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

By Peter Mcgreal / 01/07/2024

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				Satisfactory1^st Try	Satisfactory2^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				Satisfactory1^st Try	Satisfactory2^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 withARC 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 Managesand Demonstrates First Aid for:	Choking/severe airway obstruction

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		Satisfactory1^st Try	Satisfactory2^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 Responseand 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.

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.

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