PALS Instructor Update Course Agenda Prerequisites: I. The instructor candidate needs a current PALS Instructor card; II. Needs to have taught at least 4 provider courses in the past renewal period; III. Bring completed Course monitoring form to class. Day One: 8 hours I. Introduction: self, students. Discuss agenda of full course (verify prerequisites completed, discuss classroom agenda and course monitoring requirement). II. Hand-out PALS Instructor Profile forms. (Optional: to show the PALS Instructor Essentials Classroom DVD or view PALS Product & Course orientation on the AHA Instructor Network. On Dashboard page under COURSES>PALS>PALS Product & Course Orientation). III. Test out on skills using the PALS Skills Checklists in the Profile packet. IV. Give the PALS Instructor written exam and correct. BREAK V. Show and discuss PALS and PEARS Instructor manuals and HeartCode agenda. VII. Go over the Instructor Update form. VIII. Send in completed Profile form & dues payment to the MnSCU MRTC. IX. Answer Questions and have student complete PALS Instructor Evaluation form. PALSInstructorUpdateCourseAgendaJune2017
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PALS Instructor Update Course Agenda Prerequisites: I. The instructor candidate needs a current PALS Instructor card; II. Needs to have taught at least 4 provider courses in the past renewal period; III. Bring completed Course monitoring form to class. Day One: 8 hours I. Introduction: self, students. Discuss agenda of full course (verify prerequisites completed, discuss classroom agenda and course monitoring requirement). II. Hand-out PALS Instructor Profile forms. (Optional: to show the PALS Instructor Essentials Classroom DVD or view PALS Product & Course orientation on the AHA Instructor Network. On Dashboard page under COURSES>PALS>PALS Product & Course Orientation). III. Test out on skills using the PALS Skills Checklists in the Profile packet. IV. Give the PALS Instructor written exam and correct. BREAK V. Show and discuss PALS and PEARS Instructor manuals and HeartCode agenda.
VII. Go over the Instructor Update form. VIII. Send in completed Profile form & dues payment to the MnSCU MRTC. IX. Answer Questions and have student complete PALS Instructor Evaluation form.
PALSInstructorUpdateCourseAgendaJune2017
PALS Instructor Essentials Course Agenda Prerequisites for NEW Instructors:
I. The instructor candidate needs a current PALS Provider card; II. Instructor candidate to contact a training center to align with for PALS Instructor
and purchase a PALS Instructor Manual; III. Email instructor candidate the PALS Instructor Workbook IV. Candidate to register on the www.AHAInstructorNetwork.org and bring AHA ID#
to class; V. Candidate to take the PALS Instructor Essentials course on the
www.onlineAHA.org site and bring the certificate of completion to class.
Day One: 8 hours
I. Introduction: self, students. Discuss agenda of full course (verify prerequisites completed, classroom agenda, and course monitoring requirement).
II. Hand-out PALS Instructor Profile forms.
III. View PALS Instructor Essentials classroom DVD.
IV. Test out on skills, have them test out each other using the PALS Skills Checklists in the Profile packet.
V. Give the PALS Instructor written exam and correct.
BREAK
VI. Show and discuss PALS/PEARS Instructor manuals A. Preparing section very informative; B. Teaching section has the skills checklists; C. Testing D. Course overview E. Lesson Maps F. Certification vs Renewal courses
VII. Go over the Instructor Update form
This will cover AHA information and MRTC resources.
VIII. Offer mentoring opportunities if possible. Set up plan for monitoring of first class.
IX. Candidate or TCF to keep PALS Instructor Profile forms until monitoring is done. Then send in Profile form & dues payment to the MnSCU MRTC address on the packet.
X. Answer Questions and have students complete PALS Instructor Evaluation form. PALSNewInstructorCourseAgendaJune2017
Please return this evaluation to your Faculty member before you leave the class.
Alternatively, you can send the evaluation to your Training Center. Ask your Faculty member for the contact information.
If you have significant problems or concerns with your course, please contact the AHA at 877-AHA-4CPR.
Pediatric Advanced Life Support Course RosterEmergency Cardiovascular Care Programs
Course Information
� New Course
� Update Course
� Instructor
� Provider
Lead Instructor __________________________________________ Lead Instructor ID# Card Expiration Date Training Center Training Center ID# Training Site Name (if applicable) Address City, State ZIP Course Location
Course Start Date/Time
No. of Cards Issued
Course End Date/Time
Student-Manikin Ratio
Total Hours of Instruction
Issue Date of Cards
Assisting Instructor (Attach copy of instructor aligned with a TC other than the primary TC)
Name and Instructor ID# Card Exp. Date Name and Instructor ID# Card Exp. Date
1. 5.
2. 6.
3. 7.
4. 8.
I verify that this information is accurate and truthful and that it may be confirmed. This course was taught in accordance with AHA guidelines.
Pediatric Advanced Life Support Child CPR and AED Skills Testing Checklist
Student Name __________________________________________________ Date of Test _______________________________
Hospital Scenario: “You are working in a hospital or clinic, and you see a child who has suddenly collapsed in the hallway. You check that the scene is safe and then approach the patient. Demonstrate what you would do next.”
Prehospital Scenario: “You arrive on the scene for a child who is not breathing. No bystander CPR has been provided. You approach the scene and ensure that it is safe. Demonstrate what you would do next.”
Assessment and Activation☐ Checks responsiveness ☐ Shouts for help/Activates emergency response system/Sends for AED☐ Checks breathing ☐ Checks pulse
Cycle 1 of CPR (30:2) *CPR feedback devices preferred for accuracy
• Hand placement on lower half of sternum• 30 compressions in no less than 15 and no more
than 18 seconds• Compresses at least one third the depth of the
chest, about 2 inches (5 cm)• Complete recoil after each compression
Child Breaths☐ Gives 2 breaths with a barrier device:
• Each breath given over 1 second• Visible chest rise with each breath• Resumes compressions in less than
10 seconds
AED (follows prompts of AED)☐ Powers on AED ☐ Correctly attaches pads ☐ Clears for analysis ☐ Clears to safely deliver a shock☐ Safely delivers a shock
Cycle 2 of CPR (repeats steps in Cycle 1) Only check box if step is successfully performed ☐ Compressions ☐ Breaths ☐ Resumes compressions in less than 10 seconds
Resumes Compressions ☐ Ensures compressions are resumed immediately after shock delivery
Once student shouts for help, instructor says, “Here’s the barrier device. I am going to get the AED.”
Rescuer 2 says, “Here is the AED. I’ll take over compressions, and you use the AED.”
STOP TEST
Instructor Notes
• Place a ✓ in the box next to each step the student completes successfully.• If the student does not complete all steps successfully (as indicated by at least 1 blank check box), the student must receive
remediation. Make a note here of which skills require remediation (refer to Instructor Manual for information about remediation).
Test Results Check PASS or NR to indicate pass or needs remediation: PASS NR
Instructor Initials __________ Instructor Number _____________________________ Date _____________________________
Pediatric Advanced Life SupportInfant CPRSkills Testing Checklist (1 of 2)
Student Name __________________________________________________ Date of Test _______________________________
Hospital Scenario: “You are working in a hospital or clinic when a woman runs through the door, carrying an infant. She shouts, ‘Help me! My baby’s not breathing.’ You have gloves and a pocket mask. You send your coworker to activate the emergency response system and to get the emergency equipment.”
Prehospital Scenario: “You arrive on the scene for an infant who is not breathing. No bystander CPR has been provided. You approach the scene and ensure that it is safe. Demonstrate what you would do next.”
Assessment and Activation☐ Checks responsiveness ☐ Shouts for help/Activates emergency response system ☐ Checks breathing☐ Checks pulse
Cycle 1 of CPR (30:2) *CPR feedback devices preferred for accuracy
• Placement of 2 fingers in the center of the chest,just below the nipple line
• 30 compressions in no less than 15 and no morethan 18 seconds
• Compresses at least one third the depth of thechest, about 1½ inches (4 cm)
• Complete recoil after each compression
Infant Breaths☐ Gives 2 breaths with a barrier device:
• Each breath given over 1 second • Visible chest rise with each breath • Resumes compressions in less than
10 seconds
Cycle 2 of CPR (repeats steps in Cycle 1) Only check box if step is successfully performed ☐ Compressions ☐ Breaths ☐ Resumes compressions in less than 10 seconds
Once student shouts for help, instructor says, “Here’s the barrier device.”
Rescuer 2 arrives with bag-mask device and begins ventilation while Rescuer 1 continues compressions with 2 thumb–encircling hands technique.
Pediatric Advanced Life Support Infant CPRSkills Testing Checklist (2 of 2)
Student Name __________________________________________________ Date of Test _______________________________
STOP TEST
Instructor Notes
• Place a ✓ in the box next to each step the student completes successfully.• If the student does not complete all steps successfully (as indicated by at least 1 blank check box), the student must receive
remediation. Make a note here of which skills require remediation (refer to Instructor Manual for information about remediation).
Test Results Check PASS or NR to indicate pass or needs remediation: PASS NR
Instructor Initials __________ Instructor Number _____________________________ Date _____________________________
Rescuer 2: Infant CompressionsThis rescuer is not evaluated.
Rescuer 1: Infant Breaths☐ Gives 2 breaths with a bag-mask device:
• Each breath given over 1 second • Visible chest rise with each breath • Resumes compressions in less than
10 seconds
5
Rhythm Disturbances/Electrical Therapy Skills Station Competency Checklist
Student Name ____________________________________________________________ Date of Test _______________________
Critical Performance Steps ✓ if donecorrectly
Applies 3 ECG leads correctly (or local equipment if >3 leads are used)
• Negative (white) lead: to right shoulder
• Positive (red) lead: to left lower ribs
• Ground (black, green, brown) lead: to left shoulder
Demonstrates correct operation of monitor
• Turns monitor on
• Adjusts device to manual mode (not AED mode) to display rhythm in standard limb leads(I, II, III) or paddles/electrode pads
Verbalizes correct electrical therapy for appropriate core rhythms
• Synchronized cardioversion for unstable SVT, VT with pulses
• Defibrillation for pulseless VT, VF
Selects correct paddle/electrode pad for infant or child; places paddles/electrode pads in correct position
Demonstrates correct and safe synchronized cardioversion
• Places device in synchronized mode
• Selects appropriate energy (0.5 to 1 J/kg for initial shock)
• Charges, clears, delivers current
Demonstrates correct and safe manual defibrillation
• Places device in unsynchronized mode
• Selects energy (2 to 4 J/kg for initial shock)
• Charges, clears, delivers current
STOP TEST
Instructor Notes
• Place a ✓ in the box next to each step the student completes successfully.• If the student does not complete all steps successfully (as indicated by at least 1 blank check box), the student must receive
remediation. Make a note here of which skills require remediation (refer to Instructor Manual for information about remediation).
Test Results Check PASS or NR to indicate pass or needs remediation: PASS NR
Instructor Initials __________ Instructor Number _____________________________ Date _____________________________
Verbalizes how to confirm IO catheter is in correct position; verbalizes how to secure IO catheter
Attaches IV line to IO catheter; demonstrates giving IO fluid bolus by using 3-way stopcock and syringe
Shows how to determine correct drug doses by using a color-coded length-based tape or other resource
The following is optional:
Verbalizes correct procedure for establishing IV access
STOP TEST
Instructor Notes
• Place a ✓ in the box next to each step the student completes successfully.• If the student does not complete all steps successfully (as indicated by at least 1 blank check box), the student must receive
remediation. Make a note here of which skills require remediation (refer to Instructor Manual for information about remediation).
Test Results Check PASS or NR to indicate pass or needs remediation: PASS NR
Instructor Initials __________ Instructor Number _____________________________ Date _____________________________
American Heart Association Emergency Cardiovascular Care Program Instructor Monitor Tool
Instructor Monitor Tool Revised: January 2018
Instructions: Training Center Faculty (TCF) or Regional Faculty (RF) should use this form to assess the competencies of instructor candidates and renewing instructors. For each competency, there are several indicators or behaviors that the instructor may exhibit to demonstrate competency.
To be used in conjunction with the Instructor/TCF Renewal Checklist. Role of the RF/TCF Observer: The role of the RF/TCF observer for this monitoring is to observe only. Debriefing or correcting the instructor during the course should be avoided. If critical components are not being completed, contact the TC Coordinator or Course Director outside the classroom setting immediately.
Evaluating the Critical Actions: The following questions are critical actions required for a successful course. Each item is written to maximize the objectivity and minimize the subjectivity of the evaluator. For each item, mark one of the following:
Yes for items present or completed if there are no required changes for improvement. There may be recommendations for improvement and comments but no required changes.
Yes with req. (Yes with requirements) for items that were completed but changes are required for full compliance. Fill in the comment box with the required change and rationale.
No if the required action was not done or was done incorrectly. Not Observed for items the observer did not witness during monitoring.
SECTION 1:
General information for the individual and course being observed.
Instructor or instructor candidate name:
Instructor ID #: Instructor card expiration date:
Course reviewed: Heartsaver® BLS ACLS ACLS EP PALS PEARS®
Purpose of review: Initial application Instructor renewal Remediation
SECTION 2:
Instructor competencies and indicators. Observed by TCF or RF in a class setting. Course Delivery: Presents AHA course content as intended by using AHA course curricula and materials
2.1 Delivers all core content consistent with AHA published guidelines, Instructor Manual, Lesson Plans, and agenda
Testing and Remediation: Measures students’ skills and knowledge against performance guidelines and provides remediation when needed to consolidate learning
2.13 Tests students by using AHA course materials according to instructions in the Instructor Manual
Professionalism: Maintains a high standard of ethics and professionalism when representing the AHA 2.17 Demonstrates professional behavior in physical presentation and teaching, including enthusiasm,
honesty, integrity, commitment, compassion, and respect
American Heart Association Emergency Cardiovascular Care Program Instructor Monitor Tool
Instructor Monitor Tool Revised: January 2018
SECTION 3:
Review of candidate or instructor. To be completed by TC Coordinator.
I have reviewed the Instructor Monitor Tool with my TC Coordinator, and my instructor status has been reviewed with me. Overall comments from monitored candidate or instructor:
Candidate or instructor name:
Candidate or instructor signature: Date:
TC Coordinator name:
TC Coordinator signature: Date:
Joining/Re-aligning with the Minnesota Multi-Regional Training Center
1) New/Renewing Instructors: Mail this completed Instructor Profile Packet—all pages, along with the
bi-annual membership dues. Your card and materials will be mailed upon receiving this AHA required information.
2) Payment of the biennial $25.00 membership dues by one of three ways:
a. Check (please make checks payable to Minnesota-MRTC)
b. Purchase Order (include PO # here: ___________________)
(Must have Credit Application for invoicing/PO if not a state agency—call 651-201-1795 for application).
c. Credit Card (Master card and Visa Only) pay dues online at: MRTC Online (No S/H or Sales Tax) PER PAYMENT CARD REGULATIONS WE CAN ONLY ACCEPT CREDIT CARD TRANSACTIONS THRU OUR SECURED
ONLINE ORDERING SYSTEM.
You will receive an email receipt.
The American Heart Association strongly promotes knowledge and proficiency in all AHA courses and has
developed instructional materials for this purpose. Use of these materials in an educational course does not
represent course sponsorship by the AHA. Any fees charged for such a course, except for a portion of the fees
for materials, do not represent income to the AHA.
I agree to adhere to American Heart Association and Minnesota State/Multi-Regional Training Center policies, using appropriate AHA materials and issuing certification cards. ____________________________ _______________________________ _______________________
TRAINING CENTER FACULTY/ INSTRUCTOR Update Outline ~for the MnSCU Multi-Regional Training
Center~ I. Introduction TCF in room--they are your resources II. AHA Hierarchy National in Dallas Regional MN ECC Committee (meet quarterly)
Enact AHA policies/goals in MN, QA focus, disseminate info to state Training Center Coordinators—36 in MN, Gayle Steiner is TCC for MnSCU MRTC and AHA BLS Regional Faculty.
Contact info: 651-201-1796 or [email protected] Training Center Faculty (experienced instructors, QA partners with TC, teach instructor classes and do instructor monitoring. Must be current instructor. Appointed and trained by training center coordinator. Instructors (do provider level classes, key to community training #’s) (4,000+ Instructors in MRTC) The MRTC trained >125,000 students in past year.
III. Aligning with TC AHA Training Center alignment all instructors need to be aligned with a training center. MRTC—we are national, and can move with you if you teach around the country. Database/web/online ordering and rental of equipment is unique. Instructor Re-certification Must attend a classroom renewal course every 2 years.
See Program Administration Manual (PAM) on the Instructor Network under Additional Tools, pg 54.
Ideally good to renew within the Training Center. Ok to recert at another TC, but need our Instructor Profile form to stay with MRTC.
Instructor Profile form-use only for those joining the MRTC, other generic AHA forms in PAM for non-MRTC instructors. Send in Profile form when all completed/+monitoring form+dues+AHA I.N. registration. If a card has not been received within a week call us..
Call Gayle 651-201-1796 for AHA questions/ course issues Call MRTC Asst., Tak Wong at 651-201-1795 for website support/ordering/billings
IV. Resources: Resources: www.heart.org & www.onlineaha.org & www.AHAInstructorNetwork.org
Various AHA apps/YouTube for Hands Only and FAST stroke assessment Registering for AHA Instructor Network You must register to get your AHA ID# that you put on all provider cards you issue. The MRTC puts your AHA ID# on your instructor card. This site is an on-going resource (PAM, forms, Updates, certification reminders).
Program Administration Manual on AHA I.N. only. MRTC Website: Go through website, entering classes, ordering online. http://tinyurl.com/MRTC-OnlineOrderingSite ECC Provider Course Matrix—lists classes that you can teach with your certification, see MRTC website: http://minnstate.edu/system/asa/workforce/mrtc/updates/index.html under Resources Instructor Manuals for specific courses w/lesson maps & Skills Checklists must
have at all classes you teach, lots of new info in the lastest manuals.
V. Courses 2015 Guidelines all ACLS, BLS, HS, PALS materials are available. HCP (now called BLS Provider) There is a new renewal course for BLS courses (1/2018). HeartCode Part 1, online and Part 2 in the classroom—new requirements for practice.
Accelerated versions (less practice) for ACLS and BLS available. Agendas on AHA I.N.
VI. Miscellaneous Manikins --cleaning have Safety Data Sheet for bleach solution 2019 Feedback Manikin/Device requirement measures rate/depth. Peds coming. HS Cards paper/eCards increased in price on 10/3/2017, books decreased. HS in K-12 Schools card version for students & staff, use HS curriulum Instructors keep: roster-w/test scores, skills checklists & evals. x 3yrs for possible audit Cards: must give a card for any certification course.
1. E-card will be required in 2018. My Card User Guide on MRTC website Ordering Materials page in eCard Section (and on AHA Instructor Network). You can use up your hard copy cards they won’t expire.
2. Hardcopy cards & eCards d iscounted if purchased by the 96-pack. Must print hardcopy cards. No handwriting. Tips on website on Ordering Materials page.
Monitoring of Instructors New Instructors (monitored before teaching on their own)
and renewing (within the 2 year certification period). Come to renewal class with this completed. New monitoring form on website under Forms/Instructor Forms.
Heart Safe Community Project Promotes CPR training for bystanders. If meet all the criteria, signage under city name to say “Heart Safe City”. http://www.health.state.mn.us/divs/healthimprovement/programs-initiatives/in-
communities/heartsafe.html MN Resuscitation Consortium grant $$ available for training projects.
www.mrc.umn.edu great resource for AED registration questions also (see below). You’re the Cure all AHA members to join. Keeps you in the loop on MN heart related political nationally and locally issues. No obligation, just join at:
http://yourethecure.org/aha/advocacy/default.aspx . New bill to be introduced to mandate a maintenance plan for anyone who has an AED.
Heart Walks around the state. Looking for volunteers to staff AED or CPR demos, etc.
http://www2.heart.org/site/TR/HeartWalk/MWA-MidWestAffiliate?pg=entry&fr_id=3161 MN Sudden Cardiac Arrest Survivor’s Network a good resource to enhance your classes. VII. Cover Questions TCFUpdateFeb2018.doc