LESSON PLAN ON

EMERGENCY LIFE SUPPORT

PREPARED BY
JINCY JOHNY
ASSISTANT LECTURER

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Name of the teacher: Jincy Johny Venue: Avittom Residence
Subject: PCA Syllabus Number of students: 3
Unit: 7 Duration: 2hrs
Topic: Emergency Life Support Previous Knowledge: YouTube videos
Group: PCA Students Time:
Method of Teaching: Lecturing cum discussion Date:
AV Aids: LCD

Central objectives:
At the end of the class the students will acquire in depth knowledge regarding the Emergency Life Support and apply this knowledge in
future Patient care practices with a positive attitude.

Specific Objectives:
 introduces the topic
 defines the topic
 enlist the indications for ELS
 explains the ABCDE approach
 enumerate the steps in ELS
 enlists the quality assurance of emergency life support (ELS) conduct
 concludes the topic

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 Specific Time Content Teacher’s AV Evaluation
Objective learner’s Aids
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Introduces 2min Introduction
the topic Emergency Life Support (ELS) is the care you may receive during an Lecturer LCD
Cum
emergency. First responders and healthcare providers may perform CPR and other
Discussion
techniques if you’re experiencing
Cardiac arrest.
Respiratory distress.
An obstructed airway
This Topic is designed to give you the theoretical knowledge as to what to do if you
find someone unconscious, ill or injured. This is an excellent First Aid Training
package for people to gain invaluable knowledge at their own time and pace.

Defines 3min DEFINITION Lecturer LCD What the

the topic Emergency life support (ELS) refers to an algorithmic structured plan of emergency Cum term ELS
ELS procedure for oxygenating the brain, heart and lung until the arrival of appropriate Discussion mean?
medical treatment to restore the normal cardiopulmonary function.
enlist the 2min
indications Indications
for ELS  Cardiac arrest
 Respiratory Arrest
 Drowning
explains
the  Choking
ABCDE 5min
approach ABCDE APPROACH
We use ABCDE Approach, Use the Airway, Breathing, Circulation, Disability,
Exposure (ABCDE) approach to assess and treat the patient.

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Specific Time Content Teacher’s AV Evaluation
Objective learner’s Aids
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1. Airway (A)
Lecturer LCD What is
Airway obstruction is an emergency. Get expert help immediately. Cum ABCDE
Untreated, airway obstruction causes hypoxia and risks damage to the brain, kidneys Discussion Approach?
and heart, cardiac arrest, and death.
2. Breathing (B)
During the immediate assessment of breathing, it is vital to diagnose and
treat immediately life-threatening conditions (e.g. acute severe asthma, pulmonary
oedema, tension pneumothorax, and massive haemothorax).

3. Circulation (c)

4. Disability (d)
Common causes of unconsciousness include profound hypoxia,
hypercapnia, cerebral hypoperfusion, or the recent administration of sedatives or
analgesic drugs.
5. Exposure (e)
To examine the patient properly full exposure of the body may be
necessary. Respect the patient’s dignity and minimise heat loss.

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 Specific Time Content Teacher’s AV Evaluation
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enumerate 20mi STEPS
the steps n Lecturer LCD Explain the
in ELS SAFETY Cum steps in
Discussion ELS?

o Make sure that you, the victim and any bystanders are safe

RESPONSE

o Check for a response

o Shake the victim gently by the shoulders and ask loudly: “Are you all right?"

AIRWAY

o Open the airway

o If there is no response, position the victim on their back
o With your hand on the forehead and your fingertips under the point of the
chin, gently tilt the victim’s head backwards, lifting the chin to open the
airway

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BREATHING
Lecturer LCD
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Discussion

o Look, listen and feel for breathing

o Look, listen and feel for breathing for no more than 10 seconds
o A victim who is barely breathing, or taking infrequent, slow and noisy gasps,
is not breathing normally
 ABSENT OR ABNORMAL BREATHING
 Alert emergency services
 If breathing is absent or abnormal, ask a helper to call the
emergency services or call them yourself
 Stay with the victim if possible
 Activate the speaker function or hands-free option on the
telephone so that you can start CPR whilst talking to the
dispatcher
CIRCULATION

o Start chest compressions

o Kneel by the side of the victim
o Place the heel of one hand in the centre of the victim’s chest - this is the lower
half of the victim’s breastbone (sternum)

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Lecturer LCD
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Discussion

o Place the heel of your other hand on top of the first hand and interlock your
fingers
o Keep your arms straight
o Position yourself vertically above the victim’s chest and press down on the
sternum at least 5 cm (but not more than 6 cm)
o After each compression, release all the pressure on the chest without losing
contact between your hands and the sternum
o Repeat at a rate of 100-120 min-1

COMBINE RESCUE BREATHING WITH CHEST COMPRESSIONS

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Specific Time Content Teacher’s AV Evaluation
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o If you are trained to do so, after 30 compressions, open the airway again,
using head tilt and chin lift Lecturer LCD
o Pinch the soft part of the nose closed, using the index finger and thumb of Cum
Discussion
your hand on the forehead
o Allow the victim’s mouth to open, but maintain chin lift
o Take a normal breath and place your lips around the victim’s mouth, making
sure that you have an airtight seal
o Blow steadily into the mouth whilst watching for the chest to rise, taking
about 1 second as in normal breathing. This is an effective rescue breath
o Maintaining head tilt and chin lift, take your mouth away from the victim and
watch for the chest to fall as air comes out
o Take another normal breath and blow into the victim’s mouth once more to
achieve a total of two rescue breaths
o Do not interrupt compressions by more than 10 seconds to deliver the two
breaths even if one or both are not effective
o Then return your hands without delay to the correct position on the sternum
and give a further 30 chest compressions
Continue with chest compres
COMPRESSION-ONLY CPR

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Lecturer LCD
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Discussion

o If no AED is available, OR whilst waiting for one to arrive, continue CPR

o Do not interrupt resuscitation until:
 A health professional tells you to stop OR
 The victim is definitely waking up, moving, opening eyes, and
breathing normally
 OR
 You become exhausted
o It is rare for CPR alone to restart the heart. Unless you are certain that the
victim has recovered continue CPR
o Signs that the victim has recovered
 Waking-up
 Moving
 Opening eyes
Breathing normally
IF UNRESPONSIVE BUT BREATHING NORMALLY
o Place in the Recovery Position

Specific Time Content Teacher’s AV Evaluation

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Objective learner’s Aids
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Lecturer LCD
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Discussion

o If you are certain that the victim is breathing normally but still unresponsive,
place them in the recovery position SEE FIRST AID SECTION
o Be prepared to restart CPR immediately if the victim becomes unresponsive, with
absent or abnormal breathing.
enlists the
quality 5min
assurance QUALITY ASSURANCE OF EMERGENCY LIFE SUPPORT Lecturer LCD Which are
of (ELS) CONDUCT Cum the various
emergency Discussion aspects
The various aspects enhancing the outcome include:
life enhancing
support  High-quality chest compressions the best
(ELS)  Chest compressions speed, rate and recoil: Ensure a chest outcome of
conduct compression speed of 120 compressions/minute to a depth of 5–6 cm. ELS?
Allow complete chest recoil between compression without lifting
hand from the chest (do not lean on the victim's chest).
 Avoid unnecessary interruption of chest compressions.
 Optimal ventilation and airway management:
 Do not interrupt chest compression to secure the airway, apply ECG
electrodes or defibrillator pads/paddles

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Objective learner’s Aids
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 Do not hyperventilate
 End point for ventilation is visible chest rise; deliver normal tidal Lecturer LCD
volume breaths. Cum
Discussion

CONCLUSION
Despite what might seem like chaos, the team uses a systematic method
for managing all acutely ill patients called the ABCDE (A-E) approach. It is a
way of systematically assessing each of a patient’s vital systems—airway,
breathing, circulation, disability, and exposure.
The aim of the assessment is to identify and stabilize the patient’s most
life-threatening problems first, before moving on to the next vital system to
achieve some clinical improvement to buy time for further treatment and making
a diagnosis.1 Once the team has completed an A-E assessment, it repeats the
steps to reassess each system to determine if clinical features are improving or
deteriorating.

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Specific Time Content Teacher’s learner’s AV Evaluation
Objective activity Aids
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 Lecturing cum LCD
RECAPITULIZATION Discussion
Time:10min Mark:15
 What are ELS?
 What are the indications for doing ELS?
 What is ABCDE approach?
 Which are steps for doing ELS?
 Which are the various aspects enhancing the best outcome of ELS?

ASSIGNMENT
Lecturing cum LCD How to
 Write an assignment on High quality CPR
Discussion explain
pain?
BIBLIOGRAPHY
https://www.resus.org.uk/library/abcde-approach#circulation-c

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