Basic Life Support Questions with correct Answers 2023

Basic Life Support Questions with correct Answers 2023 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 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? "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? The 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? "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? Crew resource management Lesson 1: (Post-Test) Scenario Harry Price Lauren's response is an example of what type of communication Closed 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. This 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: Problem 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? Crew 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? Team 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? Administering 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: Check 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? -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? Give 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. 1 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 ______. 10 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: Cardiac 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? -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? Perform the shout-tap-shout sequence. Lesson 2: (Post Test) Scenario Peter Henderson What emergency condition is Mr. Henderson experiencing? Respiratory arrest Lesson 2: (Post Test) Scenario Peter Henderson Which intervention should the team perform next? Deliver 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? Cardiac arrest Lesson 3: (Pre-Assessment) You and another provider are performing CPR on an adult patient in cardiac arrest. An advanced airway is not yet in place. Which actions demonstrate appropriate care? -You use a compression-to-ventilation ratio of 30:2. -You use the same hand position and compression rate and depth as you would for single-provider CPR. -One provider focuses on rapid assessment and starting CPR; the other calls for additional resources and gets the AED. Lesson 3: (Pre-Assessment) You and a team of trained providers are performing CPR on an adult patient. One team member has gone to get additional resources and the AED. Which of the following statements are true about AED use? - The compressor should continue providing compressions until the AED pads are applied and the AED prompts that it is analyzing. - Team members should rotate roles every 2 minutes, which is generally during the AED analysis, to prevent compressor fatigue. - After the shock is delivered, the team should immediately resume CPR. They do not need to wait for the AED prompt. Lesson 3: (Pre-Assessment) You are delivering ventilations with a bag-valve-mask (BVM) resuscitator to an adult patient in cardiac arrest. Which actions are correct? - Seal the mask and open the airway by lifting the jaw into the mask - Hold the mask in place with the E-C hand position. - Ensure that the chest begins to rise. Lesson 3: (Pre-Assessment) An adult patient suffers cardiac arrest in bed and requires CPR. When compressing the patient's chest, which technique promotes high-quality CPR? - Position yourself so your shoulders are directly over your hands. - Place one hand on top of the other and interlace your fingers or hold them up so that they are not resting on the patient's chest. - Keep your arms straight and lock your elbows. Compress the chest using a straight down-and-up motion. Lesson 3: (Pre-Assessment) You demonstrate high-quality CPR by keeping interruptions in CPR to less than _____ seconds. 10 Lesson 3: (Pre-Assessment) You arrive with an AED and prepare to apply the pads while the BLS team continues to provide CPR. You apply the pads using the anterior/lateral pad placement. - Patient's upper right chest, below the right clavicle to the right of the sternum -Patient's lower left chest along the midaxillary line, a few inches below the left armpit Lesson 3: (Pre-Assessment) You are working with a BLS team performing CPR on a 62-year-old female patient. Which actions demonstrate high-quality CPR? -Compress the chest at a rate of 100 to 120 per minute. -Deliver smooth ventilations that last about 1 second each and make the chest begin to rise -Allow for full chest recoil after each compression. Lesson 3: (Pre-Assessment) An adult patient with an endotracheal tube (ET) in place experiences cardiac arrest and requires CPR. Which of the following statements are true when performing high-quality CPR with an ET tube in place? - The provider delivers 1 ventilation every 6 seconds. - The provider performs continuous compressions without pausing for ventilations. Lesson 3: (Pre-Assessment) You have been performing multiple-provider CPR on a patient in cardiac arrest. The patient is now showing signs of return of spontaneous circulation (ROSC). Which action(s) would the team perform? -Stop CPR. -Check for breathing and pulse. -Monitor the patient until the advanced cardiac life support team takes over. Lesson 3: (Pre-Assessment) The team leader assigns roles, supports the team, monitors the delivery of CPR and makes adjustments in real time. The team members deliver expert care within their assigned roles, assist others as needed (as long as they can maintain their own assigned responsibilities) and communicate effectively with the team leader and each other. True or false? True Lesson 3: (Pre-Assessment) You are evaluating the quality of CPR provided by the BLS team. Which methods would you use for this evaluation? - Capnography - Visual observation - Feedback device - Chest compression fraction. Lesson 3: (Pre-Assessment) Identify the situations in which it is safe to use an AED. -If the patient is lying on a metal surface, providing the AED pads do not touch the surface and no one is touching the patient. -If the patient is experiencing cardiac arrest as a result of a traumatic injury. -If the patient has a pacemaker or implantable cardioverter- defibrillators (ICDs), providing the AED pads are not placed directly over the device. -If the patient is pregnant. -If the patient is wearing jewelry or has body piercings, providing the AED pads are not placed directly over any metallic jewelry or piercings. Lesson 3: (Pre-Assessment) You are working as part of a high-performance BLS team. Which roles would you and the other providers most likely fill? -Airway manager/ventilator -Compressor -Team leader -AED operator Lesson 3: (Post-Test) Scenario: Bill Goodman Mr. Goodman is exhibiting signs and symptoms of which condition? Heart attack