Download 2016 18008 Syllabus - myANC

EM: 18008
Emergency Medical Technician (EMT)
Syllabus
2 -Day/Week
Instructor: Francis Lewis
Instructor: 870-838-6880
Instructor Email: [email protected]
Program Director: Kara White
Program Director Email: [email protected] Office: 870-780-1254
Term: Spring 2016
Class Meeting Days: T & TH
Class Meeting Hours: 5:00 pm -9:00 pm
Course Location: Allied Health Building
I.
Course Catalog Description:
The Emergency Medical Technician course prepares the EMT student to provide prehospital assessment and care for patients of all
ages with a variety of medical conditions and traumatic injuries. Areas of study include an introduction to emergency medical
services systems, roles and responsibilities of EMTs, anatomy and physiology, medical emergencies, trauma, special considerations
for working in the prehospital setting, and providing patient transportation.
II.
Course Rational
This course is designed to provide introductory instruction in pre- hospital emergency medical care. This includes learning
objectives reflecting the cognitive, affective and psychomotor learning domains.
III.
Course Objectives:
At the conclusion of the Emergency Medical Technician Course with Lab the student will be able to:
1. Describe the roles of EMS in the health care system.
2. Demonstrate the professional attributes expected of EMTs.
3. Perform the roles and responsibilities of an EMT with regard to personal safety and wellness, as well as the safety of others.
4. Perform the duties of an EMT with regard for medical-legal and ethical issues, including functioning under medical direction
and within the scope of practice.
5. Apply principles of anatomy, physiology, pathophysiology, life span development, and therapeutic communications to the
assessment and management of patients.
6. Identify the need for and perform immediately lifesaving interventions to manage a patient’s airway, breathing, and
circulation.
7. Assess and manage patients of all ages with a variety of complaints, medical conditions, and traumatic injuries.
8. Apply principles of emergency medical services operations, including considerations in ambulance and air medical
transportation, multiple-casualty incidents, gaining access to and extricating patients, hazardous materials incidents, and
responding to situations involving weapons of mass destruction.
Cognitive Learning Domain
C1. Understand the description, characteristics, professional aspects and expanded scope of practice of the EMT.
C2. Demonstrate knowledge of the EMS System to include EMS history and today’s EMS system.
C3. Recognize the role of the Emergency Medical Technician in pre-hospital patient care.
C4. Understand the importance of implementing concepts contributing to the wellbeing of the EMT.
C5. Recognize concepts of illness and injury prevention.
C6. Understand importance of ethics in advanced Prehospital care.
C7. Demonstrate competency in medical/legal aspects of advanced prehospital care.
C8. Integrate understanding of life-span development from infancy through late adulthood.
C9. Recognize how body processes are altered by disease and injury.
C10. Recognize how age affects how individuals react to treatment and injury.
C11. Recognize the nature and seriousness of an individual patient’s condition and the extent of injuries to assess appropriate care
requirements for emergency medical care.
C12. Understand the effects and appropriate use of medication in treating the emergent patient.
C13. Utilize effective communication techniques.
Psychomotor Learning Domain
P1. Administer competent, appropriate emergency medical care, based on individualized assessment findings related to the
patient’s condition.
P2. Demonstrate competency in airway management and ventilation.
P3. Demonstrate and perform the treatment for bleeding and shock.
P4. Demonstrate and perform the care for soft tissue injury.
P5. Demonstrate and perform splinting of long and short bone injury.
P6. Demonstrate and perform emergency childbirth.
P7. Demonstrate and perform gaining access to entrapped patients.
P8. Successful demonstration of clinical skills validation consistent with the psychomotor domain, by the third attempt of the
skill.
P9. Lift, move, position, and otherwise care for the patient, to minimize discomfort and prevent additional injury, and effectively
fulfill the expectations of the Paramedics job description.
Affective Learning Domain
A1. Demonstrate professional behavior, judgment, and attitude toward instructor, peers, and colleagues while in the classroom
and clinical laboratory consistent with the affective domain behavioral objectives to include: Integrity, Empathy, SelfMotivation, Appearance and Personal Hygiene, Self-Confidence, Communications, Time Management, Teamwork and
Diplomacy, respect, Patient Advocacy, and Careful Delivery of Service. Refer to the Performance Affective Domain Evaluation
(PADE).
IV.
Required Texts and Materials:

Limmer, D., Okeefe, M., (2016). Emergency Care, 13th edition. Pearson Education, Inc.

Mybradylab www.mybradylab.com
V.
Supplementary (Optional) Text and Materials

BLS for Healthcare providers workbook

Yellow Pocket mask
VI.
Basis for Final Grade:
The final grade will be based on unit exams (50%), Final Exam (25%), Attendance (10%), and quizzes (15%). In addition, students
must successfully validate all assigned skills by the third attempt to meet clinical objectives and requirements to pass the course.
Assessment (MYBRADYLAB)
Unit Exams
Homework
Quizzes (Pre & Post Test
Final Exam
Attendance
Grading Scale (%)
90.45 – 100
A
82.45 – 90.44
B
74.45 - 82.44
C
66.45 - 74.44
D
66.44 - 0
F
Clinical & Field Internship
Complete a minimum of 48 hours of Clinical Internship
Complete a minimum of 24 hours of Field Internship
Skill validation performance /participation:
Students must log practice time as scheduled and will have 3
attempts to Pass each skill as assigned.
Percent of Final Grade
40%
15%
15%
25%
5%
100%
See Grading Rubics
Pass/Fail Grade
Course Completion Requirements:

Successful completion of this course requires adherence to course policies, maintaining a course average of 75 %
with a minimum score of 75% on each in-class examination, a minimum score of 75% on the course final
examination, and successfully demonstrating all required skills.

Students must score at least a 70% on Fisdap to be released to test the National Registry of EMTs
VII.
Grade Dissemination:
Graded unit exams will be returned to the student for review of grade and questions missed. The instructor will review each exam
and answer any questions the student may have in relation to the exam. Mid-term grades are issued to students in the fall and
spring semesters to inform them of progress in their courses. The mid-term grades are temporary grades and are not recorded on
the student academic record. A counseling session will be held with every student to discuss mid-term grades. Mid-tem and final
grades can be accessed using Campus Connect on myANC. Please note that scores returned mid-term are unofficial grades. If you
need help accessing myANC contact the ANC Helpdesk by email: [email protected].
Final grades will be issued to all students at the end of each semester or the final summer session. The final grades are permanent
grades and will be recorded on the student academic records. Inquiries concerning grades should be referred to the Register’s
Office.
VIII.
Course Policies: Grades
Students are expected to maintain a minimum grade of 75% or a C in the course to pass, and complete the FISDAP Readiness Exam
with a 70% or higher.
Exams:
Exams are scheduled at the discretion of the faculty, and are usually given after completion of each unit
The student must be present during the time of the exam, there are no makeup exams.
If the student is late they will be required to schedule a make-up with the instructor.
A comprehensive final exam must be taken.
Assignments are due at the start of class on the assigned due date.
Late Work and Make-up Policy:
There will be no make-up exams or quizzes.
Extra Credit Policy:
Typically no extra credit assignments are given
Grades of "Incomplete":
The current College policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in
situations where unexpected emergencies prevent a student from completing the course and the remaining work can be
completed the next semester. Your instructor is the final authority on whether you qualify for an incomplete. Incomplete work
must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.
The program policy does not allow for incomplete grades in this course due to prerequisite requirements. The student must be
able to meet the objectives of this course in order to move on in the curriculum path.
IX.
Course Policies: Technology and Media
Email: Arkansas Northeastern College has partnered with Google to host email addresses for ANC students. myANC mail
accounts are created for each student enrolled in the current semester and is the email address your instructor will use to
communicate with you. Access your email account by going to http://mail.google.com/a/smail.anc.edu and using your first and
last names, separated by a period for your username. Your default password is the last six digits of your Student ID. If you
cannot access your student email, contact the MITS department at 762-1020 ext 1150 or ext 1207 or send an email to
[email protected].
E-mail access is made available to all students enrolled in the course. Faculty will use e-mail through myANC to contact students
regarding any messages that must be disseminated when not in class or clinical. Faculty will check his/her e-mail on evenings and
weekends. Students are also encouraged to check their e-mail for messages on a regular basis.
Internet: This course has a web component on myANC, students are encouraged to login to their myANC everyday as assignments
for this course may be posted.
Laptop Usage: Laptops are typically not used within this course. If a student requests use of a laptop for taking notes during
lecture, the situation will be assessed on an individual basis.
Classroom Devices: Tape recorders or other audio and technology devices are allowed as long as they are not disturbing to other
students.
Computer Labs: In addition to general-purpose classrooms, a number of computer laboratories are provided for instructional and
student use. These networked laboratories are state-of-the-art and fully equipped with computers, printers, Internet connections
and the latest software. The labs are open to students enrolled in one or more credit hours at the College.
The Allied Health Building has a well-equipped computer lab that is made available to students Monday through Friday 7:00 am
until 5:00pm.
Technology Support: A lab assistant is generally present in the computer lab in B202 for assistance in using the College
computers. These assistants cannot help you with course assignments; specific questions regarding the technology requirements
for each course should be directed to the instructor of the course. Problems with myANC or College email accounts should be
addressed by email to [email protected].
X.
Course Policies: Student Expectations:
Disability Access: Arkansas Northeastern College is committed to providing reasonable accommodations for all persons with
disabilities. This First Day Handout is available in alternate formats upon request. Students with disabilities who need
accommodations in this course must contact the instructor at the beginning of the semester to discuss needed accommodations.
No accommodations will be provided until the student has met with the instructor to request accommodations. Students who
need accommodations must be registered with Johnny Moore in Statehouse Hall, 762-3180.
Attendance Policy:
Student attendance is required at all scheduled classes, including lab sessions. Students may be dropped from the course for
excessive absences of any kind.
Excused absences may be granted by the course instructor for extenuating circumstances, and each absents will be reviewed and
addressed per each student needs. If 3 or more absences occur for any reason, the status of the student will be reviewed by the
faculty to determine a disposition. Course failure is likely under these circumstances.
If a student misses any class, he or she is responsible for any missed quizzes, examinations, and material covered in that class
session. Prompt arrival is expected at all class activities.
Professionalism Policy:
Students are expected to conduct themselves in accordance with the professional expectations for EMTs at all times. Students are
reminded that they are representatives of Arkansas Northeastern College whenever and wherever they are involved with courserelated activities. Professional conduct is essential to a successful course experience and EMS career.
Students are expected to attend all classes, be on time, and remain in class for the scheduled length of time. Students are
expected to exhibit professional behaviors in the class, clinical labs, and during clinical site rotations. Mobile phones, iPods, etc.
must be silenced during all classes and clinical labs. No mobile phones or electronic devices are permitted at clinical site locations
during clinical rotations.
Academic Conduct Policy:
Academic dishonesty in any form will not be tolerated. Students are expected to do their own work. Plagiarism, using the words of
others without express permission or proper citation, will not be tolerated. Any cheating (giving or receiving) or other dishonest
activity will, at a minimum, result in a zero on that test or assignment and may be referred, at the discretion of the instructor, to
the Department Chair and/or Vice President of Instruction for further action. If you are uncertain as to what constitutes academic
dishonesty, please consult the Academic Integrity Policy for further details.
(http://www.anc.edu/docs/Academic_Integrity_Policy.pdf
Cheating on a test or other assignment is grounds for disciplinary action and the student may be dismissed immediately from this
course and the entire program. Studying together is acceptable and encouraged because such can be helpful in learning; but each
class member is expected to prepare his/her own class assignments based on his/her knowledge and individual effort.
Examples include, but are not limited to:
·
·
·
Cheating in any form
Falsification or forgery of academic documents, applications, clinical evaluations, lab evaluations, etc.
Plagiarism (including copying and pasting of electronic text into assigned work)
Academic & Career Enrichment Advising Center: The Academic & Career Enrichment (ACE) Advising Center is located in
Statehouse Hall in Room S145. The ACE Advising Center advises all new ANC students. Once a student is progressing through
his/her program of study the student will be assigned an advisor in the field of study they are seeking. Prospective students are
provided test prep assistance through the computerized Skills Tutor system for Compass test placement. The ACE Advising Center
also houses a Virtual Career Center including career placement services, as well as academic tutoring services for enrolled
students. The tutoring services offered are one-on-one tutoring, group tutoring, and group labs for specific classes.
Other Student Support Services: Many departments are ready to assist you reach your educational goals. Be sure to check with
your advisor; the ACE Advising Center, Room S145 and Student Support Services, Room W207; to find the right type of support for
you.
XI.
Important Dates to Remember:
Class Begins: January 12, 2016
Last Day of Class: May 10th 2016
Final Exam: May 10th 2016
Clinical appearance:
The student should arrive in the proper uniform. This uniform consists of:
EMT:
1.
2.
XII.
White Polo Shirt:
a. ANC EMS program logo indicating “EMT Student” on the left chest and ANC LOGO on the right chest.
b. Student Photo Id Required
Pants:
a. Black uniform Pants
b. No Jeans or Denim material allowed
3.
Black uniform belt
4.
Black uniform style boots with black shoe laces
Unit & Instructional Objectives covered in Lecture with Schedule.
Ch. 1: Introduction to Emergency Medical Services and the Health Care System
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1.1: Define key terms introduced in this chapter.
1.2: Give an overview of the historical events leading to the development of modern Emergency Medical Services (EMS).
1.3: Describe the importance of each of the National Highway Traffic Safety Administration standards for assessing EMS
systems.
1.4: Describe the components of an EMS system that must be in place for a patient to receive emergency medical care.
1.5: Compare and contrast the training and responsibilities of EMRs, EMTs, AEMTs, and Paramedics.
1.6: Explain each of the specific areas of responsibility for the EMT.
1.7: Give examples of the physical and personality traits that are desirable for EMTs.
1.8: Describe various job settings that may be available to EMTs.
1.9: Describe the purpose of the National Registry of Emergency Medical Technicians.
1.10: Explain the purpose of quality improvement programs in EMS programs.
1.11: Explain EMT’s role in the quality improvement process.
1.12: Explain medical direction as it relates to EMS systems.
1.13: List ways in which research may influence EMT practice.
1.14: Give examples of how EMS providers can play a role in public health.
1.15: Given scenarios, decide how an EMT may demonstrate professional behavior.
Ch. 2: The Well-being of the EMT
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2.1: Define key terms introduced in this chapter.
2.2: Describe health habits that promote physical and mental well-being.
2.3: Given an example of a patient-care situation, determine the appropriate personal protective equipment to prevent
exposure to infectious disease.
2.4: Describe proper procedures for hand washing and using alcohol-based hand cleaners.
2 5 : Discuss the health concerns related to exposure to hepatitis B, hepatitis C, tuberculosis, and AIDS.
2.6: Access the Centers for Disease Control web site to obtain the latest information on diseases of concern to EMS providers.
2.7: Explain the essential provisions of OSHA, the CDC, the Ryan White CARE Act, and the Ryan White HIV/AIDS Treatment
Extension Act of 2009 as they relate to infection control in EMS.
2.8: Describe the indications for use of an N-95 or HEPA respirator.
2.9: Describe the purpose of the tuberculin skin test (TST).
2.10: Give examples of common stressors in EMS work.
2.11: Describe the stages of the stress response, including the effects of each stage on the body.
2.12: Differentiate between acute, delayed, and cumulative stress reactions.
2.13: List lifestyle changes that can be used to manage stress.
2.14: Explain the purpose of critical incident stress management (CISM).
2.15: Given a scenario, recognize a patient’s or family member’s reaction to death and dying.
2.16: Given a scenario involving death or dying, use effective techniques for interacting with the patient and family members.
2.17: List indications of the potential for danger to yourself or others at the scene of an EMS call.
2.18: Outline proper responses to incidents including:
a. Hazardous material incidents
b. Terrorist incidents
c. Rescue operations
d. Violence
19. 2.19: Given a scenario of an emergency response involving a safety threat, describe actions you should take to protect
yourself and other EMS providers.
20. 2.20: Identify with the feelings of a patient who has a communicable disease.
21. 2.21: Promote the importance of safety on EMS calls.
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Ch. 3: Lifting and Moving Patients
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3.1: Define key terms introduced in this chapter.
3.2: Describe the factors that you must consider before lifting any patient.
3.3: Use principles of proper body mechanics when lifting and moving patients and other heavy objects.
3.4: Demonstrate the power lift and power grip when lifting a patient-carrying device.
3.5: Follow principles of good body mechanics when reaching, pushing, and pulling.
3.6: Give examples of situations that require emergency, urgent, and non-urgent patient moves.
3.7: Demonstrate emergency, urgent, and non-urgent moves.
3.8: Given several scenarios, select the best patient-lifting and moving devices for each situation.
3.9: Demonstrate proper use of patient-lifting and carrying devices.
3.10: Differentiate between devices to be used to lift and carry patients with and without suspected spinal injuries.
3.11: Identify with the feelings of a patient EMS personnel are lifting or carrying.
Ch. 4: Medical, Legal, and Ethical Issues
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4.1: Define key terms introduced in this chapter.
4.2: Describe your scope of practice as an EMT.
4.3: Differentiate between scope of practice and standard of care.
4.4: Given a variety of scenarios, determine which type of patient consent applies.
4.5: Given a variety of ethical dilemmas, discuss the issues that must be considered in each situation.
4.6: Explain legal and ethical considerations in situations where patients refuse care.
4.7: Discuss the EMT’s obligations with respect to advance directives, including do not resuscitate orders.
4.8: Given a variety of scenarios, identify circumstances that may allow a claim of negligence to be established.
4.9: Explain the purpose of Good Samaritan laws.
4.10: Identify situations that would constitute a breach of patient confidentiality.
4.11: Identify situations that would constitute libel or slander.
4.12: Recognize medical identification devices and organ donor status.
4.13: List items that may be considered evidence at a crime scene.
4.14: Describe ways in which you can minimize your impact on evidence while meeting your obligations to care for your
patient.
15. 4.15: Recognize situations that may legally require reporting to authorities.
16. 4.16: Given a scenario involving an ethical challenge, decide the most appropriate response for an EMT.
Ch. 5: Medical Terminology and Anatomy and Physiology
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5.1: Define key terms introduced in this chapter.
5.2: Explain the importance of the proper use of medical terminology.
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5.3: Apply definitions of common prefixes, suffixes, and roots to determine the meaning of medical terms.
5.4: Recognize when it is appropriate and when it is inappropriate to use acronyms and abbreviations.
5.5: Give examples of when it is better to use a common or lay term to describe something than it is to use a medical term.
5.6: Use anatomical terms of position and direction to describe the location of body structures and position of the body.
Ch. 6: Anatomy and Physiology
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Ch. 7:
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6.1: Define key terms introduced in this chapter.
6.2: Describe the structure and functions of the body systems.
6.3: Given a series of models or diagrams, label the anatomical structures of body systems.
6.4: Describe the differences in the respiratory anatomy of children as compared to adults.
6.5: Apply understanding of anatomy and physiology to explain the function of the life support chain.
7. Ventilation, Perfusion, and Shock: Understanding Pathophysiology
7.1: Define key terms introduced in this chapter.
7.2: Describe the basic roles and structures of body cells.
7.3: Describe the roles of water, glucose, and oxygen in the cell.
7.4: Describe conditions that can threaten cardiopulmonary function.
7.5: Explain how impaired cardiopulmonary function affects the body.
7.6: Discuss the mechanisms the body uses to compensate for impaired cardiopulmonary function.
7.7: Explain the pathophysiology of shock.
7.8: Identify signs and symptoms that indicate the body is attempting to compensate for impaired cardiopulmonary function.
7.9: Describe ways in which the body's fluid balance can become disrupted.
7.10: Recognize indications that the body's fluid balance has been disrupted.
7.11: Describe ways in which the nervous system may be impaired.
7.12: Recognize indications that the nervous system may be impaired.
7.13: Describe how endocrine, digestive, and immune system dysfunctions affect the body.
Ch.8: Life Span Development
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8.1: Define key terms introduced in this chapter.
8.2: Describe the physical and physiological characteristics, including normal vital signs, for various age groups.
8.3: Describe the typical psychosocial characteristics and concerns of individuals at each stage during the life span.
8.4: Use knowledge of age appropriate development to anticipate the needs and concerns of patients of all ages.
Ch. 9: Airway Management
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9.1: Define key terms introduced in this chapter.
9.2: Describe the anatomy and physiology of the upper and lower airways.
9.3: Given a diagram or model, identify the structures of the upper and lower airways.
9.4: Describe common pathophysiologic problems leading to airway obstruction.
9.5: Demonstrate assessment of the airway in a variety of patient scenarios.
9.6: Associate abnormal airway sounds with likely pathophysiologic causes.
9.7: Identify patients who have an open airway but who are at risk for airway compromise.
9.8: Recognize patients who have an inadequate airway.
9.9: Demonstrate manually opening the airway in pediatric and adult medical and trauma patients.
a.Head-tilt, chin-lift maneuver
b.Jaw-thrust maneuver
10. 9.10: Describe the indications, contraindications, use, and potential complications of airway adjuncts, including:
a.Oropharyngeal airway
b.Nasopharyngeal airway
11. 9.11: Recognize the indications for suctioning of the mouth and oropharynx.
12. 9.12: Describe risks and limitations associated with suctioning the mouth and oropharynx.
13. 9.13: Demonstrate the following airway management skills:
a.Inserting an oropharyngeal airway
b.Inserting a nasopharyngeal airway
c.Suctioning the mouth and oropharynx
14. 9.14: Describe modifications in airway management for pediatric patients, patients with facial trauma, and patients with
airway obstruction.
Ch. 10: Respiration and Artificial Ventilations
1. 10.1: Define key terms introduced in this chapter.
2. 10.2: Explain the physiological relationship between assessing and maintaining an open airway, assessing and ensuring
adequate ventilation, and assessing and maintaining adequate circulation.
3. 10.3: Describe the mechanics of ventilation.
4. 10.4: Explain mechanisms that control the depth and rate of ventilation.
5. 10.5: Explain the relationships between tidal volume, respiratory rate, minute volume, dead air space, and alveolar
ventilation.
6. 10.6: Describe the physiology of external and internal respiration.
7. 10.7: Recognize patients at risk for failure of the cardiopulmonary system.
8. 10.8: Differentiate between adequate breathing, inadequate breathing (respiratory failure), and respiratory arrest.
9. 10.9: Use information from the scene size-up and patient assessment to anticipate hypoxia.
10. 10.10: Given a variety of scenarios, differentiate between patients who require artificial ventilation and those who do not.
11. 10.11: Identify patients who require administration of supplemental oxygen.
12. 10.12: Discuss the potential negative effects of positive pressure ventilation, and how to minimize complications from
positive pressure ventilation.
13. 10.13: Demonstrate the following techniques of artificial respiration for pediatric (as applicable) and adult medical and
trauma patients:
a. Mouth-to-mask
b. Two-rescuer bag-valve mask (BVM)
c. One-rescuer BVM
d. Flow-restricted, oxygen-powered ventilation device
e. Automatic transport ventilator (as permitted by local protocol)
14. 10.14: Assess the adequacy of artificial ventilations.
15. 10.15: Modify artificial ventilation and oxygen techniques for patients with stomas.
16. 10.16: Discuss considerations for selecting the best device for delivering oxygen for a variety of patient scenarios.
Ch. 11: Scene Size-Up
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11.1: Define key terms introduced in this chapter.
11.2: Explain the ongoing nature of scene size-up beyond the initial moments at the scene.
11.3: Given a scene-arrival scenario, list several examples of potential hazards for which the EMT should actively search.
11.4: Describe considerations in establishing a danger zone at the scene of a vehicle collision.
11.5: Recognize indications of possible crime scenes and the potential for violence.
11.6: Use information from the scene size-up to make decisions about the use of Standard Precautions to protect against
disease exposure.
11.7: Use information from the scene size-up to determine the mechanism of injury or nature of the illness.
11.8: Explain the importance of determining the number of patients and the need for additional resources in the scene sizeup.
11.9: Given a number of scenarios perform a scene size-up, including:
a. Recognizing potential dangers
b. Making decisions about body substance isolation
c. Determining the nature of the illness or mechanism of injury
d. Determining the number of patients
e. Determining the need for additional resources
Ch. 12: The Primary Assessment
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12.1: Define key terms introduced in this chapter.
12.2: Explain the purpose of the primary assessment.
12.3: Discuss the difference in first steps to assessment if the patient is apparently lifeless (C-A-B approach) or if the patient
has signs of life, including a pulse (A-B-C approach).
12.4: Given several scenarios, do the following:
a. Form a general impression
b. Determine the chief complaint
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c. Determine the patient’s mental status
d. Assess the airway
Assess breathing
Assess circulation
Determine the patient’s priority for transport
12.5: Recognize findings in the primary assessment that require immediate intervention.
12.6: Differentiate the approach to the primary assessment based on the following:
a. Mechanism of injury/nature of the illness and level of responsiveness
b. Patient’s age (adult, child, or infant)
Ch. 13: The Secondary Assessment
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13.1: Define key terms introduced in this chapter.
13.2: Identify the vital signs used in prehospital patient assessment.
13.3: Explain the use of vital signs in patient care decision making.
13.4: Integrate assessment of vital signs into the patient assessment process, according to the patient’s condition and the
situation.
13.5: Discuss the importance of documenting vital signs and the times they were obtained in the patient care record.
13.6: Demonstrate assessment of:
a. Pulse
b. Respirations
c. Skin
d. Pupils
e. Blood pressure
f. Oxygen saturation
g. Blood glucose
13.7: Integrate assessment of mental status and ongoing attention to the primary assessment while obtaining vital signs.
13.8: Differentiate between vital signs that are within expected ranges for a given patient and those that are not.
13.9: Compare and contrast the techniques of assessment and expected vital sign values for pediatric and adult patients.
Ch. 14: The Secondary Assessment
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14.1: Define key terms introduced in this chapter.
14.2: List and explain the components of the secondary assessment.
14.3: List and explain techniques of assessment.
14.4: Discuss the application of critical thinking, judgment, and decision making to the process of assessment.
14.5: Describe body system examinations for:
a. The respiratory system
b. The cardiovascular system
c. The nervous system
d. The endocrine system
e. The gastrointestinal system
f. The immune system
g. The musculoskeletal system
14.6: Explain how to conduct the secondary assessment of a responsive medical patient.
14.7: Explain how to conduct the secondary assessment of an unresponsive medical patient.
14.8: Explain how to conduct the secondary assessment of a trauma patient with an isolated or minor injury.
14.9: Explain how to conduct the secondary assessment of a trauma patient who is unstable or has multisystem trauma.
14.10: Explain how to obtain a history of the present illness/injury from a patient.
14.11: Explain how to obtain a past medical history from a patient.
14.12: Discuss the reason for and methods of observing trends during reassessment.
14.13: Differentiate between a stable patient and an unstable patient, and discuss how to conduct an appropriate
reassessment for each.
14.14: Relate critical thinking to the assessment and care performed by an EMT.
Ch. 15: Communications and Documentation
1.
2.
15.1: Define key terms introduced in this chapter.
15.2: Describe the role of communication technology in EMS systems.
3.
4.
5.
6.
15.3: Describe various types of communication devices and equipment used in EMS system communication.
15.4: Explain the role of the Federal Communications Commission as it relates to EMS system communication.
15.5: Discuss how to communicate effectively by radio with dispatch and hospital personnel.
15.6: Provide a thorough, organized, concise report of pertinent patient information when giving a radio report or requesting
orders.
7. 15.7: Explain the importance of asking for information to be repeated for confirmation and clarification.
8. 15.8: Deliver an organized, complete, concise report of pertinent patient information when giving a verbal report to receiving
hospital personnel.
9. 15.9: Demonstrate principles and techniques of effective verbal and nonverbal interpersonal communication.
10. 15.10: Adapt communication principles for effective interaction with patients of various ages and cultures.
11. 15.11: Complete a prehospital care report in the format or formats required by your service.
12. 15.12: Understand legal issues and special situations associated with documentation.
Ch. 16: General Pharmacology
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
16.1: Define key terms introduced in this chapter.
16.2: List the drugs in your scope of practice.
16.3: Describe essential information for each medication you may administer or assist a patient in self-administering.
16.4: Follow principles of medication administration safety, including the five rights of medication administration.
16.5: Discuss the importance of looking up medications and requesting information from medical direction when needed.
16.6: Identify the type of medical direction (on or off-line) needed to administer each medication in the scope of practice.
16.7: Describe characteristics of various routes of drug administration.
16.8: Identify special considerations in medication administration related to patients' ages and weights.
16.9: Explain the importance of accurate documentation and patient reassessment following drug administration.
16.10: Discuss the importance of having readily available references to identify drugs commonly taken by patients.
16.11: Discuss the steps an EMT may take in assisting with IV therapy.
Ch. 17: Respiratory Emergencies
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
17.1: Define key terms introduced in this chapter.
17.2: Describe the anatomy and physiology of respiration.
17.3: Differentiate between adequate and inadequate breathing based on the rate, rhythm, and quality of breathing.
17.4: Discuss differences between the adult and pediatric airways and respiratory systems.
17.5: Recognize signs of inadequate breathing in pediatric patients.
17.6: Provide supplemental oxygen and assisted ventilation as needed for patients with inadequate breathing.
17.7: Assess the effectiveness of artificial ventilation.
17.8: Recognize the patient with difficulty breathing.
17.9: Given a scenario, perform an assessment and take the history of a variety of patients with difficulty breathing.
17.10: Recognize abnormal breath sounds, including wheezes, crackles, rhonchi, and stridor.
17.11: Assist a patient with administration of a prescribed bronchodilator by inhaler or small-volume nebulizer, as permitted
by medical direction.
17.12: Use CPAP to assist the patient with difficulty breathing, as permitted by medical direction.
17.13: Recognize the indications, contraindications, risks, and side effects of CPAP.
17.14: Describe the pathophysiology, signs, and symptoms of:
a. COPD
b. Asthma
c. Pulmonary edema
d. Pneumonia
e. Spontaneous pneumothorax
f. Pulmonary embolism
g. Epiglottitis
h. Cystic fibrosis
I. Viral respiratory infections
17.15: Given a scenario, provide treatment for a variety of patients with difficulty breathing.
Ch. 18: Cardiac Emergencies
1.
18.1: Define key terms introduced in this chapter.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
18.2: Describe the anatomy and physiology of the cardiovascular system.
18.3: Define acute coronary syndrome and discuss its most common signs and symptoms.
18.4: Discuss the management of a patient with acute coronary syndrome.
18.5: Discuss the indications, contraindications, dosage, and administration of nitroglycerin to a patient with chest pain.
18.6: Discuss the indications (including conditions that must be met), contraindications, and administration of aspirin to a
patient with chest pain.
18.7: Discuss the following conditions and how each may lead to a cardiac emergency:
a. Coronary artery disease (CAD)
b. Aneurysm
c. Electrical malfunctions of the heart
d. Mechanical malfunctions of the heart
e. Angina pectoris
f. Acute myocardial infarction (AMI)
g. Congestive heart failure (CHF)
18.8: Discuss the following factors in the chain of survival and how each may contribute to patient survival of cardiac arrest:
a. Immediate recognition and activation
b. Early cardiopulmonary resuscitation (CPR)
c. Rapid defibrillation
d. Effective advanced life support
e. Integrated post–cardiac arrest care
18.9: List the skills necessary for the EMT to manage a patient in cardiac arrest.
18.10: Discuss types of automated external defibrillators (AEDs) and how AEDs work.
18.11: Discuss the effective coordination of CPR and AED for a patient in cardiac arrest.
18.12: Discuss special considerations for AED use, including general principles, coordination with others, and postresuscitation care.
18.13: Discuss the purpose and use of mechanical CPR devices.
Ch. 19: Diabetic Emergencies and Altered Mental Status
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
19.1: Define key terms introduced in this chapter.
19.2: Consider several possible causes of altered mental status when given scenarios involving patients with alterations in
mental status.
19.3: Describe the basic physiological requirements for maintaining consciousness.
19.4: Perform primary and secondary assessments on patients with altered mental status.
19.5: Describe the pathophysiology of diabetes and diabetic emergencies.
19.6: Determine a patient’s blood glucose level using a blood glucose meter, as allowed by local protocol.
19.7: Develop a plan to manage patients with diabetic emergencies involving hyperglycemia and hypoglycemia.
19.8: Recognize the signs, symptoms, and history consistent with other causes of altered mental status, including seizures,
stroke, dizziness, and syncope.
19.9: Given a variety of scenarios involving patients with seizures, search for potential underlying causes.
19.10: Develop a plan to assess and manage patients who are having or who have just had a seizure.
19.11: Explain the causes of strokes.
19.12: Develop a plan to assess and manage patients who are exhibiting signs and symptoms of a stroke.
19.13: Given a scenario of a patient complaining of dizziness or syncope, search for potential underlying causes.
19.14: Develop a plan to assess and manage patients with complaints of dizziness and syncope.
Ch. 20: Allergic Reaction
1. 20.1: Define key terms introduced in this chapter.
2. 20.2: Differentiate between the signs and symptoms of an allergic reaction and an anaphylactic reaction.
3. 20.3: Describe the relationship between allergens and antibodies necessary for an allergic reaction to occur.
4. 20.4: Describe the effects of histamine and other chemicals in producing the signs and symptoms of anaphylaxis.
5. 20.5: List common allergens.
6. 20.6: Prioritize the steps in assessment and management of patients with allergic and anaphylactic reactions.
7. 20.7: Recognize the indications for administering and assisting a patient in the use of an epinephrine auto-injector.
8. 20.8: Describe the desired effects and side effects associated with the administration of epinephrine.
9. 20.9: Demonstrate administration of epinephrine by auto-injector.
10. 20.10: Describe the considerations in reassessment of patients with allergic and anaphylactic reactions.
Ch. 21: Poisoning and Overdose Emergencies
1.
21.1: Define key terms introduced in this chapter.
2.
21.2: Describe the ways in which poisons can enter the body.
3.
21.3: Identify potential dangers to EMS providers and others where poisoning, alcohol abuse, or substance abuse is involved.
4.
21.4: Collect key elements in the history of a patient who has been poisoned.
5.
21.5: Describe the use of activated charcoal in the management of ingested poisons.
6.
21.6: Explain the management of patients who have ingested a poison.
7.
21.7: Develop a plan for managing patients who have inhaled poisons.
8.
21.8: Develop a plan for managing patients who have absorbed poisons through the skin.
9.
21.9: Describe the health risks associated with alcohol abuse.
10. 21.10: Recognize the signs and symptoms of alcohol abuse and alcohol withdrawal.
11. 21.11: Recognize signs, symptoms, and health risks associated with various types of substance abuse.
12. 21.12: Develop a treatment plan for patients with emergencies related to alcohol or substance abuse.
Ch. 22: Abdominal Emergencies
1.
22.1: Define key terms introduced in this chapter.
2.
22.2: Describe the location, structure, and function of the organs in the abdominal cavity.
3.
22.3: Explain the origins and characteristics of visceral, parietal, and tearing pain.
4.
22.4: Associate areas of referred pain with the likely origins of the pain.
5.
22.5: Recognize the common signs and symptoms of various abdominal conditions and emergencies.
6.
22.6: Discuss the type of abdominal pain that may indicate cardiac involvement.
7.
22.7: Discuss appropriate assessment and management of patients complaining of abdominal pain.
8.
22.8: Elicit key information from patients complaining of abdominal pain, including history specific to female patients.
Ch. 23: Behavioral and Psychiatric Emergencies and Suicide
1.
23.1: Define key terms introduced in this chapter.
2.
23.2: Recognize behaviors that are abnormal in a given context.
3.
23.3: Discuss medical and traumatic conditions that can cause unusual behavior.
4.
23.4: For a patient, whose abnormal behavior appears to be caused by stress, discuss techniques to calm the patient?
5.
23.5: Discuss assessment of a patient who appears to be suffering from a behavioral or psychiatric emergency.
6.
23.6: Discuss the steps in managing a patient presenting with a behavioral or psychiatric emergency.
7.
23.7: Describe factors often associated with risk of suicide.
8.
23.8: Discuss care for a patient who is a potential or attempted suicide.
9.
23.9: Recognize indications that a patient may become violent.
10. 23.10: Explain considerations in using force and restraint when managing behavioral emergency calls.
11. 23.11: Explain considerations when faced with a behavioral emergency patient who refuses treatment and transport.
Ch. 24: Hematologic and Renal Emergencies
1.
24.1: Define key terms introduced in this chapter.
2.
24.2: Describe the structure and function of the hematologic system.
3.
24.3: Identify medications that can interfere with blood clotting.
4.
24.4: Explain the pathophysiology and complications of sickle cell anemia.
5.
24.5: Discuss assessment and management for patients with emergencies related to sickle cell anemia.
6.
24.6: Describe the structure and function of the renal system.
7.
24.7: Describe the causes and consequences of acute and chronic renal failure.
8.
24.8: Explain the purpose of hemodialysis and peritoneal dialysis.
9.
24.9: Recognize patients with complications of end-stage renal disease, dialysis, and missed dialysis.
10. 24.10: Provide treatment for patients with complications of end-stage renal disease, dialysis, and missed dialysis.
11. 24.11: Describe special considerations for patients who have received a kidney transplant.
Ch. 25: Bleeding and Shock
1.
25.1: Define key terms introduced in this chapter.
2.
25.2: Describe the structure and function of the circulatory system, including the functions of the blood.
3.
25.3: Explain the concept of perfusion.
4.
25.4: Compare and contrast the characteristics of arterial, venous, and capillary bleeding.
5.
25.5: Recognize signs and symptoms of internal and external bleeding.
6.
25.6: Assess and manage patients with internal and external bleeding.
7.
25.7: Demonstrate the control of external bleeding.
8.
25.8: Identify patients at risk for internal bleeding.
9.
25.9: Explain the pathophysiology of shock.
10. 25.10: Relate the signs and symptoms of shock to the body's attempts to compensate for blood loss.
11. 25.11: Describe the different causes of shock.
12. 25.12: Categorize patients as being in compensated or decompensated shock.
13. 25.13: Demonstrate management of patients in shock.
Ch. 26: Soft-Tissue Trauma
1.
26.1: Define key terms introduced in this chapter.
2.
26.2: Describe the structure and function of the skin.
3.
26.3: Describe types of closed soft-tissue wounds and the assessment and management of closed soft-tissue wounds.
4.
26.4: Predict injuries that may be indicated by various contusion (bruise) types and locations.
5.
26.5: Describe types of open soft-tissue wounds and general assessment and care for open soft-tissue wounds.
6.
26.6: Describe treatment for abrasions, lacerations, impaled objects, avulsions, amputations, and genital injuries.
7.
26.7: Discuss complications associated with burns.
8.
26.8: Classify burns by agent, source, depth, and severity.
9.
26.9: Describe specific treatment for thermal burns and chemical burns.
10. 26.10: Describe assessment and management for electrical burns.
11. 26.11: Describe considerations in the dressing and bandaging of open wounds.
Ch. 27: Chest and Abdominal Trauma
1.
27.1: Define key terms introduced in this chapter.
2.
27.2: Describe mechanisms of injury commonly associated with chest injuries.
3.
27.3: Describe assessment and management of various chest injuries.
4.
27.4: Discuss mechanisms and types of abdominal injuries.
5.
27.5: Demonstrate assessment and management of patients with blunt and penetrating abdominal injuries.
Ch. 28: Musculoskeletal Trauma
1.
28.1: Define key terms introduced in this chapter.
2.
28.2: Describe the anatomy of elements of the musculoskeletal system.
3.
28.3: Associate mechanisms of injury with the potential for musculoskeletal injuries.
4.
28.4: Describe the four types of musculoskeletal injuries and define open and closed extremity injuries.
5.
28.5: Discuss the assessment of musculoskeletal injuries, including compartment syndrome.
6.
28.6: Discuss the general care of musculoskeletal injuries.
7.
28.7: Describe specific considerations for splinting.
8.
28.8: Discuss considerations in the assessment and management of various musculoskeletal injuries.
Ch. 29: Trauma to the Head, Neck, and Spine
1.
2.
3.
4.
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7.
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9.
10.
11.
12.
29.1: Define key terms introduced in this chapter.
29.2: Describe the components and function of the nervous system and the anatomy of the head and spine.
29.3: Describe types of injuries to the skull and brain.
29.4: Describe the general assessment and management of skull fractures and brain injuries.
29.5: Describe specific concerns in management of cranial injuries with impaled objects.
29.6: Describe specific concerns in management of injuries to the face and jaw.
29.7: Define nontraumatic brain injuries.
29.8: Explain the purpose and elements of the Glasgow Coma Scale.
29.9: Discuss the assessment and management of open wounds to the neck.
29.10: List types and mechanisms of spine injury.
29.11: Discuss the assessment and management of spine and spinal cord injuries.
29.12: Discuss issues in the immobilization of the head, neck, and spine specifically for the following:
a.
Applying a cervical collar
b.
Immobilizing a seated patient, including rapid extrication for high-priority patients
c.
Applying a long backboard
d.
Rapid extrication from a child safety seat
e.
Immobilizing a standing patient
f.
Immobilizing a patient wearing a helmet
13. 29.13: Discuss issues in selective spine immobilization.
Ch. 30: Multisystem Trauma
1.
2.
3.
4.
5.
6.
30.1: Define key terms introduced in this chapter.
30.2: Describe the considerations for teamwork, timing, and transport decisions in assessing and managing patients with
multisystem trauma or multiple traumas.
30.3: Discuss the physiologic, anatomic, and mechanism of injury criteria for determining patient severity with regards to
trauma triage and transport decisions.
30.4: Recognize special patient considerations that increase the patient’s priority for transport, such as age, anticoagulation
bleeding disorders, burns, time-sensitive extremity injuries, end-stage renal disorders requiring dialysis, and pregnancy.
30.5: Discuss general principles of multisystem-trauma management.
30.6: Describe the purposes of trauma scoring systems.
Ch. 31: Environmental Emergencies
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
31.1: Define key terms introduced in this chapter.
31.2: Describe processes of heat loss and heat production by the body.
31.3: Recognize predisposing factors and exposure factors in relation to hypothermia.
31.4: Recognize signs and symptoms of hypothermia.
31.5: Describe the indications, contraindications, benefits, and risks of passive and active rewarming techniques.
31.6: Prioritize steps in assessment and management of patients with varying degrees of hypothermia.
31.7: Discuss assessment and management for early or superficial local cold injury and for late or deep local cold injury.
31.8: Discuss the effects of heat on the human body.
31.9: Differentiate between management priorities for heat emergency patients with moist skin and those with hot skin.
31.10: Anticipate the types of injuries and medical conditions that may be associated with water-related accidents.
31.11: Discuss the assessment and management of various water-related emergencies.
31.12: Describe safe techniques for water rescues and ice rescues.
31.13: Discuss the assessment and management of the various types of bites and stings.
Ch. 32: Obstetric and Gynecologic Emergencies
1.
2.
3.
4.
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6.
7.
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12.
13.
14.
15.
32.1: Define key terms introduced in this chapter.
32.2: Identify the anatomy of the female reproductive system and fetal development.
32.3: Explain the physiology of pregnancy.
32.4: Explain and describe measures to prevent or correct supine hypotensive syndrome.
32.5: Describe the three stages of labor.
32.6: Discuss the assessment of a patient in labor, including history and physical examination.
32.7: Discuss how to decide if delivery is imminent or if the patient should be transported to a medical facility.
32.8: State findings that may indicate the need for neonatal resuscitation.
32.9: Discuss the role of the EMT in normal childbirth, including preparation and delivery.
32.10: Describe the normal steps in care of the neonate.
32.11: Explain the indications and procedures for neonatal resuscitation, following the inverted pyramid order of priorities.
32.12: Discuss after-delivery care of the mother, including placental delivery, vaginal bleeding, and comfort of the mother.
32.13: Describe and discuss the special care required for various complications of delivery.
32.14: Describe and discuss the special care required for various emergencies in pregnancy.
32.15: Describe and discuss the special care required for various gynecological emergencies.
Ch. 33: Pediatric Emergencies
1.
2.
3.
4.
5.
6.
7.
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11.
12.
13.
14.
15.
16.
33.1: Define key terms introduced in this chapter.
33.2: Describe the anatomic and physiologic characteristics of infants and children compared to adults.
33.3: Discuss the normal vital signs ranges for infants and children.
33.4: Adapt history-taking and assessment techniques to patients in each pediatric age group.
33.5: Discuss special considerations in dealing with adolescent patients.
33.6: Discuss the importance of involving caretakers in the assessment and emergency care of pediatric patients.
33.7: Discuss the use of the pediatric assessment triangle in assessing pediatric patients.
33.8: Explain special aspects of the steps of assessment for pediatric patients.
33.9: Demonstrate techniques and equipment to properly manage the airway, ventilation, and oxygenation of pediatric
patients.
33.10: Compare and contrast the causes, presentation, and management of shock in pediatric and adult patients.
33.11: Recognize the particular concern for preventing heat loss in pediatric patients.
33.12: Recognize the signs, symptoms, and history associated with common pediatric medical emergencies.
33.13: Discuss injury patterns common in pediatric trauma patients.
33.14: Discuss care for burns in pediatric patients.
33.15: Recognize indications of child abuse & neglect; explain your responsibilities if you suspect child abuse or neglect.
33.16: Manage pediatric patients with special challenges, including those dependent on specialized equipment.
Ch. 34: Geriatric Emergencies
1.
2.
3.
4.
5.
6.
34.1: Describe common changes in body systems that occur in older age.
34.2: Discuss adaptations that may be required in communicating with and assessing older patients.
34.3: Discuss special considerations regarding medical conditions and injuries to which older patients are prone.
34.4: Recommend changes to improve safety in the home of an elderly person.
34.5: Discuss possible indications of elder abuse.
34.6: Discuss psychosocial concerns of older patients, including the fear of loss of independence.
Ch. 35: Emergencies for Patients with Special Challenges
1.
2.
3.
4.
5.
35.1: Define key terms introduced in this chapter.
35.2: Describe special challenges, including various disabilities, terminal illness, obesity, poverty, and autism.
35.3: Describe general considerations in responding to patients with special challenges.
35.4: Recognize physical impairments and common medical devices used in the home care of patients with special challenges.
35.5: Recognize vulnerability of patients with special challenges and the EMT's obligation to report suspected abuse.
Ch. 36: EMS Operations
1.
2.
3.
4.
5.
36.1: Recognize the four types of ambulances currently specified by the U.S. Department of Transportation.
36.2: Describe the types of equipment required to be carried by EMS response units.
36.3: Describe the components of the vehicle and equipment checks done at the start of every shift.
36.4: Describe the roles and responsibilities of the Emergency Medical Dispatcher.
36.5: Discuss the principles of safe ambulance operation while responding to the scene.
6.
7.
8.
9.
10.
11.
36.6: Explain laws that typically apply to ambulance operations.
36.7: Discuss how to maintain safety at highway incidents.
36.8: Describe the steps necessary for transferring the patient to the ambulance.
36.9: Describe the EMT’s responsibilities while transporting a patient to the hospital.
36.10: Describe the EMT’s responsibilities when transferring care of patients to the emergency department staff.
36.11: Describe the EMT's responsibilities in terminating the call and readying the vehicle for the next response after a call
and returning to quarters.
12. 36.12: Identify when and how to call for air rescue, how to set up a landing zone, and how to approach a helicopter when
assisting with an air rescue.
Ch. 37: Hazardous Materials, Multiple-Casualty Incidents, and Incident Management
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
37.1: Define key terms introduced in this chapter.
37.2: Anticipate situations in which hazardous materials may be involved.
37.3: Describe the roles in hazardous materials response of providers trained at each of the four levels of hazardous materials
training specified by OSHA.
37.4: Describe the responsibilities of the EMT at a hazardous materials incident.
37.5: Given a description of a hazardous materials incident, identify the safe and danger zones and then the hot, warm, and
cold zones.
37.6: Explain how to identify specific hazardous materials using the NFPA 704 and Department of Transportation placard
systems, packaging labels, invoices, bills of lading, shipping manifests, and safety data sheets.
37.7: Identify sources of information on initial actions to take once the hazardous material has been identified, including the
Emergency Response Guidebook, hotlines, and poison control centers.
37.8: Discuss how to establish a treatment area and decontamination and care for patients at a hazardous materials incident.
37.9: Describe multiple-casualty incident operations.
37.10: Describe the principles and features of the Incident Command System.
37.11: Describe the principles of primary triage, secondary triage, and the START triage system.
37.12: Discuss transportation and staging logistics at a multiple-casualty incident.
37.13: Recognize the psychological aspects of multiple-casualty incidents for patients and responders.
Ch. 38: Highway Safety and Vehicle Extrication
1.
2.
3.
4.
5.
6.
38.1: Describe the risks to EMS providers during highway emergency operations.
38.2: Given a variety of highway response scenarios, describe how to create as safe a work area as possible.
38.3: Discuss particular considerations in ensuring safety during night operations.
38.4: List the ten phases of vehicle extrication and rescue operations.
38.5: In a rescue situation, recognize and manage hazards by wearing appropriate protective gear, safeguarding your patient,
managing traffic, safely dealing with deployed air bags and energy-absorbing bumpers, managing spectators, and exercising
safe practices around electrical hazards.
38.6: Describe actions taken at a rescue scene by those trained to do so regarding control of vehicle fires, stabilizing a vehicle,
and gaining access to patients.
Ch. 39: EMS Response to Terrorism
1.
2.
3.
4.
5.
6.
7.
8.
9.
39.1: Define key terms introduced in this chapter.
39.2: List the “CBRNE” agents, also called weapons of mass destruction, which are often involved in terrorist incidents.
39.3: Describe the risks to first responders in terrorism incidents.
39.4: Discuss clues, such as occupancy or location, type of event, timing of events, and on-scene warning signs that help with
identification and provision of information sharing to intelligence fusion centers of suspicious situations.
39.5: Given a scenario involving a terrorism incident, predict the types of harm that may occur.
39.6: Discuss the principles of time, distance, and shielding that may minimize exposure to harm from terrorism incidents.
39.7: Discuss types of harm and self-protection measures for each of the following:
a. Chemical incident
b. Biological incident
c. Radiological/nuclear incident
d. Explosive incident
39.8: Discuss how chemical and biological agents can be disseminated and weaponized.
39.9: Describe the characteristics associated with the following:
a. Chemical agents
b. Biological agents
c. Radiological/nuclear devices
d. Explosive/incendiary devices
10. 39.10: Describe blast injury patterns and treatment for blast injuries.
11. 39.11: Discuss strategy, tactics, and self-protection with regard to a terrorist incident.
XIII.
Disclaimer: First Day Handout was prepared under certain limited assumptions. Therefore, if the students in the class seem to "fit"
the design for the course and if events occur as planned, the schedule, assignments, and assessments will be followed. The
instructor has the option, however, to eliminate or add assignments and/or assessments if he/she feels it is in the best interest of
the students.