IPS 410-11
Project Prospectus
Emergencies often occur in unpredictable settings, leaving many bystanders unprepared to respond effectively. Although CPR and First Aid certification programs are available nationwide, equitable access remains limited, especially in rural and underserved areas where cost, transportation, and scheduling conflicts create significant barriers. According to the American Heart Association (2023), more than 70% of cardiac arrests happen outside hospitals, yet fewer than half of bystanders feel confident enough to perform CPR. My project addresses this issue by developing a mobile CPR and First Aid instruction model that brings affordable, flexible, and confidence-building training directly to communities, schools, workplaces, and organizations across Western North Carolina, empowering more people to respond effectively during emergencies.
In Western North Carolina, this challenge disproportionately affects populations that would most benefit from timely emergency response skills, parents, teachers, small business owners, and community caregivers. Many of these individuals have the motivation to learn but are hindered by scheduling conflicts or a lack of local instructors. As a result, potentially life-saving skills remain concentrated in medical institutions rather than distributed throughout the general populations, perpetuating an avoidable gap in community preparedness.
The guiding question for this project is: How might a mobile CPR and First Aid instruction model improve access, affordability, and confidence among underserved populations in Western North Carolina?
This question allows exploration of both logistical and educational factors, including how mobile and hybrid learning strategies can overcome traditional barriers. It also invites consideration of new technologies, such as online modules or portable simulation equipment, that could expand the reach of training programs without sacrificing quality. The answer will be informed by research on health communication, public education, and entrepreneurship within the medical training industry.
This issue is personally meaningful to me because of my professional experience as a Certified Medical Assistant, personal caregiver as well as a CPR and First Aid instructor. Over the years, I have witnessed the consequences of delayed or absent bystander intervention in cardiac and trauma emergencies. These experiences have depended my conviction that access to CPR and First Aid education should not depend on location, income, or schedule. I see this project not only as a community service initiative aligned with my long-term goal of creating a sustainable business that improves public health literacy.
By addressing this problem, I hope to contribute to a shift in how emergency preparedness is delivered, moving from a centralized, institutional model toward one that prioritizes flexibility, inclusion, and empowerment. A mobile training model could bridge the gap between healthcare professionals and the public, fostering a stronger sense of community safety and confidence.
The research supporting this project underscores the importance of equitable and innovative approaches to CPR education. Studies by Fisher et al. (2023) and Ko et al. (2023) show that underserved populations consistently face obstacles to traditional training, while community-based and hybrid models demonstrate higher engagement and retention. Similarly, research by Bodur et al. (2022) on virtual reality simulations highlights how technology can enhance learning outcomes and confidence, even among novice learners. By synthesizing these insights, my project will ground its design in evidence-based strategies that are both practical and scalable.
These studies also reveal an important philosophical shift in CPR education, from simply teaching technical skills to cultivating empowerment and confidence. My mobile instruction model aims to apply this shift by combining personalized instruction with flexible delivery methods, ultimately creating a replicable blueprint for other regions facing similar access barriers.
My plan is to design and pilot a mobile CPR and First Aid instruction service that combines onsite training sessions with online pre-learning modules. The project will begin with a needs assessment of community organizations, schools, and small businesses to identify priority populations and logistical challenges. Based on those findings, I will develop a service model that includes portable training equipment, flexible group scheduling, and affordable pricing structures.
The pilot will explore partnerships with local fire departments, health organizations, and educational institutions to build trust and visibility. The service could also integrate digital literacy elements, such as QR-coded resources and video tutorials, to ensure participants retain confidence long after their certification. By prioritizing accessibility and cultural sensitivity, the project will reflect contemporary approaches to community health promotion and adult learning.
My prospectus outlines a project dedicated to solving a vital public health problem: the inequitable access to CPR and First Aid education. Through a mobile training model, I intend to remove barriers related to cost transportation, and scheduling, factors that currently limit who gets to learn life-saving skills. This initiative merges my medical background, entrepreneurial aspirations, and academic studies into a single goal: to empower communities through knowledge, preparedness, and accessibility. Ultimately, I hope to demonstrate that when lifesaving education meets people where they are, everyone benefits, individuals gain confidence, families feel safer, and communities become more resilient.
