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First Aid for Severe Trauma
Instructor’s Manual
® ®
First Aid for Severe Trauma | Instructor’s Manual ®
®
American Red Cross
First Aid
for Severe
Trauma
This Instructor’s Manual is part of the American National Red Cross’ First Aid for Severe Trauma™ program. The
emergency care procedures outlined in the program materials reﬂect the standard of knowledge and accepted
emergency practices in the United States at the time this manual was published. It is the reader’s responsibility to
stay informed of changes in emergency care procedures.
PLEASE READ THE FOLLOWING TERMS AND CONDITIONS (the “Terms and Conditions”) BEFORE
AGREEING TO ACCESS, USE OR DOWNLOAD THE FOLLOWING AMERICAN NATIONAL RED CROSS
MATERIALS. BY PURCHASING, DOWNLOADING, OR OTHERWISE USING OR ACCESSING THE
MATERIALS, YOU ACKNOWLEDGE AND HEREBY AGREE TO BE LEGALLY BOUND BY BOTH THESE
TERMS AND CONDITIONS AND THE AMERICAN NATIONAL RED CROSS TERMS OF USE (AVAILABLE
AT redcross.org/terms-of-use). YOU AGREE THAT THE INCLUDED COURSE MATERIALS ARE PROVIDED
“AS IS” AND WITHOUT WARRANTIES OF ANY KIND, AND THAT ANY ACCESS TO OR USE OF THESE
COURSE MATERIALS IS AT YOUR OWN RISK.
The following materials (including downloadable electronic materials, as applicable) including all content,
graphics, images and logos, are copyrighted by, and the exclusive property of, The American National Red Cross
(“Red Cross”). Unless otherwise indicated in writing by the Red Cross, the Red Cross grants you (“Recipient”)
the limited right to download, print, photocopy and use the electronic materials only for use in conjunction with
teaching or preparing to teach a Red Cross course by individuals or entities expressly authorized by the Red
Cross, subject to the following restrictions:
■■ The Recipient is prohibited from creating new electronic versions of the materials.
■■ The Recipient is prohibited from revising, altering, adapting or modifying the materials, which includes
removing, altering or covering any copyright notices, Red Cross marks, logos or other proprietary notices
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■■ The Recipient is prohibited from creating any derivative works incorporating, in part or in whole, the content of
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■■ The Recipient is prohibited from downloading the materials, or any part of the materials, and putting them on
Recipient’s own website or any other third-party website without advance written permission of the Red Cross.
■■ The Recipient is prohibited from removing these Terms and Conditions in otherwise-permitted copies, and is
likewise prohibited from making any additional representations or warranties relating to the materials.
Any rights not expressly granted herein are reserved by the Red Cross. The Red Cross does not permit its
materials to be reproduced or published without advance written permission from the Red Cross. To request
permission to reproduce or publish Red Cross materials, please submit your written request to The American
National Red Cross by going to the Contact Us page on redcross.org and filling out the General Inquiry Form.
Copyright © 2021 by The American National Red Cross. ALL RIGHTS RESERVED.
The Red Cross emblem, American Red Cross® and the American Red Cross name and logos are trademarks of
The American National Red Cross and protected by various national statutes.
Printed in the United States of America
ISBN: 978-1-7337007-9-5
Funding
The American National Red Cross’ First Aid for Severe Trauma™ (FAST) program is based on funding provided by the U.S.
Department of Homeland Security under Grant Number 18STFRG00010-01-00 to the Henry M. Jackson Foundation
for the Advancement of Military Medicine on behalf of the Uniformed Services University’s National Center for Disaster
Medicine and Public Health.
Disclaimer: The views and conclusions contained in this instructor’s manual are those of the authors and should not be
interpreted as representing the official policies, either expressed or implied, of the U.S. Department of Homeland Security
or the U.S. Department of Defense.
Science and Technical Content

The American Red Cross Scientific Advisory Council (www.redcross.org/science), a volunteer committee of nationally
recognized health care, aquatics, preparedness and educational professionals, helps establish and assure the scientific
basis for Red Cross programs, products and public guidance. Council members’ contributions help ensure that the Red
Cross is using the latest science, addressing current needs and is preparing for future changes.
The scientific content within the FAST program is consistent with the most current science and treatment recommendations
from the International Liaison Committee on Resuscitation (ILCOR) 2020 International Consensus on Cardiopulmonary
Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations; the International Federation
of Red Cross and Red Crescent Societies; and the policy statements, evidence reviews and guidelines of the American
Academy of Pediatrics (AAP), the American College of Emergency Physicians (ACEP), the American College of Surgeons
(ACS), the Committee on Tactical Combat Casualty Care (CoTCCC), the Society of Critical Care Medicine (SCCM) and the
American College of Critical Care Medicine (ACCM).
Dedication
This program is dedicated to the thousands of employees and volunteers of the American Red Cross who contribute their
time and talent to supporting and teaching lifesaving skills worldwide and to the thousands of course participants who
have decided to be prepared to take action when an emergency strikes.
Acknowledgments
Many individuals shared in the development of the American Red Cross First Aid for Severe Trauma program in various
technical, editorial, creative and supportive ways. Their commitment to excellence made this program possible.
American Red Cross Scientific Advisory Council

We would like to extend our gratitude to the following members of the American Red Cross Scientific Advisory Council for
their guidance and review of this program.
David Markenson, MD, MBA, FCCM, FAAP, FACEP, EMT-P
Chief Medical Officer, American Red Cross
Scientific Advisory Council Co-Chair
Eunice (Nici) Singletary, MD, FACEP
Professor of Emergency Medicine, University of Virginia
Scientific Advisory Council Co-Chair
Acknowledgments iii
Nathan P. Charlton, MD
Associate Professor of Emergency Medicine, University of Virginia
First Aid Sub-Council Chair
Craig Goolsby, MD, M.Ed., FACEP
Professor and Vice Chair, Department of Military and Emergency Medicine
Science Director, National Center for Disaster Medicine and Public Health
Uniformed Services University of the Health Sciences
First Aid Sub-Council Member
Matthew Jason Levy, DO, MSc, FACEP, FAEMS, NRP
Associate Professor of Emergency Medicine, Johns Hopkins University School of Medicine
Medical Director, Howard County Department of Fire and Rescue Services
First Aid Sub-Council Member
Jeffrey L. Pellegrino, Ph.D., MPH, MS
Assistant Professor, Emergency Management and Homeland Security, The University of Akron
Education Sub-Council Chair
Content Direction
The development of this program would not have been possible without the leadership, valuable insights and dedication of
the subject matter experts, who generously shared their time to ensure the highest quality program.
Roy Edward Cox, Jr., D.Ed., EMT-P
Adjunct Faculty, Point Park University
District Chief, City of Pittsburgh EMS, Retired
Marianne Gausche-Hill, MD, FACEP, FAAP, FAEMS
Professor of Clinical Medicine and Pediatrics, David Geffen School of Medicine at the University of California, Los Angeles
Medical Director, Los Angeles County Emergency Medical Services (EMS) Agency
Craig Goolsby, MD, M.Ed., FACEP
Professor and Vice Chair, Department of Military and Emergency Medicine
Science Director, National Center for Disaster Medicine and Public Health
Uniformed Services University of the Health Sciences
Matthew Jason Levy, DO, MSc, FACEP, FAEMS, NRP
Associate Professor of Emergency Medicine, Johns Hopkins University School of Medicine
Medical Director, Howard County Department of Fire and Rescue Services
Matthew D. Neal, MD, FACS
Assistant Professor of Surgery, Clinical and Translational Sciences and Critical Care Medicine, University of Pittsburgh
Medical Center
Clinical and Translational Science Institute (CTSI), University of Pittsburgh
Raphaelle H. Rodzik, MPH
Project Manager, National Center for Disaster Medicine and Public Health
Henry M. Jackson Foundation for the Advancement of Military Medicine
Kimberly J. Stoudt, Ed.D, LAT, ATC, EMT, EMT-T
Instructional Design and Assessment Specialist, National Center for Disaster Medicine and Public Health
Henry M. Jackson Foundation for the Advancement of Military Medicine
Assistant Professor, Clinical Education Coordinator, Alvernia University
iv Acknowledgments
Program Development
Special thanks to the program development team for their expertise and mix of patience and persistence to bring this
program through to completion: Danielle DiPalma, Marie Manning, Maureen Pancza, Anna Pruett, Josh Rowland, Maureen
Schultz, Laura Scott, Melanie Sosnin, Nichole Steffens and Whitney Wilson.
Supporting Organizations
Thank you to the following organizations and their staffs for accommodating the Red Cross and coordinating resources for
this program’s development:
■■ American Red Cross Southeastern Pennsylvania Chapter
■■ Central Montco Technical High School. Special thanks to Allison Latzo, MSN, RN, and her students.
■■ HOSA-Future Health Professionals. Special thanks to Karen Bachelor, Jan Mould, Maria Ramirez and Walt Slauch.
Acknowledgments v
Table of Contents
Section A: Program Administration
CHAPTER 1 CHAPTER 4
Program Overview 3 Conducting Effective Skill Practices
and Scenarios 21
Program Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Instructor Responsibilities . . . . . . . . . . . . . . . . . . . . . 21
Program Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Setting Up Skill Practices and Scenarios . . . . . . . . . . 21
Program Participants . . . . . . . . . . . . . . . . . . . . . . . . . 3
Conducting Skill Practices . . . . . . . . . . . . . . . . . . . . 22
Program Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . 3
Conducting Scenarios . . . . . . . . . . . . . . . . . . . . . . . 23
Program Delivery Methods . . . . . . . . . . . . . . . . . . . . . 4
Program Instructional Design . . . . . . . . . . . . . . . . . . . 4
CHAPTER 5
Course Competency . . . . . . . . . . . . . . . . . . . . . . . . . 8 Course Completion 25
Program Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
The Red Cross Learning Center . . . . . . . . . . . . . . . . 12 Criteria for Course Completion and Certification . . . . 25
Skill Competency . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
CHAPTER 2 Putting It All Together Scenario . . . . . . . . . . . . . . . . . 26
Being an American Red Cross Instructor 15
Final Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Criteria for Grading Participants . . . . . . . . . . . . . . . . 27
Instructor Requirements . . . . . . . . . . . . . . . . . . . . . . 15
Handling Unsuccessful Course Completion . . . . . . . . 28
Instructor Responsibilities . . . . . . . . . . . . . . . . . . . . . 16
Reporting Procedures . . . . . . . . . . . . . . . . . . . . . . . 28
Maintaining Consistent Training Standards . . . . . . . . 16
Acknowledging Course Completion . . . . . . . . . . . . . 28
CHAPTER 3 Obtaining Participant Feedback . . . . . . . . . . . . . . . . 28
Setting Up and Running Courses 17 Additional Training Opportunities . . . . . . . . . . . . . . . 29
Course Lengths and Schedules . . . . . . . . . . . . . . . . 17

Class Size and Participant-to-Instructor Ratios . . . . . . 17
Classroom Space . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Materials, Equipment and Supplies . . . . . . . . . . . . . . 18
Class Safety and Supervision . . . . . . . . . . . . . . . . . . 19
Health Precautions for Course Participants and
Considerations for Participants with Disabilities . . . . . 20
Additional Adult Supervision—Teaching Youth . . . . . . 20
vi Table of Contents
Section B: Course Outlines and Agendas
First Aid for Severe Trauma Instructor-Led First Aid for Severe Trauma Instructor-Led
Training Course Outline . . . . . . . . . . . . . . . . . . . . . . 33 Training Sample Agenda . . . . . . . . . . . . . . . . . . . . . 37
First Aid for Severe Trauma Blended Learning
In-Person Session Outline . . . . . . . . . . . . . . . . . . . . 35
Section C: Lesson Plans for Instructor-Led Training
LESSON 1 LESSON 4
Personal Safety in Emergency Situations 41 Caring for a Person with Life-Threatening
Bleeding 61
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Emergency Action Steps . . . . . . . . . . . . . . . . . . . . . 43
Using Direct Pressure to Stop Bleeding . . . . . . . . . . 62
Scene Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Using a Tourniquet to Stop Bleeding . . . . . . . . . . . . . 63
Consent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
After the Bleeding Stops . . . . . . . . . . . . . . . . . . . . . 63
Helping Others to Safety . . . . . . . . . . . . . . . . . . . . . 48
Lesson Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Violent Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Limiting Your Exposure . . . . . . . . . . . . . . . . . . . . . . 49
LESSON 5
Lesson Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Skill Practice and Scenario and Training
Wrap-Up 67
LESSON 2
Recognizing Life-Threatening Bleeding 51 Skill Practice: Applying Direct Pressure . . . . . . . . . . . 69
Skill Practice: Using a Tourniquet . . . . . . . . . . . . . . . 70
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Putting It All Together Scenario: Life-Threatening
Life-Threatening or Non-Life-Threatening? . . . . . . . . 52
Bleeding Emergency Response . . . . . . . . . . . . . . . . 71
Lesson Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Training Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
LESSON 3
Communicating in Emergency Situations 55
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Communicating with Others at the Scene . . . . . . . . . 56
Communicating with the 9-1-1 Dispatcher . . . . . . . . 57
Lesson Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Table of Contents vii

Section D: Lesson Plans for Blended Learning
LESSON 1 LESSON 3
Introduction 77 Training Wrap-Up 85
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Training Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
LESSON 2
Skill Practice and Scenario 79
Skill Practice: Applying Direct Pressure . . . . . . . . . . . 80

Skill Practice: Using a Tourniquet . . . . . . . . . . . . . . . 82
Bleeding Emergency Response . . . . . . . . . . . . . . . . 83
Section E: Appendices
Appendix A: Activity Tools . . . . . . . . . . . . . . . . . . . . . 89 Appendix F: Skill Charts and Skill Assessment Tools . . 131
Appendix B: Skill Practice Sheets . . . . . . . . . . . . . . 107 Appendix G: Participant Progress Logs . . . . . . . . . . 137
Appendix C: Putting It All Together Scenario Sheet . 115 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Appendix D: Knowledge Checks . . . . . . . . . . . . . . . 119
Appendix E: Final Exam Answer Sheet and
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
viii Table of Contents

SECTION A:
Program
Administration
Chapter 1: Program Overview
Chapter 2: Being an American Red Cross Instructor
Chapter 3: Setting Up and Running Courses
Chapter 4: Conducting Effective Skill Practices and Scenarios
Chapter 5: Course Completion
Section A: Program Administration 1

CHAPTER 1:
Program Overview
Program Purpose
Uncontrolled bleeding is the leading cause of preventable death from trauma. The First Aid for Severe Trauma (FAST)
program provides participants with the knowledge and skills they need to respond to an emergency involving
life-threatening bleeding, including how to:
■■ Recognize a life-threatening bleeding emergency.
■■ Ensure safety and communicate effectively in an emergency.
■■ Control life-threatening bleeding using direct pressure, a tourniquet, or both.
The program is designed to enhance participants’ ability to take decisive, lifesaving action to assist a person with a
traumatic injury and life-threatening bleeding until professional responders arrive.
Program Objectives
It is the instructor’s responsibility to ensure that participants meet the learning objectives listed at the beginning of each
lesson in this instructor’s manual. After completing the course, participants will be able to:
■■ State the importance of personal safety for the responder and for the injured person.
■■ Distinguish life-threatening bleeding from non-life-threatening bleeding.
■■ Demonstrate high-level communication skills in an emergency setting.
■■ Communicate essential information to a 9-1-1 dispatcher.
■■ Describe methods used to stop bleeding.
■■ Describe positions of comfort for an injured person.
■■ Demonstrate how to apply direct pressure and use a tourniquet to stop bleeding.
Program Participants
The intended audience for this program is high school students. Although many participants will be taking this training
within the traditional academic environment of a high school, the course may also be offered in the community setting
and is applicable for adult participants as well. Successful instructors understand the backgrounds of and motivation
for participants and may modify their teaching style (not the course) accordingly.
■■ The participants could represent a broad range of backgrounds.
■■ They may differ in age or levels of maturity.
■■ They may differ in levels of education or experience.
■■ They may be taking this course to fulfill employment requirements.
Program Prerequisites
There are no program prerequisites for the First Aid for Severe Trauma course.
Chapter 1 | Program Overview 3

Program Delivery Methods
There are three delivery methods for the First Aid for Severe Trauma course:
■■ An instructor-led course
■■ A blended learning course with an online session and an in-person skills session conducted by a certified Red Cross instructor
■■ An online-only course
This instructor’s manual is intended for use with the First Aid for Severe Trauma Instructor-Led and Blended Learning courses.
Program Instructional Design

Instructor-Led Training
The lesson plans in Section C of this instructor’s manual use a variety of methods to meet participants’ needs for
consistent, high-quality instruction and accurate information. To help participants acquire new information, build correct
psychomotor skills and develop critical-thinking skills, traditional lectures are integrated with videos, guided discussions,
activities, skill practice and scenario-based learning. Lessons in the First Aid for Severe Trauma Instructor-Led Training
course include the following:
■■ Personal Safety in Emergency Situations
■■ Recognizing Life-Threatening Bleeding
■■ Communicating in Emergency Situations
■■ Caring for a Person with Life-Threatening Bleeding
■■ Skill Practice and Scenario and Training Wrap-Up
Information participants need in order to meet the course objectives, successfully complete the skill practices and
participate in the Putting It All Together Scenario is presented through instructor-led lectures, discussions and videos.
Participants then form smaller groups for skill practice and scenario-based learning, where the instructor facilitates
“hands-on” learning through coaching and prompting. Participant competency is assessed via skill practice, the Putting It
All Together Scenario, knowledge checks administered at the end of Lessons 1 through 4 and an optional final exam.
Icons in the lesson plans provide visual cues for conducting the lessons.
Lecture Scenario
Guided Discussion Key Concept Review
Video Knowledge Check
Activity Assignment
Skill Practice Transition
4 First Aid for Severe Trauma Instructor’s Manual | Section A: Program Administration
Lecture
Scripted lecture points are provided to ensure that instructors cover fundamental knowledge
that is essential to achieving the course learning objectives. Lecture may also be used to
cover basic information provided to participants as part of the course introduction and course
wrap-up. The lecture points are written so they can be read aloud, but the instructor can also
rephrase the lecture points to fit their natural speaking style.
Guided Discussion
Guided discussions, which take a question-and-answer format, are used to actively engage
participants and briefly review key concepts. Ideal responses are provided for each question.
Answers labeled “Answers may include” are examples of one or more correct answers. For
these questions, examples of correct answers are provided. Answers labeled “Answers should
include” are the correct answers that must be covered. In this case, the instructor must provide
any or all of the answers if participants are unable to come up with the correct answers on
their own.
Video
Video is used to create emotional engagement with the subject matter, to serve as the basis
for guided discussions and to provide participants with uniformly consistent explanations and
demonstrations of skills prior to skill practice. See Program Materials for more information
on videos.
Activity
Activities are designed to reinforce essential information, give participants the opportunity to
apply knowledge and solve problems, and enhance participant interaction and engagement.
The activities are to be conducted as designed and may not be changed or omitted (unless
indicated as optional).
Skill Practice
Skill practice entails hands-on practice with bleeding control trainers in an instructor-led
format.
Several references are provided to help instructors successfully conduct the skill practice and
help participants achieve skill competency:
■■ Skill Practice Sheets (for instructors and participants)
■■ Skill Charts and Skill Assessment Tools (for instructors)
■■ Participant Progress Log (for instructors)
Scenario
The Putting It All Together Scenario allows participants to apply information and skills learned
by combining skills with critical thinking and decision-making.
Several references are provided to help instructors successfully conduct the scenario and
■■ Putting It All Together Scenario Sheet: Life-Threatening Bleeding Emergency Response
(for instructors and participants)

Key Concept Review
Each lesson concludes with a review of key points from the lesson.
Knowledge Check
Each lesson concludes with a short quiz to assess participants’ acquisition of the lesson
content.
Assignment
Completion of the final exam is not required in order for participants to receive a First Aid
for Severe Trauma course completion certificate from the American Red Cross. However,
instructors who have the ability to assign the final exam as homework and review the correct
answers with participants during a subsequent class period should do so.
Transition
Transitions tell participants what is coming up in the course and serve as a segue into the
next lesson.
Blended Learning
The First Aid for Severe Trauma Blended Learning course combines an online session with an in-person skills session.
The online session of the First Aid for Severe Trauma Blended Learning course is designed to instruct participants in the
knowledge-based aspects of the course and introduce them to the skills they will practice and master during the in-person
skills session. The online session also includes a final exam to assess participants’ cognitive understanding of the concepts
and skills covered in the First Aid for Severe Trauma course. The in-person skills session of the First Aid for Severe Trauma
Blended Learning course focuses on hands-on skill practice and scenario-based learning. Participants in the blended
learning course acquire the same knowledge and skills as those in the traditional instructor-led training course.
First Aid for Severe Trauma Blended Learning Online Session

The self-paced online session covers essential concepts and skills needed to respond to an emergency involving
life-threatening bleeding. Participants acquire and apply knowledge through a variety of interactive elements, including
video-based activities and skill demonstrations, interactive graphics, quizzes and scenario-based activities. Lessons
in the First Aid for Severe Trauma Blended Learning online session include the following:
■■ You Can Save a Life
■■ In an Emergency
■■ Caring for a Person with Life-Threatening Bleeding
■■ Putting It All Together
Participants are required to complete all elements of the blended learning online session prior to the blended learning
in-person skills session.
Acquisition of the content in the online session is completely self-directed; there is no instructor involvement. However,
instructors should have a basic understanding of how the online session is structured and the information it contains.
A demo version of the online session is available to instructors. Details on how to access the demo version of the online
session are available on the Red Cross Learning Center.
First Aid for Severe Trauma In-Person Skills Session
The in-person skills session is focused on skill practice and demonstration of competency. After the in-person skills
session introduction, participants are divided into smaller groups for skill practice and scenario-based learning, where
they apply the cognitive knowledge they acquired during the online session, practice skills and demonstrate course
competency.
The lesson plans in Section D of this instructor’s manual use a variety of methods to help participants build correct
psychomotor skills and apply the cognitive knowledge acquired during the online session, including skill practice and
scenario-based learning. Lessons in the First Aid for Severe Trauma in-person skills session include the following:
■■ Introduction
■■ Skill Practice and Scenario
■■ Training Wrap-Up
Icons in the lesson plans provide visual cues for conducting the lessons.
Lecture Skill Practice
Guided Discussion Scenario
Lecture
Lecture is used to cover basic information provided to participants as part of the in-person
skills session introduction and course wrap-up. Because the in-person skills session is
designed to complement the knowledge acquired during the online session and maximize the
time participants spend engaging in “hands-on” learning experiences, formal lecture is used
minimally in the First Aid for Severe Trauma Blended Learning course.
Guided Discussion
Guided discussion is used to engage participants and review key concepts prior to skill
practice.
Skill Practice
Skill practice entails hands-on practice with bleeding control trainers in an instructor-led format.
Several references are provided to help instructors successfully conduct the skill practice and
■■ Skill Practice Sheets (for instructors and participants)
■■ Skill Charts and Skill Assessment Tools (for instructors)

Scenario
The Putting It All Together Scenario allows participants to apply information and skills learned
by combining skills with critical thinking and decision-making.
Several references are provided to help instructors successfully conduct the scenario and help
participants achieve skill competency:
■■ Putting It All Together Scenario Sheet: Life-Threatening Bleeding Emergency Response
(for instructors and participants)
Online-Only
The First Aid for Severe Trauma Online-Only course is designed to provide participants with the knowledge they need
to respond to an emergency involving life-threatening bleeding. The First Aid for Severe Trauma Online-Only course is
identical to the online session of the First Aid for Severe Trauma Blended Learning course. However, unlike participants
in the blended learning course, participants in the online-only course will not have the opportunity to practice skills or
demonstrate course competency in the presence of a certified instructor. Participants who successfully complete the First
Aid for Severe Trauma Online-Only course receive a course completion record, but not certification.
Acquisition of the content in the online-only course is completely self-directed; there is no instructor involvement. However,
instructors should have a basic understanding of how the online-only course is structured and the information it contains.
A demo version of the online-only course is available to instructors. Details on how to access the demo version of the
online-only course are available on the Red Cross Learning Center.
Course Competency
Upon meeting the criteria for course completion and demonstration of competency, participants in the instructor-led
training and blended learning courses will receive a 2-year American Red Cross First Aid for Severe Trauma certification.
Participants who successfully complete the online-only course receive a course completion record, but not certification.
See Chapter 5, Course Completion, for more information.
Participants demonstrate competency in the First Aid for Severe Trauma Instructor-Led Training course by attending the
entire training session, actively participating in all activities, successfully completing the knowledge checks at the end of
each lesson, demonstrating competency in all required skills and successfully completing the final Putting It All Together
Scenario.
Participants in the instructor-led training course are not required to complete a written final exam in order to receive First
Aid for Severe Trauma (FAST) certification from the American Red Cross. However, instructors who have the ability to
assign the final exam as homework and review the correct answers with participants during a subsequent class period
should do so.
Blended Learning
Participants demonstrate competency in the First Aid for Severe Trauma Blended Learning course by completing
all lesson topics and the final exam in the online session, by actively participating in all skill practices, demonstrating
competency in all required skills, and by successfully completing the Putting It All Together Scenario during the
in-person skills session.
Online-Only
Participants demonstrate competency in the First Aid for Severe Trauma Online-Only course by completing all lesson
topics and the final exam in the online-only course.
Program Materials
Participant Materials
Participant Handbook
The First Aid for Severe Trauma Handbook presents the basic knowledge and skills needed to respond appropriately to
an emergency involving life-threatening bleeding in an engaging, portable format. Participants may use the handbook as
a reference during training, after training, or both. The First Aid for Severe Trauma Handbook contains four chapters and
a glossary:
■■ Chapter 1: You Can Save a Life
■■ Chapter 2: Safety in Emergency Situations
■■ Chapter 3: Communicating in Emergency Situations
■■ Chapter 4: Caring for a Person with Life-Threatening Bleeding
■■ Glossary
Ready Reference
The First Aid for Severe Trauma Ready Reference is a quick reference tool for participants to use during training, after
training, or both. The Ready Reference provides step-by-step instructions with photos for performing essential skills taught
in the First Aid for Severe Trauma course. Topics include:
■■ Applying Direct Pressure
■■ Using a Windlass Rod Tourniquet
■■ Using a Ratcheting Tourniquet
App
The American Red Cross First Aid app gives step-by-step guidance for responding to various first aid emergencies,
including life-threatening and non-life-threatening bleeding. In addition, it contains videos, FAQs, quizzes, an emergency
facility finder and information on emergency preparedness. The app is free and available for iPhone and Android
devices. Participants should be encouraged to download the First Aid app onto their mobile phones and to share the app
information with family members, friends and co-workers.
Instructor Materials
The First Aid for Severe Trauma Instructor’s Manual is required to conduct the First Aid for Severe Trauma Instructor-Led
Training and the First Aid for Severe Trauma Blended Learning courses. The manual is divided into five sections.
■■ Section A: Program Administration contains information needed to conduct the First Aid for Severe Trauma
training, including this program overview, instructor requirements and responsibilities, information about setting up
and running the courses, information about conducting effective skill practice and scenario-based learning and
requirements for successful course completion.

■■ Section B: Course Outlines and Agendas provides tools for course planning and scheduling. The course
outlines contain summaries of the topics covered in each lesson and their associated times, along with total times for
conducting the instructor-led training course and the in-person skills session of the blended learning course. A sample
agenda is provided for the First Aid for Severe Trauma Instructor-Led Training course.
■■ Section C: Lesson Plans for Instructor-Led Training contains the lesson plans for conducting the First Aid
for Severe Trauma Instructor-Led Training course. The lesson plans contain several features designed to facilitate
instruction, including:
●● Guidance for the Instructor: A list of objectives the instructor must meet in order to successfully conduct
the lesson.
●● Lesson Objectives: A list of the expected outcomes of the lesson for the participant, in terms of demonstrable
skills and knowledge.

●● Materials, Equipment and Supplies: A list of the specific items needed to conduct the lesson.
●● Topics: Guidelines for facilitating participant acquisition and demonstration of the knowledge and skills that are the
focus of the lesson, along with the associated time for completing each topic.
The lesson plans contain references to supplemental materials that enable instructors to successfully conduct each
lesson. All supplemental materials are located outside of the lesson plans themselves and must be organized and
made accessible for use prior to teaching the lesson. See Section E: Appendices for a complete list of items in
the appendices.
The lesson plans contained in Section C: Lesson Plans for Instructor-Led Training include:
●● Lesson 1: Personal Safety in Emergency Situations
●● Lesson 2: Recognizing Life-Threatening Bleeding
●● Lesson 3: Communicating in Emergency Situations
●● Lesson 4: Caring for a Person with Life-Threatening Bleeding
●● Lesson 5: Skill Practice and Scenario and Training Wrap-Up
■■ Section D: Lesson Plans for Blended Learning contains the lesson plans for conducting the in-person skills
session of the First Aid for Severe Trauma Blended Learning course. The lesson plans contained in Section D: Lesson
Plans for Blended Learning include:
●● Lesson 1: Introduction
●● Lesson 2: Skill Practice and Scenario
●● Lesson 3: Training Wrap-Up
■■ Section E: Appendices includes supplemental materials to support the lessons in the First Aid for Severe Trauma
Instructor-Led Training and the First Aid for Severe Trauma Blended Learning courses.
●● Appendix A: Activity Tools. This appendix includes visual aids and handouts that support the activities in the First
Aid for Severe Trauma Instructor-Led Training lesson plans.

●● Appendix B: Skill Practice Sheets. The Skill Practice Sheets are step-by-step guides to performing skills and
can be used by participants as a reference during skill practice.

●● Appendix C: Putting It All Together Scenario Sheet. The Putting It All Together Scenario Sheet: Life-
Threatening Bleeding Emergency Response provides instructors with the information they need to run the Putting It
All Together Scenario, including instructor prompts and critical competencies that participants must demonstrate in
order to successfully complete the scenario. The Putting It All Together Scenario Sheet: Life-Threatening Bleeding
Emergency Response is also used by participants to follow along while the scenario is being run.
●● Appendix D: Knowledge Checks. This appendix contains the Knowledge Check quizzes to be administered to
participants at the end of Lessons 1 through 4 of the instructor-led training course.

●● Appendix E: Final Exam Answer Sheet and Answer Key. A final exam is included in the online session of
the blended learning course and in the online-only course. Instructors teaching instructor-led training who have the
ability to assign the final exam as homework and review the correct answers with participants during a subsequent
class period should do so. This appendix includes an Answer Sheet (for participants to record their answers)
and an Answer Key (for instructors to use when grading the exam). The final exam is provided on the Red Cross
Learning Center.
●● Appendix F: Skill Charts and Skill Assessment Tools. The Skill Charts and Skill Assessment Tools review the
core competencies that participants are expected to achieve in each skill. Instructors should familiarize themselves
with these core competencies before teaching the First Aid for Severe Trauma Instructor-Led Training course and
the First Aid for Severe Trauma Blended Learning course.
●● Appendix G: Participant Progress Log. The Participant Progress Log is used by the instructor to keep track of
each individual participant’s successful participation in, and completion of, required course elements. Two versions of
the Participant Progress Log are provided, one for instructor-led training and one for blended learning.
Course Presentation
The course presentation is an optional in-class visual aid that is projected onto a screen or viewing area. Instructors click
through the presentation as they progress through the lessons. The following course presentations to support the First Aid
for Severe Trauma course are available:
■■ First Aid for Severe Trauma Course Presentation for Instructor-Led Training
■■ First Aid for Severe Trauma Course Presentation for Blended Learning
The First Aid for Severe Trauma Course Presentation for Instructor-Led Training contains lecture points, imagery, videos,
group discussions and activities. The First Aid for Severe Trauma Course Presentation for Blended Learning includes
lecture points and skill videos that the instructor may opt to show, depending on participant needs.
The course presentations are available to download from the Red Cross Learning Center. For online viewing (i.e.,
streaming from the Red Cross Learning Center), a high-speed Internet connection is required. Instructors should
familiarize themselves with the presentation software and test the display of the system they will be using prior to class.
Video
The videos are an integral part of the First Aid for Severe Trauma Instructor-Led Training course. Instructors teaching the
instructor-led training course are required to use the videos because they support activities and contain important information
about key concepts and skills to help ensure the program objectives are met. The instructor-led training course cannot be
conducted without the videos. The videos that support the First Aid for Severe Trauma Instructor-Led Training course include:
■■ Alex, Daniel and Chloe Act FAST
■■ Volume and Flow
■■ Life-Threatening or Non-Life-Threatening?
■■ Closed-Loop Communication
■■ Chloe’s 9-1-1 Call
■■ Pressure Stops Bleeding
■■ Using a Tourniquet
■■ Training Wrap-Up
In the First Aid for Severe Trauma Blended Learning course, all of the required videos are included as part of the online
session and therefore are not repeated during the in-person skills session. Often it is more important to allocate time
to the hands-on experience, as opposed to having participants review videos that they have already watched during the
online session. However, it may be advantageous for some participants to review the skills videos before participating in
the skill practice. Prior to conducting the in-person training session, the instructor should evaluate the need to present one
or both of the following videos to reinforce learning for participants:
■■ Using a Tourniquet
Videos are available on DVD as well as in the course presentation. Videos are also available for streaming from the Red
Cross Learning Center.

The Red Cross Learning Center
The Red Cross Learning Center (redcrosslearningcenter.org) provides functionality for American Red Cross Training
Services users to administer, track, report and deliver training as well as maintain certification data. The Red Cross
Learning Center includes all the content used by students, instructors and training provider partner administrators in
one place. Users are able to access different resources and functionality based on user profile roles (as a student, as an
instructor or as a partner administrator).
Students
Students (non-instructors) taking online-only or blended learning courses will use the Red Cross Learning Center—
Student Portal to:
■■ Access and launch online courses.
■■ Access relevant digital course materials.
■■ View their certifications.
■■ Link to the Red Cross Store to purchase course materials and supplies.
■■ Learn more about the science behind the course content.
■■ Learn more about other opportunities, such as becoming an instructor.
■■ Get help from the Training Support Center.
Instructors
Red Cross instructors must be affiliated with an organization with a Red Cross Training Provider Agreement, or they must
be a Red Cross Training Services employee or volunteer to access the password-protected instructor portal view of the
Red Cross Learning Center.
As a Red Cross instructor, you will use the Red Cross Learning Center—Instructor Portal to:
■■ Access and launch any online or blended learning courses you are taking.
■■ Access all instructor resources for teaching and administering courses, such as:
●● Program and course materials—digital versions of participant manuals, instructor manuals, written final exams and
instructor bulletins.
●● Teaching resources—streaming video segments and course presentations.
●● How-to information and videos.
●● About the Science sections, including expert answers to technical questions and research topics.
■■ Manage classes you are teaching by being able to:

●● Set up blended learning classes in advance.
●● Monitor student online course completion status.
●● Report and close out courses.
●● Provide digital certificates to students immediately.
■■ View class history details on all the courses you have taught.
■■ Manage your instructor certifications, with the ability to:
●● View your certifications.
●● Launch online instructor recertification and program update courses.
●● Learn about bridging to become an instructor in other program areas or becoming an instructor trainer.
■■ Stay abreast of the latest information:

●● Network with other instructors through the forum.
●● Read the latest news and iConnection newsletter from the Red Cross.
Partner Administrators
Training provider organizations can designate one or more individuals to the role of “partner administrator” to allow them to
manage Red Cross-certified instructors affiliated with their organization. The partner view provides access to all resources
and functions of the instructor view, plus additional functionality to manage instructors. The administrator role does not
require an instructor certification. Partner administrators use the Red Cross Learning Center—Partner Portal to:
■■ Manage instructors.
●● Request to affiliate (add) and unaffiliate (remove) certified instructors to their organizations’ Red Cross Training
Provider Agreement.
●● View instructor lists and reports on certification and expiration dates.
■■ Manage classes.
●● Utilize the Class Posting Service to list classes being offered by the partner on the Red Cross website.
●● Set up blended learning classes and assign instructors.
●● View online course completion status for all blended learning classes.
●● Close out and report classes on behalf of instructors.
●● View class history details for all classes.

CHAPTER 2:
Being an American
Red Cross Instructor
Instructor Requirements
Eligibility to Teach the First Aid for Severe Trauma Course
First Aid for Severe Trauma (FAST) instructors are eligible to teach the following American Red Cross courses:
■■ First Aid for Severe Trauma Instructor-Led Training course
■■ First Aid for Severe Trauma Blended Learning course
Maintaining Instructor Certification

Certification as an instructor is valid for 2 years. To maintain certification as an instructor, an instructor must:
■■ Teach or co-teach at least four First Aid for Severe Trauma Instructor-Led Training courses or First Aid for Severe
Trauma Blended Learning courses during the 2-year certification period.
■■ Successfully complete an online recertification assessment, including achieving a score of 80 percent or higher within
90 days of the instructor certification expiration date.
■■ Complete all applicable course updates prior to the update deadline.
■■ Maintain a First Aid for Severe Trauma basic-level certification or equivalent.
Instructor’s Note As an instructor, you have a responsibility to monitor and maintain your
Red Cross Learning Center profile. You must periodically verify that your contact information is
accurate in the Red Cross Learning Center, including a current email address, phone number and mailing
address. The Red Cross Learning Center will automatically track the expiration date of your instructor
certification. Monitoring your profile and certifications within the system allows you to take appropriate
actions to stay current in your certification.
Eligibility to Teach Other American Red Cross Programs

American Red Cross First Aid for Severe Trauma instructors may qualify to teach additional Red Cross basic-level courses
after successfully completing an instructor bridge course.
Additional basic-level certifications may be necessary in addition to completing an instructor bridge course. Please
check the Red Cross Learning Center for more information on bridging options available, as well as any qualification
requirements needed to complete the instructor bridge.
Chapter 2 | Being an American Red Cross Instructor 15

Instructor Responsibilities
Responsibilities as a certified Red Cross First Aid for Severe Trauma instructor include:
■■ Providing for the health and safety of participants by always ensuring that:
●● Manikins have been properly cleaned according to the Manikin Decontamination and Use guidelines, located in the
Resources section of the Red Cross Learning Center.

●● Course equipment is clean and in good working order.
●● Participants are aware of health precautions and guidelines concerning the transmission of infectious diseases.
●● All participants have the physical ability to perform the skills and know to consult the instructor if they have concerns
about their physical ability to do so.

●● The classroom and all practice areas are free of hazards.
■■ Being familiar with and knowing how to effectively use course materials and training equipment.
■■ Informing participants about knowledge and skill evaluation procedures and course completion requirements.
■■ Creating a nonthreatening environment that is conducive to achieving the course objectives.
■■ Preparing participants to meet the course objectives.
■■ Providing participants an opportunity to evaluate the course.
■■ Adapting the teaching approach to match the experience and abilities of the participants, identifying participants who
are having difficulty and developing effective strategies to help them meet course objectives.
■■ Ensuring participants in the blended learning course have completed the online session prior to attending the in-person
skills session.
■■ Guiding participants through skill practice and the Putting It All Together Scenario and providing timely, positive and
corrective feedback.
■■ Evaluating participants as they perform skills, focusing on critical performance steps.
■■ Administering and evaluating all required assessments, including knowledge checks, skill practice and the Putting It All
Together Scenario.
■■ Being prepared to answer participants’ questions or knowing where to find the answers.
■■ Conducting courses in a manner consistent with course design.
■■ Teaching courses as designed, following all course outlines, policies and procedures as noted in the instructor course
documents.
■■ Maintaining a current personal profile in the Red Cross Learning Center.
■■ Submitting completed course records within 10 working days of course completion.
■■ Being familiar with, and informing participants of, other Red Cross courses and programs.
■■ Representing the Red Cross in a positive manner and providing a positive example by being neat in appearance and not
practicing unhealthy behaviors while conducting Red Cross courses.
■■ Abiding by the obligations in the Instructor Handbook, Instructor Agreement and Code of Conduct and, if applicable, the
Red Cross Training Provider Agreement.
■■ Promoting volunteer opportunities available through the Red Cross.
Maintaining Consistent Training Standards

Quality, consistency and standardized delivery of programs are priorities of the American Red Cross. Red Cross courses
are designed with standardized instructor outlines and lesson plans based on well-defined objectives to provide an optimal
learning experience for the variety of participants who participate in the courses. To meet the objectives of the course and
ensure standardized course delivery, the course outline and lesson plans must be followed.
Facility availability or constraints, specific instructor-to-participant ratios, equipment-to-participant ratios or participant
needs may necessitate adapting the outline while still maintaining the educational progression of the course. Adapting the
training does not mean that you can add to, delete or change the content. The course is laid out in a progressive way to
allow the participants to learn in a predictable order as well as have sufficient time to practice skills.
CHAPTER 3:
Setting Up and
Running Courses
Course Lengths and Schedules
The First Aid for Severe Trauma Instructor-Led Training course is designed to be taught in 135 minutes (2 hours,
15 minutes). The in-person skills session of the First Aid for Severe Trauma Blended Learning course is designed
to be taught in 45 minutes.
The times allotted in the lesson plans include the minimum time required for covering the required topics and do not
include breaks. Course lengths are based on:
■■ A participant-to-instructor ratio of 24 to 1.
■■ A minimum of one bleeding control trainer and one tourniquet for every four participants.
Increasing one or more of these ratios may increase the pace of skill practice and the Putting It All Together Scenario
but will not reduce overall course time significantly. Therefore, courses are to be scheduled and expected to run for the
designated course length, at minimum.
The lesson plans in the instructor’s manual must be followed as closely as possible, but facility constraints, specific
participant-to-instructor ratios, equipment-to-participant ratios and participant needs (e.g., breaks) may increase
course length. Other factors that may influence lesson planning include the following:
■■ Classroom availability and layout
■■ Equipment availability
■■ Number of participants
■■ Skill level of participants
■■ Number of instructors
Class Size and Participant-

to-Instructor Ratios
The First Aid for Severe Trauma Instructor-Led Training course and the in-person skills session of the First Aid for Severe
Trauma Blended Learning course have been designed for a ratio of 24 participants to 1 instructor (24:1). If the p articipant-
to-instructor ratio exceeds 24:1, the instructor will not be able to properly supervise skill practice and the Putting It All
Together Scenario in the allotted time. The participant-to-instructor ratio relies on dividing participants into groups of at
least four for skill practice and the Putting It All Together Scenario. To allow for effective evaluation of each participant, the
number of groups must not exceed six per one instructor. If the number of participants exceeds 24, additional instructors
should be added so that each instructor has six or fewer groups to observe OR the class time should be increased to
accommodate making six larger groups and running additional rounds of the skill practice sessions and the scenario.
Chapter 3 | Setting Up and Running Courses 17

Classroom Space
The First Aid for Severe Trauma Instructor-Led Training course requires a classroom space suitable for lecture, video
presentations, small group activities, skill practice and scenario-based learning. The in-person skills session of the First
Aid for Severe Trauma Blended Learning course requires a classroom space suitable for skill practice and
scenario-based learning.
The classroom should provide a safe, comfortable and appropriate learning environment. The room should be well lit, be
well ventilated and have a comfortable temperature.
If skills will be practiced on the floor and the practice area is not carpeted, knee protection (such as folded blankets or
mats) should be provided for use by participants, or participants should be advised to bring their own padding materials
to class.
Materials, Equipment and Supplies

The specific materials, equipment and supplies needed for each lesson are included at the beginning of the lesson plan.
Instructors should have the specific equipment needed for the lesson ready prior to the start of the lesson. The specific
quantities of equipment will vary according to the number of participants in the class.
Materials
■■ First Aid for Severe Trauma Instructor’s Manual
■■ First Aid for Severe Trauma Course Presentation for Instructor-Led Training or First Aid for Severe Trauma DVD or
downloadable videos
■■ Knowledge Checks for Lessons 1 through 4 (one for each participant)
■■ First Aid for Severe Trauma Final Exam (one for each participant; optional)
■■ First Aid for Severe Trauma Final Exam Answer Sheet (one for each participant; optional)
■■ First Aid for Severe Trauma Ready Reference (one for each participant; optional)
■■ First Aid for Severe Trauma Handbook (one for each participant; optional)
Instructor’s Note Use of the course presentation is optional; however, you are required to
show all videos as indicated in the lesson plans. The videos are available on DVD as well as in the
course presentation, or they are available for streaming from the Red Cross Learning Center.
Blended Learning In-Person Skills Session

■■ First Aid for Severe Trauma Instructor’s Manual
■■ First Aid for Severe Trauma Course Presentation for Blended Learning (optional)
■■ First Aid for Severe Trauma DVD or downloadable videos (optional)
Equipment
■■ Bleeding control trainer (one for every group of four participants)
Instructor’s Note Bleeding control trainers are available for purchase from the Red Cross
Store. Alternatively, instructions and specifications for making a bleeding control trainer from a length
of cylindrical polyethylene foam are available on the Red Cross Learning Center.
■■ Windlass rod tourniquet OR ratcheting tourniquet (one for every group of four participants)
Instructor’s Note SOF Tactical Wide windlass rod tourniquets are available for purchase from
the Red Cross Store and are featured in the course training materials. Alternatively, the course may be
conducted using another type of windlass rod tourniquet (e.g., a CAT windlass rod tourniquet) or a ratcheting
tourniquet.
■■ Bleeding control kit (one for every group of four participants; optional)
Supplies
■■ Cleaning and decontamination supplies (decontaminating solution, 4" × 4" gauze pads, soap and water, brush, basins
or buckets and any accessories that may be recommended by the manufacturer of the bleeding control trainer)
■■ Gauze pads
■■ Latex-free disposable gloves
Technology
■■ Desktop/laptop computer or tablet with power source and speakers, projector and projection screen/area or large
monitor, OR television with a DVD player
■■ Extension cord and grounded plug adapter, if needed
Class Safety and Supervision

As a Red Cross instructor, it is important for you to make the teaching environment as safe as possible and to protect
participants from health risks. The equipment, supplies and procedures for teaching Red Cross programs are designed to:
■■ Limit the risk of disease transmission.
■■ Limit the risk of one participant injuring another when practicing skills with a partner.
■■ Limit the risk that the activity involved in skill practice could cause injury or illness.
Participants who feel they are at risk for injury or illness may become distracted. These same feelings may also affect your
ability to teach. It is important to talk with participants who feel they are at risk and inform them of the precautions that are
taken to limit and reduce the risk for injury or illness. Instructors can take several steps to help increase class safety.
■■ Prepare. Instructors should consider possible hazards and take steps to eliminate or control them before
participants arrive.
■■ Arrange for assisting instructors, co-instructors or both. Assisting instructors and co-instructors can
help decrease risks by giving more supervision and reducing the instructor-to-participant ratio. They also increase
participation and learning by providing more one-on-one attention to participants. When using assisting instructors
or co-instructors, clearly define their roles and responsibilities. Doing so will help eliminate confusion and lapses
in supervision. Remember that the course instructor is ultimately responsible for participants’ safety. To determine
staffing needs, consider the number of participants in the class, as well as other factors such as participants’ ages and
levels of experience.
Chapter 3 | Setting Up and Running Courses 19

Health Precautions for Course
Participants and Considerations for
Participants with Disabilities
Provide participants and, if necessary, their parents or guardians information about health requirements and safety before
the course begins.
People with physical disabilities or certain health conditions may hesitate to take part in skill sessions. Suggest that
these participants (or, if the participant is a minor, the participant’s parent or guardian) discuss their participation with
a healthcare provider. Ask participants to tell you in advance if they are concerned about their ability to perform a
specific skill.
Inform participants who cannot demonstrate the skills required for certification for the course that they will not receive a
Red Cross course certificate. Encourage them to participate to whatever extent possible. The Red Cross advocates that
instructors adjust activity levels to facilitate learning and to help meet course objectives whenever possible. Guidance for
course modification for a participant with a disability is provided in the American Red Cross Inclusion Resource Guide,
located in the Resources section of the Red Cross Learning Center.
Additional Adult Supervision—

Teaching Youth
The safety of all Red Cross course participants is paramount. For courses with participants younger than 18 years,
ensuring participant safety includes providing adequate adult supervision. (Some states may define an adult as a person
older or younger than 18 years. Follow local regulations.)
It is recommended that whenever a Red Cross course, activity or event is conducted involving youth participants, two
adults should always be present at the facility to ensure participant safety. For Red Cross courses, the first adult would
be the course instructor. The second adult might be a co-instructor, another participant or—in the event that the course
audience is entirely comprised of youth—an instructor teaching another course in the facility or other responsible facility
staff. Facilities should consider a safety plan for youth participants that includes the time before and after class.
CHAPTER 4:
Conducting Effective
Skill Practices and
Scenarios
Instructor Responsibilities
For maximum efficiency and the best learning outcomes, skill practices and scenarios must be well organized and
well managed. Instructors must provide direction and instruction, ample practice time, encouragement and positive
reinforcement and corrective feedback.
Instructors are responsible for:
■■ Helping participants form groups as needed and making sure that participants have the necessary equipment for the
skill practice or scenario.
■■ Demonstrating the skill, if directed or necessary.
■■ Guiding participants through the skill practice or scenario as outlined in the lesson plan.
■■ Keeping the skill practice or scenario running smoothly.
■■ Closely supervising participants as they practice.
■■ Identifying errors promptly and providing appropriate individual and global feedback to help participants improve.
■■ Checking each participant for skill competency.
■■ Maintaining a safe, positive learning environment.
■■ Encouraging participants to improve and maintain their skills.
Setting Up Skill Practices and Scenarios

When arranging the classroom for skill practices and scenarios, the instructor must ensure that:
■■ Each group of participants has the appropriate equipment and supplies in adequate amounts.
■■ Each participant will be able to clearly see and hear instructor demonstrations of skills or equipment.
■■ There is ample room for participants to move about and practice the skill or complete the scenario.
■■ The instructor will be able to see all of the participants in the group and move among them to provide guidance and
feedback at all times.
When possible, bleeding control trainers should be positioned so that they are all oriented in the same direction.
Participants performing the same roles should all be in the same positions relative to the bleeding control trainers. This
makes it easier for the instructor to observe multiple participants practicing skills at once, judge skill competency and
ensure participant safety.
Instructor’s Note The skills taught and practiced in the First Aid for Severe Trauma course are
practiced only on a bleeding control trainer and never on a real person. These include applying direct
pressure and using a tourniquet.
Chapter 4 | Conducting Effective Skill Practices and Scenarios 21

Conducting Skill Practices
The First Aid for Severe Trauma course uses a peer-to-peer learning approach to enhance participants’ acquisition of
skills. In a peer-to-peer learning approach, participants working in groups observe each other’s performance and provide
guidance and feedback. A peer-to-peer learning approach facilitates active learning, keeps all participants engaged in
the skill practice and supplements the feedback provided by the instructor. During the skill practice, the instructor moves
among participants to observe and provide corrective feedback as appropriate and assistance as needed. The instructor
also ensures that participants are receiving appropriate feedback and guidance from the other participants in their group,
keeps the skill practice on schedule and reminds participants to change roles as needed.
When helping participants to acquire new skills, keep the following points in mind:
■■ The skills taught in the First Aid for Severe Trauma course will likely be new to many participants; therefore, participants
may require more one-on-one attention.
■■ Skills are learned by hands-on practice. Immediate success in demonstrating the skill is unlikely. Refinements in
technique take time and practice. The course is designed to allow participants ample time to practice skills.
■■ Skills require a defined sequence of movements. Participants should consistently follow this sequence when learning skills.
■■ Participants learn at different rates. Take individual differences into account.
■■ Skills, especially the individual components, are quickly forgotten. Frequent practice improves skill retention.
Demonstrating
Instructor demonstration is used to increase participants’ knowledge of how to perform a skill or operate a piece of
equipment. The instructor walks the participants through the steps of the skill or the key features of the equipment before
giving them the opportunity to practice the skill or familiarize themselves with the equipment.
Good explanations and demonstrations can make it easier and quicker for participants to pick up the skill that is being
taught by increasing their understanding of how to do the skill and what the desired outcome looks like. Describe what
participants are about to see and tell them precisely what to look for. For example, when demonstrating the skill of using a
tourniquet, point out how pulling the strap tightens the tourniquet around the bleeding control trainer. Do the motion as you
describe it whenever possible, or have an assisting instructor demonstrate while you explain.
Distribute reference materials, such as Skill Practice Sheets, to participants as needed or refer participants to the Ready
Reference or Handbook.
Coaching
The desired outcome of any American Red Cross program is for participants to demonstrate a skill correctly from
beginning to end without receiving any assistance.
Because participants learn at different rates, bring different levels of knowledge to the course and learn in different ways,
you will most likely need to coach or guide participants as they first learn to perform a skill.
Coaching occurs during skill practice. Coaching entails giving participants information they need to establish the
sequence, timing, duration and technique for a particular skill. Statements such as “Remember to pull the strap as tight as
you can first” or “Keep twisting the rod until you can’t twist it anymore” are examples of coaching.
Providing Feedback
Continually monitor all participants during skill practice. Circulate to monitor participants’ progress and provide assistance
and corrective global and individual feedback as necessary. While you are working closely with one participant, check
others with an occasional glance. Encourage participants to ask questions if they are unsure how to perform any part of a
skill, and encourage them to offer each other help and feedback as they practice.
Correct any problems you notice as soon as possible, using global or individual feedback to prevent participants from
continuing to practice incorrectly. Before saying what the participant is doing incorrectly, tell them what they are doing
correctly. Then, tactfully help them improve their performance.
When giving feedback, keep the following strategies in mind:
■■ Be specific.
■■ If the error is simple, explain directly and positively how to correct the skill performance. For example, if the participant is
having trouble achieving the proper body position for applying direct pressure, you might say, “Your actions leading up to
applying direct pressure are good; now move your shoulders directly over your hands, lock your elbows and push down
as hard as you can.”
■■ Show the participant what they should be doing. For example, in addition to telling the participant that the shoulders
should be directly over the hands and the elbows should be locked when applying direct pressure, demonstrate the
proper body position.
■■ Explaining why the skill should be performed in a certain way may help participants remember how to perform the skill
correctly. For example, if a participant does not pull the strap forcefully enough to tighten the tourniquet around the
bleeding control trainer, remind the participant that most of the tightening is achieved during the PULL step and the
TWIST step is only to finish tightening the tourniquet.
■■ If a participant has an ongoing problem with a skill, carefully observe what they are doing. Give specific instructions for
performing the skill the correct way and lead the participant through the skill. It may help to have the participant state
the steps back to you for reinforcement.
■■ Help participants to focus on the critical components of each skill. Emphasize the critical performance steps, focusing
on those steps that make a difference in the successful completion of the skill.
■■ Have the participant practice again after you have provided corrective feedback.
■■ During skill practice, resist telling participants anecdotes, which can distract or confuse them.
■■ Remind participants of what they are doing right and what they need to improve. (For example, “You did a good job of
placing the tourniquet correctly, but remember to pull the strap before you start twisting the rod.”)
Evaluating Performance
Instructors must focus on the successful achievement of an objective as opposed to perfecting every individual skill.
For example, a participant who is unable to apply direct pressure using their hands can perform the skill by using a
knee instead. In this example, the skill needed to save a life may need modification but the result is the same. Additional
information on adjustments to training can be found in the American Red Cross Inclusion Resource Guide, located in the
Resources section of the Red Cross Learning Center.
A Participant Progress Log (see Appendix G) is provided to track each participant’s completion of the requirements
for certification. During the skill session, check off each skill as completed on the Participant Progress Log once the
participant has demonstrated proficiency in it. To complete the course requirements and receive a completion certificate,
a participant must be able to complete the required skills proficiently without any coaching or assistance.
See Chapter 5, Course Completion, for more information on the requirements for course completion.
Conducting Scenarios
Participants in the First Aid for Severe Trauma Instructor-Led Training and First Aid for Severe Trauma Blended
Learning courses will participate in a Putting It All Together Scenario. The Putting It All Together Scenario gives
participants an opportunity to apply the knowledge and skills acquired throughout the course. The Putting It All
Together Scenario begins with a setup (a description of the situation and scene), and prompting is used to facilitate
participants’ progression through the scenario.
To conduct the Putting It All Together Scenario, have participants form groups, distribute any supporting materials to each
group and then communicate the setup for the scenario. Participants will then take on various roles (e.g., Responder,
Helper, Coach, Watcher) and work together to complete the scenario. Ensure that participants switch roles each time
Chapter 4 | Conducting Effective Skill Practices and Scenarios 23

the scenario is run so that every participant has the opportunity to play each role at least once. The groups complete
the scenario at the same time. During the scenarios, your focus should be on evaluating participants’ ability to apply the
knowledge and skills covered in the course to the simulated emergency situation. Step in and provide guidance only if
absolutely necessary.
Prompting
Prompting is a technique that is used during the Putting It All Together Scenario. Prompting gives participants the
opportunity to put the skills they have learned together, and it allows the instructor to assess the participant’s ability to
make the right decision at the right time and give the appropriate care, particularly in a team setting. Prompting entails
providing participants with only the information that they need to make a decision and provide care. For example, “The
scene is safe” is prompting, whereas “Check to make sure the scene is safe before entering” is coaching.
Evaluating Performance
To achieve certification, participants must successfully participate in the Putting It All Together Scenario in the role
of Responder. Successful participation means that the participant was able to demonstrate correct decision-making
processes, sequence care steps and demonstrate proficiency in completing all required skills with minimal guidance from
the instructor.
See Chapter 5, Course Completion, for more information on the requirements for course completion.
CHAPTER 5:
Course Completion
Criteria for Course Completion
and Certification
Many agencies, organizations and individuals look to the American Red Cross for formal training that results in
certification. Red Cross certification means that on a particular date an instructor verified that a course participant could
demonstrate competency in all required skills taught in the course.
Competency is defined as being able to demonstrate correct decision-making processes, to sequence care steps properly
and to demonstrate proficiency in completing all required skills without guidance. Achieving certification does not imply
any future demonstration of the knowledge or skill at the level achieved on the particular date of course completion.
On successful completion of the First Aid for Severe Trauma Instructor-Led Training or the First Aid for Severe Trauma
Blended Learning course, participants receive an American Red Cross First Aid for Severe Trauma certification, which is
valid for 2 years.
Participants can access their digital certificate through an email with a link once the course record has been entered.
Participants with an account in the Red Cross Learning Center can access their certificate by going directly to the
Red Cross Learning Center—Student Portal.
To successfully complete the First Aid for Severe Trauma Instructor-Led Training course, the participant must:
■■ Attend the entire training session.
■■ Actively participate in all course activities, including assuming various roles during skill practice and the Putting It All
Together Scenario.
■■ Successfully complete a knowledge check at the end of each lesson.
■■ Demonstrate competency in all required skills.
■■ Successfully complete the Putting It All Together Scenario in the role of Responder.
Instructor’s Note Completion of the final exam is not required in order for participants in the
First Aid for Severe Trauma Instructor-Led Training course to receive a First Aid for Severe Trauma
(FAST) course completion certificate from the American Red Cross. However, instructors who have the ability
to assign the final exam as homework and review the correct answers with participants during a subsequent
class period should do so.
Participants must be told of the requirements when they enroll in the course and again during the course introduction.
Remember to provide individual feedback to participants about their performance throughout the course. Feedback should
be ongoing so there are no surprises if a participant’s performance is evaluated as unacceptable.
Chapter 5 | Course Completion 25

Blended Learning
To successfully complete the First Aid for Severe Trauma Blended Learning course, the participant must:
■■ Successfully complete all lesson topics and the final exam in the online session.
■■ Attend and actively participate in the in-person skills session.
●● Participate in all skill practices.
●● Demonstrate competency in all required skills.
●● Successfully complete the Putting It All Together Scenario in the role of Responder.
Requirements are explained in the introduction to the online session. Participants must be told the requirements again
during the introduction to the in-person skills session. Participants receive feedback while taking the online session.
During the in-person skills session, instructors should provide ongoing feedback so there are no surprises if a participant’s
performance is evaluated as unacceptable.
For more information on the online session of the First Aid for Severe Trauma Blended Learning course, see Chapter 1,
Program Overview.
Online-Only
Participants demonstrate competency in the First Aid for Severe Trauma Online-Only course by completing all lesson
topics and the final exam. Participants who successfully complete the First Aid for Severe Trauma Online-Only course
receive a course completion record, but not certification.
Skill Competency
To complete the course requirements and receive a completion certificate, a participant must be able to complete all
required skills proficiently without any coaching or assistance. A participant’s performance is proficient based on the
performance of the critical components of a skill that are necessary to meet the objective.
Putting It All Together Scenario

Participant knowledge and skills are evaluated and feedback given throughout the course. The purpose of the Putting It All
Together Scenario is to ensure that participants have achieved a level of competency and retention of the knowledge and
skills learned in the course.
To complete the course requirements and receive certification, participants in the instructor-led training and blended
learning courses must successfully participate in the Putting It All Together Scenario in the role of Responder. Successful
participation means the participant demonstrated correct decision-making processes, sequenced care steps correctly and
demonstrated proficiency in all required skills with minimal guidance from the instructor. During the Putting It All Together
Scenario, participants are evaluated as the Responder, based on their ability to:
■■ Complete all critical actions.
■■ Make and act upon decisions in a timely, sequential, safe and effective manner.
■■ Demonstrate skill competency in assigned role(s).
Final Exam
Completion of the final exam is not required in order for participants in the First Aid for Severe Trauma Instructor-Led
Training course to receive a First Aid for Severe Trauma (FAST) course completion certificate from the American Red Cross.
However, instructors who have the ability to assign the final exam as homework and review the correct answers with
participants during a subsequent class period should do so. The final exam is available on the Red Cross Learning Center.
Administering the Exam

When administering the final exam, instructors must use the exam provided and may not substitute exam questions. When
administering the final exam, keep these points in mind:
■■ The final exam consists of 15 questions.
■■ Participants may refer to the First Aid for Severe Trauma Handbook or other Red Cross resources during the exam, if necessary.
■■ A score of 80 percent or better is considered a passing score.
Instructor’s Note It is acceptable for an instructor to read the exam to a participant as long as
the participant determines the appropriate response.
Maintaining Exam Security

Exam security is the instructor’s responsibility. It is not recommended that participants be allowed to see the final exam
before it is distributed. Exams may be updated periodically, and it is the responsibility of the instructor to ensure that they
are using the most current exam.
If you will be administering the exam during class instead of assigning it as homework, use the answer key located in
Appendix E of this instructor’s manual to quickly check participants’ answers, and then hand the answer sheets back to
participants. This way, the participant can review any incorrect answers. Be sure to collect all answer sheets and exams
before participants leave the class.
Blended Learning Online Session

Participants in the First Aid for Severe Trauma Blended Learning course will complete the 15-question final exam as part
of the blended learning online session. If a participant does not pass the exam on their first attempt, feedback will be
provided, and the participant can retake the exam until they are successful.
Online-Only Course
Participants in the First Aid for Severe Trauma Online-Only course will complete the 15-question final exam as part of the
online course. If a participant does not pass the exam on their first attempt, feedback will be provided, and the participant
can retake the exam until they are successful.
Criteria for Grading Participants

Course participants are assigned one of the following grades:
■■ Successful is entered for a participant who has successfully attended and participated in all class sessions, including
activities and skill practices, and demonstrated proficient competency in all required skills.
■■ Unsuccessful is entered for a participant who has not met course objectives and/or has not successfully attended
and participated in all class sessions, including activities and skill practices, or demonstrated proficient competency in
all required skills.
■■ Not Evaluated is entered as the final grade for a participant who is not attending the course with the intention of
receiving a completion certificate. This grade should not be substituted for Unsuccessful for a participant who attempts
certification but is unable to pass the completion requirements. A participant who chooses to audit must make their
intent known to the instructor at the beginning of the class.

Handling Unsuccessful Course Completion
If the participant does not meet the criteria for course completion and certification, provide the participant with information
about course topics and skills where remediation is needed. Advise the participant that they can repeat the course if
they choose.
Reporting Procedures
You must report the course in the Red Cross Learning Center within the specified time frame (10 days). For the First Aid
for Severe Trauma Instructor-Led Training course, use Course Record Entry. For the First Aid for Severe Trauma Blended
Learning course, use Close a Class. For more information, visit the Red Cross Learning Center.
Acknowledging Course Completion

Awarding Certification
Red Cross certification means that on a particular date an instructor verified that a participant demonstrated competency
in all required skills taught in the course.
When reporting teaching activity, instructors must include the email address of each participant so they can receive an
email with a link to their digital certificate.
Participants can access the digital certificate through an email with a link once the course has been reported, or
participants can access their certificate by going directly to the site. Participants with an account in the Red Cross
Learning Center can also view their certificates on the Red Cross Learning Center—Student Portal.
The digital certificate can be viewed, printed or shared online. It will contain an alpha-numeric identifier and Quick
Response (QR) code.
Continuing Education Units for Professionals

Many course takers are professionals who need continuing education units to maintain a license, certification, or both.
The American Red Cross is an accredited provider of the International Association of Continuing Education and Training
(IACET). IACET’s Criteria for Quality Continuing Education and Training Programs are the standards by which hundreds of
organizations measure their educational offerings. For additional information, please see the Red Cross Learning Center.
Obtaining Participant Feedback

Gaining feedback from participants is an important step in any evaluation process. Participants should have an opportunity
to tell you what they thought about the course. Have participants complete evaluations each time you teach the course.
The information will provide you with feedback concerning the course and its instruction and help the Red Cross maintain
the high quality of the course.
Additional Training Opportunities
A wide range of additional training opportunities in safety and preparedness are offered through the American Red Cross.
Examples include:
■■ First Aid/CPR/AED
■■ Anaphylaxis and Epinephrine Auto-Injector Training
■■ Wilderness and Remote First Aid
■■ Basic Life Support
■■ Bloodborne Pathogens
■■ CPR/AED for Professional Rescuers
■■ Emergency Medical Response
■■ Advanced Life Support
■■ Pediatric Advanced Life Support
■■ Babysitter’s Training
■■ Swimming and Water Safety courses and presentations
■■ Lifeguarding
■■ Water Safety Instructor
Refer participants to redcross.org for more information about scheduled courses in their community.

SECTION B:
Course Outlines
and Agendas
First Aid for Severe Trauma Instructor-Led Training Course Outline
First Aid for Severe Trauma Blended Learning In-Person Session Outline
First Aid for Severe Trauma Instructor-Led Training Sample Agenda
Section B: Course Outlines and Agendas 31

First Aid for Severe
Trauma Instructor-Led
Training Course Outline
Lesson 1—Personal Safety in Emergency Situations
TOPIC TIME
Introduction 10 minutes
Emergency Action Steps 6 minutes
Scene Safety 9 minutes
Consent 1 minute
Helping Others to Safety 1 minute
Violent Situations 1 minute
Limiting Your Exposure 2 minutes
Lesson Wrap-Up 5 minutes
Lesson 1—Personal Safety in Emergency Situations Total Time 35 minutes
Lesson 2—Recognizing Life-Threatening Bleeding

TOPIC TIME
Introduction 1 minute
Life-Threatening or Non-Life-Threatening? 4 minutes
Lesson 2—Recognizing Life-Threatening Bleeding Total Time 10 minutes
Lesson 3—Communicating in Emergency Situations

TOPIC TIME
Introduction 1 minute
Communicating with Others at the Scene 8 minutes
Communicating with the 9-1-1 Dispatcher 10 minutes
Lesson 3—Communicating in Emergency Situations Total Time 24 minutes
Course Outlines and Agendas 33

Lesson 4—Caring for a Person with Life-Threatening Bleeding
TOPIC TIME
Using Direct Pressure to Stop Bleeding 4 minutes
Using a Tourniquet to Stop Bleeding 6 minutes
After the Bleeding Stops 3 minutes
Lesson 4—Caring for a Person with Life-Threatening Bleeding Total Time 21 minutes
Lesson 5—Skill Practice and Scenario and Training Wrap-Up

TOPIC TIME
Skill Practice: Applying Direct Pressure 10 minutes
Skill Practice: Using a Tourniquet 12 minutes
Putting It All Together Scenario: Life-Threatening Bleeding Emergency Response 20 minutes
Training Wrap-Up 3 minutes
Lesson 5—Skill Practice and Scenario and Training Wrap-Up Total Time 45 minutes
TOTAL INSTRUCTOR-LED TRAINING COURSE TIME: 135 minutes
34 First Aid for Severe Trauma Instructor’s Manual | Section B: Course Outlines and Agendas
Trauma Blended
Learning In-Person
Session Outline
Lesson 1—Introduction
TOPIC TIME
Lesson 1—Introduction Total Time 2 minutes
Lesson 2—Skill Practice and Scenario

TOPIC TIME
Skill Practice: Applying Direct Pressure 10 minutes
Skill Practice: Using a Tourniquet 12 minutes
Putting It All Together Scenario: Life-Threatening Bleeding Emergency Response 20 minutes
Lesson 2—Skill Practice and Scenario Total Time 42 minutes
Lesson 3—Training Wrap-Up
TOPIC TIME
Training Wrap-Up 1 minute
Lesson 3—Training Wrap-Up Total Time 1 minute
TOTAL IN-PERSON SESSION TIME: 45 minutes

Trauma Instructor-Led
Training Sample Agenda
24 Participants, 1 Instructor
Approximately 135 minutes
Class Period 1
TIME ACTIVITY
9:00–9:35 Lesson 1
Personal Safety in Emergency Situations
9:35–9:45 Lesson 2
Recognizing Life-Threatening Bleeding
Class Period 2
TIME ACTIVITY
9:00–9:24 Lesson 3
Communicating in Emergency Situations
9:24–9:45 Lesson 4
Caring for a Person with Life-Threatening Bleeding
Class Period 3
TIME ACTIVITY
9:00–9:45 Lesson 5
Skill Practice and Scenario and Training Wrap-Up

SECTION C:
Lesson Plans
for Instructor-
Led Training
Lesson 1: Personal Safety in Emergency Situations
Lesson 2: Recognizing Life-Threatening Bleeding
Lesson 3: Communicating in Emergency Situations
Lesson 4: Caring for a Person with Life-Threatening Bleeding
Lesson 5: Skill Practice and Scenario and Training Wrap-Up
Section C: Lesson Plans for Instructor-Led Training 39

LESSON 1:
Personal Safety in
Emergency Situations
Lesson Length: 35 minutes
Guidance for the Instructor

To complete this lesson and meet the lesson objectives, you must:
■■ Discuss all points in the topic, “Introduction.”
■■ Show the video, “Alex, Daniel and Chloe Act FAST” (6:27).
■■ Discuss all points in the topic, “Emergency Action Steps,” and conduct the Guided Discussions.
■■ Discuss all points in the topic, “Scene Safety,” and conduct the Activity.
■■ Discuss all points in the topic, “Consent.”
■■ Discuss all points in the topic, “Helping Others to Safety.”
■■ Discuss all points in the topic, “Violent Situations.”
■■ Discuss all points in the topic, “Limiting Your Exposure.”
■■ Discuss all points in the topic, “Lesson Wrap-Up,” and conduct the Knowledge Check.
Lesson Objectives
After completing this lesson, participants will be able to:
■■ State the importance of personal safety for the responder and for the injured person.

■■ First Aid for Severe Trauma Course Presentation for Instructor-Led Training, First Aid for Severe Trauma DVD or First
Aid for Severe Trauma Instructor-Led Training downloadable videos
■■ Computer or tablet with speakers, projector and projection screen or monitor
■■ Visual Aids 1.1–1.3 (if not using course presentation; see Appendix A)
■■ Enter/Stay Clear cards (one set for each participant; see Appendix A)
■■ Lesson 1 Knowledge Check (one for each participant; see Appendix D)
■■ Participant Progress Log (see Appendix G)
Lesson 1 | Personal Safety in Emergency Situations 41

Topic: Introduction
Time: 10 minutes
Instructor’s Note Advise participants that the First Aid for Severe Trauma (FAST) course
teaches how to respond to life-threatening bleeding. As such, it contains imagery and video depicting
traumatic injuries and life-threatening bleeding.
LECTURE ■■ During this training, you will learn how to respond to an emergency when there is life-
threatening bleeding.
■■ After successfully completing the training, you will receive a First Aid for Severe Trauma
(FAST) course completion certificate, valid for 2 years. To receive a certificate you must:
REFERENCE ●● Attend the entire training session.
Course Presentation ●● Actively participate in all activities.
Slides 1–3
●● Successfully complete a knowledge check at the end of each lesson.
●● Successfully complete a Putting It All Together Scenario in the role of Responder.
Instructor’s Note Completion of the final exam is not required in

order for participants to receive a First Aid for Severe Trauma (FAST) course
completion certificate from the American Red Cross. However, instructors who
have the ability to assign the final exam as homework and review the correct
answers with participants during a subsequent class period should do so.
VIDEO ■■ Tell participants that next they will watch a video about a response to a bleeding
emergency.
■■ Show the video, “Alex, Daniel and Chloe Act FAST” (6:27).
■■ Ask participants: In the video, you saw a situation that led to multiple people
GUIDED
with bleeding injuries. Can you think of other situations where it would be
DISCUSSION
useful to know how to help a person who is bleeding?
Answers may include:
●● A car crash or other transportation-related accident
●● Accidents that happen during recreational activities, such as sports, hiking or camping
LECTURE
●● A natural disaster, such as a tornado or earthquake
●● A violent situation, such as an active shooter or act of terrorism
■■ Tell participants:
REFERENCE ●● Traumatic injuries are the leading cause of death for people between the ages of 1 and
Course Presentation 44 years.

Slides 4–7 ●● Uncontrolled bleeding is the number one cause of preventable death from trauma.
●● Life-threatening bleeding can lead to death in a matter of minutes, even before an
ambulance arrives.
Instructor’s Note Remind participants that although the video

showed several responders, people can also act alone to save a life.
42 First Aid for Severe Trauma Instructor’s Manual | Section C: Lesson Plans for Instructor-Led Training
LECTURE ■■ In an emergency situation, you may need to help people with life-threatening bleeding
injuries until help arrives.
■■ Before you can help others, you must first ensure your own safety.
■■ It is also important to ensure the safety of the injured person and others who are in
REFERENCE the area.
Course Presentation
Slide 8
Topic: Emergency Action Steps

Time: 6 minutes
LECTURE ■■ Although every emergency situation is unique, there are three simple steps you can take to
guide your actions: CHECK–CALL–CARE.
REFERENCE
Course Presentation
Slide 9
Check
LECTURE ■■ First, CHECK that the scene is safe to enter.

●● Before rushing to help an injured person, stop and look around.
●● If the scene looks unsafe, stay clear.
REFERENCE
Course Presentation Instructor’s Note Tell participants that they will learn more about
Slides 10–11 safety hazards that could be present at the scene of an emergency later in
the training.
■■ If the scene is safe, obtain consent and CHECK the person.

●● Get the person’s permission to help (consent) before you touch the person. To obtain
consent, tell the person who you are, that you are trained and what you plan to do.
Instructor’s Note Tell participants that they will learn more about
obtaining consent later in the training.
●● To CHECK the person, look to see if the person appears to have a life-threatening
condition. For example, does the person appear to be unresponsive? Do you see life-
threatening bleeding?
●● If you see life-threatening bleeding, go immediately to the CALL step.
(Continued)

GUIDED ■■ Ask participants: How did the responders in the video you watched at the
DISCUSSION beginning of class demonstrate the CHECK step?
Answers should include:
●● They stopped and checked to make sure the scene was safe before they went to help the
injured people.
REFERENCE ●● They asked the injured people for permission to help (consent).
Course Presentation
●● They checked the injured people for life-threatening conditions.
Slides 12–13
Call
LECTURE ■■ CALL (or direct someone to call) 9-1-1 and grab a bleeding control kit, first aid kit and
an AED.
●● If you are alone, call 9-1-1 using the speaker mode on a mobile phone so that your
hands are free to give care.

REFERENCE ●● If you are alone and don’t have a mobile phone, control bleeding with available resources
Course Presentation and then call 9-1-1.
Slides 14–15
●● The person calling 9-1-1 should be prepared to answer the dispatcher’s questions,
including the location of the emergency.
Instructor’s Note Tell participants that they will learn more about
calling 9-1-1 later in the training.
Instructor’s Note Mention that bleeding control kits and first aid kits
might be found near AEDs in public places.
■■ As applicable, tell participants where to find bleeding control kits, first aid kits and
AEDs in their specific location.
■■ Explain to participants that in an emergency, it is a best practice to bring all available
emergency response equipment back to the scene, especially if the equipment is
located in the same place. However, when a person has life-threatening bleeding,
the care priority is controlling the bleeding by using direct pressure, a tourniquet, or
both, not using an AED. An AED is not used to care for a person with life-threatening
bleeding.
DISCUSSION beginning of class demonstrate the CALL step?
●● They called 9-1-1 and told the dispatcher where they were located.
●● They sent someone to get the bleeding control kit, first aid kit and AED.
REFERENCE
Course Presentation
Slides 16–17
Care
LECTURE ■■ Then give CARE for the person’s injury.

●● When there is life-threatening bleeding, take immediate action to stop the flow of blood.
REFERENCE Instructor’s Note Tell participants that they will learn how to care for
Course Presentation a person with life-threatening bleeding later in the training.
Slide 18
DISCUSSION beginning of class demonstrate the CARE step?
Answer should include:
●● After making sure the scene was safe, they began to care for the injured people.
REFERENCE
Course Presentation
Slides 19–20
Topic: Scene Safety

Time: 9 minutes
GUIDED ■■ Ask participants: When you are responding to an emergency, why do you need to
DISCUSSION ensure your own safety first?
●● If I get hurt, I won’t be able to help other people.
●● If I get hurt, I will increase the number of people who need help.
REFERENCE ■■ Ask participants: What safety hazards did you see in the video you watched at
Course Presentation
the beginning of class?
Slides 21–26
●● Broken glass
●● Blood (slipping hazard)
■■ Ask participants: How did the responders in the video ensure their own safety?
●● They stopped and checked for safety hazards before they approached the injured people.
●● They noticed the broken glass and were careful to avoid it.
LECTURE ■■ Before rushing to help an injured person, check the scene for safety. Ask yourself:
●● Is the scene safe to enter?
●● What happened?
●● How many people are involved?

REFERENCE ●● Is anyone else available to help?
Course Presentation ●● What is the best way to leave the area if the scene is or becomes unsafe?
Slides 27–33
■■ When you are checking the scene:
●● Scan the entire area. Look up, down and all around. Think of this as doing a
“360-degree check.”
●● Use your senses to recognize safety hazards. What do you see, hear and smell?
(Continued)
■■ Hazards that could be present at the scene of an emergency include:
●● Broken glass and other objects with sharp, jagged edges.
●● Fire or smoke.
●● Downed electrical wires.
●● Poisonous gas or a chemical spill.
●● Collapsed or unstable structures.
●● Traffic.
●● Flooding.
●● A person who is actively trying to harm others.
■■ Unusual sights, sounds or smells can tell you that a scene is unsafe to enter.
●● Unusual sights might include:
Broken glass.
Flames, sparks or smoke.
Downed wires.
Collapsed structures.
Leaking or spilled fluids.
●● Unusual sounds might include:
Ringing alarms.
Glass breaking.
Loud or muffled popping or banging.
Hissing or crackling.
●● Unusual smells might include:
Foul odors.
Unrecognizable odors.
Chemical odors.
An acrid or “burning” smell.
A gas or propane smell.
ACTIVITY ■■ Tell participants that next they will put their ability to check scene safety to the test.
■■ Ensure that each participant has a set of Enter/Stay Clear cards.
■■ Tell participants that you will show them a photo and describe a situation. Participants
should hold up the card that best describes the action they would take and be prepared to
explain why they would “enter” or “stay clear.”
REFERENCES ■■ Using the course presentation or visual aids, display each photo and describe the situation.
Course Presentation
After presenting each situation, call on a participant to give a rationale for their decision.
Slides 34–39
Reinforce learning by identifying relevant observations about the scene.
Visual Aids 1.1–1.3
■■ Situation 1: A neighbor was working on a project in the garage and the power
Enter/Stay Clear tool slipped. You see your neighbor is injured and the wound is bleeding
Cards
heavily. Your neighbor is trying to stop the bleeding and yelling for help. The
power tool is not running.
Answer:
●● Enter. There do not appear to be any hazards that could put your safety in jeopardy, and
your neighbor needs immediate help to stop what appears to be life-threatening bleeding.
■■ Situation 2: You are in biology class when you suddenly hear a loud noise, like a
desk slamming against a wall, and screaming. The sounds seem to be coming
from the chemistry lab across the hall. As you go out into the hallway, you
notice an unusual smell. You see people on the floor of the classroom who
appear to be injured and others who are coughing and gasping for air.
Answer:
●● Stay clear. The location, unusual smell, coughing and breathing difficulties suggest a toxic
chemical exposure. The scene is not safe to enter.

■■ Situation 3: You are walking with a friend on the sidewalk when you see a car
and a bicycle collide. The person riding the bike was thrown off the bike and
is on the street, with several bleeding injuries. The driver of the car has gotten
out of the car and is waving at oncoming traffic to alert the drivers to stop.
The cars approaching the area have stopped.
Answer:
●● Enter. The scene is safe to enter because someone has taken steps to halt traffic. If there
were moving traffic, the scene would not be safe to enter.
LECTURE ■■ If the scene is not safe for you to enter, keep a safe distance away and call 9-1-1
immediately.
■■ If the scene is safe, remain alert and aware of your surroundings at all times. A scene may
become unsafe at any time.
REFERENCE
Course Presentation
Slide 40
Topic: Consent
Time: 1 minute
LECTURE ■■ In an emergency, get the person’s consent (permission) to help before you touch the
person. Obtain consent during the CHECK step, after you check the scene for safety and
before you check the person.
■■ Obtaining consent is simple. Tell the person who you are, the type and level of training that
REFERENCE you have (such as training in first aid for severe trauma) and what you plan to do.
Course Presentation ●● Help the person unless the person says they do not want your help.
Slides 41–42
●● If the person says they do not want your help, do not touch the person, but do call 9-1-1
and stay with the person until help arrives.

■■ In some situations, consent is implied. This means that the law assumes the person would
give consent if they were able to. You have implied consent when:
●● The person is unresponsive or mentally altered (e.g., the person is confused or
disoriented).
●● The person is a minor (e.g., younger than 18 years) and the person’s parent or guardian
is not present.

Topic: Helping Others to Safety
Time: 1 minute
LECTURE ■■ In general, you should not move an injured person. Unnecessary movement can cause
additional injury and pain and might complicate the person’s recovery.
■■ Under the following three conditions it may be appropriate to move an injured person:
●● You must move the person to protect them from immediate danger (such as fire,
REFERENCE flooding or poisonous gas). Only attempt this if you can reach the person and remove
Course Presentation them from the area without putting yourself in danger.
Slide 43
●● You must move the person to provide care for another person who is more seriously
injured.
●● You must move the person to give proper care.
Topic: Violent Situations

Time: 1 minute
LECTURE
Instructor’s Note Incorporate specific information about local or
school active shooter protocols into the following lecture as appropriate.
REFERENCE
Course Presentation
■■ In a violent situation, such as an active shooter situation, always follow the instructions
Slides 44–47 given by police or medical personnel who have arrived on the scene.
■■ If you are not sure what to do, think RUN–HIDE–FIGHT.
■■ Your first option, if you have a clear escape route, is to RUN.
●● Run away from violent situations and dangers.
●● Help others evacuate if possible, but do not try to move injured people.
●● Call 9-1-1 after you are safe.
■■ If you cannot run, HIDE.

●● Choose a hiding place with few windows, if possible. Cover windows to make it more
difficult for the attacker to see you.

●● Block the entry to your hiding place and lock the door.
●● Silence all electronic devices and stay quiet.
■■ As a last resort, and only if your life is in immediate danger, FIGHT.

●● Have a plan for disabling or disarming the attacker. If possible, work as a team with
others.
●● Use heavy items that are nearby (such as a fire extinguisher or chair) to strike the
attacker in sensitive areas, such as the head, neck, groin or knees.
Topic: Limiting Your Exposure
Time: 2 minutes
LECTURE ■■ This training prepares you to provide first aid care for a person with life-threatening
bleeding.
■■ Although it is possible to be exposed to infection in a first aid situation, it is extremely
unlikely that you will catch a disease this way.
REFERENCE ■■ Still, if you are exposed to blood while providing care, contact your healthcare provider.
Course Presentation
Slide 48
Instructor’s Note The American Red Cross advises that responders
use appropriate personal protective equipment (PPE) when giving first aid
care, if PPE is available and circumstances allow. When caring for a person with
life-threatening bleeding, using gloves would be best. However, often no gloves
are available. Responders should wash their hands as soon as possible after
handling blood and avoid contact with their mouth and eyes. The risk of infection
from HIV and other bloodborne illnesses is very low. In fact, the risk of contracting
HIV from infected blood coming into contact with non-intact skin (such as scrapes
and lacerations) is less than 0.1%. There is no risk of contracting HIV if infected
blood comes into contact with intact skin (Source: CDC, https://www.cdc.gov/hai
/pdfs/bbp/exp_to_blood.pdf). Still, if a responder is exposed to blood, they should
contact their healthcare provider.
LECTURE ■■ It is recommended that you wear latex-free disposable gloves when giving care, but when a
person has life-threatening bleeding, do not wait until you have gloves to take action!
●● Disposable gloves are usually included in first aid kits and bleeding control kits.
●● You can carry a keychain kit that contains gloves with you so that you always have a pair
REFERENCE of gloves readily available.
Course Presentation ■■ Always wash your hands after giving care, even if you wore gloves. If time permits, wash
Slides 49–50
your hands before giving care too.
●● Wash your hands using soap and warm water for at least 20 seconds.
●● If soap and water are not available, use an alcohol-based hand sanitizer instead, and
then wash your hands with soap and water as soon as possible.

Topic: Lesson Wrap-Up
Time: 5 minutes
KEY ■■ Recap the key learning points in this lesson:

CONCEPT ●● In an emergency situation, remember CHECK–CALL–CARE to guide your actions.
REVIEW ●● In any emergency situation, your own safety is a primary concern. Use your senses to
check for safety hazards and if the scene is not safe, stay a safe distance away and
call 9-1-1.
●● In cases of active violence, remember RUN–HIDE–FIGHT.
●● It is unlikely that you will catch a disease from providing care to a person who is
REFERENCE
Course Presentation bleeding. Take steps to limit your exposure, but do not delay care if you do not have
Slide 51 disposable gloves.
KNOWLEDGE ■■ Provide each participant with a copy of the Lesson 1 Knowledge Check.
CHECK ■■ Tell participants that they will now complete a Knowledge Check to check their
understanding of what they have just learned.
■■ Give participants 3 minutes to complete the Lesson 1 Knowledge Check.
■■ Review the correct answers with participants.
REFERENCES ●● 1. D
Course Presentation
●● 2. C
Slides 52–61
●● 3. D
Lesson 1
●● 4. A
Knowledge Check
●● 5. A
Participant
Progress Log ■■ Answer participants’ questions.
■■ Record each participant’s successful completion of the Lesson 1 Knowledge Check on the
Participant Progress Log.
TRANSITION ■■ Tell participants that next, they will learn how to recognize life-threatening bleeding.
REFERENCE
Course Presentation
Slide 62
LESSON 2:
Recognizing Life-
Threatening Bleeding

■■ Discuss all points in the topic, “Life-Threatening or Non-Life-Threatening?”
■■ Show the video, “Volume and Flow” (0:51).
■■ Show the video, “Life-Threatening or Non-Life-Threatening?” (0:16), and conduct the Guided Discussion and Activity.
Lesson Objectives
■■ Distinguish life-threatening bleeding from non-life-threatening bleeding.

■■ Visual Aids 2.1–2.3 (if not using course presentation; see Appendix A)
■■ Life-Threatening/Non–Life-Threatening cards (one set for each participant; see Appendix A)
Lesson 2 | Recognizing Life-Threatening Bleeding 51

Topic: Introduction
Time: 1 minute
LECTURE ■■ Recognizing life-threatening bleeding is important.

■■ Once you recognize life-threatening bleeding, you will know that immediate action is
needed to save the person’s life.
■■ Bleeding can be external or internal.
REFERENCE ●● External bleeding is bleeding that you can see outside of the body.
Course Presentation ●● Internal bleeding is bleeding that occurs inside the body that you can’t see.
Slide 63
Instructor’s Note Tell participants that this training teaches them

how to recognize and care for life-threatening bleeding that they can see.
Depending on what caused the injury, some injured people may have life-threatening
internal bleeding or other injuries that cannot be seen. Tell participants that they
should always call 9-1-1 if they have any concern that the person may be seriously
injured.
Topic: Life-Threatening or
Non-Life-Threatening?
Time: 4 minutes
VIDEO ■■ Tell participants that volume and flow are two ways to tell if external bleeding is
life-threatening.
■■ Show the video, “Volume and Flow” (0:51).
■■ Answer participants’ questions.
REFERENCE
Course Presentation
Slide 64
VIDEO ■■ Tell participants that next they will take another look at part of the video that they watched
at the beginning of class. Participants should be prepared to discuss whether the injured
people have life-threatening or non-life-threatening bleeding, based on the concepts of
volume and flow.
GUIDED
■■ Show the video, “Life-Threatening or Non-Life-Threatening?” (0:16).
DISCUSSION
■■ Ask participants: Do you think either of the injured people has life-threatening
bleeding? If so, does just one of the injured people have life-threatening
bleeding, or do both?
REFERENCE Answers should include:
Course Presentation ●● Juan has life-threatening bleeding.
Slides 65–73 ●● Samantha does not appear to have life-threatening bleeding.
■■ Ask participants: What characteristics of Juan’s bleeding caused you to identify it
as life-threatening?
●● The volume of blood present was equal to about half of what a soda can contains.
●● The blood was flowing continuously.
■■ Ask participants: Would you consider the bleeding life-threatening if the blood
was spurting instead of flowing continuously?
Answer:
●● Yes.
■■ Ask participants: What characteristics of Samantha’s bleeding caused you to

identify it as non-life-threatening?
●● The volume of blood present was not enough to fill a soda can halfway.
●● The blood was trickling, not continuously flowing or spurting.
ACTIVITY ■■ Tell participants that next they will put their ability to identify life-threatening bleeding to
the test.
■■ Ensure that each participant has a set of Life-Threatening/Non-Life-Threatening cards.
■■ Tell participants that you will describe a situation. Participants should hold up the card
that they think best describes the bleeding and be prepared to explain why they think the
REFERENCES bleeding is or is not life-threatening.
Course Presentation
■■ Using the course presentation or visual aids, display each photo and describe the situation.
Slides 74–79
After presenting each situation, call on a participant to give a rationale for their decision.
Visual Aids 2.1–2.3
Reinforce learning by pointing out the characteristics of life-threatening bleeding.
Life-Threatening/ ■■ Situation 1: The person cut their leg in an accident. Blood is flowing steadily.
Non-Life-
The injured person’s clothing is blood-soaked.
Threatening Cards
Answer:
●● Life-threatening. The steady flow and significant volume suggest that the bleeding is
life-threatening.
■■ Situation 2: The person tripped over a rock while hiking, fell and cut their leg.
There is a slow trickle of blood from the cut on the person’s leg.
Answer:
●● Non-life-threatening. The slow trickle suggests that the bleeding is non-life-threatening.
■■ Situation 3: A person was trying to open a package and the box cutter
slipped. Blood is spurting from the injured person’s wound and pooling
on the workbench. The pool of blood is quickly increasing in size.
Answer:
●● Life-threatening. Blood that spurts from a wound is a sign of life-threatening bleeding.
Additionally, the large volume of blood that has pooled on the workbench suggests that
the bleeding is life-threatening.
Lesson 2 | Recognizing Life-Threatening Bleeding 53

Time: 5 minutes

CONCEPT ●● In an emergency situation, you may need to help people with life-threatening bleeding
REVIEW injuries until help arrives.

●● Blood volume and flow help you to determine when bleeding is life-threatening.
●● To recognize life-threatening bleeding, look at the amount of blood and how the blood
moves.
REFERENCE Is there enough blood to fill a soda can halfway?
Course Presentation Is the blood flowing continuously or spurting from the wound?
Slide 80
REFERENCES ●● 1. Scenario 1: A, Scenario 2: A, Scenario 3: B
Course Presentation
●● 2. B
Slides 81–90
●● 3. D
Lesson 2
Knowledge Check ■■ Answer participants’ questions.
Participant
Progress Log Participant Progress Log.
TRANSITION ■■ Tell participants that next, they will learn how to communicate effectively in an emergency
situation.
REFERENCE
Course Presentation
Slide 91
LESSON 3:
Communicating in
Emergency Situations

■■ Show the video, “Closed-Loop Communication” (0:26), and conduct the Guided Discussion.
■■ Discuss all points in the topic, “Communicating with Others at the Scene,” and conduct the Activity.
■■ Show the video, “Chloe’s 9-1-1 Call” (2:37), and conduct the Guided Discussion.
■■ Discuss all points in the topic, “Communicating with the 9-1-1 Dispatcher,” and conduct the Activity.
Lesson Objectives
■■ Demonstrate high-level communication skills in an emergency setting.
■■ Communicate essential information to a 9-1-1 dispatcher.

■■ First Aid for Severe Trauma Instructor-Led Training course presentation, First Aid for Severe Trauma DVD or First Aid
for Severe Trauma Instructor-Led Training downloadable videos
■■ Closed-Loop Communication Scenario cards (one set for each participant; see Appendix A)
■■ 9-1-1 Call Scenario 1 cards or 9-1-1 Call Scenario 2 cards (one set for each group of two participants; see Appendix A)
Lesson 3 | Communicating in Emergency Situations 55

Topic: Introduction
Time: 1 minute
LECTURE ■■ In an emergency situation, communicating effectively can be lifesaving.

■■ You need to be able to communicate clearly with other people at the scene and with the
9-1-1 dispatcher.
■■ Clear communication helps to limit confusion and ensure that people receive the help they
REFERENCE need quickly.
Course Presentation
Slide 92
Topic: Communicating with

Others at the Scene
Time: 8 minutes
VIDEO ■■ Tell participants that next they will take another look at part of the video that they watched
at the beginning of class. Participants should pay attention to how the responders
communicate with each other.
■■ Show the video, “Closed-Loop Communication” (0:26).
GUIDED
■■ Ask participants: What did you notice about how Alex, Daniel and Chloe
DISCUSSION
communicated with each other?
●● Alex addressed Daniel and Chloe by name and clearly stated what she wanted each of
REFERENCE them to do.

Course Presentation ●● Alex made sure that Daniel and Chloe understood what she was asking them to do.
Slides 93–95 ●● Daniel repeated back to Alex that he was going to get the bleeding control kit, first aid kit
and AED before he left.
LECTURE ■■ This is a technique called “closed-loop communication.”

●● Closed-loop communication helps to ensure clear communication and prevent
misunderstandings.
●● It involves four key parts.
REFERENCE The sender is the person who starts the communication.
Course Presentation The message is the content of the communication.
Slides 96–97
The receiver is the person for whom the message is intended.
Feedback is confirmation by the receiver that the message is received and understood.
LECTURE ■■ When you are the sender:

●● Speak clearly.
●● Clearly identify the receiver.
Make eye contact with the receiver.

REFERENCE Point at the receiver to make it clear who you are speaking to.
Course Presentation
Slide 98
Use the receiver’s name if you know it. If you do not know the receiver’s name,
identify the receiver in some other way. For example, you could say, “You, in the blue
shirt, go get the bleeding control kit.”
●● “Close the loop” by getting feedback from the receiver. If the receiver does not provide
feedback, ask the receiver to repeat what you told them back to you before continuing.
LECTURE ■■ When you are the receiver:

●● Speak clearly.
●● Provide feedback.
Confirm that you have received the message and that you understand it by repeating
REFERENCE what you heard back to the sender.
Course Presentation If you are unsure of what the sender is telling you or asking you to do, ask the sender
Slide 99
to repeat themselves or explain further. This way, the sender can provide clarification
as needed.
●● Communicate when you are beginning the task and when you have completed it.
ACTIVITY ■■ Tell participants that next they will practice closed-loop communication.
■■ Divide participants into teams of two. Provide each participant with a set of Closed-Loop
Communication Scenario cards.
■■ Explain to participants that:
●● They will complete two scenarios.
REFERENCES ●● They should determine who will be Responder 1 and who will be Responder 2 for Scenario 1.
Course Presentation
●● They will each read their assigned roles from the Closed-Loop Communication Scenario
Slide 100
card for Scenario 1.
Closed-Loop
●● Participants will then switch roles and complete Scenario 2.
Communication
Scenario Cards ■■ Answer participants’ questions.
Topic: Communicating with

the 9-1-1 Dispatcher
Time: 10 minutes
VIDEO ■■ Tell participants that next they will watch a video of Chloe’s phone call with the 9-1-1
dispatcher. Participants should take note of the questions the 9-1-1 dispatcher asks Chloe.
■■ Show the video, “Chloe’s 9-1-1 Call” (2:37).
■■ Ask participants: What information did the 9-1-1 dispatcher request from Chloe?
GUIDED
DISCUSSION ●● The location of the emergency.
●● The type of emergency.
●● The telephone number of the phone being used to make the call.
●● A description of what happened.

REFERENCE
Course Presentation ●● The number of injured people.
Slides 101–103 ●● What help, if any, had been given so far, and by whom.
●● Whether the person giving care needed instructions for providing first aid.
(Continued)

LECTURE
Instructor’s Note Incorporate specific information about local or
school protocols for calling 9-1-1 into the following lecture as appropriate.
REFERENCE ■■ When calling 9-1-1, try to stay calm.

Course Presentation
●● It’s normal to feel shaky, sweaty or cold. These are normal side effects of a hormone
Slides 104–109
your body releases in stressful situations.
●● You may also feel like time is slowing down, like you have “tunnel vision,” or like sounds
are muffled.
■■ Be prepared to provide essential information that will allow the dispatcher to get the right
people to the scene to help quickly.
●● Provide your location.
Give the street address and the name of the nearest major cross street if you know it.
Give details such as what floor you are on and what room or part of the building you are in.
Inform the dispatcher if there are any special considerations related to gaining access
to the building or property (for example, there are gates; the front entrance is locked).
●● Provide details about the nature of the emergency. Are people injured? How many
people? What do you think caused the injuries?

■■ Listen to the dispatcher.
●● They are highly trained and will direct the conversation.
●● Communicate what you know and what you did and answer the dispatcher’s questions
to the best of your ability.

●● Follow any instructions the dispatcher may give you.
■■ Stay on the phone until the dispatcher ends the call.

●● The dispatcher may need more information.
●● Many dispatchers are trained to give first aid instructions over the phone.
If the person giving care needs care instructions and you are calling from a mobile
phone, the dispatcher may instruct you to put the phone in speaker mode and bring it
to the injured person’s side.
ACTIVITY ■■ Tell participants that next they will practice making a 9-1-1 call.
■■ Divide participants into teams of two. Provide each team with a set of 9-1-1 Call Scenario 1
or 9-1-1 Call Scenario 2 cards.
■■ Explain to participants that:
●● They should determine who will be the Responder and who will be the Dispatcher.
REFERENCES ●● The participant in the role of Responder should read the description of the emergency
Course Presentation
situation and study the picture on the Responder card to discover the information
Slide 110
needed to answer the Dispatcher’s questions.
9-1-1 Call Scenario
●● The Dispatcher will read the questions from the Dispatcher card and the Responder
Cards
will answer the questions.
Time: 5 minutes

CONCEPT ●● In an emergency situation, the ability to communicate effectively saves time and
REVIEW increases the chance for a positive outcome.

●● Closed-loop communication is a technique that promotes clear, effective communication;
increases efficiency; and reduces misunderstandings and errors.

●● When calling 9-1-1, be prepared to provide essential information that will enable the
REFERENCE dispatcher to send appropriate help to the scene quickly, and stay on the phone until the
Course Presentation dispatcher ends the call.
Slide 111
Course Presentation
●● 2. B
Slides 112–121
●● 3. A
Lesson 3
●● 4. B
Knowledge Check
●● 5. C
Participant
Progress Log ■■ Answer participants’ questions.
TRANSITION ■■ Tell participants that next, they will learn how to provide care for a person with life-
threatening bleeding.
REFERENCE
Course Presentation
Slide 122

LESSON 4:
Caring for a Person
with Life-Threatening
Bleeding

■■ Show the video, “Pressure Stops Bleeding” (1:19), and conduct the Guided Discussion.
■■ Discuss all points in the topic, “Using Direct Pressure to Stop Bleeding.”
■■ Show the video, “Applying Direct Pressure” (3:10).
■■ Discuss all points in the topic, “Using a Tourniquet to Stop Bleeding.”
■■ Show the video, “Using a Tourniquet” (4:34).
■■ Discuss all points in the topic, “After the Bleeding Stops.”
Lesson Objectives
■■ Describe methods used to stop bleeding.
■■ Describe positions of comfort for an injured person.

Lesson 4 | Caring for a Person with Life-Threatening Bleeding 61

Topic: Introduction
Time: 3 minutes
VIDEO ■■ Tell participants that next they will see a replay of the part of the video when Alex provides
care for Juan, the person with life-threatening bleeding. Participants should pay attention
to the methods Alex uses to stop the bleeding.
■■ Show the video, “Pressure Stops Bleeding” (1:19).
GUIDED
■■ Ask participants: How did Alex care for Juan, the person with life-threatening
DISCUSSION
bleeding?
●● She applied direct pressure until a tourniquet was available, and then she applied the
REFERENCE tourniquet.
Course Presentation ■■ Ask participants: What do you think direct pressure and a tourniquet have in
Slides 123–127 common?
●● They both use pressure to stop the bleeding.
LECTURE ■■ Pressure is what stops bleeding.

●● Depending on the situation and the location of the wound, you may use direct pressure,
a tourniquet, or both to stop bleeding.

Anyone with any type of bleeding, whether it is life-threatening or not, should have
REFERENCE direct pressure applied to stop the bleeding.
Course Presentation Anyone with life-threatening bleeding from an arm or a leg should also have a
Slides 128–129
tourniquet applied as soon as one is available.
■■ It takes a lot of pressure to stop life-threatening bleeding.
●● Major blood vessels often are deep under the skin.
●● When you apply pressure to control life-threatening bleeding (either with your hands
or a tourniquet), the goal is to squeeze the blood vessel so that it collapses, slowing or
stopping the bleeding.
Topic: Using Direct Pressure

to Stop Bleeding
Time: 4 minutes
VIDEO
Instructor’s Note Tell participants that they will have a chance to
practice the skill of applying direct pressure later in the training.
REFERENCE
Course Presentation ■■ Tell participants that next they will watch a video about applying direct pressure to stop
Slide 130 bleeding.
■■ Show the video, “Applying Direct Pressure” (3:10).
Instructor’s Note Explain to participants that to most effectively
promote blood clotting, there should be maximum contact between the
dressing and the bleeding surfaces of the wound. When placing the dressing on
the wound, participants should ensure maximum surface contact between the
dressing and the bleeding surfaces of the wound by pressing the dressing against
the bleeding surfaces of the wound as they apply direct pressure.
Topic: Using a Tourniquet to Stop Bleeding

Time: 6 minutes
VIDEO
Instructor’s Note Tell participants that they will have a chance to
practice the skill of applying a tourniquet later in the training.
REFERENCE
Course Presentation ■■ Tell participants that next they will watch a video about using a tourniquet to stop life-
Slide 131 threatening bleeding.
■■ Show the video, “Using a Tourniquet” (4:34).
Topic: After the Bleeding Stops

Time: 3 minutes
LECTURE ■■ After you have stopped the bleeding, you will need to make sure the injured person is in a
position of comfort that allows the person to breathe most easily.
●● The person’s airway should remain open and clear.
●● The person’s chest should be able to expand fully.

REFERENCE ■■ If the person had life-threatening bleeding, cover the person with extra clothing or a
Course Presentation blanket as needed to prevent loss of body heat.
Slide 132
LECTURE ■■ A person who is awake and alert will often naturally assume a position of comfort.
●● Let the person stay in the position that is most comfortable.
●● Do not force the person to lie down.
REFERENCE
Course Presentation
Slide 133
(Continued)

LECTURE ■■ If the person is unresponsive but breathing or responsive but not fully awake, put the
person into a recovery position after you have stopped the bleeding.
■■ The recovery position helps to keep the person’s airway open. You should also use the
recovery position if the person begins to vomit.
REFERENCE ■■ To put a person in the recovery position:
Course Presentation ●● Kneel at the person’s side.
Slides 134–138
●● Extend the person’s arm that is closest to you above the person’s head.
●● Roll the person toward you onto their side, so that the person’s head rests on their
extended arm.
●● Bend both the person’s knees to stabilize the person’s body.
■■ After putting a person in the recovery position, check to make sure any tourniquets that
have been applied are still in place and tight, and that bleeding has not restarted.
●● Remember the person may have bleeding from more than one wound.
■■ If you think the person might have a head, neck, spinal or pelvic injury, do not put the
person in the recovery position. Leave the person in the position that you found them in.

Time: 5 minutes

CONCEPT ●● When a person has life-threatening bleeding, you must act quickly to reduce the
REVIEW amount of blood the person loses while waiting for emergency medical services (EMS)
personnel to arrive.
●● Firm, steady, continuous pressure is what stops bleeding. You can use direct pressure, a
tourniquet, or both to control bleeding.

REFERENCE Direct pressure is used to control life-threatening bleeding on the head, neck or trunk.
Course Presentation A tourniquet is used to control life-threatening bleeding on the arms or legs. Apply
Slides 139–140 direct pressure until the tourniquet is on and tightened.
Direct pressure may also be used to control non-life-threatening bleeding.
●● Apply pressure until the bleeding stops.
●● Stop the bleeding first, then make sure the injured person is in a position of comfort that
allows them to breathe, minimizes the risk for choking and prevents loss of body heat.
Do not force the person to lie down.
Use the recovery position if you do not suspect a head, neck, spinal or pelvic injury
and the injured person:
• Is unresponsive (or responsive but not fully awake) AND
• Is breathing normally.
If the person had life-threatening bleeding, cover the person with extra clothing or a
blanket as needed to prevent loss of body heat.
CHECK ■■ Tell participants that they will now complete a Knowledge Check to check their understanding
of what they have just learned.
Course Presentation
●● 2. C
Slides 141–152
●● 3. C (PULL)–B (TWIST)–A (CLIP)
Lesson 4
●● 4. A (True)
Knowledge Check
●● 5. A
Participant
●● 6. C
Progress Log
ASSIGNMENT ■■ Assign as homework the First Aid for Severe Trauma (FAST) training final exam.
Instructor’s Note Instructors who have the ability to assign the final
exam as homework and review the correct answers with participants during
a subsequent class period should do so. Completion of the final exam is not
required in order for participants to receive a First Aid for Severe Trauma (FAST)
course completion certificate from the American Red Cross.
TRANSITION ■■ Tell participants that next they will have a chance to practice applying direct pressure and
using a tourniquet, and they will complete the Putting It All Together Scenario.
REFERENCE
Course Presentation
Slide 153

LESSON 5:
Skill Practice and
Scenario and
Training Wrap-Up

■■ Discuss all points in the topic, “Skill Practice: Applying Direct Pressure.”
■■ Conduct the skill practice, “Applying Direct Pressure.”
■■ Discuss all points in the topic, “Skill Practice: Using a Tourniquet.”
■■ Conduct the skill practice, “Using a Tourniquet.”
■■ Discuss all points in the topic, “Putting It All Together Scenario: Life-Threatening Bleeding Emergency Response.”
■■ Conduct the Putting It All Together Scenario: Life-Threatening Bleeding Emergency Response.
■■ Discuss all points in the topic, “Training Wrap-Up.”
■■ Show the video, “Training Wrap-Up” (0:39).
Lesson Objectives
■■ Apply their knowledge and skills to respond to a simulated emergency situation.
■■ Receive a certificate for First Aid for Severe Trauma (FAST) training after meeting the requirements for successful
training completion.
Lesson 5 | Skill Practice and Scenario and Training Wrap-Up 67

■■ Gauze pads (one box)
■■ Latex-free disposable gloves (one box)
■■ Windlass rod tourniquet or ratcheting tourniquet (one for every group of four participants)
■■ Skill Practice Sheet: Applying Direct Pressure (one for each participant: see Appendix B)
■■ Skill Practice Sheet: Using a Windlass Rod Tourniquet or Skill Practice Sheet: Using a Ratcheting Tourniquet (one for
each participant; see Appendix B)
■■ Putting It All Together Scenario Sheet: Life-Threatening Bleeding Emergency Response (one for the instructor, plus
one for every group of four participants; see Appendix C)
Instructor’s Note Instructors should familiarize themselves with the core competencies
described in the Skill Charts and Skill Assessment Tools (see Appendix F) before conducting this lesson.
Instructor’s Note The times allotted for the skill practice sessions and the Putting It All Together
Scenario in the First Aid for Severe Trauma (FAST) training course are based on a participant-to-
instructor ratio of 24 to 1. This participant-to-instructor ratio relies on dividing participants into groups of
at least four for the skill practice and scenario. To effectively evaluate each participant, you must not exceed
six groups per one instructor. If the number of participants exceeds 24, you will need to either add
additional instructors so that each instructor has six or fewer groups to observe or add additional class time to
accommodate making six larger groups and running additional rounds of skill practice and the scenario so that
each participant has the chance to perform each of the roles at least once.
Topic: Skill Practice: Applying
Direct Pressure
Time: 10 minutes
SKILL ■■ Have participants form groups of four.

PRACTICE ●● Ensure that each group of participants has latex-free disposable gloves, gauze and a
bleeding control trainer.

■■ Provide each participant with a copy of the Skill Practice Sheet: Applying Direct Pressure.
■■ Tell participants that one person in each group will be the Responder, one will be the
REFERENCES Coach, and two will be the Watchers.
Course Presentation ●● Ask each group to decide who will perform each role and then scan the groups to
Slide 154
confirm that all roles have been assigned.
Skill Practice Sheet: ●● Explain each role:
Applying Direct
The Responder applies direct pressure to the bleeding control trainer.
Pressure
The Coach guides the Responder through the skill by reading the steps of the skill
Skill Chart and Skill
using the Skill Practice Sheet: Applying Direct Pressure. The Coach also provides
Assessment Tool:
Applying Direct
corrective feedback as needed.
Pressure The Watchers observe the Responder and the Coach and provide corrective
Participant
feedback as needed.
Progress Log ■■ Each group will repeat the skill practice four times, switching roles each time, so that every
participant has the opportunity to perform the role of Responder, Coach and Watcher at
least once.
Instructor’s Note Some participants may find reading each step of

the skill out loud to be repetitive during subsequent rounds. As an alternative
to reading each step out loud during these rounds and if the Responder prefers,
the Coach may provide help on an as-needed basis (e.g., by telling the Responder
the next step if the Responder seems unsure of what to do, or commenting if steps
are missed or done in the wrong order). The Coach should still provide corrective
feedback as needed.
■■ Remind participants that when practicing the skill of direct pressure they should:
●● Place a dressing on the wound and ensure good contact with the bleeding surfaces of
the wound.
●● Apply pressure by placing both hands on top of each other over the wound and pushing
straight down, with the shoulders directly over the hands and elbows locked.
Instructor’s Note For participants who have been trained in CPR, it

can be useful to compare the position used when applying direct pressure
to that used when giving CPR.
(Continued)

■■ Circulate among the groups to provide assistance and corrective global and individual
feedback as necessary. Provide direction to switch roles after about 1 minute if necessary.
■■ Have participants repeat the skill practice until each participant has performed in the role
of Responder, Coach and Watcher at least once.
■■ Record each participant’s successful completion of the Applying Direct Pressure Skill
Practice on the Participant Progress Log.
Topic: Skill Practice: Using a Tourniquet

Time: 12 minutes
Instructor’s Note If participants will not be practicing the skill using a Red Cross windlass rod
tourniquet, explain the features and use of the tourniquet participants will be using in class.
SKILL ■■ Provide each participant with a copy of the Skill Practice Sheet: Using a Windlass Rod
PRACTICE Tourniquet or the Skill Practice Sheet: Using a Ratcheting Tourniquet.
■■ Ensure that each group of participants has latex-free disposable gloves, a tourniquet and a
■■ Review the following with participants:
REFERENCES ●● They will remain in groups of four.
Course Presentation ●● One person in each group will be the Responder, one will be the Coach and two will
Slide 155
be the Watchers.
Skill Practice Sheet: ●● Ask each group to decide who will perform each role and then scan the groups to
Using a Windlass
Rod Tourniquet
■■ Explain the roles to the participants:
Skill Practice Sheet: ●● The Responder applies the tourniquet to the bleeding control trainer.
Using a Ratcheting
●● The Coach guides the Responder through the skill by reading the steps of the skill
Tourniquet
using the Skill Practice Sheet: Using a Windlass Rod Tourniquet or the Skill Practice
Assessment Tool:
Sheet: Using a Ratcheting Tourniquet. The Coach also provides corrective feedback as
Using a Windlass needed.
Rod Tourniquet ●● The Watchers observe the Responder and Coach and provide corrective feedback
Skill Chart and Skill as needed.

Assessment Tool: ■■ Each group will repeat the skill practice four times, switching roles each time, so that every
Using a Ratcheting participant has the opportunity to perform the role of Responder, Coach and Watcher at
Tourniquet least once.
Participant
Progress Log
the Coach may provide help on an as-needed basis (e.g., by telling the Responder
the next step if the Responder seems unsure of what to do, or commenting if
steps are missed or done in the wrong order). The Coach should still provide corrective
feedback as needed.
■■ Remind participants that when practicing the skill of applying a tourniquet, they should:
●● Pull the strap of the tourniquet as tight as possible around the bleeding control trainer
first, and then once the tourniquet is as tight as possible around the bleeding control
trainer, they should finish tightening it by twisting the rod or lifting the buckle.
●● Tighten the tourniquet until they cannot twist the rod or lift the buckle anymore (or until
the bleeding stops), even though it may be painful for the person.
feedback as necessary. Provide direction to switch roles after about 3 minutes if necessary.
Instructor’s Note Be prepared to help participants “reset” the

tourniquet after each use.
■■ Record each participant’s successful completion of the Using a Tourniquet Skill Practice on
the Participant Progress Log.
Topic: Putting It All Together

Scenario: Life-Threatening
Bleeding Emergency Response
Time: 20 minutes
Instructor’s Note To reinforce the best practice of bringing all available emergency equipment
to the scene of an emergency, the Responder should direct the Helper to get the “bleeding control kit,
first aid kit and AED.” However, for the purposes of enacting the scenario, it is only necessary for the Helper
to bring a bleeding control kit that contains a tourniquet, or a tourniquet.
Instructor’s Note For the purposes of enacting the scenario, it is sufficient for participants to
verbalize the appropriate actions to take related to ensuring a position of comfort and preventing the
loss of body heat, rather than actually taking these actions. For example, a participant may say, “I’m letting the
person find their own position of comfort” and “I’m covering the person with a blanket.”

SCENARIO ■■ Explain to participants that now, they will have a chance to put together everything they have
learned about responding to a life-threatening bleeding emergency, from CHECK–CALL–
CARE through applying direct pressure and a tourniquet and positioning the person.
REFERENCES ■■ Provide each group with a copy of the Putting It All Together Scenario Sheet: Life-
Course Presentation Threatening Bleeding Emergency Response.
Slides 156–157 ■■ Ensure that each group of participants has latex-free disposable gloves, gauze and a
Putting It All Together bleeding control trainer. Also ensure that a bleeding control kit or tourniquet is available to
Scenario Sheet: each group.
Life-Threatening ■■ Review the following with participants:
Bleeding Emergency ●● They will remain in groups of four.
Response
●● One person in each group will be the Responder, one will be the Helper, one will be
Participant the Coach and one will be the Watcher.
Progress Log
●● Ask each group to decide who will perform each role and then scan the groups to

●● The Responder checks the scene for safety and the person for life-threatening
conditions; directs the Helper to call 9-1-1 and get the bleeding control kit, first aid kit
and AED; and provides care.
Remind participants that both the Responder and the Helper should use closed-
loop communication.
●● The Helper brings the bleeding control kit or tourniquet and takes over direct pressure
when directed.
●● The Coach uses the Putting It All Together Scenario Sheet: Life-Threatening Bleeding
Emergency Response to follow along with the scenario.

The Coach should be prepared to provide feedback to the Responder and the
Helper at the conclusion of the scenario.
The Coach should not provide corrective feedback or help during the scenario.
●● The Watcher observes the Responder, Helper and Coach.
The Watcher should be prepared to provide feedback to the Responder, Helper

and Coach at the conclusion of the scenario.
The Watcher should not provide corrective feedback or help during the scenario.
■■ Tell participants that during the Putting It All Together Scenario:
●● The instructor will provide prompts to advance the scenario.
●● The instructor will provide corrective feedback as needed.
■■ Each group will repeat the Putting It All Together Scenario four times, switching roles each
time, so that every participant has the opportunity to perform the role of Responder,
Helper, Coach and Watcher once.
■■ Remind participants that they should:
●● Keep applying pressure until the tourniquet is on and the bleeding has stopped.
■■ Prompt the beginning of the scenario.

●● Observe and evaluate each Responder using the Putting It All Together Scenario
Sheet: Life-Threatening Bleeding Emergency Response.

●● Provide corrective feedback as necessary.
●● When you are satisfied with each Responder’s performance of the step, provide the
next prompt to advance the scenario.

●● Repeat the scenario until each participant has performed as the Responder.
■■ Record each participant’s successful completion of the Putting It All Together Scenario:
Life-Threatening Bleeding Emergency Response on the Participant Progress Log.
Topic: Training Wrap-Up
Time: 3 minutes
VIDEO ■■ Show the video, “Training Wrap-Up” (0:39).
REFERENCE
Course Presentation
Slide 158
LECTURE
Instructor’s Note Consider providing each participant with a First
Aid for Severe Trauma Ready Reference, First Aid for Severe Trauma
Handbook, or both, to keep.
REFERENCE
Course Presentation
Slide 159
■■ Knowing how to provide first aid care for a person with life-threatening bleeding can save
a life.
■■ By participating in this training, you’ve taken an important first step in preparing yourself to
respond to an emergency involving life-threatening bleeding.
■■ Review the skills you’ve learned in this training regularly, so if you ever have to use them,
you will have the confidence to respond.
LECTURE ■■ Many resources are available to help you respond to an emergency that involves life-
threatening bleeding:
●● The American Red Cross First Aid mobile app is free and available for iPhone and
Android devices.
REFERENCE ●● First Aid for Severe Trauma Ready Reference cards can be kept handy in an emergency.
Course Presentation ●● The First Aid for Severe Trauma Handbook can be used to review the basic knowledge
Slide 160
and skills learned in this training.
Instructor’s Note If participants did not receive Ready Reference

cards or a handbook as part of their course materials, tell participants that
these materials (as well as bleeding control kits, first aid kits and supplies) are
available through the Red Cross store at redcross.org.
LECTURE ■■ Thank you for attending this training!

■■ You will receive a First Aid for Severe Trauma (FAST) course completion certificate from
the American Red Cross that is valid for 2 years.
■■ Continue to increase your emergency preparedness by taking additional American
REFERENCE Red Cross training courses, such as a full first aid course, a CPR course or both.
Course Presentation
Slide 161

SECTION D:
Lesson Plans
for Blended
Learning
Lesson 1: Introduction
Lesson 2: Skill Practice and Scenario
Lesson 3: Training Wrap-Up
Section D: Lesson Plans for Blended Learning 75

LESSON 1:
Introduction

Lesson Objectives
■■ Understand how the in-person portion of the course will be structured.
■■ Understand the requirements for successful course completion.

Topic: Introduction
Time: 2 minutes
LECTURE ■■ During the online portion of this training, you learned how to respond to an emergency
when there is life-threatening bleeding.
■■ Now, you will have a chance to:
●● Practice the skills of applying direct pressure and using a tourniquet.
REFERENCE ●● Put everything you have learned together by role-playing how to respond to an
Course Presentation emergency that involves life-threatening bleeding.
Slides 1–3
■■ After successfully completing the training, you will receive a First Aid for Severe Trauma
(FAST) course completion certificate, valid for 2 years. To receive a certificate you must:
●● Successfully complete the online portion of this training.
●● Attend the entire in-person session.
●● Actively participate in all activities.
●● Successfully complete the Putting It All Together Scenario in the role of Responder.
Instructor’s Note Ask participants if they have any questions about

the material covered in the online portion of the course. Answer participants’
questions.
Lesson 1 | Introduction 77
LESSON 2:
Skill Practice and
Scenario

■■ Discuss all points in the topic, “Skill Practice: Applying Direct Pressure.”
■■ Conduct the skill practice, “Applying Direct Pressure.”
■■ Discuss all points in the topic, “Skill Practice: Using a Tourniquet.”
■■ Conduct the skill practice, “Using a Tourniquet.”
■■ Discuss all points in the topic, “Putting It All Together Scenario: Life-Threatening Bleeding Emergency Response.”
■■ Conduct the Putting It All Together Scenario: Life-Threatening Bleeding Emergency Response.
Lesson Objectives
■■ Apply their knowledge and skills to respond to a simulated emergency situation.

■■ Gauze pads (one box)
■■ Latex-free disposable gloves (one box)
■■ Windlass rod tourniquet or ratcheting tourniquet (one for every group of four participants)
■■ Skill Practice Sheet: Applying Direct Pressure (one for each participant: see Appendix B)
■■ Skill Practice Sheet: Using a Windlass Rod Tourniquet or Skill Practice Sheet: Using a Ratcheting Tourniquet (one for
each participant; see Appendix B)
■■ Putting It All Together Scenario Sheet: Life-Threatening Bleeding Emergency Response (one for the instructor plus one
for every group of four participants; see Appendix C)
Instructor’s Note Instructors should familiarize themselves with the core competencies
described in the Skill Charts and Skill Assessment Tools (see Appendix F) before conducting this lesson.
Lesson 2 | Skill Practice and Scenario 79

Instructor’s Note The times allotted for the skill practice sessions and the Putting It All
Together Scenario in the First Aid for Severe Trauma (FAST) training course are based on a
participant-to-instructor ratio of 24 to 1. This participant-to-instructor ratio relies on dividing participants into
groups of at least four for the skill practice and scenario. To effectively evaluate each participant, you must
not exceed six groups per one instructor. If the number of participants exceeds 24, you will need to either add
additional instructors so that each instructor has six or fewer groups to observe or add additional class time
to accommodate making six larger groups and running additional rounds of skill practice and the scenario so
that each participant has the chance to perform each of the roles at least once.
Topic: Skill Practice: Applying

Direct Pressure
Time: 10 minutes
Instructor’s Note Explain to participants that to most effectively promote blood clotting, there
should be maximum contact between the dressing and the bleeding surfaces of the wound. When
placing the dressing on the wound, participants should ensure maximum surface contact between the
dressing and the bleeding surfaces of the wound by pressing the dressing against the bleeding surfaces of
the wound as they apply direct pressure.
GUIDED ■■ Ask participants: When should you use direct pressure to control life-threatening
DISCUSSION bleeding?
●● When the bleeding is from the head, neck or trunk.
●● When the bleeding is from an arm or a leg, until you can apply a tourniquet.
REFERENCES ■■ Ask participants: What is the correct body position for applying direct pressure?
Course Presentation
Slides 4–8
●● Place both hands on top of the wound and push straight down, with the shoulders directly
over the hands and the elbows locked.
SKILL
PRACTICE Instructor’s Note Participants in the First Aid for Severe Trauma
Blended Learning course Watched the skills videos as part of the online
session; therefore, you are not required to show the skills videos again during
the in-person session. However, it may be advantageous for some participants
REFERENCES to review the skills videos before participating in the skill practice. To facilitate
Course Presentation this, the skills videos are included in the First Aid for Severe Trauma Course
Slides 9–10
Presentation for Blended Learning, but they are not required.
Skill Practice Sheet:
Applying Direct
Pressure ■■ Have participants form groups of four.
Skill Chart and Skill ●● Ensure that each group of participants has latex-free disposable gloves, gauze and a
Assessment Tool: bleeding control trainer.
Applying Direct ■■ Provide each participant with a copy of the Skill Practice Sheet: Applying Direct Pressure.
Pressure
■■ Tell participants that one person in each group will be the Responder, one will be the
Participant
Coach and two will be the Watchers.
Progress Log
80 First Aid for Severe Trauma Instructor’s Manual | Section D: Lesson Plans for Blended Learning
●● Explain each role:
The Responder applies direct pressure to the bleeding control trainer.

The Coach guides the Responder through the skill by reading the steps of the skill
using the Skill Practice Sheet: Applying Direct Pressure. The Coach also provides
corrective feedback as needed.
The Watchers observe the Responder and the Coach and provide corrective
feedback as needed.
■■ Each group will repeat the skill practice four times, switching roles each time, so that every
participant has the opportunity to perform the role of Responder, Coach and Watcher at
least once.

the Coach may provide help on an as-needed basis (e.g., by telling the
Responder the next step if the Responder seems unsure of what to do, or
commenting if steps are missed or done in the wrong order). The Coach should
still provide corrective feedback as needed.
■■ Remind participants that when practicing the skill of direct pressure they should:
●● Place a dressing on the wound and ensure good contact with the bleeding surfaces of
the wound.
Instructor’s Note For participants who have been trained in CPR, it

can be useful to compare the position used when applying direct pressure
to that used when giving CPR.
feedback as necessary. Provide direction to switch roles after about 1 minute if necessary.
■■ Record each participant’s successful completion of the Applying Direct Pressure Skill
Practice on the Participant Progress Log.

Topic: Skill Practice: Using a Tourniquet
Time: 12 minutes
Instructor’s Note If participants will not be practicing the skill using a Red Cross windlass rod
tourniquet, explain the features and use of the tourniquet participants will be using in class.
GUIDED ■■ Ask participants: When should you use a tourniquet?

DISCUSSION Answer should include:
●● When there is life-threatening bleeding from an arm or a leg.
■■ Ask participants: Where should a tourniquet be placed?

REFERENCE ●● About 2 to 3 inches above the wound, between the wound and the heart.
Course Presentation
■■ Ask participants: What phrase can help you remember the steps to applying a
Slides 11–16
windlass rod tourniquet?
●● PULL–TWIST–CLIP
SKILL ■■ Provide each participant with a copy of the Skill Practice Sheet: Using a Windlass Rod
PRACTICE Tourniquet or the Skill Practice Sheet: Using a Ratcheting Tourniquet.
■■ Ensure that each group of participants has latex-free disposable gloves, a tourniquet and a
■■ Review the following with participants:
REFERENCES ●● They will remain in groups of four.
Course Presentation ●● One person in each group will be the Responder, one will be the Coach and two will
Slides 17–18
be the Watchers.
Skill Practice Sheet: ●● Ask each group to decide who will perform each role and then scan the groups to
Using a Windlass
Rod Tourniquet
Skill Practice Sheet: ●● The Responder applies the tourniquet to the bleeding control trainer.
Using a Ratcheting
●● The Coach guides the Responder through the skill by reading the steps of the skill
Tourniquet
using the Skill Practice Sheet: Using a Windlass Rod Tourniquet or the Skill Practice Sheet:
Assessment Tool:
Using a Ratcheting Tourniquet. The Coach also provides corrective feedback as needed.
●● The Watchers observe the Responder and Coach and provide corrective feedback
Using a Windlass
Rod Tourniquet as needed.
Skill Chart and Skill ■■ Each group will repeat the skill practice four times, switching roles each time, so that every
Assessment Tool: participant has the opportunity to perform the role of Responder, Coach and Watcher at
Using a Ratcheting least once.
Tourniquet
Participant
Progress Log Instructor’s Note Some participants may find reading each step of
the Coach may provide help on an as-needed basis (e.g., by telling the
Responder the next step if the Responder seems unsure of what to do, or
commenting if steps are missed or done in the wrong order). The Coach should
still provide corrective feedback as needed.
■■ Remind participants that when practicing the skill of applying a tourniquet, they should:
●● Pull the strap of the tourniquet as tight as possible around the bleeding control trainer
first, and then once the tourniquet is as tight as possible around the bleeding control
trainer, they should finish tightening it by twisting the rod or lifting the ratchet.
●● Tighten the tourniquet until they cannot twist the rod or lift the ratchet anymore (or until
the bleeding stops), even though it may be painful for the person.
feedback as necessary. Provide direction to switch roles after about 3 minutes if necessary.
Instructor’s Note Be prepared to help participants “reset” the

tourniquet after each use.
■■ Record each participant’s successful completion of the Using a Tourniquet Skill Practice on
the Participant Progress Log.
Topic: Putting It All Together

Scenario: Life-Threatening
Time: 20 minutes
Instructor’s Note To reinforce the best practice of bringing all available emergency equipment
to the scene of an emergency, the Responder should direct the Helper to get the “bleeding control kit,
first aid kit and AED.” However, for the purposes of enacting the scenario, it is only necessary for the Helper
to bring a bleeding control kit that contains a tourniquet, or a tourniquet.
Instructor’s Note For the purposes of enacting the scenario, it is sufficient for participants to
verbalize the appropriate actions to take related to ensuring a position of comfort and preventing the
loss of body heat, rather than actually taking these actions. For example, a participant may say, “I’m letting the
person find their own position of comfort” and “I’m covering the person with a blanket.”
SCENARIO ■■ Explain to participants that now, they will have a chance to put together everything they have
learned about responding to a life-threatening bleeding emergency, from CHECK–CALL–
CARE through applying direct pressure and a tourniquet and positioning the person.
REFERENCES ■■ Provide each group with a copy of the Putting It All Together Scenario Sheet: Life-
Course Presentation Threatening Bleeding Emergency Response.
Slides 19–20 ■■ Ensure that each group of participants has latex-free disposable gloves, gauze and a bleeding
control trainer. Also ensure that a bleeding control kit or tourniquet is available to each team.
(Continued)
Putting It All Together ■■ Review the following with participants:
Scenario Sheet: ●● They will remain in groups of four.
Life-Threatening
●● One person in each group will be the Responder, one will be the Helper, one will be
Bleeding Emergency
Response the Coach and one will be the Watcher.
Participant
Progress Log confirm that all roles have been assigned.
●● The Responder checks the scene for safety and the person for life-threatening conditions;
directs the Helper to call 9-1-1 and get the bleeding control kit, first aid kit and AED; and
provides care.
Remind participants that both the Responder and the Helper should use closed-
loop communication.
●● The Helper brings the bleeding control kit or tourniquet and takes over direct pressure
when directed.
●● The Coach uses the Putting It All Together Scenario Sheet: Life-Threatening Bleeding
Emergency Response to follow along with the scenario.

The Coach should be prepared to provide feedback to the Responder and the
Helper at the conclusion of the scenario.
The Coach should not provide corrective feedback or help during the scenario.
●● The Watcher observes the Responder, Helper and Coach.
The Watcher should be prepared to provide feedback to the Responder, Helper

and Coach at the conclusion of the scenario.
The Watcher should not provide corrective feedback or help during the scenario.
■■ Tell participants that during the Putting It All Together Scenario:
●● The instructor will provide prompts to advance the scenario.
●● The instructor will provide corrective feedback as needed.
■■ Each group will repeat the Putting It All Together Scenario four times, switching roles each
time, so that every participant has the opportunity to perform the role of Responder,
Helper, Coach and Watcher at least once.
■■ Remind participants that they should:
●● Keep applying pressure until the tourniquet is on and the bleeding has stopped.
■■ Prompt the beginning of the scenario.

●● Observe and evaluate each Responder’s performance using the Putting It All Together
Scenario Sheet: Life-Threatening Bleeding Emergency Response.

●● Provide corrective feedback as necessary.
●● When you are satisfied with each Responder’s performance of the step, provide the
next prompt to advance the scenario.

●● Repeat the scenario until each participant has performed as the Responder.
■■ Record each participant’s successful completion of the Putting It All Together Scenario:
Life-Threatening Bleeding Emergency Response on the Participant Progress Log.
LESSON 3:
Training Wrap-Up
Lesson Length: 1 minute

■■ Discuss all points in the topic, “Training Wrap-Up.”
Lesson Objectives
■■ Receive a certificate for First Aid for Severe Trauma (FAST) training after meeting the requirements for successful
training completion.

■■ First Aid for Severe Trauma Course Presentation for Blended Learning (Optional)
Topic: Training Wrap-Up

Time: 1 minute
LECTURE
Instructor’s Note Consider providing each participant with a First
Aid for Severe Trauma Ready Reference, First Aid for Severe Trauma
Handbook, or both, to keep. Remind participants that they can download a digital
REFERENCE copy of the First Aid for Severe Trauma Handbook from the Resources section of
Course Presentation the blended learning online course.
Slides 21–22
■■ Knowing how to provide first aid care for a person with life-threatening bleeding can save
a life.
■■ By participating in this training, you’ve taken an important first step in preparing yourself to
respond to an emergency involving life-threatening bleeding.
■■ Review the skills you’ve learned in this training regularly, so if you ever have to use them,
you will have the confidence to respond.
(Continued)
Lesson 3 | Training Wrap-Up 85

LECTURE ■■ Many resources are available to help you respond to an emergency that involves life-
threatening bleeding:
●● The American Red Cross First Aid mobile app is free and available for iPhone and
Android devices.
REFERENCE ●● First Aid for Severe Trauma Ready Reference cards can be kept handy in an emergency.
Course Presentation ●● The First Aid for Severe Trauma Handbook can be used to review the basic knowledge
Slide 23
and skills learned in this training.
Instructor’s Note If participants did not receive Ready Reference

cards or a handbook as part of their course materials, tell participants that
these materials (as well as bleeding control kits, first aid kits and supplies) are
available through the Red Cross Store at redcross.org.
LECTURE ■■ Thank you for attending this training!

■■ You will receive a First Aid for Severe Trauma (FAST) course completion certificate from
the American Red Cross that is valid for 2 years.
■■ Continue to increase your emergency preparedness by taking additional American
REFERENCE Red Cross training courses, such as a full first aid course, a CPR course, or both.
Course Presentation
Slide 24
SECTION E:
Appendices
Appendix A: Activity Tools
Appendix B: Skill Practice Sheets
Appendix C: Putting It All Together Scenario Sheet
Appendix D: Knowledge Checks
Appendix E: Final Exam Answer Sheet and Answer Key
Appendix F: Skill Charts and Skill Assessment Tools
Appendix G: Participant Progress Logs
Section E: Appendices 87
APPENDIX A:
Activity Tools
Visual Aids
Enter/Stay Clear Cards
Life-Threatening/Non-Life-Threatening Cards
Closed-Loop Communication Scenario Cards
9-1-1 Call Scenario Cards
Appendix A | Activity Tools 89

Visual Aid 1.1

Visual Aid 1.2
92 First Aid for Severe Trauma Instructor’s Manual | Section E: Appendices

Visual Aid 1.3

Visual Aid 2.1

Visual Aid 2.2

Visual Aid 2.3

Enter/Stay Clear Cards
ENTER
ENTER
ENTER

STAY CLEAR
STAY CLEAR
STAY CLEAR

Life-Threatening/Non-Life-Threatening Cards
LIFE-THREATENING
LIFE-THREATENING
LIFE-THREATENING

NON-LIFE-THREATENING
Closed-Loop Communication Scenario Cards
Closed-Loop Communication Scenario 1

The injured person is bleeding heavily from a cut on the arm.
Responder 1 (makes eye contact with Responder 2): [Responder 2’s name], call 9-1-1 and get the bleeding
control kit!
Responder 2: OK, I will call 9-1-1 and get the bleeding control kit.
Responder 1: Yes, that is correct. Thank you!
Closed-Loop Communication Scenario 2

The injured person is bleeding heavily from a cut on the leg. Responder 2 has just returned with the bleeding
control kit.
Responder 2: Here’s the bleeding control kit you asked for.
Responder 1: Great, thanks! [Responder 2’s name], will you please go to the front door, let EMS in when they
arrive and bring them back here?
Responder 2: Yes, I’ll meet EMS at the front door, let them in and bring them back here.
Responder 1: That’s correct. Thank you.

9-1-1 Call Scenario Cards
9-1-1 Call Scenario 1: RESPONDER CARD
9-1-1 Call Scenario 1: DISPATCHER CARD
Dispatcher: 9-1-1. What is the location of your emergency?
Responder: Responds with street address, nearest cross road and town
Dispatcher: OK. What is the phone number you are calling from?
Responder: Responds with phone number
Dispatcher: Do you need police, fire or medical assistance?
Responder: Responds with type of assistance needed (medical)
Dispatcher: Tell me what happened.
Responder: Responds with description of injury/how it happened
Dispatcher: How many people are hurt?
Responder: Responds with number of people hurt
Dispatcher: The ambulance is on its way. Is anyone helping your father?
Responder: Responds that neighbor is helping
Dispatcher: What care is being given?
Responder: Responds that neighbor is applying direct pressure
Dispatcher: OK. Help will be there shortly. Please make sure to unlock any doors or
gates so the responders can get to your father, then go meet the ambulance crew.
Responder: Responds using closed-loop communication
Dispatcher: OK, you can hang up now. The ambulance will be there shortly.

9-1-1 Call Scenario 2: RESPONDER CARD
9-1-1 Call Scenario 2: DISPATCHER CARD
Dispatcher: 9-1-1. Where is your emergency?
Responder: Responds with name of store, street address and city
Dispatcher: OK. What is the phone number you are calling from?
Responder: Responds with phone number
Dispatcher: Do you need police, fire or medical assistance?
Responder: Responds with type of assistance needed (medical)
Dispatcher: OK, tell me what happened.
Responder: Responds with description of injury/how it happened
Dispatcher: How many people are hurt?
Responder: Responds with number of people hurt
Dispatcher: OK, EMS is on their way. Is anyone helping the injured person?
Responder: Responds that one of the other deli workers is helping the injured person
Dispatcher: Do you need first aid instructions?
Responder: Responds yes or no
Dispatcher (if yes): OK. Keep holding direct pressure on the cut. Use a clean towel, rest the injured hand on a
firm surface and press down as hard as you can directly on the cut. Keep applying pressure until the bleeding stops.
Dispatcher (if no): OK. Please meet EMS at the front door and bring them to the deli counter.
Responder: Responds using closed-loop communication
Dispatcher: Good. EMS will be there shortly. I’ll stay on the phone with you until they get there.

APPENDIX B:
Skill Practice Sheets
Skill Practice Sheet: Applying Direct Pressure
Skill Practice Sheet: Using a Windlass Rod Tourniquet
Skill Practice Sheet: Using a Ratcheting Tourniquet
Appendix B | Skill Practice Sheets 107

Applying Direct Pressure
1. Put on gloves, if you have them.
■■ If the bleeding is life-threatening, do not wait until
you have gloves to provide care.
2. Find the source of the bleeding.
■■ There may be one wound or more than one wound.
■■ Care for life-threatening bleeding first.
3. Tell the person to expect pain.

■■ The amount of pressure you need to apply may be
painful for the person, but it is necessary to control
the bleeding.
4. Choose a dressing.
■■ If the bleeding is life-threatening, use a hemostatic
dressing if you have one.
■■ Otherwise, use a gauze pad or other material (such
as a clean T-shirt) as a dressing.
5. Place the dressing on the wound.
■■ Ensure good contact with the bleeding surfaces of
the wound.
6. Apply steady, firm, direct pressure directly over

the wound.
■■ Put one hand on top of the dressing and put your
other hand on top.
■■ Position your shoulders over your hands and lock
your elbows.
■■ Push down as hard as you can.
■■ If you need your hands, use your knee to apply
pressure.
■■ Remember that direct pressure is most effective
when the injured body part is on a firm, flat surface.
(Continued)

7. Keep applying pressure until:
■■ A tourniquet is applied (for life-threatening bleeding
from an arm or leg).
■■ Another person relieves you.
■■ The bleeding stops.
■■ You are too exhausted to continue.
■■ The situation becomes unsafe.
Using a Windlass Rod Tourniquet
■■ Use a tourniquet for life-threatening bleeding on an
arm or a leg.
■■ Tightening the tourniquet may be painful for the
person, but it is necessary to control the bleeding.
4. Position the tourniquet.
■■ Place the tourniquet at least 2 to 3 inches above the
wound, between the wound and the heart.
■■ Do not place the tourniquet on top of the wound or
a joint.
5. Buckle the tourniquet.

■■ Attach the buckle or pass the end of the strap
through the buckle.
(Continued)

6. PULL.
■■ Pull the free end of the strap until the tourniquet is
as tight as possible around the arm or leg.
■■ If the strap has a hook-and-loop fastener, securely
fasten the strap back onto itself after you have
pulled the tourniquet as tight as possible around the
arm or leg.
7. TWIST.
■■ Twist the rod until the bleeding stops or you cannot
twist it anymore.
8. CLIP.
■■ Clip the rod in place to prevent the rod from
untwisting and keep the tourniquet tight.
Using a Ratcheting Tourniquet
■■ Use a tourniquet for life-threatening bleeding on an
arm or a leg.
■■ Tightening the tourniquet may be painful for the
person, but it is necessary to control the bleeding.
4. Position the tourniquet.
■■ Place the tourniquet at least 2 to 3 inches above the
wound, between the wound and the heart.
■■ Do not place the tourniquet on top of the wound or
a joint.
5. PULL.
■■ While holding the loop, pull tightly on the strap until
the tourniquet is as tight as possible around the arm
or leg.
(Continued)

6. LIFT.
■■ Lift up on the buckle to operate the ratchet and
tighten the tourniquet.
■■ You will hear a clicking sound as you lift up on the
buckle.
■■ Keep lifting up on the buckle until the bleeding
stops or until you cannot lift it up anymore.
APPENDIX C:
Putting It All Together
Scenario Sheet
Putting It All Together Scenario: Life-Threatening Bleeding Emergency Response
Appendix C | Putting It All Together Scenario Sheet 115

Putting It All Together Scenario:
Life-Threatening Bleeding Emergency Response
Option 1: You are walking home from school with your friends when a bicycle crashes in front of you. You see blood
spurting from a wound above the bicyclist’s knee. The blood is starting to pool on the ground.
Option 2: You are in the park playing basketball with your friends when you hear someone calling for help. You look around
and see a landscaper lying on the ground. There is a large puddle of blood forming underneath the landscaper’s calf. It looks
like the blood on the ground would fill a soda can more than halfway.
Option 3: You are waiting in line for a ride at the state fair with your friends. A person ahead of you in line slips and falls
while trying to board the ride. You see blood flowing continuously from a deep wound on the rider’s leg. There is already
enough blood to fill a soda can halfway.
Responder action. Instructor prompt. The instructor Helper action. Do

Do not read aloud. reads this aloud after each not read aloud.
critical action.
Instructor: Read Option 1,

2 or 3 1
CHECK
Responder:
2 •C
hecks the scene for safety,
obtains consent, checks
person for life-threatening
conditions
Instructor: “The scene is 3 CALL

safe.”
Responder:
•D
irects Helper to call 9-1-1
and get emergency
response equipment
4 •U
ses closed-loop
communication
CARE Helper:
•U ses closed-loop
Responder: 5 communication
•P
uts on gloves, finds • L eaves to get emergency
source of the bleeding, response equipment
tells person to expect pain
(Continued)
Appendix C | Putting It All Together Scenario Sheet 117

Responder action. Instructor prompt. The instructor Helper action. Do
Do not read aloud. reads this aloud after each not read aloud.
critical action.
DIRECT PRESSURE
6 Responder:
•P
laces dressing on wound and
applies direct pressure
Instructor: “The Helper
has returned with the
bleeding control kit. The 7
person is still bleeding DIRECT PRESSURE
heavily. EMS personnel
Responder:
are on their way.”
• Instructs Helper to take over
direct pressure
8 •U ses closed-loop
communication
TOURNIQUET
Helper:
Responder: •P
uts on gloves, takes over
•A
pplies tourniquet applying direct pressure
9 •U
ses closed-loop
Helper:
communication
•K
eeps applying direct
pressure
Instructor: “The bleeding has
10 stopped. The person is awake
and alert.”
POSITIONING
Responder:
•V
erbalizes allowing
person to find own 11
position of comfort,
covers person to keep
warm
12 Instructor: “EMS personnel

have arrived and taken over care.”
APPENDIX D:
Knowledge Checks
Lesson 1 Knowledge Check
Appendix D | Knowledge Checks 119

1. What are the three emergency action steps?
A. CALL–CARE–CHECK
B. CALL–CHECK–CARE
C. CHECK–CARE–CALL
D. CHECK–CALL–CARE
2. You are caring for an injured person who slipped and fell at an indoor skatepark. Suddenly, you hear the fire alarm and
you see and smell smoke. What should you do?
A. Stay where you are and call 9-1-1
B. Continue to provide care for the injured person
C. Move to a safe location and call 9-1-1
D. Look around for additional safety hazards
3. What action is NOT recommended in a violent situation, such as an active shooter situation?
A. Running away if you have a clear escape route
B. Hiding in a place with few windows and a door that can be blocked
C. Fighting the attacker if you have no other option and your life is in immediate danger
D. Posting on social media about what is happening
4. Which one of the following scenes would you consider safe to enter?
A. An office building that appears stable with no unusual odors
B. A car crash with downed electrical wires
C. A science lab with a chemical spill
D. A busy road where traffic is moving steadily
5. You are responding to an emergency. You have checked the scene and it is safe. You obtain consent and then you
check the injured person. The person is lying on the ground and there is a large pool of blood forming under the
person’s leg. You think the bleeding is life-threatening. You see a jogger approaching on the sidewalk. What is your
best next action?
A. Get the jogger’s attention and tell them to call 9-1-1 and get a bleeding control kit
B. Provide care and then call 9-1-1 yourself
C. Run to get a bleeding control kit yourself
D. Call one of your friends on your mobile phone to come help

1. Is the bleeding described in each scenario life-threatening or non-life-threatening?
Scenario 1: You are at a local park when a strong storm hits the area. One of your friends is injured by flying debris.
Their pants are soaked with blood and there is an expanding pool of blood on the sidewalk under their leg.
A. Life-threatening
B. Non-life-threatening
Scenario 2: Your neighbor accidentally cut their foot while doing yard work. Blood is spurting from the wound.
A. Life-threatening
Scenario 3: Your friend fell from their bicycle and has a large scrape on the front of their shoulder. Blood is trickling
down their hand and a few drops are on the ground.
A. Life-threatening
2. In an adult, the volume of blood is considered life-threatening when the amount of blood lost could fill a soda can:
A. 1/8 of the way
B. 1/2 of the way
C. 1/4 of the way
D. 1/3 of the way
3. Which one of the following describes life-threatening blood flow?
A. Blood trickling from a cut on a person’s face
B. Blood slowly oozing from a wound
C. Blood droplets slowly forming on a person’s skin
D. Blood flowing steadily from a wound
1. When should you end your call to 9-1-1?
A. After you have told the dispatcher what is wrong
B. When you get another call coming in from a close family member
C. When you hear the sirens from responding emergency vehicles
D. When the 9-1-1 dispatcher tells you it is OK to end the call
2. To use closed-loop communication during an emergency situation you should:
A. Speak softly in a whisper
B. Repeat back the message that you just heard
C. Answer all questions with a yes or no
D. Repeat the same question multiple times in case the answer changes
3. Why is closed-loop communication used in an emergency?
A. It helps to limit confusion and ensure that people get help quickly.
B. It increases the chance of a misunderstanding.
C. It allows the receiver to perform many tasks at once.
D. It allows multiple people to talk at the same time.
4. You are taking the lead in responding to an emergency. You say to another responder, “Go get the bleeding control kit,
the first aid kit and the AED!” Which response by the person demonstrates good closed-loop communication?
A. “OK, I’ll be right back.”
B. “OK, I’ll go get the bleeding control kit, the first aid kit and the AED.”
C. “OK, I understand.”
D. “OK, I’m leaving now!”
5. You are taking the lead in responding to an emergency. There are other uninjured people present: an older man
wearing a striped shirt and khakis, a teenaged boy wearing a football jersey and a teenaged girl wearing a pink scarf
and jeans. You want them to help you by performing various tasks but you do not know their names. What is the best
way to ask for the help that you need?
A. Call out, “Hey you, over there!”
B. Introduce yourself and ask everyone their names
C. Identify the person by an article of clothing that they are wearing
D. Identify the person by gender

1. You are using a tourniquet to control life-threatening bleeding when the injured person cries out in pain. You have not
finished tightening the tourniquet. What should you do?
A. Stop tightening the tourniquet
B. Loosen the tourniquet
C. Remove the tourniquet and apply direct pressure
D. Reassure the person but continue to tighten the tourniquet until the bleeding stops
2. A person has life-threatening bleeding from a wound on an arm or a leg. Where should you place the tourniquet?
A. Directly on top of the wound
B. Two to three inches below the wound, between the wound and the person’s hand or foot
C. Two to three inches above the wound, between the wound and the heart
D. On top of a dressing to hold the dressing in place
3. List the following in the correct order for applying a windlass rod tourniquet:
A. CLIP B. TWIST C. PULL
1. _____________
2. _____________
3. _____________
4. To apply direct pressure, you should place both hands on top of each other over the wound and push straight down,
with your shoulders over your hands and your elbows locked. You should continue to apply direct pressure until the
bleeding stops or, for life-threatening bleeding from an arm or a leg, a tourniquet has been applied.
A. True
B. False
5. What is the recovery position used for?
A. To help keep the person’s airway open
B. To decrease blood loss from the wound
C. To increase blood flow to the brain
D. To make it easier for professional responders to move the person
6. You have just applied a tourniquet to a person with life-threatening bleeding, and the bleeding has stopped. The person
is awake and alert. What should you do next?
A. Help the person to lie down on their back and rest until the ambulance arrives
B. Roll the person onto their side until the ambulance arrives
C. Allow the person to find their own position of comfort and cover the person with a blanket or clothing as needed to
help keep them warm until the ambulance arrives
APPENDIX E:
Final Exam Answer
Sheet and Answer Key
Answer Sheet: First Aid for Severe Trauma Final Exam
Answer Key: First Aid for Severe Trauma Final Exam
Appendix E | Final Exam Answer Sheet and Answer Key 125

Answer Sheet: First Aid for
Severe Trauma Final Exam
Name: ____________________________ Date: ____________________________
1. A B C D
2. A B C D
3. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
9. A B C D
10. A B C D
11. A B C D
12. A B
13. A B C
14. A B
15. A B C D

Answer Key: First Aid for
Severe Trauma Final Exam
Position this key over each participant’s answer sheet to identify the correct answers, which are indicated by the punched-
out spaces.
1. A B C D
2. A B C D
3. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
9. A B C D
10. A B C D
11. A B C D
12. A B
13. A B C
14. A B
15. A B C D

APPENDIX F:
Skill Charts and Skill
Assessment Tools
Skill Chart and Skill Assessment Tool: Applying Direct Pressure
Skill Chart and Skill Assessment Tool: Using a Windlass Rod Tourniquet
Skill Chart and Skill Assessment Tool: Using a Ratcheting Tourniquet
Appendix F | Skill Charts and Skill Assessment Tools 131

Skill Chart and Skill Assessment Tool:
Applying Direct Pressure
Instructor’s Note In addition to performing the steps listed in the skill chart in the correct order,
participants must meet the criteria listed at the proficient level to be checked off for the skill.
Skill Chart: Applying Direct Pressure

1. Puts on gloves
2. Finds the source of the bleeding
3. Tells the person to expect pain
4. Chooses a dressing
5. Places the dressing on the wound
6. Applies steady, firm, direct pressure
7. Keeps applying direct pressure until:
●● A tourniquet is applied (for life-threatening bleeding from an arm or leg).
●● The responder is relieved by another person.
●● The bleeding stops.
●● The responder is too exhausted to continue.
●● The situation becomes unsafe.
Skill Assessment Tool: Applying Direct Pressure

Objective Proficient
Cover the wound with a dressing ■■ Chooses a hemostatic dressing over a gauze pad if the bleeding is
life-threatening and a hemostatic dressing is available
■■ Places the dressing on top of the wound
■■ Ensures good contact with the bleeding surfaces of the wound
Apply steady, firm, continuous pressure ■■ Puts one hand on top of the dressing and puts the other hand on top
directly over the wound ■■ Positions shoulders over hands and locks elbows
■■ Pushes straight down
■■ Applies continuous pressure until a tourniquet is applied (for life-
threatening bleeding from an arm or leg) or the bleeding stops

Using a Windlass Rod Tourniquet
Skill Chart: Using a Windlass Rod Tourniquet
1. Puts on gloves
4. Positions the tourniquet
5. Buckles the tourniquet
6. Pulls the strap until the tourniquet is as tight as possible around the limb
7. Twists the rod until the bleeding stops or the rod will not twist anymore
8. Clips the rod in place
Skill Assessment Tool: Using a Windlass Rod Tourniquet

Position the tourniquet ■■ Positions the tourniquet at least 2 to 3 inches above the wound, between the
wound and the heart
Buckle the tourniquet ■■ Attaches the buckle or passes the end of the strap through the buckle
Pull the strap ■■ Pulls the free end of the strap until the tourniquet is as tight as possible around
the limb
Twist the rod ■■ Twists the rod until the bleeding stops or the rod will not twist anymore
Clip the rod in place ■■ Places the end of the rod in the holder and secures it with the triangle clip
Using a Ratcheting Tourniquet
Skill Chart: Using a Ratcheting Tourniquet
1. Puts on gloves
4. Positions the tourniquet
5. Pulls the strap until the tourniquet is as tight as possible around the limb
6. Lifts up on the buckle until the bleeding stops or the buckle will not lift anymore
Skill Assessment Tool: Using a Ratcheting Tourniquet

Position the tourniquet ■■ Positions the tourniquet at least 2 to 3 inches above the wound, between the wound
and the heart
Pull the strap ■■ Pulls tightly on the strap until the tourniquet is as tight as possible around the limb
Lift up on the buckle ■■ Lifts up on the buckle until the bleeding stops or the buckle will not lift anymore

APPENDIX G:
Participant
Progress Logs
Participant Progress Log for Instructor-Led Training
Participant Progress Log for Blended Learning
Appendix G | Participant Progress Logs 137

Participant Progress Log for
First Aid for Severe Trauma (FAST)
Participant
Name
10.
11.
12.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Skill Practice: Applying Direct Pressure
Skill Practice: Using a Tourniquet
Participant
Name
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Appendix G | Participant Progress Logs 139

Participant Progress Log for
Blended Learning
First Aid for Severe Trauma (FAST)
Participant Name
10.
11.
12.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Online Session
Online Session Completion Record
Participant Name
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Online Session
Online Session Completion Record
Index
BL = blended learning; ILT = instructor-led training
9-1-1 Call Scenario cards, 102–105 Certification

9-1-1 dispatcher, communication with, 57–58, 123 awarding, 28
basic-level, 15
Activities criteria for, 25–26
in instructor-led training, 5 maintaining, 15, 28
lesson 1, 46–47 CHECK–CALL–CARE, 43–45, 50, 71, 83, 121
lesson 2, 53 Closed-Loop Communication Scenario cards, 101
lesson 3, 57, 58 Communicating in Emergency Situations (lesson 3 ILT), 55–59
Activity tools, 89–105 guidance for instructor, 55
9-1-1 Call Scenario cards, 102–105 lesson objectives, 55
Closed-Loop Communication Scenario cards, 101 materials, equipment and supplies, 55
Enter/Stay Clear cards, 97–98 outline, 33
life-threatening/non-life-threatening cards, 99–100 topic: communicating with 9-1-1 dispatcher, 57–58
visual aids, 91–96 topic: communicating with others at the scene, 56–57
American Red Cross First Aid app, 9 topic: introduction, 56
Assignment topic: lesson wrap-up, 59
in instructor-led training, 6 Communication
lesson 4, 65 with 9-1-1 dispatcher, 57–58, 123
Closed-Loop Communication Scenario cards, 101
Bleeding, life-threatening Communicating in Emergency Situations (lesson 3), 55–59
direct pressure to stop, 62–63, 68–69, 80–81, knowledge check, 123
109–110, 124, 133 with others at the scene, 56–57
distinguished from non-life-threatening bleeding, 52–53, 122 Consent, 47
lesson 2 ILT (Recognizing Life-Threatening Bleeding), 51 Continuing education units for professionals, 28
Lesson 4 ILT (Caring for a Person with Life-Threatening Course competency, 8–9
Bleeding), 61–65 blended learning, 8
Life-Threatening Bleeding Emergency Response, 71–72, instructor-led training, 8
83–84, 117–118 online-only course, 9
life-threatening/non-life-threatening cards, 99–100 Course completion, 25–29
tourniquet to stop, 63, 69–70, 82–83, 111–114, 124, 134–135 acknowledging, 28
Blended learning additional training opportunities, 29
course competency in, 8 blended learning, 26
course completion in, 26 certification, 25–26
course outlines and agendas for, 35 criteria for, 25–26
final exam in, 27 final exam, 26–27
guided discussion in, 7 grading participants, criteria for, 27
lecture in, 7 instructor-led training, 25
lesson plans for. See Lesson plans for blended learning online sessions, 26
online session, 6 participant feedback, obtaining, 28
participant progress logs for, 140 Putting It All Together Scenario, 26
program instructional design for, 6–8 reporting procedures, 28
scenarios in, 8 skill competency, 26
skill practice in, 7 successful, 27
transition in, 8 unsuccessful, 27–28
Course outlines and agendas
Caring for a Person with Life-Threatening Bleeding First Aid for Severe Trauma Blended Learning In-Person
(lesson 4 ILT), 61–65 Session outline, 35
guidance for instructor, 61 First Aid for Severe Trauma Instructor-Led Training outline, 33–34
lesson objectives, 61 First Aid for Severe Trauma Instructor-Led Training sample
materials, equipment and supplies, 61 agenda, 37
outline, 34 Course presentation, 11
topic: introduction, 62 Courses, setting up and running, 17–20
topic: after the bleeding stops, 63–64 adult supervision, in teaching youth, 20
topic: lesson wrap-up, 64–65 classroom space, 18
topic: using direct pressure to stop bleeding, 62–63 class safety and supervision, 19
topic: using tourniquet to stop bleeding, 63 class size and participant-to-instructor ratios, 17
Index 141
Courses, setting up and running (Continued) Instructor-led training
course lengths, 17 activity in, 5
course schedules, 17 assignment in, 6
health precautions for course participants, 20 completion. See Course completion
materials, equipment and supplies, 18–19 course competency in, 8
participants with disabilities, considerations for, 20 course completion in, 25
course outline, 33–34
Direct pressure to stop bleeding, 62–63 course outlines and agendas, 33–34, 37
body position for, 69, 80 final exam, 26–27
knowledge check, 124 guided discussion in, 5
positioning after the bleeding stops, 63–64 key concept review in, 6
Skill Charts and Skill Assessment Tools, 133 knowledge checks in, 6
skill practice: applying direct pressure, 68–69, 80–81 lecture in, 5
skill practice sheet, 109–110 lesson plans for. See Lesson plans for instructor-led training
Disabilities, considerations for participants with, 20 materials, equipment and supplies in, 18
participant progress logs for, 139
Emergency action steps, 43–45, 121 program instructional design for, 4–6
Emergency situations sample agenda, 37
lesson 1 ILT (Personal Safety in Emergency Situations), 41–50 scenarios in, 5
lesson 3 ILT (Communicating in Emergency Situations), 55–59 setting up and running. See Courses, setting up and running
Enter/Stay Clear cards, 97–98 skill practice in, 5
Equipment. See Materials, equipment and supplies standards, maintaining consistent, 16
Exposure, limiting, 49 transition in, 6
videos, 5, 11
Final exam Instructor materials, 9–11
administering, 27 course presentation, 11
answer key, 129 instructor’s manual, 9–11
answer sheet, 127 video, 11
blended learning online session, 27 Instructor Portal, Red Cross Learning Center, 12
instructor-led training, 26–27 Introduction (lesson 1 BL), 77
online-only course, 27 guidance for instructor, 77
security, 27 lesson objectives, 77
First Aid for Severe Trauma Blended Learning online session, 6 materials, equipment and supplies, 77
See also Online session outline, 35
First Aid for Severe Trauma Course Presentation for Blended topic: introduction, 77
Learning, 11
First Aid for Severe Trauma Course Presentation for Key concept review
Instructor-Led Training, 11 lesson 1, 50
First Aid for Severe Trauma Handbook, 9, 68, 73, 85, 86 lesson 2, 54
First Aid for Severe Trauma in-person skills session, 7 lesson 3, 59
See also Blended learning lesson 4, 64
First Aid for Severe Trauma Online-Only course, 8 in instructor-led training, 6
See also Online session Knowledge checks, 121–124
First Aid for Severe Trauma Ready Reference, 9, 68, 73, 85, 86 in instructor-led training, 6
lesson 1, 50
Grading participants, criteria for, 27 lesson 2, 54
Guided discussion lesson 3, 59
in blended learning, 7 lesson 4, 65
in instructor-led training, 5
lesson 1, 42, 44, 45 Lecture
lesson 2, 52 in blended learning in-person skills session, 7
lesson 2 in blended learning, 80, 82 in instructor-led training, 5
lesson 3, 56, 57 Lesson objectives, 41, 51, 55, 61, 67
lesson 4, 62 Lesson plans for blended learning, 7
Introduction (lesson 1), 77
Icons, 4, 7 Skill Practice and Scenario (lesson 2), 79–84
Instructor, 15–16 Training Wrap-Up (lesson 3), 85–86
guidance for, 41, 51, 55, 61, 67, 77, 79, 85 Lesson plans for instructor-led training, 4
materials for, 9 Caring for a Person with Life-Threatening Bleeding
requirements of, 15 (lesson 4), 61–65
responsibilities of, 16 Communicating in Emergency Situations (lesson 3), 55–59
142 Index
Personal Safety in Emergency Situations (lesson 1), 41–50 First Aid for Severe Trauma Handbook, 9
Recognizing Life-Threatening Bleeding (lesson 2), 51–54 First Aid for Severe Trauma Ready Reference, 9
Skill Practice and Scenario and Training Wrap-Up instructor materials, 9–11
(lesson 5), 67–73 participant materials, 9
Life-Threatening Bleeding Emergency Response, 71–72, 83–84, video, 11
117–118 Program objectives, 3
Life-threatening/non-life-threatening cards, 99–100 Program overview, 3–13
course competency, 8–9
Materials, equipment and supplies, 18–19 delivery methods, 4
Blended Learning In-Person Skills Session, 77, 79–80, 85–86 instructional design, 4–8
Instructor-Led Training lesson plans, 41, 51, 55, 61, 67–68 materials, 9–11
objectives, 3
Online-only course, 4, 8, 9, 26, 27 participants, 3
course competency in, 9 prerequisites, 3
Online session purpose, 3
blended learning, 6 Red Cross Learning Center, 12–13
course completion in, 26 Program prerequisites, 3
final exam for, 27 Program purpose, 3
lessons in, 6 Putting It All Together Scenario, 26, 71–72, 83–84
program instructional design for, 8 Putting It All Together Scenario sheet, 72, 84, 117–118
Participant, 3 Ratcheting tourniquet, 19, 113–114

class size and participant-to-instructor ratios, 17 skill assessment chart, 135
with disabilities, considerations for, 20 skill assessment tool, 135
feedback from, obtaining, 28 Ready Reference, 9
grading, criteria for, 27 Recognizing Life-Threatening Bleeding (lesson 2 ILT), 51–54
materials for, 9 guidance for instructor, 51
progress logs for, 139–140 lesson objectives, 51
Participant progress logs, 139–140 materials, equipment and supplies, 51
for blended learning, 140 outline, 33
for instructor-led training, 139 topic: introduction, 52
Partner administrators, 13 topic: lesson wrap-up, 54
Partner Portal, Red Cross Learning Center, 13 topic: life-threatening distinguished from non-life-threatening,
Personal Safety in Emergency Situations (lesson 1 ILT), 41–50 52–53
guidance for instructor, 41 Red Cross Learning Center, 12–13
lesson objectives, 41 instructors, 12
materials, equipment and supplies, 41 partner administrators, 13
outline, 33 students, 12
topic: consent, 47 RUN–HIDE–FIGHT, 48, 50
topic: emergency action steps, 43–45
topic: helping others to safety, 48 Safety
topic: introduction, 42–43 of class, 19
topic: lesson wrap-up, 50 helping others to, 48
topic: limiting your exposure, 49 lesson 1 ILT (Personal Safety in Emergency Situations),
topic: scene safety, 45–47 41–50
topic: violent situations, 48 scene, 45–47
Positioning, 63–64, 80 Scenarios, 21–24
Program administration 9-1-1 Call Scenario cards, 102–105
course completion, 25–29 in blended learning, 8
courses, setting up and running, 17–20 Closed-Loop Communication Scenario cards, 101
instructor, 15–16 conducting, 23–24
program overview, 3–13 evaluating performance, 24
skill practices and scenarios, 21–24 in instructor-led training, 5
Program delivery methods, 4 instructor responsibilities, 21
Program instructional design, 4–8 lesson 2 BL (Skill Practice and Scenario), 79–84
blended learning, 6–8 lesson 5 ILT (Skill Practice and Scenario and Training
instructor-led training, 4–6 Wrap-Up), 67–73
online sessions, 8 prompting, 24
Program materials, 9–11 Putting It All Together Scenario, 26, 71–72, 83–84
American Red Cross First Aid app, 9 Putting It All Together Scenario sheet, 117–118
course presentations, 11 setting up, 21
Index 143
Skill Charts and Skill Assessment Tools, 133–135 Skill practice sheets, 109–114
applying direct pressure, 133 applying direct pressure, 109–110
using ratcheting tourniquet, 135 using ratcheting tourniquet, 113–114
using windlass rod tourniquet, 134 using windlass rod tourniquet, 111–112
Skill practice Student Portal, Red Cross Learning Center, 12
in blended learning, 7 Supervision, class, 19
in instructor-led training, 5 Supplies. See Materials, equipment and supplies
Skill Practice and Scenario (lesson 2 BL), 79–84
guidance for instructor, 79 Technology, 19
lesson objectives, 79 Tourniquets, 19, 63
materials, equipment and supplies, 79–80 knowledge check, 124
outline, 35 ratcheting, 113–114, 135
topic: applying direct pressure, 80–81 Skill Charts and Skill Assessment Tools, 134, 135
topic: Life-Threatening Bleeding Emergency Response, 83–84 skill practice, 69–70, 82–83
topic: using a tourniquet, 82–83 windlass rod, 111–112, 124, 134
Skill Practice and Scenario and Training Wrap-Up Training, instructor-led. See Instructor-led training
(lesson 5 ILT), 67–73 Training opportunities, 29
guidance for instructor, 67 Training standards, 16
lesson objectives, 67 Training Wrap-Up (lesson 3 BL), 85–86
materials, equipment and supplies, 67–68 outline, 35
outline, 34
topic: applying direct pressure, 68–69 Video, 11
topic: Life-Threatening Bleeding Emergency in blended learning, 11, 80
Response, 71–72 in instructor-led training, 5, 11
topic: training wrap-up, 72–73 lesson 1, 42
topic: using a tourniquet, 69–70 lesson 2, 52
Skill practices, 21–24 lesson 3, 56, 57
coaching, 22 lesson 4, 62–63
conducting, 22–23 lesson 5, 72
demonstrating, 22 Violent situations, 48
evaluating performance, 24 Visual aids, 91–96
instructor responsibilities, 21 Visual cues, 4, 7
providing feedback, 22–23
setting up, 21 Windlass rod tourniquet, 19, 111–112, 124, 134
144 Index
®
American Red Cross Training Services and the ® ®
Scientific Advisory Council

Since 1909, the American Red Cross has provided best-in-class safety training and certification,
enabling customers to learn the skills required for effective response in the event of an emergency.
Behind every course stands a team of experts ensuring what is taught is based on the latest
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The Council provides authoritative guidance on first aid, CPR, resuscitation, nursing, prehospital
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disaster health and education.
We encourage you to visit our Scientific Advisory Resource Center

at redcross.org/science
The scientific content within this Red Cross program is consistent with the most current science
and treatment recommendations from the International Liaison Committee on Resuscitation (ILCOR)
2020 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular
Care Science with Treatment Recommendations; the International Federation of Red Cross and
Red Crescent Societies; and the policy statements, evidence reviews and guidelines of the
American Academy of Pediatrics (AAP), the American College of Emergency Physicians (ACEP),
the American College of Surgeons (ACS), the Committee on Tactical Combat Casualty Care
(CoTCCC), the Society of Critical Care Medicine (SCCM) and the American College of Critical
Care Medicine (ACCM).
Mission
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First Aid for Severe Trauma

Printed in the United States of America

Science and Technical Content

American Red Cross Scientific Advisory Council

Section A: Program Administration

Course Lengths and Schedules . . . . . . . . . . . . . . . . 17

Section C: Lesson Plans for Instructor-Led Training

Table of Contents vii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Training Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Skill Practice: Applying Direct Pressure . . . . . . . . . . . 80

viii Table of Contents

Section A: Program Administration 1

Chapter 1 | Program Overview 3

Program Instructional Design

Chapter 1 | Program Overview 5

First Aid for Severe Trauma Blended Learning Online Session

Lecture Skill Practice

Guided Discussion Scenario

Chapter 1 | Program Overview 7

Chapter 1 | Program Overview 9

skills and knowledge.

●● Lesson 2: Recognizing Life-Threatening Bleeding

●● Lesson 3: Communicating in Emergency Situations

●● Lesson 4: Caring for a Person with Life-Threatening Bleeding

●● Lesson 5: Skill Practice and Scenario and Training Wrap-Up

●● Lesson 2: Skill Practice and Scenario

●● Lesson 3: Training Wrap-Up

Aid for Severe Trauma Instructor-Led Training lesson plans.

can be used by participants as a reference during skill practice.

participants at the end of Lessons 1 through 4 of the instructor-led training course.

Chapter 1 | Program Overview 11

●● How-to information and videos.

■■ Manage classes you are teaching by being able to:

●● Monitor student online course completion status.

●● Report and close out courses.

●● Provide digital certificates to students immediately.

●● Launch online instructor recertification and program update courses.

■■ Stay abreast of the latest information:

●● Set up blended learning classes and assign instructors.

●● Close out and report classes on behalf of instructors.

●● View class history details for all classes.

Chapter 1 | Program Overview 13

Maintaining Instructor Certification

Eligibility to Teach Other American Red Cross Programs

Chapter 2 | Being an American Red Cross Instructor 15

Resources section of the Red Cross Learning Center.

about their physical ability to do so.

Maintaining Consistent Training Standards

Class Size and Participant-

Chapter 3 | Setting Up and Running Courses 17

Materials, Equipment and Supplies

Blended Learning In-Person Skills Session

Class Safety and Supervision

Chapter 3 | Setting Up and Running Courses 19

Additional Adult Supervision—

Setting Up Skill Practices and Scenarios

Chapter 4 | Conducting Effective Skill Practices and Scenarios 21

Chapter 4 | Conducting Effective Skill Practices and Scenarios 23

Chapter 5 | Course Completion 25

●● Demonstrate competency in all required skills.

Putting It All Together Scenario

Administering the Exam

Maintaining Exam Security

●● Life-threatening bleeding can lead to death in a matter of minutes, even before an

LECTURE ■■ Recognizing life-threatening bleeding is important.

Slides 65–73 ●● Samantha does not appear to have life-threatening bleeding.