HLTAID011 STUDENT WORKBOOK

HLTAID011 STUDENT WORKBOOK :

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STUDENT ASSESSMENT BOOKLET HLTAID011 Provide first aid

Student Name: ___________________________________________________________________________ Date Commenced: ________________________________________________________________________

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Table of Contents

Assessment Overview…………………………………………………………………………………………. 4

Assessment Task Summary…………………………………………………………………………….. 4

Assessment Documents………………………………………………………………………………………. 4

Required Additional Documents………………………………………………………………………… 4

Assessment Task Cover Sheet…………………………………………………………………………. 4

The Assessment Process and Your Rights………………………………………………………………. 5

Submitting your Assessment Tasks……………………………………………………………………. 5

Assessment Attempts and Resubmissions…………………………………………………………… 5

Assessment Outcomes……………………………………………………………………………………. 5

Plagiarism, Cheating and Collusion……………………………………………………………………. 5

Assessment Appeals………………………………………………………………………………………. 6

Reasonable Adjustment…………………………………………………………………………………… 6

Information about Assessment………………………………………………………………………………. 6

Dimensions of Competency……………………………………………………………………………… 6

Principles of Assessment and Rules of Evidence…………………………………………………… 7

Principles of Assessment…………………………………………………………………………………. 7

Rules of Evidence………………………………………………………………………………………….. 7

Glossary of Instructional Task Words………………………………………………………………….. 8

Assessment Plan……………………………………………………………………………………………….. 9

Assessment Task Cover Sheet – Assessment Task 1………………………………………………. 11

Assessment Task 1: First Aid Scenarios and Demonstrations…………………………………….. 13

Scenario 1 – Adult CPR…………………………………………………………………………….. 15

Scenario 2 – Infant CPR…………………………………………………………………………….. 17

Scenario 3 – Anaphylaxis…………………………………………………………………………… 18

Scenario 4 – Asthma Attack……………………………………………………………………….. 19

First Aid Demonstrations……………………………………………………………………………. 20

Assessment Task Cover Sheet – Assessment Task 2………………………………………………. 23

Assessment Task 2: Incident Reports……………………………………………………………………. 25

Assessment Task Cover Sheet – Assessment Task 3………………………………………………. 29

Assessment Task 3: Theory Test…………………………………………………………………………. 31

Appendices……………………………………………………………………………………………………… 53

Appendix A: Incident Report Form……………………………………………………………………. 53

Assessment Overview

Assessment Task Summary

First Aid Scenarios and Demonstrations		Adult CPRInfant CPRAnaphylaxis Asthma.a snake bitea basic woundbleeding control a suspected sprain/straina fracturea person in shock.
Incident Reports
Theory Test

Assessment Documents

Required Additional Documents

• Incident Report Form

Assessment Task Cover Sheet

The Assessment Process and Your Rights

Submitting your Assessment Tasks

Assessment Attempts and Resubmissions

• Resubmit incorrect answers to questions (such as written tasks and case studies)
• Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
• Redo a role play after being provided with appropriate feedback about your original performance
• Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback
• Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
• Be provided with feedback about your performance in a role play and then being required to complete the role play again at a future meeting with your assessor
• Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable)

Assessment Outcomes

Plagiarism, Cheating and Collusion

• Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
• Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and passing them off as your own by failing to give appropriate acknowledgement of HLTAID011 STUDENT WORKBOOK . This includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.
• Collusion – unauthorised collaboration between students.

Assessment Appeals

Reasonable Adjustment

1. The views of the student
2. The potential effect of the adjustment on the student and others
3. The costs and benefits of making the adjustment

Information about Assessment

Dimensions of Competency

• Task Skills: The skills needed to perform a HLTAID011 STUDENT WORKBOOK task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
• Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.
• Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.
• Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.

Principles of Assessment and Rules of Evidence

Principles of Assessment

• Validity:

‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.’

Validity requires:

• Assessment against the unit/s of competency and the associated HLTAID011 STUDENT WORKBOOK assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
• Assessment of knowledge and skills is integrated with their practical application
• HLTAID011 STUDENT WORKBOOK Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and
• Judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated HLTAID011 STUDENT WORKBOOK assessment requirements.
• Reliability:

‘Evidence presented for HLTAID011 STUDENT WORKBOOK assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.’

• Flexibility:

‘Assessment is flexible to the individual learner by:

• Reflecting the learner’s needs
• Assessing competencies held by the learner no matter how or where they have been acquired
• Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.’
• Fairness:

‘The individual learner’s needs are considered in the assessment process.

‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.

‘The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.’

Rules of Evidence

• Validity:

‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.’

• Sufficiency:

‘The assessor is assured that the quality, quantity and relevance of the HLTAID011 STUDENT WORKBOOK assessment evidence enables a judgement to be made of a learner’s competency.’

• Currency:

‘The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.’

• Authenticity:

‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’

Glossary of Instructional Task Words

Assessment Plan

Assessment Task 1: First Aid Scenarios and Demonstrations
2.      Assessment Task 2: Incident Reports
3.      Assessment Task 3: Theory Test

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Agreement by the student
	Yes	No
	Yes	No
	Yes	No
	Yes	No
	Yes	No
	Yes	No

Assessment Task Cover Sheet – Assessment Task 1

• Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

	HLTAID011 Provide first aid

STUDENT DECLARATION

1. None of this work has been completed by any other person.
2. I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
3. I have correctly referenced all resources and reference texts throughout these HLTAID011 STUDENT WORKBOOK assessment tasks.
4. I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.

ASSESSOR FEEDBACK

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Assessment Task 1: First Aid Scenarios and Demonstrations

If you are undertaking workplace-based training and HLTAID011 STUDENT WORKBOOK assessment, you may be undertaking the scenarios in your own workplace. In some cases, your scenarios may be undertaken outdoors, particularly if the area you are studying has an outdoor focus (for example, horticulture, sports and recreation, construction and so on).

Task summary

Task summary Adult CPRInfant CPRAllergic reaction/anaphylaxis Asthma attack.

What happens if you get something wrong

Resources and equipment required

Access to your learning materialsRefer to each scenario/demonstration for the resources and equipment required.

Where and when this task will be completed

Submission requirements

Task instructions

.

Scenario 1 – Adult CPR

About the scenarios

• Part A: CPR, with use of an AED
• Part B: CPR with rotation of operators
• Part C: Placing a person into the recovery position.

Context and conditions of these scenarios

DRSABCD ANS: DRSABCD stands for: Danger: assess the scene and ensure it is safe Response: check if the person is responsive by gently shaking their shoulders and asking if they are okay Send for help: call emergency services (000 in Australia) Airway: open the person’s airway by tilting their head and lifting their chin Breathing: check if the person is breathing normally, and if not start CPR CPR: perform chest compressions and rescue breaths   How to conduct a visual HLTAID011 STUDENT WORKBOOK assessment ANS: This involves looking at the person and observing their appearance and behavior to determine if they are in a state of distress or injury.   How to place someone in the recovery position ANS: The recovery position involves turning the person onto their side, so that if they vomit, their airway remains clear.   The secondary survey ANS: This involves checking for any other injuries or illnesses, and taking measures to treat them if necessary.   How to deal with vomiting/regurgitation ANS:  If a person is vomiting or regurgitating, it is important to turn them onto their side and clear their airway.   Safe manual handling when dealing with a casualty ANS: This involves using correct body mechanics and lifting techniques to minimize the risk of injury to both the first aider and the casualty.   How to treat a casualty with respect ANS: This involves being empathetic, considerate, and maintaining the person’s dignity.     Monitoring a casualty until emergency services arrives ANS: This involves checking the person’s vital signs and responding appropriately to any changes.   How to rotate operators with minimal disruption to CPR ANS: This involves switching between two first aiders performing CPR, ensuring that the compressions and breaths are continuous.   The recovery position ANS: This is a position in which a person is turned onto their side to help clear their airway and minimize the risk of choking.   How to provide an accurate verbal report to emergency services ANS: This involves giving the operator clear, concise information about the person’s condition and the circumstances of their injury.   How to review and debrief after a first aid situation. ANS: This involves reflecting on the first aid situation, discussing what went well and what could have been done better, and making any necessary improvements for future situations.

Resources required for these scenarios

• An AED training device
• A first aid kit
• An adult manikin (placed on the floor)
• A phone
• Classmates to play the role of colleagues
• A classmate to be your partner for Parts B and C.

Scenario 2 – Infant CPR

Context and conditions of this scenario

How to manage choking, including back slaps, chest thrusts and mouth-clearing processes ANS: When an infant is choking, the priority is to clear their airway as soon as possible. In infants under 1 year of age, back slaps are the recommended method for removing the foreign object from their airway. To perform back slaps, lay the infant face down along your forearm with their head lower than their body, and use the heel of your other hand to give five back slaps between the infant’s shoulder blades. If the back slaps are not effective, chest thrusts may be used. To perform chest thrusts, lay the infant face up along your forearm with their head lower than their body, and use two fingers to perform five chest thrusts in the center of the infant’s chest. If the object is still not cleared, repeat the back slaps and chest thrusts until emergency services arrive.   DRSABCD ANS: DRSABCD is the acronym used to remember the steps of the emergency response process: D – Danger: Check the scene for any potential dangers to you and the casualty. R – Response: Check if the casualty is responsive by calling their name and gently shaking their shoulder. S – Send for help: Call emergency services if the casualty is not responsive. A – Airway: Open the airway by tilting the head back and lifting the chin. B – Breathing: Check for breathing by placing your ear near the casualty’s mouth and nose, and looking for the chest to rise and fall. C – CPR: If the casualty is not breathing, perform CPR immediately, starting with chest compressions. D – Defibrillation: If an AED is available, use it to deliver a shock as soon as possible.   Consent to perform first aid ANS: Before performing first aid, it is important to obtain consent from the casualty or their guardian if they are conscious and able to give it. If the casualty is unconscious, it is assumed that they would have given their consent for first aid to be performed.   How to conduct a visual assessment ANS: A visual HLTAID011 STUDENT WORKBOOK assessment involves quickly observing and analyzing the physical appearance and behavior of the casualty to assess the situation and determine the best course of action. This includes looking for any obvious injuries, signs of distress, and the overall condition of the casualty.     The secondary survey ANS: The secondary survey is a more in-depth HLTAID011 STUDENT WORKBOOK assessment of the casualty’s injuries and medical history, performed after the initial visual assessment and any life-threatening conditions have been addressed. This includes asking about any pre-existing medical conditions, allergies, and medications, checking for any other injuries, and monitoring vital signs such as pulse, breathing, and level of consciousness.   Safe manual handling when dealing with a casualty ANS: Safe manual handling involves using proper technique and body mechanics to lift and move a casualty, minimizing the risk of injury to both the first aider and the casualty. This includes using a proper lifting technique, avoiding awkward positions, and using equipment such as backboards and stretchers if available.   Monitoring a casualty until emergency services arrive ANS: Monitoring the casualty involves continuously observing their condition and vital signs, and providing any necessary first aid until emergency services arrive     The recovery position ANS: Monitoring the casualty involves continuously observing their condition and vital signs, and providing any necessary first aid until emergency services arrive. This includes keeping the casualty in the recovery position if appropriate, and checking for breathing and pulse regularly.   How to provide an accurate verbal report to emergency services ANS: To provide an accurate verbal report to emergency services, it is important to have clear and concise communication. When calling for help, you should provide the following information: Your location: Clearly state the address or location of the incident so that the emergency services can quickly find you. Nature of the emergency: Explain the situation, such as a person is unconscious, not breathing, having a heart attack, or choking. Number of casualties: If there are multiple people who require assistance, inform the emergency services of the number of people and their conditions. Age and gender of the casualty: Provide the age and gender of the person who needs help. This information helps emergency services prepare for the type of assistance required. Any other relevant information: Provide any other relevant information such as if the person has a history of medical conditions, is taking medication, or has any allergies.   How to review and debrief after a first aid situation. ANS: After a first aid situation, it is important to review and debrief what happened. This helps to identify any areas for improvement, acknowledge what was done well, and provide closure for those involved. The debrief should include the following steps:   Review the events: Review the events leading up to the incident, the actions taken, and the outcome. Identify areas for improvement: Identify any areas where the response could have been improved and discuss ways to prevent similar incidents in the future. Acknowledge what was done well: Acknowledge the actions taken and the people who responded appropriately during the situation. Provide closure: Provide closure to everyone involved, including the casualty and their family, first aiders, and witnesses.

Resources required for this scenario

• An infant manikin
• A first aid kit
• A phone
• Classmates to play the role of colleagues and children.

Scenario 3 – Anaphylaxis

Context and conditions of this scenario

How to make casualties comfortable and monitor their status ANS: Making a casualty comfortable is an important aspect of providing first aid. When someone is suffering from an anaphylactic reaction, they may be in distress, anxious and in pain. To make them comfortable, the first aider should provide them with a calm, reassuring and reassuring presence, and help them to find a comfortable position. This may involve lying down, raising their legs, or using a pillow to support their head. To monitor the casualty’s status, the first aider should observe their breathing, pulse and level of consciousness. If the casualty’s breathing becomes difficult or they lose consciousness, it is important to call emergency services immediately. The first aider should also continue to provide reassurance to the casualty and make sure they are breathing comfortably until the ambulance arrives.       Consent to perform first aid ANS: Consent to perform first aid is important as it respects the autonomy of the individual and allows them to make informed decisions about their own care. In a situation where someone is suffering from an anaphylactic reaction, they may not be able to give verbal consent due to their distress. However, if the first aider believes that administering first aid is in the best interest of the casualty, they may proceed with providing care.     How to conduct a visual and verbal HLTAID011 STUDENT WORKBOOK assessment AMS: Conducting a visual and verbal assessment is an important aspect of providing first aid. To conduct a visual assessment, the first aider should observe the appearance of the casualty, including their skin color, facial swelling, and the presence of rashes or hives. They should also check for signs of breathing difficulties, such as shortness of breath, wheezing or coughing.   What to check prior to administering an adrenalin auto-injector ANS: Conducting a visual and verbal assessment is an important aspect of providing first aid. To conduct a visual assessment, the first aider should observe the appearance of the casualty, including their skin color, facial swelling, and the presence of rashes or hives. They should also check for signs of breathing difficulties, such as shortness of breath, wheezing or coughing.   The verbal assessment involves asking the casualty questions to determine their level of consciousness and any pain or discomfort they may be experiencing. It is also important to find out what caused the reaction, as this information can be useful for the ambulance crew when they arrive.   How to administer an EpiPen ANS: Before administering an adrenalin auto-injector, the first aider should check that the casualty has an adrenaline auto-injector prescribed by their doctor and that it is within the expiry date. They should also ensure that the casualty is aware of how to use the device, and check that they have used it correctly.   Treating casualties with respect ANS:  It is important to treat every casualty with dignity and respect, regardless of the circumstances. This includes respecting their personal space, avoiding physical contact unless necessary, and speaking to them in a calming and reassuring tone. The casualty may be scared, anxious or in pain, and it is the first aider’s responsibility to do everything possible to make them feel comfortable and safe.   Monitoring a casualty until emergency services arrives. ANS: Monitoring the casualty’s condition is a critical aspect of first aid. The first aider should continuously assess the casualty’s breathing, pulse, skin color, and responsiveness, and report any changes to emergency services when they arrive. The first aider should also provide reassurance and comfort to the casualty, and help to keep them calm, until emergency services arrive. It is important to keep the casualty still and in a position that will not cause further harm, but also to avoid moving them unnecessarily.

Resources required for this scenario

• A phone (this can be a mobile phone or landline phone on a desk, for example)
• A glass or bottle of water
• A training EpiPen.

Scenario 4 – Asthma Attack

Context and conditions of this scenario

DRSABCD ANS: DRSABCD is the acronym for the standard sequence of steps for providing basic life support in an emergency situation. It stands for: D – Danger: Check the scene for any potential hazards to you and the casualty. R – Response: Check for responsiveness by gently shaking the person and asking if they can hear you. S – Send for help: Call emergency services or have someone else do it while you attend to the casualty. A – Airway: Open the airway by tilting the head back and lifting the chin. B – Breathing: Check for normal breathing and if the person is not breathing normally, begin rescue breaths. C – Circulation: If the person has a pulse but is not breathing, continue rescue breaths. If they have no pulse, begin chest compressions. D – Defibrillation: If an automated external defibrillator (AED) is available, use it as soon as possible.   Consent to perform first aid ANS: Consent to perform first aid means obtaining the permission of the injured person or a responsible guardian before providing any form of first aid. This can be done by asking if they are willing to receive first aid, and ensuring that they understand what first aid involves.   How to conduct a visual and verbal HLTAID011 STUDENT WORKBOOK assessment ANS: Conducting a visual and verbal assessment is an important step in providing first aid for an asthma attack. The assessor should look for signs such as rapid breathing, wheezing, coughing, and chest tightness. The assessor should also listen to the casualty’s breathing and ask them questions about their symptoms and the severity of the attack. This information can help the assessor determine the best course of action.   How to use an inhaler (with and without spacer device) to treat asthma ANS: Using an inhaler (with or without a spacer device) is a common way to treat an asthma attack. A spacer device is a device that fits between the inhaler and the mouth and helps deliver medication more effectively. It is important to know how to use an inhaler with or without a spacer device, as this can be a lifesaving skill in an emergency.   How to make casualties comfortable and monitor their status ANS: Making the casualty comfortable and monitoring their status is also important. The assessor should provide reassurance and help the casualty to a comfortable position, such as sitting upright. The assessor oof HLTAID011 STUDENT WORKBOOK should continue to monitor the casualty’s breathing and check for any changes in their symptoms. If the casualty’s condition worsens, the assessor should call for emergency services immediately.     Treating casualties with respect. ANS: Treating casualties with respect is an important part of first aid. The assessor should be empathetic, kind, and non-judgmental towards the casualty. They should respect their privacy and dignity, and act professionally and appropriately at all times.

Resources required for this scenario

• Two types of bronchodilator (placebo) with spacer device
• A person to play the role of the casualty.

First Aid Demonstrations

a snake bitea basic woundnose bleeda suspected sprain/straina fractureshock.

Context and conditions of these demonstrations

Asking for consent to provide first aidApplying the pressure immobilisation technique Basic wound care Nose bleedA suspected sprain/strainFracture ShockMaking sure your casualty is comfortableTreating your casualty with respectKnowing when to send for helpTaking standard precautions. ANS This is a first aid technique used for bites or stings from venomous creatures such as snakes. The goal is to immobilize the affected limb and slow the spread of venom through the body.   Basic wound care ANS: This involves cleaning and covering a wound to prevent infection and promote healing.   Nose bleed ANS: A nosebleed can be caused by a variety of reasons, such as dry air, nose picking, or a traumatic injury. Basic first aid for a nosebleed involves pinching the nostrils and leaning forward slightly.   A suspected sprain/strain ANS: A sprain or strain is an injury to a ligament or muscle, respectively. Basic first aid for a sprain or strain includes R.I.C.E (Rest, Ice, Compression, Elevation).   Fracture ANS: A fracture is a broken bone. Basic first aid for a fracture involves immobilizing the affected limb and seeking medical help.   Shock ANS: Shock is a life-threatening condition in which blood flow to the body’s vital organs decreases. Signs of shock include rapid breathing, sweating, pale skin, and weak pulse. Basic first aid for shock involves laying the person down, elevating their feet, and keeping them warm.   Making sure your casualty is comfortable ANS: Making the casualty comfortable is important in maintaining their overall well-being and reducing their stress levels.   Treating your casualty with respect ANS: Treating the casualty with respect involves being considerate, kind, and professional in your actions and words.   Knowing when to send for help ANS: It is important to know when to send for help, such as when the casualty’s condition is worsening or if they are in severe pain.   Taking standard precautions. ANS: Standard precautions involve taking steps to prevent the spread of infection, such as wearing gloves and washing your hands.

Resources required for these demonstrations

• A first aid kit, including:
• pressure/roller bandages
• triangular bandages
• compression bandages
• wound dressings
• saline/sterile water
• gloves.
• A rigid item to be used as a splint
• A blanket
• An icepack/compress
• A phone.

Demonstration 1: Envenomation

Demonstration 2: Basic wound care

Demonstration 3: Nose bleed

Demonstration 4: Sprain/strain

Demonstration 5: Fracture

Demonstration 6: Shock

Assessment Task Cover Sheet – Assessment Task 2

• Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

	HLTAID011 Provide first aid

STUDENT DECLARATION

1. None of this work has been completed by any other person.
2. I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
3. I have correctly referenced all resources and reference texts throughout these HLTAID011 STUDENT WORKBOOK assessment tasks.
4. I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.

ASSESSOR FEEDBACK

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Assessment Task 2: Incident Reports

Task summary

Resources and equipment required

Where and when this task will be completed

What happens if you get something wrong

Submission requirements

Completed Incident Report Form 1. Completed Incident Report Form 2.Response to scenario.

Task instructions

add the names of your classmates who were bystanders as witnessesadd the name of the person who played the role of the casualty (or make up a name if you were using a manikin)use the date/time that you completed the relevant incident (as close as you can recall)note that cause of injury may not be known in some cases (follow the procedure in this instance).

death (including suicide and suicide attempts)serious injuries (those that involve visiting a GP, first aid administration, transport by ambulance or hospitalisation)transport accidentsassault or threat of assault criminal acts (violence, theft, arson, vandalism)siege, hostage, disappearance or removal of a staff memberfirearms, weapons or bomb threatsfires, floods, major disasters or natural eventschemical, biological or radiological spillage or contaminationoutbreak or incidence of diseasesexual assault or allegations of inappropriate sexualised behaviour.

Assessment Task Cover Sheet – Assessment Task 3

• Please fill out this cover sheet clea

	HLTAID011 Provide first aid

STUDENT DECLARATION

1. None of this work has been completed by any other person.
2. I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
3. I have correctly referenced all resources and reference texts throughout these assessment tasks.
4. I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.

ASSESSOR FEEDBACK

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Assessment Task 3: Theory Test

Task summary

Resources and equipment required

PenAdditional paper if required.

Where and when this task will be completed

What happens if you get something wrong

Answer the questions that were incorrect in writing.Answer the questions that were incorrect verbally.

Submission requirements

Student Assessment Booklet 2 with all answers completed.

Task instructions

You will be given 60 minutes to complete the test.

Question 1 – First aid in general

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• g)     Tick ‘Correct’ or ‘Incorrect’ to the following statements.

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Question 2 – Psychological impacts and debriefing

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Question 3 – Chain of survival

2
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Question 4 – Airways and breathing

1. When maintaining an HLTAID011 STUDENT WORKBOOK open airway in an infant, the head should be kept in a neutral position, rather than tilting back the head as you would for an adult or older child. Select the answer below that best describes the reason for this.
2. In an infant the nasal passage, trachea and windpipe are much narrower than in adults and older children.
3. The trachea is very soft and can be distorted if the head is tilted backwards.
4. The head should be supported in a neutral HLTAID011 STUDENT WORKBOOK position with the mouth kept open with support on the chin.
5. There should be no pressure on the soft tissue of the neck.
6. All of the above.

• The backward head tilt and chin lift is used for adults and older children. Tick ‘Correct’ or ‘Incorrect’ to the following statements.

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• Tick ‘Correct’ or ‘Incorrect’ to the following statements about airway management.

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• Fill the gaps:

__________watch   for normal chest movements up and down.

______________ listen       by putting your ear near to the casualty’s mouth.

__________feel      by putting hand on chest or abdomen.

• An unconscious, breathing person should be put in which position? Tick the correct answer.
• On their back with the head tilted back.
• In the recovery position.
• Seated.
• On their back with the head in a neutral position.

Question 5 – CPR

1. You would commence CPR in which of the following situations? Tick the two correct answers.
2. If the person is unconscious and not breathing.
3. If the person is unconscious and not breathing normally.
4. If the person is unconscious and breathing normally.
5. Tick the criteria required for cardiopulmonary resuscitation. There are two correct answers.
6. Casualty is conscious.
7. Casualty is unresponsive/unconscious.
8. Casualty is not breathing normally.
9. What should you change about your CPR technique if a patient is under 12 months old? Tick the two correct answers.
10. Use two fingers instead of two hands for compressions and give smaller breaths.
11. Use two hands over the middle of the chest.
12. Use heel of one hand on the middle of the chest.
13. Make sure the head is not tilted.
14. At what depth should compressions be infants under 12 months old?
15. 5 cm.
16. 4 cm.
17. What is the correct ratio of compressions to breaths when performing CPR on adults, children and infants? Tick the correct answer.
18. 20 compressions to two breaths at 100 compressions per minute.
19. 30 compressions to three breaths at 60 compressions per minute.
20. 30 compressions to two breaths at 100–120 compressions per minute.
21. 20 compressions to five breaths at 60 compressions per minute.
22. 40 compressions to two breaths at 100 compressions per minute.
23. What should you do if a casualty vomits during CPR? Tick the correct answers.
24. Do not move them, but wipe the vomit away.
25. Immediately turn the patient onto their side into the recovery position
26. Turn them onto their stomach so the vomit can drain out.
27. Clear the airways.
28. When can you cease providing CPR on a casualty? Tick the correct answers.
29. The casualty has regained consciousness.
30. You have to leave the scene for an important appointment.
31. The casualty is dead.
32. Paramedics/ambulance arrive and take over.
33. A passer-by has been watching how to perform CPR and agrees to take over from you.
34. You are physically exhausted and cannot continue.
35. If you are a single rescuer performing CPR and you get exhausted, what can you do?
36. Stop CPR and wait for the ambulance.
37. Ask an untrained bystander to take over and watch them do CPR.
38. Ask an untrained bystander to assist with compressions only.
39. The first aider doing ventilations should say when they are ready to swap roles in HLTAID011 STUDENT WORKBOOK.

Question 6 – AEDs

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Question 7 – Infection control

Question 8 – Primary and secondary surveys

1. What is meant by the ‘Primary Survey’? Tick the correct answer.
2. The first time a first aider looks at the casualty.
3. Life threatening first aid response is conducted first using DRSABCD.
4. The first aider is to check for breathing first.
5. Severe bleeding is controlled before other first aid response.
6. What is the secondary survey? Tick the correct answer.
7. A systematic check of the casualty from head to toes to identify any injuries and abnormalities that are not obvious to the first aider.
8. Asking someone for a second opinion on the casualty’s condition.
9. Checking each major part of the body twice.
10. Write down what each word in the acronym below means:

A    ____Airway________________

M   _________Breathing_________________

P _________________Pulse______________________________________________________________

L    ______________________Level of responsiveness_________________________________________________________

E    _________- Exposure___________________________________________________________

• There are a number of things you can do as part of a visual and verbal assessment. Tick the six things that can be done when checking a casualty.
• Ask the casualty how well they can see.
• Look for visual signs of injuries.
• Look for medical bracelets.
• Look for medication, drugs or poisons.
• Look for signs of bleeding and obvious injury.
• Ask the casualty if they feel any pain.
• Use a tactile survey (touch) if the casualty is unconscious.
• Look to see if there is anyone else nearby who can help with the casualty.
• Work from the toes up to the head when the casualty is unconscious.
• All of the above.
• What regions of the body do you need to check during a visual HLTAID011 STUDENT WORKBOOK assessment?
• Head and spine.
• Head, spine, chest, abdomen, limbs and pelvic region.
• Ears, ears, nose throat.
• Legs, spine and head.
• Pelvic region, head and spine.
• Abdomen, head and spine.

Question 9 – Loss of consciousness and head injuries

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Question 10 – First aid management procedures, signs and symptoms

Superficial frost bite.
Numbness to area/prickling pain to the affected area.Skin is white or a mottled blue colour.Skin is blue or black.Skin feels hard.Skin feels flaccid. Impaired movement of affected body part.	Call 000.Get the person out of the cold/move into sheltered area.Do not move the person. Cover with blankets to reheat body.Remove clothing from affected area.Keep clothing in place – do not remove from affected area.
	Rewarm the affected area as soon as possible but slowly. Use body heat or water no more than 42°C to bring the affected area back to normal temperature. Do not rub the tissue, do not use radiant heat. Heat the affected area immediately raising body temperature as quickly as possible. Use as much heat as the casualty is able to withstand. Elevate affected limbs to reduce pain and swelling.
Diabetes – a moderately severe hypoglycaemia attack in a conscious casualty.
Weak, light-headed and/ or giddy/mental confusion.Flushed, dry skin.Fruity smell on the breath.Cold, pale, moist skin.Slow pulse.Rapid pulse.Consciousness deteriorating.	DRSABCD.Give easily absorbed carbohydrate – for example, honey, jelly beans, etc.Give the casualty insulin.Give the casualty ‘diet’ drink containing artificial sweetener.Supervise until recovered. Seek medical assistance.
Dislocation of a finger.
Numb finger.Pain in the joint.Disfigured joint.Loss of function. Able to use finger but use causes pins and needles.	Attempt to pop the joint back into place.Do not attempt to correct the dislocation/check for circulation.Use RICER technique.Do not use ice as this will cause too much pain.Immobilise in a position that is most comfortable.Check for circulation.
Near drowning where the casualty is found not breathing in the water.
Not breathing.Lungs will always be full of water/vomit.Vomiting.Distended stomach.	Follow DRSABCD and call 000 as soon as possible.Remove casualty from water if possible. Do not attempt to rescue a drowning victim from water beyond own swimming ability.Roll onto back during initial checking and clearing of the airway – check for breathing.Roll onto side during initial checking and clearing of the airway – check for breathing. Push on the stomach to assist with regurgitation of swallowed water.Do not attempt to empty stomach if distended.
Heat exhaustion in conscious casualty.
Exposure to high temperature.History of overwork and late nights.Heat cramps – severe muscle pain, particularly in legs and abdomen.Heat cramps – severe muscle pain, particularly in chest, arms and shoulders.Faintness/dizziness/weakness.Vomiting/diarrhoea.	Remove casualty from source of heat and keep in the shade. Place in a bath of ice, or cover with ice to reduce temperature as quickly as possible.Remove excess clothing and loosen clothing and lie the casualty down.Encourage casualty to drink as much water as possible.Give casualty sips of water.Apply cool face washer or spray with an atomiser spray and cool by fanning.Keep casualty moving so they do not go to sleep.
Foreign particle in the eye.
Very dry, itchy eye.Watering eye.Staring gaze.Constant blinking or unable to open eye.Swollen, red eyes.Headaches.	Sit the casualty down looking towards the light and try to locate the particle by examining eye and lids. Ask casualty to rub eye hard to attempt to remove foreign particle.Remove any object penetrating from the eye with tweezers.If object is visible remove with corner of damp cloth.If unable to remove – or can’t find it, provide eye wash with sterile saline or clean water.If unable to remove, cover with gauze dressing and tell them to leave it on for 48 hours. If not better by then, see medical practitioner.
Cuts and abrasions on legs and knees from falling onto asphalt.
	Clean the wound with sterile gauze and apply antiseptic.Scrub the wound to remove any embedded dirt.If there is embedded dirt clean as well as possible then apply a surfactant antiseptic. Leave wound uncovered so that it dries out.Cover wound with non-stick sterile dressing.Apply a tourniquet.
Someone has stepped on a used hypodermic needle.
	Do not wash wound so studies can be done for infectious diseases.Wash wound immediately with soapy water – or alcohol-based hand rub.Arrange for casualty to go straight to hospital or doctor for blood tests.Place plaster on wound and advise casualty to visit the doctor as soon as possible if they experience any signs of illness.Contact user of the needle if known to arrange for them to undergo blood tests.
Exposure to cold – hypothermia.
Exposure to extreme cold.History of feeling cold and having bad circulation.Complaints of coldness and tiredness/physical and mental lethargy/slurred speech, shivering.Casualty mistakenly thinks they are too hot and may attempt to remove clothing.Pale, cool skin.Slow irregular pulse and high blood pressure.Very fast pulse with low blood pressure.Muscle stiffness.	DRSABCD.Move casualty from cold environment and lie casualty flat.Give a tot of rum or whiskey.Keep casualty moving to warm their body.Do not remove wet clothing under any circumstances. Cover with dry, warm blankets.Remove sources of heat loss – for example, contact with cold surfaces, wind, wet clothes (only if there are dry blankets or suitable covers around). Give warm drinks (not alcohol). Apply a source of external heat such as heat pack or body to body contact.
Shock.
Dizziness, confusion and deterioration of consciousness, nausea or vomiting – possible collapse.A casualty in shock will never vomit.Muscle weakness, restlessness and possibly anxiety.Thirst.Shortness of breath with very slow breathing.Cold sweaty skin that may appear pale – complains of feeling cold.Hot, dry itchy skin that appears reddened.Rapid breathing.	Control any bleeding with direct pressure.Ensure the casualty is comfortable preferably lying down with legs elevated.Make comfortable, ensuring the legs are lower than the heart.Ask casualty to breath into a brown paper bag. Provide oxygen if available and trained to do so.Keep casualty very cool. DRSABCD – if unconscious, follow basic life support chart. Give alcoholic drink.
Stroke.
Facial weakness, arm weakness and speech difficulty.Severe chest pain.Droopy mouth on both sides of the face.Numbness, paralysis of the face, arm or leg.Difficulty speaking or understanding and difficulty swallowing.Talking uncontrollably – highly agitated.Dizziness, loss of balance/visual disturbances.Severe and abrupt onset headache.	DRSABCD – provide oxygen if available and trained.Place casualty in a cool bath.Stay with the casualty and provide reassurance.Loosen tight clothing and assist casualty to rest in half sitting position.Give casualty a nice cup of tea.Do not give anything to eat or drink.
Tonic clonic seizures
Jerking movements of the head, arms and/or legs which may result in loss of consciousness.Controlled rhythmical movements of arms, legs or body.Salivation/frothing of the mouth.Lucid memory of the seizure after it has finished.Possible loss of bladder and bowel control.Confusion.	DRSABCD.Ensure the casualty is not in danger. Remove objects which may cause injury and use pillows to soften surfaces if possible.Put something in the person’s mouth so they do not swallow their tongue.Restrain the casualty so they cannot hurt themselves.Lay the casualty down and turn victim on the side as soon as possible when the seizure is over.Give the casualty honey or jelly beans as they recover.Reassure casualty following seizure, explaining what has happened to them.
Focal seizures
Jerking movements of the head, arms and/or legs which may result in loss of consciousness.Casualty may appear unresponsive and confused. Salivation/frothing of the mouth. Smacking of the lips, wandering and or fumbling movements of the hand may be present.May display inappropriate behaviour that may be mistaken for alcohol/drug intoxication or psychiatric disturbance.	Gently guide the casualty past obstacles and away from dangerous places. Give them a cup of tea and a biscuit. Once the seizure finishes, calmy talk with the casualty and they regain awareness and ask if they are OK.Restrain the casualty so they cannot hurt themselves.Reassure the casualty that they are safe and that you will stay with them until they recover. Call 000 if you feel unsure about the seizure or if it lasts for longer than five minutes.
Absence seizures
Casualty will stare vacantly Eyes may drift upwards and flicker Loss of awareness that can be mistaken for day dreaming Controlled rhythmical movements of arms, legs or body.May display inappropriate behaviour that may be mistaken for alcohol/drug intoxication or psychiatric disturbance.	Recognise that a seizure has occurred.Provide reassurance to the casualty.Repeat any information that may have been missed during the seizure. Restrain the casualty so they cannot hurt themselves.Give the casualty honey or jelly beans as they recover.
Heart attack.
Severe squeezing type pain in the chest area only.Pain or discomfort in any or all of chest, neck, throat, jaw, shoulders, back, arms, wrists and/or hands – tightness, heaviness, fullness or squeezing.Flushed appearance with dry skin.Pale skin/sweating.Shortness of breath/nausea or vomiting.Dizziness or light-headedness.Drooping mouth.	DRSABCD.Encourage casualty to stop what they are doing and rest in comfortable position.Ask casualty to walk around slowly to find out whether the pain worsens.Assist casualty with prescribed medication that may assist such as angina table, oral spray, etc.Leave casualty so that you can meet the ambulance and tell them about the condition of the casualty.Administer oxygen therapy if trained to do so.Offer the casualty a cup of tea.
Dehydration
Pale, cool, clammy skin.Red, flushed face.Breathing rate slows.Constant need to urinate.Rapid breathing.Profuse and prolonged sweating.Thirst.Loss of skin elasticity.Sunken eyes in children.	Call 000. Complete rest in the shade, no further exertion.Remove unnecessary clothing.Make them drink some fizzy drink to boost their energy.Give cool water to drink. Ensure casualty has assistance when recovered.

Question 11 – Heatstroke

1. Heat exhaustion and heatstroke present with the same symptoms. Which one of the below items tells you that a person is suffering from heatstroke rather than heat exhaustion?
2. After half an hour they are not getting any better.
3. After several minutes they are not showing signs of improvement.
4. They are walking around okay but still feel a bit unwell.
5. They are able to stand and talk to you clearly.
6. Tick the symptoms shown by a person with heatstroke.
7. Coughing.
8. Coma.
9. Seizures.
10. Sneezing.
11. Hives, welts and redness over the body.
12. Abnormal walking.
13. Swelling of the lips.
14. Incoherent speech.
15. Confusion.
16. The first aid procedures below are imperative for athletes suffering from heatstroke. Fill in the blanks to indicate what steps must be taken.

___________Remove_ as much clothing as possible.

__________ Spray with any available water.

________Fan the person  vigorously by whatever means possible – improvise e.g. use a clipboard, bin lid.

When available, cool or ice water immersion is the most effective cooling means possible:

________________ Immerse the athlete up to the neck in a cool or ice bath OR

____________ wrap all of the body with ice water soaked towels that are changed frequently as an alternative if a bath isn’t available but ice is.

_________________call___ to summon emergency services, but do so once you are certain first aid cooling is being implemented.

Question 12 – Bites, stings and poisons

1. a)     Pressure immobilisation treatment (PIT) is often used to treat bite and stings – however in some cases it is not recommended. In the table below:
2. (circle the correct answer).

	Redback spider
	Eastern brown snake
	Macrothele calpeiana
	Fire ant
	Jellyfish
	white tailed spider dreamstime
	Bumblebee
	Geography cone
	Southern blue-ringed octopus
	transparent wasp

• Where can you obtain authoritative first aid advice about poisons? Tick the two correct answers.
• Ask your work colleague.
• Your state’s Poisons Information Centre.
• Safety data sheet.
• Local library.

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Question 13 – Fractures

1. A greenstick fracture is…
2. Most likely to occur in an adult.
3. Most likely to occur in a child.
4. Most often caused by falling from trees.
5. Where the bone breaks all the way through.
6. Indicate whether the following fractures present a risk of infection. Circle the correct answer – Yes or No?

• What is a ‘complicated’ HLTAID011 STUDENT WORKBOOK fracture? Tick the correct answer.
• A fracture where the bone breaks in more than one place.
• A fracture that involves injuries to other organs and/or nerves as a result of the fracture.
• A fracture where medical assistance is not available.
• All of the above.
• What are the signs and symptoms of someone who may have a fracture? Tick the correct answers.
• Pain and tenderness at affected area.
• The injured part is difficult or impossible to move.
• Loss of power.
• Protruding bone.
• Deformity.
• The following table lists the steps in managing a fracture. Put these steps in the correct order by placing numbers in the box next to each step.

	1
	4
	5
	3
	6
	2

Question 14 – Vital signs

1. What is the normal resting heart rate range for a four-year-old child? Tick the correct answer.
2. 60–80 beats per minute.
3. 80–100 beats per minute.
4. 100–120 beats per minute.
5. What is the normal resting heart rate range for an adult? Tick the correct answer.
6. 60–80 beats per minute.
7. 80–100 beats per minute.
8. 100–120 beats per minute.
9. What is the normal resting heart rate range for a newborn? Tick the correct answer.
10. 60–80 beats per minute.
11. 80–100 beats per minute.
12. 100–120 beats per minute
13. 120–160 beats per minute
14. What is the normal respiration rate for an infant aged 1–12 months? Tick the correct answer.
15. 25–40 breaths per minute.
16. 20–30 breaths per minute.
17. 16–20 breaths per minute.
18. 5–15 breaths per minute.
19. What is the normal respiration rate for a newborn? Tick the correct answer.
20. 25–40 breaths per minute.
21. 20–30 breaths per minute.
22. 40–60 breaths per minute.
23. 25–35 breaths per minute.
24. What is the normal respiration rate for a four-year-old child? Tick the correct answer.
25. 20–30 breaths per minute.
26. 25–30 breaths per minute.
27. 35–45 breaths per minute.
28. 40–60 breaths per minute.

Question 15 – Asthma, Allergic reaction and Anaphylaxis

• b)     Tick the signs and symptoms of a mild to moderate allergic reaction.

• The following table lists the steps in managing a casualty with an anaphylaxis HLTAID011 STUDENT WORKBOOK reaction. Put these steps in the correct order by placing numbers in the box next to each step.

	5
	2
	1
	3
	6
	4

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• Tick the items from the following list that are possible HLTAID011 STUDENT WORKBOOK triggers of asthma.
• Colds and flu/illness.
• Cigarette smoke.
• Exercise.
• Inhaled allergens (pollens, moulds, animal dander, dust mites).
• Environmental factors (dust, pollution, wood smoke, bush fires).
• Changes in temperature and weather.
• Medications.
• Chemicals and strong smells.
• Emotions – laughter, stress, etc.
• Some foods and food preservatives.

• Which items from the following list are signs/symptoms of asthma? Tick the five correct answers.
• Dry, irritating cough/chest tightness.
• Bleeding from the nose.
• Shortness of breath/wheezing.
• Hives, welts and redness over body.
• Pale and sweaty skin.
• High fever.
• Blue discolouration around the lips.
• How should asthma medication be administered for someone who is suffering an asthma attack? Tick the correct answer.
• Ten puffs of medication with four breaths in between each puff – administered every four minutes until improved.
• Four puffs of medication with one breath in between each puff – administered every ten minutes until improved.
• Four puffs of medication with four breaths in between each puff – administered every four minutes until improved.

Question 16 – RICER

1. What does the acronym RICER stand for?

R    ________ Rest__

I     ________Ice

C    __________Compression____________

E    __________________Evaluation

R    __________________Referral

• When is the RICER procedure used? Tick the correct answer.
• When a person feels faint.
• Sprains and strains.
• Fractured bones.
• Severe headache.
• To stop bleeding.
• How long should an ice compress be applied for? Tick the correct answer.
• Until the pain has gone.
• 20 minutes every two hours for up to 24 hours.
• 40 minutes every four hours for up to 48 hours.
• 30 minutes every three hours for up to 12 hours.

Question 17 – Bleeding

1. What is the correct treatment for nose bleed? Tick the correct answer.
2. Sit with head forward, apply direct pressure for 10–20 minutes.
3. Sit with head forward, apply direct pressure for 10 minutes only, ask casualty to blow their nose to check whether bleeding has stopped.
4. Sit with head forward, apply direct pressure for 10 minutes only, place hot compress to back of neck.
5. A casualty is bleeding profusely from a large gaping cut. What action should you take? Tick the correct answer.
6. Wrap up loosely in a towel to absorb the blood.
7. Apply a tourniquet to reduce blood flow.
8. Hold wound downwards to drain.
9. Press skin edges together and apply direct pressure with pad and bandage, elevate.

Question 18 – Burns

1. Which of the following burns are considered to be serious, requiring urgent medical care? Tick the correct answers.
2. Deep burns.
3. Superficial burns involving 9% of the body for an adult and 5% for a child.
4. Superficial burns involving 5% of the body for an adult and 3% for a child.
5. Superficial burn of the index finger on a 10-year-old child.
6. Superficial burn to the genitalia of a 30-year-old woman.
7. Burns to the airway, hands, feet and armpits.
8. Inhalation burns.
9. Superficial burn to the right leg between the top HLTAID011 STUDENT WORKBOOK of the calf and groin on an adult.
10. All of the above.
11. Someone you work with has spilled boiling water over their body. For how long should you irrigate the affected area? Tick the correct answer.
12. 30 minutes.
13. 10 minutes.
14. 15 minutes.
15. 20 minutes.
16. The person who has spilled boiling water over their body is now very cold and shivering. You have been irrigating the burn with cool water for only five minutes. What should you do? Tick the correct answer.
17. Continue to irrigate until 20 minutes have passed.
18. Give them a blanket.
19. Irrigate with warm water instead of cool.
20. Stop irrigating.
21. Tick ‘Correct’ or ‘Incorrect’ to the following HLTAID011 STUDENT WORKBOOK statements.

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Appendices

Appendix A: Incident Report Form

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[1] Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.

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