The Importance of Preparedness in First Aid, CPR and AED in Every Work Site and Community

Agency Description:

The Nuqui Foundation is now partnering with Palm Desert Resuscitation Education LLC (PDRE), which is a healthcare and medical entity and organization that focuses on life support education, certification courses and other medical licensing programs in the state of California.

Program/Project Idea:

Although there are a myriad number of health promotion to delve in with this curriculum, I would like to promote the importance of preparedness in First Aid, Cardiopulmonary (CPR) and Automated External Defibrillator (AED) in every work site for healthcare, non-healthcare professionals and lay persons in the community.

Problem Identification Statement:

The health problem identification is designing and encouraging the significance of First Aid, CPR and AED to endorse a wide range of life-saving theoretical and didactic content in addition to the campaign of psychomotor skills evaluation taught during the courses to gain confidence and save crucial for medical emergencies.

Program/Project Rationale:

The program/project rationale is to deliver high-quality course curriculum to healthcare, non- healthcare professionals and lay persons in the worksite and community at least every 2 years by designated accrediting organization, such as the American Heart Association (AHA), American Red Cross (ARC), Emergency Medical Service Authority (EMSA), American Safety and Health Institute (ASHI) and/or Occupational Safety and Health Administration (OSHA), among other renowned and distinguished healthcare organizations that can find solutions to the health problem identification proposed by PDRE, its affiliates and valued constituents.

Framing the Needs Assessment:

  • Who is the priority population?

    • Healthcare, non-healthcare professionals and lay persons in the worksite and community

  • What are the needs of the priority population?

    • Designing and encouraging the significance of First Aid, CPR and AED to endorse a wide range of life-saving theoretical and didactic content in addition to the campaign of psychomotor skills evaluation taught during the courses to gain confidence and save crucial for medical emergencies.

  • Which subgroups within the priority population have the greatest need?

    • Lay persons

  • Where are these subgroups located geographically?

    • Non-healthcare settings, commercial/business and residential in Southern California

  • What is currently being done to resolve identified needs?

    • Palm Desert Resuscitation Education LLC (PDRE) is offering multifaceted, accessible, affordable and high-quality First Aid, CPR and AED to the local communities in Southern California.

  • How well have the identified needs been addressed in the past?

    • The identified needs have been addressed through an expansion of offerings in different cities with increased capacity of curriculum training in First Aid, CPR and AED by highly qualified, competent and advanced instructors of PDRE.


External Needs Assessment of the Population, Market, or Group:

Strategy

Plan

(1) Identify the area, population of interest, group characteristics or market to be served by your project.

  • Who is the priority population?

    • Healthcare, non-healthcare professionals and lay persons in the worksite and community

  • What are the needs of the priority population?

    • Designing and encouraging the significance of First Aid, CPR and AED to endorse a wide range of life-saving theoretical and didactic content in addition to the campaign of psychomotor skills evaluation taught during the courses to gain confidence and save crucial for medical emergencies.

  • Which subgroups within the priority population have the greatest need?

    • Lay persons

  • Where are these subgroups located geographically?

    • Non-healthcare settings, commercial/business and residential in Southern California

  • What is currently being done to resolve identified needs?

    • Palm Desert Resuscitation Education LLC (PDRE) is offering multifaceted, accessible, affordable and high-quality First Aid, CPR and AED to the local communities in Southern California.

  • How well have the identified needs been addressed in the past?

    • The identified needs have been addressed through an expansion of offerings in different cities with increased capacity of curriculum training in First Aid, CPR and AED by highly qualified, competent and advanced instructors of PDRE.

(2) Begin with a community overview: describe, assess, and inventory community resources, services and related programs that may be important. How will you complete this step?

As far as community resources, Palm Desert Resuscitation Education LLC (PDRE) is offering multifaceted, accessible, affordable and high-quality First Aid, CPR and AED to the local communities in Southern California. PDRE’s homepage website (https://www.yourcprmd.com/) describes, assesses and inventories in fine and meticulous detail about the significance of First Aid, CPR and AED to endorse a wide range of life-saving theoretical and didactic content in addition to the campaign of psychomotor skills evaluation taught during the courses to gain confidence and save crucial for medical emergencies.

To support and aid in the expansion of the mission statement, expansion of course contributions and submissions will be provided and advertised via PDRE’s website promotion and marketing, online business listings, pamphlets and focused brochures and guides for the local work sites and communities.

(3) Determine your method. Will you use surveys, focus groups etc.?

A coordinated and organized campaign by PDRE’s esteemed team members, staff, interns, volunteers and volunteers to raise awareness and encouragement to uphold the health education strategies to be implemented within each focused geographical location and priority population including its subgroups who may benefit the most from the healthcare training in health and safety.

(4) Determine your step-by-step methodology? (For example: PRECEDE/PROCEED)– social, epi and behavioral/ environmental analysis steps)

Health Education in First Aid, CPR and AED for Healthcare, Non-healthcare Providers in work sites and Lay Persons in the communities

Health education in First Aid, CPR and AED for healthcare, non-healthcare providers and lay persons is one strategy for implementing health promotion and disease prevention programs. Health education provides learning experiences on focused topics in health and safety that are tailored for their target population, which may play an important role in the confidence of priority groups such as the lay persons in non-medical facilities, work sites and residential homes. Health education presents information to target populations on particular health topics, including the health medical emergencies, benefits, threats they may face, and provides tools to build capacity and support behavior change in an appropriate setting.

Examples of health education activities that are crucial to the success of the mission statement include:

  • Lectures

  • Courses

  • Seminars

  • Webinars

  • Workshops

  • Classes

Characteristics of health education strategies that may be employed but not limited to include:

  • Participation of the target population.

  • Completion of a community needs assessment to identify community capacity, resources, priorities, and needs.

  • Planned learning activities that increase participants’ knowledge and skills.

  • Implementation of programs with integrated, well-planned curricula and materials that take place in a setting convenient for participants.

  • Presentation of information with audiovisual and computer-based supports such as slides and projectors, videos, books, CDs, posters, pictures, websites, or software programs.

  • Ensuring proficiency of program staff, through training, to maintain fidelity to the program model.

Resources: https://www.ruralhealthinfo.org/toolkits/health-promotion/2/strategies/health-education

(5) Narrow down items of interest to be covered by the needs assessment. What do you really want to know?

A Needs Assessment

Conducting a community health needs assessment can help the promotion of the health and safety programs by PDRE so as to determine where and how to use limited resources to address the address the support and expansion of health education in First Aid, CPR and AED for the target population.

The assessment may identify and measure factors that impact accessibility, such as gaps in services, as well as assets and strengths available to help resolve these issues. This assessment will help to identify topics and issues relevant to a specific geographical community and may be related to the status quo and psycho-socio-economic hierarchy in the region and target population.

Data for determining community can be acquired more readily through secondary data sources such as demographic data, vital statistics, hospital records, morbidity and mortality reports, and literature reviews also provide valuable information among the numerous ancillary data points may be helpful in the cause.

Community health needs assessment data can be collected from a variety of source such as chamber of commerce, civic organizations, community college/local university, employment security commission, health department, hospitals and healthcare providers, large employers, library, non-profit organizations and public school systems.

Resources: https://www.ruralhealthinfo.org/toolkits/health-promotion/2/strategies/health-education

(6) Develop survey instrument, focus group methodology etc/ or identify secondary sources of data that include your primary questions

Optional – Include if you have one completed.  If not, we will be completing items in the future.

(7) Obtain data and analyze findings

Optional – Include summary if one is now available.  Briefly describe where you will find your data.

(8) Evaluate results and complete Hanlon’s Priority Ranking or Prioritization Matrix

Select One and Discuss the process

Workplace Safety

  • There are about 10,000 cardiac arrests in the workplace each year in the United States, according to a report from the US Occupational Safety & Health Administration.

  • Did you know: only 50% of people can locate an automated external defibrillator (AED) at work?

  • With 10,000 cardiac arrests annually in the workplace, knowing this small piece of information has the potential to save thousands of lives.

Workplace Statistics

Among 2,000 employees in corporate offices, hospitality, education and industry/labor:

  • 55 percent can’t get first aid or CPR and AED training from their employer.

  • If training is available, it’s often either CPR or first aid, not both.

  • Half of all US workers cannot locate an AED at work.

  • In the hospitality industry, 66 percent of employees cannot locate an AED.

In one year alone, 436,000 Americans die from a cardiac arrest.

  • Globally, cardiac arrest claims more lives than colorectal cancer, breast cancer, prostate cancer, influenza, pneumonia, auto accidents, HIV, firearms, and house fires combined.

More than 350,000 cardiac arrests occur outside of the hospital each year.

  • In 2020, any-mention sudden cardiac arrest mortality in the US was 436,852. CPR, especially if administered immediately after cardiac arrest, can double or triple a person’s chance of survival. According to 2021 US data for adult OHCA only, survival to hospital discharge was 9.1% for all EMS-treated non-traumatic OHCA cardiac arrests.

Bystander CPR improves survival.

  • The location of Out of Hospital Cardiac Arrests (OHCA) most often occurs in homes/residences (73.4%), followed by public settings (16.3%), and nursing homes (10.3%).

  • If performed immediately, CPR can double or triple the chance of survival from an out of hospital cardiac arrest.

Help is needed immediately.

  • Unfortunately, only about 40% of people who experience an OHCA get the immediate help that they need before professional help arrives. The 2023 Heart Disease and Stroke Statistics state that among the over 356,000 OHCA that occurred, 40.2% received bystander CPR.

Resources: https://cpr.heart.org/en/resources/cpr-facts-and-stats

(9) Match results with community capacity identified in (2) for compatibility

Optional- if current data is already available

(10) Compare results with mandated programs, policies, or regulations for feasibility.

Optional – if current data is already available.

The Impact of Cultural Considerations and Health Equity Goals:

  • Health promotion plans often face the twin challenges of language barriers and health literacy. They are distinctly different. How will you address these issues to ensure an inclusive and culturally appropriate program?

    • At PDRE, there is already courses in Spanish classes for the subgroup lay persons of the target population who only speak Spanish.

    • The deciding factor in promotion of Spanish health and safety courses begins with licensed and qualified instructors who are fluent and well-versed in Spanish and, ideally, have had worked in healthcare settings who strictly communicate in Spanish.

    •  To further the goal of achieving the mission statement, personal health literacy must be the other aspect that drives inclusivity and cultural appropriateness of advancing the development and elevation of First Aid, CPR and AED programs to the work sites and communities of the target population.

Resources: https://www.hrsa.gov/about/organization/bureaus/ohe

  • Have you ever completed a cultural sensitivity self-assessment? Where does your perspective fall on the cultural competence continuum below?

    • In our practice, a cultural sensitivity self-assessment has never been completed and, therefore, is another factor that is integral in pursuing health and safety programs that resonate with those who have language barriers and sub-par health literacy.

    • The ability of the target population and its psycho-socio-economic systems to be supported and nourished with effective and respectful responses is largely due to the health equity and health equality in people of all cultures, classes, races, ethnic backgrounds, sexual orientations, and faiths or religions in a conscious method that recognizes, affirms and values the worth of individuals, families, tribes and communities and preserves the dignity of each.

    • To become culturally competent, organizations must have a defined set of values and principles and demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally; the capacity to value diversity, conduct self-assessment, manage the dynamics of differences, acquire and institutionalize cultural knowledge, and adapt to diversity and the cultural contexts of the communities they serve; and incorporate the above in all aspects of policy-making, administration, practice, and service delivery, and systematically involve consumers, key stakeholders, and communities.

  • Health equity differs from health equality meaning that giving everyone the same opportunity is not enough. How will you manage this issue within your program?

    • Health equity stresses and leans more towards social justice in healthcare and, in this case, a support for the individuals or groups of people who need more support and of a different kind of support – than others since health equality, which calls for equal treatment for all patients, that may not be as practical.

    • When it comes to health equity vs. health equality, health professionals, educators, and policymakers should focus on creating opportunities for people to access high-quality medical care and, from this instance, high-quality healthcare courses in health and safety in all walks of life professionally and personally.


Goals and Plans:

Part A. Develop goals for your Plan to clearly identify and convey the desired outcome for the program/ project or plan and then develop the objectives which when attained will lead to goal achievement.

 

Organization’s Vision Statement:

Palm Desert Resuscitation Education LLC (PDRE) is a healthcare organization and medical entity that nurtures, fosters and focuses on life support education, certification courses and other medical licensing programs in the state of California.

One of the organization’s chief and fundamental vision statement is to promote the importance of preparedness in First Aid, Cardiopulmonary (CPR) and Automated External Defibrillator (AED) in every work site for healthcare, non-healthcare professionals and lay persons in the community.

Organization’s Mission Statement:

The organization’s mission statement is designing and encouraging the significance of First Aid, CPR and AED to endorse a wide range of life-saving theoretical and didactic content in addition to the campaign of psychomotor skills evaluation taught during the courses to gain confidence and save crucial for medical emergencies.

 

Program Goal

Objective (s) – SMART format

Type of Objective

1. By one year, the program/project rationale is for the program staff members to deliver high-quality course curriculum to healthcare, non- healthcare professionals and lay persons in the worksite and community at least every 2 years by designated accrediting organization, such as the American Heart Association (AHA), American Red Cross (ARC), Emergency Medical Service Authority (EMSA), American Safety and Health Institute (ASHI) and/or Occupational Safety and Health Administration (OSHA), among other renowned and distinguished healthcare organizations that can find solutions to the health problem identification proposed by PDRE, its affiliates and valued constituents.

1.1 By 3 months of the program/project’s inception, the program staff members will take the necessary and required instructor courses by designated accrediting organization, such as the American Heart Association (AHA), American Red Cross (ARC), Emergency Medical Service Authority (EMSA), American Safety and Health Institute (ASHI) and/or Occupational Safety and Health Administration (OSHA), among other renowned and distinguished healthcare organizations.

Process Objectives, Learning Objectives and Behavioral Objectives

2. By the first few months, the program staff members will research the organization vendors who sell the resources, supplies and provisions of the health and safety course curriculum.

 

2.1 By at least the first month, the program staff members will initiate and introduce the purchase of the necessary instructional materials, audiovisual equipment, student resources, manikins, airway devices, automated external defibrillators and other apparatus, kits, devices and machinery in order to deliver high-quality course curriculum to healthcare, non- healthcare professionals and lay persons in the worksite and community   

Process Objectives and Learning Objectives

3. By 2 to 4 months, the program staff members appoint and hire web designers and advertising recruits to promote the First Aid, CPR and AED program.

 

3.1 By the 4 months, there must be a web master and its appointed program staff members who have created a website domain pertaining to the introduction of the health and safety courses, including the online registration process, scheduled class times, payment information and other student reports readily available on the hyperlinks and web pages.

Process Objectives and Behavioral Objectives

4. By 6 months, the program staff members must acquire the necessary information to rent and/or own a commercial/residential lecture hall(s), classrooms(s), activity center(s), club house(s), space(s), studio(s), condominium(s), building(s) or other public places of assembly to drive and actuate the program’s vision and mission statements.

 

4.1 Within the first few months of inception, the program staff members must have valid contracts, leases and/or other options and alternatives including business licenses and authorizations to teach the curriculum, didactics and theory of the health and safety courses either within the organization’s designated sites of locations and/or off-site and private training in the students’ and affiliates’ designated properties such as work site(s) and commercial/residential facilities.

Process Objectives and Environmental Objectives

PART B.  Does each objective enable attainment of a specific goal?

The goals and objectives that follow the SMART acronym objectives which are specific, measurable, attainable (or achievable,), realistic (or relevant) and time -sensitive (or time-based, or time-phased). They are complete or self-contained and include all of the information that program staff members, administrators, executives, owners, sponsors and other stakeholders need to determine the success of health promotion programs that lead to the fulfillment of not only the vision and mission statements presented but may foster financial incentives in sponsorships, grants and donations to the cause in promoting the importance of preparedness in First Aid, Cardiopulmonary (CPR) and Automated External Defibrillator (AED) in every work site for healthcare, non-healthcare professionals and lay persons in the community.