Do I need to be a healthcare professional to use an AED?

No, AEDs are designed for use by anyone, including members of the public. The device gives clear voice prompts, and training (like this Level 3 award) ensures you use it safely and effectively. In fact, UK law protects bystanders who use an AED in good faith under the Social Action, Responsibility and Heroism Act 2015.

Can I use an AED on a pregnant woman?

Yes, you should use an AED on a pregnant woman in cardiac arrest. The priority is to save the mother's life, as a viable foetus depends on her survival. Follow standard AED procedures, but ensure the pads are placed avoiding breast tissue if possible. CPR should be performed with manual uterine displacement if the uterus is visible.

What if the victim has a pacemaker or is wet?

If the victim has a pacemaker (visible as a lump under the collarbone), place the AED pad at least 8 cm away from it. If the victim is wet, dry the chest quickly before attaching pads to ensure good adhesion and reduce the risk of arcing. Do not delay defibrillation; a wet chest is not a contraindication.

How often should I replace AED pads and batteries?

AED pads and batteries have expiry dates printed on them. Typically, pads last 2-5 years, and batteries 2-7 years, depending on the model. Check them regularly as part of your equipment checks and replace them before expiry. Also, after each use, replace the pads and battery if the device indicates low power.

What should I do after the AED delivers a shock?

After a shock, immediately resume CPR starting with chest compressions. The AED will prompt you to continue CPR for 2 minutes before re-analysing the rhythm. Do not remove the pads. Continue until the victim shows signs of life, emergency services arrive, or you are too exhausted to continue.

Is it safe to use an AED on a child?

Yes, but with modifications. For children aged 1-8 years, use paediatric pads if available; if not, use adult pads placed front and back (anterior-posterior). For infants under 1 year, manual defibrillation is preferred, but if an AED is the only option, use paediatric pads. Always follow the AED's voice prompts.

How to Revise QNUK Level 3 Award in Responding to Incidents with an AED (RQF) — Qualifications Network Other Vocational Qualification Health & Social Care

1. Be able to assess an incident2. Be able to provide first aid to an unresponsive casualty that is not breathing normally3. Be able to provide first aid to an unresponsive casualty that is breathing normally4. Be able to provide first aid to a casualty who is choking5. Understand the principles of using and maintaining an AED

Examiner Tips for QNUK Level 3 Award in Responding to Incidents with an AED (RQF)

During practical assessment, narrate your actions clearly to demonstrate your decision-making process to the assessor.
Always verbalise safety checks: 'Scene is safe, I'm wearing gloves, no hazards present.'
For the AED, emphasise that you are following the manufacturer's instructions or voice prompts, never improvising.
Remember to highlight the importance of minimising interruptions to CPR; resume compressions immediately after shock.
If discussing maintenance, structure your answer around pre-use, during use, and post-use checks.

Common Mistakes in QNUK Level 3 Award in Responding to Incidents with an AED (RQF)

Forgetting to ensure the scene is safe before approaching the casualty, potentially endangering the responder.
Placing pads incorrectly, e.g., too close together, over medication patches, or failing to shave a hairy chest for adhesion.
Not noticing that the casualty is in a wet environment and failing to dry the chest or move to a dry surface.
Pressing the shock button while others are still touching the casualty due to poor communication.
Confusing the maintenance requirements: thinking the AED only needs a check after use, rather than regular checks.

Key Marking Points

Award credit for demonstrating a systematic approach to scene safety and casualty assessment before deploying the AED.
Look for correct sequence: calling for emergency services, starting CPR, and promptly attaching the AED as soon as available.
Expect clear evidence that pads are placed correctly: one on the upper right chest below the clavicle, the other on the left mid-axillary line, with good skin contact and no obstructions.
Candidate must show ability to follow voice prompts accurately, ensuring no one touches the casualty during analysis and shock delivery.
Credit for explaining post-incident maintenance: data download (if required), cleaning/replacing pads and battery, and ensuring the AED is ready for next use.

QNUK Level 3 Award in Responding to Incidents with an AED (RQF)

QUALIFICATIONS-NETWORK

vocational

This subtopic covers the essential knowledge and skills required to safely and effectively operate an Automated External Defibrillator (AED) during a cardiac arrest emergency, including pre-use checks, correct pad placement, and post-incident maintenance procedures. Learners must understand the importance of combining defibrillation with high-quality CPR and timely intervention to maximise survival chances, as well as the legal and safety considerations for AED use in various settings.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Maintaining and using an Automated External Defibrillator

Topic Overview

The QNUK Level 3 Award in Responding to Incidents with an AED (RQF) equips learners with the knowledge and practical skills to manage emergency situations involving cardiac arrest and to operate an Automated External Defibrillator (AED) safely and effectively. This qualification is essential for anyone working in health and social care settings, such as care homes, community support roles, or as a designated first aider, where the ability to respond swiftly to a cardiac arrest can significantly increase a victim's chance of survival. The course covers the chain of survival, CPR techniques, and the correct use of an AED, aligning with current UK Resuscitation Council guidelines.

Understanding this topic is critical because early defibrillation is the single most important factor in surviving sudden cardiac arrest. In the UK, around 30,000 out-of-hospital cardiac arrests occur each year, and survival rates are currently low—around 8-10%. By mastering AED use, students can become part of the solution, potentially doubling or tripling survival odds. This award also integrates with broader health and safety responsibilities, such as risk assessment and emergency planning, making it a valuable addition to any care worker's skill set.

Within the wider subject of Health & Social Care, this qualification supports the duty of care and the promotion of well-being. It complements other first aid qualifications and is often a prerequisite for advanced roles in emergency response. Students will learn not only the technical aspects of AED operation but also the importance of communication, teamwork, and post-incident procedures, ensuring a holistic approach to emergency care.

Key Concepts

Core ideas you must understand for this topic

→Chain of Survival: The four-step sequence (early recognition and call for help, early CPR, early defibrillation, and post-resuscitation care) that maximises survival chances in cardiac arrest.
→CPR (Cardiopulmonary Resuscitation): The technique of chest compressions and rescue breaths to maintain blood flow and oxygenation until an AED or advanced help arrives. For adults, compress at a rate of 100-120 per minute, to a depth of 5-6 cm.
→AED Operation: The process of turning on the AED, attaching pads to the victim's bare chest (one below right collarbone, one on left side below armpit), and following voice prompts. The AED analyses heart rhythm and delivers a shock only if needed.
→Safety Considerations: Ensuring the scene is safe (no water, flammable gases, or metal surfaces), checking for pacemakers or medication patches, and ensuring no one touches the victim during shock delivery.
→Post-Incident Procedures: Handing over to emergency services, documenting the incident, checking equipment, and providing emotional support to witnesses or colleagues.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating a systematic approach to scene safety and casualty assessment before deploying the AED.
Look for correct sequence: calling for emergency services, starting CPR, and promptly attaching the AED as soon as available.
Expect clear evidence that pads are placed correctly: one on the upper right chest below the clavicle, the other on the left mid-axillary line, with good skin contact and no obstructions.
Candidate must show ability to follow voice prompts accurately, ensuring no one touches the casualty during analysis and shock delivery.
Credit for explaining post-incident maintenance: data download (if required), cleaning/replacing pads and battery, and ensuring the AED is ready for next use.
Check understanding of routine maintenance checks: battery expiry, pad expiry, unit indicator light status.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a systematic approach to scene safety and casualty assessment before deploying the AED.
Look for correct sequence: calling for emergency services, starting CPR, and promptly attaching the AED as soon as available.
Expect clear evidence that pads are placed correctly: one on the upper right chest below the clavicle, the other on the left mid-axillary line, with good skin contact and no obstructions.
Candidate must show ability to follow voice prompts accurately, ensuring no one touches the casualty during analysis and shock delivery.
Credit for explaining post-incident maintenance: data download (if required), cleaning/replacing pads and battery, and ensuring the AED is ready for next use.
Check understanding of routine maintenance checks: battery expiry, pad expiry, unit indicator light status.

Assessment Guidance

Guidance for achieving higher grades

💡During practical assessment, narrate your actions clearly to demonstrate your decision-making process to the assessor.
💡Always verbalise safety checks: 'Scene is safe, I'm wearing gloves, no hazards present.'
💡For the AED, emphasise that you are following the manufacturer's instructions or voice prompts, never improvising.
💡Remember to highlight the importance of minimising interruptions to CPR; resume compressions immediately after shock.
💡If discussing maintenance, structure your answer around pre-use, during use, and post-use checks.
💡Tip 1: Emphasise the importance of early CPR and defibrillation. In exam answers, always link back to the chain of survival and explain how each step improves outcomes. For example, 'Early CPR buys time by maintaining blood flow, but defibrillation is the definitive treatment for shockable rhythms.'
💡Tip 2: Be precise about AED pad placement. Many students lose marks by saying 'on the chest' without specifying positions. Memorise: one pad below the right collarbone, the other on the left side of the chest, below the armpit. For children, mention anterior-posterior placement if needed.
💡Tip 3: Understand the difference between 'analyse' and 'shock' phases. During analysis, no one should touch the victim. During shock delivery, ensure everyone is clear. Examiners look for safety awareness, so always state 'check that no one is touching the victim before pressing the shock button.'

Common Mistakes

Common errors to avoid in your coursework

Forgetting to ensure the scene is safe before approaching the casualty, potentially endangering the responder.
Placing pads incorrectly, e.g., too close together, over medication patches, or failing to shave a hairy chest for adhesion.
Not noticing that the casualty is in a wet environment and failing to dry the chest or move to a dry surface.
Pressing the shock button while others are still touching the casualty due to poor communication.
Confusing the maintenance requirements: thinking the AED only needs a check after use, rather than regular checks.
Misconception: You can use an AED on a child under 1 year old. Correction: For infants under 1 year, manual defibrillation is preferred. If an AED is the only option, use paediatric pads (if available) and follow paediatric settings. For children 1-8 years, use paediatric pads or adult pads if paediatric ones are not available, placing them front and back.
Misconception: You should stop CPR to attach the AED pads. Correction: Minimise interruptions to chest compressions. Ideally, one rescuer continues CPR while another attaches the pads. Pause only briefly when the AED is analysing or delivering a shock.
Misconception: An AED will shock a victim who is breathing or has a pulse. Correction: AEDs are designed to only deliver a shock if they detect a shockable rhythm (ventricular fibrillation or pulseless ventricular tachycardia). They will not shock a victim with a normal heart rhythm.

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, such as the primary survey (DRABC) and recovery position.
•Familiarity with the concept of cardiac arrest and the difference between a heart attack and cardiac arrest.
•Completion of a Level 2 First Aid qualification (e.g., Emergency First Aid at Work) is recommended but not mandatory.

Key Terminology

Essential terms to know

1. Be able to assess an incident2. Be able to provide first aid to an unresponsive casualty that is not breathing normally3. Be able to provide first aid to an unresponsive casualty that is breathing normally4. Be able to provide first aid to a casualty who is choking5. Understand the principles of using and maintaining an AED

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QNUK Level 3 Award in Responding to Incidents with an AED (RQF)

Assessment criteria

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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