NOTICE: Please refer to Michigan.gov for current information

MICHIGAN DEPARTMENT OF CONSUMER AND INDUSTRY SERVICES

BUREAU OF HEALTH SERVICES

REQUIREMENTS:

EMERGENCY MEDICAL TECHNICIAN EDUCATION PROGRAM

INITIAL

and

REFRESHER

6/85, Revised 7/91, 5/95, 9/01 Authority: Act 368, P.A. 1978 as amended

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PREFACE

I. General Provisions

Each EMT education program shall:

A. Assure the course is approved through the Initial Program Application

process as outlined by MDCIS, Bureau of Health Services.

1. Students who complete an unapproved program course will not

be eligible for licensure.

B. Utilize clearly stated behavioral objectives and performance criteria for the

didactic, practical, affective and clinical activities.

C. Provide clinical training in a hospital and basic or advanced life support

agency. Each clinical site shall be capable of meeting the clinical

educational objectives developed by the Instructor-Coordinator.

Course Requirements

Once a course has been approved, the EMS Instructor-Coordinator is responsible to

provide each student with, or make available for their review and study, the following

information:

A. A copy of the MDCIS course approval

B. EMT program objectives

C. A copy of the current EMS legislation; P.A. 368 of 1978 as amended and

administrative rules

D. All student policies and relevant operational policies as outlined in the

Initial Program Approval process

The education program sponsor is responsible for notifying the Regional

Coordinator of any modifications to their program schedule on the Approved

Education Program Sponsor Notification of Interim Courses (BHS-EMS 136A).

As Regional Coordinators conduct periodic on-site visits to evaluate courses, any

changes to an approved education program must be reported.

II. Course Length and Organization

It is recommended that the initial course comprise a minimum of 194 clock hours.

This includes didactic presentations, practical demonstrations, skills practice,

examination time, and clinical experience. A minimum of 32 clinical hours are

required. The sequence in which lessons are presented is left to the discretion of

the I-C. It is expected, however, that Module 1 Preparatory (Roles/Responsibilities,

Well Being of EMT, Medical/Legal Considerations, etc.) will be presented first.

Clinical Objectives

At a minimum, the EMT student shall complete 32 hours of clinical experience. The

clinical experience shall include the Emergency Department (minimum 8 hours) and

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BLS or ALS vehicle rotations (minimum 8 hours). Although other clinical areas such

as Post-Operating Recovery, Geriatric care, Pediatrics, Labor and Delivery,

Psychiatric Unit, and Respiratory Therapy are desirable and strongly encouraged,

they may not be practical in some medical facilities.

The IC should develop clinical objectives for the EMT student to be utilized for this

portion of the program. The objectives should be specific to the clinical area.

III. Document Format and Utilization

Objectives

The information included is required in order to meet the established educational

objectives for an EMT education program. I-Cs and other instructors shall use this

minimum required material in their education programs, as the licensure

examination is based on these objectives.

The objectives are written in the behavioral objective style and flow from cognitive

information, to affective behaviors and then psychomotor objectives. The objectives

are structured to identify minimal knowledge in those content areas.

Task Analysis

The skills that the EMT will minimally be able to perform are broken down into an

abbreviated task analysis format for the instructor and student. The instructor may

modify the format as needed for practice and testing purposes.

Topic Format

The topics have been re-named from the previous versions of MDCIS Education

Program Requirements. The topic titles are identical to those used by the Basic

National Standard Curriculum and should align more closely with chapter titles in

current text.

Text

The choice of text and/or handout material is left to the discretion of the program

sponsor and I-C.

Content material has been referenced to:

Emergency Medical Technician Basic: National Standard Curriculum

Cardiopulmonary Resuscitation: American Heart Association

Basic Trauma Life Support - Brady

Pediatric Emergency Management Curriculum-MDPH/EMS-C Project

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EMERGENCY MEDICAL TECHNICIAN EDUCATION PROGRAM

CONTENT AREAS

TOPIC RECOMMENDED COURSE HOURS

MODULE I PREPARATORY (26 hours)

Introduction to Emergency Medical Care 1 hour

The Well-Being of the EMT-Basic 5 hours

Medical / Legal and Ethical Issues 2 hours

The Human Body 10 hours

Baseline Vitals and SAMPLE History 4 hours

Lifting and Moving Patients 4 hours

MODULE 2 AIRWAY (16 hours)

Airway. Oxygenation, Ventilation 12 hours

EDTLA 4 hours

MODULE 3 PATIENT ASSESSMENT (19 hours)

Scene Size-up 1 hour

Initial Assessment 2 hours

Focused History and Physical Exam: Medical 4 hours

Focused History and Physical Exam: Trauma 5 hours

Detailed Physical Exam 2 hours

On-Going Assessment 1 hour

Communications 1 hour

Documentation 1 hour

Special Considerations (Geriatrics) 2 hours

MODULE 4 MEDICAL (43 hours)

General Pharmacology 4 hours

Respiratory Emergencies 6 hours

Cardiovascular Emergencies 16 hours

Diabetic Emergencies 2 hours

Allergic Reactions 1 hour

Poisoning/Overdose Emergencies 3 hours

Environmental Emergencies 2 hours

Behavioral Emergencies 3 hours

Obstetrics 4 hours

Abdominal Illness 1 hour

CNS Illness 1 hour

MODULE 5 TRAUMA (38 hours)

Bleeding and Shock (PASG and IV Maintenance) 12 hours

Soft Tissue Injuries 10 hours

Musculoskeletal Care 8 hours

Injuries to the Head and Spine 8 hours

MODULE 6 INFANTS & CHILDREN 8 hours

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MODULE 7 OPERATIONS (12 hours)

Ambulance Operations 2 hours

Gaining Access 5 hours

Overview Topics ( Triage, Disaster, HazMat) 5 hours

Recommended Classroom Hours 162

Total Required Clinical Hours 32

Total Recommended Course Hours 194

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MODULE 1 PREPARATORY

Introduction to Emergency Medical Care

Familiarizes the EMT candidate with the introductory aspects of emergency medical

care. Topics covered include the Emergency Medical Services system, roles and

responsibilities of the EMT, quality improvement, and medical direction.

Well-Being of the EMT (Stress Management, Communicable Disease)

Covers the emotional aspects of emergency care, stress management, introduction to

Critical Incident Stress Debriefing (CISD), scene safety, body substance isolation (BSI),

personal protection equipment (PPE), and safety precautions that can be taken prior to

performing the role of an EMT.

Medical/Legal and Ethical Issues

Explores the scope of practice, ethical responsibilities, DNR legislation, consent,

refusals, abandonment, negligence, duty to act, confidentiality, and special situations

such as organ donors and crime scenes. Medical/legal and ethical issues are vital

elements of the EMT's daily life.

The Human Body (Anatomy and Physiology

Enhances the EMT's knowledge of the human body. Medical terminology, body

systems, anatomy, physiology and topographic anatomy will be covered in this session.

Baseline Vital Signs and SAMPLE History

Teaches assessing and recording of a patient's vital signs and a SAMPLE history.

Lifting and Moving Patients (Patient Handling)

Provides students with knowledge of body mechanics, lifting and carrying techniques,

principles of moving patients, and an overview of equipment. Practical skills of lifting

and moving will also be developed during this lesson.

MODULE 2 AIRWAY

Airway, Oxygenation, Ventilation

Teaches airway anatomy and physiology, how to maintain an open airway, pulmonary

resuscitation, variations for infants and children, and patients with laryngectomies. The

use of airways, suction equipment, oxygen equipment and delivery systems, and

resuscitation devices will be discussed in this lesson. Use of the ETDLA (Combitube? )

will also be covered.

MODULE 3 PATIENT ASSESSMENT

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Scene Size-Up

Enhances the EMT's ability to evaluate a scene for potential hazards, determine by the

number of patients if additional help is necessary, and evaluate mechanism of injury or

nature of illness. This lesson draws on the knowledge of Module 1.

Initial Assessment

Provides the knowledge and skills to properly perform the initial assessment. In this

session, the student will learn about forming a general impression, determining

responsiveness, assessment of the airway, breathing and circulation. Students will also

discuss how to determine priorities of patient care.

Focused History and Physical Exam - Trauma Patients

Describes and demonstrates the method of assessing patients' traumatic injuries. A

rapid approach to the trauma patient will be the focus of this lesson.

Focused History and Physical Exam - Medical Patients

Describes and demonstrates the method of assessing patients with medical complaints

or signs and symptoms. This lesson will also serve as an introduction to the care of the

medical patient.

Detailed Physical Exam

Teaches the knowledge and skills required to continue the assessment and treatment

of the patient.

On-Going Assessment

Stresses the importance of trending, recording changes in the patient's condition, and

reassessment of interventions to assure appropriate care.

Communications

Discusses the components of a communication system, radio communications,

communication with medical direction, verbal communication, interpersonal

communication, and quality improvement.

Documentation

Assists the EMT in understanding the components of the written report, special

considerations regarding patient refusal, the legal implications of the report, and

special reporting situations. Reports are an important aspect of prehospital care. This

skill will be integrated into all student practices.

Special Patient Considerations

This topic reviews situations of providing emergency care to geriatric patients and other

patients who may need modified communications and special handling.

MODULE 4 MEDICAL/BEHAVIORAL EMERGENCIES AND

OBSTETRICS/GYNECOLOGY

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General Pharmacology

Provides the student with a basic knowledge of pharmacology, providing a foundation

for the administration of medications given by the EMT and those used to assist a

patient with self-administration.

Respiratory Emergencies (Chest Injury)

This chapter reviews components of the lesson on respiratory anatomy and physiology.

It will also provide instruction on assessment of respiratory difficulty and emergency

medical care of respiratory problems, and the administration of prescribed inhalers.

Cardiovascular Emergencies (AED, CPR)

Review of the cardiovascular system, an introduction to the signs and symptoms of

cardiovascular disease, administration of a patient's prescribed nitroglycerin, and use

of the automated external defibrillator are covered.

Diabetes/Altered Mental Status

Review of the signs and symptoms of altered level of consciousness, the emergency

medical care of a patient with signs and symptoms of altered mental status and a

history of diabetes, and the administration of oral glucose are covered.

Allergies

Teaches the student to recognize the signs and symptoms of an allergic reaction, and

to assist the patient with a prescribed epinephrine auto-injector.

Poisoning/Overdose

Teaches the student to recognize the signs and symptoms of poisoning and overdose.

Information on the administration of activated charcoal is also included in this section.

Environmental Emergencies

Covers recognizing the signs and symptoms of heat and cold exposure, as well as the

emergency medical care of these conditions. Information on aquatic emergencies and

bites and stings will also be included in this lesson.

Behavioral Emergencies

Develops the student's awareness of behavioral emergencies and the management of

the disturbed patient. Restraining the combative patient will also be taught in this

lesson.

Obstetrics/Gynecology

A review of the anatomical and physiological changes that occur during pregnancy,

management of normal and abnormal deliveries, signs and symptoms of common

gynecological emergencies, and neonatal resuscitation are covered.

Abdominal Illness

Briefly reviews conditions related to abdominal complaints and the emergency care of

the "acute abdomen".

Central Nervous System Illness

Covers the assessment, related pathophysiology and provision of emergency medical

care for stroke and seizure disorders.

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MODULE 5 TRAUMA

Bleeding and Shock (PASG, IV Maintenance)

Reviews the cardiovascular system, describes the care of the patient with internal and

external bleeding, signs and symptoms of shock (hypoperfusion), and the emergency

medical care of shock (hypoperfusion).

Soft Tissue Injuries (Burns)

Continues with the information taught in Bleeding and Shock, discussing the anatomy

of the skin and the management of soft tissue injuries and the management of burns.

Techniques of dressing and bandaging wounds will also be taught in this lesson.

Musculoskeletal Care

Review of the musculoskeletal system, recognition of signs and symptoms of a painful,

swollen, deformed extremity and splinting are taught in this section.

Injuries to the Head and Spine

Review the anatomy of the nervous system and the skeletal system. Injuries to the

spine and head, including mechanism of injury, signs and symptoms of injury, and

assessment are covered. Emergency medical care, including the use of cervical

immobilization devices and short and long back boards will also be discussed and

demonstrated by the instructor and students. Other topics include helmet removal and

infant and child considerations.

MODULE 6 INFANTS AND CHILDREN

Presents information concerning the developmental and anatomical differences in

infants and children. There is discussion of common medical and trauma situations,

along with infants/children dependent on special technology. Dealing with an ill or

injured infant or child patient has always been a challenge for EMS providers.

MODULE 7 OPERATIONS

Ambulance Operations

Presents an overview of the knowledge needed to function in the prehospital

environment. Topics covered include responding to a call, emergency vehicle

operations, transferring patients, and the phases of an ambulance call.

Gaining Access

Provides the EMT student with an overview of rescue operations. Topics covered

include roles and responsibilities at a crash scene, equipment, gaining access, and

removing the patient.

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Overview Topics

Provides the EMT student with information on hazardous materials, incident

management systems, mass casualty situations, and basic triage.

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EMERGENCY MEDICAL TECHNICIAN REFRESHER PROGRAM

Completion of an approved EMT refresher program may be necessary to satisfy

eligibility requirements for National Registry certification. Refresher programs must be

submitted for approval by an approved Education Program Sponsor. (Interim

application 30 days in advance.)

Completion of an approved EMT refresher program will also provide an equal number

of Continuing Education credits (24).

Course content must follow the initial training objectives as outlined in this document.

Course Topics Required Minimum Course Hours

Preparatory 1

Airway 2

Patient Assessment 3

Medical/Behavioral 4

Trauma 4

Obstetrics, Infants, Children 2

Elective Topics

(Other topics from EMT Curriculum) 8

Total Required Course Hours 24

It is strongly encouraged that CPR re-certification and AED refresher become

pre-requisites or co-requisites of a refresher program. These topics are not included in

the above listed topics/hours.

MODULE 1 Preparatory

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Introduction to Emergency Care (Roles, Responsibilities)

At completion of this lesson, the EMT student will be able to:

1. Define Emergency Medical Services (EMS) systems. (Cognitive)

2. Differentiate the roles and responsibilities of the EMT from other prehospital care

providers. (Cognitive)

3. Describe the roles and responsibilities related to personal safety. (Cognitive)

4. Discuss the roles and responsibilities of the EMT towards the safety of the crew, the

patient and bystanders. (Cognitive)

5. Explain who has authority for management of the scene and management of the patient

according to Michigan statute. (Cognitive)

6. Define quality improvement and discuss the EMT's role in the process. (Cognitive)

7. Define medical direction and discuss the EMT's role in the process. (Cognitive)

8. Assess areas of personal attitude and conduct of the EMT. (Affective)

9. Characterize the various methods used to access the EMS system in your community.

(Cognitive)

10. Explain these terms: (Cognitive)

Certification Licensure Reciprocity

Standing Orders Protocols Medical Control Authority

MODULE 1 Preparatory

Well Being of the EMT (Stress Management, Communicable Disease)

At the completion of this lesson, the EMT student will be able to:

Stress Management

1. Define these terms: (Cognitive)

Acceptance Acute Stress Reaction

Anger Bargaining

Coping Cumulative Stress Reaction

Defense Mechanisms Delayed Stress Reaction

Denial Depression

Humor Isolation

Rationalization Repression

Stress Stressor

2. Explain the body's response to stress in these identified states: (Cognitive)

Stage One: Alarm Reaction

Stage Two: Resistance

Stage Three: Exhaustion

3. Identify and/or describe these types of stress reactions: (Cognitive)

Acute Stress Reaction

Delayed Stress Reaction

Cumulative Stress Reaction

4. Identify the different causes of anxiety and stress. (Cognitive)

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5. Identify and/or describe the defense mechanisms used to reduce anxiety and stress.

(Cognitive)

6. Recognize the signs and symptoms of critical incident stress. (Cognitive)

7. Identify and describe the stages of the grief process. (Cognitive)

8. State the steps in the EMT's approach to the dying patient and their family. (Cognitive)

9. Discuss the possible reactions that a family member may exhibit when confronted with

death and dying. (Cognitive)

Communicable Diseases

1. Define the following terms: (Cognitive)

Communicable Contamination Contagious

Personal Protective Device Personal Protective Equipment

Body Substance Isolation Universal precautions Transmission

Host Carrier Source of infection

Infection Pathogen Reservoir

Exposure Virulence Incubation period

C.D.C. OSHA Patient confidentiality

HIV AIDS Meningitis

Tuberculosis MERSA VRS

HEPA Period of communicability Percutaneous injury

2. Describe the possible sources of disease. (Cognitive)

3. Recall the factors for transmission of a disease to occur. (Cognitive)

4. Explain direct and indirect contact. (Cognitive)

5. Explain transmission via respiratory droplets. (Cognitive)

6. Explain vehicle transmission. (Cognitive)

7. Explain airborne transmission. (Cognitive)

8. Explain vector transmission. (Cognitive)

9. Describe the greatest hazard for transmission to occur. (Cognitive)

10. Recall the factors which increase the risk of infection. (Cognitive)

11. List additional actions, other than PPE's, to prevent infectious exposure.

(Cognitive)

12. List the different types of PPE and how/when they are used: (Cognitive)

gloves mask HEPA mask

gowns eye wear disposable equipment

13. Recognize the importance of universal precautions, or BSI.(Affective)

14. Define hepatitis. (Cognitive)

15. Recall the causes of hepatitis. (Cognitive)

16. Recognize and define jaundice. (Cognitive)

17. List the different forms of hepatitis. (Cognitive)

18. List the different routes of transmission for each form of hepatitis. (Cognitive)

19. Describe the most appropriate PPD for each form of hepatitis. (Cognitive)

20. Describe the importance of vaccinations. (Cognitive)

21. Define herpes and list the different forms. (Cognitive)

22. Define and recognize herpetic whitlow. (Cognitive)

23. Recall how the herpes virus is transmitted. (Cognitive)

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24. Define meningitis. (Cognitive)

25. Explain how meningitis is transmitted. (Cognitive)

26. Recall which airborne transmitted diseases are highly dangerous. (Cognitive)

27. Recall how HIV is carried and transmitted. (Cognitive)

28. Describe which routes of HIV contamination cause high or low probability of exposure.

(Cognitive)

29. List behaviors or practices which increase the risk for infection with HIV. (Cognitive)

30. Differentiate between AIDS and HIV. (Cognitive)

31. Recall the complications from AIDS. (Cognitive)

32. Discuss procedures to follow when potential HIV exposure has occurred to EMS

personnel. (Cognitive)

33. Discuss current diagnostic procedures following HIV exposure. (Cognitive)

34. Explain and recognize the signs and symptoms of tuberculosis. (Cognitive)

35. Explain how TB is transmitted and when exposure is most likely to occur. (Cognitive)

36. Explain why disposable items must be discarded after each use. (Cognitive)

37. Explain why contaminated equipment must be handled using universal precautions.

(Cognitive)

38. Define and list regulated waste. (Cognitive)

39. Determine the need for a biohazard bag. (Cognitive)

40. Describe how to properly dispose of contaminated waste. (Cognitive)

41. Describe how to properly dispose of waste that contains body fluids. (Cognitive)

42. Recall how equipment or surface contaminated with blood or body fluids must be cleaned.

(Cognitive)

43. Demonstrate appropriate use of PPE in various simulated patient scenarios.(Psychomotor)

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Module I Preparatory

Medical Legal and Ethical Issues

At the completion of this lesson, the EMT student will be able to:

1. Define the terms and discuss implications of: (Cognitive)

Abandonment False Imprisonment Libel

Implied consent Expressed consent Civil Law

Actual consent Informed consent Assault

Administrative Law Law of consent Battery

Malpractice Negligence Liability

Breech of duty Causation/Proximate cause Tort

Damages Duty to act Living wills

Standard of Care Scope of Practice DNR

Defendant Plaintiff Slander

Res Ipsa Loquitur Respondeat Superior Patient confidentiality

Good Samaritan Law Emancipated Minor

2. State the specific statutes and regulations in Michigan regarding the EMS system.

(Cognitive)

3. List the levels of EMS licensure in Michigan. (Cognitive)

4. List the requirements for licensure of EMS personnel in the state of Michigan. (Cognitive)

5. Describe the differences in training necessary for each level of EMS licensure in Michigan.

(Cognitive)

6. List the requirements for maintaining an EMT license. (Cognitive)

7. Explain the benefits and responsibilities of continuing education. (Cognitive)

8. Discuss the EMT's obligations to the emergency patient. (Cognitive)

9. Discuss the methods of obtaining consent. (Cognitive)

10. Explain utilizing the consent of minors in providing care. (Cognitive)

11. List the requirements and discuss the implications of securing written refusal of patient

treatment and/or transportation. (Cognitive)

12. Explain patient confidentiality. (Cognitive)

13. Describe some of the special patient situations which may result in special reports or

paper work. (Cognitive)

14. List the aspects of the Standard of Care. (Cognitive)

15. Explain negligence and how it relates to the standard of care using the four elements

needed to prove negligence. (Cognitive)

16. Discuss the importance of Do Not Resuscitate [DNR] (advance directives) legislation

and local or state provisions regarding EMS application. (Cognitive)

17. Discuss the considerations of the EMT in issues of organ retrieval. (Cognitive)

18. Describe the actions that an EMT should take to assist in the preservation of a crime

scene. (Cognitive)

19. State the conditions that require an EMT to notify local law enforcement officials.

(Cognitive)

20. Discuss the handling of patient's possessions during transportation of the patient.

(Cognitive)

MODULE 1 Preparatory

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The Human Body

At the completion of this lesson, the EMT student will be able to:

Introduction to A & P

1. Define the following: (Cognitive)

Abduction Adduction Prone Supine

Anterior Posterior Superior Inferior

External Internal Visceral Parietal

Deep Superficial Lateral Medial

Median Midline Horizontal Vertical

Midclavicular Midaxillary Frontal Sagittal

Anatomical position Bilateral Distal Proximal

Extension Flexion Homeostasis Metabolism

Cell Tissue Aerobic Anaerobic

Semi-fowlers Trendelenburg Fowlers position Recumbent

2. Define the following medical prefixes & suffixes: (Cognitive)

Prefixes:

a an angio arthro

anti bi brady cardio

cephalo chole circum contra

cerebro cyst cyt dermato

dys endo entero epi

erythro extra gastro hem(ato)

hemi hepato hystero hyper

hypo in intra inter

leuko mal meningo myo

nephro ortho osteo oto

para peri phlebo pneumo

poly post pre pulmo

pyo quad retro rhino

sclero super supra

tachy uro vaso

Suffixes:

algia asthenia esthesia ectomy

emia genic graph(y) itis

megaly oma osis ostomy

otomy paresis pathy plegia

pnea rrhea scopy uria

3. Identify the body cavities. (Cognitive)

4. Locate the boundaries of all body cavities. (Cognitive)

5. Recognize the organs contained in each specific body cavity. (Cognitive)

6. Describe the characteristics of living matter. (Cognitive)

7. Discuss the relationship of cells, tissues, organs and body systems. (Cognitive)

8. Explain the needs of organisms. (Cognitive)

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9. Describe the components of cells. (Cognitive)

10. Explain the functions of cells. (Cognitive)

11. Explain anerobic and aerobic metabolism. (Cognitive)

12. Describe the end products of metabolism. (Cognitive)

13. Describe the general types of tissues in the body. (Cognitive)

14. Describe the structure and function of epithelial tissue. (Cognitive)

15. Explain the types and properties of muscle tissue. (Cognitive)

16. Describe the role of connective tissue. (Cognitive)

17. Describe the structure and function of nerve tissue. (Cognitive)

Integumentary System

18. Identify the following structures of the Integumentary System: (Cognitive)

Skin Dermis

Epidermis Sebaceous gland

Subcutaneous fat Hair follicles

Sweat glands

19. Describe the functions of the integumentary system and the components of the system.

(Cognitive)

20. Describe and identify the different layers of skin. (Cognitive)

21. Identify the structures found in the dermis. (Cognitive)

Musculoskeletal System

22. Describe the functions of the musculoskeletal system. (Cognitive)

23. Define the following terms: (Cognitive)

Appendicular skeleton Axial skeleton

Bone Tendon

Ligament Joint

Synovial capsule Cartilage

Deltoid Gluteus maximus

Intercostal Diaphragm

24. Identify the structures and landmarks of the appendicular skeleton: (Cognitive)

Humerus Medial humoral condyle Clavicle

Sternoclavicular joint Acromioclavicular joint Scapula

Olecranon Glenhumoral joint Radius

Carpals Metacarpal Ulna

Lateral humoral condyle Phalanges or Digits (all) Femur

Greater trochanter Hip Tibia

Fibula Lateral femoral condyle Ilium

Symphysis pubis Ischium Patella

Knee Medial Malleolus Ankle

Lateral malleolus Tarsals Metatarsals

25. Identify the following structures and landmarks of the axial skeleton: (Cognitive)

Skull bones Mandible Maxillae

Nasal bone Hyoid bone Vertabrae

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Sternum Sternal landmarks True ribs

Floating ribs False ribs Xyphoid process

26. Locate and describe the following bones of the skull and face: (Cognitive)

Frontal bone Mandible Mastoid process

Maxillae Zygomatic Occipital bone

Nasal bone Parietal bone Temporal bone

Suture

27. Identify and describe the following regions of the spinal column and the number of

vertebrae in each: (Cognitive)

Cervical Sacral Thoracic

Coccyx Lumbar

28. Identify the major parts of a single vertabrae. (Cognitive)

29. Identify and describe the following structures of the chest: (Cognitive)

Clavicle Scapula Sternum

Manubrium Xiphoid process Angle of Louis

Ribs Diaphragm Jugular notch

30. Identify and describe the following structures of the pelvis: (Cognitive)

Ilium Ischium Pubis

Sacrum

31. Describe the various types of joints. (Cognitive)

32. Describe the purpose of muscle contraction. (Cognitive)

33. Describe causes of muscle fatigue and dysfunction. (Cognitive)

Respiratory System

34. Identify the following structures and landmarks of the upper airway: (Cognitive)

Nose Tongue Pharynx

Epiglottis Glottis Larynx

35. Identify the following structures and landmarks related to the lower airway: (Cognitive)

Trachea Bronchioles Mainstem bronchus

Carina Alveoli Visceral pleura

Parietal pleura Pleural fluid Diaphragm

36. Define the following terms relating to the respiratory system: (Cognitive)

Nares Vallecula Vocal cords

Pleural Space Intrathoracic pressure Oxygen

Carbon Dioxide Hemoglobin Red blood cell

Capillary Hypoxia Anoxia

Clinical death Biological death Compliance

Minute Volume Total lung capacity Vital Capacity

37. Explain the process of respiration. (Cognitive)

38. Explain the process of inspiration and exhalation. (Cognitive)

39. List and explain the factors that influence adequate oxygenation. (Cognitive)

40. Explain the systems that work together to control ventilation. (Cognitive)

41. Differentiate between respiration and ventilation. (Cognitive)

42. Recall how much of the total supply of available O2 the brain needs. (Cognitive)

43. Explain what influences the ability of oxygen to diffuse on to, and off of,

the red blood cells. (Cognitive)

44. Explain the factors that influence the concentration of carbon dioxide in the body.

(Cognitive)

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45. Explain the difference between biological and clinical death. (Cognitive)

46. Define the time brain damage begins in the absence of oxygen. (Cognitive)

Cardiovascular System

47. Define these terms: (Cognitive)

Atrium Ventricles Valves

Pericardial Fluid Epicardium Endocardium

48. Explain the structures and functions of the cardiovascular system. (Cognitive)

49. Describe the components of blood. (Cognitive)

50. Explain and diagram the systemic circulation. (Cognitive)

51. Explain and diagram the pulmonary circulation. (Cognitive)

52. Explain the coronary circulation. (Cognitive)

53. Label the anatomy of the heart. (Cognitive)

54 Recall and explain the factors affecting blood pressure. (Cognitive)

55. List all of the major vessels from arteries to arterioles and veins to venules. (Cognitive)

56. Explain the factors that effect the size of blood vessels. (Cognitive)

57. Describe the factors necessary to maintain perfusion. (Cognitive)

58. Explain the pressure wave in the circulatory system and how it relates to the pulse.

(Cognitive)

59. Identify the common pulse points. (Cognitive)

60. Trace a drop of blood through the circulatory system starting and ending at the inferior

or superior vena cava. (Cognitive)

Nervous System

61. Review the structure of the skeletal system as it relates to the nervous system. (Cognitive)

62. Identify the major portions of the brain and their functions. (Cognitive)

63. List the layers of meninges. (Cognitive)

64. Describe the role of cerebrospinal fluid. (Cognitive)

65. Describe and identify the components of the central nervous system. (Cognitive)

66. Describe and identify the components of the peripheral nervous system. (Cognitive)

67. Define and explain the functions of the somatic and autonomic nervous systems.

(Cognitive)

68. Define and explain the functions of the sympathetic and the parasympathetic nervous

systems. (Cognitive)

69. Explain the structure of a neuron, a nerve, and the spinal column. (Cognitive)

70. Describe the various roles of the cranial nerves. (Cognitive)

71. Identify the structures, and their functions, of the eye. (Cognitive)

72. Identify the function of the ear and the tympanic membrane. (Cognitive)

Abdomen (Gastro-Intestinal, Genito-Urinary, Endocrine, Immune System):

73. Label a diagram of the abdominal quadrants. (Cognitive)

74. Identify the location of each organ in the abdomen and the specific quadrant that each

organ is in. (Cognitive)

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75. List the organs in the digestive system and their role in digestion. (Cognitive)

76. Describe the structure and function of the organs in the urinary tract. (Cognitive)

77. Describe the structure and function of the reproductive organs. (Cognitive)

78. Describe the structure and function of the organs in the endocrine system, especially the

pancreas. (Cognitive)

79. Explain which organs and tissues play a role in functioning of the immune system.

(Cognitive)

80. Define the terms antigen and antibody. (Cognitive)

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MODULE 1 Preparatory

Baseline Vital Signs and SAMPLE History

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Vital signs Chief complaint LOC Glasgow Coma Scale

Acute Chronic Symptom Sign

Pulse Bradycardia Tachycardia Pulse pressure

Blood pressure Systolic pressure Diastolic pressure Auscultation

Palpation Hypotension Hypertension Orthostatic vital signs

Pulse oximetry Capillary refill Ashen Mottled

Pallor Cyanosis Ecchymosis Jaundice

Dyspnea Urticaria Priapism Trauma

Mechanism of injury Laws of motion Golden Hour Emesis

Coffee grounds Hematemesis Hematuria Melena

Hematochezia Dolls eyes Anisocoria Petechiae

2. Identify the components of "vital signs".(Cognitive)

3. List the normal respiratory rates for adults. (Cognitive)

4. List the normal pulse rates for adults. (Cognitive)

5. List the normal blood pressure rates for adults. (Cognitive)

6. Describe the methods used to obtain a breathing rate. (Cognitive)

7. Identify the attributes that should be obtained when assessing breathing. (Cognitive)

8. Differentiate between shallow, labored and noisy breathing. (Cognitive)

9. Discuss signs of respiratory distress and respiratory failure. (Cognitive)

10. Describe sounds of airway restriction or airway occlusion. (Cognitive)

11. Discuss abnormal breath sounds possibly heard on auscultation. (Cognitive)

12. Describe the procedure used to auscultate breath sounds. (Cognitive)

12. Describe the universal sign of choking. (Cognitive)

13. Demonstrate the skills involved in assessment of breathing.(Psychomotor)

14. Identify locations, recognize the strength, regularity, and rate of the pulse. (Cognitive)

15. Describe the methods used to obtain a pulse rate. (Cognitive)

16. Identify the information obtained when assessing a patient's pulse. (Cognitive)

17. Demonstrate the skills associated with obtaining a pulse. (Psychomotor)

18. Describe the methods to assess the skin color, temperature, condition (capillary refill in

infants and children). (Cognitive)

19. Identify the normal and abnormal skin colors. (Cognitive)

20. Differentiate between pale, ashen, cyanotic, red, mottled, and jaundiced skin color.

(Cognitive)

21. Identify normal and abnormal skin temperature. (Cognitive)

22. Differentiate between hot, cool and cold skin temperature. (Cognitive)

23. Identify normal and abnormal skin conditions. (Cognitive)

24. Identify normal and abnormal capillary refill in infants and children. (Cognitive)

25. Demonstrate the skills associated with assessing the skin color, temperature, condition,

and capillary refill in infants and children.(Psychomotor)

26. Explain the terms systole and diastole. (Cognitive)

27. Describe the procedures used to auscultate and palpate blood pressure. (Cognitive)

TA-22

28. List and explain the main factors affecting blood pressure. (Cognitive)

29. Explain how the presence of pulse relates to the presence of blood pressure. (Cognitive)

30. Explain the significance of discovering an absent peripheral pulse. (Cognitive)

31. Demonstrate the skills associated with obtaining blood pressure. (Psychomotor)

32. Describe the assessment of sensory and motor function. (Cognitive)

33. Describe the assessment of a patient's pain. (Cognitive)

34. Describe the methods to assess the pupils. (Cognitive)

35. List the criteria used to evaluate pupils. (Cognitive)

36. Differentiate between dilated (big) and constricted (small) pupil size. (Cognitive)

37. Differentiate between reactive and non-reactive pupils and equal and unequal pupils.

(Cognitive)

38. Demonstrate the skills associated with assessing the pupils.(Psychomotor)

39. Utilize the acronym S A M P L E in history taking. (Cognitive)

40. Explain the importance of obtaining a SAMPLE history. (Cognitive)

41. Utilize the acronym A V P U to evaluate level of consciousness. (Cognitive)

42. Describe the importance of observing behavioral changes as it relates to LOC. (Cognitive)

43. Demonstrate the skills associated with evaluating level of consciousness.(Psychomotor)

44. Discuss the need to search for additional medical identification.(Cognitive)

45. Explain the value of performing the baseline vital signs.(Affective)

46. Recognize and respond to the feelings patients experience during assessment.(Affective)

47. Defend the need for obtaining and recording an accurate set of vital signs.(Affective)

48. Explain the rationale of recording additional sets of vital signs.(Affective)

49. Demonstrate the skills that should be used to obtain information from the patient,

family, or bystanders at the scene. (Psychomotor)

Lifting and Moving Patients (Patient Handling)

At the completion of this lesson, the EMT student will be able to:

1. Define body mechanics. (Cognitive)

2. Discuss the general considerations of moving patients. (Cognitive)

3. Describe the guidelines and safety precautions that need to be followed when lifting a

patient or heavy equipment. (Cognitive)

4. Describe the safe lifting of cots and stretchers. (Cognitive)

5. Describe correct and safe carrying procedures on stairs. (Cognitive)

6. State the guidelines for reaching and their application. (Cognitive)

7. Describe correct reaching for log rolls. (Cognitive)

8. State the guidelines for pushing and pulling. (Cognitive)

9. State situations that may require the use of an emergency move. (Cognitive)

10. Discuss the positions of comfort for various patient conditions. (Cognitive)

11. Describe the differences between the following: (Cognitive)

Emergency move Non-emergency move Transfer

12. Identify and/or describe the following one (1) person carries: (Cognitive)

The fire fighters drag The clothes drag The blanket drag

The fire fighters carry The front cradle The pack strap

The side crutch

13. Identify and/or describe the following two (2) person carries: (Cognitive)

The extremity lift and carry The seat (chair) lift and carry

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The side support crutch

14. Identify and/or describe the following carrying devices: (Cognitive)

Wheeled ambulance stretcher

Portable ambulance stretcher (pole stretcher)

Scoop stretcher

Stair chair

Basket (stokes) stretcher

Long spine board

SKED stretcher

15. Describe the special considerations for lifting the following types of patients: (Cognitive)

Geriatric Pediatric Handicapped

16. Working with a partner, prepare each of the following devices for use, transfer a patient to

the device, properly position the patient on the device, move the device to the

ambulance and load the patient into the ambulance: (Psychomotor)

Wheeled ambulance stretcher

Portable ambulance stretcher

Stair chair

Scoop stretcher

Long spine board

Basket stretcher

Flexible stretcher

17. Working with a partner, the EMT will demonstrate techniques for the transfer of a

patient from an ambulance stretcher to a hospital stretcher.(Psychomotor)

MODULE 2 Airway, Oxygenation, Ventilation

(ETDLA)

At the completion of this lesson, the EMT student will be able to:

1. Define the following terms: (Cognitive)

Head tilt chin lift Modified jaw thrust

Bag valve mask(BVM) Pocket mask

Nasopharyngeal airway(NPA) Oropharyngeal airway (OPA)

Yankauer suction device Gag reflex

Demand valve/Flow-Restricted Oxygen Powered Ventilation Device

2. List the signs of adequate breathing. (Cognitive)

3. List the signs of inadequate breathing. (Cognitive)

4. Describe the methods of manually opening an airway and explain when they are used.

(Cognitive)

5. Describe which manual airway maneuver is most commonly used in the adult. (Cognitive)

6. Describe which manual airway maneuver is most commonly used in infants and children.

(Cognitive)

7. Describe the appropriate method for manually opening an airway in a patient with

possible c-spine injuries. (Cognitive)

8. Demonstrate the methods of opening an airway utilizing manual maneuvers on a medical

or trauma patient.(Psychomotor)

9. List the indications and contraindications for using an oropharyngeal airway. (Cognitive)

TA-24

10. Describe the benefits and risks of using an oropharyngeal airway. (Cognitive)

11. List the indications and contraindications for using a nasopharyngeal airway. (Cognitive)

12. Describe how to measure and insert oropharyngeal and nasopharyngeal airways.

(Cognitive)

13. Demonstrate measurement and insertion of an OPA. (Psychomotor)

14. Demonstrate measurement and insertion of an NPA.(Psychomotor)

15. State the importance of having a suction unit ready for immediate use when providing

emergency care.(Cognitive)

16. Recall how much airflow a suction unit should generate and how much vacuum is

generated when the tubing is clamped.(Cognitive)

17. Describe how to measure and insert a rigid or flexible suction catheter.(Cognitive)

18. Describe the proper depth of insertion of a rigid or flexible suction catheter.(Cognitive)

19. Recall the maximum time for suctioning between ventilations.(Cognitive)

20. Describe the technique of suctioning. (Cognitive)

21. Demonstrate appropriate suctioning technique.(Psychomotor)

22. Describe how to assist the patient with a partially obstructed airway. (Cognitive)

23. Describe how to perform artificial ventilation using: (Cognitive)

bag valve mask flow-restricted oxygen powered ventilation device

barrier device pocket face mask

24. Describe which ventilation device delivers optimal ventilations and why.(Cognitive)

25. List the parts of a bag-valve-mask system. (Cognitive)

26. Describe the steps in performing the skill of artificially ventilating a patient with a bagvalve-

mask for one and two rescuers. (Cognitive)

27. Describe the signs of adequate artificial ventilation using the bag-valve-mask. (Cognitive)

28. Describe the signs of inadequate artificial ventilation using the bag-valve-mask.

(Cognitive)

29. Describe the steps in artificially ventilating a patient with a flow restricted, oxygenpowered

ventilation device (demand valve). (Cognitive)

30. Discuss the pro's and con's of flow restricted, oxygen-powered ventilation device(demand

valve). (Cognitive)

31. Demonstrate how to perform artificial ventilation using: (Psychomotor)

bag valve mask flow restricted, oxygen-powered ventilation device

mouth-to-stoma mouth-to-mouth with barrier device

pocket face mask

32. Demonstrate ventilating a patient with a bag-valve-mask with one and two rescuers.

(Psychomotor)

33. Recall the percent concentration and liter flow used with the following: (Cognitive)

nasal cannula simple mask

partial non-rebreather non-rebreather

BVM with/without reservoir venturi mask

pocket mask flow restricted, oxygen-powered ventilation device

34. Describe the differences and indications for administering oxygen via: (Cognitive)

nasal cannula simple face mask

partial non-rebreather mask non rebreather mask

35. Define the components of an oxygen delivery system. (Cognitive)

36. List the procedures for connecting, properly using, and disconnecting any oxygen

TA-25

regulator. (Cognitive)

37. List the steps in performing the actions taken when providing mouth-to-mouth (with

barrier) and mouth-to-stoma artificial ventilation. (Cognitive)

38. Explain the rationale for basic life support artificial ventilation and airway protection

skills taking priority over most other basic life support skills.(Affective)

39. Explain the rationale for providing adequate oxygenation through high inspired oxygen

concentrations to patients who, in the past, may have received low concentrations.

(Affective)

40. Given a simulated patient scenario, choose the appropriate oxygen delivery device for the

patient's condition. (Psychomotor)

41. Demonstrate how to properly apply these devices and administer oxygen via:

(Psychomotor)

nasal cannula simple mask

partial non-rebreather non-rebreather

Advanced Airway (ETDLA)

42. Discuss why the ETDLA is an optional piece of equipment for BLS units. (Cognitive)

43. List the indications for use of the ETDLA. (Cognitive)

44. List the contraindications for use of the ETDLA. (Cognitive)

45. Explain why the ETDLA most often inserts into the esophagus. (Cognitive)

46. Describe the procedure for insertion of the ETDLA. (Cognitive)

47. Describe the parts of the ETDLA and their purpose. (Cognitive)

48. Explain the situations for when an ETDLA would be removed. (Cognitive)

49. Describe the use of the ETDLA by ALS providers. (Cognitive)

50. Demonstrate insertion and removal of an ETDLA.(Psychomotor)

MODULE 3 Patient Assessment

Scene Size-up

At the completion of this lesson, the EMT student will be able to:

1. Identify reasons for overviewing the scene. (Cognitive)

2. Identify hazards/potential hazards. (Cognitive)

3. Discuss the reason for identifying the total number of patients at the scene. (Cognitive)

4. Explain the reason for identifying the need for additional help or assistance. (Cognitive)

5. List the main criteria of a "load and go" situation. (Cognitive)

6. Discuss common mechanisms of injury/nature of illness.(Cognitive)

TA-26

7. Recognize potential injuries due to mechanism of injury. (Cognitive)

8. Discuss the most common types of motor vehicle accidents (MVA). (Cognitive)

9. Explain and apply the main physical laws of motion, and how they relate to potential for

trauma. (Cognitive)

10. Predict possible injuries by looking at the "up and over pattern" of trauma in an MVA.

(Cognitive)

11. Predict possible injuries by looking at the "down and under pattern" of trauma in an

MVA. (Cognitive)

12. Predict possible injuries by looking at a rear impact collision. (Cognitive)

13. Predict possible injuries by looking at lateral impact collision. (Cognitive)

14. Predict possible injuries by looking at roll-over MVA. (Cognitive)

15. Predict possible injuries as a result of blunt trauma. (Cognitive)

16. Predict possible injuries as a result of penetrating trauma. (Cognitive)

17. Discuss injury patterns as related to gunshot wounds. (Cognitive)

18. Discuss injury patterns as related to explosion forces. (Cognitive)

19. Discuss injury patterns as related to falls. (Cognitive)

20. Discuss the management of the scene with a trauma patient based on priority. (Cognitive)

21. Explain the rationale for crew members to evaluate scene safety prior to entering.

(Affective)

22. Observe various scenarios and identify potential hazards.(Psychomotor)

23. Given a simulated patient scenario, determine if a scene is safe to enter.(Psychomotor)

MODULE 3 Patient Assessment

Initial Assessment

At the completion of this lesson, the EMT student will be able to:

1. Summarize the reasons for forming a general impression of the patient. (Cognitive)

2. Explain the importance of forming a general impression of the patient.(Affective)

3. Discuss methods of assessing altered mental status. (Cognitive)

4. Differentiate between assessing the altered mental status in the adult, child and infant

patient. (Cognitive)

5. Demonstrate the techniques for assessing mental status. (Psychomotor)

6. Discuss methods of assessing the airway in the adult, child and infant patient.

(Cognitive)

7. Demonstrate the techniques for assessing the airway.(Psychomotor)

8. State reasons for management of the cervical spine once the patient has been

determined to be a trauma patient. (Cognitive)

9. Describe methods used for assessing if a patient is breathing adequately. (Cognitive)

10. State what care should be provided to the adult, child and infant patient with adequate

breathing. (Cognitive)

11. Differentiate between a patient with adequate and inadequate breathing. (Cognitive)

12. State what care should be provided to the adult, child and infant patient without

adequate breathing. (Cognitive)

13. Distinguish between methods of assessing breathing in the adult, child and infant

patient. (Cognitive)

14. Compare the methods of providing airway care to the adult, child and infant patient.

(Cognitive)

15. Demonstrate the techniques for assessing if the patient is breathing.(Psychomotor)

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16. Differentiate between obtaining a pulse in an adult, child and infant patient. (Cognitive)

17. Demonstrate the techniques for assessing if the patient has a pulse.(Psychomotor)

18. Discuss the need for assessing the patient for external bleeding. (Cognitive)

19. Demonstrate the techniques for assessing the patient for external bleeding. (Psychomotor)

20. Describe normal and abnormal findings when assessing skin color. (Cognitive)

21. Describe normal and abnormal findings when assessing skin temperature. (Cognitive)

22. Describe normal and abnormal findings when assessing skin condition. (Cognitive)

23. Describe normal and abnormal findings when assessing skin capillary refill in the infant

and child patient. (Cognitive)

24. Demonstrate the techniques for assessing the patient's skin color, temperature,

condition and capillary refill (infants and children only).(Psychomotor)

25. List in order the priority needs of the trauma patient. (Cognitive)

26. Explain the reason for prioritizing a patient for care and transport.(Affective)

27. Demonstrate the ability to prioritize patients.(Psychomotor)

28. Assess pain using the acronym O P Q R S T . (Cognitive)

29. Explain the difference between the subjective and objective interviews.(Affective)

30. Explain the terms and describe primary and secondary patient assessments.(Affective)

31. Demonstrate the assessment done in a Initial Assessment or Primary Survey.

(Psychomotor)

MODULE 3 Patient Assessment

Focused History and Physical Exam: Trauma

At the completion of this lesson, the EMT student will be able to:

1. Discuss the reasons for reconsideration concerning the mechanism of injury.(Cognitive)

2. State the reasons for performing a rapid trauma assessment. (Cognitive)

3. Recite examples and explain why patients should receive a rapid trauma assessment.

(Cognitive)

4. Describe the areas included in the rapid trauma assessment and discuss what should be

evaluated. (Cognitive)

5. Differentiate when the rapid assessment may be altered in order to provide patient care.

(Cognitive)

6. Discuss the reason for performing a focused history and physical exam. (Cognitive)

7. Demonstrate the rapid trauma assessment that should be used to assess a patient based

on mechanism of injury. (Psychomotor)

MODULE 3 Patient Assessment

Focused History and Physical Exam: Medical

At the completion of this lesson, the EMT student will be able to:

1. Describe the unique needs for assessing an individual with a specific chief complaint with

no known prior history. (Cognitive)

2. 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. (Cognitive)

3. Describe the need for assessing an individual who is unresponsive. (Cognitive)

4. Differentiate between the assessment that is performed for a patient who is

TA-28

unresponsive, or has an altered mental status, and other medical patients requiring

assessment. (Cognitive)

5. Attend to the feelings that patients might be experiencing during assessment.(Affective)

6. Demonstrate the patient assessment skills that should be used to assist a patient who is

responsive with no known history.(Psychomotor)

7. Demonstrate the patient assessment skills that should be used to assist a patient who is

unresponsive or has an altered mental status.(Psychomotor)

MODULE 3 Patient Assessment

Detailed Physical Exam

At the completion of this lesson, the EMT student will be able to:

1. Discuss the components of the detailed physical exam. (Cognitive)

2. State the areas of the body that are evaluated during the detailed physical exam.

(Cognitive)

3. Explain what additional care should be provided while performing the detailed physical

exam. (Cognitive)

4. Distinguish between the detailed physical exam that is performed on a trauma patient and

that of the medical patient. (Cognitive)

5. Demonstrate the skills involved in performing the detailed physical exam.(Psychomotor)

MODULE 3 Patient Assessment

On-Going Assessment

At the completion of this lesson, the EMT student will be able to:

1. Discuss the reasons for repeating the initial assessment as part of the on-going assessment.

(Cognitive)

2. Describe the components of the on-going assessment. (Cognitive)

3. Describe trending of assessment components. (Cognitive)

4. Explain the term "secondary survey" as it relates to the detailed exam and on-going

assessment.(Affective)

5. Recognize and respect the feelings that patients might experience during assessment.

(Affective)

6. Explain the value of trending assessment components to other health professionals who

assume care of the patient.(Affective)

7. Demonstrate the skills involved in performing the on-going assessment.(Psychomotor)

MODULE 3 Patient Assessment

Communications

At the completion of this lesson, the EMT student will be able to:

1. List the proper methods of initiating and terminating a radio call. (Cognitive)

2. State the proper sequence for delivery of patient information. (Cognitive)

3. Identify the essential components of the verbal report. (Cognitive)

4. Describe the attributes for increasing effectiveness and efficiency of verbal

communications. (Cognitive)

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5. State legal aspects to consider in verbal communication. (Cognitive)

6. Discuss the communication skills that should be used to interact with the patient.

(Cognitive)

7. Discuss the communication skills that should be used to interact with the family,

bystanders, individuals from other agencies while providing patient care and the

difference between skills used to interact with the patient and those used to interact with

others. (Cognitive)

8. List the correct radio procedures in the following phases of a typical call: (Cognitive)

-To the scene

-At the scene

-To the facility

-At the facility

-To the station

-At the station

9. Explain the importance of effective communication of patient information in the verbal

report.(Affective)

10. Perform a simulated, organized, concise radio transmission.(Psychomotor)

11. Perform an organized, concise patient report that would be given to the staff at a

receiving facility.(Psychomotor)

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MODULE 3 Patient Assessment

Documentation

At the completion of this lesson, the EMT student will be able to:

1. Identify the various sections of the written report. (Cognitive)

2. Describe what information is required in each section of the prehospital care report and

how it should be entered. (Cognitive)

3. Describe the special considerations concerning documentation of patient refusal.

(Cognitive)

4. Describe the legal implications associated with the written report. (Cognitive)

5. Discuss all state and/or local record and reporting requirements. (Cognitive)

6. Identify and/or describe the following acronyms SOAPE and CHART. (Cognitive)

7. Explain the phrase "If it wasn't documented, it wasn't done". (Cognitive)

8. Explain how to correct a mistake made on a run report. (Cognitive)

9. Differentiate between a patient care report and an incident report. (Cognitive)

10. Explain the rationale for using an accurate and synchronous clock so that information

can be used in trending. (Affective)

11. Defend the rationale for accurate patient care documentation. (Affective)

12. Explain the rationale for the EMS system gathering data. (Affective)

13. Explain the rationale for using medical terminology correctly. (Affective)

14. Complete a prehospital care report.(Psychomotor)

MODULE 3 Patient Assessment

Special Patient Considerations

At the completion of this lesson, the EMT student will be able to:

1. Define the terms: (Cognitive)

Alzheimers Disease Elder Abuse

Geriatric Vertigo

2. Explain special communications required for geriatric patients. (Cognitive)

3. Explain special history taking and physical exam considerations for geriatric patients.

(Cognitive)

4. Identify and/or describe delirium and dementia. (Cognitive)

5. Identify and/or describe abuse and neglect or geriatric patients. (Cognitive)

6. Explain the anatomical and physiological changes affecting the elderly. (Cognitive)

7. Describe modified techniques to communicate with the following types of patients:

(Cognitive)

Blind Elderly

Hearing impaired Non-English speaking patients

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

TA-31

General Pharmacology

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Intramuscular Intradermal Subcutaneous

Intravenous Buccal Oral

Action Indication Contraindication

Precaution Side-effect Hypersensitivity

Suspension Generic name

2. Identify sources of drug derivatives. (Cognitive)

3. Identify common routes of medication administration. (Cognitive)

4. Discuss the forms in which the medications may be found. (Cognitive)

5. Differentiate between the chemical name, generic name and trade name of a drug.

(Cognitive)

6. Describe routes of medication administration from the slowest to fastest absorption.

(Cognitive)

7. Identify which medications may be carried on the EMS unit. (Cognitive)

8. State the medications carried on the unit by the generic name. (Cognitive)

9. Identify the medications with which the EMT may assist the patient with administering.

(Cognitive)

10. State the medications the EMT can assist the patient with by the generic name.

(Cognitive)

11. Describe the steps to assisting a patient in taking their medication. (Cognitive)

12. State the action, the indications, the contraindications, the precautions, the common dose,

and when to assist the patient, with these medications: (Cognitive)

Nitroglycerin Metered Dose Bronchodilators

Activated Charcoal Self-Injected Epinephrine preparations

Syrup of Ipecac Oral Glucose preparations

Oxygen

13. Demonstrate general steps for assisting patient with self-administration of medications,

read the labels and inspect each type of medication. (Psychomotor)

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MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Respiratory Emergencies

At the completion of this lesson, the EMT student will be able to:

1. Define the following terms: (Cognitive)

Apnea Dyspnea Tachypnea Bradypnea

Hyperpnea Hypopnea Anoxia Hypoxia

Hyperventilation Hypoventilation Retraction Paradoxical

Aspiration Embolism Thrombosis PO2

Kussmaul Cheyne-stokes Biots Mucus

Pneumothorax Flail chest Hemothorax Sputum

Asthma COPD Hemoptysis

Sub-Q emphysema Pleural Decompression

Tracheal deviation

2. Describe these terms as they relate to breath sounds, or description of respirations:

(Cognitive)

Equal Diminished Normal Rhonchi

Absent Abnormal Rales Cough

Stridor Crowing Wheezing Hiccough

Snoring Grunting Adventitious

3. Review the structure and function of the respiratory system. (Cognitive)

4. Review assessment of breathing. (Cognitive)

5. State the signs and symptoms of a patient with breathing difficulty. (Cognitive)

6. List signs of adequate air exchange. (Cognitive)

7. Describe the emergency medical care of the patient with breathing difficulty. (Cognitive)

8. Recognize the need for medical direction to assist in the care of the patient with breathing

difficulty. (Cognitive)

9. Establish the relationship between airway management and the patient with breathing

difficulty. (Cognitive)

10. Distinguish between the emergency medical care of the infant, child and adult patient with

breathing difficulty. (Cognitive)

11. Recognize the signs of airway obstruction. (Cognitive)

12. Recognize the signs and symptoms of laryngeal spasm or edema. (Cognitive)

13. Use the mechanism of injury to predict potential laryngeal spasm or edema. (Cognitive)

14. Differentiate between upper airway obstruction and lower airway disease in the infant

and child patient. (Cognitive)

15. Recognize the signs and symptoms, describe the common causes of aspiration. (Cognitive)

16. List respiratory illnesses that are considered to be Chronic Obstructive Pulmonary

Diseases. (Cognitive)

17. Explain the pathophysiology of asthma. (Cognitive)

18. List common factors that may induce an asthma attack. (Cognitive)

19. Describe the signs and symptoms of an asthma attack. (Cognitive)

20. Define "status asthmaticus" and explain its implications. (Cognitive)

21. Explain the pathophysiology of chronic bronchitis. (Cognitive)

22. Recognize the signs and symptoms of chronic bronchitis. (Cognitive)

23. Explain the pathophysiology of emphysema. (Cognitive)

24. Recognize the signs and symptoms of emphysema. (Cognitive)

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25. Explain hypoxic drive and its implications. (Cognitive)

26. Define "pink puffer" and "blue bloater".(Cognitive)

27. Define and recognize the signs and symptoms of pulmonary embolism. (Cognitive)

28. Define and recognize the signs and symptoms of pneumonia. (Cognitive)

29. Define and recognize the signs and symptoms of hyperventilation syndrome. (Cognitive)

30. Describe the emergency medical care provided to patients with respiratory

difficulty. (Cognitive)

31. Demonstrate the general emergency medical care for breathing difficulty.(Psychomotor)

32. Demonstrate the treatment of airway obstruction.(Psychomotor)

33. Perform the steps in facilitating the use of an inhaler.(Psychomotor)

Chest Injury

34. Recognize a rib fracture as a possible respiratory emergency. (Cognitive)

35. Describe the signs and symptoms of a possible rib fracture. (Cognitive)

36. Differentiate between fractured ribs and a flail chest. (Cognitive)

37. Recognize the signs and symptoms of a flail chest. (Cognitive)

38. Demonstrate the management of a patient with rib fractures or with a flail chest.

(Psychomotor)

39. Recognize the signs and symptoms of a closed pneumothorax. (Cognitive)

40. Recognize the signs and symptoms of an open pneumothorax. (Cognitive)

41. Describe immediate treatment for an open pneumothorax. (Cognitive)

42. Demonstrate the treatment for a open or closed pneumothorax. .(Psychomotor)

43. Define tension pneumothorax and explain the pathophysiology. (Cognitive)

44. Recognize the signs and symptoms of a tension pneumothorax. (Cognitive)

45. Differentiate between tension pneumothorax and pneumothorax. (Cognitive)

46. Demonstrate treatment for a tension pneumothorax. (Psychomotor)

47. Recognize the signs and symptoms of hemothorax. (Cognitive)

48. Define traumatic asphyxia. (Cognitive)

49. Define the "paper bag syndrome" as it relates to traumatic asphyxia. (Cognitive)

50. Recognize the signs and symptoms of traumatic asphyxia. (Cognitive)

51. Define and recognize myocardial contusion. (Cognitive)

52. Define and recognize pericardial tamponade. (Cognitive)

53. Demonstrate the treatment for pericardial tamponade.(Psychomotor)

54. Define and recognize pulmonary contusion. (Cognitive)

55. Demonstrate the treatment for myocardial or pulmonary contusion.(Psychomotor)

56. Explain the general emergency medical care for a patient with a possible chest injury.

(Cognitive)

57. Demonstrate the general emergency medical care for a patient with a chest injury.

(Psychomotor)

TA-34

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Cardiac Emergencies (AED, CPR)

At the completion of this lesson, the EMT student will be able to:

1. Define the following terms: (Cognitive)

Systemic Circulation Pulmonary Circulation Coronary Circulation

Coronary Artery Disease Arteriosclerosis Atherosclerosis

Epigastrium Angina Pectoris Acute Myocardial Infarction

Dysrhythmia Ischemia Infarction

Necrosis Lumen Occlusion

By-pass Surgery Artificial Pacemaker Cardiac Arrest

Asystole Ventricular Fibrillation PEA

Defibrillation Dependent lividity Cardiogenic Shock

Cholesterol Nitroglycerin Conductivity

Congestive Heart Failure Pedal Edema Pulmonary Edema

2. Review the structure and function of the cardiovascular system. (Cognitive)

3. List and define the two major forms of Coronary Artery Disease (CAD). (Cognitive)

4. List controllable risk factors of CAD. (Cognitive)

5. List uncontrollable risk factors of CAD. (Cognitive)

6. List minor risk factors of CAD. (Cognitive)

7. Recognize signs or symptoms of angina pectoris. (Cognitive)

8. Differentiate between angina pectoris and myocardial infarction. (Cognitive)

9. Recognize the signs and symptoms of a myocardial infarction. (Cognitive)

10. Explain the pathophysiology of a myocardial infarction. (Cognitive)

11. Recall the major consequences of a myocardial infarction. (Cognitive)

12. Discuss the position of comfort for patients with various cardiac emergencies. (Cognitive)

13. List the indications for the use of nitroglycerin. (Cognitive)

14. State the contraindications and side effects for the use of nitroglycerin. (Cognitive)

15. Perform the steps in facilitating the use of nitroglycerin for chest pain or discomfort.

(Psychomotor)

16. Recognize the need for medical direction to assist in the emergency medical care of the

patient with chest pain.(Cognitive)

17. Describe the general emergency medical care of the patient experiencing chest

pain/discomfort. (Cognitive)

18. Explain the importance of prehospital ACLS intervention if it is available for the cardiac

patient. (Cognitive)

19. Explain the importance of urgent transport to a facility with Advanced Cardiac Life

Support, if it is not available in the prehospital setting for the cardiac patient.(Affective)

20. Demonstrate the emergency medical care of the patient experiencing chest pain.

(Psychomotor)

21. Recall the most common cause of CHF. (Cognitive)

22. Recognize signs and symptoms of CHF. (Cognitive)

23. Differentiate the signs and symptoms of left and right sided heart failure. (Cognitive)

24. Describe the emergency medical care for the patient with CHF. (Cognitive)

25. Demonstrate the general emergency medical care for a patient with CHF. (Psychomotor)

26. Describe cardiac arrest and its implications. (Cognitive)

TA-35

27. Define the primary cause of cardiac arrest in children.(Cognitive)

28. List the cardiac dysrhythmias that produce cardiac arrest. (Cognitive)

29. Recall the time frame for onset of permanent brain damage. (Cognitive)

30. Explain why not all chest pain patients experience a cardiac arrest and do not need to be

attached to an automated external defibrillator.(Cognitive)

31. Define the role of EMT in the emergency cardiac care system.(Cognitive)

32. Define and list the indications for automated external defibrillation (AED). (Cognitive)

33. List the contraindications for automated external defibrillation. (Cognitive)

34. Discuss the fundamentals of early defibrillation and its priority in patient care. (Cognitive)

35. State the reasons for assuring that the patient is pulseless and apneic when using the

automated external defibrillator. (Cognitive)

36. Explain the impact of age and weight on defibrillation. (Cognitive)

37. Discuss the various types of automated external defibrillators. (Cognitive)

38. Differentiate between the fully automated and the semi-automated defibrillator.

(Cognitive)

39. List the steps to operation, and discuss what must be taken into consideration for standard

operations of the various types of automated external defibrillators. (Cognitive)

40. Discuss the circumstances which may result in inappropriate shocks. (Cognitive)

41. Explain the considerations for interruption of CPR, when using the automated external

defibrillator. (Cognitive)

42. Discuss the advantages and disadvantages of automated external defibrillators. (Cognitive)

43. Summarize the speed of operation of automated external defibrillation. (Cognitive)

44. Discuss the use of remote defibrillation through adhesive pads. (Cognitive)

45. Discuss the special considerations for rhythm monitoring. (Cognitive)

46. Define the function of all controls on an automated external defibrillator, and

describe event documentation and battery defibrillator maintenance. (Cognitive)

47. Differentiate between the single rescuer and multi-rescuer care with an automated

external defibrillator.(Cognitive)

48. Explain the reason for pulses not being checked between shocks with an automated

external defibrillator. (Cognitive)

49. Discuss the importance of coordinating ACLS trained providers with personnel using

automated external defibrillators.(Cognitive)

50. Discuss the standard of care that should be used to provide care to a patient with

persistent or recurrent ventricular fibrillation and no available ACLS. (Cognitive)

51. List the components of and discuss the importance of post-resuscitation care. (Cognitive)

52. Explain the importance of frequent practice with the automated external defibrillator.

(Cognitive)

53. Discuss the need to complete the Automated Defibrillator: Operator's Shift Checklist.

(Cognitive)

54. Explain the role medical direction plays in the use of automated external defibrillation.

(Cognitive)

55. Demonstrate the application and operation of the automated external defibrillator.

(Psychomotor)

56. Demonstrate the maintenance of an automated external defibrillator.

(Psychomotor)

57. Demonstrate the emergency medical care of the patient in cardiac arrest.

(Psychomotor)

TA-36

Cardio Pulmonary Resuscitation

(all CPR training should be referred to AHA or ARC standards)

1. Identify the circumstances in which the rescuer is not responsible for initiating CPR.

(Cognitive)

2. Recognize the circumstances when CPR can be stopped once began. (Cognitive)

3. List reasons CPR may be temporarily interrupted. (Cognitive)

4. List the signs of effective CPR. (Cognitive)

5. List the complications of CPR. (Cognitive)

6. Give the rates and ventilation to compression ratio for infant, child and adult CPR.

(Cognitive)

7. Describe the procedure for chest compressions during infant, child and adult CPR.

(Cognitive)

8. List the suggested depth for chest compression for infant, child and adult CPR.

(Cognitive)

9. Skillfully perform CPR in accordance to the AHA or ARC standards.(Psychomotor)

10. Recognize gastric distention. (Cognitive)

11. Determine the cause of gastric distention and how to relieve it. (Cognitive)

12. Recognize the most common cause of airway obstruction. (Cognitive)

13. Describe the procedures for removal of a foreign body causing complete airway

obstruction. (Cognitive)

14. Demonstrate removal of foreign body objects causing airway obstruction in conscious or

unconscious patients (infant, child, adult).(Psychomotor)

TA-37

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Diabetic Emergencies/ Altered Mental Status

At the completion of this lesson, the EMT student will be able to:

1. Define the following terms: (Cognitive)

Metabolism Glucose Insulin

Diabetes Mellitus Hypoglycemia Hyperglycemia

Ketones Ketoacidosis

Polydipsia Polyphagia Polyuria

2. Describe the process of glucose metabolism. (Cognitive)

3. Define and qualify Type I diabetes (IDDM). (Cognitive)

4. Define and qualify Type II diabetes (NIDDM). (Cognitive)

5. List the signs and symptoms of the onset of diabetes. (Cognitive)

6. List the complications of diabetes as a long term condition. (Cognitive)

7. Explain the pathophysiology of hyperglycemia and ketoacidosis. (Cognitive)

8. Recognize and list signs and symptoms of hyperglycemia. (Cognitive)

9. Recognize signs and symptoms of diabetic ketoacidosis (diabetic coma). (Cognitive)

10. Describe the appropriate treatment for diabetic ketoacidosis (diabetic coma). (Cognitive)

11. Explain the pathophysiology of hypoglycemia and insulin shock. (Cognitive)

12. Recognize and list signs and symptoms of hypoglycemia and insulin shock. (Cognitive)

13. Describe the appropriate treatment for hypoglycemia and insulin shock. (Cognitive)

14. Identify the patient taking diabetic medications with altered mental status and the

implications of a diabetes history. (Cognitive)

15. List important questions to ask the patient with a possible diabetic emergency. (Cognitive)

16. Differentiate, looking at signs and symptoms, between ketoacidosis (diabetic coma) and

hypoglycemia (insulin shock). (Cognitive)

17. Establish the relationship between airway management and the patient with altered

mental status. (Cognitive)

18. State the generic and trade names, medication forms, dose, administration, action, and

contraindications for oral glucose. (Cognitive)

19. Evaluate the need for medical direction in the emergency medical care of the diabetic

patient. (Cognitive)

20. Explain the rationale for administering oral glucose.(Affective)

21. Efficiently assess patients for any diabetic emergency.(Psychomotor)

22. Demonstrate the steps in the emergency medical care for the patient taking diabetic

medicine with an altered mental status and a history of diabetes.(Psychomotor)

23. Demonstrate the steps in the administration of oral or buccal glucose.(Psychomotor)

TA-38

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Allergies

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Antibody Antigen Epinephrine

Uticaria Anaphylaxis Antihistamine

2. Discuss the role of histamine as produced during an allergic reaction. (Cognitive)

3. Describe the mechanisms of allergic response and the implications for airway

management. (Cognitive)

4. Recognize the patient experiencing an allergic reaction. (Cognitive)

5. Describe the emergency medical care of the patient with an allergic reaction. (Cognitive)

6. Establish the relationship between the patient with an allergic reaction and airway

management. (Cognitive)

7. State the generic and trade names, medication forms, dose, administration, action, and

contraindications for the epinephrine auto-injector. (Cognitive)

8. Evaluate the need for medical direction in the emergency medical care of the patient with

an allergic reaction. (Cognitive)

9. Differentiate between the general category of those patients having an allergic reaction

and those patients having an allergic reaction and requiring immediate medical care,

including immediate use of epinephrine auto-injector. (Cognitive)

10. List signs and symptoms of anaphylactic shock. (Cognitive)

11. Describe the pathophysiology of anaphylactic shock. (Cognitive)

12. Describe the emergency medical care for the patient in anaphylactic shock. (Cognitive)

13. Demonstrate the emergency medical care of the patient experiencing an allergic reaction.

(Psychomotor)

14. Demonstrate the use of epinephrine auto-injector.(Psychomotor)

15. Demonstrate the emergency medical care of the patient experiencing anaphylactic shock.

(Psychomotor)

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Poisoning/Overdose

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Substance abuse Addiction Dependency

Poison Activated charcoal Psychologic dependence

Overdose Emesis Narcotic

Depressant Stimulant Hallucinogen

Contaminated Toxin Neurotoxic

Antidote Antivenin Rabies

Botulism Gastric lavage Alcoholism

Envenomation Venom Acute Alcohol Poisoning

Withdrawal Delirium Tremens Venous Tourniquet

2. List the routes in which poisons can enter the body. (Cognitive)

TA-39

3. List common sources of ingested poisons. (Cognitive)

4. List signs and symptoms of poison ingestion. (Cognitive)

5. State which age group is most commonly effected by poisoning. (Cognitive)

6. Describe the general steps in the emergency medical care for the patient with suspected

poisoning. (Cognitive)

7. List common sources of inhaled poisons. (Cognitive)

8. Explain the pathophysiology and list the signs and symptoms of carbon monoxide

poisoning. (Cognitive)

9. List signs and symptoms of inhalation poisoning. (Cognitive)

10. Discuss the emergency medical care for the patient with possible inhalation poisoning.

(Cognitive)

11. Identify and/or describe the signs and symptoms from the following

bites and stings: (Cognitive)

Brown Recluse spiders Black Widow spiders Marine animals

Scorpions Pit vipers Coral snakes

12. Identify and/or describe the treatments for the following

bites and stings: (Cognitive)

Brown Recluse spiders Black Widow spiders Marine animals

Scorpions Pit vipers Coral snakes

13. Discuss the various common sources of substance abuse. (Cognitive)

14. Discuss the implications of long term substance abuse. (Cognitive)

15. Discuss the emergency medical care for the patient with possible overdose. (Cognitive)

16. Identify and/or describe the signs and symptoms of the following

types of overdoses: (Cognitive)

Alcohol Amphetamine Hallucinogen Aspirin

Sedative Narcotic

Tricyclic anti-depressant Tylenol

17. Identify and/or describe the treatments for the following

types of overdoses: (Cognitive)

Alcohol Amphetamine Hallucinogen

Aspirin Narcotic Sedative

Tricyclic anti-depressant Tylenol

18. Establish the relationship between the patient suffering from poisoning or

overdose and airway management. (Cognitive)

19. State the generic and trade names, indications, contraindications, medication form, dose,

administration, actions, side effects and re-assessment strategies for Syrup of Ipecac and

activated charcoal. (Cognitive)

20. Recognize the need for medical direction in caring for the patient with poisoning or

overdose. (Cognitive)

21. List the problems associated with chronic alcoholism. (Cognitive)

22. Describe alcohol withdrawal and delirium tremens. (Cognitive)

23. Describe the general management of the patient experiencing drug withdrawal. (Cognitive)

24. Demonstrate the steps in the emergency medical care for the patient with suspected

poisoning. (Psychomotor)

25. Demonstrate the steps in the emergency medical care for the patient with possible

overdose. (Psychomotor)

26. Perform the necessary steps required to provide a patient with activated charcoal.

(Psychomotor)

TA-40

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Environmental Emergencies

At the completion of this lesson, the EMT student will be able to:

1. Define the following: (Cognitive)

Alpha particles Beta particles Neutrons Gamma ray

Frostbite Frostnip Gangrene

Near-drowning Drowning Submersion

2. State the body's normal temperature in Fahrenheit and Centigrade degrees. (Cognitive)

3. List the methods that most efficiently cool the body. (Cognitive)

4. Describe the pathophysiology of heat cramps. (Cognitive)

5. List the signs and symptoms of heat cramps. (Cognitive)

6. List the appropriate treatment for heat cramps. (Cognitive)

7. Describe the pathophysiology of heat exhaustion. (Cognitive)

8. List the signs and symptoms of heat exhaustion. (Cognitive)

9. List the appropriate treatment for heat exhaustion. (Cognitive)

10. Describe the pathophysiology of heat stroke. (Cognitive)

11. List the signs and symptoms of heat stroke. (Cognitive)

12. List the appropriate treatment for heat stroke. (Cognitive)

13. When presented with patient information, differentiate between heat cramps, heat

exhaustion and heat stroke. (Cognitive)

14. Recognize the importance of slow cooling a patient with heat exhaustion. (Cognitive)

15. Recognize the urgency of cooling a patient suffering from heat stroke. (Cognitive)

16. Explain the steps in providing emergency care to a patient exposed to heat. (Cognitive)

17. Demonstrate the assessment and emergency medical care of a patient with exposure to

heat.(Psychomotor)

18. Describe the various ways that the body loses heat. (Cognitive)

19. Define hypothermia. (Cognitive)

20. Describe the mechanisms that the body uses to generate heat. (Cognitive)

21. Recognize the signs and symptoms of hypothermia. (Cognitive)

22. List the appropriate treatment for the hypothermic patient. (Cognitive)

23. Describe the treatment of the hypothermic patient in cardiac arrest and how it differs from

a cardiac arrest patient with normal body temperature. (Cognitive)

24. Describe how much re-warming of the hypothermic patient should be attempted in the

field. (Cognitive)

25. Explain the steps in providing emergency medical care to a patient exposed to cold.

(Cognitive)

26. Recognize the signs and symptoms of frostnip and frostbite. (Cognitive)

27. List the appropriate treatment for frostnip and frostbite. (Cognitive)

28. Discuss re-warming the frostbitten patient in the field if the potential for re-exposure to

cold temperatures exists. (Cognitive)

29. Recognize the signs and symptoms of freezing. (Cognitive)

30. Differentiate between frostbite, frostnip and freezing. (Cognitive)

31. Demonstrate the assessment and emergency medical care of a patient with exposure to

TA-41

cold.(Psychomotor)

32. Identify the rules for water rescue in regard for the safety of rescuers and the victim(s).

(Cognitive)

33. Explain why spinal injuries should always be suspected in water related emergencies.

(Cognitive)

34. Describe the proper procedures for removing a victim from the water when a spinal injury

is suspected. (Cognitive)

35. Differentiate between the conditions of drowning and near-drowning. (Cognitive)

36. List factors that contribute to the occurrence of drowning. (Cognitive)

37. Describe the complications of near drowning. (Cognitive)

38. Describe the difference between a fresh water drowning and a saltwater drowning.

(Cognitive)

39. Describe the difference between a wet drowning and a dry drowning. (Cognitive)

40. Describe the mammalian diving reflex. (Cognitive)

41. Discuss the implications of hypothermia as it relates to the treatment of the near drowning

patient. (Cognitive)

42. Explain the protocol for drowning and initiation of CPR in accordance with the AHA.

(Cognitive)

43. Explain that diving emergencies can happen on the surface, during descent and ascent, and

on the bottom. (Cognitive)

44. Explain the pathophysiology of air embolism, nitrogen narcosis and decompression

illness. (Cognitive)

45. Describe appropriate treatment for "the bends" and pulmonary embolism. (Cognitive)

46. Describe how water injuries in children may possibly be related to child abuse or neglect.

(Cognitive)

47. Demonstrate the assessment and emergency medical care of a near drowning patient.

(Cognitive)

48. Explain the rescuer's first responsibility in regard to radiation exposure. (Cognitive)

49. Recognize the indications of radioactivity. (Cognitive)

50. List the tools needed to accurately evaluate an exposure to radiation. (Cognitive)

51. List the ramifications of a long-term exposure to radiation. (Cognitive)

52. List the ramifications of a short-term exposure to radiation. (Cognitive)

53. List the possible signs and symptoms of radiation exposure. (Cognitive)

54. List the proper steps in decontaminating a patient. (Cognitive)

55. Describe the importance of not cross-contaminating patients, and wounds. (Cognitive)

56. Describe the importance of the EMT remaining upwind, uphill, and upstream. (Cognitive)

57. Demonstrate the assessment and treatment of a patient exposed to

radiation.(Psychomotor)

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Behavioral Emergencies

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Suicide Homicidal patient Crisis

TA-42

Depression Mania Delusions

Disorganization Paranoia Hallucinations

Disorientation Phobia Psychosis

Disruptive behavior Regression Hysteria

Domestic violence Schizophrenia Catatonic

2. Define behavioral emergencies. (Cognitive)

3. Discuss the general factors that may cause an alteration in a patient's behavior. (Cognitive)

4. State the various reasons for psychological crises. (Cognitive)

5. Discuss the special considerations for assessing a patient with behavioral problems.

(Cognitive)

6. Explain the role drugs and alcohol play in behavioral emergencies. (Cognitive)

7. Explain how substance abuse effects a patient's behavior. (Cognitive)

8. List physical problems which can be caused by psychiatric problems. (Cognitive)

9. Discuss the general principles of an individual's behavior which suggests that he is at risk

for violence. (Cognitive)

10. Discuss methods to calm behavioral emergency patients. (Cognitive)

11. List steps to initiate crisis management procedures. (Cognitive)

12. Discuss the characteristics of an individual's behavior which suggests that the patient is at

risk for suicide. (Cognitive)

13. Discuss special medical/legal considerations for managing behavioral emergencies.

(Cognitive)

14. Describe the actions taken by the EMT for the following situations: (Cognitive)

Aggressive behavior Assault

Domestic violence Rape victims

Suicide attempt

15. Identify and describe the signs and symptoms for the following: (Cognitive)

Anxiety Depression Domestic violence

Mania Schizophrenia Suicidal tendencies

16. Describe the emergency medical treatment for the patient with the

following: (Cognitive)

Anxiety Depression Domestic violence

Mania Schizophrenia Suicide attempt

17. List the indications and procedures for restraining a violent patient. (Cognitive)

18. Explain the rationale for learning how to modify your behavior toward the patient with a

behavioral emergency.(Affective)

19. Demonstrate the assessment and emergency medical care of the patient experiencing a

behavioral emergency.(Psychomotor)

20. Demonstrate various techniques to safely restrain a patient with a behavioral problem.

(Psychomotor)

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Obstetrics/Gynecology

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Uterus Cervix Vagina Ovaries

Fallopian tubes Endometrium Placenta Perineum

Fetus FHT Umbilical cord Amniotic fluid/sac

TA-43

Natal Prenatal Antepartum Post partum

Para Gravida Term Dilation

Primipara Primigravida Multipara Multigravida

Crowning Bloody Show Presenting Part Neonate

Prolapsed cord Nuchal Cord Ectopic Pregnancy Abortion

Spontaneous abortion Inevitable abortion Incomplete abortion Missed abortion

Therapeutic abortion Abruptio placenta Placenta previa Post-partum hemorrage

Eclampsia Pre-eclampsia Uterine inversion Cesarean Section

Meconium

2. Describe the anatomy and physiologic changes that occur during pregnancy. (Cognitive)

3. Identify and/or describe the stages of labor. (Cognitive)

4. List the information gathered from an obstetrics patient. (Cognitive)

5. Identify and explain the use of the contents of an obstetrics kit. (Cognitive)

6. Identify the conditions that may cause a pre-delivery emergency. (Cognitive)

7. Identify conditions that may cause bleeding pre-delivery. (Cognitive)

8. Describe management of bleeding pre-delivery. (Cognitive)

9. Describe possible complications due to trauma in the pregnant woman. (Cognitive)

10. Explain the effects of pregnancy on pre-existing conditions such as: (Cognitive)

a. Diabetes

b. Hypertension

c. Cardiac problems

11. List the conditions that contribute to a high risk pregnancy. (Cognitive)

12. State the indications of an imminent delivery. (Cognitive)

13. State the steps in the pre-delivery preparation of the mother. (Cognitive)

14. List the steps for assisting with a normal delivery. (Cognitive)

15. Explain how each of the following relate to the delivery of the baby: (Cognitive)

a. Timing of the contractions

b. Rupture of membranes and/or "bag of water"

c. Sensation of needing a bowel movement.

16. Define and explain the management of Supine Hypotensive Syndrome. (Cognitive)

17. Describe care of the baby as the head appears. (Cognitive)

18. Describe how and when to cut the umbilical cord. (Cognitive)

19. Demonstrate necessary care procedures of the fetus as the head appears. (Psychomotor)

20. Demonstrate the steps to assist in the normal cephalic delivery. (Psychomotor)

21. Demonstrate how and when to cut the umbilical cord. (Psychomotor)

22. Explain the procedure for when the amniotic sac remains intact following delivery of the

infant's face. (Cognitive)

23. List the care of the newborn infant immediately following delivery. (Cognitive)

24. Summarize neonatal resuscitation procedures. (Cognitive)

25. Demonstrate neonatal resuscitation procedures. (Psychomotor)

26. Demonstrate post delivery care of infant. (Psychomotor)

27. Explain the role of the placenta. (Cognitive)

28. Discuss the steps in the delivery of the placenta. (Cognitive)

29. List the steps in the emergency medical care of the mother post-delivery. (Cognitive)

30. Demonstrate the post-delivery care of the mother. (Psychomotor)

31. Discuss signs of prolonged delivery and the management. (Cognitive)

32. Describe the procedures for the following abnormal deliveries: (Cognitive)

a. Breech birth

TA-44

b. Prolapsed cord or nuchal cord

c. Limb presentation

33. Describe the management of a multiple birth delivery. (Cognitive)

34. Describe special considerations for the presence of meconium. (Cognitive)

35. Describe special considerations for the delivery of a premature baby. (Cognitive)

36. Identify and/or describe the signs and symptoms for the following: (Cognitive)

Ectopic pregnancy Abortion Abruptio placentae

Pre-eclampsia Eclampsia Placenta previa

Prolapsed cord Uterine inversion Post partum hemorrhage

Uterine rupture

37. When given a patient scenario, identify the following specific conditions

being described: (Cognitive)

Ectopic pregnancy Abortion Abruptio placentae

Pre-eclampsia Eclampsia Placenta previa

Prolapsed cord Uterine inversion Post partum hemorrhage

Uterine rupture Supine Hypotension

38. When given a patient scenario, identify the appropriate treatment for the specific condition

listed: (Cognitive)

Ectopic pregnancy Abortion Abruptio placentae

Pre-eclampsia Eclampsia Placenta previa

Prolapsed cord Uterine inversion Post partum hemorrhage

Uterine rupture Supine Hypotension

39. Demonstrate the procedures for the following abnormal conditions: (Psychomotor)

vaginal bleeding breech birth

prolapsed cord limb presentation

40. Demonstrate the steps in the emergency medical care of the mother with excessive

bleeding, pre or post delivery. (Psychomotor)

41. List common causes of gynecological emergencies. (Cognitive)

42. Define Pelvic Inflammatory Disease and list the signs and symptoms. (Cognitive)

43. Discuss specific assessment and questioning of the patient with a possible gynecological

emergency. (Cognitive)

44. Discuss the emergency medical care of a patient with a gynecological emergency.

(Cognitive)

45. Demonstrate care of the patient with a gynecological emergency.(Psychomotor)

46. Discuss the goals for caring for a patient following sexual assault. (Cognitive)

47. Describe the general emergency medical care of the patient following sexual assault.

(Cognitive)

48. Demonstrate the appropriate care of the patient following sexual assault.(Psychomotor)

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Abdominal Illness

At the completion of this lesson, the EMT student will be able to:

1. Define the following terms: (Cognitive)

Acute abdomen Void Incontinence Constipation

Diarrhea Anorexia Heartburn Colic

Malignant Benign Ulcer Gastritis

Gastroenteritis Cholecystitis Appendicitis Colitis

TA-45

Diverticulitis Pancreatitis Peritonitis AAA

Esophageal reflux Esophageal varices Coffee ground emesis

Hematemesis Melena Hematochezia Hematuria

Dysuria Urinary retention

Renal colic Vertigo Reffered Pain

Rebound Tenderness

2. List and describe possible causes of an "acute abdomen".(Cognitive)

3. Explain how to examine the abdomen by palpation. (Cognitive)

4. Accurately report patient assessment findings by referring to abdominal quadrants.

(Cognitive)

5. Recall the signs and symptoms of the "acute abdomen".(Cognitive)

6. Utilize the terms guarding, rigidity, referred pain and tenderness to describe abdominal

pain. (Cognitive)

7. Describe the concerns associated with vomiting. (Cognitive)

8. Describe positioning of the patient who is at risk to vomiting. (Cognitive)

9. Recall potential complications of the "acute abdomen".(Cognitive)

10. Describe the signs and symptoms of the patient with an abdominal aortic

aneurysm (AAA). (Cognitive)

11. Describe the emergency medical care of the patient with possible AAA. (Cognitive)

12. Describe potential causes of hematuria. (Cognitive)

13. Describe the general emergency medical care of the patient with possible "acute

abdomen". (Cognitive)

14. Demonstrate the management of the patient with an acute abdomen. (Psychomotor)

MODULE 4 Medical/Behavioral and Obstetrics/Gynecology

Central Nervous System Illness (Stroke, Seizure)

1. Define these terms: (Cognitive)

Aneurysm Embolus Thrombus Meningitis

Aura Clonic Tonic Status Epilepticus

Paraplegia Quadriplegia Hemiplegia Deficit

Coma Aphasia

2. Describe the risks for an unconscious patient found supine. (Cognitive)

3. Explain the priority of an unconscious patient. (Cognitive)

4. List the possible causes of unconsciousness. (Cognitive)

5. Review the emergency medical care of the unconscious patient. (Cognitive)

6. Demonstrate the general emergency medical care of the unconscious patient.

(Psychomtor)

7. Define seizure. (Cognitive)

8. Explain possible causes of a seizure. (Cognitive)

9. Explain the pathophysiological cause of seizures. (Cognitive)

10. List different types of seizures. (Cognitive)

TA-46

11. Describe possible signs and symptoms that accompany a seizure. (Cognitive)

12. Describe the phases of a generalized seizure (grand mal). (Cognitive)

13. Describe the importance of airway management in the patient experiencing a seizure.

(Cognitive)

14. Differentiate a generalized seizure from a febrile seizure. (Cognitive)

15. Describe the assessment and emergency medical care of the seizure patient. (Cognitive)

16. Demonstrate proper care of a patient experiencing a seizure. (Psychomotor)

17. Define Cerebro Vascular Accident. (Cognitive)

18. Define Transient Ischemic Attack. (Cognitive)

19. List the pre-disposing risk factors for Cerebro Vascular Accident. (Cognitive)

20. List causes of interrupted blood flow. (Cognitive)

21. List signs and symptoms of CVA/TIA. (Cognitive)

22. Describe the emergency medical care of the patient with a possible CVA. (Cognitive)

23. Demonstrate the treatment of the patient with a CVA.(Psychomotor)

24. List and recognize the signs and symptoms of meningitis. (Cognitive)

25. Describe the emergency medical care of the patient with meningitis. (Cognitive)

26. Demonstrate the treatment of the patient with meningitis.(Psychomotor)

MODULE 5 Trauma

Bleeding and Shock

(PASG and IV Maintenance)

At the completion of this lesson, the EMT student will be able to: (Cognitive)

1. Define the following terms:

Hemorrhage Hematoma Perfusion

Hypovolemia Relative Hypovolemia Hypoperfusion

Shock Syncope Ecchymosis

Direct pressure Pressure Point Tourniquet

Trendelenburg Closed wound Open wound

Blunt trauma Dressing Bandage

Occlusive dressing Guarding Rigidity

2. Review the structure and function of the circulatory system. (Cognitive)

3. Understand the importance of utilizing personal protective equipment when dealing

with any body substance. (Cognitive)

4. Establish the relationship between airway management and the trauma patient. (Cognitive)

5. Recognize and differentiate between arterial, venous and capillary bleeding. (Cognitive)

6. Approximate the time it takes for venous blood to clot. (Cognitive)

7. Approximate the time it takes for arterial blood to clot. (Cognitive)

8. List the order, and describe treatments to be used to control external bleeding. (Cognitive)

9. State the general emergency medical care of external bleeding. (Cognitive)

10. Demonstrate direct pressure as a method of emergency medical care of external bleeding.

(Psychomotor)

11. List the functions of dressing and bandaging. (Cognitive)

12. Describe the steps in applying a pressure dressing. (Cognitive)

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13. Describe the use of pressure points. (Cognitive)

14. Recall the precautions when using a tourniquet. (Cognitive)

15. Describe the effects of improperly applied dressings and tourniquets. (Cognitive)

16. List problems associated with the use of tourniquets. (Cognitive)

17. Demonstrate the use of pressure points and tourniquets as a method of emergency medical

care of external bleeding. (Psychomotor)

18. List the signs of internal bleeding. (Cognitive)

19. List different sources of internal bleeding. (Cognitive)

20. Establish the relationship between mechanism of injury and internal bleeding. (Cognitive)

21. List and describe the steps of emergency medical care for the patient with signs and

symptoms of internal bleeding. (Cognitive)

22. Recognize the need for rapid transport when dealing with internal bleeding. (Cognitive)

23. Demonstrate the care of the patient exhibiting signs and symptoms of internal bleeding.

(Psychomotor)

24. List conditions that could cause epistaxis. (Cognitive)

25. Describe the treatment to control epistaxis that is not associated with a skull fracture.

(Cognitive)

26. Describe the treatment used to control epistaxis that may be associated with a skull

fracture. (Cognitive)

27. Demonstrate the care of the patient with epistaxis.(Psychomotor)

28. List the physiologic factors necessary for adequate tissue oxygenation. (Cognitive)

29. Describe the role of the sympathetic nervous system in the maintenance of tissue

perfusion. (Cognitive)

30. Describe the stages of shock. (Cognitive)

31. List the general signs and symptoms of shock (hypoperfusion). (Cognitive)

32. Identify the signs and symptoms associated with each stage of shock. (Cognitive)

33. Define the early signs and symptoms of shock. (Cognitive)

34. Describe which vitals signs are generally the last to change in shock. (Cognitive)

35. Accurately give the amounts of blood loss for adult, child and infant that could potentially

cause shock. (Cognitive)

36. Describe the amount of blood loss that an adult can compensate for, without any signs or

symptoms of shock. (Cognitive)

37. Given a radial, carotid, or femoral pulse, estimate the patient's BP. (Cognitive)

38. Explain the purpose of assessing jugular vein fullness in relationship to hypovolemia.

(Cognitive)

39. Define what amount of blood would be considered an acute loss of blood. (Cognitive)

40. Identify causes for the various types of shock. (Cognitive)

41. Explain the pathophysiology of the following types of shock: (Cognitive)

Metabolic Hypovolemic (Hemorrhagic)

Cardiogenic Neurogenic

Respiratory Septic

Psychogenic Anaphylactic

42 . Identify specific signs and symptoms for each type of shock. (Cognitive)

43. State the steps in the emergency medical care of the patient with signs and symptoms of

shock (hypoperfusion). (Cognitive)

44 . Explain the sense of urgency to transport patients that are bleeding and show signs of

shock (hypoperfusion).(Affective)

45. Demonstrate the care of the patient exhibiting signs and symptoms of shock

(hypoperfusion). (Psychomotor)

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46. List possible causes of dehydration. (Cognitive)

47. Relate the condition of dehydration to hypovolemic shock. (Cognitive)

48. Describe the management of the dehydrated patient. (Cognitive)

49. Give examples of what would cause overhydration in a patient. (Cognitive)

50. List signs and symptoms of overhydration. (Cognitive)

51. Describe emergency medical care for the overhydrated patient. (Cognitive)

PASG (MAST)

52. List the indications for inflation of PASG. (Cognitive)

53. List the absolute contraindications for the inflation of PASG. (Cognitive)

54. List precautions or alterations of use in regard to inflation of PASG. (Cognitive)

55. Explain the procedure for applying and inflation of the PASG. (Cognitive)

56. Explain the procedure for removal of PASG. (Cognitive)

57 Discuss current controversies in the use of PASG.(Affective)

58. Demonstrate the application of PASG.(Psychomotor)

I.V. Maintenance

59. List the purposes for starting an I.V. (Cognitive)

60. List the types of patients which an EMT may accept care for, in relation to IV therapy.

(Cognitive)

61. List the types of patients which an EMT may not accept care for, in relation to IV

therapy. (Cognitive)

62. List the procedures for properly monitoring an I.V.'s patency. (Cognitive)

63. List IV therapy techniques that the EMT may not perform. (Cognitive)

64. Identify and/or describe the following types of administration sets: (Cognitive)

Macro drip Micro drip Blood or "y" type tubing

65. List the indications for the following types of administration sets: (Cognitive)

Macro Micro Blood tubing

66. List common peripheral IV sites. (Cognitive)

67. Explain the difference between peripheral and central venipuncture sites. (Cognitive)

68. State the common types of IV fluids used. (Cognitive)

69. Explain the postural and positional effects on the flow of IV fluid. (Cognitive)

70. Explain techniques for stopping an I.V. (Cognitive)

71. List complications of I.V. therapy. (Cognitive)

MODULE 5 Trauma

Soft Tissue Injuries (Face, Throat, and Eye Injuries, Abdominal Injury, Burns)

At the completion of this lesson, the EMT student will be able to:

1. Define the following: (Cognitive)

Abrasion Amputation Laceration

Contusion Evisceration Avulsion

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Puncture wound Perforating trauma Penetrating trauma

Crushing injury Impaled object Evisceration

Hematochezia Ileus Peritonitis

Iris Aqueous humor Vitreous humor

Blow out fracture Pupil Retina

Conjunctiva Sclera Cornea

Lacrimal system Doll's eyes Hyphena

2. Define and recognize the types of closed soft tissue injuries. (Cognitive)

3. Define and recognize the types of open soft tissue injuries. (Cognitive)

4. Describe the common signs of soft tissue injury. (Cognitive)

5. Describe the emergency medical care of the patient with a closed soft tissue injury.

(Cognitive)

6. Demonstrate the steps in the emergency medical care of closed soft tissue injuries.

(Psychomotor)

7. Describe the emergency medical care of the patient with an open soft tissue injury.

(Cognitive)

8. Demonstrate the steps in the emergency medical care of open soft tissue injuries.

(Psychomotor)

9. Describe the management for an avulsed or amputated body part. (Cognitive)

10. Demonstrate the steps in the emergency medical care of a patient with an avulsion or

amputation. (Psychomotor)

11. Describe the management of an impaled object. (Cognitive)

12. Demonstrate the steps in the emergency medical care of a patient with an impaled object.

(Psychomotor)

13. Describe the treatment for an evisceration. (Cognitive)

14. Establish the relationship between airway management and the patient with chest injury,

blunt or penetrating injuries. (Cognitive)

15. Review the emergency medical care considerations for a patient with a penetrating chest

injury. (Cognitive)

16. Demonstrate the steps in the emergency medical care of a patient with an open chest

wound. (Psychomotor)

17. List common causes of abdominal injury. (Cognitive)

18. List the signs and symptoms of abdominal injury. (Cognitive)

19. Explain the relationship between abdominal injury and unstable pelvic fractures.

(Cognitive)

20. Explain the risk of shock in relation to abdominal injury. (Cognitive)

21. Describe the emergency medical care for a patient with possible abdominal injury.

(Cognitive)

22. Discuss the emergency medical care considerations for a patient with an open wound to

the abdomen. (Cognitive)

23. Differentiate the complications between an injury to a vascular abdominal organ verses a

hollow type organ. (Cognitive)

24. Differentiate the care of an open wound to the chest from an open wound to the abdomen.

(Cognitive)

25. Describe the relationship between rib fractures and abdominal injury. (Cognitive)

26. Demonstrate the steps in the emergency medical care of a patient with open abdominal

wounds. (Psychomotor)

27. Identify and describe the treatments for face and scalp injuries. (Cognitive)

28. Describe the relationship between facial injuries and head injury. (Cognitive)

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29. Describe the relationship between facial injuries and spinal injury. (Cognitive)

30. Describe the effect a facial injury may have in regard to airway obstruction. (Cognitive)

31. Identify and describe the signs and symptoms of the following injuries to the face, throat,

neck and eyes: (Cognitive)

Impaled objects Punctures Lacerations

Avulsions Contusions Abrasions

Inner ear injury Foreign body to the eye Blunt injury to neck

32. Identify and describe the treatments of the following injuries to the face, throat,

neck and eyes: (Cognitive)

Impaled objects Punctures Lacerations

Avulsions Contusions Abrasions

Inner ear injury Foreign body to the eye Blunt injury to neck

33. List specific treatment for an open wound to the neck area. (Cognitive)

34. Describe the implications of a penetrating injury to the neck. (Cognitive)

35. Explain the difference in care for arterial and venous bleeding from the neck. (Cognitive)

36. Explain why face and scalp injuries may bleed profusely. (Cognitive)

37. Explain why demand valve ventilation is contraindicated in the presence

of injury to the larynx or trachea. (Cognitive)

38. List the procedures for removing contact lenses. (Cognitive)

39. List the procedure for removing a foreign body from the eye. (Cognitive)

40. Explain the possible causes for a change in the appearance or function of the eye.

(Cognitive)

41. List signs and symptoms of blunt trauma injury to the eye. (Cognitive)

42. Describe the management of blunt or penetrating trauma to the eye. (Cognitive)

43. Demonstrate the steps in the emergency medical care of a face, scalp, neck, or eye injury.

(Psychomotor)

Burns

44. Define these terms: (Cognitive)

1st degree burn Superficial burn

2nd degree burn Partial thickness burn

3rd degree burn Full thickness burn

Laryngospasm

45. List potential causes of burn injury. (Cognitive)

46. List the classifications of burns. (Cognitive)

47. List the characteristics of a superficial burn. (Cognitive)

48. List the characteristics of a partial thickness burn. (Cognitive)

49. List the characteristics of a full thickness burn. (Cognitive)

50. Describe how to determine the severity of burns. (Cognitive)

51. Explain and utilize the "Rule of Nines".(Cognitive)

52. Identify and/or describe specific signs and symptoms of light burns, electrical burns,

chemical burns, radiation burns and thermal burns. (Cognitive)

53. Establish the relationship between airway management and burn injuries. (Cognitive)

54. Describe the general emergency medical treatment for a patient with a thermal burn injury.

(Cognitive)

55. Describe the emergency medical care of the patient with a superficial burn. (Cognitive)

56. Demonstrate the steps in the emergency medical care of a patient with superficial burns.

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(Psychomotor)

57. Describe the emergency medical care of the patient with a partial thickness burn.

(Cognitive)

58. Demonstrate the steps in the emergency medical care of a patient with partial thickness

burns. (Psychomotor)

59. Describe the emergency medical care of the patient with a full thickness burn. (Cognitive)

60. Demonstrate the steps in the emergency medical care of a patient with full thickness burns.

(Psychomotor)

61. Describe the emergency medical treatment for a patient with a chemical burn injury.

(Cognitive)

62. Explain which patients with burn injury are at risk of hypovolemic shock. (Cognitive)

63. Demonstrate the emergency medical care for patients with chemical or thermal burns.

(Psychomotor)

64. List common causes of burns injury to the eye. (Cognitive)

65. Identify and describe the signs and symptoms for a thermal, chemical, or light burn to the

eye. (Cognitive)

66. Identify and describe the treatments for a thermal, chemical, or light burn to the eye.

(Cognitive)

67. Describe specific steps to assessment of the patient with an electrical burn injury.

(Cognitive)

68. Describe the emergency medical treatment for a patient with a electrical burn injury.

(Cognitive)

69. Explain the relationship between electrical burn injury and cardiac complications.

(Cognitive)

70. Describe the differences between low voltage and high voltage exposures. (Cognitive)

71. Describe the possible complications from a lightning injury. (Cognitive)

72. Demonstrate the treatment for patients with light burns, electrical and radiation burns.

(Psychomotor)

MODULE 5 Trauma

Musculoskeletal Care

At the completion of this lesson, the EMT student will be able to:

1. Define the following terms: (Cognitive)

Bone Tendon Ligament

Joint Dislocation Fracture

Closed fracture Open fracture Rigid splint

Colles fracture Sprain Strain

Traction Traction splint Angulated fracture

2. Review the structures and function of the muscular system. (Cognitive)

3. Review the structures and function of the skeletal system. (Cognitive)

4. Identify the major anatomical structures of a bone. (Cognitive)

5. Identify and/or describe the signs and symptoms for closed fracture, dislocation,

open fracture, sprain, and strain. (Cognitive)

6. Describe signs and symptoms for these specific fractures: (Cognitive)

Foot Ankle Knee Tibia/Fibula

Hip Pelvis Femur Humerus

Elbow Radius/Ulna Shoulder Wrist

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Hand Finger

7. Describe signs and symptoms for these specific dislocations, or sprains: (Cognitive)

Foot Ankle Knee Tibia/Fibula

Hip Pelvis Femur Humerus

Elbow Radius/Ulna Shoulder Wrist

Hand Finger

8. Describe the assessment procedures for impaired circulation, muscle damage, and

nerve damage. (Cognitive)

9. Explain the priority of care for musculoskeletal injuries. (Cognitive)

10. List the signs and symptoms of sciatic nerve or radial nerve injury. (Cognitive)

11. Describe which fractures are most likely to cause hypovolemic shock. (Cognitive)

12. Describe the concerns for injury at a joint. (Cognitive)

13. Explain the potential for blood loss from a femur fracture and pelvic fracture. (Cognitive)

14. Describe the injuries to be suspected in a fall from a great height. (Cognitive)

15. Describe the injuries to be suspected in a geriatric patient after a fall. (Cognitive)

16. Identify and/or describe the treatment for the closed fracture, dislocation, open fracture,

sprain and strain. (Cognitive)

17. Identify and/or describe the immobilization techniques used for fractures or dislocations

of the: (Cognitive)

Foot Ankle Knee Tibia/Fibula

Hip Pelvis Femur Humerus

Elbow Radius/Ulna Shoulder Wrist

Hand Finger

18. State the reasons for splinting. (Cognitive)

19. List the general rules of splinting. (Cognitive)

20. List the complications of splinting. (Cognitive)

21. Explain the indications for using a traction splint. (Cognitive)

22. Explain the rationale for splinting at the scene versus splinting enroute, or not splinting.

(Cognitive)

23. Demonstrate immobilization of various musculoskeletal injuries.(Psychomotor)

24. Demonstrate emergency medical care for the patient with a musculoskeletal injury.

(Psychomotor)

MODULE 5 Trauma

Injuries to the Head and Spine

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Cerebro Spinal Fluid Neutral Position Priapism

Epidural Sub-dural Sub-arachnoid

Intracerebral Decorticate Coup-contre-coup

Decerebrate Flaccid Subluxation

2. Review the structures and functions of the central nervous system. (Cognitive)

3. Describe the treatment of a bleeding scalp wound in relation to possible skull fracture.

(Cognitive)

4. Describe and recognize major signs and symptoms of a skull fracture. (Cognitive)

5. Explain the terms "battles sign" and "raccoon eyes".(Cognitive)

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6. Explain the management of leaking CSF from a head wound, or oriface, and the

significance. (Cognitive)

7. Recognize signs and symptoms of cerebral concussion. (Cognitive)

8. Explain the seriousness of a cerebral concussion. (Cognitive)

9. Recognize signs and symptoms of cerebral contusion. (Cognitive)

10. Explain the relationship of a cerebral contusion and increasing intracranial pressure.

(Cognitive)

11. Describe or identify acute, sub-acute or a chronic sub-dural hematoma. (Cognitive)

12. Recognize changes in blood pressure as it relates to intracranial pressure in a closed head

injury. (Cognitive)

13. Describe and recognize signs of "posturing". (Cognitive)

14. Describe the signs of shock related to severe head injury. (Cognitive)

15. Explain the presence of hypovolemic shock in the head injured patient. (Cognitive)

16. Describe the treatment of the patient with an open or closed head injury. (Cognitive)

17. Explain the use of hyperventilation for the closed head injured patient. (Cognitive)

18. Explain the use of the modified jaw thrust in patients with suspected head, or neck trauma.

(Cognitive)

19. Explain the rationale for closely monitoring the head injured, immobilized patient for

vomiting and aspiration. (Cognitive)

20. Identify "load and go" situations in regard to patients with central nervous systems

injuries. (Cognitive)

21. Describe the method of determining if a responsive patient may have a spine injury.

(Cognitive)

22. Explain the situations when spinal injury should be suspected. (Cognitive)

23. Describe what forms of motion typically cause severe spinal injury. (Cognitive)

24. Relate mechanism of injury to potential injuries of the head and spine. (Cognitive)

25. Describe the types of spinal cord injury. (Cognitive)

26. Recognize signs and symptoms of a spinal cord injury. (Cognitive)

27. Describe assessment of sensory and motor function as part of a neurological exam.

(Cognitive)

28. Explain at what time during patient care should the neurological exam be performed.

(Cognitive)

29. Demonstrate evaluating a responsive patient with a suspected spinal cord injury.

(Psychomotor)

30. Demonstrate assessment of sensory and motor function as part of a neurological exam.

(Psychomotor)

31. Describe the implications for spinal injuries not receiving appropriate care. (Cognitive)

32. Explain the complications associated with spinal cord injuries. (Cognitive)

33. Demonstrate opening the airway in a patient with suspected spinal cord injury.

(Psychomotor)

34. Describe how to stabilize the cervical spine. (Cognitive)

35. Demonstrate stabilization of the cervical spine. (Psychomotor)

36. Explain how to properly measure or choose the correct size cervical collar for a patient.

(Cognitive)

37. Demonstrate the proper application of a cervical collar. (Psychomotor)

38. Describe the situations when a helmet should be removed in the trauma patient.

(Cognitive)

39. Demonstrate appropriate helmet removal. (Psychomotor)

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40. Demonstrate how to log roll a patient with a suspected spine injury. (Psychomotor)

41. Describe how to immobilize a patient using a long back board. (Cognitive)

42. Demonstrate how to secure a patient to a long back board. (Psychomotor)

43. List instances when a short back board should be used. (Cognitive)

44. Describe how to immobilize a patient using a short back board. (Cognitive)

45. Demonstrate immobilization using the short back board device. (Psychomotor)

46. Describe the indications for the use of a rapid extrication procedure. (Cognitive)

47. List the steps in performing a rapid extrication procedure. (Cognitive)

48. Explain the rationale for utilizing rapid extrication in life and death situations. (Cognitive)

49. Demonstrate the procedure for rapid extrication. (Psychomotor)

50. Describe the emergency medical care for a patient with suspected spinal injury.

(Cognitive)

51. Describe the complete immobilization procedure for a patient with suspected spinal

injury. (Cognitive)

52. Demonstrate the proper immobilization the patient with suspected head, neck or spinal

trauma. (Psychomotor)

53. Explain special considerations in caring for trauma of the geriatric patient. (Affective)

54. Demonstrate the emergency medical care of a geriatric trauma patient. (Psychomotor)

MODULE 6 Infants and Children

At completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Cephalocaudal development Dehydration

Aspirated foreign body Epiglottitis

Asthma Status asthmaticus

Bronchiolitis Laryngo-tracheal-bronchitis (LTB)

Croup Sepsis

Reye's syndrome Congenital heart disease

Sudden Infant Death Syndrome(SIDS) Febrile seizure

2. Describe differences in anatomy and physiology of the infant and child, from the adult

patient. (Cognitive)

3. List the different age groups for pediatrics. (Cognitive)

4. Identify the developmental considerations for the following age groups: (Cognitive)

infants toddlers

pre-school school age adolescent

5. Describe the appropriate methods of interviewing a child during the patient assessment.

(Cognitive)

6. Differentiate between the physical exam of an infant or child, from that of an adult.

(Cognitive)

7. Differentiate the response of the ill, or injured, infant or child (age specific) from that of

an adult. (Cognitive)

8. Differentiate between the assessment of level of consciousness in the infant or child, from

that done with an adult patient. (Cognitive)

9. List the normal ranges of vital signs for an infant and child. (Cognitive)

10. Demonstrate the assessment of the infant and child.(Psychomotor)

11. Identify and/or describe the signs and symptoms of the following

TA-55

pediatric conditions: (Cognitive)

Aspirated foreign body Epiglottitis

Asthma Status asthmaticus

Bronchiolitis LTB/Croup

Febrile seizure Sepsis

Reye's Syndrome Congenital heart disease

Dehydration Meningitis

12. Identify and/or describe the treatments for the following

pediatric conditions: (Cognitive)

Aspirated foreign body Epiglottitis

Asthma Status asthmaticus

Bronchiolitis LTB/Croup

Febrile seizure Sepsis

Reye's Syndrome Congenital heart disease

Dehydration Meningitis

13. List the average age ranges for the following conditions to occur: (Cognitive)

Bronchiolitis Epiglottitis

LTB/ Croup Reye's syndrome

14. Describe the appearance of the anterior fontanelle of an infant when dehydration or

meningitis occurs. (Cognitive)

15. Differentiate between respiratory distress and respiratory failure in the infant or child.

(Cognitive)

16. Summarize emergency medical care strategies for respiratory distress and respiratory

failure. (Cognitive)

17. Describe the indications of a partially obstructed airway in the pediatric patient.

(Cognitive)

18. Describe the management of a partially obstructed airway in the pediatric patient.

(Cognitive)

19. Demonstrate the techniques of foreign body airway obstruction removal in the infant or

child.(Psychomotor)

20. Differentiate the delivery of oxygen and ventilation to the pediatric patient from that

provided to the adult. (Cognitive)

21. Demonstrate oxygen delivery for the infant and child.(Psychomotor)

22. Demonstrate bag-valve-mask artificial ventilations for the infant and child.(Psychomotor)

23. Determine how much blood a pediatric patient has based on the patient's weight.

(Cognitive)

24. Describe how the assessment of hypovolemic shock differs in the infant or child, from the

assessment of the adult. (Cognitive)

25. Identify the signs and symptoms of shock (hypoperfusion) in the infant and child patient.

(Cognitive)

26. Differentiate the infant or child's ability to compensate for hypovolemia, from that of the

adult patient. (Cognitive)

27. State the usual cause of cardiac arrest in infants and children versus adults. (Cognitive)

28. Describe the signs of Sudden Infant Death Syndrome and the most common age group

effected. (Cognitive)

29. Describe the management of the cardiac arrest patient that may be due to SIDS.

(Cognitive)

30. List the common causes of seizures in the infant and child patient. (Cognitive)

TA-56

31. Describe the management of seizures in the infant and child patient. (Cognitive)

32. Describe the complications associated with hypothermia in the ill, or injured child.

(Cognitive)

33. Differentiate between the injury patterns in adults, infants, and children. (Cognitive)

34. Discuss the common mechanisms of injury found with pediatric trauma. (Cognitive)

35. Discuss the field management of the infant and child trauma patient. (Cognitive)

36. Describe the immobilization techniques used with children and how they differ

from that of an adult patient. (Cognitive)

37. Demonstrate appropriate spinal immobilization of the infant or child.(Psychomotor)

38. Identify and/or describe the signs and symptoms for the following pediatric

traumatic injuries: (Cognitive)

Head and spine injuries Chest injuries

Abdominal injuries Pelvic and genital injuries

Injuries to the extremities Burns

39. Identify and/or describe the treatments for the following pediatric conditions: (Cognitive)

Head and spine injuries Chest injuries

Abdominal injuries Pelvic and genital injuries

Injuries to the extremities Burns

40. Identify and/or describe the signs and symptoms, or indicators related to child abuse.

(Cognitive)

41. Identify and/or describe the management of the patient with suspected abuse. (Cognitive)

42. Describe the medical legal responsibilities in suspected child abuse. (Cognitive)

43. Describe the behavior of the EMT during the management of suspected abuse.(Cognitive)

44. Describe how to support the families during a pediatric emergency.(Cognitive)

45. Understand the rationale for having knowledge and skills appropriate for dealing with the

infant and child patient.(Affective)

MODULE 7 Operations

Ambulance Operations

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Type I ambulance Type II ambulance Type III ambulance

Chassis set Hydroplane Fender judgement

Medical Control Authority Intervener Physician

On-Line Medical Control Direct Medical Control

Indirect Medical Control

2. Discuss the medical and non-medical equipment needed to respond to a call. (Cognitive)

3. List the phases of an ambulance call. (Cognitive)

4. State what information is essential in order to respond to a call. (Cognitive)

5. Discuss various situations that may affect response to a call. (Cognitive)

6. Summarize the importance of preparing the unit for the next response. (Cognitive)

7. Identify what is essential for completion of a call. (Cognitive)

8. List the items on an ambulance that should be inspected daily for proper function.

(Cognitive)

9. List contributing factors to unsafe driving conditions. (Cognitive)

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10. Discuss rationale for use of excessive speed. (Cognitive)

11. Describe the techniques used to stop a vehicle from hydroplaning. (Cognitive)

12. List rules for parking the ambulance at an emergency scene. (Cognitive)

13. Describe the general provisions of state laws relating to the operation of the ambulance

and privileges in any or all of the following categories: (Cognitive)

a. Speed

b. Warning lights

c. Sirens

d. Right-of-way

e. Parking

f. Turning

14. Describe the considerations that should by given to: (Cognitive)

a. Request for escorts

b. Following an escort vehicle

c. Intersections

15. Discuss "Due Regard For Safety of All Others" while operating an emergency vehicle.

(Cognitive)

MODULE 7 Operations

Gaining Access (Rescue Extrication)

At the completion of this lesson, the EMT student will be able to:

1. Define these terms: (Cognitive)

Confined Space Cribbing Extrication

Packaging Protective Clothing Rescue

Size Up Tempered Glass Personal Floatation Device

Heavy rescue Light rescue Medium rescue

2. Describe the purpose of extrication. (Cognitive)

3. Discuss the role of the EMT in extrication. (Cognitive)

4. Identify what equipment for personal safety is required for the EMT during a rescue.

(Cognitive)

5. Define the fundamental components of extrication. (Cognitive)

6. State the steps that should be taken to protect the patient during extrication. (Cognitive)

7. Evaluate various methods of gaining access to the patient. (Cognitive)

8. Distinguish between simple and complex access. (Cognitive)

9. Identify and/or describe the following phases of a rescue operation: (Cognitive)

Assessment Gaining access

Emergency care Disentanglement

Removal Transport

10. List the possible types of hazards at a rescue scene. (Cognitive)

11. Describe the common hazards associated with rescue operations at a motor vehicle

crash. (Cognitive)

12. List situations in which patients may have to be moved prior to complete stabilization.

(Cognitive)

13. Name the hand tools used in light extrication. (Cognitive)

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14. List situations that require special skills or equipment during rescue operations.

(Cognitive)

15. Identify and/or describe information that should be gathered during scene assessment.

(Cognitive)

16. Identify precautions that should be taken with a water rescue. (Cognitive)

17. Identify precautions that should be taken for a rescue in a confined space. (Cognitive)

18. Discuss the implications for working with varied specialty rescue operations. (Cognitive)

MODULE 7 Operations

Overviews (Hazardous Materials, Triage, Disaster Planning)

At the completion of this lesson, the EMT student will be able to:

Triage/Disaster Planning

1. Define these terms: (Cognitive)

Triage Triage Officer

Incident Command Officer Incident Command System

Transportation Officer Medical Commander

Communications Officer Staging Area

Multiple Casualty Incident Mass Casualty Incident

Critical Incident Stress Debriefing Post-traumatic stress disorder

Closed Disaster Open Disaster

2. Discuss common rules of triage. (Cognitive)

3. Explain the categorization of patients during triage. (Cognitive)

4. Explain how triage tags are used. (Cognitive)

5. List the order in which injuries of a trauma patient are treated in an MCI. (Cognitive)

6. Describe how to set up a triage staging area. (Cognitive)

7. Describe the criteria for a multiple-casualty incident. (Cognitive)

8. Discuss the role of the EMT in the multiple-casualty incident. (Cognitive)

9. Define the role of the EMT in a disaster operation. (Cognitive)

10. Describe basic concepts of the incident command system. (Cognitive)

11. Given a simulated patient scenario, identify which priority should be given to

the patient. (Cognitive)

12. Describe the roles of these personnel during a mass casualty incident: (Cognitive)

Medical/EMS command Triage officer Transportation officer

Treatment officer Staging officer

13. Review the local mass casualty incident plan. (Cognitive)

Hazardous Materials

TA-59

14. Define these terms: (Cognitive)

Hazardous Materials Scene Manifest Rule of thumb

Contamination Decontamination

15. Describe the recognition of the hazardous materials incident. (Cognitive)

16. Describe the implications for contacting additional resources. (Cognitive)

17. Explain the EMT's role during a call involving hazardous materials, or potentially

involving a hazard. (Cognitive)

18. Describe the actions that an EMT should take to ensure bystander safety. (Cognitive)

19. State the role the EMT should perform until appropriately trained personnel arrive

at the scene of a hazardous materials situation. (Cognitive)

21. Break down the steps to approaching a hazardous situation. (Cognitive)

22. Discuss the various environmental hazards that affect EMS. (Cognitive)

23. Explain the methods for preventing contamination of self, equipment and facilities.

(Cognitive)

24. Explain decontamination procedures for hazardous materials at the awareness level.

(Cognitive)

25. Describe the general patient management of patients exposed to hazardous materials.

(Cognitive)

EMT SKILLS TASK ANALYSIS 8/02

Airway Management/ Oxygen Therapy/ Ventilation:

TA-3 Manual Airway Maneuvers

TA-4 Nasopharyngeal Airway

TA-5 Oropharyngeal Airway

TA-6 Oxygen Free Flow: Using Nasal Cannula

TA-7 Oxygen Free Flow: Using Simple Face Mask or Reservoir Mask

TA-8 Suctioning with Flexible Catheter

TA-9 Suctioning with Rigid Catheter

TA-10 Ventilation: Bag-Valve-Mask One Rescuer

TA-11 Ventilation: Bag-Valve-Mask Two Rescuer

TA-13 Ventilation: Demand Valve

TA-14 Ventilation: Pocket Mask

TA-60

TA-15 Ventilation: Mask to Stoma

Advanced Airways

TA-16 ETDLA Insertion

TA-17 ETDLA Removal

Assessment:

TA-18 Blood Pressure by Auscultation

TA-19 Blood Pressure by Palpation

TA-20 Capillary Refill

TA-21 Prioritized Assessment Medical Patient

TA-23 Prioritized Assessment Trauma Patient

TA-25 Pulses

TA-26 Pupillary Status

TA-27 Respiratory Status

TA-28 Skin Signs

TA-29 Automated or Semi-Automated Defibrillator

Basic Life Support:

TA-31 CPR Adult and Child One Rescuer

TA-33 CPR Infant One Rescuer

TA-34 CPR Adult and Child Two Rescuers

TA-36 Foreign Body Obstruction Conscious Adult and Child

TA-37 Foreign Body Obstruction Conscious Infant

TA-38 Foreign Body Obstruction Unconscious Adult and Child

TA-39 Foreign Body Obstruction Unconscious Infant

Bleeding Control/ Care of Soft Tissue Injuries:

TA-40 Dressing Application/Bandaging

TA-41 Pressure Dressing Application

TA-42 Tourniquet Application

TA-43 Patient Management-Medical Scenario

TA-45 Patient Management-Trauma Scenario

Pneumatic Anti-Shock Garment:

TA-48 Pneumatic Anti-Shock Garment Application/Inflation

TA-49 Pneumatic Anti-Shock Garment Deflation

TA-61

Spinal Immobilization:

TA-50 Cervical Collar Application

TA-51 Helmet Removal Procedure

TA-52 Log Roll Procedure

TA-53 Rapid Extrication Procedure

TA-54 Securing Patient to Long Backboard

TA-55 Short Backboard/KED Application

TA-56 Straddle Slide Procedure

Splinting:

TA-57 Rigid Splint

TA-58 Traction Splint

TA-62

EMT 5/1/95

PRACTICAL EVALUATION FORM

Airway Management:

Manual Maneuvers

Weight Score

0,1,2

(Modified) Jaw Thrust:

1. States or demonstrates indication for use:

patient unable to maintain own airway with suspected spinal

injury.

2. Utilizes universal precautions as indicated.

3. Places hands on either side of patient's head and maintains

head in fixed neutral position at all times.

4. Uses index fingers to displace mandible forward (upward).

5. Performs technique so as to effectively open airway while

preventing neck movement.

Chin Lift Method:

1. States or demonstrates indication for use: patient unable to

maintain own airway with no risk of spinal injury.

2. Utilizes universal precautions as indicated.

3. Grasps chin with thumb and index finger of one hand and lifts

chin (mandible) upward.

4. Holds head in neutral position with other hand.

5. Performs technique so as to effectively open airway while

limiting neck hyperextension.

Passing Score= Total Possible Score= Total=

Comments:

_____ PASS _____ FAIL EVALUATOR'S SIGNATURE_________________________

Evaluation Key:

0=Did not accomplish and/or did harm to patient.

1=Completed procedure but was not totally effective.

2=Accomplished task, meeting minimum objective.

Instructors may choose to establish a degree of importance factor for each step of the

task prior to execution of the evaluation.

TA-63

EMT 6/1/96

PRACTICAL EVALUATION FORM

Airway Management: Nasopharyngeal Airway (NPA) Weight Score

0,1,2

1. States indications for use: to assist in managing airway in

patient who is at risk for loss of airway. May be tolerated in

patient with presence of gag reflex.

2. Utilizes universal precautions as appropriate.

3. Chooses and measures proper size NPA. (Center of mouth

down to angle of jaw or tip of nose up to the ear lobe.)

4. Lubricates NPA with water soluble jelly.

5. Inserts NPA with bevel to floor of nostril or towards the

septum following the curvature of the nasopharynx.

6. Does not insert NPA too far, flange of NPA remains outside

of nose.

7. States that if resistance is met, NPA is removed and insertion

is attempted in other nostril.

8. Maintains patient airway with manual maneuver during

scenario.

9. NPA is inserted gently without trauma to nasal cavity.

10. Can state that patient airway must be monitored closely for

change in position of NPA and presence of emesis.

Passing Score= Total Possible Score= Total=

Comments:

_____ PASS _____ FAIL EVALUATOR'S SIGNATURE_________________________

Evaluation Key:

0=Did not accomplish and/or did harm to patient.

1=Completed procedure but was not totally effective.

2=Accomplished task, meeting minimum objective.

TA-64

Instructors may choose to establish a degree of importance factor for each step of the

task prior to execution of the evaluation.

EMT 5/1/95

PRACTICAL EVALUATION FORM

Airway Management: Oropharyngeal Airway (OPA) Weight Score

0,1,2

1. States indications for use: to assist in managing airway in

patient who is at risk for loss of airway with absence of gag

reflex.

2. Utilizes universal precautions as appropriate.

3. Chooses and measures proper size OPA. (Center of mouth

down to angle of jaw or corner of mouth up to earlobe.)

4. Opens patient's mouth and inserts OPA with curvature of

OPA to side of mouth. (At 90? angle to tongue.)

5. Turns OPA to match curvature of pharynx and inserts airway

the rest of the way into the pharynx.

6. Does not insert OPA too far, flange of OPA remains outside

of teeth.

7. Maintains patient airway with manual maneuver during

scenario.

8. OPA is inserted without trauma to oral cavity and tongue is

kept from occluding airway.

9. Can state that patient airway must be monitored closely for

change in position of OPA and presence of emesis.

Passing Score= Total Possible Score= Total=

Comments:

_____ PASS _____ FAIL EVALUATOR'S SIGNATURE_________________________

Evaluation Key:

0=Did not accomplish and/or did harm to patient.

1=Completed procedure but was not totally effective.

2=Accomplished task, meeting minimum objective.

TA-65

Instructors may choose to establish a degree of importance factor for each step of the

task prior to execution of the evaluation.

EMT 5/1/95

PRACTICAL EVALUATION FORM

Airway Management/Oxygen Therapy:

Free Flow Using Nasal Cannula

Weight Score

0,1,2

1. Properly attaches gauge/regulator to oxygen cylinder and

cannula tubing to regulator.

2. Starts oxygen flow (to flush tubing) before seating cannula

on patient's face.

3. Adjusts liter flow and sets ordered flow rate.

4. Explains procedure to patient.

5. Places prongs of cannula into patient's nostrils and adjusts

device to fit in proper position on patient.

6. Monitors liter flow rate.

7. When ready to discontinue oxygen use, removes cannula

from patient and turns off oxygen flow.

8. Administers appropriate oxygen liter flow rate per patient

scenario.

Passing Score= Total Possible Score= Total=

Comments:

_____ PASS _____ FAIL EVALUATOR'S SIGNATURE_________________________

Evaluation Key:

0=Did not accomplish and/or did harm to patient.

1=Completed procedure but was not totally effective.

2=Accomplished task, meeting minimum objective.

Instructors may choose to establish a degree of importance factor for each step of the

task prior to execution of the evaluation.

TA-66

EMT 5/1/95

PRACTICAL EVALUATION FORM

Airway Management/Oxygen Therapy:

Free Flow Using Simple Face Mask or

Mask with Reservoir Bag

Weight Score

0,1,2

1. Properly attaches gauge/regulator to oxygen cylinder and

mask tubing to regulator.

2. Starts oxygen flow (to flush tubing) before seating mask on

patient's face. If mask with reservoir bag, fills bag before

placing on patient.

3. Adjusts liter flow and sets ordered flow rate.

4. Explains procedure to patient.

5. Places mask on patient's face covering nose and mouth and

adjusts device to fit in proper position on patient.

6. Monitors liter flow rate.

7. When ready to discontinue oxygen use, removes mask from

patient and turns off oxygen flow.

8. Administers appropriate oxygen liter flow rate per patient

scenario.

Passing Score= Total Possible Score= Total=

Comments:

_____ PASS _____ FAIL EVALUATOR'S SIGNATURE_________________________

Evaluation Key:

0=Did not accomplish and/or did harm to patient.

1=Completed procedure but was not totally effective.

2=Accomplished task, meeting minimum objective.

Instructors may choose to establish a degree of importance factor for each step of the

task prior to execution of the evaluation.

TA-67

EMT 5/1/95

PRACTICAL EVALUATION FORM

Airway Management:

Suctioning with Flexible Catheter

Weight Score

0,1,2

1. States indication for suctioning: patient with foreign material

in oro or nasopharynx.

2. Utilizes universal precautions as appropriate.

3. Prepares equipment.

4. Turns patient to side before suctioning if possible.

5. Hyperventilates patient prior to suctioning if appropriate.

7. Measures catheter the same method as for OPA.

8. Turns on suction machine and inserts catheter into oral or

nasal cavity without suction.

8. Begins suction as catheter is withdrawn with a twisting

motion. Uses intermittent suction.

9. When questioned can state that suctioning is done no longer

than 15 seconds before patient is hyperventilated again.

10. Suctioning is performed without trauma to oral or nasal

cavity.

11. When questioned can state that catheter may be cleared by

suctioning up water.

Passing Score= Total Possible Score= Total=

Comments:

_____ PASS _____ FAIL EVALUATOR'S SIGNATURE_________________________

Evaluation Key:

0=Did not accomplish and/or did harm to patient.

1=Completed procedure but was not totally effective.

2=Accomplished task, meeting minimum objective.

Instructors may choose to establish a degree of importance factor for each step of the