BLS for Prehospital ProvidersCourse

Welcome, Introductions, and Housekeeping

BLS PHP Agenda• Why the BLS for Prehospital Providers Course (BLS PHP)?

• Differences between BLS for Healthcare Providers (BLS HCP) and BLS PHP, and how to position these with the Training Network

• Defining and setting expectations of new concepts within BLS training— Debriefing— Chest compression fraction (CCF)— Team performance

• Takeaways— How are the BLS PHP course keys accessible?— BLS PHP Product Orientation and other resources on the Instructor Network (IN)

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Training Objectives for BLS PHP

• Discuss how historical feedback from the EMS community shaped the development of the course

• Describe course flexibility to customize local protocols

• Explain the format (“flipping the classroom”)

• Review the BLS PHP Course content

• Demonstrate the high-performance team concept (“pit crew”)

• Review key components of the BLS PHP online portion

• Review key components of the BLS PHP classroom portion

• Identify procedure for how Training Centers and instructors administer course keys to student

• Review purpose and value for additional supporting materials for the BLS PHP Course, such as the Instructor Supplement, instructor packaging, Lesson Plans, and other resources.

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History and Purpose of New BLS Course

Specific EMS Scenarios

EMS Field Application Local Protocols High-Quality

CPR

Overview

In 2012, the AHA assembled an EMS Advisory Panel consisting of field providers from around the country. That group made the following recommendations:• Design a specific BLS curriculum for prehospital providers that includes

EMS-specific scenarios and skills practice

• Make the scenarios entirely EMS oriented and realistic for the prehospital environment

• Include the high-performance team concept to increase the level of competence

• Curriculum that teaches how to set up the scene for high-quality CPR

Historical Feedback and the Evolution of PHP

• BLS PHP is a new customizable learning experience, combining online and classroom-based training into one high-performance program created specifically for prehospital professionals.

• The total experience is what is learned and verified in the online portion, mixed with the implementation strategies experienced in the classroom.

Course Flexibility―Local Protocols

Course Design―aka “Flipping the Classroom”

• Flip the classroom•Online component•Classroom component

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BLS PHP Course―An Inside Look

• Initiate the Chain of Survival• Perform prompt, high-quality CPR with

C-A-B sequence (adult/child/infant)• Initiate early use of AED

(adult/child/infant)• Provide appropriate breaths• Practice the minor BLS differences for

children and infants• Practice team CPR (adult/infant)

BLS PHP Course Content

• Focus on pit crew approach to teach how to conduct a code with teams varying from 2 to 6 people• Introduce the concept of debriefing to BLS

Instructors• Scenario-based training that may represent a

student’s next call in the field• Develop core course segments that provide the

opportunity for medical directors to tailor the course to local response protocols

High-Performance Teams

BLS PHP Course Components: Online Portion

Scenario-Based Training

Specific situations that EMS encounters

Tiered responses

Interactive Web Components

• EMS-oriented scenarios and realistic settings for the prehospital environment• Termination of resuscitation• Drowning• Pit crew approach

Scenario-Based Training

• Same objectives as BLS HCP• Same exit criteria • See the Science buttons allow

students to drill deeper into the “Why?”

Interactive Content

• Online exam• BLS HCP with EMS

focus• Certificate of

completion

Written Exam

BLS PHP Course Components: Classroom Portion

Classroom Components

Uses same card as BLS HCP

Same evaluation

criteria

Requires motor skills demonstration for all

skills

Practice of and

emphasis on high-

quality CPR

Customization Components

Local Protocols

Role of Ventilation

Medical vs Trauma

Use of AED

Pit CrewCompression Protocols

Termination Criteria

Interagency Roles

Pit Crew Approach―Instructor

• Capturing and optimizing the percentage of arrest time that high-quality chest compressions are performed has a predictable improvement in survival.• Improving CCF to achieve the 80% threshold increases

survival by 200% to 300%.• Instructors in this course can calculate CCF by any of the

following 3 methods:― 2-stopwatch technique― Using the Full Code Pro application― Using instrumented manikins that capture

performance data

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BLS Debriefing

From the 2010 AHA Guidelines for CPR and ECC:• “Debriefing as a technique to facilitate learning should be

included in all ALS courses (Class I, LOE B)”• “Debriefing of actual resuscitation events can be a useful

strategy to improve future performance (Class IIa, LOE C)”― Peer to peer― Nonthreatening― Assists individuals and teams to reflect on and

improve performance

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Local Protocols

AHA guidelines:• Resource• Provide guidance• Lend supportive information• Substantiate― they are based

upon available science• Many use AHA guidelines to

devise local treatment protocols• Protocols and guidelines aren’t

always parallel

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Demo of a High-Performance Team in Action

Team DynamicsSuggested roles for a 6-member team: 1. Compressor: Does 5 cycles of chest compressions 2. Airway: Opens the airway; provides bag-mask ventilation (and uses airway adjuncts as appropriate) 3. Monitor/Defibrillator: Brings and operates an AED (ACLS and PALS providers bring a manual monitor/defibrillator); may alternate with Compressor every 5 cycles. If a monitor is present, it should be placed in a position where it can be seen by everyone 4. Team Leader: Assigns roles and makes treatment decisions; provides feedback (when needed) to the rest of the team 5. Observer/Recorder: Records the time of interventions (and frequency and duration of interruptions in compressions); communicates these to the Team Leader 6. IV/IO/Medications (ACLS provider role): Initiates IV/IO access; administers medications

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• How could you improve the actions of the teams you observed (for the cardiac arrest in vehicle, child drowning, and cardiac arrest in bathroom scenarios)?

• Do your teams do anything different from what you observed in the scenarios that you think improves patient outcomes?

• Are there observational or clinical data you could share to help improve team performance?

• Would you like clarification on any actions or components of the video?

Questions for Discussion:

Team Performance

High-Performance Team Activity

• How could you improve the actions of the teams you observed (for the cardiac arrest in vehicle, child drowning, and cardiac arrest in bathroom scenarios)?

• Do your teams do anything different from what you observed in the scenarios that you think improves patient outcomes?

• Are there observational or clinical data you could share to help improve team performance?

• Would you like clarification on any actions or components of the video?

Questions for Discussion:

Team Performance

BLS PHP: How to Review Materials and Distribute Course Keys

Availability and Distribution of Course Keys

Instructor Supplement

• Contains the tools needed to teach the classroom portion

• Includes agenda, outlines, and Lesson Plans

• Use with the BLS for Healthcare Provider Instructor Manual

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• Instructor Supplement

and CD

• Classroom DVD

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Instructor Package

Lesson Plans

• New concept • Response to Training Network feedback

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Other BLS PHP Resources on the Instructor Network

• Equipment List• Team Diagram• Questions for Discussion• FAQs• Course Requirements Training Memo

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Post Workshop Evaluation

Please use this link to complete a short survey on the

workshop you have attended:

https://www.surveymonkey.com/s/Y3PGFPH

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