Download Paramedic Clinical Handbook - Great Plains Technology Center

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4500 West Lee Boulevard
Lawton, Oklahoma 73505
580-355-6371
Student Clinical Handbook
Paramedic
Adult Career Development
May 5, 2017
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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
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May 5, 2017
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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]
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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)
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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
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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:
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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:
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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.
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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
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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.
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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)
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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:
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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
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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.
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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.
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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.
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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.
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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