EMT 233 - Basic Cardiac Life Support Instructor

0.75 Credits, 0.75 Contact Hours
.75 lecture periods 0 lab periods

Concepts, techniques, and skills in how to teach the Basic Cardiac Life Support of the Heartsaver First Aid Provider course. Includes basic principles, course management, personnel issues, time and resource management, and remediation.

Information: Provides the challenge portion of the American Heart Association (AHA) online course in Advanced Cardiac Life Support (ACLS). AHA certificate is required at the beginning of class.

1. Define the disease states and risk factors, which can lead to cardiac arrest, respiratory arrest, and stroke.
2. Demonstrate the assessment and management of a foreign body airway obstruction in the infant, child and adult patient.
3. Demonstrate the assessment and management of respiratory arrest in the infant, child and adult patient.
4. Demonstrate the assessment and management of cardiac arrest in the infant, child and adult patient.
5. State the philosophy and teaching methods for the American Heart Association.

1. Demonstrate proficiency of skills to include Basic Life Support (BLS) Cardiopulmonary Resuscitation (CPR), Foreign Body Airway Obstruction (FBAO), and Automatic External Defibrillator (AED) operation.
2. Demonstrate cognitive knowledge by achieving a minimum score of 90% on the Basic Cardiac Life Support (BCLS) Provider test A or B.
3. Define adult learning.
4. List a minimum of five factors that contribute to long-term retention.
5. Explain the concept of lifelong learning for adults.
6. Discuss the use of learning objectives in (BCLS) courses.
7. State a minimum of three types of adult learning objectives.
8. Cite a minimum of five core objectives of BCLS training.
9. Explain how learning objectives determine learning evaluation.
10. Differentiate types of motivation for the adult learner and participant.
11. Indicate a minimum of three major needs of the adult learner and participant.
12. Evaluate instructor qualities as a Basic Cardiac Life Support Instructor (BCLSI) using the instructor’s self-evaluation checklist.
13. Discuss how changes in science result in changes in BCLS guidelines.

Student lead performance objectives that demonstrate case-based teaching, the BCLSIC will be able to:

1. Describe the educational philosophy behind small group case-based teaching for healthcare professionals.
2. Tell why case-based teaching has advantages over subject-based teaching.
3. Indicate the responsibilities and expectations of the BCLSI.
4. Offer several helpful hints for conducting case-based teaching.
5. Explain the important role of the BCLS Provider Manual as a tool for instructors.
6. Practice general format for instructors and follow in small-group case discussions.
7. Diagram the important prep steps each instructor should review before the course.
8. Examine the role of video presentations in BCLSP courses.
9. Relate the key steps in teaching psychomotor skills.
10. Defend the major evaluation responsibilities of BCLSI.
11. Perform case-based evaluation.
12. Use the annotated exam as a teaching tool.
13. Differentiate between certification and successful completion.
14. Illustrate the goal of remediation in the BCLS course.

1. Prove Proficiency in Skills
   1. Each instructor candidate will be tested at beginning of course in all Health Care Program (HCP) BLS skills and evaluated by Regional Faculty (RF) or Training Center Faculty (TCF).
   2. A written Provider Exam either A or B will be given and each BLSIC will pass with a score of 90% or better.
2. Learning
   1. How to Teach
   2. Learning methods
3. Observation
   1. Lecture
   2. Skills demonstration
   3. Peer skill observation
4. Discussing
   1. Small group practice
   2. Interaction during lecture portion
5. Psychomotor
   1. View video segments
   2. Practicing actual skills in stations
6. Key Skills the BCLSI will guide Provider Candidates to learn
   1. BLS Skills
      1. Adult; pediatric and infant CPR and other related skills
      2. Basic Airway Management including Oralphyaryngeal Airway OPA;NPA; Pocket Mask; Oxygen; Basic Valve Mask (BVM)
      3. Use of AED
      4. Basic airway management
      5. FBAO management skills
         1. Following the Follow ADCDE approach
         2. How to facilitate family presence at resuscitation attempt
         3. ABCD Objectives
      6. Primary ABCD
         1. A-airway
         2. B-breathing
         3. C-circulation
         4. D-defibrillation
   2. Teaching the BCLS Algorithms
      1. Successful teaching approach
      2. Able to move in and out of different algorithms
      3. Support tools
      4. Should have immediate access to them
   3. Teaching environment
      1. Kinder, gentler BCLS
         1. Should not be intimidating atmosphere
         2. Encourage participation
         3. No embarrassment
7. How to Direct Courses
   1. Overview of courses
      1. One day Courses
   2. Pre-course preparation
      1. Setting dates
      2. Pre-course letters out
      3. Gaining instructors
      4. AHA student to teacher ratios
   3. Conducting course
      1. Prerequisites
         1. Must be current active healthcare provider
         2. Course director has final say
         3. Current BLS card
      2. Creativity and flexibility
         1. Required video
         2. Share with others
         3. Post course critique
         4. Use course evaluations to improve
      3. Time management
         1. Select major points to cover thoroughly
         2. Don’t cram all material in if cannot do methodically
         3. Be thoughtful, creative, and flexible
      4. Stations
         1. Use skill stations for practice if lack of experience
         2. Find weakness based on job description-assist here
         3. Use small groups of six or less to one instructor
         4. Present scenarios to review teaching points
         5. Allow for ample practice time
         6. If evaluating:
            1. Should be done during practice also
            2. If demonstrates command of knowledge, no further testing is needed
         7. Use remediation station for those needing it
         8. Must be evaluated on each skill
   4. Post course evaluation
      1. Use it to improve
      2. Do not take personally
      3. Give credence to all comments
      4. Use instructors for feedback
8. Adult Learning
   1. Define adult learning
   2. List a minimum of five factors that contribute to long-term retention
   3. Explain the concept of lifelong learning for adults
   4. Discuss the use of learning objectives in BCLS courses
   5. List a minimum of three types of adult learning objectives
   6. List a minimum of five core objectives of BCLS training
   7. Explain how learning objectives determine learning evaluation
   8. Discuss types of motivation for the adult learner and participant
   9. Discuss the major needs of the adult learner and participant
   10. Evaluate individual qualities as an BCLSI using the instructor’s self-evaluation checklist
   11. Discuss how changes in science result in changes in BCLS guidelines