Basic Life Support Questions
Lesson 1: (Pre-Assessment)
You are working as part of a BLS team, providing care to a patient in cardiac arrest.
Which actions demonstrate critical thinking - answer-Anticipating roles and functions as
part of a team based on the patient's presentation and condition
-Re-evaluating the situation for changes, interpreting these changes and modifying
patient care accordingly
-Determining a course of action based on assessment findings
Lesson 1: (Pre-Assessment)
The BLS team is caring for an unresponsive male patient who is not breathing normally
but has a pulse. As directed by the team leader, you go into the waiting room to speak
to the family or others who may be present. Which statement best demonstrates good
communication skills by the team member? - answer"His condition has not improved; I'll
give you all the information I can and if you need to me to re-explain anything, please let
me know."
Lesson 1: (Pre-Assessment)
You are part of a team providing BLS care to a patient in cardiac arrest. The code team
has been notified and has just arrived on the scene. Which person is responsible for
communicating information about the patient's status to the code team? - answerThe
person who is acting as the team leader
Lesson 1: (Pre-Assessment)
The BLS team is caring for a patient who just went into cardiac arrest. The team leader
asks you to call the code team. Which statement demonstrates appropriate closed-loop
communication? - answer"Got it. I'll call the code team."
Lesson 1: (Pre-Assessment)
Acting as the team leader during a resuscitation event, you use all available resources
(including people, equipment and procedures) to promote effective and efficient
teamwork and reduce the likelihood of human error. You are demonstrating which skill?
- answerCrew resource management
Lesson 1: (Post-Test) Scenario Harry Price
Lauren's response is an example of what type of communication - answerClosed
Communication
Lesson 1: (Post-Test) Scenario Harry Price
,I know you're worried, but we are doing everything we can. Please step over here so we
can care for him. We will update you as soon as possible. - answerThis is an example
of effective family communication. -TRUE
Lesson 1: (Post-Test) Scenario Harry Price
When you asked the daughter to assist you with Mrs. Price, you took advantage of a
readily available resource to find a solution. This is an example of: - answerProblem
Solving
Lesson 1: (Post-Test) Scenario Harry Price
You direct Lauren and Sam to switch roles after they complete the CPR cycle.
The team's action best represents which practice used to prevent errors? - answerCrew
resource management
Lesson 1: (Post-Test) Scenario Harry Price
Who is the best person to communicate patient status and care completed to the code
team? - answerTeam leader
Lesson 2: (Pre-Assessment)
A patient reports episodes of severe chest pressure that last about 3 to 4 minutes and
are unrelieved by rest or position changes. The patient is pale and diaphoretic. You
suspect a myocardial infarction (MI). Which information would be most important for you
to keep in mind when preparing to care for this patient? - answerAdministering aspirin is
an immediate care step for cases where MI is suspected.
Lesson 2: (Pre-Assessment)
An adult in the waiting room has collapsed to the floor. The environment is safe. Upon
reaching the person, you use the "shout-tap-shout" sequence to: - answerCheck for
responsiveness.
Lesson 2: (Pre-Assessment)
An adult patient is unresponsive. You have opened their airway and are simultaneously
checking for breathing and a pulse. To check for normal breathing, which actions are
appropriate to do? - answer-Look to see whether the chest rises and falls.
-Feel for breathing against the side of your cheek
-Listen for escaping air.
Lesson 2: (Pre-Assessment)
An adult patient has stopped breathing but has a pulse. Which action would be
appropriate? - answerGive 1 ventilation every 5 to 6 seconds.
Lesson 2: (Pre-Assessment)
The Cardiac Chain of Survival describes five actions that, when performed in rapid
succession, increase the patient's likelihood of surviving sudden cardiac arrest. Place
, the links of the In-Hospital Adult Cardiac Chain of Survival in the correct order. -
answer1 Surveillance and prevention
2 Activation of the emergency response system
3 Early CPR
4 Early defibrillation
5 Integrated post-cardiac arrest care
Lesson 2: (Pre-Assessment)
An adult patient who has collapsed is unresponsive. When conducting a rapid
assessment of the patient, you simultaneously check breathing and a carotid pulse for
at least 5 seconds, but no more than ______. - answer10
Lesson 2: (Pre-Assessment)
After performing a rapid assessment, you find that an adult patient is unresponsive, is
not breathing and does not have a pulse. You recognize that the patient is experiencing:
- answerCardiac arrest
Lesson 2: (Pre-Assessment)
You enter an adult patient's room to provide routine care. Noticing the patient slumped
over in the recliner, you perform a quick visual survey. This includes which of the
following actions? - answer-Assessing for safety
-Obtaining an initial impression of the patient
-Determining the need for additional resources
Lesson 2: (Post Test) Scenario Peter Henderson
Mr. Henderson says he can't catch his breath, then he collapses to the ground. You
notice he appears pale and cyanotic.
What do you do first? - answerPerform the shout-tap-shout sequence.
Lesson 2: (Post Test) Scenario Peter Henderson
What emergency condition is Mr. Henderson experiencing? - answerRespiratory arrest
Lesson 2: (Post Test) Scenario Peter Henderson
Which intervention should the team perform next? - answerDeliver ventilations.
Lesson 2: (Post Test) Scenario Peter Henderson
You stop to check breathing and pulse and clearly state:
I cannot locate a pulse.
You recognize that Mr. Henderson is now experiencing which emergency condition? -
answerCardiac arrest
Lesson 3: (Pre-Assessment)
Lesson 1: (Pre-Assessment)
You are working as part of a BLS team, providing care to a patient in cardiac arrest.
Which actions demonstrate critical thinking - answer-Anticipating roles and functions as
part of a team based on the patient's presentation and condition
-Re-evaluating the situation for changes, interpreting these changes and modifying
patient care accordingly
-Determining a course of action based on assessment findings
Lesson 1: (Pre-Assessment)
The BLS team is caring for an unresponsive male patient who is not breathing normally
but has a pulse. As directed by the team leader, you go into the waiting room to speak
to the family or others who may be present. Which statement best demonstrates good
communication skills by the team member? - answer"His condition has not improved; I'll
give you all the information I can and if you need to me to re-explain anything, please let
me know."
Lesson 1: (Pre-Assessment)
You are part of a team providing BLS care to a patient in cardiac arrest. The code team
has been notified and has just arrived on the scene. Which person is responsible for
communicating information about the patient's status to the code team? - answerThe
person who is acting as the team leader
Lesson 1: (Pre-Assessment)
The BLS team is caring for a patient who just went into cardiac arrest. The team leader
asks you to call the code team. Which statement demonstrates appropriate closed-loop
communication? - answer"Got it. I'll call the code team."
Lesson 1: (Pre-Assessment)
Acting as the team leader during a resuscitation event, you use all available resources
(including people, equipment and procedures) to promote effective and efficient
teamwork and reduce the likelihood of human error. You are demonstrating which skill?
- answerCrew resource management
Lesson 1: (Post-Test) Scenario Harry Price
Lauren's response is an example of what type of communication - answerClosed
Communication
Lesson 1: (Post-Test) Scenario Harry Price
,I know you're worried, but we are doing everything we can. Please step over here so we
can care for him. We will update you as soon as possible. - answerThis is an example
of effective family communication. -TRUE
Lesson 1: (Post-Test) Scenario Harry Price
When you asked the daughter to assist you with Mrs. Price, you took advantage of a
readily available resource to find a solution. This is an example of: - answerProblem
Solving
Lesson 1: (Post-Test) Scenario Harry Price
You direct Lauren and Sam to switch roles after they complete the CPR cycle.
The team's action best represents which practice used to prevent errors? - answerCrew
resource management
Lesson 1: (Post-Test) Scenario Harry Price
Who is the best person to communicate patient status and care completed to the code
team? - answerTeam leader
Lesson 2: (Pre-Assessment)
A patient reports episodes of severe chest pressure that last about 3 to 4 minutes and
are unrelieved by rest or position changes. The patient is pale and diaphoretic. You
suspect a myocardial infarction (MI). Which information would be most important for you
to keep in mind when preparing to care for this patient? - answerAdministering aspirin is
an immediate care step for cases where MI is suspected.
Lesson 2: (Pre-Assessment)
An adult in the waiting room has collapsed to the floor. The environment is safe. Upon
reaching the person, you use the "shout-tap-shout" sequence to: - answerCheck for
responsiveness.
Lesson 2: (Pre-Assessment)
An adult patient is unresponsive. You have opened their airway and are simultaneously
checking for breathing and a pulse. To check for normal breathing, which actions are
appropriate to do? - answer-Look to see whether the chest rises and falls.
-Feel for breathing against the side of your cheek
-Listen for escaping air.
Lesson 2: (Pre-Assessment)
An adult patient has stopped breathing but has a pulse. Which action would be
appropriate? - answerGive 1 ventilation every 5 to 6 seconds.
Lesson 2: (Pre-Assessment)
The Cardiac Chain of Survival describes five actions that, when performed in rapid
succession, increase the patient's likelihood of surviving sudden cardiac arrest. Place
, the links of the In-Hospital Adult Cardiac Chain of Survival in the correct order. -
answer1 Surveillance and prevention
2 Activation of the emergency response system
3 Early CPR
4 Early defibrillation
5 Integrated post-cardiac arrest care
Lesson 2: (Pre-Assessment)
An adult patient who has collapsed is unresponsive. When conducting a rapid
assessment of the patient, you simultaneously check breathing and a carotid pulse for
at least 5 seconds, but no more than ______. - answer10
Lesson 2: (Pre-Assessment)
After performing a rapid assessment, you find that an adult patient is unresponsive, is
not breathing and does not have a pulse. You recognize that the patient is experiencing:
- answerCardiac arrest
Lesson 2: (Pre-Assessment)
You enter an adult patient's room to provide routine care. Noticing the patient slumped
over in the recliner, you perform a quick visual survey. This includes which of the
following actions? - answer-Assessing for safety
-Obtaining an initial impression of the patient
-Determining the need for additional resources
Lesson 2: (Post Test) Scenario Peter Henderson
Mr. Henderson says he can't catch his breath, then he collapses to the ground. You
notice he appears pale and cyanotic.
What do you do first? - answerPerform the shout-tap-shout sequence.
Lesson 2: (Post Test) Scenario Peter Henderson
What emergency condition is Mr. Henderson experiencing? - answerRespiratory arrest
Lesson 2: (Post Test) Scenario Peter Henderson
Which intervention should the team perform next? - answerDeliver ventilations.
Lesson 2: (Post Test) Scenario Peter Henderson
You stop to check breathing and pulse and clearly state:
I cannot locate a pulse.
You recognize that Mr. Henderson is now experiencing which emergency condition? -
answerCardiac arrest
Lesson 3: (Pre-Assessment)
