BLS Instructor Essentials Exam A

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1. What is a prerequisite to becoming an AHA Instructor?*

A. Work in a healthcare settingB. Be a current provider for at least 5 yearsC. Be a current provider in all AHA disciplinesD. Be aligned with a Training Center

2. Which resource provides AHA Instructors with access to the Program Administration Manual?*

A. The elearning.heart.org websiteB. The BLS Instructor PackageC. The AHA Instructor NetworkD. The BLS Instructor Manual

3. You are a BLS Instructor and want to add the AHA logo to a flyer advertising a BLS course that you will be offering. What instructor resource would you use to find out if this is allowed?*

A. The Program Administration ManualB. The BLS Instructor ManualC. The AHA Instructor CommunityD. The monthly ECC Beat newsletter

4. You’re going to be teaching in an unfamiliar facility. As part of your preparation, you arrive an hour early to set up the room because the room was unavailable the day before. Which action would be considered inappropriate or unprofessional?*

A. Arranging the manikins based on the number of students so that all students have enough space to practice CPRB. Checking that all audiovisual equipment is in working orderC. Clearing out any clutter and making sure the video screen is visible to studentsD. Waiting for students to arrive so that they can assist in setting up the classroom

5. When do students sign in on the course roster?*

A. Before students arrive for the courseB. As students arrive for the courseC. One week after the course is completedD. One week before the course

6. What are the AHA core competencies for instructor candidates?*

A. Skills, course delivery, testing, professionalism, and program administrationB. Course delivery, professionalism, measurement evaluation, testing, and skillsC. Skills, program administration, curriculum design, professionalism, and marketingD. Testing, course delivery, marketing, distribution, and program administration

7. You are going to teach a BLS Provider Course and need to check that all equipment is in good condition and is working. In what step of the AHA Instruction Cycle would you complete this action? *

A. Keep currentB. PrepareC. TeachD. Close

8. What are the 5 steps of the AHA Instruction Cycle?*

A. Prepare, test and remediate, close, resources, and lesson plansB. Prepare, teach, test and remediate, resources, and lesson plansC. Prepare, teach, report, resources, and keep currentD. Prepare, teach, test and remediate, close, and keep current

9. What is the AHA Instructor Network?*

A. An online resource for all instructors that includes information about AHA Emergency Cardiovascular Care programs and scienceB. An annual networking meeting for all AHA InstructorsC. A monthly forum for instructorsD. A series of videos used to train new instructors

10. Why is it important to use the skills testing checklist during skills testing? *

A. To provide students with a resource to compare how they did after classB. To have an objective method for evaluating skills performanceC. To provide documentation for student attendanceD. To have a subjective method for evaluating skills practice

11. Which is a primary purpose of lesson plans? *

A. To evaluate overall course effectiveness and student learningB. To ensure that the course is taught the way it was designedC. To identify the role of the Training Center CoordinatorD. To provide students with a description of the course content

12. You are teaching a BLS Provider Course with one other instructor and have 8 students in your class. What is the minimum number of manikins that you must have to teach the course? *

A. 3 manikinsB. 2 manikinsC. 7 manikinsD. 4 manikins

13. You are teaching the HeartCode BLS Course. Students have taken the online portion and are now coming into the classroom for the hands-on session. After collecting the students’ online completion certificates, what should you do? *

A. Evaluate the students’ skills performance by having them practice, and then give the optional examB. Follow the directions in the blended-learning lesson plans for student skills practice and testingC. Test students on their skills and do not allow remediation; if a student is unsuccessful on a skills test, have the student take the classroom-based courseD. Allow the students to practice with the video until they all feel comfortable with their skills; you do not have to test skills if you and the students feel comfortable with their skills performance

14. A student fails to get the correct depth and rate of compressions on the infant skills test. You show him the skills testing checklist and which steps he didn’t pass, and then you coach him through practice. On a second attempt, the rate is better, but the depth and recoil are wrong. What should you do? *

A. Don’t issue the course completion card; inform the student that he didn’t pass the skills test and will need additional practice and remediationB. Don’t issue the course completion card unless he passes the examC. Issue the course completion card, because depth and recoil are subjective and should not be evaluated by an instructorD. Issue the course completion card, because compression rate is the most important part of successful CPR

15. You are teaching a Heartsaver course at a manufacturing warehouse that uses highly corrosive chemicals. Before class, the manager shows you the in-house policies about managing electricity, electrical burns, and chemical burns and asks you to use the in-house materials to teach during the burns section of the course. How can you incorporate the materials into the course?*

A. Replace the short AHA burns section with the more detailed in-house materialsB. Merge the two and incorporate the in-house materials into the AHA burns lesson, without specifying that the material is not from the AHAC. Present the in-house information at the end of the course, specifying that the material is not from the AHAD. Tell the manager that you cannot include non-AHA materials in an AHA course

16. What is an example of the minimum number of courses you can teach within a 2-year period to maintain a BLS Instructor status?*

A. 6 BLS Provider CoursesB. 2 BLS Provider Courses, 1 HeartCode BLS Course, and 1 Heartsaver CourseC. 4 BLS Provider Courses and 1 Heartsaver CourseD. 2 BLS Provider Courses, 2 HeartCode BLS Courses, and 2 Heartsaver Courses

17. In the BLS Provider Course, during which part do you demonstrate structured debriefing skills? *

A. The high-performance teams activityB. Practice-while-watching segmentsC. Adult and infant BLS skills testingD. The Conclusion lesson

18. What is a characteristic of an effective debriefing session? *

A. Instructor-focused feedbackB. Incorrect behavior focusC. One-on-one feedbackD. Student discussion

19. In an effective debriefing session, what is an ideal student outcome? *

A. To analyze and evaluate what happenedB. To take notes from the instructor’s feedbackC. To critique only the performance of othersD. To recite the correct BLS algorithm for the scenario

20. If students in your class are struggling with team roles in the high-performance teams activity, what should you say to help the students improve their skills?*

A. “Please go back to your seats and read your manual again.”B. “Do you need more practice?”C. “There seems to be confusion about the team roles. Would you like to review the team dynamics diagram in your provider manual and try again?”D. “Would you like me to show you all the steps?”

21. You see a student giving shallow compressions to an infant manikin during BLS skills practice. What should you do? *

A. Explain the importance of the compression-to-ventilation ratioB. Explain how 2 rescuers should switch every 2 minutes to give the best-quality compressionsC. Explain the correct depth of compressions and provide positive and corrective feedbackD. Explain how fragile an infant’s chest is and the importance of not breaking any bones

22. When you evaluate a student performing infant CPR, what rate of compressions should you look for?*

A. 80 to 90/minB. 100 to 120/minC. 90 to 95/minD. 125 to 130/min

23. When you evaluate a student performing child CPR, what depth of compressions should you look for? *

A. At least one fourth the depth of the chest, approximately 1½ inches (4 cm)B. At least one third the depth of the chest, approximately 2 inches (5 cm)C. At least two thirds the depth of the chest, approximately 4 inches (10 cm)D. At least three fourths the depth of the chest, approximately 4½ inches (12 cm)

24. When you evaluate a student performing 2-rescuer adult CPR, what ratio of compressions to breaths should you look for? *

A. 10:2B. 15:2C. 30:2D. 50:2

25. What is a primary focus of a CPR Coach? *

A. To help ensure high-quality BLS and minimize pauses in compressionsB. To evaluate the team leaderC. To identify and correct mistakes made by members of the resuscitation teamD. To offer assistance in case of fatigue from compressions