bls (basic life support) instructor course faculty guide

8/13/2019 BLS (Basic Life Support) Instructor Course Faculty Guide

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2008 American Heart Association

Faculty Guide for BLS andHeartsaverInstructor

Courses


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2008 American Heart Association 2

Contents

Part 1: Preparing for the Course ...................................................................................................3Course Objectives and Competencies..................................................................................4Course Audience and Prerequisites......................................................................................4

Educational Design ...............................................................................................................5Faculty Needs .......................................................................................................................5Attendance Requirements.....................................................................................................6Course Planning Checklist and Timeline ..............................................................................6TC Faculty Course Support Materials .................................................................................10

Part 2: Teaching the Course .......................................................................................................13Using Lesson Maps.............................................................................................................14Cleaning Manikins...............................................................................................................15BLS Instructor Course Outline ............................................................................................16Heartsaver Instructor Course Outline..................................................................................18

Part 3: Renewal ..........................................................................................................................20Part 4: Lesson Maps ...................................................................................................................21

BLS Instructor Course Lesson Maps ..................................................................................21Heartsaver Instructor Course Lesson Maps........................................................................46Appendix: Instructor Competency Checklist ...............................................................................69


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Part 1: Preparing for the Course


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Course Objectives and Competencies

Introduction This manual is to be used by BLS Regional Faculty and Training CenterFaculty to conduct the BLS Instructor Course and the Heartsaver Instructor

Course. Both of these courses are classroom based and are open toinstructor candidates who have met the admission criteria.

Course Goal The American Heart Association designed the BLS Instructor Course andHeartsaver Instructor Course to prepare people to become Basic LifeSupport (BLS) or Heartsaver instructors.

Objectives At the end of the BLS Instructor Course or Heartsaver Instructor Course,instructor candidates will be able to teach a BLS course using the video andlesson maps that are part of the appropriate BLS course instructor materials.

Instructor candidates will also be able to use the new testing materials toconduct skills testing.

Exit Criteria Successful completion of each instructor course consists of instructorcandidates facilitating a session where they

Instruct a group on practice-while-watching the video

Successfully evaluate another instructor candidate while correctly using theskills testing checklist

Successfully remediate another instructor candidate

The Training Center (TC) Faculty will use the American Heart Association

Emergency Cardiovascular Care Instructor Competency Checklist found atthe end of this manual. This document serves as a guide in assessinginstructor candidate proficiency in the AHA Core Course competenciesduring the practice session in the discipline-specific course. Not allcompetencies can be assessed in a single instructor candidatedemonstration.

Course Audience and Prerequisites

Who CanTake theCourse

Anyone who wants to become an AHA ECC BLS or Heartsaver instructorcan take this course. The ideal candidate will be motivated to

Teach

Facilitate learning

Ensure that providers acquire the skills necessary for successful coursecompletion

View provider assessment as a way to improve individual knowledge andskills


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CoursePrerequisites

Prospective instructors must

Have completed the AHA Core Instructor Course

Be aligned with an AHA TC

Those entering the BLS Instructor Course must have a current AHAHealthcare Provider card; for non-healthcare professionals, a currentHeartsaver First Aid provider card is also required.

Those entering the Heartsaver Instructor Course must have current status inany combination of courses that provide the following skills:

Adult/child CPR, AED, mask use, and choking

Infant CPR, mask use, and choking

First aid

Educational Design

Lesson-Basedand Video-BasedStructure

The BLS and Heartsaver Instructor Courses are video-based. They aredivided into multiple lessons. Some of the CPR lessons are practice-while-watching lessons during which students practice skills as the video guidesthem.

The video instruction shapes the course. It defines course content and skillspractice intervals and provides consistent instruction to every student inevery class. It should help Training Center Faculty maintain a tight scheduleand a carefully integrated curriculum.

This instructional design maximizes skills practice and learning.

Practice WhileWatching

The BLS Instructor Course and Heartsaver Instructor Course are instructor-led, using video to guide practice. Immediate TCF feedback during skillspractice enhances learning.

Faculty Needs

Who CanTeach theCourse

Any current AHA BLS TC or Regional Faculty member may teach the BLS orHeartsaver Instructor Course.

TC Faculty-to-Student Ratio

The size for each BLS Instructor Course or Heartsaver Instructor Course isflexible, and there is currently no research-based best instructor-to-studentratio. The practice lessons of the course, however, are designed to use a


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ratio of 8 students to 2 manikins to 1 TC Faculty. This will create 2 groups of4 students. During practice and role-playing sessions, 1 instructor candidatein each group will play the role of instructor and the other 3 will play the roleof students.

Attendance Requirements

At tendanceRequirements

Instructor candidates must successfully complete the entire course to beeligible to be monitored as a new instructor. An instructor card is issued onlyafter successful monitoring.

Once candidates are certified as instructors, they should be encouraged tojoin the AHA Instructor Network. The Instructor Network is an onlineresource offering a free one-stop-shop for access to Instructor and TC

Coordinator information, bulletins, and memos, networking and educationalopportunities, and much more.

Course Planning Checklist and Timeline

Notifying AHAECCCustomerSupport

Center ofPendingCourse

To provide better customer service, the TC should submit a list to the ECCCustomer Support Center of planned instructor courses that are open to thepublic. The list should include course dates, location, and contact person forregistration. The ECC Customer Support Center will make this information

available to people seeking course information. The ECC Customer SupportCenter can be reached by calling 888-CPR-LINE.

OrderingMaterials

To help in the distribution of ECC materials, the AHA has partnered withseveral companies that provide high-quality customer service and support.To order materials, contact one of the companies listed on the back cover ofany ECC book or visit the ECC website at www.americanheart.org/cpr.

Instructors can directly order books or support materials from any of the AHAdistributors. Only a TC Coordinator can order course completion cards.

RoomRequirements

You can teach an average instructor course of 16 instructor candidates with2 TC Faculty in 1 large room. The room should comfortably accommodatethe students with open space at the front of the classroom for manikins,students, chairs, tables, and room to move around easily.

The room should have

Good acoustics


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Sample FloorPlan

The following picture shows a sample floor plan:

SamplePrecourseLetter toInstructor

Candidates

The letter on the following page is a sample you may modify and send toinstructor candidates.


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Sample Precourse Letter to Instructor Candidates

(Date)

Dear Instructor Course Candidate:

Welcome to the Instructor Course.

When and WhereThe class will be

Date:Time:Location:

Please plan to be on time because it will be hard for late students to catch up once we start.

How to Get ReadyThe Instructor Course covers a lot of material in a short time. Please bringyour Instructor Manual(s) and lesson maps with you to class. This will helpyou learn more during the course and make you more comfortable with the material.

What to WearPlease wear loose, comfortable clothing. You will be practicing skills that require working onyour hands and knees, bending, standing, and lifting. If you have any physical conditions thatmight prevent these activities, please tell one of the instructors. The instructor may be able toadjust the equipment if you have back, knee, or hip problems. Also please tell your instructor ifyou are allergic to latex.

We look forward to welcoming you on __ (day and date of class)_________________. If youhave any questions about the course, please call ____(name)___________ at __(telephonenumber)_______.

Sincerely,

(Title)


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TC Faculty Course Support Materials

TC FacultyMaterials

TC Faculty materials available for teaching these courses include thefollowing:

Item Descr iption Use

TC Faculty Guide for BLSand Heartsaver InstructorCourses

Text with information abouthow to teach the BLSInstructor Course and theHeartsaver Instructor Course.

Available on the InstructorNetwork.

Review before class tounderstand your role and thenecessary equipment

BLS Instructor TrainingVideo

BLS Instructor TrainingVideo Distributed to theTraining Centers by mail andcan be obtained from the

ECC Customer SupportCenter

Review before class tounderstand the videos

Show during class

Lesson maps Cards with information aboutwhat each lesson includes

Review before class tounderstand your role and thenecessary equipment

Refer to these during thecourse to know what eachlesson includes and what youneed to do to help the studentsmeet their learning objectivesfor each lesson

Instructor manuals and

videos for all BLS courses

Manuals and videos (DVD or

VHS format) for all BLScourses

Ask students to pull appropriate

lesson maps from thesecourses when it is time for role-play lessons

If a student does not have theHeartsaver Instructor Manual,print the necessary lessonmaps from the PDF on theInstructor Network

AHA Core InstructorCourse Workbook andCD

Workbook and CD Refer to this if students askquestions covered in the AHACore Instructor Course


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EquipmentList

The following table lists the requiredequipment for the BLS Instructor Courseor the Heartsaver Instructor Course:

Quantity Equipment1-way valve and pocket mask

Course agenda

Critical skills testing checklists

Skills practice sheets

Core Instructor Course Workbook anddiscipline-specific manual(s)

1 per candidate

Student manual for discipline-specificcourse

AED trainer with adult pads

Manikins with shirts:

AdultChild (optional)

Infant

Pocket mask (if not enough for 1 perstudent)

Stop watch

1 per set of 4 students(4:1 ratio)

For BLS Instructor Course: bag-maskdevices appropriate for manikins

TV with DVD or VCRlaptop or PC with projector and screen (toshow PowerPoint slides)

Instructor Course DVD or videotape

Assortment of class DVDsFor BLS Instructor Course: HCP; HS FirstAid; HS Pediatric First Aid; or other HS

For Heartsaver Instructor: HS First Aid; HSPediatric First Aid; and/or HS AED

Course roster

1 per course

Manikin cleaning supplies (such as alcoholpads)

TC Faculty manual with lesson maps1 per TC Faculty

Instructor CD from discipline-specific course


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UnderstandingIcons

Throughout the video and lesson maps, you will see icons that remind you totake certain actions. This approach recognizes that the busy instructor maynot be able to keep track of every important action to take.

These icons signal what to do throughout the course:

Icon Action

Show the video.

Pausethe video for questions and answers.

Students practice-while-watching the video.

Students practiceskills.

Discussthe topics listed on the lesson map.

Give the written testand skills test.


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Part 2: Teaching the Course


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Using Lesson Maps

UnderstandingLesson Maps

The AHA 2006 instructor materials include lesson maps to help ourinstructors better facilitate our courses. The lesson maps help ensure

consistency from course to course and help keep the instructor focused onthe main objectives for each lesson. Lesson maps are for instructor use only.

Each lesson map represents the main components for that lesson:

Course identifier

Lesson number

Major topics

Icon for type of lesson

Reference to the student workbook

Resources needed

Student role

Student objectives

Instructor roleDuration (in minutes)

The following graphic is a sample lesson map:

Continued on next page

LessonNumber

MajorTopic

Duration

Icon

CourseIdentifier


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Using LessonMaps

There are many ways to use these lesson maps:

When Then you can:

Before you teach Review the maps to understand:

The objectives for each lesson

Your role for each lesson

The resources that you need for each lesson

As you teach Follow each lesson map as you conduct the course.

Remind students what they will see in each videosegment.

Make sure you have all resources and suppliesready for each lesson.

Make notes on your lesson maps, such as whatpage numbers in student books to reference.

Cleaning Manikins

ManikinCleaningOptions

You must explain to the instructor candidates how they will clean theirmanikins between students. The following table lists what you should tell thestudent depending on which option you use:

Option Tell the studentsFace shields To put their names on their face shield

To keep the same side up each time they use the faceshield

Alcohol andgauze

If they are using spray alcohol and gauze, how tospray the alcohol on the gauze, not in the manikinmouth, and to dry the excess alcohol with gauze.

If they are using alcohol swabs, how to wipe in andaround the manikin mouth, turn the gauze or swabaround to the clean side and place it over the mouth,and leave it in place for 30 seconds. Then dry theexcess alcohol with gauze.

Individual faces How to keep track of their own manikin face and howto replace the face


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BLS Instructor Course Outline

The following times are approximate. You may increase times for specific lessons if necessary.

Approximate course duration: 5 hours

(Student-TC Faculty ratio 8:1, student-manikin ratio 4:1)

Lesson Course EventTime

Estimate(in minutes)

BLSINSTRUCT

1Welcome and Introduction

10

BLSINSTRUCT

2CPR Course Design

15

BLSINSTRUCT

3Instructor Materials

10

BLSINSTRUCT

4Outlines of BLS Courses

30

BLSINSTRUCT

5Lesson Maps

5

BLSINSTRUCT

6Training Facilitation

15

BLSINSTRUCT

7Equipment

10

BLSINSTRUCT

8

Role-Play:Practice While Watching 40

(10 min 4)

BLSINSTRUCT

9Skills Testing Methodology

45


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BLSINSTRUCT

10

Role-Play:

Skills Testing 40(10 min 4)

BLSINSTRUCT

11

Written Testing Methodology:BLS for Healthcare Providers

10

BLSINSTRUCT

12

Skills Testing Methodology:Heartsaver First Aid and Heartsaver Pediatric First Aid 5

BLSINSTRUCT

13

Written Testing Methodology:

Heartsaver First Aid and Heartsaver Pediatric First Aid 5

BLSINSTRUCT

14Remediation

5

BLSINSTRUCT

15

Role-Play:Skills Test Remediation

40

BLSINSTRUCT

16

Role-Play:Written Test Remediation

15BLS

INSTRUCT17

TC Specifics

30

BLSINSTRUCT

18Course Monitoring

15

BLSINSTRUCT

19Instructor Renewal Training

5


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Heartsaver Instructor Course Outline

The following times are approximate. You may increase times for specific lessons if necessary.

Approximate course duration: 5 hours

(Student-TC Faculty ratio 8:1, student-manikin ratio 4:1)



HSINSTRUCT

1Welcome and Introduction

10

HSINSTRUCT

2CPR Course Design

15HS

INSTRUCT3

Instructor Materials

10

HSINSTRUCT

4Outlines of HS Courses

30

HSINSTRUCT

5Lesson Maps

5

HSINSTRUCT6

Training Facilitation

15

HSINSTRUCT

7Equipment

10

HSINSTRUCT

8

Role-Play:Practice While Watching 40

(10 min 4)

HSINSTRUCT

9

Skills Testing Methodology:CPR and AED Skills

18

HSINSTRUCT

10

Skills Testing Methodology:First Aid Skills

5


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HSINSTRUCT

11

Role-Play:Skills Testing

40

HSINSTRUCT

12

Written Testing Methodology:Heartsaver First Aid and Heartsaver Pediatric First Aid

5

HSINSTRUCT

13Remediation

7

HSINSTRUCT

14

Role-Play:Skills Test Remediation

40

HSINSTRUCT

15TC Specifics

30

HSINSTRUCT

16Course Monitoring

15

HSINSTRUCT

17Instructor Renewal

5


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Part 3: Renewal

InstructorRenewal

Criteria

There is no renewal version of this course. If you offer a renewal course,use the full agenda listed earlier in this manual. See the Program

Administration Manual and Instructor Network for renewal requirements.


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Part 4: Lesson Maps

BLS Instructor Course Lesson Maps


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WelcomeSTART

RESOURCES

STUDENT OBJECTIVES

YOUR ROLE Introduce instructors

Invite participants to in

themselves

Explain housekeeping

restrooms

Explain paperwork

Explain how students w

instructor-led discussio

watching lessons, and

Tell students

We are scheduled

REFERENCENone

STUDENT ROLE Introduce self

Listen to instructor

0:0

3:0


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Introduction

BLS

INSTRUCT

1RESOURCES

STUDENT OBJECTIVES Be motivated to become an AHA

instructor

YOUR ROLE Introduce concepts of n

Motivate instructors to

methodology

STUDENT ROLE Listen to TC faculty

REFERENCEInstructor Manual

0:0

10:


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BLS

INSTRUCT

3RESOURCES Instructor materials

STUDENT OBJECTIVES List the main parts of instructor

materials for each BLS course

YOUR ROLE Orient students to instr

and how to use each p

Instructor Manual

Instructor CD Course outline

Course agenda

Course videos

Lesson maps

Answer questions



0:0

10:


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Outlines of BLS Courses

BLS

INSTRUCT

4RESOURCES BLS Course Overview PowerPoint

presentation

BLS HCP Course outline

Heartsaver Pediatric First AidCourse outline

STUDENT OBJECTIVES Know how to use course outlines

to guide teaching

YOUR ROLE Show BLS Course Ove

presentation to explain

what instructors can te

Refer students to the BHeartsaver Pediatric F

outlines in instructor m

Provide Heartsaver Pe

Course agenda and ou

instructor who does no

Heartsaver Instructor M

Explain how to use cou



0:0

30:


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Lesson Maps

BLS

INSTRUCT

5YOUR ROLE Introduce video:

This section of the vid

lesson maps, an instru

teach courses. Show Lesson Maps pre

Instructor Training vide

Pause video

Answer questions


0:0

5:0

RESOURCES AV equipment

BLS Instructor Training video

STUDENT OBJECTIVES Understand layout of lesson maps

STUDENT ROLE Watch video


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Equipment

BLS

INSTRUCT

7RESOURCES AV equipment

BLS HCP Instructor Manual

Heartsaver Instructor Manual

Manikins

Face shields

Face masks

1-way valves

STUDENT OBJECTIVES Tell how to find what equipment is

needed in a course

Tell where to find equipment

Tell how to clean and store

equipment

YOUR ROLE Explain where to find li

recommended equipme

specific instructor man

Explain how participanaffect quantity of manik

and other supplies

Answer questions

Explain how instructors

students to clean equip

course

Explain how instructorsequipment aftereach c


Ask questions


0:0

10:


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Role-Play:

Practice-While-Watching

Student Rotations

BLS

INSTRUCT

8B

Act as student

Watch video

Practice with video

Act as instructor

Show video

Facilitate

Observe students

and give feedback

Act as student

Watch video

Practice with video

Act as student

Watch video

Practice with video

Student 3

Act as

Show

Facilita

Obser

and gi

Act as student

Watch video

Practice with video

Act as student

Watch video

Practice with video

HS

PFA

13

Act as

Watch

Practic

Act as student

Watch video

Practice with video

Act as student

Watch video

Practice with videoHCP

7-9

Act as

Watch

Practic

Act as instructor

Show video

Facilitate

Observe students

and give feedback

Act as student

Watch video

Practice with videoHCP

4-6

Act as

Watch

Practic

Act as student

Watch video

Practice with video

Act as instructor

Show video

Facilitate

Observe students

and give feedback

HCP

1-3

StuStudent 2Student 1Lessons


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Skills Testing Methodology

BLS

INSTRUCT



CPR and AED Skills Testing

Skills checklists Stopwatches

STUDENT OBJECTIVES Tell how to perform skills testing

YOUR ROLE Introduce video:


to perform skills testing

Show Skills Testing vid Pause video

Answer questions

Stress importance of in

manikin ratios


Participate with video


0:0

45:


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Role-Play:

Skills Testing

BLS

INSTRUCT


Adult manikins

Face shields

Stopwatches

Skills checklists

STUDENT OBJECTIVES Use skills checklist correctly

Show how to use stopwatch

YOUR ROLE One instructor candida

CPR as a student, mak

mistakes

Refer students to AdultTest lesson map

Tell all students to use

record students perfo

Review skills checklist

students performanc

Discuss students chec

Answer questions

STUDENT ROLE Watch student performing CPR

Use skills checklist to test student


0:0

40:


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BLS for Healthcare Providers

BLS

INSTRUCT


BLS HCP written test

BLS HCP annotated answer sheet

Answer key

STUDENT OBJECTIVES Tell where to find tests

Tell how to administer tests

Tell how to grade tests

Tell how to score tests

YOUR ROLE Introduce topic:

This section of the co

to perform written testi

Course. Hand out written tests,

sheets, and answer ke

Tell students how to ad

tests

Answer questions

STUDENT ROLE Watch presentation


0:0

10:


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Heartsaver First Aid and

Heartsaver Pediatric First Aid

BLS

INSTRUCT


HS First Aid Student Workbook

HS First Aid Answer Sheet

HS FA 8 lesson map






First Aid Courses. Tell students to turn to

map: First Aid Basics T

Hand out answer shee


tests

Remind students that t

for this test Answer questions



0:0

5:0


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Remediation

BLS

INSTRUCT



Remediation

STUDENT OBJECTIVES Tell how to perform remediation



to perform remediation

Show Remediation vid Pause video

Answer questionsSTUDENT ROLE Watch presentation


0:0

5:0


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Role-Play:

Skills Test Remediation

BLS

INSTRUCT

15RESOURCES Adult manikins

Face shields

Stopwatches

Skills checklists

STUDENT OBJECTIVES Show how to use skills checklist


YOUR ROLE Tell students to remedi

showed poor skills duri

play

Use skills checklist to rperformance


students performance


Have students pair up

Answer questions

STUDENT ROLE Remediate student


0:0

40:


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Role-Play:

Written Test Remediation

BLS

INSTRUCT

16RESOURCES BLS HCP written test

STUDENT OBJECTIVES Show how to remediate written test

YOUR ROLE Tell students to pair up

remediating the BLS H

Instructor discusses m

with partner to ensure sunderstands concept



0:0

15:


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Training Center Specifics

BLS

INSTRUCT

17RESOURCES

STUDENT OBJECTIVES Tell training center specifics for

running courses

YOUR ROLE Tell students about iss

your training center:

Course completion

Course evaluation How to get tests

Updates

Registering on the

Network

Staying in touch w

center

Postcourse paperw Answer questions



0:0

30:


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Course Monitoring

BLS

INSTRUCT

18RESOURCES

STUDENT OBJECTIVES Tell course monitoring

requirements

YOUR ROLE Explain course monitor

it up


instructors until they comonitoring requiremen

Answer questions



0:0

15:


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Instructor Renewal Training

BLS

INSTRUCT

19RESOURCES Program Administration Manual

STUDENT OBJECTIVES Tell requirements for instructor

renewal

Tell where to find requirements

YOUR ROLE Tell students the requir

instructor renewal

Tell students how your

monitor instructors Refer students to the P

Administration Manual

this topic

Answer questionsTUDENT ROLE

Listen to TC faculty

REFERENCEProgram Administration Manual

0:0

5:0


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Part 4: Lesson Maps

Heartsaver Instructor Course Lesson Maps


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WelcomeSTART

RESOURCES

STUDENT OBJECTIVES

YOUR ROLE Introduce instructors

Invite participants to in

themselves

Explain housekeeping

restrooms

Explain paperwork

Explain how students w

instructor-led discussio

watching lessons, and

Tell students

We are scheduled

REFERENCENone

STUDENT ROLE Introduce self

Listen to instructor

0:0

3:0


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Introduction

HS

INSTRUCT

1RESOURCES

STUDENT OBJECTIVES Be motivated to become an AHA

instructor

YOUR ROLE Introduce concepts of n

Motivate instructors to

methodology



0:0

10:


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CPR Course Design

HS

INSTRUCT



STUDENT OBJECTIVES List major changes to CPR course

design and implementation basedon educational research



CPR course design an

based on educational r Show Course Design p

BLS Instructor Training

Answer questions



0:0

15:


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HS

INSTRUCT

3RESOURCES Instructor materials

STUDENT OBJECTIVES List the main parts of instructor

materials for each Heartsavercourse

YOUR ROLE Orient students to instr

and how to use each p

Instructor Manual

Instructor CD Course outline

Course agenda

Course videos

Lesson maps

Answer questions



0:0

10:


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Outlines of Heartsaver Courses

HS

INSTRUCT

4RESOURCES Heartsaver Course Overview

PowerPoint presentation

Heartsaver AED Course outline

Heartsaver Pediatric First AidCourse outline

STUDENT OBJECTIVES Know how to use course outlines

to guide teaching a course

YOUR ROLE Show Heartsaver Cour

PowerPoint presentatio

course and what instru

Refer students to coursHeartsaver AED and H

Pediatric First Aid in In

Explain how to use couTUDENT ROLE Listen to TC faculty


0:0

30:


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Lesson Maps

HS

INSTRUCT



STUDENT OBJECTIVES Understand layout of lesson maps



lesson maps, an instru

teach courses. Show Lesson Maps pre

Instructor Training vide

Pause video

Answer questions



0:0

5:0


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Training Facilitation

HS

INSTRUCT



STUDENT OBJECTIVES Understand how to facilitate AHA

courses



facilitate AHA courses

Show Training Facilitaton BLS Instructor Train

Pause video

Answer questionsTUDENT ROLE Watch video


0:0

15:


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Equipment

HS

INSTRUCT


Heartsaver Instructor Manual

Manikins

Face shields

Face masks

1-way valves

STUDENT OBJECTIVES Tell how to find what equipment is

needed in a course

Tell where to find equipment

Tell how to clean and store

equipment

YOUR ROLE Explain where to find li

recommended equipme

specific instructor man

Explain how participanaffect quantity of manik

and other supplies

Answer questions

Explain how instructors

students to clean equip

course

Explain how instructorsequipment aftereach c


Ask questions


0:0

10:


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Role-Play:


HS

INSTRUCT

8ARESOURCES AV equipment

Adult manikins

Face shields

Lesson maps from HS AED and

Heartsaver Pediatric First Aid courses Epinephrine pen trainers

Heartsaver Pediatric First Aid video

STUDENT OBJECTIVES Practice facilitating lessons

Show how to use lesson maps

YOUR ROLE Remind students of ratios

into small groups

Select 1 student to serve

each group of 4 students Tell students to pull lesso

lesson maps for subseque

the grid on the following le

Rotate among all students

practicing as instructor us

video

Teaching student observ

gives positive and correct TCF gives teaching stud

corrective feedback


Practice while watching

1 student serves as instructor


0:0

40:


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Role-Play:


Student Rotations

HS

INSTRUCT

8B

Act as student

Watch video

Practice with video

Act as instructor

Show video

Facilitate

Observe students

and give feedback

Act as student

Watch video

Practice with video

Act as student

Watch video

Practice with video

Student 3

Act as

Show

Facilita

Obser

and gi

Act as student

Watch video

Practice with video

Act as student

Watch video

Practice with video

HS

PFA

13

Act as

Watch

Practic

Act as student

Watch video

Practice with video

Act as student

Watch video

Practice with video

HS

AED

A/C

7-9

Act as

Watch

Practic

Act as instructor

Show video

Facilitate

Observe students

and give feedback

Act as student

Watch video

Practice with video

HS

AED

A/C

4-6

Act as

Watch

Practic

Act as student

Watch video

Practice with video

Act as instructor

Show video

Facilitate

Observe students

and give feedback

HS

AED

A/C

1-3

StuStudent 2Student 1Lessons


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Skills Testing Methodology:

CPR and AED Skills

HS

INSTRUCT



Skills checklists

Stopwatches





Show CPR and AED SBLS Instructor Training

Pause video

Answer questions


manikin ratios




0:0

18:


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Skills Testing Methodology:

First Aid Skills

HS

INSTRUCT



Skills checklists

Stopwatches





Show First Aid Skills TInstructor Training vide

Pause video

Answer questions


manikin ratios




0:0

5:0


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Role-Play:

Skills Testing

HS

INSTRUCT


Adult manikins

Face shields

Stopwatches

Skills checklists

STUDENT OBJECTIVES Use skills checklist correctly


YOUR ROLE One instructor candida

CPR as a student, mak

mistakes

Refer students to AdultTest lesson map

Tell all students to use

record students perfo


students performanc


Answer questions

STUDENT ROLE Watch student performing CPR

Use skills checklist to test student


0:0

40:


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Heartsaver First Aid and

Heartsaver Pediatric First Aid

HS

INSTRUCT


HS First Aid Student Workbook

HS First Aid Answer Sheet

HS FA 8 lesson map






Heartsaver first aid cou Tell students to turn to

map: First Aid Basics T

Hand out answer shee


tests


for this test Answer questions



0:0

5:0


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Remediation

HS

INSTRUCT



STUDENT OBJECTIVES Tell how to perform remediation



to perform remediation

Show Remediation secInstructor Training vide

Pause video

Answer questionsTUDENT ROLE Watch presentation


0:0

7:0


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Role-Play:

Skills Test Remediation

HS

INSTRUCT

14RESOURCES Adult manikins

Face shields

Stopwatches

Skills checklists

STUDENT OBJECTIVES Show how to use skills checklist


YOUR ROLE Tell students to remedi

showed poor skills duri

play

Use skills checklist to rperformance


students performanc


Have students pair up

Answer questions



0:0

40:


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Course Monitoring

HS

INSTRUCT

16RESOURCES

STUDENT OBJECTIVES Tell course monitoring

requirements

YOUR ROLE Explain course monitor

it up


instructors until they comonitoring requiremen

Answer questions



0:0

15:


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Instructor Renewal

HS

INSTRUCT

17RESOURCES Program Administration Manual

STUDENT OBJECTIVES Tell requirements for instructor

renewal

Tell where to find requirements

YOUR ROLE Tell students requireme

renewal

Tell students how your

monitor instructors Refer students to Prog

Manual for information

Answer questionsSTUDENT ROLE Listen to TC Faculty

REFERENCEProgram Administration Manual

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2008 American Heart Association

Appendix: Instructor Competency Checklist


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Updated Instructor Monitoring Form 9/08

American Heart Association Emergency Cardiovascular Care Instructor Competency Checklist

Instructions to Training Center (TC) Faculty:Use this form as a guide in assessing instructor

candidate proficiency in the AHA Core Course competencies during the practice session in the discipline-

specific course. Not all competencies can be assessed in a single instructor candidate demonstration.

Share with the instructor candidate those competencies that are emphasized as well as the ones indicated

with an asterisk (*).

Instructor Candidate:

_____________________________________________________________________________________

Being evaluated for:

____Heartsaver ____BLS ____ACLS ____ACLS-Experienced

Provider

____PALS

Instructors Primary TC for this Discipline: _________________________________________________

Reason for Monitoring:

____Initial Recognition

TC Sponsoring Instructor Course: ____________________________________________

Instructor Course Date: ____________________________________________________

____Renewal(or Interim Evaluation)

Instructor Card Expiration Date: _____________________________________________

____Remediation (for repeat monitoring if previous monitoring is unsuccessful)

Previous Monitoring Date/Person Monitoring: __________________________________

Course monitored: _____________________________________________________________________

Monitoring Date/Location (TC and Site): ___________________________________________________

Name of Reviewer: ____________________________________________________________________

Reviewers Status (check all that apply) for this discipline:

____TCF ____Course Director ____ Regional Faculty in this discipline

Reviewers Training Center________________________________________________________

Teaching was monitored during the following sections of the course:

____Teaching/Skills Stations ____Evaluation/Skills Stations ____Student Remediation

American Heart Association Emergency Card iovascu lar Care ProgramInstructor Monitor/Competency Checklist Form


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Key

Successful Conducted course and demonstrated competency as an AHA instructor in a manner

consistent with AHA standards with only minimal coaching or correction necessary.

Needs Remediation Missed significant opportunities to handle a situation that occurred in a mannerconsistent with the standards set for an AHA instructor or was inconsistent in

meeting same standards. Coaching and correction was necessary to ensure course

met AHA standards or conduct of course did not meet standards.

Competency SuccessfulNeeds

Remediation

No

Opportunity

to Observe

During

Course

Prepare the Learning Environment: Arranges the learning

space to best suit course needs, ensures adequate sight lines for

viewing demonstrations or videos

Establish/Maintain Professional Credibility: Presents self in aprofessional and confident manner

Communicate Effectively: Communicates ideas and conceptsclearly, maintains positive rapport with learners, uses appropriate

nonverbal communication skills, uses appropriate terminology

for audience

Manage Technology: Uses technology such as manikins,rhythm generators, AED trainers, other course equipment and

audio/video technology effectively.

Stimulation and Motivation: Provides a stimulating learning

environment that maintains interest of students

Presentation Skills: Discusses or demonstrates course content

effectively using appropriate AHA course materials

Questioning: Interacts with students with appropriate questions

to evaluate student understanding and thinking processes

Clarification and Feedback: Recognizes students need foradditional information and provides appropriate feedback

Promote Retention: Reinforces key points, follows courselesson maps

Promote Transfer: Shows applicability of information tostudents environment, encourages continued practiceafter

course completion

*Assess Learning and Performance: Evaluates students skillperformance and/or knowledge to determine ability or

comprehension to meet course objectives

*Remediation: Recognizes need for remediation and interactswith students to improve student performance to level consistent

with course objectives

Comments: ___________________________________________________________________________________

bls (basic life support) instructor course faculty guide

Documents