TRAINING PLAN FOR 1st Response REFRESHER course Updated November 2016
District/Division/ County/Region / Date / Time / 2 hours, not including breaksCan members of The Senior Section, such as Young Leaders, attend? / Yes / Copy of information sent to participants seen? / Expected numbers
Venue details / Break allocated / Actual numbers
Title of training session / 1st Response refresher course
Facilities available
Additional needs of participants
Key person to liaise with / Phone number / EMAIL
Budget for session
Aim / The aim of 1st Response is to ensure that Girlguiding / Scouting members are kept as safe as possible while they are in our care.
Objectives / By the end of the training participants will have had the opportunity to
1.Provide members with an update of changes since their last course and ensure they have first aid information which is relevant to their role.
2.Help members build confidence and skills in coping with emergency and first aid situations.
3.Equip members with the knowledge needed to manage these emergencies.
Outcome / Participants will have the skills and knowledge to enable them to keep Girlguiding / Scouting members as safe as possible while they are in our care.
EQUIPMENT NEEDED
Training box / Yes No / Mobile phone / Yes No / Bin bags / Yes No
Flipchart / Yes No / Flipchart stand / Yes No / Refreshments / Yes No
Section resource box / Yes No / Music / Yes No / Risk assessment / Yes No
First aid kit / Yes No / Extension lead / Yes No / Poster displays / Yes No
Laptop and projector / Yes No / USB stick etc / Yes No / Leadership Qualification / Yes No
Resuscitation manikins / Yes No / 1st response participants handbook / Yes No / Condition picture cards / Yes No
Dressings and triangular bandages / Yes No / Medical cleansing wipes / manikin cleansers / Yes No / Choking vest – optional / Yes No
Resuscitation face shields / Yes No / / Yes No / Yes No
INFORMATION FOR TRAINERS
As you are aware, every 5 years the European Resuscitation Council (ERC), the Resuscitation Council (UK) and the International Liaison Committee on Resuscitation (ILCOR) review the latest research and evidence in resuscitation, and then release updated guidelines. In addition to this, for the first time in history, in 2016, the European Resuscitation Council (ERC) has also produced guidelines for first aid.
With these changes underpinning first aid practice, Girlguiding / Scouting has reviewed the 1st Response course content and amended it to ensure we are compliant.
The updated material is reproduced by kind permission of the St John Ambulance.
Key messages for Trainers
●As a trainer, you have the freedom to change the order of sessions as long as ALL of the content and topics within the syllabus are covered.
●You are encouraged to use the activities and exercises provided here if time allows as these have been put together and road tested by a team of 1st Response experts. If you create additional activities or methods of delivery, please send these to us to review before . This enables Girlguiding to maintain the consistency, quality and safety of the 1stResponse training across the organisation; ensuring we are adhering to necessary guidelines for the wellbeing of our members and enabling us to share good practice and helpful ideas for other trainers to use.
●Please ensure you follow current policy for manikin sanitation -
●Please do NOT use the Trainer notes as these are now out of date.
●Please ensure you refer to the correct pages in the 2016 1st Response Participants course book and explain where practice has changed. Ensure you draw attention to the ‘Resuscitation Council Guidelines 2015 Guidance for Participants’ insert sheet’ which supports the course book.
●The areas of first aid practice that have changed are included in the Training plan. For all other signs, symptoms and treatments please refer to the participants’ course book.
●Some activities are available online (including scenarios, quizzes and condition cards) and found here. These may be used if you wish and have sufficient time.
DETAILED PLAN
Time / Total time / Activity / Training method / Resources / Objective number5 / 5 / Welcome and Introductions
●Domestic notices - health and safety, meal and drink breaks, toilets, emergency evacuation, 1st aid provision, etc
●Outline the content of the course.
●Ensure all participants are present and introduce to each other.
●Explain the aims and objectives of the course.
●Explain that this is an attendance only course and not competency assessed
●Check for any allergies in relation to resources/equipment being used eg latex allergy, plasters, wipes / Talk / PPT slide
5 / 10 / Training needs assessment
Ascertain from participants which first aid scenarios they have dealt with, which ones they are confident in dealing with and for which ones they would like more information. / Brainstorm / Flipchart / 1
5 / 15 / Policy
For Girlguiding:
Check that all participants are aware of the following and they know where to find more information:
●Risk management guidelines including Being Prepared resource
●Girlguiding / Scouting Safety and safeguarding policy
All Girlguiding areas and units should have an Emergency File which contains all the forms you need to manage an emergency situation effectively. It should be taken with you to all guiding activities, and contains:
●Notification of accident or incident form
●Accident/incident witness statement
●Risk assessment form
●Emergency action plan
●Emergency contact information
●Fire evacuation information
For Scouting:
The purple card provides support for safe Scouting and guidance in the procedures for dealing with an emergency. Please refer to and here. / Discussion / Website / 1
5 / 20 / Duty of care for other people’s children
●Some of our young members have additional needs and may need your support. For example, they may need medication or extra support to ensure that they can enjoy the same great guiding/scouting experience as their peers. To help identify these needs, we have created two different types of plans for you to download and fill out with the member's parent or carer present.
●A Health Care Plan is designed for those with specific health needs - for example, they may need to take medication regularly, or have a condition like diabetes or epilepsy.
●A Personal Care Plan is designed to support those who need help with activities such as eating, dressing, washing and mobility.
●Both of these plans have been created to facilitate discussions between you and the young member's parent or carer about how best to support them.
●You only need to use a Personal Care Plan if a member’s additional needs limit their ability to join in normal section activities.
● Health Care Plans only needs to be used if a member has a medical condition which makes an emergency likely, is under the age of 16, and does not have a pre-existing health care plan - for example, created by their school. NB for Scouting it’s for members under the age of 18.
●Members who are over the age of 16 are responsible for their own health care and shouldn't be asked to complete these forms. If a member has a pre-existing health care plan, there is no need to complete a Girlguiding / Scouting plan as well. / Talk / Website / 1
5 / 25 / Principles of first aid
●Preserve life
●Prevent deterioration
●Promote recovery
The role of a first aider
First aid is the help given to someone who is injured or ill, to keep them safe until they can get more advanced medical treatment by seeing a doctor, health professional or go to hospital. The role of a first aider is to give someone this help, while making sure that they and anyone else involved are safe and that they don’t make the situation worse. / Talk / PPT slide / 2+3
5 / 30 / Arrival at an incident
1. Assess the situation quickly and calmly:
●Safety: Are you or they in any danger? Is it safe for you to go up to them?
●Scene: What caused the accident or situation? How many casualties are there?
●Situation: What’s happened? How many people are involved and how old are they? What do you think the main injuries could be?
2. Protect yourself and them from any danger:
●Always protect yourself first - never put yourself at risk
●Only move them to safety if leaving them would cause them more harm
●If you can’t make an area safe, call 999/112 for emergency help
3. Prevent infection between you and them: refer to appendix 1 in participant resource
●Wash your hands or use alcohol gel
●Wear disposable gloves or use the casualty’s hand to hold a wound if necessary
●Don’t cough or sneeze over a wound or a casualty
4. Comfort and reassure:
●Stay calm and take charge of the situation
●Introduce yourself to them to help gain their trust
●Explain what’s happening and why using appropriate language
●Say what you’re going to do before you do it
Arrange for the right kind of help:
●Call 999/112 for an ambulance if you think it’s serious
●Take or send them to hospital if it’s a serious condition but is unlikely to get worse
●For a less serious condition call 111 for medical advice (in England)
●Suggest they see their doctor if they’re concerned about a less serious condition
●Advise them to go home to rest, but to seek help if they feel worse as long as someone else will be at home with them.
●Stay with them until you can leave them in the right care.
●Inform parents/carers of what has happened / Activity - ask participants to put the cards in the right order / PPT slide / 2+3
5 / 35 / Preserve life – use a Primary survey
●The Primary Survey is a quick way to find out if someone has any injuries or conditions which are life-threatening. If you follow each step methodically, you can identify each life-threatening condition and deal with it in order of priority
●Use the mnemonic to remember the steps - DR. ABC: Danger, Response, Airway, Breathing and Circulation. / Talk / PPT / 2+3
Danger
If someone needs help, before you go up to them check – is it safe?
Look and listen for danger to you or to them. If there is danger, make it safe first.
Do not move the casualty unless they are in danger. / Talk / PPT / 2+3
5 / 40 / Response
Ask a direct question and wait for a response: ‘Are you alright?’ or: ‘Open your eyes for me please!’
If they don’t respond, gently shake their shoulders, or with a child (aged 1-puberty) - tap their shoulder.
If they still don’t respond, then presume they’re unresponsive and move on to assessing airway. Someone who’s unresponsive should always take priority so you should treat them first and as quickly as possible. / Talk / PPT / 2+3
10 / 50 / Airway
CHECK is their airway open and clear?
If their airway is open and clear, move on to assess breathing. If airway appears blocked assess for the following - are they responsive or unresponsive?
Responsive casualty:If they’re responsive, treat them for conditions that may be blocking their airway, such asCHOKING.
If you think someone is choking, ask them: ‘Are you choking?’ to check they’re not suffering from something else. Can they speak, cry, cough or breathe? If they can, they should be able to clear their throat on their own by coughing, so encourage them to cough.
If they can’t cough or make any noise, take the following action
Cough it out
●Encourage them to cough a couple of times. If this doesn't clear the obstruction, support their upper body with one hand and help them lean forward.
Slap it out
●If coughing doesn’t work, help the casualty bend forward.
●Use the heel of your hand to give up to five sharp back blows between their shoulder blades.
●Check their mouth to see if there’s anything in there and, if there is, get them to pick it out.
Squeeze it out
●If back blows don’t work, give up to five abdominal thrusts.
To do this:
●Stand behind them.
●Link your hands between their tummy button and the bottom of their chest, with your lower hand clenched in a fist.
●Pull sharply inwards and upwards.
●Repeat up to five times.
Call for help
●If they’re still choking, call 999 or 112 for medical help.
●Once you’ve called, continue steps 2 and 3 – back blows and abdominal thrusts – until what’s in there has cleared, help arrives or they become unresponsive.
●If they become unresponsive at any stage, open their airway and check their breathing.
●If they’re not breathing, start chest compressions and rescue breaths (CPR - cardiopulmonary resuscitation) to try to release whatever’s stuck in there.
Unresponsive casualty:If they’re unresponsive, tilt their head and lift their chin to open their airway.
Only move to Breathing– once their airway is open and clear. / Demonstration followed by practical session WITHOUT CAUSING HARM – use choking vest if available - everyone to have a go or to instruct / PPT / 2+3
5 / 55 / Breathing
Are they breathing normally? Look, listen and feel to check they’re breathing- do this for no more than 10 seconds
●If they are breathing normally, place them in the recovery position
●If they’re unresponsive and not breathing, call 999/112 for an ambulance, or get someone else to call if possible, and start CPR.
Immediately following cardiac arrest, blood flow to the brain is reduced to virtually zero. This may cause a seizure-like episode that can be confused with epilepsy. It is also extremely important to teach first aiders how to recognise agonal gasps.Agonal breathing can sound like gasping, snorting, gurgling, moaning or laboured breathing. It is NOT ‘normal’ breathing. In the event agonal gasps occur start CPR / Talk / PPT / 2+3
15 / 70 / Recovery position This will keep their airway open.
- Kneel down next to them on the floor. The next steps are for if you find the casualty lying on their back. If you find them lying on their side or their front you may not need all these steps. However please move them as safely as possible into the recovery position using relevant steps below.
- Check casualty’s pockets for any objects on the side they will be laying on – remove sharp objects.
- Place their arm nearest you at a right angle to their body, with their palm facing upwards.
- Bring their other arm and place it across their chest so the back of their hand is against their cheek nearest you, and hold it there.
- With your other hand, lift their far knee and pull it up until their foot is flat on the floor.
- Carefully pull on their bent knee and roll them towards you.
- Once you’ve done this, the top arm should be supporting the head and the bent leg should be on the floor to stop them from rolling over too far. Ensure hip and knee are at right angles.
- Cover casualty with a blanket if possible.
- Once you’ve put them safely into the recovery position, call 999 or 112 for medical help. Until help arrives, keep checking the casualty's breathing.
●If you think the casualty could have a spinal injury, keep their neck as still as possible. Instead of tilting their neck, use the jaw thrust technique: place your hands on either side of their face and with your fingertips gently lift the jaw to open the airway, avoiding any movement of their neck. / Demonstration followed by practical session - everyone to have a go or to instruct
Everyone must demonstrate or instruct all aspects of DR ABC / PPT / 2+3
15 / 85 / Basic life support for child post puberty or adult
- Call 999 or 112 for an ambulance, or get someone else to do it.
- Perform CPR - cardiopulmonary resuscitation. This involves giving someone chest compressions and rescue breaths to keep their heart and circulation going.
How to give chest compressions:
●Kneel down beside the casualty on the floor level with their chest.
●Place the heel of one hand towards the end of their breastbone, in the centre of their chest.
●Place the heel of your other hand on top of the first hand and interlock your fingers, making sure you keep the fingers off the ribs.
●Lean over the casualty, with your arms straight, pressing down vertically on the breastbone, and press the chest down by 5-6cm.
●Release the pressure without removing your hands from their chest. Allow the chest to come back up fully – this is one compression.
●Repeat 30 times, at a rate of about twice a second
- Give two rescue breaths.
●Ensure the casualty’s airway is open.
●Pinch their nose firmly closed.
●Take a deep breath and seal your lips around their mouth.
●Blow into the mouth until the chest rises.
●Remove your mouth and allow the chest to fall.
●Repeat once more.
- Carry on giving 30 chest compressions followed by two rescue breaths for as long as you can, or until help arrives.
Resuscitation manikins and all associated equipment / 2+3
5 / 90 / Basic life support for child (aged 1 - puberty)
Cover the differences
- If someone is with you, get them to call 999 or 112 for emergency help.
- If you’re on your own, you need to give one minute’s worth of CPR – cardiopulmonary resuscitation - before you call for help. This involves giving chest compressions and rescue breaths to keep the child’s circulation going.
- Kneel down beside the child on the floor, level with their chest.
- Give five initial rescue breaths before starting the sequence of 30 chest compressions and two rescue breaths.
●Ensure the casualty’s airway is open.
●Pinch their nose firmly closed.
●Take a deep breath and seal your lips around their mouth.
●Blow into the mouth until the chest rises.
●Remove your mouth and allow the chest to fall.
●Repeat four times
How to give chest compressions:
●For chest compressions for a child place the heel of one hand towards the end of their breastbone, in the centre of their chest, making sure you keep the fingers off the ribs.
●Lean over the child, with your arm straight, pressing down vertically on the breastbone, and press the chest down by at least one-third of its depth.
●Release the pressure without removing your hand from their chest. Allow the chest to come back up fully – this is one compression.
- Carry on giving 30 chest compressions followed by two rescue breaths for as long as you can, or until help arrives.
10 / 100 / Circulation:
CHECK Are there any signs of severe bleeding?
• If they’rebleeding severely, control the bleeding with your gloved fingers, dressing or clothing, call 999/112 for an ambulance and treat them to reduce the risk of them going intoshock.
•If they aren’t bleeding and are conscious, and you have dealt with any life-threatening conditions, then you can move on to the Secondary Survey, to check for any other injuries or illnesses. / Talk / PPT / 2+3
5 / 105 / Bleeding
- Your priority is to stop the bleeding.
- Protect yourself by wearing gloves.
- If the wound is covered by the casualty's clothing, remove or cut the clothes to uncover the wound.
Observe colour of limb to ensure it is not too tight.
If there's no object in the wound
- Apply direct pressure
- Apply dressing and bandage
- Apply additional dressings if blood soaks through and maintain firm pressure. Call 999 as soon as possible, or get someone else to do it.
- Observe colour of limb to ensure dressing is not too tight
5 / 110 / Shock
Explain what is shock
Cover signs and symptoms
Explain treatment and positioning
Place conscious and breathing individuals with shock into the supine (lying on back) position. Where there is no evidence of trauma use passive leg raising to provide a further transient (<7min) improvement in vital signs / Talk / PPT / 2+3
5 / 115 / Heart attack/angina pectoris
Explain what is heart attack/angina pectoris
Cover signs and symptoms
Explain treatment and positioning
Administer 150–300mg chewable aspirin early to adults with chest pain due to suspected myocardial infarction. There is a relatively low risk of complications particularly anaphylaxis and serious bleeding. Do not administer aspirin to adults with chest pain of unclear aetiology. NEVER give aspirin to children. / Talk / PPT / 2+3
5 / 120 / Summary
●Summarise topic – link back to aims and objectives of session
●Resolve questions
●Give out leaflets and sign certificates
Explain validity for three years and how/where they can seek additional training – use appendix 5+ 6 in the participant resource / Discussion / Leaflet / 1
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