By Brian Low, National Manager – Instructor Certification Program (brian.low@skipatrol.ca)
Our CSP modernization has included a very successful transition from traditional, but dated, instructional approaches to leading edge adult learning, outcome based instruction for instructors, new and returning candidates. This will continue to be developed over the coming years with this approach being reflected in our eLearning, instruction, and manuals. Given our volunteer organization, our pace is controlled by available person power, translation, and sheer determination.
An important aspect of this transition to outcome based performance by all patrollers is our approach to evaluation. Traditionally we have been very much guided by specific checklists and rote order of items with little opportunity for variation from presented materials. As discussed in our ICP evaluation sections, we will also need to undergo a rethink of our evaluation strategies.
With the introduction of a new approach to instruction in Patient Assessment (PA), we have placed a great deal of emphasis in our new patrollers understanding and achieving the outcome of each of the four stages and substages of the PA.
The form for PA evaluation has not changed, however, it is critical that our mindset and performance as evaluators does. To be candid, we have been somewhat “anal” and tremendously “picky” in our evaluation. This is now the time for you to apply your “outcome based” approach to instruction to evaluation as well.
During our evaluation it is important that the patroller demonstrates their understanding of the four stages but as long as the stages happen in the appropriate order, there may be some flexibility within each stage for items to be covered in a different sequence than is noted on the evaluation document.
As patrollers, we adapt our PA depending on the circumstances that we come upon when responding to an incident. During an evaluation, since the scene is artificial, some natural steps may be missed. For example, patrollers may omit the “need for oxygen” during the PA when checking ABCD’s but realistically if we came upon a patient who was struggling with their breathing, we would almost always consider the need for oxygen. So given that, an evaluator could simply ask the question, “If you observed your patient struggling with their breathing, what might you do?” This doesn’t give the patroller the answer but finds out if they know an appropriate response.
The Patient Assessment is not simply a list of steps, it is a logical progression of interaction and investigation as we assess our patient. During the evaluation of the PA or a diagnostic, it should become clear if the patroller understands that sequence and logic rather than memorizing the 68 steps in order as our checklist might suggest. Our evaluation should reflect if the patroller has demonstrated the desired outcomes of the PA.
As an evaluator we are supporting the potential for success of our patrollers. Thank you for bringing your full understanding of outcome based learning and performance to the fore.
Below you will find the information shared during the 2024 AFA IYU describing the instructional approach for patient assessment and also the 2024v1 patient assessment evaluation form as released in January 2024.
Please note that modernization is a dynamic process, and you may see minor changes to wording or items being made in 2025/26 to respond to Canadian Standards Association criteria, CSP manual revisions and outcome based instructional considerations.
Patient Assessment – Instructional Approach
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Patient Assessment (red) Overall Outcome: A first aider will safely, effectively, and efficiently approach an incident scene, assess patient for signs and symptoms to determine needs and to develop treatment and transportation strategies. |
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STAGE 1: Scene Survey and Communication (green) Outcome: When approaching an incident site, the first aider will effectively assess and communicate the immediate needs and safety concerns of the scene. |
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STAGE 2.1: Primary Assessment: Approach (blue) Outcome: With consent, the first aider will establish a clear, positive, professional relationship and communication pathway with the patient to gather critical incident information and provide support. |
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STAGE 2.2: Primary Assessment: ABCD (blue) Outcome: The first aider will assess the patient to identify potential life-threatening conditions and respond accordingly. |
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STAGE 2.3: Primary Assessment: Neck to Femurs (blue) Outcome: The first aider will assess the patient from neck to femur for signs and symptoms providing evidence of any injuries in addition to the initial concern. |
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STAGE 3: Transportation Decision and Communication (yellow) Outcome: The first aider will consider information gathered, develop, and clearly communicate status, treatment, and transportation plans, requesting any necessary additional assistance. |
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STAGE 4.1: Secondary Assessment: Vital Signs (orange) Outcome: The first aider will record all information as outlined on the Intervention report throughout the assessment. Measure vital signs to establish a baseline and to collect essential signs and symptoms information to support or revise the treatment plan being considered. |
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STAGE 4.2: Secondary Assessment: Head to Toes (orange) Outcome: The first aider will assess the patient’s entire body for signs and symptoms to determine the presence of any additional injuries or conditions not found during primary assessment. |
Patient Assessment – Instructional Approach, 2024 [PDF]
CSP Patient Assessment, 2024 [PDF]
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