About the Course
Advanced Cardiovascular Life Support (ACLS) training originated in Nebraska in the early 70’s. Its purpose was to bring order and organization to the treatment of in-hospital cardiac arrest. Severe life-and-death emergencies demand the presence of trained, experienced professionals working in close coordination. Before ACLS training the in-hospital, response to cardiac arrest was often a scene of chaos and confusion.
In ACLS, it may be many years before you progress from doing chest compressions to running the code and making the major decisions about therapy. Codes, however, do not just happen but they evolve with a dynamic history that runs a unique and unpredictable course. The greater the number of people who are trained in ACLS and know what’s supposed to happen next, the better the response to routine events as well as the twists and turns that occur in every resuscitation attempt.
Resuscitation attempts are complex emotional and professionally challenging. The more your thinking becomes automatic, like that of aircraft pilots following preflight checklist, the better you will respond. Knowing the ACLS approach allows you to see and understand how the response is proceeding, what roles are played by different responders, what roles seem to go unfilled, and what scenes happen next. You will also learn to recognize your role and to see when you must step in to lend support or correct an error.
The intent of this study guide is to provide a supplemental framework to certification and recertification of ACLS. It is written to simplify and not to substitute for course study. The American Heart Association’s text, Advanced Cardiovascular Life Support provides an in-depth knowledge base of resuscitation scenarios and must be purchased before completion of certification. No other texts are acceptable for this class. You can obtain a copy of this American Heart Association text through NEO.
The Author Looks in the Rearview Mirror
We’ve come a long way baby!! But the road has been bumpy. Jane recalls observing “Code Calls†and being overwhelmed with the chaos of the code. They were noisy – everyone in the room was screaming orders. They were disorganized – there was equipment in every corner of the room with discarded wrappers strewn from wall to wall. Jane recalls hiding behind a curtain trying not to be noticed because everyone that did not have a reason to be there should “get out!†As Jane observed she wondered if she could ever become a valued team member let alone a team leader. Surely, she thought, she could make some sense to this chaos. Jane began teaching ACLS and empowering nurses.
The key to remembering is to visualize. You can’t remember a list of words. Do not try to memorize words. You may remember the words for the test but you will never remember the list a year from now. Instead – visualize. Create an image in your head. The first responder may be a Respiratory Therapist. Think of an RT – now, what would you have him or her do? The second responder may be carrying a “clip board.†What would you have a “clip board lady” do for you. The vision is now in your head – good place for it in a “Code Call.â€
Course Objectives
Upon successful completion of the course the student will be able to:
Identify normal rhythms, lethal rhythms and interventions of each.
Identity a STEMI on a 12-lead ECG.
Simulate high-quality CPR and state how it impacts a successful outcome.
Verbalize the task that needs to be designated in a cardiac arrest code call.
Verbalize the interventions for a VF, PEA, Asystole, Bradycardia and Tachycardia.
Verbalize the 5 interventions for a victim of chest pain.
Verbalize the interventions for a victim suspected of having a stroke.
