Lesson1: system of care. Which quality improvement component of systems of care best
describes the capture and review of data related to resuscitation education, processes, and
outcomes?
A. Process change
B. Benchmarking
C. Feedback
D. Measurement
Measurement involves the systematic capture and review of data related to resuscitation
education, processes, and outcomes to guide quality improvement.
Lesson1: system of care. Which one of the following is an interdependent component of systems
of care?
A. Review
B. Structure
C. Debriefing
D. Measure
Structure (including personnel, training, equipment) is an interdependent component of systems
of care along with process and patient outcomes.
Lesson2: Science of Resuscitation. What is an effect of excessive ventilation?
A. Increase perfusion pressure
B. Decrease cardiac output
C. Decrease intrathoracic pressure
D. Increased venous return
Excessive ventilation increases intrathoracic pressure, reducing venous return and decreasing
cardiac output, which worsens survival.
Lesson2: Science of Resuscitation. Which is the maximum interval you should allow for an
interruption in chest compressions?
,A. 10 sec
B. 15 sec
C. 25 sec
D. 20 sec
Interruptions in chest compressions should be limited to no more than 10 seconds to maintain
coronary and cerebral perfusion pressure.
Lesson2: Science of Resuscitation. Which is the recommended next step after a defibrillation
attempt?
A. Open the pt airway
B. Determine if a carotid pulse is present
C. Check the ECG for evidence of a rhythm
D. Resume CPR, starting with chest compressions
Resume CPR immediately after defibrillation, beginning with chest compressions, without
pausing to check a pulse or rhythm.
Lesson2: Science of Resuscitation. How does complete chest recoil contribute to effective CPR?
A. Reduce the risk of rib fracture
B. Reduce rescuer fatigue
C. Allows maximum blood return to the heart
D. Increase the rate of chest compressions
Complete chest recoil creates negative intrathoracic pressure, allowing maximum venous return
and cardiac filling between compressions.
Lesson3: Systematic Approach. What is an advantage of a systematic approach to patient
assessment?
A. Standard treatment across systems
B. Reduces the chances of missing important signs and symptoms
C. Permits assessment modification based
D. Permit more rapid assessment of life threatening
A systematic approach ensures consistency and reduces the chance of missing important signs
and symptoms during assessment.
,Lesson3: Systematic Approach. What is the first step in the systematic approach to patient
assessment?
A. BLS assessment
B. Primary assessment
C. Secondary assessment
D. Initial impressions
The systematic approach begins with initial impression, which includes appearance, breathing,
and circulation to rapidly identify life threats.
Lesson3: Systematic Approach. Which action is part of the Secondary Assessment of a conscious
patient?
A. Attach monitor/defibrillator
B. Determine the pt level of consciousness
C. Give IV/IO fluids if needed
D. Formulate a differential diagnosis
Secondary assessment includes focused history, physical exam, and formulation of a differential
diagnosis.
Lesson3: Systematic Approach. Which is one of the H's and T's that represent a potentially
reversible cause of cardiac arrest and other emergency cardiopulmonary conditions?
A. Hypothermia
B. Trauma
C. Hypoglycemia
D. Tachycardia
Hypothermia is one of the reversible Hs and Ts; others include hypovolemia, hypoxia, hydrogen
ion, hypo/hyperkalemia, tension pneumothorax, tamponade, toxins, and thrombosis.
Lesson4: CPR Coach. What should be the primary focus of the CPR Coach on a resuscitation
team?
A. To conveyed positive feedback
B. To resolve team arguments
C. To ensure high-quality CPR
D. To determine CPR outcomes
, The CPR Coach's primary focus is real-time monitoring and feedback to ensure high-quality
CPR metrics including rate, depth, recoil, and minimal interruptions.
Lesson4: CPR Coach. The CPR Coach role can be blended into which of the following roles?
A. The ventilator
B. The compressors
C. The monitor/defibrillator
D. The IV/ Meds
The CPR Coach can often be blended with the monitor/defibrillator role, as both require
strategic positioning and intermittent tasks between rhythm checks.
Lesson4: CPR Coach. Which of the following is a responsibility of the CPR Coach?
A. Coordinating compressor switches
B. Choosing the medication therapy
C. Assisting with intraosseous placement
D. Inquiring about event summaries
The CPR Coach coordinates compressor switches every 2 minutes or earlier for fatigue to
maintain compression quality.
Lesson 5: High Quality BLS Part 1. What is the recommended compression rate for high-quality
CPR?
A. 100 to 200 compressions per minute
B. 90 to 100 compressions per minute
C. 70 to 80 compressions per minute
D. 100 to 120 compressions per minute
*The recommended compression rate for high-quality CPR is 100 to 120 compressions per
minute.*
Lesson 5: High Quality BLS Part 1. Which best describes the length of time it should take to
perform a pulse check during the BLS Assessment?
A. 11 to 15 seconds
B. 16 to 20 seconds
C. 1 to 4 seconds
D. 5 to 10 seconds
describes the capture and review of data related to resuscitation education, processes, and
outcomes?
A. Process change
B. Benchmarking
C. Feedback
D. Measurement
Measurement involves the systematic capture and review of data related to resuscitation
education, processes, and outcomes to guide quality improvement.
Lesson1: system of care. Which one of the following is an interdependent component of systems
of care?
A. Review
B. Structure
C. Debriefing
D. Measure
Structure (including personnel, training, equipment) is an interdependent component of systems
of care along with process and patient outcomes.
Lesson2: Science of Resuscitation. What is an effect of excessive ventilation?
A. Increase perfusion pressure
B. Decrease cardiac output
C. Decrease intrathoracic pressure
D. Increased venous return
Excessive ventilation increases intrathoracic pressure, reducing venous return and decreasing
cardiac output, which worsens survival.
Lesson2: Science of Resuscitation. Which is the maximum interval you should allow for an
interruption in chest compressions?
,A. 10 sec
B. 15 sec
C. 25 sec
D. 20 sec
Interruptions in chest compressions should be limited to no more than 10 seconds to maintain
coronary and cerebral perfusion pressure.
Lesson2: Science of Resuscitation. Which is the recommended next step after a defibrillation
attempt?
A. Open the pt airway
B. Determine if a carotid pulse is present
C. Check the ECG for evidence of a rhythm
D. Resume CPR, starting with chest compressions
Resume CPR immediately after defibrillation, beginning with chest compressions, without
pausing to check a pulse or rhythm.
Lesson2: Science of Resuscitation. How does complete chest recoil contribute to effective CPR?
A. Reduce the risk of rib fracture
B. Reduce rescuer fatigue
C. Allows maximum blood return to the heart
D. Increase the rate of chest compressions
Complete chest recoil creates negative intrathoracic pressure, allowing maximum venous return
and cardiac filling between compressions.
Lesson3: Systematic Approach. What is an advantage of a systematic approach to patient
assessment?
A. Standard treatment across systems
B. Reduces the chances of missing important signs and symptoms
C. Permits assessment modification based
D. Permit more rapid assessment of life threatening
A systematic approach ensures consistency and reduces the chance of missing important signs
and symptoms during assessment.
,Lesson3: Systematic Approach. What is the first step in the systematic approach to patient
assessment?
A. BLS assessment
B. Primary assessment
C. Secondary assessment
D. Initial impressions
The systematic approach begins with initial impression, which includes appearance, breathing,
and circulation to rapidly identify life threats.
Lesson3: Systematic Approach. Which action is part of the Secondary Assessment of a conscious
patient?
A. Attach monitor/defibrillator
B. Determine the pt level of consciousness
C. Give IV/IO fluids if needed
D. Formulate a differential diagnosis
Secondary assessment includes focused history, physical exam, and formulation of a differential
diagnosis.
Lesson3: Systematic Approach. Which is one of the H's and T's that represent a potentially
reversible cause of cardiac arrest and other emergency cardiopulmonary conditions?
A. Hypothermia
B. Trauma
C. Hypoglycemia
D. Tachycardia
Hypothermia is one of the reversible Hs and Ts; others include hypovolemia, hypoxia, hydrogen
ion, hypo/hyperkalemia, tension pneumothorax, tamponade, toxins, and thrombosis.
Lesson4: CPR Coach. What should be the primary focus of the CPR Coach on a resuscitation
team?
A. To conveyed positive feedback
B. To resolve team arguments
C. To ensure high-quality CPR
D. To determine CPR outcomes
, The CPR Coach's primary focus is real-time monitoring and feedback to ensure high-quality
CPR metrics including rate, depth, recoil, and minimal interruptions.
Lesson4: CPR Coach. The CPR Coach role can be blended into which of the following roles?
A. The ventilator
B. The compressors
C. The monitor/defibrillator
D. The IV/ Meds
The CPR Coach can often be blended with the monitor/defibrillator role, as both require
strategic positioning and intermittent tasks between rhythm checks.
Lesson4: CPR Coach. Which of the following is a responsibility of the CPR Coach?
A. Coordinating compressor switches
B. Choosing the medication therapy
C. Assisting with intraosseous placement
D. Inquiring about event summaries
The CPR Coach coordinates compressor switches every 2 minutes or earlier for fatigue to
maintain compression quality.
Lesson 5: High Quality BLS Part 1. What is the recommended compression rate for high-quality
CPR?
A. 100 to 200 compressions per minute
B. 90 to 100 compressions per minute
C. 70 to 80 compressions per minute
D. 100 to 120 compressions per minute
*The recommended compression rate for high-quality CPR is 100 to 120 compressions per
minute.*
Lesson 5: High Quality BLS Part 1. Which best describes the length of time it should take to
perform a pulse check during the BLS Assessment?
A. 11 to 15 seconds
B. 16 to 20 seconds
C. 1 to 4 seconds
D. 5 to 10 seconds
