The First Aid at Work course is attended by an assortment of staff, which can be of varying ages and academic backgrounds. Some delegates may be working in a clinical role, such as nursing or radiography and others can be from a non-clinical role ranging from administrators to managers. Initial assessment does not take place prior to this course commencing, however staff who are nominated should feel they have the confidence and ability to administer first aid provision after gaining this qualification. The duration of this course is four full consecutive days and a formal assessment takes place on the fourth day of the programme. All delegates who successfully pass this course then gain an accredited certificate that is valid for three years. This assessment is completed by an external qualified assessor, as it is unethical for the First Aid teacher to assess their own delegates.
The First Aid at Work course combines theoretical and practical skills; therefore it requires a seminar room large enough to accommodate all practical demonstrations. A maximum of twelve delegates are formally allowed on each course delivered. This is to ensure the teacher can fully support each delegate throughout the programme.
A range of resources are required for a First Aid course, which includes resuscitation manikins, an automated external defibrillator (AED)a first aid box, several bandages and slings, asthma inhalers, epi-pens, flipchart stands, paper, marker pens, projecting equipment, TV screen and PowerPoint slides. Additionally each delegate is given a first aid manual prior to the course, so they can start to research first aid practices and various medical conditions. This manual then becomes a resource throughout the course, which delegates keep as a future reference source.
The First Aid at Work course essentially comprises of a product based curriculum as it consists of learning objectives that must be achieved and formally assessed, in order to achieve an accredited certificate. Child (2007, p 482) states “The end product of education is first clearly defined and cast as ‘objectives’ to be attained”. This text then goes on to say theorists such as Bloom and Tyler favour this approach. The objectives within this course cover practical skills delegates need to perform, such as Cardio-pulmonary Resuscitation (CPR) and theoretical knowledge relating to the various medical conditions a casualty may suffer. Furthermore delegates need to develop enough comprehension to evaluate a potential first aid scenario and make a judgement on the necessary actions they must take, based on the condition they perceive the casualty to have. This learning experience reflects the stages within ‘Blooms Taxonomy’, Child (2007). Child (2007, p 483) explains “The six classes involve knowledge which emphasizes those process’s which require recall of such things as specific facts .................. comprehension represents a low level of understanding sufficient to grasp meaning ...................Application employs remembering and combining material to give generalizations for use in concrete situations. Analysis means the breakdown of material into its constituents in order to find the relationship between them .............. Synthesis necessitates the putting together of constituents.............................. Lastly evaluation requires value judgements about material, ideas and methods etc”. These six stages reflect the...