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First Aid Instructor Resource Center

Instructor Resources
Course Completion Cards

Information on NSC completion cards must be typed or printed. Adjust for alignment on your printer; make a copy of the course completion card to use as a sample for alignment before printing.

View Bloodborne Completion Template

View Completion Card Template

View Completion Card Instructions

View Language for Completion Cards

BLS Exam B

The Basic Life Support Instructor Materials, which are included on the Instructor CD Part 1 and the USB, include an incorrect student exam. Exam A is repeated and shown as Exam B.

View Corrected Exam B

Error in Burns Segment of First Aid Video

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Epinephrine Administration

Food Allergy Research and Education works on behalf of the 15 million Americans with food allergies, including those at risk for life-threatening anaphylaxis.

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Playing New DVD on Windows 10

By default, Windows 10 is set to NOT auto play DVDs when inserted. Use AutoPlay to tell Windows what you want to happen when you insert media or devices.

View Instructions

New Instructor Designation Codes

View Codes

Conducting a First Aid Orientation

While NSC encourages those interested in learning first aid and CPR to take an NSC First Aid or CPR course, instructors may be asked to give a brief orientation on first aid. This outline can be used as a guide.

View the Outline



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Performance Checklist for Skill Testing

Participants who complete online First Aid, CPR and AED courses must perform skill testing to receive a course completion card. Allow about three hours to skill test a class of 10, and use one set of performance checklists for each student. Because there may be up to 45 days between completion of the online course and skill testing, give the participant supervised practice time before evaluating. Do this one skill at a time for each of the 11 skills. Initial “Proficient” if participant has mastered the skill or “Needs Practice” if participant has not. Contact your Training Center Coordinator or local Chapter for the student materials that contain the course completion cards for skill testing.

View Skill Sheet Checklist

Room Setup

Room sizes vary and not all will be as large as the 30’ x 50’ room we use for training but the diagrams here will give you some minimum distances for manikin set up. Another example of room set up can be found in your “Preparing to Teach First Aid Courses” DVD.

View Room Setup

Pediatric Supplement

This link will provide you with the Instructor Manual pages for Pediatric that will be used to teach the supplement in California and Lousiana.

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Bloodborne & Airborne Pathogens Course Outline

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First Aid Online Course Outlines

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Academic Instructor Resources
Performance Checklist for Skills

Instructors may copy these Performance Checklist for Skills (appendix B in the NSC Advanced First Aid, CPR & AED Textbook) and use within their classes.

View Advanced Appendix B

NSC Product List

We have compiled a list of NSC products and pricing, including NSC part numbers and ISBN numbers.

View Product List

Desk Copy Request

We'll send you a complimentary review copy of the first aid student workbooks or textbooks so you can see if they will meet the needs of class.

View NSC Faculty Portal




Technical Bulletins
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Product Updates
California EMSA

When the California EMS Authority re-approved NSC Pediatric First Aid, CPR & AED course, it required NSC to modify some materials. In tick bites and bee/wasp stings, NSC deleted a step or bullet point. In cleaning wounds, NSC reworded a step to reflect a California-mandated procedure. In the asthma segment, NSC added material from the EMS Authority’s Inhaled Medications Training. These changes were rolled into our textbook revision in 2016. You may use textbooks you already have provided you include these modifications and supply your students with a copy of the Injected Medications Training content.

EMSA Textbook & Instructor Manual

Training Curriculum

Pediatric Supplement

This link will provide you with the Instructor Manual pages for Pediatric that will be used to teach the supplement in California and Lousiana.

View Supplement

Changes Made to NSC First Aid Programs

View Changes

Engaging Your Students

· When it comes to First Aid training, inexpensive and easy to make props provide realism to the classroom. An example of this would be the use of a “Halloween” scar-kit and fake-blood to care for lacerations, as well as the proper use of PPE. Purchasing inexpensive button-down shirts from a thrift store can ensure your student’s clothing remains clean, but still provide the realism to allow for proper bandaging and actual use of BSI.

· To simulate chemical burns, an inexpensive scar-tissue kit and a little bit of flour, can have dramatic effect and reinforce the importance of proper care for chemical burns.

· For more advanced classes, when teaching avulsions and amputations, using a set of old work gloves, fake blood, and a “severed” hotdog as a finger, will allow students to prepare visually for more significant injuries, as well as actually performing proper procedures for caring for amputations.

Deaf and Hard of Hearing Students
NSC includes a closed captioning option on the DVDs.

· Avoid speaking when students are writing in their workbooks. Wait until they have finished writing and then begin to speak.

· Before answering a student’s question, repeat or rephrase the question. This is especially helpful if the question comes from the back of the room or if the student speaks in a soft voice.

· Announce when you are going to read or call attention to something in the workbook or Quick Guide, and reference the page and page location. This allows the students to find and reference it. For example, “Let’s turn to Scenario 2: Chemical Spill, on the top of page 33—I’ll read it for you.” It is usually easier for deaf/HH students to read directly from the source.

· Turn your body towards the deaf/HH student when you speak, and avoid blocking your face with any object. Deaf/HH students use face and lip-reading cues to follow what is being said.

· Watch for expressions of frustration, confusion and inattention. You may have to explain the content in a different way to help the student understand.

· Don’t speak louder than normally or exaggerate your mouth movements. Keep your rate of speech the same as it always is.

AED Training Units

You don’t need batteries in your AED training units when students are watching the AED section of film and practicing along with it. Instead, have the students follow the voice prompts that come from the DVD. Later, when testing, you can use the training unit batteries and vary the scenarios.

First Aid Kits

· When teaching the first aid course, I ask the participants to bring their own first aid kit to the course, either from their work vehicle or from their home. Then, as we work through the various sessions in the workbook, we review what we could use from the first aid kit to provide basic first aid. If we are near the first aid kit that is provided for everyone in the building, we look to see what contents to use from that kit, as well.

· By having their own first aid kits in the classroom, they 1) get familiar with the contents of their own first aid kit, 2) see what they could use from the kit, and 3) inspect their kit and discard expired items. Too many people don’t really know what they have in their first aid kits!


As a Safety Professional responsible for safety in my organization, as well as teaching safety, there is something that I relate while teaching the FA course. When doing inspections throughout my organization, I check the first aid kits to make sure that the proper contents are included. Many times the kits have forms of medicine such as Benadryl or pain products such as ibuprofen but no aspirin. The FA curriculum teaches to chew an aspirin if suspecting a heart attack and yet often this is not included in the first aid kit at work. Of course, it would be up to the employer to decide if any type of medication would be allowed in the first aid kit. This is just something to consider.

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