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GENERAL INFORMATION:
Course title: MAS 200 First Aid at Sea |
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Campus: FSM-FMI |
Initiator: Alvin E. Sinem |
Date: 5/6/16 |
Course description |
SPC Module Name & Code: SPC 003 Basic First Aid at Sea SPC Required Contact Hrs - 15
STCW – 95 Reg. V1/1, Table AVI/1-3
COURSE HOURS/CREDITS:
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Hours per Week |
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No. of Weeks |
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Total Hours |
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Semester Credits |
Lecture |
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3 |
x |
6 |
= |
18 |
= |
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Practicum |
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5 |
x |
6 |
= |
30 |
= |
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Lecture/Prac |
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x |
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= |
48 |
= |
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Workshop |
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x |
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= |
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= |
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PURPOSE OF COURSE:
[ ] Degree requirement
[ ] Degree elective
[ x ] Certificate Certificate of Completion – Basic Safety
[ x ] Other A required course for the issuance of Certificate of Proficiency by the FSM Transportation, Communication and Infrastructure.
PREREQUISITES:
PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:
GENERAL INFORMATION: |
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INSTITUTIONAL STUDENT LEARNING OUTCOMES
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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. |
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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. |
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4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal. |
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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. |
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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. |
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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. |
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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. |
COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:
COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:
CSLO (General) 1: Outline the basic concepts underlying the practice of First Aid, and describe the procedures involved in dealing with a major accident. |
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Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
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4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students competence in:
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1.8. Demonstrate a jaw support. |
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1.9 Demonstrate a head tilt/neck lift. |
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1.10 Demonstrate a triple airway manoeuver. |
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1.12 Demonstrate checking for carotid pulse in an unconscious person. |
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1.13 Demonstrate checking for a radial pulse in an unconscious person. |
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1.14 Demonstrate checking for a brachial pulse. |
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1.15 Demonstrate checking a posterior tibial pulse. |
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1.16 Describe any additional procedures required at a major accident scene. |
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1.17 List the two situations when a casualty should be moved. |
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CSLO (General) 2: Describe and demonstrate the priorities of management in First Aid Care dealing with life threatening conditions. |
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Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
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4,6 |
1 |
Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
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2.9 List the effects of an airway obstruction and/or respiratory arrest on the body. |
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CSLO (General) 3: Identify, describe and manage five specific conditions heart attack, stroke, asthma, diabetes and epilepsy. |
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Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
3.1 Define the term heart attack. |
4,6
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1 |
Written tests, oral and practical checklists will be used to assess students’ competence in:
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3.2 Define the term stroke. |
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3.3 Define the term asthma. |
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3.4 Define the term diabetes. |
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3.5 Define the term epilepsy. |
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3.6 Define the term epilepsy. |
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3.7 List the effects of a stroke. |
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3.8 List the effects of asthma. |
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3.9 List the effects of diabetes. |
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3.10 List the effects of epilepsy. |
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3.11 List the signs/symptoms of a heart attack. |
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3.12 List the signs/symptoms of a stroke. |
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3.13 List the signs/symptoms of asthma. |
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3.14 List the signs/symptoms of hypoglycemia. |
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3.15 List the signs and symptoms of hyperglycemia. |
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3.16 List the signs/symptoms of seizure. |
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3.17 Demonstrate the management of a casualty with a heart attack. |
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3.18 Demonstrate the management of a casualty with a stroke. |
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3.19 Demonstrate the management of casualty with diabetes. |
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3.20 Demonstrate the management of a casualty with Asthma. |
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3.21 Demonstrate the management of a casualty with a seizure. |
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CSLO (General) 4: Describe the dangers associated with a bleeding wound, and manage blood loss |
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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:
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4.2 List the 3 types of bleeding. |
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4.3 Describe the body's reaction to a bleeding wound. |
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4.4 List the signs/symptoms of an internal bleed. |
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4.5 Demonstrate the management of an external bleed. |
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4.6 Demonstrate the management of an internal bleed. |
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4.7 Demonstrate the management of an amputated limb. |
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4.8 Demonstrate the management of a nose bleed. |
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4.9 Demonstrate the management of a penetrating injury. |
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CSLO (General) 5: Describe the dangers of and provide management for Fractures and Soft Tissue Injuries. |
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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:
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5.2 Define a fracture. |
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5.3 Define a soft tissue injury. |
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5.4 List the signs/symptoms of a soft tissue injury. |
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5.5 Describe the benefit of applying the R.I.C.E. method of treatment to a soft tissue injury. |
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5.6 List the 4 precautions while treating a soft tissue injury. |
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5.7 List the signs/symptoms of a fracture. |
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5.8 List the difference between an open fracture and a closed fracture. |
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5.9 Demonstrate the management of a fracture. |
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5.10 Demonstrate the management of a soft tissue injury. |
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5.11 Describe the problems associated with a fractured skull. |
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5.12 List the 5 sections of the spine. |
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5.13 List 10 signs/symptoms of a spinal injury. |
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5.14 State the benefit of placing the head of a suspected spinal injury casualty into a neutral position. |
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5.15 Demonstrate the assessment technique of a suspected spinal injury casualty. |
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5.16 Demonstrate the management of suspected spinal injury casualty. |
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5.17 List the 3 common signs/symptoms of a sucking chest wound. |
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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. |
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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:
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6.2 List the 3 classifications of burns. |
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6.3 List the signs/symptoms of a superficial burn. |
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6.4 List the signs/symptoms of a deep dermal burn. |
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6.5 List the signs/symptoms of a full thickness burn. |
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6.6 Demonstrate the management of a burn. |
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6.7 Demonstrate estimating the size of a burn using the “Rule of Nines”. |
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6.8 Describe the benefit of immediately applying running water to a burn. |
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6.9 Describe the safety precautions while treating a casualty with chemical burns. |
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6.10 Describe the dangers to the first aider while managing a casualty who has received an electric shock. |
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6.11 Describe the effects an electric shock has on the body. |
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6.12 Demonstrate the management of a casualty who has received an electric shock. |
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6.13 List the 6 common types of eye injuries. |
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6.14 Demonstrate the management of a foreign body in the eye. |
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6.15 Demonstrate the management of a welding flash. |
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6.16 Demonstrate the management of a chemical spill in the eye. |
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6.17 Demonstrate the management of a penetrating object to the eye. |
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6.18 Demonstrate the management of blunt trauma to the eye. |
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6.19 Demonstrate the management of an avulsed eye. |
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CSLO (General) 7: Describe the dangers associated with and the management of poisoning and envenomation. |
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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:
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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. |
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7.3 List at least 5 preventative methods to reduce the chances of an exposure to a poison/chemical. |
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7.4 List the 2 main types of poisons. |
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7.5 List the common signs/symptoms of poisoning. |
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7.6 Demonstrate the management of a conscious caustic poisoning casualty. |
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7.7 Demonstrate the management of a conscious non-caustic poisoning casualty. |
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7.8 Demonstrate the management of a snakebite. |
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7.9 Describe the benefit of a pressure bandage and immobilisation when managing a snake bit envenomation. |
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7.10 Demonstrate the management of a blue ringed octopus envenomation. |
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7.11 Demonstrate the management of a spider/ant/bee exposure. |
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7.12 Demonstrate the management of a jellyfish sting. |
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7.13 Demonstrate the management of a fish spine/stingray barb exposure. |
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7.14 Define the term anaphylaxis. |
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7.15 List 6 common signs/symptoms of anaphylaxis. |
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7.16 Demonstrate the management of a casualty with anaphylaxis. |
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CSLO (General) 8: Describe the dangers associated with and the management of Hypothermia and Hyperthermia. |
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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:
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8.2 Describe how the body produces heat. |
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8.3 Describe the 4 methods the body uses to lose heat. |
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8.4 List the signs and symptoms of hypothermia. |
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8.5 Demonstrate the management of hypothermia. |
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8.6 List the 3 stages of hyperthermia. |
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8.7 Describe the signs/symptoms of heat cramps. |
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8.8 Describe the signs/symptoms of heat exhaustion. |
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8.9 Describe the signs/symptoms of heat stroke. |
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8.10 Demonstrate the management of a hyperthermic casualty. |
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CSLO (General) 9: Explain how to recognize and manage Blast injuries and Crush Injuries. |
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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:
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9.2 Describe the effect blast injuries have on the lungs. |
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9.3 List at least 5 signs and symptoms of a blast injury. |
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9.4 List the organs most likely to be affected by Blast Injuries. |
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9.5 Demonstrate the management of a Blast Injury casualty. |
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9.6 Define the term Crush Injury. |
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9.7 Define the term Crush syndrome. |
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9.8 Describe the 4 primary and 3 secondary effects of a Crush Injury. |
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9.9 Demonstrate the management of a Crush Injury. |
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CSLO (General) 10:. Explain the implications involved in patient treatment and Secondary Survey. |
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Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
10.1 Describe the legal implications regarding the administration of medications. |
4,6 |
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Written, oral and practical assessment checklists will be used to assess students’ competence in:
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10.2 List the 6 routes for the administration of medications. |
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10.3 State the importance of correctly assessing a casualty at both primary and secondary levels. |
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10.4 Define the term secondary survey. |
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10.5 Demonstrate a secondary survey on a casualty. |
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10.6 List 7 reasons why documentation is so important. |
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10.7 List the 16 things that need to be documented. |
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10.8 Discuss the available recording mechanisms on board a vessel. |
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CSLO (General) 11: Demonstrate and describe how to use and administer oxygen resuscitation equipment. |
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Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
11.1 Describe the mechanics of breathing. |
4,6 |
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Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
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11.2 Compare the differences between atmospheric air and exhaled air. |
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11.3 Describe the difference between medical oxygen and industrial oxygen. |
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11.4 State the capacity of a C size oxygen cylinder. |
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11.5 State the capacity of a D size oxygen cylinder. |
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11.6 Estimate the oxygen administration time available, utilizing the prescribed formula. |
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11.7 List the parts of an oxygen cylinder and their purpose. |
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11.8 Describe the different types of oxygen resuscitation equipment available on board a vessel. |
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11.9 List the 10 safety precautions for the use of medical oxygen. |
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11.10 Define the term Oxygen Therapy. |
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11.11 List at least 10 types of conditions you would administer oxygen therapy. |
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11.12 Demonstrate replacing an empty oxygen cylinder from a resuscitator. |
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11.13 Demonstrate the administration of oxygen therapy. |
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11.14 Define the term Oxygen Resuscitation. |
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11.15 Describe an oropharyngeal airway. |
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11.16 Describe what type of casualty an oropharyngeal airway would be inserted into. |
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11.17 Demonstrate the correct measuring technique of an oropharyngeal airway. |
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11.18 Demonstrate the correct insertion technique of an oropharyngeal airway. |
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11.19 Demonstrate oxygen resuscitation on an adult casualty. |
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11.20 Demonstrate oxygen resuscitation on a child casualty. |
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11.21 Demonstrate oxygen resuscitation on a baby casualty. |
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11.22 List the safety precautions prior to and while performing mechanical suctioning of a casualty. |
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11.23 Demonstrate mechanical suctioning. |
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11.24 Describe the proper cleaning of the oxygen resuscitator and suction unit. |
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CSLO (General) 12:. Explain the spread of infection by means of Cross Infection. |
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Student Learning Outcome (specific) |
ISLO |
PSLO |
Assessment Strategies |
12.1 Define the term Universal precautions. |
4,6 |
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Written tests, oral and practical assessment checklists will be used to assess students’ competence in:
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12.2 List 4 methods to prevent the transmission of disease. |
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12.3 Describe the correct management for a body fluid exposure. |
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12.4 Demonstrate the use of universal precautions. |
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CSLO (General) 13:. Describe responsibilities regarding the medicine cabinet, first aid boxes and emergency first aid carry bag. |
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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 |
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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. |
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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 |
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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. |
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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 |
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Written and oral tests will be used to assess students’ competence in:
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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. |
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15.3 Summarize the content of the International Maritime Dangerous Goods Code (IMDG Code). |
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15.4 Explain the way in which packages containing a dangerous substance must be marked, and the shipping documentation required for dangerous goods. |
COURSE CONTENT:
METHOD(S) OF INSTRUCTION:
[X ] Lecture [ ] Cooperative learning groups
[ ] Laboratory [ X] In-class exercises
[ X] Audio visual [ X] Demonstrations
[ ] Other
REQUIRED TEXT(S) AND COURSE MATERIALS:
Text:
Materials:
REFERENCE MATERIALS:
INSTRUCTIONAL COSTS:
None
EVALUATION:
A grade of at least 70% or a “C” must be achieved to progress to the next level. All demonstrations should achieve at least a rate of 80%.
CREDIT BY EXAMINATION:
None
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