American Red Cross BLS
1. 1. Anticipating roles and functions as part of a team based on the patients
presentation and condition
2. Re-evaluating the situation for changes, interpreting these changes and
modifying patient care accordingly
3. Determining a course of action based on assessment findings.: You are
working as part of a BLS team, providing care to a patient in cardiac arrest. Which
actions demonstrate critical thinking?
2. "His condition has not improved; I'll give you all the information I can and
if you need me to re-explain anything please let me know": 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?
3. "Got it. I'll call the code team": 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 best demonstrates appropriate closed-loop communication?
4. The person who is acting as the team leader: You are a part of a team providing
BLS 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 patients states to the code team?
5. Crew resource management: Acting as the team leader during a resuscitation
event, you use all available resources (including people, equipment, and proce-
dures) to promote effective and efficient teamwork and reduce the likelihood of
human error. You are demonstrating which skill?
6. Closed Loop communication: "I'll call the code and grab the AED.""The code
team is on the way. I have the AED and will set it up"
What type of communication is this
7. Yes-True: "I know you're worried, but we are doing everything we can. Please
step over her so we can care for him. We will update you as soon as possible"
Is this an example of effective family communication?
8. problem solving: 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:
9. Crew resource management: "I'm getting a little tires" You direct Lauren and
Sam to switch roles after they complete the CPR cycle.
The teams action's best represents which practice used to prevent errors?
10. Team Leader: Who is the best person to communicate patient status and care
completed to the code team?
1/6
, American Red Cross BLS
11. cardiac arrest: 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:
12. 1. Surveillance and prevention
2. Activation of the emergency response system
3. Early CPR
4. Early defibrillation
5. Integrated post-cardiac arrest care: The Cardiac Chain of survival describes
the five actions that, when performed in rapid succession, increase the patients
likelihood of surviving sudden cardiac arrest. Place the link in the In-Hospital Adult
Cardiac Chain of Survival in the correct order
13. Look to see whether the chest rises and falls
Listen for escaping air
Feel for breathing against the side of your cheek: An adult patient is unrespon-
sive. 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?
14. Check for responsiveness: 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:
15. 10 seconds: An adult patient who has collapsed is unresponsive. When con-
ducting a rapid assessment of the patient, you simultaneously check breathing and
a carted pulse for at least 5 seconds, but no more than:
16. Give 1 ventilation every 5 to 6 seconds: An adult has stopped breathing but
has a pulse. Which action would be appropriate?
17. Assessing for safety: You enter an adult patients 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?
18. - Scan the patients room for any obvious hazards
- Observe for any signs of illness or injury, including life threatening bleeding
- determine whether any additional help is needed: You are about to start your
morning rounds, when you hear a loud crash in Mrs.Bailey's room. When you enter
her doorway, you see her lying on the floor with her walker tipped over next to her.
You must first perform a visual survey. What actions should you take?
19. Use the shout-tap-shout sequence: The room is safe to enter. As you ap-
proach Mrs.Bailey you do not see any signs of life theatening bleeding, but she
appears unresponsive. Which action should you perform next?
20. modified jaw-thrust maneuver: Mrs. Bailey is unresponsive. You suspect she
may have a head injury. Which technique should you use to open Mrs.Bailey's
airway?
2/6
1. 1. Anticipating roles and functions as part of a team based on the patients
presentation and condition
2. Re-evaluating the situation for changes, interpreting these changes and
modifying patient care accordingly
3. Determining a course of action based on assessment findings.: You are
working as part of a BLS team, providing care to a patient in cardiac arrest. Which
actions demonstrate critical thinking?
2. "His condition has not improved; I'll give you all the information I can and
if you need me to re-explain anything please let me know": 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?
3. "Got it. I'll call the code team": 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 best demonstrates appropriate closed-loop communication?
4. The person who is acting as the team leader: You are a part of a team providing
BLS 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 patients states to the code team?
5. Crew resource management: Acting as the team leader during a resuscitation
event, you use all available resources (including people, equipment, and proce-
dures) to promote effective and efficient teamwork and reduce the likelihood of
human error. You are demonstrating which skill?
6. Closed Loop communication: "I'll call the code and grab the AED.""The code
team is on the way. I have the AED and will set it up"
What type of communication is this
7. Yes-True: "I know you're worried, but we are doing everything we can. Please
step over her so we can care for him. We will update you as soon as possible"
Is this an example of effective family communication?
8. problem solving: 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:
9. Crew resource management: "I'm getting a little tires" You direct Lauren and
Sam to switch roles after they complete the CPR cycle.
The teams action's best represents which practice used to prevent errors?
10. Team Leader: Who is the best person to communicate patient status and care
completed to the code team?
1/6
, American Red Cross BLS
11. cardiac arrest: 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:
12. 1. Surveillance and prevention
2. Activation of the emergency response system
3. Early CPR
4. Early defibrillation
5. Integrated post-cardiac arrest care: The Cardiac Chain of survival describes
the five actions that, when performed in rapid succession, increase the patients
likelihood of surviving sudden cardiac arrest. Place the link in the In-Hospital Adult
Cardiac Chain of Survival in the correct order
13. Look to see whether the chest rises and falls
Listen for escaping air
Feel for breathing against the side of your cheek: An adult patient is unrespon-
sive. 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?
14. Check for responsiveness: 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:
15. 10 seconds: An adult patient who has collapsed is unresponsive. When con-
ducting a rapid assessment of the patient, you simultaneously check breathing and
a carted pulse for at least 5 seconds, but no more than:
16. Give 1 ventilation every 5 to 6 seconds: An adult has stopped breathing but
has a pulse. Which action would be appropriate?
17. Assessing for safety: You enter an adult patients 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?
18. - Scan the patients room for any obvious hazards
- Observe for any signs of illness or injury, including life threatening bleeding
- determine whether any additional help is needed: You are about to start your
morning rounds, when you hear a loud crash in Mrs.Bailey's room. When you enter
her doorway, you see her lying on the floor with her walker tipped over next to her.
You must first perform a visual survey. What actions should you take?
19. Use the shout-tap-shout sequence: The room is safe to enter. As you ap-
proach Mrs.Bailey you do not see any signs of life theatening bleeding, but she
appears unresponsive. Which action should you perform next?
20. modified jaw-thrust maneuver: Mrs. Bailey is unresponsive. You suspect she
may have a head injury. Which technique should you use to open Mrs.Bailey's
airway?
2/6
