Solutions to Challenges

We have reached out to teachers and community members to get an idea of the common challenges teachers may face when delivering the high school CPR program to their students.

Do you have any Questions or Ideas?

Please forward any issues you would like us to address (e.g.: mannequin cleaning tips, evaluation tips). We’d also like to hear about any innovative solutions you’ve come up with to overcome any challenges you’ve faced or stories you’d like to share with us on your experience, contact us.

Challenge: How can you effectively monitor students’ practical application of CPR with a large class?

By reducing the student to teacher ratio, monitoring your students’ progress can be easy.

Consider using peer helpers. Having a group of CPR-trained senior students available to assist with instruction as peer helpers is an effective way to achieve an ideal ratio. Peer helpers can be found among students from the school’s co-operative education or human relations programs or perhaps students who have community service obligations to fulfil. If a school has a recreational leadership program in place, this would be the perfect opportunity for the students in both aspects of the training to benefit. The younger students receive more individualized instruction while the senior students improve their leadership and communication skills. Past experience shows younger students are receptive to instruction from senior students who they often look up to as positive role models.

In an effort to increase community involvement, you might consider inviting parents, relatives or other community members (e.g.: fire-fighters, ambulance personnel, first aiders) trained in CPR to assist with the teaching. This would provide obvious benefits for the student learners while improving community relations and allowing visitors to the schools to see students in a class setting.

If these options are not possible, small group instruction and feedback could be achieved by having students rotate through various situations. Several stations would not require direct teacher involvement, as students worked through written solutions to task card scenarios, completed quizzes or filled in crosswords and word searches related to the topic. This would free the teacher to work with a small group, providing instruction and feedback in the practical skill application. Other options are possible if classes are combined and teachers team-teach the unit, although the sheer number of students might make this counterproductive.

Joe Veryard, Vice-principal, Notre Dame High School
Nepean, Ontario
(Joe Veryard is a former physical education teacher and pioneer in teaching high school CPR).

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