In the process of going through the discussion, appropriate teaching and learning approaches will be tackled in details followed by identifying some strategic ways on how the paramedics can deliver inclusion sessions to motivate the learners to learn the best technique in managing the patients’ airway. To meet the curriculum requirements, the use of teaching and learning strategies as well as important resources will be discussed one by one.
The paramedics has a huge role and responsibilities to meet when teaching the students to conduct basic life support such as the cardiopulmonary resuscitation (CPR) and first-aid techniques when dealing with emergency and life-threatening cases (Hazinski, et al., 2004). Specifically the blood loss that may occur when the victim is seriously injured can lead to cardiac arrest (The American Heart Association in collaboration with the International Liaison Committee on Resuscitation., 2000). This situation requires immediate call for ambulance, CPR, early defibrillation (if necessary), and early advanced life support to prevent brain death (Hazinski, et al., 2004; Hickey et al., 1995). By encouraging the students to perform immediate action, paramedics will be able to increase the survival rate of the victim (Robertson, 2000).
Obstruction in the patient’s normal airway functioning is a life-threatening scenario since the lack of oxygen that flows in the blood that flows through the human body can lead to end-organ damage, hypoxia, hypoxemia, and high mortality rates. (Eddleston et al., 2006; Levy, 2005; St. John, 2004; Ayus & Arieff, 1995) For this reason, it is crucial on the part of the paramedics to pay close attention with the patients’ breathing pattern during the assessment stage. Given that the patient shows signs and symptoms that there is an obstruction to the patients’ airway, paramedics should immediately establish the patient’s airway as part of the initial management ...
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