BLS INSTRUCTOR ESSENTIALS EXAMS A and B AMERICAN HEART ASSOCIATION – COMPLETE SOLUTION 2023

BLS INSTRUCTOR ESSENTIALS EXAMS A and B AMERICAN HEART ASSOCIATION – COMPLETE SOLUTION 2023. As an AHA Instructor, when do you complete a course roster? A. Before the arrival of students to the course B. As students arrive to the course C. One week after the course is completed D. One week before the course 7. What are the AHA core competencies for instructor candidates? A. Skills, course delivery, testing, professionalism, and program administration B. Course delivery, professionalism, measurement evaluation, testing, and skills C. Skills, program administration, curriculum design, professionalism, and marketing D. Testing, course delivery, marketing, distribution, and program administration 8. 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 current B. Prepare C. Teach D. Close 9. What are the 5 steps of the AHA Instruction Cycle? A. Prepare, test and remediate, close, resources, and Lesson Plans B. Prepare, teach, test and remediate, resources, and Lesson Plans C. Prepare, teach, report, resources, and keep current D. Prepare, teach, test and remediate, close, and keep current 10. What is the AHA Instructor Network? A. A resource for all instructors that includes information about AHA Emergency Cardiovascular Care programs and science B. An annual networking meeting for all AHA Instructors C. A monthly forum for instructors D. The series of videos used to train new instructors 11. 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 class B. To have an objective method for evaluating skills performance C. To provide documentation for student attendance D. To have a subjective method for evaluating skills practice 12. Which describes a primary purpose of Lesson Plans? A. To evaluate overall course effectiveness and student learning B. To ensure that the course is taught the way it was designed C. To identify the role of the Training Center Coordinators D. To provide students with a description of the course content 3 13. 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 manikins B. 2 manikins C. 7 manikins D. 4 manikins 14. You are teaching the HeartCode BLS Course in the blended-learning format. Students have taken the online course and are now coming into the classroom for the hands-on session. After collecting the students’ online certificates, what should you do? A. Evaluate their skills performance by having them practice, and then give the optional exam B. Follow the directions on the blended-learning Lesson Plans for student skills practice and testing C. 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 course D. Allow them to practice with the video until all students feel comfortable with their skills; you do not have to test skills if you and the students feel comfortable with their skills performance 15. 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 remediation B. Don’t issue the course completion card unless he passes the exam C. Issue the course completion card because depth and recoil are subjective and should not be evaluated by an instructor D. Issue the course completion card because compression rate is the most important part of successful CPR 16. 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 materials B. Merge the two and incorporate the in-house materials into the AHA burns lesson, without specifying that the material is not from AHA C. Present the in-house information at the end of the course, specifying that the material is not from the AHA D. Tell the manager that you cannot include non-AHA materials in an AHA course 4 17. What is an example of the minimum number of courses you can teach within a 2-year period to maintain an AHA Instructor status? A. Teach 6 BLS Provider Courses B. Teach 2 BLS Provider Courses, 1 HeartCode BLS Course, and 1 Heartsaver Course C. Teach 4 BLS Provider Courses and 1 Heartsaver Course D. Teach 2 BLS Provider Courses, 2 HeartCode BLS Courses, and 2 Heartsaver Courses 18. During the BLS Provider Course, when do you demonstrate structured debriefing skills? A. During the High-Performance Teams Activity lesson B. During practice-while-watching segments C. During adult and infant BLS skills testing D. During the conclusion lesson 19. What is a characteristic of an effective debriefing session? A. Instructor-focused feedback B. Incorrect behavior focus C. One-on-one feedback D. Learner discussion 20. In an effective debriefing session, what is an ideal student outcome? A. To analyze and evaluate what happened B. To take notes from the instructor’s feedback C. To critique only the performance of others D. To recite the correct BLS algorithm for the scenario 21. 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 first few steps. 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?” 22. 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 ratio B. Explain how 2 rescuers should switch every 2 minutes to give the best-quality compressions C. Explain the correct depth of compressions and provide positive and corrective feedback D. Explain how fragile an infant’s chest is and the importance of not breaking any bones