assignment based on cpr

Appointments at Mayo Clinic

• Cardiopulmonary resuscitation (CPR): First aid

Learn the steps to use this lifesaving technique to help adults and children.

Cardiopulmonary resuscitation (CPR) is an emergency treatment that's done when someone's breathing or heartbeat has stopped. For example, when someone has a heart attack or nearly drowns. CPR can help save a life.

The American Heart Association recommends starting CPR by pushing hard and fast on the chest. The pushes are called compressions. This hands-only CPR recommendation is for both people without training and first responders.

Here's CPR advice from the American Heart Association:

• Not trained. If you're not trained in CPR or don't want to put your mouth on the person's mouth or nose, then do hands-only CPR. Push hard and fast in the center of the chest 100 to 120 times a minute. Do this until medical help arrives. Details are described below. You don't need to place your mouth on the person's mouth or nose to give rescue breaths.
• Trained and ready to go. If you're well trained and confident in your CPR ability, check to see if there is a pulse and breathing. If there is no pulse or breathing within 10 seconds, begin chest compressions. Start CPR with 30 chest compressions. Then give two rescue breaths. Continue this pattern of chest compressions and rescue breaths until medical help arrives.
• Trained but out of practice. If you've previously received CPR training but you're not confident in your abilities, then just do 100 to 120 chest compressions a minute. Details are described below.

The above advice applies to situations in which adults, children and infants need CPR, but not newborns. Newborns are babies up to 4 weeks old.

CPR can keep oxygen-rich blood flowing to the brain and other organs until emergency medical treatment can get the heart beating again. When the heart stops, the body no longer gets oxygen-rich blood. The lack of oxygen-rich blood can cause brain damage in only a few minutes.

When to seek emergency help

If you are not trained but have immediate access to a phone, call 911 or your local emergency number before beginning CPR. The dispatcher can tell you how to do CPR until help arrives. To learn CPR properly, take an accredited first-aid training course. The course should include instructions on CPR and use of an automated external defibrillator (AED).

If you're afraid to do CPR or unsure how to do CPR correctly, know that it's always better to try than to do nothing at all. The difference between doing something and doing nothing could be someone's life.

Before starting CPR, check:

• Is the environment safe for the person?
• Is the person conscious or not conscious?
• If the person appears to be not conscious, tap or shake their shoulder and ask loudly, "Are you OK?"
• If the person doesn't respond and you're with someone else who can help, have one person call 911 or the local emergency number and get an AED if one is available. Have the other person begin CPR.
• If you are alone and have immediate access to a phone, call 911 or your local emergency number before starting CPR. Get an AED if one is available.
• As soon as an AED is available, deliver one shock if instructed by the device. Then start CPR.

Remember to spell C-A-B

Chest compressions

To do chest compressions, place the lower palm of your hand over the center of the person's chest and your other hand on top of your first hand. Keep your elbows straight. Place your shoulders directly above your hands. Using your upper body weight, push straight down on the chest about 2 inches (5 centimeters). Do not push down more than 2.4 inches (6 centimeters). Push hard and fast for 100 to 120 compressions a minute. If you haven't been trained in CPR, continue chest compressions until there are signs of movement or until emergency medical help takes over. If you have been trained in CPR, go on to rescue breathing.

Open the airway

If you're trained in CPR and you've performed 30 chest compressions, open the person's airway using the head-tilt, chin-lift maneuver. Put your palm on the person's forehead and gently tilt the head back. Then with the other hand, gently lift the chin forward to open the airway.

Rescue breathing

Open the airway using the head-tilt, chin-lift maneuver. Pinch the nostrils shut for mouth-to-mouth breathing and cover the person's mouth with yours, making a seal. Give the first rescue breath, lasting one second, and watch to see if the chest rises. If it rises, give the second breath. If the chest doesn't rise, repeat the head-tilt, chin-lift maneuver. Then give the second breath. Be careful not to provide too many breaths or to breathe with too much force. After two breaths, start chest compressions again right away to restore blood flow.

The American Heart Association uses the letters C-A-B to help people remember the order to perform the steps of CPR.

• C: compressions.
• B: breathing.

Compressions: Restore blood flow

Compressions means you use your hands to push down hard and fast in a specific way on the person's chest. Compressions are the most important step in CPR. Follow these steps for performing CPR compressions.

• Put the person on their back on a firm surface.
• Place the lower palm of your hand over the center of the person's chest, between the nipples.
• Place your other hand on top of your first hand. Keep your elbows straight. Place your shoulders directly above your hands
• Push straight down on the chest at least 2 inches (5 centimeters) but no more than 2.4 inches (6 centimeters). Use your entire body weight, not just your arms, when doing compressions.
• Push hard and fast in the center of the chest. You want to do 100 to 120 compressions a minute. The American Heart Association suggests doing compressions to the beat of the song "Stayin' Alive" or another song that has 100 to120 beats a minute. Allow the chest to spring back after each push.
• If you haven't been trained in CPR, continue chest compressions until there are signs of movement or until emergency medical help takes over. If you have been trained in CPR, go on to rescue breathing.

Airway: Open the airway

If you're trained in CPR and you've done 30 chest compressions, follow these steps to open the person's airway. This is called the head-tilt, chin-lift maneuver.

• Put your palm on the person's forehead.
• Gently tilt the head back.
• With the other hand, gently lift the chin forward to open the airway.

Breathing: Breathe for the person

Rescue breathing can be mouth-to-mouth breathing or mouth-to-nose breathing if the mouth is seriously injured or can't be opened. Current recommendations suggest doing rescue breathing using a bag-mask device with a high-efficiency particulate air (HEPA) filter.

Follow these steps after opening the airway using the head-tilt, chin-lift maneuver.

• Pinch the nostrils shut for mouth-to-mouth breathing and cover the person's mouth with yours, making a seal.
• Prepare to give two rescue breaths. Give the first rescue breath — lasting one second — and watch to see if the chest rises.
• If the chest rises, give a second breath.
• If the chest doesn't rise, repeat the head-tilt, chin-lift maneuver. Then give a second breath. Thirty chest compressions followed by two rescue breaths is considered one cycle. Be careful not to provide too many breaths or to breathe with too much force.
• Continue chest compressions to restore blood flow.
• As soon as an automated external defibrillator (AED) is available, follow the device's directions. Give one shock, then continue chest compressions for two more minutes before giving a second shock. If you're not trained to use an AED, a 911 operator or another emergency medical operator may be able to tell you how to use the device. If an AED isn't available, go to step 7 below.
• Continue CPR until there are signs of movement or emergency medical help takes over.

To perform CPR on a child

The process for giving CPR to a child age 1 through puberty is essentially the same as that for an adult — follow the C-A-B steps. The American Heart Association says you should not delay CPR and offers this advice on how to perform CPR on a child:

If you are alone and didn't see the child collapse, start chest compressions and continue for about two minutes. Then quickly call 911 or your local emergency number and get an AED if one is available.

If you're alone and you did see the child collapse, call 911 or your local emergency number first. Then get an AED, if available, and start CPR. If another person is with you, have that person call for help and get the AED while you start CPR.

• Place the child on their back on a firm surface.
• Kneel next to the child.
• Place two hands — or only one hand if the child is very small — on the lower half of the child's breastbone.
• Using the lower palm of one or both hands, press straight down on the chest about 2 inches (5 centimeters) but not greater than 2.4 inches (6 centimeters). Push hard and fast — 100 to 120 compressions a minute.
• If you haven't been trained in CPR, continue chest compressions until the child moves or until emergency medical help takes over. If you have been trained in CPR, open the airway and start rescue breathing.

If you're trained in CPR and you've performed 30 chest compressions, open the child's airway using the head-tilt, chin-lift maneuver.

• Place your palm on the child's forehead and gently tilt their head back.

Breathing: Breathe for the child

Follow these steps for mouth-to-mouth breathing for a child.

• After using the head-tilt, chin-lift maneuver to open the airway, pinch the child's nostrils shut. Cover the child's mouth with yours, making a seal.
• Breathe into the child's mouth for one second. Watch to see if the chest rises. If it rises, give a second breath. If the chest doesn't rise, repeat the head-tilt, chin-lift maneuver. Then give the second breath. Be careful not to provide too many breaths or to breathe with too much force.
• After the two breaths, begin the next cycle of compressions and breaths right away. If there are two people available to do CPR on the child, change rescuers every two minutes — or sooner if a rescuer is tired — and give 1 to 2 breaths every 15 compressions.
• As soon as an AED is available, follow the device's directions. Use pediatric pads for children older than 4 weeks and up to age 8 years. If pediatric pads aren't available, use adult pads. Give one shock, then start CPR again — starting with chest compressions — for two more minutes before giving a second shock. If you're not trained to use an AED, a 911 operator or another emergency medical operator may be able to give you directions.

Continue until the child moves or help arrives.

To perform CPR on a baby 4 weeks old or older

Cardiac arrest in babies is usually due to a lack of oxygen, such as from choking. If you know that the baby has an airway blockage, perform first aid for choking. If you don't know why the baby isn't breathing, perform CPR.

First, study the situation. Touch the baby and watch for a response, such as movement. Don't shake the baby.

If there's no response, call 911 or your local emergency number, then start CPR right away.

Follow the compressions, airway and breathing method for a baby under age 1. Do not follow this procedure for newborns, which include babies up to 4 weeks old.

If you saw the baby collapse, get an AED, if available, before starting CPR. If you're with another person who can help, have that person call for help right away and get the AED while you stay with the baby and perform CPR.

• Place the baby on their back on a firm, flat surface, such as a table or floor.
• Imagine a horizontal line drawn between the baby's nipples. Place two fingers of one hand just below this line, in the center of the chest.
• Gently compress the chest about 1.5 inches (4 centimeters).
• Count aloud as you push in a fairly rapid rhythm. You should push at a rate of 100 to 120 compressions a minute, just as you would when giving an adult CPR.
• After 30 compressions, gently tip the head back by lifting the chin with one hand and pushing down on the forehead with the other hand.

Breathing: Breathe for the baby

• Cover the baby's mouth and nose with your mouth.
• Prepare to give two rescue breaths. Use the strength of your cheeks to deliver gentle puffs of air instead of deep breaths from your lungs. Gently puff a breath into the baby's mouth one time, taking one second for the breath. Watch to see if the baby's chest rises. If it does, give a second rescue breath. If the chest does not rise, repeat the head-tilt, chin-lift maneuver and then give the second breath.
• If the baby's chest still doesn't rise, continue chest compressions.
• Give two breaths after every 30 chest compressions. If two people are doing CPR, give 1 to 2 breaths after every 15 chest compressions.
• Continue CPR until you see signs of life or until medical help arrives.

There is a problem with information submitted for this request. Review/update the information highlighted below and resubmit the form.

From Mayo Clinic to your inbox

Sign up for free and stay up to date on research advancements, health tips, current health topics, and expertise on managing health. Click here for an email preview.

Error Email field is required

Error Include a valid email address

To provide you with the most relevant and helpful information, and understand which information is beneficial, we may combine your email and website usage information with other information we have about you. If you are a Mayo Clinic patient, this could include protected health information. If we combine this information with your protected health information, we will treat all of that information as protected health information and will only use or disclose that information as set forth in our notice of privacy practices. You may opt-out of email communications at any time by clicking on the unsubscribe link in the e-mail.

Thank you for subscribing!

You'll soon start receiving the latest Mayo Clinic health information you requested in your inbox.

Sorry something went wrong with your subscription

Please, try again in a couple of minutes

• Highlights of the 2020 AHA guidelines update for CPR and ECC. American Heart Association. https://cpr.heart.org/en/resuscitation-science/cpr-and-ecc-guidelines. Accessed Jan. 18, 2022.
• Pozner CN. Adult basic life support (BLS) for health care providers. https://www.uptodate.com/contents/search. Accessed Jan. 18, 2022.
• FAQ: Hands-only CPR. American Heart Association. https://cpr.heart.org/en/cpr-courses-and-kits/hands-only-cpr/hands-only-cpr-resources. Accessed Jan. 18, 2022.
• Duff JP, et al. 2019 American Heart Association focused update on Pediatric Advanced Life Support: An update to the American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation. 2019; doi:10.1161/CIR.0000000000000731.
• Atkins DL, et al. 2019 American Heart Association focused update on pediatric basic life support: An update to the American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation. 2019; doi:10.1161/CIR.0000000000000736.
• Ralson ME. Pediatric basic life support (BLS) for health care providers. https://www.uptodate.com/contents/search. Accessed Jan. 18, 2022.
• Topjian AA, et al. Part 4: Pediatric basic and advanced life support: 2020 American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation. 2020; doi:10.1161/CIR.0000000000000901.
• Infant. Dorland's Medical Dictionary Online. https://www.dorlandsonline.com. Accessed March 1, 2021.
• Panchal AR, et al. Part 3: Adult basic and advanced life support: 2020 American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation. 2020; doi:10.1161/CIR.0000000000000916.
• Cetta Jr F (expert opinion). Mayo Clinic. April 21, 2021.
• Be the beat. American Heart Association. https://cpr.heart.org/en/training-programs/community-programs/be-the-beat. Accessed July 2, 2024.
• Lopez-Jimenez F (expert opinion). Mayo Clinic. June 13, 2024.
• Automated external defibrillators: Do you need an AED?
• Marathon CPR Saves Life

Mayo Clinic does not endorse companies or products. Advertising revenue supports our not-for-profit mission.

• Opportunities

Mayo Clinic Press

Check out these best-sellers and special offers on books and newsletters from Mayo Clinic Press .

• Mayo Clinic on Incontinence - Mayo Clinic Press Mayo Clinic on Incontinence
• The Essential Diabetes Book - Mayo Clinic Press The Essential Diabetes Book
• Mayo Clinic on Hearing and Balance - Mayo Clinic Press Mayo Clinic on Hearing and Balance
• FREE Mayo Clinic Diet Assessment - Mayo Clinic Press FREE Mayo Clinic Diet Assessment
• Mayo Clinic Health Letter - FREE book - Mayo Clinic Press Mayo Clinic Health Letter - FREE book

5X Challenge

Thanks to generous benefactors, your gift today can have 5X the impact to advance AI innovation at Mayo Clinic.

10% OFF on ALL Training Supplies! Use Coupon Code TRAINING0724 at checkout! Shop Now >

New 2024 Lifeguarding Program Materials are Here! Buy More, Save More with quantity discounts available! Shop Now >

The 2024 Red Cross Lifeguarding Program updates are here! Learn more >

• 0 Your Cart is Empty < Continue Shopping

Your browser's Javascript functionality is turned off. Please turn it on so that you can experience the full capabilities of this site.

• EmailClient
• Learn About Our Programs
• First Aid Certification
• Performing First Aid
• First Aid Training
• First Aid Classes
• CPR Certification
• CPR Classes
• CPR for Healthcare Providers
• Hands-Only CPR for Adults
• Adult CPR Steps
• What is CPR?
• CPR for a Pet
• CPR for a Baby or Child
• CPR Programs for Schools
• CPR Training
• AED Certification
• Using an AED
• AED Training
• AED Classes
• BLS Training
• Performing BLS
• BLS Classes
• BLS for Healthcare Providers
• BLS Certification Renewal
• BLS Certification
• ALS & PALS Training
• ALS Blended Learning
• PALS Blended Learning
• ALS & PALS Instructor Bridge
• Babysitting & Childcare Preparation
• Babysitting Basics
• Childcare Licensing
• Babysitting & Childcare Training
• Babysitting & Childcare Classes
• Babysitting & Childcare Certification
• Swim Lessons for Adults
• Swimming Lessons for Children
• Teach Water Safety Outreach
• Safety Training for Swim Coaches
• Learn to Swim Providers
• Swim Lessons
• Aquatic Examiner Service
• Aquatic Representative
• Lifeguard VR Training
• Lifeguard Training
• Water Safety
• Lifeguard Preparation
• All Online Safety Training Courses
• Instructors
• Become a Red Cross Instructor
• Get Training Supplies
• Red Cross Instructor Bridging
• Participants
• Find my Certificate
• Courses Eligible for CEUs

How to Perform CPR - Adult CPR Steps

CPR, or cardiopulmonary resuscitation can help save a life during cardiac arrest , when the heart stops beating or beats too ineffectively to circulate blood to the brain and other vital organs. However, even after training, remembering the CPR steps and administering them correctly can be a challenge.

How many compressions should you do, and how fast? How deeply should you compress the chest? How often should you give rescue breaths? These are all important factors to consider to ensure you can perform high quality CPR when the time comes. To be prepared when to perform CPR, please read the steps below. Print this page

CHECK the scene for safety, form an initial impression and use personal protective equipment (PPE)

If the person appears unresponsive, CHECK for responsiveness, breathing, life-threatening bleeding or other life-threatening conditions using shout-tap-shout

If the person does not respond and is not breathing or only gasping, CALL 9-1-1 and get equipment, or tell someone to do so

Kneel beside the person. Place the person on their back on a firm, flat surface

The American Red Cross CPR guidelines recommend 100 to 120 chest compressions per minute, 30 at a time. Remember these five points:

• Hand position: Two hands centered on the chest
• Body position: Shoulders directly over hands; elbows locked
• Compression depth: At least 2 inches
• Rate of compressions: 100 to 120 per minute
• Allow chest to return to normal position after each compression

Give 2 breaths

• Open the airway to a past-neutral position using the head-tilt/chin-lift technique
• Pinch the nose shut, take a normal breath, and make complete seal over the person’s mouth with your mouth.
• Ensure each breath lasts about 1 second and makes the chest rise; allow air to exit before giving the next breath

Note: If the 1st breath does not cause the chest to rise, retilt the head and ensure a proper seal before giving the 2nd breath If the 2nd breath does not make the chest rise, an object may be blocking the airway

Continue giving sets of 30 chest compressions and 2 breaths. Use an AED as soon as one is available! Minimize interruptions to chest compressions to less than 10 seconds.

Frequently Asked Questions

When to perform cpr.

CPR is performed when someone is unresponsive and not breathing or gasping for air. It is used to help save a life when the heart stops beating or is beating too ineffectively to circulate blood to vital organs.

How Many Compressions per Minute for CPR?

100 to 120 compressions per minute, based on the CPR guidelines from the American Red Cross.

How Long Should You Check for Breathing While Performing CPR?

When performing compressions and rescue breathing, check for breathing for no more than 10 seconds.

Be prepared for moments that matter by taking a CPR class and you could help save a life.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Anatol J Cardiol
• v.17(2); 2017 Feb

Cardiopulmonary resuscitation knowledge among nursing students: a questionnaire study

Mutlu vural.

Department of Cardiology, Bağcılar Teaching and Research Hospital; İstanbul- Turkey

Mustafa Feridun Koşar

Orhan kerimoğlu, fatih kızkapan, serdar kahyaoğlu, sevil tuğrul, hasan burak İşleyen.

Nurses are usually first witnesses to in-hospital sudden cardiac arrests. Training of nurses has an impact on the efficiency and outcome of cardiopulmonary resuscitation (CPR), and thus, assessment of CPR knowledge among undergraduate nurses is very important to improve training program.

The questionnaire comprised of three parts about CPR knowledge: the first dealing with general questions to understand the importance of CPR in clinical practice; the second comprising the main goal and accuracy of CPR intervention; and the last consisting of questions targeting the indications, methods, and effectiveness of CPR. Descriptive statistics and multiple response analyses were done by IBM SPSS version 20.

The students had good knowledge about the importance of CPR in clinical practice and stood average in knowing its indications and effectiveness. The mean score was 64.62±17.84 out of 100 points. While only 11% of them were completely aware about the universal compression ventilation ratio, 16.2% were aware of the current compression depth. In addition, 21.8% of participants have only indicated the order of CPR being compression, airway, and breathing.

Conclusion:

Knowledge of CPR is good among the nursing students. However, skills of CPR have to be improved by current training programs at regular intervals. Their knowledge and practical approach have to be updated with the current guidelines in CPR.

Introduction

Sudden cardiac arrest (SCA) is a medical emergency. If not treated immediately, it causes sudden cardiac death. With fast and appropriate medical care, survival is possible. SCA is classified as in-hospital and out-of-hospital. Cardiopulmonary resuscitation (CPR) is an evolving lifesaving technique of modern medicine that comprises a series of lifesaving actions that improve the survival rates following SCAs ( 1 ).

In earlier days, CPR training was meant only for health care professionals. Later, it was noticed that many of these events occurred outside the hospital setting and that early CPR need to be performed by the bystanders who witnessed the event. Hence, CPR is said to be a skill for all people ( 2 , 3 ). Quality of life is also found to be better for victims who immediately receive bystander CPR even in the absence of professional assistance. Studies have shown that immediate CPR after collapse due to ventricular fibrillation doubles or even triples the chances of survival. In contrast, survival chances decrease by 7%–10% for every min CPR is delayed ( 4 ).

Because of the nature of their profession, nurses spend significant time alongside patients and are often the first to realize in-hospital SCAs. Thus, they are the ones who respond by providing CPR ( 5 ). Although their contribution to effective CPR is crucial, either individually or as a member of a rapid response team, studies have often detected that they have average knowledge and poor skills in light of international guidelines and recommendations ( 6 , 7 ). Training programs in CPR would make a significant contribution to the elimination of nurses’ anxiety and an increase in their self-confidence. As a result, effectiveness in dealing with a SCA individually or as members of a team could also be improved.

At present, our questionnaire study, which is compatible with the 2010 American Heart Association (AHA) Guidelines and its 2015 update for CPR and Emergency Cardiovascular, is first to highlight awareness among nursing students in Turkey ( 8 ).

The questionnaire was first conducted among medical students in the Kasturba Medical College (KMC), Manipal, Karnataka, India ( 9 ). It had been designed according to 2010 AHA guidelines ( 8 , 10 ). Although there is a minor 2015 update ( 11 ) after the institutional ethical approval, we did not change the questionnaire ( Questionnaire 1 ) because its statements are current according to the new guidelines. In our study, randomly selected 401 probationer nursing students from other colleges (98.5%) or faculties (1.5%) had completed the Turkish version of questionnaire from October 2015 to January 2016. The questionnaire comprised of three parts, first one dealing with general questions in regard to the importance of CPR in clinical practice, second one consisted of the main goal and accuracy of CPR intervention, and the last segment comprised of questions targeting the indications, methods, and effectiveness of CPR. To understand the knowledge in depth and avoid bias, certain statements were deliberately reframed as negative questions. The answered questions were rewarded as follows: correct scores received positive points whether the questions were written in a negative manner or not, and the incorrect questions received no points.

Data entry, scores, descriptive statistics were done using IBM SPSS version 20. Mean and standard deviations were used to present raw scores and other quantitative variables. Percentages were calculated and presented as either intervals of the scores or common categorical variables. Spearman correlations coefficient was evaluated to see relationship between scores. P values less than 0.05 were accepted as significant.

Total number of questions answered correctly in each category was counted and scored. In all categories, there was a highly significantly associated, and moderate and highly significantly correlated to each other in the same direction (p<0.001).

The mean score was 25.2±6.96 for 39 questions. It was estimated as 64.62±17.84 out of 100 points. Total scores are converted into percentages and divided into pre-fixed grades as follows: >80 as excellent (18.3%), 60–80 good (47.5%), and <60 poor (34.2%).

In the first section of the questionnaire, percentage of responders to the general statements regarding the importance of CPR in clinical practice was described in Table 1 . Mean score was 84±24.05; 71.8% was excellent (>80) although 17% (60–80) and 11.3% (<60) was moderate and poor, respectively. The scores in 12 th class were significantly better than those in 11 th class (5.1% vs. 13.3% for <60 points; 7.7% vs. 19.4% for 60–80 points; 87.2% vs. 67.3% for >80 points, respectively; p=0.002). Negatively framed question A6 “CPR was harmful” was intelligently understated by 80.3% of students. However, 9.0% of them differed by saying “did not know,” and 10.7% was unfortunately accepted the statement ( Table 1 ).

Percentage of responders to the general statements regarding the importance of cardiopulmonary resuscitation in clinical practice

CPR - cardiopulmonary resuscitation

In the second section of the questionnaire, only 59.4% students rightly answered 5 to all options under “purpose of CPR” question as correct ( Fig. 1 ). Although 5 years has elapsed after 2010 AHA guidelines in which ABC was converted in to CAB for all age groups except newborns, 78.3% of nursing students indicated mainly ABC for the current order of CPR (versus% 21.8 of those indicated CAB). Unfortunately, only 21.8% were aware of the current upgraded order of CPR intervention, being C-A-B from previous A-B-C. When we asked about the “universal compression-to-ventilation ratio” in different age groups, only 69.6% of students partially answered in a correct manner ( Fig. 2 ). Regarding the depth of chest compression only 33.2% of them answered all the options as correct ( Fig. 3 ).

Percentage of correct answers to statements for purpose of cardiopulmonary resuscitation

Percentage of correct answers to statements for universal compression-ventilation ration

Percentage of correct answers to statements regarding chest compressions

In the third section of the questionnaire, percentage of responders to the statements regarding the indications, methods, and effectiveness of (CPR) was stated in Table 2 . Mean score was 65.01±18.81; 28.5% was excellent, 36% and 35.5% was moderate and poor, respectively. These scores in 12 th class were significantly better than those in 11 th class (17.9% vs. 40.5% for <60 points; 42.3% vs. 34.6% for 60–80 points; 39.7% vs. 24.9% for >80 points, respectively; p=0.001).

Percentage of responders to the statements regarding the indications, methods and effectiveness of cardiopulmonary resuscitation

The estimated total score of CPR knowledge among nursing students was very good in our study. However, the score of awareness of CPR was better than the score of skills of CPR. In a specific analysis, it was found that both their knowledge and practical approach were not up to date with the current guidelines of CPR.

Return to a prior quality of life and functional state of health is the ultimate aim of CPR and post-CPR care. High-quality CPR is the cornerstone of first aid and emergency medical care that can optimize outcomes beyond return of spontaneous circulation. It is very important that all adults in a community know CPR to save lives in out-of-hospital SCAs. At least the doctors, nurses and paramedical staff should be instructed to complete CPR courses, as they are routinely facing life-threatening situations, and the knowledge of CPR will be definitely useful especially in-hospital SCAs ( 7 ). Our findings of CPR knowledge among nursing students are very important to plan new CPR courses for these health care professionals to improve the outcome of SCAs in which an effective CPR must be performed immediately to save many lives.

We believe that victims of SCAs could have been saved to some extent with an increase in CPR knowledge of health care professionals. The World Health Organization (WHO) estimates that 17 million people died in 2008 from cardiopulmonary diseases. It is believed that more than 100.000 people have out-of-hospital SCAs annually, and only less than 1% could survive in Turkey. The survival rate of out-of-hospital SCAs differs among systems of emergency care in various countries, with some systems reporting more than fivefold higher survival rates than others. Administering a fast standard CPR or even just hands-only-CPR in victims older than 12 years of age before a medical team arrives can improve the chances of survival up to 10 percent. Automated external defibrillators (AEDs) contribute to standard CPR and also demonstrated a more excellent survival from out-of-hospital SCAs even with AED-only approach without performing CPR ( 12 ). Contribution of an AED to CPR procedure within 1–2 minutes increases survival rate up to 60% ( 13 ).

The knowledge of CPR plays a vital role in the final outcome of acute emergency situations. Therefore, many studies have also previously investigated awareness and experiences of CPR in health care professionals ( 14 – 20 ). Thus, the knowledge and experiences of CPR were examined in 61 medical students with whom 9 (14.7%) had taken CPR course, and 52 (85.3%) students had not attended any CPR course. Awareness of basic life support was present in 66.6% students, but skills were found in 18% only. In another study, the knowledge and experience about CPR was found generally poor in medical and dental students, despite that all of them were mostly aware of the importance of CPR. Out of all the students interviewed, 45% believe that CPR training should be a mandatory graduation requirement.

From the results obtained of this questionnaire study, we found that nursing students had excellent knowledge about the importance and purpose of CPR. However, majority of them had an average score regarding accuracy of CPR and effectiveness of CPR. We have suggested that students should be encouraged to learn and to practice CPR procedural techniques beyond theoretical CPR training alone. The permanent training program in basic life support and advanced life support resulted in important increments in the level of knowledge and skill of nursing professionals ( 20 – 24 ).

A new mobile phone application of nearby rescue (ayaklı cankurtaran), which could be downloaded from www.nearbyrescue.com/org/net , will contribute to unskilled witnesses of SCAs. When the mobile application of nearby rescue is activated, first of all it calls 1-1-2 immediately in Turkey. At the same time, the application searches for nearest first aiders and an available AED. Then it sends a GPS (Global Positioning System) location of the victim to them within a few seconds for early CPR and defibrillation. Its contribution to the survival of out-of-hospital SCAs will be analyzed and declared in near future.

Study limitations

There are some limitations in our study. First, we have mostly regarded these empty statements under the estimation “do not know” when a statement is not indicated by participants. Second, we disregarded to analyze the score of these students with respect to scores of students attending nursing colleges because only six students declared that they are attending a nursing university. Finally, our conclusion might not represent nursing students from the whole city of Istanbul because our analysis was from a limited number of nursing colleges or university.

This questionnaire survey demonstrated that up-to-date CPR skills in nursing students were insufficient, which could be improved by well-designed certified training programs. At least, certified programs training basic skills of CPR should be a mandatory component in the all health-associated fields like medical, paramedical, and nursing colleges and faculties. From this study, we suggest that all members of our community and especially health care professionals should join CPR training programs.

Conflict of interest: None declared.

Peer-review: Externally peer-reviewed.

Authorship contributions: Concept – M.V.; Design – M.V., M.F.K.; Supervision – All authors; Fundings – M.V., M.F.K.; Data collection&/or processing – M.V., M.F.K., O.K., F.K., S.K., S.T.; Analysis and/or interpretation – M.V.; Literature search – M.V., M.F.K., H.B.İ.; Writing – M.V., H.B.İ.; Critical review – M.V., H.B.İ.; Other – M.V., M.F.K.

Healthcare BLS

Course content.

• Welcome to ProCPR
• The Five Fears of CPR Rescue
• Cardiac Chain of Survival
• How to Access EMS Through Technology
• Heart Attacks
• Universal Precautions in the Workplace
• Handwashing
• Adult Rescue Breathing
• Child Rescue Breathing
• Infant Rescue Breathing
• Opioid Overdose
• Agonal Respiration (Not Breathing Normally)
• Infant Landmarks
• Neonatal BLS
• Spinal Injury - Jaw Thrust
• Hands-Only CPR
• When CPR Doesn't Work (optional)
• Bag Valve Mask
• Adult CPR 2 Rescuer
• Child CPR 2 Rescuer
• Infant CPR 2 Rescuer

2-Person AED

Adult cpr team approach, conscious adult choking.

• Conscious Child Choking
• Conscious Infant Choking
• Unconscious Adult Choking
• Unconscious Child Choking
• Unconscious Infant Choking
• Arterial Bleeding
• Pool Safety
• Special Considerations for CPR, AED, & Choking

Need a certification?

Get certified in Healthcare BLS for just $59.95.

To view this video please enable JavaScript, and consider upgrading to a web browser that supports HTML5 video

So now let's talk about the team approach as it relates to CPR for a moment. Now in this case, there are three main takeaways that I would like you to get from this. And that is that it's important to have an established team leader when you have a team approach to any type of life support. That team leader is set up as a director of sorts; and they help orchestrate a very fluid and organized manner of rescue skills and attempts. Number two, that we use great communication skills, which include something called 'closed-loop communication.' Now an example of closed-loop communication would be that the team leader gives a directive to another rescue team member. That rescue team member repeats back that command that they heard and it's established that they understand it and that they're going to execute it. Thirdly, ideally taking notes and logging when we're beginning skills, when we're doing them, and that we understand them correctly. The team leader will also be watching for variations or for quality assurance. Which means if the team leader sees that CPR is not being done correctly, rescue breaths are not being done correctly, or any facet of the rescue at all, that team leader should then encourage through positive notions that the person needs to either increase something or decrease something and help them get back on track. Now lastly, you might notice we're in the back of an ambulance. This ambulance is an advanced cardiac life support ambulance. And we've used a few props to help you have more of a realism to this scenario. But don't be confused by that and we really don't even mean for you to be maybe distracted by it so much. This is about basic life support. So we want you to stay focused on that. With the inclusion of the automated external defibrillator. You may also and lastly notice that we're using a real human patient and therefore full CPR compressions will not be done for obvious reasons. I'm going to go ahead and grab a blood pressure here, sir. So you're going to feel a squeeze on your arm. Speaker 2: Cindy, make sure you're writing down the times and everything please with the vitals and everything. Speaker 3: Writing down the times. Speaker 1: How long have you been feeling this chest pain? Did it just come on this morning? Or what? Can you tell me? I mean has it been happening for a while? Sir? Can you hear me? Speaker 2: Just a minute here, let me check. Sir, sir? Are you okay? You alright? I'm not getting a response. He's not breathing. Speaker 1: No, I didn't get a blood pressure either and I don't have a radio pulse. Speaker 2: Eyes look clouded. Would you go ahead and bare his chest and start CPR, please? Cindy, could you go ahead and write the time down on CPR? Speaker 3: Write the time down. Speaker 1: CPR beginning at 12:51. Speaker 2: Okay. Cindy would you also go ahead and get the AED prepared and ready to use? Speaker 3: I'll get the AED ready. Speaker 2: The action ready to go. Speaker 1: fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty- two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty- nine, thirty. Speaker 2: Breaths. Breathe. Speaker 1: Good breath in. Chest rise. Speaker 2: Continue. Speaker 1: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty- one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty- eight, twenty-nine, thirty. Speaker 2: Breaths go in. breaths rise. Kay, clear. Speaker 3: Clear. Speaker 1: Clear. Speaker 3: Everyone clear. Speaker 1: Clear. Speaker 2: Back to it please. Speaker 1: Okay. First shock delivered at 12:52. Speaker 2: Okay, Cindy, you got that? Speaker 3: I got that. 12:52. Speaker 1: Six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty- two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty- nine, thirty. Speaker 2: Breaths going in. Speaker 1: Good chest rise and fall. Speaker 2: Second breath. Speaker 1: Good chest rise and fall. Speaker 2: Continue. Speaker 1: Three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty- four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine, thirty. Speaker 2: Okay. Breaths going in. Speaker 1: Good chest rise and fall. Good chest rise and fall. Speaker 2: Continue. Speaker 1: Four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty- two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty- nine, thirty. Speaker 2: Okay. Breath in. Speaker 1: One breath in. Good chest rise and fall. Speaker 2: We got about another minute right here. After the two minute mark, I'd like to go ahead and call for a switch so Cindy can take over please. Speaker 1: Switch after two minutes. Seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine, thirty. Speaker 2: Breaths go in. Speaker 1: Good chest rise and fall. Good chest rise and fall. Seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty- six, twenty-seven, twenty-eight, twenty-nine, thirty. Speaker 2: Breaths going in. Speaker 1: Good chest rise and fall. Good chest rise and fall. Four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty- four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine, thirty. Speaker 2: Let's all stand clear. Speaker 3: Clear. Speaker 1: Clear. Speaker 3: Everyone clear. Speaker 1: Clear. Speaker 2: Cindy go ahead and take over compressions. Would you go and get the I.V. established? Speaker 1: Yep. Speaker 3: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty- six, twenty-seven, twenty-eight, twenty-nine, thirty. Speaker 2: And the breaths. Speaker 3: Good chest rise and fall. Good chest rise and fall. Speaker 2: Continue. Speaker 3: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty- seven, twenty-eight, twenty-nine, thirty. Speaker 2: Breaths. Speaker 1: I.V. is established and patent. Speaker 3: Good chest rise. Good chest rise and fall. Speaker 2: Continue please. Speaker 3: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty six, twenty-seven, twenty-eight, twenty-nine, thirty. Speaker 2: Just going to start our first dose of epi please. Speaker 1: First dose of epi. What dosage? Speaker 2: Go ahead and do one milligram I.V. push. Speaker 1: One milligram. I.V. push. Speaker 1: We hope that this scenario helps. And we know that understanding a good team approach to CPR encourages great practices which leads to more lives saved.

Previous video

This lesson focuses on the team approach to CPR when three or more responders or healthcare professionals are involved.

There are three main takeaways from this section:

• It's important to establish who the team leader is in any team approach to life support. The team leader is the orchestrator for everyone else in the rescue process and directs all the action.
• It's important for all involved to communicate effectively, and to use what's known as closed-loop communication. Closed-loop communication refers to a command (from the team leader) that has been heard by the team member executing that command and repeated back. This establishes that each command is understood and about to be executed.
• It's also important to take notes and log times. This includes all facets of the rescue attempt – when chest compressions begin, when the first shock is executed, what drugs are being administered and when, etc.

The Role of Team Leader

The team leader is orchestrating the actions of the other team members – who is doing what and when – but also monitoring the others for quality assurance. If the team leader sees that something is being done incorrectly or could be improved upon, it's his or her job to point out the intended improvement or change in rescue care and encourage that team member through positive reinforcement.

A Typical Division of Duties in a Three-Team-Member Approach

Responder one:.

Begins performing the correct number of chest compressions based on the size of the patient and counting out loud.

Responder two:

Takes a position at the victim's head and readies the bag valve mask for use, performing two rescue breaths after a round of compressions have been completed and making sure that the chest rises and falls each time.

Responder three:

Takes notes of responder one and two's actions and times of each action. Responder three will also assist in some other aspect of care, if needed, including getting the AED ready. Responder three is also ready to jump in elsewhere when the switch occurs – when the compressor's two minutes are up and responder one switches places with responder two or three.

All three responders are communicating all vital information to the rest of the team while they work. The team leader will indicate when a switch is about to occur, who is taking over for whom, if an IV should be established, what drugs will go into the IV, as well as dosages, and other important information and directives.

A good team approach is vital in a rescue situation. It ensures that everyone is doing his or her job to the highest standards of care. In short, good practices and habits in a team approach leads to more saved lives.

A Word About Advanced Airways

If a patient has an advanced airway such as a supraglottic airway device or an endotracheal tube, CPR will be performed a little differently.

A supraglottic airway device, which allows for improved ventilation, is an advanced airway that does not enter and directly protect the trachea like an endotracheal tube. When using a supraglottic airway device, like a laryngeal mask airway, a minimum of two responders must be present.

Responder one provides one ventilation every six seconds, which is about 10 ventilations per minute. At the same time, responder two is performing compressions at the normal rate of between 100 and 120 compressions per minute. It's important to note that there is no pause between compressions or ventilations, and responders do not use the standard 30:2 compressions to ventilations ratio.

Advanced airway devices provide a continuous delivery of compressions and ventilations without any interruptions.

Recommended Products For You

Assigning CPR Team Roles and Responsibilities: Outlining Individual Roles to Create a High-Performance Team

In the realm of high-performance teams, the rhythmic choreography of assigning roles and responsibilities is akin to the precise coordination of life-saving chest compressions during CPR.

The success of any collaborative endeavor, whether it's a life-saving resuscitation effort or a complex team project, hinges upon the effective distribution of responsibilities among team members. 

Each member's unique skills and contributions must harmonize, much like the synchronized chest compressions performed in cardiopulmonary resuscitation (CPR), to achieve optimal outcomes.

This article delves into the crux of team dynamics and outlines pivotal strategies for assigning team responsibilities effectively. Just as every compression matters in resuscitation, every role and responsibility allocation counts in fostering a high-performing team that can navigate challenges and drives projects toward success.

Understanding Individual Strengths and Weaknesses

Significance of understanding:.

Just as the CPR compressor's skillful chest compressions breathe life into resuscitation efforts, understanding team members' individual strengths and weaknesses injects vitality into collaborative projects. 

Recognizing each team member's unique abilities, competencies, and limitations is a fundamental element of high-performance team dynamics. This understanding enables teams to harness the full spectrum of talents and optimize outcomes.

Influence on Assignment:

Much like how alternating compressors after every 5 cycles ensures effective CPR, assigning responsibilities based on individual capabilities is a strategic move. Tailoring tasks to align with team members' strengths fosters an environment where individuals excel in their roles. 

By outlining what each member brings to the table, assignment decisions can be made that utilize strengths and mitigate weaknesses, enhancing overall team efficiency and project success. 

This strategy parallels the resuscitation principle of alternating roles to maintain the quality of compressions, optimizing the collective effort.

Defining Team Goals and Objectives

Importance of clarifying goals:.

Just as a resuscitation team strives to start with chest compressions immediately to ensure high-quality CPR, the importance of clarifying team goals and objectives cannot be overstated. 

A high-performance team gains its strength from a shared understanding of the mission at hand. This unity is crucial for seamless collaboration, with each member working towards a common purpose with utmost clarity.

Guiding Assignment of Responsibilities:

Much like a resuscitation team alternating between providing rescue breaths and continuing CPR, clearly defined goals serve as a roadmap for assigning responsibilities. When team members understand the ultimate objective, they can strategically divide roles to achieve the best results. 

Just as one team member performs compressions while another prepares to administer rescue breaths, effective goal definition enables responsibilities to be allocated in alignment with individual strengths and contributions. 

This synergy between goals and responsibilities enhances the team's ability to work cohesively towards success.

Assessing Task Requirements 

Evaluating specific requirements:.

Just as a resuscitation team evaluates the specific needs of victims – giving one breath every 2-3 seconds to infants less than 1 year old – understanding the requirements and skills of each task is paramount. 

Effective assignment of responsibilities necessitates a thorough assessment of what each task demands, the skill sets required, and the expected outcomes. This ensures that team members are aligned with their strengths and can contribute effectively to the team's success.

Consequences of Incomplete Assignments:

Similar to assuming the role of Justin, incorrect task assignment based on incomplete information can have serious consequences. Just as an ill-fitting chest compression may disrupt the effectiveness of CPR, incorrectly assigned tasks can lead to inefficiencies, miscommunications, and reduced team performance. 

Assigning roles without considering the specific demands of each task can hinder the team's ability to work cohesively and achieve the desired results. Therefore, it is imperative to define roles and responsibilities with precision to ensure a well-coordinated effort.

Evaluating Team Members' Interests and Expertise

Considering interests and expertise:.

Much like assessing the right time to use a defibrillator (AED) based on specific circumstances, considering team members' interests and expertise is crucial when assigning responsibilities. 

Taking into account their skills, experiences, and passions helps form a high-performance team dynamic. This approach taps into the individual strengths of each team member, creating an environment where they can contribute optimally and feel engaged in their roles.

Enhancing Motivation and Productivity:

Just as performing CPR with the right technique optimizes blood flow, matching team members' interests and expertise to responsibilities enhances motivation and productivity. 

Assigning tasks that resonate with their skills and passions not only boosts their enthusiasm but also leads to better performance outcomes. When team members are aligned with tasks they excel at, they're more likely to go the extra mile, leading to improved collaboration, greater satisfaction, and ultimately, a high-performing team. 

Just as a well-timed AED can restore a heart's rhythm, aligning assignments with interests and expertise can revive team dynamics and elevate performance levels.

Promoting Open Communication and Collaboration for High-Performance

Impact of communication and collaboration:.

Just as open communication is vital during life-saving interventions, it plays a pivotal role in the effective assignment of responsibilities within a team. Open communication ensures that team members are aware of their roles, responsibilities, and the overall goals of the project. 

Collaboration allows for the sharing of insights, concerns, and ideas, which in turn aids in distributing tasks strategically. Like synchronized chest compressions in CPR, a well-coordinated team operates smoothly, with each member contributing based on their strengths and roles.

Tips for Fostering Communication and Collaboration:

Much like ensuring efficient communication during CPR, fostering better communication and collaboration within the team requires intentional effort. Regular team meetings, clear communication channels, and an environment that values diverse perspectives all contribute to open dialogue. 

Encouraging active listening, respecting differing viewpoints, and providing constructive feedback are key aspects of effective collaboration. Just as synchronized chest compressions are crucial for resuscitation, synchronized efforts in communication and collaboration lead to the efficient assignment of responsibilities, resulting in a higher likelihood of project success.

Rotating Team Roles and Responsibilities

Introduction to rotating responsibilities:.

Just as in a high-performance team working together during CPR, rotating responsibilities involves periodically changing team members' roles and responsibilities within a project or task. 

Similar to how different team members take turns performing chest compressions during resuscitation, rotating roles aims to distribute tasks evenly and capitalize on individual strengths.

Benefits of Role Rotation:

Rotating responsibilities offers several benefits, much like alternating roles during chest compressions. It allows team members to gain a broader understanding of different aspects of the project, fostering cross-functional expertise. 

This practice can prevent burnout and monotony by offering variety in tasks. Just as a high-quality CPR is achieved through synchronized chest compressions, effective role rotation enhances team dynamics, encouraging collaboration and ensuring that each member's unique skills are utilized optimally. 

By incorporating rotation, teams can maintain a dynamic and efficient workflow, leading to successful project outcomes.

Providing Support and Resources

Importance of support and resources:.

Just as effective CPR requires the right tools and resources, providing necessary support and resources to team members is crucial for successful task execution. When individuals have access to the right tools and guidance, they can confidently fulfill their responsibilities. 

Supportive team dynamics and a positive environment are as important as a compressor's synchronized rhythm during resuscitation. 

Enhancing Responsibility Fulfillment:

Much like how a compressor alternates every 5 cycles during CPR to avoid fatigue, team members can better manage their tasks with the right resources. Offering clear instructions and outlining what each member needs to succeed mirrors the organized approach to resuscitation. 

Adequate training and access to relevant information are akin to having an advanced airway setup. Just as switching positions helps maintain a steady rhythm, providing opportunities for role rotation and cross-training enhances versatility. 

Just as every element contributes to high-performance team dynamics in CPR, equipping team members with the resources they need leads to successful task completion and a cohesive, effective team.

Setting Clear Expectations and Deadlines

Importance of clarity:.

Just as a resuscitation team starts with chest compressions and immediately resumes high-quality CPR, setting clear expectations and deadlines is essential for seamless task execution. 

Clarity ensures that every team member knows their role and the urgency of their responsibilities. Just as providing rescue breaths continues CPR for 1 minute, conveying precise requirements and timeframes maintains momentum in task completion.

Effective Communication:

Much like telling your team to determine if a victim needs CPR while compressions are ongoing, transparent communication about expectations and deadlines is vital. Clearly outlining team roles and responsibilities is similar to preparing to provide compressions while another team member readies for rescue breaths. 

Offering comprehensive instructions and reinforcing expectations helps your team understand what's required, similar to the way you'd want them to perform compressions effectively. In both life-saving efforts and task assignments, clarity is key to achieving successful outcomes.

Monitoring Progress and Providing Feedback

Importance of monitoring:.

Just as performing compressions for the next cycle is critical in resuscitation, monitoring team members' progress is essential for task execution. Regularly tracking tasks helps ensure they stay on track, much like providing 1 breath every 2 or more cycles to maintain airflow. 

Monitoring progress not only maintains momentum but also identifies potential issues early, similar to how you'd assess an infant victim's pulse to ensure their well-being.

Role of Feedback:

Much like adjusting compression depth for a child or infant victim who is smaller in size, providing feedback is crucial in the assignment of responsibilities. Feedback ensures that team members are on the right track, helping them improve their performance. 

Just as ensuring rescue breaths for a child or infant victim with a pulse is necessary for their overall care, offering constructive feedback ensures continuous improvement and aligns responsibilities effectively.

 Just as every action counts in life-saving efforts, consistent monitoring and feedback enhance task execution.

Recap of Key Assigning CPR Team Roles:

The effective assignment of team responsibilities is as critical as placing your arms around the waist of an infant during CPR, ensuring each action is well-executed. Understanding individual strengths, defining goals, assessing requirements, and fostering communication play a vital role, similar to performing each step in sequence during a rescue scenario.

Just as correctly using an AED to restore blood flow is vital, assigning team responsibilities effectively can make or break project success. Every member's contribution counts, much like every action in resuscitation. 

Matching skills, promoting collaboration, providing support, and setting expectations are integral elements, similar to performing each task during a life-saving effort.

Much like saving a life requires timely and coordinated efforts, implement these strategies to assign team responsibilities effectively. Start by recognizing the value of each member's role, just as you would in a high-stakes situation. 

Embrace open communication, regularly monitor progress, and provide feedback, as these strategies will help your team thrive, akin to a successful resuscitation. Your commitment to mastering these techniques ensures not only project success but also the growth and development of your team.

Introducing Dive: The Perfect AI Companion for 2023

Dive is your ultimate AI assistant for supercharging your meetings. Dive seamlessly integrates with popular video conferencing platforms, revolutionizing your meeting experience. 

With automated task allocation, real-time transcription , and insightful analytics, Dive ensures your meetings are efficient, engaging, and result-driven. Elevate collaboration and productivity with Dive and make every meeting count.

How do you make a team a high-performing team?

To cultivate a high-performing team, first, focus on fostering a collaborative environment where every member feels valued and heard. Next, establish clear goals and expectations, and ensure access to necessary resources and training. 

Finally, encourage continual growth and development through opportunities for learning and skill enhancement, thus driving a culture of excellence and innovation.

What makes a high-performance team?

A high-performance team is characterized by a clear vision and well-defined goals, coupled with a cohesive and collaborative working style. Members display a high level of trust, open communication, and mutual respect, facilitating optimal synergy and productivity. 

Moreover, such a team is adaptable and responsive to change, with a persistent focus on achieving excellence and delivering high-quality results.

What is the role of the team leader in creating high-performance teams?

The role of a team leader in creating high-performance teams involves setting clear and achievable goals, and providing the guidance and resources necessary for the team to excel. 

They foster a positive and inclusive team culture, where each member's strengths are recognized and utilized effectively. Furthermore, they facilitate open communication and encourage feedback, promoting a collaborative approach to problem-solving and innovation.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse varius enim in eros elementum tristique. Duis cursus, mi quis viverra ornare, eros dolor interdum nulla, ut commodo diam libero vitae erat. Aenean faucibus nibh et justo cursus id rutrum lorem imperdiet. Nunc ut sem vitae risus tristique posuere.

Enjoyed this read?

Stay up to date with the latest remote work insights from our research lab

September 13, 2023

September 4, 2023

June 13, 2023

Related Articles

How to Write a Perfect Meeting Purpose Statement?

The Perfect Guide to Fast and Efficient Meetings

The Best Way to Start a Meeting

A Guide to Safety Committee Meetings

Dive into your best meetings today!

Free forever plan

No credit card required

Cancel anytime

80+ Sections

Built in Canada, India, Israel, Italy, Colombia, and USA.

C alibrated P eer R eview ®

Web-based writing and peer review, introduction.

Calibrated Peer Review (CPR) is a web-based, instructional tool that enables frequent writing assignments in any discipline, with any class size, even in large classes with limited instructional resources. In fact, CPR can reduce the time an instructor now spends reading and assessing student writing.

CPR offers instructors the choice of creating their own writing assignments or using the existing assignments in the rapidly-expanding central assignment library. Although CPR stems from a science-based model, it has the exciting feature that it is discipline independent and level independent. CPR has been adopted in undergraduate and graduate institutions, in professional medical and business schools, and even in secondary schools.

Calibrated Peer Review 6.4 is now available

Thursday, June 13, 2019

We are pleased to announce the release of CPR 6.4 with the following enhancements:

• Added the Download Assignment Settings tool to the Downloads section of the Tools page for all assignments, which creates a text file containing all of the assignment’s settings, including the scoring template, minimum and maximum word counts, points, timing, and miscellaneous options.
• Added the Download Calibration Answers tool to the Downloads section of the Tools page for all assignments, which creates a CSV file containing all the answers to the calibration questions submitted by the entire class.
• Modified the Download Explanations as Text File and Download Explanations as CSV File tools to included the answers to all review questions, not just those that require an explanation, and changed the names of these tools to Download Review Answers as Text File and Download Review Answers as CSV File .
• Removed the Download Submission Data tool from the Tools page for finished assignments, and replaced it with the Download Progress button on the Student Progress page, which creates a CSV file with the same information shown on the Detailed Student Progress page, but for the entire class.

Calibrated Peer Review 6.3 is now available

Tuesday, January 29, 2019

We are pleased to announce the release of CPR 6.3 with miscellaneous bug fixes.

Calibrated Peer Review 6.2 is now available

Monday, April 24, 2017

We are pleased to announce the release of CPR 6.2 with the following enhancements:

• Added the Download Problem List Analysis tool to the Assignment Tools page.

Calibrated Peer Review 6.1 is now available

Wednesday, June 22, 2016

We are pleased to announce the release of CPR 6.1 with the following enhancements:

• Removed the Add Instructor button from the Manage Students page, which is now used only to display and manage the students in a CPR course.
• Added the Manage Instructors tool, used to display and manage the instructors associated with a CPR course. Administrators can use this tool to add instructors to a course and also to drop them. Instructors can add additional instructors to one of their courses, but cannot drop them.
• Assignments displayed in the Not Started, In Progress, and Finished sections of the Manage Assignments page are now listed in order of assignment start time rather than by assignment ID.
• Improved the formatting of the output generated by the Download Explanations as CSV File tool.
• Added the Download Peer Review Analysis tool to the Assignment Tools page. This tool downloads a comma-separated values file that contains each student’s overall score and text rating, each reviewer’s RCI, answers, and explanations, and each student’s self-assessment answers.
• Fixed a problem that could cause a student’s text entry or explanation for a review answer to display incorrectly if it contained an ampersand character.

CPR Central Assignment Library now has WYSIWYG editing

Wednesday, April 6, 2016

We have added the WYSIWYG (what you see is what you get) editor control that’s been available to instructors and students since the introduction of CPR6 to the CPR Central Assignemnt Library. So, authors will no longer have to type HTML formatting code to add bold and italic text, include superscripts and subscripts, and insert special characters when writing their assignments.

Calibrated Peer Review 6 is now available

Wednesday, August 5, 2015

We are pleased to announce that Calibrated Peer Review 6 (CPR6) has now been released. CPR6 has been extensively tested with hundreds of students in multiple classes. It includes all of the features available in CPR5 as well as new features for students, instructors, researchers, and administrators.

Students appreciate the informative progress table that tracks their progress through an assignment and they rave about the new WYSIWYG editor that allows them to format their text submissions like they do in a word processor, without having to type special formatting code.

New administrator course management tools allow institutions to specify student CPR usernames or continue to use the program’s unique assignment.

Additional instructor downloads assist student record keeping and assessment of student work. The availability of hundreds of pre-written assignments in the CPR central library make implementation of writing with CPR accessible across the disciplines.

New tools facilitate researchers in their analysis and evaluation of student writing, calibrating, and reviewing skills.

These improvements to the software and others, which we describe briefly on the What’s new page, make Calibrated Peer Review the program of choice for instructors who believe in writing as a tool for learning and researchers who are involved in writing-to-learn studies. For a complete price list, license details, and ordering instructions, see Purchase .

General information

• System requirements
• Comments from users

Assignment library

• Search library
• Sample assignment

Documentation

• Publications

Copyright © 1997–2022 The Regents of the University of California. All rights reserved.

Calibrated Peer Review and CPR are registered trademarks of The Regents of the University of California.

Terms of use | Privacy statement

By signing up, you agree to our privacy policy .

Sign Up for our FREE Newsletter!

Lesson plans.

• Lesson Templates
• Certificates
• Find Grants
• Fundraising

Search for Resources

You are here

Copyright © 2001 - 2024 TeacherPlanet.com ®. All rights reserved. Privacy Statement and Disclaimer Notice

Sign up for our free weekly newsletter and receive

top education news, lesson ideas, teaching tips, and more!

No thanks, I don't need to stay current on what works in education!

• Course List

No products in the cart.

Role Assignment And Coordination In A Team-Based CPR Scenario

In a team-based CPR scenario, role assignment and coordination play a crucial role in ensuring effective and efficient resuscitation efforts. The successful outcome of such a scenario depends on the ability of team members to work together seamlessly, with each individual fulfilling their assigned roles and coordinating their actions.

One of the most critical aspects of role assignment in a team-based CPR scenario is the designation of a team leader. The team leader is responsible for overseeing the entire resuscitation process, making decisions, and coordinating the efforts of all team members. This individual should possess strong leadership skills, be knowledgeable about CPR protocols, and be able to remain calm under pressure.

The next important role in a team-based CPR scenario is that of the primary rescuer. This individual is responsible for initiating chest compressions and providing basic life support until additional help arrives or other team members take over. The primary rescuer should have received proper training in CPR techniques and be able to perform high-quality chest compressions consistently.

Another crucial role in this scenario is that of the airway manager. This person ensures that the victim’s airway remains open throughout the resuscitation process. They may need to perform tasks such as clearing obstructions from the airway or inserting an advanced airway device if necessary. The airway manager should have expertise in airway management techniques and be able to quickly assess and address any issues related to breathing difficulties.

Additionally, there may be individuals assigned to tasks such as obtaining necessary equipment or medications, documenting vital signs or interventions performed during resuscitation efforts, or providing emotional support to family members present at the scene. Each member’s specific roles will depend on their training level and expertise.

Once roles are assigned within a team-based CPR scenario, coordination becomes paramount. Effective communication among team members is essential for smooth coordination during resuscitation efforts. Clear communication helps ensure that everyone understands their roles, knows what actions to take, and can anticipate the needs of others.

Team members should use concise and direct language when communicating important information. They should also actively listen to one another, acknowledging and responding appropriately to any requests or updates. This open line of communication allows for quick adjustments in response to changing circumstances or new information.

Coordination also involves understanding the flow of tasks during a CPR scenario. Team members must be aware of the sequence in which interventions are performed and how they interact with each other’s actions. For example, chest compressions need to be paused briefly for ventilation, but this pause should be as short as possible to maintain blood flow.

Furthermore, coordination extends beyond individual team members; it includes coordination with emergency medical services (EMS) personnel who may arrive on the scene. Effective handover communication between the team and EMS is crucial for seamless continuation of care. The team leader should provide a concise summary of events, interventions performed, and any changes in the victim’s condition.

In conclusion, role assignment and coordination are vital components of a team-based CPR scenario. Assigning specific roles ensures that each team member knows their responsibilities and can focus on performing their tasks effectively. Coordination through clear communication and understanding of task flow allows for seamless teamwork during resuscitation efforts. By working together harmoniously, teams can maximize their chances of achieving successful outcomes in CPR scenarios.