Day 2
Inspection
Guarding for Organized Swim Groups Organized groups may visit your facility. Day care groups Camps Youth organizations Groups can be part of your facility or an outside group They should be accompanied by a leader. They may reserve the entire facility.
Facility Management Strategies Gathering important information as part of the booking procedure when the group schedules their visit. Conduct a safety orientation with a member of the visiting group to explain the rules and expectations. Develop a classification system based on swimming ability that easily identifies patron swim levels. Designate the swimming areas based on ability and intended use.
Facility Management Strategies Orient the group as to the design of the swimming area, and identify where groups may swim Use an identification system for group leaders or adult chaperones Pair swimmers of like ability as buddies to watch one another. Implement periodic buddy checks so that leaders can identify and account for all of their group members.
Facility Management Strategies Activity: Strategies for a Safe Group
Emergency Action Plans
Emergency Action Plans Learn and practice your facility s EAPs: During orientation During in service training In simulation drills Learn which types of EAPs your facility uses for: General plan for the water General plan for land Additional plans for specific situations Activate the EAP whenever there is an emergency
EAP: Rescuing Lifeguard Duties Signal: Activate the EAP Rescue: Perform an appropriate rescue Care: Provide emergency care as needed Report, advise and release: Complete an incident report and give the victim precautions to avoid the same situation in the future.
Emergency Action Plans What other situations at a facility may require different EAPs? What information should be communicated when calling 911 or the local emergency number? Outside of the immediate aquatic area, where might you be needed in an emergency?
Rescues at or Near the Surface
Surveillance Activity
Review Surveillance Activity Are there any hazards that could cause an injury? Are there any patrons who would be of special concern? Are there any rules being broken that could lead to an injury or emergency situation? Are there any distracting situations for the lifeguard?
Submerged Victim Rescues
Standard Precautions
Standard Precautions What are the diseases that are of primary concern for you as a lifeguard?
Skill Practice Pull gloves out of your fanny pack Put gloves on Practice taking gloves off As proctors walk around, demonstrate your ability to remove gloves without touching the exterior of your glove with bare skin
Bloodborne Pathogens OSHA has requirements regarding on the job exposure to bloodborne pathogens. Requirements are designed to protect you from disease transmission. Bloodborne pathogens training should be conducted yearly. Standard precautions are safety measures that combine BSI precautions and universal precautions.
Examples of Standard Precautions Use personal protective (PPE) Maintain good hand hygiene Implement engineering and work practice controls Clean equipment following use Clean up spills immediately after they occur
Break 5 minutes
Procedures for an Emergency on Land Activate the EAP Size up the scene Check for hazards Determine cause of injury or illness Determine number of victims Determine if you need additional help Put on appropriate PPE Perform a primary assessment Get consent from a conscious patient
Procedures for an Emergency on Land Summon EMS personnel, if needed Perform a secondary assessment Provide appropriate care Complete follow up reports, advise the victim, if warranted, and release the victim
Procedures for an Emergency on Land Using your senses, what information can you gather about the scene of an emergency? Why else is a scene size up necessary?
Performing a Primary Assessment Purpose: To identify any life threatening conditions During the primary assessment: Check for responsiveness Open the victim s airway, and check for breathing and a pulse If victim is alert and speaking, the airway is open For an unconscious victim who does not have a head, neck and spinal injury, use head tilt/chin lift technique to open the airway
Performing a Primary Assessment Open the victim s airway and check for breathing and a pulse For a suspected head, neck or spinal injury, use jawthrust (without head extension) maneuver instead Agonal gasps (irregular, gasping or shallow breaths) are not considered normal breathing. If you detect agonal gasps, care for the victim as through he or she is not breathing. Check the carotid pulse for an adult and child; check the brachial pulse for an infant.
Performing a Primary Assessment Open the victim s airway, and check for breathing and pulse For a non breathing child or infant, give 2 initial ventilations. For an adult, give 2 initial ventilations only if he or she is not breathing because of drowning or another respiratory response Scan for severe bleeding
Recovery Position For an unconscious, breathing person: Leave him or her in a face up position and maintain an open airway, especially if there is a suspected spinal injury
Recovery Position If alone and you must leave the person or you cannot maintain an open and clear airway because of fluids or vomit: Place the person in a modified high arm in endangered spine (H.A.IN.E.S.) recovery position. Do this whether or not a spinal injury is suspected.
Performing a Primary Assessment Adult
Performing Primary Assessment Adult Skill Practice Find a partner and practice the primary assessment, once the primary assessment is complete, practice the modified H.A.IN.E.S recovery position
Primary Assessment Child and Infant
Performing a Primary Assessment Child and Infant What are the differences to be aware of when performing a primary assessment on a child versus an infant? In what circumstances do you give 2 ventilations when performing a primary assessment?
Using a Resuscitation Mask Skill Practice Grab your gloves, participant manual and fanny pack and go to practice area Practice head tilt chin lift Jaw thrust with head extension Jaw thrust without head extension Make sure to seal the pocket mask on the face of the manikin
Primary Assessment Child or Infant Skill Practice Use child manikin to practice primary assessment and modified H.A.IN.E.S. recovery position
When to Summon EMS Personnel Unconsciousness or altered level of consciousness (LOC) Breathing problems Chest pain, discomfort or pressure lasting more than a few minutes or that goes away and comes back or that radiates to the shoulder, arm, neck, jaw, stomach or back
When to Summon EMS Personnel Persistent abdominal pain or pressure No pulse Severe external bleeding Vomiting blood or passing blood Severe (critical) burns Suspected poisoning
When to Summon EMS Personnel Seizure on land, unless the person is known to have periodic seizures Stroke Painful, swollen, deformed areas or an open fracture Victim s physical condition unclear or worsening
Moving a Victim Moving a victim needlessly or improperly can lead to further pain and injury If you must leave a scene to ensure your personal safety, make reasonable attempts to move the victim to safety as well.
Breathing Emergencies In a breathing emergency, a person s life can be threatened Hypoxia is a condition in which insufficient oxygen reaches the cells. What are the possible causes of hypoxia?
Two Types of Breathing Emergencies Respiratory distress is a condition in which breathing becomes difficult. Respiratory arrest is a condition in which breathing stops. Respiratory distress may lead to respiratory arrest. What signs and symptoms might indicate that a person is experiencing respiratory distress?
Care for Respiratory Distress Maintain an open airway. Summon EMS personnel. Help the victim to rest in a comfortable position. Reassure and comfort the victim. Assist the victim with any prescribed medication. Keep the victim from getting chilled or overheated. Administer emergency oxygen, if it is available and you are trained to do so.
Care for Respiratory Distress Asthma and Emphysema Victim may attempt pursed lip breathing (slowly exhaling through the lips as if blowing out candles) Have the person assume a position of comfort. Emergency oxygen can help with respiratory distress and respiratory arrest.
Giving Ventilations Adult, Child and Infant Practice While you Watch Skill Participants will follow along as they are guided by the video Replay video for additional groups Video on next slide
Giving Ventilations Adult, Child and Infant
Giving Ventilations Child or Infant Skill Practice Must demonstrate skill for child or infant
Introduction to BVM Valve Mask Bag TWO RESCUER SKILL!
Giving Ventilations Using a BVM Two Rescuers
Giving Ventilations Using a BVM Two Rescuers Skill Practice Use BVM with Two Rescuers
Airway Obstruction
Conscious Choking Adult and Child Airway obstruction is the most common cause of respiratory emergencies Mechanical obstruction is a foreign body lodged in the airway. Anatomical obstruction is mostly caused by the tongue blocking the airway. Universal sign for choking is a person clutching the throat If the person is coughing, encourage continued coughing If the person cannot cough, speak, cry or breathe, take immediate action
Conscious Choking Adult and Child Skill Practice Line up in two lines One side will be rescuers, other will be victims Practice either Adult or Child
Conscious Choking Infant
Conscious Choking Infant Skill Practice Form 2 lines 1 side will be rescuer, other side will provide feedback switch
Unconscious Choking Adult and Child Drowning victims may be present a complication with an airway obstruction For a white or pink froth in and around victim s mouth, wipe it away and proceed with care. For vomit or heavy mucus, use chest compressions to clear the obstruction Suctioning and use of airway adjuncts may help clear the airway, but require additional training
Unconscious Choking Adult, Child and Infant
Unconscious Choking Adult or Child Skill Practice Form 2 lines 1 side will be rescuer, other side will provide feedback switch
Unconscious Choking Infant Skill Practice Form 2 lines 1 side will be rescuer, other side will provide feedback switch
Assignment Read chapters 9, 10 and 11 in the Lifeguarding Manual Begin USLA packet Study Key Points Packet
Lunch Travel to Temescal Be Ready to go in 45