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In this video we're going to show how to do a skill evaluation for the adult healthcare provider level rescue breathing situation. Today we have Genevieve who has come in for the skill evaluation. She's my student for this. As a skill evaluator, I wanna make sure that I have my skill practice sheets available in front of me. It helps me to stay on track, to stay on task for the skill. That way if the student is getting out of sequence and I'm trying to watch the student, it helps me to stay focused and stay on track as well as the skill evaluator. Again, there's nothing worse than a skill evaluator and a student that are both confused. So we don't want that. That's what this tool is out for. The skill evaluator practice sheets help you in that manner. I have the adult mannequin ready to go with a face shield. And Genevieve, today we're gonna do the adult rescue breathing for the healthcare provider. So as the skill evaluator, I'm gonna prompt her through the skills. I'm not really trying to tell her every step to do necessarily. Now if she needs help, I'm gonna help her and we're gonna help her with that practice. And we may even practice through it once or twice before we actually do a full evaluation with her depending on her comfort-ability with the skill. So let's go ahead and Genevieve we're gonna do the skill now. And again, don't worry. We're gonna help you here. If you need help, if you need to practice, we'll do that. But we'll see how you do. So we're gonna give you a scenario. We'll say that you're working in a hospital one day and you walk into a patient's room and the patient is laying on the floor not looking too good, kind of blue even. What are you gonna do? Speaker 2: Okay, I'm gonna go check them to see if they're okay. Speaker 1: So even before you get near that student, is there something you might wanna think about first? Speaker 2: Right, I'm gonna look to make sure there's nothing, wires, anything like that. Speaker 1: Excellent. You're asking yourself, what might have happened here, checking the scene for safety. The scene is safe and there you are. You're not next to the student. Speaker 2: Okay, so I'm gonna check. Sir, are you okay? Speaker 1: Okay, there's no response. If you don't have a response at that point? Speaker 2: I'm gonna call for a code, call 911. Speaker 1: Yeah, excellent. Now what are we checking? Speaker 2: Pulse. Speaker 1: Good, checking for the pulse. Remember also looking at the chest for chest rise and fall, any signs of breathing. And remember your pulse is gonna be right at that side of the neck in the carotid artery. And so we're down just a little bit low there. You wanna come up more towards this area right here to check that pulse. There you go. Good, and you do that for how long? Speaker 2: Just ten seconds. Speaker 1: Right, no more than 10 seconds. I'm gonna say you do feel a good strong pulse but this person's not breathing. What would you do? Speaker 2: Pulse, so the heart's beating. No breathing? Speaker 1: Right. Speaker 2: Okay, I'm gonna do a rescue breath. Speaker 1: And how many of those you gonna do and how often? Speaker 2: I will just keep breathing for them, right? And then every five seconds. Speaker 1: Five seconds, that's right. So one breath every five seconds. Go for it. So good, you've opened the air way, you're pinching the nose. Good, we're gonna count to five in between each one. Good, now you notice that I had to help her a little bit? We had to kind of go over some of the different details of the skill. In this type of situation what I would do is I would go ahead and have her try it one more time without me telling her what to do cause we did take time. We practiced it, we told her the right things to do. And that's good and that's encouraged. But again because of that, I would go ahead and say, okay Genevieve, I'm gonna go ahead and stop there. That was great. Let's go ahead do it one more time where I just give you the prompting and we'll see how you do this time. And so that's how I would do that skill evaluation. You wanna make sure that the student has a good understanding of the skill, is able to do the skill correctly without a lot of help. And that's the idea. So in that situation, once she's able to do that correctly, that would be the idea of how she passes the skill.
Adult Rescue Breathing (Healthcare Provider)