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

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

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STUDENT INFORMATION

Award issued

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

HLTAID003 Provide first aid

HLTAID002 Provide basic emergency life support

HLTAID001 Provide cardiopulmonary resuscitation

It is recommended this unit be renewed every 36 months in line with industry standards. Locate the most current training package at training.gov.au

Our obligation to you

We are required to provide clear evidence to enable you to decide if this course is suitable for you. This course teaches the skills and knowledge required to provide a first aid response to infants, children and adults in line with the Australian Resuscitation Council (ARC) Guidelines. This course is developed for 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.

Allens Training Pty Ltd RTO 90909 is responsible for the quality of the training and assessment and will be issuing the statement of attainment for this unit even if the training is provided by an authorised third party.

Choosing a training or education provider

The Australian Skills Quality Authority (ASQA) has developed a fact sheet to allow you to be fully informed about your decision to enroll in a course of study. We recommend reading this information prior to enrolling.

Are there 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. The HLTAID competency standards 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.

Resources that will be available for this course  

AED training device

Different types of training adrenalin autoinjector training deceives (e.g. EpiPen®)

Placebo bronchodilators and a spacer devices

Workplace first aid kit and injury, trauma/illness records

 

DETERMINING AMOUNT OF TRAINING – TARGET STUDENT AND COURSE DELIVERY OPTIONS

Student cohort (types of students)

Allens Training Pty Ltd is required to determine the amount of training they provide to each student, with regard to the existing skills, knowledge and experience of the student.

This is achieved by identifying the cohort category or the student undertaking the proposed training and also the mode/s of delivery being provided.

Skill levels will vary in relation to the type of student or ‘cohort’.  Allens Training Pty Ltd have identified 2 different types of cohorts as listed below.

  1. Students new to the training
  2. Students with previous training and/or experience similar to this course

Initial training and modes of delivery (students new to the training)

Initial training is intended for students who have no prior training or experience. For example job seekers, school leavers, those wanting a change in career etc.

Students attending a course for the first time can complete the course in 2 ways.  Either by undertaking pre-course study – referred to as unsupervised learning, and then attending a trainer led face to face course (mixed mode) or by attending a longer period of training (face to face).

Where the student cohort consists of new entrants or inexperienced workers, we ensure that we give them the opportunity to fully absorb the required knowledge and to develop skills over time in the different contexts they would experience in the workplace.

This may require a longer time-frame than for those students with significant training/industry experience.

Refresher training and modes of delivery (Students with previous training and/or experience)

The shorter refresher course may be appropriate for workers or students experienced in the industry or with previous training.  This might be those who have been in the industry for some time (e.g. well practiced skills), those who have previously completed this course or similar, and those returning for workplace or industry requirements and to refresh their skills etc.

Meaning the student cohort for a refresher course is comprised of students who have previously attained experience in the required skills/knowledge.

It’s important to identify those students who are confident and are returning for recertification. It’s about recognising their pre-existing knowledge and skills. Therefore, upon enrolment, a refresher student can supply evidence of previous certification and therefore will be given the option of completing optional unsupervised pre-course study to refresh their knowledge and the complete a face to face training session with a trainer (mixed mode or express mode).

Recertification/refresher training is a competency confirmation event that includes training, the purpose of which is to compensate for or prevent deterioration in a previously achieved standard of performance.

Course times 

 

 

 

 

 

 

 

 

 

 

 

 

Pre-course study

If there is pre-course study for the course, it is found in the student portal. Students must have access to a computer, phone, tablet etc. with access to the internet to complete the pre-course study online.

What does competency-based training actually mean? 

A competency-based training environment is centered on demonstrated competence against industry-defined standards of performance. Competency-based training is the concept that individuals learn at different rates as well as through different modes and different environments and that the skills and knowledge that a student has acquired previously are able to be formally recognised.

Amount of training and the AQF volume of learning

The AQF Volume of Learning describes how long a student, who does not hold any competencies identified in the qualification, would normally take to develop all of the required skills and knowledge at that qualification level. The amount of training comprises the formal learning activities that are provided to a student to enable them to meet the requirements of each training product and gain the skills and knowledge specified in the relevant training product.

 

 

 

 

 

 

Exceptions for duration of the course

Course durations are reflective of group sizes of between 4 and 15 students. If there are less students in a group, you may find course duration reduced by a maximum of 10%. If a class size exceeds 15 students, it may therefore also be necessary to increase course duration depending on the number of students.

Recognition or any prior learning or previous courses 

Upon enrolment, you are given the opportunity to upload your previous certificate and based on that evidence, the course can be modified based on your previous knowledge. There is a currency requirement to be able to demonstrate skills such as CPR.

We need to identify any support you require to complete this course 

Upon enrolment, we will give you an opportunity to provide information on your language, literacy and numeracy skills to complete this course. There is also the opportunity to provide details and communicate any special needs or support requirements you may have.  Assistance can be sought from our student support officer at Allens Training Pty Ltd by phoning 1300 559 064.

We provide equitable access to all required educational and support services, so that no student is disadvantaged to be able to enroll into this course regardless of their mode of study or location. Students can arrange to meet with their trainer on a one-to-one basis for additional support, plus email and phone contact.

It’s important to note that there is a physical requirement to complete 2 minutes of CPR on the floor with an adult/child manikin.

Unique Student Identifier (USI)

Completing any vocational education course in Australia, it is a requirement for you to obtain and supply a USI. This is obtainable from usi.gov.au If a USI is not supplied and verified with usi.gov.au a certificate cannot be issued to you.

Course fees

This course may be delivered by way of partnership arrangements with your local trainer. The course fee will be paid direct to the trainer (the partner organisation). This course is usually arranged by the employer of a workgroup and the employer can be invoiced for the training. If the employer does not arrange the training, or the employer does not agree to fund the training, training fees must be paid by the individual student direct to the trainer. All partners of Allens Training Pty Ltd will be required to meet minimum resource and facility requirements and course fees are available at the time of enrolment. Course fees will be communicated to you prior to enrolment.

Funding and work placement arrangements       

There is no funding or work placements associated with this course.

Foundation skills required

Foundation skills are the underpinning communication skills required for participation in the workplace, the community and in adult education and training.

Learning – to learn to provide first aid response in an emergency.

Reading – to administer medication for anaphylaxis or asthma.

Writing – to complete documentation such as reports/risk assessments.

Oral communication – to call the ambulance and provide a handover.

Numeracy – to count the number of compressions and breaths.

 

Reasonable adjustment explained

Reasonable adjustment refers to flexibility in assessment approaches to account for individual learning needs, while still adhering to the assessment requirements of the relevant training package or VET accredited course. Whilst reasonable adjustments can be made in terms of the way in which evidence of performance is gathered, the evidence criteria for making competent/not yet competent decisions should not be altered in any way.

If a student meets essential entry requirements, the RTO must endeavour to make ‘reasonable adjustments’ necessary for them to complete their course work or demonstrate competency. This may include adjusting the physical environment, student learning materials or the manner that a theory test is completed. In most situations, a student with a disability will be able to tell the RTO what he or she needs to be able to study. If necessary, the RTO should also seek advice from disability areas within government departments or organisations that represent or provide services to people with a disability.

Adjustments may include:

Modifying educational premises. For example, making ramps, modifying toilets and ensuring that classes are in rooms accessible to the person with a disability.

Modifying or providing equipment. For example, lowering lab benches, enlarging computer screens, providing specific computer software or an audio loop system.

Changing assessment procedures. For example, allowing for alternative examination methods such as oral exams, or allowing additional time for someone else to write an exam for a person with a disability.

Changing course delivery. For example, providing study notes or research materials in different formats or providing a sign language interpreter for a person who is hearing impaired.

Please note that in some Training Packages, first aid and CPR training for example, there are mandatory skills that cannot be modified as a reasonable adjustment. The student is required to complete 2 minutes of adult CPR on a resuscitation manikin on the floor. There is no room for reasonable adjustment as it is stated as what is required in the Training Package.

 

ASSESSMENT – THEORY – Multi choice question paper

You will be assessed on:

State/Territory regulations, first aid codes of practice and workplace procedures:

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 the risk 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 and emergency situation, including the psychological impact on children

Duty of care requirements

Respectful behavior 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 old

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 reactions

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 pains

Choking and airway obstructions

Crush injuries

Diabetes

Dislocations

Drowning

Envenomation

Environment 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 – PRACTICAL

Physical demonstrations (skills)

The simulated assessment environments will reflect the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.  Skills must be demonstrated by the student working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess students’ skills and knowledge.

It’s important that students have knowledge of the content of this course. The assessable practical skills are listed below.

You will be assessed on performing first aid scenario and task demonstrations for:

  1. Infant CPR
  2. Adult/child CPR & defibrillation
  3. Anaphylaxis & autoinjector
  4. Asthma & medication
  5. Written incident report
  6. Choking
  7. Head injury
  8. Turning a casualty on his/her side
  9. Bleeding control & shock
  10. PIT for snake/spider bite
  11. Rice for sprain
  12. Bandage & sling for fracture
  13. Seizure
  14. Poisoning
  15. Verbal reporting, debriefing and evaluating

 

Student written agreement

If you are completing this course, please download the student agreement to ensure that you are aware of your rights and obligations.

Course requirements          

There are no prerequisite, entry, work-placement, licensing or certification requirements for this course.

We engage with industry experts

As part of ongoing improvement activities and industry consultations, Allens Training Pty Ltd consult with industry experts to ensure best practice occurs in resources and realistic assessment tools.

Training considerations from the trainer and assessor

The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages courses and enable each student to meet the requirements for each unit of competency or module in which they are enrolled.

RTO responsibilities           

The RTO is required to:

  • Have qualified trainers and assessors to deliver the training and assessment.
  • Educational and support services to meet the needs of the student cohort/s undertaking the training and assessment.
  • Learning resources to enable students to meet the requirements for each unit of competency.
  • Facilities, whether physical or virtual, and equipment to accommodate and support the number of students undertaking the training and assessment.

Monitoring and improvement        

Continuous improvement will occur through ongoing industry consultation, feedback from students, and feedback from clients.  Feedback for this training program is collected through:

  • Employer questionnaire managed by the Allens Training Pty Ltd head office.
  • Every student is given the opportunity for post course survey and these survey results are available for both the trainer and RTO to view.
  • Feedback is collected, analysed and actioned. Identified actions are documented.