Course Discipline and
GAVILAN COLLEGE
CURRICULUM DEVELOPMENT
|NEW COURSE PROPOSAL - SECOND READING |
|Date: |03/30/10 |Prepared & Submitted by: |Sherrean Carr |
|Department: |CTE |Course Discipline and Number: |JFT 30 |
|1. |Anticipated first term of offering: Fall Spring Summer Academic Year: 2010 |
|2. Suggested discipline, number, title, units, lecture and/or lab hours: |
|JFT |30 | |Paramedic Core |11-14 |17.6-22.4 |7.54-9.6 | |
|Discipline |Course Number |CAN |Course Title |Units |Lecture |Lab hours |Recommended |
| | | | | |hours per |per week |LEH Factor |
| | | | | |week | | |
Course Numbering System:
0-99 Transfer & Degree Appropriate 99, 199, 299 Emergency, One Term, Special Topics Course
100-198 Degree Appropriate & Potential Transfer 300s Non Degree, Non Transfer Occupational
200-298 Associate Degree Appropriate & Non Transfer 400s Developmental courses
500s Special Populations (see College Catalog for complete descriptions) 600s Adult Education
700s Non Credit
3. Course Catalog Description:
This course is designed to guide students to successful completion of the National Registry EMT-Paramedic exam and meets the training requirements mandated by the State of California, California Code of Regulations Title 22. The didactic instruction represents the delivery of primarily cognitive material. This is the first part of a three-part program. Students must successfully complete the didactic portion of training prior to progressing to Clinical training (part two).
4. Justification of recommendation for new course: (e.g. requirement for major’s sequence, general
education, trends in field or scholarship, etc. List agencies, groups, resources consulted to determine need, i.e.,
State Boards, advisory committees, surveys, other colleges’ offerings, etc.)
Paramedic Core is the next step in the Emergency Medical Technician National Standard Curriculum. According to the National Highway Traffic Safety Administration Office of Emergency Medical Services there is a need to fulfill occupancy in Santa Clara County.
5. Proposed Grading System:
Select only one: Standard Letter grade
Pass/ No Pass
Option of a standard letter grade or pass/no pass
Non credit
6. Will course be Repeatable?
Additional skills that will be acquired by repeating this course must be included in the course outline.
a. Credit course - Yes No If yes, how many times? 1 2 3
b. Non credit course - Yes No If yes, how many times? 1 2 3 Unlimited (Non credit only)
7. Is this a stand alone course?
Yes (Course is NOT included in a degree or certificate program)
No (Course is included in a degree or certificate program)
8. Course Requisites:
List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.
Prerequisite: JFT 17 EMT
Co-requisite:
Advisory:
9. Will this course be offered via Distance Education? Yes No
If yes, fill out and submit form D - "Distance Education."
Internet-based:
Course development software, such as Moodle
Other
Hybrid
Video conference
Telecourse
Other
10. Does course meet cultural diversity requirement? Yes No
See Curriculum website for criteria for meeting cultural diversity requirement.
11. What resources will be needed in order to offer this class at Gavilan?
a. Staffing:
b. Facility Usage:
c. Supplies and equipment (include cost estimates):
d. Tutoring Center resources, if applicable:
e. Can existing library resources at Gavilan accommodate student needs for this class?
Yes No Verified by: (Verbal verification of Librarian is adequate.)
If no, list additional resources necessary & budget estimate.
f. Can existing computer software, hardware, and other technological resources at
Gavilan accommodate student’s needs for this class? Yes No N/A
If no, list additional resources necessary & budget estimate.
12. If degree applicable, is a similar course offered at community colleges or 4 year colleges & universities? Yes No
| | | |Upper or |Units |
| | | |Lower Dir |Sem/Qtr |
| | | | U L | |
|Discipline & No |Title |College or Univ. | | |
| | | | U L | |
|Discipline & No |Title |College or Univ. | | |
| | | | U L | |
|Discipline & No |Title |College or Univ. | | |
13. If degree applicable, please complete the following information on articulation recommendations. (See College Articulation Officer for assistance)
13A. Transfer: Would you recommend that this be a course that transfers to:
State Universities and Colleges Yes No University of California Yes No
Will the course satisfy a major requirement at CSU or UC? If so, complete the following:
| |at | |Required for | |
|Course Title & No. | | CSUC or UC Campus | |Program or Major |
| |at | |Required for | |
|Course Title & No. | | CSUC or UC Campus | |Program or Major |
| |at | |Required for | |
|Course Title & No. | | CSUC or UC Campus | |Program or Major |
13B. General Education: Would you recommend that this be a course that satisfies the GE requirement in the following:
| |Natural |Social |Humanities/Art |Lifelong |Commun |Math/ |American |Cultural |
| |Science |Science | |Learning | |Quantitative |Institutions |Diversity |
|AA/AS/GE Degree | | | | | | | | |
|CSU G.E. | | | | | | | | |
|UC Transfer/GE | | | | | | | | |
|IGETC | | | | | | | | |
(Note that definitions of areas that can be counted in UC or CSU vary. Be sure to ask for assistance if needed.)
14. Second Reading - Routing/Recommendation for Approval:
| |Signatures | | |
|Dept. Approval (Chair sign) | | | |
| | |Date | |
|Area Dean | | | |
| | |Date | |
|Curriculum Committee Chair | | | |
| | |Date | |
|Head Librarian (if applicable) | | | |
| | |Date | |
|Distance Education Coordinator (if | | | |
|applicable) | |Date | |
15. Approval:
|Vice President of Instruction | | | |
| | |Date | |
|President | | | |
| | |Date | |
|CCC Chancellor’s Office | | | |
|(if applicable) | |Date | |
GAVILAN COLLEGE
CURRICULUM DEVELOPMENT
|COURSE OUTLINE |Course Discipline and #JFT 30 |
|DISCIPLINE: |JFT 30 |DEPARTMENT: |CTE |
| |(Name and Number) | | |
|COURSE TITLE: |Paramedic Core |
(Maximum of 60 spaces)
|ABBREVIATED TITLE: |PARAMEDIC CORE |
(Maximum of 30 spaces)
|SEMESTER UNITS: 11-14 |LEC HOURS PER WEEK: 17.6-22.4 |LAB HOURS PER WEEK: 7.54-9.6 |
|Classification: |Non Credit Category: |Occupational Code (SAM): |
|TOP Code: 1250.00 |LEH Factor: |FTE Load: |
CATALOG DESCRIPTION:
This course is designed to guide students to successful completion of the National Registry EMT-Paramedic exam and meets the training requirements mandated by the State of California, California Code of Regulations Title 22. The didactic instruction represents the delivery of primarily cognitive material. This is the first part of a three-part program. Students must successfully complete the didactic portion of training prior to progressing to Clinical training (part two).
COURSE REQUISITES:
(List all prerequisites and advisories separated by AND/OR, as needed. Attach Validation Form.)
Prerequisite: JFT 17
Co-requisite:
Advisory:
PROPOSED GRADING SYSTEM:
Select only one: Standard Letter grade
Pass/ No Pass
Option of a standard letter grade or pass/no pass
Non Credit
STAND ALONE: Yes (Course is NOT included in a degree or certificate program)
No (Course is included in a degree or certificate program)
REPEATABLE FOR CREDIT:
(Note: Course Outline must include additional skills that will be acquired by repeating this course.)
Credit Course Yes No If yes, how many times? 1 2 3
Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited
(Noncredit only)
METHODS OF INSTRUCTION:
Lecture, discussion, group activites, practical demonstration, role play scenarios
RECOMMENDED OR REQUIRED TEXT/S:
(The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification)
Recommended Required N/A
|Author: |Title: |Publisher: |Year of Publication: |
| | | | |
|ISBN: (if available) |Reading level of text: |Verified by: |
| | grade | |
|Other textbooks or materials to be purchased by the student: |
|1998 Emergency Medical Technician Paramedic: National Standard Curriculum, or other appropriate college level text. |
STUDENT LEARNING OUTCOMES:
1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.
2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc
3. Identify which Institutional Learning Outcomes (ILO) apply to this course. List them, by number, in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.
(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.
4. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.
|1) Student Learning Outcomes |2) Measure |3) Institutional |4) GE Learning Outcomes |
| | |Learning Outcomes | |
| Differentiate among the four nationally recognized levels of EMS |Measure: written exam |ILO: 3, 1, 2, |GE-LO: |
|training/ education, leading to licensure/certification/ registration. | | | |
|Integrate pathophysiological principles and the assessment findings to |Measure: skills |ILO: 3,2,1 |GE-LO: |
|formulate a field impression and implement the treatment plan for the |demonstration, written | | |
|patient with a musculoskeletal injury. |exam | | |
|Identify a treatment plan for the trauma patient with a suspected head |Measure: oral exam, skills|ILO: 3,1,2 |GE-LO: |
|injury. |demonstration | | |
|Discuss the legal concept of immunity, including Good Samaritan statutes |Measure: oral exam |ILO: 3, 1, 2 |GE-LO: |
|and governmental immunity, as it applies to the paramedic. | | | |
|Analyze the relationship between the law and ethics in EMS. |Measure: role play |ILO: 3,1,2 |GE-LO: |
| |exercies | | |
|Advocate the need to understand and apply the knowledge of pathophysiology|Measure: written exam |ILO: 3,2,1 |GE-LO: |
|to patient assessment and | | | |
|treatment. | | | |
|Assess the pathophysiology of a patient's condition by identifying |Measure: written exam, |ILO: 3, 2, 1 |GE-LO: |
|classifications of drugs. |role play | | |
|Safely and precisely access the venous circulation and administer |Measure: skills |ILO: 3,2, |GE-LO: |
|medications. |demonstration | | |
|Establish and/ or maintain a patent airway, oxygenate, and ventilate a |Measure: skills |ILO: 3,2 |GE-LO: |
|patient. |demonstraton | | |
|Identify the principles of kinematics to enhance the patient assessment |Measure: written exam |ILO: 3, 2, 1 |GE-LO: |
|and predict the likelihood of injuries based on the patients mechanism of | | | |
|injury. | | | |
|Formulate a field impression and implement the treatment plan for the |written exam, role play | | |
|patient with shock or hemorrhage. | | | |
|Identify pathophysiological principles and the assessment findings to |written exam, role play |3,2,1, | |
|formulate a field impression and implement a treatment plan for the | | | |
|patient with a suspected spinal injury | | | |
| | |2,3,1, | |
| | | | |
| | | | |
| | | | |
GENERAL EDUCATION LEARNING OUTCOMES
AREA A Communications in the English Language
After completing courses in Area A, students will be able to do the following:
1. Receive, analyze, and effectively respond to verbal communication.
2. Formulate, organize and logically present verbal information.
3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.
4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.
5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.
6. Read college course texts and summarize the information presented.
7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.
8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.
9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.
AREA B Physical Universe and its Life Forms
After completing courses in Area B, students will be able to do the following:
1. Explain concepts and theories related to physical and biological phenomena.
2. Identify structures of selected living organisms and relate structure to biological function.
3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.
4. Utilize safe and effectives laboratory techniques to investigate scientific problems.
5. Discuss the use and limitations of the scientific process in the solution of problems.
6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.
7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.
8. Work collaboratively with others on labs, projects, and presentations.
9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.
AREA C Arts, Foreign Language, Literature and Philosophy
After completing courses in Area C, students will be able to do the following:
1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.
2. Analyze an artistic work on both its emotional and intellectual levels.
3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.
4. Recognize the universality of the human experience in its various manifestations across cultures.
5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.
6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.
7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.
AREA D Social, Political, and Economic Institutions
After completing courses in Area D, students will be able to do the following:
1. Identify and analyze key concepts and theories about human and/or societal development.
2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.
3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.
4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.
5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.
AREA E Lifelong Understanding and Self-Development
After completing courses in Area E, students will be able to do the following:
1. Demonstrate an awareness of the importance of personal development.
2. Examine the integration of one’s self as a psychological, social, and physiological being.
3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.
AREA F Cultural Diversity
After completing courses in Area F, students will be able to do the following:
1. Connect knowledge of self and society to larger cultural contexts.
2. Articulate the differences and similarities between and within cultures.
Content, Student Performance Objectives, and *Out-of-Class Assignments:
|HOURS |*e.g., essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture units granted. |
|4-16 Hours |Roles and Responsibilities |
| | |
| |The student will understand his or her roles and responsibilities within an EMS system, and how these roles and |
| |responsibilities differ from other levels of providers. |
| | |
| |I. Introduction |
| |A. Role of the paramedic quite different today from the ambulance driver of yesterday |
| |B. Paramedics engage in a variety of professional activities |
| | |
| |II. EMS system development |
| |A. Pre-20th century |
| |B. 20th Century |
| | |
| |III. Current EMS system |
| |A. Network of coordinated services that provide aid and medical care to the community |
| |B. Work as a unified whole, to meet the emergency care needs of a community |
| |C. Standards (components) of an EMS System |
| |D. EMS system operation |
| |E. EMS provider levels |
| | |
| |IV. National EMS group involvement |
| |A. Involved in the development, education, and implementation of EMS |
| |B. Benefits of involvement |
| |C. Roles of various EMS standard setting groups |
| | |
| |V. Paramedic education |
| |A. Initial education |
| |B. Continuing education |
| | |
| |VI. Licensure/ certification/ registration |
| |A. Licensure |
| |B. Certification |
| |C. Registration |
| |D. State and national certification/ recertification requirements |
| | |
| |VII. Professionalism |
| |A. Education should help produce a paramedic professional |
| |B. Profession |
| |C. Professionalism |
| |D. Health care professional |
| |E. Attributes of professionalism applied to the role of the paramedic |
| | |
| |VIII. The roles and responsibilities of the paramedic |
| |A. Primary responsibilities |
| |B. Additional responsibilities |
| | |
| |IX. Medical direction |
| |A. Many services provided by paramedics are derived from medical practices |
| |B. Paramedics operate as a physician extension |
| |C. Physicians regarded as the authorities on issues of medical care |
| |D. Physicians, properly educated and motivated, are a vital component of EMS |
| |E. Role of the EMS physician in providing medical direction |
| |F. Benefits of medical direction |
| | |
| |X. Improving system quality |
| |A. Develop a system for continually evaluating and improving care |
| | |
| |XI. EMS research |
| |A. Benefits of research |
| |B. Basic principles |
| |C. Conducting research |
| |D. Examples of research |
| |E. EMS provider’s role in data collection |
| |F. Evaluating and interpreting research |
|8-16 Hours |The Well-Being of the Paramedic |
| | |
| |The student will identify the importance of personal wellness in EMS and serve as a healthy role model for peers. |
| | |
| |I. Introduction |
| |A. Wellness has three components |
| |B. Implementing lifestyle changes can enhance personal wellness |
| |C. Enhancing personal wellness can serve as a role model/ coach for others |
| | |
| |II. Wellness components |
| |A. Physical well-being |
| |B. Mental and emotional health |
| | |
| |III. Stress |
| |A. Three phases of the stress response |
| |B. Factors that trigger the stress response |
| |C. Physiological and psychological effects of stress |
| |D. Causes of stress in EMS |
| |E. Reactions to stress |
| |F. Stress management techniques |
| |G. Critical incident stress management (CISM) |
| | |
| |IV. Dealing with death, dying, grief and loss |
| |A. Patient and family needs |
| |B. Common needs of the paramedic when dealing with death and dying |
| |C. Developmental considerations when dealing with death and dying |
| | |
| |V. Preventing disease transmission |
| |A. Terminology |
| |B. Common sources of exposure |
| |C. Protection from air/ blood borne pathogens |
| |D. Periodic risk assessment |
| |E. Documenting and managing an exposure |
|4 Hours |Illness and Injury Prevention |
| | |
| |The student will be able to implement primary injury prevention activities as an effective way to reduce death, disabilities |
| |and health care costs. |
| | |
| |I. Epidemiology |
| |A. Incidence, morbidity, mortality |
| |B. Effects of early release from hospital on EMS services |
| |C. Related terminology |
| | |
| |II. Feasibility of EMS involvement |
| |A. EMS providers are widely distributed amid the population |
| |B. EMS providers often reflect the composition of the community |
| |C. In a rural setting, the EMS provider may be the most medically educated individual |
| |D. More than 600,000 EMS providers in the United States |
| |E. EMS providers are high-profile role models |
| |F. EMS providers are often considered as champion of the health care consumer |
| |G. EMS providers are welcome in schools and other environments |
| |H. EMS providers are considered authorities on injury and prevention |
| | |
| |III. Essential leadership activities |
| | |
| |A. Policies promoting response, scene and transport safety |
| |B. Implementation of safety program |
| |C. Provide education to EMS providers |
| |D. Support and promote collection and use of injury data |
| |E. Obtain support and resources for primary injury prevention activities |
| |F. Empower individual EMS providers to conduct primary injury prevention activities |
| | |
| |IV. Essential provider activities |
| |A. Education |
| | |
| |V. Implementation of prevention strategies |
| |A. Preservation of safety of the response team |
| |B. Patient care considerations |
| |C. Recognize signs/ symptoms of exposure to |
| |D. Recognizing need for outside resource |
| |E. Documentation |
| |F. On-scene education |
| |G. Resources identified |
| | |
| |VI. Participation in prevention programs |
| |A. Education and training |
|6-8 Hours |Medical / Legal Issues |
| | |
| |The student will understand the legal issues that impact decisions made in the out-of-hospital environment. |
| | |
| |I. Introduction |
| |A. Legal duties and ethical responsibilities |
| |B. Failing to perform the job appropriately can result in civil or criminal liability |
| |C. The best legal protection is provision of appropriate assessment and care coupled with |
| |accurate and complete documentation |
| |D. Laws differ from state to state and area to area - get competent legal advice |
| | |
| |II. The legal system |
| |A. Types of law |
| |B. How laws affect the paramedic |
| |C. The legal process |
| | |
| |III. Legal accountability of the paramedic |
| |A. Responsible to act in a reasonable and prudent manner |
| |B. Responsible to provide a level of care and transportation consistent with education/ |
| |training |
| |C. Negligence can result in legal accountability and liability |
| |D. Special liability concerns |
| |E. Protection against negligence claims |
| | |
| |IV. Paramedic - patient relationships |
| |A. Confidentiality |
| |B. Consent |
| |C. Use of force |
| |D. Transportation of patients |
| | |
| |V. Resuscitation issues |
| |A. Withholding or stopping resuscitation |
| |B. Advance directives |
| |C. Potential organ donation |
| |D. Death in the field |
| | |
| |VI. Crime and accident scene responsibilities |
| |A. Crime scene |
| |B. Accident scene |
| | |
| | |
| |VII. Documentation |
| |A. Importance |
| |B. Characteristics of an effective patient care report |
| |C. Copy to become part of patient's hospital record |
| |D. Maintained at least for extent of statute of limitations |
| |Ethics |
|4-6 Hours | |
| |The student will understand the role that ethics play in decision making in the out-of-hospital environment. |
| | |
| |I. Introduction |
| |A. Ethical dilemmas are present in out-of-hospital care |
| |B. Ethical dilemma today may be decided by law tomorrow |
| | |
| |II. Ethics overview |
| |A. Ethics defined |
| |B. Answering ethical questions |
| |C. The need for an out-of-hospital ethical code |
| |D. How ethics impact individual practice |
| |E. How ethics impact institutional practice |
| | |
| |III. Ethical tests in healthcare |
| |A. Fundamental question |
| |B. Global concepts |
| |C. Resolving ethical dilemmas when global concepts are in conflict |
| | |
| |IV. Ethical issues in contemporary paramedic practice |
| |A. Allocation of resources |
| |B. Decisions surrounding resuscitation |
| |C. Confidentiality |
| |D. Consent |
| |E. Applications of ethical principles to patient care situations |
| | |
|20-52 Hours |General Principles of Pathophysiology |
| | |
| |I. Introduction |
| | |
| |The student will be able to apply the general concepts of pathophysiology for the assessment and management of emergency |
| |patients. |
| | |
| |A. Correlation of pathophysiology with disease process |
| |B. Correlation of disease process with care provided to patients by paramedics |
| | |
| |II. Basic cellular review |
| |A. Major classes of cells - living cells divided into two major divisions |
| |B. Chief cellular functions |
| |C. Cellular components |
| |D. Tissue types |
| | |
| | |
| |III. Alterations in cells and tissues |
| |A. Cellular adaptation - cells adapt to their environment to avoid and protect themselves |
| |from injury; adapted cells are neither normal or injured (they are somewhere between |
| |these two states) |
| |B. Cellular injury |
| |C. Manifestations of cellular injury |
| |D. Cellular death/ necrosis |
| | |
| |IV. The cellular environment |
| |A. Distribution of body fluids |
| |B. Aging and distribution of body fluids |
| |C. Water movement between ICF and ECF |
| |D. Water movement between plasma and interstitial fluid |
| |E. Alterations in water movement |
| |F. Water balance and the role of electrolytes |
| |G. Acid - base balances |
| | |
| |V. Genetics and familial diseases |
| |A. Factors causing disease |
| |B. Analyzing disease risk |
| |C. Combined effects and interaction among risk factors |
| |D. Common familial disease and associated risk factors |
| | |
| |VI. Hypoperfusion |
| |A. Pathogenesis |
| |B. Types of Shock |
| |C. Multiple organ dysfunction syndrome (MODS) |
| | |
| |VII. Self-defense mechanisms |
| |A. Introduction - lines of defense |
| |B. Characteristics of the immune response |
| |C. Induction of the immune response |
| |D. Humoral immune response |
| |E. Cell-mediated immune response |
| |F. Cellular interactions in the immune response |
| |G. Fetal and neonatal immune function |
| |H. Aging and the immune response in elderly |
| | |
| |VIII. Inflammation |
| |A. The acute inflammatory response |
| |B. Mast cells |
| |C. Cellular components of inflammation |
| |D. Cellular products |
| |E. Systemic responses of acute inflammation |
| |F. Chronic inflammation responses |
| |G. Local inflammation responses |
| |H. Phases of resolution and repair |
| |I. Aging and self-defense mechanisms |
| | |
| |IX. Variances in immunity and inflammation |
| |A. Hypersensitivity: allergy, autoimmunity, and isoimmunity |
| |B. Immunity and inflammation deficiencies |
| | |
| |X. Stress and disease |
| |A. Concepts of stress |
| |B. Stress responses |
| |C. Stress, coping, and illness interrelationships |
|30-73 Hours |Pharmacology |
| | |
| |The student will be able to integrate pathophysiological principles |
| |of pharmacology and the assessment findings to formulate a field impression and implement a |
| |pharmacologic management plan. |
| | |
| |I. Historical trends in pharmacology |
| |A. Ancient health care |
| |B. The pre- and post-renaissance period |
| |C. Modern health care |
| |D. The present period of change |
| |E. New trends in health care and pharmaceutics |
| | |
| |II. Names of drugs |
| |A. Drugs - chemical agents used in the diagnosis, treatment, or prevention of disease |
| |B. Pharmacology - the study of drugs and their actions on the body |
| |C. Chemical name - a precise description of the drug's chemical composition and molecular |
| |structure |
| |D. Generic name or non-proprietary name |
| |E. Trade or proprietary name - the brand name registered to a specific manufacturer or |
| |owner |
| |F. Official name - the name assigned by USP |
| | |
| |III. Sources of drugs |
| |A. Plants |
| |B. Animals and humans |
| |C. Minerals or mineral products |
| |D. Chemical substances made in the laboratory |
| | |
| |IV. Drug Classification |
| |A. How Drugs are classified |
| | |
| |V. Sources of drug information |
| |A. AMA Drug Evaluation |
| |B. Physician's Desk Reference (PDR) |
| |C. Hospital Formulary (HF) |
| |D. Drug inserts |
| |E. Other texts, sources |
| | |
| |VI. United States drug legislation |
| |A. Purpose for drug legislation |
| |B. History of drug legislation and its effects |
| |C. Food and Drug Administration |
| | |
| |VII. Schedule of controlled substances |
| |A. Controlled Substances Act, 1970 (Comprehensive Drug Abuse Prevention and Control |
| |Act, 1970) |
| |B. Purpose for scheduling controlled substances, based upon abuse potential |
| |C. Classification of drugs into numbered levels or schedules (I to V) |
| |D. Schedules |
| | |
| |VIII. Standardization of drugs |
| |A. Standardization is a necessity |
| |B. Techniques for measuring a drug's strength and purity |
| |C. The Unites States Pharmacopeia (USP) |
| |D. Other reference books and guides |
| | |
| |IX. Investigational drugs |
| |A. Prospective drugs may take years to progress through the FDA testing sequence |
| |B. FDA approval process |
| |C. FDA classifications for newly approved drugs, 1992 |
| | |
| |X. Special considerations in drug therapy |
| |A. Pregnant patients |
| |B. Pediatric patients |
| |C. Geriatric patients |
| | |
| |XI. The scope of management |
| |A. Paramedics are held responsible for safe and therapeutically effective drug |
| |administration |
| |B. Paramedics are personally responsible - legally, morally, and ethically - for each drug |
| |they administer |
| |C. Paramedics |
| | |
| |XII. Autonomic pharmacology |
| |A. Nervous system organization and function |
| |B. Peripheral nervous system characteristics |
| |C. Autonomic nervous system characteristics |
| |D. Direction of sympathetic influences |
| |E. Neurochemical transmission |
| |F. Other receptors |
| |G. Effector cell response |
| |H. Termination of neurotransmission |
| |I. Altering neurotransmission with drugs |
| |J. Receptor location and selective drug action |
| |K. Selective drug action - nicotinic and muscarinic receptors |
| |L. Biological model systems and receptor characterization |
| |M. Receptor structure |
| |N. Synaptic control mechanisms |
| | |
| |XIII. General properties of drugs |
| |A. Drugs do not confer any new functions on a tissue or organ in the body, they only modify |
| |existing functions |
| |B. Drugs in general exert multiple actions rather than a single effect |
| |C. Drug action results from a physiochemical interaction between the drug and a |
| |functionally |
| |important molecule in the body |
| |D. Drugs that interact with a receptor to stimulate a response are known as agonists |
| |E. Drugs that attach to a receptor but do not stimulate a response are called antagonists |
| |F. Drugs that interact with a receptor to stimulate a response, but inhibit other responses are |
| |called partial agonists |
| |G. Once administered, drugs go through four stages |
| | |
| |XIV. Drug forms |
| |A. Liquid drugs |
| |B. Solid drug forms |
| |C. Gas forms |
| | |
| |XV. Overview of the routes of drug administration |
| |A. The mode of drug administration effects the rate at which onset of action occurs and may |
| |effect the therapeutic response that results |
| |B. The choice of the route of administration is crucial in determining the suitability of a |
| |drug |
| |C. Drugs are given for either their local or systemic effects |
| | |
| |XVI. Routes of medication administration |
| |A. Inhalation route (nebulized medications) |
| |B. Enteral (drugs administered along any portion of the gastrointestinal tract) |
| |C. Parenteral (any medication route other than the alimentary canal) |
| |D. Endotracheal |
| | |
| |XVII. Mechanisms of drug action |
| |A. To produce optimal desired or therapeutic effects, a drug must reach appropriate |
| |concentrations at its site of action |
| |B. Molecules of the chemical compound must proceed from point of entry into the body to |
| |the tissues with which they react |
| |C. The magnitude of the response depends on the dosage and the time course of the drug in |
| |the body |
| |D. Concentration of the drug at its site of action is influenced by various processes, which |
| |are divided into three phases of drug activity |
| | |
| |XVIII. Pharmacokinetics |
| |A. Passive transport |
| |B. Active transport |
| |C. Absorption |
| |D. Distribution |
| |E. Biotransformation |
| |F. Excretion |
| | |
| |XIX. Pharmacodynamics |
| |A. Theories of drug action |
| |B. Drug-response relationship |
| |C. Factors altering drug responses |
| |D. Predictable responses |
| |E. Iatrogenic responses (adverse effects produced unintentionally) |
| |F. Unpredictable adverse responses |
| | |
| |XX. Drug interactions |
| |A. Variables influencing drug interaction |
| |B. Drug-drug interactions |
| |C. Other drug interactions |
| |D. Drug incompatibilities - occur when drugs are mixed before administration |
| | |
| |XXI. Drug storage |
| |A. Certain precepts should guide the manner in which drugs are secured, stored, distributed, |
| |and accounted for |
| |B. Refer to local protocol |
| |C. Drug potency can be affected by |
| |D. Applies also to diluents |
| |E. Security of controlled medications |
| | |
| |XXII. Components of a drug profile |
| |A. Drug names |
| |B. Classification |
| |C. Mechanisms of action |
| |D. Indications |
| |E. Pharmacokinetics |
| |F. Side/ adverse effects |
| |G. Routes of administration |
| |H. How supplied |
| |I. Dosages |
| |J. Contraindications |
| |K. Considerations for pediatric patients, geriatric patients, pregnant patients, and other |
| |special patient groups |
| |L. Other profile components |
| | |
| |XXIII. Drugs by classifications |
| |A. Analgesics and antagonists |
| |B. Anesthetics |
| |C. Antianxiety, sedative, and hypnotic drugs |
| |D. Anticonvulsants |
| |E. Central nervous system stimulants |
| |F. Psychotherapeutic drugs |
| |G. Drugs for specific CNS-peripheral dysfunctions |
| |H. Drugs affecting the parasympathetic nervous system |
| |I. Drugs affecting the sympathetic (adrenergic) nervous system |
| |J. Skeletal muscle relaxants |
| |K. Drugs affecting the cardiovascular system |
| |L. Anticoagulants, thrombolytics, and blood components |
| |M. Antihyperlipidemic drugs |
| |N. Diuretics |
| |O. Drug therapy for renal system dysfunction |
| |P. Mucokinetic and bronchodilator drugs |
| |Q. Oxygen and miscellaneous respiratory agents |
| |R. Drugs affecting the gastrointestinal system |
| |S. Ophthalmic drugs |
| |T. Drugs affecting the ear |
| |U. Drugs affecting the pituitary |
| |V. Drugs affecting the parathyroid and thyroid |
| |W. Drugs affecting the adrenal cortex |
| |X. Drugs affecting the pancreas |
| |Y. Drugs affecting the female reproductive system |
| |Z. Drugs for labor and delivery |
| |AA. Drugs affecting the male reproductive system |
| |BB. Drugs affecting sexual behavior |
| |CC. Antineoplastic agents |
| |DD. Drugs used in infectious disease and inflammation |
| |EE. Antibiotics |
| |FF. Antifungal and antiviral drugs |
| |GG. Other antimicrobial drugs and antiparasitic drugs |
| |HH. Nonsteroidal antiinflammatory drugs |
| |II. Uricosuric drugs |
| |JJ. Serums, vaccines, and other immunizing agents |
| |KK. Drugs affecting the immunologic system |
| |LL. Dermatologic drugs |
| |MM. Vitamins and minerals |
| |NN. Fluids and electrolytes |
| |OO. Antidotes/ overdoses |
|20-52 Hours |Venous Access and Medication Administration |
| | |
| |The student will be able to safely and precisely access the venous circulation and administer medications. |
| | |
| |I. Review of mathematical principles |
| |A. Multiplication and division |
| |B. Roman numerals |
| |C. Fractions |
| |D. Decimal fractions |
| |E. Proportions |
| |F. Percent |
| | |
| |II. Mathematical equivalents used in pharmacology |
| |A. The metric system |
| |B. Conversions between the household and metric system |
| |C. Fahrenheit scale for temperature reading |
| |D. Celsius (centigrade) scale for temperature reading |
| |E. Converting between Fahrenheit and Celsius temperatures |
| | |
| |III. Calculating drug dosages |
| |A. Calculation methods |
| |B. Calculating dosages |
| | |
| |IV. Medical direction |
| |A. Medication administration is bound by the paramedic's on-line or off-line medical |
| |direction |
| |B. Role of the medical director |
| |C. Patient management protocols |
| |D. Legal considerations - policies and procedures which specify regulations of medication |
| |administration |
| | |
| |V. Principles of medication administration |
| |A. Local drug distribution system - policies which establish stocking and supply of drugs |
| |B. Paramedic's responsibility associated with the drug order |
| |C. The "six rights" of medication administration |
| | |
| |VI. Medical asepsis |
| |A. Clean technique versus sterile technique |
| |B. Sterilization |
| |C. Antiseptics |
| |D. Disinfectants |
| | |
| |VII. Universal precautions and body substance isolation (BSI) in medication administration |
| | |
| |VIII. Venous access |
| |A. Intravenous cannulation |
| |B. Intraosseous needle placement and infusion |
| | |
| |IX. Medication administration by the inhalation route |
| |A. Bronchdilators (beta agonist) medications |
| |B. Equipment |
| |C. Administering medications by the inhalation route |
| | |
| |X. Enteral medication administration |
| |A. Oral administration of medications |
| |B. Administration of medications by the gastric tube |
| |C. Rectal administration of medications |
| | |
| |XI. Parenteral administration of medications |
| |A. Parenteral routes |
| |B. Reasons for parenteral administration of medications |
| |C. Equipment used in parenteral administration of medications |
| |D. Preparation of parenteral medication |
| |E. Administration of medication by the intradermal route |
| |F. Administration of medication by the subcutaneous route |
| |G. Administration of medication by the intramuscular route |
| |H. Administration of medication by the intravenous route |
| |I. Percutaneous route - application of a medication for absorption through the mucous |
| |membranes or skin |
| |J. Administration of medication by the intraosseous route |
| | |
| |XII. Obtaining a blood sample |
| |A. Purposes for obtaining a blood sample |
| |B. Equipment needed for obtaining a blood sample |
| |C. Locations from which to obtain a blood sample |
| |D. Steps to preparing equipment for obtaining a blood sample |
| |E. Techniques for obtaining a blood sample |
| |F. Complications |
| | |
| |XIII. Disposal of contaminated items and sharps |
| |A. Follow local protocol for disposal of contaminated items and sharps |
|4-16 Hours |Therapeutic Communications |
| | |
| |The student will be able to integrate the principles of therapeutic communication to effectively communicate with any patient |
| |while providing care. |
| | |
| |I. Communication |
| |A. Communication process |
| | |
| |II. Internal factors for effective communication |
| |A. Liking others |
| |B. Empathy is viewing the world from another inner frame of reference while remaining |
| |yourself |
| |C. Ability to listen |
| | |
| |III. External factors for effective communication |
| |A. Privacy |
| |B. Interruptions |
| |C. Physical environment |
| |D. Dress |
| |E. Note taking |
| | |
| |IV. Introducing the interview - the paramedic should remain calm and begin the interview |
| |with open-ended questions |
| |A. Open-ended questions |
| |B. Closed or direct questions |
| |C. One question at a time |
| |D. Choose language the patient understands |
| | |
| |V. Responses |
| |A. Facilitation - encourages patient to provide more information |
| |B. Silence - gives the patient more time to gather their thoughts |
| |C. Reflection - echoing the patients words back to them using slightly different words |
| |D. Empathy - patient feels accepted and more open to talking |
| |E. Clarification - used when the patient uses a word which is confusing to the paramedic |
| |F. Confrontation - focusing patients attention on one specific factor of interview |
| |G. Interpretation |
| |H. Explanation - informing the patient and sharing factual or objective information |
| |I. Summary |
| | |
| |VI. Traps of interviewing |
| |A. Providing false assurance or reassurance |
| |B. Giving advice |
| |C. Authority |
| |D. Using avoidance language |
| |E. Distancing |
| |F. Professional jargon |
| |G. Leading or biased questions |
| |H. Talking too much |
| |I. Interrupting |
| |J. Using questions |
| | |
| |VII. Non-verbal skills |
| |A. Physical appearance |
| |B. Posture and gestures |
| | |
| | |
| |VIII. Developing patient rapport |
| |A. Put the patient and yourself at ease |
| | |
| |IX. Strategies to get information |
| |A. Patients generally communicate in three ways |
| |B. Obtaining information on complaints is accomplished based upon techniques of open- |
| |ended and closed or direct questions |
| | |
| |X. Methods to assess mental status during the interview |
| |A. Observation |
| |B. Conversation |
| |C. Exploration - offers a method to review the patient’s internal experiences |
| | |
| |XI. Special interview situations |
| |A. Patients unmotivated to talk |
| |B. Interviewing a hostile patient |
| |C. Developmental considerations when interviewing patients |
| |D. The older adult- they are seeking the meaning of older age, dealing with disease and the |
| |inevitability of their death |
| |E. Hearing impaired patients |
| |F. Patients under the influence of street drugs or alcohol |
| |G. Sexually aggressive patients |
| |H. Transcultural considerations in communicating with patients |
|4-8 Hours |Life Span Development |
| | |
| |The student will be able to integrate the physiological, psychological, and sociological changes throughout human development |
| |with assessment and communication strategies for |
| |patients of all ages. |
| | |
| |I. Infancy (birth to 1 year) |
| |A. Physiological |
| |B. Psychosocial development |
| | |
| |II. Toddler (12 to 36 months) and pre-school age (3 to 5 years) |
| |A. Physiological |
| |B. Psychosocial |
| | |
| |III. School age children (6 to 12 years) |
| |A. Physiological |
| |B. Psychosocial |
| | |
| |IV. Adolescence - (13 to 18 years) |
| |A. Physiological |
| |B. Psychosocial |
| | |
| |V. Early adulthood (20 to 40 years) |
| |A. Physiological |
| |B. Psychosocial |
| | |
| |VI. Middle adulthood (41 to 60 years) |
| |A. Physiological |
| |B. Psychosocial |
| | |
| |VII. Late adulthood (61 years and older) |
| |A. Physiological |
|22-48 Hours |Airway Management and Ventilation |
| | |
| |Tha student will be able to establish and/ or maintain a patent airway, oxygenate, and ventilate a patient. |
| | |
| |I. Introduction to Airway and Ventilation |
| |A. The bodys need for oxygen |
| |B. Primary objective of emergency care |
| |C. Brain death occurs within 6 to 10 minutes |
| |D. Major prehospital causes of preventable death |
| |E. Most often neglected of prehospital skills |
| | |
| |II. Anatomy of upper airway |
| |A. Function of the upper airway |
| |B. Pharynx |
| |C. Larynx |
| | |
| |III. Anatomy of lower airway |
| |A. Function of the lower airway |
| |B. Location of the lower airway |
| |C. Structures of the lower airway |
| | |
| |IV. Differences in pediatric airway |
| |A. Pharynx |
| |B. Trachea |
| |C. Chest wall |
| | |
| |V. Lung/ respiratory volumes |
| |A. Total lung volume |
| |B. Tidal volume |
| |C. Dead space air |
| |D. Minute volume |
| |E. Functional reserve capacity |
| |F. Residual volume |
| |G. Alveolar air |
| |H. Inspiratory reserve |
| |I. Expiratory reserve |
| | |
| |VI. Ventilation |
| |A. Definition - movement of air into and out of the lungs |
| |B. Phases |
| | |
| |VII. Respiration |
| |A. Definition |
| |B. Types |
| |C. The transportation of oxygen and carbon dioxide in the human body |
| | |
| |VIII. Causes of decreased oxygen concentrations in the blood |
| |A. Lower partial pressure of atmospheric O2 |
| |B. Lower hemoglobin levels in blood |
| | |
| |IX. Carbon dioxide in blood |
| |A. Increases |
| |B. Decreases |
| | |
| |X. The measurement of gases |
| |A. Total pressure |
| |B. Partial pressure |
| |C. Concentration of gases in the atmosphere |
| | |
| |XI. Respiratory rate |
| |A. Definition - the number of times a person breathes in one minute |
| |B. Neural control |
| |C. Chemical stimuli |
| |D. Control of respiration by other factors |
| | |
| | |
| |XII. Pathophysiology |
| |A. Obstruction |
| | |
| |XIII. Airway evaluation |
| |A. Essential parameters |
| | |
| |XIV. Supplemental oxygen therapy |
| |A. Rationale |
| |B. Oxygen source |
| |C. Regulators |
| |D. Delivery devices |
| |E. Oxygen humidifiers |
| |F. Tracheostomy, stoma, and tracheostomy tubes |
| |G. Flow-restricted, oxygen-powered ventilation devices |
| |H. Automatic transport ventilators |
| |I. Cricoid pressure - Sellicks maneuver |
| |J. Artificial ventilation of the pediatric patient |
| |K. Ventilation of stoma patients |
| | |
| |XVII. Suctioning |
| |A. Suction devices |
| |B. Suctioning catheters |
| |C. Suctioning the upper airway |
| |D. Tracheobronchial suctioning |
| |E. Gastric distention |
| | |
| |XVIII. Airway management |
| |A. Manual maneuvers |
| |B. Nasal airway |
| |C. Oral airway |
| |D. Endotracheal tube |
| |E. Multi-lumen airways |
| | |
| |XIX. Pharmacological adjuncts to airway management and ventilation |
| |A. Sedation in emergency intubation |
| | |
| |XX. Translaryngeal cannula ventilation |
| |A. High volume/ high pressure ventilation of lungs through cannulation of trachea below |
| |the glottis |
| |B. Indications |
| |C. Contraindications |
| |D. Advantages |
| |E. Disadvantages |
| |F. Equipment |
| |G. Method |
| |H. Complications |
| | |
| |XXI. Cricothyrotomy |
| |A. Surgical access to the airway through the cricothyroid membrane |
| |B. Indications |
| |C. Contraindications |
| |D. Advantages |
| |E. Disadvantages |
| |F. Equipment |
| |G. Method |
| |H. Complications |
| | |
| |XXII. Special patient considerations |
| |A. Patients with larngectomies (stomas) |
| |B. Dental appliances |
| |C. Airway management considerations for patients with facial injuries |
|4-16 Hours |History Taking |
| | |
| |The student will be able to use the appropriate techniques to obtain a medical history from a patient. |
| | |
| |I. Overview |
| |A. Purpose |
| |B. Several parts |
| |C. Does not dictate sequence |
| | |
| |II. Content of the patient history |
| |A. Date |
| |B. Identifying data |
| |C. Source of referral |
| |D. Source of history |
| |E. Reliability |
| |F. Chief complaint |
| |G. Present illness |
| |H. Past history |
| |I. Current health status |
| |J. Review of body systems |
| | |
| |III. Techniques of history taking |
| |A. Setting the stage |
| |B. Learning about the present illness |
| |C. Clinical reasoning |
| |D. Direct questions |
| |E. Taking a history on sensitive topics |
| | |
| |IV. Special challenges |
| |A. Silence |
| |B. Overly talkative patients |
| |C. Patients with multiple symptoms |
| |D. Anxious patients |
| |E. Reassurance |
| |F. Anger and hostility |
| |G. Intoxication |
| |H. Crying |
| |I. Depression |
| |J. Sexually attractive or seductive patients |
| |K. Confusing behaviors or histories |
| |L. Limited intelligence |
| |M. Language barriers |
| |N. Hearing problems |
| |O. Blind patients |
| |P. Talking with family and friends |
|16-61 Hours |Techniques of Physical Examination |
| | |
| |The student will be able to explain the pathophysiological |
| |significance of physical exam findings. |
| | |
| |I. Physical examination - approach and overview |
| |A. Examination techniques and equipment |
| |B. General approach |
| |C. Overview of a comprehensive examination |
| | |
| |II. Mental status |
| |A. Appearance and behavior |
| |B. Speech and language |
| |C. Mood |
| |D. Thought and perceptions |
| |E. Assess insight and judgement |
| |F. Memory and attention |
| | |
| |III. General survey |
| |A. Level of consciousness |
| |B. Signs of distress |
| |C. Apparent state of health |
| |D. Skin color and obvious lesions |
| |E. Height and build |
| |F. Sexual development |
| |G. Weight |
| |H. Posture, gait and motor activity |
| |I. Dress, grooming and personal hygiene |
| |J. Odors of breath or body |
| |K. Facial expression |
| |L. Vital signs |
| |M. Additional assessment techniques |
| | |
| |IV. Anatomical regions |
| |A. The skin |
| |B. Head, ears, eyes, nose, and throat |
| |C. Chest |
| |D. The cardiovascular system |
| |E. Abdomen |
| |F. The female genitalia |
| |G. The male genitalia |
| |H. Anus |
| |I. Extremities |
| |J. Peripheral vascular system |
| |K. The spine |
| |L. The nervous system |
| | |
| |V. The physical examination of infants and children |
| |A. Approach to the patient |
| |B. Techniques of examination |
| | |
| |VI. Recording examination findings |
| | |
|12-28 Hours |Patient Assessment |
| | |
| |The student will be able to integrate the principles of history taking and techniques of physical exam to perform a patient |
| |assessment. |
| | |
| |I. Scene size-up/ assessment |
| |A. Body substance isolation review |
| |B. Scene safety |
| |C. Definition - an assessment of the scene and surroundings that will provide valuable |
| |information to the paramedic |
| |D. Mechanism of injury/ nature of illness |
| | |
| |II. Initial assessment |
| |A. General impression of the patient |
| |B. Assess the patient and determine if the patient has a life threatening condition |
| |C. Assess patient's mental status (maintain spinal immobilization if needed) |
| |D. Assess the patient's airway status |
| |E. Assess the patient's breathing |
| |F. Assess the patient's circulation |
| |G. Identify priority patients |
| |H. Proceed to the appropriate focused history and physical examination |
| | |
| |III. Focused history and physical exam - medical patients |
| |A. Responsive medical patients |
| |B. Unresponsive medical patients |
| | |
| |IV. Focused history and physical exam - trauma patients |
| |A. Re-consider mechanism of injury |
| |B. Perform rapid trauma physical examination on patients with significant mechanism of |
| |injury to determine life-threatening injuries |
| |C. For patients with no significant mechanism of injury, e.g., cut finger |
| | |
| |V. Detailed physical exam |
| |A. Patient and injury specific, e.g., cut finger would not require the detailed physical exam |
| |B. Perform a detailed physical examination on the patient to gather additional information |
| |C. General approach |
| |D. Overview of the detailed physical exam |
| |E. Recording examination findings |
| |F. Assess baseline vital signs |
| | |
| |VI. On-going assessment |
| |A. Repeat initial assessment |
| |B. Reassess and record vital signs |
| |C. Repeat focused assessment regarding patient complaint or injuries |
| |D. Assess interventions |
|8-35 Hours |Clinical Decision Making |
| | |
| |The student will be able to apply a process of clinical decision making to use the assessment findings to help form a field |
| |impression. |
| | |
| |I. Introduction and key concepts |
| |A. The cornerstones of effective paramedic practice |
| |B. The out-of-hospital environment |
| |C. The spectrum of patient care in out-of-hospital care in the out-of-hospital setting |
| |D. Providing guidance and authority for paramedic action and treatments |
| | |
| |II. Components, stages, and sequence of critical thinking process for paramedics |
| |A. Concept formation |
| |B. Data interpretation |
| |C. Application of principle |
| |D. Evaluation |
| |E. Reflection on action |
| | |
| |III. Fundamental elements of critical thinking for paramedics |
| |A. Adequate fund of knowledge |
| |B. Ability to focus on specific and multiple elements of data |
| |C. Ability to gather and organize data and form concepts |
| |D. Ability to identify and deal with medical ambiguity |
| |E. Ability to differentiate between relevant and irrelevant data |
| |F. Ability to analyze and compare similar situations |
| |G. Ability to recall contrary situations |
| |H. Ability to articulate decision making reasoning and construct arguments |
| | |
| |IV. Considerations with field application of assessment based patient management |
| |A. The patient acuity spectrum |
| |B. Thinking under pressure |
| |C. Mental checklist for thinking under pressure |
| |D. Facilitating behaviors |
| |E. Situation awareness |
| |F. Putting it all together |
| | |
| |Communications |
| | |
| |The student will be able to follow an accepted format for dissemination of patient information in verbal form, either in person|
| |or over the radio. |
| | |
| |I. General |
| |A. The importance of communications when providing EMS |
| |B. The role of verbal, written, and electronic communications in the provision of EMS |
| |C. The phases of communications necessary to complete a typical EMS event |
| |D. Diagram of a basic model of communications |
| |E. The role of proper terminology when communicating during an EMS event |
| |F. The role of proper verbal communications during an EMS event |
| |G. Factors that impede effective verbal communications |
| |H. Factors which enhance verbal communications |
| |I. The importance of proper written communications during an EMS event |
| |J. Factors which impede effective written communications |
| |K. Factors which enhance written communications |
| |L. Legal status of written communications related to an EMS event |
| |M. The importance of data collection during an EMS event |
| |N. New technology used to collect and exchange patient and/ or scene information |
| |electronically |
| |O. The legal status of patient medical information exchanged electronically |
| | |
| |II. Systems |
| |A. Methodology used for EMS communication |
| |B. Components of the local dispatch communications system and function |
| | |
| |III. Regulation |
| |A. Functions and responsibilities of the Federal Communications Commission |
| | |
| |IV. Dispatch |
| |A. The functions of an EMS dispatcher |
| |B. Appropriate information to be gathered by the emergency medical dispatcher |
| |C. The role of Emergency Medical Dispatch in a typical EMS event |
| |D. The importance of pre-arrival Instructions in a typical EMS event |
| | |
| |V. Procedures |
| |A. Information that should be verbally reported to medical direction |
| |B. General procedures for exchange of information |
| | |
| |Documentation |
| | |
| |The student will be able to effectively document the essential elements of patient assessment, care and transport. |
| | |
| |I. Introduction |
| |A. Importance of documentation |
| |B. Written record of incident |
| |C. Other uses of documentation |
| | |
| |II. General considerations |
| |A. Be familiar with common medical terms, their meaning and their correct spelling |
| |B. Be familiar with commonly-accepted medical abbreviations and their correct spelling |
| |C. Be familiar with common industry acronyms |
| |D. Incident times |
| |E. Accurately note in the document narrative (and elsewhere, when applicable) medical |
| |direction, advice and orders, and the results of implementing that advice and those |
| |orders |
| |F. "Pertinent negatives" |
| |G. Pertinent oral statements made by patients and other on-scene people |
| |H. Record support services used (e.g. helicopter, coroner, rescue/ extrication, etc.) |
| |I. Record use of mutual aid services |
| | |
| |III. Elements of a properly written EMS document |
| |A. Accurate |
| |B. Legible |
| |C. Timely - documentation should be completed ideally before the paramedic handles tasks |
| |subsequent to the patient interaction |
| |D. Unaltered |
| |E. Free of non-professional/ extraneous information |
| | |
| |IV. Systems of narrative writing |
| |A. Head to toe approach |
| |B. Body systems approach |
| |C. Call incident approach |
| |D. Patient management approach |
| |E. Other formats |
| |F. Know how to differentiate subjective from objective elements of documentation |
| | |
| |V. Special considerations of documentation |
| |A. Documentation of patient's refusal of care and/ or transport |
| |B. Document decisions/ events where care and transportation were not needed |
| |C. Documentation in mass casualty situations |
| | |
| |VI. Document revision/ correction |
| |A. How done |
| |B. Acceptable method(s) |
| | |
| |VII. Consequences of inappropriate documentation |
| |A. Implications to medical care |
| |B. Legal implications. |
| |C. Timeliness |
| | |
| |VIII. Closing |
| |A. The paramedic shall assume responsibility for self-assessment of all documentation |
| |B. Peer advocacy of proper appreciation for the importance of good documentation |
| |C. Respect the confidential nature of an EMS report |
| |D. Principals of documentation are to remain valid regarding computer charting, as that |
| |technology becomes available |
|52-117 Hours |Trauma Systems and Mechanism of Injury |
| | |
| |The student will be able to integrate the principles of kinematics to enhance the patient assessment and predict the likelihood|
| |of injuries based on the patients mechanism of injury. |
| | |
| |I. Introduction |
| |A. Epidemiology of trauma |
| |B. History |
| | |
| |II. Trauma systems |
| |A. Components |
| |B. Trauma centers |
| |C. Transport considerations |
| | |
| |III. Energy |
| |A. Physical laws |
| |B. Energy exchange |
| |C. Types on trauma based on ingress |
| | |
| |IV. Blunt trauma |
| |A. Vehicle collisions |
| |B. Occupant collisions |
| |C. Organ collisions |
| |D. Restraints |
| |E. Motorcycle collisions |
| |F. Pedestrian verses motor vehicle |
| |G. Falls |
| | |
| |V. Penetrating injuries |
| |A. Energy exchange |
| |B. Anatomy |
| | |
| |VI. Blast |
| |A. Introduction |
| |B. Phases |
| | |
| |Hemorrhage and Shock |
| | |
| |The student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and|
| |implement the treatment plan for the patient with shock or hemorrhage. |
| | |
| |I. Pathophysiology, assessment, and management of hemorrhage |
| |A. Hemorrhage |
| | |
| |II. Shock |
| |A. Epidemiology |
| | |
| |III. Integration |
| | |
| |Soft Tissue Trauma |
| | |
| |The student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression|
| |and implement the treatment plan for the patient with soft tissue trauma. |
| | |
| |I. Introduction |
| |A. Epidemiology |
| |B. Body substance isolation review |
| |C. Anatomy and physiology review |
| | |
| |II. Pathophysiology and assessment of soft tissue injuries |
| |A. Identification of closed soft tissue injuries |
| |B. Identification of open soft tissue injuries |
| | |
| |III. Management principles for soft tissue injuries |
| |A. Treatment priorities |
| | |
| |IV. Review of bandaging and dressing material used in conjunction |
| |A. Dressings |
| |B. Complications of improperly applied dressings |
| |C. Basic concepts of open wound dressing |
| | |
| |V. Management of specific soft tissue injuries not requiring closure |
| |A. Dressing and bandaging specific soft tissue injuries |
| |B. Evaluation |
| |C. Potential and seriousness of wound infection |
| |D. Wound infection causal factors |
| | |
| |VI. Special considerations regarding soft tissue injuries |
| |A. Treatment priorities for patients with soft tissue injuries in conjunction with other life- |
| |threatening injuries |
| |B. Emergency medical care of patients with penetrating impalations, chest, and abdominal |
| |injuries |
| |C. Treatment priorities for patients with amputations and avulsion |
| |D. Documentation/ record keeping for patients with soft tissue trauma |
| | |
| |Burns |
| | |
| |The student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression|
| |and implement the management plan for the patient with a burn injury. |
| | |
| |I. Introduction |
| |A. Epidemiology |
| |B. Review the anatomy and physiology of the integumentary system |
| | |
| |II. General system pathophysiology, assessment and management |
| |A. Pathophysiology |
| |B. Assessment findings |
| |C. Management |
| | |
| |III. Specific burn injuries |
| |A. Thermal burn injury |
| |B. Inhalation burn injury |
| |C. Chemical burn injury |
| |D. Chemical burn injury of the eye |
| |E. Electrical burn injuries |
| |F. Radiation exposure |
| | |
| |IV. Integration |
| | |
| |Head and Facial Trauma |
| | |
| |The student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression|
| |and implement a treatment plan for the trauma patient with a suspected head injury. |
| | |
| |I. Facial Injury |
| |A. Introduction |
| |B. Review of anatomy/ physiology of the face |
| |C. Common mechanisms of injury |
| |D. Other common associated injuries |
| |E. Types of facial injuries |
| |F. Assessment |
| |G. History |
| |H. Management |
| | |
| |II. Throat injuries |
| |A. Introduction |
| |B. Review of anatomy/ physiology of the throat |
| |C. Mechanism of injury |
| |D. Pathophysiology |
| |E. Assessment |
| |F. Management |
| | |
| |III. Nasal injuries |
| |A. Review of anatomy and physiology |
| |B. Mechanism of injury |
| |C. Pathophysiology |
| |D. Assessment |
| |E. Management |
| | |
| |IV. Ear injuries |
| |A. Review of anatomy and physiology |
| |B. Mechanism of injury |
| |C. Pathophysiology |
| |D. Assessment |
| |E. Management |
| | |
| |V. Eye injuries |
| |A. Review of anatomy and physiology |
| |B. Mechanism of injury |
| |C. Pathophysiology |
| |D. Assessment |
| |E. Management |
| | |
| |VI. Mouth injuries |
| |A. Introduction |
| |B. Review of anatomy/ physiology of the mouth |
| |C. Mechanisms of injury |
| |D. Pathophysiology |
| | |
| |VII. Head trauma |
| |A. Introduction |
| |B. Review of anatomy/ physiology of head/ brain |
| |C. Mechanisms of injury |
| |D. General categories of injury |
| |E. Causes of brain injury |
| |F. Head injury - broad and inclusive |
| |G. Brain injury |
| |H. Pathophysiology of head/ brain injury |
| |I. Specific Injuries - diffuse axonal injury and focal injuries |
| | |
| | |
| |Spinal Trauma |
| | |
| |The student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression|
| |and implement a treatment plan for the patient |
| |with a suspected spinal injury. |
| | |
| |I. Introduction |
| |A. Spinal cord injury (SCI) impacts |
| | |
| |II. Incidences |
| |A. 15,000 - 20,000 SCI per year |
| |B. Higher in men between ages 16 - 30 years |
| |C. Common causes |
| | |
| |III. Morbidity and mortality |
| |A. 40% of trauma patients with neurological deficit will have temporary or permanent SCI |
| |B. 25% of SCI may be caused by improper handling |
| |C. Education in proper handling and transportation can decrease SCI |
| | |
| |IV. Traditional spinal assessments/ criteria |
| |A. Based upon mechanism of injury (MOI) |
| |B. Past emphasis for spinal immobilization considerations |
| |C. Lack of clear clinical guidelines or specific criteria to evaluate for SCI |
| |D. Signs which may indicate SCI |
| |E. Not always practical to immobilize every injury |
| |F. Most suspected injuries were moved to a normal anatomical position |
| |G. Need to have clear criteria to assess for the presence of SCI |
| | |
| |V. General spinal anatomy and physiology review |
| |A. Spinal column |
| |B. Cervical spine |
| |C. Thoracic spine |
| |D. Lumbar spine |
| |E. Sacrum |
| |F. Coccyx |
| |G. Vertebral structure |
| |H. Vertebral foramen |
| |I. Transverse process |
| |J. Spinous process |
| |K. Intervertebral foramen |
| |L. Intervertebral disk |
| |M. Brain and spinal cord (central nervous system) |
| | |
| |VI. General assessment of spinal injuries |
| |A. Determine mechanism of injury/ nature or injury |
| | |
| |VII. Assessment of uncertain MOIs |
| |A. Specific clinical criteria |
| |B. Specific criteria |
| | |
| |VIII. General management of spinal injuries |
| |A. Principles of spinal immobilization |
| |B. Spinal stabilization/ immobilization |
| |C. Use of steroids for traumatic spine injuries |
| | |
| |IX. Traumatic injuries |
| |A. Causes |
| |B. Types of spinal cord injuries (SCI) |
| | |
| |X. Non-traumatic spinal conditions |
| |A. Low back pain (LBP) |
| | |
| |XI. Assessment and management of non-traumatic spinal conditions |
| |A. Assessment - based mainly upon the patients chief complaint and physical exam |
| |B. Management |
| | |
| |Thoracic Trauma |
| | |
| |The student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression|
| |and implement a treatment plan for a patient with a thoracic injury. |
| | |
| |I. Introduction |
| |A. Epidemiology |
| |B. Mechanism of injury |
| |C. Anatomy and physiology review of the thorax |
| | |
| |II. General system pathophysiology, assessment and management of thoracic trauma |
| |A. Pathophysiology |
| |B. Assessment findings |
| |C. Management |
| | |
| |III. Chest wall injuries |
| |A. Rib fractures |
| |B. Flail segment |
| |C. Sternal fracture |
| | |
| |IV. Injury to the lung |
| |A. Simple pneumothorax |
| |B. Open pneumothorax |
| |C. Tension pneumothorax |
| |D. Hemothorax |
| |E. Hemopneumothorax |
| |F. Pulmonary contusion |
| | |
| |V. Myocardial injuries |
| |A. Pericardial tamponade |
| |B. Myocardial contusion (blunt myocardial injury) |
| |C. Myocardial rupture |
| | |
| |VI. Vascular injuries |
| |A. Aortic dissection/ rupture |
| |B. Penetrating wounds of the great vessels |
| | |
| |VII. Other thorax injuries |
| |A. Diaphragmatic injury |
| |B. Esophageal injury |
| |C. Tracheo-bronchial injuries |
| |D. Traumatic asphyxia |
| | |
| |VIII. Integration |
| | |
| |Abdominal Trauma |
| | |
| |The student will be able to integrate pathophysiologic principles and the assessment findings to formulate a field impression |
| |and implement the treatment plan for the patient with suspected abdominal trauma. |
| | |
| |I. Introduction |
| |A. Epidemiology |
| |B. Anatomy review |
| |C. Mechanism of injury review |
| | |
| |II. General system pathophysiology, assessment, and management |
| |A. Pathophysiology of abdominal injuries |
| |B. Assessment |
| |C. Management/ treatment plan |
| | |
| |III. Specific injuries |
| |A. Solid organ injuries |
| |B. Hollow organ injuries |
| |C. Abdominal vascular injuries |
| |D. Pelvic fractures |
| |E. Other related abdominal injuries |
| | |
| | |
| | |
| | |
| |Musculoskeletal Trauma |
| | |
| |The student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression|
| |and implement the treatment plan for the patient with a musculoskeletal injury. |
| | |
| |I. Introduction |
| |A. Epidemiology |
| | |
| |II. Musculoskeletal pathophysiology-adult |
| |A. Problems associated with musculoskeletal injuries |
| |B. Fractures |
| |C. Relate kinematics to the following injuries |
| |D. Pathological fractures |
| |E. Vascular injuries |
| |F. Dislocations and subluxations |
| |G. Lacerations |
| |H. Hematoma |
| |I. Sprains and strains |
| |J. Typical blood loss in an uncomplicated fracture during the first two hours |
| |K. Complications associated with fractures |
| |L. Inflammatory and degenerative conditions |
| | |
| |III. Musculoskeletal assessment |
| |A. Four classes of patients with musculoskeletal trauma |
| |B. Conduct the initial survey first to determine if there are any life-threats |
| |C. The six Apexs of musculoskeletal assessment |
| |D. Assessment of musculoskeletal injury |
| |E. Assessment findings - palpation |
| |F. Special sports considerations |
| | |
| |IV. Management |
| |A. General principles |
| |B. Splints - rigid, formable, traction |
| |C. Dislocation/ fractures |
| |D. Specific fracture pointers and immobilization techniques |
| |E. Application of cold/ heat |
| |F. Referral of minor musculoskeletal injuries |
| | |
| |V. Integration |
METHODS OF EVALUATION:
|CATEGORY 1 - The types of writing assignments required: |
|Percent range of total grade: 25 % to 60 % |
| Written Homework |
| Reading Reports |
| Lab Reports |
| Essay Exams |
| Term or Other Papers |
| Other: |
|If this is a degree applicable course, but substantial writing assignments are NOT appropriate, indicate reason: |
| Course is primarily computational |
| Course primarily involves skill demonstration or problem solving |
|CATEGORY 2 - The problem-solving assignments required: |
|Percent range of total grade: 20 % to 40 % |
| Homework Problems |
| Field Work |
| Lab Reports |
| Quizzes |
| Exams |
| Other: |
|CATEGORY 3 - The types of skill demonstrations required: |
|Percent range of total grade: 40 % to 80 % |
| Class Performance/s |
| Field Work |
| Performance Exams |
|CATEGORY 4 - The types of objective examinations used in the course: |
|Percent range of total grade: 10 % to 20 % |
| Multiple Choice |
| True/False |
| Matching Items |
| Completion |
| Other: |
|CATEGORY 5 - Any other methods of evaluation: |
|Percent range of total grade: % to % |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- what is the discipline of philosophy
- office of professional discipline complaint
- hha course online and certificate
- online course advantage and disadvantage
- project management discipline framework
- employee discipline template
- college course name and number
- school discipline philosophy
- life course theory and crime
- the 5th discipline book
- the fifth discipline book summary
- the fifth discipline summary pdf