NUR3003 - Comprehensive Teaching Guide: Basic Life Support for Nursing

This document presents a teaching guide for Basic Life Support (BLS) designed for first-year nursing students. The guide outlines the objectives of BLS training, including identifying indications for BLS, describing its components, demonstrating BLS techniques, and understanding BLS differences across various settings and patient populations. It details pre-teaching considerations, such as learning theories, target audience characteristics, and learning styles. The lesson plan includes activities and teaching approaches for each component of BLS, such as assessing danger, responsiveness, sending for help, airway management, CPR, and defibrillation. The guide also emphasizes the roles and responsibilities of team members during resuscitation and post-resuscitation care. Furthermore, the document includes evaluation methods to assess student competency and provides recommendations for continuous practice and skill improvement. The assignment also includes Monash University NUR3003 assignment brief and assessment task.

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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Running head: PERFORMING BASIC LIFE SUPPORT 1
Timing
(Minutes)
Content Activity/teaching approach Resources Evaluation Methods
Set 5 minutes Introduction
Asses learner’s
prior knowledge
-Outlining the
lesson structure
Ensuring learners
are aware of their
expectations
alongside plans for
the session
The teacher will have learners take their seats and introduce
themselves briefly alongside their experience. The learners
and the teacher will outline the lesson objectives and inform
the students of the significance of such skills
Asking each student to introduce themselves, describing
how they feel regarding taking critical signs and any
experience they have
The teacher will inform the students that each skill shall be
demonstrated, then the learners be given a chance to practice
the skills and be given feedback upon finishing each skill.
Learners will subsequently undertake the skills in a
simulation and be given the necessary feedback on their
corresponding performance. The lesson will then be
summed up with questions and answer time, feedback on the
performance as well as additional practicing of skills as the
learners desire
Learners will be invited to ask any question (s) relating to
the lesson plan alongside objectives
A chair for every
learner and the
facilitator
Asking the learners to explicate the
purpose of the lesson as well why
such skills are significant to the
practice
Asking the learners to introduce
themselves and their experiences
The student will be asked to take
keen interest to understand the
outline as they will use it as the
checklist to ensure that every items
is captured. This be helpful in their
evaluation of the facilitator and the
entire lesson to known the position i
terms of competency and confidence
when dealing with basic life support
performance
Body part 1 Identify the
indications for
The teacher will have learners get introduce to the
background of identifying the indication for performing
Statistics on CPR
survival rates
Asking the student to name the

PERFORMING BASIC LIFE SUPPORT 6
Set 10 minutes performing basic
life support
basic life support including those
from “Take heart
Australia”
Books
Marker pens
Printing
papers/board for
writing
Pens and books
for student to
make notes
indications for BLS
Asking the students to highlight the
need for immediate CPR
Asking the students best places to
arrest
Body part 2
Set 7 minutes
Identifying
component of basic
life support
The teacher will provide the ARC flowchart the learners
The learners will be asked to read and master the acronym
“DRASABCD”
The teacher will expand on each component from the chart
and relate it to the BSL.
The teacher will also emphasize on the need to continue
CPR till the responsiveness or normal breathing is returned
The teacher will also stress on the foreign body airway
obstructions (choking) using the chart to explain the flow of
events
ARC Flowchart
Chart for foreign
body airway
obstruction
(chocking)
Removing the ARC flowchart and
asking the student to write down the
component acronym and fill each
letter
Asking the students to draw the
chart and fill in both ineffective and
effective cough
Asking the student to explain what is
to be done in case of unresponsive
and responsive severe airway
obstruction
Asking the students what to do in
case of mild airway obstruction and
why they need to encourage
coughing as the continue checking
casualty till recovery or deterioration
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PERFORMING BASIC LIFE SUPPORT 7
Body part 3
Set 15 minutes
Describe how to
perform BLS
components;
identify changes in
BLS across special
patients; and
identify basic life
support differences
in both healthcare
and community
settings
The teacher will take the students through every component
of the BSL and how it is performed.
Breathing: The teacher will explain and demonstrate to the
learners how to look, listen and feel for NORMAL
breathing. They will be told to LOOK for chest movement:
LISTEN for breath sounds; and FEEL for movement of the
chest alongside upper abdomen for the increase and drop of
chest and airflow from patients’ moth or nose. The teacher
will also emphasize that the student must NEVER take more
than ten seconds to assess breathing. The student will also
be told what to do in case of lack of breathing normally.
CPR-Backboard
CPR-back
Student for
simulating
The ARC
flowchart
Defibrillators
AEDs
Asking the students whether they
are able to perform BLS component
effectively
Asking the students whether they are
able to identify the dangers both to
themselves and resuscitating team
and to the patient. They will be told
to write down five dangers
Asking the students to demonstrate
to the class how to check
responsiveness including correct use
of “talk and touch”
The teacher will evaluate the
students using the questions that
asks them to mention the options
available to send for help in both
community and the hospital setting.
Asking the student explain why
airway care is given precedence over
any other potential injury. Also, the
teacher will ask each student to
demonstrate to the class how to
asses airways.
The student will be asked whether
they understood the head till; chin
lift maneuver as well as jaw thrust
maneuver and use their fellow
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PERFORMING BASIC LIFE SUPPORT 8
students to demonstrate all these
types of maneuvering.
The teacher will further ask the
learners to highlight the pediatric
considerations during the airways
performance. They will also be
asked questions about the
oropharyngeal as an adjunct
alongside nasopharyngeal
Body Part 4:
5 minutes
Describe the roles
and responsibilities
of the members of
the team during the
resuscitation care
The teacher will explain to the student about the component
of the team and their roles including airway/breathing
person, compressions person, defibrillation person, team
leader, documentation person/scribe, medication people and
runners. Also, the teacher will explain to the students what
is to be done following the ROSC, and also what to do with
patients who might require HDU or ICU. The teacher will
also introduce the students on the 4 Ts and 4 Hs
The students will be asked to the
roles of every member of the team.
They will be corrected in case of
confusions in the explain roles and
responsibilities of these members
Closure
Set 8 minutes
The teacher will re-
cap and re-iterate
the key constituents
of the lesson.
The teacher will
give feedbacks
alongside
recommendations
for effective
improvement
The teacher will re-cap and re-cap the significance of
accurately taking the critical signs as well as recap the
objectives of learning. The learners will be invited by the
teacher to ask questions that they felt were not well covered
or where they need additional examination or
demonstration.
All the equipment
or resources used
previously will be
used in this
section:
A chair for every
learner and the
facilitator
Statistics on CPR
survival rates
including those
Asking the students to highlight the
resources needed to perform all the
components of the DRASABCD”.
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PERFORMING BASIC LIFE SUPPORT 9
from “Take heart
Australia”
Books
Marker pens
Printing
papers/board for
writing
Pens and books
for student to
make notes
CPR-Backboard
CPR-back
Student for
simulating
The ARC
flowchart
Defibrillators
AEDs
ARC Flowchart
Chart for foreign
body airway
obstruction
(chocking)
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PERFORMING BASIC LIFE SUPPORT 10
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PERFORMING BASIC LIFE SUPPORT 11
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Part 3:
For feedback consideration, the following will be done to give feedback, assessing the
learner’s competence. I will make sure that the student achieves the learning objectives by asking
various evaluative questions. Asking every learner to evaluate their individual performance
alongside that of their teacher and undertake the identification of gaps and areas for effective
improvement. Asking the students to complete respective forms for evaluation in order to gauge
their progress and capability when dealing with the Basic Life Support. Also, the teacher will be
asking the students questions on the use of the AEDs (Travers et al., 2015). This will ensure that
the student can give their responses to allow the teacher to gauge the success of the students.
Thus will be beneficial in helping the teacher know whether all the areas (Schwarzer, 2009).
Also, the teacher will give the feedback based on assess which includes both infective
cough and effective cough. In regards cough or severe airway obstruction, the teacher will access
both unresponsive and responsive; the teacher will be assessed if they are able to send for help
both in the community and healthcare setting. Also, the teacher will assess the student based on
their ability to give up to five back blows and in not effective, they will be assessed if they are
able to give up to five chest thrust (Jovanovic et al., 2015). On the other hand, the teacher will
also asses the students based effective cough or mild airway obstruction. The teacher will
evaluate if they students are able to continue encouraging coughing by continuing to check
casualty till recovery or even deterioration and if they can send help effectively.
Part 4: Summation
The planned learning activity is based on the lesson plan which remains feasible and
logical as presented above. The teacher will use an interactive teaching style based on questions
and answers (Zijlstra, Beesems, de Haan & Koster, 2014). For example, the learning will not be
one-sided, but one that involves both the teacher and the students. For example, the students will
be at times form groups or between 2 and 3 to simulate on a number of components of the
“DRASABCD”. This will be helpful because the students will be free to ask any question that
they do not understand and get the explanation from amongst themselves and from the teacher. It
will help the students to be well-endowed with the required skills and knowledge to perform all
the above mentioned “DRASABCD” components.
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Also, the teacher will be able to evaluate the students in the course of learning as student
ask questions and get immediate feedback. This will help ensure that the students are corrected
immediately without taking a long time which may make them forget whatever they wanted to
ask and have the teacher respond to them. At the end of the lesson, the teacher will be able to
assess the student’s progress based on the Basic Life Support using the “DRASABCD” or the
ARC flowchart. The student will be required to show competence if they are able to explain
every component and perform them as required without the use of the charts. This will be able to
show their teacher that the lesson was effective and that they will be able to identify not only
danger to themselves, but also to their team members and the patients hence ensuring safety for
everyone (Sapsed & Tschang, 2014).
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References
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A., López-García, S., & Rodríguez-Núñez, A. (2018). Are Down syndrome people
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Sapsed, J., & Tschang, F. T. (2014). Art is long, innovation is short: Lessons from the
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