Project Prospectus

Mobile CPR & First Aid Instruction Service

Executive Summary 

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 population, 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 deepened 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 but also as 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.

Solution/Implementation Ideas 

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.

Implementation Steps and Timeline

The implementation process will occur in four key phases over approximately one year:

Phase 1 – Community Assessment (Months 1-2):

Conduct surveys and interviews with local stakeholders to determine areas with the highest need.  Establish partnerships with community centers, schools, and first responder organizations.  This phase will provide critical baseline data regarding current access gaps, preferred training formats, and potential collaborative opportunities.  

Phase 2 – Program Development (Months 3-5):  

Finalize curriculum, obtain or upgrade training equipment, and design hybrid learning modules using online platforms.  During this period, I will also develop marketing materials, establish pricing structures, and create logistical protocols for mobile instruction delivery. Integration of digital literacy elements, such as QR-coded resources and video tutorials, will ensure participants retain confidence long after their certification.  

Phase 3 – Pilot Program Launch (Months 6-9): 

Begin mobile instruction at selected sites, collecting data on participation, completion rates, and learner confidence through post-training surveys. The pilot will explore partnerships with local fire departments, health organizations, and educational institutions to build trust and visibility.  By prioritizing accessibility and cultural sensitivity, the project will reflect contemporary approaches to community health promotion and adult learning.

Phase 4 – Evaluation and Expansion (Months 10-12):

Analyze pilot data to refine delivery methods and plan for wider regional implementation.  This phase will include comprehensive review of all collected metrics, stakeholder feedback, and operational challenges encountered during the pilot period.

Success Metrics 

Key measures of success will include the number of individuals trained, participant satisfaction scores, retention of knowledge and confidence after certification, and community partnerships established.  Long-term indicators will focus on program sustainability, cost efficiency, and repeat engagement from partner organizations.  These metrics will provide quantifiable evidence of the program’s impact while identifying areas for continued improvement.

Feedback and Continuous Improvement

Feedback will be collected through digital surveys, instructor debriefs, and follow-up interviews with participants and host organizations.  This feedback loop will inform iterative updates to training content, scheduling, and accessibility features. Results from the pilot will guide the development of an expanded business model, ensuring future scalability and alignment with community needs. Regular evaluation cycles will maintain program quality while allowing for adaptive responses to emerging challenges or opportunities.

Longevity and Long-Term Viability

To ensure the project’s sustainability, the mobile training model will be structured as a self-sustaining community enterprise. Revenue from organizational partnerships and group sessions will offset operational costs, allowing reinvestment into equipment maintenance and outreach.  Over time, the project could evolve into a franchise or regional training network, extending its reach beyond Western North Carolina.  The adaptable design, blending in-person and digital learning, ensures continued relevance amid changing technologies and educational demands, supporting long-term community resilience and health literacy.

Conclusion

This 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.  By grounding this work in evidence-based research and maintaining a commitment to continuous improvement, the project stands positioned to create meaningful, measurable impact in Western North Carolina and potentially serve as a model for similar initiatives nationwide.  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.  The success of this endeavor will be measured not only in certifications issued but in lives potentially saved and communities transformed through enhanced preparedness and empowerment.