BSBRSK501 MANAGE RISK Assessments/HLTAID004 pr… · Web viewlearning activities that must be completed prior to the start of class. The HLTAID004 Information booklet (First Aid

HLTAID004 Provide an emergency first aid

response in an education and care

setting

Assessment 1: Part A Pre-study workbook

Pre-Course Assessment

UNIT OVERVIEWHLTAID004 Provide an emergency first aid response in an education and care setting

This unit describes the skills and knowledge required to provide a first aid response to infants, children and adults.The unit applies to educators and support staff working within an education and care setting who are required to respond to a first aid emergency, including asthmatic and anaphylactic emergencies.This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).Specific licensing requirements, including requirements for refresher training, should be obtained from the Australian Children s Education and Care Quality Authority (ACECQA) and/or relevant state/territory Work Health and Safety Regulatory Authority.

ELEMENT PERFORMANCE CRITERIAElements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Respond to an emergency situation

1.1 Recognise an emergency situationWhere appropriate, request and obtain acceptable proof of age prior to sale of service.1.2 Identify, assess and minimise immediate hazards to health and safety of self and others1.3 Assess the casualty and recognise the need for first aid response1.4 Assess the situation and seek assistance from emergency response services

2. Apply appropriate emergency first aid procedures

2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines2.2 Provide first aid in accordance with established first aid principles2.3 Ensure casualty feels safe, secure and supported2.4 Obtain consent from casualty, caregiver, registered medical practitioners or medical emergency services where possible2.5 Use available resources and equipment to make the casualty as comfortable as possible2.6 Operate first aid equipment according to manufacturer s instructions2.7 Monitor the casualty s condition and respond in accordance with first aid principles

3. Communicate details of the incident

3.1 Accurately convey details of the incident to emergency response services3.2 Report details of incident to supervisor3.3 Complete relevant workplace documentation, including incident report form3.4 Report details of incidents involving babies and children to parents and/or caregivers

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3.5 Follow workplace procedures to report serious incidents to the regulatory authority3.6 Maintain confidentiality of records and information in line with statutory and/or organisational policies

4. Evaluate the incident and own performance

4.1 Recognise the possible psychological impacts on self, other rescuers and children4.2 Talk with children about their emotions and responses to events4.3 Participate in debriefing with supervisor



INFORMATION FOR STUDENTSAssessment Information

Prior to Assessment Your Trainer/Assessor will advise you of your rights before and after assessments, including the right to appeal.

Your Trainer/Assessor will provide you with all relevant information relating to the assessments prior to commencement, and of the appeals procedure that can be utilised if you wish to appeal against the assessment outcome or make a complaint.

ResultsYou will be informed of the outcome of your assessment as soon as possible from the date the assessment was submitted. Prompt feedback will be offered to you on the outcome of the assessment. Feedback will be delivered in written and where possible, verbal form to you.

ACSF Specifications and Foundation SkillsThe term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.

Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in this assessment.

Assessment ProcessTo demonstrate competence in this unit, you must undertake all tasks in this assessment booklet and complete them satisfactorily and in addition, also satisfactorily complete the practical assessment, including demonstrating communication skills during the practical activities. After you have demonstrated consistency in performance you will be awarded this unit.

As part of the assessment process, you must abide by any relevant assessment policies as provided to you. If you feel you are not yet ready to be assessed or this assessment is unfair, please discuss with your assessor all options that are available to you to enable you to complete the assessment.

Submitting AssessmentsYou should submit assessment tasks with the provided cover sheet.

Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Trainer/Assessor in writing.



Plagiarism and ReferencingAll students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text.

Assessment OutcomesThere are two (2) outcomes of assessments: Satisfactory and Not Satisfactory (requires more training and experience).

You will be awarded a ‘Competent’ grade on completion of the unit when the trainer/assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria. If you fail to meet this requirement you will receive the result of Not Competent and will be eligible to be re-assessed.

Re-assessmentStudents will be allowed two (2) further attempts at an assessment for which the outcome is Not Satisfactory, within the timeframe of a course (unit of competency). No additional fees will be charged.

Students who require re-assessment beyond the delivery timeframe of a unit or due date of an assessment, unless it is due to medical reasons, will be given the opportunity to request additional time to resubmit and in this time they can request a mentoring session as required.

Reasonable Adjustment RTOs and trainer/assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities. This includes:

Ensuring that course activities are sufficiently flexible; Providing additional support where necessary; and Offering a reasonable substitute within the context of the course where a student cannot

participate

Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the adjustment would impose an unjustifiable hardship on the person’.

Reasonable adjustment as it applies to participation in learning and assessment activities may include:

Customising resources or activities within a training package or accredited course; Modifying a presentation medium; Providing additional support; Providing assistive or adaptive technologies; Making additional information accessible both before enrolment and during the course;

and Monitoring these adjustments to ensure that the student’s needs continue to be met



An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes.

When assessing people with disabilities, trainer/assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.

The assessment process must: Provide for valid, reliable, flexible and fair assessment Provide for judgement to be made on the basis of sufficient evidence Offer valid, authentic and current evidence

Access and EquityPlease speak to your trainer/assessor if you require assistance with any access and equity concerns you may have.

Recognition of Prior Learning If you can demonstrate that you have the skills and knowledge within this unit, you should speak to your trainer/assessor about this and apply for recognition of prior learning.



ASSESSMENTS There are 2 forms of assessment or evidence gathering methods for this unit of competency. You are required to complete them both.

1. Knowledge Assessment

Part A – Pre-course short answer questions

This part consists of 20 learning activities that must be completed prior to the start of your training course. The HLTAID004 Information booklet (First Aid Theory Book) provided should be used as a resource to answer the pre-assessment questions. All questions must be answered correctly and brought with you to the HLTAID004 Provide an emergency first aid response in an education and care setting training course.

Part B – In classroom multiple-choice questions

This part consists of 44 multiple choice questions to be completed during your classroom training. The HLTAID004 Information booklet (First Aid Theory Book) provided should be used as a resource to answer the questions. All questions must be answered correctly and in accordance with the instructions provided.

Part C – In-classroom short answer questions

This part consists of 32 short answer questions to be completed during the training course. The HLTAID004 Information booklet (First Aid Theory Book) provided should be used as a resource to answer the pre-assessment questions. You will need to answer all questions correctly and in accordance with the instructions provided.

2. Practical Demonstration

This assessment is made up of 4 scenarios and requires you to demonstrate your ability to provide an emergency first aid response in an education and care setting. You must respond to all questions and tasks correctly and provide any requested documentation.

Your assessor will advise you when your assessments are due and make arrangements for the role plays and practical demonstrations to take place and ensure all necessary resources are available.

STUDENT ASSESSMENT INSTRUCTIONSTo demonstrate your competency in this unit you must successfully complete both theory and practical assessment tasks. The practical assessments will be conducted at a date and place to be advised by your Trainer/Assessor.All questions must be answered correctly for each assessment task to be completed satisfactorily. There is no restriction on the length of the question responses, or time restriction in completing the assessment.You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.



Assessment Cover Sheet

Student Name:

Student ID:

Contact Number:

Email:

Trainer/Assessor Name:

Qualification:

Unit of Competency: HLTAID004 Provide an emergency first aid response in an education and care setting

Assessment:

☐ 1. Pre-course assessment ☐ 2. In-class multiple choice questions

☐ 3. In-class Short answer questions

☐ 4. Practical Demonstration

Due Date: Date Submitted:

If your assessment is being submitted after the due date, please attach a copy of the written confirmation of extension received from the Trainer/Assessor.Declaration: I have read and understood the following information at the

beginning of this assessment (please tick):☐ General assessment information☐ Submitting assessments☐ Assessment results☐ Plagiarism and referencing

I declare this assessment is my own work and where the work is of others, I have fully referenced that material.

Name (please print) Signature Date



ASSESSMENT 1: PART A PRE-COURSE ASSESSMENTThis part consists of 20 learning activities that must be completed prior to the start of class. The HLTAID004 Information booklet (First Aid Theory Book) provided should be used as a resource to answer the questions. All questions must be answered and brought with to the HLTAID004 Provide an emergency first aid response in an education and care setting training course.

Learning Activity 1:As part of your learning journey we will now review the pre-course reading materials that you have read.What would help you to decide whether a situation was an emergency?

Why is it necessary for a first aider to identify, assess and minimise hazards that could pose a risk of injury or illness to themselves?

What actions should a first aid provider take before rendering assistance?

Learning Activity 2:As part of your learning journey complete the following learning activity in its relation to hazards and risks.You and 12 children from the education and care service for which you work have been on an excursion. On the way home the small bus in which the children and three educators are travelling collides with a car. You have been driving behind the bus in your own vehicle so you are first on the scene.None of the children appears to be injured, apart from some minor scratches and possibly bruises, but it is necessary to assess any hazards associated with the accident scene.What are the likely hazards and how would you control, prevent or minimise any risk of danger to the children, yourself and others?



A staff member in the education and care service lies unconscious on the floor. You think that they might possibly have been electrocuted. What are the first things you would do before approaching the person to check their condition and give aid?

Make a list of hazards that might affect emergency situations involving: The environment. Injured people.

Learning Activity 3:As part of your learning journey answer the following questions.During a casualty assessment, what things should the first aider look for?

You have been asked to attend an incident at the workplace where a parent has had a fall and is possibly injured. Explain, in detail, the steps you would follow to determine whether there was a need for a first aid response.

What does the acronym DRSABCD stand for? Give a short explanation of each word as it applies to assessing a casualty.



Explain what you would do to assess a young child for consciousness and any special care which might be required.

As part of your learning journey look at the following scenario and discuss what you would do in the situation. The education and care service for which you work appears to be at risk of flooding, due to a severe and unexpected storm. The children are panicked and two of them, while running to get inside, have had falls that could possibly involve broken bones. There is a large tree in the park next to the centre. It looks like it could be uprooted or at least that a large branch might come down. You are in charge. You are also the person who is in charge of first aid for the centre. What should you do?

Learning Activity 5:As part of your learning journey it will be necessary to practise CPR and to be observed performing CPR on an appropriate manikin, using any relevant equipment, by an assessor. You will need to show that you can perform CPR on an adult, a child and baby.Did the candidate for assessment perform the following tasks at a satisfactory level: Yes/No

Assessing the scene and identifying hazards

Controlling risks, ie removing casualties from danger if necessary

Calling appropriate emergency services



Determining the appropriate first aid responses

Checking breathing and pulse

Checking for injuries

Checking airways and removing obstructions

Checking breathing

Commencing CPR when necessary

Following the CPR requirement: 2 breaths to every 30 compressions (at 100 compressions per minute)

Candidate name:

Assessor name:

Assessor signature:

Date:

Comments:

Learning Activity 6:As part of your learning journey discuss why is it important to provide first aid in accordance with established first aid principles?

Explain how the four basic principles should be applied.



Learning Activity 7:As part of your learning journey discuss the following questions.Have you ever been involved in a fairly serious accident? How did the presence of people helping make you feel?If you have not had this experience, do you know someone who has? Go and speak to them (if they are willing) about their experiences, especially about how they felt when people offered help. Is there any kindness in particular they remember?

How would you reassure the casualty?

A casualty can be in a very emotional or disoriented state. What sorts of things can distress a casualty further? Suggest some practical ways of reducing them.

Learning Activity 8:As part of your learning journey we need to realise the ‘legal position’ of our actions. Discuss the following questions.Why is getting permission to treat a casualty important?



What sort of situations might require you to use your own judgement about treatment?

If you are required to make a judgement decision, what should you do?

Learning Activity 9:As part of your learning journey look at the figure of the man lifting the box. What is he doing wrong?

Learning Activity 10:



You will need to familiarise yourself with a first aid kit and with the resources that might be required to make a casualty comfortable. This could apply, for instance, to a workplace, a motor vehicle kit or to a sporting club with which you are familiar.Nominate the context and list the items that might be held in the first aid kit. Explain the relevance of each item.

How would you reassure a child who had fallen form a swing and broken a leg?

What are the most important manual handling guidelines that should be followed when planning to move equipment and when handling and moving casualties?

Learning Activity 11:As part of your learning journey you are to select two items of first aid equipment. Explain what the items are, how and when they should be used and how they should be cleaned, maintained (according to manufacturer/ supplier instructions) and stored. You will need to do some independent research.



Learning Activity 12:Describe the signs, symptoms and required first aid treatment for each of the following:

A child bitten by a blue-ringed octopus on a local beach when participating in an excursion.

A child attacked by a dog.

A person who is hyperventilating.

A child who has fallen from a swing and has suspected head and spine injuries.

A child who is suffering from heatstroke after a very hot day when they were playing.



Take into consideration the age of the casualty and any environmental issues that might impact on treatment. Use the text in this resource and conduct research as required. Take into consideration also any environmental danger that might apply to the casualty and to the first aider.Why is it vital that first aiders monitor the condition of any casualties, until they are fully recovered or until emergency aid arrives?

What are the signs and symptoms of someone in shock and how would you treat a casualty showing these symptoms?

Learning Activity 13:When calling for an ambulance what questions should you be prepared to answer?

What information should be conveyed to ambulance or relieving personnel?



Learning Activity 14:As part of your learning journey discuss why reports are necessary

When should incident report forms be completed?

Are there penalties if you do not correctly adhere to the regulations when it comes to reporting? What are they?

Learning Activity 15:As part of your learning journey you are discuss why it is very important to document any incident, injury, trauma, illness or death of a child.



Learning Activity 16:As part of your learning journey you are to develop a policy and procedure for reporting accidents that includes information on how to inform parents/caregivers. Discuss below

Learning Activity 17:As part of your learning journey identify below what regulatory authority must be notified in the event of an incident, injury, trauma, illness or death of a child.What regulations do you need to be aware of in these cases?

Learning Activity 18:As part of your learning journey you are to explain what sort of policies and procedures would you expect an organisation to have in place to protect the privacy of an employee, in the case of an incident which required them to receive first aid?

Conduct some research to describe below how current privacy legislation and principles impact on:

The information you can collect, record and store from and about clients and their children.

The procedures that must be followed to protect that information.



The procedures that must be followed if there is a need to disclose that information to others.

Learning Activity 19:As part of your learning journey discuss the following scenario may eventually become involved. Attending emergency situations can cause a stress reaction, even in experienced first aiders. How might you recognise that you, or a colleague, are showing signs of stress?

Would you expect a person to show signs of stress immediately following a traumatic emergency event?

What are some common stress management techniques?



Learning Activity 20:As part of your learning journey answer the following questions.

What is a debrief?

What is a debrief designed to do?

Note: You will need to bring these assessment questions completed with you to your HTLAID004 Provide an emergency first aid response in and education and

care setting training course.


Documents

BSBRSK501 MANAGE RISK Assessments/HLTAID004 pr… · Web viewlearning activities that must be completed prior to the start of class. The HLTAID004 Information booklet (First Aid