HLTAID011 Provide first aid :
| Student Name: ___________________________________________________________________________ Date Commenced: ________________________________________________________________________ |
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| Table of Contents |
Required Additional Documents. 4
The Assessment Process and Your Rights. 5
Submitting your Assessment Tasks. 5
Assessment Attempts and Resubmissions. 5
Plagiarism, Cheating and Collusion. 5
Information about Assessment 6
Principles of Assessment and Rules of Evidence. 7
Glossary of Instructional Task Words. 8
Assessment Task Cover Sheet – Assessment Task 1. 11
Assessment Task 1: First Aid Scenarios and Demonstrations. 13
Scenario 4 – Asthma Attack. 19
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
Appendix A: Incident Report Form.. 53
This Student Assessment Booklet includes all your assessment tasks for HLTAID011 Provide first aid.
This unit requires you to complete three assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit.
The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this unit. You will require them to complete the assessments for this unit/cluster.
§ Incident Report Form
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.
Submitting your Assessment Tasks
When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.
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)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission.
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. This includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.
§ Collusion – unauthorised collaboration between students.
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student Handbook for more information about our appeals process.
A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:
§ The views of the student
§ The potential effect of the adjustment on the student and others
§ The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.[1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.
§ Task Skills: The skills needed to perform a 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
§ 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 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
– 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 assessment requirements.
§ Reliability:
‘Evidence presented for 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.’
§ 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 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
§ Identify – You must recognise something and indicate who or what the required information is. The length of the answer should be guided by what you are being asked to identify.
§ List – You must record short pieces of information in a list form – with one or two words, or sentences on each line.
The following outlines the assessment requirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
| Assessment Tasks | Due Date |
| 1. Assessment Task 1: First Aid Scenarios and Demonstrations | |
| 2. Assessment Task 2: Incident Reports | |
| 3. Assessment Task 3: Theory Test |
| Agreement by the student | ||
| Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. | ||
| Have you read and understood what is required of you in terms of assessment? | ¨ Yes | ¨ No |
| Have you read and understood the RTO’s policies and procedures related to reassessment? | ¨ Yes | ¨ No |
| Do you understand the requirements of this assessment? | ¨ Yes | ¨ No |
| Do you agree to the way in which you are being assessed? | ¨ Yes | ¨ No |
| Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they? __________________________________________________________________ | ¨ Yes | ¨ No |
| Do you understand your rights to appeal the decisions regarding assessment? | ¨ Yes | ¨ No |
Student Name: __________________________________________________
Student Signature: _______________________________________________ Date: _______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date: _______________
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
| Name: | ||||
| Date of observation: | ||||
| Unit: | HLTAID011 Provide first aid | |||
| No. of Pages in Submission: | ||||
| Assessor to complete | ||||
| Assessment Task Number & Title | Satisfactory/ Not satisfactory | Date | Is this a reassessment? Y/N | |
| Assessment Task 1: First Aid Scenarios and Demonstrations | ||||
I __________________________________________________ declare that these tasks are my own work.
- None of this work has been completed by any other person.
- I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
- I have correctly referenced all resources and reference texts throughout these assessment tasks.
- I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________ Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
| Note: If you are undertaking workplace-based training and assessment, you may be undertaking the scenarios in your own workplace. Your assessor will advise as to whether assessment will be held in your workplace or if you need to attend a first aid class that provides a simulated workplace environment. Simulated workplace environments may closely reflect your area of industry. Your assessor will ensure the setup of the environments with appropriate props and space in which you can do your scenarios. 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 CPR § Single rescuer CPR on an adult manikin § Rotation of operators (with a classmate) on an adult manikin § The recovery position (with a classmate). Infant CPRAllergic reaction/anaphylaxis Asthma attack. § a snake bite § a wound § bleeding control § a suspected sprain/strain § a fracture § shock. |
What happens if you get something wrong | Your assessor will give you a due date by which this must be provided. |
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 | You will do this task in the first aid class, completing the scenarios in a simulated workplace environment. |
Submission requirements | You do not need to submit anything for this task. |
Task instructions | You will be observed by your assessor completing each first aid response (scenarios and demonstrations). You are required to complete each one satisfactorily. Instructions for each scenario and demonstration are provided below. |
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 § How to conduct a visual assessment § How to place someone in the recovery position § The secondary survey § How to deal with vomiting/regurgitation § Safe manual handling when dealing with a casualty § How to treat a casualty with respect § Monitoring a casualty until emergency services arrives § How to rotate operators with minimal disruption to CPR § The recovery position § How to provide an accurate verbal report to emergency services § How to review and debrief after a first aid situation. |
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.
Context and conditions of this scenario
Your assessor will give you verbal instructions as to the specific details of the scenario (for example, the status of the casualty).
| § How to manage choking, including back slaps, chest thrusts and mouth-clearing processes § DRSABCD § Consent to perform first aid § How to conduct a visual assessment § The secondary survey § Safe manual handling when dealing with a casualty § Monitoring a casualty until emergency services arrive § The recovery position § How to provide an accurate verbal report to emergency services § How to review and debrief after a first aid situation. |
Resources required for this scenario
§ An infant manikin
§ A first aid kit
§ A phone
§ Classmates to play the role of colleagues and children.
Context and conditions of this scenario
| § How to make casualties comfortable and monitor their status § Consent to perform first aid § How to conduct a visual and verbal assessment § What to check prior to administering an adrenalin auto-injector § How to administer an EpiPen § Treating casualties with respect § Monitoring a casualty until emergency services arrives. |
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.
Context and conditions of this scenario
You will need to do this twice – once using a spacer, the second time not using a spacer.
| § DRSABCD § Consent to perform first aid § How to conduct a visual and verbal assessment § How to use an inhaler (with and without spacer device) to treat asthma § How to make casualties comfortable and monitor their status § Treating casualties with respect. |
Resources required for this scenario
§ Two types of bronchodilator (placebo) with spacer device
§ A person to play the role of the casualty.
| § a snake bite § a basic wound § nose bleed § a suspected sprain/strain § a fracture § shock. |
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. |
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
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
| Name: | ||||
| Date of observation/ submission: | ||||
| Unit: | HLTAID011 Provide first aid | |||
| No. of Pages in Submission: | ||||
| Assessor to complete | ||||
| Assessment Task Number & Title | Satisfactory/ Not satisfactory | Date | Is this a reassessment? Y/N | |
| Assessment Task 2: Incident Reports | ||||
STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
- None of this work has been completed by any other person.
- I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
- I have correctly referenced all resources and reference texts throughout these assessment tasks.
- I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________ Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
Task summary |
Resources and equipment required | Incident report template provided below. |
Where and when this task will be completed | This task will be done in class after you complete the scenarios in Assessment Task 1. |
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 witnesses § add 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). On the day of the incident, you get a copy of the form from the Human Resources office. You fill it out but leave it on your desk because you have to go to a meeting. After the meeting you go home. You have the following day off. When you return to work you find that someone has moved the incident report into your in tray. You go looking for your manager but they aren’t in the office yet, so you drop the form into the Administration Officer’s in tray with a note for it to be passed on to the manager – they sit right outside the manager’s office so they can easily pass it on. Based on this scenario, write down how you have not followed your workplace’s procedure in terms of maintaining confidentiality and privacy. |
| § death (including suicide and suicide attempts) § serious injuries (those that involve visiting a GP, first aid administration, transport by ambulance or hospitalisation) § transport accidents § assault or threat of assault § criminal acts (violence, theft, arson, vandalism) § siege, hostage, disappearance or removal of a staff member § firearms, weapons or bomb threats § fires, floods, major disasters or natural events § chemical, biological or radiological spillage or contamination § outbreak or incidence of disease § sexual assault or allegations of inappropriate sexualised behaviour. |
| Assessment Task Cover Sheet – Assessment Task 3 |
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
| Name: | ||||
| Date of submission: | ||||
| Unit: | HLTAID011 Provide first aid | |||
| No. of Pages in Submission: | ||||
| Assessor to complete | ||||
| Assessment Task Number & Title | Satisfactory/ Not satisfactory | Date | Is this a reassessment? Y/N | |
| Assessment Task 3: Theory Test | ||||
STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
- None of this work has been completed by any other person.
- I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
- I have correctly referenced all resources and reference texts throughout these assessment tasks.
- I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________ Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
| Assessment Task 3: Theory Test |
Task summary |
Resources and equipment required | PenAdditional paper if required. |
Where and when this task will be completed | This task will be done on the day of the course. |
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. You may request additional paper from your assessor if you need it. |
Question 1 – First aid in general
o CPR training – every two years; First aid training – every three years.
o CPR training – every year; First aid training – every three years.
o CPR training – every year; First aid training – every two years.
b) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o |
o Try your hardest to provide first aid based on what you think is the correct thing to do.
o Do nothing in case you make a mistake.
o Seek assistance from trained professionals – for example, emergency services.
d) What should an organisation do to minimise risks and hazards in the workplace? Tick the four correct answers.
o Identify hazards that may result in causing injury.
o Make sure every hazard is eliminated no matter what the cost to the workplace.
o Assess the type, severity and likelihood of these injuries to determine how great the risk is.
o Only manage risks that are determined as ‘high risk’.
o Provide relevant first aid equipment, facilities and training.
o Review first aid requirements regularly or if circumstances change.
e) Before you apply any first aid to a casualty, should you obtain consent? Tick the correct answer.
o If the person is conscious you must obtain consent as they have a right to refuse treatment.
o There is no need to obtain consent, the ambulance service has a duty of care to provide treatment no matter what the circumstances.
o Consent must be obtained in every circumstance.
f) How should privacy and confidentiality be maintained during and after a first aid event? Tick the four correct answers.
o You should tell your close friends everything about the event, as it will hopefully encourage them to become first aiders.
o During a first aid event bystanders should be removed as much as is practicable to ensure privacy.
o Following the first aid event, you should well-wishers about the casualty’s condition.
o Staff needing to debrief with other colleagues should do so respectfully and confidentially.
o Incident reports should be kept in a secure place, accessible only to authorised people.
o Details of all incidents must be discussed at staff meetings.
o You can only release details of the incident with written consent of the person who was treated.
g) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o |
h) What do you need to be aware about in a workplace First Aid Kit? Tick the three correct answers.
o The First Aid Kit is fully stocked
o All of the equipment in the First Aid Kit is in date
o There should always be Panadol stocked in a First Aid Kit
o The First Aid Kit is suitable for the workplace and the types of incidents/injuries that are more likely to occur
Question 2 – Psychological impacts and debriefing
| We all deal with stress in the same ways. | o | o |
| Signs of stress can include irritability, withdrawal and changes in sleep patterns. | o | o |
| After an incident, formal or informal debriefing by a qualified professional should be offered to all people involved in the incident. | o | o |
| Rest, sleep and meditation are good stress relievers. | o | o |
| It’s not normal to feel guilt, fear or shame after a first aid incident. | o | o |
| It is okay to contact ‘Lifeline’ if you are struggling to cope or deal with a first aid incident you were involved in or witnessed. | o | o |
| Using alcohol and other drugs as a coping mechanism can be helpful in the short term. | o | o |
| Debriefing after an incident helps to identify any issues with your first aid response. | o | o |
| Reviewing policies, procedures and actions taken after an incident helps to identify any issues with your first aid response. | o | o |
Question 3 – Chain of survival
Question 4 – Airways and breathing
- When maintaining an 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.
o In an infant the nasal passage, trachea and windpipe are much narrower than in adults and older children.
o The trachea is very soft and can be distorted if the head is tilted backwards.
o The head should be supported in a neutral position with the mouth kept open with support on the chin.
o There should be no pressure on the soft tissue of the neck.
o All of the above.
b) The backward head tilt and chin lift is used for adults and older children. Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o |
c) Tick ‘Correct’ or ‘Incorrect’ to the following statements about airway management.
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
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d) Fill the gaps:
__________ for normal chest movements up and down.
______________ by putting your ear near to the casualty’s mouth.
__________ by putting hand on chest or abdomen.
e) An unconscious, breathing person should be put in which position? Tick the correct answer.
o On their back with the head tilted back.
o In the recovery position.
o Seated.
o On their back with the head in a neutral position.
- You would commence CPR in which of the following situations? Tick the two correct answers.
o If the person is unconscious and not breathing.
o If the person is unconscious and not breathing normally.
o If the person is unconscious and breathing normally.
b) Tick the criteria required for cardiopulmonary resuscitation. There are two correct answers.
o Casualty is conscious.
o Casualty is unresponsive/unconscious.
o Casualty is not breathing normally.
c) What should you change about your CPR technique if a patient is under 12 months old? Tick the two correct answers.
o Use two fingers instead of two hands for compressions and give smaller breaths.
o Use two hands over the middle of the chest.
o Use heel of one hand on the middle of the chest.
o Make sure the head is not tilted.
d) At what depth should compressions be infants under 12 months old?
o 5 cm.
o 4 cm.
e) What is the correct ratio of compressions to breaths when performing CPR on adults, children and infants? Tick the correct answer.
o 20 compressions to two breaths at 100 compressions per minute.
o 30 compressions to three breaths at 60 compressions per minute.
o 30 compressions to two breaths at 100–120 compressions per minute.
o 20 compressions to five breaths at 60 compressions per minute.
o 40 compressions to two breaths at 100 compressions per minute.
f) What should you do if a casualty vomits during CPR? Tick the correct answers.
o Do not move them, but wipe the vomit away.
o Immediately turn the patient onto their side into the recovery position
o Turn them onto their stomach so the vomit can drain out.
o Clear the airways.
g) When can you cease providing CPR on a casualty? Tick the correct answers.
o The casualty has regained consciousness.
o You have to leave the scene for an important appointment.
o The casualty is dead.
o Paramedics/ambulance arrive and take over.
o A passer-by has been watching how to perform CPR and agrees to take over from you.
o You are physically exhausted and cannot continue.
h) If you are a single rescuer performing CPR and you get exhausted, what can you do?
o Stop CPR and wait for the ambulance.
o Ask an untrained bystander to take over and watch them do CPR.
o Ask an untrained bystander to assist with compressions only.
o The first aider doing ventilations should say when they are ready to swap roles.
o An AED is a portable device used to detect breathing.
o An AED is a portable device used in hospitals to check for injuries.
o An AED is a portable device that is used on any casualty over 12 months of age who requires CPR.
o An AED is a device found in ambulances to diagnose injuries and illness.
b) Does a person have to be trained to operate an AED? Tick the correct answer.
o Yes, training is essential before operating an AED.
o No, whilst it is preferable that a person has been trained; a PAD (public access defibrillator) may be operated by an untrained person.
c) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
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| o | o | |
| o | o | |
| o | o | |
| o | o | |
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Question 7 – Infection control
o Infection control for the casualty.
o Infection control for the first aider.
o Infection control for others not involved in the first aid event.
b) Tick the items below that are examples of good infection control practices.
o Cover open cuts with waterproof bandages or air-tight bandages that provide a total seal.
o Wash surfaces down with water if they have bodily fluid on them.
o If you get a needlestick injury, you should squeeze it so it bleeds.
o Wear PPE to avoid coming into contact with blood or bodily fluids.
o Use a 10% household bleach solution to clean up spills.
o Throw needles/sharps in the rubbish bin.
o If you get bodily fluids on an open wound, flush with warm running water and wash with soap and warm water.
o Seek medical advice if you are exposed to bodily fluids.
o All of the above.
c) Despite your best intentions, while administering first aid to a bleeding casualty you receive a splash of blood to your arm. This contaminates both your skin and your clothing. What should you do? Tick the correct answer.
o Remove clothing and dispose of it in a plastic bag, wash skin thoroughly in strong disinfectant and in as hot water as possible.
o Remove clothing, wash skin with warm soapy water, rinse clothing in cold water and wash as normal.
o Rub off blood with a towel and change clothing after you return home.
Question 8 – Primary and secondary surveys
- What is meant by the ‘Primary Survey’? Tick the correct answer.
o The first time a first aider looks at the casualty.
o Life threatening first aid response is conducted first using DRSABCD.
o The first aider is to check for breathing first.
o Severe bleeding is controlled before other first aid response.
b) What is the secondary survey? Tick the correct answer.
o A systematic check of the casualty from head to toes to identify any injuries and abnormalities that are not obvious to the first aider.
o Asking someone for a second opinion on the casualty’s condition.
o Checking each major part of the body twice.
c) Write down what each word in the acronym below means:
A ____________________
M __________________________
P _______________________________________________________________________________
L _______________________________________________________________________________
E ____________________________________________________________________
d) 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.
o Ask the casualty how well they can see.
o Look for visual signs of injuries.
o Look for medical bracelets.
o Look for medication, drugs or poisons.
o Look for signs of bleeding and obvious injury.
o Ask the casualty if they feel any pain.
o Use a tactile survey (touch) if the casualty is unconscious.
o Look to see if there is anyone else nearby who can help with the casualty.
o Work from the toes up to the head when the casualty is unconscious.
o All of the above.
e) What regions of the body do you need to check during a visual assessment?
o Head and spine.
o Head, spine, chest, abdomen, limbs and pelvic region.
o Ears, ears, nose throat.
o Legs, spine and head.
o Pelvic region, head and spine.
o Abdomen, head and spine.
Question 9 – Loss of consciousness and head injuries
o Not responsive to talk and touch.
o Breathing rate changes to be greater than 20/min or below 10/min.
o Pulse rate changes to be greater than 100 per minute or slows to below 50 per minute.
o The casualty appears pale or blue (cyanosis).
o All of the above.
b) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o | |
| o | o |
Question 10 – First aid management procedures, signs and symptoms
In the following table, tick at least three signs and symptoms (Column 1, unless it says NA) and at least three first aid procedures (Column 2) for each injury/illness.
| 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. | |
| b) 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. |
| c) 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. |
| d) 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. |
| e) 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. |
| f) 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. |
| g) 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. | |
| h) 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. | |
| i) 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. |
j) 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. |
| k) 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. |
| l) 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. |
| m) 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. |
| n) 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. |
| o) 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. |
| p) Suspected head, neck or spinal injury. | |
| ¨ Pain in the injured area with tingling and numbness in limbs and area below injury. ¨ Casualty totally unable to move arms and legs. ¨ Erection in unconscious male. ¨ Tingling in the spinal area above location of the injury. ¨ Nausea/headache/dizziness. ¨ Uncontrolled bleeding. ¨ Loss of limb functions and/or head or neck in abnormal position. ¨ Loss of bladder or bowel control. | ¨ DRSABCD. ¨ Support head and neck. ¨ Do not give resuscitation unless you can do so without moving the casualty. ¨ Give sugary drink or jelly beans. ¨ Handle casualty carefully to ensure harm minimisation. ¨ Move casualty into the recovery position with head turned to the side in case of vomiting. |
| q) 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
- 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?
o After half an hour they are not getting any better.
o After several minutes they are not showing signs of improvement.
o They are walking around okay but still feel a bit unwell.
o They are able to stand and talk to you clearly.
b) Tick the symptoms shown by a person with heatstroke.
o Coughing.
o Coma.
o Seizures.
o Sneezing.
o Hives, welts and redness over the body.
o Abnormal walking.
o Swelling of the lips.
o Incoherent speech.
o Confusion.
c) The first aid procedures below are imperative for athletes suffering from heatstroke. Fill in the blanks to indicate what steps must be taken.
____________ as much clothing as possible.
__________ with any available water.
________ 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:
________________ the athlete up to the neck in a cool or ice bath OR
____________ 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.
____________________ to summon emergency services, but do so once you are certain first aid cooling is being implemented.
Question 12 – Bites, stings and poisons
§ identify the type of animal
§ indicate whether the pressure immobilisation technique, vinegar or an ice pack should be used to treat the sting or bite of this creature (circle the correct answer).
b) Where can you obtain authoritative first aid advice about poisons? Tick the two correct answers.
o Ask your work colleague.
o Your state’s Poisons Information Centre.
o Safety data sheet.
o Local library.
c) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
| o | o | |
| o | o | |
| o | o |
Question 13 – Fractures
- A greenstick fracture is…
o Most likely to occur in an adult.
o Most likely to occur in a child.
o Most often caused by falling from trees.
o Where the bone breaks all the way through.
b) Indicate whether the following fractures present a risk of infection. Circle the correct answer – Yes or No?
c) What is a ‘complicated’ fracture? Tick the correct answer.
o A fracture where the bone breaks in more than one place.
o A fracture that involves injuries to other organs and/or nerves as a result of the fracture.
o A fracture where medical assistance is not available.
o All of the above.
d) What are the signs and symptoms of someone who may have a fracture? Tick the correct answers.
o Pain and tenderness at affected area.
o The injured part is difficult or impossible to move.
o Loss of power.
o Protruding bone.
o Deformity.
e) 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.
Question 14 – Vital signs
- What is the normal resting heart rate range for a four-year-old child? Tick the correct answer.
o 60–80 beats per minute.
o 80–100 beats per minute.
o 100–120 beats per minute.
b) What is the normal resting heart rate range for an adult? Tick the correct answer.
o 60–80 beats per minute.
o 80–100 beats per minute.
o 100–120 beats per minute.
c) What is the normal resting heart rate range for a newborn? Tick the correct answer.
o 60–80 beats per minute.
o 80–100 beats per minute.
o 100–120 beats per minute
o 120–160 beats per minute
d) What is the normal respiration rate for an infant aged 1–12 months? Tick the correct answer.
o 25–40 breaths per minute.
o 20–30 breaths per minute.
o 16–20 breaths per minute.
o 5–15 breaths per minute.
e) What is the normal respiration rate for a newborn? Tick the correct answer.
o 25–40 breaths per minute.
o 20–30 breaths per minute.
o 40–60 breaths per minute.
o 25–35 breaths per minute.
f) What is the normal respiration rate for a four-year-old child? Tick the correct answer.
o 20–30 breaths per minute.
o 25–30 breaths per minute.
o 35–45 breaths per minute.
o 40–60 breaths per minute.
Question 15 – Asthma, Allergic reaction and Anaphylaxis
o Peanuts.
o Tree nuts.
o Cow’s milk.
o Eggs.
o Wheat.
o Fish.
o Shellfish.
o Soy.
o Sesame.
o Medications.
o Insect bites and stings.
b) Tick the signs and symptoms of a mild to moderate allergic reaction.
o Difficult and noisy breathing.
o Wheezing or persistent cough.
o Swelling of the face.
o Hives, welts and redness over the body.
o Swelling or tightness of the throat.
o Difficulty talking.
o Persistent dizziness.
o Loss of consciousness.
o Pale and floppy in young children.
o Abdominal pain and vomiting.
o Swelling of the lips.
o Swelling of the eyes.
c) Tick the signs and symptoms of an anaphylactic reaction.
o Difficult and noisy breathing.
o Wheezing or persistent cough.
o Difficulty talking and hoarse voice.
o Swelling of the face.
o Hives, welts and redness over the body.
o Swelling or tightness of the throat.
o Difficulty talking.
o Persistent dizziness.
o Loss of consciousness.
o Pale and floppy in young children.
o Abdominal pain and vomiting.
o Swelling of the lips.
o Swelling of the eyes.
d) The following table lists the steps in managing a casualty with an anaphylaxis reaction. Put these steps in the correct order by placing numbers in the box next to each step.
e) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
| o | o | |
| o | o |
f) Tick the items from the following list that are possible triggers of asthma.
o Colds and flu/illness.
o Cigarette smoke.
o Exercise.
o Inhaled allergens (pollens, moulds, animal dander, dust mites).
o Environmental factors (dust, pollution, wood smoke, bush fires).
o Changes in temperature and weather.
o Medications.
o Chemicals and strong smells.
o Emotions – laughter, stress, etc.
o Some foods and food preservatives.
g) Which items from the following list are signs/symptoms of asthma? Tick the five correct answers.
o Dry, irritating cough/chest tightness.
o Bleeding from the nose.
o Shortness of breath/wheezing.
o Hives, welts and redness over body.
o Pale and sweaty skin.
o High fever.
o Blue discolouration around the lips.
h) How should asthma medication be administered for someone who is suffering an asthma attack? Tick the correct answer.
o Ten puffs of medication with four breaths in between each puff – administered every four minutes until improved.
o Four puffs of medication with one breath in between each puff – administered every ten minutes until improved.
o Four puffs of medication with four breaths in between each puff – administered every four minutes until improved.
i) During an asthma attack, when should you call an ambulance? Tick the correct answers.
o If it is the first time the child has had an asthma attack.
o If you have administered medication following the 4x4x4 method and the child has not improved.
o If the child’s condition deteriorates rapidly.
Question 16 – RICER
- What does the acronym RICER stand for?
R __________
I ________
C ______________________
E __________________
R __________________
b) When is the RICER procedure used? Tick the correct answer.
o When a person feels faint.
o Sprains and strains.
o Fractured bones.
o Severe headache.
o To stop bleeding.
c) How long should an ice compress be applied for? Tick the correct answer.
o Until the pain has gone.
o 20 minutes every two hours for up to 24 hours.
o 40 minutes every four hours for up to 48 hours.
o 30 minutes every three hours for up to 12 hours.
Question 17 – Bleeding
- What is the correct treatment for nose bleed? Tick the correct answer.
o Sit with head forward, apply direct pressure for 10–20 minutes.
o Sit with head forward, apply direct pressure for 10 minutes only, ask casualty to blow their nose to check whether bleeding has stopped.
o Sit with head forward, apply direct pressure for 10 minutes only, place hot compress to back of neck.
b) A casualty is bleeding profusely from a large gaping cut. What action should you take? Tick the correct answer.
o Wrap up loosely in a towel to absorb the blood.
o Apply a tourniquet to reduce blood flow.
o Hold wound downwards to drain.
o Press skin edges together and apply direct pressure with pad and bandage, elevate.
Question 18 – Burns
- Which of the following burns are considered to be serious, requiring urgent medical care? Tick the correct answers.
o Deep burns.
o Superficial burns involving 9% of the body for an adult and 5% for a child.
o Superficial burns involving 5% of the body for an adult and 3% for a child.
o Superficial burn of the index finger on a 10-year-old child.
o Superficial burn to the genitalia of a 30-year-old woman.
o Burns to the airway, hands, feet and armpits.
o Inhalation burns.
o Superficial burn to the right leg between the top of the calf and groin on an adult.
o All of the above.
b) Someone you work with has spilled boiling water over their body. For how long should you irrigate the affected area? Tick the correct answer.
o 30 minutes.
o 10 minutes.
o 15 minutes.
o 20 minutes.
c) 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.
o Continue to irrigate until 20 minutes have passed.
o Give them a blanket.
o Irrigate with warm water instead of cool.
o Stop irrigating.
d) Tick ‘Correct’ or ‘Incorrect’ to the following statements.
| o | o | |
| o | o | |
| o | o | |
| o | o |
| Appendices |
Appendix A: Incident Report Form
[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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