Los Angeles Valley College
Student Learning Outcomes Assessment Report
Courses and Programs
Discipline: Kinesiology (Women's PE Dept.)
Department:. Kinesiology (Women's PE Dept.)
Program/Course: Health 3 Cardiopulmonary Resuscitation (CPR)
Semester/Year: Fall 2012
SLO Representative:. Patty Melody Department
Chair: Marla O'Connell
Student Learning Outcome Assessed
Students will demonstrate their ability to respond to emergencies and perform lifesaving
skills with a practical skills test and on a written exam.
Description of Assessment Method
A. The assessment tool for the CPR and AED practical skills test is an itemized check list of
life saving assessment skills and procedures to follow based on the current national
guidelines from the Emergency Cardiac Care (ECC) committee and the American Red
Cross committee which reviews the safety and effectiveness of delivery the following
skills: chest compressions, direct pressure for severe blood loss, use of the automated
external defibrillator, Heimlich Manuever, accessing EMS, monitoring vital signs of victim
and adjusting life saving skills as needed, effectively dealing with a potentially very
stressful and fluid situation). A written exam is also given to assess the students
comprehension of the life saving skills required to deliver to the victim. The assessment
tool for the practical and written exams are included at the end of this document along
with the data collection results.
B. The practical skills test for CPR is a pass or fail test. Either the student is able to perform
100% of the practical life saving skills or the student fails this portion of the class.
Students are given the opportunity to practice these skills in class and outside of class
numerous times until they master the order and quality of the American Red Cross CPR
and AED skills.. No rubric was used since this was a pass or fail test. I use an itemized
checklist where I can check off pass or fail for each skill and all the parts that the skill
entails. The assessment tool for this practical skills test is included at the end of this
document along with the written exam. The data sheet with the students results is also
included.
a. Describe the assessment tool (e.g., student
essay, performance, etc.)
b. Describe how the data was analyzed (rubric
elements, etc.). Attach rubric if applicable.
*** Please keep all data for at least 3 years.
A. Our LAVC Kinesiology Department offers one Health 3 Cardiopulmonary Resuscitation
(CPR) class each Fall and Spring semester usually. We could offer more Health 3
Course Sections - How many sections of this
course were offered? State if the sections were classes if we had the budget as these classes do fill each semester and I do turn away
students. This Health 3 class has been offered in the evenings during the week in the
offered in the morning /afternoon /evening/
past and the last 2 years we have offered this class on Saturdays all day from 9am to
online. How many sections were assessed?
5:50pm over two consecutive Saturdays during the second month of the semester with
Describe how these sections represent the
very positive comments from our students. Namely the convenience of offering weekend
diversity of students represented in the course.
classes since most of our students work at least part-time outside of school. Only one
Faculty - How many faculty (part-time and fullclass was assessed for this SLO document since only one class is offered each
time) taught this course? How many faculty
semester. This Health 3 class appears to be diverse and representative of more of our
participated in the SLO assessment process?
college population since we offer this class on Saturdays and this does not exclude our
Students - How many students in total were
students who work (unless they work Saturdays) and also students that have children
enrolled? How many students were sampled?
Random Selection (If this course offered more enjoy the convenience of Saturday classes. Our Saturday class offering also does not
compete with the majority of our class offerings that are offered Monday through
than one section, at least 1/3 of the total # of
Thursday.
students must be assessed) - How was the
B.
One full-time faculty member, myself (Patty Melody), teaches this Health 3 CPR class
random selection process conducted? (e.g.,
rd
each semester. One faculty member (Patty Melody) participated and completed this
chose every 3 student from roster)
Health 3 CPR SLO assessment process.
C. There were originally 33 students enrolled in this Health 3 CPR class in the Fall 2012
semester. One student dropped and five students were excluded for not attending the
first class. The remaining 27 students participated in this class and were the sample
population for this SLO.
D. A random selection process was not necessary since this Health 3 CPR class only offers
one section each semester. All students were assessed.
Description of Sampling Methodology
a.
b.
c.
d.
Collaborative Review
a. Describe the norming process and how interrater reliability was achieved (if applicable).
A norming process and inter-rater reliability was not applicable since only one class is
offered each semester and only one professor teaches this class. Preferably more sections
of this class and more professors would allow for comparisons to be made and
improvements instituted other than my own improvements based on my own evaluation and
education and my students feedback. We unfortunately do not have the advantage of
collaboration with multiple class offerings but I do communicate with Dr. Alan Cowan our
Emergency Medical Technician professor in our LAVC Fire Tech Program and the CPR
professors at L.A. City College (Nancy Pierce) and L.A. Mission College (Cindy Cooper) and
instructors at the American Red Cross to ensure my teaching skills are current. We also
share teaching lectures and handouts to optimize content delivery for our students.
A. The pass or fail criteria on the 50 question written exam is based on the American Red
Cross standard of 80% or better is a pass which can earn the student a certification card
a. Describe the relevant findings according to the
criteria set by the assessment tool. (e.g., report and less than 80% is not a pass in terms of earning a card. I give the students a practice
written exam the week prior to the actual written exam which has had great results on
results according to rubric evaluation criteria)
students passing the written with almost 100% success for those students who follow
through with this course. The practical skills test is based on the required skills based on
b. What percentage of students achieved the
the Emergency Cardiac Care (ECC) guidelines and the skills approved by the American
SLO?
Red Cross committee since each agency as a different approval committee for
certification guidelines. I have attached an itemized list of the order and quality of the
c. What percentage of students did not achieve
practical skills that need to be passed in a pass or fail format.
the SLO?
B. The percentage of students in this Health 3 CPR class that achieved the SLO in relation
to the written and practical portion of this class is as follows: 96% of the students passed
the written exam or 26 of the 27 students passed the 50 question written exam with a
score of 80% or better. One student failed the written exam. The practical portion of this
class was passed by 100% of the 27 students.
C. One student did not pass the written exam and therefore did not earn an American Red
Cross CPR certificate. This student requested an incomplete due to family problems.
This student has 1 year to make up this incomplete or this student’s incomplete will
become an F grade for the class.
Assessment Results
How Results were Used for Course/Program A. The results of this Health 3 CPR SLO assessment will share the value of offering
classes on weekends and a full day format in contributing to the convenience of
Improvement
attending this class and allowing for time to study and practice for the practical and
written portions of this class. The full day intensive format of this class promotes a
for the improvement of teaching, learning, or
variety of teaching formats to be delivered (i.e. Powerpoint lectures, demonstrations,
institutional effectiveness based on the data
student practice rehearsals for the practical and written portions, video demonstration
assessed.
which provides visual and auditory reinforcement of all the life saving skills students need
b. How do your assessment findings contribute to
the assessment of Program SLO’s? (To access to master). I have already discovered the improvement of student retention in the last 12
years that I have taught this class since we changed from offering this class over 5
the program SLO’s Thursday evenings from 6:45pm to 10pm to the current format of 2 Saturdays from 9am
http://lavc.edu/slo/programassessment.html/)
to 5:50pm. In discussions with my students the number of competing responsibilities and
c. Describe how results will be shared with others
sometimes unpredictability of their work and family responsibilities appears to make a 2
in the discipline/area.
day full day intensive format more desirable. Hence, we have maintained this scheduling
for this class for the last 2 years and we are now going to offer other classes this Fall
2013 in this weekend, full day intensive format to discover if this scheduling can improve
retention in other classes we offer. Also the success of delivering practice written and
practical testing the week before the actual testing has given me almost 100% successful
results with my students passing this class.
B. The assessment findings for this Health 3 CPR 1 unit class has contributed to our
Kinesiology Program SLO's by giving students a 1 unit transferable unit to other 4-year
institutions. Also most Kinesiology Programs and allied health programs and child
development programs require a current CPR certification. This Health 3 CPR class
does not fulfill the GE requirement as our Health 11 class does due to the narrow scope
of this Health 3 class. However, beginning this Fall 2013 we will be offering a new class
(potentially titled KIN 101 First Aid/CPR/AED) which will merge our Health 3 CPR content
and our Health 12 First Aid content (now archived) and this class has been state
approved already at L.A. City College and L.A. Mission College to be a required class for
our soon to come TMC for our Kinesiology Majors. Paper work will be completed this
Spring 2013.
C. The results will be shared within our department and our discipline committee. The
results will also be shared with our students to make our students aware of our ongoing
progress in our course curriculum development and the evolution of our content and
delivery of this content. Students can participate in this change and also share their
views of "what works" and "what doesn't work" for learning and engaging in the content.
We will also share our successes and our challenges with our fellow colleagues at our 9
LACCD colleges in our monthly discipline meetings. Continued attendance at
professional conferences also provides a venue for improvement.
a. Describe how the results are going to be used
Comparison to last SLOAC Cycle Results (if
this is the first time the course was
assessed, leave this section blank)
a. Please state the improvement plan that was
included in the report from SLOAC Cycle I.
b. What changes were implemented from Cycle
I’s improvement plan? What changes, if any,
were made that were not included in the
improvement plan? What changes, if any, were
made to the assessment process?
c. How are the results from Cycle II similar to or
different from the results from Cycle I?
Insert Rubric or Assessment Tools below:
Practical Skills Test:
CPR/AED Skills for the Adult/Child/Infant - American Red Cross
Emergency Action Steps (check, call care): Primary versus Secondary Survey. 1. Check Scene for safety, clues, bystanders – then Check
Victim 2. Call 911 and local emergency at LAVC (818) 947-2911 3. Care for Victim – ABD’s (assessment) Direct pressure severe
bleeding 4. Choose Protocol of Care based on ABD assessment: (1) Direct pressure Severe Bleeding (2) CPR/AED (3) Conscious Choking
(4) Unconscious Choking
NEVER GIVE UP YOUR EFFORTS TO SAVE THE VICTIM! NEVER ASSUME THE PERSON IS DEAD!
American Red
Cross Skills 2010
ECC Guidelines
ASSESSMENT
SKILLS
A=Airway
ADULT
12+ years old
Head tilt, Chin lift
CHILD
1-12 years old
Head tilt, Chin lift
INFANT
1 year and under
Head neutral position
B=Breathing
Look, Listen, Feel for
Look, Listen, Feel for breathing for
breathing for 5-10 seconds – if
5-10 seconds – if NO breathing
NO breathing - Start CPR
detected – Give 2 successful*
breaths
Allow chest to recoil between
breaths
Severe Bleeding
C=Circulation
(pulse)
Apply direct pressure
DO NOT CHECK PULSE –
If NO breathing START CPR
D=Defibrillation
(AED)
If Adult is NOT BREATHING If Child is NOT BREATHING and If Infant is NOT BREATHING and
– Use AED right away if
you give 2 successful breaths - Use you give 2 successful breaths - Use
available or begin CPR until AED right away if available or begin AED right away if available or begin
AED is available Adult pads
CPR until AED is available use
CPR until AED is available use
pediatric pads or adult pads (make
pediatric pads or adult pads (make
sure pads do not touch)
sure pads do not touch)
LIFESAVING
PROTOCOLS
Rescue Breathing
CPR
Choking –
unconscious
Choking - conscious
Look, Listen, Feel for breathing for
5-10 seconds – if NO breathing
detected – Give 2 successful*
breaths
Allow chest to recoil between
breaths
Apply direct pressure
Apply direct pressure
DO NOT CHECK PULSE –
DO NOT CHECK PULSE –
If NO breathing & NOT choking
If NO breathing & NOT choking
START CPR – if 2 breaths were not START CPR – if 2 breaths were not
successful START UNCONSCIOUS successful START UNCONSCIOUS
CHOKING
CHOKING
ADULT
12+ years old
n/a
30:2
30:look:2
CHILD
1-12 years old
n/a
30:2
30:look:2
INFANT
1 year and under
n/a
30:2
30:look:2
5 back blows: 5 abdominal
thrusts
5 back blows: 5 abdominal thrusts
5 back blows: 5 chest thrusts
Data Collection for Health 3 CPR Fall 2012 for Practical and Written Exams for SLO:
#
Health 3 CPR
Student’s Initials
Practical skills test (pass=P or fail=F)
Written exam (pass with at least 80%=P or
fail with less than 80% pass rate)
1
A.A.
P
P
2
A.A.
P
P
3
P.D.
P
P
4
B.D.
P
P
5
L.H.
P
P
6
V.H.
P
P
7
U.J.
P
P
8
V.K.
P
P
9
A.L.
P
P
10
C.L.
P
P
11
T.L.
P
P
12
S.M.
P
P
13
M.P.
P
F
14
S.P.
P
P
15
L.R.
P
P
16
Y.R.
P
P
17
V.R.
P
P
18
J.S.
P
P
19
G.S.
P
P
#
Health 3 CPR
Student’s Initials
Practical skills test (pass=P or fail=F)
Written exam (pass with at least 80%=P or
fail with less than 80% pass rate)
20
A.S.
P
P
21
J.S.
P
P
22
A.S.
P
P
23
C.T.
P
P
24
M.T.
P
P
25
N.U.
P
P
26
M.W.
P
P
27
R.W.
P
P
Health 3 CPR Written Exam:
Name: __________________________________________________________ Date: _____________
CPR Written Exam for Basic Rescuer and Professional Rescuer AHA 2010 Guidelines
1.
2.
3.
4.
5.
6.
Name the Emergency Action Steps. Professional Rescuer write in alternative:
________________________________________________________________
a. check, call, care b. call, wait, get some coffee c. cpr, stop severe bleeding
Under what circumstances would you stop CPR? (List 2 reasons)
1. ____________________________ 2. __________________________
What is the “Primary Survey” versus a “Secondary Survey”, respectively?
a. head to toe, ABC’s
b. ABC’s, head to toe
c. check, call, care
List 4 conditions considered immediately life threatening. (List 2)
1. ____________________________ 2. ____________________________
During the “Primary Survey” of an unconscious airway obstruction, what part is omitted for a Basic
Rescuer? a. breathing b. circulation
c. calling 911
In a life threatening situation, what is the most important thing you can do?
Why should you check the scene in an emergency?
a. for your safety b. for a taxi
c. for paramedics
8. What are the signs and symptoms (s/s) of someone having a heart attack? Check all that apply. a. shortness
of breath b. flu-like symptoms c. angina pectoris
9. What are some reasons why people sometimes fail to act in an emergency? Check all that apply. a, not
certified b. worried about diseases
10. What do you do to check if someone is unconscious? a. tap victim and shout “Are you okay?” b. check
later just call 911 c. assume unconscious
11. When you give rescue breaths, how much air should you breathe into the victim?
a. enough to fill chest and abdomen b. enough to fill chest c. fill cheeks
12. What are the four links in the United States Chain of Survival? Fill-in
Recognize Signs & Access 911, Early CPR, _____________, Early ACLS
13. Where should you position your hands when performing chest compressions on an adult, child and infant?
14. What are the ratios of rescue breathing on an adult, child and infant? __________
15. What are the ratios of CPR on an adult, child and infant? ___________________
16. How do you perform conscious obstruction on an adult, child and infant? ______________________
17. How do you perform unconscious obstruction on an adult, child and infant? ____
18. What should you do if the rescue breaths you give do not make the victim’s chest rise?_____________
19. What should you do first if you see a conscious choking adult, child or infant?
20. How do abdominal thrusts help a choking victim? ________________________
21. How many seconds do you check for breathing during your Primary Survey and each time you reassess the
victim? How long do you check circulation? _____________________________________________
22. A woman is choking on a piece of food and coughing forcefully. What should you do? _____________
23. A victim who is not breathing but has signs of circulation needs what? __________________________
24. You assess an unconscious victim and when doing your Primary Survey you find that your victim is
breathing and has a pulse. What do you do next? ___________________________________________
25. When performing chest compressions on an adult, why is it important to keep your shoulders directly over
your hands and your elbows locked? _____________________________________________________
26. What is the leading cause of death for adults versus children and infants? ________________________
27. If you are alone when giving care to a victim, when do you call 911? _________________________
28. Where should you check the pulse on an adult, child and infant? ______________
29. How do you open the airway of an adult, child and infant? __________________
7.
30. What are the common causes of choking in children and infants? _____________
31. What would cause a child’s heart to stop beating? _________________________
32. How do you protect yourself from disease transmission? ____________________
33. If a child has a life-threatening condition and there is no parent or guardian present what do you do?
34. When should you check for signs of circulation? __________________________
35. What are some signs of a choking victim? _______________________________
36. How do you control for severe bleeding? ________________________________
37. When would you move a victim? ______________________________________
38. What is the leading cause of death in the U.S. today? ______________________
39. Seventy percent of heart attacks take place at home. True or false.
40. What is the Good Samaritan Law suppose to do for you? ___________________
41. How can you better prepare for emergencies? ____________________________
42. Why would you NOT move a victim? _________________________________
43. What would you include in an Emergency Action Plan at work or at school to prepare for emergencies?
44. Why is the Primary Survey more important than the Secondary Survey? _____________________
45. Can you perform chest-only compression CPR? __________________________
1-50. List 5 items you would include in your first aid kit at home or in your car or in your back pack?
46. _________ 47. _________ 48. _________ 49. _________ 50. ____________
Thank you for a great class. Now let’s learn some first aid. Then your practical testing.