ESHE 250 Fall 2010 Table of Contents

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1 ESHE 250 Fall 2010 Table of Contents Two Person Adult CPR Beginning Together 2 Two Person Adult CPR Switching 3 Two Person Child CPR Beginning Together 4 Two Person Child CPR Switching 5 AED Bicycle Instruction 7 Treadmill Instruction 8 Stair Climber Instruction 9 Sling Psychrometer 10 Ankle Brace Fitting 11 Knee Brace Fitting 12 Crutch Fitting 13 Cane Fitting 14

2 Domain: Acute Care of Injury and Illness Teaching 1f Skill: Two-person Adult CPR (begin together) Assuming the scene is safe and gloves are applied 1. Person 1:go to the head and check for consciousness 2. Person 2:kneel by the side of the patient ready to give CPR if needed 3. Person 1: if unconscious; say call 911; open the airway and check for breathing 4. Person 1: if no breathing: give 2 slow breaths 5. Person 1: check the pulse. Person 2: locate your hand position on the victim 7. Person 1: if no pulse say no pulse, begin CPR 8. Person 2: give 30 compressions in about 18 seconds, counting out loud (one and, two and ) 9. Repeat the cycle of breaths and compressions until Person 2 is tired 10. Person 1: Moves to chest for compressions 11. Person 2: Moves to head for breathes 12. Perform cycles as appropriate Pers 1 Pers 2 In order to achieve mastery the student must: 1. Make the appropriate decisions 2. Perform CPR skills appropriately 3. Complete the task in under 2 minutes 4. Student must be assessed twice, once as person 1, and once as person 2 2

3 Domain: Acute Care of Injury and Illness Teaching 1f Skill: Two-person Adult CPR (changing positions) Begin CPR together person 1 is at the head, person 2 is at the body. 1. Person 2: perform 30 compressions of CPR counting (one and, two and ) 2. Person 1: give 2 breath 3. Person 2: begin CPR again but this time say change and, two and ) 4. Person 1 at the end of the 30 th compression give 2 slow breath and move quickly to the patients chest 5. Person 2: move quickly to the person s head Person 2: move quickly to the person s head. Person 1: find your hand position on victims chest 7. Complete appropriate number of cycles of CPR, Pers 1 Pers 2 Students must master 2 person CPR before attempting this skill In order to achieve mastery the student must: 5. Make the appropriate decisions. Perform CPR skills appropriately 7. Complete the task in under 2 minutes 8. Student must be assessed twice, once as person 1, and once as person 2 3

4 Domain: Acute Care of Injury and Illness Teaching 1f Skill: Two-person Child CPR (begin together) Assuming the scene is safe and gloves are applied 1. Person 1:go to the head and check for consciousness 2. Person 2:kneel by the side of the patient ready to give CPR if needed 3. Person 1: if unconscious; say call 911; open the airway and check for breathing 4. Person 1: if no breathing: give 2 slow breaths 5. Person 1: check the pulse. Person 2: locate your hand position on the victim 7. Person 1: if no pulse say no pulse, begin CPR 8. Person 2: give 15 compressions in about 18 seconds, counting out loud (one and, two and ) 9. Repeat the cycle of breaths and compressions until Person 2 is tired 10. Person 1: Moves to chest for compressions 11. Person 2: Moves to head for compressions 12. Perform cycles as appropriate Pers 1 Pers 2 In order to achieve mastery the student must: 13. Make the appropriate decisions 14. Perform CPR skills appropriately 15. Complete the task in under 2 minutes 1. Student must be assessed twice, once as person 1, and once as person 2 4

5 Domain: Acute Care of Injury and Illness Teaching 1f Skill: Two-person Child CPR (changing positions) Begin CPR together person 1 is at the head, person 2 is at the body. 1. Person 2: perform 15 compressions of CPR counting (one and, two and ) 2. Person 1: give 2 breath 3. Person 2: begin CPR again but this time say change and, two and ) 4. Person 1 at the end of the 15 th compression give 2 slow breath and move quickly to the patients chest 5. Person 2: move quickly to the person s head. Person 1: find your hand position on victims chest 7. Complete appropriate number of cycles of CPR, Pers 1 Pers 2 Students must master 2 person CPR before attempting this skill In order to achieve mastery the student must: 1. Make the appropriate decisions 2. Perform CPR skills appropriately 3. Complete the task in under 2 minutes 4. Student must be assessed twice, once as person 1, and once as person 2 5

6 Domain: Assessment and Evaluation Teaching Skill: AED 1. Once an AED has arrived on the scene stop what you are doing and check for a pulse 2. If you are performing two-person CPR; rescuer 1 check for a pulse; rescuer two apply the pads to the proper location. 3. If you are alone apply pads 4. Turn on AED 5. Plug in adaptor. Follow instructions prompted by AED 7. Before delivering a shock say Stand Clear 8. Follow all instructions given by AED 9. State 3 points about using an AED discussed in class You must demonstrate all the above skills correctly within 1 minute to pass this check.

7 Domain: Therapeutic Exercise Teaching 1-8L Exercise to improve cardiorespiratory endurance Skill: Bicycle Ergometer/Arydine Bicycle Ergometer (BE)/Bicycle Arydine 1. Figure out athlete s target training heart rate. Use 70-90% of maximal heart rate. 2. Instruct athlete how to take their own pulse when student is not able to take pulse for them. 3. Instruct them how to make proper adjustments on BE/Bicycle Arydine. 4. Utilize the FITT (Frequency, Intensity, Type, and Time) principles when implementing the program. 4.a. Frequency - 3- times a week with one day of rest. 4.b. Intensity % of max heart rate. 4.c. Type BE/ Bicycle Arydine 4.d. Time 20-0 minutes within the athlete s training heart rate. 5. Have them begin the workout after a proper warm up and stretching routine.. Monitor athletes pulse to ensure they are exercise at the proper intensity. 7. Make appropriate changes to workout if necessary. 8. Instruct a proper cool down of 2-3 minutes; followed by stretching. Must perform/instruct each test/skill in 1 minute. 7

8 Domain: Therapeutic Exercise Teaching 1-8L Exercise to improve cardiorespiratory endurance Skill: Treadmill Treadmill 1. Figure out athlete s target training heart rate. Use 70-90% of maximal heart rate. 2. Instruct athlete how to take their own pulse when student is not able to take pulse for them. 3. Instruct them how to make proper program adjustments on treadmill. 4. Utilize the FITT (Frequency, Intensity, Type, and Time) principles when implementing the program. 4.a. Frequency - 3- times a week with one day of rest. 4.b. Intensity % of max heart rate. 4.c. Type Treadmill 4.d. Time 20-0 minutes within the athlete s training heart rate. 5. Attach safety kill switch to athlete s clothes.. Have them begin the workout after a proper warm up and stretching routine. Instruct them to jog or walk at an appropriate level. 7. Monitor athletes pulse to ensure they are exercise at the proper intensity. 8. Make appropriate changes to workout if necessary. 9. Instruct a proper cool down of 2-3 minutes; followed by stretching. Must perform/instruct each test/skill in 1 minute. 8

9 Domain: Therapeutic Exercise Teaching 1-8L Exercise to improve cardiorespiratory endurance Skill: Stair Climber Stair Climber 1. Figure out athlete s target training heart rate. Use 70-90% of maximal heart rate. 2. Instruct athlete how to take their own pulse when student is not able to take pulse for them. 3. Instruct them how to make proper program adjustments for stair climber. 4. Utilize the FITT (Frequency, Intensity, Type, and Time) principles when implementing the program. 4.a. Frequency - 3- times a week with one day of rest. 4.b. Intensity % of max heart rate. 4.c. Type Stair Climber 4.d. Time 20-0 minutes within the athlete s training heart rate. 5. Have them begin the workout use only their legs after a proper warm up and stretching routine.. Monitor athletes pulse to ensure they are exercise at the proper intensity. 7. Make appropriate changes to workout if necessary. 8. Instruct a proper cool down of 2-3 minutes; followed by stretching. Must perform/instruct each test/skill in 1 minute. 9

10 Domain: Risk Management and Injury Prevention Teaching 1 1B Skill: Sling psychrometer and wet bulb index 1. Obtain a sling psychrometer and wet the wick with room temperature water 2. Swing the sling psychrometer over your head for 30 seconds 3. Read the appropriate wet bulb and dry bulb temperature 4. Line up the wet bulb temperature with the dry bulb temperature on the gauge provided and indicate the relative humidity 5. Refer to the Heat Index and determine the activity recommendation based upon your reading.. Heat Index In order to achieve mastery students must: Read the wet bulb and dry bulb temperature within 2 degrees of the ACI Accurately figure the humidity Make the appropriate recommendation based upon the WBGT chart Complete the task in under two minutes 10

11 Domain: Risk Management and Injury Prevention Teaching 4 1F Skill: Select and Fit prophylactic ankle brace 1. Ask the athlete their shoe size and choose a brace that should fit the athlete 2. Examine the brace to make sure that it and the laces are in good condition. 3. Instruct the athlete to place the brace on their foot and tighten the laces to an appropriate tightness. 4. Check the sides of the brace and indicate that you are looking to see that the brace is sufficiently fitted to the ankle (no gaps) 5. Check the top of the brace and indicate that you are looking to see if the brace is too tight or too loose.. Check the part of the brace around the foot and indicate that you are looking to see if the brace is too tight or too loose. 7. Ask the athlete to stand and then walk with the brace on and ask them if the brace is comfortable and if ii is pinching anywhere 8. Instruct the athlete not to alter the brace in anyway, and to return if the brace begins to rub or otherwise irritate the athlete. In order to achieve mastery students must: Appropriate fit the ankle brace Complete the task in under three minutes 11

12 Domain: Risk Management and Injury Prevention Teaching 4 1G Skill: Select and fit a prophylactic knee brace 1. Choose a brace that should fit the athlete. 2. Examine the brace to make sure that it and all the straps are in good condition. 3. Place the hinge next to the joint line and parallel to the collateral ligament 4. Instruct the athlete not place the brace on the side of their knee and tighten the straps to an appropriate tightness. 5. Check the sides of the brace and indicate that you are looking to see that the brace is sufficiently fitted to the knee (no gaps). Check the top of the brace and indicate that you are looking to see if the brace is too tight or too loose. 7. Check the bottom of the brace and indicate that you are looking to see if the brace is too tight or too loose. 8. Ask the athlete to stand and then walk with the brace on and ask them if the brace is uncomfortable or pinching anywhere 9. Instruct the athlete not to alter the brace in any way, and to return if the brace begins to rub or otherwise irritate the athlete. In order to achieve mastery students must: Appropriate fit the knee brace Complete the task in under 3 minutes 12

13 Domain: Acute Care of Injuries and Illness Teaching 1c Skill: Fitting Crutches/ Use of Crutches Fitting Crutches 1. Ask the athlete how tall they are 2. Ask the athlete to stand erect in flat shoes 3. Place the crutch tip 2 in front and to the side of the front toe of the leg 4. Adjust the height of the crutch so that the axillary pad is 11/2 to 2 (2-3 fingers) below axilla 5. Adjust the hand grip so the elbow is bent to a 30 degree angle. Use of Crutches. Tell the athlete to keep their involved leg up at all times 7. Instruct the athlete to keep the involved leg with the crutches at all times. 8. Instruct the athlete to keep their body weight on their hands and not on the axillary pads 9. Instruct the athlete to move the crutches approx. 12 in front of them 10. Instruct the athlete to step through the crutches as if taking a normal step Clinical Instructor Review/ Going up stairs 11. Instruct the athlete to place the uninvolved leg on the step, followed by the crutch and involved leg. Going down stairs 12. Instruct the athlete to move the crutches with the involved foot forward followed by the crutches and the uninvolved foot Height of crutches and arm angle must be correct to achieve mastery. 13

14 Domain: Acute Care of Injuries and Illnesses Teaching Cane Use: Letter D Skill: Cane Use Fitting a Cane: 1. Have athlete stand as erect as possible. 2. Make sure athlete is in shoes they most often wear. 3. Allow arms to fall at the sides naturally. Do not lean forward. Shoulders should not be raised. 4. Take the measurement from the carpals to down to the floor. 5. Adjust cane to that height. Walking with a Cane: 1. Instruct athlete to use cane on the opposite side of injury. 2. Place weight on unaffected leg, then move the cane and affected leg a comfortable distance forward. 3. With weight supported on both your cane and your affected leg, step through with your unaffected leg. 4. Instruct athlete to take it slow and take their time. Walking Up/Down Stairs: 1. Going up the stairs: Take the first step up with your strong leg. Then move the cane and "bad" leg to that same step. Then repeat process. 2. Going down the stairs: Take the first step down with the cane and the "bad" leg. Then, lower the strong leg to the same step. Safety Issues: 1. Make sure cane tips and handle are in good working condition. 2. Inform athlete to be careful in inclement weather, at night and on slick surfaces. Must perform/instruct each test/skill in 1 minute. 14

LEG EXERCISES. Remember to always stretch out the legs after each workout you do to avoid muscle soreness from setting in.

LEG EXERCISES. Remember to always stretch out the legs after each workout you do to avoid muscle soreness from setting in. No other training will burn fat faster than lower body training. Since the legs are the largest muscles in the body, they ll use up a high amount of energy each and every time they contract, giving you