Basic Life Support and Using an Automated External Defribrillator
This element develops the competency to manage an unresponsive casualty by assessing normal and abnormal breathing, performing recovery positioning or CPR, and safely deploying an automated external defibrillator (AED). Learners must integrate current Resuscitation Council (UK) protocols into practical skills, ensuring timely and effective interventions in life-threatening emergencies.
Assessment criteria
Topic Overview
The Highfield Level 2 Award in Basic Life Support and Safe Use of an Automated External Defibrillator (RQF) is a regulated qualification designed for individuals working in health and social care, education, or community settings. It equips learners with the essential skills to recognise and respond to life-threatening emergencies, including cardiac arrest, choking, and unconsciousness. The course covers the chain of survival, cardiopulmonary resuscitation (CPR) techniques, and the safe operation of an AED, ensuring that candidates can confidently provide immediate care until professional help arrives.
This qualification is critical because early intervention in cardiac arrest can double or triple a person's chance of survival. In the UK, around 30,000 out-of-hospital cardiac arrests occur each year, yet bystander CPR is only performed in about 40% of cases. By mastering basic life support and AED use, students become vital links in the chain of survival, reducing mortality and improving outcomes in their workplaces or communities. The course aligns with the Resuscitation Council (UK) guidelines and is recognised by employers across health and social care sectors.
Within the wider Health & Social Care curriculum, this award complements topics such as infection control, health and safety, and person-centred care. It provides practical, hands-on skills that are immediately applicable in real-world scenarios, from care homes to schools. Successful completion demonstrates a commitment to safeguarding lives and meeting regulatory requirements, such as those in the Care Quality Commission (CQC) standards.
Key Concepts
Core ideas you must understand for this topic
- →Chain of Survival: Early recognition, early CPR, early defibrillation, and post-resuscitation care – each step is critical for survival.
- →DRSABCD: Danger, Response, Send for help, Airway, Breathing, CPR, Defibrillation – the systematic approach to assessing and managing an emergency.
- →CPR technique: 30 chest compressions (at least 5-6 cm deep, 100-120 per minute) followed by 2 rescue breaths, with minimal interruptions.
- →AED safety: Ensure no one is touching the casualty, remove excessive chest hair, and avoid using near water or flammable materials.
- →Recovery position: Used for unconscious casualties who are breathing normally to maintain an open airway and prevent aspiration.
Learning Objectives
What you need to know and understand
- Be able to manage an unresponsive casualty who is breathing normally, Be able to manage an unresponsive casualty who is not breathing normally, Know how to safely use an automated external defibrillator, Be able to safely use an automated external defibrillator
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating a systematic primary survey (DRABC) ensuring scene safety and assessing responsiveness prior to any intervention.
- Credit accurate recognition of normal breathing, leading to correct recovery position placement ensuring airway patency.
- Expect clear evidence of effective chest compressions at a depth of 5-6 cm and rate of 100-120 per minute, with minimal interruption.
- Assess correct pad placement (anterior-lateral) and verbalisation of safety checks before AED shock delivery.
- Reward integration of CPR and AED use with a smooth transition, following device prompts without delay.
Assessment Guidance
Guidance for achieving higher grades
- 💡Verbalise every step clearly during practical assessments to demonstrate underpinning knowledge, even if the action appears self-evident.
- 💡Practice the full BLS-to-AED sequence repeatedly to build automaticity, as assessors will observe for hesitancy or sequence errors under simulated pressure.
- 💡Remember the sequence: DRSABCD. Examiners look for a systematic approach. Start with danger, then check response, and always call for help before starting CPR. Missing steps loses marks.
- 💡When demonstrating CPR, emphasise the correct depth and rate. Use the phrase 'push hard and fast' and aim for 100-120 compressions per minute. A common mistake is going too slow or shallow.
- 💡For AED use, verbalise each step: 'Turn on AED, attach pads, stand clear, analyse rhythm, deliver shock if advised.' Show confidence in following the voice prompts. Examiners want to see that you trust the device.
Common Mistakes
Common errors to avoid in your coursework
- Mistaking agonal gasps for normal breathing, leading to failure to commence CPR when required.
- Placing AED pads too close together or over medication patches/jewellery, compromising shock delivery.
- Forgetting to ensure no one is touching the casualty during AED analysis or shock, risking bystander injury.
- Misconception: You can be sued for performing CPR incorrectly. Correction: In the UK, the Social Action, Responsibility and Heroism Act 2015 protects bystanders who act reasonably and in good faith. You are more likely to face legal consequences for failing to act.
- Misconception: AEDs are dangerous and can shock a conscious person. Correction: AEDs are designed to only deliver a shock when they detect a shockable rhythm (ventricular fibrillation or pulseless ventricular tachycardia). They will not shock a conscious person or someone with a normal heart rhythm.
- Misconception: Rescue breaths are unnecessary; hands-only CPR is always sufficient. Correction: While hands-only CPR is recommended for untrained bystanders, the Resuscitation Council (UK) advises that trained rescuers should give rescue breaths, especially in children or drowning victims, as oxygen delivery improves outcomes.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS Basic Life Support and Using an Automated External Defribrillator
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of health and safety principles, such as risk assessment and infection control.
- •Familiarity with the concept of consent and capacity, especially in emergency situations (e.g., implied consent).
- •No prior medical knowledge is required, but a willingness to learn practical skills is essential.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Be able to manage an unresponsive casualty who is breathing normally, Be able to manage an unresponsive casualty who is not breathing normally, Know how to safely use an automated external defibrillator, Be able to safely use an automated external defibrillator
Ready to learn?
AI-powered learning tailored to this unit