VALLEY ROP COURSE OUTLINE
COURSE TITLE:
First Aid & Safety
VALLEY ROP #:
CDE #:
HSM-4298-FstAid
1952
CBEDS TITLE:
CBEDS #:
Other Health Science & Medical Terminology
4298
CTE SECTOR:
CTE PATHWAY:
Health Science & Medical Technology
Diagnostic Services
JOB TITLES:
Nursing Aides, Orderlies and Attendants
Ambulance Drivers and Attendants,
(Except Emergency Medical Technicians)
31-1012.00
53-3011.00
COURSE DECRIPTION:
The First Aid and Safety class certifies students in American Red Cross Responding to Emergency
First Aid and Safety. Upon completion of the course, students will be certified in adult, infant, and
child CPR and First Aid and Safety. Students learn how to triage by participating in a mock disaster
drill, and teach appropriate CPR and First Aide skills to students in 5th, 4th and 2nd grade at Madison
School. Numerous written assignments are also given; they include but are not limited to a research
paper utilizing APA documentation style and two interviews. Certification in American Red Cross
CPR and First Aid meets the requirements for various types of employment in health care and other
job settings.
DATE APPROVED:
REVISED DATE:
August 1999
January 30, 2006; December 2008; May 2009 /Nov 2009 /
March 2014
HOURS:
CREDITS:
90 (spring semester)
5
PREREQUISITES:
None
GRADE LEVEL:
11-12
ARTICULATION(S):
2+2+2 articulated with Fresno City College
TEXTBOOKS:
American Red Cross: Responding to Emergencies,
Staywell, 2006, Fourth Edition
COURSE COMPETENCIES:
Upon completion of this course, the student will:
1.
Learn the most important actions to take in an emergency by explaining the three C’s, check,
call, care.
2.
Learn how to check the scene and respond if the accident scene is unsafe, what are
considered life threatening injuries, list important questions to ask the victim, and the
necessary statement you must give before rendering care.
3.
Learn the five body cavities by identifying them and the eight body systems and their functions.
4.
Learn how to check for life threatening conditions by identifying the four life threatening
conditions and five items to look for when checking the victim.
5.
Learn the process of breathing by listing and explaining the signs and symptoms of respiratory
distress; and by explaining and demonstrating the purpose of rescue breathing, the causes of
choking in adult, children, and infants.
6.
Learn how to care for a person suffering from a heart attack by listing the signs and symptoms
of a heart attack and proper care.
7.
Learn CPR, rescue breathing, conscious and unconscious choking for adults, children and
infants by demonstrating the various techniques accurately.
8.
Learn the major functions of the blood; demonstrate how to control bleeding, how to minimize
the risk of shock, and the prevention of disease transmission..
9.
Learn the signs and symptoms of shock, how shock results, and the prevention and treatment.
10.
Learn the various types of soft tissue wounds and burns and the appropriate care of each.
11.
Learn the common signs and symptoms of musculoskeletal injuries by describing and
demonstrating how to care for them.
12.
Learn the care of injuries to the shoulder, upper arm, elbow, forearm, wrist, hand, femur, tibula,
and fibula by demonstrating proper splinting techniques.
13.
Learn the most common causes of head, neck and back injuries by stating the signs and
symptoms of these injuries and how to effectively minimize movement of the victim’s head and
spine by demonstrating proper turning techniques and in-line stabilization.
14.
Learn why injuries to the chest, abdomen, and pelvis can be fatal also list the steps of care for
these injuries; describing what is a sucking chest wound and explaining how to care for the
different types of injuries.
15.
Learn the signs and symptoms for specific sudden illnesses by stating them and describing
how to provide care for diabetic emergencies, seizures, strokes, and fainting.
16.
Learn management of an accidental or intentional poisoning by listing four ways poison can
enter the body, describing the role of poison control, how to care for the victim of ingested,
inhaled, and absorbed poisons.
17.
Learn the signs and symptoms that indicate substance abuse by identifying them; what are the
six main categories of drugs by identifying them, and state how to provide care for someone
who is misusing or abusing a substance who is an emergency situation.
18.
Learn the health related conditions that result from overexposure to heat and cold and how to
care for hypothermia, frostbite, and heat related illnesses.
19.
Learn by identifying two method to support or stabilize a victim’s head and neck in the water,
and list situations which require moving a victim.
20.
Learn by describing four options to consider if getting help is delayed; how to protect a victim
for heat and cold, and how to get help in a delayed situation.
21.
Learn how to prevent accidents by listing strategies for the prevention of injuries in a car and at
home; also how to reduce health risks caused by smoking, drinking, and eating a high fat diet.
22.
Learn how to provide care in a multi-casualty incident by demonstrating and explaining triage.
INSTRUCTIONAL METHODS:
1.
Lecture
2.
Cooperative Learning Groups
3.
Multi-media aids
4.
Guest Speakers
5.
Job Shadowing
6.
Modeling
7.
Demonstrations
EVALUATION METHODS:
Assessment opportunities, which allow continuous evaluation of students’ progress, will be embedded
throughout the course and should be a learning experience. All students will be expected to achieve
mastery of all topics; often, demonstrations of mastery will occur in a public forum. The following
strategies, which include both formal and informal assessment techniques will include, but are not
limited to:
1.
Chapter test (t/f, multiple choice, fill-in)
2.
Skill demonstrations (demonstrate bandaging of various types of injures and turning victims.
3.
Final Exam (first semester only, multiple choice and t/f)
4.
Oral presentations (individually and in a group)
5.
Class participation (complete all required bandaging techniques for various types of injuries)
6.
American Red Cross Exams in CPR and First Aid (must pass at 80% accuracy to be certified)
7.
Mock Disaster Drill (video taped, trained observers make comments and assessments of
group and individual performance)
COURSE OUTLINE:
Unit of Instruction
Estimated Hours
Introduction

Help can’t wait

Taking action
1
Assessment

Body systems

Checking the victim
1
Life Threatening Emergencies

Breathing emergencies

Cardiac emergencies

Bleeding emergencies

Shock

Injuries

Soft tissue injuries

Musculoskeletal injuries

Injuries of the extremities

Injuries of the head, neck, and back

Injuries of the chest, abdomen, and pelvis
70
Medical Emergencies

Sudden illnesses

Poisonings

Bites and Stings

Substance misuse and abuse

Heat and cold exposure
Special Situations
 Reaching and moving victims
 When help is delayed
6
Healthy Lifestyles

A safer and healthier life
1
Disaster Preparedness*
 Triage techniques
2
1
*or other relative activity
Career Preparation
Total
8
90
Total Hours
Unit of Instruction
Introduction
If not you, who?
Responding to an Emergency
Before Giving Care
Assessments
Checking the Victim
Rescue Moves
Before Giving Care
■ List four conditions that must be present
for disease
transmission to occur.
■ Identify two ways in which a pathogen
can enter the body.
■ Describe how to minimize the risk of
Key Assignments
Class discussion on
barriers to action and how
people can help and may
hesitate
Students will demonstrate
via senarios how and why
some people will hesitate
and/or act during an
emergency.
Anchor
Standards
Pathway
Standards
Common Core Standards
2.0-2.3
2.5
B9.0, B9.6
WHSST 11-12.8,9
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
B8.0, B8.5
LS 11-12.2,3
PS 2.A ,
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
WHSST 1112.2,4,6,8,10
PS1.A,B
LS1.B
5.0-5.4
7.3
8.0-8.2
9.0-9.3
9.6-9.7
10
Students will research and
1.0
present assigned body
2.4-2.6
system/conditions to the class
including a poster and/or power5.1
point.
5.4
Practice Check, Call, Care
5.6
procedure via scenerio
Demonstrate emergency
moves, including
Walking Assist, Pack Strap
Carry, Two Person Seat Carry
and Cloths Drag
5.6
Demo-redemo handwashing 5.1
techniques. Students will
5.4
observe, practice and
1.0,
perform the demo in front
2.4
of the class for peer to peer 2.7
evaluation before being
evaluated from the
5.2
B10.0
B10.1
B10.3
B10.4
disease transmission when
giving care in a situation that involves
visible blood.
■ Describe the difference between consent
and implied consent.
■ Describe the purpose of Good
Samaritan laws.
■ List six situations in which moving a
victim is necessary.
■ List five limitations you should be aware
of before you attempt to
move someone.
■ Describe how to perform four emergency
moves.
After reading this chapter and completing
the class activities, you
should be able to—
■ Demonstrate how to remove disposable
gloves.
instructor. This technique
will be practiced every day
in class before starting
clinical.
Body Systems
■ Identify the five body cavities and the
major structures in each
cavity.
■ Identify the eight body systems and the
major structures in each
system.
■ Describe the primary functions of each
of the eight body
systems.
■ Give one example of how the body
systems work together.
■ Describe conditions within each body
system that require
emergency care.
Checking the Victim
■ Describe how to check for life-
Read and Discuss Ch 4
Students will research and
write an essay on an
assigned body
system/condition and
present information to the
class. Each presentation
will include a visual ie
poster, power point, etc.
5.6
5.1
5.4
1.0
2.4
2.7
Read and Discuss Ch 5
Complete workbook pages
5.6
5.1
Demo-redemo gloving
techniques. Students will
observe, practice and
perform the demo in front
of the class for peer to peer
evaluation before being
evaluated from the
instructor. This technique
will be practiced every day
in class before starting
clinical.
5.3
5.4
6.1
6.3
6.4
6.4
6.8
B10.5
B10.6
B11.2
B11.3
B11.4
WS11-12.7
8.2
8.3
8.4
B8.0
B8.1
B8.2
B8.3
B8.4
B8.5
B9.1
B5.0
B5.2
B5.5
RRLST 11-12.2,.3
PS2.A,PS2.C,PS3.C
PS4.C
B5.0
B5.2
LS 11-12.1-6
RSIT 11-12.4,8
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
threatening conditions for an adult,
child or infant.
■ Identify and explain at least three
questions you should ask the
victim or bystanders in an interview.
■ Describe how to check for non-lifethreatening conditions for an
adult, child or infant.
■ Demonstrate how to check an
unconscious adult, child or infant.
■ Demonstrate how to check a conscious
adult, child or infant.
Breathing Emergencies
■ Identify the causes of breathing
emergencies.
■ Identify signals of respiratory distress.
■ Identify conditions that cause respiratory
distress.
■ Identify common causes of choking for
adults, children and infants.
■ Describe the care for a conscious
choking adult, child and infant.
■ Describe the care for a victim
experiencing respiratory distress.
■ Describe the care for a victim in
respiratory arrest.
■ Describe when and how to use breathing
barriers.
■ Demonstrate how to provide rescue
breathing for a child and
infant.
Complete Vocabulary
Handout
5.2
5.3
1.0
Demo/Redemo Skills how to 2.4
check an unconscious
2.7
adult, child or infant.
Demo/Redemo Skills how to
check a conscious adult,
11.1
child or infant
11.2
Students will observe,
practice and perform the
demo in front of the class
for peer to peer evaluation
before being evaluated from
the instructor. This
technique will be practiced
every day in class before
starting clinical.
Read and Discuss Ch 6
Complete workbook pages
Complete Vocabulary
Handout
Review Skill Sheets
Demo/Redemo
Conscious Choking Adult
Conscious Choking Child
Conscious Choking Infant
Review Skill Sheets
Demo/Redemo
Rescue Breathing
B5.5
RRLST 11-12.1,5,8
WHSST 11-12.2
B2.3
B2.4
B4.4
LS 11-12.1,2,3,4,6
RSIT11-12.8
RSIT11-12.8
5.6
5.1
5.2
5.3
5.4
5.6
5.1
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
11.1
11.2
B2.3
B2.4
B4.4
LS 11-12.1,2,3,4,6
RSIT11-12.8
RSIT11-12.8
1.0
2.4
2.7
5.1
5.3
5.4
■ Demonstrate how to provide care for a
conscious choking adult,
child and infant.
■ Demonstrate how to give care for a
victim in respiratory distress.
Cardiac Emergencies and Unconscious
Choking
■ Identify the links in the Cardiac Chain of
Survival.
■ List the signals of a heart attack for both
men and women.
■ Describe the care for a victim of a heart
attack.
■ Describe the role of CPR in cardiac
arrest.
■ Describe defibrillation and how it works.
■ Describe the general steps for the use of
an automated external
defibrillator (AED).
■ List the precautions for the use of an
AED
Demonstrate—
■ How to perform CPR for an adult, child
and infant.
■ How to care for an unconscious choking
adult, child and infant.
■ How to use an AED to care for an adult
or child in cardiac arrest. AED.
5.6
Construct poster of either
the Cardiac Chain of
Survival or Signals of a
Heart Attack
Practice/Demo Adult, Child
and Infant CPR
Practice/Demo Adult and
Child AED
All students will test for
Adult, Child and Infant CPR
All students will test for
Adult and Child AED
Assessments,both written
and Demonstration for Red
Cross Certification.
Students will observe,
practice and perform the
demo in front of the class
for peer to peer evaluation
before being evaluated from
the instructor. This
technique will be practiced
every day in class before
starting clinical.
10.0
10.1
10.3
11.1
11.2
B12.3
B7.1
B7.2
B2.3
B2.4
B4.4
WS 11-12.6
LS11-12.1,2 AND .6
RSIT11-12.4,8
WS11-12.2,4,6,8
WHSST11-12.2,.4,.6,.8
,and.9
LS 11-12.1,.2,.3,.4,.6
RSIT11-12.8
RSIT11-12.8
Bleeding
■ Explain why severe bleeding must be
controlled immediately.
■ Identify two signals of life-threatening
external bleeding.
■ Describe the care for external bleeding.
■ Describe how to minimize the risk of
disease transmission when
giving care in a situation that involves
visible blood.
■ Identify the signals of internal bleeding.
■ Describe the care for internal bleeding.
Demonstrate—
■ How to control external bleeding.
Read and Discuss Ch 8
Complete workbook pages
Complete
Vocabulary
Handout
1.0,
5.6
5.1
2.4
2.7
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
1.0
5.6
5.1
2.4
2.7
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
Students will practice and
demo how to control
external bleeding using
pressure bandaging using
Skill Sheet
Shock
■ List two conditions that can result in
shock.
■ Identify five types of shock and the
conditions that cause each of
them.
■ List at least seven signals of shock.
■ Explain what care can be given to
minimize shock.
Read and Discuss Ch 9
Complete workbook pages
Complete
Vocabulary
Handout
Students to demonstrate
Shock positioning
Soft Tissue Injuries
List two signals of closed wounds.
■ List four main types of open wounds.
■ Describe how to care for open and
closed wounds.
■ Describe how to prevent infection in an
open wound.
■ Describe how burns are classified.
■ Describe the signals of a critical burn.
■ List four signals of an infected wound.
■ Describe how to care for thermal,
chemical, electrical, radition burns and
demonstrate how to control external
bleeding
Musculoskeletal Injuries
■ Identify four types of mechanical forces
that can act upon the
body and how these forces can lead to
injury.
■ Identify four basic types of
musculoskeletal injuries.
■ List eight signals of a serious
musculoskeletal injury.
■ Describe the general care for
musculoskeletal injuries.
■ List the five purposes for immobilizing a
musculoskeletal injury.
■ List four principles of splinting
Read and Discuss Ch 10
Complete workbook pages
Complete
Vocabulary
Handout
Read and Discuss Ch 11
Complete workbook pages
Complete
Vocabulary
Handout
1.0
5.6
5.1
2.4
2.7
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
1.0
5.6
5.1
2.4
2.7
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2
Injuries to the Extremities
Injuries to head, neck, and back
Injuries to the chest, Abdomen, and pelvis
Read and Discuss Ch 12
Complete workbook pages
Complete
Vocab Handout
Students will demo redemo
how to apply ice packs and
take steps to minimize
shock.
Demo/redemo applying
Anatomic Splints, soft
splints, Rigid Splints and
Slings and Binders
Medical Emergencies
Sudden illnesses
Poisonings
Bites and Stings
Substance misuse and abuse
Heat and cold exposure
Special Situations
Reaching and moving victims
When help is delayed
Students will observe,
practice and perform the
demo in front of the class
for peer to peer evaluation
before being evaluated from
the instructor. This
technique will be practiced
every day in class before
starting clinical.
First Aid Kit assignments
1.0,
5.6
5.1
2.4
2.7
B5.0
B5.2
B5.5
LS 11-12.1-6
RSIT 11-12.4,8
RRLST 11-12.1,5,8
WHSST 11-12.2ss
11.1
11.2
B2.3
B2.4
B4.4
LS 11-12.1,.2,.3,.4,.6
RSIT11-12.8

All students will test for Adult, Child and
Infant 1st Aid, Adult, Child and Infant
CPR and Adult and Child AED and First
Aid

Assessments are both written and
Demonstration for Red Cross
Certification
Employability Research and Portfolio










Development
Application Form
Resume
Thank you letter
Interview Questions
Certifications
Motivation
Communications
Scheduling
Job Search
Project Hours—mandatory community
projects to be completed during the
semester
Students do mock interview
in class. Students present
their application, resumes
and thank you letters.
Students are critiqued on
their answers to the
interview questions, posture
and what they are wearing.
2.4
2.5
3.3
3.8
3.9
4.1
4.2
11.1
11.2
11.5
B1.1-3
B5.1-3
PUBLIC
LS 11-12.1-4,6
RSL 11-12.2
RSIT 11-12.1-7
RHSS 11-12.1,2,7,9
RLST 11-12.7,9,10
WS 11-12.1,2,4,5,7,8
WHSST 11-12.2-6
LS1.A,B,C
CAREER PREPARATION STANDARDS
A. PERSONAL SKILLS - Students will understand how personal skill development affects their
employability. This skill includes positive attitudes, self-confidence, honesty, responsibility,
initiative, self-discipline, personal hygiene, time management, and the capacity for lifelong
learning.
1. Demonstrate an understanding of classroom policies and procedures.
2. Discuss importance of the following personal skills in the business environment:
a.
positive attitude
b.
self-confidence
c.
honesty
d.
perseverance
e.
self-management/work ethic
f.
pride in product/work
g.
dependability
3. Identify acceptable work attire.
4. Establish goals for self-improvement and further education/training.
5. Prioritize tasks and meet deadlines.
6. Understand the importance of initiative and leadership.
7. Understand the importance of lifelong learning in a world of constantly changing technology.
B. INTERPERSONAL SKILLS - Students will understand key concepts on group dynamics, conflict
resolution, and negotiation. This skill includes the ability to work cooperatively, accept supervision,
assume leadership roles, and show respect for others. This standard includes an understanding of
sexual harassment laws and an appreciation of cultural diversity in the workplace.
1. Identify and discuss behaviors of an effective team.
2. Explain the central importance of mutual respect in the workplace relations.
3. Discuss and demonstrate strategies for conflict resolution and negotiation, and explain their
importance within the business environment.
4. Understand laws that apply to sexual harassment in the workplace, and identify tactics for
handling harassment situations.
5. Work cooperatively, share responsibilities, accept supervision and assume leadership roles.
6. Demonstrate cooperative working relationships and proper etiquette across gender and
cultural groups.
C. THINKING AND PROBLEM-SOLVING SKILLS - Students will exhibit critical and creative thinking
skills, logical reasoning, and problem-solving. These skills include applying basic skills in order to
calculate, estimate, measure; identify, locate, and organize information/data; interpret and follow
directions from manuals, labels, and other sources; analyze and evaluate information and
solutions.
1. Recognize the importance of good academic skills and implement a plan for self-improvement
as needed.
2. Read, write, and give directions.
3. Exhibit critical and creative thinking skills and logical reasoning skills, and employ these skills
for problem solving.
a.
Work as a team member in solving problems.
b.
Diagnose the problem, its urgency, and its causes.
c.
Identify alternatives and their consequences.
d.
Explore possible solutions.
e.
Compare/contrast the advantages and disadvantages of alternatives.
f.
Determine appropriate action(s).
g.
Implement action(s).
h.
Evaluate results of action(s) taken.
D. COMMUNICATION SKILLS - Students will understand principles of effective communication. This
standard includes effective oral and written communication, listening skills, following and giving
directions, requesting and giving information, asking questions.
1. Use communication concepts in application of skills, techniques, and operations.
a.
Prepare written material.
b.
Analyze written material.
2. Understand and implement written instructions, from technical manuals, written
communications, and reference books.
3. Present a positive image through verbal and nonverbal communication, and understand the
power of body language in communication.
4. Demonstrate active listening through oral and written feedback.
5. Give and receive feedback.
6. Demonstrate assertive communications (both oral and written).
7. Demonstrate proper etiquette in workplace communications, including an awareness of
requisites for international communications (languages, customs, time zones, currency and
exchange rates).
8. Demonstrate writing/editing skills as follows:
a.
Write, proofread, and edit work.
b.
Use correct grammar, punctuation, capitalization, vocabulary, and spelling.
c.
Select and use appropriate forms of technology for communication.
9. Exhibit a proficiency in the use of reference books.
10. Research, compose, and orally present information for a variety of business situations utilizing
appropriate technology.
E. OCCUPATIONAL SAFETY - Students will understand occupational safety issues, including the
avoidance of physical hazards in the work environment. This includes the safe operation of
equipment, proper handling of hazardous materials, appropriate attire and safety accessories,
avoidance of physical injuries, interpretation of warning and hazard signs and terminology, and
following and understanding safety-related directions.
1. Discuss and implement good safety practices, including the following (if applicable to course):
a.
personal
b.
lab
c.
fire
d.
electrical
e.
equipment
f.
tools
g.
interpretation of Material Safety Data Sheets (MSDSs)
h.
Environmental Protection Agency (EPA)
i.
Occupational Safety and Health Administration (OSHA)
j.
American Red Cross Standards (ARC)
k.
Networking Safety Standards
2. Apply sound ergonomic principles in organizing one’s work space.
F. EMPLOYMENT LITERACY - Students will understand career paths and strategies for obtaining
employment within their chosen field. This includes traditional job preparation skills, such as
resumes, application forms, cover letters, sources of employment information, and interviewing
skills, but also includes an overview of the industry and an understanding of labor market trends.
1. Explore career opportunities and projected trends; investigate required education, training and
experience; and develop an individual education plan.
2. Identify steps for setting goals and writing personal goals and objectives.
3. Examine aptitudes related to career options; relate personal characteristics and interests to
educational and occupational opportunities.
4. Develop a career portfolio, including the following documents:
a.
job application
b.
resume(s)
c.
appropriate cover and follow-up correspondence
5. Identify and demonstrate effective interviewing techniques.
G. TECHNOLOGY LITERACY - Students will understand and adapt to changing technology by
identifying, learning, and applying new skills to improve job performance. Students should
understand the role of technology in their chosen field and should be able to use all appropriate
technology. Students should also feel confident in their ability to learn new technology by
generalizing from what they know, adapting skills to new situations, and identifying and using
sources of information and of further learning.
1. Demonstrate the ability to use personal computers for loading and retrieving data, information
gathering, measurements, and writing.
2. Identify the characteristics and explain the importance of adapting to changes, being flexible,
and evaluating goals when working in the industry.
3. Understand the importance of lifelong learning in adapting to changing technology.
H. IMPORTANCE OF ETHICS – Students will understand proper ethics in the workplace.
1. Discuss social and ethical responsibilities in the industry.
2. Demonstrate ethical choices in workplace situations.