Do I need to remove a casualty's bra before using an AED?

Yes, if the bra contains metal underwire, it can interfere with the AED pads. You should remove the bra or cut the straps to expose the chest. If the casualty is a woman, you should still remove clothing to place pads correctly on bare skin. Always prioritise effective defibrillation over modesty.

Can I use an AED on a child or infant?

Yes, but you should use paediatric pads if available. For children under 8 years, place one pad on the centre of the chest and one on the back if paediatric pads are not available. For infants under 1 year, manual defibrillation is preferred, but if only an AED is available, use paediatric pads. If no paediatric pads, adult pads can be used, but ensure they do not touch each other.

What if the casualty has a pacemaker or is pregnant?

For a pacemaker, place the AED pads at least 8 cm away from the device. For a pregnant casualty, treat as normal; the AED is safe for both mother and baby. Perform CPR with the woman tilted slightly to the left (if possible) to improve blood flow to the heart.

How long should I perform CPR before using an AED?

As soon as an AED is available, use it. Ideally, start CPR immediately and use the AED as soon as it arrives. The priority is to minimise the time between collapse and defibrillation. If you are alone, call emergency services first, then start CPR and apply the AED.

What is the correct compression-to-ventilation ratio for adult CPR?

For a single rescuer, the ratio is 30 compressions to 2 rescue breaths. For two rescuers, the ratio remains 30:2, but one rescuer performs compressions while the other gives breaths. After every 30 compressions, pause briefly for 2 breaths, each lasting about 1 second.

Do I need to give rescue breaths if I am unwilling or unable?

If you are untrained or unwilling to give rescue breaths, you can perform compression-only CPR. This is still effective, especially in the first few minutes of cardiac arrest. However, for children and infants, rescue breaths are more important due to respiratory causes. Always follow the guidelines you have been trained in.

Basic Life Support and Automated External Defibrillation

FIRST AID AWARDS LTD

vocational

This element equips learners with the essential skills to safely assess emergency situations, deliver effective basic life support including cardiopulmonary resuscitation (CPR), and operate an automated external defibrillator (AED) on unresponsive casualties. It encompasses protocols for both non-breathing and breathing unconscious individuals, emphasizing rapid intervention, teamwork, and compliance with current UK Resuscitation Council guidelines. Mastery of these competencies is critical for preserving life and preventing deterioration in pre-hospital settings across various health and social care environments.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

FAA Level 3 Award in Basic Life Support and Automated External Defibrillation

Topic Overview

The FAA Level 3 Award in Basic Life Support and Automated External Defibrillation is a regulated qualification that equips learners with the essential skills to manage a casualty who is unconscious, not breathing, and in cardiac arrest. This course covers the chain of survival, cardiopulmonary resuscitation (CPR) for adults, children, and infants, and the safe use of an automated external defibrillator (AED). It is a critical component of Health & Social Care, as first aiders in care settings must be prepared to respond to emergencies until professional help arrives.

This qualification goes beyond basic first aid by focusing specifically on life-threatening situations where every second counts. Students learn to assess a casualty, perform high-quality chest compressions and rescue breaths, and operate an AED confidently. The course also covers recovery position, choking, and post-resuscitation care. Understanding these techniques is vital for anyone working in health and social care, as cardiac arrests can occur in any setting, from care homes to community clinics.

Mastering BLS and AED use is not just about passing an assessment; it is about developing the competence and confidence to save lives. The FAA Level 3 Award is recognised by employers and regulatory bodies, making it a valuable addition to your professional portfolio. By the end of this course, you will be able to act decisively in an emergency, following the latest Resuscitation Council UK guidelines.

Key Concepts

Core ideas you must understand for this topic

→Chain of Survival: Early recognition, early CPR, early defibrillation, and post-resuscitation care. Each link is crucial for increasing survival rates.
→High-quality CPR: Compress the chest at a rate of 100-120 per minute, to a depth of 5-6 cm in adults, allowing full chest recoil. Minimise interruptions.
→AED safety: Ensure the casualty is dry, no metal jewellery on the chest, and no one is touching the casualty when the AED delivers a shock.
→Recovery position: For unconscious casualties who are breathing normally, place them on their side to maintain an open airway and allow fluids to drain.
→Choking management: For adults and children over 1 year, give back blows and abdominal thrusts; for infants under 1 year, use back blows and chest thrusts.

Learning Objectives

What you need to know and understand

1. Be able to assess an emergency situation safely2. Be able to provide first aid to an unresponsive casualty who is not breathing normally3. Be able to provide first aid to an unresponsive casualty who is breathing normally

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for clearly demonstrating a systematic scene assessment: checking for dangers, donning appropriate PPE, and ensuring bystander safety before approaching the casualty.
Award credit for correctly identifying a casualty who is unresponsive and not breathing normally, including efficient activation of emergency services and prompt initiation of high-quality CPR with minimal interruptions.
Award credit for accurate application of an AED: turning it on, attaching pads correctly, following voice prompts, and ensuring all persons are clear during analysis and shock delivery.
Award credit for demonstrating the ability to place a breathing, unresponsive casualty into the recovery position while maintaining an open airway and continuous monitoring of vital signs until further assistance arrives.

Assessment Guidance

Guidance for achieving higher grades

💡Always verbalize your actions and decisions throughout the assessment scenario, as assessors can only credit what they see and hear, even if a step seems obvious.
💡Memorise the adult basic life support sequence (DRS ABC: Danger, Response, Shout for help, Airway, Breathing, Circulation/CPR) and practice until it becomes second nature, ensuring you never skip a step.
💡During AED use, clearly emphasise safety by calling ‘stand clear’ before analysis and shock, and visually check that no one is in contact with the casualty, as this is a critical pass/fail criterion.
💡For the breathing unconscious casualty, demonstrate the ability to maintain an open airway in the recovery position by tilting the head and lifting the chin, and articulate the need for regular reassessment of breathing and level of consciousness.
💡In practical assessments, demonstrate a systematic approach: check danger, response, airway, breathing, and then call for help. Examiners look for a logical sequence and clear communication.
💡When performing CPR on a manikin, ensure your hand position is correct (centre of chest, lower half of sternum) and that you maintain a consistent rhythm. Use a mnemonic like 'Stayin' Alive' to keep the pace.
💡For the AED scenario, verbalise each step as you do it: 'I am turning on the AED', 'I am attaching the pads', 'I am standing clear'. This shows the examiner you understand the process.

Common Mistakes

Common errors to avoid in your coursework

Neglecting to perform an initial safety check of the environment, leading to potential personal injury or overlooking hazards that could compromise the rescue.
Incorrect hand placement during chest compressions (e.g., too high or too low on the sternum), or failing to allow full chest recoil, which reduces the effectiveness of CPR.
Applying AED pads over medication patches, pacemakers, or wet clothing, or placing them incorrectly (e.g., too close together), which can interfere with analysis and shock delivery.
Leaving a breathing, unresponsive casualty lying on their back without airway management, which risks airway obstruction, rather than placing them in the recovery position and monitoring closely.
Misconception: You can be sued for performing CPR incorrectly. Correction: In the UK, the Social Action, Responsibility and Heroism Act 2015 protects good Samaritans who act reasonably. You are unlikely to face legal action if you act in good faith.
Misconception: AEDs are complicated and only for trained professionals. Correction: AEDs are designed for public use with voice prompts. They will not allow a shock unless it is necessary, making them safe for untrained bystanders.
Misconception: You should check for a pulse before starting CPR. Correction: For lay rescuers, the guideline is to start CPR if the casualty is unconscious and not breathing normally. Checking a pulse is time-consuming and unreliable.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of first aid principles (e.g., from a Level 2 First Aid course).
•Knowledge of the human body, particularly the heart and lungs, is helpful but not essential.
•Familiarity with the concept of the chain of survival.

Key Terminology

Essential terms to know

1. Be able to assess an emergency situation safely2. Be able to provide first aid to an unresponsive casualty who is not breathing normally3. Be able to provide first aid to an unresponsive casualty who is breathing normally

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Basic Life Support and Automated External Defibrillation

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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