Web Quest On Cpr Training Final

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Web Quest On Cpr Training Final

  1. 1. Presented by Denice, Kathy and Marty
  2. 2. This is an interdisciplinary study that includes math, anatomy, social interaction modeling/ learning. and critical thinking to successfully understand cardio pulmonary resuscitation (CPR), to identify when it should be used and how to apply it. Students will be provided with learning materials and learning tasks that include web sites to reinforce handout printed materials, CPR mannequins, defribulators, individual, group and class learning tasks. With the opportunity to become certified in Cardio Pulmonary Resuscitation students will acquire the ability through further critical thinking, to understand the importance of CPR as a lifelong education of lifesaving value.
  3. 3. <ul><li>MATH – Students will learn how timing and counting can keep a heart pumping and save a life. </li></ul><ul><li>ANATOMY – Students will learn critical areas of human anatomy and how it specifically applies to using Cardio Pulmonary Resuscitation (CPR). </li></ul><ul><li>SOCIAL INTERACTION MODELING AND LEARNING - Students will learn how to identify an individual in need of CPR through social interaction scenarios. </li></ul><ul><li>CRITICAL THINKING - Students will gain a keen understanding how knowledge of what CPR is, when to use it and the life saving results it provides at hand is an exercise in critical thinking. </li></ul>
  4. 4. <ul><li>Students will learn the physiological concept of CPR. </li></ul><ul><li>Students will be able to recognize characteristics of a person in need of CPR. </li></ul><ul><li>Students will become CPR certified. </li></ul><ul><li>Students will understand the importance of CPR. </li></ul><ul><li>Students will be introduced to Automated External Defibrillators (AED). </li></ul>
  5. 5. <ul><li>What body parts or organs are affected during CPR? Identifying circulatory system, heart, lungs, blood vessels, carotid artery, coronary arteries. </li></ul><ul><li>How do the body parts/organs work together to resuscitate a person? </li></ul><ul><li>Compare and contrast a person who is unconscious to one in need of CPR. </li></ul><ul><li>What are the steps in giving CPR? </li></ul><ul><li>Why is being CPR certified important? </li></ul><ul><li>What are the legal aspects of providing CPR? </li></ul><ul><li>Why are protective devises - gloves and masks used? </li></ul><ul><li>What is prevention about? (i.e.) healthy lifestyle, choking hazards, safety concerns. </li></ul><ul><li>What is the response procedure when encountering someone who needs help? (i.e.) assess responsiveness, call EMS, check scene for safety. </li></ul>
  6. 6. <ul><li>How do you perform abdominal thrusts (Heimlich maneuver)? </li></ul><ul><li>How are chest compressions and ventilations. five cycles of 30:2, push hard push fast performed? </li></ul><ul><li>How is a pulse (although that is optional in the new protocols) taken? </li></ul><ul><li>What are the differences between adult, child, and infant? - introduction to AED - what leads to cpr success. early recognition, early ems, early </li></ul><ul><li>defibrillation - doing something is better then doing nothing don't get caught up in the numbers </li></ul>
  7. 7. <ul><li>Research the body parts/organs involved and how they work together when applying the steps of CPR and take notes. </li></ul><ul><li>Document the steps of CPR. </li></ul><ul><li>Document 10 testimonials of CPR victims. </li></ul><ul><li>Document how, when, and where to get CPR certified. </li></ul><ul><li>Write an essay on why CPR is important to learn, addressing the impact on saved victims and their families. </li></ul>
  8. 8. <ul><li>Join your research and create a presentation outlining the steps of CPR, and highlighting how the body parts/organs work during the process. </li></ul><ul><li>Discuss symptoms of a person in need of CPR. </li></ul><ul><li>Pick 5 of the best testimonials from each group member and create an illustrated storybook of the victims and their families. </li></ul><ul><li>Discuss with your group--how, when, and where you plan on getting CPR certified. </li></ul>
  9. 9. <ul><li>Pass around the group storybooks of testimonials. </li></ul><ul><li>Present scenarios of potential victims, and as a class, decide on if CPR should be applied. </li></ul><ul><li>Discuss the relationship of timing and counting to the CPR process. </li></ul><ul><li>Practice the steps of CPR on a mannequin, then be ready to demonstrate in front of the class. </li></ul>
  10. 10. <ul><li>Students will draw conclusions in the following areas: </li></ul><ul><li>Why resuscitation skills are important in their own life. </li></ul><ul><li>What skills are needed to provide the greatest chance of survival and how to obtain and maintain these skills. </li></ul><ul><li>Students will also complete CPR certification requirements. </li></ul>
  11. 11. <ul><li>Brainstorming </li></ul><ul><li>Consensus </li></ul><ul><li>Research Process </li></ul><ul><li>Resources </li></ul>
  12. 12. <ul><li>Students, individually and then in groups will develop a list of situations that may require CPR. </li></ul><ul><li>Students will determine reasons that CPR could be important to themselves personally. </li></ul>
  13. 13. <ul><li>Define the group task </li></ul><ul><li>Clarify the group objective </li></ul><ul><li>Determine tasks that will lead to project completion </li></ul><ul><li>Assign tasks to group members </li></ul><ul><li>Determine class presentation roles </li></ul>
  14. 14. <ul><li>Students will use multimedia resources to research their assigned tasks </li></ul><ul><li>Students will be given a St. John’s Ambulance CPR/AED student reference guide </li></ul><ul><li>Students will be provided with a list of internet web addresses relevant to CPR </li></ul><ul><li>Students will have access to the St. John’s First on the Scene DVD </li></ul><ul><li>Each group will be provided CPR mannequins to aid in practice. </li></ul>
  15. 15. STUDENT WEB SEARCH GUIDE <ul><li>St. John’s CPR/AED student reference guide </li></ul><ul><li>Red Cross (CPR certification sites): http://www.redcross.org/services/hss/courses/index.html?WT.srch=1&gclid=CNurouSOy40CFQ9nYQodvjcBFw </li></ul><ul><li>Revolution Health (CPR): http://www.revolutionhealth.com/conditions/first-aid-safety/emergency/cpr/?msc=S27793 </li></ul><ul><li>Testimonials: http://www.redcross.org/services/hss/newspro/heroarchive.html#state </li></ul><ul><li>St. John’s CPR/First Aid DVD </li></ul><ul><li>Actar CPR mannequin with disposable lung. </li></ul><ul><li>http://www.lifesavingsociety.com/PDF/98CPR-Insert-Lifeliner2006.pdf </li></ul><ul><li>http://www.americanheart.org/presenter.jhtml?identifier=1200000 </li></ul><ul><li>http://www.vitalcpr.com/2006_guidelines.html </li></ul><ul><li>http://ww2.heartandstroke.ca </li></ul>
  16. 16. Evaluation <ul><li>The Grading Rubric consists of the following categories: </li></ul><ul><li>Delegation of Responsibility </li></ul><ul><li>Ideas/Research Questions </li></ul><ul><li>Plan for Organizing Information </li></ul><ul><li>Quality of Sources </li></ul><ul><li>Presentation </li></ul>
  17. 17. Group Planning -- Research Project : CPR Web Quest CATEGORY 4 3 2 1 Delegation of Responsibility Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Each student in the group can clearly explain what information s/he is responsible for locating. Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. One or more students in the group cannot clearly explain what information they are responsible for locating. Ideas/Research Questions Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research. Quality of Sources Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Plan for Organizing Information Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. CPR Demonstration Students successfully demonstrate all the steps of CPR and is ready for CPR certification Student is able to demonstrate most of the steps of CPR Students are able to demonstrate some of the steps of CPR Students are unable to demonstrate the steps of CPR Date Created: July 28, 2007 at http://rubistar.4teachers.org
  18. 18. The Web Quest “To Save A Life” – Cardio Pulmonary Resuscitation presents an interdisciplinary study that includes math, anatomy, social interaction modeling/learning. and critical thinking to successfully understand cardio pulmonary resuscitation (CPR), to identify when it should be used and how to apply it.. With learning materials and learning tasks that first focuses on experiencing learning through accessing web sites, students gain understanding of the value of electronic learning. The web information is reinforced with handout printed materials, hands-on experience practicing life-saving scenarios using CPR mannequins and defribulators. Participating in individual, group and class learning tasks , students are provided with in-depth driving questions to make the Web Quest a focused, well-rounded and valuable learning experience. With the opportunity to become certified in Cardio Pulmonary Resuscitation students will acquire the ability through further critical thinking, to understand the importance of CPR as a lifelong education of lifesaving value .
  19. 19. REFERENCES <ul><li>St. John’s CPR/AED student reference guide </li></ul><ul><li>Red Cross (CPR certification sites): http://www.redcross.org/services/hss/courses/index.html?WT.srch=1&gclid=CNurouSOy40CFQ9nYQodvjcBFw </li></ul><ul><li>Revolution Health (CPR): http://www.revolutionhealth.com/conditions/first-aid-safety/emergency/cpr/?msc=S27793 </li></ul><ul><li>Testimonials: http://www.redcross.org/services/hss/newspro/heroarchive.html#state </li></ul><ul><li>St. John’s CPR/First Aid DVD </li></ul><ul><li>Actar CPR mannequin with disposable lung. </li></ul><ul><li>http://www.lifesavingsociety.com/PDF/98CPR-Insert-Lifeliner2006.pdf </li></ul><ul><li>http://www.americanheart.org/presenter.jhtml?identifier=1200000 </li></ul><ul><li>http://www.vitalcpr.com/2006_guidelines.html </li></ul><ul><li>http://ww2.heartandstroke.ca </li></ul><ul><li>Rubistar. (2007). Create rubrics for your project-based learning activities . Retrieved July 28, 2007, from http://rubistar.4teachers.org . </li></ul>

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