FIRST AID ( LOSS OF CONSCIOUNESS AND SEIZURE)

PRESENTOR: NOMER M. FERRER

SECTION 4 : LOSS OFCONSCIOUSNESS / SEIZURES

TOPIC 1 Lecture: What is loss of consciousness?
Objectives 1. To provide the students with knowledge on the definition of
loss of consciousness.
2. To provide students with knowledge on common precipitating
factors of loss of consciousness.
Procedure 1. Start with a pre-test which covers basic things about loss of
consciousness and seizures.
2. Introduce the topic by asking the students any previous
encounters or personal experiences with a person who had
loss of consciousness/ seizures.
3. Use preferred audiovisual aids for the lecture.
4. Engage the students for a more interactive session.
Materials for
Instructor
Powerpoint presentation
Materials for
Students
Handouts
Special Notes for
Instructor
You may use photos or videos showing different causes of loss of
consciousness
Content
Lecture
5. Question: What is loss of consciousness?
Answer: Loss of consciousness is a state of partial or
complete unawareness of self and the surrounding
environment or lack of response to sensory stimuli. It is most
often used synonymously with syncope which is loss of
consciousness from which a person recovers spontaneously,
and with coma which is a deep, prolonged unconsciousness.
6. Question: What are the causes of loss of consciousness?
Answer : Loss of consciousness can be classified according
to several underlying etiologies: autonomic ( vasovagal,
situational and orthostatic syndromes), respiratory ( hypoxia),
cardiac ( heart attack and arrhythmias), metabolic
(hypoglycemia) and neurologic ( seizures, strokes).
Activity : Have students identify possible causes of loss of
consciousness based on pictures being shown.
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SECTION 4 : LOSS OFCONSCIOUSNESS / SEIZURES
TOPIC 2 Lecture : How do you elicit responsiveness in a seemingly
unconscious person?
Objectives To provide students with knowledge and skills on how to recognize
an unresponsive or unconscious person.
Procedure 1. Introduce the topic by asking the students what they will do in
case a person becomes unresponsive.
2. Engage the students in an interactive session.
Materials for
Instructor
Powerpoint presentation
Materials for
Students
Handouts
Special Notes for
Instructor
You may demonstrate skills in checking for responsiveness in
adults, child, and infant based on the American Heart Association
CPR guidelines
Content Lecture

1. Question : How do you elicit responsiveness in an adult ?

Answer : First, make sure the scene is safe. Look for anything
nearby that might hurt you as well. Once you have established
that the scene is safe, tap both shoulders of the person and
shout “ Are you okay”. If the person does not move, speak,
blink or otherwise react, then he is unresponsive.

2. Question : How do you elicit responsiveness in a child ?

Answer : First, make sure the scene is safe. Look for anything
nearby that might hurt you as well. Once you have established
that the scene is safe, tap both shoulders of the child and shout
“ Are you okay”. If the child does not move, speak, blink or
otherwise react, then he is unresponsive.

3. Question : How do you elicit responsiveness in an infant?

Answer : An infant is someone who is younger than 1 year.
First, make sure the scene is safe. Look for anything nearby
that might hurt you as well. Once you have established that the
scene is safe, flick the soles or rub the back of the infant and
shout
“ Baby, are you okay”. If the infant does not move, cry, blink or
otherwise react, then he is unresponsive.

Activity : Let students demonstrate how to elicit responsiveness

using manikins or group them into 2 and let them practice with one
another.
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SECTION 4 : LOSS OFCONSCIOUSNESS / SEIZURES

TOPIC 3 Lecture: What to do if an unresponsive person regains

consciousness versus what to do in case of persistent
unresponsiveness despite stimulation.

Objectives

1. To provide students with knowledge and skills on how to

position and manage persons who regain consciousness after
an episode of unresponsiveness.

2. Toprovide students with knowledge and skills on how to do

cardiopulmonary resuscitation for a person who remains
unconscious and not breathing.
Procedure 1. Introduce the topic through lecture format.

2. Use interactive sessions to encourage participation

3. Break out into groups for the activity part.

Materials for
Instructor

Powerpoint presentation
Video presentation

Materials for
Students
Handouts
Special Notes for
Instructor
Emphasize the need to be calm at all times and the importance of
calling for help.
You may use manikins for demonstration purposes or show
videos relevant to topic.
Content

Lecture
1. Question : What to do when a person regains consciousness
spontaneously ?

Answer : For persons who regain consciousness

spontaneously or with help :
Position person on their back ( if a person suddenly
vomits, let him lay on his side to prevent aspiration)
Loosen clothing around neck and waist
Elevate feet to allow blood to flow to the brain
Give nothing by mouth
Control bleeding if present
Keep person lying down for at least 10-15 minutes while
you call for additional help
Once stabilized, transfer to an institution with advanced
medical care if needed

2. Question : What to do when a person does not regain

consciousness despite help or stimulation ?
Answer : For persons who have no regain of consciousness
despite stimulation :
Call for help and phone your emergency response number
Check if the person is breathing by looking for chest rise
or chest movement
If the person is not breathing at all or only “gasping”, be
prepared to do CPR (Cardiopulmonary resuscitation).

Gasping is not considered regular or normal breathing and

is usually a sign of cardiac arrest in an unresponsive
person.
3. Question : What is the proper way of doing Cardiopulmonary
Resuscitation ?
Answer :
Move clothes out of the way
Position your hand :
Adult – Put the heel of 1 hand on the lower half of the
breastbone, then put the heel of the other hand on top of
the first hand
Child – Put the heel of 1 hand on the lower half of the
breastbone
Infant – Put 2 fingers of 1 hand on the breastbone just
below the nipple line
Push down on the chest about 2 inches deep ( adults and
child), and 1.5 inches deep (infants) delivering 30
compressions at a rate of 100-120 per minute. Allow chest
recoil in between compressions
Deliver 2 breaths( blow for 1 second each) after each 30
compressions, making sure that there is chest rise
Keep giving sets of 30 compressions and 2 breaths until
the person begins to breathe/move, or until someone with
advanced training arrives and takes over.

Activity : Divide the students into groups and let them practice
on manikins if available
SECTION 4 : LOSS OFCONSCIOUSNESS / SEIZURES

TOPIC 4 Lecture : What is a seizure, its causes, and signs and

symptoms?

Objectives
1. To provide the students knowledge on recognizing a person
with ongoing seizure.
2. To provide the students knowledge on the different causes and
symptoms of seizure

Procedure
1. Introduce the topic through lecture format.
2. Use interactive sessions to encourage participation

Materials for
Instructor
Powerpoint presentation
Materials for
Students
Handouts
Special Notes for
Instructor
You may use photos or video images to show the different types
of seizures
Content

Lecture
1. Question : What is a seizure ?
Answer : A seizure is a sudden attack of physical
manifestations or changes in behavior that occur after an
episode of abnormal electrical activity in the brain. It is often
used interchangeably with “convulsions”.

2. Question : What causes seizures ?

Answer : The causes of seizures include :
a. Genetic
b. Metabolic -- high fever, hypocalcemia, hyponatremia,
hypoglycemia
c. Infection – meningitis, encephalitis
d. Traumatic brain injury
e. Strokes/hemorrhages
f. Structural –epileptic syndromes

3. Question : What are the symptoms of seizures?

Answer : Seizures may present like the following :
a. Episodes of sudden loss of tone with or without loss of
consciousness
b. Cyanosis or color change
c. Staring spells ( absence seizure)
d. Automatisms ( lip-smacking, swallowing, chewing)
e. Complex motor phenomena ( bicycling and kicking
movements)
f. Focal twitching of an extremity or eye
g. Spasms of the muscles of the neck, trunk and extremities
h. Rolling of eyeballs

Activity : Have students identify possible causes and the different

signs and symptoms of seizures.

SECTION 4 :

LOSS OFCONSCIOUSNESS / SEIZURES

TOPIC 5 Lecture : Demonstrate what to do when a person goes into

seizure
Objectives 1. To provide knowledge and skills on how to approach a
person with ongoing seizure.
Procedure 1. Introduce the topic through lecture format.
2. Use interactive sessions to encourage participation.
Materials for
Instructor
Powerpoint presentation / video presentation
Materials for
Students
Handouts
Special Notes for
Instructor
Emphasize the need to be calm at all times and to block hazards
while trying to manage a seizing person.
You may use pictures or posters on first aid for seizures.
Content Lecture
1. Question : What do you do when you are faced with a seizing
person ?
Answer : When you are faced with a seizing person :
Stay calm and reassure people nearby
Look around for hazards that may harm you and the
person and clear the area
Note the time the seizure starts with a watch
Cushion their head with something soft if they have
collapsed to the ground.
Loosen neck ties or anything around the neck that may
make breathing difficult
Turn the person gently unto one side to keep the airway
clear
Don't hold the person down or try to stop the movements
Don't put anything in their mouth.
Check the time again. If a convulsive (shaking) seizure
doesn't stop after 5 minutes or they have no recovery from
the seizure, call for help and phone your emergency
response number
After the seizure has stopped, put them into the recovery
position and check that their breathing is returning to
normal. Gently check their mouth to see that nothing is
blocking their airway such as food or false teeth. If their
breathing sounds difficult after the seizure has stopped,
call for an ambulance.
Stay with them until they are fully recovered.
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Activity : Let the students demonstrate how to properly position
a seizing patient and what to do during the event
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SECTION 4 : LOSS OF CONSCIOUSNESS/ SEIZURES
TOPIC 6 Evaluation of knowledge gained on the topic on loss of
consciousness and seizures
Objectives 1. To evaluate the knowledge gained by the student after the
lecture on loss of consciousness and seizures.
Procedure 1. Give the appropriate instructions to the students.
2. Give the post-test to last for 15 minutes
Materials for
Instructor
Post-test examination
Materials for
Students
Examination papers and pen
Special Notes for
Instructor
Adhere to time frame of 15 minutes, but inform students to
complete final answers 5 minutes before time
Content Prepared post-test examination