N479 Professional Activity Evaluation Form

Name: Natasha D Lindblom Date of Activity: 1/21 & 2/9 Faculty Name: Mary OConnell

1. Describe the professional activities you attended (be specific about purpose and role):

The two professional activities I attended was the Healthcare Provider CPR (BLS) and

IPEP Cardiopulmonary Resuscitation (CPR) Team Communication exercise. During the BLS

course my role was trainee and the purpose was to learn how to deliver timely and effective CPR

to adults, children, and infants. The IPEP CPR Team Communication exercise required me to

perform a number of roles. I provided training to students on the scenario including how to

perform correct compressions, insertion of an oropharyngeal airway, and Automated External

Defibrillator (AED) pad placement. Additionally, I controlled the mannequin by adjusting heart

rhythms in response to actions taken by the students. Lastly, I took on the role of recorder in a

number of scenarios, providing times when compressions.

2. Where was this held and what was the program/activity length?

The BLS course was held at Eclipse CPR and last 3.5 hours. The IPEP CPR exercise was

held in the Steele Innovative Learning Center (SILC) lab and lasted 4.5 hours. These activities

combined equaled 8 hours.

3. Discuss the value of this experience to you (be specific):

The value of the BLS course was that it prepared me to deliver high-quality CPR.

Although a basic skill, it is not often performed and therefore retaking the course allowed me to

refresh skills not reinforced with practical application. A nurse is likely to be called upon at

some point in his or her career to perform CPR and it is essential that the most recent evidence

based research is applied. The BLS course is updated as techniques are changed in response to
scientific evidence, ensuring that those taking the course are utilizing the most effective method

of CPR.

The value of the IPEP CPR Team Communication exercise is that it allowed me to

practice the skills I learned in a classroom environment in active scenarios. During the very first

scenario the facilitator asked me to identify things which went well and things that could have

been improved upon. I did not have much feedback but with the facilitators assistance was able

to identify key elements that went well and others which may have delayed treatment. In

subsequent scenarios I was able to quickly anticipate where problems could occur based upon

how the team was reacting and able to reason what could be accomplished differently.

Alternately I observed numerous instances where the team performed impeccably, utilizing team

work, and adapting to quickly changing conditions. This helped tremendously as I will most

likely perform CPR in a hospital with a team and have seen exemplars of how each team

member performs his job and complements the process.

Would you recommend this professional experience in the future; why or why not (describe):

The combination of a BLS class and the IPEP CPR Team communication exercise

complemented each other. Learning the rudimentary CPR skills in a classroom environment

followed by participation in scenarios with an interdisciplinary team helped cement how CPR

should be performed. The qualities missing from the BLS class was changing conditions which

were supplied by the IPEP CPR Team Communication Exercise. However, the skills to perform

in the IPEP CPR Team Communication exercise could not be learned within that environment

which is why the BLS course was essential. I would wholly recommend this combination of

experiences for anyone wishing to enhance their ability to perform CPR effectively.

BLS Card obtained. Signature for IPEP obtained.