ACLS Instructor Faculty Guide - Ochsner.org

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ACLS INSTRUCT 5B Learning Station: Bradycardia/PEA/Asystole Details You should • Arrange candidates: 6 will be “students” and 1 will be the “instructor” • Assign and explain team roles (or have the “instructor” do it); details are on Lesson Map 5C • Explain the learning station checklist • Have the “instructor” review the algorithms (5 minutes) The “instructor” should • Discuss bradycardias: sinus, first-, second-, and third-degree AV blocks (5 minutes) • Discuss H’s and T’s (5 minutes) 14
ACLS INSTRUCT 5C Learning Station: Bradycardia/PEA/Asystole Roles Student Rotations in Learning Station Cases According to Resuscitation Team Roles The team leader will direct the actions of the other team members. (For example, the team leader will coach the airway management team member if performance of bag-mask ventilation is not making the chest rise.) Team members will perform interventions as directed by the team leader. This is an opportunity for students to practice skills and receive feedback from the team leader. Students will demonstrate effective team behaviors (eg, closed-loop communication, clear messages). For Bradycardia: The timer/recorder will check off critical action boxes on the Bradycardia Learning Station Checklist. For PEA/Asystole case management: The timer/recorder will use a stopwatch to time 2-minute intervals for case management, announce each 2-minute interval for CPR switching, and record critical action times on the ACLS Code Timer/Recorder Sheet (in Appendix B of ACLS Instructor Manual or on Instructor CD) or a whiteboard. 15
Page 1 and 2: Advanced Cardiovascular Life Suppor
Page 3 and 4: Introduction Welcome to the America
Page 5 and 6: The Early Days A pioneering group o
Page 7 and 8: The Science Process and Why Materia
Page 9 and 10: Making an Impact Saving lives throu
Page 11 and 12: Step 1: Prepare • Prepare Yoursel
Page 13 and 14: Prepare the Materials and Paperwork
Page 15 and 16: Prepare the Equipment The following
Page 17 and 18: Prepare the Room You can teach an a
Page 19 and 20: Prepare the Instructor Candidate Pr
Page 21 and 22: Step 2: Teach • Overview of Compe
Page 23 and 24: Faculty Role and Video- Based Lesso
Page 25 and 26: Sample Course Agenda The following
Page 27 and 28: Lesson Identifier ACLS INSTRUCT 5A-
Page 29 and 30: ACLS and ACLS EP Audiences Instruct
Page 31 and 32: Debriefing the Debriefer Framework
Page 33 and 34: Step 4: Close • Participant Evalu
Page 35 and 36: Step 5: Keep Current • Resources
Page 37 and 38: ACLS INSTRUCT PRE A 30 to 60 Days B
Page 39 and 40: ACLS INSTRUCT PRE C Day Before Cour
Page 41 and 42: ACLS INSTRUCT START Welcome, Introd
Page 43 and 44: ACLS INSTRUCT 1B ACLS Instructor Co
Page 45 and 46: ACLS INSTRUCT 3A Learning/Testing S
Page 47 and 48: ACLS INSTRUCT 4A Learning/Testing S
Page 49: ACLS INSTRUCT 5A Learning Station:
Page 53 and 54: ACLS INSTRUCT 6A Learning Station:
Page 55 and 56: ACLS INSTRUCT 6C Learning Station:
Page 57 and 58: ACLS INSTRUCT 7A Learning Station:
Page 59 and 60: ACLS INSTRUCT 7C Learning Station:
Page 61 and 62: ACLS INSTRUCT 8B Challenging Learne
Page 63 and 64: ACLS INSTRUCT 10 ACS/Stroke Learnin
Page 65 and 66: ACLS INSTRUCT 12A Testing Station:
Page 67 and 68: ACLS INSTRUCT 13A Training Center-S
Page 69 and 70: ACLS INSTRUCT 14 Written Exam 0:00

ACLS Instructor Faculty Guide - Ochsner.org

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