Download EMS 241 - Paramedic Cardiac

DRAFT
February 14, 2012
EMS 241
PARAMEDIC CARDIOLOGY
Plan of Instruction
Effective Date: No later than fall, 2012
Version Number: 2012-1
COURSE DESCRIPTION: This course introduces the cardiovascular system,
cardiovascular electrophysiology, and electrocardiographic monitoring. This course
further relates pathophysiology and assessment findings to the formulation of field
impressions and implementation of treatment plans for specific cardiovascular
conditions. Content areas include: cardiovascular anatomy and physiology,
cardiovascular electrophysiology, electrocardiographic monitoring, rhythm analysis, and
pre-hospital 12-lead electrocardiogram monitoring and interpretation, assessment of the
cardiovascular patient, pathophysiology of cardiovascular disease and techniques of
management including appropriate pharmacologic agents and electrical therapy.
CONTACT/CREDIT HOURS
Theory Credit Hours
Lab Credit Hours
Total Credit Hours
Total Contact Hours
2 hours
1 hour
3 hours
4 hours
NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule practical lab hours as 3:1
or 2:1 contact to credit ratio. Clinical hours are 3:1 contact to credit ratio. (Ref Board Policy 705.01)
Alabama Community College System
Copyright© 2012
All Rights Reserved
Paramedic Cardiac
EMS 241
PREREQUISITE COURSES
As determined by college.
CO-REQUISITE COURSES
As determined by
PROFESSIONAL COMPETENCIES


Perform assessment and management of cardiovascular disorders.
Value the paramedic’s roles and responsibilities for providing emergency care.
INSTRUCTIONAL GOALS
Cognitive – Comprehend principles and concepts related to assessment and
management of cardiovascular disorders.
Psychomotor – Apply principles of assessment and treatment of cardiovascular
disorders.
Affective – Value the importance of adhering to policy and procedures related
assessment and management of cardiovascular disorders.
STUDENT OBJECTIVES
Condition Statement: Unless otherwise indicated, evaluation of student’s attainment
of objectives is based on knowledge gained from this course and previous related
instruction. Specifications for this course are based on the current edition of the
National Emergency Medical Services Education Standards Paramedic Instructional
Guidelines.
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Paramedic Cardiac
EMS 241
STUDENT LEARNING OUTCOMES
MODULE A – CARDIOVASCULAR PATIENT MANAGEMENT
PROFESSIONAL COMPETENCIES
A1.0 Perform assessment and
management of cardiovascular
disorders.
PERFORMANCE OBJECTIVES
A1.1 Interpret various arrhythmias using
multiple ECG technology including 3,
12, right side, and posterior leads.
Samples of behavior
 Equipment setup
 Patient prep
 Applying leads
 Interpreting data
A2.1 This competency is measured
affectively.
KSA
Indicators
3
Value the paramedic’s roles
A
and responsibilities for
providing emergency care.
LEARNING OBJECTIVES
A1.1.1 Identify anatomy, physiology, and electrophysiology components of the
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cardiovascular system.
A1.1.2 Identify specific rhythms from ECG data.
2
A1.1.3 Discuss how to perform a cardiovascular system assessment to include
3
primary survey, secondary survey, history, and physical.
A1.1.4 Discuss the assessment, management, epidemiology, and
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pathophysiology of various cardiovascular disorders.
NOTE: See National Emergency Medical Services Education Standards Paramedic Instructional
Guidelines for associated detailed outline content.
MODULE A OUTLINE:
 Anatomy and physiology of the cardiovascular system
 Electrophysiology and ECG monitoring of the cardiovascular system
 Cardiovascular system assessment: Primary survey, secondary survey, history and
physical
 Assessment and management, and epidemiology of:
- Arrhythmia
- Acute coronary syndrome
- Acute myocardial infarction/angina
- Heart failure
- Non-traumatic cardiac tamponade
- Hypertensive emergency
- Cardiogenic shock
- Cardiac arrest
- Vascular disorders
- Aortic aneurism/dissection
- Thromboembolism
- Congenital heart disease
- Valvular heart disease
- Coronary artery disease
- Infectious diseases of the heart
- Cardiomyopathy
- Congenital abnormalities in age related variations
A2.0
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Paramedic Cardiac
EMS 241
LEARNING OUTCOMES TABLE OF SPECIFICATIONS
The table below identifies the percentage of learning objectives for each module.
Instructors should develop sufficient numbers of test items at the appropriate
level of evaluation.
Limited
Knowledge and
Proficiency
1
Moderate
Knowledge
and
Proficiency
2
Advanced
Knowledge
and
Proficiency
3
Superior
Knowledge
and
Proficiency
4
Module A
Indicator
1
2
3
4
A
Learner’s Knowledge, Skills and Abilities
Key Terms
Description
 Identifies basic facts and terms about the subject or
Limited
competency.
Knowledge
 Performs simple tasks associated with the competency.
and
Needs to be told or shown how to do most tasks.
Proficiency
 Requires close supervision.
 Identifies relationship of basic facts and states general
principles and can determine step-by-step procedures for
Moderate
doing the competency.
Knowledge
and
 Performs most parts of the competency. Needs help only
Proficiency
on hardest parts.
 Requires limited supervision.
 Analyzes facts and principles and draws conclusions about
the subject to include why and when the competency must
Advanced
be done and why each step is needed. Can predict
Knowledge
outcomes.
and
 Performs all parts of the competency. Needs only a spot
Proficiency
check of completed work.
 Requires little or no direct supervision.
Superior
 Can evaluate conditions and make appropriate decisions
Knowledge
as related to resolving problems.
and
 Performs competency quickly and accurately with no direct
Proficiency
supervision and is able to instruct and supervise others.
 The affective domain describes learning objectives that
emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection.
 Affective objectives vary from simple attention to selected
Affective
phenomena to complex but internally consistent qualities
Measurement
of character and conscience.
 Affective objectives are often expressed as interests,
attitudes, appreciations, values, and emotional sets or
biases.
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