Practical Assessment Competency Checklist
The following criteria must be satisfactorily demonstrated to pass the practical assessment
| Manage an Unconscious Casualty; Provide CPR |
| Assessment Criteria | Satisfactory
1st Try |
Satisfactory
2nd Try |
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| Recognises an Emergency Situation
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Student recognises an emergency situation in their workplace/community setting (as stated above) by looking around the area and acting accordingly. | |||||
| Survey Scene
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Student identifies what happened, how many casualties’ there are and the nature of the casualty’s injuries. | |||||
| Check for Danger
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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
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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
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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. |
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| 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
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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.
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| Assessment Criteria
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Satisfactory
1st Try |
Satisfactory
2nd Try |
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| Check for Normal Breathing
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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 compression as follows. |
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| 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. |
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| Resuscitation Commenced in Accordance with
ARC Guidelines
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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 commences compressions as follows. |
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| Resuscitation Continued
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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 2 minutes or until advised to stop by Assessor. As soon as available unpack, activate and attach AED and follow the prompts given. |
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| Performs CPR on an Infant
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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. Student continues resuscitation cycle for at least two minutes or until advised to stop by Assessor.
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| Provides an Accurate Verbal Report of the Incident Details
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Student accurately conveys details of the incident by providing a verbal report to emergency services and workplace supervisor.
Student provides a comprehensive handover including what happened and first aid administered. Details actions to avoid accidents happening in the workplace
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Assessment 2
First Aid Documentation and Incident Reporting
Assessment Information
Please read carefully before commencing
- This assessment is an activity requiring you to complete the following incident/casualty report form.
- You will complete the form following your practical assessment demonstration.
- Alternatively, you may complete the form using a previous experience you have had providing first aid.
- Report details are to be concise and factual and include:
Date and time
Location
Incident details
Description of injury/illness
Signs and symptoms
First aid management
Provide details of actions to avoid further workplace accidents
- Complete the form using a black or blue pen, not pencil.
- Seek assistance from your Trainer/Assessor if required.
- On completion check your form carefully to ensure you have recorded all relevant details.
- You may refer to your first aid manual for assistance if required.
- Your Trainer/Assessor will go through the form with the group.
- To be marked Satisfactory you must complete all fields.
First Aid Provider’s Incident/Casualty Report Form
| Incident Details: | Location: | Time: | Date: | |||
| Address: | ||||||
| Casualty’s Details: | Name: | Date of Birth: | Gender: M o F o Other o | |||
| Address: | ||||||
| History of Incident or Illness:
(Events leading to the Incident) |
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| First Aid Observations, Assessment and Management | ||||||
| Description of Injury/Illness:
Signs and Symptoms |
Circle Choice: Abrasion, Burn, Contusion, Discoloration, Fracture, Hemorrhage, Laceration, Pain, Rigidity, Swelling, Tenderness | |||||
| First Aid Assessment: | ||||||
| First Aid Management: | ||||||
| Referral:
Hospital (ambulance) o Hospital (car) o General Practitioner o Other o ____________________________________ |
Next of Kin Notified: Yes o No o
Name: __________________________________________ Telephone Number: ________________________________ |
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| First Aid Provider’s Name:
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Time: | |||||
| First Aid Provider’s Signature:
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Date: | |||||
Review of your First Aid Response and Actions at the Incident
Fill in the gaps using the words in the word bank OR circle the correct word.
Word Bank
Supervisor Danger Debrief Response Counselor
I was in my workplace and noticed a workmate collapsed on the floor. I instantly felt concerned and reacted quickly to assist.
I ran towards my colleague, unfortunately I forgot to check for ______________. As I reached my
workmate, I tried to assess their __________________. I noticed a large open wound at the top of
their right leg, the blood loss was bright red and spurting, I knew this was a symptom / sign. I tried to
reassure them and called 211 / 000 / 112. I controlled the bleeding; before the ambulance service
arrived and transported my workmate to hospital. I provided my Incident Reporting Form to my
____________________. As it was almost the end of the workday, I decided to take the rest of the
day off. When I arrived home I ____________ with a close family member. After some weeks I started
to have difficulty sleeping, and my tiredness started to affect my personal and work life. At work I
realised that I was no longer prepared to do the work activity that had injured my workmate.
My workplace supervisor recommended that I needed to discuss my concerns with a _____________
and take some time off work.
I started to feel that I was experiencing depression, anxiety, post-traumatic stress disorder.
When I returned to work, I asked to review the incident and my first aid actions. I wished to identify
what could be done differently to prevent the same accident happening again and improve my first
aid response.
In your own words, please describe any actions that could be taken to reduce workplace accidents:
Assessment 4
Practical Assessment Demonstration
First Aid Skills
Assessment Information
Please read carefully before commencing
- These are practical assessment demonstrations. Students should be Satisfactory in their practical skills and be able to respond to an emergency situation, apply appropriate first aid procedures, communicate details of the incident and evaluate own performance.
- Skills must be demonstrated working individually.
- Your Trainer/Assessor will provide you with the initial scenario details and as you progress through the first aid treatment, will provide you with subsequent scenario details.
- The scenario can be contextualised to suit the workplace/community setting of the individual/group.
- It is important that as you complete this scenario you also clearly put into words each of your first aid attempts.
- You may need to be questioned during the assessment in order to ensure that you have an understanding of the underpinning knowledge that will enable you to transfer your skills to a number of different situations with differing external and environmental factors.
- The Trainer/Assessor will record on the Practical Assessment Competency Checklist if you have been Satisfactory or are Not Yet Satisfactory in the assessment activity.
- If you are marked as Not Yet Satisfactory you will be given a second opportunity to perform the assessment. If you are then still Not Yet Satisfactory you will need to attend another training session.
- Assessment criteria complies with ARC Guidelines and Guidelines of Australian national peak clinical bodies, State/Territory Legislation & Regulations, first aid code of practice, Work Health and Safety Legislation and workplace procedures.
Practical Demonstration
| 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. |
Scenario 1
| § Snake Bite
§ Basic Wound Care § Shock |
The casualty is working at their workplace when they are bitten on the lower arm by a snake. From the fright of the bite they fall and graze their hand. They begin to feel cold and their breathing becomes rapid and shallow. |
Scenario 2
| § Medical Emergency
§ Unconscious Casualty (cardiac arrest) § Perform CPR on an Obviously Pregnant Woman |
A pregnant woman who is a diabetic is out shopping when she collapses; she is still conscious and is sitting in an upright position on the floor when a first aider comes to help. After she tells them she is a diabetic she becomes unconscious and collapses. |
Scenario 3
| § Amputation (severe bleed)
§ Burn § Hyperventilating (respiratory distress) |
The casualty is at work and using a knife in the staff kitchen when they cut their finger. They stagger backwards and put their other hand out to steady themself and lay it on a hot appliance. They call for help and when you arrive, they are holding their one hand to their chest and their other hand is showing signs of a burn. |
Scenario 4
| § Poisoning
§ Convulsion |
You find a child in your care with an open container of cleaning product. The child is conscious and has signs of chemical burns round their mouth. During your assessment the child begins to convulse. |
Practical Assessment Competency Checklist
The following criteria must be satisfactorily demonstrated to pass the practical assessment.
| Manage and Demonstrate First Aid Skills |
| Assessment Criteria
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Satisfactory
1st Try |
Satisfactory
2nd Try |
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| Recognises an Emergency Situation
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§ Student recognises an emergency situation in their workplace/community setting (as stated above) by looking around the area and acting accordingly.
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| Survey Scene
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§ Student identifies what happened, how many casualties’ there are and the nature of the casualty’s injuries. | ||
| Checks for Danger
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§ 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
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§ 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 from caregiver where possible. § First aid assistance is offered in a timely and appropriate manner. |
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| Check Casualty’s Response
and Seeks Assistance and Communicates Details
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§ 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. |
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| Check for Life Threatening Bleeding
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§ Student visually assessed the casualty’s body for any obvious life-threatening bleeding. No life-threatening bleeding is present. | ||
| Secondary Survey
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§ Student questions the casualty and witnesses.
§ Student conducts a head-to-toe examination. § Student continues to check the 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).
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| Assessment Criteria
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Satisfactory
1st Try |
Satisfactory
2nd Try |
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| First Aid Treatment – Choking/Foreign Body Airway Obstruction
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Recognise signs of severe airway obstruction.
Call 000/112. Perform up to five sharp back blows with the heel of one hand 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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| 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. |
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| First Aid Treatment – Anaphylaxis using Adrenalin Auto-injector
(Administration of EpiPen® or EpiPen® Jr)
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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 5 seconds. The student removes the EpiPen® Ensure the casualty was managed while lying down. Treating for shock |
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| First Aid Treatment – Anaphylaxis using Adrenalin Auto-injector
(Administration of Anapen® or Anapen® Jr)
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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 10 seconds. |
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| First Aid Treatment – Bronchospasm (Asthma) using Bronchodilator and Spacer Device
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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. |
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| Assessment Criteria
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Satisfactory
1st Try |
Satisfactory
2nd Try |
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| First Aid Treatment – Bronchospasm (Asthma) using Bronchodilator and Spacer Device
Continued |
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. 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 2nd administration of reliever medication, if the casualty has no or little improvement, the student contacts emergency services by dialing 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. |
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| First Aid Treatment Applied – Fractures, Sprains and Strains
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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. |
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| First Aid Treatment Applied – Snake Bite
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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.
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| Assessment Criteria
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Satisfactory
1st Try |
Satisfactory
2nd Try |
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| First Aid Treatment – Basic Wound Care | Student recognised 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. |
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| First Aid Treatment – Shock
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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. |
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| First Aid Treatment – Medical Emergency
Diabetes – Hypoglycemia
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Recognised signs and symptoms of altered level of consciousness.
Correctly used S.A.M.P.L.E. to identify medical condition. Treated casualty for hypoglycemia: – Administered sugary/sweet supplement. – If no improvement repeats after 5-10 minutes. – On recovery, assist with medication and encourage ingestion of carbohydrate (starchy) food. – In scenario casualty becomes unconscious – student followed ARC guidelines for unconscious casualty and Perform CPR. |
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| First Aid Treatment Applied – Amputation and Severe Bleeding (External Haemorrhage)
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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. |
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| First Aid Treatment Applied – Burns
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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. |
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| 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. |
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| Assessment Criteria
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Satisfactory
1st Try |
Satisfactory
2nd Try |
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| First Aid Treatment – Poisoning
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Calls the Poisons Information Centre 13 11 26. Reads the product name and ingredients listed on the container.
Student gives the casualty a sip of water if instructed by 131126. Does not try to induce vomiting.
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| 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. 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.
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| Call Triple Zero (000) to Activate Ambulance Response and Communicate Details of the Incident
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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.
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| Documentation and Incident Reporting
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Student demonstrated an understanding of documentation and incident reporting.
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Assessor to Complete Comments regarding assessment is student was not at a satisfactory level |
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