MEDICAL INFORMATION, MEDICATION AND FIRST AID POLICY · 2018-06-07 · KURNAI COLLEGE No. 8716 Campus: University, Churchill, Morwell, LV FLO & KYPP Page 1 of 44 This policy was last

KURNAI COLLEGE No. 8716 Campus: University, Churchill, Morwell, LV FLO & KYPP

Page 1 of 44 This policy was last ratified by School Council May 2018 Ver. 6

Policy Statement All students have the right to feel safe and well, and know that they will be attended to with due care when in need of medical attention at school, including first aid, medication administration or emergency care. Teachers and schools are often asked by Parent/Guardians to administer medication to their children while at school. It is important that such requests are managed in a manner that is appropriate, ensures the safety of students, and fulfils the duty of care of staff. While medication policies are an essential part of a school’s welfare procedures children who are unwell should not attend school. Asthma and Anaphylaxis are two conditions which can affect children in the school setting. They are both life threatening and both rely on immediate management and/or medication administration.

Our College will: Empower students to participate equally in all aspects of their schooling by providing a safe

and/or allergen aware environment to minimise injuries and allergic/asthmatic/anaphylactic reactions while a student is in the care of the College.

Support open communication between staff, students, parents and carers to develop risk minimisation and management strategies, to ensure safety and wellbeing of children at risk of Asthma/Anaphylaxis.

Ensure that each staff member has adequate knowledge about allergies, asthma and anaphylaxis and the schools’ policy and procedures in responding to a reaction.

Ensure that staff members respond appropriately to an anaphylactic reaction by initiating appropriate treatment, including competently administering Epipen as required.

Provide annual training for all staff in the causes and triggers of asthma, common signs and symptoms and first aid treatment of asthma.

Maintain a sufficient number of staff members trained with an appropriate first aid certificate.

Ensure that required medications are administered appropriately to students in our care.

Administer first aid to students when in need in a competent and timely manner.

Provide supplies, equipment and facilities to cater for the administering of first aid, including mobile kits.

Ensure appropriate storage and recording of all medication kept or administered.

Communicate students’ health incidents back to parents when considered necessary.

Implementation: Introduction

The school has procedures for supporting student health for students with identified health needs (see Care Arrangements for Ill Students Policy) and will provide a basic first aid response as set out in the procedure below to ill or injured students due to unforeseen circumstances.

MEDICAL INFORMATION, MEDICATION AND

FIRST AID POLICY



Our school has a medication administration procedure which outlines the school’s processes and protocols regarding the management of prescribed and non-prescribed medication to students at this school (see below).

These procedures have been communicated to all staff and are available for reference from the school office.

For reference to staff trained in First Aid, Anaphylaxis and CPR, please see Staff Information Registers Policy

First Aid A sufficient number of staff to be trained with up to date first aid and CPR qualifications in

line with DET guidelines.

A first aid room will be available for use at all times. A supply of basic first aid materials will be stored in the first aid room, including protective disposable gloves.

First aid kits will also be available appropriately around the school.

Any student in the first aid room will be supervised as appropriate to their condition.

An ambulance will be called when requested by attending staff member. The office staff will be informed as soon as practicable. The office staff will attempt to notify parents using the contact details provided by the parents as soon as possible (Ambulances called at the University must also notify Federation Uni Security management on 5122 6662 or 5122 6999)

An up-to-date log book located in the first aid room will be kept of all injuries or illnesses experienced by students who require first aid.

First aid treatment will be provided by staff members according to the DET reference guide.

Any students with injuries involving blood must have the wound covered at all times.

Any student who is collected from school by parents/guardians as a result of an injury or illness, or who is administered treatment by a doctor/hospital or ambulance officer as a result of an injury or illness, or has an injury to the head, face, neck or back, or where a teacher considers the injury or illness to be greater than “minor” will be reported on the DET Accident/Injury form, and entered onto CASES.

Parents of ill/injured students will be contacted to take them home.

Parents who collect students from school for any reason (other than emergency) must sign the child out of the school in a register maintained in the Campus office.

All school camps and excursions will have an appropriately first aid trained staff member at all times.

A first aid kit and a mobile phone will be carried on each excursion and camp.

A member of staff is allocated the responsibility for the purchase and maintenance of first aid supplies, first aid kits, ice packs and the general upkeep of the first aid room.

At the commencement of each year, requests for updated first aid information will be sent home including requests for any asthma management plans, high priority medical forms, and reminders to parents of the policies and practices used by the school to manage first aid, illnesses and medications throughout the year.

General organisational matters relating to first aid will be communicated to staff at the beginning of each year. Revisions of recommended procedures for administering asthma medication will also be given at that time.

First Aid Room Kit Contents Consistent with the Department’s First Aid Policy and Procedures the school will maintain a First Aid Kit that includes the following items:

an up-to-date first aid book – examples include:



o First aid: Responding to Emergencies, Australian Red Cross o Australian First Aid, St John Ambulance Australia (current edition) o Staying Alive, St John Ambulance Australia, (current edition)

wound cleaning equipment o gauze swabs: 100 of 7.5 cm x 7.5 cm divided into small individual packets of five o sterile saline ampoules: 12 x 15 ml and 12 x 30 ml o disposable towels for cleaning dirt from skin surrounding a wound

wound dressing equipment o sterile, non-adhesive dressings, individually packed: eight 5 cm x 5 cm, four 7.5 m x

7.5 m, four 10 cm x 10 cm for larger wounds o combine pads: twelve 10 cm x 10 cm for bleeding wounds o non-allergenic plain adhesive strips, without antiseptic on the dressing, for smaller

cuts and grazes o steri-strips for holding deep cuts together in preparation for stitching o non-allergenic paper type tape, width 2.5 cm–5 cm, for attaching dressings o conforming bandages for attaching dressings in the absence of tape or in the case of

extremely sensitive skin o six sterile eye pads, individually packed

bandages o four triangular bandages, for slings, pads for bleeding or attaching dressings, splints,

etc. o conforming bandages: two of 2.5 cm, two of 5 cm, six of 7.5 cm and two of 10 cm –

these may be used to hold dressings in place or for support in the case of soft tissue injuries

lotions and ointments o cuts and abrasions should be cleaned initially under running water followed by

deeper and more serious wounds being cleaned with sterile saline prior to dressing. Antiseptics are not recommended

o any sun screen, with a sun protection factor of approximately 15+ o single use sterile saline ampoules for the irrigation of eyes o creams and lotions, other than those in aqueous or gel form, are not recommended

in the first aid treatment of wounds or burns o asthma equipment (which should be in all major portable kits, camping kits, sports

kits, etc.) o blue reliever puffer (e.g. Ventolin) that is in date o spacer device o alcohol wipes

Other equipment includes:

single use gloves – these are essential for all kits and should be available for teachers to carry with them, particularly while on yard duty

blood spill kits

vomit spill kits

one medicine measure for use with prescribed medications

disposable cups

one pair of scissors (medium size)

disposable splinter probes and a sharps container for waste

disposable tweezers

one teaspoon

disposable hand towels



pen-like torch, to measure eye-pupil reaction

two gel packs, kept in the refrigerator, for sprains, strains and bruises or disposable ice packs for portable kits

adhesive sanitary pads, as a backup for personal supplies

additional 7.5 m conforming bandages and safety pins to attach splints

blanket and sheet, including a thermal accident blanket for portable kits

germicidal soap and nail brush for hand-cleaning only

one box of paper tissues

paper towel for wiping up blood spills in conjunction with blood spill kit

single use plastic rubbish bags that can be sealed, for used swabs and a separate waste disposal bin suitable for taking biohazard waste (note: Biohazard waste should be burnt and there are several companies that will handle bulk biohazard waste)

ice cream containers or emesis bags for vomit.

Medication Administration Every student who has a medical condition or ongoing illness will have an individual

management plan that is attached to the student’s records. Desirably, each management plan should be provided by the student’s doctor and should include a photo of the student and details of: • the usual medical treatment needed by the student at school or on school activities • the medical treatment and action needed if the student’s condition deteriorates • the name, address and telephone numbers for an emergency contact and the student’s

doctor

Non-prescribed oral medications (e.g. headache tablets) must be provided by the student’s Parent/Guardians and will not be administered by College staff without Parent/Guardian permission.

All Parent/Guardian requests for staff to administer prescribed medications to their child must be in writing. Requests must be supported by specific written directions from the medical practitioner or pharmacist and include the name of the student, dosage, and time to be administered. This must be reviewed with any new prescriptions.

All medications must be stored in either a locked unit or refrigerator – whichever is required.

Classroom teachers will be informed by the Principal or Administration of prescribed medications for students in their charge and classroom teachers will release students at appropriate times, so that they may visit the General Office and receive their medications.

All completed medication and details will be kept and recorded in a confidential medication register by the administering staff member, located in the General Office.

If students require injections, Parent/Guardians are to meet with the Principal to discuss the matter and determine a suitable procedure.

Medication must be in a clearly labelled dosette box. As a general guideline the College will only store the equivalent quantity of one script worth of medication.

Medication on Schools Camps and Excursions

Medication must be handed to the office prior to departure for processing (e.g. to check whether there are too many or too few).

Medication must be sufficient for the duration of the camp or excursion and no greater.

Medication must have current prescription details and packaging.

All medications must be kept in the school’s lockable container taking strict note that medications must be stored strictly in accordance with product instructions (paying particular note to temperature) and in the original container in which it is dispensed. Some



families provide thermal carry packs to maintain safe temperature storage and for ease of transport on excursions.

One teacher should be designated to administer medication. Prescribed medications will be discreetly administered to students involved in college camps or excursions by the ‘teacher in charge’ in a manner consistent with this policy, with all details recorded and to be returned to college files.

Three simple guidelines should accompany camp permission forms: 1. Any medication sent with your child should be the amount required and no more. 2. Medication must be in the original packaging with current pharmacist’s dosage

instructions. 3. Medications, (where practical depending on storage requirements e.g. must be kept

in fridge) must be left at the office at least 24 hours prior to the camp or excursion.

The principal or administering staff member needs to ensure that: · The right child · Has the right medication · And the right dose · By the right route (for example, oral or inhaled) · At the right time · And write down what they observed

Student Administered Medication

Schools in consultation with parents/carers or adult/independent students and the student’s medical/health practitioner should consider the age and circumstances by which the student could be permitted to self-administer their medication.

It is up to the Principal’s discretion to agree for the student to carry and manage his/her own medication. This would be advisable only where: · The medication did not have special storage requirements such as refrigeration.

· The practice did not create a situation where there was potential for unsafe access to the

medication by other students.

Head Lice

While parents/guardians have primary responsibility for the detection and treatment of head lice, schools also have a role in the management of head lice infections and in providing support for parents/guardians and students. Head lice (pediculosis) are tiny insects that live on the human scalp where they feed and breed. While they do not carry or transmit disease, they are the most common cause of head itch and scratching which may lead to infection and swollen lymph glands. Anyone can have head lice. Head lice cannot fly, hop or jump. They spread from person to person by head to head contact, and by the sharing of personal items such as combs, brushes and head gear such as hats. Parent/guardian consent Parent/guardian consent for head lice inspections will be included as part of a student’s enrolment procedures. Detection and treatment responsibilities Responsibilities for managing head lice are shared between: parents/guardians, schools and principals.



Parents/guardians have primary responsibility for detection and treatment of head lice. Parents/guardians should:

regularly, preferably once a week, check for lice or eggs in the hair of: o their child o all household members

notify the school: o if their child is affected o when treatment commenced

not send their children to school with untreated head lice. Schools must:

exercise sensitivity towards students and families with head lice maintain student confidentiality to avoid stigmatisation support and provide practical treatment advice to parents/guardians.

Principals must: alert parents/guardians of an infestation, particularly the parents of other students in the

same class as the affected child/children use discretion about informing the school community about an infestation.

Exclusion of students Students identified with live head lice should be:

provided with a note to take home to inform the parent/carer that their child may have head lice at the conclusion of the school day.

excluded from school until the day after treatment has commenced, as set out in theHealth (Infectious Diseases) Regulations 2001, School Exclusion Table.

The presence of eggs in the hair is not a cause for exclusion. There is no requirement for a general practitioner or local council to issue a clearance certificate in order for the child to return to school.

Asthma Students with asthma should be educated to always carry their appropriate medication with

them at all times.

Asthma First Aid posters detailing the treatment of asthma are to be in all classrooms, first aid offices and staffrooms.

Encourage and educate parents to ensure that their children have an adequate supply of appropriate medication at school.

Each student with asthma should have a written asthma management plan completed by his or her family doctor or paediatrician, in consultation with the student’s parent/carer. This must be attached to the student’s record and a copy located in the first aid room.

Regardless of whether an attack of asthma has been assessed as mild, moderate or severe, treatment must commence immediately and where the student is located. The student should not be asked to walk to any location for treatment. The danger in any acute asthma situation is delay. Delay may increase the severity of the attack and ultimately risk the student’s life.

All students having an attack require emergency assistance. Call an ambulance if necessary and carry out the Asthma First Aid Treatment Plan (see official plan/posters) while waiting for the ambulance to arrive.

All treatment administered by staff must be recorded in the First Aid Record Book.



Even if the student has a complete recovery from the asthma attack, their parents/carers should be notified of the incident.

Parents/carers should be advised as soon as practicable in the event of an emergency.

The first aid equipment must include: A bronchodilator metered-dose inhaler (Ventolin). A large volume spacer device to assist with effective inhalation of the

bronchodilator, for example a Volumatic for Ventolin. Clear written instruction on how to use these medications and devices, plus a copy

of the Asthma First Aid Procedure Plan for the treatment of an asthma attack. Written instructions on cleaning procedure for spacer and metered dose inhaler.

The campus First Aider will be delegated the responsibility of regularly checking the expiry date on the bronchodilator metered-dose inhaler and ensuring there are a number of spare puffers.

Each campus will maintain their “Asthma friendly School” accreditation. Assessing the severity of an asthma attack Asthma attacks can be:

Mild - this may involve coughing, a soft wheeze, minor difficulty in breathing and no difficulty speaking in sentences

Moderate - this may involve a persistent cough, loud wheeze, obvious difficulty in breathing and ability to speak only in short sentences

Severe - the student is often very distressed and anxious, gasping for breath, unable to speak more than a few words, pale and sweaty and may have blue lips.

All students judged to be having a severe asthma attack require emergency medical assistance.

Call an ambulance (dial 000), notify the student’s emergency contact and follow the ‘4 Step Asthma First Aid Plan’ while waiting for the ambulance to arrive. When calling the ambulance state clearly that a student is having ‘breathing difficulties.’ The ambulance service will give priority to a person suffering extreme shortness of breath. Regardless of whether an attack of asthma has been assessed as mild, moderate or severe, Asthma First Aid (as detailed below) must commence immediately. The danger in any asthma situation is delay. Delay may increase the severity of the attack and ultimately risk the student’s life.

The 4 Step Asthma First Aid Plan (displayed in Sick Bay and classrooms):

Step 1 Sit the student down in as quiet an atmosphere as possible. Breathing is easier sitting rather than lying down. Be calm and reassuring. Do not leave the student alone. Step 2 Without delay give 4 separate puffs of a blue reliever medication (Airomir, Asmol, Epaq or Ventolin). The medication is best given one puff at a time via a spacer device. If a spacer device is not available, simply use the puffer on its own. Ask the person to take 4 breaths from the spacer after each puff of medication. Step 3



Wait 4 minutes. If there is little or no improvement repeat steps 2 and 3. Step 4 If there is still little or no improvement; call an ambulance immediately (dial 000). State clearly that a student is having ‘breathing difficulties.’ Continuously repeat steps 2 and 3 while waiting for the ambulance.

Anaphylaxis Kurnai College will fully comply with Ministerial Order 706 and the associated Guidelines published

and amended by the Department of Education.

What is anaphylaxis? Anaphylaxis is a severe and sudden allergic reaction and is potentially life threatening. It needs immediate treatment and urgent medical attention. The most common allergens in children are eggs, peanuts, tree nuts, cow's milk, fish and shellfish, wheat, soy, certain insect stings and medications. Severe life threatening allergic reactions are uncommon and deaths are rare. However, deaths have occurred and anaphylaxis is therefore regarded as a medical emergency that requires a rapid response.

Signs and symptoms

The symptoms of a mild to moderate allergic reaction can include:

• swelling of the lips, face and eyes

• hives or welts

• abdominal pain and/or vomiting.

Symptoms of anaphylaxis (a severe allergic reaction) can include:

• difficulty breathing or noisy breathing

• swelling of the tongue

• swelling/tightness in the throat

• difficulty talking and/or a hoarse voice

• wheezing or persistent coughing

• loss of consciousness and/or collapse

• young children may appear pale and floppy.

Symptoms usually develop within 10 minutes to one hour of exposure to an allergen but can appear

within a few minutes.

The role and responsibilities of the principal:

The principal or nominee has overall responsibility for implementing strategies and processes for ensuring a safe and supporting environment for students at risk of anaphylaxis. The principal or nomine will:

Actively seek information to identify students with severe life threatening allergies at enrolment.

Conduct a risk assessment of the potential for accidental exposure to allergens while the student is in the care of the school.

Meet with parents/careers to develop an Anaphylaxis Management Plan for the student. This includes documenting practical strategies for in-school and out-of-



school settings to minimise the risk of exposure to allergens, and nominating staff who are responsible for their implementation.

Request that parents provide an ASCIA (Australasian Society of Clinical Immunology and Allergy) Action Plan that has been signed by the student’s medical practitioner and has an up to date photograph of the student

Ensure that parents provide the student’s EpiPen® and that it is not out of date.

Ensure that staff obtain training in how to recognise and respond to an anaphylactic reaction, including administering an EpiPen®.

Develop a communication plan to raise student, staff and parent awareness about severe allergies and the school’s policies.

Provide information to all staff so that they are aware of students who are at risk of anaphylaxis, the student’s allergies, the school’s management strategies and first aid procedures. This can include providing copies or displaying the student’s ASCIA Action Plan in canteens, classrooms and staff rooms, noting privacy considerations.

Ensure that there are procedures in place for informing casual relief teachers of students at risk of anaphylaxis and the steps required for prevention and emergency response.

Ensure that any external canteen provider can demonstrate satisfactory training in the area of anaphylaxis and its implications on food handling practices.

Allocate time, such as during staff meetings, to discuss, practise and review the school’s management strategies for students at risk of anaphylaxis. Practise using the trainer EpiPen® regularly.

Encourage ongoing communication between parents/carers and staff about the current status of the student’s allergies, the school’s policies and their implementation.

Review the student’s Anaphylaxis Management Plan annually or if the student’s

circumstances change, or as soon as is practicable after a student has an anaphylactic

reaction at school, in consultation with parents.

The role and responsibilities of all school staff who are responsible for the care of students at risk

of anaphylaxis

School staff who are responsible for the care of students at risk of anaphylaxis have a duty to take steps to protect students from risks of injury that are reasonably foreseeable. This may include administrators, canteen staff, casual relief staff, and volunteers. Members of staff are expected to:

Know the identity of students who are at risk of anaphylaxis.

Understand the causes, symptoms, and treatment of anaphylaxis.

Obtain training in how to recognise and respond to an anaphylactic reaction, including administering an EpiPen®.

Know the school’s first aid emergency procedures and what your role is in relation to responding to an anaphylactic reaction.

Keep a copy of the student’s ASCIA Action Plan (or know where to find one quickly) and follow it in the event of an allergic reaction.

Know where the student’s EpiPen® is kept. Remember that the EpiPen® is designed so that anyone can administer it in an emergency.

Know and follow the prevention strategies in the student’s Anaphylaxis Management Plan.



Plan ahead for special class activities or special occasions such as excursions, incursions, sport days, camps and parties. Work with parents/carers to provide appropriate food for the student.

Be aware of the possibility of hidden allergens in foods and of traces of allergens when using items such as egg or milk cartons in art or cooking classes.

Be careful of the risk of cross-contamination when preparing, handling and displaying food.

Make sure that tables and surfaces are wiped down regularly and that students wash their hands after handling food.

Raise student awareness about severe allergies and the importance of their role in fostering a school environment that is safe and supportive for their peers.

The role of the Parent / Guardian The parent/guardian will:

Fully complete their Childs’ individual action plan (ASCIA Action Plan) and return it to the school before their child’s first day.

Inform the school of any changes in the child’s medical condition which may affect their wellbeing whilst in the care of College staff.

Provide the school with a complete in-date Epipen kit for their child which is clearly labelled/named. It is recommended that all effected student also register with the Epipen Club.

Support their child with education about risk minimising behaviours for maintaining optimal health within the school community.

Individual Anaphylaxis Management Plan:

An individual management plan is developed and documented, in consultation with the students’ parents/carers, for any student who has been diagnosed by a medical practitioner as being at risk of anaphylaxis prior to their first day of school.

The individual anaphylaxis management plans are reviewed with the parent/carer as per ‘ASCIA Action plan’ on an annual basis or sooner if the students condition changes or directly after an anaphylactic reaction (Australian Society of Clinical Immunology and Allergy Inc).

The schools’ first aid procedures and student’s Anaphylactic Plan (ASCIA- Action Plan) will be followed in response to an anaphylactic reaction.

Emergency responses and procedures will be documented as per all first aid incidents.

Briefings All schools with a child or young person at risk of an anaphylactic reaction enrolled are required to undertake twice-yearly briefings on anaphylaxis management under Ministerial Order 706.

A presentation has been developed to help schools ensure they are complying with the legislation. The briefing presentation incorporates information on how to administer an EpiPen and it is expected all staff will practice with the EpiPen trainer devices provided to your school. As part of the briefing, school staff should familiarise themselves with the children and young people in the school at risk of an anaphylactic reaction and their anaphylaxis management plans.



Any person who has completed Anaphylaxis Management Training in the last 2 years can lead the briefing. Training The Department has worked with ASCIA to develop the online training course, which is compliant

with the Order, for use in all Victorian schools (government, Catholic and independent).

Completion of the online training course alone is not sufficient to meet the requirements of the Order. An appropriately qualified supervisor will also need to assess a person’s competency in the administration of an adrenaline autoinjector.

At the end of the online training course, participants who have passed the assessment module, will be issued a certificate which needs to be signed by the School Anaphylaxis Supervisor to indicate that the participant has demonstrated their competency in using an adrenaline autoinjector device.

School staff that complete the online training course will be required to repeat that training and the adrenaline autoinjector competency assessment every two years.

To access the ASCIA Anaphylaxis e-training for Victorian Schools go to:

https://etrainingvic.allergy.org.au/

Completed by Course Provider Cost Accreditation

All school staff ASCIA Anaphylaxis e-training for Victorian Schools followed by a competency check by the School Anaphylaxis Supervisor

ASCIA Free to all schools

2 years

Competency Check for Online Training Course

The principal must identify two school staff to become School Anaphylaxis Supervisors. These staff

may include a school-funded school nurse, first aider or other health and wellbeing staff, or senior

teachers. A key role of the Supervisors will be to undertake competency checks on all staff that have

successfully completed the online training course. These competency checks need to be undertaken

by the Supervisor within 30 days of a relevant member of the school staff completing the online

training course.

To qualify as a School Anaphylaxis Supervisor, the nominated staff member(s) will need to complete

an accredited short course that teaches them how to conduct a competency check on those who

have completed the online training course.

The Asthma Foundation has been contracted by the Department to deliver training in the Course in

Verifying the Use of Adrenaline Autoinjector Devices 22303VIC in 2016. Schools will be notified of

training sessions scheduled across Victoria and asked to register two staff per school or campus to

attend. Training in this course is current for three years.

https://etrainingvic.allergy.org.au/



Registration for the Course in Verifying the Correct Use of Adrenaline Autoinjector Devices 22303VIC

can be accessed from the Asthma Foundation by phone 1300 314 806 or by visiting:

www.asthma.org.au

Completed by Course Provider Cost Accreditation

2 staff per school or per campus (School Anaphylaxis Supervisor)

Course in Verifying the Correct Use of Adrenaline Autoinjector Devices 22303VIC

Asthma Foundation

Free from the Asthma Foundation (for government schools)

3 years

School Anaphylaxis Supervisor Role

Each Supervisor will:

ensure they have currency in the Course in Verifying the Correct Use of Adrenaline Autoinjector Devices 22303VIC (every 3 years) and the ASCIA Anaphylaxis e-training for Victorian Schools (every 2 years)

ensure that they provide the principal with documentary evidence of currency in the above courses

assess and confirm the correct use of adrenaline autoinjector (trainer) devices by other school staff undertaking the ASCIA Anaphylaxis e-training for Victorian Schools

send periodic reminders to staff or information to new staff about anaphylaxis training requirements and liaise with the principal to ensure records of the anaphylaxis training undertaken by all school staff are stored on-site at the school

provide access to the adrenaline autoinjector (trainer) device for practice use by school staff

provide regular advice and guidance to school staff about allergy and anaphylaxis management in the school as required

liaise with parents or guardians (and, where appropriate, the student) to manage and implement Individual Anaphylaxis Management Plans

liaise with parents or guardians (and, where appropriate, the student) regarding relevant medications within the school

lead the twice-yearly anaphylaxis school briefing

develop school-specific scenarios to be discussed at the twice-yearly briefing to familiarise staff with responding to an emergency situation requiring anaphylaxis treatment; for example:

- a bee sting occurs on school grounds and the allergic student is conscious

- an allergic reaction where the student has collapsed on school grounds and the student is not conscious.

develop similar scenarios for when staff are demonstrating the correct use of the adrenaline autoinjector (trainer) device.

Annual risk management checklist

The principal will complete an annual Risk Management Checklist as published by the Department of

Education and Training to monitor compliance with their obligations. The annual checklist is

http://www.asthma.org.au/



designed to step schools through each area of their responsibilities in relation to the management of

anaphylaxis in schools.

Allergies An Allergy occurs when a person's immune system reacts to substances in the environment that are harmless for most people. These substances are known as allergens and are found in foods, insects, some medicines, house dust mites, pets, and pollen.

Children with allergies who are not considered to have anaphylaxis should be provided with an ASCIA Action Plan for Allergic Reactions (green plan).

Children with concomitant food allergy and significant asthma are at increased risk for more severe allergic reactions. Where a child with food allergy has active asthma (wheeze or cough with exertion or at night requiring regular treatment with a bronchodilator) it is imperative that this is identified and managed accordingly.

Children with allergies may still progress to having a severe reaction or anaphylaxis. As this cannot be predicted, children with mild to moderate allergic reactions should be monitored carefully after any reaction.

If a student appears to be having a severe allergic reaction, but has not been previously diagnosed with an allergy or being at risk of anaphylaxis, the school staff should follow the school's anaphylaxis first aid procedures and administer an adrenaline autoinjector for general use.

Strategies

Students diagnosed with food, insect or medication allergies should be given an ASCIA Action Plan for Allergic Reactions (green) by their medical practitioner. The College will then develop an Individual Allergic Reaction Management Plan for these students. – See Link

Epilepsy and Seizures Epilepsy is characterised by recurrent seizures due to abnormal electrical activity in the brain.

Epileptic seizures are caused by a sudden burst of excess electrical activity in the brain resulting in a temporary disruption in the normal messages passing between brain cells. Seizures can involve loss of consciousness, a range of unusual movements, odd feelings and sensations or changed behaviour. Most seizures are spontaneous, brief and self-limited. However multiple seizures known as seizure clusters can occur over a 24 hour period.

Non-epileptic seizures (NES), also known as 'dissociative seizures'. There are two types of non-epileptic seizures:

organic NES which have a physical cause psychogenic NES which are caused by mental or emotional processes.



Seizure triggers is a term used to describe known circumstances where the individual may have an increased likelihood of having a seizure. Seizure triggers are unique to the person and are not always known. Common seizure triggers can include stress, lack of sleep, heat, illness or missed medication.A detailed description of seizure types and triggers can be found on the Epilepsy Foundation website, see Other resources below.

First Aid

For all seizure events:

remain calm ensure other students in the vicinity of the seizure event are being supported note the time the seizure started and time the event until it ends talk to the student to make sure they regain full consciousness stay with and reassure the student until they have fully recovered provide appropriate post seizure support or adjustments - see Epilepsy support, below

A tonic-clonic seizure (convulsive seizure with loss of consciousness) presents as muscle stiffening and falling, followed by jerking movements.

During this type of seizure:

protect the head e.g. place a pillow or cushion under the head remove any hard objects that could cause injury do not attempt to restrain the student or stop the jerking do not put anything in the student’s mouth as soon as possible roll the student onto their side – you may need to wait until the seizure

movements have ceased.

For a seizure with impaired awareness (non-convulsive seizure with outward signs of confusion, unresponsiveness or inappropriate behaviour) avoid restraining the student. You may need to guide the student safely around objects to minimise risk of injury.

When providing seizure first aid support to a student in a wheelchair

protect the student from falling from the chair, secure seat belt where available and able make sure the wheelchair is secure support the students head if there is no moulded head rest do not try to remove the student from the wheelchair carefully tilt the student’s head into a position that keeps the airway clear.

Schools should call an ambulance immediately if:

you do not know the student there is no Epilepsy Management Plan a serious injury has occurred the seizure occurs in water you have reason to believe the student may be pregnant.



Epilepsy support

Epilepsy

Management

documentation

Must:

be signed by the treating medical professional before being provided to the school by the student’s parents/guardians.

be readily accessible to all relevant school staff with a duty of care responsibility for the student living with epilepsy.

remain current for 12 months and must be reviewed and updated annually.

The Epilepsy Management Plan is an important document that not only defines

what an emergency is for the student, and the appropriate response, but also:

whether emergency medication is prescribed how the student wants to be supported during and after a seizure identified risk strategies (such as water safety, use of helmet) potential seizure triggers.

Where emergency medication is prescribed, the Emergency Medication

Management Plan provides information on the dose, route of administration and

emergency response required in the event of a seizure.

Student Health

Support Plan

The Student Health Support Plan outlines how the school will support the

student’s health care needs and must be in place for each student with epilepsy.

It is to be completed by the school in consultation with parents/guardians and

guided by medical advice provided in the Epilepsy Management Plan.

Training of staff

School staff with a direct teaching role or other staff as directed by the principal

who have a duty of care responsibility for a student living with epilepsy are

required to receive training in:

Understanding and Managing Epilepsy and where indicated, Administration of Emergency Medication.

Training must be refreshed every two years, or sooner when there is a change in

the:

dose of medication, and/or route of administration, and/or seizure type/description.

Training is available face to face or online, For further information on course



options and to register for training, see: Epilepsy Foundation

Storage and

access to

Emergency

Medication Kits

Individual Emergency Medication Kits (Kits) should be held for each student that

has been prescribed emergency medication. Kits should include the required

medication and tools to provide medical assistance in accordance with the

students Emergency Medication Management Plan.

The location of the Kit/s should be known to all school staff with a duty of care

responsibility for the student living with epilepsy.

Schools are required to make plans for the transport of the Individual Emergency

Medication Kits to camps, excursions and special events as required.

Encouraging

student

participation

Students with epilepsy can generally participate fully in school life, including

sport and physical activities, camps, excursions and special events. Subject to

medical advice, participation in these activities should be encouraged.

Healthy eating

Some students with epilepsy may be on a medically prescribed ketogenic diet,

which is a high fat diet sometimes used to control seizures. It involves a restricted

fluid, high fat and very low carbohydrate and protein diet which produces a high

ketone state (ketosis). This state decreases seizure activity in some

circumstances.

The inclusion of students on the ketogenic diet within the school setting requires

schools to be mindful of the restrictive and potentially isolating impact this diet

may have on the student and the implications for discussing ‘healthy eating’ in

the classroom, attending camps, excursions and special events.

Swimming and water safety

Being in and around water represents a serious potential risk for all people living

with epilepsy.

The level of support and supervision a student needs will vary depending on

specific risk mitigation strategies that the doctor has instructed in the student’s

Epilepsy Management Plan. Unless otherwise specified in writing by the doctor, a

dedicated staff member must keep the student under visual observation at all

times while the student is in the water and be able to get assistance to the

http://learning.epilepsyfoundation.org.au/



student quickly if a seizure occurs.

Additionally, a dedicated staff member must remain within close response

distance to a student with epilepsy when bathing/showering e.g. standing

outside the bathing/shower door.

Seizure response

Schools are required to make reasonable adjustments in the classroom and in

assessments related to the student’s seizure activity or attendance at medical

appointments. These adjustments should be outlined in the student’s Student

Health Support Plan.

Reasonable adjustments may include:

development of an Individual Learning Plan (ILP); for an ILP sample and template, see: Epilespy Smart Schools

setup of a Student Support Group adjustment of assessment tasks related to time or reasonable

expectations in group work examination adjustments related to increased reading time; breaks; or

identified trigger considerations engagement of specialist services such as

neuropsychologists; psychologists; occupational therapists or speech pathologists.

Communication

Because the diagnosis of epilepsy can be complex and evolving, communication

between schools and parents/carers is important to inform diagnosis and

treatment as well as to ensure that the student’s needs are identified and met.

This should be outlined in the Student Health Support Plan.

A good communication strategy would include:

identification of the key staff member for the parent/carer to liaise with regular communication about student’s health, seizure occurrences,

learning and development, changes to treatment or medications, or any health or education concerns via communication books, seizure diary, emails or text messages.

Diabetes The College will assist with implementation of strategies to assist students with type 1 diabetes. Each student with type 1 diabetes has a current individual diabetes management plan prepared by that student’s medical specialist. The student’s diabetes management plan provides college with all required information. Impact at school

http://www.epilepsysmartschools.org.au/smart-schools-resources/

http://www.education.vic.gov.au/school/parents/needs/Pages/supportgroup.aspx



Most students with type 1 diabetes can enjoy and participate in school life and curriculum to the full. Some students could require additional support from school staff to manage their diabetes and while attendance at school should not be an issue they may require some time away from school to attend medical appointments. Strategies at school The College will ensure that medical advice is received from the student’s health practitioner ideally by completing the Diabetes Management Plan (see Appendix E). Strategy Description Monitoring blood glucose (BG) levels Checking blood glucose levels requires a blood glucose monitor and finger pricking device. The student’s diabetes management plan should state the times and the method of relaying information about any changes in blood glucose levels. Depending on the student’s age, a communication book can be used to provide information about the student’s change in BG levels between parents/guardians and the school. Checking of BG occurs at least four times a day to evaluate the insulin dose. Some of these checks may need to be done at school. Administering insulin Administration of insulin during school hours may or may not be required in the student’s diabetes management plan. As a guide insulin is commonly administered twice a day, before breakfast and dinner, or by a small insulin pump worn by the student that provides continuous insulin delivery, or four times a day with pen insulin. Should a student whose health condition(s) requires additional care and attention during school hours, consultation is required with the parents/guardians and health professionals to ensure that teachers are undertaking tasks within their scope of practice and training. Teachers are under no obligation to administer insulin or glucagon. Students may need assistance from parents/guardians or a designated school staff member to administer pen insulin. Activities including excursions and camps With good planning students should be encouraged to participate in all school sanctioned activities including excursion and camps. The student’s management plan should be reviewed prior to a student attending a school camp. Consideration should be given to the student’s ability to self-manage their diabetes i.e. BG tests, insulin etc. If needed a parent/career or designated school staff will need to attend the camp to assist the student. The school should receive any extra medial information by the parents completing the Department’s Confidential Medical Information for School Council Approved School Excursions form. Infection control Infection control procedures must be followed. These include having instruction about ways to prevent infection and cross infection when checking blood glucose levels and administering insulin, hand washing, one student/child one device, disposable lancets and syringes and the safe disposal of all medical waste



Timing meals Most meal requirements will fit into regular school routines. Young students may require extra supervision at meal and snack times. It needs to be recognised that if an activity is running overtime, students with diabetes cannot delay meal times. Physical activity Exercise should be preceded by a serve of carbohydrates. Exercise is not recommended for students whose BG levels are high as it may cause them to become even more elevated. Warning: Water sports need careful planning and supervision as a ‘hypo’ increases the risk of drowning. Special event participation Special event participation including class parties can include students with type 1 diabetes in consultation with their parents/guardians. Schools need to provide alternatives when catering for special events, such as offering low sugar or sugar-free drinks and/or sweets at class parties. Exam support For exam and assessment tasks, schools are required to make reasonable allowances for students with type 1 diabetes. These could include: additional times for rest and to check their blood glucose levels before, during and after an exam, and take any medication consuming food and water to prevent and/or treat a hypoglycaemic episode easy access to toilets as high BG levels causes a need to urinate more frequently permission to leave the room under supervision. Exam support for students with type 1 diabetes includes schools ensuring that they consider the Special Entry Access Scheme in consultation with the student. For Year 11 and 12 students this should be done at the beginning of the VCE year. For more information, see: VCAA's VCE and VCAL Administrative Handbook 2012 or call (03)9651 4402 or 1800 635 045. Communicating with parents Schools should communicate directly with the parents/guardians to ensure the student’s individual diabetes management plan is current. This should also include a separate school camp and/or excursion plan if required. Depending on the age of the student, establish a home-to-school means of communication to relay health information and any health changes or concerns. Setting up a communication book is recommended and where appropriate also make use of e-mails and/or text messaging.

Sun Protection

The College will supply SPF 50+ sunscreen for staff and students use during all College activities.



Students are strongly encouraged to wear broad-brimmed hats whenever they are outside but particularly for all organized outdoor activities,

Sun protection and skin cancer awareness programs are to be incorporated into the appropriate KLA’s.

The College works towards increasing and/or maintaining the provision of shade areas in the school grounds.

Sun Protection Policy be visibly included and promoted in documentation to new students, parents and staff.

Sun protection will be promoted throughout the year via school webpage.

The use of close fitting, wrap-around style sunglasses, with a marked eye protection factor (EPF) 10, to stop UV radiation getting in around the sides and tops of the lenses is also encouraged.

Appendices: Appendix A: Anaphylaxis Risk Management Checklist

Appendix B: School Anaphylaxis Supervisor checklist

Appendix C: Anaphylaxis Management Plan Cover Sheet & Action Plan

Appendix D: Education Management Procedures

Appendix E: Student Medical Form

Appendix F: Diabetes Management Plan

Links: http://www.education.vic.gov.au/school/teachers/health/Pages/anaphylaxisschl.aspx

https://www.allergy.org.au/images/stories/anaphylaxis/2017/Allergic_Reactions_Action_Plan_2017

_WEB.pdf

Evaluation: This policy will be reviewed as part of the College’s four year review cycle.

Date Implemented Week 3 – Term 2 – 2014 Version 1

Approval Authority (Signature and date)

1/5/2018

Dates Reviewed Week 7 – Term 3 – 2014 Version 2 Week 7 – Term 4 – 2014 Version 3 Week 7 – Term 3 – 2016 – Version 4 Week 7 – Term 3 – 2017 – Version 5 Week 3 – Term 2 – 2018 – Version 6

Responsible for Review College Principal

Next Review Date Week 7 – Term 3 - 2018

http://www.education.vic.gov.au/school/teachers/health/Pages/anaphylaxisschl.aspx

https://www.allergy.org.au/images/stories/anaphylaxis/2017/Allergic_Reactions_Action_Plan_2017_WEB.pdf

https://www.allergy.org.au/images/stories/anaphylaxis/2017/Allergic_Reactions_Action_Plan_2017_WEB.pdf



Appendix A: Anaphylaxis Risk Management Checklist

School name:

Date of review:

Who completed this checklist?

Name:

Position:

Review given to: Name

Position

Comments:

General information

1. How many current students have been diagnosed as being at risk of anaphylaxis, and have been prescribed an adrenaline autoinjector?

2. How many of these students carry their adrenaline autoinjector on their person?

3. Have any students ever had an allergic reaction requiring medical intervention at school?

Yes No

a. If Yes, how many times?

4. Have any students ever had an anaphylactic reaction at school? Yes No

a. If Yes, how many students?

b. If Yes, how many times

5. Has a staff member been required to administer an adrenaline autoinjector to a student?

Yes No

a. If Yes, how many times?

6. If your school is a government school, was every incident in which a student suffered an anaphylactic reaction reported via the Incident Reporting and Information System (IRIS)?

Yes No



SECTION 1: Training

7. Have all school staff who conduct classes with students who are at risk of anaphylaxis successfully completed an approved anaphylaxis management training course, either:

online training (ASCIA anaphylaxis e-training) within the last 2 years, or

accredited face to face training (22300VIC or 10313NAT) within the last 3 years?

Yes No

8. Does your school conduct twice yearly briefings annually?

If no, please explain why not, as this is a requirement for school registration.

Yes No

9. Do all school staff participate in a twice yearly anaphylaxis briefing?

If no, please explain why not, as this is a requirement for school registration.

Yes No

10. If you are intending to use the ASCIA Anaphylaxis e-training for Victorian Schools:

a. Has your school trained a minimum of 2 school staff (School Anaphylaxis Supervisors) to conduct competency checks of adrenaline autoinjectors (EpiPen®)?

Yes No

b. b. Are your school staff being assessed for their competency in using adrenaline autoinjectors (EpiPen®) within 30 days of completing the ASCIA Anaphylaxis e-training for Victorian Schools?

Yes No

SECTION 2: Individual Anaphylaxis Management Plans

11. Does every student who has been diagnosed as being at risk of anaphylaxis and prescribed an adrenaline autoinjector have an Individual Anaphylaxis Management Plan which includes an ASCIA Action Plan for Anaphylaxis completed and signed by a prescribed medical practitioner?

Yes No

12. Are all Individual Anaphylaxis Management Plans reviewed regularly with parents (at least annually)?

Yes No

13. Do the Individual Anaphylaxis Management Plans set out strategies to minimise the risk of exposure to allergens for the following in-school and out of class settings?

a. During classroom activities, including elective classes Yes No

b. In canteens or during lunch or snack times Yes No

c. Before and after school, in the school yard and during breaks Yes No



d. For special events, such as sports days, class parties and extra-curricular activities

Yes No

e. For excursions and camps Yes No

f. Other Yes No

14. Do all students who carry an adrenaline autoinjector on their person have a copy of their ASCIA Action Plan for Anaphylaxis kept at the school (provided by the parent)?

Yes No

a. Where are the Action Plans kept?

15. Does the ASCIA Action Plan for Anaphylaxis include a recent photo of the student?

Yes No

16. Are Individual Management Plans (for students at risk of anaphylaxis) reviewed prior to any off site activities (such as sport, camps or special events), and in consultation with the student’s parent/s?

Yes No

SECTION 3: Storage and accessibility of adrenaline autoinjectors

17. Where are the student(s) adrenaline autoinjectors stored?

18. Do all school staff know where the school’s adrenaline autoinjectors for general use are stored?

Yes No

19. Are the adrenaline autoinjectors stored at room temperature (not refrigerated) and out of direct sunlight?

Yes No

20. Is the storage safe? Yes No

21. Is the storage unlocked and accessible to school staff at all times?

Comments:

Yes No



22. Are the adrenaline autoinjectors easy to find?

Comments:

Yes No

23. Is a copy of student’s individual ASCIA Action Plan for Anaphylaxis kept together with the student’s adrenaline autoinjector?

Yes No

24. Are the adrenaline autoinjectors and Individual Anaphylaxis Management Plans (including the ASCIA Action Plan for Anaphylaxis) clearly labelled with the student’s names?

Yes No

25. Has someone been designated to check the adrenaline autoinjector expiry dates on a regular basis?

Who? ……………………………………………………………………………………………

Yes No

26. Are there adrenaline autoinjectors which are currently in the possession of the school which have expired?

Yes No

27. Has the school signed up to EpiClub (optional free reminder services)? Yes No

28. Do all school staff know where the adrenaline autoinjectors, the ASCIA Action Plans for Anaphylaxis and the Individual Anaphylaxis Management Plans are stored?

Yes No

29. Has the school purchased adrenaline autoinjector(s) for general use, and have they been placed in the school’s first aid kit(s)?

Yes No

30. Where are these first aid kits located?

Do staff know where they are located?

Yes No

31. Is the adrenaline autoinjector for general use clearly labelled as the ‘General Use’ adrenaline autoinjector?

Yes No

32. Is there a register for signing adrenaline autoinjectors in and out when taken for excursions, camps etc?

Yes No

SECTION 4: Risk Minimisation strategies

33. Have you done a risk assessment to identify potential accidental exposure to allergens for all students who have been diagnosed as being at risk of anaphylaxis?

Yes No



34. Have you implemented any of the risk minimisation strategies in the Anaphylaxis Guidelines? If yes, list these in the space provided below. If no please explain why not as this is a requirement for school registration.

Yes No

35. Are there always sufficient school staff members on yard duty who have current Anaphylaxis Management Training?

Yes No

SECTION 5: School management and emergency response

36. Does the school have procedures for emergency responses to anaphylactic reactions? Are they clearly documented and communicated to all staff?

Yes No

37. Do school staff know when their training needs to be renewed? Yes No

38. Have you developed emergency response procedures for when an allergic reaction occurs?

Yes No

a. In the class room? Yes No

b. In the school yard? Yes No

c. In all school buildings and sites, including gymnasiums and halls? Yes No

d. At school camps and excursions? Yes No

e. On special event days (such as sports days) conducted, organised or attended by the school?

Yes No

39. Does your plan include who will call the ambulance? Yes No

40. Is there a designated person who will be sent to collect the student’s adrenaline autoinjector and individual ASCIA Action Plan for Anaphylaxis?

Yes No

41. Have you checked how long it takes to get an individual’s adrenaline autoinjector and corresponding individual ASCIA Action Plan for Anaphylaxis to a student experiencing an anaphylactic reaction from various areas of the school including:

Yes No

a. The class room? Yes No

b. The school yard? Yes No

c. The sports field? Yes No

d. The school canteen? Yes No

42. On excursions or other out of school events is there a plan for who is responsible for ensuring the adrenaline autoinjector(s) and Individual Anaphylaxis Management Plans (including the ASCIA Action Plan) and the adrenaline autoinjector for general use are correctly stored and available for use?

Yes No



43. Who will make these arrangements during excursions?

…………………………………………………………………………………………………..

44. Who will make these arrangements during camps?

…………………………………………………………………………………………………..

45. Who will make these arrangements during sporting activities?

…………………………………………………………………………………………………..

46. Is there a process for post-incident support in place? Yes No

47. Have all school staff who conduct classes attended by students at risk of anaphylaxis, and any other staff identified by the principal, been briefed by someone familiar with the school and who has completed an approved anaphylaxis management course in the last 2 years on:

a. The school’s Anaphylaxis Management Policy? Yes No

b. The causes, symptoms and treatment of anaphylaxis? Yes No

c. The identities of students at risk of anaphylaxis, and who are prescribed an adrenaline autoinjector, including where their medication is located?

Yes No

d. How to use an adrenaline autoinjector, including hands on practice with a trainer adrenaline autoinjector?

Yes No

e. The school’s general first aid and emergency response procedures for all in-school and out-of-school environments?

Yes No

f. Where the adrenaline autoinjector(s) for general use is kept? Yes No

g. Where the adrenaline autoinjectors for individual students are located including if they carry it on their person?

Yes No

SECTION 6: Communication Plan

48. Is there a Communication Plan in place to provide information about anaphylaxis and the school’s policies?

a. To school staff? Yes No

b. To students? Yes No

c. To parents? Yes No

d. To volunteers? Yes No

e. To casual relief staff? Yes No

49. Is there a process for distributing this information to the relevant school staff? Yes No



a. What is it?

50. How will this information kept up to date?

51. Are there strategies in place to increase awareness about severe allergies among students for all in-school and out-of-school environments?

Yes No

52. What are they?



Appendix B: School Anaphylaxis Supervisor checklist

Principal

Stage Responsibilities or

Ongoing Be aware of the requirements of MO706 and the associated guidelines

published by the Department of Education and Training.

Ongoing Nominate appropriate school staff for the role of School Anaphylaxis

Supervisor at each campus and ensure they are appropriately trained.

Ongoing Ensure all school staff complete the ASCIA Anaphylaxis e-training for

Victorian Schools every 2 years, which includes formal verification of

being able to use adrenaline autoinjector devices correctly.

Ongoing Ensure an accurate record of all anaphylaxis training completed by staff

is maintained, kept secure and that staff training remains current.

Ongoing Ensure that twice-yearly Anaphylaxis School Briefings are held and led

by a member of staff familiar with the school, preferably a School

Anaphylaxis Supervisor.

Staff training

Staff Training requirements or

School

Anaphylaxis

Supervisor

To perform the role of School Anaphylaxis Supervisor staff must have

current approved anaphylaxis training as outlined in MO706.

In order to verify the correct use of adrenaline autoinjector devices by

others, the School Anaphylaxis Supervisor must also complete and

remain current in Course in Verifying the Correct Use of Adrenaline

Autoinjector Devices 22303VIC (every 3 years).

School staff All school staff should:

complete the ASCIA Anaphylaxis e-training for Victorian Schools (every 2 years) and

be verified by the School Anaphylaxis Supervisor within 30 days of completing the ASCIA e-training as being able to use the adrenaline autoinjector (trainer) devices correctly to complete their certification.



School Anaphylaxis Supervisor responsibilities

Ongoing Tasks or

Ongoing Ensure they have currency in the Course in Verifying the Correct Use of

Adrenaline Autoinjector Devices 22303VIC (every 3 years) and the ASCIA

Anaphylaxis e-training for Victorian Schools (every 2 years).

Ongoing Ensure that they provide the principal with documentary evidence of

currency in the above courses.

Ongoing Assess and confirm the correct use of adrenaline autoinjector (trainer)

devices by other school staff undertaking the ASCIA Anaphylaxis e-

training for Victorian Schools.

Ongoing Send periodic reminders to staff or information to new staff about

anaphylaxis training requirements.

Ongoing Provide access to the adrenaline autoinjector (trainer) device for

practice use by school staff.

Ongoing Provide regular advice and guidance to school staff about allergy and

anaphylaxis management in the school as required.

Ongoing Liaise with parents or guardians (and, where appropriate, the student)

to manage and implement Individual Anaphylaxis Management Plans.

Ongoing Liaise with parents or guardians (and, where appropriate, the student)

regarding relevant medications within the school.

Ongoing Lead the twice-yearly Anaphylaxis School Briefing

Ongoing Develop school-specific scenarios to be discussed at the twice-yearly

briefing to familiarise staff with responding to an emergency situation

requiring anaphylaxis treatment; for example:

a bee sting occurs on school grounds and the student is conscious

an allergic reaction where the child has collapsed on school grounds and the student is not conscious.

Similar scenarios will also be used when staff are demonstrating the

correct use of the adrenaline autoinjector (training) device.

Further information about anaphylaxis management and training requirements in Victorian schools

can be found at:





An observation record must be made and retained at the school for each staff member demonstrating the

correct use of the adrenaline autoinjector (trainer) device. Certification that the device is used correctly

can only be provided by the appropriately trained School Anaphylaxis Supervisor.

Verifying the correct use of Adrenaline Autoinjector (trainer) Devices

Stage Actions or

Preparation Verification resources, documentation and adrenaline autoinjector (trainer)

devices and equipment are on hand and a suitable space for verification is

identified.

Preparation Confirmation of the availability of a mock casualty (adult) for the staff member

to demonstrate use of the adrenaline autoinjector devices on. Testing of the

device on oneself or the verifier is not appropriate.

Demonstration Successful completion of the ASCIA Anaphylaxis e-training for Victorian Schools

within the previous 30 days is confirmed by sighting the staff member’s printed

ASCIA e-training certificate.

Demonstration Confirmation the staff member has had an opportunity to practise use of the

adrenaline autoinjector (trainer) device/s prior to the verification stage.

Demonstration To conduct a fair appraisal of performance, the verifier should first explain what

the candidate is required to do and what they will be observed doing prior to

the demonstration, including a scenario for the mock casualty. This ensures the

candidate is ready to be verified and clearly understands what constitutes

successful performance or not.

Practical Demonstration

Anaphylaxis Management:

School Supervisors’ Observation Checklist

Name of School Anaphylaxis Supervisor: ___________________ Signature: __________________________

Name of staff member being assessed: _____________________ Signature: __________________________

Assessment Result: Competent or Not competent (select as appropriate)

Assessment date: _______________________________________________________________________



Stage The staff member: Attempts or

1 2 3

Prior to use:

Identifying the

components of

the EpiPen®

Correctly identified components of the adrenaline autoinjector

(although some of these are not available on the trainer device, they

should be raised and tested): School Anaphylaxis Supervisors to ask

the below questions.

Where is the needle located?

What is a safety mechanism of the EpiPen®?

What triggers the EpiPen® to administer the medication?

What does the label of the EpiPen® show?

Stage The staff member: Attempts or

1 2 3

Prior to use:

Demonstrated

knowledge of

the appropriate

checks of the

EpiPen®

Demonstrated knowledge of the appropriate checks of the adrenaline

autoinjector device (although these are not available on the trainer

device, they should be raised and tested): School Anaphylaxis

Supervisors to ask the below questions.

Prior to administering the EpiPen® what should you check?

What do you check the viewing window for?

What do you check the label for?

Demonstration:

Correct

positioning

when applying

anaphylaxis first

aid

Positioned themselves and the (mock) casualty correctly in

accordance with ASCIA guidelines ensuring the:

casualty is lying flat unless breathing is difficult or placed in a recovery position if unconscious or vomiting

casualty is securely positioned to prevent movement when administering the adrenaline autoinjector device

person administering the adrenaline autoinjector device is facing the casualty.

Demonstration:

Correct

administration

of the EpiPen®

Administered the adrenaline autoinjector device correctly (this

example is for an EpiPen® device):

formed a fist to hold the EpiPen® device correctly

pulled off blue safety release

applied the orange end at right angle to the outer mid-thigh (with or without clothing), ensuring pockets and seams were not in the way

activated the EpiPen® by pushing down hard until a click is heard

held the EpiPen® in position for 10 seconds after activation

removed EpiPen® and massaged the injection site for 10 seconds.

Demonstration: Demonstrated correct use in a realistic time period for treatment in

an emergency situation.

Post use: Demonstrated knowledge of correct procedures post use of the

adrenaline autoinjector devices: School Anaphylaxis Supervisors to ask



Handling used

EpiPen®

the below questions.

What information should you record at the time of administering the EpiPen®?

What do you do with the used EpiPen® once it has been administered?

Test Outcome

Certifying the correct use of the adrenaline autoinjector (training) device

or

Where checking and demonstration is successful the verifier will:

sign and date the staff member’s ASCIA e-training certificate

provide a copy to the staff member

store the staff member’s ASCIA certificate and this observation record in a central office location to ensure confidentiality is maintained

update school staff records for anaphylaxis training.

If the adrenaline autoinjector (trainer) device has NOT been checked or administered correctly

through successfully completing all the steps above, the verifier cannot deem the staff member

competent. The staff member should be referred back to the ASCIA Anaphylaxis e-training for

further training and re-present for verification:

this action should be recorded in staff records

the verifier must not provide training to correct practice.



APPENDIX C: Anaphylaxis Management Plan Cover Sheet

This plan is to be completed by the principal or nominee on the basis of information from the student's medical practitioner (ASCIA Action Plan for

Anaphylaxis) provided by the parent.

It is the parent’s responsibility to provide the school with a copy of the student's ASCIA Action Plan for Anaphylaxis containing the emergency

procedures plan (signed by the student's medical practitioner) and an up-to-date photo of the student - to be appended to this plan; and to inform

the school if their child's medical condition changes.

School Phone

Student

DOB Year level

Severely allergic to:

Other health conditions

Medication at school

EMERGENCY CONTACT DETAILS (PARENT) Name Name

Relationship Relationship

Home phone Home phone

Work phone Work phone

Mobile Mobile

Address

Address

EMERGENCY CONTACT DETAILS (ALTERNATE) Name Name

Relationship Relationship

Home phone Home phone

Work phone Work phone

Mobile Mobile

Address

Address

Medical practitioner contact Name

Phone



Emergency care to be provided at school

Storage location for adrenaline autoinjector (device specific) (EpiPen®)

ENVIRONMENT To be completed by principal or nominee. Please consider each environment/area (on and off school site) the student will be in for the year, e.g.

classroom, canteen, food tech room, sports oval, excursions and camps etc.

Name of environment/area:

Risk identified Actions required to minimise the risk Who is responsible? Completion date?











(continues on next page)





This Individual Anaphylaxis Management Plan will be reviewed on any of the following occurrences (whichever happen earlier):

annually

if the student's medical condition, insofar as it relates to allergy and the potential for anaphylactic reaction, changes

as soon as practicable after the student has an anaphylactic reaction at school

when the student is to participate in an off-site activity, such as camps and excursions, or at special events conducted, organised or attended by the school (eg. class parties, elective subjects, cultural days, fetes, incursions).

I have been consulted in the development of this Individual Anaphylaxis Management Plan.

I consent to the risk minimisation strategies proposed.

Risk minimisation strategies are available at Chapter 8 – Risk Minimisation Strategies of the Anaphylaxis Guidelines

Signature of parent:

Date:

I have consulted the parents of the students and the relevant school staff who will be involved in the implementation of this Individual Anaphylaxis Management Plan.

Signature of principal (or nominee):

Date:



Appendix D: Medication Management Procedures

The school has developed procedures for the appropriate storage and administration of prescribed and non-prescribed medicines to students by school staff with reference to individual student medical information.

1. Student Information

Parents and/or guardians are required to keep the school informed of current medical contact details concerning students and any current medical conditions and appropriate medical history.

Every student who has a medical condition or illness has an individual management plan that is attached to the student’s records. This management plan is provided by the student’s parents/guardians and contains details of:

the usual medical treatment needed by the student at school or on school activities

the medical treatment and action needed if the student’s condition deteriorates

the name, address and telephone numbers for an emergency contact and the student’s doctor

2. Administration of prescribed Oral Medication

Parents/guardians are required to inform the principal in writing of any prescribed medication that students need to take in school hours. Where medication is required in spontaneous situations, detailed administration instructions should be provided, for example in the case of asthma attacks. Medication Administration Permission Forms are available from the Administration Office and should be completed and signed by the parent/guardian.

Certain students are capable of taking their own medication (usually tablets) while other students will need assistance from teachers. This information will be recorded on the individual student’s management plan.

All medication sent to school is to be administered by school staff and, parents/guardians are required to supply medication in a container that gives the name of the medication, name of the student, the dose, and the time it is to be given.

Where medication for more than one day is supplied, it is to be locked in the storage cupboard in the school administration office.

3. Administration of Analgesics

Analgesics are only to be given following permission of parents/guardians and are to be issued by a First Aid Officer who maintains a record to monitor student intake. Analgesics are to be supplied by the parents.

4. Asthma



Asthma is an extremely common condition for Australian students. Students with asthma have sensitive airways in their lungs. When exposed to certain triggers their airways narrow, making it hard for them to breathe.

Symptoms of asthma commonly include:

cough

tightness in the chest

shortness of breath/rapid breathing

wheeze (a whistling noise from the chest)

Many children have mild asthma with very minor problems and rarely need medication. However, some students will need medication on a daily basis and frequently require additional medication at school (particularly before or after vigorous exercise). Most students with asthma can control their asthma by taking regular medication.

4.1 Student Asthma Information

Every student with asthma attending the school has a written Asthma Action Plan, ideally completed by their treating doctor or pediatrician, in consultation with the student’s parent/carer.

This plan is attached to the student’s records and updated annually or more frequently if the student’s asthma changes significantly. The Asthma Action Plan should be provided by the student’s doctor and is accessible to all staff. It contains information including:

usual medical treatment (medication taken on a regular basis when the student is ‘well’ or as pre-medication prior to exercise)

details on what to do and details of medications to be used in cases of deteriorating asthma – this includes how to recognise worsening symptoms and what to do during an acute asthma attack

name, address and telephone number of an emergency contact

name, address and telephone number (including an after-hours number) of the student’s doctor

If a student is obviously and repeatedly experiencing asthma symptoms and/or using an excessive amount of reliever medication, the parents/carers will be notified so that appropriate medical consultation can be arranged. Students needing asthma medication during school attendance must have their medication use; date, time and amount of dose recorded in the First Aid Treatment Book in the sick bay each time for monitoring of their condition.

4.2 Asthma Medication

There are three main groups of asthma medications: relievers, preventers and symptom controllers. There are also combination medications containing preventer and symptom controller medication in the same delivery device.

Reliever medication provides relief from asthma symptoms within minutes. It relaxes the muscles around the airways for up to four hours, allowing air to move more easily through the airways. Reliever medications are usually blue in colour and common brand names include Airomir, Asmol, Bricanyl, Epaq and Ventolin. These medications will be easily accessible to students at all times, preferably carried by the student with asthma. All students with asthma are encouraged to



recognise their own asthma symptoms and take their blue reliever medication as soon as they develop symptoms at school.

Preventer medications come in autumn colours (for example brown, orange, and yellow) and are used on a regular basis to prevent asthma symptoms. They are mostly taken twice a day at home and will generally not be seen in the school environment.

Symptom controllers are green in colour and are often referred to as long acting relievers. Symptom controllers are used in conjunction with preventer medication and are taken at home once or twice a day.

Symptom controllers and preventer medications are often combined in one device. These are referred to as combination medications and will generally not be seen at school.



APPENDIX E: STUDENT MEDICAL FORM – Asthma

This form must be completed if your child suffers from asthma

The information collected on this form will be provided to all staff who care for your child. It will be used to assist them to provide safe asthma management for your child at school or while participating in a school activity. The school will only disclose this information to others with your consent if it is to be used elsewhere. Please contact the school at any time if you need to update this Plan or if you have any questions about the management of asthma at school. If no Asthma Action Plan is provided by the parent/carer, the staff will treat asthma symptoms as outlined in the Victorian Schools Asthma Policy.

STUDENT NAME: Level of Asthma suffered by child:

Mild Moderate Severe

Usual signs of child’s asthma:

Wheezing _________________

Tightness in chest __________

Coughing _________________

Difficulty in breathing ________

Difficulty speaking __________

Other (please describe)

Worsening signs of child’s asthma:

Increased signs of –

Wheezing _________________

Tightness in chest __________

Coughing _________________

Difficulty in breathing ________

Difficulty speaking __________

Other (please describe)

What triggers the child’s asthma?

Exercise ________________

Colds/Viruses ____________

Pollens _________________

Dust ___________________

Other Triggers (please describe)

Does your child need assistance taking his/her medication? Yes No



Asthma medication requirements usually taken at school: (including preventers, symptom controllers,

combination medication,

medication before exercise)

Name of Medication Method

(eg. puffer & spacer, turbuhaler)

When and How Much?

Is your child on regular preventer medication taken at home? Yes If yes, please specify the name of

the

No medication:

PLEASE TICK PREFERRED FIRST AID PLAN Victorian Schools Asthma Policy for Asthma First Aid (Section 4.5.7.8 of Dept. of Education & Training’s Victorian Government Schools’ Reference Guide)

1. Sit the student down and remain calm to reassure the student. Do not leave the student alone.

2. Without delay shake a blue reliever puffer (names include Ventolin, Airomir, Asmol or Epaq) and give 4 separate puffs, through a spacer (spacer technique – 1 puff/take 4 breaths from spacer, repeat until 4 puffs have been given).

3. Wait 4 minutes. If there is no improvement, give another 4 separate puffs, as per step 2. 4. Wait 4 minutes. If there is no improvement, call an ambulance (dial 000) immediately and

state that “a student is having an asthma attack”. 5. Continuously repeat steps 2 & 3 whilst waiting for the ambulance to arrive.

[If at any time the student’s condition worsens, call an ambulance immediately.]

OR Student’s Asthma First Aid Plan

If different from the Victorian Schools Asthma Policy above, please attach a personal asthma management plan, designed in consultation with the child’s doctor. This is a compulsory inclusion

if the child is a moderate or severe asthma sufferer.



Please notify me if my child regularly has asthma symptoms at school.

Please notify me if my child has received asthma first aid. In the event of an asthma attack at school, I agree to my child receiving the treatment described above. I authorise school staff to assist my child with taking asthma medication should he/she require help. I will notify you in writing if there are any changes to these instructions. I also agree to pay all expenses incurred for any medical treatment deemed necessary.

Parent/ Guardian Signature Date

______________________________________ _________________________



Appendix F: Diabetes Management Plan D HYPO (Hypoglycaemia) Blood Glucose Levels (BGL) below 4.0 mm0l/L

Hyper (Hyperglycaemia) Blood Glucose Levels Above 15.0 mmol/L

MILD

Serve amount – Sugar

5 Jelly Beans

Or

125ml Lemonade

Serve amount – Carbohydrate 4 – 6 Dry biscuits

Or

Student’s lunch

SEVERE Possible symptoms

Frequent urination

Thirst

Lethargy

Nausea

Irritability

Vomiting Action 1. Do not withhold normal meal or snack - Check blood glucose level

2. Encourage student to drink water

3. Contact Parents

Possible Symptoms

Pale

Hungry

Sweating

Trembling

Shaky

Feeling “Hypo” Action

1. Sugar serve -check blood glucose level

2. If symptoms persist repeat sugar serve

3. Carbohydrate serve

Possible Symptoms

Unable to stand

Disorientated

Confused

Unable to swallow

Unconsciousness

Seizure Action

1. If able to swallow student can sip on lemonade

2. If Unconscious use

recovery position

2. Call ambulance 000 call emergency (at GEP) 333 then call parents – do not leave student unattended

All other relevant information including storage of Hypo Box / Spare Syringes / Pump etc Student carries spare syringes – extra supplies are kept in the First Aid room highlighted with student’s name Hypo box is kept in the First Aid room – spare jelly beans and / or lemonade with my students name on them Student wears a pump - there are spare ports, antiseptic wipes etc in the first aid room highlighted with students name Please note: It is the parent’s responsibility to ensure that the correct supplies are available for the student’s use

Contact Name/s Mrs Mother Student Home 5132 0000 Mobile 04000000000000 Work 5132 0000 Signed: Mother Student

Documents

MEDICAL INFORMATION, MEDICATION AND FIRST AID POLICY · 2018-06-07 · KURNAI COLLEGE No. 8716 Campus: University, Churchill, Morwell, LV FLO & KYPP Page 1 of 44 This policy was last