Bandages have three key uses: applying pressure to bleeding wounds; covering wounds and burns; and providing

support and immobilization for broken bones, sprains, and strains. The three main types are triangular, Ace, and tubular. TYPES OF BANDAGE Triangular bandages Made from cloth or from paper, these are exceptionally versatile. When they are made into a pad they can be used as a cold compress or for padding. When folded up they can be used to provide support or pressure; when unfolded they can be used as a support sling or cover bandage. Ace bandages Used to provide support or secure dressings in place. Tubular bandages Larger ones are used to support joints or hold dressings in place, smaller tubular bandages are ideal for finger injuries. General Principles of Bandaging 1. Work with the injured person, explaining what you are doing. 2. Work in front of the injured person where possible and from the injured side if you can. 3. Bandage firmly over bleeding and securely over broken bones, but not so tight as to compromise circulation below the site of the injury. 4. When wrapping bandages around an injured person, use the bodys natural hollows such as the knees, ankles, neck, and small of the back to slide the bandages gently into place. 5. Be aware that most injuries swellcheck regularly to ensure that the bandage is still comfortable. Also check that the bandage remains firmly secured, particularly if the injured person has to move, as movement can loosen the bandage. 6. Secure bandages with tape, clips, a bow, or a square knot. 7. Make sure that bandages, especially knots, do not press into the skin. Place padding between the bandaging and the skin as necessary.

TRIANGULAR BANDAGES These are amongst the most versatile of all items of first aid equipment. Usually made of washable cotton, they are also available in a disposable paper form. In its open form, a triangular bandage can be used as a sling or as a cover bandage. TO USE AS A COLD COMPRESS OR PADDING OR TO APPLY PRESSURE WITH A DRESSING 1. Used a narrow fold bandage. 2. Fold the two ends into the middle. 3. Keep folding the ends into the middle until the size is appropriate for use. Bandages are best stored in this way in a plastic bag in a dry place. USING A TRIANGULAR BANDAGE Making a broad fold to support broken bones or hold dressings loosely in place 1. To make a broad fold, fold the point to the base of the bandage. 2. Fold the bandage in half again. This is a broad fold. Making a narrow fold to control bleeding 1. To make a narrow fold, fold a broad fold in half again. This is a narrow fold. TYING A SQUARE KNOT When you tie a bandage, it is best to do so with a square knot. Square knots lie flat, so they do not press into the injured person, and they are easy to untie. Alternative fastenings include tying a bow, using a pin, securing with tape, or using a clip. 1. Pass the right end of the bandage over the left and tuck it under. 2. Bring both ends alongside each other. 3. Pass the left end over the right and tuck it under. 4. Pull both ends firmly to complete the knot.

FOOT COVER BANDAGE 1. Fold a hem along the base of the triangular bandage. Place the victims foot on the bandage and bring the point down toward the victims ankle. 2. Fold the bandage up over the foot. 3. Fold the two ends of the bandage around the ankle and tie loosely. 4. Pull the point of the bandage over the knot and tuck it away. The victim may find it comfortable to have the foot in an elevation sling. ACE BANDAGES Ace bandages are used to secure dressings or to provide support, particularly to sprains and strains. They are usually made of cotton, gauze, or linen and are secured in place with pins or tape. TYPES OF ACE BANDAGE There are three key types of Ace bandage, as pictured right: Ace bandages come in a variety of sizes. For an adult, the following are recommended widths for different parts of the body: Finger: inch; Hand: 1 inch; Arm: 1 -2 inches; Leg: 2-3 inches Open-weave Best used for applying light dressings Conforming Used for securing dressings and providing support Crepe Used for support, particularly for joint sprains HOW TO APPLY AN ACE BANDAGE 1. Partly unroll the bandage. 2. Place the unrolled end below the injury and do two complete turns

around the limb to secure the bandage in place. 3. Bandage up the limb, using spiral turns. Be aware that conforming and crepe bandages mold to the shape of the body and while they should be applied firmly, take care not to over-stretch the bandage as this may impair circulation. 4. Finish off with a single turn and secure in place. Secure with tape, clip, or by tying off. 5. To tie off an Ace bandage, leave enough length to do complete turns of the limb. Cut down the middle of the bandage. Tie a knot at the bottom of the split and place both ends around the limb, one in each direction. Tie them in a bow or a square knot. APPLYING TUBULAR GAUZE These bandages come in several sizes. The smallest size is used to hold dressings on to fingers and toes. It comes with its own applicator and is best secured with tape. 1. Cut two and half times the length of the finger or toe to be bandaged and push all of this on to the applicator. 2. Place the dressing over the wound. Slide the applicator over the finger or toe. 3. Hold the gauze at the base of the finger or toe and pull the applicator upward, covering the finger or toe with one layer of gauze. 4. Above the finger or toe, twist the applicator twice and then push it back down, covering the finger or toe with another layer of gauze. 5. Tape the gauze in place. SIGNS AND SYMPTOMS OF REDUCED CIRCULATION 5. 6. 7. 8. 9. Pale skin, becoming blue Skin feeling cold to the touch Injured person complains of tingling or loss of feeling Weak or slow pulse in an injured limb Slow capillary refill below the site of the bandage

1. Look and feel for the signs and symptoms of reduced circulation. When bandaging, leave an area of skin exposed below the site of the injury to

enable regular checks of circulation. 2. Ask the injured person to report any tingling or loss of feeling. 3. Gently squeeze the skin or the nail bed below the site injury and bandaging until the color disappears from the skin. When pressure is released, the color should return swiftly (color returns as the small blood vessels, the capillaries, refill with blood). If color does not return quickly, circulation may be restricted.

If there are signs that circulation is restricted, gently loosen the bandage (s). If the bandage is covering a wound or burn, do not remove dressings. If it is supporting a broken bone, take care to support the injury as you loosen and re-tie the bandage. CHECKING CIRCULATION Bandages can cut off circulation, particularly as the injury swells. Check circulation below the site of the bandaging immediately after treatment and every 10 minutes thereafter. http://www.slideshare.net/abdullah.sachwani/bandaging-1197213

Life. Live it. First aid education for young people

InfoFollow our First aid basics lesson plans in one or two sessions to give students aged 11-16 a taste of first aid learning from the Life. Live it. programme. Start by watching our new Live. Live it film, which is a great way to introduce your students to first aid and show how life saving skills are relevant to young peoples everyday lives. First aid basics 1

Students should learn: a. to consider why it is important to learn first aid b. why your own safety must come first c. when to assess if a person is unconscious d. how to put someone in the recovery position e. what to say & do if you make an emergency call.

Resources

Lesson plan: first aid basics 1 First aid basics 1 powerpoint

Introduction: sticky notes to annotate whiteboard

 Activity 1: Casualty cards (optional) Activity 3: Recovery position video

Using the lesson powerpoint This lesson is designed to allow for flexible planning for lessons between 30 and 90 minutes. For a 30-minute lesson follow the introduction; choose one 5-minute activity from Activity one; one 5-minute activity from Activity two, one 10-minute activity from Activity 3, then finish with a 5-minute plenary.

Introduction why first aid is important Choose from the following alternatives: Students take part in a polar debate about first aid. Follow notes on slides 5 - 7. (Time needed: 5 minutes) Students offer responses to a range of questions about first aid. Follow notes on slides 8 and 9. (Time needed: 5 minutes) Activity 1 Staying safe Choose from the following alternatives: Students vote on who is the most important person at an accident scene. Follow notes on slide 10. (Time needed: 10 minutes) Students spot dangers in a household scene. (Time needed: 5 minutes) Activity 2 Treating an unconscious person Choose from the following alternatives: Students list questions they might ask themselves on discovering an unconscious person. Follow notes on slide 15. (Time needed: 10 minutes) Students investigate how tilting the head alters the position of the tongue. Follow notes on slides 18-19. (Time needed: 5 minutes) Activity 3 Recovery position and 999

Students view a video clip and then practise putting someone in the recovery position.
Follow notes on slide 21. (Time needed: 20 minutes) Students role-play an emergency call. Follow notes on slides 22 and 23. (Time needed: 10 minutes) Plenary - Quiz time Students take part in an interactive quiz. (Time needed: 5 minutes) Homework Differentiated homework tasks: Less able students Figure drawing. Sketch a friend in the recovery position. More able students Finish the story from the opening given.

First aid basics 2

Students should learn: a. to assess if a person is unconscious b. how to perform CPR on an adult c. how to perform CPR on a child d. how to treat a big bleed e. how to recognise and treat clinical shock.

Resources

Lesson plan: first aid basics 2 First aid basics 2 powerpoint Activity 1: Adult CPR video, baby CPR video Activity 2: Video on treating bleeding
Activity 3: sticky notes (for memory game) Homework task: Baby CPR flowchart 2; Child CPR flowchart 2 or Adult CPR flowchart 2. Using the lesson powerpoint This lesson is designed to allow for flexible planning for lessons between 30 and 90 minutes. Refer to the lesson plan to help select activities. For a 30-minute lesson, for example, follow: the introduction, one 10-minute activity from Activity one, one 5-minute activity from Activity two, one 5-minute activity from activity three, then finish with a 5-minute plenary.

Introduction Oxygen, the bodys fuel Students brainstorm what they could do to help an unconscious person. Follow notes on slide 3. (Time needed: 5 minutes) Activity 1 Airways and CPR Choose from the following: Students decide on 4 priorities for treating someone who has collapsed. Follow notes on slide 4. (Time needed: 5 minutes)

Students make notes on the similarities and differences between adult and child CPRbased
on watching two short video clips. Follow notes on slides 8 and 9. (Time needed: 10 minutes) Students watch a short video on baby CPR. (Time needed: 5 minutes) Activity 2 Big bleeds Choose from the following alternatives:

Students watch a video clip and answer questions on treating severe bleeding.
Follow notes on slides 13 and 14. (Time needed: 5 minutes) Students complete a storyboard activity. Follow notes on slides 15. (Time needed: 10 minutes) Activity 3 Shock Students play a memory game about recognising clinical shock. Follow notes on slide 17. (Time needed: 5 minutes) Students role-play the treatments of a big bleed and clinical shock. Follow notes on slide 19. (Time needed: 20 minutes) Plenary Quiz time Students take part in an interactive quiz. (Time needed: 5 minutes) Homework Differentiated homework tasks: Less able students Read a CPR flowchart (3 charts: Baby CPR flow diagram 2, Child CPR flow diagram 2 and Adult CPR flow diagram 2 are available in the Additional resources). Draw a set of pictures to illustrate your chart. More able students Continue the story from the opening given onscreen.