Emergency First Aid at Work – Overview

Emergency First Aid in the Workplace Lesson Plan

0900-0915 Assembly and introductions

0915-0935 Role and responsibilities of first aider:

Role, responsibilities, infection control, consent, first aid equipment, incident reporting

0935-1005 Incident and casualty assessment:

Scene survey, primary survey, calling for help/information needed

1005-1020 Break

1020-1205 CPR and AED:

Unresponsive casualty not breathing normally

1205-1235 Lunch

Unconscious casualty breathing normally:

1235-1320 Recovery position
Management of a seizure

Choking casualty
1320-1355
Recognition and treatment

1355-1410 Shock
Types, recognition and treatment

1410-1425 Break

External bleeding
Types and treatment
1425-1550
Minor injuries:
Small cuts, grazes, bumps and bruises, small splinters, minor burns and nosebleeds

1550-1615 Multiple choice question paper/theory/written assessment

1615-1630 Course evaluation and closure

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 Subject: Assembly and introductions
Materials: Learner register, Training commitment, course books
Time: 15 mins
Aim: Recognise health and safety requirements of the classroom environment, know what is
required of Learners during the course, and that their physical and emotional needs are
catered for
Trainer Learners
Welcome and Introduce self, organise Learner register. Check Fill in name on register
introductions Learner’s photo ID and record it on Learner
register.
Show/give out Training commitment.
Give out course books.
Health and safety Fire regulations, evacuation plans/fire escapes Listen.
and assembly points.
Course start/finish times, Explain and expand. Listen.
breaks, lunch, etc.
Toilets Give directions. Listen.
Smoking policy Explain rules of the venue. Listen.
Mobile phones/electronic Explain our policy. Switch off all devices unless
equipment absolutely necessary.
Special requirements Check dietary requirements and that any special Listen/inform Trainer, in
needs are catered for, if applicable. confidence, of any special
Important – ask Learners if they have any pre- requirements.
existing injuries/conditions that may affect their
ability to do practical work. Learners should not to
do anything that may worsen a condition. Make
reasonable adjustments when possible.
Requirements for the Explain Learners do not need good literacy skills Listen.
course to be a good first aider but there will be written Ask for assistance, in
question papers. Encourage any Learner who confidence, if necessary.
may experience difficulties reading/writing to ask
for assistance, in confidence, as the papers can
be taken verbally if needed. Note: If assessment
is completed verbally, submit a reasonable
adjustment form.
Learner introduction Ask Learners to introduce themselves. Information Introduce self.
could include where they work, what they do, why
they are on the course (did they volunteer?). Have
they attended a first aid course before?
Difficult course content Explain the nature of the course requires covering Listen.
some objectives that some Learners may find
difficult, particularly if they have had personal
experiences. Explain this is normal and if
someone needs to leave the room for a minute at
any time that is acceptable, except not during the
theory/written assessment, unless it is an
emergency.
Assessment process Explain you will assess Learners during the course Listen. Ask any questions.
• Multiple Choice Question Paper Guidelines

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Subject: Role and responsibilities of a first aider
Materials: Flip chart, PC and projector, first aid equipment
Time: 20 mins
Aim: Understand the role and responsibilities of a first aider
Unit Objective –
Ref. That the learner can: Trainer Learners

1.1 Identify the role and Identify and discuss the goals of First Aid i.e., Listen and discuss.
responsibilities of a preserve life, alleviate suffering, prevent
first aider further illness or injury (the situation from
worsening), and promote recovery.
AHA & BHA define a first aider as someone
trained in first aid who should:
• Recognise, assess and prioritise the need
for first aid
• Provide care using appropriate
competencies
• Recognise limitations and seek additional
care when needed
Ask the Learners in pairs to identify and list
the basic requirements of a first aider. Include In pairs identify and list
some basic requirements of
common sense, remaining calm and being
a first aider and feedback to
confident amongst the discussion.
rest of group.
Identify and discuss the role and
responsibilities of a first aider. Emphasise at
least the following: protect from danger,
identify the illness or injury, decide priorities
of care, ensure dignity, arrange
transportation as appropriate, make sure
there is good communication to casualty,
helpers and other medical professionals,
complete good documentation (incident
recording) and managing own post incident
stress.
1.2 Identify how to Ask the Learners in small groups to identify In small groups identify and list
minimise the risk of and list different types of infection risk in the some of the possible infection
infection to self and first aid setting and how these might be risks in a first aid setting.
others overcome. Listen and discuss.
Explain undertaking hand hygiene, using
personal protective equipment and disposing
of soiled items in domestic waste bags or
clinical waste bags (yellow or red bags) can
minimise the spread of infection.
1.3 Identify the need for Explain the importance of introducing Listen and discuss.
consent to provide first yourself to the casualty and asking if they are
aid happy for you to help them. If unconscious,
then implied consent as duty of care

Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should be
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next topic/
requesting certification.

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Subject: Incident and casualty assessment
Materials: Flip chart and pens, PC and projector, image of first aid scene

Time: 30 mins
Aim: Be able to assess an incident
Unit Objective –
Ref. That the learner can: Trainer Learners

2.1 Conduct a scene Ask the Learners in small groups to consider In small groups listen,
survey a first aid scene, real or simulated, and to observe the image or
identify and list the potential hazards and scenario and list possible
their management if possible. Provide an hazards and how they might
image, if possible, of a scene for more be overcome. Discuss and
impact. feedback to the rest of group.

2.2 Conduct a primary Introduce DRABC (danger, response, airway, Listen, observe and discuss.
survey of a casualty breathing and circulation) on a PowerPoint
slide, flip chart or board and explain its
meaning with any considerations.
Emphasise that life threatening conditions
should be identified as soon as possible.
Manage each step fully before moving on to
next. You may not get as far as ‘C’
particularly if you need to start CPR.

2.3 Summon appropriate Explain the importance of summoning Listen and discuss.
assistance when assistance early from a bystander:
necessary • To call the emergency services (999/998)
• To get an AED
Explain if a first aider is alone, they should Listen and discuss.
use the speaker phone function if possible.

Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should
be confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the
next topic/requesting certification.

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Subject: Cardiopulmonary Resuscitation (CPR) and AED
Materials: Flip chart and pens, PC and projector, adult (and baby manikins), wipes and AED, AED pads
Time: 105 mins
Aim: Be able to provide first aid to an unresponsive casualty
Unit Objective –
Ref. Trainer Learners
That the learner can:
3.1 Identify when Briefly explain the difference between a heart Listen and observe.
to administer attack and cardiac arrest. Discuss agonal
Cardiopulmonary gasps and seizure like episodes and the
Resuscitation (CPR) importance of starting and continuing CPR.
Show video clip if available.
3.2 Demonstrate CPR Demonstrate CPR (including correct Listen and observe.
using a manikin placement of AED pads) and follows AED
instructions) on manikin emphasising hand
position, depth and speed, also when to stop.
Include Hands-only CPR (100 -120
compressions per minute)
When demonstrating the use of a
defibrillator/
AED as a standard part of CPR (complete
Assist in placing manikins
2 cycles of 30:2. Then demonstrate pad
round the room.
placement and emphasise following AED
instructions).

Place manikins around the room, make sure

wipes are available and kneelers or mats as
appropriate.
In small groups practise CPR
and using an AED on the
Emphasise cleaning manikins each time they manikins.
are used and cross infection issues.
Clean the manikin ready for
Ask the Learners in small groups to practise
next Learner each time it is
CPR after 2 practices, demonstrate pad used.
placement and emphasise following AED
instructions, observe and assess.
Listen and observe.
If relevant:
Explain and demonstrate the skill of:
• Child CPR Listen and observe.
Define age, over 1 year
• Infant CPR
Define age, under 1 year
Tell Learners the modifications to CPR
(including correct placement of AED
pads) and follows AED instructions) for
children.
Trainers: Assess CPR and AED during this session.
Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should be
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next topic/
requesting certification.

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Subject: Unconscious casualty and management of a seizure
Materials: Flip chart and pens, PC and projector, adult and baby manikins, wipes and
mats
Time: 45 mins
Aim: Be able to provide first aid to an unresponsive casualty
Unit Objective –
Ref. That the learner can: Trainer Learners

3.3 Justify when to place a Ask the Learners in pairs to identify and list In pairs identify and list
casualty into the as many causes of unconsciousness they causes of unconsciousness
recovery position can. you can, feedback and
discuss.
3.4 Demonstrate how to Reinforce DRAB (danger, response, airway
place a casualty in the and breathing), explain and demonstrate the Observe, listen and discuss.
recovery position open airway position, then ask the Learners
to repeat and practise.
Recovery position is a position that
maintains a stable open draining airway.

Observe the Learners, in pairs, as they

In pairs practise placing each
practise the recovery position and
other in the recovery position.
subsequent management.
Make sure you assess them at the same
time.
Demonstrate alternative recovery position Observe and listen.
with a baby manikin.
3.5 Identify how to Briefly explain a seizure, the types, signs, Listen, observe any visual aid
administer first aid to symptoms and its management including the examples and discuss.
a casualty who is ‘do nots’ as well as post seizure care. Show
experiencing a any visual aids of seizures.
seizure
Trainers: Assess recovery position during this session.
Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should be
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next topic/
requesting certification.

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Subject: Choking casualty
Materials: Flip chart and pens, PC and projector, suitable choking rescue trainer/manikins.
Time: 35 mins
Aim: Be able to provide first aid to casualty who is choking
Unit Objective –
Ref. That the learner can: Trainer Learners

4.1 Identify when choking is: Ask the Learners in pairs to list different In pairs listen, identify, list and
• Mild types of airway obstructions. feedback possible types of
• Severe airway obstructions.

Explain difference with emphasis on Listen, observe and discuss.

the fact that a casualty with a partial
airway obstruction should be able to
cough.
4.2 Demonstrate how to Explain and demonstrate with Listen, observe, discuss and
administer first aid manikins and a choking rescue practise management of
to a casualty who is choking training device the stepwise approach choking-on-choking rescue
including cough, back blows, trainer/manikins.
abdominal thrusts and chest thrusts.
Emphasise differences with abdominal
thrusts and chest thrusts in regard to
infants and children, especially no
abdominal thrust on infants.
Assess the Learners as they practise.
Trainers: Assess choking during this session
Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should be
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next topic/
requesting certification.

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Subject: Shock
Materials: Flip chart and pens, PC and projector

Time: 15 mins
Aim: Know how to provide first aid to a casualty who is in shock
Unit Objective –
Ref. That the learner can: Trainer Learners

5.1 Recognise a casualty Define shock and how and why it Listen and discuss.
who is suffering from develops.
shock
Listen, identify and list some of
Ask the Learners in small groups to the signs and symptoms of a
discuss what the casualty will look like casualty in shock.
and feel like.
5.2 Identify how to Explain how to manage shock, Listen and discuss.
administer first aid to a emphasise casualty positioning.
casualty who is Reinforce how the body compensates Listen and observe.
suffering from shock for blood loss and the critical amounts.
Demonstrate the positioning for
shock, i.e., lay the casualty on their
back (legs elevated where there is no
evidence of trauma) back with legs
elevated. In pairs practise placing each
Ask the Learners in pairs to lay each other in the correct position for
other down and elevate their legs, shock.
observe and assess.
Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should be
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next topic/
requesting certification.

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 Subject: External bleeding and minor injuries
Materials: Flip chart and pens, PC and projector, bandages, dressings and
slings, examples of minor injuries, burns and scalds.
Time: 85 mins
Aim: Be able to provide first aid to a casualty with external bleeding
Know how to provide first aid to a casualty with minor injuries
Unit Objective –
Ref. That the learner can: Trainer Learners

6.1 Identify the severity of Define the different types of bleeds: Listen, observe and describe the
external bleeding arterial, venous, capillary. nature of blood flow associated
Ask the Learners to try and describe with each.
the type of blood flow caused by each. Consider different surfaces and
Emphasise the difficulties estimating materials to gain an idea of how
blood loss dependant on surface or blood loss looks on different
materials involved. surfaces and materials.

6.2 Demonstrate how Introduce treatment (sit or lay, Observe and try to identify what
to control external bleeding examine, pressure and dress) on a each step requires and why.
PowerPoint slide, flip chart or board
and ask the Learners to identify what is
required for each step. Listen, observe and discuss.
Explain its significance and
demonstrate its use in a simulated Observe and discuss.
example.
Demonstrate managing a casualty with In pairs practise managing
external bleeding using appropriate simulated wounds and bleeding
dressings. Ask the Learners to practise scenarios on each other with
on each other, observe and assess. appropriate dressings.

7.1 Identify how to administer Explain the nature of small cuts, grazes Listen, observe and discuss.
first aid to a casualty with: • bruises and small splinters, and how
Small cuts best to treat. Show examples if
• Grazes appropriate.
• Bruises Explain basic management and
emphasise infection prevention and
• Small splinters
control measure. For example,
minimal contact with bodily fluids, use
of PPE and hand hygiene techniques.
Emphasis that a small splinter is the
only embedded object a first aider
can remove. It must be visible, not
deeply embedded or difficult to
remove or over a joint. Explain
removal technique using clean
tweezers.
Emphasise aseptic techniques and
tetanus issues if appropriate.
N/A Administer first aid Explain the treatment for nosebleed, Listen, observe, discuss.
to a casualty with a emphasising tipping the head forward
nosebleed and nipping for a full 10 minutes.

Continued on next page

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 Unit Objective –
Ref. That the learner can: Trainer Learners

7.2 Identify how to Explain the nature of burns emphasising Listen, observe and discuss.
administer first aid to different types, depths and critical areas.
a casualty with minor Introduce the mnemonic SCALD (size, As a group identify what each
burns and scalds cause, age, location, depth) for assessing a letter of SCALD stands for and
burn. Ask the Learners to try identify what discuss.
each letter stands for and then expand the
discussion.
Emphasise the importance of knowing when Listen and discuss.
to seek further medical advice.
Explain the basic management of burns and Listen, observe and discuss.
scalds emphasising cooling for a minimum of
10 minutes, removal of jewellery, watches,
etc. and clothing that has not stuck to the
burn, dressings and what you should not do.
Give cling film wrap to the Learners and Practise placing the cling film
demonstrate the use of cling film on on each other as simulated
simulated burn. Emphasise infection risks burns management practise.
and the principles of dressings not being too
restrictive.
N/A Recognise life Emphasise that both venous and arterial Listen, observe and describe
threatening bleeding bleeds are life-threatening. When blood the nature of blood flow
oozes from a vein or spurts from an artery in associated with each.
large volumes, it pulsates in time with the
heartbeat, as a result, this can be described
as pulsating bleeding.

Trainers: Assess management of external bleeding and minor injuries during this session.
Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should be
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next topic/
requesting certification.

Continued on next page

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Subject: Catastrophic bleeding
Materials: Flip chart and pens, PC and projector, bandages, dressings and slings, a manufactured
tourniquet, a model arm/pipe

Time: 30 mins
Aim: Be able to manage life threatening bleeding

Discuss the difficulty of direct pressure on abdominal wounds and Feedback and discuss.
junctional injuries (arm pit, groin, neck)
Discuss stab and gunshot wounds.

Explain that if a normal dressing is used to pack the wound, apply

pressure for at least 10 minutes.

Use a model arm or plastic pipe, not a Learner to demonstrate Listen, observe and discuss.
application of a tourniquet and an improvised tourniquet.

Discuss positioning, particularly if the first tourniquet which is over

Observe and discuss.
a single bone (femur or humerus). It is more important to
emphasise tightening and good application than the exact position
of the tourniquet.

Position at least 5cm above the wound as damaged arteries can Listen and discuss.
constrict.

It is extremely important to keep improvised tourniquets as simple as

possible. Fast, effective, simple application is essential.
Explain it will hurt, so first aiders need to explain to the casualty that
the pain will subside but it has been applied in an attempt to save Listen and discuss.
their life. Emphasise that once a tourniquet has been applied, it
should never be loosened, regardless of the pain (Only in the
extraordinarily unlikely circumstance of this type of injury occurring
AND having no hope of getting help should this even be
considered). Discuss which employers should consider buying
manufactured tourniquets e.g., high risk workplaces and/or potential
terrorist targets.

Reemphasise that a triangular bandage and a strong pen equals a

tourniquet (metal cutlery is best but using a pen means improvised
tourniquets are already in the workplace). Explain manufactured
tourniquets can be quicker to apply and leave less room for error; Listen, observe and discuss.
so, environments at risk of severe bleeds should strongly consider
purchasing them. Use the PowerPoint slides for tourniquets to
make sure all-important points have been covered.

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Subject: Multiple choice question paper/theory assessment
Materials: Question papers, answer papers, marking guides, black pens
Time: 40 mins
Aim: To complete and pass appropriate multiple choice question papers, showing their overall
learning on the course is sufficient to enable the Learner to provide emergency first aid in a
manner that is safe, prompt and effective

Objective –
That the learner can: Trainer Learners

Complete a multiple-choice Before handing out the assessments, give Complete assessments
question paper/theory Learners a final opportunity to ask for a without colluding with other
assessment reasonable adjustment, e.g., because they Learners.
need the theory assessment carried out Give completed papers to
verbally. If any Learner makes a request, Trainer.
the verbal assessment will usually take
place after the other Learners have
completed the assessment. Trainers must
make sure Learners have no opportunity
to collude.
Note: If assessment is completed verbally,
submit a reasonable adjustment form.
Issue the question papers and matching
answer papers (as shown on the question
paper). It is vital you make sure the correct
question papers are available and issued to
Learners.
Each Learner gives their answers on a
separate answer paper.
Ask Learners to put their name, date of birth,
assessment date and their signature on their
answer paper using a black pen.
Trainers should make sure Learners
understand the format of the theory
assessment, how to complete the answer
paper, the time allowed and how to record
the correct answers or change their answer
using a black pen.
The maximum time allowed for the multiple-
choice question theory/written assessment is
60 mins. Collect and mark the answer
papers.

Complete course evaluation Issue Learner feedback forms and explain Complete forms, give them to
how to complete them. Trainer.

Course closure Tell Learners if they have passed or been Participate as needed.
referred. To ensure the security of the
assessment, DO NOT tell Learners their
individual marks/incorrect answers or allow
them access to their papers. Close the
course.

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