FAQ Level 3 Award in Immediate Response Emergency Care (RQF) - IREC® Blended Part One
Course Content
- Course Introduction
- Principles of Ambulance Service First Responder Care
- Responsibilities of the First Responder
- The Importance of Being Physically and Mentally Fit to Perform the Role
- Protecting Yourself from Potentially Malicious Allegations
- Methods of Continuing Professional Development
- Asking permission and consent to help
- The Hazards that Pose a Risk to Personal Safety
- Actions to Manage Conflict
- Facts And Information About Abuse
- What causes someone to be vulnerable?
- Who might abuse or neglect
- Who Is A Vulnerable Adult?
- Abuse and its Indicators
- Duty of care
- What is Duty of Candour?
- Why is Duty of Candour Important?
- When Things Go Wrong
- Working as Part of a Team
- The purpose of the Equality Act 2010
- Types of discrimination
- Protected characteristics
- Human anatomy and physiology for immediate emergency care
- Assessment of casualties in immediate emergency care
- Complex Scene safety scenario
- Assessing a Major Incident Scene
- DRCA(c)BCDE
- Calling the Emergency Services
- What3Words - location app
- Alternative emergency phone numbers
- Introduction to Initial Patient Care
- Consent to help
- Fears of First Aid
- Waiting for the E.M.S to arrive
- Chain of Survival
- How to use face shields
- Hand Washing
- Waterless hand gels
- Medications and First Aid
- The Ten Second Triage Tool
- Using The Ten Second Triage Tool
- How are 999 Calls Handled
- Basic airway management in emergency care
- Respiration and Breathing
- Postural Drainage
- Peak Flow
- Pocket Masks
- Pocket Mask with Oxygen
- Bag Valve Mask Equipment
- Using a BVM
- Respiratory Injuries Part Three
- Respiratory Injuries Part Four
- Choking Statistics
- Choking Recognition
- Adult Choking
- Choking in children
- Infant Choking
- Trauma from Choking
- Vulnerable People and Choking
- Basic life support and external defibrillation
- Adult CPR Introduction
- RCUK & ERC Resus Guidelines
- When to call for assistance
- Three Steps to Save a Life (2025)
- Cardiac Arrest and CPR Overview
- Adult CPR
- CPR Hand Over
- Compressions Only CPR
- Mouth to Stoma Ventilations
- CPR and the female casualty
- Cardiac Arrest and Pregnancy
- Paediatric Airway
- Child CPR
- Adolescent CPR
- Infant CPR
- Infant Recovery Position
- Cardiac Arrest and the Drowned Patient
- Drowning
- SADS
- Effective CPR
- Improving compressions
- Improving breaths
- AED Introduction
- Types of AED Units
- AED Setup
- How to Use an AED
- Using an AED on an adolescent
- Child AED
- Using an AED on an infant
- Update on AED pad placement
- AED Maintenance
- AED Pads
- AED Batteries
- AED Troubleshooting
- AED Locations
- Community AED Units
- AED Post Resuscitation Procedures
- CPR Risks
- Advanced Decision and DNR CPR in Basic Life Support
- Recognition and Management of Life Extinct
- Post Resusitation Care
- Real time CPR scenario
- ROSC Care
- Paediatric Triage and Assessment
- Management of medical conditions
- Asthma
- Asthma Spacers
- When an Asthma inhaler is not available
- Accuhaler®
- Heart Attack
- Warning signs of cardiac arrest and heart attack
- Heart Attack Position
- Aspirin and the Aspod
- Stable angina
- Hypertension
- Pulse Oximetry
- Epilepsy
- Epilepsy treatment
- Meningitis
- Diabetes
- Blood Sugar Testing
- Poisons and Food Poisoning
- Near and secondary drowning
- Cold water shock
- Shock
- Distributive Shock
- Obstructive Shock
- Pneumothorax
- Types of Pneumothorax
- Tension Pneumothorax
- Intoxicated casualties
- Administration of Medications
- Support the emergency care of wounds, bleeding and burns
- The Pulse
- Capillary Refill
- The Healing Process
- Types of Bleed
- Serious Bleeding
- Ambulance Dressings
- Excessive Blood Loss
- Excessive Bleeding Control
- Blood Loss - A Practical Demonstration
- Embedded Objects
- Knife Wounds
- Trauma and Standard Dressings
- Using trauma dressings
- Amputation Treatment
- Blast Injuries
- Hemostatic Dressing or Tourniquet?
- Air Wrap Dressings
- RapidStop Tourniquet
- CAT Tourniquets
- SOFT-T tourniquet
- STAT Tourniquets
- Improvised Tourniquets
- Tourniquets and Where to Use Them
- Damage caused by tourniquets
- When Tourniquets Don't Work - Applying a Second
- Hemostatic Dressings
- What is Woundclot?
- Woundclot trauma gauze
- How Does Woundclot Work
- Woundclot and knife injuries
- Woundclot and large areas
- Packing a Wound with Celox Z Fold Hemostatic Dressing
- Celox A
- Celox Granules
- Monitoring a Patient
- Coagulopathy
- Burns and burn kits
- Treating a burn
- Management of injuries
- Prioritising first aid
- Pelvic Injuries
- Spinal Injuries
- Rapid Extrication
- SAM Pelvic Sling
- Box Splints
- Spinal Injury
- Opening the airway Jaw Thrust
- Stabilising the spine
- Spinal Recovery Position
- Introduction to Spinal Boards
- The spinal board
- Using the Spinal Board
- The Scoop Stretcher
- Using the scoop stretcher
- Cervical collars
- Vertical C-Spine Immobilisation
- Joint examination
- Adult fractures
- Types of fracture
- Horizontal Slings
- Management of trauma
- Elevated Slings
- Lower limb immobilisation
- Elevation Techniques
- Helmet Removal
- Different Types of Helmets
- The Carry Chair
- Applying Plasters
- Strains and Sprains and the RICE procedure
- Eye Injuries
- Electrical Injuries
- Foreign objects in the eye, ears or nose
- Nose bleeds
- Bites and stings
- Chest Injuries
- Foxseal chest seals
- Abdominal Injuries
- Treating Snake Bites
- Types of head injury and consciousness
- ACVPU
- Dislocated Shoulders and Joints
- Other Types of Injury
- Dental Injuries
- Trauma Scenario Examples
- Recognition and management of anaphylaxis
- What is Anaphylaxis
- Living with Anaphylaxis
- Minor allergic reactions
- Common causes of allergic reactions
- What is an Auto-Injector?
- Jext®
- EpiPen®
- Adrenaline nasal spray for anaphylaxis
- Storage and disposal
- Who prescribes auto injectors?
- Checking Auto Injector and Expiry Dates
- Signs and Symptoms of Anaphylaxis
- Basic First Aid Advice
- Schools and teachers
- Giving a second dose
- Biphasic Anaphylactic Response
- Administration of oxygen therapy
- What are Medical Gasses
- Oxygen
- When Oxygen is Used
- Contra Indications Of Oxygen
- Hazards of using oxygen
- Hypoxia
- BOC Oxygen Kit
- The BOC Cylinder
- Storage Of Oxygen
- PIN INDEX cylinder
- Oxygen Regulators
- Standard oxygen cylinder
- Transport of Cylinders
- How long does an Oxygen cylinder last?
- Oxygen and Anaphylaxis
- Demand Valves and MTV's
- Non Rebreather Mask
- Nasal Cannula
- Medical gas storage
- Mental Health
- Recognising mental ill health
- Mental Health definition and terminology
- Mental health, stereotyping, stigma and discrimination
- Who can be affected and what are the common triggers
- What is stress
- Anxiety
- Types of mental ill health
- Starting a discussion
- Supporting someone with suicidal thoughts
- What is signposting
- Self-harm and suicide risk
- Course Summary and your Practical Part
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Employees and managers will often be aware of changes in an employee, but even so, they often struggle in approaching someone they believe may be experiencing mental ill health. It is important to provide them with the opportunity to talk when they feel happy to do so, but there must not be pressure to do so; it must come in their own time. If the employee does want to talk, it is recommended that you find a quiet place, where there are no distractions. Make sure that other employees know that you are not available during that time so you will not be interrupted. That way, you can give the person your full attention and they know you are listening to what they have to say and you are treating them with respect. Never start the conversation in a corridor or somewhere it may be overheard. Be conscious of body language, both your own and that of the employee you are listening to. Ask simple questions, listen, and respond flexibly. Do not judge them; be honest and clear and reiterate that everything discussed will remain confidential. Ask if there is anything the workplace can do to help them with their responsibilities at work and most importantly let them talk.Do not make assumptions or comparisons, and do not try to diagnose. You are there to provide support and reassure, and when necessary, provide them with the information about where they can find any additional help that they may need. Eye contact is important, but be aware that too much eye contact can be intimidating. Avoid crossed arms and legs, and make sure that you and the person you are speaking to are relaxed as possible.Make sure that you tell them that you are there to help and support them and that everything they say is said in confidence. And that if you do need to discuss the situation with a more senior member of staff to ensure that they get the support they need, that this will only be done with their permission. Listen to what the person has to say; don't judge them, jump to conclusions, or interrupt them. Remember that a pause or a few seconds of silence does not mean that you have to jump in to keep the conversation going. This may distract them and it may make it more difficult for them to continue. The important thing is to be attentive and not assume that you know what they are going to say next. Being interrupted is frustrating for the other person. It gives the impression that you think you are more important or that you do not have time for what they have to say. Letting the other person speak, will make it easier for you to understand their message too. Even interruptions that respond to something that they have said can be distracting if it means the conversation gets sidetracked from what they were trying to tell you about.If this does happen, steer the conversation back. "So you were telling me about?" It is not always easy, but lending a listening supportive ear can be much more rewarding than telling someone what they should do, in other areas of life too. Most people prefer to come to their own solutions. But ask first if they want to hear it by saying something like, "Would you like to hear my suggestions?" The final stage of listening to someone is paraphrasing and making a summary. Sometimes called reflecting this repeating what has been said to show that you have understood it. This may seem awkward at first but really shows that you have been paying attention and allows the speaker to correct you if needed, simply for clarity.
Supporting Employees with Mental Health Concerns
Approaching Employees About Mental Health
Employees and managers often notice changes indicating mental health issues:
- Approach the employee at an appropriate time when they feel comfortable.
- Choose a quiet, private location to ensure confidentiality and full attention.
- Avoid starting conversations in public areas where it could be overheard.
Communicating Effectively
Effective communication is key:
- Be mindful of body language to convey openness and respect.
- Ask simple, open-ended questions and listen actively without interrupting.
- Avoid making assumptions, comparisons, or attempting to diagnose.
- Reassure them that the discussion will remain confidential.
Providing Support and Reassurance
Ensure the employee feels supported:
- Offer assistance with their work responsibilities if needed.
- Let them express themselves freely and refrain from rushing the conversation.
- Respect their need to speak uninterrupted and avoid distractions.
Summarising and Offering Suggestions
Conclude the discussion positively:
- Paraphrase and summarize their concerns to demonstrate understanding.
- Ask if they would like suggestions or advice, respecting their autonomy.
- Reflect back on what they've said to clarify and ensure mutual understanding.
Supporting an employee through active listening can be more effective than providing immediate solutions.
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