UNIT OUTLINE: Injury Care and Prevention

UNIT OUTLINE: Injury Care and Prevention

Unit: Injury Care and Prevention

Primary Concept(s): Unintentional Injury Prevention (CC), First Aid/CPR (CC)

Primary Health Skill(s): Decision-Making (DM), First Aid/CPR (CS)

Approximate Length: 8 days

Objectives:

·  Define “accidents,” un/intentional injuries, risk taking (reckless and cautious), OSHA Laws, bullying, hazing, prejudice, stereotyping, date rape, anger management, conflict resolution, first aid, universal precautions, Good Samaritan Laws, consent (active and implied), un/conscious, muscle strain, sprain, cardiopulmonary resuscitation (CPR), automated external defibrillator (AED). (CC)

·  Examine the impact of alcohol, tobacco and other drug use on unintentional injury. (CC)

·  Differentiate between cautious and reckless risk taking. (CC)

·  Identify strategies to reduce the risk of injury. (CC)

o  Describe rules and laws intended to prevent injuries.

o  Explain ways to reduce risk of injuries during sports/recreational participation.

o  Explain ways to reduce risk of injuries around water.

o  Distinguish ways to prevent fires, reduce the risk of injuries in case of fire, and how to reduce the risk of fire in while land urban areas in our community.

o  Identify ways to reduce the risk of work-related injuries including the examination of OSHA laws.

o  Access information on hazardous materials and emergency procedures to follow in the result of a spill and/or resulting fire or explosion. (AI)*

·  Use a decision-making model that will enhance health and well-being. (DM)

·  Demonstrate the ability to create safety plans and use strategies to reduce risk. (SM)*

·  Describe and model procedures for emergency care and lifesaving, including CPR, first aid, and control of bleeding. (CC, CS)

o  Name/perform the 3 action steps that should occur upon encountering an emergency

o  Identify life-threatening conditions and demonstrate how to check a victim for them

o  Demonstrate how to gain permission from a conscious victim to administer first aid

o  Demonstrate care for a conscious choking victim

o  Demonstrate care to control bleeding

o  Name the steps of R.I.C.E. (for muscle strains/sprains)

o  Mock rescue breathing and CPR

o  Model the recovery position

o  Demonstrate how to care for an unconscious choking victim

·  Recognize the option of organ and blood donation and the benefit of each. (CC)

Assessment(s):

·  Concepts: Injury Care and Prevention (CC) – Unit Test

·  Decision-Making (DM) – Unit Test

·  Concept Skills (CS) – First Aid/CPR Skill Assessment

Items in BOLD are Oregon Health Education Standards. Items marked with an asterisk (*) are assessed for concept knowledge (CC) rather than skill mastery during this unit. They will be assessed for skill mastery in future units.

Safety at Home and in Your Community

Intentional Injuries:

Unintentional Injuries:

Factors that can help prevent unintentional injuries or lessen their damage include…

Why don’t we refer to unintentional injuries as “accidents” in Health class?

Risk:

Reckless Verses Cautious Risk-Taking: Most situations involve some degree of risk. In many cases, risk-taking is necessary for people to fully experience life. But “Cautious Risk

Takers” recognize potential risks. This enables them to take steps to reduce the likelihood of being injured or causing injury to others.

Decision-Making

The DECIDE Process: There is a process, called DECIDE, that can help you make important decisions. Though it can help you with a variety of decisions, we are going to use it to help us reach health-enhancing decisions. Each letter in the word DECIDE stands for a step in the process. Use this worksheet to apply DECIDE to a situation in your life that poses a health risk. Use the table at the bottom of the page to record your responses to steps 2 and 3.

1.  Define the problem.

2.  Explore your options.

In the first column of the table, list at least four possible options for solving your problem. Include “do nothing” if it is an appropriate option.

3.  Consider the consequences.

In the second and third columns, list both potentially positive and potentially negative consequences. Consider what is likely to happen, not what you hope will happen. Think about the benefits and risks of each option.

4. Identify your values.

Your values are the standards and beliefs that are most important to you. Wanting to be respected is an example of a value. So is wanting to help others or do well in school. List five values you should consider while making this decision.

Now, identify those options that are a good match for these values.

5. Decide and act.

My decision is to

The steps I need to take to act on this decision are…

6. Evaluate the results.

Sometime after you act on your decision, review the results.

How did your decision work out?

How has it affected you and others?

What did you learn?

What, if anything, would you do differently next time?

Emergency Care

Good Samaritan Laws

All 50 states have enacted ______laws that give legal protection to people who willingly give emergency care to an ill or injured person without accepting anything in return. In order to protected, you need to…

·  Act in good faith.

·  Not be purposefully ______or negligent.

·  Not do more than you are ______to do.

·  Not ______the person after you begin giving care.

Responding to an Emergency

Emergency Action Steps:

Step 1: CHECK

q  Check the ______for safety and clues as to what happened (if you didn’t witness it).

q  Check the ______for consciousness (If it’s not obvious, tap and ask, “Are you okay?”) and other life-threatening conditions (severe bleeding, difficulty breathing, or no signs of circulation).

q  If the victim is conscious, obtain consent.

q  Provide your ______.

q  State your level of ______.

q  Ask for permission to ______.

q  Let the victim know what you are going to do.

q  If the victim is not conscious, ______, ______, and ______for signs of breathing. (Consent is implied.)

Step 2: CALL

q  If life-threatening conditions are present, ask someone to call 911 (“Help! This person is _<state condition>_. Will you call 911 and then report back to me?”)

OR

q  Call 911 yourself and be prepared to let them know what has occurred, your location, the number and condition of victims, the aid being provided, and your name and phone number.

Step 3: CARE

q  Put on ______!

Severe Bleeding

q  Apply direct ______to the wound using a sterile gauze pad or clean, absorbent cloth (If gloves are not available, have the victim apply pressure on the wound!)

q  While continuing to apply pressure, raise the wound above the victim’s

______(unless you suspect a fracture).

q  Make a “pressure bandage” by snuggly wrapping an elastic bandage over the pad.

q  If bleeding continues, apply additional ______on top of the existing ones.

Open Fracture

q  Cut away clothing. Do not try to push the bone back through the skin.

q  Apply gentle pressure with a large sterile pad to control bleeding. Do not push directly on the exposed bone.

q  Cover the entire wound with a sterile bandage or clean cloth.

q  If the victim needs to be moved before help arrives, apply a splint to immobilize the injured area.

Closed Fracture (Note: 911 is not necessary unless life-threatening conditions are present)

q  Immobilize the injured area with a sling or splint.

q  Keep the victim still and comfortable. Seek medical attention.

Muscle Strain/Sprain (Note: 911 is not necessary)

q  R – ______the injured area and avoid using it.

q  I – ______the area during the first 24 hours to reduce swelling.

q  C – ______the area with an elastic wrap.

q  E – ______the injured area to prevent or limit swelling

Conscious Choking

q  Ask, “Are you ______?”

q  If the victim can respond, encourage him/her to keep ______.

q  If the victim cannot respond, give _____ back blows and then perform _____ abdominal thrusts (Heimlich maneuver).

q  Stand behind the victim

q  Wrap both arms around the upper part of the victim’s abdomen, just below the rib cage.

q  Make a fist with one have and place it, thumb inward, on the victim’s abdomen between the navel and breastbone. Grasp your fist with your other hand and pull sharply inward and upward.

q  Continue (providing 5 back blows and 5 abdominal thrusts) until the object becomes dislodged, the victim begins to cough or breathe, or the victim becomes unconscious.

q  If the victim becomes unconscious, call 911 then begin CPR.

Unconscious and Breathing

q  Put the victim in the ______position on his/her side and continue to monitor until EMS arrives.

Unconscious and not Breathing

q  Kneel beside the victim and look, listen, and feel for signs of normal breathing.

q  If the victim is not breathing normally, open the airway and give _____ rescue breaths.

q  Place the heel of your hand in the center of the victim’s ______.

q  Place your other hand on top of your second hand and interlock your fingers. Keep your fingers raised off the victim’s chest.

q  Lean over the victim so your shoulders are above your hands and straighten your arms.

q  Press down on the breastbone to compress the chest by ______inches. Then, release the pressure without removing your hands from the victim’s chest.

q  Compress the chest _____ times at the rate of 2 compressions per second.

q  Establish a cycle of _____ rescue breaths and _____ chest compressions. Five cycles of breaths and compressions should take about 2 minutes.

q  Continue CPR until medical help arrives and takes over, an AED can be located and used, there are signs of life, the scene becomes unsafe, someone else takes over, or you are too tired to continue.

Unconscious Choking (and/or rescue breaths do not go in)

q  ______the head and try 2 more rescue breaths

q  Provide _____ chest compressions (do this even if breaths do not go in)

q  Grasp tongue and lower jaw between the thumb and the forefinger and look in the mouth

q  If you see an object, make a scooping motion with your finger in the victim’s mouth/throat to retrieve the object.

q  Try 2 more rescue breaths.

q  Continue providing first aid until one of the following occurs:

1.

2.

3.

4.

OSHA (Lecture)

29 U.S.C. §651 et seq. (1970)

Congress passed the Occupational and ______Health Act to ensure worker and workplace safety. Their goal was to make sure employers provide their workers a place of employment free from recognized hazards to safety and health, such as exposure to toxic chemicals, excessive noise levels, mechanical dangers, heat or cold stress, or unsanitary conditions. In order to establish standards for workplace health and safety, the Act also created the National Institute for Occupational Safety and Health (NIOSH) as the research institution for the ______(OSHA). OSHA is a division of the U.S. Department of Labor that oversees the administration of the Act and enforces standards in all 50 states (U.S. Environmental Protection Agency).
Teens and Unintentional Injuries

Leading Causes of Death Among Teens

The leading causes of death from injury among teens and young adults include:

1.

2.

3.

4.

5.

6.

7.

8.

The Relationship Between Substance Use and Injuries: Graph and explain the relationship between substance use and injuries.

Explanation:

Safety Plans

One of the best things that you can do to reduce your risk of unintentional injury is to develop safety plans before participating in potentially risky activities. Practice by identifying strategies that you could actually use to keep yourself safe at a party.

Before going to a party, I could find out…

Instead of going alone to a party, I could…

To keep safe, I could bring to the party…

To stay safe at the party, I could…

If something dangerous were to happen, I could…

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