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Project Overview

Project Description:

The following proposal is a suggested training tool that will increase the response time for
individuals in a first aid emergency. The training will be delivered from a static website or compact
disk. The training will be broken into modules for each of the topic areas: Checking an ill or injured
person, Severe Allergic Reactions, Asthma Attack, Seizure, Poisoning, Shock, Stroke, Bleeding, Burns,
and Injuries to muscles/bones/joints. American Red Cross developed the original training. The course
will be completed by all new students and as needed for sustainment training. It should take no more
than two hours to complete all of the Course Modules. This training is designed to provide the student
with the required procedures to respond to standard first aid emergencies. New students will be given a
month to complete the training and submit completion certificates to their supervisors. After completing
the training, all students will be required to utilize their skills in response to a given emergency or during
sustainment drills.

Setting:

During a recent incident at work, an injury occurred which required immediate response by
shop personnel. During the incident, employees were not sure of how to respond. After a review of
shop procedures, it was noted that not all personnel have received basic first aid and emergency response
training. There are a large number of personnel employed at this particular site. This on-site training
will increase the awareness and response of all employees. The site would like to conduct the training,
but because of scheduling conflicts and classroom availability issues, it is not likely for the training to
occur in a group setting. Subsequently, additional emergency response situations occurred at the facility,
which only highlighted the need for this type of training. Web training is available, but doesn’t reflect
the current standard needed for this training. This training needs to be updated and presented to all
employees.

Target Audience:

This training is a series of lesson modules that will train employees in the proper procedures
required in response to a first aid emergency. This training will not certify the employee to certification
standards. Instead, this training will serve as a refresher for prior classroom instruction. This training
will be used for sustainment purposes for all employees.

Overall Goal:

The ultimate goal is to increase the employee’s awareness and response to a first aid
emergency. The success of this training will be evident in the lives saved or injuries treated as a result of
increased response rates by trained personnel.

Project Rationale:

This training will implement a uniform process for all employees in the workplace,
standardizing the response procedures needed to treat first aid emergencies. This standard will serve to
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streamline the training for all employees. Because this training will be accessible by all employees, an
increase in emergency awareness and injury treatment is expected across the job site.

Scope of Project:

This training will be presented in a Computer Based Tutorials (CBT) format on a static website
that is accessible by all employees. This training will cover the procedures required to respond to a first
aid emergency and the skills required to treat basic injuries or sudden illness. The lesson will cover the
skills needed in response to: Checking an ill or injured person, Severe Allergic Reactions, Asthma
Attack, Seizure, Poisoning, Shock, Stroke, Bleeding, Burns, and Injuries to muscles/bones/joints.

Method of Delivery: Computer based training or web-based instruction.

Needs Assessment
Tools:

In order to complete this training, employees will need access to a computer with Internet access
and a CD-ROM drive. Employees will have an option in terms of completion method as the course can
be completed via a static website or compact disc. Standard Internet browsers are sufficient; Explorer,
Netscape, Firefox, Safari. Further, employees will need printer access in order to produce their
certificates of completion.

Approach:

In an attempt to increase individual response time in first aid emergencies, employers have
decided to reassess their current skills training procedures. The team has met with the employer to
review and identify deficiencies in the current training process. The topic areas that will be reviewed and
assessed are checking an ill or injured person, Severe Allergic Reactions, Asthma Attack, Seizure,
Poisoning, Shock, Stroke, Bleeding, Burns, and Injuries to muscles/bones/joints. A meeting was also
held with subject matter experts to develop a goals analysis. A goals analysis is necessary to determine
the goals for the instruction. The collaboration with emergency response subject matter experts, will
allow for a thorough goals analysis to be developed that is specific in nature. The course modules will
then be developed and submitted to the employer for a final review, as they are the evaluators in this
process. Implementation will ensue shortly after approval has been granted.

Results:

It’s expected that as a result of this training, individuals certified to administer first aid, will have
increased response times during emergencies.

Conclusions/Recommendations:

If correctly utilized by students, there should be increased response times in the event of an
emergency occurs which requires first aid. It is recommended that individuals, who are first aid certified,
utilize the modules as a method of review. Ultimately we would like to ensure that certified individuals
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retain appropriate skills levels at all times. An additional reason why this is recommended is that first aid
is only administered on a needs basis, which may limit practical application by certified individuals.

Goals and Objectives

Instructional Goal: Employee’s will be able to respond to emergencies in accordance with the
procedures outlined in the lesson. The employee will be expected to review the lesson material (as
needed) in order to respond to a first aid emergency.

Learning Objectives:

Cognitive Domain –
In response to a first aid emergency, identify the signs and symptoms for a severe allergic reaction to
determine the appropriate care required. (Comprehension)
In response to a first aid emergency, name the steps needed to treat a person having a severe allergic
reaction in the proper order. (Knowledge)
In response to a first aid emergency, identify the signs and symptoms of an asthma attack to determine
the appropriate care to determine the appropriate care required. (Comprehension)
In response to a first aid emergency, name the steps needed to treat a person having an asthma attack in
the proper order. (Knowledge)
In response to a first aid emergency, name the steps needed to treat a person having a seizure in the
proper order. (Knowledge)
In response to a first aid emergency, identify the signs and symptoms for someone who has been
poisoned to determine the appropriate care required. (Comprehension)
In response to a first aid emergency, name the steps needed to treat a person that has been poisoned in
the proper order. (Knowledge)
In response to a first aid emergency, identify the signs and symptoms of shock to determine the
appropriate care required. (Comprehension)
In response to a first aid emergency, name the steps needed to treat a person in shock in the proper
order. (Knowledge)
In response to a first aid emergency, name the steps needed to treat a person who is having a stroke in
the proper order. (Knowledge)
In response to a first aid emergency, name the steps required to care for a burn in the proper order.
(Knowledge)
In response to a first aid emergency, identify the signs and symptoms of a head, neck, or back injury to
determine the appropriate care required. (Comprehension)
In response to a first aid emergency, name the steps required to immobilize an injury to a head, neck, or
back in the proper order. (Knowledge)

Psychomotor Domain –
In response to a first aid emergency, check a conscious or unconscious ill or injured person to determine
the appropriate care. (Imitation)
In response to a first aid emergency, perform the steps required to control bleeding in the proper order.
(Imitation)
In response to a first aid emergency, immobilize an injury to a muscle, bone, or joint to prevent further
injury. (Imitation)
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Project Analysis
Overview:

This analysis is based on the input received from the subject matter experts and on the data collected
during the initial assessment meeting with the employer. The suggested plan of action is as follows:

1. Meet with employer to review and identify areas of opportunity in the current training process.
2. Collect data from the subject matter experts on the identified primary topic areas; checking an ill or
injured person, severe allergic reactions, asthma attack, seizure, poisoning, shock, stroke, bleeding,
burns, and injuries to muscles/bones/joints.
3. Design the instruction to follow the goals and objectives derived from meetings with the employer
and their chosen subject matter experts.
4. Develop draft course modules that are to be accessed via Internet or CD-ROM.
5. Review and fine-tune course modules with subject matter experts to ensure all topic areas are
addressed sufficiently.
6. Produce a CD and asynchronous web based version of the training for review by evaluators.
7. Implement the newly revised training throughout the district.
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Task Analysis Chart:

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Learner Analysis:

Primary Learners - The primary learners for this training are individuals seeking first aid review.
Learner age and comfort levels with first aid procedures will vary greatly considering the age range will
be 18 and up. Furthermore, overall education levels, to include computer literacy, will vary greatly
among learners.

Learner Strengths
1. Felt/Expressed interest in First Aid
2. Highly motivated
3. Mature Adults
4. Logical reasoning skills
5. Different levels of experience and education

Learner Weaknesses
1. Different levels of experience and education
2. Varying comfort levels in terms of administering aid
3. Low computer literacy levels

Areas of Potential Difficulty

1. Access to online training materials may be limited
2. Possible scheduling conflicts with training and day job

Context Analysis:

General Description – The training will be delivered by way of an asynchronous web based format and
via CD-ROM. Learners will be presented with an intro to the training to include course procedures and
guidelines. They will then be provided usernames and will be responsible for creating their own
passwords. Learners must complete the modules within the allotted two-month time span.

Advantages
1. The newly revised training is standardized in nature
2. Training can be completed from any computer with Internet or media presentation
3. The training is asynchronous which allows the employee to work at his/her own pace
4. The training has supplemental value for individuals already certified to administer first aid

Limitations
1. Limited tech support
2. Limited review sessions

Teaching Strategies
1. Clearly defined learning objectives
2. Create interactive procedures to enhance learning
3. Use of a gradual progression in learning to enhance knowledge retention
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Instructional Plan

Learning Theories and Strategies:

The Cognitive Learning Theory will be used to develop these lessons. The principles that will be
applied during these lessons are listed below:

• For information in the lessons to be processed and transferred, it must be presented,

demonstrated, and applied by the learner.

• Working memory is limited, so the use of acronyms, short phrases, and mnemonics to aid in
knowledge retention.

• By connecting previously learned material to any new information, the lesson will seek to add
meaningful learning to the student’s knowledge.

The implications associated with this learning theory are:

• The lessons must be geared toward “Adult” learners.

• The materials must provide quickstep guides.

• Any physical interaction (bandages, splinting, victim checks, etc.) must be performed on live
participants to enhance the learning experience.

The Behavioral PROCEDURE STRATEGY will be used for this lesson:

Procedure Strategy Initial Presentation and

Generative Strategy
Respond to a first aid Demonstration, organization, While interacting with the
emergency elaboration, and practice computer-based training
portion, the signs and
symptoms will be explained,
the procedures will be
demonstrated for proper
response to first aid
emergencies.

After observing these concepts

and steps, the student will be
required to complete a quiz or
practical exercise which
requires the student to identify
the first aid emergency and the
steps needed to provide the
appropriate care.
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Explanation of Learning and Teaching Activities/Timeline:

There are ten modules for this training: Checking an ill or injured person, Severe Allergic Reaction,
Asthma Attack, Seizure, Poisoning, Shock, Stroke, Bleeding, Burns, Splinting, and Injuries to the
head/neck/back. This is a general breakdown for each of the modules for this training:

1. Introduction – The introduction will be presented to the learner during the training and detail the
scope, purpose, and training instructions for the lesson module. (1 min)

2. Objectives – The learner will presented with specific content objectives that will be covered during
the lesson. The lesson outcomes will then be explained. (1 min)

3. Demonstration – This will be a video presentation designed to provide the learner with concrete
information, a demonstration of the procedures, and an explanation of specific knowledge required to
provide the appropriate care. (15mins)

4. Practical Exercise – This will be a graded assessment of the learner’s ability to successfully identify
required signs and symptoms, and the procedures necessary to provide the appropriate care. (5mins)

Each module should only take about thirty minutes (30mins) to complete. The learner should allocate
approximately two hours to complete all modules in this training.

Instructional Materials:

The learner will need access to a computer that Windows Internet Explorer installed. The student will
be provided all required information during the training.
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Assessment Instrument
Standard First Aid Course
Assessment Objectives:
These knowledge based questions and skill checklists will be used in the Assessment Instrument
for the Learner.

a. Check a conscious ill or injured person.

1) When checking an ill or injured infant or child, you should check from ____ to
____. (head, toe)
2) When checking an ill, injured or conscious person, which of the following
question(s) should be asked (4)
a) What is your name?
b) What happened and do you feel any pain or discomfort?
c) Do you have any allergies or medical conditions?
d) All of the above.
3) After checking the scene and checking the __________, the next step is to obtain
______________. (person, consent)
b. Identify the signs and symptoms for a severe allergic reaction.
1) Which of the following is a sign or symptom of an allergic reaction? (3)
a) Sweating
b) Confusion
c) Swelling
d) Unable to talk
2) When assisting someone with prescribed medication use ____________ and other
personal ____________ equipment. (gloves, protective)
c. State the steps needed to treat a person having a severe allergic reaction.
1) What angle should be used when injecting medication for an allergic reaction?
a) 50
b) 70
c) 90
d) 100
d. Identify the signs and symptoms of an asthma attack.
1) A person suffering an asthma attack may exhibit ______ and _____ breathing.
(rapid, shallow)
2) T or F Consent is not always necessary to assist someone having an asthma
attack. (False - Consent is always necessary)
3) T or F After the person experiencing the asthma attack inhales deeply from the
inhaler canister, they must hold their breath for a count of 5. (False - 10 seconds)
e. State the steps needed to treat a person having an asthma attack.
1) T or F You should always verify a victim’s name, directions, and medication
expiration date before giving care for an asthma attack. (True)
f. State the steps needed to treat a person having a seizure.
1) What is the first step in treating someone who is having a seizure? (4)
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a) Turn on AED
b) Protect the person’s head
c) Obtain consent
d) Check scene/person
2) After you check the ABCs and care for injuries, place the person in the
_________ position. (recovery)
g. Identify the signs and symptoms for someone who has been poisoned.
1) T or F Restlessness is a sign or symptom of Poisoning? (False – Restlessness
is sign of Shock)
2) When treating someone who has been poisoned, you should obtain which of the
following? (d)
a) What type of poison and how much was taken?
b) When it was taken.
c) How the poison entered the body.
d) All of the above.
3) Who should you call if the poisoning victim is conscious? (d)
a) 911
b) National Poison Control Center
c) Fire Department
d) None of the above
h. State the steps needed to treat a person that has been poisoned.
1) Check the scene, check the victim.
2) Obtain consent.
3) Call 911 (life threatening, unconscious, not breathing) or Call Poison Control
Center (if conscious).
4) Care for conditions found.
i. Identify the signs and symptoms of shock.
1) If the victims face is pale, you should: (2)
a) elevate the head
b) elevate the feet
c) cover the victim with a blanket
d) Give something to drink
2) T or F Excessive thirst is a sign of shock (True)
3) You should elevate the victims feet ___ to ___ inches. (8, 12)
j. State the steps needed to treat a person in shock.
1) Check the scene, check the victim.
2) Obtain consent.
3) Call 911.
4) Monitor ABCs.
5) Control any bleeding.
6) Keep person from getting chilled or overheated.
7) Elevate legs 8 to 12 inches.
8) Comfort and reassure person.
k. State the steps needed to treat a person who is having a stroke.
1) What does the acronym F.A.S.T mean? (C)
a) Frown, Aches, Slow, Target
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b) Face, Arm, Spots, Time

c) Face, Arm, Speech, Time
d) Frown, Aches, Speech, Target
2) In order to determine weakness on one side of the face, ask the person to
__________. (smile)
l. State the steps to control bleeding.
1) T or F If bleeding continues, apply a tourniquet. (False – Apply additional
dressings)
m. State the steps to care for a burn.
1) Which of the following is not a care step in treating a burn victim? (C)
a) Stop the burning
b) Cover the burn
c) Break the blisters
d) Cool the burn
2) T or F You should always cover the burn tightly with a sterile dressing to
minimize the amount of air the burn is exposed to. (False - Cover the burn loosely)
n. Identify the signs and symptoms of a head, neck, or back injury.
1) A victim with a head, neck, or back injury may have _____ or _____ in their
extremities. (tingling, weakness)
o. State the steps to immobilize an injury to a head, neck, or back.
1) Which of the following should be performed if you suspect a head, neck, or back
injury? (4)
a) Minimize movement
b) Manually support the head as found
c) Call 911
d) All of the above
2) If the head is sharply turned to one side, do not move it and ________ in the
position _________. (support, found)
p. State the steps to immobilize an injury to a muscle, bone, or joint.
1) You should always check for ______, ______, and ______ when splinting a broken
bone. (feeling, warmth, color)
2) T or F Only splint the injured body part if the person must be moved and it does
not cause more. (True)

This performance-based checklist will be used in the overall course evaluation.

Splinting Skill Performed (Yes/No)

Circle appropriate response

1 Check scene, Check person Yes / No

2 Obtain consent Yes / No

3 Check injured body part for circulation Yes / No

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4 Splint injured body part in position found Yes / No

5 Recheck for circulation Yes / No

The group will develop a project rubric to evaluate successful completion of this assignment
(Assessment Instrument). It will be included with this assignment.

Project Rubric (Criteria) Under Performing Acceptable Target

Objectives Thorough for The objectives do not The objectives meet the The objectives meet the
course content thoroughly cover the target number but don’t target number and content
course content. meet the target content. of the course.

Quality of Test Question The questions are The questions contain The questions are written
poorly written and errors. well and do not contain
contain errors any errors.
(misspellings,
grammatical errors)

Use of various question Only used one Used at least two styles. Used three or more
styles for assessment question style. assessment styles.
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References

Participant manual (2006), American Red Cross, Staywell Publishing

First Aid Skills Card (2006), American Red Cross. Staywell Publishing