PADI RTO First Aid Student Manual

Examples of Australian national peak clinical bodies that may be relevant to a student’s workplace may include: Australian College of Rural and Remote Medicine (ACRRM), Australian Medical Association (AMA), Australian Medicare Local Alliance (AMLA), Australian Primary Health Care Nurses Association (APNA), Improvement Foundation Australia (IF), National Aboriginal Community Controlled Health Organisation (NACCHO) - represented by Australian Medical Services Alliance Northern Territory (AMSANT), Royal Australian College of General Practitioners (RACGP) and Rural Doctor’s Association Australia (RDAA). First aid requireme ts for services under the Education and Care Services National Law What is the Education and Care Services National Law? The National Quality Framework (NQF) operates under an applied law system, comprising the Education and Care Services National Law and the Education and Care Services National Regulations. The NQF applies to most long day care, family day care, outside school hours’ care and preschools/kindergartens in Australia. To view the legislation that applies in each jurisdiction visit http://www.acecqa.gov.au/national-law . Legal, workplace and community considerations Psychological impact on children following an emergency situation This section will introduce you to the indications associated with the psychological impact on children following an emergency. What are the symptoms associated with psychological impact on children following an emergency situation? Children can be very sensitive to changing situations; any emergency situation may have a psychological effect on a child. Symptoms may include regressive behaviour, difficulty sleeping, bed wetting and/ or becoming withdrawn. If a child shows any of these symptoms, it may be advisable to refer the family for professional advice What are the strategies for assisting children to cope after an emergency situation? Strategies for assisting children to cope after an emergency situation include trying to return to a normal routine as soon as practicable, providing children with opportunities to express their feelings and talk about what happened, helping children express their feelings in different ways by providing opportunities to draw or paint or through sensory experiences such as play with dough, water or sand, and using the opportunity as a learning experience to help build the children’s resilience and coping skills. Experiences such as reading storybooks may provide the opportunity for educators to openly discuss the event with children. Where can education and care services gain support? After an emergency situation occurs, education and care services can offer support from external agencies to assist in the recovery process. These external agencies may include legal and insurance companies, local councils, and your State/Territory regulatory authority (for initial reporting of the emergency situation and in the event that operation of the service is interrupted or alternate arrangements for care are required), Department of Education, Employment and Workplace Relations (DEEWR); assistance and support with Child Care Benefit (CCB) enquiries, Counselling services, SES and Rural Fire Brigade, and CWA, Lions or Rotary Clubs.

HLTAID004 - PROVIDE AN EMERGENCY FIRST AID RESPONSE IN AN EDUCATION AND CARE SETTING

HLTAID004 - PROVIDE AN EMERGENCY FIRST AID RESPONSE IN AN EDUCATION AND CARE SETTING

Situations in which parental/caregiver consent is required What are the situations in which parental/caregiver consent is required? The consent of an injured or ill person must be obtained before any assistance is rendered – regardless of age, ability, health or mental status. If the casualty is a minor, consent must come from a parent, legal guardian or caregiver. Legal action and damages may be taken against you if you act without obtaining consent. The requirement for consent may be waived in certain circumstances, or implied, e.g. if a casualty is unconscious. Competent adults are legally entitled to refuse any treatment, even if it is life-sustaining. Substitute decision makers, such as parents or caregivers of minors or legal guardians can likewise refuse treatment but only if in the ‘best interests’ of their charge. Considerations when providing first aid This section will introduce you to specific considerations in regards to AED use for adults versus children and infants. AED pads placement for adults and children older than 8 years What are the recommendations in regards to placement of AED pads for adults and children aged older than 8 years? For the placement of adult pads: one pad is to be placed on the right side of the casualty, below the clavicle (collarbone), and the other pad is placed on the left side, just below and to the left of the pectoral (breast) muscle, avoiding breast tissue. For the placement of paediatric (child-specific) pads: this can either be as for adult pads, or one pad is to be placed on the middle of the child’s chest and the other pad on the middle of the child’s back, between the shoulder blades. Ensure in all cases that you remove moisture or excessive chest hair and avoid placing pads over implantable devices (place them at least 8cm from the device). Specific considerations when using an AED on children aged between 1 and 8 years, including identification of AED with paediatric capability, paediatric voltage and use of paediatric pads What are the recommendations in regards to using an AED on children aged between 1 and 8 years? Standard adult AEDs and pads are suitable for use in children older than 8 years, however, for children between 1 and 8 years paediatric pads and an AED with a paediatric capability should be used. If the AED does not have a paediatric mode (voltage) or paediatric pads, the standard adult AED and pads can be used; you need to ensure the pads do not touch each other on the child’s chest and apply the pads as you would for adults; if the pads are too large and there is a danger of charge arcing, use the front-back position.

IV-3

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PADI RTO

PADI RTO