AHA BLS and CPR Education Info

This info has been taken directly from the American Heart Association.
Stat Life Medical Training conducts CPR and BLS classes in Orange Park and jackosnville.

Education

“Education, Implementation, and Teams” is a new section in the 2010 AHA Guidelines for CPR and ECC. Major recommendations and points of emphasis in this new section include the following:

Bystander CPR dramatically improves survival from cardiac arrest, yet far less than half of arrest victims receive this potentially lifesaving therapy.

Methods to improve bystander willingness to perform CPR include formal training in CPR techniques, including compression-only (Hands-Only) CPR for those who may be unwilling or unable to perform conventional CPR; educating providers on the low risk of acquiring an infection by performing CPR; and specific training directed at helping providers overcome fear or panic when faced with an actual cardiac arrest victim.

EMS should provide dispatcher instructions over the telephone to help bystanders recognize victims of cardiac arrest, including victims who may still be gasping, and to encourage bystanders to provide CPR if arrest is likely. Dispatchers may also instruct untrained bystanders in the performance of compression-only (Hands-Only) CPR.

BLS skills can be learned equally well with “practice while watching” (video-based) training as through longer, traditional instructor-led courses.

To reduce the time to defibrillation for cardiac arrest victims, AED use should not be limited only to persons with formal training in their use. However, AED training does improve performance in simulation and continues to be recommended.

Training in teamwork and leadership skills should continue to be included in ALS courses.

Manikins with realistic features such as the capability to replicate chest expansion and breath sounds, generate a pulse and blood pressure, and speak may be useful for integrating the knowledge, skills, and behaviors required in ALS training. However, there is insufficient evidence to recommend their routine use in ALS courses.

Written tests should not be used exclusively to assess the competence of a participant in an advanced life support (ACLS or PALS) course (ie, there needs to be a performance assessment as well).

Formal assessment should continue to be included in resuscitation courses, both as a method of evaluating the success of the student in achieving the learning objectives and of evaluating the effectiveness of the course.

The current 2-year certification period for basic and advanced life support courses should include periodic assessment of rescuer knowledge and skills with reinforcement provided as needed. The optimal timing and method for this assessment and reinforcement are not known and warrant further investigation.

CPR prompt and feedback devices may be useful for training rescuers and may be useful as part of an overall strategy to improve the quality of CPR for actual cardiac arrests.

Debriefing is a learner-focused, nonthreatening technique to assist individual rescuers or teams to reflect on and improve performance. Debriefing should be included in advanced life support courses to facilitate learning and can be used to review performance in the clinical setting to improve subsequent performance.

Systems-based approaches to improving resuscitation performance, such as regional systems of care and rapid response systems, may be useful to reduce the variability of survival for cardiac arrest.

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