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1 4500 West Lee Boulevard Lawton, Oklahoma 73505 580-355-6371 Student Clinical Handbook Paramedic Adult Career Development May 5, 2017 2 Table of Contents Section Title Notice of Non-Discrimination Purpose of Handbook Accreditation/Approval Great Plains Technology Center Vision, Mission, and Core Values Paramedic Program Training Philosophy Paramedic Organization Chart Paramedic Program Information Course Description Course Goals Books, Resources, and Supplies Clinical Participation Requirement Clinical Hours/Competencies – Minimum Clinical Hours Clinical Objectives and Guidelines Minimum Clinical Competencies Psychomotor Skills Ages Pathologies Complaints Optional Competencies – Burns Team Leader Skills Statement of Receipt Page Number 3 4 4 5 5 6 7 7 7 8 9 10 10 10 11 11 12 12 13 14 May 5, 2017 3 Notice of Non-Discrimination Great Plains Technology Center does not discriminate on the basis of race, color, national origin, sex/gender, age, or disability in the admission to its programs, services, or activities, in access to them, in treatment of individuals or in any aspect of their operations. Great Plains Technology Center also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator(s) at Great Plains Technology Center, 4500 West Lee Boulevard, Lawton, Oklahoma. Title IX Coordinators/Compliance Officers Karen Bailey Clarence Fortney Great Plains Technology Center is in compliance with USEPA requirements for asbestos. A Management Plan is on file in Building 500 of the Comanche County Campus. Website: http://www.greatplains.edu Information email address: [email protected] May 5, 2017 4 Purpose of Handbook This handbook has been designed to acquaint the Paramedic Students with the policies, procedures, and services of Great Plains Technology Center. Additionally, this handbook addresses specific requirements of the Paramedic program that may differ slightly from the policies of the institution. Students are responsible for knowing these policies and procedures and adhering to them. Accreditation/Approval Both state and national agencies currently accredit or approve the Paramedic program. Institutional accreditation agencies are: Commission on Accreditation of Allied Health Education Programs 1361 Park Street Clearwater, FL 33756 (727) 210-2350 www.caahep.org Oklahoma Board of Career and Technology Education Oliver Hodge Building, Room 121 2500 North Lincoln Boulevard Oklahoma City, Oklahoma 73104 (405) 521-3301 http://www.okcareertech.org/mail/boardmem.htm Oklahoma Department of Health 1000 Northeast 10th Street Oklahoma City, Oklahoma 73152 (405) 271-4027 http://www.health.state.ok.us Paramedic Program Direct Administration Tom E. Thomas III, Ed.D., Superintendent Clarence Fortney, Deputy Superintendent Joelle Jolly, Director of Student Support Services John Noel, Director of Adult Career Development All institutional administrators are listed in the Great Plains Technology Center Student Handbook (p. 5) May 5, 2017 5 Great Plains Technology Center Vision Great Plains Technology Center will consistently provide valuable career education for people, businesses, and organizations. Mission Great Plains prepares individuals to succeed in work and serves as a dynamic force for economic development in Southwest Oklahoma Core Values We are committed to the communities we serve. We are ethical and accountable for our decisions and actions. We are dedicated to promoting economic development in Southwest Oklahoma. Paramedic Program Training Philosophy The paramedic program is based on curriculum and experiences encompassing the three domains of learning: Cognitive – the acquisition of knowledge Affective – the development of attitudes and behaviors that promote success Psychomotor – the development of necessary skills Throughout the course, students will be evaluated using Bloom’s Taxonomy on progress in all three domains. Bloom’s Taxonomy addresses areas including: Creating Evaluating Analyzing Applying Understanding Remembering For further information regarding Blooms Taxonomy, students may consult the following reference work: Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Company, Inc. May 5, 2017 6 Paramedic Program Organization Chart Great Plains Technology Center Board of Education Superintendent Tom Thomas III, Ed.D Deputy Superintendent Clarence Fortney Director of Adult Career Development John Noel Medical Director R. William Worden, D.O. Paramedic Program Director/Instructor Linda Pledger Clinical/Field Affiliates Advisory Committee Members Paramedic Students May 5, 2017 7 Paramedic Program Information Course Name: Course Length: Emergency Medical Technician - Paramedic 917 Classroom/Lab Hours (Day 9 AM – 5 PM) 412 Hours Clinical Rotations Course Description The Emergency Medical Technician – Paramedic course is designed to prepare the student to function as an EMT-Paramedic. The course will cover all the requirements of the Oklahoma Department of Health – EMS Division and the United States Department of Transportation (DOT) curriculum. The course focuses on the identification and management of a variety of medical emergencies. The skills section of the curriculum strives to prepare the students to manage a variety of patients. Students practice managing the needs of a diverse group of ill and injured patients. Students are observed in the clinical areas to assess their readiness for completion of the program. The assessment of readiness culminates with each student demonstrating competency in specific content and procedure areas. In addition to learning advanced skills including Advanced Cardiac Life Support (ACLS), advanced pediatric life support, medication administration, intravenous drug administration, and other advanced emergency medical and trauma skills, students will also review Basic EMT skills and complete a proficiency check-off for verification of preparedness. The knowledge and skills gained in this course will prepare the student for the state and national practical and written exams as required by the state of Oklahoma to practice as an EMT-Paramedic. Upon successful completion of this EMT-Paramedic program, the student will be eligible to apply for and take the National Registry Exam for licensure at the Paramedic level. Course Goals The goal of the EMT-Paramedic program is to prepare competent entry-level Paramedics. The curriculum and work-based training will encompass the cognitive, affective, and psychomotor domains of learning. Competencies acquired through training and practice include: 1. Recognize a medical emergency, assess the situation, and manage emergency care and extrication, if necessary. 2. Establish rapport with the patient and his/her significant others to alleviate their state of crisis. 3. Assign priorities of emergency treatment and record and communicate data to the designated medical command authority. 4. Coordinate efforts of agencies involved in the care and transportation of the patient. 5. Initiate and continue emergency medical care under medical control, including the recognition of presenting medical conditions and initiation of appropriate non-invasive and invasive therapies. May 5, 2017 8 6. Exercise personal judgment in case of interruption in medical direction caused by communications failure or in cases of life threatening conditions using protocols specifically authorized in advance. Books, Resources, and Supplies Books Atwood, Stanton, Davenport (2011). Introduction to Basic Cardiac Dysrhythmias (4th Edition). Elsevier. Missouri: St. Louis. Bledsoe, Martini, Bartholomew, Ober, Garrison (2007). Anatomy & Physiology for Emergency Care (2nd Edition). Pearson/Prentice Hall. New Jersey: Upper Saddle. Page (2005). 12-Lead ECGT for Acute and Critical Care Providers (1st Edition ). Pearson Prentice Hall. New Jersey: Upper Saddle River. Bledsoe and Clayden (2004). Brady Prehospital Emergency Pharmacology (7th Edition). Pearson/Prentice Hall. New Jersey: Upper Saddle. Bledsoe, Porter, & Cherry (2008). Brady Paramedic Care: Principles and Practices, Volumes 1 – 7 (4th Edition). Pearson/Prentice Hall. New Jersey: Upper Saddle. Foust (2004). Brady Easy Four-Step Method For Drug Calculations. Pearson/Prentice Hall. New Jersey: Upper Saddle. Great Plains Technology Center (2009). Clinical Packet. Great Plains Technology Center. Oklahoma: Lawton. Online Resources MyBrady Lab (www.bradybooks.com) FISDAP Clinical Scheduling and Skills Tracker (http://www.fisdap.net) FISDAP Testing (http://www.fisdap.net) EMS Testing (www.emstesting.com) May 5, 2017 9 Supplies and Uniforms 3-Ring Binders (2) Notebooks Paper Pencils Pens Highlighters Stethoscope GPTC EMT Shirt Black Pants Black Belt Black Shoes Black Socks Black Scrubs w/logo Clinical Participation Requirements Students must meet the listed criteria and wear listed uniform for all clinical experiences: Current CPR for Healthcare Providers Certification Current EMT-Basic Certification Student ID and/or other ID badges Liability insurance Vaccination record meeting all requirements listed in the Paramedic Program Handbook Criminal background check, clear of all disqualifying offenses Current negative drug screen Uniform consisting of o Black Pants (no jeans) o Black Shoes o GPTC Polo Shirt – purchased at the GPTC bookstore o Stethoscope o Scrubs with embroidered logo May 5, 2017 10 Clinical Hours/Competencies Minimum Clinical Hours Clinical Area Operating Room Critical Care Emergency Department Physician Internship Pediatric Labor and Delivery Psychiatric EMS/Advanced Life Support EMS Internship Dialysis Dispatch Total Clinical Hours Hours 28 32 40 60 24 16 16 60 120 8 8 412 Note: All clinical competencies with required hours must be completed prior to the end of the course before the final examination may be taken. The date for clinical completion will be announced by the instructor. Clinical Objectives and Guidelines The clinical objectives are guidelines for clinical training, including skill objectives for a variety of patient care procedures and a list of activities the student shall observe, assist in, or perform in the various hospital departments. A written evaluation for each student must reflect whether the student demonstrated the competency for each required clinical objective. All field clinical rotations must occur while the student is riding as a “third party” and not a member of the crew assigned to the ambulance and as an EMT responsible for patient care. Minimum Clinical Competencies Psychomotor Skills 1. The student must demonstrate the ability to administer parenteral medications. The student should safely, and while performing all steps of each procedure, properly administer medications, in a variety of routes at least 15 times to live patients. 2. The student must demonstrate the ability to safely perform enotracheal intubation. The student should safely, while performing all steps of each procedure, successfully intubate at least 20 live patients. May 5, 2017 11 Based on current research, the paramedic student should have no fewer than fifty (50) attempts at airway management across all age levels (neonate, infant, pediatric and adult). And, in order to demonstrate airway competency, the student should be 100% successful in their last twenty (20) attempts at airway management. Airway management may be accomplished utilizing any combination of live patients, high fidelity simulations, low fidelity simulations, or cadaver labs. (Committee on Accreditation for the Emergency Medical Services Professions) 3. Student must demonstrate the ability to safely gain venous access in all age group patients. The student should safely, and while performing all steps of each procedure, successfully access the venous circulation at least 25 times on live patients of various age groups. 4. The student must demonstrate the ability to effectively ventilate unintubated patients of all age groups. The student should safely, and while performing all steps of each procedure, ventilate at least 20 live patients of various age groups. Ages 1. The student must demonstrate the ability to perform a comprehensive assessment on pediatric patients. The student should perform a comprehensive patient assessment on at least 30 pediatric patients, including newborns, infants, toddlers, and school age children. 2. The student must demonstrate the ability to perform a comprehensive assessment on adult patients. The student should perform a comprehensive patient assessment on at least 50 adult patients, ages 9 – 64. 3. The student must demonstrate the ability to perform a comprehensive assessment on geriatric patients. The student should perform a comprehensive patient assessment on at least 30 geriatric patients, ages 65 and older. Pathologies 1. The student must demonstrate the ability to perform a comprehensive assessment on obstetric patients. The student should perform a comprehensive patient assessment on at least 10 obstetric patients. 2. The student must demonstrate the ability to perform a comprehensive assessment on trauma patients. The student should perform a comprehensive assessment on at least 40 trauma patients. May 5, 2017 12 3. The student must demonstrate the ability to perform a comprehensive patient assessment on psychiatric patients. The student should perform a comprehensive patient assessment on at least 20 psychiatric patients. Complaints 1. The student must demonstrate the ability to perform a comprehensive assessment, formulate, and implement a treatment plan for patients with chest pain. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 30 patients with chest pain. 2. The student must demonstrate the ability to perform a comprehensive assessment, formulate, and implement a treatment plan for patients with dyspnea/respiratory distress. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 20 patients with dyspnea/respiratory distress. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 8 pediatric patients with dyspnea/respiratory distress, including infants, toddlers, and school age children. 3. The student must demonstrate the ability to perform a comprehensive assessment, formulate, and implement a treatment plan for patients with syncope. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 10 patients with syncope. 4. The student must demonstrate the ability to perform a comprehensive assessment, formulate, and implement a treatment plan for patients with abdominal complaints. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 20 patients with abdominal complaints, e.g. abdominal pain, nausea/vomiting, GI bleeding, and gynecological complaint. 5. The student must demonstrate the ability to perform a comprehensive assessment, formulate, and implement a treatment plan for patients with altered mental status. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 20 patients with altered mental status. 6. The student must demonstrate the ability to perform a comprehensive assessment, formulate, and implement a treatment plan for patients receiving dialysis. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 5 dialysis patients. It is the intent for the student to attend a patient from the beginning to the end of dialysis treatment. Optional Competencies Students may receive points for performing the listed competencies, if the student encounters a burn patient. May 5, 2017 13 7. The student must demonstrate the ability to perform a comprehensive assessment, formulate, and implement a treatment plan for patients suffering from a burn injury. The student should perform a comprehensive patient assessment, formulate, and implement a treatment plan on at least 5 burn patients. Team Leader Skills 1. The student must demonstrate the ability to serve as a team leader in a variety of prehospital emergency situations. The student should serve as the team leader for at least 50 prehospital emergency responses. May 5, 2017 14 Statement of Receipt I, ____________________________, have received a copy of the Great Plains Technology Center Paramedic Program Handbook. I understand that by signing this, I have read and agree to abide by the policies listed in the Paramedic Clinical Handbook. I understand that this signed acknowledgement will be retained in my student files and any violations of the codes listed in this handbook may result in dismissal from the Paramedic Program. Signature Date May 5, 2017