If needing to send a student back send 3 adults - 1 to stay and 2 to catch back up.
Think twice move once
Any cardiac incidents NEVER walk them
RED - Raise the head
PALE - Raise the tail
1. Skills Stations
2. Patient Assessment Cards
Signs & Symptoms
Allergies
Medication
Previous/Past history
Last meal/Last intake (including fluids)
Event/Events prior
Most effective way to ask patients about pain they may be suffering
Provoke
Quality
Region & Radiate
Severity
Time
3. Hypo/Hyper Game
4. Cellular House
A cell needs:
- Gases
- Pressure
- Temperature
- Fluid
- Nutrients
5. Admin Examples
Useful to have in First Aid Kit: SAM Split or Mouldable Split
Burns
1. Size - Palm of hand indicates 1%
2. Cause
3. Location on the body
4. Depth - Superficial (top 2 layers), Partial (Into middle layers, blisters), Full (All layers into structures beneath, white & waxy or black & charred)
Managing burns:
- 10 Cool Cool
- 10 Cool in a targeted manner - Maintain core temperature
- 10 Cover and cool
Carry Gladwrap for burns - Can be used to loosely wrap/separate when cool (4 lengths of 1 metre)
Plastic bag can be used to carry water
Can buy burns gel
Asthma
1 puff into spacer
1 puff to patient
3-5 breaths per puff
Repeat
Keep using inhaler until the symptoms go
Thursday, 22 February 2018
Wednesday, 21 February 2018
First Aid - Day 1 - Wednesday 21st February 2018
CPR
1. Assess the scene - Stop Think Observe Protect
- Safety zone will be different from person to person depending on experience
- First Aid should be instinctive
- How many patients do we have? Where is the rest of the group? What are they doing? What resources do I have? (people, equipment), What is the weather like?
- Some scenes require a 360
- Protect yourself first - you can't help the patient if you are in danger
- Then protect the rest of the group - Protect the patient last
- Survival responses - Fight, Flight, Freeze
- Control adults/staff/children - Give jobs in pairs
2. Level of response - Informs us about the patients airway
OK - Alert - engaging with the environment, no extra stimulus needed
OKish - Verbal/Voice - Loud and big, shout, any response is a response
NOT OK - Pain - Knuckles rubbed across: collar bone, sternum, cheekbone - Nerves: finger in crevice between ear and jaw, press thumb top of the lip and nose join
BAD - Unresponsive
Position to look after airways - tongue, vomit
3. Send for help
- Send for other adults
- Ring 111
- Use PLB
4. Airway
- Have a look inside/inspect - Roll on side & clear
- Open - Chin lift
5. Breathing
- Looking for chest movement, listening (10 seconds)
- Is their breathing normal/adequate to keep them alive?
- What is normal breathing? 2 or mores breaths (12-20 breaths per minute)
- What is abnormal breathing? 1 breath or none
6. CPR
- Start with 30 compressions
- 1/3 deep
- 100-120 beats per minute - 2 per second (speed of Werohia, hello - Adele)
- 2 breaths
7. Defibillation
- DNR must be sighted
The Disaster Community Circle
1. People in the event (Kids, Parents, Teacher)
2. Responders (Other teachers, Admin at school, Principal, Paramedics)
3. People that live in the environment that the event has occurred in
4. Family of people in 1
5. Family of people in 2
6. There by the grace of god
Depending on the event it might be better for the group to remain a group.
Anything that is wet conducts heat away from the individual 25x faster - Cotton holds water and draws it towards the body whereas polypros and wool do the opposite.
Allergies - Blood Vessels Dilating and leaked
Histamine is a naturally occurring substance that fights sting etc. Makes the blood vessel dilute. Plasma leaks out into surrounding tissue. Round raised swelling develops - You can stop this process by using an antihistamine but you shouldn't need to if you are not allergic.
When you have an allergy your body sends more histamine (an over the top response - not based on the thing itself it is the sensitivity to it).
Epipen
- Must be followed up by emergency call (111 or PLB)
- Swelling on the throat
- Rash and swelling
- Respiratory problem/wheezing
- Can have a rebound
- Reverses swelling, stops leaking and dilates the airways
- Can give every 7-8 minutes - you can not overdose on this
- Can also give antihistamines
Asthma - Lungs/Airways tight and filled with mucus
Immune system is triggered by a stress reaction. Swelling and excessive mucus production.
When the wheeze becomes quiet it doesn't mean the asthma is gone.
SILENCE is Dangerous. No sound = no air movement
1. Assess the scene - Stop Think Observe Protect
- Safety zone will be different from person to person depending on experience
- First Aid should be instinctive
- How many patients do we have? Where is the rest of the group? What are they doing? What resources do I have? (people, equipment), What is the weather like?
- Some scenes require a 360
- Protect yourself first - you can't help the patient if you are in danger
- Then protect the rest of the group - Protect the patient last
- Survival responses - Fight, Flight, Freeze
- Control adults/staff/children - Give jobs in pairs
2. Level of response - Informs us about the patients airway
OK - Alert - engaging with the environment, no extra stimulus needed
OKish - Verbal/Voice - Loud and big, shout, any response is a response
NOT OK - Pain - Knuckles rubbed across: collar bone, sternum, cheekbone - Nerves: finger in crevice between ear and jaw, press thumb top of the lip and nose join
BAD - Unresponsive
Position to look after airways - tongue, vomit
3. Send for help
- Send for other adults
- Ring 111
- Use PLB
4. Airway
- Have a look inside/inspect - Roll on side & clear
- Open - Chin lift
5. Breathing
- Looking for chest movement, listening (10 seconds)
- Is their breathing normal/adequate to keep them alive?
- What is normal breathing? 2 or mores breaths (12-20 breaths per minute)
- What is abnormal breathing? 1 breath or none
6. CPR
- Start with 30 compressions
- 1/3 deep
- 100-120 beats per minute - 2 per second (speed of Werohia, hello - Adele)
- 2 breaths
7. Defibillation
- DNR must be sighted
The Disaster Community Circle
1. People in the event (Kids, Parents, Teacher)
2. Responders (Other teachers, Admin at school, Principal, Paramedics)
3. People that live in the environment that the event has occurred in
4. Family of people in 1
5. Family of people in 2
6. There by the grace of god
Depending on the event it might be better for the group to remain a group.
Anything that is wet conducts heat away from the individual 25x faster - Cotton holds water and draws it towards the body whereas polypros and wool do the opposite.
Allergies - Blood Vessels Dilating and leaked
Histamine is a naturally occurring substance that fights sting etc. Makes the blood vessel dilute. Plasma leaks out into surrounding tissue. Round raised swelling develops - You can stop this process by using an antihistamine but you shouldn't need to if you are not allergic.
When you have an allergy your body sends more histamine (an over the top response - not based on the thing itself it is the sensitivity to it).
Epipen
- Must be followed up by emergency call (111 or PLB)
- Swelling on the throat
- Rash and swelling
- Respiratory problem/wheezing
- Can have a rebound
- Reverses swelling, stops leaking and dilates the airways
- Can give every 7-8 minutes - you can not overdose on this
- Can also give antihistamines
Asthma - Lungs/Airways tight and filled with mucus
Immune system is triggered by a stress reaction. Swelling and excessive mucus production.
When the wheeze becomes quiet it doesn't mean the asthma is gone.
SILENCE is Dangerous. No sound = no air movement
Tuesday, 13 February 2018
Staff Meeting - Coaching - Literacy & Who We Are - Tuesday 13th February 2018
Complete survey document - Send to Anne
- The most valuable resource that all teachers have is each other - Working collaboratively - This is something that we are aiming to do at Berkley.
- Revisit at the end of the year - Have we increased the level of collaboration across the school??
- The most valuable resource that all teachers have is each other - Working collaboratively - This is something that we are aiming to do at Berkley.
- Revisit at the end of the year - Have we increased the level of collaboration across the school??
LITERACY POB
Te Aroha Image of a Literate Berkley Graduate
Could you carry out this activity with your students?
REFLECTION:
- How many entries?
- Evidence of a variety of opportunities/purposes?
- Teacher presence?
WHO WE ARE
Planning based on:
- Curriculum
- Context
- Student strengths and needs
Possible model to use with our students
I am from by Cath Runga
WALT: create a sense of who we are through our writing. (Have a rich learning focus)
Think time:
- What is your initial response to this poem? - Train students to have a response to this question (What does it mean to have a response to this text?)
Possible Activities
- Begin this as a guided group reading session - unpack meaning
- Could use visualisation - Draw your home
- Inferencing
- What was the author trying to convey to the reader? - Analysing and synthesising
Have a clear purpose, audience and form each time you write.
Model these for your students before they start writing.
Form success criteria as a class - use the success criteria to hone in on
Unpacking the text - this becomes the success criteria
- Begin each verse with 'I am from'
First verse
- Where - Outside
- Zooms in
- Adjectives followed by noun
- Connectors - and & with
Second verse
- Where - specific room of the house
- descriptions and then listing sentence
Third verse
- Activities/what they do
Fourth verse
- A phrase/saying from your parents/family
Fifth verse
- Describing the people in your family/ who are important to you
My Writing:
I am from
Light-filled houses with large back yards
Winding driveways and endless carparking
Steep banks with
I am from
Shelves lined with books
Cherokee Daughter - Possible text for higher level learners
This type of writing could be a unique way to introduce ourselves as teachers to families at the beginning of the year
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