Download EMS 118 Emergency Medical Technician

Alabama
Department of
Postsecondary Education
Representing Alabama’s Public Two-Year College System
EMS 118
Emergency Medical Technician
Plan of Instruction
Effective Date: 2011
Version Number: 2011-1
COURSE DESCRIPTION
This course is required to apply for certification as an EMT basic. This course provides
students with insights into the theory and application of concepts related to the
profession of emergency medical services. Specific topics include: EMS preparatory,
airway maintenance, patient assessment, treating trauma patients, various medical
procedures, treating infants and children, and various EMS operations. This course is
based on the Emergency Medical Technician-Basic National Standard Curriculum.
CREDIT HOURS
Theory
6 credit hours
Lab
3 credit hour
Clinical
0 credit hours
Total
9 credit hours
Total contact hours - 12
NOTE: Theory credit hours are a 1:1 contact to credit ratio. Lab credit is 2:1. Clinical credit is
3:1.
PREREQUISITE COURSES
Determined by college unless stated otherwise
CO-REQUISITE COURSES
EMS 119 – EMT Clinical
The Alabama College System
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Emergency Medical Technician
EMS 118
GENERAL INSTRUCTIONAL GOALS
 Cognitive - Comprehend foundational knowledge of the EMT basic.
 Performance - Apply foundational knowledge of the EMT basic.
 Affective - Develop an appreciation for the necessary level of care to be provided
by an EMT basic.
PROFESSIONAL COMPETENCIES/OBJECTIVES
Unless otherwise indicated, evaluation of student’s attainment of cognitive,
psychomotor, and affective objectives is based on knowledge gained from this course.
Competencies specified for each module may be set by: National Standard Curriculum,
certification agencies, national and state codes, health care facility policies, locally
developed lab/clinical assignments, or any combination.
PROFESSIONAL COMPETENCIES
 Explain concepts related to the Emergency Medical Services.
 Explain concepts related to the well-being of the EMT Basic.
 Properly use personal protective equipment.
 Demonstrate an awareness of medical/legal and ethical issues.
 Describe the anatomy and function of selected systems of the human body
 Become CPR certified.
 Obtain baseline vitals and SAMPLE history.
 Demonstrate skills in safely lifting and moving patients.
 Maintain a patent airway.
 Size up a scene.
 Conduct an initial assessment on patients.
 Conduct a focused history and physical exam for a trauma patient.
 Conduct a focused history and physical exam for a medical patient.
 Demonstrate the skills involved in performing the detailed physical exam.
 Demonstrate the skills involved in performing the on-going assessment.
 Practice effective communication using a variety of media.
 Document activities associated with providing patient care.
 Provide emergency medical care for various types of trauma.
 Administer/assist with pharmacological agents.
 Recognize and manage patients with various respiratory emergencies.
 Recognize and manage patients with various cardiovascular emergencies.
 Recognize and manage patients with various altered mental states.
 Recognize and manage patients with various allergic emergencies.
 Recognize and manage patients with various poisoning and overdose
emergencies.
 Recognize and manage patients with various environmental emergencies.
 Recognize and manage patients with various behavioral emergencies.
 Recognize and manage patients with various obstetrical and/or gynecological
emergencies.
 Provide emergency medical services for infants and children.
 Explain the various aspects of emergency vehicle operations.
 Explain the various procedures for gaining access.
 Explain the various hazardous material procedures.
 Explain considerations for providing emergency services during a WMD event.
 Perform ALS integration.
 Explain the importance of following procedures for ALS integration.
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Emergency Medical Technician
MODULE A – EMS PREPARATORY
PROFESSIONAL COMPETENCIES
A1.0 Explain concepts related to the
Emergency Medical Services.
(B - *2)
A2.0 Explain concepts related to the
well-being of the EMT Basic.
(B)
A3.0 Properly use personal
protective equipment.
(3c - *5)
A4.0
A5.0
A6.0
A7.0
A8.0
Demonstrate an awareness of
medical/legal and ethical
issues. (B)
Describe the anatomy and
function of selected systems of
the human body (B)
Become CPR certified. (3c)
Obtain baseline vitals and
SAMPLE history. (3c)
Demonstrate skills in safely
lifting and moving patients. (3c)
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EMS 118
STUDENT PERFORMANCE OBJECTIVES
A1.1 This module is measured cognitively.
A2.1 This module is measured cognitively.
A3.1 Given a scenario with potential infectious
exposure, EMT-Basics will use appropriate
personal protective equipment, remove and
discard the protective garments, perform
disinfection and cleaning, and complete all
reporting documentation. (NOTE: This is an
ongoing evaluation)
A4.1 This module is measured cognitively.
A5.1 This module is measured cognitively.
A6.1 Prove CPR certification equivalent to the
American Heart Association Basic Life Support for
Health Care Providers.
A7.1 Given a scenario or lab situations, obtain,
record, and report baseline vital signs and
SAMPLE history information.
A8.1 Given a scenario or lab situations, lift and move
patients.
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Emergency Medical Technician
EMS 118
LEARNING OBJECTIVES
A1.1.1
A1.1.2
Define Emergency Medical Services (EMS) systems.
Differentiate the roles and responsibilities of the EMT-Basic from other
prehospital care providers.
A1.1.3 Describe the roles and responsibilities related to personal safety.
A1.1.4 Describe the roles and responsibilities of the EMT-Basic towards the safety
of the crew, the patient and bystanders.
A1.1.5 Define quality improvement.
A1.1.6 Describe the EMT-Basic's role in the process of quality improvement.
A1.1.7 Define medical direction.
A1.1.8 Describe the EMT-Basic's role in the process to medical direction.
A1.1.9 State the specific statutes and regulations in your state regarding the EMS
system.
A1.1.10 Assess areas of personal attitude and conduct of the EMT-basic.
A1.1.11 Characterize the various methods used to assess the EMS system in your
community.
A2.1.1 List possible emotional reactions that the EMT-Basic may experience
when faced with trauma, illness, death, and dying.
A2.1.2 Recognize the possible reactions that a family member may exhibit
when confronted with death and dying.
A2.1.3 State the steps in the EMT-Basic's approach to the family confronted
with death and dying.
A2.1.4 State the possible reactions that the family of the EMT-Basic may
exhibit due to their outside involvement in EMS.
A2.1.5 Recognize the signs and symptoms of critical incident stress.
A2.1.6 State possible steps that the EMT-Basic may take to help
reduce/alleviate stress.
A3.1.1 Explain the need to determine scene safety.
A3.1.2 Explain the importance of body substance isolation (BSI).
A3.1.3 Describe the steps the EMT-Basic should take for personal protection
from airborne and bloodborne pathogens.
A3.1.4 List the personal protective equipment necessary for hazardous
materials, rescue operations, violent scenes, crime scenes, exposure
to bloodborne pathogens, and exposure to airborne pathogens.
A3.1.5 Explain the rationale for serving as an advocate for the use of
appropriate protective equipment.
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KSA
Indicator
A
B
B
B
A
B
A
B
A
*2
*1
A
A
c
A
B
c
B
B
c
a
*5
4
Emergency Medical Technician
EMS 118
MODULE A LEARNING OBJECTIVES (Continued)
A4.1.1 Define the EMT-Basic scope of practice.
A4.1.2 Identify the importance of advance directives (Do Not Resuscitate
[DNR] and local or state provisions regarding EMS application).
A4.1.3 Define consent.
A4.1.4 Describe the methods of obtaining consent.
A4.1.5 Differentiate between expressed and implied consent.
A4.1.6 Explain the role of consent of minors in providing care.
A4.1.7 Explain the implications for the EMT-Basic in patient refusal of
transport.
A4.1.8 Explain the issues of abandonment, negligence, and battery and
their implications to the EMT-Basic.
A4.1.9 Explain the conditions necessary for the EMT-Basic to have a duty
to act.
A4.1.10 Explain the importance, necessity and legality of patient
confidentiality.
A4.1.11 State the considerations of the EMT-Basic in issues of organ
donation.
A4.1.12 Describe actions an EMT-Basic should take to assist in preserving
various types of crime scenes.
A4.1.13 State the conditions that require an EMT-Basic to notify local law
enforcement officials.
A4.1.14 Explain the role of EMS and the EMT-Basic regarding patients with DNR
orders.
A4.1.15 Explain the rationale for the needs, benefits, and usage of advance
directives.
A4.1.16 Explain the rationale for the concept of varying degrees of DNR.
A5.1.1 Identify selected anatomical terms.
A5.1.2 Describe the anatomy and function of the respiratory, circulatory,
musculoskeletal, nervous, and endocrine.
A6.1.1 See the American Heart Association for the healthcare provider course
for learning objectives.
ACS © 2011
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KSA
Indicators
A
B
A
c
B
B
B
B
B
B
B
c
c
c
*3
*3
A
B
b
5
Emergency Medical Technician
EMS 118
MODULE A – LEARNING OBJECTIVES (Continued)
A7.1.1
A7.1.2
A7.1.3
A7.1.4
A7.1.5
A7.1.6
A7.1.7
A7.1.8
A7.1.9
A7.1.10
A7.1.11
A7.1.12
A7.1.13
A7.1.14
A7.1.15
A7.1.16
A7.1.17
A7.1.18
A7.1.19
A7.1.20
A7.1.21
A71.22
A7.1.23
A7.1.24
A7.1.25
A7.1.26
A7.1.27
A7.1.28
A7.1.29
A7.1.30
A7.1.31
Identify the components of vital signs.
Describe the methods to obtain a breathing rate.
Identify the attributes that should be obtained when assessing breathing.
Differentiate between shallow, labored and noisy breathing.
Describe the methods to obtain a pulse rate.
Identify the information obtained when assessing a patient's pulse.
Differentiate between a strong, weak, regular and irregular pulse.
Describe the methods to assess the skin color, temperature, and
condition (capillary refill in infants and children).
Identify the normal and abnormal skin colors.
Differentiate between pale, blue, red and yellow skin color.
Identify the normal and abnormal skin temperature.
Differentiate between hot, cool and cold skin temperature.
Identify normal and abnormal skin conditions.
Identify normal and abnormal capillary refill in infants and children.
Describe the methods to assess the pupils.
Identify normal and abnormal pupil size.
Differentiate between dilated (big) and constricted (small) pupil size.
Differentiate between reactive and non-reactive pupils and equal and
unequal pupils.
Describe the methods to assess blood pressure.
Define systolic pressure.
Define diastolic pressure.
Explain the difference between auscultation and palpation for obtaining a
blood pressure.
Identify the components of the SAMPLE history.
Differentiate between a sign and a symptom.
State the importance of accurately reporting and recording the baseline
vital signs.
Explain the need to search for additional medical identification.
Explain the value of performing the baseline vital signs.
Recognize and respond to the feelings patients experience during
assessment.
Defend the need for obtaining and recording an accurate set of vital
signs.
Explain the rationale of recording additional sets of vital signs.
Explain the importance of obtaining a SAMPLE history.
ACS © 2011
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KSA
Indicator
A
b
A
B
b
B
b
B
C
B
C
B
B
b
B
C
C
b
A
A
B
A
B
B
B
*3
*2
*5
*3
*3
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Emergency Medical Technician
MODULE A LEARNING OBJECTIVES (Continued)
A8.1.1
A8.1.2
Define body mechanics.
Describe guidelines and safety precautions to follow when lifting
patients.
A8.1.3 Describe the safe lifting of cots and stretchers.
A8.1.4 Describe the guidelines and safety precautions for carrying patients
and/or equipment.
A8.1.5 Describe one-handed carrying techniques.
A8.1.6 Describe correct and safe carrying procedures on stairs.
A8.1.7 State the guidelines for reaching and their application.
A8.1.8 Describe correct reaching for log rolls.
A8.1.9 State the guidelines for pushing and pulling.
A8.1.10 Explain the general considerations of moving patients.
A8.1.11 Describe situations that may require the use of an emergency move.
A8.1.12 Identify various patient carrying devices.
A8.1.13 Explain the rationale for properly lifting and moving patients.
LAB SKILLS
 Scene safety
 Body Substance Isolation
 Personal Protective Equipment
 Vital signs and SAMPLE history
 Lifting and moving
 CPR
 Documentation
 Teamwork
EMS 118
KSA
Indicators
A
B
B
B
b
b
B
b
B
B
B
a
*5
MODULE A OUTLINE
 Introduction to Emergency Medical Care
 The Well-Being of the EMT-Basic
 Infection Control
 Medical / Legal and Ethical Issues
 The Human Body
 CPR for Healthcare Providers
 Baseline Vitals and SAMPLE History
 Lifting and Moving
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Emergency Medical Technician
EMS 118
MODULE B - AIRWAY
PROFESSIONAL COMPETENCIES
B1.0 Maintain a patent airway. (3c)
STUDENT PERFORMANCE OBJECTIVES
B1.1 Given various scenarios and lab situations,
maintain a patent airway and breathing for all
age groups using a variety of techniques and
equipment.
KSA
LEARNING OBJECTIVES
Indicator
B1.1.1 Name and label the major structures of the respiratory system on a
A
diagram.
B1.1.2 List the signs of adequate breathing.
A
B1.1.3 List the signs of inadequate breathing.
A
B1.1.4 Describe the steps in performing the head-tilt chin-lift.
b
B1.1.5 Relate mechanism of injury to opening the airway.
C
B1.1.6 Describe the steps in performing the jaw thrust.
b
B1.1.7 State the importance of having a suction unit ready for immediate use
C
when providing emergency care.
B1.1.8 Describe the techniques of suctioning.
b
B1.1.9 Describe how to artificially ventilate a patient with a pocket mask.
b
B1.1.10 Describe the steps in artificially ventilating a patient with a bag-valve-mask
b
while using the jaw thrust.
B1.1.11 List the parts of a bag-valve-mask system.
a
B1.1.12 Describe the steps in artificially ventilating a patient with a bag-valve-mask
b
for one and two rescuers.
B1.1.13 Describe the signs of adequate artificial ventilation using the bag-valveB
mask.
B1.1.14 Describe the signs of inadequate artificial ventilation using the bag-valveB
mask.
B1.1.15 Describe the steps in artificially ventilating a patient with a flow restricted,
b
oxygen-powered ventilation device.
B1.1.16 List the steps when providing mouth-to-mouth and mouth-to-stoma
b
artificial ventilation.
B1.1.17 Describe how to measure and insert an oropharyngeal (oral) airway.
b
B1.1.18 Describe how to measure and insert a nasopharyngeal (nasal) airway.
b
B1.1.19 Define the components of an oxygen delivery system.
a
B1.1.20 Identify a nonrebreather face mask and state the oxygen flow
A
requirements needed for its use.
B1.1.21 Describe the indications for using a nasal cannula versus a nonrebreather
c
face mask.
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Emergency Medical Technician
EMS 118
MODULE B LEARNING OBJECTIVES (Continued)
B1.1.22 Identify a nasal cannula and state the flow requirements needed for its
use.
B1.1.23 Explain the rationale for basic life support artificial ventilation and airway
protective skills taking priority over most other basic life support skills.
B1.1.24 Explain the rationale for providing adequate oxygenation through high
inspired oxygen concentrations to patients who, in the past, may have
received low concentrations.
B1.1.25 Describe how to assess the need for a dual lumen airway.
B1.1.26 Describe how to insert a dual lumen airway.
B1.1.27 Describe how to confirm dual lumen placement.
LAB SKILLS
 Head-tilt chin-lift
 Jaw thrust
 Techniques of suctioning
 Body substance isolation (barrier shields)
 Pocket mask
 Bag-valve-mask unit
 Oxygen-powered ventilation device
 Stoma
 Oropharyngeal (oral) airway
 Nasopharyngeal (nasal) airway
 Oxygen tanks and regulators
 Nonrebreather face mask
 Nasal cannula
 Artificially ventilate the infant and child patient
 Oxygen administration for the infant and child patient
 Dual lumen airway
MOUDLE B OUTLINE
 Airway
 Advanced Airway
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KSA
Indicators
A
*5
*5
C
c
c
9
Emergency Medical Technician
EMS 118
MODULE C – PATIENT ASSESSMENT
PROFESSIONAL COMPETENCIES
STUDENT PERFORMANCE OBJECTIVES
C1.0 Size up a scene. (3c)
C1.1 Observe various scenarios and identify
potential hazards.
C2.0 Conduct an initial assessment
C2.1 Given various scenarios and lab
on patients. (3c)
environments, conduct an initial assessment
of patients and prioritize care.
C3.0 Conduct a focused history and
C3.1 Given various scenarios and lab
physical exam for a trauma
environments, conduct a focused history and
patient. (3c)
physical exam for a trauma patient.
C4.0 Conduct a focused history and
C4.1 Given various scenarios and lab
physical exam for a medical
environments, conduct a focused history and
patient. (3c)
physical exam for a medical patient.
C5.0 Demonstrate the skills involved C5.1 Given various scenarios and lab
in performing the detailed
environments, conduct a detailed physical
physical exam. (3c)
exam.
C6.0 Demonstrate the skills involved C6.1 Given various scenarios and lab
in performing the on-going
environments, conduct an on-going
assessment. (3c)
assessment.
C7.0 Practice effective
C7.1 Given various scenarios and lab
communication using a variety
environments, perform an organized, concise
of media. (3c)
patient report using a variety of methods.
C8.0 Document activities associated C8.1 Given various scenarios and lab
with providing patient care. (3c)
environments, document activities related to
patient care using a variety of methods and
formats.
KSA
LEARNING OBJECTIVES
Indicator
C1.1.1 Recognize hazards or potential hazards.
A
C1.1.2 Describe common hazards found at the scene of a trauma and a medical
B
patient.
C1.1.3 Determine if a scene is safe to enter.
c
C1.1.4 Explain common mechanisms of injury or nature of illness.
B
C1.1.5 Explain the reason for identifying the total number of patients at the
B
scene.
C1.1.6 Explain the reason for identifying the need for additional help or
B
assistance.
C1.1.7 Explain the rationale for crew members to evaluate scene safety prior to
C
entering and for ongoing scene safety.
C1.1.8 Serve as a model for others explaining how patient situations affect your
*5
evaluation of mechanism of injury or illness.
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Emergency Medical Technician
EMS 118
MODULE C LEARNING OBJECTIVES (Continued)
C2.1.1
C2.1.2
C2.1.3
C2.1.4
C2.1.5
C2.1.6
C2.1.7
C2.1.8
C2.1.9
C2.1.10
C2.1.11
C2.1.12
C2.1.13
C2.1.14
C2.1.15
C2.1.16
C2.1.17
C2.1.18
C2.1.19
C2.1.20
C2.1.21
C3.1.1
C3.1.2
C3.1.3
C3.1.4
C3.1.5
C3.1.6
Summarize the reasons for forming a general impression of the patient.
Explain methods of assessing altered mental status.
Differentiate between assessing the altered mental status in the adult,
child and infant patient.
Explain methods of assessing the airway in the adult, child and infant
patient.
State reasons for management of the cervical spine once the patient has
been determined to be a trauma patient.
Describe methods used for assessing if a patient is breathing.
State what care should be provided to the adult, child, and infant patient
with adequate breathing.
State what care should be provided to the adult, child, and infant patient
without adequate breathing.
Differentiate between a patient with adequate and inadequate breathing.
Distinguish between methods of assessing breathing in the adult, child
and infant patient.
Compare the methods of providing airway care to the adult, child, and
infant patient.
Describe the methods used to obtain a pulse.
Differentiate between obtaining a pulse in an adult, child, and infant
patient.
Explain the need for assessing the patient for external bleeding.
Evaluate normal and abnormal findings when assessing skin color.
Evaluate normal and abnormal findings when assessing skin temperature.
Evaluate normal and abnormal findings when assessing skin condition.
Evaluate normal and abnormal findings when assessing skin capillary refill
in the infant and child patient.
Explain the reason for prioritizing a patient for care and transport.
Explain the importance of forming a general impression of the patient.
Explain the value of performing an initial assessment.
Explain the reasons for reconsideration concerning the mechanism of
injury.
State the reasons for performing a rapid trauma assessment.
Describe the areas included in the rapid trauma assessment and what
should be evaluated.
Explain when the rapid assessment may be altered in order to provide
patient care.
Explain the reasons for performing a focused history and physical exam.
Recognize and respect the feelings that patients might experience during
assessment.
ACS © 2011
All rights reserved
KSA
Indicator
B
b
C
b
c
b
c
c
C
c
C
b
C
C
C
C
C
C
C
*4
*5
C
B
B
C
B
*3
11
Emergency Medical Technician
EMS 118
MODULE C LEARNING OBJECTIVES (Continued)
C4.1.1
C4.1.2
C4.1.3
C4.1.4
C4.1.5
C5.1.1
C5.1.2
C5.1.3
C5.1.4
C5.1.5
C6.1.1
C6.1.2
C6.1.3
C6.1.4
C6.1.5
C6.1.6
C7.1.1
C7.1.2
C7.1.3
C7.1.4
C7.1.5
C7.1.6
C7.1.7
C7.1.8
Describe the unique needs for assessing individuals with a specific chief
complaint with no know prior history.
Differentiate between the history and physical exam that are performed
for responsive patients with no known prior history and responsive
patients with a known prior history.
Describe the needs for assessing an individual who is unresponsive.
Differentiate between the assessment that is performed for a patient who
is unresponsive or has an altered mental status and the medical patients
requiring assessment.
Attend to the feelings that patients might be experiencing during a
focused history and physical exam.
Explain the components of the detailed physical exam.
State the areas of the body that are evaluated during the detailed physical
exam.
Explain what additional care should be provided while performing the
detailed physical exam.
Distinguish between the detailed physical exam that is performed on a
trauma patient and that of the medical patient.
Explain the rationale for the feelings that patients might be experiencing
during a detailed physical exam.
Explain the reasons for repeating the initial assessment as part of the ongoing assessment.
Describe the components of the on-going assessment.
Describe trending of assessment components.
Explain the value of performing an on-going assessment.
Recognize and respect the feelings that patients might experience during
assessment.
Explain the value of trending assessment components to other health
professionals who assume care of the patient.
State the proper sequence for delivery of patient information.
Explain the importance of effective communication of patient information
in the verbal report.
Identify the essential components of the verbal report.
Describe the attributes for increasing effectiveness and efficiency of
verbal communications.
State legal aspects to consider in verbal communication.
Explain effective communication skills.
Describe the correct radio procedures in all phases of a typical call.
Explain the rationale for providing efficient and effective radio
communications and patient reports.
ACS © 2011
All rights reserved
KSA
Indicator
C
C
C
C
*3
A
A
B
B
*3
C
B
B
*3
*3
*3
b
B
A
B
B
B
c
*3
12
Emergency Medical Technician
EMS 118
MODULE C LEARNING OBJECTIVES (Continued)
C8.1.1 Explain the components of the written report.
C8.1.2 Identify the various sections of the written report.
C8.1.3 Describe what information is required in each section of the
prehospital care report and how it should be entered.
C8.1.4 Define the special considerations concerning patient refusal.
C8.1.5 Describe the legal implications associated with the written report.
C8.1.6 Explain state and/or federal record and reporting requirements.
C8.1.7 Explain the rationale for patient care documentation.
C8.1.8 Explain the rationale for the EMS system gathering data.
C8.1.9 Explain the rationale for using medical terminology correctly.
C8.1.10 Explain the rationale for using an accurate and synchronous clock.
KSA
Indicator
B
B
c
C
B
B
*3
*3
*3
*3
LAB SKILLS
 Sizing a scene
 Assessments
 Patient history
 Physical exam
 Ongoing assessment
 Communication skills
 Documentation
MODULE C OUTLINE
 Scene size-up
 Initial assessment
 Focused history and physical exam
 Medical
 Trauma
 Detailed physical exam
 Medical
 Trauma
 On-going assessment
 Medical
 Trauma
 Communication
 Documentation
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13
Emergency Medical Technician
MODULE D - TRAUMA
PROFESSIONAL COMPETENCIES
D1.0 Provide emergency medical
care for various types of
trauma. (3c)
EMS 118
STUDENT PERFORMANCE OBJECTIVES
D1.1 Treat patients suffering from bleeding and
shock.
D1.2
Treat patients with soft tissue injuries.
D1.3
Treat patients with musculoskeletal injuries.
D1.4
Treat patients with injuries to the head and
spine.
KSA
LEARNING OBJECTIVES
Indicator
D1.1.1
List the structure and function of the circulatory system.
A
D1.1.2
Differentiate between arterial, venous, and capillary bleeding.
B
D1.1.3
State methods of emergency medical care of external bleeding.
b
D1.1.4
Explain the relationship between body substance isolation and bleeding.
B
D1.1.5
Explain the relationship between airway management and trauma
B
patients.
D1.1.6
Explain the relationship between mechanism of injury and internal
B
bleeding.
D1.1.7
List the signs of internal bleeding.
A
D1.1.8
List the steps in the emergency medical care of patients with signs and
b
symptoms of internal bleeding.
D1.1.9
List signs and symptoms of shock (hypoperfusion).
A
D1.1.10 State the steps in the emergency medical care of patients with signs
b
and symptoms of shock (hypoperfusion).
D1.1.11 Explain the sense of urgency to transport patients that are bleeding and
*4
show signs of shock (hypoperfusion).
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14
Emergency Medical Technician
EMS 118
MODULE E LEARNING OBJECTIVES (Continued)
D1.2.1
D1.2.2
D1.2.3
D1.2.4
D1.2.5
D1.2.6
D1.2.7
D1.2.8
D1.2.9
D1.2.10
D1.2.11
D1.2.12
D1.2.13
D1.2.14
D1.2.15
D1.2.16
D1.2.17
D1.2.18
D1.2.19
D1.2.20
D1.2.21
D1.2.22
D1.2.23
D1.2.24
D1.2.25
D1.2.26
D1.2.27
D1.2.28
D1.2.29
State the major functions of the skin.
List the layers of the skin.
Explain the relationship between body substance isolation (BSI) and
soft tissue injuries.
List the types of closed soft tissue injuries.
Describe the emergency medical care of the patient with a closed soft
tissue injury.
State the types of open soft tissue injuries.
Describe the emergency medical care of the patient with an open soft
tissue injury.
Explain the emergency medical care considerations for a patient with a
penetrating chest injury.
State the emergency medical care considerations for a patient with an
open wound to the abdomen.
Explain the care of an open wound to the chest from an open wound to
the abdomen.
List the classifications of burns.
Define superficial burn.
List the characteristics of a superficial burn.
Define partial thickness burn.
List the characteristics of a partial thickness burn.
Define full thickness burn.
List the characteristics of a full thickness burn.
Describe the emergency medical care of the patient with a superficial
burn.
Describe the emergency medical care of the patient with a partial
thickness burn.
Describe the emergency medical care of the patient with a full thickness
burn.
List the functions of dressing and bandaging.
Describe the purpose of a bandage.
Describe the steps in applying a pressure dressing.
Explain the relationship between airway management and the patient
with chest injury, burns, blunt and penetrating injuries.
Describe the effects of improperly applied dressings, splints and
tourniquets.
Describe the emergency medical care of a patient with an impaled
object.
Describe the emergency medical care of a patient with an amputation.
Describe the emergency care for a chemical burn.
Describe the emergency care for an electrical burn.
ACS © 2011
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KSA
Indicators
A
A
B
A
c
A
c
c
c
c
A
A
A
A
A
A
A
c
c
c
B
B
c
B
B
c
c
c
c
15
Emergency Medical Technician
EMS 118
MODULE D LEARNING OBJECTIVES (Continued)
D3.1.1
D3.1.2
D3.1.3
D3.1.4
D3.1.5
D3.1.6
D3.1.7
D3.1.8
D3.1.9
D3.1.10
D4.1.1
D4.1.2
D4.1.3
D4.1.4
D4.1.5
D4.1.6
D4.1.7
D4.1.8
D4.1.9
D4.1.10
D4.1.11
D4.1.12
D4.1.13
D4.1.14
D4.1.15
D4.1.16
D4.1.17
D4.1.18
D4.1.19
D4.1.20
D4.1.21
D4.1.22
D4.1.23
D4.1.24
State the function of the muscular system.
State the function of the skeletal system.
List the major bones or bone groupings of the spinal column, thorax,
upper extremities, and lower extremities.
Differentiate between an open and closed painful, swollen, and
deformed extremity.
State the reasons for splinting.
List the general rules of splinting.
List the complications of splinting.
List the emergency medical care for a patient with a painful, swollen,
and deformed extremity.
Explain the rationale for splinting at the scene versus load and go.
Explain the rationale for immobilization of the painful, swollen, and
deformed extremity.
State the components of the nervous system.
List the functions of the central nervous system.
Define the structure of the skeletal system as it relates to the nervous
system.
Relate mechanism of injury to potential injuries of the head and spine.
Describe the implications of not properly caring for potential spine
injuries.
State the signs and symptoms of a potential spine injury.
Describe the method of determining if a responsive patient may have a
spine injury.
Relate the airway emergency medical care techniques to the patient
with a suspected spine injury.
Describe how to restrict the cervical spine.
Explain the indications for sizing and using a cervical spine restriction
device.
Explain the relationship between airway management and the patient
with head and spine injuries.
Describe a method for sizing a cervical spine restriction device.
Describe how to log roll a patient with a suspected spine injury.
Describe how to secure a patient to a long spine board.
List instances when a short spine board should be used.
Describe how to restrict patient’s movement using a short spine board.
Describe the indications for the use of rapid extrication.
List steps in performing rapid extrication.
State the circumstances when a helmet should be left on the patient.
State the circumstances when a helmet should be removed.
Identify different types of helmets.
Describe the unique characteristics of sports helmets.
Explain the preferred methods to remove a helmet.
Explain alternative methods for removal of a helmet.
ACS © 2011
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KSA
Indicators
A
A
A
B
A
A
A
A
*3
*3
A
A
B
B
B
A
c
B
b
B
B
c
c
c
A
c
B
b
A
A
A
B
B
B
16
Emergency Medical Technician
EMS 118
MODULE E LEARNING OBJECTIVES (Continued)
D4.1.25
D4.1.26
Describe how the patient's head is restricted to remove the helmet.
Explain how the head is restricted with a helmet compared to without a
helmet.
D4.1.27 Explain the rationale for restriction of the entire spine when a cervical
spine injury is suspected.
D4.1.28 Explain the rationale for utilizing restriction methods apart from the
straps on the cots.
D4.1.29 Explain the rationale for utilizing a short spine restriction device when
moving a patient from the sitting to the supine position.
D4.1.30 Explain the rationale for utilizing rapid extrication approaches only when
they indeed will make the difference between life and death.
D41.31
Defend the reasons for leaving a helmet in place for transport of a
patient.
D4.1.32 Defend the reasons for removal of a helmet prior to transport of a
patient.
LAB SKILLS
 Treating bleeding and shock
 Treating soft tissue injuries
 Treating musculoskeletal care
 Treating head and spine injuries
MODULE D OUTLINE
 Bleeding and shock
 Soft tissue injuries
 Musculoskeletal care
 Injuries to the head and spine
ACS © 2011
All rights reserved
KSA
Indicators
b
B
*4
*4
*4
*4
*4
*4
17
Emergency Medical Technician
MODULE E - MEDICAL
PROFESSIONAL COMPETENCIES
E1.0 Administer/assist with
pharmacological agents. (3c)
E2.0 Recognize and manage patients
with various respiratory
emergencies. (3c)
E3.0 Recognize and manage patients
with various cardiovascular
emergencies. (3c)
E4.0 Recognize and manage patients
with various altered mental
states. (3c)
E5.0 Recognize and manage patients
with various allergic emergencies.
(3c)
E6.0 Recognize and manage patients
with various poisoning and
overdose emergencies. (3c)
E7.0 Recognize and manage patients
with various environmental
emergencies. (3c)
E8.0 Recognize and manage patients
with various behavioral
emergencies. (3c)
E9.0 Recognize and manage patients
with various obstetrical and/or
gynecological emergencies. (3c)
EMS 118
STUDENT PERFORMANCE OBJECTIVES
E1.1 Provide pharmacological assistance.
E2.1 Assess and manage a patient with a respiratory
emergency
E3.1 Assess and manage a patient with a
cardiovascular emergency
E4.1 Assess and manage a patient with a altered
mental status.
E5.1 Assess and manage a patient with allergic
reactions.
E6.1 Assess and manage a patient with poisonings or
overdose.
E7.1 Assess and manage a patient with
environmental emergencies.
E8.1 Assess and manage a patient with behavioral
emergencies.
E9.1 Assess and manage a patient with obstetrical
and/or gynecological emergencies.
LEARNING OBJECTIVES
E1.1.1
E1.1.2
E1.1.3
E1.1.4
E1.1.5
E1.1.6
Identify which medications will be carried on the unit.
State the medications carried on the unit by the generic name.
Identify the medications, by trade and generic name with which the
EMT-Basic may assist the patient with administering.
Describe the forms in which the medications are supplied.
Explain the rationale for the administration of medications.
Interpret medication labels.
ACS © 2011
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KSA
Indicator
A
A
B
B
B
C
18
Emergency Medical Technician
EMS 118
MODULE E – LEARNING OBJECTIVES (Continued)
E2.1.1
E2.1.2
E2.1.3
E2.1.4
E2.1.5
E2.1.6
E2.1.7
E2.1.8
E2.1.9
E2.1.10
E2.1.11
E2.2.12
E3.1.1
E3.1.2
E3.1.3
E3.1.4
E3.1.5
E3.1.6
E3.1.7
E3.1.8
E3.1.9
E3.1.10
E3.1.11
E3.1.12
E3.1.13
E3.1.14
E3.1.15
E3.1.16
E3.1.17
List the structure and function of the respiratory system.
State the signs and symptoms of a patient with breathing difficulty.
Describe the emergency medical care of the patient with breathing
difficulty.
Recognize the need for medical direction to assist in the emergency
medical care of the patient with breathing distress.
Describe the emergency medical care of the patient with breathing
failure.
Explain the relationship between airway management and the patient
with breathing difficulty.
List signs of adequate air exchange.
State the generic name, medication forms, dose, administration, action,
indications and contraindications for the prescribed inhaler.
Distinguish between the emergency medical care of the infant, child and
adult patient with breathing difficulty.
Differentiate between upper airway obstruction and lower airway
disease in the infant and child patient.
Defend EMT-Basic treatment regimens for various respiratory
emergencies.
Explain the rationale for administering an inhaler.
Describe the structure and function of the cardiovascular system.
Describe the emergency medical care of the patient experiencing chest
pain/discomfort.
List the indications for automated external defibrillation (AED).
List the contraindications for automated external defibrillation.
Define the role of EMT-B in the emergency cardiac care system.
Explain the impact of age and weight on defibrillation.
Describe the position of comfort for patients with various cardiac
emergencies.
Explain the relationship between airway management and the patient
with cardiovascular compromise.
Explain the relationship between the patient experiencing cardiovascular
compromise and basic life support.
Explain the fundamentals of defibrillation.
Explain the rationale for early defibrillation.
Explain that not all chest pain patients result in cardiac arrest and do not
need to be attached to an automated external defibrillator.
Explain the importance of prehospital ACLS intervention if it is available.
Explain the importance of urgent transport to a facility with Advanced
Cardiac Life Support if it is not available in the prehospital setting.
Identify the various types of automated external defibrillators.
Differentiate between the fully automated and the semiautomated
defibrillator.
Explain the procedures that must be taken into consideration for
standard operations of the various types of automated external
defibrillators.
ACS © 2011
All rights reserved
KSA
Indicator
A
A
c
C
c
B
A
a
C
C
C
c
B
c
A
A
A
B
c
B
B
c
B
B
B
B
a
B
c
19
Emergency Medical Technician
EMS 118
MODULE E – LEARNING OBJECTIVES (Continued)
E3.1.18
E3.1.19
E3.1.20
E3.1.21
E3.1.22
E3.1.23
E3.1.24
E3.1.25
E3.1.26
E3.1.27
E3.1.28
E3.1.29
E3.1.30
E3.1.31
E3.1.32
E3.1.33
E3.1.34
E3.1.35
E3.1.36
E3.1.37
E3.1.38
E3.1.39
E3.1.40
E3.1.41
E3.1.42
E3.1.43
E3.1.44
E3.1.45
E3.1.46
State the reasons for assuring that the patient is pulseless and apneic
when using the automated external defibrillator.
Explain the circumstances that may result in inappropriate shocks.
Explain the considerations for interruption of CPR, when using the
automated external defibrillator.
Identify the advantages and disadvantages of automated external
defibrillators.
Summarize the speed of operation of automated external defibrillation.
Explain the use of remote defibrillation through adhesive pads.
Identify the special considerations for rhythm monitoring.
List the steps in the operation of the automated external defibrillator.
Explain the standard of care that should be used to provide care to a
patient with persistent ventricular fibrillation and no available ACLS.
Explain the standard of care that should be used to provide care to a
patient with recurrent ventricular fibrillation and no available ACLS.
Differentiate between the single rescuer and multi-rescuer care with an
automated external defibrillator.
Explain the reason for pulses not being checked between shocks with
an automated external defibrillator.
Explain the importance of coordinating ACLS trained providers with
personnel using automated external defibrillators.
Explain the importance of post-resuscitation care.
List the components of post-resuscitation care.
Explain the importance of frequent practice with the automated external
defibrillator.
Explain the need to complete the Automated Defibrillator: Operator's
Shift Checklist.
Identify the role of the American Heart Association (AHA) in the use of
automated external defibrillation.
Explain the role medical direction plays in the use of automated external
defibrillation.
State the reasons why a case review should be completed following the
use of the automated external defibrillator.
Identify the components that should be included in a case review.
Explain the goal of quality improvement in automated external
defibrillation.
Recognize the need for medical direction and protocols to assist in the
emergency medical care of the patient with chest pain.
List the indications for the use of nitroglycerin.
State the contraindications and side effects for the use of nitroglycerin.
Define the function of all controls on an automated external defibrillator,
and describe event documentation and battery defibrillator maintenance
Defend the reasons for obtaining initial training in automated external
defibrillation and the importance of continuing education.
Defend the reason for maintenance of automated external defibrillators.
Explain the rationale for administering nitroglycerin to a patient with
chest pain or discomfort.
ACS © 2011
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KSA
Indicators
A
B
C
B
B
c
A
b
B
B
B
B
B
B
b
B
B
B
B
B
A
B
B
C
C
C
C
C
B
20
Emergency Medical Technician
EMS 118
MODULE E – LEARNING OBJECTIVES (Continued)
E4.1.1
E4.1.2
E4.1.3
E4.1.4
E4.1.5
E4.1.6
E5.1.1
E5.1.2
E5.1.3
E5.1.4
E5.1.5
E5.1.6
E5.1.7
E5.1.8
E6.1.1
E6.1.2
E6.1.3
E6.1.4
E6.1.5
E6.1.6
E6.1.7
E6.1.8
E6.1.9
Identify the patient taking diabetic medications with altered mental
status and the implications of a diabetes history.
State the steps in the emergency medical care of the patient taking
diabetic medicine with an altered mental status and a history of
diabetes.
Explain the relationship between airway management and the patient
with altered mental status.
State the generic and trade names, medication forms, dose,
administration, action, and contraindications for oral glucose.
Evaluate the need for medical direction in the emergency medical care
of the diabetic patient.
Explain the rationale for administering oral glucose.
Recognize the patient experiencing an allergic reaction.
Describe the emergency medical care of the patient with an allergic
reaction.
Explain the relationship between the patient with an allergic reaction and
airway management.
Describe the mechanisms of allergic response and the implications for
airway management.
State the generic and trade names, medication forms, dose,
administration, action, and contraindications for the epinephrine autoinjector.
Evaluate the need for medical direction in the emergency medical care
of the patient with an allergic reaction.
Differentiate between the general category of those patients having an
allergic reaction and those patients having an anaphylactic reaction.
Explain the rationale for administering epinephrine using an autoinjector.
List various ways that poisons enter the body.
List signs/symptoms associated with poisoning.
Describe the emergency medical care for the patient with possible
overdose.
Describe the steps in the emergency medical care for the patient with
suspected poisoning.
Explain the relationship between the patient suffering from poisoning or
overdose and airway management.
State the generic and trade names, indications, contraindications,
medication form, dose, administration, actions, side effects and reassessment strategies for activated charcoal.
Recognize the need for medical direction in caring for the patient with
poisoning or overdose.
Explain the rationale for administering activated charcoal.
Explain the rationale for contacting medical direction early in the
prehospital management of the poisoning or overdose patient.
ACS © 2011
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KSA
Indicator
B
b
B
a
C
C
B
c
C
B
a
C
C
C
A
A
c
c
B
a
B
C
C
21
Emergency Medical Technician
EMS 118
MODULE E – LEARNING OBJECTIVES (Continued)
E7.1.1
E7.1.2
E7.1.3
E7.1.4
E7.1.5
E7.1.6
E7.1.7
E7.1.8
E8.1.1
E8.1.2
E8.1.3
E8.1.4
E8.1.5
E8.1.6
E8.1.7
E8.1.8
E8.1.9
E9.1.1
E9.1.2
E9.1.3
E9.1.4
E9.1.5
E9.1.6
E9.1.7
E9.1.8
E9.1.9
E9.1.10
Describe the various ways that the body loses heat.
List the signs and symptoms of exposure to cold.
Explain the steps in providing emergency medical care to a patient
exposed to cold.
List the signs and symptoms of exposure to heat.
Explain the steps in providing emergency care to a patient exposed to
heat.
Recognize the signs and symptoms of water-related emergencies.
Describe the complications of near drowning.
Describe the emergency medical care of bites and stings.
Define behavioral emergencies.
State factors that may cause an alteration in a patient's behavior.
State the various reasons for psychological crises.
Describe the characteristics of an individual's behavior that suggests
that the patient is at risk for suicide.
Identify special medical/legal considerations for managing behavioral
emergencies.
Explain the special considerations for assessing a patient with
behavioral problems.
Explain the general principles of an individual's behavior that suggests
that he is at risk for violence.
Explain methods to calm behavioral emergency patients.
Explain the rationale for learning how to modify your behavior toward
the patient with a behavioral emergency.
Identify the structures related to obstetrics and gynecology.
Explain the use of the contents of an obstetrics kit.
Describe predelivery emergencies.
State indications of an imminent delivery.
Differentiate the emergency medical care provided to a patient with
predelivery emergencies from a normal delivery.
State the steps in the predelivery preparation of the mother.
Explain the relationship between body substance isolation and
childbirth.
State the steps to assist in the delivery.
Describe care of the baby as the head appears.
Describe how and when to cut the umbilical cord.
ACS © 2011
All rights reserved
KSA
Indicator
B
A
c
A
c
B
B
c
A
A
A
B
C
B
B
c
C
A
B
B
B
C
b
B
c
c
c
22
Emergency Medical Technician
EMS 118
MODULE E – LEARNING OBJECTIVES (Continued)
E9.1.11
E9.1.12
Explain the steps in the delivery of the placenta.
List the steps in the emergency medical care of the mother postdelivery.
E9.1.13 Summarize neonatal resuscitation procedures.
E9.1.14 Describe the procedures for the following abnormal deliveries: Breech
birth, prolapsed cord, limb presentation.
E9.1.15 Describe the special considerations for multiple births.
E9.1.16 Describe special considerations of meconium.
E9.1.17 Describe special considerations of a premature baby.
E9.1.18 Explain the emergency medical care of a patient with a gynecological
emergency.
E9.1.19 Explain the rationale for understanding the implications of treating two
patients (mother and baby).
LAB SKILLS
 Calculations
 Treating various emergencies
MODULE E OUTLINE
 General pharmacology
 Emergencies
 Respiratory emergencies
 Cardiovascular emergencies
 Allergic reactions
 Poisoning/Overdose
 Emergencies
 Environmental emergencies
 Behavioral emergencies
 Obstetrics
ACS © 2011
All rights reserved
KSA
Indicator
c
b
c
c
B
B
B
c
B
23
Emergency Medical Technician
EMS 118
MODULE F – INFANTS AND CHILDREN
PROFESSIONAL COMPETENCIES
STUDENT PERFORMANCE OBJECTIVES
F1.0 Provide emergency medical
F1.1 Given scenarios and lab situations provide for
services for infants and
the management of various emergencies for
children. (3c)
infants and children.
KSA
LEARNING OBJECTIVES
Indicator
F1.1.1
Identify the developmental considerations for various age groups.
B
F1.1.2
Describe differences in anatomy and physiology of the infant, child and
B
adult patient.
F1.1.3
Differentiate the response of the ill or injured infant or child (age
B
specific) from that of an adult.
F1.1.4
Identify various causes of respiratory emergencies.
A
F1.1.5
Differentiate between respiratory distress and respiratory failure.
B
F1.1.6
List the steps in the management of foreign body airway obstruction.
c
F1.1.7
Summarize emergency medical care strategies for respiratory distress
B
and respiratory failure.
F1.1.8
Identify the signs and symptoms of shock (hypoperfusion) in the infant
C
and child patient.
F1.1.9
Describe the methods of determining end organ perfusion in the infant
c
and child patient.
F1.1.10 State the most common cause of cardiac arrest in infants and children
A
versus adults.
F1.1.11 List the common causes of seizures in the infant and child patient.
A
F1.1.12 Describe the management of seizures in the infant and child patient.
c
F1.1.13 Differentiate between the injury patterns in adults, infants, and children.
C
F1.1.14 Explain the field management of the infant and child trauma patient.
c
F1.1.15 Summarize the indicators of possible child abuse and neglect.
B
F1.1.16 Describe the medical legal responsibilities in suspected child abuse.
B
F1.1.17 Recognize need for EMT-Basic debriefing following a difficult infant or
B
child transport.
F1.1.18 Explain the rationale for having knowledge and skills appropriate for
*4
dealing with the infant and child patient.
F1.1.19 Attend to the feelings of the family when dealing with an ill or injured
*4
infant or child.
F1.1.20 Understand the provider's own response (emotional) to caring for infants
*4
or children.
LAB SKILLS
Assessing scene
Airway management
Treating shock
Treating seizures
Field management
Identifying injury patters
Identifying child abuse and neglect
Documentation
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24
Emergency Medical Technician
EMS 118
MODULE F OUTLINE
 Developmental differences
 The airway
 Oxygen therapy
 Assessment
 Common problems
 Trauma
 Child abuse and neglect
 Special needs
 Well being of the primary care provider
ACS © 2011
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25
Emergency Medical Technician
MODULE G - OPERATIONS
PROFESSIONAL COMPETENCIES
G1.0 Explain the various aspects of
emergency vehicle operations.
(C - *4)
G2.0 Explain the various procedures
for gaining access. (c)
G3.0 Explain the various hazardous
material procedures. (c)
G4.0 Explain considerations for
providing emergency services
during a WMD event.
EMS 118
STUDENT PERFORMANCE OBJECTIVES
G1.1 This competency is measured cognitively.
G2.1 This competency is measured cognitively.
G3.1 This competency is measured cognitively.
G4.1 This competency is measured cognitively.
LEARNING OBJECTIVES
G1.1.1
G1.1.2
G1.1.3
G1.1.4
G1.1.5
G1.1.6
G1.1.7
G1.1.8
G1.1.9
G1.1.10
G1.1.11
G1.1.12
G1.1.13
G1.1.14
G1.1.15
G1.1.16
G2.2.1
G2.2.2
G2.2.3
G2.2.4
G2.2.5
G2.2.6
G2.2.7
Explain the medical and non-medical equipment needed to respond to a
call.
List the phases of an emergency call.
Describe the general provisions of state laws relating to the operation of
the emergency vehicle and privileges.
List contributing factors to unsafe driving conditions.
Describe the considerations that should be given to intersections and
escorts.
Explain "Due Regard For Safety of All Others" while operating an
emergency vehicle.
State what information is essential in order to respond to a call.
Explain various situations that may affect response to a call.
Differentiate between the various methods of moving a patient to the
unit based upon injury or illness.
Prepare a written report with the essential patient information
components.
Summarize the importance of preparing the unit for the next response.
Identify what is essential for completion of a call.
Describe terms associated with decontamination.
Describe how to clean or disinfect items following patient care.
Explain the rationale for appropriate report of patient information.
Explain the rationale for having the unit prepared to respond.
Describe the purpose of extrication.
Explain the role of the EMT-Basic in extrication.
Identify what equipment for personal safety is required for the EMTBasic.
Define the fundamental components of extrication.
State the steps that should be taken to protect the patient during
extrication.
Explain various methods of gaining access to the patient.
Distinguish between simple and complex access.
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KSA
Indicator
B
A
B
B
B
B
B
C
C
c
B
B
B
c
*4
*4
B
B
A
B
b
c
B
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Emergency Medical Technician
EMS 118
MODULE G LEARNING OBJECTIVES (Continued)
G3.3.1
G3.3.2
Explain the EMT-Basic's role during a call involving hazardous materials.
Describe what the EMT-Basic should do if there is reason to believe that
there is a hazard at the scene.
G3.3.3 Describe the actions that an EMT-Basic should take to ensure bystander
safety.
G3.3.4 Explain the role the EMT-Basic performs until appropriately trained
personnel arrive at the scene of a hazardous materials situation.
G3.3.5 Explain the steps to approaching a hazardous situation.
G3.3.6 Explain the various environmental hazards that affect EMS.
G3.3.7 Describe the criteria for a multiple-casualty situation.
G3.3.8 Explain the role of the EMT-Basic in the multiple-casualty situation.
G3.3.9 Explain the components of basic triage.
G3.3.10 Describe the role of the EMT-Basic in a disaster operation.
G3.3.11 Describe basic concepts of incident management.
G3.3.12 Explain the methods for preventing contamination of self, equipment and
facilities.
G4.1.1 Describe the general objective of terrorist acts.
G4.1.2 Explain the importance of the role of EMTs in detecting WMD events.
G4.1.3 Explain the common signs and symptoms of exposure to various types of
nuclear, biological, and chemical (NBC) weapons.
G4.1.4 Differentiate between the purpose and use of protective equipment
needed for dealing with chemical agents from that required for biological
agents.
G4.1.5 Describe indicators of various types of WMD events.
G4.1.6 Describe the EMT’s response to various concerns related to potential
WMD events.
LAB SKILLS
 None
MODULE G OUTLINE
 Emergency vehicle operations
 Gaining access
 Overviews
 Weapons of Mass Destruction
 State rules and guidelines
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KSA
Indicators
B
b
b
B
b
B
B
B
c
B
B
c
B
C
B
c
B
B
c
27
Emergency Medical Technician
MODULE H – ALS INTEGRATION
PROFESSIONAL COMPETENCIES
H1.0 Perform ALS integration.
H2.0
Explain the importance of
following procedures for ALS
integration.
EMS 118
STUDENT PERFORMANCE OBJECTIVES
H1.1 Perform steps associated with ALS integration
on a variety of patients and in a variety of
situations.
H2.1 This competency is measured affectively.
LEARNING OBJECTIVES
H1.1.1 Identify the equipment necessary for assisting with electrocardiography
monitoring.
H1.1.2 Identify the proper electrode placement for various cardiac monitoring
leads.
H1.1.3 Describe how to properly apply electrodes to a patient.
H1.1.4 Identify the equipment necessary for assisting with intravenous therapy.
H1.1.5 Identify the intravenous solutions commonly used.
H1.1.6 Describe the appropriate checks performed on intravenous fluid.
H1.1.7 Describe the difference between microdrip and macrodrip intravenous
administration sets.
H1.1.8 Describe the signs and symptoms related to an infiltrated intravenous line.
H1.1.9 Identify the equipment necessary for assisting with endotracheal intubation.
H1.1.10 Describe the difference between straight and curved laryngoscope
blades.
H1.1.11 Describe the method to attach a laryngoscope blade to the handle.
H1.1.12 Describe the method of inserting a stylet into an endrotracheal tube.
H1.1.13 Explain the necessity of securing an endotracheal tube.
H1.1.14 Describe the signs and symptoms related to incorrect endotracheal tube
placement.
H2.1.1 Explain the necessity in functioning as a team.
H2.1.2 Explain the importance of performing the airway, breathing, and circulation
assessment on all patients.
H2.1.3 Explain the importance of basic airway management skills to maintain a
patient’s airway.
H2.1.4 Explain how advanced life support procedures of electrocardiography,
intravenous therapy, and endotracheal intubation benefit in patient care.
Lab/Clinical Skills
 Attaching electrodes
 Set-up of intravenous fluids
 Attaching laryngoscope blade
 Insertion of a stylet
 Bag-valve-mask and bag-valve endotracheal tube ventilation
Module H Outline
 Attaching electrodes
 Set-up of intravenous fluids
 Attaching laryngoscope blade
 Insertion of a stylet
 Bag-valve-mask and bag-valve endotracheal tube ventilation
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KSA
Indicators
a
a
b
a
a
c
c
B
a
B
b
b
B
B
*4
*5
*5
*5
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Emergency Medical Technician
EMS 118
LEARNING OBJECTIVES TABLE OF SPECIFICATIONS
The table below identifies the percentage of cognitive objectives for each module.
Instructors should develop sufficient numbers of test items at the appropriate
level of evaluation.
Module A
Module B
Module C
Module D
Module E
Module F
Module G
Module H
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Facts/
Nomenclature
Principles/
Procedures
A/a
25%
28%
8%
38%
20%
18%
40%
36%
B/b
60%
48%
45%
37%
45%
47%
48%
50%
Analysis/
Operating
Principles
C/c
15%
24%
47%
25%
35%
35%
12%
14%
Evaluation/
Complete
Theory
D/d
-
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Emergency Medical Technician
EMS 118
Knowledge, Skills, and Attitudes (KSA) Indicators
Performance
Ability
Value
4
Key Word(s)
Highly
Proficient
3
Proficient
2
Affective
Knowledge
Knowledge of
Skills
1
d
c
Partially
Proficient
Limited
Proficiency
Complete
Theory
Operating
Principles
Definition
Performs competency quickly and accurately. Instructs others how to do the
competency.
Performs all parts of the competency. Needs only a spot check of completed
work.
Performs most parts of the competency. Needs help only on hardest parts.
Performs simple parts of the competency. Needs to be told or shown how to
do most of the competency.
Predicts, isolates, and resolves problems about the competency.
Identifies why and when the competency must be done and why each step is
needed.
b
Procedures
Determines step-by-step procedures for doing the competency.
a
Nomenclature
D
Evaluation
C
Analysis
Analyzes facts and principles and draws conclusions about the subject.
B
Principles
Identifies relationship of basic facts and states general principles about the
subject.
A
Facts
*5
Characterization
by Value
*4
Organization
*3
Valuing
*2
Responding
*1
Receiving
Names parts, tools, and simple facts about the competency.
Evaluates conditions and makes proper decisions about the subject.
Identifies basic facts and terms about the subject.
Acting consistently with the new value.
Integrating a new value into one's general set of values, giving it some ranking
among one's general priorities.
Showing some definite involvement or commitment.
Showing some new behaviors as a result of experience.
Being aware of or attending to something in the environment.
Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the
competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law.
A lower case letter indicates a level of ”Knowledge of Skills." Individuals are taught information pertaining to performing a competency . These may be indicated
alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task.
(example: Can state or explain procedures for doing a task).
Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower
case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency.
Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct
procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure.
Asterisk items indicate desired affective domain levels and are used to indicate the desired level for a given competency. They may be used independently or with
other indicators (i.e. 1a-*1, 2c-*3). If used with another indicator, separate with a hyphen.
NOTE: Codes indicate terminal values.
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