American Heart Association BLS Instructor Essentials Exams A and B
1. What is a prerequisite to becoming an AHA Instructor? A. Work in a healthcare setting B. Be a healthcare provider for at least 5 years C. Be a curren
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American Heart Association BLS Instructor Essentials Exams A and B
1. What is a prerequisite to becoming an AHA Instructor? A. Work in a healthcare setting B. Be a healthcare provider for at least 5 years C. Be a current provider in all AHA disciplines D. Be aligned with a Training Center 2. As an instructor, you would use the Program Administration Manual for which of the following? A. Policy, ethics, and Training Center organization B. Course agendas, sample precourse letter, and Lesson Plans C. Skills testing checklists, debriefing techniques, and copies of exams D. Training memos, FAQs, and marketing tools 3. Which provides AHA Instructors with access to the Program Administration Manual? A. The OnlineAHA website B. The BLS Instructor Package C. The AHA Instructor Network D. The BLS Instructor CD 4. 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 Manual B. The BLS Instructor Manual C. The AHA Instructor Blog D. The monthly ECC Beat newsletter 5. 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 CPR B. Checking that all audiovisual equipment is in working order C. Clearing out any clutter and making sure the video screen is visible to students D. Waiting for students to arrive so that they can assist in setting up the classroom 6. 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 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 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 23. When you evaluate a student performing infant CPR, what rate of compressions should you look for? A. 80 to 90/min B. 100 to 120/min C. 90 to 95/min D. 125 to 130/min 24. 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 1.5 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 4.5 inches (12 cm) 25. When you evaluate a student performing 2-rescuer adult CPR, what ratio of compressions to ventilations should you look for?
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