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NLE Emergency & Critical Care Nursing — Basic & Advanced Life Support (CPR/ACLS)Memory Anchors

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Quick-recall memory tricks for NLE Emergency & Critical Care Nursing — Basic & Advanced Life Support (CPR/ACLS). Acronyms, rhymes, visual hooks, and association techniques that turn rote memorisation into reliable recall. Built specifically for the concepts Professional Regulation Commission (PRC) — Board of Nursing tests most often.

Exam context

On the NLE 2026, the Emergency & Critical Care Nursing subtest carries a "Core" weight in Professional Regulation Commission (PRC) — Board of Nursing's pattern. Basic & Advanced Life Support (CPR/ACLS) lands at position 2nd out of 5 in the standard review order. Target score is 75% weighted average with no sub-test below 60%, and roughly 50 items come from Emergency & Critical Care Nursing on a typical NLE paper.

Basic & Advanced Life Support (CPR/ACLS) - Memory Anchors

Memory techniques dramatically improve recall by connecting new clinical information to existing knowledge structures in your brain. Instead of memorizing isolated facts, you create vivid mental pathways — stories, images, acronyms, and analogies — that your brain can retrieve under pressure. In a real cardiac arrest or during the NLE, you will not have time to think slowly; these anchors train your brain to recall critical parameters automatically. Research shows that emotionally vivid, unusual, or personally relevant associations are retained up to 9 times longer than rote repetition. Use these anchors actively: picture them, say them aloud, and teach them to a classmate. The more senses you engage, the stronger the memory trace becomes.

Anchors

Topic

BLS Sequence

Concept

BLS sequence: C-A-B (Compressions, Airway, Breathing)

Anchor Id

Difficulty

easy

Memory Aid

Think of a CABBIE (taxi driver) rushing to the emergency. The CABbie always arrives FIRST — just like Compressions come first. C-A-B = Compressions, Airway, Breathing. Before you open the window (Airway) or talk to the passenger (Breathing), the CABbie must START MOVING (Compressions). No movement, no survival.

Anchor Type

acronym

Why It Works

The CABbie analogy creates a vivid action image and links C-A-B in correct order. The taxi metaphor resonates with Filipino students who use taxis/Grab daily.

Example Usage

NLE question: 'What is the correct BLS sequence for an unresponsive adult?' Trigger: CABbie → Answer: C-A-B → Compressions, then Airway, then Breathing.

Recall Trigger

Picture a yellow taxi speeding to a hospital. What does the driver do first?

Topic

High-Quality Chest Compressions

Concept

Compression rate: 100–120 per minute

Anchor Id

Difficulty

easy

Memory Aid

Sing 'Staying Alive' by the Bee Gees while doing compressions — this song plays at exactly 100 beats per minute! In Filipino context: imagine you are a drummer in a Rondalla band playing a fast, upbeat tempo — not too slow (less than 100) like a funeral march, and not too fast (more than 120) like a panic attack. The sweet spot is 100-120: 'One-hundred to one-twenty, keep the compressions plenty!'

Anchor Type

rhyme

Why It Works

Music tempo is a powerful auditory anchor. 'Staying Alive' is a well-known mnemonic in BLS globally and creates a memorable auditory-motor connection.

Example Usage

When asked about compression rate, hum the song. 100 BPM = minimum, 120 BPM = maximum. If the question gives a rate of 90 — too slow. Rate of 130 — too fast.

Recall Trigger

Hear 'Staying Alive' — how fast? That is your compression rate.

Topic

High-Quality Chest Compressions

Concept

Compression depth (adult): at least 5 cm, not more than 6 cm

Anchor Id

Difficulty

easy

Memory Aid

Picture the standard width of a PHILIPPINE PESO COIN stacked five times — that is about 5 cm minimum depth. Now add one more coin — that is 6 cm, the maximum. Your hands press down at least a 5-peso-coin stack deep, but never deeper than 6 coins. If you press shallower, no blood moves. If you press deeper, you break bones unnecessarily. The coins are your depth meter.

Anchor Type

visual_association

Why It Works

Visualizing a familiar everyday object (Philippine peso coins) creates a tactile and visual memory anchor tied to a specific measurement.

Example Usage

NLE asks: 'What is the correct compression depth for an adult?' → Picture coin stack → Answer: at least 5 cm (2 inches), not more than 6 cm (2.4 inches).

Recall Trigger

Stack of 5 peso coins = 5 cm minimum; 6 coins = 6 cm maximum.

Topic

High-Quality Chest Compressions

Concept

Compression-to-ventilation ratio: 30:2 (single rescuer, all ages; two-rescuer adult); 15:2 (two-rescuer child/infant)

Anchor Id

Difficulty

medium

Memory Aid

Use the BASKETBALL rule: A standard NBA game has 30-second shot clocks — 30 compressions. Then 2 free throws — 2 breaths. 30:2. For TWO rescuers saving a CHILD (smaller player, junior league), halve the compressions: 15:2 — like halftime shots, smaller game. Key rule: '30 is for ONE rescuer at any age and TWO rescuers saving an ADULT. 15 is for TWO rescuers saving a CHILD or INFANT.'

Anchor Type

chunking

Why It Works

Chunking the ratios with a sports analogy creates a familiar framework. Basketball is highly popular in the Philippines, making this culturally resonant.

Example Usage

Question: 'Two nurses are performing CPR on a 3-year-old. What ratio?' → Junior league = 15:2. One nurse on an adult = 30:2.

Recall Trigger

Basketball shot clock (30) and free throws (2). Junior league (child) = 15:2.

Topic

High-Quality Chest Compressions

Concept

Switch compressors every 2 minutes to prevent fatigue

Anchor Id

Difficulty

easy

Memory Aid

Think of a RELAY RACE at your university's intramural sports. The baton (compressions) must be passed every 2 minutes — not because the runner collapsed, but because quality degrades with fatigue even if the runner doesn't feel tired. In CPR, the 'baton' is chest compressions. After 2 minutes, the relay runner hands off — and the team keeps winning (the patient keeps getting high-quality compressions).

Anchor Type

analogy

Why It Works

The relay race analogy maps perfectly to the teamwork and timing aspect of switching compressors, making it a dynamic and energetic mental image.

Example Usage

NLE scenario: Nurses A, B, C are doing CPR. When should they switch? → Every 2 minutes / after each rhythm analysis check.

Recall Trigger

Relay race baton pass = switch compressors every 2 minutes.

Topic

BLS Assessment

Concept

Agonal gasping = NOT adequate breathing

Anchor Id

Difficulty

medium

Memory Aid

Imagine you are a new nurse on duty and you see a patient on the floor making strange, irregular, gasping sounds — like a fish out of water. Your instinct says 'He is breathing!' But your preceptor grabs your arm: 'Agonal gasps are the body's last reflex — it is the heart's cry, not real breathing. START COMPRESSIONS NOW.' That gasping fish image — it looks alive but it is not — is agonal breathing. It does NOT count. Begin CPR immediately.

Anchor Type

micro_story

Why It Works

A micro-story creates emotional engagement and a narrative hook. The fish-out-of-water image is universally recognizable and viscerally distinct.

Example Usage

NLE stem: 'Patient is unresponsive with occasional gasping respirations.' Action? → Agonal gasping = no breathing → activate emergency response, begin compressions.

Recall Trigger

Fish out of water gasping = agonal breathing = NOT real breathing → start CPR.

Topic

ACLS Rhythm Management

Concept

Shockable rhythms: VF and Pulseless VT; Non-shockable: Asystole and PEA

Anchor Id

Difficulty

hard

Memory Aid

Use 'SAVE vs. CAVE': SAVE = Shockable Are VF and pulseless-VT (Evil rhythms you ZAP). CAVE (avoid the shock, go inside the cave without electricity) = Cannot shock Asystole and pVT... wait — try: 'SHOCK the VIPs (VF and pVT), but DO NOT SHOCK the FLAT LINE (Asystole) or the GHOST (PEA — organized electricity, no pulse = ghost heart).' Simpler: Think of a BROKEN BLENDER — VF and pVT = the blender is running WILDLY but grinding nothing useful → SHOCK it to reset. Asystole and PEA = the blender is OFF (asystole = truly off) or APPEARS to run but has no blade (PEA = electrical signal, no mechanical output) → Shocking a dead blender or bladeless one does NOTHING. Use CPR + drugs instead.

Anchor Type

acronym

Why It Works

The blender analogy maps electrical vs. mechanical cardiac function visually. It distinguishes the mechanism of each rhythm, making the clinical decision logical rather than memorized.

Example Usage

NLE: 'Rhythm shows a chaotic, irregular waveform with no identifiable QRS.' → VF = Shockable → Defibrillate immediately.

Recall Trigger

Wildly spinning blender (VF/pVT) = SHOCK. Off blender (asystole) or bladeless blender (PEA) = NO SHOCK.

Topic

ACLS Pharmacology

Concept

Epinephrine in arrest: 1 mg IV/IO every 3–5 minutes (1:10,000 concentration)

Anchor Id

Difficulty

hard

Memory Aid

Remember '1-3-5 Rule for Arrest Epi': 1 mg, every 3 to 5 minutes, 1:10,000 (so dilute it is 1 in 10,000 — think of ONE drop of red ink in TEN THOUSAND drops of water — very dilute). Contrast this with Anaphylaxis Epi: 0.3–0.5 mg IM, 1:1,000 (much more concentrated — ONE drop in ONE THOUSAND). The cardiac arrest dose is BIGGER volume, MORE dilute. The anaphylaxis dose is SMALLER volume, MORE concentrated. Never mix them up — this is a HIGH-ALERT medication error on NLE.

Anchor Type

chunking

Why It Works

Chunking the numbers (1-3-5) and contrasting with anaphylaxis dosing creates a dual-coding memory — you remember both by knowing how they differ.

Example Usage

NLE: 'What is the correct epinephrine dose for a patient in asystole?' → 1 mg IV/IO every 3–5 min, 1:10,000. NOT 0.3 mg IM.

Recall Trigger

1-3-5 for cardiac arrest epi. Compare to anaphylaxis 0.3-0.5 IM 1:1000.

Topic

ACLS Pharmacology

Concept

Amiodarone for refractory VF/pVT: 300 mg first, then 150 mg

Anchor Id

Difficulty

hard

Memory Aid

Amiodarone goes in THREE-ZERO-ZERO (300) — think: 'Three hundred is the first to go, then one-fifty for the second show.' Or use the DOUBLE-HALF rule: First dose = 300 mg. Second dose = HALF of 300 = 150 mg. If the blender (VF) is still spinning wild after the shock and epinephrine, amiodarone is the wrench — 300 first, then 150. Lidocaine is the backup wrench if amiodarone is unavailable.

Anchor Type

rhyme

Why It Works

The rhyme creates an auditory anchor, and the 'double-half' rule provides a mathematical relationship that is easy to verify mentally.

Example Usage

NLE: 'VF persists after 3rd shock and epinephrine. What antiarrhythmic is given?' → Amiodarone 300 mg IV/IO, then 150 mg if needed.

Recall Trigger

300 first, then half (150). Amiodarone for refractory VF/pVT.

Topic

ACLS — Reversible Causes

Concept

The Hs and Ts — Reversible Causes of Cardiac Arrest

Anchor Id

A10

Difficulty

hard

Memory Aid

Use the story of 'HOT (Hs) and COLD (Ts)': The Hs are HOT trouble inside the body: Hypovolemia (dry), Hypoxia (no air), Hydrogen ion/Acidosis (sour), Hypo/Hyperkalemia (potassium problems), Hypothermia (cold). The Ts are TRAUMATIC threats hitting from outside: Tension pneumothorax (lung collapse), Tamponade (heart squeezed), Toxins (poisoned), Thrombosis — pulmonary or coronary (clot). Full mnemonic: '5Hs: Have Very Hot Kidney Problems' = Hypovolemia, (H)ypoxia, Hydrogen ion, (H)ypo/Hyperkalemia, Hypothermia. '4Ts: The Tension Tightens Things Tight' = Tension pneumothorax, Tamponade, Toxins, Thrombosis.

Anchor Type

mnemonic

Why It Works

Dual mnemonics with a narrative framework (hot vs. traumatic) organize 9 items into two memorable clusters, reducing cognitive load.

Example Usage

NLE: 'Patient in PEA. What should the nurse look for?' → Search for the Hs and Ts. PEA especially requires aggressive search for reversible causes.

Recall Trigger

Hs and Ts. 5 hot internal problems, 4 traumatic external threats.

Topic

AED / Defibrillation

Concept

After delivering a shock, resume compressions IMMEDIATELY for 2 minutes before rechecking

Anchor Id

A11

Difficulty

medium

Memory Aid

Picture a CODE BLUE scene: the nurse shocks the patient, the rhythm on the monitor looks like it might be changing, and a junior nurse reaches for the wrist to check a pulse. The senior nurse stops her: 'Two minutes first! The heart just got hit by lightning — give it time to organize while we keep blood moving. If we pause to feel for a pulse right after the shock, we waste precious seconds. COMPRESS NOW, CHECK LATER.' The rule: Shock → Immediately back to compressions → 2-minute cycle → THEN rhythm/pulse check.

Anchor Type

micro_story

Why It Works

The micro-story creates an emotionally charged, vivid scenario that nursing students can project themselves into, making the sequence unforgettable.

Example Usage

NLE: 'Defibrillation was just delivered. What is the next nursing action?' → Immediately resume chest compressions for 2 minutes before rhythm analysis.

Recall Trigger

Shock is delivered → Immediately resume compressions → 2 full minutes → then recheck.

Topic

AED Use

Concept

AED pad placement: below right clavicle and left lower lateral chest

Anchor Id

A12

Difficulty

easy

Memory Aid

Use the 'SHIRT POCKET / SIDE POCKET' image: Right pad = where a man wears a SHIRT POCKET (upper right chest, below clavicle). Left pad = your LEFT HIP POCKET on jeans (lower left lateral chest). If you can picture putting your right hand in your shirt pocket and your left hand in your jeans hip pocket — you have correct AED pad placement. Two pockets, two pads, electricity flows across the heart between them.

Anchor Type

visual_association

Why It Works

Visualizing clothing pockets that everyone uses daily creates a spatial memory anchor tied to body position, making pad placement intuitive.

Example Usage

NLE: 'Where should AED pads be placed on an adult?' → Right pad: below right clavicle. Left pad: left lower lateral chest (shirt pocket / hip pocket rule).

Recall Trigger

Shirt pocket (right clavicle) and hip pocket (left lateral chest) = AED pad positions.

Topic

Choking Management — Infant

Concept

Choking in infants: 5 back slaps + 5 chest thrusts (NO abdominal thrusts)

Anchor Id

A13

Difficulty

medium

Memory Aid

Imagine your baby cousin is choking on a piece of kakanin. You want to do Heimlich (abdominal thrusts) like you saw on TV — but STOP. An infant's liver is large and unprotected — abdominal thrusts can rupture it. Instead: FIVE SLAPS ON THE BACK (firm, between shoulder blades) like burping a baby — then FIVE CHEST PUSHES (like infant CPR compressions on the sternum). Alternate: 5 slaps, 5 chest pushes. Repeat until the object flies out or baby loses consciousness (then start CPR). Remember: NO tummy thrusts on babies.

Anchor Type

micro_story

Why It Works

The relatable Filipino family scenario (baby cousin, kakanin) creates an emotionally vivid story with a clear clinical reason (liver protection), making the rule memorable and meaningful.

Example Usage

NLE: '8-month-old infant is choking on food, conscious. What is the correct intervention?' → Alternate 5 back slaps and 5 chest thrusts. Do NOT perform abdominal thrusts.

Recall Trigger

Baby choking = 5 back slaps + 5 chest thrusts. NO Heimlich. Liver danger!

Topic

Choking Management

Concept

Blind finger sweep is PROHIBITED in choking victims

Anchor Id

A14

Difficulty

medium

Memory Aid

Imagine you dropped your earring down a dark drain. If you shove your finger in blindly, you might push it deeper into the pipe — gone forever. The same happens with a choking object: a blind finger sweep in the throat can push the object deeper into the airway, making a bad situation fatal. ONLY remove what you can SEE. If you open the airway for ventilation and you can see the object — remove it. If you cannot see it, do NOT sweep blindly.

Anchor Type

analogy

Why It Works

The lost earring analogy is familiar and creates an immediate visceral understanding of why the action is counterproductive.

Example Usage

NLE: 'A choking patient becomes unresponsive. CPR is started. When opening the airway for breaths, what should the nurse do?' → Look for visible object; remove only if visible. Never perform blind finger sweep.

Recall Trigger

Lost earring in drain = do not poke blindly. Only remove what you can SEE in the airway.

Topic

Pediatric BLS

Concept

Pediatric/infant compression depth: one-third AP diameter (~5 cm child, ~4 cm infant)

Anchor Id

A15

Difficulty

medium

Memory Aid

Use the '1/3 SLICE RULE': Imagine slicing a child's chest from front to back like slicing a loaf of pan de sal in thirds. Compress only the FRONT THIRD. For a child, that front third is about 5 cm. For a baby (smaller loaf), the front third is about 4 cm. The reference point is ALWAYS 1/3 of the chest depth — not a fixed number. This way, you adapt to every child's size.

Anchor Type

visual_association

Why It Works

The pan de sal (Filipino bread roll) analogy makes the '1/3 AP diameter' concept spatially intuitive and uses a familiar everyday object.

Example Usage

NLE: 'What is the correct compression depth for a 2-year-old?' → About one-third the anteroposterior chest diameter, approximately 5 cm.

Recall Trigger

Pan de sal sliced in thirds. Compress only the front third. Child ~5 cm. Infant ~4 cm.

Topic

Pediatric/Infant BLS

Concept

Infant CPR compressions: two-finger technique (single rescuer) vs. two-thumb encircling technique (two rescuers)

Anchor Id

A16

Difficulty

medium

Memory Aid

Think of it as a PEACE SIGN vs. a HUG: ONE rescuer alone uses a PEACE SIGN (two fingers — index and middle finger on the sternum below the nipple line). TWO rescuers use a FULL HUG (both thumbs on the sternum, fingers wrap around the baby's back — the encircling technique). The hug is BETTER because it generates more consistent depth and force — use it when you have a partner. Remember: peace sign = one person; hug = two people.

Anchor Type

analogy

Why It Works

Mapping a hand gesture (peace sign, hug) to a technique creates a physical-motor anchor that nursing students can practice with their own hands.

Example Usage

NLE: 'A single nurse is performing CPR on a 3-month-old. Which technique is used for compressions?' → Two-finger technique (peace sign). If two nurses: two-thumb encircling technique.

Recall Trigger

Peace sign (two fingers) = solo. Hug (two thumbs encircling) = two rescuers.

Topic

ACLS Airway Management

Concept

Continuous compressions with advanced airway: 1 breath every 6 seconds (10 breaths/min)

Anchor Id

A17

Difficulty

hard

Memory Aid

Once the tube is in (advanced airway secured), NEVER STOP for breaths again. Instead: 'Every six seconds, give a breath with ease — ten per minute, compressions never cease.' Count: compress-2-3-4-5-6-BREATH, compress-2-3-4-5-6-BREATH. The airway is secured, so asynchronous ventilation is safe. 6 seconds between breaths = 10 breaths per minute. Compressions continue NON-STOP at 100–120/min.

Anchor Type

rhyme

Why It Works

The counting rhyme creates an auditory pattern that can be practiced aloud, embedding the 6-second/10-breath relationship in procedural memory.

Example Usage

NLE: 'An endotracheal tube has been placed during CPR. How should ventilation be delivered?' → One breath every 6 seconds (10/min); compressions continue without pause.

Recall Trigger

Tube in → count to 6 → breathe → count to 6 → breathe. Never stop compressions.

Topic

BLS Assessment

Concept

Check breathing and pulse simultaneously for NO MORE than 10 seconds

Anchor Id

A18

Difficulty

easy

Memory Aid

Use the '10-SECOND WINDOW' rule — think of a TRAFFIC LIGHT: You have 10 seconds at a yellow light to decide go or stop. Waste more than 10 seconds hesitating and you cause a crash (the patient deteriorates). During that 10-second window: feel the carotid pulse WITH ONE HAND while looking at the chest rise WITH YOUR EYES. Both checks happen at the same time. If you cannot confirm a pulse confidently in 10 seconds — START CPR. When in doubt, compress.

Anchor Type

chunking

Why It Works

The traffic light metaphor creates urgency and a clear time boundary. Simultaneous checking is reinforced by the image of two senses working in parallel.

Example Usage

NLE: 'How long should the nurse assess for breathing and pulse before starting CPR?' → No more than 10 seconds, simultaneously.

Recall Trigger

Yellow traffic light = 10-second window. Feel pulse AND watch chest at the same time. No pulse in 10 sec = start CPR.

Topic

High-Quality Chest Compressions

Concept

Full chest recoil between compressions — do NOT lean on the chest

Anchor Id

A19

Difficulty

medium

Memory Aid

Think of a BASKETBALL PUMP: When you pump air into a basketball, you must pull the pump handle ALL THE WAY BACK before pushing again — if you only push halfway and hold, no air gets sucked in. The heart is the same: between compressions, your hands must FULLY RELEASE (lift slightly without losing contact) so the chest wall springs back, creating negative pressure that draws blood into the right heart. Leaning on the chest after compression = holding the pump handle halfway = the heart never refills = no cardiac output.

Anchor Type

analogy

Why It Works

The basketball pump is a universally familiar mechanical analogy that makes the physiologic reason for full recoil intuitive and unforgettable.

Example Usage

NLE: 'Why is full chest recoil essential during CPR?' → Allows the heart to refill with blood between compressions, maintaining cardiac output. Leaning reduces venous return.

Recall Trigger

Basketball pump: pull ALL THE WAY BACK between compressions. Full recoil = refilling.

Topic

Team Dynamics & Communication

Concept

Closed-loop communication in code team dynamics

Anchor Id

A20

Difficulty

hard

Memory Aid

Imagine a CODE BLUE in a Philippine government hospital. The team leader shouts: 'Give epinephrine 1 mg IV now!' In the chaos, two nurses both reach for the medication — neither confirmed who was doing it. Result: double dose or no dose. Closed-loop communication prevents this: Leader says 'Nurse Reyes, give epinephrine 1 mg IV.' Nurse Reyes repeats: 'Understood — giving epinephrine 1 mg IV.' After giving: 'Epinephrine 1 mg IV given at 10:32.' The LOOP is CLOSED. Think: ORDER → REPEAT-BACK → CONFIRM DONE. This is professional nursing practice under RA 9173 — safe, accountable care.

Anchor Type

micro_story

Why It Works

The realistic CODE scenario (Philippine setting, RA 9173 reference) creates a culturally grounded, professionally relevant story that mirrors actual nursing practice on NLE scenarios.

Example Usage

NLE: 'What communication technique prevents medication errors during a cardiac arrest team response?' → Closed-loop communication: receiver repeats the order, confirms when completed.

Recall Trigger

Code team → Order → Repeat back → Confirm done. Closed loop. No double-dosing, no missed meds.

Revision Game

C-A-B (Compressions → Airway → Breathing)

Clue

I am the taxi driver of emergency nursing. My name has three letters. I tell you to start with the heart, then the airway, then the breath. Who am I?

Memory Link

A1 — The CABbie analogy. Picture the yellow taxi driving to the hospital.

YES — agonal gasping is NOT adequate breathing. Treat as no breathing. Start CPR immediately.

Clue

A fish is lying on the floor, mouth opening and closing. Should you start CPR?

Memory Link

A6 — Fish out of water = agonal breathing. It looks like breathing but it is NOT.

STOP! Resume compressions immediately for 2 minutes BEFORE checking rhythm or pulse after a shock.

Clue

You just shocked a patient in VF. The monitor shows a rhythm. A junior nurse starts to feel for a pulse. What do you say?

Memory Link

A11 — The CODE BLUE micro-story. Shock → Compress → 2 min → then check.

The Hs and Ts — Reversible Causes of Cardiac Arrest (5 Hs + 4 Ts)

Clue

I have 5 internal troublemakers and 4 external threats. PEA calls for me whenever it shows up. What am I?

Memory Link

A10 — HOT internal Hs vs. TRAUMATIC external Ts mnemonic.

Alternate 5 back slaps and 5 chest thrusts. Do NOT perform abdominal thrusts on infants.

Clue

A 7-month-old infant is choking on a piece of food. The baby is still conscious. You should do... what exactly? (Be specific about number and type!)

Memory Link

A13 — Baby cousin choking on kakanin. 5 slaps + 5 chest pushes. No tummy thrusts — liver danger!

15:2 — two rescuers, child under 8 years old.

Clue

Two nurses arrive at the bedside of a 4-year-old in cardiac arrest. What is the correct compression-to-ventilation ratio?

Memory Link

A4 — Junior league basketball. Two rescuers + child = 15:2. One rescuer or adult pair = 30:2.

Amiodarone — 300 mg first dose, 150 mg second dose, given IV/IO for refractory VF/pulseless VT.

Clue

I am an anti-arrhythmic drug. My first dose is 300 mg, my second dose is exactly half of that. I am used when VF/pVT won't quit after multiple shocks. Name me and my doses.

Memory Link

A9 — THREE HUNDRED THEN HALF rhyme. 300 mg → 150 mg for the wrench that won't let VF win.

No closed-loop communication. Fix: Team leader names the person (e.g., 'Nurse Reyes, give epinephrine 1 mg IV'), receiver repeats the order, confirms when done.

Clue

Nurse A shouts: 'Someone give epi!' Nurse B quietly gives it. Then Nurse C gives it too because she thought no one responded. What went wrong and how do you fix it?

Memory Link

A20 — CODE BLUE double-dose story. ORDER → REPEAT-BACK → CONFIRM DONE = closed loop.

Rate: 100–120/min
Depth: ≥5 cm (adult), ~1/3 AP (peds)
Full chest recoil
Minimize interruptions (CCF ≥60%)
30:2 ratio (or 15:2 two-rescuer peds)
Switch compressors every 2 minutes
Avoid excessive ventilation

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NLE Emergency & Critical Care Nursing — Basic & Advanced Life Support (CPR/ACLS)Memory Anchors

Exam context

Basic & Advanced Life Support (CPR/ACLS) - Memory Anchors

Anchors

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