CPR instructorWhen I teach CPR/AED for the Professional Rescuer and Lifeguard Training at De Anza, I sometimes ask students who did well in the classes if they would like to become instructors.
Most people who take CPR/AED for the Professional Rescuer at De Anza are going into work that requires the certification. It can really add to a resume to be able to train or retrain the people you work with. There are volunteer opportunities at the local Red Cross office to get experience that would also look great on a resume.
As an American Red Cross CPR/AED for the Professional
Rescuer instructor, with additional training you can teach
the following American Red Cross courses:
Administering Emergency Oxygen
and
Bloodborne Pathogens Training: Preventing Disease Transmission.
(A different instructor training allows you to teach the following components, in any
combination: First Aid, Adult CPR/AED, Child CPR/AED and Infant CPR.)
Those who have completed CPR/AED for the Professional Rescuer in HLTH Division or in the P.E. Division Lifeguard Training class can plan to attend the following quarter CPR/AED FPR class as tutors until they feel they have the skills mastered, or they can go straight into an instructor class.
In the meantime, unless they are already a Red Cross Instructor in some other area, such as the swim teacher certification, they should take the required prerequisite course, Fundamentals of Instructor Training (FIT). It is offered a few times a year at the Red Cross, or if there is sufficient interest, offered at De Anza through the Outdoor Club.
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FIT is usually a one evening 4 to 6 hour class with the following goals:
Introduce instructor candidates to the history, structure and activities of the ARC.
Prepare instructor candidates to teach ARC specialty courses to diverse populations.
Teach instructor candidates the policies and procedures of the ARC to ensure course consistency, quality and appropriate reporting.
FIT includes a section on course modification for the Americans with Disabilities Act and how to administer an oral exam.
Once you pass FIT you have a year in which to take an instructor class. Once you become an instructor, if you keep up your authorization, you don't need to take FIT again to be able to become an instructor in another area.
FIT costs $30 at the local office of the Red Cross (2006).
The schedule of classes for the Santa Clara Valley chapter of the Red Cross is at:
http://chapters.redcross.org/ca/scv/pages/hsschedule.html
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CPR/AED FPR Instructor Course Prerequisites:
To be eligible for the CPR/AED for the Professional
Rescuer Instructor course, the candidate must:
Be at least 17 years of age on or before the
last scheduled session of the course (at the Red Cross they ask that you bring a copy of your driver’s
license, state ID card, passport or birth certificate with you to the Precourse Session);
Successfully complete the Fundamentals of
Instructor Training course or have a current
Health and Safety Services instructor authorization in any instruction field (at the Red Cross they ask that you bring a copy);
Pass the precourse written exam (the same test you took to earn the Red Cross CPR/AED certification if you took it recently) with a
minimum grade of 80 percent on both Section
1 (CPR, 24 correct answers out of 30 questions) and
Section 2 (AED, 8 correct answers out of 10 questions);
and
Successfully perform all of the skills in the
CPR/AED for the Professional Rescuer Instructor
precourse session:
Removing Gloves;
Initial Assessment;
Rescue Breathing (Adult, Child and Infant);
Conscious Choking (Adult, Child and Infant);
Unconscious Choking (Adult, Child and Infant);
CPR (Adult, Child and Infant);
Two-Rescuer CPR (Adult, Child and Infant);
Using a Bag-Valve-Mask Resuscitator (Two Rescuers);
Using an AED (Adult and Child;
and
AED/CPR Skill Scenarios.
These are the same skills you passed during the De Anza CPR/AED class or lifeguard class, but this time you will need to be able to do them all in a row without any coaching or instruction.
After each candidate has shown me his/her skills in CPR/AED and has passed the written test, they can have their instructor manuals and start on homework.
A couple of the differences in the manual as compared to how we teach at De Anza will be:
the class size. Usually you will teach a small class, perhaps of six to eight or 12 people.
And at De Anza we have a separate manikin face for each student, elsewhere you might not have them and you will have to clean manikins between each person's use.
CPR instructor initial homework
To be an effective CPR/AED for the Professional Rescuer instructor, you must become completely familiar
with the American Red Cross CPR/AED for the Professional Rescuer Participant’s Manual and other course materials and videos. I suggest you start getting ready by rereading your text.
Read the entire Instructor's Manual before we start the lecture and teaching sessions.
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Some of the following about the lessons you will teach is from the manual used to train you to become an instructor.
You will be given at least three teaching assignments of 10 to 15 minutes each. Most of them will be taught to a small group, mostly of other instructor candidates. I hope that we can arrange the time for you to teach to one of my classes, perhaps to as many as thirty people. Each lesson you teach needs to be well
organized and well managed.
Each session should include direction and instruction, ample practice time, instructor
reinforcement, corrective feedback and encouragement.
The purpose of the practice teaching sessions is to give each candidate experience in:
preparing and delivering teaching sessions
giving directions
completing course activities within suggested time frames
managing skills sessions and scenarios
evaluating performance and providing corrective feedback to help course participants improve
their skills
ensuring participants' health and safety during training
One of your responsibilities is to make class time as effective and
rewarding as possible for the participants.
This takes careful planning and preparation. You must prepare a written (at least an outline) lesson plan beyond what is in your instructor's
manual. Typed is best, but clear printing is okay if I can read it.
Put your name and the class subject at the top, then add at least:
List of instructional equipment (manikins, BVMs, gloves, various sizes of airways (which I tend to refer to as lung bags), supplies needed to clean manikins between each person's use....) you will need to have out.
What do you expect them to learn and why?
(Remember the primacy/recency effect. The first
and last words/sentence/points of your lecture can be the main things people remember. Tell
them what you want them to learn, teach it to them and tell then what they learned.)
Consider class organization, that is, how your students will be able to hear you, see you, and practice.
Once they get on the floor for a skill session it is much easier to lose control. What discussion before getting on the floor would be worthwhile? What class organization method will you use?
You should start with a brief review of previously taught skills that apply to this lesson.
Explanation and demonstration of new skills. (To save time during practice lessons among each
other you can say that the group already saw the video.)
Discuss how/when the new skill is used.
Practice of the new skills.
List cue words/phrases you will repeat and possibly even have your students repeat out loud to
help your students learn and remember.
Make a list of mistakes you expect. Prepare to maintain a non-judgmental perspective. Devise
ways to prevent the mistakes and devise potential corrective feedback. (My online Common mistakes in Professional Rescuer CPR skills or Common mistakes in professional rescuer CPR skills - Lifeguard Training are examples of how I try to prevent mistakes.)
Plan to use your photographic eye, described below by the Red Cross:
"The ability to observe and assess a skill and to intervene to improve performance
is often the difference between a successful and unsuccessful
instructor.
The ability to see and hold a mental picture of what is being done at any
given moment is critical. This is known as having a photographic eye.
A well-trained eye stops the action of a skill in the mind, such as a basic
skill, ... and holds the image long enough to compare it to
performance criteria.
This skill can only be acquired by practice and experience.
The keys to an accurate assessment are having a thorough knowledge of
the skill, a clear understanding of the learning progression of the skill
and a photographic eye."
Prepare for usual questions and have the answers to them. Can you answer some of them before they are
asked?
Each lesson will be as follows:
You will prepare a lesson, arrange the class and teach it until I say time is up (10 or 15 minutes). We
will then have you give a self-critique of your organizational ability, knowledge of the subject
matter, presentation and communications skills. This is followed by a peer and instructor trainer
evaluation. (About five minutes total).
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The following guidelines provide a framework for giving and receiving
feedback on practice-teaching assignments.
How to effectively give and receive appropriate feedback can be learned, with practice. The feedback you
receive from other instructor candidates can help you develop new and improved teaching skills and
become a better instructor. Practicing giving feedback makes you more aware of your own and others’
teaching styles.
You will be giving and receiving feedback and will have an opportunity to assess your own teaching
skills. When receiving feedback, listen carefully. If you do not understand the point being made, ask the
person to explain more specifically.
When giving feedback on your own or another instructor candidate’s teaching session:
First, provide positive feedback.
Next, discuss an aspect that could be improved, with a specific example of how to make it better. (This
is called corrective feedback.)
Use the topics listed on the following form as a guide for giving feedback to your peers.
Remember that useful feedback:
Is evaluative rather than negative or judgmental.
Reinforces positive aspects of the teaching session.
Focuses on improving teaching skills.
Is specific and concise.
Takes into account the needs of both receiver and giver.
Is well-timed.
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The critique form includes
yes/no, did you/were you
Spoke loudly and clearly.
(A common mistake in delivery is to fail to listen and manage silence. Silence is okay. You don't
need to fill pauses with "Um...you know...So, um.")
Made eye contact when speaking.
Followed the lesson plan.
Gave clear instructions so that participants knew what
was expected of them.
Gave clear instructions on safety precautions before
having participants participate in the skill session or
scenario.
Referred participants to appropriate skill sheets.
Effectively and efficiently set up the skill session or
scenario.
Effectively and efficiently conducted the skill session
or scenario.
(If you lose control, and everyone does some of the time, you must get it back. Unless all your
class is listening to you they can't learn.)
Provided coaching or prompting as directed in the
instructions in the instructor’s manual.
Was able to answer questions asked by participants.
(It is never acceptable to wing it, guess at or make up answers to questions. If you find yourself
not remembering something, there is nothing wrong with saying, let's look in the book and read
exactly what the Red Cross says. Not all questions have answers straight from the book. There is
a difference between making up something and answering a question based on your own
experience and knowledge. If you need to add from your own experience say that you are doing
so. Refer to making an educated guess when you need to. Finally, the instructor manager at the
Red Cross is very willing to take on questions you don't readily have the answers to.)
Noticed and corrected participants’ errors.
Provided positive reinforcement and corrective feedback
at appropriate times.
Gave specific directions for correcting errors.
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This advice on evaluating your lesson plan is from the Red Cross Water Safety Instructor class materials:
"To evaluate your plan, ask yourself these questions immediately after the
lesson:
Did I follow my plan? If not, why not?
Did the participants have enough time to practice?
...
Did I use my teaching area effectively?
Did the participants improve? How did I know? What did I observe?
Were my key words or phrases appropriate and effective?
Did I use co-instructors or aides effectively?
The answers to these questions will help you improve the next lesson
plan. Analyze all parts of the lesson plan and decide what changes
would have made it more successful."
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You will be given practice-teaching assignments,
which provide you with experiences in presenting information to course candidates, conducting
classes and evaluating skills. You will teach at least two lessons.
Practice-Teaching Assignment I
This practice-teaching assignment provides the opportunity for discussion, demonstration and practice of
CPR skills. This assignment focuses on the material in Chapters 2, 3 and 4 of the CPR/AED for the Pro-fessional
Rescuer Participant’s Manual. This information can be found in Section 2 of the CPR/AED for
the Professional Rescuer Instructor’s Manual.
1. Removing Gloves
2. Initial Assessment
3. Rescue Breathing (Adult, Child and Infant)
4. Conscious Choking (Adult and Child)
5. Conscious Choking (Infant)
6. Unconscious Choking (Adult and Child)
7. Unconscious Choking (Infant)
8. Adult and Child CPR
9. Infant CPR
10. Two-Rescuer CPR (Adult, Child and Infant)
Practice-Teaching Assignment II
This practice-teaching assignment provides the opportunity for discussion, demonstration and practice of
BVM and AED skills and scenarios. This assignment focuses on the material in Chapters 3 and 5 of the
CPR/AED for the Professional Rescuer Participant’s Manual. This information can be found in Section 2
of the CPR/AED for the Professional Rescuer Instructor’s Manual.
1. Bag-Valve-Mask Resuscitator (BVM)—Two Rescuers
2. Using an AED (Adult and Child)
3. AED/CPR Scenario 1
4. AED/CPR Scenario 2
5. AED/CPR Scenario 3
6. AED/CPR Scenario 4
7. AED/CPR Scenario 5
8. AED/CPR Scenario 6
If you are short on time, these homework assignments can be done after the initial lectures and lessons:
1) You should be at least a little familiar with the science behind the new CPR. Read: Why did they change CPR? and if you have the time, follow through to the original studies via the link provided.
2) The Red Cross has an on-line reference at:
http://www.redcross.org/services/hss/resources/adaresourceguide.pdf
American with Disabilities Accommodation Resource Guide
for Conducting and Administering Health and Safety Services courses.
It is a 104 page document, but most of it is links to resources. YOU DON'T HAVE TO READ
ALL 104 PAGES!
It starts with a review of basic principles of accommodating people with disabilities and Red
Cross procedures for classes. Eventually you will want to read the whole document, but for
now at least read:
section 3 on page 3 access to and participation in courses
section 4 on page 3-4 teach to the standard and test to the objective
Chapter 2 page 6 problem-solving approach to develop appropriate accommodations has a lot
of info for the school itself to get ready in advance for various people with various needs. Pages
6-8 are worth reading and try out the case studies in pages 9-10
FAQs on pages 17-24 especially notice that a student in a cpr class who has a laryngectomy can
use a bag valve mask to ventilate a victim and could therefore be able to certify
To certify, a student must be able to get to the floor and check an unconscious victim,
place a face down victim into a face up position if needed and roll the victim into the recovery
position. This can not be done just using a manikin on a table. Once this has been done they can
practice cpr skills with a manikin on a table.
On page 23 open and closed captioning are explained. I did not know that American Sign
Language was built on French Sign Language and in some cases there is no translation for the
English terminology and the word order and syntax are different.
Chapter 4 has a ton of info on service animals. Commonly asked questions are on page 36-7.
Hearing loss tips are on pages 39 - 40. Details about facility accessibility start on page 43. MS
starts on page 48, with sample accommodations on page 52.
Most of the rest of it is a really detailed listing of online sources for info.
3) Bloodborne pathogens instructor is not automatic with the CPR instructor course. You need to pass the Bloodborne pathogens self study exam and do a few other things we will talk about in class.
4) Red Cross websites you need to be familiar with:
The homepage of the Santa Clara Valley Red Cross (your chapter) is at:
http://www.scv-redcross.org/openrosters/view_homepage.asp?orgkey=1463
go there and click on Water Safety to see what is there. Homework: Write out the four key swimming rules to teach children.
Click on contact us and write the names, titles and phone number info for Judy Esteban
and Eric Rodas on the inside cover of your instructor's manual.
Their emails are:
<estebanj@usa.redcross.org>
<rodase@usa.redcross.org>
The email address you will turn in course records to is:
"course records" <scvhsreg@usa.redcross.org>
write these on the inside of your instructor's manual cover.
Click on instructor resources and read the info at each of the four links. Homework: write out two new things you found at each link.
The Red Cross Instructor's Corner is at:
https://www.instructorscorner.org/RedCross/Index.aspx
If you bookmark the Instructor's Corner it will help you will remember to check at it once in awhile for announcements, etc.
You will need to "register now and log in" and become a member. Homework: write up three new things you find.
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Also review: How to pass a Red Cross written test
Bloodborne Pathogens quick facts
CPR quick facts
AED quick facts
Oxygen administration quick facts
CPR Pro skills review questions
There is a copy of the CPR/AED Pro video in the Biological Audio Tutorial (BAT)lab in the new science center. It has the same title as the student text: American Red Cross CPR/AED for the Professional Rescuer, and the same picture is on the DVD case.
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Here is a study guide for the written exam:
Unit of Authorization
Instructor aides
Activity Report
Authorized Provider, Authorized Provider Agreement, Authorized Provider Instructor
Code of Conduct
Co-teach
Course of Record, Course Record, Course Record Addendum
Reauthorization, Extended Authorization
rules for pass, fail, incomplete, audit
courses you will be authorized to teach
class length, prerequisites, tests, minimum class size, ages for courses
required equipment, materials you must use, can use
skills participants should practice only on a manikin, or can be practiced on a class member
forms you must complete, forms you must turn in
recommendations on manikin decontamination including decontaminating solutions
instructor aides
teaching to the standard and testing to the objective
ideal corrective feedback
guidelines for use of an AED training device
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