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