Basic Life Support for Infants

by

This lesson plan (#3 of 4 in a series) covers the basic fundamentals of addressing an infant who becomes unresponsive in front of the responder with the steps to begin basic life support resuscitative efforts and activating the emergency medical system (911 in the USA).

Introduction

According to the University of Pittsburg (J Emerg Trauma Shock. 2010 Jul-Sep; 3(3): 267–272) approximately 16,000 pediatric patients suffer cardiac arrest (CA) each year. Younger patients, specifically younger than 1 year of age, comprise the majority of pediatric patients with CA, and males are affected in a slightly higher proportion (62%). A collective review of pediatric cases of cardiac arrest published in early 2000s reported a survival rate to discharge of 13%, with good neurologic outcome in 62% of these patients. This early study in pediatric cardiac arrest identified that patients who sustain a cardiac arrest in the hospital setting (in-hospital CA) have better survival as compared with patients with cardiac arrest out of the hospital (out-of-hospital CA) (24 vs. 8.4%, respectively). That is, infants and babies have 1 out 4 chance of survival if the they collapse in a hospital setting, and less than 1 out 10 chance if they are not in the hospital when they collapse.  The need to apply rapid basic life support (BLS) measures through rescue breathing and cardiopulmonary resuscitation (CPR) becomes very important for the student to know given the prevalence of a teen's typical job of babysitting.

The teacher can expect to familiarize the students with Red Cross Infant CPR protocol and concepts from this lesson.  The organization of this lesson plan is to show multimedia presentation (hook) that gets the students attention, followed by demonstrations, formal lecture with handouts, small student work groups, followed by formative and summative assessments (online exam) to close the lesson plan.  Given the time required to cycle a class full of students both through didactic and practical aspects of this lesson plan, teachers can expect to devote about a week's worth of class periods to get students proficient in this objectives (Infant CPR protocols) for this lesson plan.

Expected outcomes for students center on being able to understand the adjunct life-saving measures associated with Infant CPR protocols used during cardio-pulmonary resuscitative efforts.  The teacher will be able to utilize the didactic and media resources provided herein to provide students with basis for progression into a full practicum for this learning modality.  This lesson plan covers the basic didactic fundamentals of addressing an adult who collapses in front of the responder. It addresses the steps to begin basic life support resuscitative efforts and activating the emergency medical system (calling 911 in the USA).  This lesson plan does NOT cover the practical aspect of becoming certified for CPR which requires the use of practice materials taught in the context of certified instructor-led practicals.  The point of this lesson plan is to begin the knowledge portion of CPR training for transition into full-fledged practical training and certification.

NOTE: This lesson plan adopts Red Cross protocols for becoming certified for CPR which requires the use of practice materials (e.g., practice mannequins) taught in the context of certified instructor-led practicals.  This lesson plan serves as the adjunct knowledge portion of CPR training with transition into full-fledged practical training and certification in this lesson series.

Materials:

Work area suitable for students to work in pairs 

Infant CPR practice mannequins for student practice (mouthguards or using of cleaning agents between class periods as teacher deems appropriate)

Videos provided in this lesson plan to be used in conjunction with class activity.

Lesson Plan Organization:

The lesson series is over five class periods with each day organized:

a) Introduction by teacher, b) Video Hook Preview, c) Teacher-led short class discussion about video concepts, d) transition to in-class practice with CPR mannequins with student pairs, e) clean-up, and f) exit ticket 

Class period days: 1-4 = didactic / practical training

Class period day: 5 = summative assessment by teacher


Lesson Times

Five (5) Class Periods or 250 minutes
5 Class Periods

Industries / Subjects / Grades

Industries / Pathways
  • Health Science and Medical Technology Health Science and Medical Technology
    • Patient Care
    • Public and Community Health
K-12 Subjects
  • Physical / Health Education
  • Science
    • Life Sciences
Grade Levels
  • 9
  • 10
  • 11
  • 12
  • Adult

Standards and Objectives

Standards

California's 2013 CTE Standards (4)

Related Instructional Objectives (SWBAT...)

  • Students will be able to identify and summarize major life events as they impact health care practices and patient outcomes in infant resuscitation events.
  • Students will observe infant patient actions, interests, and behaviors while documenting responses during cardio-pulmonary arrest events in a journal.
  • Students will be able to explain the principles of body mechanics in infant cardio-pulmonary resuscitation and note their findings in their journal.
  • Students will be able to follow and document in their journals appropriate guidelines for implementation of infant cardio-pulmonary resuscitation procedures.
  • Students will be able to practice the didactic examination certification portion in emergency care for infant cardio-pulmonary resuscitation (CPR) prior to summative evaluation, noting salient points in their journal.

Get access to the rest of this Lesson and over 3000 more!

Create a Free Account or now!