ASHI 2010 Instructional Update

1. ASHI 2010 Instructional Update The American Safety and Health Institute

2. Welcome ! This class will provide you with updated information on the American Safety and Health Institute (ASHI) instructional design and how the ASHI instructional system provides Authorized Instructors with the right tools for simple, effective training.

3. Purpose of Class Review the history and flexibility of ASHI emergency care training programs. Provide an overview of essential responsibilities to refresh ASHI-authorized Instructors.

4. The American Safety and Health Institute

5. About ASHI The American Safety and Health Institute (ASHI) is a leading provider of basic and advanced emergency care and resuscitation training programs.

6. Instructional Flexibility ASHI training programs offer an extensive catalogue of emergency care courses with a �toolbox� approach to learning that gives Instructors the flexibility to train in a manner that best suits their teaching style.

7. History and Scope ASHI training programs have been used to teach and certify emergency care providers in health care, business, industry, and the general public since 1996. There are over 22,000 trained ASHI Instructors and our materials are used worldwide.

8. Effective, Reliable Training Since 1996, ASHI and its simple, easy to use, and cost-effective programs grew rapidly, and quickly gained both national approval and recognition. ASHI training programs follow the most up-to-date medical guidelines. Our programs are recognized throughout the world as helping meeting regulatory safety requirements for workplace safety and health.

9. Training Programs

10. Student-Focused ASHI training programs provide you with flexible options to satisfy the emergency medical care training of your organization. Our programs encourage a low-stress, student-focused approach to training, which has been proven over time. ASHI programs are designed for individuals that require or desire training at basic or professional levels.

11. Core Program Options Training options include: CPR and AED: designed for individuals that require or desire basic CPR and AED skills Basic First Aid: designed for individuals that require or desire basic knowledge and first aid skills CPR for the Professional Rescuer: designed for individuals in the healthcare or professional rescuer field Combination Training (CPR, AED, Basic First Aid: for instructors wishing to present a comprehensive program with one book.

12. Supplemental Programs ASHI provides supplemental training programs that can be added to the core programs to create customized training solutions. Additional training options include: Bloodborne Pathogens: awareness program to help students understand bloodborne pathogens, risks, and how to reduce exposure Child and Babysitting Safety (CABS): focused on keeping babysitter and child safe

13. Supplemental Programs (cont.) Additional training options include: Wilderness Emergency Care (WEC): includes multiple training options for wilderness rescue and other outdoor response ACLS: Advanced training in cardiac emergencies that meets requirements set by a wide variety of professional associations PALS: Advanced care training designed for emergency medical providers responsible for infants and children

14. Instructional Design

15. Instructional Approach ASHI training programs promote an instructional approach that is based on simple and practical application. The focus is on gaining the skills and confidence to handle an emergency situation.

16. Skills Practice Skills are best learned and retained by repeated practice. Instructors can make the most of class time by limiting lectures to essential knowledge, and focusing on hands-on skill practice.

17. Reason for Learning Each lesson contains a Reason for Learning statement to help explain why the lesson is important. Students respond better to training when they are aware of the personal benefit they will gain from achieving it.

18. Problem-Solving Scenarios Each core knowledge and skill lesson wraps up with short problem-solving scenarios. This case-based approach helps students recall key information and stimulates active learning.

19. Instructor Activities There is a four-step instructional plan for conducting ASHI training lessons: 1) Present the Knowledge Content 2) Demonstrate Skills 3) Allow Adequate Time for Students to Practice the Skills 4) Wrap Up

20. Step 1 Present the Knowledge Content The Instructor Guide sample curriculums deliver the core knowledge content. Lecturing too far beyond this material will reduce skill practice time and should be avoided.

21. Step 2 Demonstrate Skills Demonstrations may be done live or by video, in front of the entire group or by multiple Instructors in individual skill stations. A high-quality demonstration is essential because students rely heavily on copying what they have seen when practicing. WHOLE-PART- WHOLE is the recommended approach to demonstration.

22. Whole-Part-Whole Demonstration Whole - Demonstrate the entire skill, beginning to end, briefly naming each action or step. Part - Demonstrate the skill again, breaking it down step-by-step. Describe essential information and common errors. Whole - Demonstrate the entire skill again� in real time� without comment to help students get a feel for the timing of the skill.

23. Step 3 Allow Adequate Time for Students to Practice the Skills Break students into small groups with the required equipment for the skill. Have one student act as a coach by reading the skill steps from the Skill Guide while another student performs the skill. As an alternative, students can practice the skill while watching it performed on the video or by the Instructor.

24. Avoid High-Pressure Practice Avoid high-pressure, anxiety- producing, perfection-oriented skill checks. A stimulating, but non-threatening, environment is best for learning. More experienced students may be more receptive to a scenario or problem-based learning approach.

25. Circulate During skill practice, the Instructor should circulate through the classroom, answering questions, correcting errors in technique, providing constructive feedback and positive reinforcement.

26. Classroom Tips When a student asks a question in class that you don�t know the answer to, say so. Don�t try to make up an answer. Tell the student that you will find out the answer and get back to him or her. Try not to get detoured by complex �what if� or �worst case scenario� questions. They almost always have a very low probability of actually happening. Future real-life events are difficult to predict. It�s better not to try. Allow time for each student to adequately practice skills. Continually assess them as they practice.

27. Step 4 Wrap Up Ask for and answer questions as briefly and concisely as you can. It is often best to summarize the question before answering it. This helps clarify it in your mind.

28. Finish With Application Finish up the section with a short problem-solving scenario to help students recall key information and stimulate active learning.

29. Universal Design Classes are often populated by students with different levels of experience. This makes a single, rigid, and minute-by-minute approach to lesson planning unrealistic. As a result, this curriculum is intended to provide a useable framework for instruction, following universal design principles in order to meet a wide variety of both student and Instructor needs.

30. Learning Strategy Classes can be influenced by the experience level of both the student and the Instructor. The strategy an Instructor selects for developing knowledge and skill proficiency is dependent on these experience levels.

31. Novice Novice Instructors and students need to focus on basic skill demonstration and practice. Instructors should use the whole-part-whole method of demonstration, and focus on simplicity and repetition of skills to develop proficiency.

32. Intermediate An intermediate learner has average knowledge and skill. The best instructional strategy is to introduce scenario-based skill sheets to help students learn to apply their skills in a decision-making context. If skill development is not effective, return to the novice instructional strategy.

33. Experienced Experienced learners have good-to-excellent knowledge and skill. Instructors should use scenario-based skill sheets to challenge students. If students skills are not adequate, return to novice or intermediate instructional strategy

34. Ensure Skills Instructors should always ask about previous training and attempt to connect participants� past experience and knowledge to the current learning experience. Instructors bear the responsibility of ensuring that each participant meets the skill objectives for successful completion.

35. Flexibility in Design The ASHI instructional design and training materials are intended to guide Instructors, not impose artificially rigid training requirements. When an Instructor needs to deviate, perhaps due to equipment failure, class size, atypical students, diverse educational/cultural backgrounds, etc., flexibility is built-in.

36. Training Materials

37. Integrated Learning ASHI training programs feature integrated print and video materials that promote a consistent, effective training process. The Instructor Guides for ASHI programs provide a step-by-step approach. Objectives and presentation materials for each lesson are provided.

38. Student Guide The Student Handbook is the official ASHI-approved text of the course. Students use the handbook during class for reference and to facilitate hands-on practices. Students are either given a personal copy to take home or access to a personal digital version they can download online. During the program, both Instructor and student will use the handbook to accomplish the objectives.

39. Skill Guides Included in the Student Handbook are Skill Guides, which are simplified step-by-step skill directions with pictures. The Skill Guides cover the core skill objectives of the program.

40. DVD-Video and PowerPoint The audio-visual media for ASHI programs cover the core skill objectives. During the program, the Instructor may use these segments to reinforce the objectives. ASHI programs include a PowerPoint presentation that closely matches the Instructor Guide in design. It includes problem-solving scenarios at the end of core topics to help students recall key information.

41. Hands-On Practice As designed, students are given multiple opportunities for hands-on practice immediately following a live or video demonstration.

42. Class Administration and Certification

43. Class Administration An ASHI training class cannot be brought to a successful conclusion until the required administrative tasks have been completed.

44. Student Evaluation Testing skills and knowledge is an effective means for correcting a student�s uncertainty. Student evaluation can also be used as a learning aid for the Instructor to determine the effectiveness of a teaching strategy and to improve future teaching.

45. Written Exams For designated responders, ASHI recommends the use of written exams to document participant knowledge of the information covered in the class. The written exam covers the core knowledge content found in each program.

46. Skill Evaluation The evaluation of core skills, indicating the ability to perform competently without assistance, is required for all students. Instructors can use the Student Skill Record to individually check off students on each skill during required skill practices. This is a good method for novice to intermediate students and Instructors.

47. Performance Evaluations Performance Evaluations are also available for use in skill evaluation. Rather than checking off each student on skills during practices, Performance Evaluations are used at the end of the course. They use a scenario format to allow a more realistic approach to skill performance.

48. Using Performance Evaluations Read the brief scenario at the top of the page and then have the student respond realistically to the situation. Check-off each skill step as it is performed. Score the overall performance as Outstanding Adequate, or Inadequate.

49. Successful Completion If Performance Evaluations are used, successful completion of all of the required evaluations is necessary for successful completion of the class.

50. Inadequate Performance Students who do not adequately perform on a Performance Evaluation and still seek certification must have each skill individually assessed and checked off on the Student Skill Record. If the class format does not provide the means to accomplish this, the student must attend and complete another full course.

51. Rate Your Program ASHI requires students to complete an in-class �Rate Your Program� class evaluation to provide Instructors feedback regarding the strengths and weaknesses of the training provided. Encouraging students to provide feedback and then using that feedback to improve instruction is an essential aspect of any quality educational effort.

52. Instructor Performance The in-class evaluation allows students the opportunity to comment on an Instructor�s presentation style and effectiveness. The purpose of this evaluation process is to strengthen future training and quality assurance (QA) efforts.

53. Instructor Responsibilities

54. ASHI-Authorized Instructors ASHI-authorized Instructors have defined responsibilities to understand and agree to.

55. Safety First Instructors need to use an instructional approach that places the provider�s safety and victim�s welfare foremost in mind.

56. Training Center Administrative Manual Instructors need to teach in accordance with the most recent ASHI curriculum and administrative policies and procedures as described in the ASHI Training Center Administrative Manual (TCAM.)

57. Compliance Instructors need to promptly comply with any specific quality assurance actions recommended by ASHI.

58. Maintain Authorization Instructors need to maintain current authorization as an ASHI Instructor while teaching ASHI programs.

59. Quality Assurance Instructors may be monitored for the purposes of quality assurance.

60. Ethics Instructors must not engage in dishonest, unethical, or unprofessional conduct; including but not limited to; issuing unearned program completion cards, slander, or cultural, physical, racial, gender, age, or sexual bias.

61. Honesty Instructors must not engage in fraudulent or illegal actions, such as discrimination, forgery, misrepresentation, or unauthorized duplication of copyrighted training materials.

62. Keep Records Instructors must complete a roster for all courses conducted. Instructors must complete and submit paperwork to their Training Center in a timely manner.