Practicum Reflection
Practicum Reflection
Megan Shrum
Concordia University, Nebraska
800 N. Columbia
Dr. Nolan Harms
Practicum Reflection
Abstract
As a graduate teacher assistant, I practiced the skills required to be an effective health educator,
as I developed lessons and plans for my health education courses in order to educate my students about
important health issues in the world today. Assessment was utilized when gathering information about each
student's health and then designing a plan to address these health concerns and/or behaviors. Apart from
teaching health education courses, I was responsible for leading and conducting a health centered student
organization on campus, while also meeting with prospective students.
Practicum Reflection
Introduction
Concordia University, Nebraska was founded in 1894 by the LCMS and is a private educational
institution of higher learning located in Seward, Nebraska (Concordia University, 2014). Concordia is a
Christ-centered academic community whose mission is to prepare students for lives of learning, service
and leadership in both the church and world. Their vision is, “By 2015 Concordia University, Nebraska
will grow and expand its influence to diverse populations by fostering collaboration and adapting to our
changing environment while remaining faithful to our mission of excellent Christian education”
(Concordia University, pg.1, 2014). Concordia is a non-profit organization that is funded by the
Lutheran Church-Missouri Synod as well as donors.
My role at Concordia was to be a graduate teacher assistant which consisted of teaching health
education courses such as, lifetime wellness, drug education, and first aid/cpr. Each was an entry level
course consisting of around 20-27 students. I also was responsible for leading and conducting the Phi
Epsilon Kappa honorary on campus. Some minor responsibilities I took on included, meeting with
prospective students, and doing student interviews.
Although Concordia is not specifically a public health related organization, their mission and
vision can definitely contribute to the public health mission of protecting, promoting and advancing
the health and safety of our nation. While working in the health and human performance department, I
had the opportunity to educate students about how to live in a way that promotes optimal health and
wellness. The public health issue to be addressed centered around educating college aged students on
how to obtain and/or maintain a healthy lifestyle both in the present and future. College students are
known to practice unsafe and unhealthy behaviors. The CDC reports that college aged students need to
be taught healthy practices related to diet, stress, physical activity, and communication. They also state
that college aged students are at greater risk for rape, binge drinking, STDs, and suicide (CDC, 2013).
Higher educational systems play a large role in addressing each of these issues and trying to prevent
Practicum Reflection
any negative outcomes. Without the help of educational institutions, public health would have a very
hard time communicating pertinent information to school-aged children, adolescents, and young adults.
The Health and Human Performance department gives college-aged students the knowledge
and tools to live out a healthy lifestyle while also preparing them to promote a healthy lifestyle to
others both in school and in the world. Educating students on how to succeed both personally and
professionally is a top priority. Being a private school, Concordia has the opportunity to make Christ
the basis for all learning. Implementing spiritual well-being into the classroom, is a rare privilege that
many do not have.
Educational institutions play a large role in public health as they are the core to promoting
healthy behaviors and lifestyles. Educational systems teach students how to live out a healthy lifestyle
while also providing them with the tools to do so. Upon graduating from Concordia, it is our hope that
each student leaves with all of the necessary tools and resources needed to live out a healthy lifestyle,
while keeping Christ at the front and center.
Practicum Reflection
Discussion
My role at Concordia was to be a graduate teacher assistant. The graduate teacher assistant
position required me to teach 12 credits each school year while maintaining at least a 3.0 GPA average
in the Master of Public Health program. My teaching responsibilities were in the Health and Human
Performance department and consisted of teaching health education courses such as, lifetime wellness,
drug education, and first aid/cpr. Each was an entry level course consisting of around 20-27 students.
All three classes played a significant role in helping to achieve the mission of public health. In drug
education, students were given the knowledge and tools to address current drug trends in society while
also practicing ways to avoid drug related incidences in the future. Students prepared a mock campaign
that would help to address select drug trends in adolescent aged children.
In Lifetime Wellness, we addressed each of the health related issues shared by the CDC above,
that affects college aged students. In this course, plenty of hands on activities were provided in order to
get each student familiar with healthy practices. One day a week, students participated in one hour of
physical activity in order to encourage students to maintain some level of physical fitness. These hands
on opportunities allowed students to get first-hand practice at improving their lifestyle. The CDC
reported that in general, college aged students are not getting enough physical activity and are eating
poor diets. Obesity is of major concern, especially in this age group, therefore, this class provided ways
to encourage physical activity and proper diet. Two of the major components of Lifetime Wellness
included evaluating and creating their very own nutrition and fitness program. Both of the projects
address each of the issues by giving the students hands on experience and resources to have better
success. Students were to create a program that they can foresee themselves using in the future.
First Aid/CPR not only certified students to be trained in FA/CPR but also taught them how to
respond quickly and appropriately in dangerous situations.
Apart from my teaching, I was also responsible for leading and conducting the Phi Epsilon
Practicum Reflection
Kappa honorary on campus. This consisted of selecting and approving students into the organization
who met all of the requirements as well as organizing and conducting an initiation ceremony for each
new member. Some minor responsibilities I took on included, meeting with prospective students, and
doing student interviews for students seeking to enter the Health and Human Performance program.
My objectives were to: 1. demonstrate knowledge and understanding of the multifaceted areas
of health and human performance, 2. proficient in written and verbal communication skills, including
the appropriate use of technology, and 3. apply critical reading and thinking skills required to be an
effective teacher within the field of health education. Each objective was obtained as I prepared and
conducted health education courses. Evaluations were completed in order to determine whether or not
my teachings were effective in getting across the public health message. Also, students assessed my
ability to educate them in a effective, timely, and professional manner. Although, evaluations can be
intimidating and hard to read as you will receive some negative feedback, they are crucial to the
success of your program and growth. Without assessment it would be very difficult to make positive
changes. The results from the student evaluations indicated that they were in fact learning the important
health information being taught. However, assessing their
The main public health domains that were addressed in this practicum were policy
development, as I developed lessons and plans for my health education courses in order to educate my
students about important health issues in the world today. Assessment was utilized when gathering
information about each student's health and then designing a plan to address these health concerns
and/or behaviors.
In the Health and Human Performance department it is important to ensure that your students
are not only learning but partaking in healthy behaviors. These behaviors can be learned and practiced
in the classroom but should later be implemented by students as they partake in their day to day
activities. For example, in Lifetime Wellness, students were taught about healthy behaviors such as
Practicum Reflection
proper nutrition and maintaining daily physical activity. Although I knew that the students were
partaking in an hour of physical activity while attending class, it was challenging to determine whether
or not they were honestly partaking in healthy diet behaviors and physical activity outside of class.
Further, each student completed a nutrition project recording their daily food intake and later analyzing
the results. Knowing whether or not they were recording their diets accurately and honestly was very
difficult. The most I could do was to encourage them to be honest in their projects but there was no way
of ensuring it. The same issue applied for when students were required to record their physical activity.
I knew they were getting in that one hour during class, but I did not know if what they recorded with
their Apps and fitness logs were accurate. One of the greatest challenges in teaching behavior change,
is to motivate the listener to take what they've learned and apply it in their lives consistently. For
example, I would have specific students state that they were uninterested in changing their current,
unhealthy diet, as they just didn't care about the consequences in this stage of their life. College-aged
students generally do not see the consequences of making unwise health decisions until much later in
life. Without seeing or experiencing the negative consequences of these actions, it can be hard to
recognize why change must happen or to be motivated to make changes. My goal and challenge was to
motivate students to make healthy changes right now, despite not seeing the negative health
consequences of behaving unhealthily. Having open, student-centered discussions allowed students to
not only think critically but to hear from peers who are in a similar situation. These discussions, I
believe, were the most effective in encouraging students to make healthy lifestyle changes. However, I
would still have students who just didn't care or want to make any changes. These are the students
whom I wish I had more time to work individually with.
In this practicum experience I was concerned that my age would be a problem. Being so close
in age to my students presented different challenges. I had to make sure to have very professional
relationships with my students. Being a young, graduate assistant, I figured that it would be challenging
Practicum Reflection
to gain the respect of my students. I found that providing a very professional, organized and well
planned out class, is vital to maintaining a respectful environment. Also, treating each student fairly and
respectfully helps to ensure that they too will treat you respectfully. Age did not seem to be a problem
throughout the entire experience, which surprised me. I actually found that students seemed to be more
attentive to what I was teaching as they could highly relate to my recent experiences.
Lastly, another very challenging experience in this practicum was incorporating the interests of
each student, specifically in Lifetime Wellness. Every Wednesday we would do some type of physical
activity and with 27 students in my class, it was challenging or near impossible to plan activities that
every student enjoyed. Some students wanted to do very structured exercises, while others wanted to
play more sports related activities. There were many opinions in what activities we would be
participating in. In order to address this challenge, I took inventory on the very first day of class of
what activities were most highly preferred. I had students list the top five activities they wanted to do in
this class and then later made sure to do those activities in class. I also made sure that there was a lot of
variety in the activities so that I could reach the interests of each student throughout the course. I found
that the reasoning behind not wanting to do certain activities was because students did not feel they
were talented or good at that type of activity. In these situations it was really important for me to ensure
that I provided a safe and inviting environment that allowed students to feel comfortable participating.
Generally, once the student participated in the activity they learned that it wasn't so bad and that they
actually enjoyed it. My goal was to make them enjoy physical activity in order to encourage them to be
more active outside of school. Considering obesity rates are so high, it is crucial that my health classes
not only get in their physical activity but enjoy doing so in order to encourage them to partake in these
behaviors outside of class.
Practicum Reflection
Personal Assessment
Public health practice deals with a vast array of populations who have many different
experiences, set of skills, knowledge, attitudes, and behaviors. When working with these populations,
especially in public health, it's very important to recognize these differences and adjust your work
accordingly. Being culturally competent and recognizing the social norms is crucial in working with a
diverse population. Through my teaching experiences I have realized how important this truly is.
Without respecting the social and cultural norms of my class, I will be unsuccessful in effectively
communicating important information as well as encouraging behavior change. In order to gain and
maintain the respect of my students, I have to recognize these norms and adjust my teachings and
behaviors accordingly. This ensures more effective teaching and encourages students to participate in
class discussions. In both public health and higher level learning, it is crucial that you do not neglect to
recognize the social as well as cultural-norms of the target population. If you do ignore these norms,
you are setting yourself up for failure, or ineffective implementation. For example, in my lifetime
wellness class we discussed different health disparities found among certain races. When addressing
these issues in my classroom, it was important for me to be sensitive to the different racial groups in
my classroom. I had students from a Latino or African-American background, each who explained that
celebrating with food particularly for large family gatherings were very common. Both of these
ethnicity's suffer from greater health disparities largely related to socioeconomic status and access to
healthcare as well as lifestyle behaviors related to diet and physical activity. Instead of targeting these
two populations, we looked at each race and took note of specific challenges each face while also
discussing what cultural behaviors may contribute to these disparities. We then would have open
discussions describing ways to overcome these challenges. I felt that by recognizing each groups
challenges we were not singling anybody out or making a certain group feel looked down upon.
Hopefully this encouraged a safer, more inviting classroom environment.
Practicum Reflection
The public health competencies that were applied during this practicum include communication
and informatics, diversity and culture, leadership, professionalism, program planning, systems thinking,
and public health biology. Communication and informatics were practiced when sharing lectures in
class related to health, and performing student interviews. Diversity and culture was utilized when
dealing with a diverse classroom, practicing cultural sensitivity, and when speaking about the different
health related behaviors and disparities and their correlation with different ethnicity's and races. Also,
leadership and professionalism were utilized when leading and conducting health education classes as
well as leading and organizing the PEK organization. In my lifetime wellness class I taught about the
leading causes of death in America for all populations and later, as a class, we examined what was the
cause for each of these disparities, ultimately practicing public health biology. Public health biology
was also practiced in my drug education course as we examined the different side effects that drugs had
on the body. Program planning, and systems thinking were also utilized when planning and prepping
for each health education course.
Conclusions and Recommendations
Upon completing my two years of graduate teacher assistant responsibilities I have developed a
desire to continue teaching. My hope is to someday further my education by achieving a doctorate in
education. By furthering my education and experiences in public health, I hope to someday continue
teaching at a higher level educational system. Prior to teaching at a university, I hope to further my
knowledge and experiences in public health. In order to be an effective educator at the higher level, I
personally feel it is necessary for me to gain further experience in the field of public health. Being able
to share these first-hand experiences with my students will enhance the learning experiences and
hopefully make me a more effective health educator.
I have also learned through this experience that college students at Concordia are lacking
Practicum Reflection
knowledge in health overall, particularly in behaviors related to diet and nutrition. Whenever I would
get to my nutrition unit, I was amazed by how little the majority of my class knew. Extra time was
needing to be spent on nutrition and diet. I feel this is due to poor health education at the high school
level. Many high school's are providing the bare minimum amount of health education for their
students and therefore students are lacking knowledge in this area. If schools do not provide adequate
education in health, then students are going to be more prone to making unhealthy decisions, greatly
impacting public health. Not only are students lacking health education but they are also lacking access
to healthy options. In particular, they are lacking healthy school food options at the collegiate level. We
have seen revisions made at the lower level education systems but not necessarily at the higher level.
College-aged students have a limited budget and generally are limited to eating the foods that are in the
cafeteria. During college you develop eating habits that will stick with you after school ends. Not only
does there need to be further education in the area of health but also college students should be
provided with better and easier access to healthy food options. By providing these things at the higher
education systems we can improve the health of the nation as the college students age and later share
these healthy practices with future generations.
Practicum Reflection
References
Concordia University. (2014). About Concordia. Retrieved from http://www.cune.edu/about/.
CDC. (2013). College Health and Safety in a Nutshell. Retrieved from
http://www.cdc.gov/features/collegehealth/.
Practicum Reflection
Appendices
HHP 182 –First Aid and CPR
Instructor: Megan Shrum
Phone: (402) 643-7323
Office: WALZ #106F
E-mail: megan.shrum@cune.edu
Office Hours: M,W,F (Schedule
appointments in advance)
Text: American Red Cross (Revised Printing 2012). Responding to Emergencies: Comprehensive First
Aid/CPR/AED. Stay Well: Boston, MA.
Course Description:
A course designed to provide understanding and knowledge of safety, prevention of injuries, and first aid
procedures as described in the American Red Cross Manual.
Course Objectives:
At the completion of this course, the student will be able to:
1. Explain how EMS system works and the citizen’s role in the EMS system.
2. Identify the signals of cardiac arrest and demonstrate how to provide CPR until advanced emergency
medical care arrives.
3. Identify the signals of medical emergencies, including poisoning, heat and cold emergencies, and
describe both general and specific care for medical emergencies.
4. Describe when and how to move a victim in an emergency situation.
5. Identify the signals of various soft tissues and muscle/skeletal injuries and demonstrate proper care.
6. Identify the signals of shock and describe how to minimize the effects of shock.
7. Identify life-threatening bleeding and demonstrate how to control it.
8. Identify the major risk factors for cardiovascular disease and describe how to control them.
9. Explain what happens to the body when one or more body systems fail to function properly.
10. Recognize the symptoms and first aid for a heart attack.
11. Identify and care for choking and other breathing emergencies.
Class Expectations and Activities:
1. Students are expected to attend all classes and participate in all activities.
2. Students are responsible for keeping up with assigned readings and participating in class discussions.
3. Students are expected to demonstrate CPR and First Aid skills.
4. Students are expected to complete quizzes and written tests on CPR and First Aid knowledge.
Attendance Policy:
Students are expected to attend all classes. No more than two (2) unexcused absences and a total of five (5) are
allowed. If a student exceeds these, his/her grade will be lowered 3 percentage points for every absence
thereafter. Excessive tardiness will also affect grade.
Grading scale
A
A-
93-100
90-92
Course Evaluation:
Quizzes (3)
B+
B
B-
87-89
83-86
80-82
C+
C
C-
77-79
73-76
70-72
75 points
D+
D
DF
67-69
63-66
60-62
<60
Practicum Reflection
Written Tests (2)
Skill Tests (2)
Group Presentations
Total Points Possible
204 points
200 points
100 points
579 points
Miscellaneous Items:
Quizzes and tests may NOT be made up due to absences or tardiness unless arrangements have been made prior
to that class period. Late work may not be accepted.
Course Workload
In the face-to-face, online, and hybrid classrooms at Concordia University, Nebraska, credit hours are
amassed in a course through student-to-instructor interaction, student-to-student interaction,
Blackboard activities, contact with course-specific content, assignments, assigned videos, and other
activities. No matter the length of the course meeting time in weeks or the amount of face-to-face
instruction in the course, students can expect to devote at least 135 hours for each 3-credit course.
Course Participation
Federal Financial Aid regulations, which Concordia observes for all students, require that students
regularly participate in courses in which they are enrolled. All students must log into the course
management system (Blackboard) or participate in a face-to-face session weekly in order to avoid
being tagged as a non-participant. Students must use the Concordia Blackboard and e-mail messaging
systems to contact instructors and advisors. Students who are unable to participate regularly in their
course for any reason should contact their instructor and their advisor. Students who intend to withdraw
from a course or a program should notify their instructor and advisor.
Academic Integrity
At Concordia University Nebraska, we are guided in all of our work by the values of academic
integrity: honesty, trust, fairness, responsibility, and respect. As a student, you are required to
demonstrate these values in all of the work you do. Participating in a behavior that violates academic
integrity (e.g., plagiarism, unauthorized collaboration, multiple submissions, cheating on examinations,
or fabricating information) will result in your being sanctioned. Violations may subject you to
disciplinary action including the following: receiving a failing grade on an assignment or examination,
receiving a failing grade for the course, and/or being suspended from the university.
ADA
Students with a documented disability, who need reasonable accommodations, should contact ADA &
Academic Support located in Link Library to arrange an appointment to discuss their individual needs.
Students are also encouraged to notify their instructors immediately about any disability-related
academic needs they may have. To contact the ADA and Academic Guidance Coordinator, Angel
Hoppe, please call 402.643.7377 or 800.535.5494 ext. 7377 or email Angel.Hoppe@cune.edu.
Emergency Information
In inclement weather, check your e-mail, Blackboard, and the Concordia website (www.cune.edu) for
information. Your instructor may utilize Blackboard to make-up course time, so please check
Blackboard if a class is cancelled. In the event of an emergency while you are in a face-to-face class,
Practicum Reflection
follow the instructions of your instructor, ensure you are in a safe location, and, after you are in a safe
location, check in with your instructor before leaving so that he or she can account for all students.
Also, if you have not already done so, please update emergency contact information in “Banner SelfService” on the connectCUNE portal (http://connectCUNE.cune.edu).
HHP 182: CPR and First Aid Tentative Schedule
August 26
Class Orientation
August 28
If Not You…Who?
Chapter 1
September 2
Responding, Before Giving Care
Chapter 2, 3
September 4
The Human Body
Chapter 4
September 9
Quiz, Checking an Unconscious Person
Chapter 5
September 11
Checking a Conscious Person
September 16
Cardiac Emergencies
Chapter 6
September 18
Cardiac Emergencies
Chapter 6
September 23
AED – Skill Practice
September 25
Quiz, Breathing Emergencies
Chapter 7
-Conscious Choking
September 30
Breathing Emergencies cont’d
-Unconscious Choking
October 2
Bleeding and Shock
October 7
Putting It Together, Review for Test
October 9
Red Cross Written Test
October 14
Review Skills, Discuss Group Presentations
October 16
Skill Testing
October 21
Skill Testing
Chapter 8, 9
Practicum Reflection
October 23
Soft Tissue Injuries
Chapter 10
October 28
Musculoskeletal Injuries
Chapter 11
October 30
Injuries to Extremities and Splinting
Chapter 12
November 4
Injuries to Head, Neck, Spine…
Chapter 13, 14
November 6
Quiz, Work on Group Presentations
November 11
Group Presentations
Chapter 15, 16
Paperwork for Red Cross
November 13
Group Presentations
Chapter 17, 18
November 18
Group Presentations
Chapter 19, 20
November 20
Group Presentations
Chapter 21, 23
November 25
Thanksgiving Break
November 27
Thanksgiving Break
December 2
Review for Test
December 4
Red Cross Written Test
December 9
Corrections Due
-Make up day if needed
December 11
Pick-up Certification Cards
December 16
Finals Week- No Class
HHP 182 PRESENTATION EVALUATION
Practicum Reflection
Name of Presenters/Group: _______________________________________
Oral Components (50 points)
______ Presentation is paced well (10 points)
______ Presentation is clear (10 points)
______ Presentation stimulates interest (10 points)
______ Provided some type of visual aid during presentation (10 points)
______ Evidence of collaboration (10 points)
______ Total for Oral
Content Components (50 points)
______ Showed understanding and adequate detail of material (10 points)
______ Lesson was presented in organized fashion (10 points)
______ Presentation was correct length (15-20 minutes) (10 points)
______ Provided handout to class and references to instructor (10 points)
______ Content was appropriate and demonstration was provided (10 points)
______ Total for Content
______ Total Points
*Comments on back*
Practicum Reflection
Addiction
Substance Abuse and
Dependence
Substance abuse:
Use of illicit drugs or the abuse of prescription
or OTC drugs for purposes other than what they
are indicated for. Leads to recurrent adverse
consequences or impairment, when a drug is used
improperly. Not the same as addiction.
Substance dependence:
compulsive need to use drugs in order to
function “normally”. is true addiction, the essential
feature of which is continued use despite significant
substance-related problems known to user.
Practicum Reflection
Defining Addiction
Addiction: a chronic adherence to drugs.
Compulsive drug use despite negative consequences
Addiction It is often used interchangeably with dependence, either physiological or
psychological in nature; other times, it is used synonymously with the term drug abuse.
Drug addiction cost the US $90-$185
billion annually.
Costs that include criminal justice, health insurance.
Addiction: Drug
Dependence
Practicum Reflection
Physical dependence
refers to the body’s need to constantly have the drug or drugs.
Psychological dependence
refers to the mental inability to stop using the drug or drugs
.
Addiction Features…
Tolerance:
The need to continually increase the
amount of the drug taken or experience
diminished effects of the drug
Practicum Reflection
Withdrawal:
Persistent need to avoid withdrawal
symptoms
Compulsive Behavior:
An increasing amount of time spent on
obtaining, using, and recovering from
the effects of the drug
Adaptive Processes
Tolerance
Reverse tolerance (sensitization):
Enhanced response to a given drug dose
Cross-tolerance: Development of
tolerance to one drug causes tolerance to
Practicum Reflection
related drugs
Addiction and Abuse
Factors affecting variability in
dependence/addiction:
Hereditary factors: responsible for
40–60% vulnerability
(inherited traits can predispose like psychiatric disorders, studies have shown that
children of alcoholics or drug abusers are more likely to become adicts themselves
even if they were adopted and grew up with a non-addict family. Receptors in the
brain for dopamine may be altered and increase vulnerability to drug abuse. Reward
centers of the brain may be genetically determined to be especially sensitive to
addictive drugs, character traits.)
Reward centers in some people are more sensitive to drugs, resulting in
more pleasure and greater rewarding experiences from the use of drugs
Positive versus negative effects of
drug
(did you have a positive or negative first experience?)
Peer pressure
Home, school, and work
Practicum Reflection
environment
Mental state (psychiatric disorders, 70% of people with schizophrenia
abused drugs, people with mental disorders are much more likely to abuse than those
without)
Career Pattern of
Addiction
Initiation
Escalation:
increasing use
Maintenance:
belief that the drug fits in well with day-to-day
goals and activities
Dysfunction:
Practicum Reflection
problems with use interfering with day-to-day
goals
Recovery:
getting out of drug use/abuse
Ex-addict:
successfully quitting
Major Risk Factors
for Addiction
Alcohol and/or other drugs used alone
Alcohol and/or other drugs used in order to
help stress and/or anxiety
Availability of drugs
Practicum Reflection
Dysfunctional family
Misperception of peer norms
regarding the extent of alcohol and/or
drug use (belief that many other people are using drugs)
Alienation factors: like isolation and
emptiness
Major Models of
Addiction
Moral Model: Poor morals and lifestyle; a
choice
Disease Model: A belief that addiction is
both chronic and progressive, and that the
drug user does not have control over the use
Practicum Reflection
and abuse of the drug
Character or Personality Predisposition
Model: Personality disorder, problems with
the personality of the addicted (needs,
motives, and attitudes within the individual)
Psychological
Explanations
Psychological factors of addiction
include:
Escape from reality
Boredom
Inability to cope with anxiety
Destructive self-indulgence
Practicum Reflection
(constantly desiring intoxicants)
Blind compliance with drug-abusing
peers
Self-destructiveness
Blindly using drugs without wanting
to understand the harmful effects of
drug use
Disease or Choice??
Should addiction be considered:
A bad habit?
A failure of healthy choices?
A failure of morality?
Practicum Reflection
A symptom of other problems?
A chronic disease?
http://abcnews.go.com/US/story?id
=90688&page=1
Practicum Reflection
Recognizing Emergencies
Primary role
 Recognizing that an emergency exists.
(BGC 5, 11)
Unusual…..
o Sights
o Sounds
o Noises
o Odors
o Behaviors
 Deciding to act
 Call 911
 Give care until help arrives
Practicum Reflection
Overcoming Barriers to Action
Reasons for not helping (barriers)
 Presence of bystanders
 Uncertainty about the victim
 Nature of injury/illness
 Fear of disease transmission
 Fear of doing something wrong
Good Samaritan Laws (BGC 1)
 Protects lay responders who respond in a
reasonable, prudent manner in a situation
 Use common sense and reasonable skill
levels
Practicum Reflection
not to exceed scope on individual’s
training
Practicum Reflection
Help Can’t Wait
 Deciding to act is not easy
 The decision is yours
 Calling 911 is the most important
action you can take
 Bystanders can help by providing
information about the accident
Practicum Reflection
Emergency Action Steps (BGC 3,
13)
 Check
1. Scene for safety, Why?
So you do not become a victim
yourself (BGC 12)
2. Victim: for consciousness (BGC 15)
 Call
 911
 Care

Care for the conditions
you find until EMS arrives
Practicum Reflection
When to Call
 When others are around
Send someone as soon as you determine
there is a need to.
 When you are alone
 Call First (likely cardiac
emergencies)
o Unconscious adult (older than 12)
o Anyone known to be at risk for
heart problems
o Any life threatening injury
 Care First (likely breathing
emergencies)
o Unconscious victim younger than
12 years old
Practicum Reflection
Types of Consent
 Actual (BGC 18)

Tell the victim:
 Your name
 Level of training
 The care you would give

If they refuse care (BGC 2)
 Call 911
 Implied
 Parental
Practicum Reflection
Preventing Disease Transmission

Standard precautions (BGC 6, 17)
o Gloves
o Masks
o Protective eyewear
o Breathing barriers
 All body fluids should be considered
infected
 Personal hygiene (frequent hand
washing)
Practicum Reflection
Emergency Action Steps (BGC 3,
13)
 Check
3. Scene for safety, Why?
So you do not become a victim
yourself (BGC 12)
4. Victim: for consciousness (BGC 15)
 Call
 911
 Care



Care for the conditions
you find until EMS arrives
Practicum Reflection
Life-Threatening Conditions
 Unconsciousness
 Breathing Issues: Not breathing, fast,
slow, shallow, or noisy (BGC 4)
 Persistent chest pain
 Severe bleeding
 Shock: pale, cool, moist skin (BGC 10)
o Have victim lie down
o Keep from getting chilled/overheated
o Monitor condition
o No food or water
 No signs of life
 Not breathing
Practicum Reflection
 Not moving
Practicum Reflection
Checking an Unconscious Adult
 Tap and Shout (10 seconds) (BGC 8, 14, 16)
 If no response, call 911 (BGC 9)
 Open Airway: (BGC 19)
o Head-Tilt/Chin-Lift Method
o Look, Listen, Feel (10 seconds)
If breathing:
o maintain head-tilt/chin lift
o monitor breathing
If not breathing:
o
check for bleeding then
give compressions
Practicum Reflection
Checking a Victim-Adult
Conscious Victim (BGC 7)
 Get consent
 Ask questions
 Check victim in position found
o Do not move painful, injured areas
o Observe before touching them
o Check from head to toe
Unconscious Victim
 Life threatening conditions
o Unconsciousness
o Not breathing/trouble breathing
o Severe bleeding
If Alone
 Call 911 as soon as you determine they
are unconscious
Practicum Reflection
TIME NEEDED:
Practicum Reflection
1 class period
NATIONAL STANDARDS:
∙ Students will comprehend concepts related to health promotion and disease prevention to enhance
health.
OBJECTIVES:
1.
2.
Students will participate in activities that simulate the short term effects of alcohol.
Students will discuss the dangers associated with the short term effects of alcohol.
MATERIALS & PREPARATION:
1. Prepare signs that identify each station and the directions for completing the activity.
2. Clear desks and tables and set up stations around the room using the materials around the room.
Make sure the materials are evenly spaced around the room to prevent classroom management issues.
3. Bag of marshmallows
4. 3-4 pairs of old sunglasses or reading glasses with Vaseline smeared on the lenses
5. Vaseline
6. 3-4 spools of thread
7. 3-4 sewing needles
8. 2 rulers
9. Cooler of ice
10.
Roll of tape to tape a line on the floor
11.
Rubber gloves
12.
Bag of Hershey's Kisses
13.
30-40 tennis balls with 2 containers large enough to hold them
14.
Permanent marker
15.
7 balloons blown up with the following statements written on them - 1 statement per balloon:
school, family, friends, sports, extracurricular activities, work and one large balloon with ALCOHOL
written on it
16.
1 gallon of water mixed with a container or two of baking soda. Cover up the label on the
water with a piece of paper titled "Solution A"
17.
1 gallon of vinegar. Cover up the vinegar label with a piece of paper titled "Solution B"
18.
Dollar bill taped to the floor
19.
Roll of paper towels - to clean up wet hands or spills!
20.
Prepare a signal for students to see/hear prior too switching stations (lights switched off and
on, music stopped and started, bell dinged, whistle blown,,)
NOTE TO THE TEACHER:
This lesson takes extensive preparation, but is an excellent, student-centered way to teach important
cognitive information related to alcohol use. It is strongly suggested that the teacher practice the activities
at each station. This will make it easier to explain the directions to the students prior to the start of the
lesson.
Practicum Reflection
PROCEDURES:
1. As students enter the room, instruct them to go directly to their seats and tell them to not touch
any of the materials in the room.
2. Quickly move from station to station, reviewing the directions and performing a quick
demonstration of what is supposed to happen at each station. Check for understanding at each station.
Make sure it is clear to students which direction they are supposed to rotate around the room. Make
sure students know they are not allowed to rotate until they hear/see the signal from the teacher (lights
switched off and on, music stopped and started, bell dinged, whistle blown,,)
3. Distribute a blank worksheet to each student and explain to the class that at each station, students
should record what happened at the station, how they think it relates to the short term effects of
alcohol and how it might be dangerous to a person when drinking.
4. Break the class up into groups of 2-4 and send each group to a station to begin the activities.
5. After 2-3 minutes make the pre-arranged signal to switch stations. Monitor students to make sure
they switch and move in the designated direction. Periodically remind students to complete the boxes
on their worksheet. Monitor the class for safety issues.
6. When all students have completed each station, ell students to return to their seats.
7. Review student responses for each of the boxes on their worksheet (use teacher key for suggested
answers).
8. Conclude by reviewing the short term effects of alcohol use and some of the dangers associated
with it'suse.
ASSESSMENT:
Completed student worksheet.
Marshmallow Station Directions
1. Student A will put a marshmallow in his/her
mouth, BUT WILL NOT CHEW IT!
2. Student B will then ask student A what
his/her opinion is on the abolishment of a
drinking age. In other words, anyone would be
able to drink at any age, you wouldn’t have to
wait until 21 to be legal anymore…
3. Student A will respond and student B will try
Practicum Reflection
to decipher what is being said. After 30
seconds, student A will put a second
marshmallow in his/her mouth and continue
with their opinion.
4. After a minute, partners will switch roles.
Foggy Glasses Station
Directions
1. Each student will try to
thread the needle with the
thread.
2. After completing this task,
students will put on the glasses
and try to thread the needle
again.
3. Please carefully put needle
and thread down before
rotating, so the materials are
Practicum Reflection
not lost.
Dollar Bill Station Directions
1. The student will put their
toes at the edge of the dollar
bill taped to the floor.
2. The student will grab their
toes.
3. The student will attempt to
jump over the dollar bill while
NOT LETTING GO OF
THEIR TOES.
Glaciers Station Directions
1. One student will prepare the stopwatch
and get ready to turn it on.
2. Simultaneously, all students will take an ice
cube and try to get it to melt in their hand.
Practicum Reflection
3. The student who is timing the group
should be participating, while at the same time,
recording how long it takes for each student to
melt their cube.
4. Each student should record his/her time
on their worksheet.
5. Please wipe up any stray water before
rotating to the next station.
Walk-the-Line Station
Directions
1. Please be conscious of safety during this
activity.
2. Student A will walk the line on the floor
from beginning to end. Student B will observe.
3. Next, student A will place his/her palms
together and raise his/her arms straight above
his/her head and look up at his/her hands.
4. Student B will then spin student A around
approximately 5 or 6 times. Immediately
following this procedure, student B will guide
student A to the line, and student A will once
again walk the line. Student B will observe.
Practicum Reflection
5.
Partners will switch roles.
Kisses Station Directions
1. Each person in the group will take a
Hershey’s Kiss and put it in front of them.
2. At the same time, each person will
unwrap the Kiss and eat it.
3. Next, each group member will put on a
pair of rubber gloves, and once again, put a
Hershey’s Kiss in front of them.
4. At the same time, each person will
unwrap the Kiss and eat it.
5. Please throw away any wrappers before
rotating to the next station.
Twisted Station Directions
1. Partner A should put both his/her
arms straight out in front of the body with
the palms facing each other.
2. Cross arms over each other with arms
still straight out. Now turn the palms to
they face each other again, and interlock
fingers.
3. Now pull the hands in towards the
Practicum Reflection
body by going in a downward motion and
then bring them up under the chin.
4. At this point, partner B will point (but
not touch) a finger, and partner A will try
to move that finger.
5. Try this a few times, on a few different
fingers and then switch.
Tennis Balls Station Directions
1. Partner A will hand a tennis ball to
Partner B, approximately 1 ball every 10
seconds.
2. Partner B will squeeze the tennis ball
10 times before putting it back in the
basket.
3. After a few balls, partner A will start
handing tennis balls to partner B once
every 5 seconds, and after a few balls, once
every 3 seconds.
4. Partner B must still squeeze each ball
10 times before putting it down.
5. Keep this going as long as possible,
and then switch. Please put all the balls
back in the basket before rotating.
Practicum Reflection
One Plus One Station
Directions
1. Both partners complete this station together.
2. Pour vinegar in one of the glasses so that
it
is 1/3 full.
3. Take a second glass and pour the “secret
solution” in it, until it is also 1/3 full.
4. Put the third empty cup inside the plastic tub.
5. Take the cup with the vinegar and the cup
with the secret solution and pour them
simultaneously into the empty cup.
6. Observe the results.
Juggling Balloons Station
Directions
Partner A holds all of the balloons except for
the balloon marked “Family”. Partner B holds
this balloon.
2.
Partner B begins to constantly tap the “family”
balloon up into the air.
3.
One balloon at a time Partner A tosses a new
1.
Practicum Reflection
one to Partner B, who must juggle the new
balloon as well as the old ones.
4.
Partner A should toss the balloon labeled
“ALCOHOL” last.
5.
No matter what, Partner B is not allowed to let
the alcohol balloon hit the floor.
6.
Partner A should be observing what is
happening to Partner B.
7.
After two minutes, the partners should switch
roles.
13
Station
Marshmallows
Foggy Glasses
Glaciers
Juggling
Balloons
Walk-The-Line
Kisses
One Plus One
Tennis Balls
Twisted
What Did You Observe How Does This How Can These Effects
Or Experience At This Relate To Alcohol Be Dangerous To A
Station
Use/Abuse?
Drinker?
Practicum Reflection
Dollar Bill
Station
What Did You
How Does This
Observe Or
How Can These Effects Be
Relate To Alcohol
Experience At This
Dangerous To A Drinker?
Use/Abuse?
Station
Marshmallows
Hard to talk with the
marshmallows in your
mouth.
Can’t communicate, safety issue…
Can’t talk properly when
can’t ask for medical help, can’t say
you drink.
no to sex
Foggy Glasses
Hard to thread the needle
with the foggy glasses on.
May trip and fall and hurt yourself,
Can’t see properly when
fall down the stairs, can’t see things
you drink.
when you are driving
Alcohol is metabolized at different
rates depending on how much you
weigh, if you ate before you drank
Glaciers
Different people had the ice Different people process
cubes melt at different times. alcohol at different rates
Juggling
Balloons
Can’t juggle all the
It was hard to keep all the
Your family suffers, you may lose your
aspects of your life when
balloons up when you had to
job, your grades drop, you may get
you are focused, or
keep alcohol up.
kicked off an athletic team
addicted to drinking.
Walk-The-Line
It was harder to walk the line Balance is affected by
after being spun.
drinking.
You may hurt yourself by falling and
tripping when you are drinking.
Hard to do simple tasks like open the
door, use first aid supplies… might not
Motor coordination is
be able to open and use a condom
affected by drinking.
correctly.
Kisses
It was harder to open the
kisses with the mittens on.
One Plus One
The combination of the 2
liquids overflowed the cup.
Tennis Balls
The faster the tennis balls
When you drink a lot
were passed the harder it
You could pass out, overdose, throw
your liver becomes
became to keep up with the
up…
overloaded with alcohol.
squeezing.
Twisted
Dollar Bill
Mixing 2 drugs does not
You could overdose or have other
equal the effects of one
serious consequences – get really sick
drug and the effects of
or more high than you wanted.
the other.
You make stupid decisions… you
When you drink you
think you are O.K. to drive but you
I thought I knew what finger
think you are doing
aren’t, you think you could dive into
to lift but I didn’t lift the one
something properly but the pool O.K., but you hit your head…
I thought I was.
you aren’t.
Person trying to jump over a
You think some tasks are very easy
dollar bill unsuccessful
Thought process is
including driving, putting a condom
because they have to keep
distorted by drinking
on and opening a door whereas they
hands on toes.
are much more difficult than thought.
Practicum Reflection
Set goals (30pts)
General & Specific
Short & Long term
2. Select at least 2 weeks worth of activities (40pts):
- Incorporating all 5 Fitness components
Set a target frequency, intensity, time (duration), type
for each activity (40pts)
Develop different types of goals (at least 3
goals for each, you should have at least
6 goals total)
General & Specific (Long and Short term)
Ex. of a general goal: Develop a positive attitude
about myself
Practicum Reflection
Ex. of a specific goal: Lose 2lbs by November 1st .
Specific goals help you track progress and
enjoy the changes that occurred
Use physical fitness assessments to
determine your goals (timed 1mile run,
max out bench press etc.)
Use S.M.A.R.T. When Creating
Specific Goals:
Practicum Reflection
Incorporate each health-related fitness
component into your program:
Cardiorespiratory endurance
Muscular strength
Muscular endurance
Flexibility
Body composition
Factors to consider:
Fun and interest
Your current skill and fitness level
Time and convenience
Cost
Special health needs
Apply the FITT Principle: determining the
frequency, intensity, time, and type for
each activity
Practicum Reflection
Refer to Lab 7.1 as you design your program
for these areas:
Cardiorespiratory endurance exercise
Muscular strength and endurance training
Flexibility training
To stay on track, it is important to set up a
system of goals and rewards
Break your specific goals into several steps
Set a target date for each step
Daily physical activity is an important part of a
fit and well lifestyle
Find methods to become more physical in
Practicum Reflection
your daily routines
Journal to track your activities for several days
Review your records, and identify routine
opportunities to become more active
Recording your daily progress helps remind
you of your commitment to your program
and gives you a sense of accomplishment
Post your log in a place where you will see it
often as a reminder and incentive for
improvement
Compare your results over time, preferably
every 3 months
Practicum Reflection
The final step in planning your program is to
make a commitment
Signing a personal contract is a way to
accomplish this
Find a witness for this contract, preferably one
who will be involved in your fitness
program
Keep your contract in a visible spot as a
reminder of your commitment
Practicum Reflection
Start slowly and increase fitness gradually
Find an exercise buddy
Ask for support from others
Vary your activities (cross-training)
Be safe
Have several exercise options
Keep an exercise journal
Reward yourself
Choose other healthy lifestyle behaviors
Category
Needs
Exceeds
Improvement
Expectations
Meets
Expectations
Organization
Presentation was very organized and was very easy to
follow. Transitions between group members were well
planned and executed cleanly.
Teamwork/Participation
5 7
25
9
11
13
15
17
19
21 23
The group worked very well with each other and the
presentation was shared equally among the group
members.
Content
Group members had a stronghold on the content and
content was thoroughly addressed. No mistakes were
made with regard to content knowledge.
5 7
25
9
11
13
15
17
19
21 23
5 7
25
9
11
13
15
17
19
21 23
Practicum Reflection
Visual Aid(s)
Visual aids used were used effectively throughout
presentation. Group members used visual aids as a
supplement, not as a crutch.
Writing Mechanics
The text is written with no errors in grammar,
capitalization, punctuation, and spelling.
Required Elements
Each required element was clearly and adequately
included in the prezi presentation. Sections were all
grouped; a path was used and easily followable
5
25
7
9
11
13
15
17
19
21 23
5
25
5
25
7
9
11
13
15
17
19
21 23
7
9
11
13
15
17
19
21 23
References
A minimum of 3 scholarly resources are utilized and
formatted in APA.
4
20
8
10
Total – 170 Points Possible
6
12
14
16
18