circulate throughout the community Your ability to grow your program is limited only by your goals and desires
22
Marketing
5. As an established Emergency First Response Instructor, your ability to grow your programs is limited only by your own goals and desires. B. How can you advertise and promote your Emergency First Response courses? u [Conduct as a discussion. Have instructor candidates brainstorm and list possible advertising options and promotions. This 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 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, rst aid kits, etc. In conjunction with at-work programs oered in occupational settings such as safety and manual handling courses.
23

How can you advertise and promote your Emergency First Response courses?
Continue your marketing plan

[Refer to EFR Instructor Guide Appendix]
Marketing
2. Promotions:
Have candidates write down ideas that t into their marketing plans. Encourage them to expand and use these plans after this course.]
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Summary
The CPR / First Aid Training Market
1. How big is the CPR and First Aid training market?
Summary
CPR / First Aid Training Market Potential Participants How to Market EFR Sales Techniques Workshop Getting the Word Out
24
2. Who are your potential Emergency First Response course participants?
Marketing
How to Market EFR

3. How do you develop contact? 4. What questions should I ask? 5. What should you include in a marketing kit?
Sales Techniques Workshop

6. How do you overcome sales objections?

7. How can you begin to establish yourself as an Emergency First Response Instructor? 8. How can you advertise and promote your Emergency First Response courses?
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Emergency First Response Instructor Exam Procedures

DURATION: 1 hour Notes
1. Administer the Emergency First Response Instructor Exam after instructor candidates complete all required Emergency First Response Instructor course presentations. 2. Instructor candidates are allowed to use their Emergency First Response Instructor Guide and Care for Children Instructor Guide for reference during the exam. No other Emergency First Response materials are allowed. 3. There is no time limit for the exam. (Most candidates will take less than an hour.) 4. Instructor candidates must score 75 percent or higher on the exam. 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.
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Appendix
Appendix
Contents
Program Standards Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . .A-3 Care for Children Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .A-7 Human Body Systems Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . .A-9 Medical Emergencies Knowledge Review Answer Key . . . . . . . . . . . . . . . . . . . . . . .A-11 Emergency First Response Instructor Course Enrollment Form . . . . . . . . . . . . . . . .A-14 Emergency First Response Instructor Skills Completion Form . . . . . . . . . . . . . . . . .A-15 Emergency First Response Care for Children Instructor Skills . . . . . . . . . . . . . . . . .A-16 Completion Form Emergency First Response Instructor Course Exam . . . . . . . . . . . . . . . . . . . . . . . . .A-17 Emergency First Response Instructor Course Exam Answer Sheet. . . . . . . . . . . . . .A-23 Emergency First Response Instructor Course Exam Answer Key . . . . . . . . . . . . . . .A-25 Emergency First Response Instructor Application. . . . . . . . . . . . . . . . . . . . . . . . . . .A-27 Emergency First Response Care for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-28 Instructor Application Sample Problems for Positive Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-29 Emergency First Response Course Evaluation Survey . . . . . . . . . . . . . . . . . . . . . . . .A-33 Bid Proposal Letter (Sample) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-35
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Appendix
Knowledge Review Answer Key

Program Standards
After reading the Emergency First Response Primary and Secondary Care Instructor Guide Section One and the introductions to Sections Two, Three 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. The Emergency First Response Primary Care (CPR) course focuses on emergency care for __________ situations and teaches Emergency Responders to monitor a patient using the __________ of primary care. a. b. c. d. nonlife threatening/ABCDS critical/ABCs most life threatening/ABCDS nonbreathing/BLS 4. Key features of the Emergency First Response Program learning philosophy include: (Choose 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 simplication and independent study. 5. Goals for both the Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses include: (Choose 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 rst aid-trained laypersons who use their skills without hesitation to assist those in need. c. Combine CPR and rst 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 exible enough to accommodate regional CPR and rst aid protocols and cultural dierences.
3. True or False. The 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.
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6. After successfully completing the Emergency First Response Primary Care (CPR) course, participants should be able to: (Choose all that apply.) a. Perform a scene assessment and use barriers appropriately. b. Perform a patient responsiveness check and alert Emergency Medical Services 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 debrillation within the CPR protocol. 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 Services personnel will be delayed. 8. The 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 dier, your instructional approach can be very 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: (Choose 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 rst aid dierences. d. Better use of instructor and participant time. 11. True or False. Emergency First Response program standards may need modication 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.
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Appendix
14. The participant-to-Emergency First Response Instructor ratio is: a. 4:1 b. 8:1 c. 12:1 d. 16:1 15. True or False. The participant-toEmergency First Response Instructor ratio increases to a maximum of 20:1 when using two qualied assistants.
the ratio increases to a maximum of 24:1 with the use of one or more qualied assistants.
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 at least every: a. b. c. d. 6 months 12 months 24 months 36 months
16. A qualied assistant is dened as: a. A current Emergency First Response Instructor. b. A current CPR/rst 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. The maximum participant-to-mannequin ratio is: a. 4:1 b. 8:1 c. 12:1 d. 16:1 18. True or False. Its recommended that CPR mannequins used for Emergency First Response Primary Care (CPR) courses be capable of simulating an airway obstruction if the airway is not positioned properly. 19. Which of the following items must Emergency First Response Instructors have when teaching the Emergency First Response Secondary Care (First Aid) course? (Choose all that apply.) a. Roller and triangle bandages b. Emergency First Response Primary and Secondary Care Instructor Guide c. Splints d. Gloves and barriers
22. An Emergency First Response Refresher for the Primary Care (CPR) course should include: (Choose 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.
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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 qualied 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 rst step, a 2 next to the second, etc.) 4 Divide participants into practice groups and have them practice the skill by referring to their Emergency First Response Participant Manual. 1 Introduce the skill cover performance requirements, value and briey 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 condence.
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Appendix

Care for Children
After reading the Emergency First Response Care for Children Instructor Guide, answer the following questions: 1. True or False. The Emergency First Response Care for Children course only covers primary care procedures for aiding children ages 1 through 8/puberty.
it covers primary and secondary care procedures for infants and children
4. The Care for Children course includes __________ primary and secondary care skills and _______ recommended skill. a. b. c. d. 8/3 12 / 1 13 / 2 12 / 3
2. True or False. Emergency First Response Care for Children course is based on emergency considerations and protocols from the consensus view of the Basic Life Support (BLS) Working Group and the Pediatric Working Group of the International Liaison Committee on Resuscitation (ILCOR). 3. The 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 rst aid training d. follows consistent international guidelines, yet is exible enough to accommodate regional CPR and rst aid protocols and cultural dierences.
5. True or False. Anyone interested in learning emergency care specic to children and infants may take this course because there are no certication or licensure prerequisites and no minimum age limit. 6. The 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. Triangle bandages
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8. True or False. You may integrate the Care for Children course content with the Emergency First Response Primary Care (CPR) and/or Secondary Care (First Aid) courses. 9. To keep a Care for Children completion card current, an Emergency Responder needs to refresh skills every: a. b. c. d. 6 months 12 months 24 months 36 months
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 (Americas, Asia Pacic and Europe) provided in the Care for Children Instructor Guide and Participant Manual. 14. Rescue breaths with a child or infant should last no more than _____ second(s). a. b. c. d. 3 4 1 2
10. Which of the following are knowledge development topics from the Care for Children course? (Choose all that apply.) a. b. c. d. e. Denitions and Explanations Medical Emergencies and Children Helping Others in Need Leading a Healthy Lifestyle The Emotional Aspects of Caring for Children f. Preventing Common Injuries or Illness
15. True or False. During CPR, chest compressions for a child or infant should be at a rate of 100 compressions per minute. 16. The ratio of chest compressions to rescue breaths during one rescuer, child or infant CPR is: a. b. c. d. 15:2 3:1 30:2 5:2
11. True or False. The Care for Children course takes the approach that barrier use is a matter of personal choice when assisting a child, however, its 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. A written nal exam is required for successful completion.
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Appendix

Human Body Systems
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. b. c. d. Circulatory, musculatory, respiratory Circulatory, respiratory, nervous Circulatory, skeletal, nervous Circulatory, respiratory, lymphatic 6. Without oxygen, the brain begins to die within a few __________. a. b. c. d. Seconds Minutes Hours None of the above
7. True or False. The circulatory system transports both blood and lymph. 8. A healthy, average size adults body has about _____________ of blood. a. b. c. d. 3 litres/quarts 6 litres/quarts 10 litres/quarts 12 litres/quarts
2. What is the general purpose of the respiratory system? (Check all that apply.) a. b. c. d. To supply the body with oxygen To remove oxygen from the body To supply the body with carbon dioxide To remove carbon dioxide from the body
9. The 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. b. c. d. Red blood cells White blood cells Plasma Platelets
3. The pharynx divides into two passageways, the ___________ and the ___________. a. b. c. d. epiglottis/esophagus esophagus/trachea trachea/epiglottis trachea/bronchi
4. The air we breathe contains about ______ __ oxygen. a. b. c. d. 21 percent 30 percent 50 percent 72 percent
11. True or False. Ventricular brillation is the term used for normal heart rhythm. 12. Contraction of the heart propels blood through the arteries with considerable force. That force is called: a. b. c. d. Pulse Ventricular brillation Artery stretching Blood pressure
5. True or False. Rescue breaths do not contain enough oxygen to support a nonbreathing patient.
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13. When an artery is cut, bleeding ________ _____ and is _______________ in color. a. b. c. d. Flows steadily/dark red Clots easily/bright red Spurts rhythmically/bright red Oozes slowly/dark red
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 uid 20. True or False. The 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. b. c. d. Sprains Dislocations Fractures Breaks or cracks
14. Two arteries used as pressure points to reduce serious bleeding are the _________ _____ and the ____________________. a. b. c. d. Brachial in the arm/femoral in the leg Carotid in the neck/brachial in the arm Carotid in the neck/radial in the wrist Brachial in the arm/radial in the wrist
15. Which areas of the body contain lymph nodes? (Check all that apply.) a. b. c. d. Neck Armpits Groin Spleen
16. True or False. The primary purposes of the lymphatic system are to return uids that have collected in tissues, to the bloodstream; and to lter foreign particles, microorganisms and other tissue debris from the body. 17. The two main organs of the central nervous system are: a. b. c. d. Heart and brain Brain and spinal cord Heart and spinal cord Spleen and brain
23. Pushing bodily substances, such as food and blood, through the body is one of the primary purposes of the ______________ system. a. b. c. d. Digestive Musculatory Nervous Lymphatic
18. What types of information are transmitted to and from the brain? (Check all that apply.) a. b. c. d. Sensory information Motor functions Involuntary functions Levels of consciousness
24. True or False. Muscles need a rich supply of carbon dioxide and nutrients delivered by the blood to accomplish their specic jobs within the body.
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Appendix

Medical Emergencies
After reading the section on Medical Emergencies in the Emergency First Response Instructor Guide, answer the following questions (circle or write in your response): 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 specic 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. b. c. d. Lacerations Scratches Deep cuts Bumps 5. To administer 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 about 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. b. c. d. Injured Fractured Stretched Torn
4. Signs of wound infection include: (Check all that apply.) a. Redness b. Tenderness c. Presence of yellowish/greenish uid at the wound site d. Drowsiness
8. True or False. Its 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 ushing the eye with water for _____________; or until EMS arrives. a. b. c. d. 1 minute 5 minutes 10 minutes 15 minutes
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10. Contact with electricity can cause life threatening injuries such as: (Check all that apply.) a. b. c. d. Choking Cardiopulmonary arrest Deep burns Internal tissue damage
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 brillates, forcing too much blood into the brain. 18. Diabetic problems, such as insulin shock, insulin reaction or hypoglycemia, result from __________________________. a. b. c. d. High blood pressure High blood sugar Low blood proteins Low blood sugar
11. Never put ______________ on a burn. (Check all that apply.) a. b. c. d. Ice A moist, sterile bandage Butter Ointment
12. True or False. A severely hypothermic patient will likely be conscious and alert, yet shivering and displaying slightly impaired coordination. 13. ____________________ aects surface skin; _______________ aects entire tissue layers, including muscles, tendons, blood vessels and nerves. a. b. c. d. Supercial frostbite/Deep frostbite Frostnip/Supercial frostbite Deep frostbite/Supercial frostbite Frostnip/Deep frostbite
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. b. c. d. Attempt to cushion patients head Restrain the patient Move objects out of the way Protect the patient
14. Heat stroke _______________________: (Check all that apply.) a. b. c. d. Patients have cool and clammy skin Is life-threatening Is a temperature-related injury 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.
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Appendix
21. Mild allergic reactions are usually not life threatening and usually controlled by ____________________________. a. b. c. d. Antihistamines Epinephrine Antibiotics 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. Oer 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. The patients reaction to the venom will also depend on the patients ___________ __________________. a. b. c. d. Size Current health Body chemistry Age
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Instructor Course
Instructor Course Enrollment Form

Instructor Crossover Course Instructor Retraining Course
PARTICIPANTS
1. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 2. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 3. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 4. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 5. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 6. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 7. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 8. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 9. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 10. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 11. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________ 12. Name __________________________________________________________________ Date of Birth ______________________ Address _________________________________________________________________________________________________ Phone _________________________ Email ___________________________________ Completion Date___________________
Product No. 10233 (Rev. 10/06) Version 2.0 Emergency First Response, Corp. 2006
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Instructor Name _______________________________________________________ Emergency First Response
Instructor Skills Completion Form

7. Shock Management 8. Spinal Injury Management
Course Date
___________
1 2 3 4 5 6 7 8 R1 R2
Primary Care Skills 1. Scene Assessment 2. Barrier Use 3. Primary Assessment 4. One Rescuer, Adult CPR 5. Conscious/Unconscious Choking Adult 6. Serious Bleeding Management Recommended Skills R1. AED (Automated External Defibrillator) Use R2. Emergency Oxygen Use Orientation
S1 S2
Secondary Care Skills S1. Injury Assessment S2. Illness Assessment S3. Bandaging S4. Splinting for Dislocations and Fractures
Participants
S3
S4
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2.
3.
4.
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7.
8.
9.
10.
11.
12.
Emergency First Response Corp. 2006
Appendix
Product No. 10235 (Rev. 10/06) Version 2.0
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Instructor Name _______________________________________________________ Emergency First Response Care for Children

Recommended Skill C-5. Conscious Choking Child C-6. Conscious Choking Infant
C-3
One Rescuer Child - CPR One Rescuer Infant - CPR Conscious Choking Child Conscious Choking Infant
Instructor Skills Completion Form

AED (Automated External Defibrillator) Use with Children
C-6 AED
Automated External Defibrillator Use with Children
Course Date
Required Skills
___________
C-4 C-5
C-3. One Rescuer - Child CPR
C-4. One Rescuer - Infant CPR
PARTICIPANTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Emergency First Response Corp. 2006
Appendix
Emergency First Response Primary/Secondary Care
Instructor Course Examination

Directions: Select the best answer from the choices provided, or choose the statement that best completes the sentence. You may reference your Emergency First Response Instructor Guide, as necessary, to answer questions regarding Emergency First Response programs standards and course structure.
1. True or False. Providing immediate care to a person who has no heartbeat and is not breathing is critical because irreversible brain damage can occur within minutes. 2. Why do people hesitate to provide emergency care, even when theyve had CPR and first aid training? a. Anxiety and nervousness b. Guilt and fear of imperfection c. Fear of infection d. All of the above. 3. Of the four links in the Chain of Survival, which involve Emergency Responders? a. Stop, think and act b. Emergency recognition and rapid EMS activation c. The first three emergency recognition and rapid EMS activation, on-scene primary care and early AED use combined with CPR d. All links.
5. In general, to be protected by a Good Samaritan law, you should: a. Act in good faith as a prudent person would to provide care that is within the scope of your training. b. Carry proof of CPR/first aid training with you at all times. c. Only offer aid if someone more qualified is not present. d. All of the above. 6. True or False. If a patients heart has stopped you may make the persons condition worse by performing CPR that is not precise and, thus, inefficient. 7. True or False. CPR is only a temporary measure that extends the window of opportunity to revive a patient by forcing oxygen rich blood from the heart to vital body organs. 8. To avoid or minimize physical and emotional stress after providing emergency care, Emergency Responders should: a. Spend time with family and friends and talk about the experience. b. Avoid stimuli such as caffeine, nicotine or alcohol. c. Slow down and try to relax after the incident. d. All of the above.
Chain of Survival
4. When encountering an adult who is unresponsive, you should ______ first, and then _______. a. provide rescue breathing/alert EMS b. alert EMS/continue with primary assessment c. provide one minute of CPR/call for help d. complete primary assessment/begin CPR
9. The three bloodborne pathogens of greatest concern to Emergency Responders are: a. HIV virus, meningitis and staphylococcus. b. Viruses, bacteria and macroorganisms. c. Hepatitis B virus, Hepatitis C virus and HIV virus. d. Hepatitis, HIV and pneumonia.
Emergency First Response, Corp. 2006
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10. True or False. As a general rule, you should assume that all blood or body fluids that contain blood may be infectious and always place a barrier between you and any moist or wet substance originating from a patient. 11. Primary assessment refers to the ___________ of a patient and primary ________ is the aid provided using the ABCDS of the patients lifeline. a. emergency recognition/response b. first evaluation/care c. monitoring/CPR d. emergency medical care/monitoring 12. The A in ABCDS of the lifeline refers to: a. Assess the scene and Apply personal barriers b. Alert Emergency Medical Service (EMS) c. Airway open d. All of the above. 13. The B, C and D in ABCDS of the lifeline involve: a. Barotrauma, cardiac arrest and deep puncture wound b. Bleeding, circulation and defibrillation c. Breathing, circulation and chest compressions, and defibrillation d. Barriers, checks and ventilation device
Monitor a Patients Lifeline - The ABCDS
B
15. What may cause a person to stop breathing? a. Submersion, near drowning or suffocation b. Heart attack or sudden cardiac arrest c. Electrocution and drug overdose d. All of the above 16. To check for breathing, you _________ the patients chest while ______________________ a. feel/looking for any movement. b. look at/listening and feeling for breaths with your ear. c. tap/looking, listening and feeling for breathing. d. listen to/feeling for a rise and fall. 17. True or False. There is nearly 10 percent unused oxygen in an Emergency Responders expired breath that helps support a nonbreathing patient during rescue breathing. 18. While giving rescue breaths, its important for the breaths to: a. last at least 5 seconds each. b. make the patients chest rise. c. be delivered no more than 2 seconds apart. d. All of the above.
19. What is the recommended method for an Emergency Responder to determine if a patients heart is not beating during a primary assessment? a. Check for a pulse at the wrist b. Check the carotid artery on both sides of the patients neck for at least 15 seconds c. Look, listen and feel for normal breathing. d. All of the above. 20. True or False. Manual chest compressions delivered during CPR provide no more than one-third of normal blood flow to the body. This means that CPR can only artificially sustain a patient for a short time.
14. The S in ABCDS of the Lifeline refers to: a. Serious bleeding management b. Shock management c. Spinal injury management d. All of the above.
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Appendix
21. Correct technique for delivering chest compressions includes: a. Keeping your shoulders directly over your hands with your arms straight, forcing the compression straight down. b. Positioning the heel of your hand near the top of the patients breastbone closer to the head. c. Pressing down on the sternum with enough force to depress it between 2-3 centimetres/ .5-1 inches. d. All of the above. 22. True or False. Ventricular fibrillation describes the consistent rhythm found in a normal heartbeat. 23. Defibrillation is the process of: a. Delivering an electrical shock to the heart that disrupts abnormal twitching and allows the hearts normal beat to return. b. Performing CPR on a patient with no heartbeat. c. Automatically detecting an erratic heartbeat or quivering heart. d. Providing a patient with advanced life support including emergency oxygen.
25. What is the recommended method for an Emergency Responder to control serious bleeding? a. Direct pressure with clean cloth or a sterile dressing. b. Apply a tourniquet to the wounded limb. c. Elevate the limb to slow, but not restrict flow. d. All of the above. 26. True or False. Shock may result from any injury or illness, serious or minor, that stresses the body. 27. What is the recommended method for an Emergency Responder to manage shock? a. Quickly deal with all life threatening conditions. b. Keep the patient still and maintain body temperature. c. Elevate the patients legs if it wont aggravate another injury. d. All of the above. 28. True or False. You should only suspect a spinal injury when an accident involves a serious impact or a fall from greater than the patients own height.
24. You can recognize arterial bleeding by the way: a. Blood slowly oozes from a wound. b. Bright red blood spurts from a wound in rhythm with the heartbeat. c. Dark red blood steadily flows from a wound. d. Blood pools under the skin causing severe swelling.
29. If CPR is required for a patient with a suspected spinal injury and the patient is not positioned on the back, the recommended technique is to: a. Never turn a patient alone wait for help to arrive. b. Use the log roll to turn the patient stabilizing the patients head to keep it from moving while you roll the patient as one unit toward you. c. Turn the patient using the quickest means possible. d. Secure the patient on a stretcher, then turn the patient.
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30. True or False. During the Secondary Care (First Aid) course, Emergency Responders learn to provide basic care that reassures, eases pain and reduces the risk of further harm when there is time and distance between the patient and professional medical care. 31. True or False. An injury is defined as an unhealthy condition of the body and an illness is any physical harm to the body. 32. A sign is _________ and a symptom is _________. a. a clue/something directly observed b. stated/a clue c. directly seen, felt or heard/something the patient tells you d. something the patient tells you/something you observe 33. During an illness assessment, the Emergency Responder should: a. Ask about the patients medical history. b. Check the patients respiration and pulse rate c. Determine the relative temperature, skin moisture level and skin color. d. All of the above. 34. True or False. To enroll in an Emergency First Response Primary Care (CPR) course, an individual must be at least 8 years old. 35. People who enroll in an Emergency First Response Secondary Care (First Aid) course having taken CPR training through another organization need an orientation to which 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. 36. The Emergency First Response Primary Care (CPR) and Secondary Care (First Aid) courses are divided into what three segments? a. Independent study, video review and skill practice b. Instructor lectures, skill demonstration and skill practice c. Knowledge development, skill development and scenario practice d. Learning objectives, performance requirements and skill evaluation 37. 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
38. True or False. The participant-to-Emergency First Response Instructor ratio increases to a maximum of 24:1 when using one or more qualified assistant. 39. To increase the ratio for an Emergency First Response Primary Care (CPR) or Secondary Care (First Aid) 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. 40. Which of the following items must you have when teaching the Emergency First Response Primary Care (CPR) course? a. Roller bandages, triangle bandages and splints b. Emergency First Response Primary and Secondary Care Instructor Guide c. Emergency First Response Participant Manual and Video d. Both b and c 41. True or False. You must submit a Completion Card envelope for each participant who meets performance requirements for either the Emergency First Response Primary Care (CPR) or Secondary Care (First Aid) course. 42. To keep completion cards current, Emergency Responders need to refresh their skills every: a. 36 months b. 24 months c. 12 months d. 6 months
5
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Appendix
43. True or False. The Emergency First Response program is 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. 44. True or False. The performance-based structure of Emergency First Response courses means that participants must meet measurable learning objectives so that they build upon previous learning as they progress. 45. 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 perfection, especially during CPR. d. Appropriately modify the course curriculum to meet regional guidelines, requirements or laws. 46. If Emergency First Response educational materials are not available in a language participants understand, you may conduct the Emergency First Response programs using the __________________ instructional approach: a. Independent study b. Video guided c. Instructor led d. Lecture and practice 47. True or False. Having participants study independently shortens conventional classroom time which may provide better business opportunities with respect to competitive pricing and scheduling flexibility. 48. Having participants work in practice groups during skill development: a. Allows each participant to see, hear, feel and perform the skill which fosters learning from different perspectives. b. Lowers stress and increases the opportunity for self-correction and discovery. c. Engages participants in repetitive skill practice which reinforces skill steps and increases overall confidence. d. All of the above.
49. True or False. Scenario practice allows each participant to demonstrate the ability to evaluate the scene, recall critical steps and take appropriate action. 50. 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 by submitting a current renewal application along with your dues to Emergency First Response. d. All of the above. 51. 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. 52. Rescue breaths with a child or infant should last ______ second(s)? a. 4 b. 3 c. 1 d. 2
53. True or False. During CPR, chest compressions for a child or infant should be at a rate of 100 compressions per minute. 54. True or False. Your Care for Children teaching credential is renewed when you renew your EFR Instructor credential.
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55. Why does the Care for Children Participant Manual include A Few Facts about child injuries? a. Many injuries in children are preventable with a little knowledge and awareness. b. Many Care for Children course participants will be parents or people who regularly interact with children, so its responsible to address child injury prevention. c. Addressing injury prevention and encouraging participants to share steps they can take to minimize risk of injury help to make it safer for children. d. All of the above. 56. The ratio of chest compressions to rescue breaths during one rescuer, child CPR is: a. 15:2 b. 3:1 c. 30:2 d. 5:2 57. The ratio of chest compressions to rescue breaths during one rescuer, infant CPR is: a. 15:2 b. 3:1 c. 30:2 d. 5:2 58. Why is it important to emphasize the emotional aspects 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 Responders acceptance that the outcome of care provided might be beyond the responders personal influence can be more difficult when a child is involved. 59. 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 (Americas, Asia Pacific and Europe) provided in the Care for Children Instructor Guide and Participant Manual.
60. Which statement(s) most applies to use of Automated External Defibrillators (AEDs) on children? a. Never use adult AED pads on children. b. Use adult AED pads on children when no child pads are available. c. Never use AEDs on children as children rarely suffer from sudden cardiac arrest. d. If available, use child AED pads on children to deliver a shock appropriate for a childsized body. 61. For children, use ______________ for chest compressions; for infants, use ____________ for chest compressions. a. One or two hands/two fingers. b. Two hands/one hand. c. Two fingers/one hand. d. None of the above.
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Appendix
Name ________________________________________________________ Date __________________________________
Emergency First Response Instructor Course Examination
Answer Sheet
Directions: COMPLETELY fill in the space below the proper letter or next to the True/False answers. If you want to change your answer, erase your selection or place a dark X through your first answer.
A
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
Product No. 10247 (Rev. 6/04) Ver 1.2
B
True
C
False
D
26. 27. 28. 29. 30.
A
True
C
False
True
False
True True
False False
True True
False False
31. 32. 33. 34.
True
False
True
False
35. 36. 37. 38. 39. 40. 41. True False True False
True
False
42. 43. 44. True True False False
True
False
45. 46.
True
False
47. 48. 49. 50.
True
False
True
False
Emergency First Response, Corp., 2006
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A
51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. True True True
False False
False
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Appendix
Name ________________________________________________________ Date __________________________________
Emergency First Response Instructor Course Examination
Answer Key
Directions: COMPLETELY fill in the
space below the proper letter or next to the True/False answers. If you want to change your answer, erase your selection or place a dark X through your first answer.
A
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
Product No. 71809 (Rev. 6/04) Ver 1.1
B
True
C
False
D
26. 27. 28. 29. 30.
A
True
C
False
True
False
True True
False False
True True
False False
31. 32. 33. 34.
True
False
True
False
35. 36. 37. 38. 39. 40. 41. True False True False
True
False
42. 43. 44. True True False False
True
False
45. 46.
True
False
47. 48. 49. 50.
True
False
True
False
Emergency First Response, Corp., 2006
A-25
A
51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. True True True
False False
False
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Appendix
Emergency First Response Primary/Secondary Care & Care for Children
Instructor Application
PADI Member No. ________________________
APPLICANT INFORMATION PLEASE PRINT CLEARLY

First Last
Non-PADI Member Gender: Male Female
Name ____________________________________________________________________________________________________
Mailing Address ______________________________________________________________________________________________________________________ City ______________________________________________________________ State/Province ___________________________________________________ Country ___________________________________________________________ Zip/Postal Code __________________________________________________ Home Phone ( _______ ) _____________________________________________ Business Phone ( _______ ) _________________________________________ Fax ( _______ ) _____________________________________________________ Email Address ____________________________________________________ Birthdate __________________________________________________________ Preferred Language ________________________________________________
Day/Month/Year
COURSE INFORMATION AND PREREQUISITES (To be completed and initialed by Emergency First Response Instructor Trainer)
Instructor Course Instructor Crossover and Check One: Retraining Course _____ Current EFR Primary/Secondary Care and Care for Children; or _____ Medical Professional _____ Current CPR/First Aid Instructor Pediatric CPR/First Aid Instructor; or _____ Emergency First Response Instructor Current EFR Care for Children; or Completed EFR Instructor Course Presentations 5 and 6
CERTIFICATION INFORMATION (To be completed by the Emergency First Response Instructor Trainer.)
Course Location ______________________________________________________________________________________________________________________
(City) (State or Province) (Country)
Date Course Completed ________________________ If applicable: Store/Resort Name ____________________________________ S/R No. ______________________
Day/Month/Year
Instructor Trainer Name ________________________________________________________________________________ Instructor No. ___________________

(Please Print)
Instructor Trainer Signature _______________________________________________________________________________ Date Signed ___________________

Day/Month/Year
INSTRUCTOR AGREEMENT
I understand I cannot conduct an Emergency First Response Primary/Secondary Care Course and Care for Children Course until I receive authorization from Emergency First Response. I further agree to abide by all EFR Standards and Procedures as published in the Emergency First Response Instructor Guide, The Responder and other updates when conducting EFR programs. I will maintain familiarity with EFR educational materials, including revisions to existing materials and the introduction of new materials. I further affirm that I have read and will abide with the EFR License Agreement found in the Appendix Section of the EFR Instructor Guide. Applicant Signature _____________________________________________________________________ Date Signed_____________________________
Day/Month/Year
PAYMENT METHOD (See current price list for processing fee)

Check Switch / Solo issue no _________ (UK only) Master Card Visa American Express ____________
(please print)
CHECKLIST
Application filled out completely Signatures Trainer and Applicant Fee enclosed
JCB Discover Card ____________ ____________
Card Number ____________
Copy of certifications (for Crossovers only)
Cardholder Name ______________________________________________________ Expiration Date _______________________________________________________ Authorized Signature ______________________________________________

MAIL TO: Your local Emergency First Response Office Visit emergencyfirstresponse.com for office locations.
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Emergency First Response Care for Children
Instructor Application
Use this application for EFR Instructors who were certified prior to July 1, 2005 who have not yet earned the Care for Children Instructor rating.
APPLICANT INFORMATION PLEASE PRINT OR TYPE

Name ___________________________________________________________________________________ EFR Instructor No.__________________________
First Last
Mailing Address ______________________________________________________________________________________________________________________ City ______________________________________________________________ State/Province ___________________________________________________ Country ___________________________________________________________ Zip/Postal Code __________________________________________________ Home Phone ( _______ ) _____________________________________________ Business Phone ( _______ ) _________________________________________ Fax ( _______ ) _____________________________________________________ Email Address ____________________________________________________
CERTIFICATION INFORMATION
Method 1: Emergency First Response Care for Children Instructor Course
Course Location ______________________________________________________________________________________________________________________
(City) (State or Province) (Country)
Instructor Trainer Name _______________________________________________________________ EFR No. ________________________________________ Instructor Trainer Signature _____________________________________________________________ Date Signed ____________________________________
Day/Month/Year
OR Method 2: Emergency First Response Care for Children Course (provider-level)

EFR Care for Children certification number # ___________________________ or attach copy of temporary card. Complete the Instructor Knowledge Review and attach to this application.
OR Method 3: Other Qualifying Credentials

Attach certification documentation confirming you are a current instructor with another organization and are authorized to teach a pediatric emergency care course. Complete the Instructor Knowledge Review and attach to this application.
OFFICE USE ONLY
CFCA
CFCI
APPLICANT SIGNATURE
I have obtained the required Care for Children Instructor materials and have made myself familiar with the contents. I understand I cannot conduct an Emergency First Response Care for Children Course until I receive authorization from Emergency First Response. Applicant Signature _____________________________________________________________________ Date Signed_____________________________
Day/Month/Year
PAYMENT METHOD (See current price list for processing fee)

Check Switch / Solo issue no ____________________________ (UK only) Master Card Visa American Express Discover Card
CHECKLIST
Application filled out completely Signatures Photo head & shoulders Fee enclosed Knowledge review (if Method 2 or 3) Certification Documentation (if Method 3)
Card Number ___________ ___________ ___________ ___________ Cardholder Name ____________________________________________

(please print)
Expiration Date ______________________________________________ Authorized Signature _________________________________________
MAIL TO: Your local Emergency First Response Office

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Appendix
Learning and Instruction Teaching Skills Workshop

Sample Problems for Positive Coaching
Primary Care Skill 1 Scene Assessment
This can be done using the scene assessment illustrations, so its not really a skills practice; no problems assigned.
PC Skill 2 Barrier Use

Sample Problems: 1. Snap the glove during removal 2. Touches ungloved portion of hand when removing gloves 3. Position ventilation barrier in an ineective manner
PC Skill 3 Primary Assessment

Sample Problems: 1. Forcefully shake the patients shoulders (or other inappropriate consciousness assessment) to determine responsiveness 2. Dont use barriers 3. Do not place head near enough to the patients head to perform a proper breathing check 4. Look, listen and feel for breathing for much less than 10 seconds. 5. Push ngertips into the eshy part of the jaw instead of placing them on the jawbone
PC Skill 4 Adult CPR

Sample Problems: 1. Do not perform breathing check 2. [Americas and Asia Pacic] Do not perform two initial rescue breaths 3. [Europe] Do not perform initial 30 chest compressions 4. Push with ngers (instead of the heel of your hand) during compressions 5. Do not use barriers 6. Give 15 (instead of 30) compressions 7. Bend your arms during compressions 8. Rock forward and back when giving compressions 9. Snap compressions (instead of smooth, continuous up-and-down motion) 10. Compress slowly (less than 100-per-minute rate)
A-29
PC Skill 5 Conscious/Unconscious Choking Adult

Sample Problems: For Abdominal Thrusts 1. Place your hand at at the thrust site (instead of formed into a st) 2. Place your st just below the navel 3. Use one hand to perform thrusts For Chest Thrusts 1. Place your st at the abdominal thrust site (just above the navel) instead of on the sternum 2. Do not reassure patient 3. Link ngers together rather than making a st and placing the other hand over the st For Back Blows 1. Do not lean patient forward when standing 2. Do not check for breathing 3. Give only 1 back blow
PC Skill 6 Serious Bleeding Management

Sample Problems: 1. Do not use barriers 2. Do not conduct primary assessment 3. Bandage ineectively (too tightly, or pull roller bandages to thin strips rather than broad, at bandaging)
PC Skill 7 Shock Management

Sample Problems: 1. 2. 3. 4. Do not conduct primary assessment Tell the patient to get up and move to a chair or somewhere else Do not hold the patients head Do not elevate legs (even if there is no suspected spinal injuries or leg fractures)
A-30
Appendix
PC Skill 8 Spinal Injury Management

Sample 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
PC Skill AED Use

Sample 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
PC Skill Emergency Oxygen Use Orientation

Sample Problems: 1. 2. 3. 4. Do not ask the patient for permission to administer oxygen or explain what it is Do not test the mask to see if O2 is working Position the mask upside down on the patients face Do not monitor the oxygen unit pressure gauge
SC Skill 1 Injury Assessment

Sample Problems: 1. Do not use barriers 2. Do not give the Responder statement, ask for permission to assess nor 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 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, rm pressure following the limb
A-31
SC Skill 2 Illness Assessment

Sample Problems: 1. 2. 3. 4. 5. 6. Do not give the Responder statement Do not conduct primary assessment Do not record patient responses to questions Have diculty locating pulse Do not reassure patient Use thumb when taking radial pulse
SC Skill 3 Bandaging
Sample Problems 1. 2. 3. 4. 5. 6. 7. 8. 9. Do not use barriers Wrap roller bandages too loosely When bandaging a limb, also bandage ngers (or toes) to prevent circulation checking Do not secure the end of the bandage Do not stabilize joint injuries (do not bandage below and above the joint) Have diculty with triangular bandage placement Do not tie o the triangular bandage at the elbow Dropping the roller bandage Wrapping the bandage too tight
SC Skill 4 Splinting for Dislocations and Fractures

Sample Problems: 1. 2. 3. 4. 5. Use a splint too short to immobilize joints above and below injury Bandage too loosely (it does not immobilize the injury) Do not check circulation Do not reassure patient Splint an arm fracture, but do not put it in a sling
A-32
Appendix
Emergency First Response Primary Care (CPR) / Secondary Care (First Aid)
Course Evaluation Survey

Dear, Congratulations on completing the Emergency First Response course! We are proud of our educational system and constantly strive to improve the quality of our programs. Thats why we are interested in the course you just completed. Please take a few minutes to answer the questions below. Your information can help us maintain the high quality of our educational programs. Thank you very much for your help!
DIRECTIONS for each question.

PLEASE shade answer squares. Our scanning software cant read checks or Xs.
Like this
Select only one answer
G. Brad Smith, Director Business Development and Education
No
No
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) Unsure or N/A
Yes 1. Did you receive a course completion card? 2. If you did receive a course completion card, does the Instructors 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?
No
Please continue on other side.

Product Number 10254 (Rev. 10/06) Version 2.0 Emergency First Response Corp. 2006
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Yes
No
Unsure or N/A
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 Serious Bleeding Management on a person? 11. Did you practice Shock Management on a person? 12. Did you practice Spinal Injury Management on a person? 13. Did you complete Scenario Practice (acting, role modeling accidents and injuries)?
PART III: To be completed by Secondary Care (First Aid) participants.

14. Did you practice Injury Assessment on a person? 15. Did you practice Illness Assessment on a person? 16. Did you practice Bandaging on a person? 17. Did you practice Splinting for Dislocations and Fractures on a person? 18. Did you complete Scenario Practice (acting, role modeling accidents and injuries)
We welcome any additional comments you would like to add separately.
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Appendix
<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/workplace safety requirements. Emergency First Response courses are solidly grounded in state-of-the-art educational material that provides program flexibility to meet your scheduling needs. Additionally, the courses meet or exceed <state authority (Ex. OSHA)> workplace safety program requirements for CPR and first aid training. Ive enclosed a sample of the participant materials for your review. 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 Care (CPR) and Secondary Care (first aid). 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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invoice <company name> at <$$$> per class. Maximum class size will be limited to twelve participants to one instructor. This fee includes all training supplies and participant materials. Each participant will receive a personal copy of the EFR student manual and video and will retain this material after completion of training. In the event that class size exceeds twelve participants, additional participants will be bill at <$$$>. <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
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EMERGENCY FIRST RESPONSE

Instructor Trainer Guide

Primary and Secondary Care and Care for Children

Section One Course Overview and Standards

Section One Course Overview and Standards

Emergency First Response Instructor Training

Course Overview and Standards

Section One Course Overview and Standards

Supervision and Ratios

Emergency First Response Instructor Candidate

Section One Course Overview and Standards

Performance Requirements and Assessment

Sequence and Duration

Section One Course Overview and Standards

Emergency First Response Instructor Renewal

Sample Course Schedule

Section One Course Overview and Standards

Emergency First Response

Instructor Crossover Program

Section One Course Overview and Standards

Emergency First Response

Instructor Retraining Program

Section One Course Overview and Standards

Emergency First Response

Care for Children Instructor Upgrade

Section One Course Overview and Standards

Emergency First Response

Instructor Trainer Qualifications and Renewal

Section Two Presentations

Emergency First Response Instructor Trainer

Emergency First Response Instructor Course

Section Two Presentations

Foundational Knowledge: Human Body Systems and Medical Emergencies

Section Two Presentations

Emergency First Response Instructor course

EFR Instructor Training Course

EFR Instructor Training Course

EFR Instructor Training Course

Complete instructor examination Score 75 percent or higher

EFR Instructor Training Course

EFR Instructor Training Course

Section Two Presentations

EFR Program Overview Course Structure, Requirements and Materials

EFR Program Overview

EFR Program Overview

Section Two Presentations

EFR Program Overview

EFR Program Overview

Participant to mannequin ratio 12:1

Section Two Presentations

V. Foundational Knowledge: Human Body Systems and Medical Emergencies

Emergency First Response Instructor Course

Foundational Knowledge Human Body Systems and Medical Emergencies

Section Two Presentations

Competent versus Perfect

Retention Through Repetition

Section Two Presentations

= Confidence and action

Scenario practice is appropriate after participants are comfortable with skills

II. Competent versus Perfect

Competent versus Perfect

Participant-centered learning everyone meets objectives

Section Two Presentations