Basic Life Support Questions
1. 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: -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
2. 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 mem-
ber?: "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."
3. 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?: The person who is acting as the team leader
4. 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?: "Got it. I'll call the code team."
5. 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?: Crew resource management
6. Lesson 1: (Post-Test) Scenario Harry Price
Lauren's response is an example of what type of communication: Closed Commu-
,nication
, 7. 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.: This is an
example of ettective family communication. -TRUE
8. Lesson 1: (Post-Test) Scenario Harry Price
When you asked the daughter to assist you with Mrs. Price, you took ad-
vantage of a readily available resource to find a solution. This is an example
of:: Problem Solving
9. 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?: Crew
resource management
10. Lesson 1: (Post-Test) Scenario Harry Price
Who is the best person to communicate patient status and care completed to
the code team?: Team leader
11. 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?: Administering aspirin is an immediate care step for cases where MI is suspected.
12. 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:: Check for responsiveness.
13. Lesson 2: (Pre-Assessment)
An adult patient is unresponsive. You have opened their airway and are simul-
taneously checking for breathing and a pulse. To check for normal breathing,
which actions are appropriate to do?: -Look to see whether the chest rises and falls.
-Feel for breathing against the side of your cheek
1. 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: -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
2. 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 mem-
ber?: "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."
3. 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?: The person who is acting as the team leader
4. 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?: "Got it. I'll call the code team."
5. 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?: Crew resource management
6. Lesson 1: (Post-Test) Scenario Harry Price
Lauren's response is an example of what type of communication: Closed Commu-
,nication
, 7. 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.: This is an
example of ettective family communication. -TRUE
8. Lesson 1: (Post-Test) Scenario Harry Price
When you asked the daughter to assist you with Mrs. Price, you took ad-
vantage of a readily available resource to find a solution. This is an example
of:: Problem Solving
9. 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?: Crew
resource management
10. Lesson 1: (Post-Test) Scenario Harry Price
Who is the best person to communicate patient status and care completed to
the code team?: Team leader
11. 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?: Administering aspirin is an immediate care step for cases where MI is suspected.
12. 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:: Check for responsiveness.
13. Lesson 2: (Pre-Assessment)
An adult patient is unresponsive. You have opened their airway and are simul-
taneously checking for breathing and a pulse. To check for normal breathing,
which actions are appropriate to do?: -Look to see whether the chest rises and falls.
-Feel for breathing against the side of your cheek
