❤️
Heart to Heart CTC
BLS Instructor Guide
2025 Edition
Heart to Heart Career Training Center
BLS Instructor Course Guide
2025 AHA Guidelines Edition · Aligned with Tri-Hospital EMS Training Center
2025 Deadline Alert
2025 AHA materials are required to be in use as of March 1, 2026.
Two-Year Term
Instructor cards are valid for 2 years from the monitored teaching date. No grace period.
4 Courses Minimum
Teach at least 4 courses per 2-year term to maintain active status.
Provider Card Required
Must hold a current AHA BLS Healthcare Provider card throughout your term.
About This Guide
This interactive guide is your digital reference for everything you need as an AHA BLS Instructor affiliated with Heart to Heart Career Training Center. Use the navigation on the left to jump to any section — 2025 technique changes, course delivery tips, legal considerations, fees, and more.
🏢 Training Site
Heart to Heart Career Training Center
241 Mcaws Cir, Suite 101A
Williamsburg, VA 23185
Org ID: TS72733
241 Mcaws Cir, Suite 101A
Williamsburg, VA 23185
Org ID: TS72733
🏥 Primary Training Center
Tri-Hospital EMS Training Center
3031 Commerce Dr. Suite B
Fort Gratiot, MI 48059
Org ID: MI05610
3031 Commerce Dr. Suite B
Fort Gratiot, MI 48059
Org ID: MI05610
Getting Started
Prerequisites & Criteria
Requirements to become and remain a certified AHA BLS Instructor
To Become a BLS Instructor
- Hold a current AHA BLS Healthcare Provider card
- Complete the AHA Instructor Essentials Course (online)
- Complete the 2025 AHA BLS Instructor Update Course at elearning.heart.org
- Align with an AHA Training Center (Heart to Heart CTC — Org ID: TS72733)
- Successfully complete the BLS Instructor Course offered through Heart to Heart CTC
- Be monitored teaching a BLS Provider Course within 6 months of course completion
- Recommended minimum age: 18
To Become a Heartsaver Instructor
- Hold current status in the required combination of Heartsaver courses
- Complete the AHA Instructor Essentials Course
- Complete the Heartsaver Instructor Course
- Be monitored within 6 months of course completion
Instructor Renewal Requirements
No Grace Period
Instructor status has a strict 2-year term with no grace period. If your card expires, you must attend a full Instructor Course again and be re-monitored — there is no shortcut renewal for expired instructors.
- Maintain a current Provider card at all times
- Teach a minimum of 4 courses within the 2-year term (monitored class does not count)
- Complete any AHA guideline updates (including the 2025 update)
- Provide documentation of monitored teaching within the preceding 2 years
Exit Criteria — Instructor Course
To successfully complete the BLS Instructor Course, candidates must:
- Facilitate a PWW (Practice While Watching) session using the 2025 video
- Correctly evaluate another candidate using the 2025 skills testing checklist
- Successfully remediate another instructor candidate
- Pass the BLS Provider Written Exam (Healthcare Provider level)
Course Structure
Course Agenda
Full-day BLS Instructor Course — 2025 Guidelines Edition
MORNING SESSION
Start
Registration / Welcome / Introductions
Sign in, distribute binders, introductions
Early AM
2025 BLS Provider Written Exam
Healthcare Provider level — collect exam after completion
Course Overview: Purpose and Expectations
Review objectives, competencies, and exit criteria
2025 AHA GUIDELINES UPDATE
What's New in CPR/BLS Video
AHA 2025 BLS Instructor Course Video — watch and discuss
Key 2025 Changes Review
Unified Chain of Survival · Choking 5+5 · Infant CPR changes · Opioid/Naloxone algorithm · CPR Readiness (age 12+) · Ethics chapter
Effective vs. Poor Instructor Behavior (Video)
AHA-provided video followed by group discussion
SKILLS PRACTICE
Practice While Watching (PWW) — 2025 Format
Instructor-led PWW using 2025 AHA videos
Heartsaver Skills Testing
Adult, Child, Infant CPR/AED · First Aid (if applicable)
Healthcare Provider Skills Testing
BLS Adult · BLS Infant (updated 2025 techniques)
Barrier Devices & Skills Stations
Mouth to Mask / BVM · 1 & 2-Rescuer CPR · Choking (new 5+5) · AED · Naloxone overview
Psychomotor Skills Check / Remediation / Test / Role-Play
AFTERNOON SESSION
Lunch
Lunch (Optional)
Medical/Legal Considerations · Job Description
Good Samaritan · DNR/POLST · Ethics chapter · Instructor responsibilities
Comparison of Heartsaver Courses / AHA Course Matrix
Self-Directed & Blended Learning (HeartCode®)
Training delivery formats · HeartCode BLS overview · eLearning-only options
Team Dynamics / PWW Demonstration
Instructor Candidate Presentations
Each candidate teaches a 5-min segment — evaluated on Student Demo Lecture form
Instructor Monitor Tool Review (AHA)
Complete Instructor Course Exams & Paperwork
Completion form · Alignment form · Instructor Agreement
Close
Renewing Instructors: Written Exam · Certificate · Cards · Dismiss
2025 AHA Updates
What's New in 2025
Seven key changes instructors must know and teach
| Topic | 2020 Guidelines | 2025 Guidelines |
|---|---|---|
| Chain of Survival | Separate chains for adult, pediatric, in-hospital, and out-of-hospital settings | One unified six-link Chain of Survival for all populations and settings NEW |
| Adult & Child Choking | Primary action: abdominal thrusts; back blows not emphasized for adults | 5 back blows + 5 abdominal thrusts, alternating until relief or unresponsive NEW |
| Infant Choking | 5 back blows + 5 chest thrusts using 2 fingers | 5 back blows + 5 chest thrusts; chest thrusts now use heel of one hand NEW |
| Infant CPR Compressions | Single rescuer: 2-finger technique. Two rescuers: 2-thumb encircling | 2-finger technique removed. Use heel of one hand OR 2-thumb encircling (both rescuer scenarios) NEW |
| Opioid / Naloxone | Optional for trained rescuers; limited algorithm guidance | New opioid emergency algorithm — when and how lay rescuers give naloxone is now a BLS algorithm step NEW |
| CPR Readiness & Children 12+ | Encouraged but not strongly emphasized; no specific teen guidance | Major national emphasis on CPR readiness. Children 12+ can be trained in adult CPR and defibrillation protocols NEW |
| Ethics in Resuscitation | Not a formal chapter | New comprehensive Ethics chapter — beneficence, non-maleficence, autonomy, justice NEW |
Teaching Tip
When reviewing the 2020 vs. 2025 comparison with students, emphasize the infant CPR compression change
and the choking 5+5 protocol
— these are the two most likely to require hands-on retraining for students who already hold provider cards.
2025 Techniques
Key Skills & Techniques
Updated psychomotor skills for 2025 — know these before you teach
Adult CPR (BLS & Heartsaver)
1
Scene Safety & Responsiveness
Tap shoulders, shout "Are you okay?" Check for no breathing or only gasping.
2
Activate EMS & Get AED
Call 911 (or direct someone). Send another person to retrieve AED if available.
3
Compressions: Rate, Depth, Recoil
100–120/min · 2–2.4 inches depth · Full chest recoil between compressions · Minimize interruptions
4
Ventilations
30:2 ratio (1-rescuer) · Each breath over 1 second · Visible chest rise · Avoid over-ventilation
5
AED — Attach & Follow Prompts
Power on, apply pads, analyze, clear and shock if advised, immediately resume CPR.
Infant CPR — 2025 Updated
Critical 2025 Change
The 2-finger technique has been removed. All infant compressions now use either heel of one hand(single rescuer) or 2-thumb encircling hands(2-rescuer). Students with old cards must be retrained on this specific change.
1
Compression Technique
Place infant on firm, flat surface. Single rescuer: heel of one hand on center of chest. Two rescuers: 2-thumb encircling technique.
2025 Change
2
Depth & Rate
1.5 inches depth · 100–120/min · Full recoil between compressions
3
Ventilations
30:2 (1 rescuer) or 15:2 (2 rescuers) · Cover infant's mouth AND nose · Gentle puff only
Adult/Child Choking — 2025 Updated
1
5 Back Blows
Lean victim forward. Deliver 5 firm back blows between the shoulder blades with the heel of your hand.
2025 Change — Now required for adults
2
5 Abdominal Thrusts
Stand behind victim, deliver 5 upward abdominal thrusts.
3
Alternate 5+5 Until Relieved
Continue alternating 5 back blows / 5 abdominal thrusts until object dislodged or victim becomes unresponsive. If unresponsive → begin CPR.
Critical Action
Opioid / Naloxone Algorithm New 2025
New BLS Algorithm Step
For a suspected opioid overdose victim who is unresponsive and not breathing normally: administer naloxone (Narcan) per the 2025 opioid emergency algorithm AND call 911. Narcan trainer devices are now required equipment for BLS courses.
2025 AHA Update
Unified Chain of Survival
One six-link chain for all populations and all settings — replacing the previous separate chains
2025 Change
The 2025 AHA guidelines unified all previous separate Chains of Survival (adult, pediatric, in-hospital, out-of-hospital) into a single six-link chain applicable to every emergency cardiac event.
Link 1
👀
Surveillance & Prevention
Identifying at-risk individuals, community screening, managing cardiovascular risk factors.
Link 2
📞
Recognition & Activation
Early recognition of cardiac arrest, immediate activation of EMS (911), CPR readiness.
Link 3
🫀
High-Quality CPR
Immediate bystander CPR — correct rate, depth, recoil, minimal interruptions.
Link 4
⚡
Defibrillation
Rapid defibrillation using AED or manual defibrillator. First shock within 3–5 minutes.
Link 5
🚑
Advanced Resuscitation
ACLS/PALS by EMS or in-hospital team — advanced airway, IV access, medications.
Link 6
🏥
Recovery
Post-cardiac arrest care, rehabilitation, psychological support, and secondary prevention.
Teaching This to Students
Emphasize that the unified chain means the same framework applies whether you're in a hospital or at a grocery store. The key instructor talking point is Link 3 (High-Quality CPR) — this is where your students make the difference. Every second of high-quality CPR before EMS arrives improves survival odds significantly.
Your Role
Instructor Role & Duties
AHA's job description for BLS Instructors — 2025 edition
Position Overview
The BLS Instructor is the core component of the Training Center. You are a member of Heart to Heart CTC's internal faculty and provide the majority of teaching and interaction with participants in BLS and Heartsaver Provider and Instructor Courses.
Method of Appointment
- Successfully complete the BLS Instructor Course (Essentials + 2025 Update)
- Within 6 months of completion, be monitored during a BLS class by a Training Faculty (TF), Regional Faculty, or the TC Coordinator
- After successful monitoring, submit the completed Monitor Form, Course Completion Notice, Essentials Certificate, 2025 Update certificate, and Skills Checklist to the Primary TC
- Instructor card is issued by Tri-Hospital EMS (Primary TC) dated from the monitoring date
Ongoing Responsibilities
- Teach Provider courses using AHA-approved 2025 materials and current guidelines
- Demonstrate all 2025 BLS skills accurately — updated infant CPR, new choking protocol, opioid/naloxone algorithm
- Assist the Course Director or Lead Instructor as needed during courses
- Maintain records of all rosters, skills checklists, and course evaluations for 3 years
- Submit rosters and documentation to Heart to Heart CTC in a timely manner
- Ensure all training uses AHA-required equipment and 2025 course materials
- Maintain proper sanitary conditions on all supplies and equipment
- Conduct yourself professionally — uphold the integrity of Heart to Heart CTC and the AHA
- Dress professionally — solid colored scrubs preferred; wear your name badge identifying yourself as an instructor
2025 Update Requirement
All instructors must complete the 2025 AHA BLS Instructor Update Course. Deadline: February 28, 2026. Visit elearning.heart.org
to complete the required update.
Legal Reference
Medical & Legal Considerations
What every BLS instructor needs to know — and teach
Key Point
No lay rescuer has ever been successfully sued for performing CPR in good faith. Proper training is the best legal and moral protection — and that's exactly what you provide.
🛡️ Good Samaritan Laws
Protect lay rescuers who provide emergency care in good faith and without compensation. Coverage varies by state — Virginia's law broadly protects trained rescuers. Teach students they are legally protected when acting reasonably and in good faith.
🤝 Consent
Expressed consent:
Conscious victim agrees to care.
Implied consent: Unconscious victim — consent is implied because a reasonable person would want help. You may proceed with CPR.
Implied consent: Unconscious victim — consent is implied because a reasonable person would want help. You may proceed with CPR.
⚡ AED Liability
Most states have specific AED Good Samaritan protections. AED users who act in good faith are broadly protected. Encourage students to use AEDs without hesitation.
📋 DNR Orders
A DNR (Do Not Resuscitate) is a physician order directing rescuers NOT to perform CPR. If a valid DNR is presented, do not initiate CPR. When in doubt and no documentation is available, begin CPR.
📄 POLST Orders
POLST (Physician Orders for Life-Sustaining Treatment) is a broader medical order covering CPR, mechanical ventilation, feeding tubes, and hospitalization preferences. Must be honored by EMS. In Virginia may be called MOST (Medical Orders for Scope of Treatment).
⚕️ Duty to Act
Lay rescuers generally have no legal duty to act. However, once you BEGIN CPR, you must continue until: victim recovers, EMS takes over, you are physically unable to continue, or a valid DNR/POLST is presented.
2025 AHA Ethics Chapter — Four Principles
The 2025 AHA guidelines added a new comprehensive ethics chapter. As an instructor, you should understand and be able to explain these four principles:
Beneficence
Act in the patient's best interest. Performing CPR on a cardiac arrest victim is a beneficent act.
Non-maleficence
"Do no harm." Proper CPR technique (correct depth, rate, avoiding unnecessary interruptions) minimizes harm.
Autonomy
Respect the patient's right to make their own decisions. A valid DNR or POLST reflects the patient's autonomous choice.
Justice
Fair treatment for all. CPR training should be accessible to everyone — regardless of background — which is why CPR Readiness (age 12+) is emphasized in 2025.
Quality Assurance
Monitoring & Evaluation
AHA instructor monitoring process and evaluation forms
AHA Instructor Monitor Tool (Feb 2025)
Used by Training Faculty (TF) to observe and assess instructor competencies. Monitoring is required for initial appointment and every 2-year renewal.
TF Observer Role
The TF observer is there to observe only. Debriefing or correcting the instructor during the course should be avoided. If critical components are not completed, contact the TC Coordinator or Course Director outside the classroom immediately.
Section 2 — Competencies Observed
| # | Competency | Category |
|---|---|---|
| 2.1 | Delivers all core content consistent with AHA guidelines, Instructor Manual, Lesson Plans, and agenda | Course Delivery |
| 2.2 | Uses videos, checklists, equipment, and other tools as directed in Instructor Manual | Course Delivery |
| 2.3 | Allows adequate time for content delivery, skills practice, and debriefing | Course Delivery |
| 2.4 | Promotes retention by reinforcing key points | Course Delivery |
| 2.5 | Delivers course in a safe and nonthreatening manner | Course Delivery |
| 2.6 | Relates course material to audience (prehospital or in-facility) | Course Delivery |
| 2.9 | Accommodates students who have disabilities and other special needs | Course Delivery |
| 2.10 | Provides timely and appropriate feedback to students | Course Delivery |
| 2.12 | Facilitates debriefings after scenarios | Course Delivery |
| 2.13 | Tests students using AHA course materials per Instructor Manual | Testing |
| 2.15 | Provides remediation — directs to reference material and provides practice | Testing |
| 2.17 | Demonstrates professional behavior — enthusiasm, honesty, integrity, commitment, compassion, respect | Professionalism |
| 2.18 | Follows HIPAA, FERPA, and/or local guidelines for confidentiality | Professionalism |
| 2.19 | Recognizes and appropriately responds to ethical issues in training | Professionalism |
Student Demonstration Lecture Evaluation
Used by faculty to evaluate instructor candidates during their 5-minute teaching demonstration. Rated: Excellent / Satisfactory / Needs Improvement.
📖 Introduction
Established need to know · Defined objective · Outlined main points
🧠 Knowledge
Subject knowledge · Correct terminology, language, and vocabulary
🎓 Teaching Qualities
Personality · Appearance/voice · Preparedness · Logical sequence · Effective use of time
🎤 Delivery
Composure · Eye contact · Gestures · Enthusiasm
🖥️ Teaching Aids
Effective use of optional teaching aids (video, mannequins, handouts)
✅ Conclusion
Main points recapped · Objective accomplished · Correct AHA content per 2025 guidelines
Administration
Rosters & Processing
How to submit course documentation after every class you teach
Roster Submission Order
Scan and send all documents in this exact order to: [email protected]
1
Completed Roster — Page 1 and Page 2
All student names, dates, and signatures must be complete.
2
Score Sheets or Part One Certificates
BLS exams: score sheets. Blended (HeartCode) courses: Part One completion certificates.
3
Skills Sheets
BLS: adult and infant skills sheets. Heartsaver: adult, child, and infant skills sheets.
4
Disclaimer Sign-In Sheet
Save the $10 Fee
Rosters physically brought to the site incur a $10 processing fee. Send your roster as a PDF via email to [email protected]
to avoid this charge.
Billing & eCard Timeline
- Provide your name, email, phone, and physical address for billing
- Rosters must be paid before eCards are issued
- AHA provides a 20-day processing window; Heart to Heart CTC aims to process the week your roster is received
- Maintain copies of all rosters, skills checklists, and course evaluations for 3 years
Administration
Fees & Pay Scale
Effective January 2026 · All instructors affiliated with Heart to Heart CTC
Affiliation Fee
All CPR instructors are required to pay a $75 affiliation fee
to work from Heart to Heart CTC and have rosters and cards processed.
Instructor Pay Scale
Heartsaver CPR with First Aid
$115 / class
Heartsaver CPR, BLS, or First Aid only
$75 / class
Skills check only (BLS, Heartsaver, or First Aid)
$10 / student
Heart to Heart CTC staff (career training instructors)
Current hourly rate
Roster Processing Fees
Roster processing — single instructor, up to 6 students
$15 / roster
Roster over 6 students (assisting instructor required)
$15 + assisting instructor on roster
BLS eCards
$9 each
Heartsaver eCards
$25 each
K-12 eCards
$9 each
Roster physically brought to site
$10 extra
Suggested Course Fees — For Your Students
BLS Provider (Healthcare)
$90
Heartsaver CPR/AED
$65
Heartsaver First Aid CPR/AED
$85
K-12 CPR/AED
$40
AHA requires a course book for all full onsite classes. You may purchase and sell to students or have them purchase their own. For equipment and supplies, visit www.WorldPoint.com.
Course Preparation
Required Equipment
Per 2025 AHA requirements — all equipment must be present before class begins
New 2025 Requirement
Narcan/Naloxone injector trainers
are now required equipment for BLS and Heartsaver First Aid courses per the 2025 opioid emergency algorithm guidelines.
Manikins
Adult manikin(s) and infant manikin(s) — one per student or per skills station. Must be in good working condition.
AED Trainers
Training AEDs (not real AEDs). One per station or shared per class configuration.
Ambu Bags / BVM
Bag-valve-mask devices for adult, child, and infant ventilation practice.
Manikin Lungs
Replacement lungs/airways for manikins — change between students per AHA sanitary standards.
Pocket Masks & Gloves
One pocket mask per student recommended. Nitrile gloves available for all participants.
Disinfectants
AHA-approved disinfectant solution for manikin cleaning between students. Document cleaning procedure.
Bandages (Heartsaver FA)
Required for Heartsaver First Aid courses — bandaging and wound care skills.
Epi-Pen Trainers (HSFA)
Training epinephrine auto-injectors required for Heartsaver First Aid courses.
Narcan Trainer 2025 New
Naloxone injector trainer devices required for BLS and HSFA per 2025 opioid algorithm guidelines.
Purchase supplies at: www.WorldPoint.com
Organizational Info
Alignment & Contact
Training center structure and how to reach us
Heart to Heart Career Training Center
Training Site — AHA Org ID: TS72733
Address
241 Mcaws Cir, Suite 101A
Williamsburg, VA 23185
Williamsburg, VA 23185
Phone
757-229-0919
Email
Website
Tri-Hospital EMS Training Center
Primary AHA Training Center — Org ID: MI05610
Address
3031 Commerce Dr. Suite B
Fort Gratiot, MI 48059
Fort Gratiot, MI 48059
Phone
810-985-9876
How the Alignment Works
Heart to Heart CTC operates as a secondary Training Site aligned with Tri-Hospital EMS Training Center as its Primary Training Center. This means:
- Heart to Heart CTC teaches BLS and Heartsaver Instructor Courses to all qualified candidates
- Instructor cards are issued only to candidates aligning with Tri-Hospital EMS(Org ID: MI05610)
- After course completion, candidates submit the Alignment Request Form to formally align with Tri-Hospital EMS
- The Primary TC (Tri-Hospital EMS) issues the instructor card, dated from the monitored teaching date
- The Instructor card coordinator name on your card will reflect Tri-Hospital EMS
AHA Atlas & Resources
Access 2025 skills checklists, lesson plans, and course resources through AHA Atlas (instructor login required): atlas.heart.org. Complete instructor update courses at elearning.heart.org.
Exam Preparation
BLS Instructor Essentials Exam
AHA Instructor Essentials Exam — March 2021 · 25 Questions · Versions A and B
About the Exam
The BLS Instructor Essentials Exam is a 25-question multiple-choice exam given during the Instructor Course. Two versions exist (A and B) — the questions are identical but in a different order. A passing score is required to receive the Instructor completion certificate. Students record answers on the separate Student Answer Sheet.
5 Core Topic Areas Tested
Skills
CPR rates, depths, ratios, and correct techniques for adult, child, and infant. The exam tests whether you know the exact numbers you'll be evaluating students on.
Course Delivery
How to set up the classroom, when to complete rosters, how to conduct PWW, debriefing techniques, and how to handle non-AHA materials.
Testing & Remediation
When to issue or withhold completion cards, how to use skills testing checklists, what to do when a student fails after remediation.
Professionalism
Appropriate vs. inappropriate instructor behaviors, classroom preparation standards, conducting yourself as a representative of Heart to Heart CTC and the AHA.
Program Administration
AHA Instructor Network, Program Administration Manual, instructor renewal requirements, minimum course credits, and course material resources.
Key Facts to Memorize
| Topic | The Answer |
|---|---|
| AHA Instruction Cycle (5 steps) | Prepare → Teach → Test & Remediate → Close → Keep Current |
| 5 Core Instructor Competencies | Skills, Course Delivery, Testing, Professionalism, Program Administration |
| Prerequisite to becoming an AHA Instructor | Be aligned with a Training Center |
| Minimum courses to maintain status (2-year term) | 4 credits — e.g., 2 BLS Provider + 1 HeartCode BLS + 1 Heartsaver |
| Manikin ratio for BLS Provider Course | 3 students : 1 manikin; no more than 2 manikins per instructor |
| When to complete the course roster | As students arrive for the course |
| Primary purpose of lesson plans | To ensure the course is taught the way it was designed |
| Why use skills testing checklist? | Objective method for evaluating skills performance |
| Where to find the Program Administration Manual | AHA Instructor Network |
| AHA logo / trademark questions | Program Administration Manual → Legal Aspects → Trademarks |
| Equipment check = which Instruction Cycle step? | Prepare |
| Structured debriefing — during which lesson? | High-Performance Teams Activity |
| Effective debriefing characteristic | Student discussion(not instructor-focused) |
| Ideal debriefing outcome for students | Analyze and evaluate what happened |
| Student struggling with team roles — best response | "There seems to be confusion... would you like to review the team dynamics diagram and try again?" |
| Student giving shallow compressions — what to do | Explain correct depth and provide positive AND corrective feedback |
| Infant CPR compression rate | 100–120 / min |
| Child CPR compression depth | At least 1/3 chest depth ≈ 2 inches (5 cm) |
| 2-rescuer adult CPR compression ratio | 30:2 |
| CPR Coach primary focus | Ensure high-quality BLS and minimize pauses in compressions |
| Non-AHA materials in a course | Present at end of course; identify as NOT from AHA; provide source |
| Student fails skills test after remediation — what to do | Do NOT issue card; inform student they need additional practice |
| HeartCode BLS hands-on session — what to do after collecting online certificates | Follow the blended-learning lesson plans for skills practice and testing |
| Waiting for students to set up the classroom | Inappropriate / unprofessional — instructor must set up before students arrive |
| AHA Instructor Network | Online resource for ECC programs and science info(not a meeting or forum) |
Study Tip
Both Exam A and Exam B contain the exact same 25 questions — just in a different order. Mastering all 25 questions and their reasoning means you're fully prepared for either version. Use the Exam A and Exam B tabs in this guide to review every question with its correct answer and explanation.
Exam Preparation
Exam A — All 25 Questions
Complete questions, correct answers, and AHA explanations
Exam A Answer Key (quick reference):
1-D · 2-C · 3-A · 4-D · 5-B · 6-A · 7-B · 8-D · 9-A · 10-B · 11-B · 12-A · 13-B · 14-A · 15-C · 16-B · 17-A · 18-D · 19-A · 20-C · 21-C · 22-B · 23-B · 24-C · 25-A
1
What is a prerequisite to becoming an AHA Instructor?
A. Work in a healthcare setting | B. Be a healthcare provider for at least 5 years | C. Be a current provider in all AHA disciplines | D. ✓ Be aligned with a Training Center
All AHA Instructors must register with the AHA and align with a Training Center. Alignment must be approved before Instructor Network access is granted.
2
Which resource provides access to the Program Administration Manual?
A. elearning.heart.org | B. BLS Instructor Package | C. ✓ The AHA Instructor Network
| D. The BLS Instructor Manual
Instructors use the AHA Instructor Network for the most current version of the Program Administration Manual.
3
You want to add the AHA logo to a flyer. Which resource tells you if this is allowed?
A. ✓ The Program Administration Manual
| B. BLS Instructor Manual | C. AHA Instructor Community | D. ECC Beat newsletter
AHA logo and trademark information is in the Program Administration Manual → Legal Aspects → Trademarks.
4
Which action when setting up an unfamiliar classroom is inappropriate or unprofessional?
A. Arranging manikins for student spacing | B. Checking AV equipment | C. Clearing clutter | D. ✓ Waiting for students to arrive to assist with setup
Instructor must set up the room in plenty of time BEFORE students arrive. Never delegate setup to students.
5
As an AHA Instructor, when do you complete a course roster?
A. Before students arrive | B. ✓ As students arrive for the course
| C. One week after | D. One week before
The roster is completed by students as they arrive for class.
6
What are the AHA core competencies for instructor candidates?
A. ✓ Skills, course delivery, testing, professionalism, and program administration
| B. Course delivery, professionalism, measurement evaluation, testing, skills | C. Skills, program administration, curriculum design, professionalism, marketing | D. Testing, course delivery, marketing, distribution, program administration
Memorize the exact 5: Skills · Course Delivery · Testing · Professionalism · Program Administration
7
Checking equipment before class = which step of the AHA Instruction Cycle?
A. Keep current | B. ✓ Prepare
| C. Teach | D. Close
Equipment check and room setup are part of precourse preparation — the Prepare step.
8
What are the 5 steps of the AHA Instruction Cycle?
A. Prepare, test and remediate, close, resources, lesson plans | B. Prepare, teach, test and remediate, resources, lesson plans | C. Prepare, teach, report, resources, keep current | D. ✓ Prepare, teach, test and remediate, close, and keep current
Memorize in order: Prepare → Teach → Test & Remediate → Close → Keep Current
9
What is the AHA Instructor Network?
A. ✓ An online resource for all instructors with info about AHA ECC programs and science
| B. Annual networking meeting | C. Monthly forum | D. Videos to train new instructors
The Instructor Network is an online resource — not a meeting, not a forum, not a video series.
10
Why is it important to use the skills testing checklist during skills testing?
A. Give students a post-class comparison resource | B. ✓ To have an objective method for evaluating skills performance
| C. Document attendance | D. Subjective evaluation method
The checklist provides a uniform, objective approach. Never use subjective judgment alone.
11
What is a primary purpose of lesson plans?
A. Evaluate course effectiveness | B. ✓ To ensure the course is taught the way it was designed
| C. Identify TC Coordinator role | D. Describe course content to students
Lesson plans ensure consistency from course to course and keep instructors focused on main objectives.
12
2 instructors, 8 students — minimum manikins needed?
A. ✓ 3 manikins
| B. 2 manikins | C. 7 manikins | D. 4 manikins
Ratio = 3 students : 1 manikin. 8 students ÷ 3 = 2.67 → round up = 3 manikins. Also: no more than 2 manikins per instructor (2 instructors × 2 = 4 max — but 3 is the minimum needed).
13
After collecting HeartCode BLS online certificates — what do you do next?
A. Have them practice then give optional exam | B. ✓ Follow the blended-learning lesson plans for skills practice and testing
| C. Test without remediation | D. Practice until comfortable, no testing required
Always follow the HeartCode BLS lesson plans. Skills testing IS required — same tests as the full BLS course.
14
Student fails infant skills test twice — depth and recoil still wrong. What do you do?
A. ✓ Do not issue card; inform student they need additional practice and remediation
| B. Don't issue unless they pass exam | C. Issue card — depth/recoil are subjective | D. Issue card — rate is most important
Never issue a card if critical skills are not met. Depth and recoil are NOT subjective — they are required.
15
A warehouse wants you to use in-house burn materials during a Heartsaver course. How?
A. Replace the AHA burns section | B. Merge without identifying as non-AHA | C. ✓ Present at end of course; clearly state it is NOT from AHA
| D. Refuse — no non-AHA content allowed
Non-AHA content IS allowed but MUST be identified as not approved/reviewed by AHA, and the source must be provided.
16
What is an example of the minimum courses to teach in 2 years to maintain BLS Instructor status?
A. 6 BLS Provider Courses | B. ✓ 2 BLS Provider + 1 HeartCode BLS + 1 Heartsaver
| C. 4 BLS + 1 Heartsaver | D. 2 BLS + 2 HeartCode + 2 Heartsaver
Must earn 4 credits per 2-year term. Mix of course types is fine — any 4 courses count (excluding your first monitored class).
17
During which part of the BLS Provider Course do you demonstrate structured debriefing?
A. ✓ The high-performance teams activity
| B. PWW segments | C. Skills testing | D. Conclusion lesson
Debriefing happens after the high-performance teams activity — allow team to say what went well and what could be better.
18
What is a characteristic of an effective debriefing session?
A. Instructor-focused feedback | B. Incorrect behavior focus | C. One-on-one feedback | D. ✓ Student discussion
Effective debriefing = active participation, student discussion, self-analysis, application, thorough processing.
19
In an effective debriefing, what is the ideal student outcome?
A. ✓ To analyze and evaluate what happened
| B. Take notes from instructor feedback | C. Critique only others' performance | D. Recite the BLS algorithm
Students should analyze what happened, recognize how tools help, and develop the habit of self-critique.
20
Students struggling with team roles in the high-performance teams activity — what do you say?
A. "Go back to your seats and read your manual." | B. "Do you need more practice?" | C. ✓ "There seems to be confusion about team roles. Would you like to review the team dynamics diagram and try again?"
| D. "Want me to show you all the steps?"
Provide focused, supportive coaching. Reference the team dynamics diagram. Keep the team in the activity.
21
Student giving shallow infant compressions during practice — what do you do?
A. Explain compression-to-ventilation ratio | B. Explain switching every 2 minutes | C. ✓ Explain correct depth and provide positive AND corrective feedback
| D. Explain how fragile infant chest is
Address the specific problem (depth) directly. Always pair corrective feedback with positive feedback.
22
Infant CPR — what compression rate should you look for?
A. 80–90/min | B. ✓ 100–120/min
| C. 90–95/min | D. 125–130/min
100–120/min is the correct rate for ALL CPR — adult, child, and infant. Do not confuse with other numbers.
23
Child CPR — what compression depth should you look for?
A. ¼ chest depth ≈ 1½ in (4 cm) | B. ✓ At least ⅓ depth of chest ≈ 2 inches (5 cm)
| C. ⅔ depth ≈ 4 in (10 cm) | D. ¾ depth ≈ 4½ in (12 cm)
Child = at least ⅓ chest depth ≈ 2 inches. Adult = 2–2.4 inches. Infant = ≈ 1.5 inches.
24
2-rescuer adult CPR — what compression-to-ventilation ratio?
A. 10:2 | B. 15:2 | C. ✓ 30:2
| D. 50:2
30:2 is correct for 1-rescuer AND 2-rescuer adult/child CPR without advanced airway. (2-rescuer infant = 15:2)
25
What is a primary focus of a CPR Coach?
A. ✓ To help ensure high-quality BLS and minimize pauses in compressions
| B. Evaluate the team leader | C. Identify and correct team mistakes | D. Assist with compression fatigue
CPR Coach = quality coach. Their focus is high-quality BLS and minimizing interruptions — not evaluation.
Exam Preparation
Exam B — All 25 Questions
Same 25 questions as Exam A — in a different order. All answers are identical.
Exam B Answer Key (quick reference):
1-A · 2-A · 3-B · 4-C · 5-A · 6-A · 7-B · 8-D · 9-A · 10-A · 11-D · 12-B · 13-D · 14-B · 15-A · 16-C · 17-B · 18-A · 19-B · 20-C · 21-C · 22-B · 23-D · 24-B · 25-C
Same Questions, Different Order
Exam B contains the exact same 25 questions as Exam A. The questions are simply renumbered and shuffled. If you know all 25 from Exam A, you are fully prepared for Exam B. Use this section to practice finding the right answer regardless of question order.
| Exam B # | Question Topic | Correct Answer | = Exam A # |
|---|---|---|---|
| 1 | AHA core competencies for instructor candidates | A — Skills, course delivery, testing, professionalism, program administration | #6 |
| 2 | Student fails infant skills test after remediation — what do you do? | A — Do not issue card; more practice needed | #14 |
| 3 | Why use skills testing checklist? | B — Objective method for evaluating skills performance | #10 |
| 4 | Students struggling with team roles — what do you say? | C — "There seems to be confusion... review team dynamics diagram and try again?" | #20 |
| 5 | What is the AHA Instructor Network? | A — Online resource for ECC programs and science | #9 |
| 6 | Ideal student outcome in effective debriefing | A — Analyze and evaluate what happened | #19 |
| 7 | Equipment check = which Instruction Cycle step? | B — Prepare | #7 |
| 8 | Characteristic of effective debriefing | D — Student discussion | #18 |
| 9 | AHA logo on flyer — which resource to check? | A — Program Administration Manual | #3 |
| 10 | During which part do you demonstrate structured debriefing? | A — High-performance teams activity | #17 |
| 11 | Inappropriate action when setting up classroom | D — Waiting for students to help set up | #4 |
| 12 | Primary purpose of lesson plans | B — Ensure course is taught as designed | #11 |
| 13 | Prerequisite to becoming an AHA Instructor | D — Be aligned with a Training Center | #1 |
| 14 | HeartCode BLS hands-on session — after collecting online certificates | B — Follow blended-learning lesson plans | #13 |
| 15 | Primary focus of CPR Coach | A — Ensure high-quality BLS; minimize pauses | #25 |
| 16 | Using in-house materials in Heartsaver course | C — Present at end; identify as NOT from AHA | #15 |
| 17 | Minimum courses in 2 years to maintain BLS Instructor status | B — 2 BLS Provider + 1 HeartCode BLS + 1 Heartsaver | #16 |
| 18 | 2 instructors, 8 students — minimum manikins? | A — 3 manikins | #12 |
| 19 | When to complete course roster | B — As students arrive for the course | #5 |
| 20 | Which resource provides access to the Program Administration Manual? | C — AHA Instructor Network | #2 |
| 21 | 2-rescuer adult CPR compression ratio | C — 30:2 | #24 |
| 22 | Child CPR compression depth | B — At least ⅓ depth ≈ 2 inches (5 cm) | #23 |
| 23 | 5 steps of the AHA Instruction Cycle | D — Prepare, Teach, Test & Remediate, Close, Keep Current | #8 |
| 24 | Infant CPR compression rate | B — 100–120/min | #22 |
| 25 | Student giving shallow infant compressions — what do you do? | C — Explain correct depth; provide positive and corrective feedback | #21 |
