BLS for Prehospital Providers
Course
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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Overview
History and
Purpose of
New BLS
Course
Specific
EMS
Scenarios
EMS Field
Application
Local
Protocols
HighQuality
CPR
Historical Feedback and the Evolution of 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 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
Course Flexibility―Local Protocols
• 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 Design―aka “Flipping the Classroom”
• Flip the classroom
• Online component
• Classroom component
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BLS PHP Course―An Inside Look
BLS PHP Course Content
• 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)
High-Performance Teams
• 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
BLS PHP Course Components: Online Portion
Interactive Web Components
ScenarioBased Training
Interactive
Content
Course
Flexibility
Specific
situations that
EMS encounters
Same objectives
and exit criteria
as BLS HCP
Centrally
(computer lab)
Tiered
responses
“See the
Science”
Distributed
(stations or
home)
No student
manual
Scenario-Based Training
• EMS-oriented scenarios and
realistic settings for the
prehospital environment
• Termination of resuscitation
• Drowning
• Pit crew approach
Interactive Content
• Same objectives as BLS HCP
• Same exit criteria
• See the Science buttons allow
students to drill deeper into the
“Why?”
Written Exam
• Online exam
• BLS HCP with EMS
focus
• Certificate of
completion
BLS PHP Course Components: Classroom Portion
Classroom Components
Uses same
standards
and science
as BLS HCP
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
Role of
Ventilation
Medical vs Trauma
Interagency
Roles
Local
Protocols
Termination
Criteria
Use of AED
Compression
Protocols
Pit Crew
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 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
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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?
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: 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 Package
• Instructor Supplement
and CD
• Classroom DVD
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Lesson Plans
• New concept
• Response to Training Network feedback
32
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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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