Below is the checklist of the practical skills you will be assessed against at your Childhood First Aid course by reading this checklist you have acknowledged you understand the assessments;

By Peter Mcgreal / 19/02/2024

Practical Assessment Competency Checklist

The following criteria must be satisfactorily demonstrated to pass the practical assessment for the CPR element

Manage an Unconscious Casualty; Provide CPR
Assessment Criteria				Satisfactory 1^st Try	Satisfactory 2^nd Try
Recognise an Emergency Situation	Student recognises an emergency situation in their workplace/community setting (as stated above) by looking around the area and acting accordingly.
Survey Scene	Student identifies what happened, how many casualties’ there are and the nature of the casualty’s injuries.
Check for Danger	Student assesses area for dangers/hazards (uses sight, smell, sound) and identifies dangers e.g. toxic fumes. Ensures safety of self, casualty and bystanders by modifying the situation in the scenario (workplace or community environment) and removing dangers. Only if there is immediate danger is the casualty moved.
Approaching the Casualty	The student is calm as they approach the casualty. Student uses a respectful tone and non-threatening body language in consideration of age, gender and cultural background to ensure casualty feels safe, secure and supported.
Check Casualty’s Response	Student uses ‘Touch and Talk’ to gauge the casualty’s response. Infection Control Precautions – Student puts on disposable gloves and gets CPR shield/mask ready. Student kneels close beside the casualty and uses the C.O.W.S. (can you hear me? open your eyes, what is your name? squeeze my hands) acronym, speaking in a loud, clear voice.
Send for Help and Communicate Details	With no response the student contacts emergency services by dialling 000/112. Student states the nature of the emergency and provides details as prompted by the emergency operator. If there is a bystander nearby the student asks them to call 000/112.
Clear and Open Airway	With still no response the student checks the casualty’s airway, initially by assessing if casualty is wet or dry. If wet the student immediately rolls the casualty onto their side into the recovery position i.e. stable side position, face tilted downwards, and the student uses gloved fingers to gently sweep in a downward motion to clear any matter/object from the mouth before returning the casualty to their back. If dry the student leaves the casualty on their back. Student observes safe manual handling techniques including no sudden or jerky movements and adopts a comfortable position.
Check for Normal Breathing	Student tilts the casualty’s head backwards by placing one hand on the crown of their head and the other hand around the chin and lifts the chin i.e. pistol grip. The student then Looks, Listens and Feels. Student looks to see if the chest and abdomen rises and falls, listens for the sound of normal breathing and feels for air against their cheek. If breathing, student positions casualty in the recovery position i.e. stable side position. If not breathing or unresponsive the student commences compressions as follows.
Assessment Criteria				Satisfactory 1^st Try	Satisfactory 2^nd Try
Chest Compressions		Student places heel of one hand in the centre of the casualty’s chest and the second hand on top of the first interlocking fingers or grips the wrist while keeping arms straight. Student gives 30 compressions to a depth of 1/3 of the chest cavity, at a rate of 100/120 compressions per minute.
Resuscitation Commenced in Accordance with ARC Guidelines		Infection Control Precautions – Student places CPR face shield/mask over the casualty’s mouth and ensures a tight seal if applicable to the type of mask available. Student again tilts the casualty’s head backwards and uses pistol grip. Student takes a deep breath in and seals the casualty’s mouth with their mouth. Casualty’s nose is sealed with the student’s cheek or by pinching the nostrils with their fingers. The student gives 2 effective breaths in 4 seconds, enough volume to inflate the casualty’s chest and see a rise and fall. In-between breaths the student Looks, Listens and Feels for a response. Student ensures their fingers are not resting on the casualty’s throat. If still no response the student continues compressions as follows. Student continues the CPR cycle of 30 chest compressions and 2 breaths. Student demonstrates a seamless changeover between operators. Student continues resuscitation cycle for at least two minutes or until advised to stop by Assessor. As soon as available unpack, activate and attach AED and follow the prompts given.
Performs CPR on an Infant		Student demonstrates the variations of performing CPR on an infant including: – Age up to 12 months. – There is no tilt given to an infant’s head. – Breaths given are only puffs. – Chest compressions are given using only 2 fingers/ 1 hand Student continues resuscitation cycle for at least two minutes or until advised to stop by Assessor.
Demonstrates difference when performing CPR on a pregnant causality		Student demonstrates the extra considerations when performing CPR on an a pregnant causality: Student raises the right hip allowing for the weight of the baby to transfer to the left side of the causality.

Student Manages and Demonstrates First Aid for:	Choking/severe airway obstruction
	Allergic reaction using icepack (bee sting)
	Anaphylaxis using adrenalin auto-injector
	Bronchospasm (asthma) using bronchodilator and spacer device
	Fractures, sprains and strains using arm slings, roller bandages and other appropriate immobilisation techniques.

Practical Assessment Competency Checklist

The following criteria must be satisfactorily demonstrated to pass the practical assessment for the first aid training of your course.

Manage and Demonstrate First Aid Skills
Assessment Criteria		Satisfactory 1^st Try	Satisfactory 2^nd Try
Recognises an Emergency Situation	Student recognises an emergency situation in their workplace/community setting (as stated on previous page) by looking around the area and acting accordingly.
Survey Scene	Student identifies what happened, how many casualties’ there are and the nature of the casualty’s injuries.
Checks for Danger	Student assesses area for dangers/hazards (uses sight, smell, sound) and identifies dangers e.g. toxic fumes. Ensures safety of self, casualty and bystanders by modifying the situation in the scenario (workplace or community environment) and removing dangers. Only if there is immediate danger the is casualty moved.
Approaching the Casualty	The student is calm as they approach the casualty. Student uses a respectful tone and non-threatening body language in consideration of age, gender and cultural background to ensure casualty feels safe, secure and supported. Provided reassurance and sought consent where possible. First aid assistance is offered in a timely and appropriate manner.
Check Casualty’s Response and Seeks Assistance and Communicates Details	Student uses ‘Touch and Talk’ to gauge the casualty’s response. Infection Control Precautions – Student puts on disposable gloves. Student kneels close beside the casualty and uses the C.O.W.S. (can you hear me? open your eyes, what is your name? squeeze my hands) acronym, speaking in a loud, clear voice.
Check for Life Threatening Bleeding	Student visually assessed the casualty’s body for any obvious life threatening bleeding. No life threatening bleeding is present.
Secondary Survey	Student questions the casualty and witnesses. Student conducts a head-to-toe examination. Student continues to check vital signs of the casualty by monitoring airway is clear, breathing is normal and circulation i.e. pulse rate. Condition was identified (type and location to be determined by Trainer/Assessor).
First Aid Treatment – Choking/Foreign Body Airway Obstruction	Recognise signs of severe airway obstruction. Call 000/112. Perform up to five sharp back blows with the heel of one hand (or 2 fingers for infant) in the middle of the back between the shoulder blades. If still obstructed – perform up to five chest thrusts. Casualty’s head should be down during treatment. Repeat if unsuccessful; alternating back blows and chest thrusts until ambulance arrives. If they become unconscious begin CPR.
Assessment Criteria		Satisfactory 1^st Try	Satisfactory 2^nd Try
First Aid Treatment – Allergic Reaction (Bee Sting)	Student recognises signs of a mild to moderate allergic reaction (not severe). Itching, redness, swelling and pain. Checks area for signs of sting.Removes bee sting by scraping it off the skin sideways with a fingernail or sharp edge. Does not squeeze or pull the sting. Applies icepack to the site for pain relief. Monitors the casualty for signs of a severe allergic reaction.
First Aid Treatment – Anaphylaxis using Adrenalin Auto-injector (Administration of EpiPen® or EpiPen® Jr)	The student forms a fist around the EpiPen® and pulls off the blue safety release. The student places the orange end of the EpiPen® against the casualty’s outer mid- thigh with or without clothing. The student pushes down hard until a click is heard or felt and holds the EpiPen® in place for 3/5 seconds. The student removes the EpiPen® and massages the injection site for 3/5 seconds. Ensure the casualty was managed while lying down.
First Aid Treatment – Anaphylaxis using Adrenalin Auto-injector (Administration of Anapen® or Anapen® Jr)	The student pulls off the black needle shield from the Anapen®. The student pulls off the grey safety cap from the red button on the Anapen®. The student places the needle end of the Anapen® firmly against the casualty’s outer mid-thigh at a 90° angle with or without clothing on. The student presses the red button of the Anapen® so it clicks and holds it for 10 seconds. The student removes the Anapen® and massages the injection site for 3/5 seconds.
First Aid Treatment – Bronchospasm (Asthma) using Bronchodilator and Spacer Device	Student identifies the casualty is experiencing mild to moderate signs and symptoms of asthma; the student immediately initiates the Australian Resuscitation Council 4 Step Asthma First Aid Plan. The student sits the casualty upright being calm and reassuring, the student does not leave the casualty alone. The student removes the cap of the puffer and shakes it well. The student inserts the puffer upright into the spacer. The student places the mouthpiece between the casualty’s teeth and seals their lips around it, checking for air leaks. The student presses once firmly on the aerosol inhaler to fire one puff into the spacer. The student directs the casualty to take 4 breaths in and out of the spacer. The student repeats 1 puff at a time until 4 puffs are taken, remembering to shake the aerosol inhaler before each puff. The student waits 4 minutes. If the casualty improves with the medication the student encourages the casualty to see a doctor regarding the current asthma event and information regarding ongoing Asthma Action Plans. The student offers to contact a friend or relative to accompany them to the doctor.
Assessment Criteria		Satisfactory 1^st Try	Satisfactory 2^nd Try
First Aid Treatment – Bronchospasm (Asthma) using Bronchodilator and Spacer Device Continued	If the casualty does not improve, or is still having difficulty breathing, the student gives 4 more puffs using the reliever medication and a spacer. The student waits 4 minutes. After this 2^nd administration of reliever medication, if the casualty has no or little improvement, the student contacts emergency services by dialling 000/112. The student monitors the casualty and observes for a change in vital signs by monitoring airway is clear, breathing is normal and assesses circulation i.e. pulse rate.The student remains with the casualty and continues to deliver the reliever medication via the spacer, 4 puffs every 4 minutes until emergency services arrive.
First Aid Treatment Applied – Fractures, Sprains and Strains	Limb is immobilised above and below side of the fracture using padded splints, or improvising with towels, blankets if necessary, tied off on the uninjured side. Check tightness of bandaging – circulation to the limb checked i.e. colour, warmth, capillary refill. Arm Sling – Splint tied with narrow fold bandage above and below the fractured bone. Casualty’s hand is held at waist height. Triangle bandage placed under injured arm, with the point of the bandage towards the elbow. Bottom end of triangular bandage brought up and over the fractured arm and placed over the shoulder of the injured side. Both ends tied together in a knot on the uninjured side. The end is twisted at elbow and tucked in. Student reassures casualty. Student remained with the casualty until medical assistance arrives and continues to reassess. Student uses available resources and equipment to make the casualty as comfortable as possible.
First Aid Treatment – Shock	Student laid the casualty down on their back. Reassured casualty. Maintained body temperature by applying blanket. Monitored casualty and observed for a change in vital signs by monitoring airway is clear, breathing is normal and circulation i.e. pulse rate. Student remains with the casualty until medical assistance arrives and continues to reassess. Student uses available resources and equipment to make the casualty as comfortable as possible.
First Aid Treatment Applied – Snake Bite	Lay casualty down and restrict movement. Demonstrated the Pressure Immobilisation (Bandaging) Technique. Bandage firmly over bite site. Apply another bandage from fingers/toes extending up the limb. Splint limb to restrict any movement. Check that the pressure applied is about as tight as a bandage for a sprained ankle. Casualty’s condition monitored and responded to. Student remained with the casualty until medical assistance arrives and continues to reassess. Student uses available resources and equipment to make the casualty as comfortable as possible.
Assessment Criteria		Satisfactory 1^st Try	Satisfactory 2^nd Try
First Aid Treatment – Basic Wound Care	Student recognises minor wound/graze on casualty’s hand. Puts on gloves. Cleanses the wound using Cleanses the skin around the wound Protects the wound by covering with a sterile dressing.
First Aid Treatment – Head Injury	Student calls 000 for an ambulance immediately. Places casualty on their side in the recovery position while supporting the neck. Allows fluid from the ear to drain freely. Reassure the casualty and monitor pulse, respirations and level of consciousness for any deterioration. Student remains with the casualty and offers reassurance until medical assistance arrives.
First Aid Treatment Applied – Amputation and Severe Bleeding (External Haemorrhage)	Student correctly identified type of bleeding. Applied firm direct pressure to wound, while drawing edges of wound together. Sterile pad or clean cloth secured with bandage. Wound elevated and movement restricted. Check tightness of bandaging – circulation to the limb checked. Placed amputated part in a sealed plastic bag. Placed plastic bag in cold water/ice. Demonstrated the correct procedure for an uncontrolled bleed – applied another bandage with more pressure. Student remained with the casualty until medical assistance arrives and continues to reassess.
First Aid Treatment Applied – Burns	Student identified type of burn. Applies cool running water to the burns on the hands for at least 20 minutes. Ensures hands and stream of water are close to avoid further pain. Removes any tight clothing, watch, rings or jewellery from injured area because of the risk of swelling. Raises injured hands to reduce swelling. Covers with clean, sterile, non-adhesive dressing. Student remained with the casualty until medical assistance arrives and continues to reassess.
First Aid Treatment – Respiratory Distress (Hyperventilating)	Student reassures the casualty and assists them to overcome their anxiety. Keeps casualty in an upright sitting position. Breathe coach the casualty – count the casualty’s breaths backwards with them from 10 to 1. Student monitored casualty, if they become unconscious but are breathing normally, casualty is positioned on their side in the recovery position. Student monitors response and breathing until medical assistance arrives.
First Aid Treatment – Poisoning	Student gives the casualty a sip of water. Does not try to induce vomiting. Calls the Poisons Information Centre 13 11 26. Reads the product name and ingredients listed on the container.
First Aid Treatment – Convulsion/Seizure, Febrile, Epilepsy	Call 000 for an ambulance, if required. Student stays with the casualty. Protects the casualty from danger by moving items away from the casualty. Does not restrain the casualty. Loosens tight clothing. Places something soft under their head. Stays with the casualty until seizure ends.
Assessment Criteria		Satisfactory 1^st Try	Satisfactory 2^nd Try
First Aid Treatment – Convulsion/Seizure, Febrile, Epilepsy Continued	Once seizure stops, places casualty on their side in the recovery position. Monitors response and breathing. Reassures the casualty. Student uses available resources and equipment to make the casualty as comfortable as possible.
Call Triple Zero (000) to Activate Ambulance Response and Communicate Details of the Incident	Student arranged for appropriate medical assistance by calling emergency services and providing accurate details regarding the location of the incident, the incident history, condition of the casualty and treatment provided. Student effectively conveyed details of casualty’s condition and first aid administered to ambulance officers including relevant information (medical/medication/incident history/casualty’s condition upon arrival, first aid administered and casualty’s response to treatment.
Documentation and Incident Reporting	Student demonstrated an understanding of documentation and incident reporting. Contacts and reports details of incident to parents and/or caregivers.

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