ACLS OB
Frequently Asked Questions (FAQs)
Q: In order to become an ACLS OB instructor, is it correct that I would have to take the ACLS
OB provider course and also be certified as an ACLS instructor? I wasn't sure what the AHA Core Instructor Course meant . . . .
A: Yes, you would take the 2-day provider ACLS OB course and then the 1-day instructor ACLS
OB course. The Core Instructor Course is required by the American Heart Association (AHA) and
is completed by the participant prior to attending the 1-day instructor course. Historically,
instructor courses were frequently two days in length. One day focused on the adult learner
(principles of learning, how to deal with the difficult/disruptive learner, etc.) and the other day was
discipline-specific. Now the AHA gives options regarding instructor courses. Some places still
have two days for the instructor course and then spend one day on the Core Instructor course
content. Others (like us) have participants complete the Core Instructor Course before coming
and then we can keep the instructor class to only one day in length. The Core Instructor Course
(in its current incarnation) has only been around for about a year. For those people who were
already instructors, they did not have to complete it - they were "grandfathered" in; however, if
that instructor chooses to pick up a new discipline (for example - has taught BLS and now wants
to teach ACLS) the AHA is requesting completion of the Core Instructor Course.
Q: Am I able to take the ACLS OB provider course and immediately take the instructor course?
I see in some cases that there is an instructor course scheduled immediately following the 2-day provider course. I would like to minimize travel if at all possible.
A: Yes, you can take them together.
Q: Does the AHA require that you are monitored after certification by someone trained with
ACLS OB? If so, do you have a contact list for people in the region who can monitor?
A: AHA does require that your first teaching be monitored/proctored which may be any Training
Center-approved faculty. If you are interested in bringing this program to your institution, you
would need to make contact with your local Training Center Coordinator (TCC). Some Training
Centers (TC) are free-standing in the community and many hospitals/clinics/universities go
through them for the AHA TC needs. Some hospitals are their own TC (with extension into the
community). We may have a contact list for your area but, if not, we can help you locate your TC.
Q: Does the instructor course provide a curriculum of case scenarios for the OB patient, or is
that something the instructor would have to develop him/herself. What else do you get from this
course that you don't get from a normal ACLS course?
A: Yes, when you purchase your instructor materials you will receive case scenarios. This class
has a lot of enhanced content that is specific to OB patients.
Q: What materials are contained in your ACLS OB Provider Manual?
A: Each ACLS OB Provider Manual includes:
1. the handouts for the opening presentation “When Lightning Strikes” - this is a 2+ hour
section that includes a review of maternal physiologic changes associated with
pregnancy, cardiac review, ECG review, and modifications to the BLS primary and ACLS
secondary surveys
2. the handouts for a presentation called “Talking with Families” - about the unique
challenges of working with families in these situations
3. a document called The Obstetric Difference - background information about physiology,
lab changes, meds, etc.
4. Smith's Critical Question model - used to teach critical thinking to nurses (works
exceptionally well to help OB nurses think about/through this process)
5. Glossary of Terms
6. Reference List
Q: What materials are contained in your ACLS OB Instructor Manual?
A: The ACLS OB Instructor Manual includes:
1. the scripted version of “When Lightning Strikes” - so the novice presenter knows what to
emphasize at each step
2. the scripted version of “Talking with Families” – so the novice presenter knows what to
emphasize at each step
3. sample agenda template
4. the Tachycardia game with instructions - this is one of the most difficult algorhythms and
this game makes it more fun to teach
5. four (4) scripted megacode scenarios including data for the learner, how to set the rhythm
generator, pregnancy modifications, critical actions (as defined by AHA), etc.
The Instructor Manual also comes with a CD ROM, which includes:
1. the slide presentation for “When Lightning Strikes”
2. the slide presentation for “Talking with Families”
3. partially-modifiable agenda template (can add instructor names, dates, rooms, etc.)
4. Tachycardia game for printing
The Instructor Manual also comes with a DVD, an educational video created to see a maternal
code. We teach the importance of thinking about three teams used to resuscitate a pregnant
woman: the OB/Maternal team (who were taking care of her when the event occurred), the Code
Team (who responds to cardiopulmonary arrests in the institution), and the Neonatal Team
(responsible for the infant following a perimortem delivery, if indicated). When we first started this
class, we asked all of our instructors to come on the first day of class (in the morning) and
demonstrate a code using these three teams. It became unrealistic for several reasons: that
many "actors" blocked the view of those trying to learn, having all the instructors available at that
time, etc. We opted to film the events and use it as a teaching tool.
Q: Are there any audio/visual aids that come with the course? I am a BLS instructor, and know
that with that course there is a DVD to show participants.
A: The OB specific content is included (DVD and PowerPoint presentations) as mentioned
above. The AHA has several multi-media teaching tools (videos, CDs, posters) that are used with
all ACLS classes.
Q: How quickly do the classes fill up? How early do people typically have to register?
A: We usually end up closing registration several weeks before class. Part of it is the number of
people who register and the other part is allowing potential participants adequate time to get their
AHA materials (provider course book) to review for the provider course and for participants to
obtain their AHA materials (instructor manual and core instructor course) with enough time to
prepare for the instructor class.
Q: Is there any other information given to new instructors to help them be successful?
A: A consultation to coordinate with new ACLS OB instructors, Regional Faculty, Training Center
Faculty, support staff, other ACLS instructors, and/or additional staff who may be involved in
making this program a success is conducted. Topics covered include:
• Training Center location and role
• Education Department role
• Regional Faculty identification and role
• AHA guidelines and expectations
• ACLS OB materials and expectations
• Classes
o Scheduling
o Ordering materials
o Marketing/promoting
o Planning success of first class
• Supporting data/organizations
• Contact information for St. Luke’s ACLS OB
Further follow-up is available by email and phone according to contract.
Q: Finally, has your institution done any research, or do you have any data regarding the
efficacy of this program on obstetrical emergency outcomes at your institution?
A: We have been collecting data from all classes in 2007 regarding staff perceptions (anxiety,
preparedness, satisfaction, etc.). We're currently in the statistical analysis phase with those data
and are hoping to be ready for publication in the next 3-4 months. We are investigating how to
ask those research questions regarding outcomes.
