Transcript BLS PHP_faculty workshop_short version_091814_DOMESTIC

BLS for Prehospital Providers
Course
BLS PHP Workshop Objectives
• Discuss how historical feedback from the EMS community
shaped the development of the course
• Describe the new format: “flipping the classroom”
• Describe the most critical roles of the resuscitation team, and
secondary roles as responders increase: the “pit crew
approach”
• Identify the importance of chest compression fraction (CCF) for
survival rates
• Demonstrate the high-performance teams concept
• Identify procedure for how Training Centers and Instructors
administer course keys to students
2
Overview
History and
Purpose of
New BLS
Course
Specific
EMS
Scenarios
EMS Field
Application
Local
Protocols
HighQuality
CPR
Why BLS PHP?
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 tests
• Make the scenarios entirely EMS oriented and realistic to the prehospital
environment
• Include high-performance teams concept to increase the level of
competence
• Create a curriculum that teaches how to set up the scene for high-quality
CPR
Course Flexibility:
Flipping the Classroom
• 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 course is the first of its kind (hybrid) for the AHA.
• The total experience combines what is learned and
verified in the online portion with the implementation
strategies practiced in the classroom.
BLS PHP Course―An Inside Look
Course Strategies to
Increase Survival Rates
• Use the pit crew approach to teach how to conduct
a code with teams varying from 2 to 6 people
• Introduce BLS Instructors to the concept of
structured and supported debriefing
• Create 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
BLS PHP Course Components: Online Portion
Interactive Online Content
• Same course objectives as BLS HCP
• Written exam with the same
foundational learning objectives but
with prehospital terminology.
• See the Science buttons so students
can drill deeper into the Why?
Scenario-Based Training
• EMS-oriented scenarios and
realistic settings for the
prehospital environment
• Termination of resuscitative
efforts
• Drowning
• Pit crew approach
EMS-Themed Training
• Medical cause of victim
driving off the road
• Moving patient for better
access and improved
resuscitation
• Practice like you play
BLS PHP Course Components: Classroom Portion
Customization
Components
Role of
Ventilation
Medical vs Trauma
Interagency
Roles
Local
Protocols
Termination
Criteria
Use of AED
Compression
Protocols
Pit Crew
Local Protocols
AHA guidelines:
• Resource
• Provide guidance
• Lend supportive information
• Substantiate―they are based
upon available science
• Many agencies use AHA
guidelines to devise local
treatment protocols
• Protocols and guidelines not
always parallel
14
BLS Debriefing
•Peer to peer
•Nonthreatening
•Helps individuals and teams reflect on
and improve performance
15
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.
• The term chest compression fraction, or CCF, is
just that―trying to achieve the 80% threshold,
which increases survival by 200% to 300%.
16
Team Dynamics
Suggested 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
17
High-Performance Team Activity
Questions for Discussion:
Team Performance
• 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?
BLS PHP Course:
New Materials
Availability and Distribution
New Course Materials
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
22
Instructor Package
• Instructor Supplement
and CD
• Classroom DVD
23
New Course Materials
Lesson Plans:
• New concept
• Response to Training Network feedback
24
25
Other BLS PHP Resources on the
Instructor Network
• Equipment List
• Team Diagram
• Questions for Discussion
• FAQ
• Course Requirements Training Memo
26
Post-Workshop Evaluation
Please use this link to complete a short survey on the
workshop you have attended:
https://www.surveymonkey.com/s/Y3PGFPH
27