What is the difference between BLS and CPR?

BLS (Basic Life Support) is a broader term that includes CPR (cardiopulmonary resuscitation) as well as other life-saving techniques like using an AED and managing choking. CPR specifically refers to chest compressions and rescue breaths to maintain circulation and oxygenation. In the FAA Level 3 Award, BLS encompasses the full DRSABCD protocol, while CPR is a core component.

Can I use an AED on a child or infant?

Yes, but with modifications. For children aged 1-8 years, use paediatric pads or a paediatric mode if available; if not, adult pads can be used (place one on the chest and one on the back). For infants under 1 year, ideally use a manual defibrillator, but if only an AED is available, use paediatric pads or adult pads with the same back-and-chest placement. Always follow the AED voice prompts.

How long should I perform CPR before using an AED?

As soon as an AED is available, use it. The priority is to start CPR immediately after confirming unresponsiveness and abnormal breathing, then apply the AED as soon as it arrives. Do not delay CPR to fetch an AED – if you are alone, call emergency services first, then start CPR, and retrieve the AED if nearby.

What if I am alone and find an unresponsive child?

For a child or infant, if you are alone, perform CPR for 1 minute (about 5 cycles of 30:2) before leaving to call emergency services and get an AED. This is because respiratory arrest is more common in children, and immediate CPR can restore breathing. For adults, call emergency services first before starting CPR.

Do I need to remove clothing to use an AED?

Yes, the casualty's chest must be bare to apply AED pads correctly. Remove any clothing, jewellery, or medical patches (like nicotine or glyceryl trinitrate patches). If the chest is excessively hairy, you may need to shave it quickly with the razor provided in the AED kit to ensure good pad contact.

What is the survival rate if an AED is used within 3-5 minutes?

The survival rate from sudden cardiac arrest decreases by about 10% for every minute without defibrillation. Using an AED within 3-5 minutes can increase survival rates to over 70%. Early CPR also doubles or triples survival chances by maintaining blood flow to the brain and heart until a shock is delivered.

Basic Life Support and Automated External Defibrillation for Adults, Children and Infants

FIRST AID AWARDS LTD

vocational

This unit equips learners with the critical skills to assess emergency situations safely and provide basic life support, including cardiopulmonary resuscitation (CPR) and automated external defibrillation, tailored to adults, children, and infants. Practical application involves recognising the differences in technique required for each age group and responding effectively to unresponsive casualties, whether they are breathing normally or not.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

FAA Level 3 Award in Basic Life Support and Automated External Defibrillation for Adults, Children and Infants

Topic Overview

The FAA Level 3 Award in Basic Life Support and Automated External Defibrillation for Adults, Children and Infants is a vocational qualification that equips learners with the skills to manage a casualty who is unresponsive and not breathing normally. It covers the chain of survival, cardiopulmonary resuscitation (CPR) techniques for all age groups, and the safe use of an automated external defibrillator (AED). This qualification is essential for anyone working in health and social care, education, or community settings where prompt action can save lives.

The course emphasises the importance of early recognition of cardiac arrest, effective chest compressions, rescue breaths, and defibrillation within the first few minutes. Students learn to adapt their approach for adults (over 8 years), children (1 year to puberty), and infants (under 1 year), including differences in compression depth, hand placement, and AED pad usage. Understanding these distinctions is critical because incorrect technique can reduce survival chances or cause harm.

This award sits within the broader context of first aid and emergency response, forming a foundation for more advanced qualifications like the FAA Level 3 Award in First Aid at Work. It aligns with UK Resuscitation Council guidelines and is recognised by employers in healthcare, childcare, and public-facing roles. Mastery of BLS and AED use not only fulfills regulatory requirements but also builds confidence to act decisively in emergencies.

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 vital for increasing survival rates.
→DRSABCD: Danger, Response, Shout for help, Airway, Breathing, CPR, Defibrillation – the systematic approach to assessing and managing an unresponsive casualty.
→Compression-to-ventilation ratio: 30:2 for all ages (single rescuer) – consistent ratio ensures adequate circulation and oxygenation.
→AED safety: Ensure no one is touching the casualty during shock delivery, remove excessive chest hair, and avoid using AED near water or flammable substances.
→Age-specific modifications: For infants, use two fingers for compressions; for children, use one or two hands; for adults, use two hands. Depth: 5-6 cm (adults), 5 cm (children), 4 cm (infants).

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 demonstrating a thorough and systematic scene assessment that includes identifying hazards, ensuring personal safety, and calling for emergency services appropriately.
Credit given for correctly initiating CPR on an unresponsive casualty who is not breathing normally, including the correct ratio and sequence of chest compressions and rescue breaths for adults, children, and infants.
Look for correct placement of AED pads on the upper right chest and lower left side, ensuring pads are not touching and that the casualty is not in contact with water, followed by adherence to the AED's voice prompts.
For an unresponsive casualty breathing normally, credit should be given for placing the casualty in the recovery position while maintaining an open airway, and monitoring breathing continuously.

Assessment Guidance

Guidance for achieving higher grades

💡During practical assessments, verbally narrate each step you are performing, including safety checks and the reasoning behind your actions, to demonstrate full understanding.
💡Practice the recovery position on manikins to ensure you can quickly and smoothly turn a casualty while protecting the airway; this is often a key observation point.
💡For the AED section, listen carefully to the prompts and do not anticipate them; pressing the shock button before instructed is a common failure point.
💡Remember the differences in CPR ratios and techniques for each age group; create a quick reference chart or mnemonic to recall during the assessment.
💡When demonstrating CPR, ensure you verbalise each step of DRSABCD clearly – examiners award marks for showing a systematic approach, not just physical actions.
💡Practice counting compressions out loud (e.g., '1 and 2 and 3...') to maintain a steady rhythm of 100-120 per minute. Many students rush compressions, which reduces effectiveness.
💡For AED use, remember to state 'Stand clear' before delivering a shock and check that no one is touching the casualty. This safety check is a common point where marks are lost.

Common Mistakes

Common errors to avoid in your coursework

Failing to check the casualty's breathing for at least 5 but no more than 10 seconds, leading to delayed recognition of cardiac arrest.
Applying adult CPR techniques to infants, such as incorrect hand placement (using one hand instead of two fingers) or compression depth that is too deep.
Not calling for emergency services before starting CPR on an unresponsive non-breathing casualty, especially when alone.
Incorrectly positioning an unresponsive breathing casualty, such as not tilting the head back enough to maintain an open airway or not placing them in a stable side-lying position.
Misconception: You should check for a pulse before starting CPR. Correction: For lay rescuers, the guideline is to start CPR if the casualty is unresponsive and not breathing normally – pulse checks are unreliable and delay life-saving compressions.
Misconception: AEDs are complicated and only for trained professionals. Correction: AEDs are designed for public use with clear voice prompts; they will not deliver a shock unless a shockable rhythm is detected, making them safe for anyone to use.
Misconception: Rescue breaths are unnecessary; hands-only CPR is enough. Correction: For children and infants, rescue breaths are critical because cardiac arrest is often due to respiratory causes. For adults, hands-only CPR is acceptable if unwilling to give breaths, but full CPR is preferred.

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) is helpful but not mandatory.
•Familiarity with the anatomy of the heart and lungs (e.g., from GCSE Biology) can aid understanding of why CPR works.
•No formal prerequisites – the course is designed for beginners, but a willingness to practice practical skills is essential.

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

Ready to learn?

AI-powered learning tailored to this unit

Basic Life Support and Automated External Defibrillation for Adults, Children and Infants

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

Ready to learn?

Related Topics in FIRST AID AWARDS LTD vocational Health & Social Care

Administration of oxygen therapy

Awareness of First Aid for Mental Health

Awareness of Safeguarding