Sarah Jacob How to Apply First Aid Demonstration Speech Introduction: I know all of us at some point have gotten a cut or scrape and started bleeding or you just freak out and don’t know what to do. All though out life we go through different experiences that leave us with all kinds of injuries‚ weather it be cooking in the kitchen‚ riding your bike or just walking down the street‚ accidents can happen. And though all my personal experiences I’ve learned that there is a proper way of taking
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Describe common types of wounds. There are a few common types of wounds that you may come across in first aid‚ the first one is a bruise or ‘contusion’‚ and this is normally caused by bleeding under the skin and may be the result of a blunt blow or bleeding from underlying damage like a broken bone. To help to ease the pain you should cool the area with an ice pack or use cold water as soon as possible for 10 minutes. The second one is a graze or abrasion‚ this is when the top layer of the skin
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Chapter 1 Importance of First Aid it’s better to know it and not need it than to need and not know everyone should be able to perform first aid‚ you are going to need it What is First Aid? the immediate care doesn’t take the place of proper medical care temporary help difference between life or death First Aid and the Law can be sued Minimize Risk of Suite get consent follow guidelines explain what you will do once you start‚ you can’t leave until proper help comes Consent
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Assessment Question 1 * Evaluate what you believe are your main roles and responsibilities as a teacher/trainer in relation to the teaching and learning cycle and in particular when meeting the needs of learners. How far do your responsibilities as a teacher/trainer go and how do these work in relation to other professionals you may encounter‚ both internally and externally? What boundaries are there with your role and between that of other professionals? * Outcomes assessed: U5: 1.3‚ 2
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http://ptllsresource.co.uk/blog Starting Ptlls This is a post for people at the beginning of their Ptlls journey – next week will be a long article for people who have finished and are looking at where to go next. So‚ on to my little guide if you are getting started with your Ptlls course. There are all the Ptlls essays with notes but this is more an overview of how I would tackle things at the beginning of the course if I were doing over. If anyone has any pointers please leave a comment
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Nurses VAD: Voluntary Aid Detachment FANY: First Aid Nursing Yeomanry Both of these nursing organizations played a critical role in WW1 nursing. The VADs were unpaid volunteers (and therefore usually from a higher social class where money was not an issue) who were given basic medical training. These women‚ while they could not typically give injections‚ could comfort and provide basic medical treatment to wounded soldiers. The role of a FANY nurse was less glamorous. Their jobs
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have been waiting for: young people taking responsibility for their sexual and reproductive health Abstract The aim of this prevention plan is to increase knowledge and uptake of family planning (FP) options‚ and to promote HIV and STI prevention among young people from age 18
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Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning
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Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning
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of five stages; these stages are indentify needs‚ plan and design‚ deliver and facilitate‚ assess and the final stage is evaluate. As this is a continuous cycle‚ it is the main role of a tutor to constantly adapt my teaching practices to suit each individual. When learners begin our course‚ they undergo certain assessments as well as discussions with tutors to help identify their individual learning needs. This helps when planning my sessions as there are many circumstances that I need to consider
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