Short Course - ilearnoz

Short Course:

HLTAID004 Provide an emergency first aid response in an education and care setting

This individual unit is delivered as a short course which form part of CHC30113 Certificate III in Early Childhood Education and Care

RTO Name	iLearn Oz Pty Ltd t/a iLearn Oz (RTO 52791)
Training Package	CHC Community Services Training Package (Release 2.0-3.0)
Unit Code & Title	HLTAID004 Provide an emergency first aid response in an education and care setting This unit of competency form part of CHC30113 Certificate III in Early Childhood Education and Care
Unit Description	This unit describes the skills and knowledge required to provide a first aid response to infants, children and adults. The unit applies to educators and support staff working within an education and care setting who are required to respond to a first aid emergency, including asthmatic and anaphylactic emergencies. This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011). Specific licensing requirements, including requirements for refresher training, should be obtained from the Australian Children’s Education and Care Quality Authority (ACECQA) and/or relevant state/territory Work Health and Safety Regulatory Authority.
Who Should Attend	This individual unit is aimed at parents with children as well as educators and support staff working within an education and care setting who are required to respond to a first aid emergency, including asthmatic and anaphylactic emergencies.
Mode of Delivery	Face to Face (on campus)
Course Duration & Delivery Schedule	The training will be delivered over 5 evenings of 4 hour sessions each week (5.30pm – 9.30 pm), starting every Monday. Each batch will have no more than 15 learners.
Delivery Location	Level 5, 440 Elizabeth Street, MELBOURNE VIC 3000
Short course fee	iLearn Oz will offer this unit on a fee for services basis. Fee is $119.
Pre-requisites	The Foundation Skills described those required skills (language, literacy and numeracy) that are essential to performance. • Oral communication – in order to communicate effectively in an incident and to make an accurate verbal report to supervisor and emergency response services • Written communication – in order to complete a written incident report in line with organisational policies The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
physical requirements for this course	It is important to note that there are physical standards which relate to the level of performance required when undertaking accredited training. This unit require a level of physical ability to provide resuscitation and respond to an emergency situation where there may be risk to life. One requirement of the training package is that you are to be assessed as physically capable of performing uninterrupted CPR for at least 2 minutes on an adult/child resuscitation manikin placed on the floor. There can be no exceptions to these Australian Government requirements that are clearly written into the Training Package. Therefore, students who are unable to satisfy the physical requirements of the course cannot be deemed competent or issued with a statement of attainment, even if the qualification is a necessary part of their employment conditions
Fee for Service	iLearn Oz will offer this unit on a fee for services basis.
Delivery Strategy	• PowerPoint presentation and videos by the qualified trainer • Demonstrations of various first aid techniques in various scenarios • Practical component of performing CPR wand other first aid techniques will focus on working through case scenarios using the DRSABCD technique; this will be done as individuals and in pairs. • Workbook assessment questions will be completed individually at different intervals throughout the course and used to prompt questions for discussion by the group. • Completion of Injury Report form in small groups and then reporting back to the group.
Delivery Resources required	• PowerPoint presentation covering delivered material • Short video • Emergency First Aid for Carers & Teachers (Ed.5), by Haines, J. (2018), APL Healthcare • Student Assessment Workbook • Learners involvement in group activities • Demonstration of CPR and other related first aid techniques • Possible use of on-line pre-course background reading
Elements of the Unit of Competency	• Respond to an emergency situation • Apply appropriate emergency first aid procedures • Communicate details of the incident • Evaluate the incident and own performance
Performance Evidence	Learners must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that learners have completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:  Followed DRSABCD in line with ARC guidelines, including:  Performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor  Performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on a child resuscitation manikin placed on the floor  Performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface  Responded appropriately in the event of regurgitation or vomiting  Managed the unconscious breathing casualty  Followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions  Followed the prompts of an Automated External Defibrillator (AED)  Responded to at least three simulated first aid scenarios contextualised to the candidate’s workplace/community setting, and involving infants and children of varying ages including:  Conducted a visual and verbal assessment of the casualty  Demonstrated safe manual handling techniques  Post-incident debrief and evaluation  Provided an accurate verbal and written report of the incident  Conducted a hazard assessment and identified strategies to minimise risk  Applied first aid procedures for the following:  Allergic reaction  Anaphylaxis  Bleeding control  Choking and airway obstruction  Envenomation, using pressure immobilisation  Fractures, sprains and strains, using arm slings, roller bandages or other appropriate immobilisation principles techniques  Head injuries  Poisoning  Respiratory distress, including asthma  Seizures & convulsions, including febrile convulsions and epilepsy  Shock  Located and interpreted workplace policies and procedures
Knowledge Evidence	Learners must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:  State/Territory regulations, first aid codes of practice and workplace procedures including:  ARC Guidelines for provision of CPR and first aid to infants, children and adults  Guidelines from Australian national peak clinical bodies  Safe work practices to minimise risks and potential hazards  First aid requirements for services under the Education and Care Services National Law  Infection control principles and procedures, including use of standard precautions  Requirements for currency of skill and knowledge  Legal, workplace and community considerations, including:  Awareness of potential need for stress-management techniques and available support following an emergency situation, including the psychological impact on children  Duty of care requirements  Respectful behaviour towards a casualty  Own skills and limitations  Consent, including situations in which parental/caregiver consent is required  Privacy and confidentiality requirements  Importance of debriefing  Considerations when providing first aid including:  Airway obstruction due to body position  Appropriate duration and cessation of CPR  Appropriate use of an AED, including placement of pads for adults and children aged older than 8 years  Specific considerations when using an AED on children aged between 1 and 8 years, including identification of AED with paediatric capability, paediatric voltage and use of paediatric pads  Chain of survival  Standard precautions  How to conduct a visual and verbal assessment of the casualty?  Principles and procedures for application of first aid management of the following scenarios:  Abdominal injuries  Allergic reaction  Anaphylaxis, including signs, symptoms and triggers and using different types of adrenaline auto injectors  Asthma, including signs, symptoms and triggers and using different types of bronchodilators  Basic care of a wound  Bleeding control  Burns  Cardiac conditions, including chest pain  Choking and airway obstruction  Crush injuries  Diabetes  Dislocations  Drowning  Envenomation  Environmental impact, including hypothermia, hyperthermia, dehydration and heat stroke  Eye and ear injuries  Febrile convulsions  Fractures  Head, neck and spinal injuries  Minor skin injuries  Needle stick injuries  Poisoning and toxic substances  Respiratory distress  Seizures, including epilepsy  Shock  Soft tissue injuries, including sprains and strains  Stroke  Unconsciousness  Basic anatomy and physiology relating to:  How to recognise a person is not breathing normally?  Chest  Infant respiratory systems and implications for provision of CPR  Basic anatomical differences between adults and children, and the implications for provision of first aid  Normal clinical values for children  Response/consciousness  Upper airway and effect of positional change
Assessment Strategy	Assessment strategy will be based on the principles of fairness, flexibility, validity, reliability as well as sufficiency authenticity and currency. Learners will be expected to demonstrate the essential skills and knowledge as detailed in the assessment booklet including: • Demonstration of CPR procedures, including child, infant and adult casualties using a resuscitation Manikin in line with Australian Resuscitation Council Guidelines. • Demonstration of various first aid techniques, as an individual and as working as part of a first aid team. • Workbook assessment questions are to be completed within class time • The assessor must ensure that all Performance Criteria as detailed on Assessment Booklet is met and both assessor and learners are required to sign the assessment outcome. All assessment outcomes must be transferred to the Competency Records Sheet and all documentation retained in the course folder.
Assessment Approach	To determine the student’s skills and knowledge in a unit of competency, a qualified trainer and assessor will conduct assessments using a variety of evidence gathering techniques including: • Written Test/ Questions • Verbal Questions • Skills Demonstration/ • Role Play The trainer and assessor inform all learners about the assessment process, resources, assessment methods and timings of assessment at the beginning of each of unit of competency. Assessment Information Provided to Students Students are provided with Student Assessment Booklet for the unit which details assessment tasks they undertake. Assessment tools include information needed for the Students to complete the assessments including: • Duration/due date • Conditions of assessment • Instructional information required to complete the task • Marking and submission information Assessment Information Provided to Trainers/Assessor Trainers and Assessors will be provided with resources provided to students and assessor versions of assessment tools (i.e. Trainer and Assessor Guide) including model answers, assessment instructions and decision-making information. Students are given feedback on the outcomes of each assessment they undertake.
Evidence Gathering Techniques	 Knowledge questions: This assessment includes written questions which learners are required to answer.  Role play/Demonstration The role play assessment will be undertaken in the simulated environment at an iLearn Oz campus based on different scenarios. As part of role plays, learners are required to demonstrate appropriate first aid skills in different situations involving children, infants and adults.
Determining Assessment Outcomes	Individual assessment tasks are marked either Satisfactory or Unsatisfactory. On obtaining a satisfactory result for all assessment tasks set for a unit, students are deemed Competent (C) or Not Yet Competent (NYC). Students deemed NYC will be given feedback on their performance and provided with guidance for additional attempts and be given the opportunity for re-assessment to demonstrate competency.
Reassessment	Students who are deemed NYC at the first attempt will be given two more opportunities for re-assessment without any cost to student.
Certificate Issuance	Students completing assessment requirements for this unit will be awarded a Statement of Attainment as part of the qualification CHC30113 Certificate III in Early Childhood Education and Care. All students must provide iLearn Oz with their Unique Student Identifier (USI) before a Statement of Attainment can be issued, unless an exemption applies under the Student Identifiers Act 2014. It is a government requirement that all students undergoing VET training in Australia apply for and hold a USI. For more information, refer to the Issuing Certificate and Statement of Attainments Policy and Procedures.
Complaints and Appeals	Students not satisfied with an assessment outcome may appeal the assessment decision by accessing iLearn Oz’s Complaints and Appeals Policy. In the first instance, students are encouraged to appeal informally by contacting their trainer/assessor and discussing the matter with them. In the event that the learner is dissatisfied with the outcome of such discussion, the learner may appeal further to either the Lead trainer and/or course coordinator. If a learner is still dissatisfied, the learner may appeal formally and in writing to have their result reviewed. For more information, refer to Assessment Policy and Complaints and Appeals Policy and Procedures.
Trainers and Assessors	All trainers and assessors delivering and assessing this unit satisfy the requirements of the Schedule 1 of the Standards for Registered Training Organisations (RTOs) 2015 including: • TAE40110 Certificate IV in training and assessment* or TAE40116 Certificate IV in Training and Assessment or or a diploma or higher level qualification in adult education. • HLTAID004 Provide emergency first aid response in an education and care setting • CHC30113 Certificate III in Early Childhood Educate and Care or CHC50113 Diploma of Early Childhood Educate and Care or equivalent • Current industry skills directly relevant to the training and assessment being provided • Current knowledge and skills in vocational training and learning that informs their training and assessment • Continuing Professional Development Note: From 1 June 2019, trainers and assessors with TAE40110 Certificate IV in Training and Assessment only (who don’t have TAE40116 Certificate IV in Training and Assessment) must also have: Either one of the following: • TAELLN411 Address adult language, literacy and numeracy skills • TAELLN401A Address adult language, literacy and numeracy skills Plus one of the following: • TAEASS502 Design and develop assessment tools • TAEASS502A Design and develop assessment tools • TAEASS502B Design and develop assessment tools.
Equipment and Resources Required	All learners ill have access to the following assessment resources required to undertake an assessment: • adult, child and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures • AED training device • different types of training adrenalin auto-injector training devices (e.g. EpiPen and AnaPen) • different types of placebo bronchodilators and a spacer device • roller bandages • triangular bandages • workplace First Aid kit including PPE • workplace injury, trauma and/or illness record, or other appropriate workplace incident report form • wound dressings Learners will also have access to following resources: • HLTAID004 Student Assessment Booklet • Access to a simulated child care environment to undertake role play tasks. • The assessor playing the role of a parent, ACECQA representative, ambulance officer or supervisor, where required. • Classmates playing the role of colleagues, where required. • Injury, trauma and/or illness record. • Online access to: o The ARC Guidelines from the Australian Resuscitation Council website. o National Asthma Council Australia. o Australasian Society of Clinical Immunology and Allergy Limited (ASCIA) Action Plans for Anaphylaxis and Allergic Reactions. o Wrongs Act 1958. o Other pieces of legislation underpinning first aid provision in each State or Territory, e.g. Civil Liability Act 2002 (WA). o Work Health and Safety (First Aid in the Workplace) Code of Practice 2015. Simulated assessment environments which will simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Reasonable Adjustment	iLearn Oz ensures that students with recognised learning disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based on age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues to name but some. Reasonable adjustment may consist of, but not limited to: • Providing additional time for participants to complete learning and practice tasks to better prepare them for assessments • Presenting alternate methods of assessments more appropriate to the learner’s specific needs; for example, using oral questioning instead of written questions • Adjusting learning materials’ English language level to better suit the individual • Using large print material and/or showing how to use zoom function to increase font size for elderly or sight impaired students • Providing opportunities for reassessment • Presenting work instructions in diagrammatic or pictorial form instead of in written form Any adjustments made must: • Maintain the competency standards and course requirements as stipulated in the training package • Be discussed and agreed to by the learner • Benefit the learner • Be reasonable to expect in a workplace.
Support Services	iLearn Oz employs support staff and a welfare officer to help learners with special needs and/or refer them to qualified counsellors. Learner should contact student administration for any support they need during the training.