Performing Basic Life Support: A Teaching Guide for Nursing Students

Running head: PERFORMING BASIC LIFE SUPPORT 1
Performing Basic Life Support
Name
Institution

PERFORMING BASIC LIFE SUPPORT 2
PERFORMING BASIC LIFE SUPPORT
Part 1:
The aim of the planned teaching guide is to allow the facilitator to have the concise
lesson plan alongside objectives for which to teach Basic Life Support (BLS) to the learner.
The target audience in this case is a first year nursing students, who might or might not have
any past experience with BLS; it is hence essential questions their respective knowledge. The
lesson plan will have to use language which is suitable and understandable while being
mindful never to utilize nursing slang or even unfamiliar terminology.
By the end of the BLS, the students will be able to:
Identify the indications for performing basic life support
Identify the component of the basic life support
Describe how to perform every component of BLS
Identify changes to BLS across special patient population
Identify BLS differences in both healthcare and community setting
Describe the roles and responsibilities of team members in the course of a
resuscitation and post-resuscitation
The pre-teaching considerations will include learning theory utilized in guiding
teaching session, target audience, learning styles to be considered as well as brief description
of teaching and learning context alongside clinical learning environment. The audience need
to know about the basic life support performance (Abelairas-Gómez et al., 2018). This will
include;
They will be introduced to the number of incidence of cardiac arrest in the country per
year. They will also be shown about the importance of CPR vital interventions before the
arrival of the emergency services. Asking the student whether they are aware of the need for
early resuscitation and immediate defibrillating as importance to increase the rate of survival.
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PERFORMING BASIC LIFE SUPPORT 3
Ask the student to name some of the indications for basic life support. Once they have
answered, the teacher will highlight those that they have left behind including
unconsciousness, unresponsiveness, abnormal breathing, and lack of signs of life.
Asking the learners if they are aware that CPR survival is best improved when the
patient is in the shockable rhythm and also to mention the “best place” to arrest the CPR in
the hospital. The teacher will then emphasize to the student the need to immediately begin
CPR in case they are in doubt. Danger: The teacher will explain how to known the danger to
both the student and patient. The teacher will also show the student that their personal safety
including that of resuscitating team remain significance and emphasize on the need to use
gloves immediately as they consider additional PPE as required including face mask and
gloves.
Responsive: The teacher will explain how to check if the patient is responding to
intervention and the importance of “talk and touch” and what particular questions to ask the
patient and the need to only squeeze of shoulder but avoiding painful stimuli. Also, students
are expected to do in case of no response will be shown including hospital options and
community options.
Send for Help: The students will be introduced to both types on how to send for help.
The hospital options to send help to be highlighted will include will include; shout,
emergence call bell, phone the emergence phone number, respond/code blue. The other
option is community options to send help to be highlighted will include; shout, call 100, and
emergency response bel
Airway: Asking students whether they are aware of the precedence of caring of
airway over any potential injury. They students will be shown how to assess airway and clear
if necessary and how to open the airway. The teacher will also demonstrate the best positions
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PERFORMING BASIC LIFE SUPPORT 4
for CPR and in different people including pregnant women. Also how to positon hands
during the CPR will be shown.
CPR back board and breathing: The teacher will introduce the student on the CPR
back board and how it is used alongside the precautions. They will be told that it must be
performed on film surface or use “CPR” button. The teacher will emphasize that the
blackboard must be taken from crash cart when arrives to ensure effective comprehension.
For CPR-breathing, the student’s will be introduced to the CPR cycle and is needed to be
done at the end of the 30 comprehensions.
Defibrillation: the student will be shown how to do defibrillation and its importance in
allowing normal pacemaker to begin to boost survival. They will also be told how to place
the pads and cautioned not to touch the patient during shock delivery when using AEDs. Al
the three steps useful in AEDs use will be shown and the precaution to be taken per step.
They will also be told to consider ages when using the defibrillations. The teacher will
observe every learner perform the above mentioned simulations and provided effective
feedback and make adequate recommendations in the best way possible. The students will be
encouraged to continue simulating and even practicing skills even after the end of the lesson
in their free times.
Part 2:
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