CPR
Implementing the new CPR
graduation requirement.
.
Presenter: Courtney Nix - Brunswick County Schools
cnix@bcswan.net
CPR Graduation Requirement
 General
Assembly of North Carolina Session
2012-197 House Bill 837:
 Passing
a CPR skills test is now a requirement for
high school graduation.

Who does this affect?
 All
students who graduate in 2015 and subsequent
 Basically: the upcoming 11th grade class and after
Documentation




According to this legislation:“The new requirement becomes
a record keeping priority”
Documentation efforts should have been
initiated during 2012-13 school year.
It will be imperative to have the Middle School
teachers keep close records of the students who
have been trained in CPR.
These records will be turned into your
NCWISE/PowerSchools data manager.
Documentation


These records will be tracked in NCWISE
then transfer to POWER SCHOOL and
displayed on transcripts.
They will be listed like other EOC test scores
and will be marked as PASS or FAIL.
 There
are instructions on the NC Healthful Living Wiki
site under CPR that will help your NCWISE/
PowerSchool administrator input the data collected.
Essential Standards Alignment

This requirement is aligned with our current 8th
grade Health Education Essential Standards.


Although the new requirement is for High School graduation it
is in the Middle School curriculum.
This means it will not be required to be taught at the
high school level so it is imperative that every 8th
grader is trained before leaving the middle school.
 Some
school systems have been teaching CPR at the high
school level, and it is acceptable for that practice to
continue.
Essential Standards

8.PCH.4
 Analyze necessary steps to prevent and respond to
unintentional injury.
 8.PCH.4.2
 Demonstrate basic CPR techniques and
procedures on a mannequin and pass a Red
Cross or American Heart Association
approved test of CPR skills.
High School


With this being a High School graduation
requirement it will be up to the High Schools to
ensure each student is properly trained prior to
graduation.
It is possible that high schools will have to hold
yearly trainings to help students meet this
requirement who might have transferred or been
absent during trainings.
High School

HOWEVER… The new law requires that successful
CPR instruction be a part of the graduation
requirements beginning with the 2014-15 school year.

This means that we have two cohorts of students
who may have had the CPR instruction before the
electronic recording requirement was in place or
not at all (class of 2015 & 2016).
DPI released a letter stating that:


School districts should use NCWISE to identify if the student passed the
eighth grade Healthful Living class and verify that CPR was routinely
taught as part of that class. If both of these conditions were met, this
will satisfy the requirement for verifying successful completion of CPR
for students who will be in the ninth or tenth grade in the 2012-13
school year.
If the student did not pass the eighth grade Healthful Living class or CPR
was not taught, then the school district will need to identify a means to
provide CPR instruction for the student before the 2014-15 graduation
year. The American Heart Association is exploring options for providing
CPR for free or low cost to students in this situation. Please note that the
approved American Red Cross program compression tool is a suitable
substitute for the mannequin requirement. Contact your local resources
such as hospitals, health departments, and/or other health-related
agencies for assistance in meeting this legislative requirement.
The class of 2015 & 2016

Instead of pulling records on each student to
determine if they were taught and tested on
manikins BCS opted to train everyone in the
2015 & 2016 graduating class.
The class of 2015 & 2016


The class of 2016 (rising 10th grade) were all
registered in Health/PE and received training
during normal class time from their classroom
healthful living teacher.
The class of 2015 (rising 11th grade) were also
undocumented in the system or untrained but
were not registered in a common healthful
living course…
The class of 2015 & 2016

In order to train the class of 2015 (rising 11th
grade) high schools may have to be creative
because the numbers could be in the hundreds.
 Suggestions:
 Use
school based Health teachers
 Contact local Red Cross/AHA representative
 Local hospital or EMS services
 Utilize school nurses or school health occupations teachers
Brunswick County’s Plan

We trained and tested these students by
pulling groups of 20-25 out of non-tested
electives (i.e. PE electives, ARTS & JROTC)
for one 90 minute period.
 We
provided coverage for 2 health teachers that
team taught to complete the training in 90 minutes.
 We
were able to train the 386 rising 11th grade in 4 days.
Requirements

Students will need to be trained in:
Compression or Hands-Only Adult/Youth
CPR and AED use
This means that neither staff nor student
need to be “certified” in CPR

 This
shortens the time it takes to teach because the
breathing strategies and child/infant skills will not have
to be taught nor tested.
 However, teachers may opt to still teach additional skills.
Student Assessment


Students must be “hands on” trained with
manikins and have exposure to AED use.
They must also pass the skills test on manikins.
 Most
districts should provide you with the
necessary funding to order supplies to train
students. If not seek supplies from local AHA.
Student Assessment


This is a Pass or Fail “test”
There is no required written portion to
the test required by the state.
However, many schools are choosing to
assess much of the knowledge portion of the
“CPR Checklist” in the form of a written test.

North Carolina
High School CPR
Graduation
Requirement
Checklist
• DPI worked with the
American Heart
Association and Red
Cross to develop a CPR
Graduation
Requirement Checklist.
The “Checklist”
The “checklist” only lists the knowledge
necessary to check off.
 For easier use I have put these concepts into
question form and supplemented necessary
information on the “CPR Skills Review” sheet.

 In
the attached lesson plan are questions and prompts
that can be used to complete the checklist on this “CPR
Skills Review”
Family & Friends CPR Anytime

The program several schools are adopting is the
American Heart Association’s:
“Family & Friends CPR Anytime” kits




They are easy to use and very inexpensive at $30 a kit.
Each kit comes with an inflatable Mini Anne manikin and
instructional DVD
It includes: Adult Hands-Only CPR & General AED awareness
These can be purchased at shopcpranytime.org.
Sample CPR Lesson Plan
The following is a sample lesson plan that
covers the content and teaches the skills
necessary to complete the CPR
graduation requirement.
Disclaimer…

This is what has worked for me…you may find a way
that works better for your situation. Students just tend to
be less nervous in the small groups and it allows me to
watch their skills more closely and help them when
necessary and monitor students still practicing from the
door window.


Successfully Teaching Middle School Health has a great
lesson for 8.PCH.4 as well.
Both can be downloaded from the Healthful Living
Wiki resources.
Hands-Only CPR Lesson Plan

Objective: 8.PCH.4.2

Demonstrate basic CPR techniques and procedures on a
mannequin and pass a Red Cross or American Heart Association
approved test of CPR skills.
PowerPoint introduction
Watch Family & Friends DVD
Watch AED use and demonstrate
Students practice on manikins with DVD
Review skills with the PowerPoint
Allow students to review and practice
Do “checklist review” questions orally or written
Do skills checklist in small groups
Materials Needed:
Family & Friends CPR Anytime DVD
Projector & Laptop
Mini Anne Manikin
Practice AED
Copies of Student Review Sheet
CPR PowerPoint
*Optional: Copies of written test
Hands-Only CPR Lesson Plan

Review:
 Start
class with the CPR PowerPoint. This presents
facts about CPR and video hyperlinks that
introduce CPR. This show students the importance of
knowing CPR and offer a basis for this discussion.
*Video segments are optional

Statement of Objectives:
 To
learn when and how to provide Hands-Only CPR
on an adult or youth.
Hands-Only CPR Lesson Plan
Teacher Input:


Once you reach slide 12 it will instruct you to start the Family & Friends CPR
Anytime DVD.
Watch the “Learn Adult Hands-Only CPR” section all the way through without
practicing on manikins yet.
You may want to demonstrate
on a manikin during the video.

Tip: Inflate the “Mini Anne”
manikins prior to class. If you have
you can skip Chapter 4 on the
video.

Hands-Only CPR Lesson Plan
Teacher Input: continued

On the DVD click on “Other Lifesaving Techniques” and
proceed to the “AED Demonstration.”

After the video have students gather around a table and have
volunteers use a practice AED to walk students through the steps
they just learned.

Tip: With the Mini Anne manikins it can be difficult to attach the pads
“exactly” in the correct spot since it is a shortened torso so just have students
get them as close as possible.
Hands-Only CPR Lesson Plan
Guided Practice:

Set up Mini Anne manikins on the floor where students can still see
the screen. Have students follow the “Practice Adult Hands-Only
CPR” video section, replaying it until
each student has had
a chance to practice.
Hands-Only CPR Lesson Plan
Guided Practice: continued

After each student has practiced, reopen the CPR PowerPoint
to “Let’s Review.” Students can review and ask questions
about any additional information not on the DVD but that
they need to know for the “Checklist”.

The PowerPoint is set up to display the question and allows students
to answer before showing the answer.
Independent Practice:
 Handout a copy of the CPR Skills Review sheet and give
students time to practice their skills or quiz each other.
Hands-Only CPR Lesson Plan
Assessment:
 Here is where you can opt to give students the
written test or question them orally in small groups.
 Written
test: have students turn these in after they finish
and highlight the sections they missed.

While in small groups for the “Hands on Skills Test review the
questions missed.
 Oral
test: have students come to test in pairs/small
groups. They just need to stand together, not kneel at a
manikin yet. Tell them to answer loudly as a group unless
specifically called for an answer.

Using the students review sheet ask students the “I. AWARENESS”
questions.
Hands-Only CPR Lesson Plan
Hands on Skills Test:
 Set up the appropriate # of manikins needed
depending on group size on the floor & the practice
AED close by.

In groups of 2-4 students (dependent upon time/class
size) come into the hallway (or other suitable area).

Students who are not testing at that time may continue to
practice their skills in the classroom.
Hands-Only CPR Lesson Plan
Hands on Skills Test: continued

Next, continue onto “II. 911” section.


Set the scene by saying they have just walked up to this scene
(referencing the manikins on floor) then proceed to ask the
questions for that section. Have students demonstrate all actions.
Proceed onto the “III. COMPRESSION” questions.
Hands-Only CPR Lesson Plan
Hands on Skills Test: continued

For the “IV. AUTOMATED EXTERNAL DEFIBRILLATOR (AED)
KNOWLEDGE” portion have students leave their manikin
and gather around 1 sitting on a desk.
As a group, students will walk through the steps to administer the
AED.
 Ask questions to group members to keep them involved. Tell them
it is their responsibility to speak up if their group member is not
using it correctly.

Review of Lesson Plan








PowerPoint introduction
Watch Family & Friends DVD Hands
Watch AED use and demonstrate
Students on manikin practice with DVD
Review skills with the PowerPoint
Allow students to review and practice
Do “checklist review” questions orally or written
Do skills checklist in small groups
HANDS-ONLY CPR
You could save a life…
Did you know…
On average less than one third of out-ofhospital cardiac arrest victims receive
bystander CPR.
CPR can double or triple a person’s chance
of surviving cardiac arrest!
Teenager saves her mom: video
Did you know…
Most bystanders are worried they might
do something wrong or make things
worse. Panic was cited as the major
obstacle for why untrained people
didn’t start CPR.
Good Samaritans Law
If you decide to help in an
emergency situation you can
not be sued or held
accountable for possible injury
or death. You were acting in
good faith to try to help.
College basketball player: video
Did you know…
Hands-Only CPR is an alternative method
of CPR using only chest compressions for
cases of an adult witnessed sudden
cardiac arrest.
Be the Beat : video
Staying Alive!
Hands-Only CPR is easy
to learn and remember!
Ken Jeong Demo : video
Objective
Demonstrate basic CPR
techniques and procedures on
a mannequin and pass a test
of CPR skills.
Family & Friends CPR Anytime

We are now going to learn how to
give hands-only CPR and have
time to practice by watching the
Family & Friends CPR Anytime
video.
Let’s
Review
I. AWARENESS
a. What is the leading cause of death in adults?
Answer: Sudden cardiac arrest
b. What life saving technique doubles a person’s
chance of survival from sudden cardiac arrest?
Answer: CPR – Cardio Pulmonary
Resuscitation
I. AWARENESS
c. What are examples of cardiac events/sudden
death emergencies?
Answers:
heart attack
drowning
electrocution
asphyxiation.
I. AWARENESS
What are signs or symptoms of cardiac
events/sudden death emergencies?
Answers:
 Unconsciousness
 Not
breathing
 Only gasping
 No signs of life/movement.
II. 911
a. You just walked up on a scene what is the first
thing you should do?
Answer: Secure the scene.
What is the first thing you check for when you
approach the victim?
Answer: Consciousness
II. 911
How can you tell if the victim is conscious?
Answer: Tap & Shout
b. The scene is secure and the victim is
unconscious, what should you do next?
Answer: Locate nearest phone
and call 911
II. 911
What information will you need to provide EMS?
c. Answer: current address
d. Answer: phone number for EMS to contact
If you have bystanders what should you do?
Answer:
 Yell for help.
 Send someone to phone 911.
 Send someone to get an AED.
 Have them assist you with compressions.
III. COMPRESSIONS
After calling 911, what do you want to check before
starting compressions?
Answer: Breathing
a. What 3 things can you do to check for signs of breathing?
Answer:
 Look
 Listen
 Feel
III. COMPRESSIONS
How would you position yourself to check for signs of
breathing?
Answer: Lean over victim, put ear close to their mouth,
with eyes looking down their chest.
What you are looking, listening and feeling for?
Answer:
 Look: for the chest to rise
 Listen: for breathing
 Feel: for breaths against your cheek
III. COMPRESSIONS
How do you know you should start CPR?
Answer: Victim is unconscious and
not breathing or only gasping.
b. How would you position yourself for compressions?
Answer: Position yourself by kneeling next
to the victim with their head to one side of your knees
Place heal of your hand in the center of chest and place other
hand on top
Lace hands together and lean over victim until shoulders are over the
victims chest and lock out elbows
III. COMPRESSIONS
c. At what depth should compressions be performed?
Answer: two inches
At what rate should compressions be performed?
Answer: 100 per minute
For your skills check off you will have to demonstrate
compressions for 1 minute
Be sure the manikin’s chest is clicking on each compression and are
being performed at a rate of 100 beats per minute (Staying
Alive song)
III. COMPRESSIONS
d. How long should you continue compressions?
Answer:
 Until the victim begins breathing
 Emergency personnel arrives
 If an AED is ready to use
 A bystander is prepared to switch
IV. AUTOMATED EXTERNAL DEFIBRILLATOR (AED)
KNOWLEDGE
a. Determine location of nearest AED.



Finding the closest AED will be different depending on your
location. At school there is usually one in the nurses office, front
office, athletic trainer or library.
If at a public place (like Walmart or a grocery store) they are
usually found at the customer service desk.
In places, like at a park or at your home, just call 911 and most
law enforcement vehicles carry them.
IV. AUTOMATED EXTERNAL DEFIBRILLATOR (AED)
KNOWLEDGE
b. Turn on AED and follow automated instructions.
i. Adjust victim’s clothing to ensure
pad-to-skin contact.
ii. Open pad package and plug in
pad connector.
iii. Peel pad backing and apply both pads.
iv. Wait and stand clear as AED
performs analysis.
v. If instructed, press shock button.
Additional Resources

CPR School Roster

AHA Hands Only CPR Lesson Plan

AHA Be the Beat Web Quest Lesson Plan

Successfully Teaching Middle School Health
Questions?
Please feel free to email me for any resources
or questions that may arise at cnix@bcswan.net.