NUR4111: Bachelor of Nursing BLS Lesson Plan for First Year Students

This assignment is a detailed lesson plan designed to guide first-year bachelor of nursing students on the importance of Basic Life Support (BLS). The lesson plan covers the DRSABCD approach, including identifying dangers, assessing responsiveness, sending for help, managing airways, checking breathing, performing CPR, and using defibrillation. It emphasizes the role of nurses in providing first aid, including techniques for airway management, cardiac compression, and the use of AED machines. The plan also addresses infection control during CPR and the importance of continuous chest compressions. Furthermore, it outlines learning outcomes, including the ability to explain the indications for BLS, list the components of the ANZCOR DRSABCD Flowchart, identify environmental dangers, assess responsiveness, send for help, manage airways, apply cardiac compression, discuss BLS for pregnant women, and demonstrate the use of an AED machine. The lesson plan also includes a structured timing for the introduction and body of the lesson, discussing various methods through which danger or risk to patients can be identified for giving them first-aid, and how to get response from the patient or identify whether patient is responding or not, and how to access patient for Normal breathing by looking for chest movement, listening for breath sounds and feel for the movement of chest by positioning your head on the chest of the patient. The assignment aims to equip nursing students with the knowledge and skills necessary to provide effective first aid in emergency situations.

Background
The overall aim of the lesson plan is to guide the first-year bachelor nursing students regarding the importance of basic life support
system (BLS), its importance in the field of nursing and the involvement of nurses in learning about the basic life support skills that
are involved in the everyday first aid. The nurses can gain knowledge regarding the variety of non-invasive procedures of the
emergency department performed to assist the patient and used in the case of the immediate emergency.
Some of the basic life support procedures include:
Cardiopulmonary resuscitation, spinal immobilization, basic first aid procedures, fracture stabilization, hemorrhage control etc. The
health care professionals along with the nurses play a primary role in treating the patients. On the completion of this course, one
can identify the correct documentation, how to manage the work in the community and the hospital settings, management of airway
among all the groups, application of severe methods of cardiac compression and the BLS performance, performance of BLS on
pregnant women and the correct usage of AED machine. The nursing professionals will learn how to provide basic first aid to the
patients who are in the emergency state. Nurses will be skilled enough in providing breath to the patients, helps the patients to
recover back from the emergency state.
To ensure the successful first aid treatment the nursing students’ midwives must know the knowledge and the basic skills that must
be implemented in treating the patients efficiently.
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DRS ABCD stand for?
Danger ( Look for dangers, is there any dangers to the healthcare workers or to the patient)
In this person or first aid provider is required to have skill for identifying danger for them and danger for bystanders. It is
important that one do not put themselves in danger while assisting others.
Response (check for the response if patient is alert or unconscious)
Skill to understand how one can be asked for response and ability to understand conscious and unconscious state.
Send for help (call 000 in case of emergency if needed)
In this stage one should be aware about and have knowledge of whom they should contact in emergency.
Airway (check for the obstructions to airway in lungs)
Skill one need in this is to understand if the person is breathing or not and identifying this through by opening their mouth,
tilting their head and checking breathing. In case breathing is not clear then one needs to be skilled in opening their mouth and
clearing contents from mouth and checking breathing again.
Breathing (check if patient is breathing normally)
Ability to understand chest movement and understanding and ensuring breathing through some other way.
CPR (commence CPR if necessary)
In this individual is required to have proper cardiopulmonary resuscitation that involves 30 compression and 2 breaths.
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Defibrillation (source and apply the defibrillation technique if needed)
This require skills for applying automated external defibrillator in case they are available and when unconscious adult is not
able to breath.
It is a best action plan primarily remembered in case of emergency. The nursing students must be efficient in handling the
patients with more affection and care. They must be trained prior before the administration of the work and should handle the
patients individually after the training period after the graduation and the residentship courses. The feedback and the evaluation of
the nurses is that all the nurses are not efficient in knowing the CPR lifesaving skill which every nurse should learn. The
experienced nurses and the mid wives must be skilled enough and must possess an expertise in the basic life supporting systems.
During the adult OHCA, the patient survival to the hospital discharge was improved by the use of an initial period of continuous
chest compressions ( Mosier J, 2010). The technique for mouth-to-mouth rescue breathing was reviewed in 2010 ( Berg RA, 2010)
Infection control when performing the CPR- 1 st method
In order to avoid the exposure with the bodily fluids such as blood or saliva. All nurses must be trained in resuscitation and it is
advisable to wear a resuscitation mask, in order to avoid the infection and helping the patient from life threatening situation. Masks
are available at pharmacy stores. Among the observational studies, the survival outcomes differ when compared to the 2 types of
CPR ( Iwami T,2007). Dispatcher CPR instructions increase the likelihood of bystander CPR performance ( Akahane M, 2012)
First aid for a person choking – 2nd method

The primary skill that is learnt in any first aid course includes the first aid of the person choking. A clear airway must be maintained
and ensure that the patient must be in a breathing state. Roll the patient in side ways and there is a possibility of a person involved
in an accident. Little movement observed in spine and the first aid skills must be learnt in the case of training of graduate nursing
professionals, experienced nurses and the mid wives.
To evaluate the effect of the basic life support system, the following research questions must be answered first in order to continue
with the process of the evaluation
To know the differences between the socio-demographic features, pre and the post evaluation results of the nurses who got trained
for the basic life supporting systems?
To know the differences between the nurses pre and the post BLS and ALS training and the results of the test differences?
Based upon the test results, how far the nurses are efficient in the basic life support system training?
The adult basic life support system needs to be updated.
The steps of BLS consist of a series of assessments and actions, which are showcased in a simplified BLS algorithm that is
remains unchanged from 2010 ( Berg RA, 2010). Patients who are unresponsive might have a chances of cardiac arrest
( Vaillancourt C,2007)
To evaluate the effects of basic life support education in nurses who work in a university hospital. The research
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questions were as follows:
• Are there differences between the socio-demographic features and pre-and post-test results of nurses who received
basic life support training?
• Are there differences between the nurses’ previous BLS and ALS training and results of the pre- and post-test
differences?
• Based on the pre- and post-test results, is the BLS training for nurses’ effective?
To evaluate the effects of basic life support education in nurses who work in a university hospital. The research
questions were as follows:
• Are there differences between the socio-demographic features and pre- and post-test results of nurses who received
basic life support training?
• Are there differences between the nurses’ previous BLS and ALS training and results of the pre- and post-test
differences?
• Based on the pre- and post-test results, is the BLS training for nurses’ effective?
To evaluate the effects of basic life support education in nurses who work in a university hospital. The research
questions were as follows:
• Are there differences between the socio-demographic features and pre- and post-test results of nurses who received

basic life support training?
• Are there differences between the nurses’ previous BLS and ALS training and results of the pre- and post-test
differences?
• Based on the pre- and post-test results, is the BLS training for nurses’ effective?
To evaluate the effects of basic life support education in nurses who work in a university hospital. The research
questions were as follows:
• Are there differences between the socio-demographic features and pre- and post-test results of nurses who received
basic life support training?
• Are there differences between the nurses’ previous BLS and ALS training and results of the pre- and post-test
differences?
• Based on the pre- and post-test results, is the BLS training for nurses’ effective?
To evaluate the effects of basic life support education in nurses who work in a university hospital. The research
questions were as follows:
• Are there differences between the socio-demographic features and pre- and post-test results of nurses who received
basic life support training?
• Are there differences between the nurses’ previous BLS and ALS training and results of the pre- and post-test
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differences?
• Based on the pre- and post-test results, is the BLS training for nurses’ effective?
PART 2: LESSON PLAN
Learning outcomes
On completion of this peer teaching session, the 1st year Bachelor of Nursing student should be able to:
 E.g. Explain the indications for BLS.
 List the seven components of the ANZCOR DRSABCD Flowchart.
 Identify three possible environmental dangers.
 Describe how to assess for responsiveness.
 Discuss how to send for help in the community and hospital setting.
 Explain correct management of the airway for all age groups.
 Apply effective cardiac compression when performing BLS on or infants, children and adults.
 Discuss the considerations when performing BLS on pregnant women.
 Demonstrate correct use of an AED machine (defibrillator).
Bellow all in red I would like you to read and check for grammer, spelling and make sure if it make sense. Thanks yoy
Timing Content Activity/teaching approach Resources Evaluation Methods

(Minutes) (Topic/subtopic)
SET
5 minutes
Introduction
Assess student’s
knowledge
Outline structure
of lesson
Allocating facilitator for students
and it is an introductory class. In
this class learning objectives will be
outlined and each learning
objective will be discussed clearly
in detail.
Assessing knowledge of students
about Basic Life Support.
In this facilitator will inform students
to demonstrate every skill.
Followed by this all students will be
given opportunity to demonstrate
skills and they will be provided
feedback for that. This lesson will
end with a Q&A, performance
feedback and practice of skills as
desired by students.
Student, Facilitator
and patient
Student introductory
class.
Explanation from
students regarding
purpose of lesson and
importance of different
nursing skills that are
practiced and that they
will practice while
learning.
BODY
40 minutes – or
time allocation for
each component
of BLS and
choking
DRSABCD
\Dangers?
Discussing different methods
through which danger or risk to
patients can be identified for giving
them first-aid.
Communicating and informing
students about potential elements
Ask the student to
discuss some dangers
which can be potential
danger to patient or to
students.
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that can cause risk or danger in
immediate vicinity for patient or
individuals.
Responsive? In this students will be taught
through demonstration of different
ways and skills through which they
can get response from the patient
or identify whether patient is
responding or not. Informing
students about what they can do if
patients are not responding.
Discussing with
students through
Question and answer
to identify their
understanding of ways
to get response from
patients and also what
they will do in case
patient is not
responding.
Send for help In this students will be informed
and discussion will be made about
how students can ask for help and
assistance in hospital setting
Emergency bell
Phone to call code blue
Ask the student to
practice send for help
by pressing the nearby
cell bell, response
code blue or shout.
Open Airway
Informing students and
demonstrating ways through which
they can check breathing of
patients.
Along with this, demonstrating and
Suction if available
Oropharyngeal
Nasopharyngeal
Ask the student to
demonstrate the
correct heads
positioning of the
patient, air suction
using mouth and
insertion of the

discussing ways through which
they can clear airway to make
patient breath clearly.
Demonstrate the correct placement
and insertion of the oropharyngeal
and Nasopharyngeal only for the
unconscious patient to keep the
airway patent.
Oropharyngeal
Nasopharyngeal.
Normal
breathing?
Teaching and discussing how to
access patient for Normal
breathing by looking for chest
movement, listening for breath
sounds and feel for the movement
of chest by positioning your head
on the chest of the patient.
Ask the student to
demonstrate the
knowledge and skills
for, and listen and feel
strategies to access
the patients breathing
and check for
abnormalities.
Start CPR Informing about situations in which
CPR is required and demonstrating
how CPR can be provided.
Demonstrate to student the correct
hand position for chest
compression on infants (two
fingers), small children’s (heel of
one hand) and adults (the heel of
one hand on the patient chest the
other on top and interlock fingers).
Facilitator to help the
student with CPR
rotation.
Bag Valve mask
Discussing and
question and
answer session
about Compression
rate, depth, fraction
and ventilatory rate
checked.
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Attach
defibrillator
(AED)
Defibrillator attached when CPR
performed,
Demonstrate to student the correct
placement of the pad (Right upper
chest and Left Lateral chest) only
on dry and no excess hair.
Demonstrating students about
working of Defibrillator about heart
rhythms and its advising in case of
inappropriate heart rhythm.
Defibrillator Discussion with
student about
placing the pads on
patient and be in
charge of the AED.
Foreign Body
Airway
Obstruction
(Choking)
Discussing with students and
informing them about foreign body
airway obstruction which is also
known as chocking. Along with this,
discussing about observing
patients with sudden respiratory
distress with cough and
obstruction of foreign body in
lungs.
Patients Discussion and
question and answer
about clearing the
foreign body airway
obstruction is the
administration of the
abdominal thrusts, the
Heimlich maneuver,
the treatment can be
evaluated
CLOSURE
5 minutes
Review and
Evaluation
Facilitator to repeat the importance
of BLS and Recap the learning
objectives. Students will be invited
to ask questions.
Facilitator to observe student
All the equipment listed
above
Ask the students to
demonstrate
DRSABCD.
Ask the student to
evaluate their own

performance on above
Scenario and provide feedback and
recommendations in a supportive
way.
performance and the
facilitators. Identify
areas for improvement
for the future practice.
Ask students to
complete the
Feedback forms.
Adapted from McKenna & Stockhausen (2013)
Feedback and evaluation
Pendleton’s model of feedback is the learning experience by the students in the most constructive way, where the behaviours are
reinforced and discussing the student’s feedback with respect to the particular topic i.e. in the lesson plan. Pendleton’s model was
developed in 1984. This model is a simple way to get feedback in a very constructive manner.
There are 4 steps involved in this model which include:
Involve the nursing staff or volunteer and take a live demo of the basic life support patient and the volunteer supporting the patient
in the case of an emergency. Live demo session can some extent be more effective that the new learners can easily learn the tasks
and will know how to handle the patients in the case of the emergency.
Acknowledge the success by complimenting them that they took initiative in taking part in the live demo session of the basic life
support and learning.
Take advice from other nursing graduates so that they can make a live demo related to the class in other efficient manner
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