MBS-091: Basic First Aid 

Course title: MBS 091 Basic First Aid                                           

Campus:   FSM-FMI

Initiator:   Alvin E. Sinem

Date: 5/6/16

Course description:
This course is mandatory for new entrants into the seafaring profession and those who intend to become seafarers, and it is intended to provide the learner with the knowledge and skills necessary to provide primary first aid treatment to the sick and injured whilst at sea.

Lecture

2

x

6

=

12

=

Practicum

4

x

6 

=

24

=

Lecture/Prac

x

=

36

=

Workshop

x

=

=

 
Total  Semester Credits

                             Program

[    ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[X ]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[    ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[    ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[    ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[    ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Outline the basic concepts underlying the practice of First Aid, and describe the procedures involved in dealing with a major accident.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

•  Define the term First Aid.

2,3,7

1

Written and oral assessment will be used to assess students’ competence in:

• defining the term First Aid;
• listing the 4 main responsibilities of the First Aider/Responder;
• listing the 5 primary priorities of management for any casualty;
• describing the positioning of an unconscious casualty in a stable side position;
• describing additional procedures required at a major accident scene; and
• listing the two situations when a casualty should be moved.

Practical assessment checklist will be used to assess students competence in demonstrating:

• removal of a casualty from a dangerous situation;
• checking for a response in an unconscious casualt;
• jaw thrus;
• jaw support;
• head tilt/neck lift;
• triple airway maneuver;
• checking for breathing in an unconscious casualty;
• checking for carotid pulse in an unconscious person;
• checking for a radial pulse in an unconscious person;
• checking for a brachial pulse; and
• checking a posterior tibial pulse.

• List the 4 main responsibilities of the First Aider / Responder.

• List the 5 primary priorities of management for any casualty.

• Demonstrate the removal of a casualty from a dangerous situation.

• Demonstrate checking for a response in an unconscious casualty.

• Describe the positioning of an unconscious casualty in a stable side position.

• Demonstrate a jaw thrust.

1.8. Demonstrate a jaw support.

1.9 Demonstrate a head tilt/neck lift.

1.10 Demonstrate a triple airway manoeuvre.

• Demonstrate checking for breathing in an unconscious casualty.

1.12 Demonstrate checking for carotid pulse in an unconscious person.

1.13 Demonstrate checking for a radial pulse in an unconscious person.

1.14 Demonstrate checking for a brachial pulse.

1.15 Demonstrate checking a posterior tibial pulse.

1.16 Describe any additional procedures required at a major accident scene.

1.17 List the two situations when a casualty should be moved.

CSLO (General) 2: Describe and demonstrate the priorities of management in First Aid Care dealing with life threatening conditions.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

•  Describe the structure and function of the central nervous system.

2,3,7

1

Written and oral assessment will be used to assess students’ competence  in:

• describing the structure and function of the central nervous system;
• listing the 5 levels of consciousness;
• listing the causes of an altered level of consciousness;
• listing possible dangers for the unconscious casualty. describe the structure and function of the respiratory system;
• describing the structure and function of the respiratory system;
• listing the signs/symptoms of a partial airway obstruction;
• listing the effects of an airway obstruction and/or respiratory arrest on the body;
• describing normal breathing patterns;
• listing 7 signs/symptoms of a casualty with breathing difficulties;
• defining the term respiratory arrest;
• describing the structure function of circulatory system;
• describing the normal range for heart rates;
• defining the term cardiac arrest;
• listing the signs and symptoms of cardiac arrest,
• listing the effects of cardiac arrest on the body;
• listing the causes of cardiac arrest;
• define the term cardiopulmonary resuscitation;
• describing the purpose of performing CPR;
• listing 4 reasons when CPR should be discontinued;
• listing the signs and symptoms of cardiac arrest;
• listing the effects of cardiac arrest on the body;
• Listing the causes of cardiac arrest;
• define the term shock;
• listing the 3 main causes of shock; and
• listing the signs / symptoms of shock.

Practical checklist will be used to assess students’ competence in demonstrating:

• management of a casualty with an altered level of consciousness;
• Management of a casualty with partal airway obstruction;
• management of a baby with a full airway obstruction;
• management of an adult with a full airway obstruction;
• management of an adult in respiratory arrest;
• management of a child in respiratory arrest;
• demonstrate the management of an adult in cardiac arrest;
• management of a child in cardiac arrest;
• the management of a child in cardiac; and
• management of a casualty in shock

.

• List the 5 levels of consciousness.

• List the causes of an altered level of consciousness.

• List possible dangers for the unconscious casualty.

• Demonstrate the management of a casualty with an altered level of consciousness.

• Describe the structure and function of the respiratory system.

• List the signs & symptoms of a partial airway obstruction.

• List the signs & symptoms of a full airway obstruction.

2.9 List the effects of an airway obstruction and/or respiratory arrest on the body.

• Demonstrate the management of a casualty with a partial airway obstruction.

• Demonstrate the management of a baby with a full airway obstruction.

• Demonstrate the management of an adult with a full airway obstruction.

• Describe normal breathing patterns.

• List at least 7 signs / symptoms of a casualty with breathing difficulties.

• Demonstrate the management of an adult in respiratory arrest.

• Define the term respiratory arrest.

• Demonstrate the management of an adult in respiratory arrest.

• Demonstrate the management of a child in respiratory arrest.

• Demonstrate the management of a baby in respiratory arrest.

• Describe the structure and function of the circulatory system.

• Describe the normal range for heart rates.

• Define the term cardiac arrest.

• List the signs and symptoms of cardiac arrest.

• List the effects of cardiac arrest on the body.

• List the causes of cardiac arrest.

• Define the term cardiopulmonary resuscitation (CPR).

• Describe the purpose for performing cardiopulmonary resuscitation CPR.

• Demonstrate the management of an adult in cardiac arrest.

• Demonstrate the management of a child in cardiac arrest.

• Demonstrate the management of a child in cardiac arrest.

• List the 4 reasons when you should discontinue CPR.

• Define the term shock.

• List the 3 main causes of shock.

• List the signs / symptoms of shock.

• Demonstrate the management of a casualty in shock.

CSLO (General) 3: Describe the dangers associated with a bleeding wound, and manage blood loss.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

•  List the 5 different types of wounds.

2,3,7

1

Written and oral assessment will be used to assess students’ competence in:

• listing 5 different types of wounds;
• list the three types of bleeding;
• describe the body's reaction to a bleeding wound; and
• list the signs / symptoms of an internal bleeding.

Practical assessment checklist will used to assess students’ competence in demonstrating:

• the management of an external bleed;
• the management of nose bleed; and,
• the management of penetrating injury.

• List the 3 types of bleeding. 

• Describe the body's reaction to a bleeding wound.

• List the signs/symptoms of an internal bleeding.

• Demonstrate the management of an external bleed.

• Demonstrate the management of a nose bleed.

• Demonstrate the management of a penetrating injury.

CSLO (General) 4: Describe the dangers and provide management for fractures and soft tissue injuries.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Describe the structure and function of the musculo-skeletal system.

2,3,7

1

Written and oral assessment will be used to assess students’ competence in:

• describing the structure and function of the musculo-skeletal system;
• defining a fracture;
• listing the signs / symptoms;
• describe the difference between an open and close fractures;
• describing the problems

associated with a fractured skull;

• listing the 5 sections of the

spine;

• listing the 10 signs /

symptoms of a spinal injury;

• describing the benefit of placing the head of a suspected spinal,

injury casualty into a neutral position; and

• listing the 3 common signs /

symptoms of a sucking chest wound.

Practical assessment checklist will be used to assess students’ competence in demonstrating:

• management of a fracture;
• assessment technique of a suspected spinal injury casualty;
• management of a suspected spinal injury casualty; and
• management of a sucking chest wound.

4.2 Define a fracture.

4.3 List the signs / symptoms of a fracture.

4.4 Describe the difference between an open fracture and a close fracture.

4.5 Demonstrate the management of a fracture.

4.6 Discuss the problems associated with a fractured skull.

4.7 List the 5 sections of the spine.

4.8 List the 10 signs / symptoms of a spinal injury.

4.9  Describe the benefit of placing the head of a suspected spinal injury casualty into a neutral position.

4.10 Demonstrate the assessment technique of a suspected spinal injury casualty.

4.11 Demonstrate the management of a suspected spinal injury casualty.

4.12 List the 3 common signs / symptoms of a sucking chest wound.

4.13 Demonstrate the management of a sucking chest wound.

CSLO (General) 5: Describe the dangers associated with and the management of burns.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Describe the structure and function of the skin.

2,3,7

1

Written and oral assessment will be used to assess students’ competence in:

• describing the structure and function of the skin;
• listing the 3 classifications of burns;
• listing the signs/symptoms of a superficial burn. Written and oral assessment;
• list the signs/symptoms of a deep dermal burn. Written and oral assessment;
• listing the signs/symptoms of a full thickness burn;
• describing the benefit of immediately applying running water to a burn;
• describing the safety precautions whilst treating a casualty with chemical burns;
• describing the dangers to the first aider/responder while managing a casualty who has received an electric shock;
• describing the dangers to the first aider/responder while managing a casualty who has received an electric shock; and
• describing the effects an electric shock has on the body.

A practical assessment checklist will be used to assess students’ competence in demonstrating:

• management of a burn;
• estimating the size of a burn using the rule of nines; and
• management of a casualty who has received an electric shock.

5.2 List the 3 classifications of burns.

5.3 List the signs/symptoms of a superficial burn.

• List the signs/symptoms of a deep dermal burn.

5.5 List the signs/symptoms of a full thickness burn.

5.6 Demonstrate the management of a burn.

5.7 Demonstrate estimating the size of a burn using the rule of nines.

5.8 Describe the benefit of immediately applying running water to a burn.

5.9 Describe the safety precautions while treating a casualty with chemical burns. 

5.10 Describe the dangers to the first aider / responder while managing a casualty who has received an electric shock.

5.11 Describe the effects an electric shock has on the body.

5.12 Demonstrate the management of a casualty who has received an electric shock.

CSLO (General) 6: Explain the spread of infection by means of “cross infection”.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1 Describe the term universal precautions.

2,3,7

1

Written and oral assessment will be used to assess students competence in:

• describing the term universal precautions;
• listing 4 methods to prevent the transmission of disease; and
• describing the correct management for a body fluid.

A practical assessment checklist will be used to assess students’ competence in demonstrating the use of universal precautions.

6.2 List 4 methods to prevent the transmission of disease.

6.3 Describe the correct management for a body fluid exposure.

6.4 Demonstrate the use of universal precautions.