This paper will describe a clinical teaching session that was given prior to commencing this course on Senior First Aid level two. This paper will also discuss the planning, preparation and evaluation of the training session. Furthermore how the writer can improve this teaching – learning situation in the future.
In order to begin teaching, an accredited Senior First Aid (level two) and other first aid courses to my casual agency staff within the sub-cute and aged care sector. The writer had to have completed a workplace training and assessment course. This was completed over several months, via a correspondence course. The writer had evidence of past one on one training experience with good evidences so exemptions were granted. Once completed the recommended criteria it took another few months to find out what was needed to teach first aid, with a lot of phone calls and given the run around so to speak, the writer was about to give up (Scotts Correspondence, 2003).
The writer had left the enquire for a week or more, then the writer phoned Australian First Aid to discuss her needs. Australian First Aid could accommodate her request and allowed the writer to become a co-provider with their organsiation.
Firstly the writer had to attend a three-day workshop. A fee was payable to register, this allowed the writer to obtain the relevant information, this included the complete training packages of all related first aid courses that could be delivered plus on going support from the training organization. Furthermore the equipment such as 4 brad manikins / wall charts / first aid kits / resuscitation masks that is to be used in all practical session (Australian First Aid, 2003).
It was also identified that the writer had to add training component to her current business structure and alter her business plan this was completed without to much disruption (Australasian Legal Information Institute, 2006)). The writer also had created and maintained an electronic enrolment data base, this had to be kept for 30 years after one training session, regular backups had to be stored in a fire proof safe (Department of Education, Science and Training, 2005). It was also a requirement that the training organisation complete annually competences assessments on all their co-providers, to ensure that they remain competent in what was being delivered (Australian First Aid 2002).
Organising the first teaching session for the senior first aid level two, required my organisation to advertise internally and informing all agency staff that the course was available at a reduced price. The first course was scheduled 4 weeks in advance this is to ensure adequate numbers of participants were booked into the course. Once the amount of six participants enrolled then the writer could move on to the next stage (Scotts Correspondence, 2003).
As this was both theory and practical based course, all participants was given a choose, if they wont to complete theory online or the workbook system, prior to commencing the practical in the comfort of their own home, as all participants choose the workbook system. Senior First Aid workbooks consisting of 126 questions, requiring a mixture of short answers, multiple chose and true & false. All theory papers and first aid books were sent to all participants, informing that theory component had to be completed and returned, one week prior to practical. This is to ensure, that all papers were marked and correct, all participant had to achieve 100%, if marks were not achieved, participants had another chance during practical session to complete and resubmit it at the end of the first practical session (Australian First Aid 2002).
Once all participants completed the theory component the practical component then was scheduled for 2 sessions of 3hrs each, this was conducted on a Tuesday for 2 weeks, in a general room within the writer’s offices. Tables and seating was arranges as a boardroom layout, so that all participants can see the demonstrations plus have interaction with other participants as these sessions required a lot of interaction and constant demonstrations. A use of overheads was very effective in presenting relevant material The University of Melbourne (2004).
As a co-provider the writer had to mention the training organisation as they were providing all participants with their senior first aid certificate, which was valid for 3 years. The first thirty minutes of the session was a revision of the theory based. This was to confirm what participants had learnt, or if there was any gaps that needed to be revised. As this was a three-hour session, the writer had to take into account all carers and nurses learn style, plus attention span taking two 10-minute breaks at the end of each hour (Scotts Correspondence, 2003).
The writer had to take in account the ratio of participants to trainer this would be 1 to 14, if participants reached over 14 then, it was a requirement to call in an other trainer Australian First Aid (2002). All practical competencies had to be demonstrated and marked off all seven competency sheets over the two practical sessions, this was to include: control of major bleeding, examination of unconscious casualty, management of choking - (full obstruction), immobilisation of fractures, cardiopulmonary resuscitation (for adults), expiry air resuscitation, and management of spinal injury, This would give all participants a record that they had completed senior first aid competencies. Constant education and demonstrations was given throughout the sessions to ensure that they would be competent, to preform such tasks in an emergency situation when faced (Australian First Aid 2002).
It was a criteria, of Australian First Aid, that all participants had to compete a course evaluation questionnaire. According to the participant’s comments in the evaluation questionnaire, it seems that all attended found the sessions to be a positive experience. The evaluation questionnaire also showed that the participants believed that goals and objectives of the training sessions had been met within the time available.
As the training sessions was a small group of six people with a diverse background of education and experience, the training material had been packaged by Australian First Aid so, it could be easily understood by all learners. The evidence provided by the comments and discussion, along with the evaluation questionnaire, showed that all participants preferred a small group as this gave them more time to met the required competencies within a much friendly environment. The course elevation questionnaire would provide the writer and the training organization ways to improve their teaching style.
Due to the advance knowledge base required by the trainer to teach first aid courses, the writer felt very overwhelmed, anxious, and had small panic attacks when teaching these training sessions, as she believed that she was not suitable to teach in small groups her nerves got the better of her, as she could not overcome her experiences. The writer would have to disagree with the course elevation questionnaires. As the writer felt due to lack of experience, teaching first aid the participant did not receive a high standard of knowledge.
Ways to improving this teaching – learning situation, the writer should have called in the training organisation, to assist her on the first few training sessions. So that the writer could build up her confidence level, communication, and the way she presents the training packages to her participants. If this was implemented the writer would still be teaching first aid courses today. Time management was excellent as the training package had a time - table, this helped to ensure that the writer stayed on schedule with the training package.
<http://www.austlii.edu.au/au/legis/cth/consol_act/tma1995121/ >
Education World, Inc. (2206) Do Seating Arrangements and Assignments = Classroom Management? Henderson, S. (1995). Clinical teaching involves more than evaluating students. In Summers, L. (Ed), A Focus on Learning, p121-125. Proceedings of the 4th Annual Teaching Learning Forum, Edith Cowan University, February 1995. Perth: Edith Cowan University, Viewed 4th May 2006, <http://lsn.curtin.edu.au/tlf/tlf1995/henderson.html>
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