FIRST AID - safetytrainingnetwork.com · - Objectives - Reviewing the ... future sessions and make note of them. ... where first aid is needed and be able to administer it effectively

LEADER'S GUIDE

2449-LDG-E

FIRST AID

Part of the SAFETY MEETING KIT Video Series

Quality Safety and Health Products, for Today...and Tomorrow

106 Capitola Drive Durham, NC 27713

(P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com



THE SAFETY MEETING KIT VIDEO SERIES This program is part of the Safety Meeting Kit Video Series. The programs in this series have been created to provide employees with good, basic information on everyday safety and health topics. This series includes programs on the following topics: - Accident Investigation - The ANSI MSDS - Back Safety - Compressed Gas Cylinders - Computer Workstation Safety - Conflict Resolution (Industrial and

Office versions) - Crane Safety (Industrial and

Construction versions) - Driving Safety - Dealing with Drug and Alcohol

Abuse (Employees and Managers/Supervisors versions)

- Electrical Safety - Eye Safety (Industrial and

Construction versions) - Ergonomics (Industrial and Office

versions) - Fall Protection - Fire Extinguishers - Fire Prevention (Healthcare,

Industrial and Office versions) - First Aid (Industrial and

Construction versions) - Hand and Power Tool Safety

(Industrial and Construction versions)

- Hand, Wrist and Finger Safety (Industrial and Construction)

- Hazardous Materials Labels - Hazardous Spill Cleanup - Heat Stress (Industrial and

Construction versions) - Ladder Safety (Industrial and

Construction versions) - Machine Guard Safety - Materials Handling Safety - Office Safety - Rigging Safety (Industrial and

Construction versions) - Safety Audits - Safety Housekeeping and

Accident Prevention - Safety Orientation - Safety Showers and Eye Washes - Sexual Harassment (Employees &

Managers/ Supervisors versions) - Sexual Harassment Investigations - Slips, Trips and Falls - Welding Safety (Industrial and

Construction versions) - Wellness and Fitness - Winter Safety - Workplace Harassment (Industrial

and Office versions) - Workplace Stress - Workplace Violence

Other products in the Safety Meeting Kit line include employee booklets and posters which have been designed specifically to be used with the programs. By combining these three products you have all of the materials you need to promote and conduct a complete safety meeting (for information on booklets and posters contact your local distributor).



WARRANTY/DISCLAIMER "This program has been created to assist companies that are endeavoring to educate their employees regarding good safety and health practices. The information contained in this program is the information available to the producers of the program at the time of its production. All information in this program should be reviewed for accuracy and appropriateness by companies using the program to assure that it conforms to their situation and recommended procedures, as well as to any state, federal or other laws, standards and regulations governing their operations. There is no warranty, expressed or implied, that the information in this program is accurate or appropriate for any particular company's environment."

Copyright 2008, The MARCOM Group, Ltd.



TABLE OF CONTENTS 1 INTRODUCTION TO THE PROGRAM

- Structure and organization - Background - Objectives - Reviewing the program

2 PREPARING FOR THE PRESENTATION

- Structuring the presentation - Setting up the class and classroom

3 CONDUCTING THE SESSION

- The initial steps - Showing the program - Conducting the discussion - Concluding the presentation - Wrapping up the paperwork

4 OUTLINE OF MAJOR POINTS IN THE PROGRAM 5 ACCOMPANYING MATERIALS

- Scheduling and Attendance Form - Quiz - Training Certificate - Employee Training Log



INTRODUCTION TO THE PROGRAM Structure and Organization Information in this program is presented in a definite order, so that employees will see the relationships between the various groups of information and can retain them more easily. The sections included in the program are:

• Eye injuries.

• Cuts, blisters, and burns.

• Strains, sprains, breaks, fractures and shock.

• Heat-related illnesses.

• Choking.

• Heart-related emergencies, CPR and AEDs. Each of the sections covers important information in one topic area, providing employees with the basis for understanding the basics of first aid. Background Throughout the day, our bodies encounter all types of hazards. We try to protect ourselves by thinking Safety First and wearing appropriate personal protective equipment. However, accidents can happen and people can be injured. This program will help employees to understand how to administer basic first aid that could help to prevent a minor injury from causing major problems and keep serious injuries from getting worse.



There are a number of other programs from the Safety Meeting Kit library that deal with related topics. These include:

• Office Ergonomics.

• Industrial Ergonomics • Hand, Wrist and Finger Safety. • Heat Stress.

No safety program is perfect. No matter what we do, accidents can still happen. A sliver of metal embeds itself in a coworker's eye. Someone in the warehouse falls victim to the summer heat. A friend at lunch starts choking on a sandwich. These types of situations occur every day. And there are things that employees can do to help. Objectives This education and training program reminds employees that they can make a difference! It shows them how to recognize the types of injuries that occur most frequently in workplace situations as well as the basic first aid techniques that can be useful in these situations. Upon completion of the program, employees should:

• Recognize basic types of injuries that are experienced in the workplace.

• Know how to treat cuts, scrapes and blisters.

• Know how to deal with muscle pulls, strains and sprains.

• Understand why they should take precautions when dealing with

injuries involving bleeding.

• Know how to handle victims with broken bones and fractures.



• Be able to perform the Heimlich Maneuver. • Know when rescue breathing (artificial respiration) and CPR should

be used. • Understand how to use an automatic external defibrillator (AED).

Reviewing the Program As with any educational program, the presenter should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. An outline of the points in the program is included in this Leader's Guide to help with this task and for general reference. As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation.



PREPARING FOR THE PRESENTATION Structuring the Presentation In conducting this education session, you should proceed with a friendly and helpful attitude. Remember that the trainees are looking to your experience and knowledge to help them relate to the situations shown in the program. It is important to let the trainees interact with you and each other during the training session. Stimulating conversation within the group is one of the best things you, as the presenter of the program, can do to help everyone get as much as possible from the session. Be alert for comments that could help in this area in future sessions and make note of them. As the presenter, you also should:

• Keep the session related to the topic of first aid.

• Relate discussions to how the knowledge of first aid can significantly limit the severity of fellow workers injuries, or even save a life.

• Prevent any one person or small group of employees in the session

from doing all the talking.

• Get everyone involved. Ask questions of those who don't participate voluntarily.

• Clarify comments by relating them to the key points in the program.

Use the Outline of Major Program Points section in this guide, as well as the information included in the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic results may occur should you provide incorrect or inaccurate information. Remember, this is a positive program on first aid. Make sure your attitude and words reflect this and that the emphasis is always on providing the information needed by the attendees to improve their ability to recognize situations where first aid should be administered, as well as basic techniques to use.



Setting Up the Class and Classroom Remember, there are a number of things that must be done to set up the class as well as the classroom. These fall into several groups of activities, and include:

• Scheduling and Notification — Use the enclosed form to schedule employees into the

session. — Make sure that the session is scheduled so that it fits

into your attendees' work day. — Send out notification of the session well in advance, to

give people enough time to incorporate it into their schedule for that day.

— If possible, post a notification on bulletin boards in the affected employees' areas.

• The Classroom

— Schedule the room well in advance. — Make sure the room can accommodate the expected

number of attendees. — Check it again on the day of the program to make sure

there is no conflict. — Make sure the room can be darkened, and won't create

a glare on the television screen. — Locate the light controls and test them. — Make sure the power for the videotape or DVD player

you are using operates separately from the room light. — See if you can control the room temperature. — Know where the closest restrooms are located. — Assure that the room is free from distracting noises. — Make sure emergency exits are marked and known to

the attendees.

• Seating — Make sure everyone can see the screen from their seat. — Make sure everyone can hear both the videotape/DVD

and you (when you speak).



— Check to see that seating is such that writing can be done easily.

— Make sure the seating arrangement allows eye contact between attendees, and between you and attendees.

• Equipment and Materials

— Make sure the videotape or DVD player, monitor, and all appropriate cables and extension cords are available.

— Make sure a stand or table is available and is of appropriate height for all attendees to easily see the monitor.

— If you plan on using a chart pad, blackboard, or other writing board, make sure it is available, easy to see, and you have the proper writing implements.

— Make sure you have 6" x 8" index cards or other materials to be used as name tents for attendees.

— Make sure you have made up a sufficient number of copies of the quiz, as well as any other handouts you are using.

• Final Check

— Make sure equipment is in the room prior to the scheduled session.

— Check to see that the room is set up properly. — Check equipment prior to the presentation to assure

that it works. — Make sure extension cords, etc. are taped down, if need

be, to avoid tripping. — If you are using the videotape version of the program

run the leader up to the point where the program begins.



CONDUCTING THE SESSION The Initial Steps In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about how to recognize situations where first aid is needed and be able to administer it effectively. Initially, you need to:

• Introduce yourself as the session leader.

• State the title of the program, First Aid and the purpose of the session (to learn about developing good basic first aid skills).

• Inform the attendees when there will be breaks (if you plan them) the

location of exits and restrooms and if water, coffee, or other refreshments will be available.

• Make sure all of the attendees have signed in on your scheduling

and attendance sheet. Remember, it is very important to document peoples' attendance at the session.

Once this housekeeping is done, it is time to move to the meat of the session. First, the attendees need to be informed about the objectives of the session (this is where you can use a flip chart or board to list the objectives, which should be done prior to the class starting). This listing should be preceded with some introductory remarks. Your own words are always best, but the remarks should include information such as the following paragraphs:

"Today we are going to talk about first aid. In most facilities, not a day goes by without some type of injury occurring. We are no different. These injuries can be as serious as a chemical burn or as minor as a small cut. But all together they can account for thousands of hours of lost time and millions of dollars of workers' compensation and medical costs each year."



"We need to remember that there are a number of situations that we encounter which have the potential to cause injuries. Frequently our jobs can involve a number of different work environments, using different materials and tools... many of which can be hazardous."

"Often we can protect against these hazards and resulting accidents or injuries by making sure we follow proper safety procedures. However, even with all of our efforts to work safely, accidents and injuries do occur."

"When an injury does take place, whether it is to ourselves or a fellow employee, knowing what to do and being able to react quickly can limit the severity of the injury or even save a life."

"The program we are going to watch today will give us some good information on common injuries that can occur in our facility and the types of first aid treatment appropriate to each one. We will also learn some basic first aid techniques that we can use in these situations. To make this the most productive session possible, we need to look at what we want to accomplish here today (verbally reference the Objectives list from the first section of this guide, or point to the blackboard or chart where you have written them down)."

Once the objectives have been provided, you are ready to show the program. However, you do need to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It needs to be emphasized that they are not being graded, but that the quiz is being used to see if the session is effectively transmitting information to them in a way they will remember. Showing the Program At this point, you need to introduce the title of the program once again, First Aid, darken the lights if necessary, and begin the showing of the program. If you are using the DVD version of the course you have several options as to how you can move through the program and what employees see.



T

he DVD menu has two selection bars:

• Play.

• Contact Us. To just play the program from beginning to end, select Play. If you would like information on other programs and products that are available from Training Network you can select Contact Us for information about how to contact us. Conducting the Discussion After the program has been shown, it is time for the group discussion on the information contained in the session. Care must be taken to make sure that the discussion is kept to the general topic of basic first aid. There are several ways to conduct this discussion. These include:

• Calling for questions from the attendees and using these questions as the basis for the discussion.

• Leading the discussion through the points covered in the program using statements such as:

— "One of the sections that we saw in the program was about recognizing common types of injuries that can occur in our workplace. What are some injuries that we have seen here over the last year?"

— “We saw an interesting segment on how to perform the Heimlich Maneuver. Who can review the steps involved in this technique for us?"

You should use the discussion format that you are most comfortable with. The Outline of Major Program Points section in this guide, and the questions and answers in the master copies of the quiz can be very useful as a basis for discussion.



Remember, you have allocated a limited amount of time in which this discussion can take place. It is important to blend the attendees' questions and areas of obvious interest with the objective of trying to touch on each major area within the session in the discussion. By touching on each area, the attendees are much more likely to retain the information presented in the session. Concluding the Presentation Once discussion has concluded, whether naturally or you have had to bring the discussion to a close in order to complete the session within the time allowed, it is time to give the quiz (if you are using it). Again, remind the attendees that the quiz is only meant to help determine how effective the presentation of the information is, and that they will not be graded on it. Let them know that they have approximately five minutes to complete the quiz. At the end of the five minute period, remind the attendees to date and sign their quizzes, and then collect them. The attendees should be thanked for attending the session and reminded of any other sessions in the educational program that they may be attending. They can then be dismissed to return to their normal activities. *(An alternative to this approach is to give the quiz immediately after showing the program, then use a review of the quiz as a basis for your group discussion.)



Wrapping Up the Paperwork Before much time has passed, and the subject matter is fresh in your mind, several areas of paperwork must be completed. First, check to make sure that all attendees signed the scheduling and attendance form. Next, make sure that you have a quiz from every attendee, dated and signed. Also, depending upon what you have decided to do, a copy of the attendance sheet and the quiz for each attendee should be either filed in your files, or turned over to the attendee's department manager (or the personnel office) so that this paperwork can be included in their personnel file. The attendees' training logs should also be updated, and each attendee should be given a filled out and signed training certificate, signifying that they have successfully completed the course.



OUTLINE OF MAJOR PROGRAM POINTS The following outline summarizes the major points of information presented in the program. The outline can be used to review the program before conducting a classroom session, as well as in preparing to lead a class discussion about the program.

• No safety program is perfect, not even one that includes personal protective equipment. No matter what we do, accidents can still happen.

— A sliver of metal embeds itself in a coworker's eye. — Someone in the warehouse falls victim to the summer

heat. — A friend at lunch starts choking on a sandwich and can't

breathe! — These types of situations occur every day. — And there are things you can do to help!

• In any work environment, there are hazards that need to be watched

out for. For example, say something gets in your eye. — You should try pulling the upper lid away from the

eyeball (this should cause the particle to drift down to the lower lid).

— Then, simply remove the intruder with a piece of sterile gauze or a clean handkerchief.

• An object that has embedded itself within the eye needs to be

treated differently. Just touching it could dig it in deeper. — Instead, calm the victim and gently place a paper cup

over the injured eye. — Wrap a bandage over both eyes (this will increase the

likelihood of keeping the injured eye still… remember, both eyes move as a team whenever you look at something).

— Then try and relax the victim until medical help arrives.



• If you haven't already guessed, in order to use many of the first aid techniques you will see today, you must know where to find the first aid kits in your work area.

— So if you don't know where they are, ask your supervisor.

• If you're working with sharp tools or materials, and not paying

attention or something goes wrong, you could end up with a nasty cut.

— First, you need to stop the bleeding with direct pressure. — Then, clean the wound with soap and water. — Give it time to dry and apply a sterile bandage. — If the cut is particularly long or deep, or if after a few

days it's still sore, see a doctor.

• If you were cut by a rusty object, you should see a doctor immediately, to determine if you need a tetanus shot.

• Too much friction between your hand and the tools that you use can

often lead to blisters. — When treating a blister, leave the skin unbroken and

avoid putting any further pressure on it. — If the blister breaks, clean it immediately and apply a

sterile bandage.

• Burns can occur when we least expect them. And even minor burns can hurt like crazy!

— Here, we should turn to cool, clean water for help. — Soak the injury or apply ice. — Don't try to clean the affected skin and don't break any

blisters (this will just cause more damage). — Cover the burn with a sterile dressing.

• Never apply ointments or salves to a burn unless a medical

professional tells you to (most of these coatings can actually make things worse).



• Water should never be applied to a burn if you see open blisters or actual charring.

— Instead, cover the area with a loose compress and get medical help.

• Chemical burns can be especially dangerous, since the substance

can keep affecting you until it's removed. In these situations, you need to get to running water as quickly as possible.

— Normally a sink or safety shower, depending on how much of your body has been exposed.

— Keep the affected area in the water for at least fifteen minutes.

— Then see a doctor immediately.

• If a hazardous chemical gets in your eyes, flush them directly with running water at an eyewash station, also for fifteen minutes.

— Again, seek medical attention.

• Stretching our muscles outside their normal range of motion can cause strains and sprains.

— That's why you should always do warm-ups and stretching exercises before working your body.

• If you do pull a muscle, the appropriate first aid can make you feel

better and quickly put you on the road to recovery.

• To minimize swelling elevate the injured area, resting it on something soft, like a rolled up jacket or a pillow, and keeping it above your heart.

— Be sure not to put any additional strain on it. — Apply ice for thirty minutes, and then remove it for

fifteen minutes. — Repeat this cycle on and off for several hours, if

possible.

• A fall or other serious impact can often result in broken or fractured bones. There are two types of fractures:

— Simple. — Compound.



• If someone has a simple break (one where the bone doesn't come through the skin) call for emergency help immediately, then try to comfort them.

— Normally, you don't want to move the victim unless you're sure this won't make the injury worse.

— If you must move the victim to get them medical help, apply a splint to the break (use something rigid, like a piece of wood or even a folded magazine).

• For example, if the victim has a broken arm, rest the arm on the

splint. — Secure the splint by gently wrapping two wide strips of

cloth or bandage around the arm, one above the fracture and one below.

— Tie the ends of the cloth together under the splint, leaving the fractured area uncovered.

— The splint should be snug but not tight enough to cut off circulation.

— If the injury is in the forearm, below the elbow, put it in a sling.

• Other fractures should be treated the same way.

— Always try to keep the area from moving or shifting (immobilizing the break will reduce the chances of further injury).

— Get the victim to medical professionals as soon as possible.

• If you are dealing with a compound fracture (one with an open

wound) don't try to push the bone back under the skin. — Instead, use a clean dressing to stop the bleeding. — Then treat it the same way you would a simple fracture.

• Watch yourself around accidents where there's blood.

— To protect against the possibility of an infectious disease, you should wear latex gloves if possible.

— If you feel it's unsafe to help the victim, wait for emergency personnel.



• Injuries that are serious or cause a lot of pain can throw you into shock.

— This is where your body goes a little crazy trying to treat the injury itself, by rerouting the flow of blood to the injured area.

— This can leave other areas of the body without the blood that they need.

• It's very important to give immediate comfort to a shock victim.

— If the body goes too far with its emergency response, it can actually kill the person.

— Wrap something around the victim to keep them from getting chills.

— Try to calm them down. — If they get agitated, the shock could get worse. — Stay with them until emergency help arrives.

• When the temperature or humidity begins to climb, so does your

chance of a heat-related injury or illness. — It could be anything from heat exhaustion to heat cramps…

even heat stroke.

• Heat stroke occurs when we get so hot that we burn out our body's temperature control systems.

— We are unable to cool down normally, by sweating.

• If you think someone is suffering from heat stroke, get the person out of the heat.

— If possible, soak them in cool water, not too cold though! — You can also use cold packs and a fan if they are

available. — Raise the victim's feet to make it easier for their blood to

circulate.

• Call emergency medical services immediately. — If it isn't treated, heat stroke can cause brain damage,

even death, in a matter of minutes. — Stay with the victim until emergency help arrives.



• To keep your body from overheating, drink plenty of cool water or a thirst aid to replace the fluid that you lose when you sweat.

— You don't want to drink alcohol, since it actually makes it harder for your body to keep cool.

— You should also take regular breaks.

• Many of us eat frequently during our work day, on breaks, at lunch or just snacking.

— Often, we wolf down our food. — You may not realize it, but a victim of choking can die

within minutes from lack of oxygen.

• If you see someone choking, yell for help, then perform the Heimlich maneuver. This is designed to force air out of the victim's lungs and dislodge the object that is blocking their airway.

— Start by making a fist, your thumb on top. — Put your thumb just below the victim's ribcage. — Grab onto your fist with the other hand and make short

thrusts, in and up into the victim's abdomen. — Squeeze only with your forearms and hands (applying

pressure with your upper arms could crack the person's ribs).

— Keep going until the object comes loose and the person can breathe again.

• If for any reason, the person stops breathing, have someone phone

emergency medical services immediately. — You should keep their number posted for quick access.

• If you are trained in rescue breathing (also called artificial

respiration) start the process immediately. — If you aren't, you should know who in your facility is and

get them!

• Work on the victim until they start breathing again, or until emergency personnel arrive.

— Remember, if someone stops breathing for just four to six minutes, the odds of brain damage or death are very high!



• As we get older, we become more vulnerable to heart disease, and our chances of having a heart attack go up!

• If someone has a heart attack or a sudden cardiac arrest (that's

when the heart can stop cold) quick treatment can be the key to their survival.

— So it's important to recognize the symptoms quickly.

• A heart attack victim may suddenly: — Have trouble breathing. — Feel a tightening in the chest. — Experience nausea or indigestion. — Have their skin turn pale or blue, and go cold and

sweaty.

• If you see someone exhibiting these symptoms, call emergency medical services immediately.

— There's no time to lose!

• If the victim is conscious, help them to a sitting position. — Use pillows or something similar for support. — Keep them warm and comfortable, and loosen their

clothing, especially shirt collars. — Ask if they're on any heart medication, and if you can

get it for them.

• If the victim is unable to speak, check for a medical ID bracelet, or look for an emergency medical card.

• If their breathing stops but they still show a pulse, and if you're trained in rescue breathing, start the process.

• If the person's pulse is erratic, or they have no pulse at all, they may

be in sudden cardiac arrest and in danger of dying. — That's where AEDs (automated external defibrillators)

and CPR come in.



• There are 220,000 occurrences of sudden cardiac arrest each year, about 10,000 of them on the job.

— Studies show that if a victim has to wait for emergency medical personnel to arrive before they are treated, there is only a 5-7% survival rate.

— However, with immediate treatment (called defibrillation) up to 60% of cardiac arrest victims can survive.

• Sudden cardiac arrest occurs when the heart's normal rhythm is

interrupted or it stops beating altogether. Causes include: — Heart attack. — Electrocution. — Asphyxiation.

• If you are trained in using an AED and one is readily available, in

these situations you can literally save a life. — AEDs are designed to analyze the heart's rhythm and

deliver an electric shock to restore it to normal.

• Most AEDs use voice prompts to help rescuers. — Once the machine is turned on, the rescuer will be told

to apply the two electrodes to the victim's chest. — The AED will then begin to monitor the victim's heart

rhythm. — If a shockable rhythm is detected, or if the heart has

stopped completely, the machine will charge itself. — It will then instruct the rescuer to stand clear and press

the shock button.

• Once the victim's heartbeat has been restored, they should be kept comfortable until emergency medical personnel arrive.

• If there is no AED available and you are trained in CPR, start the

process immediately.



• There are two forms of CPR that are now approved by the American Heart Association.

— The traditional method has been to alternate 30 pushes on the chest with two quick breaths into the victim's mouth.

— This should still be used with children, as well as adults who may be suffering from a lack of oxygen due to a near-drowning, drug overdose or carbon monoxide poisoning.

• The newer approach eliminates the breathing and uses rapid,

uninterrupted chest compressions at the rate of 100 per minute. — This is effective with most occurrences of cardiac arrest,

where the victim still has an ample supply of air in the lungs and blood.

• Whichever method you use, it should be continued until

paramedics take over, an AED is located or the victim resumes breathing.

* * * SUMMARY * * *

• Learn to think and act quickly in case of an injury!

• Know the location of first aid kits and AEDs in your area.

• Learn to recognize symptoms...like those for shock, heat stress and

a heart attack.

• Know when it's okay to move a victim as well as when it's not.

• Know when medical attention is called for and how to get it!

• And one last point! Try your best to find the time to take a first aid course! Because what you learn could save a life!



ACCOMPANYING MATERIALS In order to assist you in conducting your session on first aid, we have provided some materials that can be used with this program. These materials have been furnished in master form. This will enable you to make as many copies of these forms as you need. If you have colored paper available to you, it is often useful to put each form on a different color. This enables you to easily differentiate between the materials. The materials enclosed with this guide include: Scheduling and Attendance Form This form is provided so you can easily schedule your attendees into each session of the program. It is important that you have each attendee sign-in on the appropriate form, documenting their attendance at the session. Normally, a copy of this attendance/sign-in form is filed in the employee's personnel file. Quiz The quiz is normally given after viewing the program. However, if you want an indication of the increase in the attendees' knowledge of basic first aid, you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their before and after answers as part of the session. Typically, the quiz is filed in the employee's personnel file.



Training Certificate This form allows you to give each employee their own certificate of completion showing that they have attended the course and taken the quiz. Space is provided to insert the employee's name, the course instructor and the date of completion. Employee Training Log This log helps you to keep track of when each employee has taken the course, as well as associated courses/training. Space is provided to list pertinent data about the employee, as well as information such as the date the course was taken, and the instructor conducting the course. A copy of this form should be kept in each employee's training or personnel file.



SCHEDULING AND ATTENDANCE FORM

FIRST AID

TRAINING SESSION SCHEDULE

ATTENDEE DATE TIME SIGNATURE



QUIZ

FIRST AID

Name: Date: 1. True or False... The best treatment for a blister is to puncture it and drain the fluid

underneath, and then cover it with a bandage? True False

2. The best treatment for most burns is...?

Soaking them in water, then bandaging them. Applying an ointment. Leaving them as is.

3. The definition of a compound fracture is one that...?

Involves an open wound. Does not involve an open wound.

4. True or False… Heat stroke occurs when a person gets so hot that they can't cool down

normally, though sweating? True False

5. The procedure that is used to remove blockages in the windpipe is known as the...?

Heart-lung Maneuver. Heimlich Maneuver. Hug-of-Life.

6. True or False... For most cases of shock you should wrap something around the victim

to keep them warm? True False

7. An automatic external defibrillator (AED), is used with what type of condition?

Choking. Cardiac arrest. Shock.





QUIZ

FIRST AID

PRESENTER'S COPY WITH ANSWERS 1. True or False... The best treatment for a blister is to puncture it and drain the fluid

underneath, then cover it with a bandage? True X False

2. The best treatment for most burns is...?

X Soaking them in water, then bandaging them. Applying an ointment. Leaving them as is.

3. The definition of a compound fracture is one that...?

X Involves an open wound. Does not involve an open wound.

4. True or False… Heat stroke occurs when a person gets so hot that they can't cool down

normally, though sweating? X True False

5. The procedure that is used to remove blockages in the windpipe is known as the...?

Heart-lung Maneuver. X Heimlich Maneuver. Hug-of-Life.

6. True or False... For most cases of shock you should wrap something around the victim

to keep them warm? X True False

7. An automatic external defibrillator (AED), is used with what type of condition?

Choking. X Cardiac arrest. Shock.



EMPLOYEE TRAINING LOG FIRST AID Employee: Employee #: Social Security #: Department: Date of Next Required Training:

DATE

TYPE OF TRAINING

OR COURSE DESCRIPTION LOCATION OF COURSE MATERIALS

INSTRUCTOR'S NAME AND ADDRESS/DEPARTMENT

CERTIFICATION OF TRAINING AND TESTING

(Instructor's Signature)



TRAINING CERTIFICATE

This is to certify that _____________________________________ has

completed the course First Aid and has been tested on the contents of the

course, as required. This training, as well as the associated testing was

conducted by ______________________ and was completed on _________.

_____________________________ ____________

(date)

(date)

(employee name)

(course instructor)

(course instructor)

Documents

FIRST AID - safetytrainingnetwork.com · - Objectives - Reviewing the ... future sessions and make note of them. ... where first aid is needed and be able to administer it effectively