Download Assessment Plan for - University of Alaska Anchorage

Paramedical Technology
Associate of Applied Science Program
Academic Assessment Plan
Adopted by
The Paramedical Technology faculty: 3/31/13
Submitted via
http://anc-tbquimby01.uaa.alaska.edu/10assessfile/
to the Office of Academic Affairs: 4/1/13
for review by
The Academic Assessment Committee of the Faculty Senate
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TABLE OF CONTENTS
Table of Contents ..........................................................................................................................................2
Mission Statement .........................................................................................................................................3
Program Introduction ...................................................................................................................................3
Student Learning Outcomes .........................................................................................................................5
Assessment Tools ...........................................................................................................................................7
Table 1: Association of Assessment Tools to Student Learning Outcomes ....................................................... 7
Table 2: Assessment Measures and Administration ........................................................................................... 9
Assessment Process .....................................................................................................................................10
General Implementation Strategy ....................................................................................................................................... 10
Description of Faculty Involvement ................................................................................................................................... 10
Modification of the Assessment Plan ................................................................................................................................. 10
APPENDIX A: National Registry of EMTs Practical Exams & Skills Sheets .......................................11
APPENDIX B: Field Evaluations .............................................................................................................16
APPENDIX C: Course Groupings Associated With Each Outcome .......................................................22
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MISSION STATEMENT
The mission of the Paramedical Technology program is to educate and graduate an EMS professional who
is a competent entry level practitioner and to develop and promote conceptual, technical, contextual,
integrative, and adaptive competence so that graduates are well rounded in all phases of professional
behavior. Graduates will be prepared to enter the healthcare profession, and be eligible for Paramedic
licensure.
PROGRAM INTRODUCTION
The Paramedical Technology program is designed to provide students with the interdisciplinary skill set
needed to succeed in advanced pre-hospital emergency care at the level of Paramedic. Paramedics will
learn the skills to react quickly and provide competent care in such emergencies as automobile accidents,
heart attacks, drowning, childbirth and gunshot wounds. Further, Paramedics will have the skill to provide
vital attention as they care for and transport the sick or injured to a medical facility.
Students completing this course of study will be eligible to take the National Registry of EMTs (NREMT)
Paramedic written and practical exams. Upon successfully receiving their National Registry Paramedic
licensure, students may then apply to the State of Alaska’s Medical Board for licensure as a Mobile
Intensive Care Paramedic (MICP).
This program is designed in accordance with the current Department of Transportation (DOT) 1999
Paramedic Curriculum, with peer review from a National Review team from EMS organizations across
the country and from the National Association of State EMS Directors and the National Council of State
EMS Training Coordinators.
The paramedical program is conducted in three phases.
Phase I -- Didactic (in the classroom) covers DOT curriculum (all 8 outcomes) -- focuses on trauma.
Students take written exams for each chapter. A score of less than 80% is a fail. Students receive
remediation assignments, then retake on a second exam (not identical). A double-fail is dismissal from the
program. Alaska EMT skill sheets are used as well. Students must pass every skill sheet at every level.
MSC students have maintained a 96% average score on these skill sheets.
Phase II -- Mastering Clinical Sites, a continuum of core studies plus clinical experience in medical
settings. Clinical experiences include cardiology, pediatrics, cath labs, psychology, OB-GYN, primarily in
ER settings. Clinical rotations are held in both the local hospital (Central Peninsula General Hospital) and
the Anchorage hospitals (Providence Alaska Medical Center, Regional, and the Alaska Native Medical
Center).
Phase III -- Field Internship with a minimum of 40 calls and 480 hours. The state requires 480 actual
hours in an ambulance which must include 10 calls cardiac, 10 calls trauma, 10 calls general medicine,
and 10 calls respiratory. The 480 hour required internship is a “ride-a-long” experience in high call
volume advanced life support (ALS) ambulance services and fire departments as approved by the
Paramedic Coordinator. Students must go out of state for this advanced life support ambulance internship.
The “Alphabet” Cards
The paramedic program is designed to prepare a student for National and State Licensure. In order to be a
“licensed paramedic” you must have the following “alphabet” cards in addition to your “Course
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Completion” certificate. These cards are issued when the students take the specific written and practical
exams that go with each card. After they are working paramedics they will repeat these classes every
other year as part of their refresher classes as well.
BLS – (CPR).
ACLS – Advanced Cardiac Life Support (must be completed before students go to the ICU or
Cardiac Cath Lab hospital clinicals.)
PALS – Pediatric Advanced Life Support (must be completed before students go to the hospital
Maternity, Labor & Delivery, or the PEDS critical care units).
PEPP- Pediatric Emergencies for Prehospital Providers (must be completed before students go to
the hospital Maternity, Labor & Delivery, or the PEDS critical care units).
Students are eligible to sit for the NREMT Paramedic Exam after successful completion of 1600 hours of
class, clinical placement, and a 480-hour field internship.
The MSC Paramedical Program is required to file a new application packet every year with the state of
Alaska. The application includes advisory board minutes, memoranda of agreements, and clinical rotation
analysis and recommendations. The MSC Paramedical Program must receive Department of Health and
Social Services approval each year in order to continue to offer this program.
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STUDENT LEARNING OUTCOMES
The national DOT curriculum for paramedic training covers 14 learning outcomes and the MSC program
follows that curriculum. The students and the program are assessed by an external review team (the
National Registry) on each of those specific curriculum points.
National Highway Safety Traffic Association Curriculum Outcomes:
1. Preparatory - Integrates comprehensive knowledge of EMS systems, safety/well-being of the
paramedic, and medical/legal and ethical issues, which is intended to improve the health of EMS
personnel, patients, and the community.
2. Anatomy & Physiology -Integrates a complex depth and comprehensive breadth of knowledge of the
anatomy and physiology of all human systems.
3. Medical Terminology - Integrates comprehensive anatomical and medical terminology and
abbreviations into the written and oral communication with colleagues and other health care
professionals.
4. Pathophysiology - Integrates comprehensive knowledge of pathophysiology of major human systems.
5. Life Span Development - Integrates comprehensive knowledge of life span development.
6. Public Health - Applies fundamental knowledge of principles of public health and epidemiology
including public health emergencies, health promotion, and illness and injury prevention.
7. Pharmacology - Integrates comprehensive knowledge of pharmacology to formulate a treatment plan
intended to mitigate emergencies and improve the overall health of the patient.
8. Airway Management, Respiration, and Artificial Ventilation - Integrates complex knowledge of
anatomy, physiology, and pathophysiology into the assessment to develop and implement a treatment
plan with the goal of assuring a patent airway, adequate mechanical ventilation, and respiration for
patients of all ages.
9. Patient Assessment - Integrates scene and patient assessment findings with knowledge of
epidemiology and pathophysiology to form a field impression. This includes developing a list of
differential diagnoses through clinical reasoning to modify the assessment and formulate a treatment
plan.
10. Medicine - Integrates assessment findings with principles of epidemiology and pathophysiology to
formulate a field impression and implement a comprehensive treatment/disposition plan for a patient
with a medical complaint.
11. Shock and Resuscitation - Integrates comprehensive knowledge of causes and pathophysiology into
the management of cardiac arrest and peri-arrest states. Integrates a comprehensive knowledge of the
causes and pathophysiology into the management of shock, respiratory failure or arrest with an
emphasis on early intervention to prevent arrest.
12. Trauma - Integrates assessment findings with principles of epidemiology and pathophysiology to
formulate a field impression to implement a comprehensive treatment/disposition plan for an acutely
injured patient.
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13. Special Patient Population - Integrates assessment findings with principles of pathophysiology and
knowledge of psychosocial needs to formulate a field impression and implement a comprehensive
treatment/disposition plan for patients with special needs.
14. EMS Operations - Knowledge of operational roles and responsibilities to ensure safe patient, public,
and personnel safety.
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ASSESSMENT TOOLS
A description of the tools used in the assessment of the program outcomes and their implementation are
summarized in Table 2. The tools and their relationships to the program outcomes are listed in Table 1.
Table 2 and Appendices A & B describe the factors that affect the results, and give examples of the tools
and how they will be implemented.
Field
Evaluations
National Exams:
PARAMED
National Exams:
ACLS
PALS
PEPP
National
Registry of
EMTs Practical
Exams (in-class)
Table 1: Association of Assessment Tools to Student Learning Outcomes
1. Preparatory - Integrates comprehensive knowledge
of EMS systems, safety/well-being of the
paramedic, and medical/legal and ethical issues,
which is intended to improve the health of EMS
personnel, patients, and the community.
1
1
1
1
2. Anatomy & Physiology -Integrates a complex
depth and comprehensive breadth of knowledge of
the anatomy and physiology of all human systems.
1
1
1
1
3. Medical Terminology - Integrates comprehensive
anatomical and medical terminology and
abbreviations into the written and oral
communication with colleagues and other health
care professionals.
1
1
1
1
1
1
1
1
1
1
1
0
1
0
1
0
1
1
1
1
4. Pathophysiology - Integrates comprehensive
knowledge of pathophysiology of major human
systems.
5. Life Span Development - Integrates comprehensive
knowledge of life span development.
6. Public Health - Applies fundamental knowledge of
principles of public health and epidemiology
including public health emergencies, health
promotion, and illness and injury prevention.
7. Pharmacology - Integrates comprehensive
knowledge of pharmacology to formulate a
treatment plan intended to mitigate emergencies
and improve the overall health of the patient.
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8. Airway Management, Respiration, and Artificial
Ventilation - Integrates complex knowledge of
anatomy, physiology, and pathophysiology into the
assessment to develop and implement a treatment
plan with the goal of assuring a patent airway,
adequate mechanical ventilation, and respiration
for patients of all ages.
9. Patient Assessment - Integrates scene and patient
assessment findings with knowledge of
epidemiology and pathophysiology to form a field
impression. This includes developing a list of
differential diagnoses through clinical reasoning to
modify the assessment and formulate a treatment
plan.
10. Medicine - Integrates assessment findings with
principles of epidemiology and pathophysiology to
formulate a field impression and implement a
comprehensive treatment/disposition plan for a
patient with a medical complaint.
11. Shock and Resuscitation - Integrates
comprehensive knowledge of causes and
pathophysiology into the management of cardiac
arrest and peri-arrest states. Integrates a
comprehensive knowledge of the causes and
pathophysiology into the management of shock,
respiratory failure or arrest with an emphasis on
early intervention to prevent arrest.
12. Trauma - Integrates assessment findings with
principles of epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan for an
acutely injured patient.
13. Special Patient Population - Integrates assessment
findings with principles of pathophysiology and
knowledge of psychosocial needs to formulate a
field impression and implement a comprehensive
treatment/disposition plan for patients with special
needs.
14. EMS Operations - Knowledge of operational roles
and responsibilities to ensure safe patient, public,
and personnel safety.
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
0 = Tool is not used to measure the associated objective.
1 = Tool is used to measure the associated objective.
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Table 2: Assessment Measures and Administration
Tool
Description
Frequency/
Start Date
Collection
Method
National
Registry of
EMTs
Practical
Exams
(in-class)
A specific skills assessment sheet
is available for each objective.
They correlate with the National
Registry of EMT’s exams which
students must pass to obtain their
EMT certification.
Each time an
objective is
taught as a
specific unit.
(some each
semester)
National
Exams:
ACLS
PEPP
PALS
PARAMED
These are copies of student
certifications of national exams
that must be taken prior to certain
clinical and the internship.
National
schedule
National
Exams:
PARAMED
National Registry of EMTs
maintains a database of those
who successfully pass national
exams. This exam is for full
paramedical recognition and
includes both a written exam
and a clinical skill set
assessment.
National
schedule
Field
Evaluations
Preceptor’s assessment of student
performance (affective evaluation)
during out-of-hospital ride-alongs.
Completed at
the end of
each day’s
ride-along.
Pass/Fail
statistics
collected by
faculty & given
to Assessment
Coordinator
Pass rate
statistics
collected by
faculty and
given to
Assessment
Coordinator.
Program
Director will
obtain data on
each student
through the
NREMT and
provide annual
statistics to the
Assessment
Coordinator.
Student submits
to instructor
once per week.
If not, then we
will use a
different metric
as this one is
too time
consuming and
too difficult to
summarize.
Clinical
Evaluations
Preceptor’s assessment of student
performance (affective evaluation)
during in-hospital clinical rotations.
At the end of
each day’s
rotation.
Student submits
to instructor
once per week.
Evals given to
student at the
beginning of
clinical.
State of
Alaska EMT
Skill Sheets
Developed by the State of Alaska,
these “testing” skill sheets includes
those skills which must be
evaluated by the instructor of an
EMT training program before the
student is considered to have
successfully completed the course.
Each time a
specific state
objective is
taught.
Pass/Fail
statistics
collected by
faculty & given
to Assessment
Coordinator
Faculty, (tallied by
either faculty or
Assessment
Coordinator)
Paramedical Technology Academic Assessment Plan
Administered by
Faculty, (tallied by
either faculty or
Assessment
Coordinator)
State & national
organizations
(MSC faculty may
be qualified to
administer some of
these)
NREMT
Evals given to
student at the
beginning of field
experience.
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ASSESSMENT PROCESS
General Implementation Strategy
The Paramedical Technology Program reviews its National Highway Safety Traffic Association outcome
assessments each year as they reapply with the State of Alaska.
Description of Faculty Involvement
The faculty meet at least once a year to review the data collected using the assessment tools. This meeting
should result in recommendations for program changes that are designed to enhance performance relative
to the program’s mission and student learning outcomes.
The proposed programmatic changes may be any action or change in policy that the faculty deems as
being necessary to improve performance relative to the program. Recommended changes should also
consider workload (faculty, staff, and students), budgetary, facilities, and other relevant constraints.
Changes could include:
changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.
changes in faculty/staff assignments
changes in advising methods and requirements
addition and/or replacement of equipment
changes to facilities
Modification of the Assessment Plan
The faculty at KPC and Mat-Su College will continue to collaborate on assessment of the student learning
outcomes in the Paramedic Program. This collaboration will include discussion of the adequacy of the
plan and, if needed, revisions to the plan. The plan will be modified if the program student learning
outcomes change.
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APPENDIX A: NATIONAL REGISTRY OF EMTS PRACTICAL EXAMS & SKILLS SHEETS
Tool Description:
The National Registry of EMTs Practical Exams will be used to measure how well the program objectives
have been met during the semester. Students are trained and evaluated, by program faculty and staff,
using National Registry provided skills sheets throughout the program. These same skills sheets later
serve as the basis for the NREMT Paramedic Practical Exam at the culmination of the program. The
NREMT mission statement is: To serve as the national EMS certification organization by providing a
valid, uniform process to assess the knowledge and skills required for competent practice required by
(EMS) professionals throughout their careers and by maintaining a registry of certification status.
The NREMT provides uniform services, standards, and procedures. The NREMT assesses the knowledge
and skills necessary for competent practice. This assessment is accomplished in a team oriented process
with the 50 state offices of emergency medical services, thousands of skill station examiners, examination
site coordinators, hundreds of NREMT representatives, thousands of EMS system medical directors and
others involved in the delivery of EMS in this nation. The NREMT has written examinations that assess
knowledge and practical examinations that assess skills. The NREMT does not assess the affective
domain of applicants.
Competent practice is an important process of the NREMT mission. The NREMT sets its competency
levels at the entry-level via committees of providers, regulators and medical directors. NREMT
examinations are tied directly to practice via data obtained from the NREMT practice analysis. Items on
all NREMT examinations are directly related to tasks within the practice analysis and areas of emphasis
on the examination are balanced to data received from practicing EMTs on the important tasks required to
deliver the knowledge and skills of the occupation.
Factors that affect the collected data:
These practical exams will be used in all of the courses at appropriate times. The logistics of the faculty
collecting an appropriate sampling of the skills-specific exams is not expected to be a factor in collecting
the data.
How to interpret the data:
The NREMT has strict standards of pass/fail. The MSC Paramedical Program will evaluate the skills
assessed by the NREMTs Practical Exams with the same standards of excellence.
Sample
Sample practical exams and skill sheets are provided on the following pages:
 National Registry of Emergency Medical Technicians Advanced Level Practical Examination:
Bleeding Control/Shock Management (Page 12)
 National Registry of Emergency Medical Technicians Advanced Level Practical Examination:
Dynamic Cardiology (Page 13)
 National Registry of Emergency Medical Technicians Advanced Level Practical Examination: Patient
Assessment-Trauma (Page 14)
 National Registry of Emergency Medical Technicians Advanced Level Practical Examination: Patient
Assessment-Medical (Page 15)
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The complete set of NREMTs Practical Exams can be found at
https://www.nremt.org/nremt/about/exam_coord_man.asp.
National Registry of Emergency Medical Technicians
Advanced Level Practical Examination
PATIENT ASSESSMENT-MEDICAL
Possible Points
Takes or verbalizes body substance isolation precautions
Points Awarded
1
SCENE SIZE-UP
Determines the scene/situation is safe
1
Determines the mechanism of injury/nature of illness
1
Determines the number of patients
1
Requests additional help if necessary
1
Considers stabilization of spine
1
INITIAL ASSESSMENT
Verbalizes general impression of the
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National Registry of Emergency Medical Technicians
Advanced Level Practical Examination
BLEEDING CONTROL/SHOCK MANAGEMENT
Candidate: ________________________________ Examiner: _______________________________
Date: _____________________________________ Signature: _______________________________
Time Start:__________
Possible
Points
Points Awarded
CRITICAL CRITERIA
_____ Did not take or verbalize body substance isolation precautions
_____ Did not apply high concentration of oxygen
_____ Applied a tourniquet before attempting other methods of bleeding control
_____ Did not control hemorrhage in a timely manner
_____ Did not indicate the need for immediate transportation
You must factually document your rationale for checking any of the above critical items on the
reverse side of this form.
© 2000 National Registry of Emergency Medical Technicians, Inc., Columbus, OH All materials subject to this copyright may be photocopied for the non-commercial
purpose of educational or scientific advancement. p313/8-003k
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National Registry of Emergency Medical Technicians
Advanced Level Practical Examination
DYNAMIC CARDIOLOGY
Candidate: ________________________________ Examiner: _______________________________
Date: _____________________________________ Signature: _______________________________
SET #________________
Level of Testing: ▫ NREMT-Intermediate/99 ▫ NREMT-Paramedic
Time Start:__________
Possible
Points
Points Awarded
Takes or verbalizes infection control precautions
1
Checks level of responsiveness
1
Checks ABCs
1
Initiates CPR if appropriate [verbally]
1
Attaches ECG monitor in a timely fashion or applies paddles for “Quick Look”
1
Correctly interprets initial rhythm
1
Appropriately manages initial rhythm
2
Notes change in rhythm
1
Checks patient condition to include pulse and, if appropriate, BP
1
Correctly interprets second rhythm
1
Appropriately manages second rhythm
2
Notes change in rhythm
1
Checks patient condition to include pulse and, if appropriate, BP
1
Correctly interprets third rhythm
1
Appropriately manages third rhythm
2
Notes change in rhythm
1
Checks patient condition to include pulse and, if appropriate, BP
1
Correctly interprets fourth rhythm
1
Appropriately manages fourth rhythm
2
Orders high percentages of supplemental oxygen at proper times
1
Time End: __________
24
CRITICAL CRITERIA
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Failure to deliver first shock in a timely manner due to operator delay in machine use or providing treatments other than CPR with
simple adjuncts
Failure to deliver second or third shocks without delay other than the time required to reassess rhythm and recharge paddles
Failure to verify rhythm before delivering each shock
Failure to ensure the safety of self and others [verbalizes “All clear” and observes]
Inability to deliver DC shock [does not use machine properly]
Failure to demonstrate acceptable shock sequence
Failure to order initiation or resumption of CPR when appropriate
Failure to order correct management of airway [ET when appropriate]
Failure to order administration of appropriate oxygen at proper time
Failure to diagnose or treat 2 or more rhythms correctly
Orders administration of an inappropriate drug or lethal dosage
Failure to correctly diagnose or adequately treat v-fib, v-tach, or asystole
You must factually document your rationale for checking any of the above critical items on the reverse side of this form.
© 2000 National Registry of Emergency Medical Technicians, Inc., Columbus, OH All materials subject to this copyright may be photocopied for the non-commercial
purpose of educational or scientific advancement. p306/8-003k
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National Registry of Emergency Medical Technicians
Advanced Level Practical Examination
PATIENT ASSESSMENT-TRAUMA
NOTE: Areas denoted by “**” may be integrated within sequence of Initial Assessment
Possible Points
Takes or verbalizes body substance isolation precautions
Points Awarded
1
SCENE SIZE-UP
Determines the scene/situation is safe
1
Determines the mechanism of injury/nature of illness
1
Determines the number of patients
1
Requests additional help if necessary
1
Considers stabilization of spine
1
INITIAL ASSESSMENT/RESUSCITATION
Verbalizes general impression of the patient
1
Determines responsiveness/level of consciousness
1
Determines chief complaint/apparent life-threats
Airway:
-Opens and assesses airway (1 point)
1
-Inserts adjunct as indicated (1 point)
2
Breathing
-Assess breathing (1 point)
-Assures adequate ventilation (1 point)
-Initiates appropriate oxygen therapy (1 point)
-Manages any injury which may compromise breathing/ventilation (1 point)
4
Circulation
-Checks pulse (1 point)
-Initiates shock management (1 point)
-Assess skin (either skin color, temperature or condition) (1 point)
-Assesses for and controls major bleeding if present (1 point)
4
Identifies priority patients/makes transport decision
1
FOCUSED HISTORY AND PHYSICAL EXAMINATION/RAPID TRAUMA ASSESSMENT
Selects appropriate assessment
1
Obtains, or directs assistant to obtain, baseline vital signs
1
Obtains SAMPLE history
1
DETAILED PHYSICAL EXAMINATION
Head
-Inspects mouth**, nose**, and assesses facial area (1 point)
-Assesses eyes for PEARRL **(1 point)
Neck**
-Checks position of trachea (1 point)
-Palpates cervical spine (1 point)
Chest **
-Inspects chest (1 point)
-Inspects and palpates scalp and ears (1 point)
-Checks jugular veins (1 points)
-Palpates chest (1 point)
3
3
3
-Auscultates chest (1 point)
Abdomen/pelvis**
-Inspects and palpates abdomen (1 point)
-Assesses pelvis (1 point)
-Verbalizes assessment of genitalia/perineum as needed (1 point)
3
Lower extremities **
-Inspects, palpates, and assesses motor, sensory and circulatory functions (1 point/leg)
2
Upper extremities
-Inspects, palpates, and assesses motor, sensory, and circulatory functions (1 point/arm)
2
Posterior thorax, lumbar, and buttocks**
-Inspects and palpates posterior thorax (1 point)
-Inspects and palpates lumbar and buttocks area (1 point)
2
Manages secondary injuries and wounds appropriately (1 point/injury or wound)
1
Ongoing assessment (1 point)
1
TOTAL
43
CRITICAL CRITERIA
____
Failure to initiate or call for transport of the patient within 10 minute time limit
____
Failure to take or verbalize body substance isolation precautions
____
Failure to determine scene safety
____
Failure to assess for and provide spinal protection when indicated
____
Failure to voice and ultimately provide high concentration of oxygen
____
Failure to find or appropriately manage problems associated with airway, breathing, hemorrhage or shock (hypoperfusion)
____
Failure to differentiate patient’s need for immediate transportation versus continued assessment and treatment at the scene
____
Does other detailed or focused history or physical examination before assessing and treating threats to airway, breathing and circulation
____
Orders a dangerous or inappropriate intervention
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APPENDIX B: FIELD EVALUATIONS
Tool Description:
The field internship will allow the student to integrate knowledge from the classroom with
hands-on skills developed in the clinical rotations and apply them to field practice under the
supervision of a paramedic preceptor.
At the end of the field rotation, student will complete an evaluation of his or her preceptorship
experience.
Factors that affect the collected data:
Student impression will influence the initial completion of the daily patient contact forms.
However, with an evaluation by both the preceptor and MSC instructor, this document should
provide an accurate assessment of the preceptor experience and skill level demonstrated by the
student.
How to interpret the data:
As stated above, this assessment should be a reliable indicator of student skill level.
Tabulating and Reporting Results
Faculty will provide a sampling of this assessment to the faculty assessment coordinator along
with a final evaluation of the student preceptorship experience. The tabulating of these results
will be primarily in a narrative form.
Sample Forms
 UAA South Central Paramedic Program Daily Shift Evaluation (Page 17)
 South Central Paramedic Program Clinical Shift Log (Page 18)
 UAA South Central Paramedic Program Field Internship Evaluation (Page 19)
 Professional Behavior Evaluation UAA South Central Paramedic Program (Page 20)
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APPENDIX C: COURSE GROUPINGS ASSOCIATED WITH EACH OUTCOME
Outcome #1: Understand the roles and responsibilities of a Paramedic within an EMS system,
apply the basic concepts of development, pathophysiology and pharmacology to assessment and
management of emergency patients, be able to properly administer medications, and
communicate effectively with patients.
PMED 241 – Paramedicine I
PMED 242 – Clinical Rotation I
PMED 252 – Clinical Rotation II
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
Outcome #2: Establish and/or maintain a patent airway, oxygenate, and ventilate a patient.
PMED 241 – Paramedicine I
PMED 242 – Clinical Rotation I
PMED 252 – Clinical Rotation II
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
Outcome #3: Take a proper history and perform a comprehensive physical on any patient, and
communicate the findings to others.
PMED 241 – Paramedicine I
PMED 251 – Paramedicine II
PMED 242 – Clinical Rotation I
PMED 252 – Clinical Rotation II
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
Outcome #4: Integrate pathophysiological principles and assessment findings to formulate a
field impression and implement the treatment plan for the trauma patient.
PMED 242 – Clinical Rotation I
PMED 252 – Clinical Rotation II
PMED 261 – Paramedicine III
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
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Outcome #5: Integrate pathophysiological principles and assessment findings to formulate a
field impression and implement the treatment plan for the medical patient.
PMED 242 – Clinical Rotation I
PMED 251 – Paramedicine II
PMED 252 – Clinical Rotation II
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
Outcome #6: Integrate pathophysiological principles and assessment findings to formulate a
field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients,
diverse patients, and chronically ill patients.
PMED 242 – Clinical Rotation I
PMED 251 – Paramedicine II
PMED 252 – Clinical Rotation II
PMED 261 – Paramedicine III
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
Outcome #7: Integrate pathophysiological principles and assessment findings to formulate a
field impression and implement the treatment plan for patients with common complaints.
PMED 242 – Clinical Rotation I
PMED 252 – Clinical Rotation II
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
Outcome #8: Safely manage the scene of an emergency.
PMED 242 – Clinical Rotation I
PMED 252 – Clinical Rotation II
PMED 262 – Clinical Rotation III
PMED 295 – Paramedic Internship
Paramedical Technology Educational Effectiveness Assessment Plan
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