HeartCode ACLS - Laerdal Medical

28 Pages·2009·1.9 MB·English

The Official
AHA Self-directed ACLS
eLearning Program
HeartCode ACLS
™
Student Guide
Learning Technology by Laerdal
Learning Technology by Laerdal
Heartcode_ACLS_IH_Booklet.indd 1 06/03/09 11.10
Content
Preface
The goal of the HeartCode ACLS program is to improve the quality of care
provided to the adult victim of cardiac arrest or other cardiopulmonary
emergencies.
HeartCode ACLS, an official American Heart Association eLearning
program, offers an alternative to the traditional AHA ACLS class. In today’s
fast-paced environment, it is not always easy for healthcare providers to
keep their certifications current.

HeartCode ACLS offers a convenient method for obtaining an American
Heart Association ACLS card, while practicing critical thinking skills and
team dynamics to help improve the quality of patient care.
Providers can complete the course at their own pace, on their own
schedule, potentially saving time and money and improving the utilization
of a limited pool of instructor resources.
This specific program is designed to educate clinicians about treatments
for cardiovascular emergencies and stroke.
Target Audience
Physicians, nurses, paramedics/EMT-Is, residents, nurse practitioners,
physician assistants, clinical pharmacists and respiratory therapist are the
target audience. Other healthcare workers who care directly for patients
may also benefit.
2 3
Heartcode_ACLS_IH_Booklet.indd 2 06/03/09 11.10
Content
Content
Introduction .................................................................................................4
Core Cases (Patients) ..................................................................................6
Patient: Brad Stephens ...............................................................................7
Patient: Ervin Waters ...................................................................................8
Patient: John Mitchell ..................................................................................9
Patient: Stan Loftus ...................................................................................10
Patient: Derrick Gentry ..............................................................................11
Patient: Ian Denholm .................................................................................12
Patient: Lou Weston ..................................................................................13
Patient: Walter Hampton ...........................................................................14
Patient: David Miller ..................................................................................15
Patient: Paul Smith ....................................................................................16
Special Features ........................................................................................17
Accreditation / Disclosure Statements ......................................................21
2 3
Heartcode_ACLS_IH_Booklet.indd 3 06/03/09 11.10
Introduction Introduction
Introduction
The HeartCode ACLS program includes all of the exams required for
successful completion of the cognitive portion of the American Heart
Association’s ACLS course:
• Team Dynamics Lesson (team principles)
• 10 ACLS Cases (realistic patient-simulation cases)
• ACLS Written Test

Also included in the program:
Precourse self-assessment
The objective of the HeartCode ACLS precourse self-assessment is
to evaluate the student’s ability to integrate both rhythm interpretation
and the use of pharmacologic agents. There is no passing score in the
self-assessment, but a score of 84% or higher will help the learner to
participate effectively in the lessons and testing sections.
Electronic versions of the entire AHA textbooks
• ACLS Provider Manual
• 2005 American Heart Association Guidelines for Cardiovascular
Resuscitation and Emergency Cardiovascular Care
Supplementary AHA material
• ACLS Science Overview Video
• ACLS Core Drugs
• ACLS Provider Manual Supplementary Material
• Nine additional BLS videos
HeartCode ACLS includes microsimulation technology that improves both
the educational content and user-friendliness of the program. Providers
are presented with realistic patient cases and are required to interact
with the program to assess the patient, formulate a treatment plan based
on the ACLS algorithms and effect treatment. The advanced technology
allows the simulated patient to react accordingly to the treatment provided
(positively or negatively) in order to improve the learning experience.
4 5
Heartcode_ACLS_IH_Booklet.indd 4 06/03/09 11.10
Introduction Introduction
Upon completion of a given case, the provider is presented with a detailed
debriefing screen. This debriefing is more than just a list of events ending
with a score. Providers are presented with an account of their actions,
pointing out both correct and incorrect interventions. Suggestions for
improvement are offered, and all appropriate AHA reference material
is hyperlinked to the debriefing, allowing immediate remediation at the
conclusion of the case.
To claim the HeartCode ACLS certificates, the learner needs to:
• Review the background material to the extent desired
• Successfully complete:
- Team Dynamics Lesson
- 10 Patient Scenarios
- ACLS Written Test
- Claim the HeartCode ACLS Part 1 Certificate
• Perform a skills practice and test with an AHA ACLS Instructor or using
the voice assisted manikin (VAM) system with the HeartCode program
• Claim the HeartCode ACLS skills practice and testing certificate
Upon successful completion of the cognitive and skills test portions, the
student receives an AHA ACLS Course Completion Card.
4 5
Heartcode_ACLS_IH_Booklet.indd 5 06/03/09 11.10
Descriptions and Learning Objectives
ACLS Cases (Patients)
Description and Learning Objectives
The 10 ACLS cases in HeartCode provide
learners with an opportunity to test their ability
to manage a range of important cardiovascular
emergencies and stroke in a realistic
simulation setting while working toward ACLS
certification. The intelligent debriefing provides
optimal opportunity to learn from and improve
performance.
6 7
Heartcode_ACLS_IH_Booklet.indd 6 06/03/09 11.10
Descriptions and Learning Objectives
Patient: Brad Stephens
A 48-year-old man has collapsed after being brought into the outpatient
clinic at which you are a first responder. He complained of some shortness
of breath and chest pain before losing consciousness.
Diagnosis: VF/Pulseless VT
Difficulty: Beginner
Learning Objectives:
• Executes a BLS Primary Survey to assess patient.
• Executes relevant cardiorespiratory support.
• Executes effective CPR when indicated.
• Identifies a clinical situation where advanced help is necessary and help
must be called immediately.
• Implements the VF/VT pathway in the ACLS Pulseless Arrest algorithm.
• Executes proficient defibrillation with an AED.
• Recalls that CPR and defibrillation are critical steps in the treatment of
VF and pulseless VT.
• Recalls that chest compressions should only be interrupted for
ventilation (unless an advanced airway is in place), rhythm checks and
shock delivery.
6 7
Heartcode_ACLS_IH_Booklet.indd 7 06/03/09 11.10
Descriptions and Learning Objectives Descriptions and Learning Objectives
Patient: Ervin Waters
A 42-year-old man with palpitations has been sent to the Emergency
Department by his family doctor.
Diagnosis: Atrial fibrillation
Difficulty: Beginner
Learning Objectives:
• Executes BLS Primary and ACLS Secondary Surveys to assess patient.
• Implements the ACLS Tachycardia algorithm.
• Distinguishes between stable and unstable tachycardia.
• Recalls characteristics of a stable tachycardia.
• Identifies narrow complex tachycardia on ECG.
• Distinguishes between regular and irregular narrow complex tachycardia
on ECG.
• Recalls the importance of determining the duration of atrial fibrillation.
• Recalls that anticoagulation measures are mandatory before attempting
cardioversion in stable patients with AF ~ >48 h.
8 9
Heartcode_ACLS_IH_Booklet.indd 8 06/03/09 11.10
Descriptions and Learning Objectives Descriptions and Learning Objectives
Patient: John Mitchell
A 56-year-old man is complaining of chest pain. He is a smoker who has not
seen a doctor for several years.
Diagnosis: Acute coronary syndromes
Difficulty: Medium
Learning Objectives:
• Executes BLS Primary and ACLS Secondary Surveys to assess patient.
• Executes relevant cardiorespiratory support.
• Recognizes symptoms of ACS.
• Implements the ACLS Acute Coronary Syndromes algorithm.
• Implements the AHA recommended ED plan for immediate assessment
and general treatment of the patient with chest pain suggestive of
ischemia.
• Executes attempts to control chest pain aggressively.
• Executes initial treatment for patients with ACS correctly.
• Recalls that 12-lead ECG is central to the initial risk and treatment
stratification of ACS patients.
• Classifies ACS patients according to ST-elevation on ECG.
• Evaluates an ACS patient’s eligibility for reperfusion therapy rapidly.
• Recalls indications for reperfusion therapy.
• Recalls to minimize door-to-drug interval.
• Recalls indications, contraindications, dosage and administration of
drugs relevant to treatment of ACS.
• Understands that time is critical in the management of ACS.
8 9
Heartcode_ACLS_IH_Booklet.indd 9 06/03/09 11.10
Descriptions and Learning Objectives Descriptions and Learning Objectives
Patient: Stan Loftus
A man is brought into the ED from his home, where his wife found him
unresponsive on the couch. Basic life support was not started until the
ambulance arrived.
Diagnosis: Asystole/PEA
Difficulty: Medium
Learning Objectives:
• Executes BLS Primary and ACLS Secondary ABCD Surveys to assess
patient.
• Executes effective CPR when indicated.
• Recalls that chest compressions should only be interrupted for
ventilation (unless an advanced airway is in place), rhythm checks and
shock delivery.
• Implements the ACLS Pulseless Arrest algorithm.
• Analyzes ECG and clinical situation to correctly identify PEA.
• Recognizes asystole on ECG.
• Executes confirmation that a flatline on the ECG is indeed asystole.
• Recalls that asystole usually represents a confirmation of death rather
than a rhythm to be treated.
• Recalls the AHA criteria for when to stop resuscitative efforts.
• Recalls when to look for and honor a valid Do Not Resuscitate Order
(DNAR).
• Recalls that asystole and PEA are not shockable rhythms.
• Summarizes that PEA is often associated with reversible causes.
• Implements the mnemotechnic rule of the H´s and T´s to check for
conditions that could have contributed to PEA and/or asystole.
10 11
Heartcode_ACLS_IH_Booklet.indd 10 06/03/09 11.10