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2008 American Heart Association
Faculty Guide for BLS andHeartsaverInstructor
Courses
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Contents
Part 1: Preparing for the Course ...................................................................................................3Course Objectives and Competencies..................................................................................4Course Audience and Prerequisites......................................................................................4
Educational Design ...............................................................................................................5Faculty Needs .......................................................................................................................5Attendance Requirements.....................................................................................................6Course Planning Checklist and Timeline ..............................................................................6TC Faculty Course Support Materials .................................................................................10
Part 2: Teaching the Course .......................................................................................................13Using Lesson Maps.............................................................................................................14Cleaning Manikins...............................................................................................................15BLS Instructor Course Outline ............................................................................................16Heartsaver Instructor Course Outline..................................................................................18
Part 3: Renewal ..........................................................................................................................20Part 4: Lesson Maps ...................................................................................................................21
BLS Instructor Course Lesson Maps ..................................................................................21Heartsaver Instructor Course Lesson Maps........................................................................46Appendix: Instructor Competency Checklist ...............................................................................69
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Part 1: Preparing for the Course
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Course Objectives and Competencies
Introduction This manual is to be used by BLS Regional Faculty and Training CenterFaculty to conduct the BLS Instructor Course and the Heartsaver Instructor
Course. Both of these courses are classroom based and are open toinstructor candidates who have met the admission criteria.
Course Goal The American Heart Association designed the BLS Instructor Course andHeartsaver Instructor Course to prepare people to become Basic LifeSupport (BLS) or Heartsaver instructors.
Objectives At the end of the BLS Instructor Course or Heartsaver Instructor Course,instructor candidates will be able to teach a BLS course using the video andlesson maps that are part of the appropriate BLS course instructor materials.
Instructor candidates will also be able to use the new testing materials toconduct skills testing.
Exit Criteria Successful completion of each instructor course consists of instructorcandidates facilitating a session where they
Instruct a group on practice-while-watching the video
Successfully evaluate another instructor candidate while correctly using theskills testing checklist
Successfully remediate another instructor candidate
The Training Center (TC) Faculty will use the American Heart Association
Emergency Cardiovascular Care Instructor Competency Checklist found atthe end of this manual. This document serves as a guide in assessinginstructor candidate proficiency in the AHA Core Course competenciesduring the practice session in the discipline-specific course. Not allcompetencies can be assessed in a single instructor candidatedemonstration.
Course Audience and Prerequisites
Who CanTake theCourse
Anyone who wants to become an AHA ECC BLS or Heartsaver instructorcan take this course. The ideal candidate will be motivated to
Teach
Facilitate learning
Ensure that providers acquire the skills necessary for successful coursecompletion
View provider assessment as a way to improve individual knowledge andskills
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CoursePrerequisites
Prospective instructors must
Have completed the AHA Core Instructor Course
Be aligned with an AHA TC
Those entering the BLS Instructor Course must have a current AHAHealthcare Provider card; for non-healthcare professionals, a currentHeartsaver First Aid provider card is also required.
Those entering the Heartsaver Instructor Course must have current status inany combination of courses that provide the following skills:
Adult/child CPR, AED, mask use, and choking
Infant CPR, mask use, and choking
First aid
Educational Design
Lesson-Basedand Video-BasedStructure
The BLS and Heartsaver Instructor Courses are video-based. They aredivided into multiple lessons. Some of the CPR lessons are practice-while-watching lessons during which students practice skills as the video guidesthem.
The video instruction shapes the course. It defines course content and skillspractice intervals and provides consistent instruction to every student inevery class. It should help Training Center Faculty maintain a tight scheduleand a carefully integrated curriculum.
This instructional design maximizes skills practice and learning.
Practice WhileWatching
The BLS Instructor Course and Heartsaver Instructor Course are instructor-led, using video to guide practice. Immediate TCF feedback during skillspractice enhances learning.
Faculty Needs
Who CanTeach theCourse
Any current AHA BLS TC or Regional Faculty member may teach the BLS orHeartsaver Instructor Course.
TC Faculty-to-Student Ratio
The size for each BLS Instructor Course or Heartsaver Instructor Course isflexible, and there is currently no research-based best instructor-to-studentratio. The practice lessons of the course, however, are designed to use a
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ratio of 8 students to 2 manikins to 1 TC Faculty. This will create 2 groups of4 students. During practice and role-playing sessions, 1 instructor candidatein each group will play the role of instructor and the other 3 will play the roleof students.
Attendance Requirements
At tendanceRequirements
Instructor candidates must successfully complete the entire course to beeligible to be monitored as a new instructor. An instructor card is issued onlyafter successful monitoring.
Once candidates are certified as instructors, they should be encouraged tojoin the AHA Instructor Network. The Instructor Network is an onlineresource offering a free one-stop-shop for access to Instructor and TC
Coordinator information, bulletins, and memos, networking and educationalopportunities, and much more.
Course Planning Checklist and Timeline
Notifying AHAECCCustomerSupport
Center ofPendingCourse
To provide better customer service, the TC should submit a list to the ECCCustomer Support Center of planned instructor courses that are open to thepublic. The list should include course dates, location, and contact person forregistration. The ECC Customer Support Center will make this information
available to people seeking course information. The ECC Customer SupportCenter can be reached by calling 888-CPR-LINE.
OrderingMaterials
To help in the distribution of ECC materials, the AHA has partnered withseveral companies that provide high-quality customer service and support.To order materials, contact one of the companies listed on the back cover ofany ECC book or visit the ECC website at www.americanheart.org/cpr.
Instructors can directly order books or support materials from any of the AHAdistributors. Only a TC Coordinator can order course completion cards.
RoomRequirements
You can teach an average instructor course of 16 instructor candidates with2 TC Faculty in 1 large room. The room should comfortably accommodatethe students with open space at the front of the classroom for manikins,students, chairs, tables, and room to move around easily.
The room should have
Good acoustics
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Sample FloorPlan
The following picture shows a sample floor plan:
SamplePrecourseLetter toInstructor
Candidates
The letter on the following page is a sample you may modify and send toinstructor candidates.
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Sample Precourse Letter to Instructor Candidates
(Date)
Dear Instructor Course Candidate:
Welcome to the Instructor Course.
When and WhereThe class will be
Date:Time:Location:
Please plan to be on time because it will be hard for late students to catch up once we start.
How to Get ReadyThe Instructor Course covers a lot of material in a short time. Please bringyour Instructor Manual(s) and lesson maps with you to class. This will helpyou learn more during the course and make you more comfortable with the material.
What to WearPlease wear loose, comfortable clothing. You will be practicing skills that require working onyour hands and knees, bending, standing, and lifting. If you have any physical conditions thatmight prevent these activities, please tell one of the instructors. The instructor may be able toadjust the equipment if you have back, knee, or hip problems. Also please tell your instructor ifyou are allergic to latex.
We look forward to welcoming you on __ (day and date of class)_________________. If youhave any questions about the course, please call ____(name)___________ at __(telephonenumber)_______.
Sincerely,
(Title)
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TC Faculty Course Support Materials
TC FacultyMaterials
TC Faculty materials available for teaching these courses include thefollowing:
Item Descr iption Use
TC Faculty Guide for BLSand Heartsaver InstructorCourses
Text with information abouthow to teach the BLSInstructor Course and theHeartsaver Instructor Course.
Available on the InstructorNetwork.
Review before class tounderstand your role and thenecessary equipment
BLS Instructor TrainingVideo
BLS Instructor TrainingVideo Distributed to theTraining Centers by mail andcan be obtained from the
ECC Customer SupportCenter
Review before class tounderstand the videos
Show during class
Lesson maps Cards with information aboutwhat each lesson includes
Review before class tounderstand your role and thenecessary equipment
Refer to these during thecourse to know what eachlesson includes and what youneed to do to help the studentsmeet their learning objectivesfor each lesson
Instructor manuals and
videos for all BLS courses
Manuals and videos (DVD or
VHS format) for all BLScourses
Ask students to pull appropriate
lesson maps from thesecourses when it is time for role-play lessons
If a student does not have theHeartsaver Instructor Manual,print the necessary lessonmaps from the PDF on theInstructor Network
AHA Core InstructorCourse Workbook andCD
Workbook and CD Refer to this if students askquestions covered in the AHACore Instructor Course
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EquipmentList
The following table lists the requiredequipment for the BLS Instructor Courseor the Heartsaver Instructor Course:
Quantity Equipment1-way valve and pocket mask
Course agenda
Critical skills testing checklists
Skills practice sheets
Core Instructor Course Workbook anddiscipline-specific manual(s)
1 per candidate
Student manual for discipline-specificcourse
AED trainer with adult pads
Manikins with shirts:
AdultChild (optional)
Infant
Pocket mask (if not enough for 1 perstudent)
Stop watch
1 per set of 4 students(4:1 ratio)
For BLS Instructor Course: bag-maskdevices appropriate for manikins
TV with DVD or VCRlaptop or PC with projector and screen (toshow PowerPoint slides)
Instructor Course DVD or videotape
Assortment of class DVDsFor BLS Instructor Course: HCP; HS FirstAid; HS Pediatric First Aid; or other HS
For Heartsaver Instructor: HS First Aid; HSPediatric First Aid; and/or HS AED
Course roster
1 per course
Manikin cleaning supplies (such as alcoholpads)
TC Faculty manual with lesson maps1 per TC Faculty
Instructor CD from discipline-specific course
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UnderstandingIcons
Throughout the video and lesson maps, you will see icons that remind you totake certain actions. This approach recognizes that the busy instructor maynot be able to keep track of every important action to take.
These icons signal what to do throughout the course:
Icon Action
Show the video.
Pausethe video for questions and answers.
Students practice-while-watching the video.
Students practiceskills.
Discussthe topics listed on the lesson map.
Give the written testand skills test.
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Part 2: Teaching the Course
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Using Lesson Maps
UnderstandingLesson Maps
The AHA 2006 instructor materials include lesson maps to help ourinstructors better facilitate our courses. The lesson maps help ensure
consistency from course to course and help keep the instructor focused onthe main objectives for each lesson. Lesson maps are for instructor use only.
Each lesson map represents the main components for that lesson:
Course identifier
Lesson number
Major topics
Icon for type of lesson
Reference to the student workbook
Resources needed
Student role
Student objectives
Instructor roleDuration (in minutes)
The following graphic is a sample lesson map:
Continued on next page
LessonNumber
MajorTopic
Duration
Icon
CourseIdentifier
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Using LessonMaps
There are many ways to use these lesson maps:
When Then you can:
Before you teach Review the maps to understand:
The objectives for each lesson
Your role for each lesson
The resources that you need for each lesson
As you teach Follow each lesson map as you conduct the course.
Remind students what they will see in each videosegment.
Make sure you have all resources and suppliesready for each lesson.
Make notes on your lesson maps, such as whatpage numbers in student books to reference.
Cleaning Manikins
ManikinCleaningOptions
You must explain to the instructor candidates how they will clean theirmanikins between students. The following table lists what you should tell thestudent depending on which option you use:
Option Tell the studentsFace shields To put their names on their face shield
To keep the same side up each time they use the faceshield
Alcohol andgauze
If they are using spray alcohol and gauze, how tospray the alcohol on the gauze, not in the manikinmouth, and to dry the excess alcohol with gauze.
If they are using alcohol swabs, how to wipe in andaround the manikin mouth, turn the gauze or swabaround to the clean side and place it over the mouth,and leave it in place for 30 seconds. Then dry theexcess alcohol with gauze.
Individual faces How to keep track of their own manikin face and howto replace the face
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BLS Instructor Course Outline
The following times are approximate. You may increase times for specific lessons if necessary.
Approximate course duration: 5 hours
(Student-TC Faculty ratio 8:1, student-manikin ratio 4:1)
Lesson Course EventTime
Estimate(in minutes)
BLSINSTRUCT
1Welcome and Introduction
10
BLSINSTRUCT
2CPR Course Design
15
BLSINSTRUCT
3Instructor Materials
10
BLSINSTRUCT
4Outlines of BLS Courses
30
BLSINSTRUCT
5Lesson Maps
5
BLSINSTRUCT
6Training Facilitation
15
BLSINSTRUCT
7Equipment
10
BLSINSTRUCT
8
Role-Play:Practice While Watching 40
(10 min 4)
BLSINSTRUCT
9Skills Testing Methodology
45
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Lesson Course EventTime
Estimate(in minutes)
BLSINSTRUCT
10
Role-Play:
Skills Testing 40(10 min 4)
BLSINSTRUCT
11
Written Testing Methodology:BLS for Healthcare Providers
10
BLSINSTRUCT
12
Skills Testing Methodology:Heartsaver First Aid and Heartsaver Pediatric First Aid 5
BLSINSTRUCT
13
Written Testing Methodology:
Heartsaver First Aid and Heartsaver Pediatric First Aid 5
BLSINSTRUCT
14Remediation
5
BLSINSTRUCT
15
Role-Play:Skills Test Remediation
40
BLSINSTRUCT
16
Role-Play:Written Test Remediation
15BLS
INSTRUCT17
TC Specifics
30
BLSINSTRUCT
18Course Monitoring
15
BLSINSTRUCT
19Instructor Renewal Training
5
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Heartsaver Instructor Course Outline
The following times are approximate. You may increase times for specific lessons if necessary.
Approximate course duration: 5 hours
(Student-TC Faculty ratio 8:1, student-manikin ratio 4:1)
Lesson Course EventTime
Estimate(in minutes)
HSINSTRUCT
1Welcome and Introduction
10
HSINSTRUCT
2CPR Course Design
15HS
INSTRUCT3
Instructor Materials
10
HSINSTRUCT
4Outlines of HS Courses
30
HSINSTRUCT
5Lesson Maps
5
HSINSTRUCT6
Training Facilitation
15
HSINSTRUCT
7Equipment
10
HSINSTRUCT
8
Role-Play:Practice While Watching 40
(10 min 4)
HSINSTRUCT
9
Skills Testing Methodology:CPR and AED Skills
18
HSINSTRUCT
10
Skills Testing Methodology:First Aid Skills
5
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Lesson Course EventTime
Estimate(in minutes)
HSINSTRUCT
11
Role-Play:Skills Testing
40
HSINSTRUCT
12
Written Testing Methodology:Heartsaver First Aid and Heartsaver Pediatric First Aid
5
HSINSTRUCT
13Remediation
7
HSINSTRUCT
14
Role-Play:Skills Test Remediation
40
HSINSTRUCT
15TC Specifics
30
HSINSTRUCT
16Course Monitoring
15
HSINSTRUCT
17Instructor Renewal
5
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Part 3: Renewal
InstructorRenewal
Criteria
There is no renewal version of this course. If you offer a renewal course,use the full agenda listed earlier in this manual. See the Program
Administration Manual and Instructor Network for renewal requirements.
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Part 4: Lesson Maps
BLS Instructor Course Lesson Maps
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WelcomeSTART
RESOURCES
STUDENT OBJECTIVES
YOUR ROLE Introduce instructors
Invite participants to in
themselves
Explain housekeeping
restrooms
Explain paperwork
Explain how students w
instructor-led discussio
watching lessons, and
Tell students
We are scheduled
REFERENCENone
STUDENT ROLE Introduce self
Listen to instructor
0:0
3:0
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Introduction
BLS
INSTRUCT
1RESOURCES
STUDENT OBJECTIVES Be motivated to become an AHA
instructor
YOUR ROLE Introduce concepts of n
Motivate instructors to
methodology
STUDENT ROLE Listen to TC faculty
REFERENCEInstructor Manual
0:0
10:
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Instructor Materials
BLS
INSTRUCT
3RESOURCES Instructor materials
STUDENT OBJECTIVES List the main parts of instructor
materials for each BLS course
YOUR ROLE Orient students to instr
and how to use each p
Instructor Manual
Instructor CD Course outline
Course agenda
Course videos
Lesson maps
Answer questions
STUDENT ROLE Listen to TC faculty
REFERENCEInstructor Manual
0:0
10:
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Outlines of BLS Courses
BLS
INSTRUCT
4RESOURCES BLS Course Overview PowerPoint
presentation
BLS HCP Course outline
Heartsaver Pediatric First AidCourse outline
STUDENT OBJECTIVES Know how to use course outlines
to guide teaching
YOUR ROLE Show BLS Course Ove
presentation to explain
what instructors can te
Refer students to the BHeartsaver Pediatric F
outlines in instructor m
Provide Heartsaver Pe
Course agenda and ou
instructor who does no
Heartsaver Instructor M
Explain how to use cou
STUDENT ROLE Listen to TC faculty
REFERENCEInstructor Manual
0:0
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Lesson Maps
BLS
INSTRUCT
5YOUR ROLE Introduce video:
This section of the vid
lesson maps, an instru
teach courses. Show Lesson Maps pre
Instructor Training vide
Pause video
Answer questions
REFERENCEInstructor Manual
0:0
5:0
RESOURCES AV equipment
BLS Instructor Training video
STUDENT OBJECTIVES Understand layout of lesson maps
STUDENT ROLE Watch video
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Equipment
BLS
INSTRUCT
7RESOURCES AV equipment
BLS HCP Instructor Manual
Heartsaver Instructor Manual
Manikins
Face shields
Face masks
1-way valves
STUDENT OBJECTIVES Tell how to find what equipment is
needed in a course
Tell where to find equipment
Tell how to clean and store
equipment
YOUR ROLE Explain where to find li
recommended equipme
specific instructor man
Explain how participanaffect quantity of manik
and other supplies
Answer questions
Explain how instructors
students to clean equip
course
Explain how instructorsequipment aftereach c
STUDENT ROLE Listen to TC faculty
Ask questions
REFERENCEInstructor Manual
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Role-Play:
Practice-While-Watching
Student Rotations
BLS
INSTRUCT
8B
Act as student
Watch video
Practice with video
Act as instructor
Show video
Facilitate
Observe students
and give feedback
Act as student
Watch video
Practice with video
Act as student
Watch video
Practice with video
Student 3
Act as
Show
Facilita
Obser
and gi
Act as student
Watch video
Practice with video
Act as student
Watch video
Practice with video
HS
PFA
13
Act as
Watch
Practic
Act as student
Watch video
Practice with video
Act as student
Watch video
Practice with videoHCP
7-9
Act as
Watch
Practic
Act as instructor
Show video
Facilitate
Observe students
and give feedback
Act as student
Watch video
Practice with videoHCP
4-6
Act as
Watch
Practic
Act as student
Watch video
Practice with video
Act as instructor
Show video
Facilitate
Observe students
and give feedback
HCP
1-3
StuStudent 2Student 1Lessons
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Skills Testing Methodology
BLS
INSTRUCT
9RESOURCES AV equipment
BLS Instructor Training video
CPR and AED Skills Testing
Skills checklists Stopwatches
STUDENT OBJECTIVES Tell how to perform skills testing
YOUR ROLE Introduce video:
This section of the vid
to perform skills testing
Show Skills Testing vid Pause video
Answer questions
Stress importance of in
manikin ratios
STUDENT ROLE Watch video
Participate with video
REFERENCEInstructor Manual
0:0
45:
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Role-Play:
Skills Testing
BLS
INSTRUCT
10RESOURCES AV equipment
Adult manikins
Face shields
Stopwatches
Skills checklists
STUDENT OBJECTIVES Use skills checklist correctly
Show how to use stopwatch
YOUR ROLE One instructor candida
CPR as a student, mak
mistakes
Refer students to AdultTest lesson map
Tell all students to use
record students perfo
Review skills checklist
students performanc
Discuss students chec
Answer questions
STUDENT ROLE Watch student performing CPR
Use skills checklist to test student
REFERENCEInstructor Manual
0:0
40:
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Written Testing Methodology:
BLS for Healthcare Providers
BLS
INSTRUCT
11RESOURCES AV equipment
BLS HCP written test
BLS HCP annotated answer sheet
Answer key
STUDENT OBJECTIVES Tell where to find tests
Tell how to administer tests
Tell how to grade tests
Tell how to score tests
YOUR ROLE Introduce topic:
This section of the co
to perform written testi
Course. Hand out written tests,
sheets, and answer ke
Tell students how to ad
tests
Answer questions
STUDENT ROLE Watch presentation
REFERENCEInstructor Manual
0:0
10:
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Written Testing Methodology:
Heartsaver First Aid and
Heartsaver Pediatric First Aid
BLS
INSTRUCT
13RESOURCES AV equipment
HS First Aid Student Workbook
HS First Aid Answer Sheet
HS FA 8 lesson map
STUDENT OBJECTIVES Tell where to find tests
Tell how to administer tests
YOUR ROLE Introduce topic:
This section of the co
to perform written testi
First Aid Courses. Tell students to turn to
map: First Aid Basics T
Hand out answer shee
Tell students how to ad
tests
Remind students that t
for this test Answer questions
STUDENT ROLE Watch presentation
REFERENCEInstructor Manual
0:0
5:0
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Remediation
BLS
INSTRUCT
14RESOURCES AV equipment
BLS Instructor Training video
Remediation
STUDENT OBJECTIVES Tell how to perform remediation
YOUR ROLE Introduce video:
This section of the vid
to perform remediation
Show Remediation vid Pause video
Answer questionsSTUDENT ROLE Watch presentation
REFERENCEInstructor Manual
0:0
5:0
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Role-Play:
Skills Test Remediation
BLS
INSTRUCT
15RESOURCES Adult manikins
Face shields
Stopwatches
Skills checklists
STUDENT OBJECTIVES Show how to use skills checklist
Show how to use stopwatch
YOUR ROLE Tell students to remedi
showed poor skills duri
play
Use skills checklist to rperformance
Review skills checklist
students performance
Discuss students chec
Have students pair up
Answer questions
STUDENT ROLE Remediate student
REFERENCEInstructor Manual
0:0
40:
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Role-Play:
Written Test Remediation
BLS
INSTRUCT
16RESOURCES BLS HCP written test
STUDENT OBJECTIVES Show how to remediate written test
YOUR ROLE Tell students to pair up
remediating the BLS H
Instructor discusses m
with partner to ensure sunderstands concept
STUDENT ROLE Remediate student
REFERENCEInstructor Manual
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Training Center Specifics
BLS
INSTRUCT
17RESOURCES
STUDENT OBJECTIVES Tell training center specifics for
running courses
YOUR ROLE Tell students about iss
your training center:
Course completion
Course evaluation How to get tests
Updates
Registering on the
Network
Staying in touch w
center
Postcourse paperw Answer questions
STUDENT ROLE Listen to TC faculty
REFERENCEInstructor Manual
0:0
30:
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Course Monitoring
BLS
INSTRUCT
18RESOURCES
STUDENT OBJECTIVES Tell course monitoring
requirements
YOUR ROLE Explain course monitor
it up
Remind students that t
instructors until they comonitoring requiremen
Answer questions
STUDENT ROLE Listen to TC faculty
REFERENCEInstructor Manual
0:0
15:
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Instructor Renewal Training
BLS
INSTRUCT
19RESOURCES Program Administration Manual
STUDENT OBJECTIVES Tell requirements for instructor
renewal
Tell where to find requirements
YOUR ROLE Tell students the requir
instructor renewal
Tell students how your
monitor instructors Refer students to the P
Administration Manual
this topic
Answer questionsTUDENT ROLE
Listen to TC faculty
REFERENCEProgram Administration Manual
0:0
5:0
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Part 4: Lesson Maps
Heartsaver Instructor Course Lesson Maps
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WelcomeSTART
RESOURCES
STUDENT OBJECTIVES
YOUR ROLE Introduce instructors
Invite participants to in
themselves
Explain housekeeping
restrooms
Explain paperwork
Explain how students w
instructor-led discussio
watching lessons, and
Tell students
We are scheduled
REFERENCENone
STUDENT ROLE Introduce self
Listen to instructor
0:0
3:0
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Introduction
HS
INSTRUCT
1RESOURCES
STUDENT OBJECTIVES Be motivated to become an AHA
instructor
YOUR ROLE Introduce concepts of n
Motivate instructors to
methodology
STUDENT ROLE Listen to TC faculty
REFERENCEInstructor Manual
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CPR Course Design
HS
INSTRUCT
2RESOURCES AV equipment
BLS Instructor Training video
STUDENT OBJECTIVES List major changes to CPR course
design and implementation basedon educational research
YOUR ROLE Introduce video:
This section of the vid
CPR course design an
based on educational r Show Course Design p
BLS Instructor Training
Answer questions
STUDENT ROLE Watch video
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Instructor Materials
HS
INSTRUCT
3RESOURCES Instructor materials
STUDENT OBJECTIVES List the main parts of instructor
materials for each Heartsavercourse
YOUR ROLE Orient students to instr
and how to use each p
Instructor Manual
Instructor CD Course outline
Course agenda
Course videos
Lesson maps
Answer questions
STUDENT ROLE Listen to TC faculty
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Outlines of Heartsaver Courses
HS
INSTRUCT
4RESOURCES Heartsaver Course Overview
PowerPoint presentation
Heartsaver AED Course outline
Heartsaver Pediatric First AidCourse outline
STUDENT OBJECTIVES Know how to use course outlines
to guide teaching a course
YOUR ROLE Show Heartsaver Cour
PowerPoint presentatio
course and what instru
Refer students to coursHeartsaver AED and H
Pediatric First Aid in In
Explain how to use couTUDENT ROLE Listen to TC faculty
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Lesson Maps
HS
INSTRUCT
5RESOURCES AV equipment
BLS Instructor Training video
STUDENT OBJECTIVES Understand layout of lesson maps
YOUR ROLE Introduce video:
This section of the vid
lesson maps, an instru
teach courses. Show Lesson Maps pre
Instructor Training vide
Pause video
Answer questions
STUDENT ROLE Watch video
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Training Facilitation
HS
INSTRUCT
6RESOURCES AV equipment
BLS Instructor Training video
STUDENT OBJECTIVES Understand how to facilitate AHA
courses
YOUR ROLE Introduce video:
This section of the vid
facilitate AHA courses
Show Training Facilitaton BLS Instructor Train
Pause video
Answer questionsTUDENT ROLE Watch video
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Equipment
HS
INSTRUCT
7RESOURCES AV equipment
Heartsaver Instructor Manual
Manikins
Face shields
Face masks
1-way valves
STUDENT OBJECTIVES Tell how to find what equipment is
needed in a course
Tell where to find equipment
Tell how to clean and store
equipment
YOUR ROLE Explain where to find li
recommended equipme
specific instructor man
Explain how participanaffect quantity of manik
and other supplies
Answer questions
Explain how instructors
students to clean equip
course
Explain how instructorsequipment aftereach c
STUDENT ROLE Listen to TC faculty
Ask questions
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Role-Play:
Practice-While-Watching
HS
INSTRUCT
8ARESOURCES AV equipment
Adult manikins
Face shields
Lesson maps from HS AED and
Heartsaver Pediatric First Aid courses Epinephrine pen trainers
Heartsaver Pediatric First Aid video
STUDENT OBJECTIVES Practice facilitating lessons
Show how to use lesson maps
YOUR ROLE Remind students of ratios
into small groups
Select 1 student to serve
each group of 4 students Tell students to pull lesso
lesson maps for subseque
the grid on the following le
Rotate among all students
practicing as instructor us
video
Teaching student observ
gives positive and correct TCF gives teaching stud
corrective feedback
STUDENT ROLE Watch video
Practice while watching
1 student serves as instructor
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Role-Play:
Practice-While-Watching
Student Rotations
HS
INSTRUCT
8B
Act as student
Watch video
Practice with video
Act as instructor
Show video
Facilitate
Observe students
and give feedback
Act as student
Watch video
Practice with video
Act as student
Watch video
Practice with video
Student 3
Act as
Show
Facilita
Obser
and gi
Act as student
Watch video
Practice with video
Act as student
Watch video
Practice with video
HS
PFA
13
Act as
Watch
Practic
Act as student
Watch video
Practice with video
Act as student
Watch video
Practice with video
HS
AED
A/C
7-9
Act as
Watch
Practic
Act as instructor
Show video
Facilitate
Observe students
and give feedback
Act as student
Watch video
Practice with video
HS
AED
A/C
4-6
Act as
Watch
Practic
Act as student
Watch video
Practice with video
Act as instructor
Show video
Facilitate
Observe students
and give feedback
HS
AED
A/C
1-3
StuStudent 2Student 1Lessons
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Skills Testing Methodology:
CPR and AED Skills
HS
INSTRUCT
9RESOURCES AV equipment
BLS Instructor Training video
Skills checklists
Stopwatches
STUDENT OBJECTIVES Tell how to perform skills testing
YOUR ROLE Introduce video:
This section of the vid
to perform skills testing
Show CPR and AED SBLS Instructor Training
Pause video
Answer questions
Stress importance of in
manikin ratios
STUDENT ROLE Watch video
Participate with video
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Skills Testing Methodology:
First Aid Skills
HS
INSTRUCT
10RESOURCES AV equipment
BLS Instructor Training video
Skills checklists
Stopwatches
STUDENT OBJECTIVES Tell how to perform skills testing
YOUR ROLE Introduce video:
This section of the vid
to perform skills testing
Show First Aid Skills TInstructor Training vide
Pause video
Answer questions
Stress importance of in
manikin ratios
STUDENT ROLE Watch video
Participate with video
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Role-Play:
Skills Testing
HS
INSTRUCT
11RESOURCES AV equipment
Adult manikins
Face shields
Stopwatches
Skills checklists
STUDENT OBJECTIVES Use skills checklist correctly
Show how to use stopwatch
YOUR ROLE One instructor candida
CPR as a student, mak
mistakes
Refer students to AdultTest lesson map
Tell all students to use
record students perfo
Review skills checklist
students performanc
Discuss students chec
Answer questions
STUDENT ROLE Watch student performing CPR
Use skills checklist to test student
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Written Testing Methodology:
Heartsaver First Aid and
Heartsaver Pediatric First Aid
HS
INSTRUCT
12RESOURCES AV equipment
HS First Aid Student Workbook
HS First Aid Answer Sheet
HS FA 8 lesson map
STUDENT OBJECTIVES Tell where to find tests
Tell how to administer tests
YOUR ROLE Introduce topic:
This section of the co
to perform written testi
Heartsaver first aid cou Tell students to turn to
map: First Aid Basics T
Hand out answer shee
Tell students how to ad
tests
Remind students that t
for this test Answer questions
STUDENT ROLE Watch presentation
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Remediation
HS
INSTRUCT
13RESOURCES AV equipment
BLS Instructor Training video
STUDENT OBJECTIVES Tell how to perform remediation
YOUR ROLE Introduce video:
This section of the vid
to perform remediation
Show Remediation secInstructor Training vide
Pause video
Answer questionsTUDENT ROLE Watch presentation
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Role-Play:
Skills Test Remediation
HS
INSTRUCT
14RESOURCES Adult manikins
Face shields
Stopwatches
Skills checklists
STUDENT OBJECTIVES Show how to use skills checklist
Show how to use stopwatch
YOUR ROLE Tell students to remedi
showed poor skills duri
play
Use skills checklist to rperformance
Review skills checklist
students performanc
Discuss students chec
Have students pair up
Answer questions
STUDENT ROLE Remediate student
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Course Monitoring
HS
INSTRUCT
16RESOURCES
STUDENT OBJECTIVES Tell course monitoring
requirements
YOUR ROLE Explain course monitor
it up
Remind students that t
instructors until they comonitoring requiremen
Answer questions
STUDENT ROLE Listen to TC faculty
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Instructor Renewal
HS
INSTRUCT
17RESOURCES Program Administration Manual
STUDENT OBJECTIVES Tell requirements for instructor
renewal
Tell where to find requirements
YOUR ROLE Tell students requireme
renewal
Tell students how your
monitor instructors Refer students to Prog
Manual for information
Answer questionsSTUDENT ROLE Listen to TC Faculty
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2008 American Heart Association
Appendix: Instructor Competency Checklist
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Updated Instructor Monitoring Form 9/08
American Heart Association Emergency Cardiovascular Care Instructor Competency Checklist
Instructions to Training Center (TC) Faculty:Use this form as a guide in assessing instructor
candidate proficiency in the AHA Core Course competencies during the practice session in the discipline-
specific course. Not all competencies can be assessed in a single instructor candidate demonstration.
Share with the instructor candidate those competencies that are emphasized as well as the ones indicated
with an asterisk (*).
Instructor Candidate:
_____________________________________________________________________________________
Being evaluated for:
____Heartsaver ____BLS ____ACLS ____ACLS-Experienced
Provider
____PALS
Instructors Primary TC for this Discipline: _________________________________________________
Reason for Monitoring:
____Initial Recognition
TC Sponsoring Instructor Course: ____________________________________________
Instructor Course Date: ____________________________________________________
____Renewal(or Interim Evaluation)
Instructor Card Expiration Date: _____________________________________________
____Remediation (for repeat monitoring if previous monitoring is unsuccessful)
Previous Monitoring Date/Person Monitoring: __________________________________
Course monitored: _____________________________________________________________________
Monitoring Date/Location (TC and Site): ___________________________________________________
Name of Reviewer: ____________________________________________________________________
Reviewers Status (check all that apply) for this discipline:
____TCF ____Course Director ____ Regional Faculty in this discipline
Reviewers Training Center________________________________________________________
Teaching was monitored during the following sections of the course:
____Teaching/Skills Stations ____Evaluation/Skills Stations ____Student Remediation
American Heart Association Emergency Card iovascu lar Care ProgramInstructor Monitor/Competency Checklist Form
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Key
Successful Conducted course and demonstrated competency as an AHA instructor in a manner
consistent with AHA standards with only minimal coaching or correction necessary.
Needs Remediation Missed significant opportunities to handle a situation that occurred in a mannerconsistent with the standards set for an AHA instructor or was inconsistent in
meeting same standards. Coaching and correction was necessary to ensure course
met AHA standards or conduct of course did not meet standards.
Competency SuccessfulNeeds
Remediation
No
Opportunity
to Observe
During
Course
Prepare the Learning Environment: Arranges the learning
space to best suit course needs, ensures adequate sight lines for
viewing demonstrations or videos
Establish/Maintain Professional Credibility: Presents self in aprofessional and confident manner
Communicate Effectively: Communicates ideas and conceptsclearly, maintains positive rapport with learners, uses appropriate
nonverbal communication skills, uses appropriate terminology
for audience
Manage Technology: Uses technology such as manikins,rhythm generators, AED trainers, other course equipment and
audio/video technology effectively.
Stimulation and Motivation: Provides a stimulating learning
environment that maintains interest of students
Presentation Skills: Discusses or demonstrates course content
effectively using appropriate AHA course materials
Questioning: Interacts with students with appropriate questions
to evaluate student understanding and thinking processes
Clarification and Feedback: Recognizes students need foradditional information and provides appropriate feedback
Promote Retention: Reinforces key points, follows courselesson maps
Promote Transfer: Shows applicability of information tostudents environment, encourages continued practiceafter
course completion
*Assess Learning and Performance: Evaluates students skillperformance and/or knowledge to determine ability or
comprehension to meet course objectives
*Remediation: Recognizes need for remediation and interactswith students to improve student performance to level consistent
with course objectives
Comments: ___________________________________________________________________________________