2020 International
first aid Guidelines
Implementation moves into the domain of providing first aid education so that it is sustainable for the future. This refers to the ability to develop or update programmes, reach learners, and recover costs. Implementation is the act of shifting the Guidelines from evidence into tangible learning opportunities. Implementation requires a strong understanding of the Guidelines, adaptations for the local factors and contextualisation.
Implementation is highly specific to each National Society. The following provides some high-level goals for implementation of the Guidelines which build upon one another. The tools noted here are common tools used for programme and strategic planning and can be found freely on the internet with step-by-step guides for use. Using these tools can help programme managers to better understand the environment in which they operate and the assets they have as an organisation in reaching learners.
Learning needs analysis
Implementation begins with conducting a learning needs analysis. The purpose of a learning needs analysis is to profile learner groups to develop programming that connects specifically to their needs. The high-level steps of a learning needs analysis are:
- Describe all types of learners that your programmes serve.
- Group the types of learner by common needs and backgrounds.
- For each group, consider the follow questions:
| A. What contexts will each learner group need to provide care in and what are the types of risks they will face? |
Consider the contexts of learner groups and the main risks they will face and make these the focus of the education you plan for them. For example, the risks faced in a mining workplace differ to the risks faced in a domestic home setting, or those in an area of conflict differ from those in an area of peace. |
| B. What resources are the different learner groups likely to have available and how should I adapt the guidelines so they can provide first aid? |
Consider the resources such as medical services, clean water, sterile dressings, and defibrillators that the learner groups in different contexts will be able to access in an emergency and adapt their education so they can respond effectively with available resources. |
| C. What skills, knowledge and attitudes are critical for this learner to be confident in providing first aid? |
Determining the skills, knowledge and attitudes will help you to identify gaps. These can be indicated by personal, community, or organisational need. |
| D. What gaps in skills, knowledge or attitudes exist in the learner group? |
To determine gaps, identify the current skills, knowledge and attitudes and how they compare to the critical skills, knowledge and attitudes identified above. The disparity between these is the learning gap that can be addressed through learning interventions. |
| E. How often will this learner group use their first aid skills? |
Consider how often the person will use their first aid skills as this will guide the level of information the programme should go into. |
| F. How often will this learner group refresh their first aid skills? |
Learners who have regular refresh will be able to build greater knowledge and skills. These should be constructed gradually over time and with practise. |
Each of the following elements are built upon the completed learning analysis.
| Element | Purpose | How to | Tools |
| Programme analysis | Understand the strengths of the existing program and areas for further development. | Conduct a review of existing programmes and educational tools. |
SWOT analysis: indicates the strengths, weaknesses, opportunities, and threats to the programme
Surveys, focus groups, or interviews of past or potential learners
Updated brand standards and practices from your organisation |
| Programme development | Develop first aid content for learners. | Create and revise programme materials (e.g., manuals, presentations, references, online learning) according to the needs identified. | Guidelines Education modalities |
| Communication | Ensure that all stakeholders understand how first aid knowledge and skills have developed according to the best available evidence. | Communicate changes to your partners, trainers, and other stakeholders. |
The Reference Centre’s training of trainers program
Communications plan
Learning and development package (e.g., training of trainers) |
| Evaluation | Ensure the programme remains current to meet the needs of the target audiences. | Determine how you will conduct ongoing programme evaluation. | Outcomes evaluation toolkit |
For guidance or support in implementing the Guidelines, contact the Reference Centre at first.aid@ifrc.org