CSLO (General) 4: Describe the dangers associated with a bleeding wound, and manage blood loss |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
4.1 List the 5 different types of wounds. |
4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
- listing 5 different types of wounds
- listing 3 types of bleeding wound
- describing the body’s reaction to a bleeding wound
- listing signs/symptoms of an internal bleed.
- demonstrating the management of external bleed
- demonstrating the management of internal bleed
- demonstrating the management of amputated limb
- demonstrating the management of nose bleed
- demonstrating the management of penetrating injury.
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4.2 List the 3 types of bleeding. |
4.3 Describe the body's reaction to a bleeding wound. |
4.4 List the signs/symptoms of an internal bleed. |
4.5 Demonstrate the management of an external bleed. |
4.6 Demonstrate the management of an internal bleed. |
4.7 Demonstrate the management of an amputated limb. |
4.8 Demonstrate the management of a nose bleed. |
4.9 Demonstrate the management of a penetrating injury. |
CSLO (General) 5: Describe the dangers of and provide management for Fractures and Soft Tissue Injuries. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
5.1 Describe the structure and function of the Musculo-Skeletal System. |
4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
- describing structure and function of the Musculo-Skeletal System,
- defining fracture
- defining soft tissue injury
- listing signs/symptoms of a soft tissue injury
- describing benefits of applying the R.I.C.E. method of treatment to a soft tissue injury
- listing 4 precautions while treating a soft tissue injury
- listing signs/symptoms of a fracture
- listing difference between an open fracture and a close fracture
- demonstrating the management of a fracture
- demonstrating the management of a soft tissue injury
- describing problems associated with a fractured skull
- listing 5 sections of the spine
- listing 10 signs/symptoms of spinal injury
- stating benefit of placing the head of a suspected spinal injury casualty into a neutral position
- demonstrating the assessment technique of a suspected spinal injury casualty
- listing the 3 common signs/symptoms of a sucking chest wound
- demonstrating the management of a sucking chest wound
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5.2 Define a fracture. |
5.3 Define a soft tissue injury. |
5.4 List the signs/symptoms of a soft tissue injury. |
5.5 Describe the benefit of applying the R.I.C.E. method of treatment to a soft tissue injury. |
5.6 List the 4 precautions while treating a soft tissue injury. |
5.7 List the signs/symptoms of a fracture. |
5.8 List the difference between an open fracture and a closed fracture. |
5.9 Demonstrate the management of a fracture. |
5.10 Demonstrate the management of a soft tissue injury. |
5.11 Describe the problems associated with a fractured skull. |
5.12 List the 5 sections of the spine. |
5.13 List 10 signs/symptoms of a spinal injury. |
5.14 State the benefit of placing the head of a suspected spinal injury casualty into a neutral position. |
5.15 Demonstrate the assessment technique of a suspected spinal injury casualty. |
5.16 Demonstrate the management of suspected spinal injury casualty. |
5.17 List the 3 common signs/symptoms of a sucking chest wound. |
5.18 Demonstrate the management of a sucking chest wound. |
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CSLO (General) 6: Describe the dangers associated with and the management of burns and eye injuries. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
6.1 Describe the structure and function of the skin. |
4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
- describing the structure and function of the skin
- listing 3 classifications of burns
- listing the signs/symptoms of a superficial burn
- listing the signs/symptoms of a deep dermal burn
- listing the signs/ symptoms of a full thickness burn
- demonstrating the management of a burn
- demonstrating estimating the size of a burn using the “Rule of Nines”
- describing the benefit of immediately applying running water to a burn
- describing the safety precautions while treating a casualty with chemical burns
- describing the dangers to the first aider while managing a casualty who has received and electric shock
- describing the effects an electric shock has on the body
- demonstrating the management of a casualty who has received an electric shock
- listing 6 common types of eye injuries
- demonstrating the management of a foreign body in the eye
- demonstrating the management of a welding flash
- demonstrating the management of a chemical spill in the eye
- demonstrating the management of penetrating object to the eye
- demonstrating the management of blunt trauma to the eye
- demonstrating the management of an avulsed eye
|
6.2 List the 3 classifications of burns. |
6.3 List the signs/symptoms of a superficial burn. |
6.4 List the signs/symptoms of a deep dermal burn. |
6.5 List the signs/symptoms of a full thickness burn. |
6.6 Demonstrate the management of a burn. |
6.7 Demonstrate estimating the size of a burn using the “Rule of Nines”. |
6.8 Describe the benefit of immediately applying running water to a burn. |
6.9 Describe the safety precautions while treating a casualty with chemical burns. |
6.10 Describe the dangers to the first aider while managing a casualty who has received an electric shock. |
6.11 Describe the effects an electric shock has on the body. |
6.12 Demonstrate the management of a casualty who has received an electric shock. |
6.13 List the 6 common types of eye injuries. |
6.14 Demonstrate the management of a foreign body in the eye. |
6.15 Demonstrate the management of a welding flash. |
6.16 Demonstrate the management of a chemical spill in the eye. |
6.17 Demonstrate the management of a penetrating object to the eye. |
6.18 Demonstrate the management of blunt trauma to the eye. |
6.19 Demonstrate the management of an avulsed eye. |
CSLO (General) 7: Describe the dangers associated with and the management of poisoning and envenomation. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
7.1Describe the dangers associated with and the management of poisoning and envenomation. |
4,6 |
1 |
Written test, oral and practical assessment checklist will be used to assess students’ competence in:
- describing the dangers and management of poisoning and envenomation
- listing the dangers for First Aider when managing a person who has been exposed to a topical poison/chemical
- listing 5 preventative methods to reduce exposure to poison/chemical
- listing 2 main types of poisons
- listing common signs/symptoms of poisoning
- demonstrating the management of a conscious caustic poisoning casualty
- demonstrating the management of a conscious non-caustic poisoning casualty
- demonstrating the management of snake bite
- describing the benefit of pressure bandage and immobilisation when managing a snake bit envenomation
- demonstrating management of a blue ringed octopus envenomation
- demonstrating management of spider/ant/bee exposure
- demonstrating the management of a jellyfish sting
- demonstrating the management of a fish spine/stingray barb exposure
- defining the term anaphylaxis
- listing 6 common signs/symptoms of anaphylaxis
- demonstrating the management of a casualty with anaphylaxis
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7.2 List the dangers for the First Aider when managing a person who has been exposed to a topical poison/chemical. |
7.3 List at least 5 preventative methods to reduce the chances of an exposure to a poison/chemical. |
7.4 List the 2 main types of poisons. |
7.5 List the common signs/symptoms of poisoning. |
7.6 Demonstrate the management of a conscious caustic poisoning casualty. |
7.7 Demonstrate the management of a conscious non-caustic poisoning casualty. |
7.8 Demonstrate the management of a snakebite. |
7.9 Describe the benefit of a pressure bandage and immobilisation when managing a snake bit envenomation. |
7.10 Demonstrate the management of a blue ringed octopus envenomation. |
7.11 Demonstrate the management of a spider/ant/bee exposure. |
7.12 Demonstrate the management of a jellyfish sting. |
7.13 Demonstrate the management of a fish spine/stingray barb exposure. |
7.14 Define the term anaphylaxis. |
7.15 List 6 common signs/symptoms of anaphylaxis. |
7.16 Demonstrate the management of a casualty with anaphylaxis. |
CSLO (General) 8: Describe the dangers associated with and the management of Hypothermia and Hyperthermia. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
8.1 State the normal range of body temperature. |
4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
- stating the normal range of body temperature
- describing how the body produces heat
- describing 4 methods the body uses to lose heat
- listing signs and symptoms of hypothermia
- demonstrating management of hypothermia
- listing the 3 stages of hyperthermia
- describing signs/symptoms of heat cramps
- describing signs/symptoms of heat exhaustion
- describing signs/symptoms of heat stroke
- demonstrating the management of a hyper thermic casualty.
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8.2 Describe how the body produces heat. |
8.3 Describe the 4 methods the body uses to lose heat. |
8.4 List the signs and symptoms of hypothermia. |
8.5 Demonstrate the management of hypothermia. |
8.6 List the 3 stages of hyperthermia. |
8.7 Describe the signs/symptoms of heat cramps. |
8.8 Describe the signs/symptoms of heat exhaustion. |
8.9 Describe the signs/symptoms of heat stroke. |
8.10 Demonstrate the management of a hyperthermic casualty. |
CSLO (General) 9: Explain how to recognize and manage Blast injuries and Crush Injuries. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
9.1 Define the term blast injury. |
4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
- defining blast injury
- describing effects blast injuries have on the lungs
- listing 5 signs/symptoms of blast injury
- listing organs most likely to be affected by Blast Injuries
- demonstrating management of a Blast Injury casualty
- defining crush injury
- defining crush syndrome
- describing 4 primary and 3 secondary effects of a Crush Injury.
- Demonstrating the management of a Crush Injury
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9.2 Describe the effect blast injuries have on the lungs. |
9.3 List at least 5 signs and symptoms of a blast injury. |
9.4 List the organs most likely to be affected by Blast Injuries. |
9.5 Demonstrate the management of a Blast Injury casualty. |
9.6 Define the term Crush Injury. |
9.7 Define the term Crush syndrome. |
9.8 Describe the 4 primary and 3 secondary effects of a Crush Injury. |
9.9 Demonstrate the management of a Crush Injury. |
CSLO (General) 10:. Explain the implications involved in patient treatment and Secondary Survey. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
10.1 Describe the legal implications regarding the administration of medications. |
4,6 |
1 |
Written, oral and practical assessment checklists will be used to assess students’ competence in:
- describing legal implications regarding the administration of medications
- listing 6 routes for the administration of medications
- stating the importance of correctly assessing a casualty at both primary and secondary levels
- defining secondary survey
- demonstrating secondary survey on a casualty
- listing 7 reasons why documentation is so important
- listing the 16 things that need to be documented
- discussing the available recording mechanisms on board a vessel
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10.2 List the 6 routes for the administration of medications. |
10.3 State the importance of correctly assessing a casualty at both primary and secondary levels. |
10.4 Define the term secondary survey. |
10.5 Demonstrate a secondary survey on a casualty. |
10.6 List 7 reasons why documentation is so important. |
10.7 List the 16 things that need to be documented. |
10.8 Discuss the available recording mechanisms on board a vessel. |
CSLO (General) 11: Demonstrate and describe how to use and administer oxygen resuscitation equipment. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
11.1 Describe the mechanics of breathing. |
4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
- describing mechanics of breathing
- comparing the differences between atmospheric air and exhaled air
- describing the difference between medical oxygen and industrial oxygen, different types of oxygen resuscitation equipment available on board a vessel
- stating the capacity of a C size oxygen cylinder
- stating the capacity of a D size oxygen cylinder
- estimating the oxygen administration time available, utilizing the prescribed formula
- listing parts of an oxygen cylinder and their purpose
- describing the different types of oxygen resuscitation equipment available on board a vessel
- listing 10 safety precautions for the use of medical oxygen
- defining the term oxygen therapy
- listing 10 types of conditions you would administer oxygen therapy
- demonstrating replacing an empty oxygen cylinder from a resuscitator
- demonstrating the administration of oxygen therapy
- defining oxygen resuscitation
- describing oropharyngeal airway
- describing what type of casualty an oropharyngeal airway would be inserted into
- demonstrating the correct measuring technique of an oropharyngeal airway
- demonstrating the correct insertion technique of an oropharyngeal airway
- demonstrating oxygen resuscitation on an adult casualty
- demonstrating oxygen resuscitation on a child casualty
- demonstrating oxygen resuscitation on a baby casualty
- listing the safety precautions prior to and while performing mechanical suctioning of a casualty
- demonstrating mechanical suctioning
- describing the proper cleaning of the oxygen resuscitator and suction unit
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11.2 Compare the differences between atmospheric air and exhaled air. |
11.3 Describe the difference between medical oxygen and industrial oxygen. |
11.4 State the capacity of a C size oxygen cylinder. |
11.5 State the capacity of a D size oxygen cylinder. |
11.6 Estimate the oxygen administration time available, utilizing the prescribed formula. |
11.7 List the parts of an oxygen cylinder and their purpose. |
11.8 Describe the different types of oxygen resuscitation equipment available on board a vessel. |
11.9 List the 10 safety precautions for the use of medical oxygen. |
11.10 Define the term Oxygen Therapy. |
11.11 List at least 10 types of conditions you would administer oxygen therapy. |
11.12 Demonstrate replacing an empty oxygen cylinder from a resuscitator. |
11.13 Demonstrate the administration of oxygen therapy. |
11.14 Define the term Oxygen Resuscitation. |
11.15 Describe an oropharyngeal airway. |
11.16 Describe what type of casualty an oropharyngeal airway would be inserted into. |
11.17 Demonstrate the correct measuring technique of an oropharyngeal airway. |
11.18 Demonstrate the correct insertion technique of an oropharyngeal airway. |
11.19 Demonstrate oxygen resuscitation on an adult casualty. |
11.20 Demonstrate oxygen resuscitation on a child casualty. |
11.21 Demonstrate oxygen resuscitation on a baby casualty. |
11.22 List the safety precautions prior to and while performing mechanical suctioning of a casualty. |
11.23 Demonstrate mechanical suctioning. |
11.24 Describe the proper cleaning of the oxygen resuscitator and suction unit. |
CSLO (General) 12:. Explain the spread of infection by means of Cross Infection. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
12.1 Define the term Universal precautions. |
4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
- defining universal precautions
- listing 4 methods to prevent the transmission of disease
- describing the correct management for a body fluid exposure
- demonstrating the use of Universal precautions
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12.2 List 4 methods to prevent the transmission of disease. |
12.3 Describe the correct management for a body fluid exposure. |
12.4 Demonstrate the use of universal precautions. |
CSLO (General) 13:. Describe responsibilities regarding the medicine cabinet, first aid boxes and emergency first aid carry bag. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
13.1 State the legal responsibilities for maintaining all of the above and the keeping of records. |
4,6 |
1 |
Written and oral assessments will be used to assess students’ competence stating legal responsibilities for maintaining records. |
CSLO (General) 14:. List the type of publications, processes and organizations that the ships staff have at their disposal to assist in medical situations at sea. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
14.2 Demonstrate the use of the IMO publication ‘Medical First Aid Guide for Ships Carrying Dangerous Good’s. |
4,6 |
1 |
Practical demonstrations with the use of IMDG Medical First Aid Guide for Carrying Dangerous Goods will be used to assess students’ competence. |
CSLO (General) 15: Explain the emergency procedures for ships carrying dangerous goods. |
Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
15.1 State the necessity that the ship’s staff must be aware of the hazardous properties of goods, their characteristics and the necessary precautions. |
4,6 |
1 |
Written and oral tests will be used to assess students’ competence in:
- stating the necessity that the ship’s staff must be aware of the hazardous properties of goods, their characteristics and the necessary precautions
- stating information concerning safety, first aid, and emergency procedure to be followed, and action to be taken in case of an incident.
- summarizing contents of the International Maritime Dangerous Goods Codes (IMDG Code)
- explaining the way in which packages containing a dangerous substance must be marked and shipping documents required for Dangerous Goods Code (IMDG)
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15.2 State the necessity that the ship’s staff must be provided with information concerning safety, first aid, and emergency procedure to be followed, and action to be taken in case of an incident. |
15.3 Summarize the content of the International Maritime Dangerous Goods Code (IMDG Code). |
15.4 Explain the way in which packages containing a dangerous substance must be marked, and the shipping documentation required for dangerous goods. |