Hlth101 CPR HY Syllabus and Calendar Fall 2018 PDF

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University of Louisiana at Lafayette College of Education Class Syllabus

Course: HLTH 101 Hybrid Instructor: Shannon Hayes Email address: [email protected]

Semester: 2017 Location: Bourgeois Hall Rm 155-B Office: Bourgeois Hall Rm 155-A Office Hours: Made by appointment Certification Cards available through American Red Cross online at the end of the course if passed

Course Description HLTH 101: Cardiopulmonary Resuscitation and Basic Life Support. (1, 0, 1). HYBRID. Emphasis on knowledge and practical skills in adult, infant, and child cardiopulmonary resuscitation and airway obstruction. Includes A.E.D. training. Certification cards will be available for students who meet the minimum requirements set by the accrediting agency. No prerequisites needed. Required Text & Materials American Red Cross’s 2016 Participant Manual for First Aid/CPR/AED (available for free download, see Moodle course for download link)  Adult-sized pocket CPR mask; cannot be shared with another student  Latex gloves (one pair)  If student arrives without the required equipment on the day it is needed, student will not be allowed to participate in the skill drills and this will be counted as a class absence. Therefore, come prepared daily with your own materials; there will be no sharing or borrowing from others. Refer to the absence policy; more than 1 unexcused absence results in an F in the course.  If student arrives without the required equipment on the day it is needed, student will not be allowed to participate in the skill tests and this will be counted as a zero (0) on that skills test. Therefore, come prepared daily; there will be no sharing or borrowing from others.  Casual street clothes are appropriate for class attendance; however, students may be required to move to the floor for skill drills and skill tests, so come dressed appropriately for those scheduled days or you will be asked to leave and that will be counted as a zero and as an absence. Conceptual Framework: The Responsive Professional The conceptual framework of the UL Lafayette College of Education is designed to expand upon the institution’s commitment to be a responsive university. Teacher candidates are expected to demonstrate knowledge, skills, and dispositions associated with the four elements of a Responsive Professional. Responsive Professionals demonstrate expertise in knowledge and practice. They are reflective practitioners who respect diversity and demonstrate a commitment to professionalism. Course Objectives and Corresponding Unit Outcomes On completion of the course, the student will apply the Responsive Professional model by acquiring knowledge, skills and dispositions through the following objectives: 1. Describe the role and responsibilities of a first aid provider (CF-K2) (Disp 4) 2. Demonstrate the proper first aid procedures in victim assessment (CF-P2) (Disp 4) 3. Distinguish sign and symptoms during victim assessment (CF-R1) (Disp 7) 4. Identify ways to prevent injury and/or illness (CF-R2) (Disp 8) 5. Recognize when an emergency has occurred (CF-K1) (Disp 4) 6. Follow the 3 emergency steps when confronted with an emergency (CF-K2) (Disp 7) 1 of 11

7. Provide basic care for injury and/or sudden illness until an emergency medical professional arrives (CF-K2) (Disp 4) 8. Recognize the value of a safe and healthy life-style (CF-D1) (Disp 5) 9. Recognize health behaviors and situations that contribute to injury and illness (CF-P4) (Disp 7) Course Requirements 1. Email Account  Students are required to use their UL email account for this class. It will take the help desk 24 hours to activate your account, so please keep this in mind. If an alternative email account is used, make appropriate changes to ULINK so all emails will be forwarded to the preferred email address.  If emailing the instructor, always provide your NAME, CLASS, and SECTION # in the subject of your email to the instructor (ex: Jim James, Hlth101-S4B). Email without this information will not be addressed. 2. In Class Skills Tests – worth 100 points (10 points each)  No make ups allowed – therefore, if you are absent on a day that the Skills Practicum takes place, you will receive a zero (0) on that skill  If student arrives without the required equipment student will not be allowed to participate in the skill test and this will be counted as a zero (0) on the skills test. Therefore, come prepared.  See calendar for dates o Skill Test 1-1 Removing Disposable Gloves o Skill Test 2-1 Checking a Responsive Person o Skill Test 2-2 Checking an Unresponsive Person o Skill Test 3-1 Adult CPR o Skill Test 3-2 Child CPR o Skill Test 3-3 Infant CPR o Skill Test 3-4 Using an AED o Skill Test 4-1 Adult Choking o Skill Test 4-2 Child Choking o Skill Test 4-3 Infant Choking CPR Certification Certification is OPTIONAL and separate from the class grade. In order to receive a CPR certificate student must complete the following: 1. Make a 100% on all in-class skills tests 2. Complete the online American Red Cross Adult and Pediatric CPR/AED course (show proof of completion) 3. Reviewed all videos and lecture information on Moodle (your activity is monitored and logged by the instructor) News Forums and Emails It is your responsibility to visit the course site and check your email and News Forum postings daily for any information pertaining to the course. If you have any questions about assignments, lectures, or material, please contact me via email. I will answer emails within 24 hours; checking them in the morning and afternoon. No emails will be addressed or answered after 9:00 pm. Posting of Grades

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Grades will be posted on the course site within three days after a skill test has been completed, barring any unforeseen circumstances. If there is not a grade posted after this time, it is your responsibility to contact me, the instructor, to discuss your concerns. Due Dates See course calendar below for due dates of skill drills, skill tests, quizzes, written exam, and skills practical exam Grade Evaluation 90-100% = A Evaluation 80-89% = B Grading Scale Skill Tests – 100 points 70-79% = C 60-69% = D Total = 100 points Below 60% = F

Please do not expect your final grade to be bumped up to a higher one if your numeric grade borders a higher letter. For example, while students earning 89.55% may likely receive an A in the course, these grades will be reviewed based on students’ attendance in every class and completion of all assignments and quizzes in order to receive the extra boost. Please email the instructor if you have any questions regarding this policy.

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Course Policies and Procedures Emergency Evacuation Procedures A map of this floor is posted near the elevator marking the evacuation route and the Designated Route Area. This is an area where emergency service personnel will go first to look for individuals who need assistance in exiting the building. Students who may need assistance should identify themselves to the teaching faculty. Attendance Policy Regular attendance is expected in a formal class. The attendance policy in this class will follow UL Lafayette's policy; excessive absences are defined as 10% of the total number of classes. Students will be allowed ONLY ONE unexcused absence. For any make up work for excused absences, the student must provide valid documentation. Documentation for excused absences must be provided in advance and is subject to acceptance/rejection by the instructor. Late arrival to class (10 minutes or more) will be counted as a full absence. More than one unexcused absence will affect student’s final grade and result in an F in the course, and therefore, the student may want to drop the course. Academic Honesty Plagiarism, or any other violation of the ULL Code of Student Conduct or other issues outlined in the UL Undergraduate Bulletin, will not be tolerated. The university academic honest policy states: “The University considers both cheating and plagiarism serious offenses.” The minimum penalty for a student guilty of either dishonest act is a grade of ‘zero’ for the assignment in question. The maximum penalty is dismissal from the University. Report any suspicious activity to your instructor. If students talk about the assignments, skill drills, or tests to other students, this will be considered cheating due to unfair exchange of information, resulting in a zero for both the parties. The complete policy may be found in the UL Lafayette Undergraduate Bulletin. Students Requiring Special Accommodations Students Requiring Special Accommodations must register with the Office of Disability Services (ODS) and provide official documentation to the instructor in a timely manner. If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to selfidentify with the instructor and with the Office of Disability Services, Lee Hall 106. There is free confidential help on campus for students with psychological disabilities (Bipolar, Depression, Anxiety, etc.). Please contact Kim A. Warren, MSW, PhD, LCSW, Supported Education Advisor by phone at (337) 482-5252, via email at [email protected], or in person at in the Conference Center, Room 126. You can also visit the ODS website for information at http://disability.louisiana.edu/ Classroom Considerations  No eating in classroom  Do not bring children or other visitors not officially enrolled in class  Do not leave early  Electronic devices such as recorders for taping lecture or computers are allowed; however, cell phones, and radio/stereo headphones are not allowed  No texting during class  If you need special considerations, please inform me at the beginning of the semester

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Calendar Date IN CLASSROOM Mon. 10-15-18

Topic, Activities, Assignments Read Before Class (on Moodle course site): START HERE Read This Welcome Note Read this Netiquette Statement Hlth 101 Syllabus Download (on Moodle course site): Download & Read Hlth 101 CPR/AED Textbook Download & Read the Adult Ready Reference In Class: Go over course completion guidelines and course structure

ONLINE Wed. 10-17-18

Register (with your UL Email Address) for the American Red Cross Course – Must use your UL @louisiana.edu address to register Read (in Textbook): Chapter 1 Before Giving Care View (Red Cross Site): Complete all Red Cross videos including “Tutorial & Check-Call-Care for a Responsive Person” Review: Upcoming Skill Test titled “Skill Test 1-1 Removing Disposable Gloves”

IN CLASSROOM Mon. 10-22-18

In Class: Practice “Skill Test 1-1 Removing Disposable Gloves”

ONLINE Wed. 10-24-18

Read: Chapter 2 Checking an Injured or Ill Person Review: Upcoming Skill Tests titled: Skill Test 2-1 Checking a Responsive Person Skill Test 2-2 Checking an Unresponsive Person

IN CLASSROOM Mon. 10-29-18

In Class: Practice “Skill Test 2-1 Checking Responsiveness” and “Skill Test 2-2 Unresponsive Person”

In Class Skill Test 1-1 Removing Disposable Gloves *Bring equipment/materials (including printed “Proceed to Skill Session” certificate)

In Class Skill Test 2-1 Checking a Responsive Person In Class Skill Test 2-2 Checking an Unresponsive Person *Bring equipment/materials (including printed “Proceed to Skill Session” certificate) ONLINE Wed. 10-31-18

Read: Chapter 3 Cardiac Emergencies Re-watch: Red Cross video titled: Heart Attacks Adult CPR Infant CPR Adult CPR: Skill Practice Review: Upcoming Skill Tests titled: 5 of 11

Skill Test 3-1 Adult CPR Skill Test 3-2 Child CPR IN CLASSROOM Mon. 11-05-18

In Class: Practice “Skill Test 3-1 Adult CPR” and “Skill Test 3-2 Child CPR” In Class Skill Test 3-1 Adult CPR In Class Skill Test 3-2 Child CPR *Bring equipment/materials (including printed “Proceed to Skill Session” certificate)

ONLINE Wed. 11-07-18

Read: Chapter 3 Cardiac Emergencies Re-watch: Red Cross video titled: Infant CPR Adult CPR with an AED Child CPR with an AED Infant CPR with an AED Adult CPR with an AED: Skill Practice Infant CPR with an AED Skill Practice Adult CPR with an AED: Advanced Skill Practice Infant CPR with an AED: Advanced Skill Practice Review: Upcoming Skill Tests titled: Skill Test 3-3 Infant CPR Skill Test 3-4 Using an AED

IN CLASSROOM Mon. 11-12-18

In Class: Practice “Skill Test 3-3 Infant CPR” and “Skill Test 3-4 Using an AED” In Class Skill Test 3-3 Infant CPR In Class Skill Test 3-4 Using an AED *Bring equipment/materials (including printed “Proceed to Skill Session” certificate)

ONLINE Wed. 11-14-18

Read: Chapter 4 Choking Re-watch: Red Cross video titled: Choking Adult Choking Infant Choking Adult Becomes Unresponsive Choking Infant Becomes Unresponsive Alone with an Unresponsive Child Review: Upcoming Skill Tests titled: Skill Test 4-1 Adult Choking Skill Test 4-2 Child Choking Skill Test 4-3 Infant Choking

11-19 to 11-23 HOLIDAY

Thanks Giving Holiday. No Class.

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IN CLASSROOM Mon. 11-26-18

In Class: Practice “Skill Test 4-1 Adult Choking” and “Skill Test 4-2 Child Choking” and “Skill Test 4-3 Infant Choking” In Class Skill Test 4-1 Adult Choking In Class Skill Test 4-2 Child Choking In Class Skill Test 4-3 Infant Choking *Bring equipment/materials (including printed “Proceed to Skill Session” certificate)

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PASS-PORT Artifacts N/A Field Experiences N/A Technology Integration The course will integrate online technology and the delivery system being used is Moodle 1. Utilize the internet to effectively research and create and/or design projects (K7) 2. Utilize email to communicate with instructor and class members (K7)

Resources Professional Associations Louisiana Association of Health, Physical Education, Recreation, and Dance (LAHPERD) American Association of Health, Physical Education, Recreation, and Dance (AAHPERD) Professional Journals Journal of the American Medical Association International Journal of Health Education American Journal of Health Education Related Materials and Resources National Safety Council http://www.nsc.org/ American Heart Association http://www.americanheart.org FamilyDoctor.org http://familydoctor.org/ American Red Cross http://www.redcross.org/ References American Academy of Orthopaedic Surgeons National Safety Council American Heart Association American Red Cross Conceptual Framework (CF) Unit Outcomes CANDIDATE PROFICIENCIES Knowledge and Expertise in Practice - The Responsive Professional demonstrates knowledge of content disciplines and engages in effective pedagogical practice. The candidate: CF-KI Knows, understands, and applies multiple theoretical perspectives about human development and learning CF-K2 Demonstrates knowledge of content discipline and related standards CF-K3 Knows and demonstrates appropriate use of instructional resources and methodologies for subject matter content CF-K4 Plans and implements effective standards-based learning experiences CF-K5 Applies a variety of appropriate and effective assessment techniques to facilitate and monitor student academic growth and program improvement CF-K6 Demonstrates effective management skills CF-K7 Uses and integrates technology as appropriate 8 of 11

CF-K8 CF-K9

Models and utilizes effective planning that incorporates higher order thinking Identifies and articulates relevant education policies and laws

Reflection - The Responsive Professional actively, persistently, and carefully considers practice, experiences, and available alternatives to guide decision-making. The candidate: CF-Rl Systematically reviews one's own educational practice and learns from experience CF-R2 Uses assessment and evaluation to inform instruction CF-R3 Searches persistently for information and solutions to problems Diversity - The Responsive Professional articulates an understanding that beliefs, traditions, and values across and within cultures affect both learning and relationships with learners, their families, and the community. The candidate: CF-Dl Fosters inclusive learning environments in which diversity is valued and learners are taught to live harmoniously CF-D2 Accommodates learning styles and individual needs through developmentally appropriate practices CF-D3 Engages and involves students in relevant and challenging learning experiences CF-D4 Exhibits respect for all types of diversity CF-D5 Is informed about and responsive to cultural differences Professionalism - The Responsive Professional actively seeks opportunities to grow professionally, collaborates to meet complex needs of learners, advocates educational principles, and models leadership skills. The candidate: CF-Pl Collaborates effectively with students, parents, and colleagues CF-P2 Models appropriate behaviors and attitudes CF-P3 Sustains commitment to professional growth CF-P4 Demonstrates problem solving, interpersonal communication, and decision-making skills in leadership roles CF-P5 Engages in service to the profession CF-P6 Participates in educational advocacy CF-P7 Participates in professional organizations, meetings, and conferences

University of Louisiana at Lafayette: College of Education Responsive Professional Dispositions Disp 1. Candidates demonstrate commitment to professionalism Disp 2. Candidates identify and demonstrate appreciation of the importance of diversity and its impact Disp 3. Candidates demonstrate a commitment to learning and to participation in Professional organizations and currency in field Disp 4. Candidates demonstrate self-direction in learning and practice Disp 5. Candidates value the role of community and of the family in the learning process Disp 6. Candidates demonstrate collaboration with other professionals to affect student learning Disp 7. Candidates demonstrate a commitment to critical thinking and problem solving Disp 8. Candidates value the use of data to inform decisions

2008 National Initial Physical Education Teacher Education Standards Standard 1: Scientific and Theoretical Knowledge 9 of 11

Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. Elements-Teacher candidates will: 1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness 1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness 1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness 1.4 Identify historical, philosophical, and social perspective of physical education issues and legislation 1.5 Analyze and correct critical elements of motor skills and performance concepts Standard 2: Skill and Fitness Based Competence Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE-12 Standards. Elements-Teacher candidates will: 2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns 2.2 Achieve and maintain a health-enhancing level throughout the program 2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities Note: Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight programs, exercise logs, etc.). Standard 3: Planning and Implementation Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, st...