E C C American Heart Association Basic Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer Key February 2016
2013 Basic Life Support Instructor Course Updated Written Exams Introduction The 2013 BLS Instructor Course includes a written exam. The written exam measures the mastery of cognitive skills. This updated exam packet is to be used until a new Instructor Course is produced and must be used with the 2016 course materials, ie, Instructor Candidate Workbook, Faculty Guide, course video, and Provider Manual. Administering the written exam This written exam must be completed independently by each student and is an open-resource exam. Open-resource means that students may use resources for reference while completing the exam. To receive a course completion card, students must score at least 84% on the written exam. Remediation All students deserve remediation on topics in which they are not confident and topics they have not mastered. For guidance on remediation, refer to the Instructor Manual. Copying and distribution Written exams are secured items. BLS Training Centers may distribute BLS Instructor exams only to BLS Training Center Faculty and BLS Regional Faculty members who are aligned with the Training Center. Written exams may be copied as needed for conducting courses. Training Centers may distribute exams in the original and complete PDF format via email. Exams may not be posted on Internet or Intranet sites accessible by persons not authorized to receive the exams. February 2016
ANSWER SHEET BLS Instructor Course Written Exam Name Date Version Question Answer 1. A B C D 2. A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D 21. A B C D 22. A B C D 23. A B C D 24. A B C D 25. A B C D
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exam Version A February 2016
BLS Instructor Course Written Exam Version A (25 questions) Please do not mark on this exam. Record the best answer on the separate answer sheet. 1. When should you clean the manikins? A. Clean the manikins at the beginning of the day. B. Clean the manikins before and after each class. C. If you use face shields, clean the manikins before every other class. D. If you use face shields, clean the manikins before every third class. 2. You observe a student practicing chest compressions and notice that the chest recoil is inadequate between compressions. After each compression, how much should the student allow the chest to recoil before compressing again? A. The student should allow the chest to recoil completely. B. The student should allow the chest to recoil nearly completely. C. The student should allow the chest to recoil halfway up. D. The student should allow the chest to recoil a quarter of the way up. 3. If an EMT in your class is struggling with the correct order of steps in 2-rescuer child BLS with AED, which of the following is the most effective thing to say to help the student improve his skills? A. Please go back to your seat and read your manual again, more carefully than you did the first time. B. Do you need more practice? C. You are confusing steps 3, 4, and 5. Why don t you look at the skills summary one more time and then try it again? D. Don t say anything, because you don t want to embarrass the EMT, who has a lot of CPR experience. 4. When is giving feedback to students appropriate? A. During practice while watching B. During the introduction C. During the exam D. During the skills test BLS Instructor Course Written Exam Version A, February 2016 2
5. You re going to be teaching in an unfamiliar facility. As part of your preparation, you arrive an hour early to set up the room. Which of the following would be considered inappropriate or unprofessional? A. Arranging the manikins based on the number of students, so that all students have enough space to practice CPR B. Checking that all AV equipment is in working order C. Clearing out any clutter and making sure the video screen is visible to students D. Asking the students if they are supposed to take the optional exam 6. What is the Instructor Network? A. A resource for all instructors that includes science updates and information on how to order materials B. An annual networking meeting for all AHA Instructors, which is especially useful for instructors looking for jobs C. An unofficial, non-aha forum for instructors to troubleshoot, problem solve, and vent without the AHA listening D. The series of videos used to train new instructors, Regional Faculty, and National Faculty 7. Which student should be issued a course completion card? A. A student who attends the course but because of a disability is unable to perform compressions B. A student who attends the course and successfully completes all course requirements C. A student who attends the course and successfully completes the skills testing but does not pass the exam D. A student who attends the course and participates in all skills practice and testing sessions 8. An EMT student fails to get the correct depth and rate of compressions on the infant skills test. You show him the skills testing checklist and which steps he didn t pass, and then coach him through practice. On a second attempt, the rate is better, but the depth and recoil are wrong. What should you do? A. Don t issue the course completion card. Inform the student that he didn t pass the skills test and will need to retake the course. B. Don t issue the course completion card unless he passes the exam. C. Issue the course completion card because depth and recoil are subjective and should not be evaluated by an instructor. D. Issue the course completion card because compression rate is the most important to successful CPR. BLS Instructor Course Written Exam Version A, February 2016 3
9. Which of the following is an example of a student who is struggling? A. A nurse who asks a lot of questions B. An EMT who asks questions that are outside the scope of the course C. A paramedic who tells a lot of stories about his clinical experiences D. A nurse who is not getting the correct depth of compressions 10. When you evaluate a student performing infant CPR, what compression rate should you look for? A. Look for a rate of 80 to 90/min. B. Look for a rate of 100 to 120/min. C. Look for a rate of 90 to 95/min. D. Look for a rate of 125 to 130/min. 11. If a newly graduated nurse has memorized and can recite the correct depth, rate, and recoil for adult compressions but has her hands in the wrong place, which of the following is the most effective thing to say? A. I know you had this class already in nursing school. I m surprised you don t know how to do this. B. The depth, rate, and recoil on your compressions are excellent, but your hands are about an inch too low. You need to move your hands up about an inch. C. Your hands are in the wrong place on the chest, which isn t very important, but you should try harder to get it right. Your depth, rate, and recoil are all excellent. D. Don t worry. I was always really good at memorizing too, and terrible at the hands-on part. Now my compressions are perfect. You ll get there. 12. A nurse takes the elearning version of the BLS course and wants to do her skills testing with you. What do you need to do? A. Collect her online certificate, evaluate the same skills tested in the classroom course, and give the exam. B. Collect her online certificate and allow adequate practice time on all skills that will be tested. Once she feels comfortable with the skills, test her on the same skills tested in a classroom course. C. Collect her online certificate and test her on all the skills you test in a classroom course. Do not allow remediation. If she is unsuccessful on her skills test, have her take a classroom course. D. Collect her online certificate, allow her to practice with the video until she feels comfortable with the skills, and give the exam. BLS Instructor Course Written Exam Version A, February 2016 4
13. When you are preparing for a course, how should you determine which equipment you ll need? A. Check the Instructor Manual B. Check the Program Administration Manual C. Check with your National Faculty member D. Check the Provider Manual 14. When you evaluate a student performing child CPR, what depth of compressions should you look for? A. At least one fourth the depth of the chest, approximately 1.5 inches (4 cm) B. At least one third the depth of the chest, approximately 2 inches (5 cm) C. At least two thirds the depth of the chest, approximately 4 inches (10 cm) D. At least three fourths the depth of the chest, approximately 4.5 inches (12 cm) 15. What is the purpose of feedback? A. Feedback lets students know which actions need to be continued or changed. B. Feedback helps correct student thinking and therefore reduces student errors. C. Feedback is a method of repetition that helps students memorize ratios. D. Feedback lets you know that the batteries in the AED need to be changed. 16. A senior hospital administrator is in your class. During the skills test, his compression rate is 80/min. You provide remediation to him, but the compression rate stays the same. The administrator is also a physician but no longer practices medicine at all. What should you do? A. Issue the course card because he no longer practices medicine and will have no patient contact. B. Issue the course card on the condition that you work with him privately the next week to perfect his skills. C. Don t issue the course card. Because he no longer has patient contact, tell him a CPR card isn t needed. D. Don t issue the course card. Explain that his compression rate is inadequate and that he needs additional practice. 17. Lesson Plans are both a guide and an aid to instructors. Which of the following is not found on Lesson Plans? A. Which equipment you ll need for the lesson B. What the learning objectives are for that lesson C. Instructor tips for the lesson D. The actions of the course video, such as when it pauses and plays BLS Instructor Course Written Exam Version A, February 2016 5
18. Your Training Center Coordinator asks you to review a new training memo. Why is this important? A. Training memos are notes from the AHA director of training about the direction that the AHA training department is heading. B. Training memos clarify current policies and introduce new educational materials and programs. C. Training memos are the internal AHA notes from all national training meetings, posted online for transparency. D. Training memos are an important section of the PAM, available online only. 19. What is remediation? A. Remediation is when the instructor resolves differences between arguing students. B. Remediation is when a student does not successfully complete the course and is not issued a course completion card. C. Remediation is the student s chance to go back over material immediately after a test or exam. D. Remediation is when a student does not demonstrate a skill effectively in practice. 20. A student takes 15 seconds after each compression to administer 2 breaths and resume compressions. What is the maximum amount of time compressions should be interrupted? A. Interruptions should be limited to 2 seconds. B. Interruptions should be limited to 5 seconds. C. Interruptions should be limited to 10 seconds. D. Interruptions should be limited to 15 seconds. 21. Why is it important to use the skills testing checklist in skills testing? A. It is important so that students can compare how they did after class. B. It is important to have an objective method for testing skills performance. C. It is important for students to see you marking on a piece of paper while they perform skills. D. It is important to have a subjective method for documenting skills practice. 22. Which of the following is not a reason why instructors should document student performance on skills testing checklists? A. If a student needs remediation, it s helpful to show him which steps he failed to complete appropriately. B. Skills testing checklists help ensure consistency from class to class, so that all students taking AHA courses are tested the same way. C. Using a skills testing checklist helps students verbalize why they need to know CPR. D. You need proof that a student passed the skills test before you issue a course completion card. BLS Instructor Course Written Exam Version A, February 2016 6
23. When you evaluate a student performing 2-rescuer adult CPR, what ratio of compressions to ventilations should you look for? A. Look for a ratio of 10:2. B. Look for a ratio of 15:2. C. Look for a ratio of 30:2. D. Look for a ratio of 50:2. 24. To which of the following students should you provide remediation? A. A student who needs 2 hands to achieve the correct depth on child CPR B. A student who does not know the shock dosage delivered by an AED C. A student who makes inappropriate comments to other students in the class D. A student who does not get good chest rise when using a bag-mask device 25. You see a student giving shallow compressions to an infant manikin during BLS skills practice. What should you do? A. Explain the importance of the compression-to-ventilation ratio. B. Explain how 2 rescuers should switch every 2 minutes to give the best-quality compressions. C. Explain the correct depth of compressions and provide positive and corrective feedback. D. Explain how fragile an infant s chest is and the importance of not breaking any bones. BLS Instructor Course Written Exam Version A, February 2016 7
ANSWER KEY BLS Instructor Course Written Exam A Question Answer 1. A C D 2. B C D 3. A B D 4. B C D 5. A B C 6. B C D 7. A C D 8. B C D 9. A B C 10. A C D 11. A C D 12. A C D 13. B C D 14. A C D 15. B C D 16. A B C 17. A B C 18. A C D 19. A B D 20. A B D 21. A C D 22. A B D 23. A B D 24. A B C 25. A B D BLS Instructor Course Written Exam Version A, February 2016
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exam Version B February 2016
BLS Instructor Course Written Exam Version B (25 questions) Please do not mark on this exam. Record the best answer on the separate answer sheet. 1. A student takes 12 seconds after the last compression to administer 2 breaths and resume compressions. How should you coach this student? A. You need to start chest compressions sooner after you give breaths. Try to limit interruptions in chest compressions to less than 10 seconds. B. You did a good job resuming chest compressions. You can interrupt chest compressions for up to 20 seconds. C. You did a good job resuming chest compressions. You limited interruptions in chest compressions to 10 seconds. D. You are delivering chest compressions too soon after giving breaths. You should pause 15 seconds before resuming compressions. 2. Which of the following is an example of a student who is struggling? A. A nurse who asks a lot of questions B. An EMT who asks questions that are outside the scope of the course C. A paramedic who tells a lot of stories about his clinical experiences D. A nurse who is not getting the correct depth of compressions 3. What is one purpose of Lesson Plans? A. Lesson Plans evaluate overall course effectiveness and student learning. B. Lesson Plans ensure that the course is taught the way it was designed. C. Lesson Plans identify the role of Training Center Coordinators. D. Lesson Plans help new instructors and become optional after instructors teach 4 classes. 4. What testing is not done in the classroom for students who have completed the online portion of HeartCode BLS? A. Exam B. Infant CPR C. Adult CPR D. Adult AED BLS Instructor Course Written Exam Version B, February 2016 2
5. A large day care center has asked that you come teach a Pediatric First Aid CPR AED course. The center manager has asked you to remove 3 of the first aid sections from the course, because the day care has a registered nurse who will be managing those injuries. None of the sections you are being asked to remove have a skills test. Can you remove the sections requested? A. Yes. You are required to teach only the first aid skills that are tested. The others are optional. B. Yes. You are required to teach only the first aid skills that are tested and the section on prevention. The others are optional. C. No. Because this is an AHA course, you are required to teach the material as intended and outlined in the course agenda. D. No. The center needs to have at least 2 nurses on staff before first aid sections can be eliminated. 6. When should you use feedback? A. When a student needs to strengthen her hands-on skills B. When a student wants to understand why CPR is effective C. When the whole class needs to learn a new concept D. When the whole class needs to understand a particular detail about CPR 7. What is one way instructors can create a good learning environment for adults? A. Treat students with respect. B. Have students sit quietly and learn passively. C. Use intimidation when speaking to students. D. Lecture the students as a college professor would. 8. A student scores 81% on the BLS exam. What should you do? A. Congratulate the student on passing the exam. B. Review the test with the student, allow the student time to study, and then retest the student. C. Tell the student that he has failed the course and will need to retake the course. D. There is no exam for the BLS course. 9. You are teaching a Heartsaver course at a manufacturing warehouse that uses highly corrosive chemicals. Before class, the manager shows you the in-house policies about managing electricity, electrical burns, and chemical burns and asks you to use the in-house materials to teach during the burns section of the course. How can you incorporate the materials into the course? A. Replace the short AHA burns section with the more detailed in-house materials. B. Merge the two and incorporate the in-house materials into the AHA burns lesson. C. Present the in-house information at the end of the course, specifying that the material is not from the AHA. D. You should never include any non-aha materials in an AHA course. BLS Instructor Course Written Exam Version B, February 2016 3
10. Which of the following would be improper documentation? A. Putting all students on the same roster who completed skills testing on the same day after the Heartsaver First Aid Online course B. Adding a coworker who did not attend a course to the course roster because you observed him doing CPR last week in the emergency department C. As the lead instructor, adding the names of the assisting instructors to the roster D. Summarizing course evaluations and submitting only a summary with your course roster 11. What is one way you can identify a student with weak skills? A. Use the Instructor Manual to review equipment checklists to make sure students have the correct equipment. B. Look for students who ask questions, because that means the students don t know very much. C. Look for students who come to class fully prepared, because that means they will resist feedback. D. Use the critical skills descriptors and skills testing checklist to make sure the students are doing skills correctly. 12. When you evaluate a student performing child CPR, what is the correct depth of compressions the student should use? A. At least one fourth the depth of the chest, approximately 1.5 inches (4 cm) B. At least one third the depth of the chest, approximately 2 inches (5 cm) C. At least two thirds the depth of the chest, approximately 4 inches (10 cm) D. At least three fourths the depth of the chest, approximately 4.5 inches (12 cm) 13. Which of the following is the best example of effective positive and corrective feedback? A. Can you tell me why you didn t begin CPR immediately? B. You re doing well, but you could be doing better. C. Place your hands about a half inch higher on the chest. D. Those are the worst compressions I ve ever seen. 14. Which of the following can be found on the Instructor Network? A. Your instructor number, used on course completion cards B. Course agendas C. Course completion cards, to be downloaded and printed D. Provider course exams BLS Instructor Course Written Exam Version B, February 2016 4
15. When you evaluate a student performing 2-rescuer infant CPR, what ratio of compressions to ventilations should you look for? A. Look for a ratio of 10:2. B. Look for a ratio of 15:2. C. Look for a ratio of 30:2. D. Look for a ratio of 50:2. 16. The senior hospital administrator who hired you is struggling with chest compressions. The compressions are not deep or fast enough, in large part because the administrator never gives CPR in the hospital the ED staff does. You have provided remediation to the administrator, but the compressions are still poor in quality. Other hospital staff in the class noticed the administrator s struggles in practice. What should you do? A. Pretend to issue a card to her in front of her staff so that she is not embarrassed, and then have her take private lessons from you the next week. B. Issue the course completion card because she likely will never have to perform CPR on a real person. C. Tell her privately that only students who can successfully complete compressions can be issued course cards. D. Tell her that you re surprised that someone so senior at a hospital would have trouble with such a basic skill. 17. When you evaluate a student performing child CPR, what is the rate the student should use when giving compressions? A. The correct rate is 80 to 90/min. B. The correct rate is 100 to 120/min. C. The correct rate is 90 to 95/min. D. The correct rate is 120 to 130/min. 18. How should BLS students get BLS Provider Manuals? A. Students can buy them at the local bookstore. B. Students can download them from the Internet. C. BLS students don t need to have Provider Manuals in class. D. You send one to each student before the course begins. 19. Why should you use a skills testing checklist in BLS skills tests? A. Accurate, objective, and uniform testing reinforces BLS skills and knowledge. B. Thorough, detailed skills testing prevents students from cheating on the exams. C. The American Medical Association requires consistent use of skills testing checklists. D. Using a skills testing checklist makes you look official and increases your credibility. BLS Instructor Course Written Exam Version B, February 2016 5
20. How many students can you have per manikin in BLS skills practice? A. Each student needs a manikin. B. Two students can share a manikin. C. Up to 3 students can share a manikin. D. Up to 4 students can share a manikin. 21. When should you provide remediation to a student after skills testing? A. When the student does not perform all the steps correctly B. When the student performs all the steps correctly C. If you think that the student can benefit from remediation D. Stop the student and remediate as soon as a mistake is made 22. A paramedic in your class is having trouble getting chest rise on a manikin and is getting frustrated and embarrassed. Which of the following is an example of effective feedback you can give to him? A. You need to keep trying to get chest rise on the manikin. I know it s easier on a person, so just keep trying. B. Getting chest rise on a manikin is tough. If you lift the head about a half inch higher, you should be able to get a breath in. C. Please go home and study, and then come back and take another course next week when you are better prepared. D. If the student is an experienced paramedic, it is not necessary to evaluate the student s ability to get chest rise on the manikin. 23. Which of the following are characteristics of good feedback? A. Positive and specific B. Private and general C. Rude and unfocused D. Loud and cheerful 24. When can you issue a course completion card? A. When a student attends a course B. When a student successfully completes all course requirements C. When a student signs the roster and takes his seat D. When a student is comfortable that he knows the course material BLS Instructor Course Written Exam Version B, February 2016 6
25. You observe a student practicing chest compressions and notice that chest recoil is inadequate between compressions. After each compression on an adult manikin, how much should the student allow the chest to recoil before compressing again? A. The student should allow the chest to recoil nearly completely. B. The student should allow the chest to recoil completely. C. The student should allow the chest to recoil halfway up. D. The student should allow the chest to recoil a quarter of the way up. BLS Instructor Course Written Exam Version B, February 2016 7
ANSWER KEY BLS Instructor Course Written Exam B Question Answer 1. B C D 2. A B C 3. A C D 4. B C D 5. A B D 6. B C D 7. B C D 8. A C D 9. A B D 10. A C D 11. A B C 12. A C D 13. A B D 14. B C D 15. A C D 16. A B D 17. A C D 18. A B C 19. B C D 20. A B D 21. B C D 22. A C D 23. B C D 24. A C D 25. A C D BLS Instructor Course Written Exam Version B, February 2016