bls for prehospital providers course
Post on 03-Jan-2016
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BLS for Prehospital ProvidersCourse
Welcome, Introductions, and Housekeeping
BLS PHP Agenda• Why the BLS for Prehospital Providers Course (BLS PHP)?
• Differences between BLS for Healthcare Providers (BLS HCP) and BLS PHP, and how to position these with the Training Network
• Defining and setting expectations of new concepts within BLS training— Debriefing— Chest compression fraction (CCF)— Team performance
• Takeaways— How are the BLS PHP course keys accessible?— BLS PHP Product Orientation and other resources on the Instructor Network (IN)
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Training Objectives for BLS PHP
• Discuss how historical feedback from the EMS community shaped the development of the course
• Describe course flexibility to customize local protocols
• Explain the format (“flipping the classroom”)
• Review the BLS PHP Course content
• Demonstrate the high-performance team concept (“pit crew”)
• Review key components of the BLS PHP online portion
• Review key components of the BLS PHP classroom portion
• Identify procedure for how Training Centers and instructors administer course keys to student
• Review purpose and value for additional supporting materials for the BLS PHP Course, such as the Instructor Supplement, instructor packaging, Lesson Plans, and other resources.
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History and Purpose of New BLS Course
Specific EMS Scenarios
EMS Field Application Local Protocols High-Quality
CPR
Overview
In 2012, the AHA assembled an EMS Advisory Panel consisting of field providers from around the country. That group made the following recommendations:• Design a specific BLS curriculum for prehospital providers that includes
EMS-specific scenarios and skills practice
• Make the scenarios entirely EMS oriented and realistic for the prehospital environment
• Include the high-performance team concept to increase the level of competence
• Curriculum that teaches how to set up the scene for high-quality CPR
Historical Feedback and the Evolution of PHP
• BLS PHP is a new customizable learning experience, combining online and classroom-based training into one high-performance program created specifically for prehospital professionals.
• The total experience is what is learned and verified in the online portion, mixed with the implementation strategies experienced in the classroom.
Course Flexibility―Local Protocols
Course Design―aka “Flipping the Classroom”
• Flip the classroom•Online component•Classroom component
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BLS PHP Course―An Inside Look
• Initiate the Chain of Survival• Perform prompt, high-quality CPR with
C-A-B sequence (adult/child/infant)• Initiate early use of AED
(adult/child/infant)• Provide appropriate breaths• Practice the minor BLS differences for
children and infants• Practice team CPR (adult/infant)
BLS PHP Course Content
• Focus on pit crew approach to teach how to conduct a code with teams varying from 2 to 6 people• Introduce the concept of debriefing to BLS
Instructors• Scenario-based training that may represent a
student’s next call in the field• Develop core course segments that provide the
opportunity for medical directors to tailor the course to local response protocols
High-Performance Teams
BLS PHP Course Components: Online Portion
Scenario-Based Training
Specific situations that EMS encounters
Tiered responses
Interactive Web Components
• EMS-oriented scenarios and realistic settings for the prehospital environment• Termination of resuscitation• Drowning• Pit crew approach
Scenario-Based Training
• Same objectives as BLS HCP• Same exit criteria • See the Science buttons allow
students to drill deeper into the “Why?”
Interactive Content
• Online exam• BLS HCP with EMS
focus• Certificate of
completion
Written Exam
BLS PHP Course Components: Classroom Portion
Classroom Components
Uses same card as BLS HCP
Same evaluation
criteria
Requires motor skills demonstration for all
skills
Practice of and
emphasis on high-
quality CPR
Customization Components
Local Protocols
Role of Ventilation
Medical vs Trauma
Use of AED
Pit CrewCompression Protocols
Termination Criteria
Interagency Roles
Pit Crew Approach―Instructor
• Capturing and optimizing the percentage of arrest time that high-quality chest compressions are performed has a predictable improvement in survival.• Improving CCF to achieve the 80% threshold increases
survival by 200% to 300%.• Instructors in this course can calculate CCF by any of the
following 3 methods:― 2-stopwatch technique― Using the Full Code Pro application― Using instrumented manikins that capture
performance data
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BLS Debriefing
From the 2010 AHA Guidelines for CPR and ECC:• “Debriefing as a technique to facilitate learning should be
included in all ALS courses (Class I, LOE B)”• “Debriefing of actual resuscitation events can be a useful
strategy to improve future performance (Class IIa, LOE C)”― Peer to peer― Nonthreatening― Assists individuals and teams to reflect on and
improve performance
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Local Protocols
AHA guidelines:• Resource• Provide guidance• Lend supportive information• Substantiate― they are based
upon available science• Many use AHA guidelines to
devise local treatment protocols• Protocols and guidelines aren’t
always parallel
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Demo of a High-Performance Team in Action
Team DynamicsSuggested roles for a 6-member team: 1. Compressor: Does 5 cycles of chest compressions 2. Airway: Opens the airway; provides bag-mask ventilation (and uses airway adjuncts as appropriate) 3. Monitor/Defibrillator: Brings and operates an AED (ACLS and PALS providers bring a manual monitor/defibrillator); may alternate with Compressor every 5 cycles. If a monitor is present, it should be placed in a position where it can be seen by everyone 4. Team Leader: Assigns roles and makes treatment decisions; provides feedback (when needed) to the rest of the team 5. Observer/Recorder: Records the time of interventions (and frequency and duration of interruptions in compressions); communicates these to the Team Leader 6. IV/IO/Medications (ACLS provider role): Initiates IV/IO access; administers medications
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• How could you improve the actions of the teams you observed (for the cardiac arrest in vehicle, child drowning, and cardiac arrest in bathroom scenarios)?
• Do your teams do anything different from what you observed in the scenarios that you think improves patient outcomes?
• Are there observational or clinical data you could share to help improve team performance?
• Would you like clarification on any actions or components of the video?
Questions for Discussion:
Team Performance
High-Performance Team Activity
• How could you improve the actions of the teams you observed (for the cardiac arrest in vehicle, child drowning, and cardiac arrest in bathroom scenarios)?
• Do your teams do anything different from what you observed in the scenarios that you think improves patient outcomes?
• Are there observational or clinical data you could share to help improve team performance?
• Would you like clarification on any actions or components of the video?
Questions for Discussion:
Team Performance
BLS PHP: How to Review Materials and Distribute Course Keys
Availability and Distribution of Course Keys
Instructor Supplement
• Contains the tools needed to teach the classroom portion
• Includes agenda, outlines, and Lesson Plans
• Use with the BLS for Healthcare Provider Instructor Manual
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• Instructor Supplement
and CD
• Classroom DVD
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Instructor Package
Lesson Plans
• New concept • Response to Training Network feedback
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Other BLS PHP Resources on the Instructor Network
• Equipment List• Team Diagram• Questions for Discussion• FAQs• Course Requirements Training Memo
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Post Workshop Evaluation
Please use this link to complete a short survey on the
workshop you have attended:
https://www.surveymonkey.com/s/Y3PGFPH
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