CPR Train the Trainer
Optional Modules of First Aid/CPR/AED - Appendix B
Asthma Inhaler Training Epinephrine Auto Injector Training Tourniquet Application Training
No instructor representing the American Red Cross shall (2):
Disclose any confidential American Red Cross information that is available solely as a result of the affiliation of the instructor with the American Red Cross to any person not authorized to receive such information or use to the disadvantage of the American Red Cross any such confidential information, without the express authorization of the American Red Cross; Knowingly take any action or make any statement intended to influence the conduct of the American Red Cross in such a way as to confer any financial benefit on such person or on any corporation or entity in which the individual has a significant interest or affiliation; or Operate in any manner that is contrary to the best interest of the American Red Cross.
Teaching Other Courses
First Aid/CPR/AED instructors are certified to only teach courses and modules that are part of the First Aid/CPR/AED program. First Aid/CPR/AED instructors may be eligible to teach other programs after completing various requirements. See the Red Cross Learning Center Instructor Lifecycle tab for more information.
Workplace Safety Programs
First Aid/CPR/AED; Bloodborne Pathogens; Anaphylazis & EPI Auto-injector; Asthma Inhaler; Responding to Emergencies
Teach
Follow Lesson Plan -
Challenge course
No current cert can participate once; current cert may challenge as often as the cert is valid
Criteria for Course Completion and Certification
Successfully Participate in the Full Course Demonstrate Skill Competency Pass Final Written Exams (optional)
Section C: Appendices
Supplemental materials to support conducting courses in the First Aid/CPR/AED program: Appendix A: Activity Resources Appendix B: Course Outlines Appendix C: Guidelines for Conducting Review and Challenge Courses Appendix D: Video Segments Appendix E: Common Participant Skill Errors Appendix F: Participant Progress Log Appendix G: Frequently Asked Questions About First Aid, CPR and AED Appendix H: Written Exam Answer Keys NOTE: Written exams are not included in the Instructor's Manual. They are located on the Red Cross Learning Center.
Mission
The American Red Cross prevents and alleviates human suffering in the face of emergencies by mobilizing the power of volunteers and the generosity of donors.
History
1881 Clara Barton founded the AMerican Red C
Course lengths are based on
A ratio of 6-10 participants to 1 instructor A minimum of 1 manikin and 1 AED training device for every 2 participants
For lay responder-level First Aid/CPR/AED courses, individuals in the basic-level courses must be able to demonstrate a primary assessment and one cycle of CPR (breaths and compressions) on the ground one time during the course.
All other practice and scenarios of CPR skills may be done on a raised surface.
Participants must:
Attend and participate in all class sessions. Participate in all course activities. Demonstrate competency in all required skills without any coaching or assistance. Successfully complete the Putting It All Together Assessment Scenarios.
To successfully participate in the full course, the participant must:
Attend the entire course and participate in all class sessions. Actively participate in all course activities, including assuming various roles during scenarios.
No instructor representing the American Red Cross shall:
Authorize the use of or use for the benefit or advantage of any person, the name, emblem, endorsement, services, or property of the American Red Cross, except in conformance with American Red Cross policy; As an American Red Cross volunteer or paid staff member, accept or seek on behalf of himself/herself or any other person, any financial advantage or gain of other than nominal value offered when teaching a class conducted by the American Red Cross . Publicly use any American Red Cross affiliation in connection with the promotion of partisan politics, religious matters, or positions on any issue not in conformity with the position of the American Red Cross; this includes making comments on social media as an instructor representative of the American Red Cross.
Sections A: Administration
Chapter 1: Program Overview Chapter 2: Being an American Red Cross Instructor Chapter 3: Setting Up and Running Courses Chapter 4: Teaching So That Every Participant Can Learn Chapter 5: Conducting Effective Skill Sessions Chapter 6: Course Completion
Putting It All Together Assessment Scenarios in the First Aid/CPR/AED program:
Checking a Responsive Person Giving CPR Using an AED Choking Bleeding
As an American Red Cross instructor, I agree to— (Code of Conduct con't.)
Complete and submit required accurate records in a timely manner and understand that certificates are not available to me or class participants until the course record has been approved in the Red Cross Learning Center. Provide course participants with information on how to access their American Red Cross digital certificates or, when appropriate, provide course completion certificates. Agree to work with the Red Cross Training Provider for whom I teach to ensure that all fees are promptly remitted as specified by the Red Cross Training Provider Agreement. Recognize that American Red Cross materials are copyrighted and may only be revised or changed with the written permission of the American Red Cross at national headquarters and may only be reproduced as defined by the terms and conditions for accessing and downloading the materials. Identify myself as an American Red Cross certified instructor and the course materials as those of the American Red Cross in each class I teach. Recognize that this Agreement remains in effect as long as my instructor certification is maintained with the American Red Cross. Understand that when my affiliation ends with a Red Cross Training Provider or with the American Red Cross as an employee or volunteer, my instructor status will be changed to Unaffiliated, and I may not teach during this period of time. If I do not establish a new affiliation within twelve months, my instructor status will change to Expired.
*3 Critical elements of skill session preparation
Effectiveness; Efficiency; Time
Benchmarks for the teaching environment
Ensuring appropriate instructor-to-participant ratios and adequate supervision during all portions of the course. Setting up the classroom so that all participants can see and hear you during the instructor skill demonstration and for all aspects of the course. Arranging skill practice stations so that participants have space to respond appropriately and you have space to move between groups. Ensuring equipment is in good condition and operated as designed. Clearing the room of any hazards and ensuring a safe environment for participants. Ensuring proper health precautions by having appropriate manikin decontamination supplies available.
Which of the following are program objectives in the Instructor's Manual that instructors need to ensure participants are aware of and meet?
Explain how to activate and work with Emergency Medical Services (EMS) system Describe the links in the Cardiac Chain of Survival Understand legal concepts as they apply to lay responders, including consent and the purpose of Good Samaritan laws
Red Cross Training Services
First Aid & CPR/AED Training; Aquatics, Babysitter's Training & Advanced Childcare Training; Basic Life Support, Advanced Life Support, & Pediatric Advanced Life Support; Nurse Assistance Training
Three Categories of First Aid/CPR/AED
First Aid-only course (Lessons 1 and 4-8) CPR-only course (Lessons 1, 2, 4 and 8) AED-only course (Lessons 3 and 8)
As an American Red Cross instructor, I agree to— (Code of Conduct)
Follow all the current directives and procedures of the American Red Cross related to the conduct and administration of American Red Cross courses. Maintain current contact information including an email address and phone number in the Red Cross Learning Center. Accept evaluation of my instructor responsibilities by the American Red Cross. Recognize that the successful completion of the instructor course is only a step in the process to teach as an American Red Cross instructor. Each instructor must also be associated with a current, approved Red Cross Training Provider Agreement or be affiliated with the American Red Cross as a paid or registered volunteer instructor. Maintain basic-level certification and/or skills and knowledge competencies (as outlined in the program guidance) for the product area I wish to teach. Teach only those courses that I am certified to teach. Acknowledge that my skills and knowledge may be assessed in person or virtually at any time by the American Red Cross. Follow through on all classes assigned to me, including teaching the complete curriculum as designed and mandated for each American Red Cross course, module or component.
Appendix C of the Inclusion Guide
For courses with written exams (required or optional), oral exams may be administered to individuals in all courses. Find more information about administering oral exams
The Critical Eye - You will observe these skills:
Giving CPR—Adult Checking an Injured or Ill Person Who Appears to Be Unresponsive—Adult If the Chest Does Not Rise with Breaths—Child Giving CPR—Infant Caring for Choking—Adult Caring for Choking—Infant Using an AED.
Global Feedback
Global feedback (feedback to the entire class) is provided to the class for the benefit of all participants during practice to correct common mistakes or commend correct skill practice. For example, if several participants are making the same mistakes when practicing a skill, you could bring the class together and give reminders of the skill steps that need correction and have the class try again rather than going to each person individually.
Guided Discussion
Guided discussions allow you to monitor and evaluate participants' level of understanding. Discussion may offer an alternative explanation that clarifies the information. Participants may use existing knowledge as a springboard to acquire new information during a guided discussion. Guided discussion topics list ideal responses. Instructors must ensure that all ideal responses are covered. Asking questions that prompt discussion is an important aspect of facilitating a good discussion. Instructors may need to ask for volunteers to answer a question and should allow participants several seconds to think. Asking questions to participants directly may be necessary if there are few or no volunteers.
Primary purpose of the First Aid/CPR/AED program
Help participants recognize and respond appropriately to cardiac, breathing and first aid emergencies; Teach participants knowledge and skills needed to give immediate care to an injured or ill person; Teach participants how to decide whether advanced medical care is needed
Pass Final Written Exams (optional)
However, a written exam may be administered if requested or required by an employer, course provider, or state or local regulations. Participants must pass the exam with a minimum score of 80 percent or 83 percent for CPR—Adult, Child and Infant.
7 Fundamental Priciples
Humanity, Impartiality, Neutrality, Independence, Voluntary Service, Unity & Universality
Individual Feedback
Instructors should observe each participant's performance of the skills and provide corrective individual feedback based on the criteria on the skill charts and skill assessment tools.
Active participation and hands-on learning
Interactive activities Video segments Skill sessions Traditional lectures Guided discussions Putting It All Together Assessment Scenarios
definitions of learning
Involves the process of change. Requires acquisition of new knowledge, skills or attitudes. Comes from study and/or life experiences. Occurs over a period of time. Is a lifelong process.
Video Demonstration - Practice-While-You-Watch (PWYW)
It is recommended that the manikin to student ratio be 1:1 during practice-while-you-watch segments.
Program Objectives
It is the responsibility of an instructor to see that participants meet the learning objectives listed in the American Red Cross First Aid/CPR/AED Instructor's Manual
Strategies for Giving Feedback
Keep it simple and specific. Saying too much at one time can cause confusion for the participant. Provide feedback on what is correct first, then provide corrective feedback. Provide a specific method(s) for the participant to do to correct the skill performance. Have the participant try to the skill again to see if the participant understood the directions and the skill performance improved. Use pull questions to increase self-awareness and to help improve performance. Pull questions may be more effective than you reading a list of feedback items.
Lecture
Lecture is sometimes the most effective way to deliver information. Too much lecture can cause participants to become disengaged. Lecture points can be rephrased to fit your natural speaking style as long as the meaning of the lecture point is not changed. It is important to be dynamic and engaging when delivering a lecture. Visual learners may benefit from seeing lecture points. If you use a course presentation, the main points of a lesson are on the corresponding slide. If you do not use a course presentation, write bullet points on a whiteboard or easel pad to facilitate the learning process.
Course Layout
Lecture or guided discussion Skills demonstration (instructor and video segment) Individual skills practice A scenario or activity to put knowledge and skills together and assess participants
Section B: The Courses
Lessons: Lesson 1: Before Giving Care and Checking an Injured or Ill Person Lesson 2: Cardiac Emergencies and Giving CPR Lesson 3: Using an AED Lesson 4: Choking Lesson 5: Sudden Illness Lesson 6: Injuries Lesson 7: Environmental Emergencies Lesson 8: Conclusion Lesson plans feature: Primary points to be covered in each lesson Guidelines for activities and skill sessions Skill charts and skill assessment tools
Maintaining Instructor Certification
Maintain an Adult CPR/AED basic-level certification. Teach or co-teach at least one course during the 2-year certification period. Within 90 days of expiration, successfully complete a First Aid/CPR/AED online reassessment with a score of at least 80 percent.
Using Facilitation Techniques
Maximize class interaction. Use pull skills to engage participants in classroom discussions. Promote an open exchange of information and ideas by asking open-ended questions. Ensure effective discussion sessions.
MARS
Motivation, Association, Repetition, Senses
AED-only Program Prerequisites
Must have current CPR
Not Evaluated
Not Evaluated is entered as the final grade for a participant who is not attending the course with the intention of receiving a completion certificate. The grade cannot be substituted for Unsuccessful for a participant who attempts certification but is unable to pass the completion requirements. A participant who chooses to audit must make their intent known to the instructor at the beginning of the class. When reporting the student evaluations, select one of the reasons from the picklist on the Course Record or Close a Course submission when Not Evaluated is selected as an evaluation score: Did not desire grade/certificate Arrangements to complete course objectives You can also indicate additional information about the student in the data field if desired. This allows you to track information about students to reference in class history. The participant auditing the course should not be provided a First Aid/CPR/AED Instructor's Manual with the exam answer keys.
Motivation
Participants learn more effectively when they find value in the subject and/or are goal-directed.
Senses
Participants learn more rapidly when they are engaged and actively involved in the learning process through the use of as many senses as possible.
Association
Participants learn more readily when they can associate the information with previous experiences or learning.
To demonstrate skill competency:
Participants must be able to complete all required skills proficiently without any coaching or assistance. The performance is based on the critical components of a skill that are necessary to meet the objective. Proficient and not proficient for each skill and scenario are located in the skill assessment tools.
Red Cross Instructors MUST
Prepare; Teach; Report & Maintain
The American Red Cross agrees to (Code of Conduct)
Provide the quality training needed to help you carry out your responsibilities to prepare for, conduct, report on and evaluate American Red Cross courses. Provide timely course and instructor updates and, when required, updates on skills. Establish and explain all directives and procedures that relate to your responsibilities, including the American Red Cross Instructor Code of Conduct outlined in the next few screens. Provide effective, timely support and guidance. Evaluate your teaching performance and provide feedback on the evaluation.
Responsibilities of a certified Red Cross Instructor include:
Providing for the health and safety of participants. Being familiar with and knowing how to effectively use program materials and training equipment. Informing participants about knowledge and skills evaluation procedures and course completion requirements. Creating a non-threatening environment that is conducive to achieving learning objectives. Preparing participants to meet course objectives. Supervising participants while they are practicing course skills and providing timely, positive and corrective feedback as they learn. Evaluating participants as they perform skills, focusing on critical performance steps as described in the skill charts. Being prepared to answer participants' questions or knowing where to find the answers. Co-teaching courses as designed, following course outlines, policies and procedures as noted in the instructor course documents. Representing the Red Cross in a positive manner and providing a positive example. Additional instructor responsibilities can be found in Chapter 2 of the Instructor's Manual.
Facilitation Techniques
Pushing and Pulling Info Push skills have to do with information flowing mostly from the instructor to the participants. Pull skills are used when the instructor engages participants with approaches that actively involve them in their own learning, such as asking questions or guiding discussions. Balance skills involve managing the push and pull of information to keep the learning process moving and to maximize learning.
Maintaining Consistent Training Standards
Quality, consistency and standardized delivery of courses are priorities of the American Red Cross and helps save lives.
To appropriately plan accommodations, participants with additional needs should be identified before the course begins whenever possible, using
Questionnaire for Participants with Disabilities in Appendix B of the guide.
Preparing to Teach
Reading the lesson plan. Watching the corresponding video segments. Reviewing the appropriate reference materials such as the participant's manual. Gathering course materials, equipment and supplies for lectures, discussions, activities and skill sessions.
5 Critical Areas
Response to People affected by disaster in the US; support members of the military and their families; Blood collection, processing & distribution; Safety training services & certification; International relief & development
Repetition
Review, summary and practice provide repetition that helps participants learn.
Conducting Activities
Scene Size-up and Initial Impression Activity AED—Fact or Fiction Activity FAST Check Activity Heat-Related Illnesses—Fact or Fiction Activity Cold-Related Illnesses—Fact or Fiction Activity Lesson Wrap-Up Environmental Emergency Jeopardy First Aid Game of Chance Activity
Sections of the Instructor's Manual
Section A: Administration Section B: The Courses Section C: Appendices
Prepare
Set Up - Secure - Review
*Setting up the classroom
Set it up early; clear anything that can cause injury; keep AV equipment low for visually availability for the PWYW; leave space around mankins;
Skill Sessions
Skill sessions are a critical component of First Aid/CPR/AED courses. Participants learn and perfect skills during skill sessions. For a successful skill session, instructors must provide direction and instruction, ample practice time, encouragement, positive reinforcement and corrective feedback.
Successful
Successful is entered for a participant who has successfully attended and participated in all class sessions, including activities and skill sessions, and demonstrated proficient competency in all required skills.
Benchmarks for Course Design & Delivery
Teaching the curriculum as designed for each course or module. Courses are designed to deliver quality, consistent and standardized content through video segments, manuals and delivery methods that are engaging to participants. Following lesson plans while keeping in mind that instructor-to-participant ratios and facility constraints may lengthen course times. Following the course schedules as they are designed to allow sufficient time for participants to practice skills and scenarios with feedback and to complete course assignments.
blended learning portion of the First Aid/CPR/AED course
The videos in the blended learning skill session are different from the classroom videos In the online portion, there are missions and narrators provide extensive feedback in early missions In later missions, participants are challenged to practice with less assistance and feedback
Unsuccessful
Unsuccessful is entered for a participant who has not met course objectives and/or has not successfully attended and participated in all class sessions, including activities and skill sessions, or demonstrated proficient competency in all required skills. When reporting the student evaluations, select one of the reasons from the picklist on the Course Record or Close a Course submission: Did not successfully complete all course objectives Failed written exam Unable to perform one or more skills Did not attend all course sessions You can also indicate additional information about the student in the data field if desired. This allows you to track information about students to reference in class history.
Video Demonstration - Watch-Then-Practice (WTP)
Video segments show the steps of a skill. Participants then practice the skills during a skill session. During a skill session, an instructor or another participant may guide a person through the steps of the skill while he/she practices. An instructor should make sure to observe the class and provide corrective feedback as needed.
Blended Learning courses
instructors must access the Red Cross Learning Center and follow the guidance on how to set up a blended learning class to allow students to access the online portion of the course.
Classroom only courses
instructors only need to follow the rules and guidelines in their instructor material related to instructor to student ratios, equipment to student ratios, participant resources, classroom and equipment requirements, and instructor materials.
