NOTICE: Please refer to Michigan.gov for a current copy of this document:

MICHIGAN DEPARTMENT OF CONSUMER & INDUSTRY SERVICES

BUREAU OF HEALTH SERVICES

611 W. OTTAWA, P.O. BOX 30670

LANSING, MI 48909

REQUIREMENTS FOR PARAMEDIC EDUCATION PROGRAM

Paramedic programs must be based on the following criteria and approved by the

Michigan Department of Consumer & Industry Services. Individuals completing nonapproved

programs shall be ineligible for licensure.

J-287

6/85, Revised 7/91, 5/95, 11/01 Authority: Act 368, P.A. 1978 as amended

PREFACE

I. Application for Education Program Approval

The Michigan Department of Consumer & Industry Services (CIS) prior to

initiation of a course must formally approve education programs. Each

education program must have a sponsor, as defined in the administrative

rules and on-site program approval process.

General Provisions

Each education program course shall:

A. Utilize clearly stated behavioral objectives and performance

criteria for the didactic, practical, affective, and clinical activities.

B. Provide clinical training in a hospital and advanced life support

agency and other facilities as defined in clinical objective. Each

clinical site shall be capable of meeting the clinical educational

objectives developed by the Instructor-Coordinator.

Students who complete an unapproved program course will not be eligible

for licensure.

Course Requirements

The EMS I-C is responsible to provide each student with, or make

available for his/her review and study, the following information:

A. A copy of the CIS course approval

B. DOT/NHTSA Paramedic objectives

C. A copy of the current EMS legislation; Public Act 179 of 1990,

Public Act 375 of 2001, and administrative rules

D. The requirements, which must be achieved to successfully

complete the course, shall be in writing, and provided to each

student.

The education program sponsor is responsible for notifying the Regional

Coordinator of any modifications to its program schedule on the Interim

Course Application. As Regional Coordinators conduct periodic on-site

visits to evaluate courses, any changes to an approved education program

must be reported.

II. Program Admission Prerequisites

The minimum requirements for admission to a Paramedic course are

successful completion of an Emergency Medical Technician (EMT)

course. However, individuals wishing to participate in the Paramedic

examination for licensure must provide proof of current or past Michigan

licensure at the EMT level or EMT-Specialist or past Michigan licensure

at the EMT level and currently NREMT at the EMT or EMT-I level.

Education program sponsors are expected to establish written admission

policies and have them available for prospective students, as stated in the

initial program approval application.

All eligible candidates for licensure must be at least 18 years of age, at the

time of application to CIS.

III. Program Staff

Emergency Medical Services Instructor-Coordinator (EMS I-C)

The I-C for the program must be licensed by CIS and possess dual

licensure as a Paramedic. The I-C is the liaison between the class,

instructional staff, program sponsor, physician director, and CIS or its

designee, in approval and providing any supportive documentation

required by the department.

Physician Director

Each education program must have a physician director (PD), who

possesses current licensure in accordance with department rules.

Responsibilities of the PD include provision of medical expertise and

assurance that current standards of emergency care are being presented in

each course. Further responsibilities are outlined in the administrative

rules.

Instructors

Course instructors are to be selected by the I-C and PD. Each instructor

shall possess expertise and background in the topic area(s), which he/she

addresses. Instructors are to be provided with the appropriate lesson

outline and objectives in advance of the presentation, and are to be

thoroughly versed on the content and limitations of the topic they are

present. The Instructor-Coordinator and program sponsor are responsible

to assure all program requirements are met.

IV. Licensure Examination

Students who successfully complete an approved course are eligible to

participate in the examination for licensure, provided that they are in

compliance with the current statue and administrative rules.

Following course completion, the I-C must submit to the department and

the state designated exam contractors a list of the names of the students

who successfully completed the course. This information must be

submitted on the Notification of Students Completing an Education

Program Course form (J-122). This form must be signed by the I-C. The

licensure exam being used by Michigan is the National Registry’s

Paramedic Examination. A student must apply to take the licensure

examination and then may apply for licensure after receiving test results

from the National Registry.

V. Course Length and Organization

This is a competency-based program that includes didactic presentations,

practical demonstrations, skills practice, and clinical and field internship

experience. The sequence that lessons are presented is left to the

discretion of the I-C. It is expected, however, that Unit One (Preparatory)

will be presented first, and that hours will follow recommendations from

DOT National Standard Curriculum EMT-Paramedic as a minimum.

VI. Lesson Objective Format

The information included, in conjunction with the full curriculum from

DOT/NHTSA National Standard Curriculum EMT-Paramedic, is required

in order to meet the established educational objectives for a Paramedic

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.

Note: The enclosed material is a supplement to the DOT/NHTSA

National Standard Curriculum EMT-Paramedic full curriculum and

should not be used without the full curriculum and a current/updated

Paramedic textbook reflecting the National Standard Curriculum.

Text

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

program sponsor and I-C, however, it should be a current and an updated

version to reflect the national standard curriculum.

To allow flexibility in choosing a preferred text, program objectives were

developed to ensure consistent minimum education standards, in

conjunction with the educational objectives for the EMT-Paramedic, and

are to serve as the foundation for course development.

Task Analysis

The skills that the Paramedic 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. The skills are identified in this manner instead of a

psychomotor objective format. Enclosed are the National Registry of

Emergency Medical Technicians’ Task sheets to be used for testing

purposes.

PARAMEDIC OBJECTIVES OUTLINE

TABLE OF CONTENT

UNIT PAGE

I. Preparatory

A. EMS Systems/Roles and Responsibilities

B. Well-being of the Paramedic

C. Illness and Injury Prevention

D. Medical/Legal Issues

E. Ethics

F. General Principles of Pathophysiology

G. Pharmacology

H. Medication Administration

I. Therapeutic Communications

J. Lifespan Development

II. Airway

A. Airway Management and Ventilation

III. Patient Assessment

A. History Taking

B. Techniques of Physical Examination

C. Patient Assessment

D. Clinical Decision Making

E. Communications

F. Documentation

IV. Trauma

A. Trauma Systems and Mechanism of Injury

B. Hemorrhage and Shock

C. Soft Tissue Trauma

D. Burns

E. Head and Facial Trauma

F. Spinal Trauma

G. Thoracic Trauma

H. Abdominal Trauma

I. Musculoskeletal Trauma

V. Medical

A. Pulmonary

B. Cardiology

C. Neurology

D. Endocrinology

E. Allergies and Anaphylaxis

F. Gastroenterology

G. Urology

H. Toxicology

I. Hematology

J. Environmental Conditions

K. Infectious and Communicable Diseases

L. Behavioral and Psychiatric Disorders

M. Gynecology

N. Obstetrics

VI. Special Conditions

A. Neonatology

B. Pediatrics

C. Geriatrics

D. Abuse and Assault

E. Patients with Special Challenges

F. Acute Interventions for the Chronic Care Patient

VII. Assessment Based Management

A. Assessment Based Management

VIII. Operations

A. Ambulance Operations

B. Medical Incident Command

C. Rescue Awareness and Operations

D. Hazardous Materials Incidents

E. Crime Scene Awareness

IX. Lifelong Learning

X. Continuing Education

XI. Clinical Rotations

A. Psychomotor Skills

B. Ages

C. Pathologies

D. Complaints

E. Team Leader Skills

Note: Time for comprehensive final student evaluation in not included, as this is a

competency-based curriculum. It is mandatory to evaluate student performance

throughout the course, including comprehensive final didactic and practical

examinations.

PARAMEDIC: National Standard Curriculum

A Competency Based Program of Study

Competencies:

·  Mathematics: should have high school level, pre-algebra or algebra

·  Reading: should have 12+ reading level

·  Writing: should have a ninth grade or equivalent level at minimum, if less than

satisfactory results in spelling, grammar, vocabulary, and syntax then skill levels

should be raised

Recommendation: Programs assess applicant’s basic skills prior to entry into training and

encourage remediation before pursuing a paramedic certification.

Required: EMT-Basic certification

Pre- or Co-requisites: Human anatomy and physiology

PREPARATORY – At the completion of this module, the paramedic students will

understand the roles and responsibilities of a Paramedic within an EMS system, apply the

basic concepts of development, pathophysiology and pharmacology to assessment and

management of emergency patients, be able to properly administer medications, and

communicate effectively with patients.

EMS systems/Role and Responsibilities – At the completion of this unit, the

paramedic student will understand his or her roles and responsibilities

within an EMS system, and how these roles and responsibilities differ

from other levels of providers.

1.1 Define the following terms: Cognitive/knowledge

EMS Systems

Licensure

Certification

Registration

Profession

Professionalism

Health care professional

Ethics

Peer review

Medical direction

Protocols

1.2 Describe key historical events that influenced the development of

national Emergency Medical Services (EMS) systems.

Cognitive/knowledge

1.3 Identify national groups important to the development, education,

and implementation of EMS. Cognitive/knowledge

1.4 Differentiate among the four nationally recognized levels of EMS

training/education, leading to licensure/certification/registration.

Cognitive/knowledge

1.5 Describe the attributes of a paramedic as a health care professional.

Cognitive/knowledge

1.6 Describe the recognized levels of EMS training/education, leading

to licensure/certification in his/her state. Cognitive/knowledge

1.7 Explain paramedic licensure/certification, recertification, and

reciprocity requirements in his/her state. Cognitive/knowledge

1.8 Evaluate the importance of maintaining one’s paramedic

license/certification. Cognitive/problem solving

1.9 Describe the benefits of paramedic continuing education.

Cognitive/knowledge

1.41 Defend the importance of continuing medical education and skills

retention. Affective/problem solving

1.10 List current state requirements for paramedic continuing education

in his/her state. Cognitive/knowledge

1.11 Discuss the role of national associations and of a national registry

agency. Cognitive/knowledge

1.12 Discuss current issues in his/her state impacting EMS.

Cognitive/knowledge

1.13 Discuss the roles of various EMS standard setting agencies.

Cognitive/knowledge

1.14 Identify the standards (components) of an EMS system as defined

by the National Highway Traffic Safety Administration.

Cognitive/knowledge

1.15 Describe how professionalism applies to the paramedic while on

and off duty. Cognitive/knowledge

1.16 Describe examples of professional behaviors in the following

areas: integrity, empathy, self-motivation, appearance and personal

hygiene, self-confidence, communications, time management,

teamwork and diplomacy, respect, patient advocacy, and careful

delivery of service. Cognitive/knowledge

1.46 Exhibit professional behaviors in the following areas: integrity,

empathy, self-motivation, appearance and personal hygiene, selfconfidence,

communications, time management, teamwork and

diplomacy, respect, patient advocacy, and careful delivery of

service. Affective/application

1.17 Provide examples of activities that constitute appropriate

professional behavior for a paramedic. Cognitive/application

1.39 Serve as a role model for others relative to professionalism in

EMS. Affective/problem solving

1.43 Assess personal attitudes and demeanor that may distract from

professionalism. Affective/problem solving

1.18 Describe the importance of quality EMS research to the future of

EMS. Cognitive/problem solving

1.19 Identify the benefits of paramedics teaching in their community.

Cognitive/knowledge

1.20 Describe what is meant by “citizen involvement in the EMS

system. Cognitive/knowledge

1.21 Analyze how the paramedic can benefit the health care system by

supporting primary care to patients in the out-of-hospital setting.

Cognitive/problem solving

1.22 List the primary and additional responsibilities of paramedics.

Cognitive/knowledge

1.23 Describe the role of the EMS physician in providing medical

direction. Cognitive/knowledge

1.24 Describe the benefits of medical direction, both on-line and offline.

Cognitive/knowledge

1.25 Describe the process for the development of local policies and

protocols. Cognitive/application

1.26 Provide examples of local protocols. Cognitive/knowledge

1.27 Discuss prehospital and out-hospital care as an extension of the

physician. Cognitive/knowledge

1.28 Describe the relationship between a physician on the scene, and the

EMS physician providing on-line medical direction.

Cognitive/knowledge

1.29 Describe the components of continuous quality improvement.

Cognitive/knowledge

1.30 Analyze the role of continuous quality improvement with respect

to continuing medical education and research. Cognitive/problem

solving

1.31 Define the role of the paramedic relative to the safety of the crew,

the patient, and bystanders. Cognitive/knowledge

1.38 Assess personal practices relative to the responsibility for personal

safety, the safety of the crew, the patient, and bystanders.

Affective/problem solving

1.32 Identify local health care agencies and transportation resources for

patients with special needs. Cognitive/knowledge

1.40 Value the need to serve as the patient advocate inclusive of those

with special needs, alternate life styles and cultural diversity.

Affective/problem solving

1.33 Describe the role of the paramedic in health education activities

related to illness and injury prevention. Cognitive/knowledge

1.44 Value the role that family dynamics plays in the total care of

patients. Affective/problem solving

1.45 Advocate the need for injury prevention, including abusive

situations. Affective/knowledge

1.34 Describe the importance and benefits of research.

Cognitive/application

1.35 Explain the EMS provider’s role in data collection.

Cognitive/knowledge

1.42 Advocate the need for supporting and participating in research

efforts aimed at improving EMS systems. Affective/knowledge

1.36 Explain the basic principles of research. Cognitive/knowledge

1.37 Describe a process of evaluating and interpreting research.

Cognitive/problem solving

The well-being of the paramedic – At the completion of this unit, the

paramedic student will understand and value the importance of personal

wellness in EMS and serve as a healthy role model for peers.

2.1 Discuss the concept of wellness and its benefits.

Cognitive/knowledge

2.2 Define the components of wellness. Cognitive/knowledge

2.34 Advocate the benefits of working toward the goal of total personal

wellness. Affective/application

2.3 Describe to role of the paramedic in promoting wellness.

Cognitive/knowledge

2.35 Serve as a role model for other EMS providers in regard to a total

wellness lifestyle. Affective/problem solving

2.36 Value the need to assess his/her own lifestyle.

Affective/application

2.4 Discuss the components of wellness associated with proper

nutrition. Cognitive/knowledge

2.37 Challenge his/herself to each wellness concept in his/her role as a

paramedic. Affective/problem solving

2.5 List principles of weight control. Cognitive knowledge

2.40 Improve personal physical well-being through achieving and

maintaining proper body weight, regular exercise and proper

nutrition. Affective/problem solving

2.6 Discuss how cardiovascular endurance, muscle strength, and

flexibility contribute to physical fitness. Cognitive/application

2.7 Describe the impact of shift work on circadian rhythms.

Cognitive/knowledge

2.8 Discuss how periodic risk assessments and knowledge of warning

signs contribute to cancer and cardiovascular disease prevention.

Cognitive/knowledge

2.9 Differentiate proper from improper body mechanics for lifting and

moving patients in emergency and non-emergency situations.

Cognitive/problem solving

2.45 Demonstrate safe methods for lifting and moving patients in

emergency and non-emergency situations.

Psychomotor/application

2.10 Describe the problems that a paramedic might encounter in a

hostile situation and the techniques used to manage the situation.

Cognitive/knowledge

2.11 Given a scenario involving arrival at the scene of a motor vehicle

collision, assess the safety of the scene and propose ways to make

the scene safer. Cognitive/problem solving

2.12 List factors that contribute to safe vehicle operations.

Cognitive/knowledge

2.13 Describe the considerations that should be given to:

Using escorts

Adverse environmental conditions

Using lights and siren

Proceeding through intersections

Parking at an emergency scene

2.14 Discuss the concept of “due regard for the safety of all others”

while operating an emergency vehicle. Cognitive/knowledge

2.15 Describe the equipment available for self-protection when

confronted with a variety of adverse situations.

Cognitive/knowledge

2.16 Describe the benefits and methods of smoking cessation.

Cognitive/knowledge

2.38 Defend the need to treat each patient as an individual, with respect

and dignity. Affective/application

2.39 Assess his/her own prejudices related to the various aspects of

cultural diversity. Affective/problem solving

2.17 Describe the three phases of the stress response.

Cognitive/knowledge

2.18 List factors that trigger the stress response. Cognitive/knowledge

2.19 Differentiate between normal/healthy and detrimental reactions to

anxiety and stress. Cognitive/problem solving

2.20 Describe the common physiological and psychological effects of

stress. Cognitive/knowledge

2.21 Identify causes of stress in EMS. Cognitive/knowledge

2.22 Describe behavior that is a manifestation of stress in patients and

those close to them and how these relate to paramedic stress.

Cognitive/knowledge

2.23 Identify and describe the defense mechanisms and management

techniques commonly used to deal with stress.

Cognitive/knowledge

2.41 Promote and practice stress management techniques.

Affective/problem solving

2.24 Describe the components of critical incident stress management

(CISM). Cognitive/knowledge

2.25 Provide examples of situations in which CISM would likely be

beneficial to paramedics. Cognitive/knowledge

2.26 Given a scenario involving a stressful situation, formulate a

strategy to help cope with the stress. Cognitive/problem solving

2.27 Describe the stages of the grieving process (Kubler-Ross).

Cognitive/knowledge

2.28 Describe the needs of the paramedic when dealing with death and

dying. Cognitive/knowledge

2.42 Defend the need to respect the emotional needs of dying patients

and their families. Affective/problem solving

2.29 Describe the unique challenges for paramedics in dealing with the

needs of children and other special populations related to their

understanding or experience of death and dying.

Cognitive/knowledge

2.30 Discuss the importance of universal precautions and body

substance isolation practices. Cognitive/knowledge

2.31 Describe the steps to take for personal protection from airborne

and bloodborne pathogens. Cognitive/knowledge

2.46 Demonstrate the proper procedures to take for personal protection

from disease. Psychomotor/application

2.32 Given a scenario in which equipment and supplies have been

exposed to body substances, plan for the proper cleaning,

disinfection, and disposal of the items. Cognitive/problem solving

2.43 Advocate and practice the use of personal safety precautions in all

scene situations. Affective/problem solving

2.33 Explain what is meant by an exposure and describe principles for

management. Cognitive/knowledge

2.44 Advocate and serve as a role model for other EMS providers

relative to body substance isolation practices. Affective/problem

solving

Illness and injury prevention – At the completion of this unit, the paramedic

student will be able to integrate the implementation of primary injury

prevention activities as an effective way to reduce death, disabilities and

health care costs.

3.1 Describe the incidence, morbidity and mortality of unintentional

and alleged unintentional events. Cognitive/knowledge

3.14 Demonstrate the use of protective equipment appropriate to the

environment and scene. Psychomotor/problem solving

3.2 Identify the human, environmental, and socioeconomic impact of

unintentional and alleged unintentional events.

Cognitive/knowledge

3.3 Identify health hazards and potential crime areas within the

community. Cognitive/knowledge

3.4 Identify local municipal and community resources available for

physical, socioeconomic crises. Cognitive/knowledge

3.10 Value and defend tenets of prevention in terms of personal safety

and wellness. Affective/problem solving

3.5 List the general and specific environmental parameters that should

be inspected to assess a patient’s need for preventative information

and direction. Cognitive/knowledge

3.11 Value and defend tenets of prevention for patients and

communities being served. Affective/problem solving

3.6 Identify the role of EMS in local municipal and community

prevention programs. Cognitive/knowledge

3.12 Value and contribution of effective documentation as one

justification for funding of prevention programs.

Affective/problem solving

3.7 Identify the local prevention programs that promote safety for all

age populations. Cognitive/application

3.13 Value personal commitment to success of prevention programs.

Affective/problem solving

3.8 Identify patient situations where the paramedic can intervene in a

preventative manner. Cognitive/knowledge

3.9 Document primary and secondary injury prevention data.

Cognitive/knowledge.

Medical/Legal Issues – At the completion of this unit, the paramedic student

will understand the legal issues that impact decisions made in the out-ofhospital

environment.

4.1 Differentiate between legal and ethical responsibilities.

Cognitive/application

4.2 Describe the basic structure of the legal system in the United

States. Cognitive/knowledge

4.3 Differentiate between civil and criminal law as it pertains to the

paramedic. Cognitive/knowledge

4.4 Identify and explain the importance of laws pertinent to the

paramedic. Cognitive/knowledge

4.5 Differentiate between licensure and certification as they apply to

the paramedic. Cognitive/knowledge

4.6 List the specific problems or conditions encountered while

providing care that a paramedic is required to report, and identify

in each instance to whom the report is to be made.

Cognitive/knowledge

4.7 Define the following terms: cognitive/knowledge

Abandonment

Advance directives

Assault

Battery

Breach of duty

Confidentiality

Consent (expressed, implied, informed, involuntary)

Do not resuscitate (DNR) orders

Duty to act

Emancipated minor

False imprisonment

Immunity

Liability

Libel

Minor

Negligence

Proximate cause

Scope of practice

Slander

Standard of care

Tort

4.8 Differentiate between the scope of practice and the standard of care

for paramedic practice. Cognitive/problem solving

4.9 Discuss the concept of medical direction, including off-line

medical direction and on-line medical direction, and its

relationship to the standard of care of a paramedic.

Cognitive/knowledge

4.10 Describe the four elements that must be present in order to prove

negligence. Cognitive/knowledge

4.11 Given a scenario in which a patient is injured while a paramedic is

providing care, determine whether the four components of

negligence are present. Cognitive/application

4.12 Given a scenario, demonstrate patient care behaviors that would

protect the paramedic from claims of negligence.

Cognitive/problem solving

4.13 Explain the concept of liability as it might apply to paramedic

practice, including physicians providing medical direction and

paramedic supervision of other care providers.

Cognitive/application

4.14 Discuss the legal concept of immunity, including Good Samaritan

statutes and governmental immunity, as it applies to the paramedic.

Cognitive/knowledge

4.15 Explain the importance and necessity patient confidentiality and

the standards for maintaining patient confidentiality that apply to

the paramedic. Cognitive/knowledge

4.31 Advocate the need to show respect for the rights and feeling of

patients. Affective/problem solving

4.32 Assess his/her personal commitment to protecting patient

confidentiality. Affective/problem solving

4.16 Differentiate among expressed, informed, implied, and involuntary

consent. Cognitive/application

4.33 Given a scenario involving a new employee, explain the

importance of obtaining consent for adults and minors.

Affective/application

4.17 Given a scenario in which a paramedic is presented with a

conscious patient in need of care, describe the process used to

obtain consent. Cognitive/application

4.18 Identify the steps to take if a patient refuses care.

Cognitive/knowledge

4.19 Given a scenario, demonstrate appropriate patient management and

care techniques in a refusal of care situation. Cognitive/problem

solving

4.20 Describe what constitutes abandonment. Cognitive/knowledge

4.21 Identify the legal issues involved in the decision not to transport a

patient, or to reduce the level of care being provided during

transportation. Cognitive/knowledge

4.34 Defend personal beliefs about withholding or stopping patient care.

Affective/problem solving

4.22 Describe how hospitals are selected to receive patients based on

patient need and hospital capability and the role of the paramedic

in such selection. Cognitive/knowledge

4.23 Differentiate between assault and battery and describe how to

avoid each. Cognitive/application

4.24 Describe the conditions under which the use of force, including

restraint, is acceptable. Cognitive/knowledge

4.25 Explain the purpose of advance directives relative to patient care

and how the paramedic should care for a patient who is covered by

an advance directive. Cognitive/knowledge

4.35 Defend the value of advance medical directives. Affective/problem

solving

4.26 Discuss the responsibilities of the paramedic relative to

resuscitation efforts for patients who are potential organ donors.

Cognitive/knowledge

4.27 Describe the actions that the paramedic should take to preserve

evidence at a crime or accident scene. Cognitive/knowledge

4.28 Describe the importance of providing accurate documentation (oral

and written) in substantiating an incident. Cognitive/knowledge

4.29 Describe the characteristics of a patient care report required to

make it an effective legal document. Cognitive/knowledge

4.30 Given a scenario, prepare a patient care report, including an

appropriately detailed narrative. Cognitive/application

Ethics – At the completion of this unit, the paramedic student will understand

the role that ethics plays in decision making in the out-of-hospital

environment.

5.1 Define ethics. Cognitive/knowledge

5.2 Distinguish between ethical and moral decisions.

Cognitive/problem solving

5.3 Identify the premise that should underlie the paramedic’s ethical

decisions in out-of-hospital care. Cognitive/knowledge

5.8 Value the patient’s autonomy in the decision-making process.

Affective/application

5.9 Defend the following ethical positions: affective/problem solving

The paramedic is accountable to the patient

The paramedic is accountable to the medical director

The paramedic is accountable to the EMS system

The paramedic is accountable for fulfilling the standard of care.

5.4 Analyze the relationship between the law and ethics in EMS.

Cognitive/problem solving

5.10 Given a scenario, defend or challenge a paramedic’s actions

concerning a patient who is treated against his/her wishes.

Affective/problem solving

5.5 Compare and contrast the criteria that may be used in allocating

scarce EMS resources. Cognitive/problem solving

5.6 Identify the issues surrounding the use of advance directives, in

making a prehospital resuscitation decision. Cognitive/knowledge

5.7 Describe the criteria necessary to honor an advance directive in

your state. Cognitive/knowledge

5.11 Given a scenario, defend a paramedic’s actions in a situation where

a physician orders therapy the paramedic feels to be detrimental to

the patient’s best interests. Affective/problem solving

General principles of pathophysiology – At the completion of this unit, the

paramedic student will be able to apply the general concepts of

pathophysiology for assessment and management of emergency patients.

6.1 Discuss cellular adaptation. Cognitive/knowledge

6.2 Describe cellular injury and cellular death. Cognitive/knowledge

6.3 Describe the factors that precipitate disease in the human body.

Cognitive/knowledge

6.4 Describe the cellular environment. Cognitive/knowledge

6.5 Discuss analyzing disease risk. Cognitive/knowledge

6.6 Describe environmental risk factors. Cognitive/knowledge

6.7 Discuss combined effects and interaction among risk factors.

Cognitive/knowledge

6.8 Describe aging as a risk factor for disease. Cognitive/knowledge

6.9 Discuss familial diseases and associated risk factors.

Cognitive/knowledge

6.10 Discuss hypoperfusion. Cognitive/knowledge

6.11 Define cardiogenic, hypovolemic, neurogenic, anaphylactic and

septic shock. Cognitive/knowledge

6.12 Describe multiple organ dysfunction syndrome.

Cognitive/knowledge

6.13 Define the characteristics of the immune response.

Cognitive/knowledge

6.14 Discuss induction of the immune system. Cognitive/knowledge

6.15 Discuss fetal and neonatal immune function. Cognitive/knowledge

6.16 Discuss aging and the immune function in the elderly.

Cognitive/knowledge

6.17 Describe the inflammation response. Cognitive/knowledge

6.18 Discuss the role of mast cells as part of the inflammation response.

Cognitive/knowledge

6.19 Describe the plasma protein system. Cognitive/knowledge

6.20 Discuss the cellular components of inflammation.

Cognitive/knowledge

6.21 Describe the systemic manifestations of the inflammation

response. Cognitive/knowledge

6.22 Describe the resolution and repair from inflammation.

Cognitive/knowledge

6.23 Discuss the effect of aging on the mechanisms of self-defense.

Cognitive/knowledge

6.24 Discuss hypersensitivity. Cognitive/knowledge

6.25 Describe deficiencies in immunity and inflammation.

Cognitive/knowledge

6.26 Describe homeostasis as a dynamic steady state.

Cognitive/knowledge

6.27 List types of tissue. Cognitive/knowledge

6.28 Describe the systemic manifestations that result from cellular

injury. Cognitive/knowledge

6.29 Describe neuroendocrine regulation. Cognitive/knowledge

6.30 Discuss the inter-relationships between stress, coping, and illness.

Cognitive/knowledge

6.31 Advocate the need to understand and apply the knowledge of

pathophysiology to patient assessment and treatment.

Affective/application

Pharmacology – At the completion of this unit, the paramedic student will be

able to integrate pathophysiological principles of pharmacology and the

assessment findings to formulate a field impression and implement a

pharmacologic management plan.

7.1 Describe historical trends in pharmacology. Cognitive/knowledge

7.2 Differentiate among the chemical, generic (nonproprietary), and

trade (propriety) names of a drug. Cognitive/problem solving

7.3 List the four main sources of drug products. Cognitive/knowledge

7.4 Describe how drugs are classified. Cognitive/knowledge

7.31 Advocate drug education through identification of drug

classifications. Affective/problem solving

7.5 List the authoritative sources for drug information.

Cognitive/knowledge

7.6 List legislative acts controlling drug use and abuse in the United

States. Cognitive/knowledge

7.7 Differentiate among Schedule I, II, III, IV, and V substances.

Cognitive/problem solving

7.8 List examples of substances in each schedule.

Cognitive/knowledge

7.9 Discuss standardization of drugs. Cognitive/knowledge

7.10 Discuss investigational drugs, including the Food and Drug

Administration (FDA) approval process and the FDA

classifications for newly approved drugs. Cognitive/knowledge

7.11 Discuss special consideration in drug treatment with regard to

pregnant, pediatric and geriatric patients. Cognitive/knowledge

7.12 Discuss the paramedic’s responsibilities and scope of management

pertinent to the administration of medications.

Cognitive/knowledge

7.30 Defend the administration of drugs by a paramedic to affect

positive therapeutic affect. Affective/problem solving

7.13 Review the specific anatomy and physiology pertinent to

pharmacology with additional attention to autonomic

pharmacology. Cognitive/knowledge

7.14 List and describe general properties of drugs. Cognitive/knowledge

7.15 List and describe liquid and solid drug forms.

Cognitive/knowledge

7.16 List and differentiate routes of drug administration.

Cognitive/knowledge

7.17 Differentiate between enteral and parenteral routes of drug

administration. Cognitive/problem solving

7.18 Describe mechanisms of drug action. Cognitive/knowledge

7.19 List and differentiate the phases of drug activity, including the

pharmaceutical, pharmacokinetic, and pharmacodynamic phases.

Cognitive/problem solving

7.20 Describe the process called pharmacokinetic, pharmacodynamics,

including theories of drug action, drug-response relationship,

factors altering drug responses, predictable drug responses,

iatrogenic drug responses, and unpredictable adverse drug

responses. Cognitive/knowledge

7.21 Differentiate among drug interactions. Cognitive/problem solving

7.22 Discuss considerations for storing and securing medications.

Cognitive/knowledge

7.23 List the component of a drug profile by classification.

Cognitive/knowledge

7.24 List and describe drugs that the paramedic may administer

according to local protocol. Cognitive/knowledge

7.25 Integrate pathophysiological principles of pharmacology with

patient assessment. Cognitive/problem solving

7.26 Synthesize patient history information and assessment findings to

form a field impression. Cognitive/problem solving

7.27 Synthesize a field impression to implement a pharmacologic

management plan. Cognitive/problem solving

7.28 Assess the pathophysiology of a patient’s condition by identifying

classifications of drugs. Cognitive/problem solving

7.29 Serve as a model for obtaining a history by identifying

classifications of drugs. Affective/problem solving

Medication administration – At the completion of this unit, the paramedic

student will be able to safely and precisely access the venous circulation

and administer medications.

8.1 Review the specific anatomy and physiology pertinent to

medication administration. Cognitive/knowledge

8.2 Review mathematical principles. Cognitive/knowledge

8.3 Review mathematical equivalents. Cognitive/knowledge

8.4 Differentiate temperature readings between the Centigrade and

Fahrenheit scales. Cognitive/problem solving

8.5 Discuss formulas as a basis for performing drug calculations.

Cognitive/knowledge

8.6 Discuss applying basic principles of mathematics to the calculation

of problems associated with medication dosages.

Cognitive/knowledge

8.7 Describe how to perform mathematical conversions from the

household system to the metric system. Cognitive/knowledge

8.8 Describe the indications, equipment needed, technique used,

precautions, and general principles of peripheral venous or external

jugular cannulation. Cognitive/knowledge

8.34 Demonstrate cannulation of peripheral or external jugular veins.

Psychomotor/application

8.9 Describe the indications, equipment needed, technique used,

precautions, and general principles of intraosseous needle

placement and infusion. Cognitive/knowledge

8.35 Demonstrate intraosseous needle placement and infusion.

Psychomotor/application

8.10 Discuss legal aspects affecting medication administration.

Cognitive/knowledge

8.27 Comply with paramedic standards of medication administration.

Affective/knowledge

8.11 Discuss the “six rights” of drug administration and correlate these

with the principles of medication administration.

Cognitive/knowledge

8.31 Serve as a model for advocacy while performing medication

administration. Affective/problem solving

8.12 Discuss medical asepsis and the differences between clean and

sterile techniques. Cognitive/knowledge

8.30 Serve as a model for medical asepsis. Affective/problem solving

8.36 Demonstrate clean technique during medication administration.

Psychomotor/problem solving

8.13 Describe use of antiseptics and disinfectants. Cognitive/knowledge

8.14 Describe the use of universal precautions and body substance

isolation (BSI) procedures when administering a medication.

Cognitive/knowledge

8.33 Use universal precautions and body substance isolation (BSI)

procedures during medication administration.

Psychomotor/application

8.28 Comply with universal precautions and body substance isolation

(BSI). Affective/knowledge

8.15 Differentiate among the different dosage forms of oral

medications. Cognitive/problem solving

8.16 Describe the equipment needed and general principles of

administering oral medications. Cognitive/problems solving

8.37 Demonstrate administration of oral medications.

Psychomotor/application

8.17 Describe the indications, equipment needed, techniques used,

precautions, and general principles of administering medications

by the inhalation route. Cognitive/problem solving

8.38 Demonstrate administration of medications by the inhalation route.

Psychomotor/application

8.18 Describe the indications, equipment needed, techniques used,

precautions, and general principles of administering medications

by the gastric tube. Cognitive/problem solving

8.39 Demonstrate administration of medications by the gastric tube.

Psychomotor/application

8.19 Describe the indications, equipment needed, techniques used,

precautions, and general principles of rectal medication

administration. Cognitive/problem solving

8.40 Demonstrate rectal administration of medications.

Psychomotor/application

8.20 Differentiate among the different parenteral routes of medication

administration. Cognitive/problem solving

8.21 Describe the equipment needed, techniques used, complications,

and general principles for the preparation and administration of

parenteral medications. Cognitive/knowledge

8.41 Demonstrate preparation and administration of parenteral

medications. Psychomotor/application

8.22 Differentiate among the different percutaneous routes of

medication administration. Cognitive/problem solving

8.23 Describe the purpose, equipment needed, techniques used,

complications, and general principles for obtaining a blood sample.

Cognitive/knowledge

8.42 Demonstrate preparation and techniques for obtaining a blood

sample. Psychomotor/application

8.24 Describe disposal of contaminated items and sharps.

Cognitive/knowledge

8.43 Perfect disposal of contaminated items and sharps.

Psychomotor/problem solving

8.32 Serve as a model for disposing contaminated items and sharps.

Affective/problem solving

8.25 Synthesize a pharmacologic management plan including

medication administration. Cognitive/problem solving

8.29 Defend a pharmacologic management plan for medication

administration. Affective/problem solving

8.26 Integrate pathophysiological principles of medication

administration with patient management. Cognitive/problem

solving

Therapeutic communications – At the completion of this unit, the paramedic

student will be able to integrate the principles of therapeutic

communication to effectively communicate with any patient while

providing care.

9.1 Define communication. Cognitive/knowledge

9.14 Serve as a model for an effective communication process.

Affective/problem solving

9.2 Identify internal and external factors that affect a patient/bystander

interview conducted by a paramedic. Cognitive/knowledge

9.15 Advocate the importance of external factors of communication.

Affective/application

9.3 Restate the strategies for developing patient rapport.

Cognitive/knowledge

9.18 Advocate development of proper patient rapport.

Affective/application

9.4 Provide examples of open-ended and closed or direct questions.

Cognitive/knowledge

9.5 Discuss common errors made by paramedics when interviewing

patients. Cognitive/knowledge

9.16 Promote proper responses to patient communication.

Affective/application

9.6 Identify the nonverbal skills that are used in patient interviewing.

Cognitive/knowledge

9.17 Exhibit professional non-verbal behaviors. Affective/application

9.7 Restate the strategies to obtain information for the patient.

Cognitive/knowledge

9.19 Value strategies to obtain patient information.

Affective/application

9.8 Summarize the methods to assess mental status based on interview

techniques. Cognitive/knowledge

9.9 Discuss the strategies for interviewing a patient who is

unmotivated to talk. Cognitive/knowledge

9.10 Differentiate the strategies a paramedic uses when interviewing a

patient who is hostile compared to one who is cooperative.

Cognitive/problem solving

9.20 Exhibit professional behaviors in communicating with patients in

special situations. Affective/problem solving

9.11 Summarize developmental considerations of various age groups

that influence patient interviewing. Cognitive/knowledge

9.12 Restate unique interviewing techniques necessary to employ with

patients who have special needs. Cognitive/knowledge

9.13 Discuss interviewing considerations used by paramedics in crosscultural

communications.

9.21 Exhibit professional behaviors in communication with patients

form different cultures. Affective/problem solving

Lifespan development – At the completion of this unit, the paramedic student

will be able to integrate the physiological, psychological, and sociological

changes throughout human development with assessment and

communication strategies for patients of all ages.

10.9 Value the uniqueness of infants, toddlers, pre-school aged,

adolescent, early adulthood, middle aged, and late adulthood

physiological and psychosocial characteristics. Affective/problem

solving

10.1 Compare the physiological and psychosocial characteristics of an

infant with those of an early adult. Cognitive/problem solving

10.2 Compare the physiological and psychosocial characteristics of a

toddler with those of an early adult. Cognitive/problem solving

10.3 Compare the physiological and psychosocial characteristics of a

pre-school child with those of an early adult. Cognitive/problem

solving

10.4 Compare the physiological and psychosocial characteristics of a

school-aged child with those of an early adult. Cognitive/problem

solving

10.5 Compare the physiological and psychosocial characteristics of an

adolescent with those of an early adult. Cognitive/problem solving

10.6 Summarize the physiological and psychosocial characteristics of

an early adult. Cognitive/problem solving

10.7 Compare the physiological and psychosocial characteristics of a

middle aged adult with those of an early adult. Cognitive/problem

solving

10.8 Compare the physiological and psychosocial characteristics of a

person in late adulthood with those of an early adult.

Cognitive/problem solving

AIRWAY– At the completion of this module, the paramedic student will be able to

establish and/or maintain a patent airway, oxygenate, and ventilate a patient.

Airway Management and Ventilation

1.1 Explain the primary objective of airway maintenance.

Cognitive/knowledge

1.77 Defend the need to oxygenate and ventilate a patient.

Affective/knowledge

1.2 Identify commonly neglected prehospital skills related to airway.

Cognitive/knowledge

1.3 Identify the anatomy of the upper and lower airway.

Cognitive/knowledge

1.4 Describe the functions of the upper and lower airway.

Cognitive/knowledge

1.5 Explain the differences between adult and pediatric airway

anatomy. Cognitive/knowledge

1.6 Define gag reflex. Cognitive/knowledge

1.7 Explain the relationship between pulmonary circulation and

respiration. Cognitive/problem solving

1.78 Defend the necessity of establishing and/or maintaining patency of

a patient’s airway. Affective/knowledge

1.8 List the concentration of gases that comprise atmospheric air.

Cognitive/knowledge

1.9 Describe the measurement of oxygen in the blood.

Cognitive/knowledge

1.10 Describe the measurement of carbon dioxide in the blood.

Cognitive/knowledge

1.11 Describe peak expiratory flow. Cognitive/knowledge

1.12 List factors that cause decreased oxygen concentrations in the

blood. Cognitive/knowledge

1.13 List the factors that increase and decrease carbon dioxide

production in the body. Cognitive/knowledge

1.14 Define atelectasis. Cognitive/knowledge

1.15 Define FiO2. Cognitive/knowledge

1.16 Define and differentiate between hypoxia and hypoxemia.

Cognitive/knowledge

1.17 Describe the voluntary and involuntary regulation of respiration.

Cognitive/knowledge

1.18 Describe the modified forms of respiration. Cognitive/knowledge

1.19 Define normal respiratory rates and tidal volumes for the adult,

child, and infant. Cognitive/knowledge

1.20 List the factors that affect respiratory rate and depth.

Cognitive/knowledge

1.81 Perform pulse oximetry. Psychomotor/application

1.82 Perform end-tidal CO2 detection. Psychomotor/application

1.83 Perform peak expiratory flow testing. Psychomotor/application

1.21 Explain the risk of infection to EMS providers associated with

ventilation. Cognitive/problem solving

1.79 Comply with standard precautions to defend against infectious and

communicable diseases. Affective/knowledge

1.80 Perform body substance isolation (BSI) procedures during basic

airway management, advanced airway management, and

ventilation. Psychomotor/application

1.22 Define pulsus paradoxes. Cognitive/knowledge

1.23 Define and explain the implications of partial airway obstruction

with good and poor air exchange. Cognitive/knowledge

1.24 Define complete airway obstruction. Cognitive/knowledge

1.25 Describe causes of upper airway obstruction. Cognitive/knowledge

1.26 Describe causes of respiratory distress. Cognitive/knowledge

1.27 Describe manual airway maneuvers. Cognitive/knowledge

1.84 Perform manual airway maneuvers, including:

Opening the mouth

Head-tilt/chin lift maneuver

Jaw-thrust without head-tilt maneuver

Modified jaw-thrust maneuver

Psychomotor/application

1.85 Perform manual airway maneuvers for pediatric patients,

including:

a. Opening the mouth

b. Head-tilt/chin lift maneuver

c. Jaw-thrust without head-tilt maneuver

d. Modified jaw-thrust maneuver

Psychomotor/application

1.28 Describe the Sellick (cricoid pressure) maneuver.

Cognitive/knowledge

1.86 Perform the Sellick maneuver (cricoid pressure).

Psychomotor/application

1.29 Describe complete airway obstruction maneuvers.

Cognitive/knowledge

1.87 Perform complete airway obstruction maneuvers, including:

a. Heimlich maneuver

b. Finger sweep

c. Chest thrusts

d. Removal with Magill forceps

Psychomotor/application

1.30 Explain the purpose for suctioning the upper airway.

Cognitive/knowledge

1.31 Identify types of suction equipment. Cognitive/knowledge

1.32 Describe the indications for suctioning the upper airway.

Cognitive/problem solving

1.33 Identify types of suction catheters, including hard or rigid catheters

and soft catheters. Cognitive/knowledge

1.34 Identify techniques of suctioning the upper airway.

Cognitive/knowledge

1.35 Identify special considerations of suctioning the upper airway.

Cognitive/knowledge

1.88 Demonstrate suctioning the upper airway by selecting a suction

device, catheter and technique. Psychomotor/application

1.36 Describe the indications, contraindications, advantages,

disadvantages, complications, equipment and technique of

tracheobronchial suctioning in the intubated patient.

Cognitive/problem solving

1.89 Perform tracheobronchial suctioning in the intubated patient by

selecting a suction device, catheter and technique.

Psychomotor/application

1.37 Describe the use of an oral and nasal airway. Cognitive/knowledge

1.90 Demonstrate insertion of a nasogastric tube.

Psychomotor/application

1.91 Demonstrate insertion of an orogastric tube.

Psychomotor/application

1.38 Identify special considerations of tracheobronchial suctioning in

the intubated patient. Cognitive/knowledge

1.39 Define gastric distention. Cognitive/knowledge

1.92 Perform gastric decompression by selecting a suction device,

catheter and technique. Psychomotor/application

1.40 Describe the indications, contraindications, advantages,

disadvantages, complications, equipment and technique for

inserting a nasogastric tube and orogastric tube.

Cognitive/knowledge

1.41 Identify special considerations of gastric decompression.

Cognitive/knowledge

1.42 Describe the indications, contraindications, advantages,

disadvantages, complications, and technique for inserting an

oropharyngeal and nasopharyngeal airway. Cognitive/knowledge

1.93 Demonstrate insertion of an oropharyngeal airway.

Psychomotor/application

1.94 Demonstrate insertion of a nasopharyngeal airway.

Psychomotor/application

1.43 Describe the indications, contraindications, advantages,

disadvantages, complications, and technique for ventilating a

patient by:

a. Mouth-to-Mouth

b. Mouth-to-Nose

c. Mouth-to-Mask

d. One person bag-valve-mask

e. Two person bag-valve-mask

f. Three person bag-valve-mask

g. Flow-restricted, oxygen-powered ventilation device

Cognitive/knowledge

1.44 Explain the advantage of the two person method when ventilating

with the bag-valve-mask. Cognitive/knowledge

1.45 Compare the ventilation techniques used for an adult patient to

those used for pediatric patients. Cognitive/problem solving

1.46 Describe indications, contraindications, advantages, disadvantages,

complications, and technique for ventilating a patient with an

automatic transport ventilator (ATV). Cognitive/knowledge

1.47 Explain safety considerations of oxygen storage and delivery.

Cognitive/knowledge

1.48 Identify types of oxygen cylinders and pressure regulators

9including a high-pressure regulator and a therapy regulator).

Cognitive/knowledge

1.49 List the steps for delivering oxygen from a cylinder and regulator.

Cognitive/knowledge

1.50 Describe the use, advantages and disadvantages of an oxygen

humidifier. Cognitive/knowledge

1.51 Describe the indications, contraindications, advantages,

disadvantages, complications, liter flow range, and concentration

of delivered oxygen for supplemental oxygen delivery devices.

Cognitive/problem solving

1.52 Define, identify, and describe a tracheostomy, stoma, and

tracheostomy tube. Cognitive/knowledge

1.109 Perform replacement of a tracheostomy tube through a stoma.

Psychomotor/application

1.53 Define, identify, and describe a laryngectomy.

Cognitive/knowledge

1.54 Define how to ventilate a patient with a stoma, including mouth-tostoma

and bag-valve-mask-stoma ventilation.

Cognitive/knowledge

1.55 Describe the special considerations in airway management and

ventilation for patients with facial injuries. Cognitive/knowledge

1.56 Describe the special considerations in airway management and

ventilation for the pediatric patient. Cognitive/knowledge

1.95 Demonstrate ventilating a patient by the following techniques:

a. Mouth-to mask ventilation

b. One person bag-valve-mask

c. Two person bag-valve-mask

d. Three person bag-valve-mask

e. Flow-restricted, oxygen-powered ventilation device

f. Automatic transport ventilator

g. Mouth-to-stoma

h. Bag-valve-mask-to-stoma ventilation

Psychomotor/application

1.96 Ventilate a pediatric patient using the one and two person

techniques. Psychomotor/application

1.97 Perform ventilation with a bag-valve-mask with an in-line smallvolume

nebulizer. Psychomotor/application

1.98 Perform oxygen delivery from a cylinder and regulator with an

oxygen delivery device. Psychomotor/application

1.99 Perform oxygen delivery with an oxygen humidifier.

Psychomotor/application

1.100 Deliver supplemental oxygen to a breathing patient using the

following devices: nasal cannula, simple face mask, partial

rebreather mask, non-rebreather mask, and venturi mask.

Psychomotor/application

1.101 Perform stoma suctioning. Psychomotor/application

1.57 Differentiate endotracheal intubation from other methods of

advanced airway management. Cognitive/problem solving

1.58 Describe the indications, contraindications, advantages,

disadvantages and complications of endotracheal intubation.

Cognitive/knowledge

1.59 Describe laryngoscopy for the removal of a foreign body airway

obstruction. Cognitive/knowledge

1.102 Perform retrieval of foreign bodies from the upper airway.

Psychomotor/application

1.60 Describe the indications, contraindications, advantages,

disadvantages, complications, equipment, and technique for direct

laryngoscopy. Cognitive/knowledge

1.61 Describe visual landmarks for direct laryngoscopy.

Cognitive/knowledge

1.62 Describe use of cricoid pressure during intubation.

Cognitive/knowledge

1.63 Describe indications, contraindications, advantages, disadvantages,

complications, equipment and technique for digital endotracheal

intubation. Cognitive/knowledge

1.64 Describe the indications, contraindications, advantages,

disadvantages, complications, equipment and technique for using a

dual lumen airway. Cognitive/problem solving

1.65 Describe the indications, contraindications, advantages,

disadvantages, complications and equipment for rapid sequence

intubation with neuromuscular blockade. Cognitive/knowledge

1.66 Identify neuromuscular blocking drugs and other agents used in

rapid sequence intubation. Cognitive/knowledge

1.67 Describe the indications, contraindications, advantages,

disadvantages, complications and equipment for sedation during

intubation. Cognitive/knowledge

1.68 Identify sedative agents used in airway management.

Cognitive/knowledge

1.69 Describe the indications, contraindications, advantages,

disadvantages, complications, equipment and technique for

nasotracheal intubation. Cognitive/knowledge

1.70 Describe the indications, contraindications, advantages,

disadvantages and complications for performing an open

crichothyrotomy. Cognitive/problem solving

1.71 Describe the equipment and technique for performing an open

cricothyrotomy. Cognitive/knowledge

1.104 Intubate the trachea by the following methods:

a. Orotracheal intubation

b. Nasotracheal intubation

c. Multi-lumen airways

d. Digital intubation

e. Transillumination

f. Open Cricothyrotomy

Psychomotor/application

1.76 Describe methods of endotracheal intubation in the pediatric

patient. Cognitive/knowledge

1.106 Perform endotracheal intubation in the pediatric patient.

Psychomotor/application

1.72 Describe the indications, contraindications, advantages,

disadvantages, complications, equipment and technique for

translaryngeal catheter ventilation (needle cricothyrotomy).

Cognitive/problem solving

1.107 Perform transtracheal catheter ventilation (needle cricothyrotomy).

Psychomotor/application

1.73 Describe methods of assessment for confirming correct placement

of an endotracheal tube. Cognitive/knowledge

1.103 Perform assessment to confirm correct placement of the

endotraceal tube. Psychomotor/application

1.74 Describe methods for securing an endotracheal tube.

Cognitive/knowledge

1.105 Adequately secure an endotracheal tube. Psychomotor/knowledge

1.75 Describe the indications, contraindications, advantages,

disadvantages, complications, equipment and technique for

extubation. Cognitive/knowledge

1.108 Perform extubation. Psychomotor/application

PATIENT ASSESSMENT- At the completion of this module, the paramedic student

will be able to take a proper history and perform a comprehensive physical

exam on any patient, and communicate the findings to others.

History taking – At the completion of this unit, the paramedic student will be

able to use the appropriate techniques to obtain a medical history from a

patient.

1.1 Describe the techniques of history taking. Cognitive/knowledge

1.8 Demonstrate the importance of empathy when obtaining a health

history. Affective/knowledge

1.2 Discuss the importance of using open ended questions.

Cognitive/knowledge

1.3 Describe the use of facilitation, reflection, clarification, empathetic

responses, confrontation, and interpretation. Cognitive/knowledge

1.4 Differentiate between facilitation, reflection, clarification,

sympathetic responses, confrontation, and interpretation.

Cognitive/problem solving

1.5 Describe the structure and purpose of a health history.

Cognitive/knowledge

1.6 Describe how to obtain a comprehensive health history.

Cognitive/knowledge

1.7 List the components of a comprehensive history of an adult patient.

Cognitive/knowledge

1.9 Demonstrate the importance of confidentiality when obtaining a

health history. Affective/knowledge

Techniques of physical examination – At the completion of this unit, the

paramedic student will be able to explain the pathophysiological

significance of physical exam findings.

2.61 Demonstrate a caring attitude when performing physical

examination skills. Affective/problems solving

2.62 Discuss the importance of a professional appearance and demeanor

when performing physical examination skills. Affective/knowledge

2.1 Define the terms inspection, palpation, percussion, auscultation.

Cognitive/knowledge

2.2 Describe the techniques of inspection, palpation, percussion, and

auscultation. Cognitive/knowledge

2.3 Describe the evaluation of mental status. Cognitive/knowledge

2.4 Evaluate the importance of a general survey. Cognitive/problem

solving

2.5 Describe the examination of skin, hair and nails.

Cognitive/knowledge

2.64 Demonstrate the examination of skin, hair and nails.

Psychomotor/application

2.6 Differentiate normal and abnormal findings of the assessment of

the skin. Cognitive/problem solving

2.7 Distinguish the importance of abnormal findings of the assessment

of the skin. Cognitive/problem solving

2.8 Describe the examination of the head and neck.

Cognitive/knowledge

2.65 Demonstrate the examination of the head and neck.

Psychomotor/application

2.9 Differentiate normal and abnormal findings of the scalp

examination. Cognitive/problem solving

2.10 Describe the normal and abnormal assessment findings of the

skull. Cognitive/knowledge

2.11 Describe the assessment of visual acuity. Cognitive/knowledge

2.12 Explain the rationale for the use of an ophthalmoscope.

Cognitive/knowledge

2.13 Describe the examination of the eyes. Cognitive/knowledge

2.66 Demonstrate the examination of the eyes. Psychomotor/application

2.14 Distinguish between normal and abnormal assessment findings of

the eyes. Cognitive/problem solving

2.15 Explain the rationale for the use of an otoscope.

Cognitive/knowledge

2.16 Describe the examination of the ears. Cognitive/knowledge

2.67 Demonstrate the examination of the ears. Psychomotor/application

2.17 Differentiate normal and abnormal assessment findings of the ears.

Cognitive/problem solving

2.18 Describe the examination of the nose. Cognitive/knowledge

2.69 Demonstrate the examination of the nose. Psychomotor/application

2.19 Differentiate normal and abnormal assessment findings of the

nose. Cognitive/problem solving

2.20 Describe the examination of the mouth and pharynx.

Cognitive/knowledge

2.70 Demonstrate the examination of the mouth and pharynx.

Psychomotor/application

2.21 Differentiate normal and abnormal assessment findings of the

mouth and pharynx. Cognitive/problem solving

2.22 Describe the examination of the neck. Cognitive/knowledge

2.71 Demonstrate the examination of the neck. Psychomotor/application

2.23 Differentiate normal and abnormal assessment findings the neck.

Cognitive/problem solving

2.24 Describe the survey of the thorax and respiration.

Cognitive/knowledge

2.72 Demonstrate the examination of the thorax and ventilation.

Psychomotor/application

2.25 Describe the examination of the posterior chest.

Cognitive/knowledge

2.73 Demonstrate the examination of the posterior chest.

Psychomotor/application

2.26 Describe percussion of the chest. Cognitive/knowledge

2.75 Demonstrate percussion of the chest. Psychomotor/application

2.27 Differentiate the percussion notes and their characteristics.

Cognitive/problem solving

2.28 Differentiate the characteristics of breath sounds.

Cognitive/problem solving

2.29 Describe the examination of the anterior chest.

Cognitive/knowledge

2.76 Demonstrate the examination of the anterior chest.

Psychomotor/application

2.30 Differentiate normal and abnormal assessment findings of the chest

examination. Cognitive/problem solving

2.31 Describe special examination techniques related to the assessment

of the chest. Cognitive/knowledge

2.77 Demonstrate special examination techniques related to the

assessment of the chest. Psychomotor/application

2.32 Describe the examination of the arterial pulse including rate,

rhythm, and amplitude. Cognitive/knowledge

2.78 Demonstrate the examination of the arterial pulse including

location, rate, rhythm, and amplitude. Psychomotor/application

2.33 Distinguish normal and abnormal findings of arterial pulse.

Cognitive/problem solving

2.34 Describe the assessment of jugular venous pressure and pulsations.

Cognitive/knowledge

2.79 Demonstrate the assessment of jugular venous pressure and

pulsations. Psychomotor/application

2.35 Distinguish normal and abnormal examination findings of jugular

venous pressure and pulsations. Cognitive/problem solving

2.36 Describe the examination of the heart and blood vessels.

Cognitive/knowledge

2.80 Demonstrate the examination of the heart and blood vessels.

Psychomotor/application

2.37 Differentiate normal and abnormal assessment findings of the heart

and blood vessels. Cognitive/problem solving

2.38 Describe the auscultation of the heart. Cognitive/knowledge

2.74 Demonstrate auscultation of the chest. Psychomotor/application

2.39 Differentiate the characteristics of normal and abnormal findings

associated with the auscultation of the heart. Cognitive/problem

solving

2.40 Describe special examination techniques of the cardiovascular

examination. Cognitive/knowledge

2.81 Demonstrate special examination techniques of the cardiovascular

examination. Psychomotor/application

2.41 Describe the examination of the abdomen. Cognitive/knowledge

2.82 Demonstrate the examination of the abdomen.

Psychomotor/application

2.42 Differentiate normal and abnormal assessment findings of the

abdomen. Cognitive/problem solving

2.43 Describe auscultation of the abdomen. Cognitive/knowledge

2.83 Demonstrate auscultation of the abdomen.

Psychomotor/application

2.44 Distinguish normal and abnormal findings of the auscultation of

the abdomen. Cognitive/problem solving

2.45 Describe the examination of the female genitalia.

Cognitive/knowledge

2.84 Demonstrate the external visual examination of the female

genitalia. Psychomotor/application

2.46 Differentiate normal and abnormal assessment findings of the

female genitalia. Cognitive/problem solving

2.47 Describe the examination of the male genitalia.

Cognitive/knowledge

2.85 Demonstrate the examination of the male genitalia.

Psychomotor/application

2.48 Differentiate normal and abnormal findings of the male genitalia.

Cognitive/problem solving

2.49 Describe the examination of the anus and rectum.

Cognitive/problem solving

2.50 Distinguish between normal and abnormal findings of the anus and

rectum. Cognitive/problem solving

2.51 Describe the examination of the peripheral vascular system.

Cognitive/problem solving

2.86 Demonstrate the examination of the peripheral vascular system.

Psychomotor/application

2.52 Differentiate normal and abnormal findings of the peripheral

vascular system. Cognitive/problem solving

2.53 Describe the examination of the musculoskeletal system.

Cognitive/knowledge

2.87 Demonstrate the examination of the musculoskeletal system.

Psychomotor/application

2.54 Differentiate normal and abnormal findings of the musculoskeletal

system. Cognitive/problem solving

2.55 Describe the examination of the nervous system.

Cognitive/knowledge

2.88 Demonstrate the examination of the nervous system.

Psychomotor/application

2.56 Differentiate normal and abnormal findings of the nervous system.

Cognitive/problem solving

2.57 Describe the assessment of the cranial nerves.

Cognitive/knowledge

2.58 Differentiate normal and abnormal findings of the cranial nerves.

Cognitive/problem solving

2.59 Describe the general guidelines of recording examination

information. Cognitive/knowledge

2.60 Discuss the considerations of examination of an infant child.

Cognitive/knowledge

2.63 Appreciate the limitations of conducting a physical exam in the

out-of-hospital environment. Affective/application

Patient assessment – At the end of this unit, the paramedic student will be able

to integrate the principles of history taking and techniques of physical

exam to perform a patient assessment.

3.1 Recognize hazards/potential hazards. Cognitive/knowledge

3.63 Observe various scenarios and identify potential hazards.

Psychomotor/knowledge

3.2 Describe common hazards found at the scene of a trauma and a

medical patient. Cognitive/application

3.3 Determine hazards found at the scene of a medical or trauma

patient. Cognitive/application

3.64 Demonstrate the scene-size-up. Psychomotor/application

3.4 Differentiate safe from unsafe scenes. Cognitive/problems solving

3.51 Explain the rationale for crew members to evaluate scene safety

prior to entering. Affective/application

3.5 Describe methods to making an unsafe scene safe.

Cognitive/problem solving

3.6 Discuss common mechanisms of injury/nature of illness.

Cognitive/knowledge

3.7 Predict patterns of injury based on mechanism of injury.

Cognitive/application

3.52 Serve as a model for others explaining how patient situations affect

your evaluation of mechanism of injury or illness.

Affective/problem solving

3.8 Discuss the reason for identifying the total number of patients at

the scene. Cognitive/knowledge

3.9 Organize the management of a scene following size-up.

Cognitive/problem solving

3.10 Explain the reasons for identifying the need for additional help or

assistance. Cognitive/knowledge

3.11 Summarize the reasons for forming a general impression of the

patient. Cognitive/knowledge

3.53 Explain the importance of forming a general impression of the

patient. Affective/knowledge

3.12 Discuss methods of assessing mental status. Cognitive/knowledge

3.65 Demonstrate the techniques for assessing mental status.

Psychomotor/application

3.13 Categorize levels of consciousness in the adult, infant and child.

Cognitive/problem solving

3.14 Differentiate between assessing the altered mental status in the

adult, child and infant patient. Cognitive/problem solving

3.15 Discuss methods of assessing the airway in the adult, child and

infant patient. Cognitive/knowledge

3.66 Demonstrate the techniques for assessing the airway.

Psychomotor/application

3.16 State reasons for management of the cervical spine once the patient

has been determined to be a trauma patient. Cognitive/knowledge

3.17 Analyze a scene to determine if spinal precautions are required.

Cognitive/problem solving

3.18 Describe methods used for assessing if a patient is breathing.

Cognitive/knowledge

3.67 Demonstrate the techniques for assessing if the patient is breathing.

Psychomotor/application

3.19 Differentiate between a patient with adequate and inadequate

minute ventilation. Cognitive/problem solving

3.20 Distinguish between methods of assessing breathing in the adult,

child and infant patient. Cognitive/problem solving

3.21 Compare the methods of providing airway care to the adult, child

and infant patient. Cognitive/problem solving

3.22 Describe the methods used to locate and assess a pulse.

Cognitive/knowledge

3.68 Demonstrate the techniques for assessing if the patient has a pulse.

Psychomotor/application

3.23 Differentiate between locating and assessing a pulse in an adult,

child and infant patient. Cognitive/problem solving

3.24 Discuss the need for assessing the patient for external bleeding.

Cognitive/knowledge

3.69 Demonstrate the techniques for assessing the patient for external

bleeding. Psychomotor/application

3.25 Describe normal and abnormal findings when assessing skin color.

Cognitive/knowledge

3.26 Describe normal and abnormal findings when assessing skin

temperature. Cognitive/knowledge

3.27 Describe normal and abnormal findings when assessing skin

condition. Cognitive/knowledge

3.70 Demonstrate the techniques for assessing the patient’s skin color,

temperature, and condition. Psychomotor/application

3.28 Explain the reason for prioritizing a patient for care and transport.

Cognitive/knowledge

3.29 Identify patients who require expeditious transport.

Cognitive/problem solving

3.71 Demonstrate the ability to prioritize patients.

Psychomotor/application

3.30 Describe the evaluation of patient’s perfusion status based on

findings in the initial assessment. Cognitive/knowledge

3.54 Explain the value of performing an initial assessment.

Affective/application

3.55 Demonstrate a caring attitude when performing an initial

assessment. Affective/problem solving

3.56 Attend to the feelings that patients with medical conditions might

be experiencing. Affective/knowledge

3.31 Describe orthostatic vital signs and evaluate their usefulness in

assessing a patient in shock. Cognitive/knowledge

3.32 Apply the techniques of physical examination to the medical

patient. Cognitive/knowledge

3.72 Using the techniques of examination, demonstrate the assessment

of a medical patient. Psychomotor/application

3.33 Differentiate between the assessment that is performed for a

patient who is unresponsive or has an altered mental status and

other medical patients requiring assessment. Cognitive/problem

solving

3.73 Demonstrate the patient care skills that should be used to assist

with a patient who is responsive with no known history.

Psychomotor/application

3.74 Demonstrate the patient care skills that should be used to assist

with a patient who is unresponsive or has an altered mental status.

Psychomotor/application

3.34 Discuss the reasons for reconsidering the mechanism of injury.

Cognitive/knowledge

3.35 State the reasons for performing a rapid trauma assessment.

Cognitive/knowledge

3.75 Perform a rapid medical assessment. Psychomotor/application

3.36 Recite examples and explain why patients should receive a rapid

trauma assessment. Cognitive/knowledge

3.37 Apply the techniques of physical examination to the trauma

patient. Cognitive/knowledge

3.77 Using the techniques of physical examination, demonstrate the

assessment of a trauma patient. Psychomotor/application

3.38 Describe areas included in the rapid trauma assessment and discuss

what should be evaluated. Cognitive/knowledge

3.78 Demonstrate the rapid trauma assessment used to assess a patient

based on mechanism of injury. Psychomotor/application

3.39 Differentiate cased when the rapid assessment may be altered in

order to provide patient care. Cognitive/problem solving

3.40 Discuss the reason for performing a focused history and physical

exam. Cognitive/knowledge

3.76 Perform a focused history and physical exam of the medical

patient. Psychomotor/application

3.79 Perform a focused history and physical exam on a non-critically

injured patient. Psychomotor/application

3.80 Perform a focused history and physical exam on a patient with lifethreatening

injuries. Psychomotor/application

3.57 Value the need for maintaining a professional caring attitude when

performing a focused history and physical examination.

Affective/problem solving

3.58 Explain the rationale for the feelings that these patients might be

experiencing. Affective/problem solving

3.41 Describe when and why a detailed physical examination is

necessary. Cognitive/knowledge

3.81 Perform a detailed physical examination. Psychomotor/application

3.42 Discuss the components of the detailed physical exam in relation to

the techniques of examination. Cognitive/knowledge

3.43 State the areas of the body that are evaluated during the detailed

physical exam. Cognitive/knowledge

3.44 Explain what additional care should be provided while performing

the detailed physical exam. Cognitive/knowledge

3.59 Demonstrate a caring attitude when performing a detailed physical

examination. Affective/problem solving

3.45 Distinguish between the detailed physical exam that is performed

on a trauma patient and that of the medical patient.

Cognitive/problem solving

3.46 Differentiate patients requiring a detailed physical exam from

those who do not. Cognitive/problem solving

3.47 Discuss the reasons for repeating the initial assessment as part of

the on-going assessment. Cognitive/knowledge

3.48 Describe the components of the on-going assessment.

Cognitive/knowledge

3.60 Explain the value of performing an on-going assessment.

Affective/application

3.82 Demonstrate the skills involved in performing the on-going

assessment. Psychomotor/application

3.61 Recognize and respect the feelings that patients might experience

during assessment. Affective/knowledge

3.49 Describe trending of assessment components.

Cognitive/knowledge

3.62 Explain the value of trending assessment components to other

health professionals who assume care of the patient.

Affective/application

3.50 Discuss medical identification devices/systems.

Cognitive/knowledge

Clinical decision making – At the end of this unit, the paramedic student will

be able to apply a process of clinical decision making to use the

assessment findings to help form a field impression.

4.1 Compare the factors influencing medical care in the out-of-hospital

environment to other medical settings. Cognitive/application

4.8 Defend the position that clinical decision making is the cornerstone

of effective paramedic practice. Affective/problem solving

4.2 Differentiate between critical life-threatening, potentially lifethreatening,

and non-life-threatening patient presentations.

Cognitive/problem solving

4.3 Evaluate the benefits and shortfalls of protocols, standing orders

and patient algorithms. Cognitive/problem solving

4.4 Define the components, stages and sequences of the critical

thinking process for paramedics. Cognitive/knowledge

4.5 Apply the fundamental elements of critical thinking for

paramedics. Cognitive/application

4.9 Practice facilitating behaviors when thinking under pressure.

Affective/knowledge

4.6 Describe the effects of the “fight or flight” response and the

positive and negative effects on a paramedic’s decision making.

Cognitive/knowledge

4.7 Summarize the “six Rs” of putting it all together: Read the patient,

Read the scene, React, Reevaluate, Revise the management plan,

Review performance. Cognitive/knowledge

Communications – At the completion of this unit, the paramedic student will

be able to follow an accepted format for dissemination of patient

information in verbal form, either in person or over the radio.

5.1 Identify the importance of communications when providing EMS.

Cognitive/knowledge

5.2 Identify the role of verbal, written, and electronic communications

in the provision of EMS. Cognitive/knowledge

5.3 Describe the phases of communications necessary to complete a

typical EMS event. Cognitive/knowledge

5.4 Identify the importance of proper terminology when

communicating during an EMS event. Cognitive/knowledge

5.27 Show appreciation for proper terminology when describing a

patient or patient condition. Affective/application

5.5 Identify the importance of proper verbal communications during an

EMS event. Cognitive/knowledge

5.6 List factors that impede effective verbal communications.

Cognitive/knowledge

5.7 List factors which enhance verbal communications.

Cognitive/knowledge

5.8 Identify the importance of proper written communications during

an EMS event. Cognitive/knowledge

5.9 List factors which impede effective written communications.

Cognitive/knowledge

5.10 List factors which enhance written communications.

Cognitive/knowledge

5.11 Recognize the legal status of written communications related to an

EMS event. Cognitive/knowledge

5.12 State the importance of data collection during an EMS event.

Cognitive/knowledge

5.13 Identify technology used to collect and exchange patient and/or

scene information electronically. Cognitive/knowledge

5.14 Recognize the legal status of patient medical information

exchanged electronically. Cognitive/knowledge

5.15 Identify the components of the local EMS communications system

and describe their function and use. Cognitive/knowledge

5.16 Identify and differentiate among the following communications

systems:

Simplex

Multiplex

Duplex

Trunked

Digital communications

Cellular telephone

Facsimile

Computer

5.29 Demonstrate the ability to use a radio. Psychomotor/knowledge

5.17 Identify the components of the local dispatch communications

system and describe their function and use. Cognitive/knowledge

5.28 Demonstrate the ability to use the local dispatch communications

system. Psychomotor/knowledge

5.18 Describe the functions and responsibilities of the Federal

Communications Commission. Cognitive/knowledge

5.19 Describe how an EMS dispatcher functions as an integral part of

the EMS team. Cognitive/knowledge

5.20 List appropriate information to be gathered by the Emergency

Medical Dispatcher. Cognitive/knowledge

5.21 Identify the role of Emergency Medical Dispatch in a typical EMS

event. Cognitive/knowledge

5.22 Identify the importance of pre-arrival instructions in a typical EMS

event. Cognitive/knowledge

5.23 Describe the purpose of verbal communication of patient

information to the hospital. Cognitive/knowledge

5.24 Describe information that should be included in patient assessment

information verbally reported to medical direction.

Cognitive/knowledge

5.25 Diagram a basic model of communications. Cognitive/problem

solving

5.26 Organize a list of patient assessment information in the correct

order for electronic transmission to medical direction according to

the format used locally. Cognitive/problem solving

5.30 Demonstrate the ability to use the biotelemetry equipment used

locally. Psychomotor/knowledge

Documentation – At the completion of this unit, the paramedic student will be

able to effectively document the essential elements of the patient

assessment, care and transport.

6.24 Advocate among peers the relevance and importance of properly

completed documentation. Affective/problem solving

6.1 Identify the general principles regarding the importance of EMS

documentation and ways in which documents are used.

Cognitive/knowledge

6.25 Resolve the common negative attitudes toward the task of

documentation. Affective/problem solving

6.2 Identify and use medical terminology correctly.

Cognitive/knowledge

6.3 Recite appropriate and accurate medical abbreviations and

acronyms. Cognitive/knowledge

6.4 Record all pertinent administrative information.

Cognitive/knowledge

6.5 Explain the role of documentation in agency reimbursement.

Cognitive/knowledge

6.6 Analyze the documentation for accuracy and completeness,

including spelling. Cognitive/problem solving

6.7 Identify and eliminate extraneous or nonprofessional information.

Cognitive/knowledge

6.8 Describe the differences between subjective and objective

elements of documentation. Cognitive/knowledge

6.9 Evaluate a finished document for errors and omissions.

Cognitive/problem solving

6.10 Evaluate a finished document for proper use and spelling of

abbreviations and acronyms. Cognitive/problem solving

6.11 Evaluate the confidential nature of an EMS report.

Cognitive/problem solving

6.12 Describe the potential consequences of illegible, incomplete, or

inaccurate documentation. Cognitive/knowledge

6.13 Describe the special considerations concerning patient refusal of

transport. Cognitive/problem solving

6.14 Record pertinent information using a consistent narrative format.

Cognitive/problem solving

6.15 Explain how to properly record direct patient or bystander

comments. Cognitive/knowledge

6.16 Describe the special considerations concerning mass casualty

incident documentation. Cognitive/knowledge

6.17 Apply the principles of documentation to computer charting, as

access to this technology becomes available. Cognitive/application

6.18 Identify and record the pertinent, reportable clinical data of each

patient interaction. Cognitive/knowledge

6.19 Note and record “pertinent negative” clinical findings.

Cognitive/knowledge

6.20 Correct errors and omissions, using proper procedures as defined

under local protocol. Cognitive/knowledge

6.21 Revise documents, when necessary, using locally-approved

procedures. Cognitive/knowledge

6.22 Assume responsibility for self-assessment of all documentation.

Cognitive/problem solving

6.23 Demonstrate proper completion of an EMS event record used

locally. Cognitive/problem solving

TRAUMA - At the completion of this module, the paramedic student will be able to

integrate pathophysiological principles and assessment findings to formulate a

field impression and implement the treatment plan for the trauma patient.

Trauma systems and mechanism of injury – At the completion of this unit, the

paramedic student will be able to integrate the principles of kinematics to

enhance the patient assessment and predict the likelihood of injures based

on the patient’s mechanism of injury.

1.1 List and describe the components of a comprehensive trauma

system. Cognitive/knowledge

1.2 Describe the role of and differences between levels of trauma

centers. Cognitive/problem solving

1.3 Describe the criteria for transport to a trauma center.

Cognitive/knowledge

1.4 Describe the criteria and procedure for air medical transport.

Cognitive/knowledge

1.5 Define energy and force as they relate to trauma.

Cognitive/knowledge

1.6 Define laws of motion and energy and understand the role that

increased speed has on injuries. Cognitive/knowledge

1.7 Describe each type of impact and its effect on unrestrained victims

(e.g., “down and under,” “up and over,” compression,

deceleration). Cognitive/knowledge

1.8 Describe the pathophysiology of the head, spine, thorax, and

abdomen that result from the above forces. Cognitive/knowledge

1.9 List specific injuries and their causes as related to interior and

exterior vehicle damage. Cognitive/knowledge

1.10 Describe the kinematics of penetrating injuries.

Cognitive/knowledge

1.11 List the motion and energy considerations of mechanisms other

than motor vehicle crashes. Cognitive/knowledge

1.12 Define the role of kinematics as an additional tool for patient

assessment. Cognitive/knowledge

Hemorrhage and shock – At the completion of this unit, the paramedic student

will be able to integrate pathophysiological principles and assessment

findings to formulate a field impression and implement the treatment plan

for the patient with shock or hemorrhage.

2.1 Describe the epidemiology, including the morbidity/mortality and

prevention strategies, for shock and hemorrhage.

Cognitive/knowledge

2.2 Discuss the anatomy and physiology of the cardiovascular system.

Cognitive/knowledge

2.3 Predict shock and hemorrhage based on mechanism of injury.

Cognitive/knowledge

2.4 Discuss the various types and degrees of shock and hemorrhage.

Cognitive/knowledge

2.5 Discuss the pathophysiology of hemorrhage and shock.

Cognitive/knowledge

2.6 Discuss the assessment findings associated with hemorrhage and

shock. Cognitive/knowledge

2.45 Demonstrate the assessment of a patient with signs and symptoms

of hemorrhagic shock. Psychomotor/application

2.7 Identify the need for intervention and transport of the patient with

hemorrhage or shock. Cognitive/knowledge

2.8 Discuss the treatment plan and management of hemorrhage and

shock. Cognitive/knowledge

2.46 Demonstrate the management of a patient with signs and

symptoms of hemorrhagic shock. Psychomotor/application

2.9 Discuss the management of external hemorrhage.

Cognitive/knowledge

2.52 Demonstrate the management of a patient with signs and

symptoms of external hemorrhage. Psychomotor/application

2.10 Differentiate between controlled and uncontrolled hemorrhage.

Cognitive/problem solving

2.11 Differentiate between the administration rate and amount of IV

fluid in a patient with controlled versus uncontrolled hemorrhage.

Cognitive/problem solving

2.12 Relate internal hemorrhage to the pathophysiology of compensated

and decompensated hemorrhagic shock. Cognitive/problem solving

2.13 Relate internal hemorrhage to the assessment findings of

compensated and decompensated hemorrhagic shock.

Cognitive/problem solving

2.53 Demonstrate the assessment of a patient with signs and symptoms

of internal hemorrhage. Psychomotor/application

2.14 Discuss the management of internal hemorrhage.

Cognitive/knowledge

2.54 Demonstrate the management of a patient with signs and

symptoms of internal hemorrhage. Psychomotor/application

2.15 Define shock based on aerobic and anaerobic metabolism.

Cognitive/knowledge

2.16 Describe the incidence, morbidity, and mortality of shock.

Cognitive/knowledge

2.17 Describe the body’s physiologic response to changes in perfusion.

Cognitive/knowledge

2.18 Describe the effects of decreased perfusion at the capillary level.

Cognitive/knowledge

2.19 Discuss the cellular ischemic phase related to hemorrhagic shock.

Cognitive/knowledge

2.20 Discuss the capillary stagnation phase related to hemorrhagic

shock. Cognitive/knowledge

2.21 Discuss the capillary washout phase related to hemorrhagic shock.

Cognitive/knowledge

2.22 Discuss the assessment findings of hemorrhagic shock.

Cognitive/knowledge

2.23 Relate pulse pressure changes to perfusion status.

Cognitive/problem solving

2.24 Relate orthostatic vital sign changes to perfusion status.

Cognitive/problem solving

2.25 Define compensated and decompensated hemorrhagic shock.

Cognitive/knowledge

2.26 Discuss the pathophysiological changes associated with

compensated shock. Cognitive/knowledge

2.27 Discuss the assessment findings associated with compensated

shock. Cognitive/knowledge

2.47 Demonstrate the assessment of a patient with signs and symptoms

of compensated hemorrhagic shock. Psychomotor/application

2.28 Identify the need for intervention and transport of the patient with

compensated shock. Cognitive/knowledge

2.29 Discuss the treatment plan and management of compensated

shock. Cognitive/knowledge

2.48 Demonstrate the management of a patient with signs and

symptoms of compensated hemorrhagic shock.

Psychomotor/application

2.30 Discuss the pathophysiological changes associated with

decompensated shock. Cognitive/knowledge

2.31 Discuss the assessment findings associated with decompensated

shock. Cognitive/knowledge

2.49 Demonstrate the assessment of patient with signs and symptoms of

decompensated hemorrhagic shock. Psychomotor/application

2.32 Identify the need for intervention and transport of the patient with

decompensated shock. Cognitive/knowledge

2.33 Discuss the treatment plan and management of the patient with

decompensated shock. Cognitive/knowledge

2.50 Demonstrate the management of a patient with signs and

symptoms of decompensated hemorrhagic shock.

Psychomotor/application

2.34 Differentiate between compensated and decompensated shock.

Cognitive/problem solving

2.35 Relate external hemorrhage to the pathophysiology of

compensated and decompensated hemorrhagic shock.

Cognitive/problem solving

2.36 Relate external hemorrhage to the assessment findings of

compensated hemorrhagic shock. Cognitive/problem solving

2.51 Demonstrate the assessment of a patient with signs and symptoms

of external hemorrhage. Psychomotor/application

2.37 Differentiate between the normotensive, hypotensive, or

profoundly hypotensive patient. Cognitive/problem solving

2.38 Differentiate between the administration of fluid in the

normotensive, hypotensive, or profoundly hypotensive patient.

Cognitive/problem solving

2.39 Discuss the physiologic changes associated with the pneumatic

anti-shock garment (PASG). Cognitive/knowledge

2.40 Discuss the indications and contraindications for the application

and inflation of the PASG. Cognitive/knowledge

2.41 Apply epidemiology to develop prevention strategies for

hemorrhage and shock. Cognitive/knowledge

2.42 Integrate the pathophysiological principles to the assessment of a

patient with hemorrhage or shock. Cognitive/problem solving

2.43 Synthesize assessment findings and patient history information to

form a field impression for the patient with hemorrhage or shock.

Cognitive/problem solving

2.44 Develop, execute and evaluate a treatment plan based on the field

impression for the hemorrhage or shock patient. Cognitive/problem

solving

Soft tissue trauma – At the completion of this unit, the paramedic student will

be able to integrate pathophysiological principles and the assessment

findings to formulate a field impression and implement the treatment plan

for the patient with soft tissue trauma.

3.1 Describe the incidence, morbidity, and mortality of soft tissue

injures. Cognitive/knowledge

3.2 Describe the layers of the skin, specifically:

Epidermis and dermis (cutaneous)

Superficial fascia (subcutaneous)

Deep fascia

Cognitive/knowledge

3.3 Identify the major functions of the integumentary system.

Cognitive/knowledge

3.4 Identify the skin tension lines of the body. Cognitive/knowledge

3.5 Predict soft tissue injuries based on mechanism of injury.

Cognitive/knowledge

3.6 Discuss the pathophysiology of wound healing, including:

i. Hemostasis

j. Inflammation phase

k. Epithelialization

l. Neovascularization

m. Collagen synthesis

3.7 Discuss the pathophysiology of soft tissue injuries.

Cognitive/application

3.8 Differentiate between the following types of closed soft tissue

injuries:

a. Contusion

b. Hematoma

c. Crush injuries

Cognitive/problem solving

3.9 Discuss the assessment findings associated with closed soft tissue

injuries. Cognitive/knowledge

3.10 Discuss the management of a patient with closed soft tissue

injuries. Cognitive/application

3.53 Demonstrate the assessment and management of a patient with

signs and symptoms of soft tissue injury, including:

a. Contusion

b. Hematoma

c. Crushing

d. Abrasion

e. Laceration

f. Avulsion

g. Amputation

h. Impaled object

i. Penetration/puncture

j. Blast

Psychomotor/application

3.11 Discuss the pathophysiology of open soft tissue injuries.

Cognitive/application

3.12 Differentiate between the following types of open soft tissue

injuries:

a. Abrasions

b. Lacerations

c. Major arterial lacerations

d. Avulsions

e. Impaled objects

f. Amputations

g. Incisions

h. Crush injuries

i. Blast injuries

j. Penetrations/punctures

Cognitive/problem solving

3.13 Discuss the incidence, morbidity, and mortality of blast injuries.

Cognitive/knowledge

3.14 Predict blast injuries based on mechanism of injury, including:

a. Primary

b. Secondary

c. Tertiary

Cognitive/application

3.15 Discuss types of trauma including:

a. Blunt

b. Penetrating

c. Barotrauma

d. Burns

Cognitive/knowledge

3.16 Discuss the pathophysiology associated with blast injuries.

Cognitive/knowledge

3.17 Discuss the effects of an explosion within an enclosed space on a

patient. Cognitive/knowledge

3.18 Discuss the assessment findings associated with blast injuries.

Cognitive/knowledge

3.19 Identify the need for rapid intervention and transport of the patient

with a blast injury. Cognitive/knowledge

3.20 Discuss the management of a patient with a blast injury.

Cognitive/knowledge

3.21 Discuss the incidence, morbidity, and mortality of crush injuries.

Cognitive/knowledge

3.22 Define the following conditions:

a. Crush injury

b. Crush syndrome

c. Compartment syndrome

Cognitive/knowledge

3.23 Discuss the mechanisms of injury in a crush injury.

Cognitive/injury

3.24 Discuss the effects of reperfusion and rhabdomyolysis on the body.

Cognitive/knowledge

3.25 Discuss the assessment findings associated with crush injuries.

Cognitive/knowledge

3.26Identify the need for rapid intervention and transport of the patient

with a crush injury. Cognitive/knowledge

3.27Discuss the management of a patient with a crush injury.

Cognitive/knowledge

3.28Discuss the pathophysiology of hemorrhage associated with soft

tissue injuries, including:

a. Capillary

b. Venous

c. Arterial

Cognitive/application

3.29Discuss the assessment findings associated with open soft tissue

injuries. Cognitive/knowledge

3.30Discuss the assessment of hemorrhage associated with open soft tissue

injuries. Cognitive/knowledge

3.31Differentiate between the various management techniques for

hemorrhage control of open soft tissue injuries, including:

a. Direct pressure

b. Elevation

c. Pressure dressing

d. Pressure point

e. Tourniquet application

Cognitive/problem solving

3.32 Differentiate between the types of injuries requiring the use of an

occlusive versus non-occlusive dressing. Cognitive/problem

solving

3.33Identify the need for rapid assessment, intervention and appropriate

transport for the patient with a soft tissue injury.

Cognitive/application

3.46 Defend the rationale explaining why immediate life-threats must

take priority over wound closure. Affective/problem solving

3.49 Value the importance of a thorough assessment for patients with

soft tissue injuries. Affective/problem solving

3.34Discuss the management of the soft tissue injury patient.

Cognitive/application

3.47 Defend the management regimens of various soft tissue injuries.

Affective/problem solving

3.48 Defend why immediate life-threatening conditions take priority

over soft tissue management. Affective/problem solving

3.35 Define and discuss the following:

a. Dressings

1. Sterile

2. Non-sterile

3. Occlusive

4. Non-occlusive

5. Adherent

6. Non-adherent

7. Absorbent

8. Non-absorbent

9. Wet

10. Dry

b. Bandages

1. Absorbent

2. Non-absorbent

3. Adherent

4. Non-adherent

c. Tourniquet

Cognitive/knowledge

3.36 Predict the possible complications of an improperly applied

dressing, bandage, or tourniquet. Cognitive/application

3.37Discuss the assessment of wound healing. Cognitive/knowledge

3.38Discuss the management of wound healing. Cognitive/knowledge

3.39Discuss the pathophysiology of wound infection.

Cognitive/knowledge

3.40Discuss the assessment of wound infection. Cognitive/knowledge

3.41Discuss the management of wound infection. Cognitive/knowledge

3.42Integrate pathophysiological principles to the assessment of a patient

with soft tissue injury. Cognitive/problem solving

3.43Formulate treatment priorities for patients with soft tissue injuries in

conjunction with:

a. Airway/face/neck trauma

b. Thoracic trauma (open/closed)

c. Abdominal trauma

Cognitive/problem solving

3.44Synthesize assessment findings and patient history information to

form a field impression for the patient with soft tissue trauma.

Cognitive/problem solving

3.45Develop, execute, and evaluate a treatment plan based on the field

impression for the patient with soft tissue trauma.

Cognitive/problem solving

3.50 Attend to the feelings that the patient with a soft tissue injury may

experience. Affective/application

3.51 Appreciate the importance of good follow-up care for patients

receiving sutures. Affective/application

3.52 Understand the value of the written report for soft tissue injuries, in

the continuum of patient care. Affective/application

Burns – At the completion of this unit, the paramedic student will be able to

integrate pathophysiological principles and the assessment findings to

formulate a field impression and implement the management plan for the

patient with a burn injury.

4.1 Describe the anatomy and physiology pertinent to burn injuries.

Cognitive/knowledge

4.2 Describe the epidemiology, including incidence, mortality,

morbidity, risk factors, and prevention strategies for the patient

with a burn injury. Cognitive/knowledge

4.3 Describe the pathophysiologic complications and systemic

complications of a burn injury. Cognitive/knowledge

4.75 Characterize mortality and morbidity based on the

pathophysiology and assessment findings of a patient with a burn

injury. Affective/problem solving

4.76 Value and defend the sense of urgency in burn injuries.

Affective/problem solving

4.4 Identify and describe types of burn injuries, including a thermal

burn, an inhalation burn, a chemical burn, an electrical burn, and a

radiation exposure. Cognitive/knowledge

4.5 Identify and describe the depth classifications of burn injuries,

including a superficial burn, a partial-thickness burn, and a fullthickness

burn, and other depth classifications described by local

protocol. Cognitive/knowledge

4.6 Identify and describe methods for determining body surface area

percentage of a burn injury including the “rules of nines,” the

“rules of palms,” and other methods described by local protocol.

Cognitive/knowledge

4.7 Identify and describe the severity of a burn including a minor burn,

a moderate burn, a severe burn, and other severity classifications

described by local protocol. Cognitive/knowledge

4.79 Perform assessment of a patient with a burn injury.

Psychomotor/application

4.8 Differentiate criteria for determining the severity of a burn injury

between a pediatric patient and an adult patient. Cognitive/problem

solving

4.9 Describe special considerations for a pediatric patient with a burn

injury. Cognitive/knowledge

4.10 Discuss considerations which impact management and prognosis

of the burn injured patient. Cognitive/knowledge

4.74 Assess safety at a burn injury incident. Affective/problem solving

4.11 Discuss mechanisms of burn injuries. Cognitive/knowledge

4.12 Discuss conditions associated with burn injuries, including trauma,

blast injuries, airway compromise, respiratory compromise, and

child abuse. Cognitive/knowledge

4.77 Serve as a model for universal precautions and body substance

isolation (BSI). Affective/problem solving

4.78 Take body substance isolation procedures during assessment and

management of patients with a burn injury.

Psychomotor/application

4.71 Value the changes of a patient’s self-image associated with a burn

injury. Affective/application

4.72 Value the impact of managing a burn injured patient.

Affective/application

4.73 Advocate empathy for a burn injured patient. Affective/application

4.13 Describe the management of a burn injury, including airway and

ventilation, circulation, pharmacological, non-pharmacological,

transport considerations, psychological support/communication

strategies, and other management described by local protocol.

Cognitive/knowledge

4.14 Describe the epidemiology of a thermal burn injury.

Cognitive/knowledge

4.15 Describe the specific anatomy and physiology pertinent to a

thermal burn injury. Cognitive/knowledge

4.16 Describe the pathophysiology of a thermal burn injury.

Cognitive/knowledge

4.17 Identify and describe the depth classifications of a thermal burn

injury. Cognitive/knowledge

4.18 Identify and describe the severity of a thermal burn injury.

Cognitive/knowledge

4.56 Integrate pathophysiological principles to the assessment of a

patient with a thermal burn injury. Cognitive/problem solving

4.61 Synthesize patient history information and assessment findings to

form a field impression for the patient with a thermal burn injury.

Cognitive/problem solving

4.19 Describe considerations which impact management and prognosis

of the patient with a thermal burn injury. Cognitive/knowledge

4.20 Discuss mechanisms of burn injury and conditions associated with

a thermal burn injury. Cognitive/knowledge

4.21 Describe the management of a thermal burn injury, including

airway and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, and psychological

support/communication strategies. Cognitive/knowledge

4.66 Develop, execute and evaluate a management plan based on the

field impression for the patient with a thermal burn injury.

Cognitive/problem solving

4.80 Perform management of a thermal burn injury, including airway

and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, psychological

support/communication strategies, and other management

described by local protocol. Psychomotor/application

4.22 Describe the epidemiology of an inhalation burn injury.

Cognitive/knowledge

4.23 Describe the specific anatomy and physiology pertinent to an

inhalation burn injury. Cognitive/knowledge

4.24 Describe the pathophysiology of an inhalation burn injury.

Cognitive/knowledge

4.25 Differentiate between supraglottic and infraglottic inhalation

injuries. Cognitive/problem solving

4.26 Identify and describe the depth classifications of an inhalation burn

injury. Cognitive/knowledge

4.27 Identify and describe the severity of an inhalation burn injury.

Cognitive/knowledge

4.57 Integrate pathophysiological principles to the assessment of a

patient with an inhalation burn injury. Cognitive/problem

4.62 Synthesize patient history information and assessment findings to

form a field impression for the patient with an inhalation burn

injury. Cognitive/problem solving

4.28 Describe considerations which impact management and prognosis

of the patient with an inhalation burn injury. Cognitive/knowledge

4.29 Discuss mechanisms of burn injury and conditions associated with

an inhalation burn injury. Cognitive/knowledge

4.30 Describe the management of an inhalation burn injury, including

airway and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, and psychological

support/communication strategies. Cognitive/knowledge

4.67 Develop, execute and evaluate a management plan based on the

field impression for the patient with an inhalation burn injury.

Cognitive/problem solving

4.81 Perform management of an inhalation burn injury, including

airway and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, psychological

support/communication strategies, and other management

described by local protocol. Psychomotor/application

4.31 Describe the epidemiology of a chemical burn injury and a

chemical burn injury to the eye. Cognitive/knowledge

4.32 Describe the specific anatomy and physiology pertinent to a

chemical burn injury and a chemical burn injury to the eye.

Cognitive/knowledge

4.33 Describe the pathophysiology of a chemical burn injury, including

types of chemicals and their burning processes and a chemical burn

injury to the eye. Cognitive/knowledge

4.34 Identify and describe the depth classifications of a chemical burn

injury. Cognitive/knowledge

4.35 Identify and describe the severity of a chemical burn injury.

Cognitive/knowledge

4.58 Integrate pathophysiological principles to the assessment of a

patient with a chemical burn injury. Cognitive/problem solving

4.63 Synthesize patient history information and assessment findings to

form a field impression for the patient with a chemical burn injury.

Cognitive/problem solving

4.36 Describe considerations which impact management and prognosis

of the patient with a chemical burn injury and a chemical burn

injury to the eye. Cognitive/knowledge

4.37 Discuss mechanisms of burn injury and conditions associated with

chemical burn injury. Cognitive/knowledge

4.38 Describe the management of a chemical burn injury and chemical

burn injury to the eye, including airway and ventilation,

circulation, pharmacological, non-pharmacological, transport

considerations, and psychological support/communication

strategies. Cognitive/knowledge

4.68 Develop, execute and evaluate a management plan based on the

field impression for the patient with a chemical burn injury.

Cognitive/problem solving

4.82 Perform management of a chemical burn injury, including airway

and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, psychological

support/communication strategies, and other management

described by local protocol. Psychomotor/application

4.39 Describe the epidemiology of an electrical burn injury.

Cognitive/knowledge

4.40 Describe the specific anatomy and physiology pertinent to an

electrical burn injury. Cognitive/knowledge

4.41 Describe the pathophysiology of an electrical burn injury.

Cognitive/knowledge

4.42 Identify and describe the depth classifications of an electrical burn

injury. Cognitive/knowledge

4.43 Identify and describe the severity of an electrical burn injury.

Cognitive/knowledge

4.59 Integrate pathophysiological principles to the assessment of a

patient with an electrical burn injury. Cognitive/problem solving

4.64 Synthesize patient history information and assessment findings to

form a field impression for the patient with an electrical burn

injury. Cognitive/problem solving

4.44 Describe considerations which impact management and prognosis

of the patient with an electrical burn injury. Cognitive/knowledge

4.45 Discuss mechanisms of burn injury and conditions associated with

an electrical burn injury. Cognitive/knowledge

4.46 Describe the management of an electrical burn injury, including

airway and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, and psychological

support/communication strategies. Cognitive/knowledge

4.69 Develop, execute and evaluate a management plan based on the

field impression for the patient with an electrical burn injury.

Cognitive/problem solving

4.83 Perform management of an electrical burn injury, including airway

and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, psychological

support/communication strategies, and other management

described by local protocol. Psychomotor/application

4.47 Describe the epidemiology of a radiation exposure.

Cognitive/knowledge

4.48 Describe the specific anatomy and physiology pertinent to a

radiation exposure. Cognitive/knowledge

4.49 Describe the pathophysiology of a radiation exposure, including

the types and characteristics of ionizing radiation.

Cognitive/knowledge

4.50 Identify and describe the depth classifications of a radiation

exposure. Cognitive/knowledge

4.51 Identify and describe the severity of a radiation exposure.

Cognitive/knowledge

4.60 Integrate pathophysiological principles to the assessment of a

patient with a radiation exposure. Cognitive/problem solving

4.65 Synthesize patient history information and assessment findings to

form a field impression for the patient with a radiation exposure.

Cognitive/problem solving

4.52 Describe considerations which impact management and prognosis

of the patient with a radiation exposure. Cognitive/knowledge

4.53 Discuss mechanisms of burn injury associated with a radiation

exposure. Cognitive/knowledge

4.54 Discuss conditions associated with a radiation exposure.

Cognitive/knowledge

4.55 Describe the management of a radiation exposure, including

airway and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, and psychological

support/communication strategies. Cognitive/knowledge

4.70 Develop, execute and evaluate a management plan based on the

field impression for the patient with a radiation exposure.

Cognitive/problem solving

4.84 Perform management of a radiation exposure, including airway

and ventilation, circulation, pharmacological, nonpharmacological,

transport considerations, psychological

support/communication strategies, and other management

described by local protocol. Psychomotor/application

Head and facial trauma – At the completion of this unit, the paramedic student

will be able to integrate pathophysiological principles and the assessment

findings to formulate a field impression and implement a treatment plan

for the trauma patient with a suspected head injury.

5.1 Describe the incidence, morbidity, and mortality of facial injuries.

Cognitive/knowledge

5.2 Explain facial anatomy and relate physiology to facial injuries.

Cognitive/knowledge

5.3 Predict facial injuries based on mechanism of injury.

Cognitive/knowledge

5.4 Predict other injuries commonly associated with facial injuries

based on mechanism of injury. Cognitive/application

5.5 Differentiate between the following types of facial injuries,

highlighting the defining characteristics of each:

eye

ear

nose

throat

mouth

Cognitive/problem solving

5.6 Integrate pathophysiological principles to the assessment of a

patient with a facial injury. Cognitive/problem solving

5.7 Differentiate between facial injuries based on the assessment and

history. Cognitive/problem solving

5.8 Formulate a field impression for a patient with a facial injury based

on the assessment findings. Cognitive/problem solving

5.9 Develop a patient management plan for a patient with a facial

injury based on the field impression. Cognitive/problem solving

5.10 Explain the pathophysiology of eye injuries. Cognitive/knowledge

5.11 Relate assessment findings associated with eye injuries to

pathophysiology. Cognitive/problem solving

5.12 Integrate pathophysiological principles to the assessment of a

patient with an eye injury. Cognitive/problem solving

5.13 Formulate a field impression for a patient with an eye injury based

on the assessment findings. Cognitive/problem solving

5.14 Develop a patient management plan for a patient with an eye injury

based on the field impression. Cognitive/problem solving

5.15 Explain the pathophysiology of ear injuries. Cognitive/knowledge

5.16 Relate assessment findings associated with ear injuries to

pathophysiology. Cognitive/problem solving

5.17 Integrate pathophysiological principles to the assessment of a

patient with an ear injury. Cognitive/problem solving

5.18 Formulate a field impression for a patient with an ear injury based

on the assessment findings. Cognitive/problem solving

5.19 Develop a patient management plan for a patient with an ear injury

based on the field impression. Cognitive/problem solving

5.20 Explain the pathophysiology of nose injuries.

Cognitive/knowledge

5.21 Relate assessment findings associated with nose injuries to

pathophysiology. Cognitive/problem solving

5.22 Integrate pathophysiological principles the assessment of a patient

with a nose injury. Cognitive/problem solving

5.23 Formulate a field impression for a patient with a nose injury based

on the assessment findings. Cognitive/problem solving

5.24 Develop a patient management plan for a patient with a nose injury

based on the field impression. Cognitive/problem solving

5.25 Explain the pathophysiology of throat injuries.

Cognitive/knowledge

5.26 Relate assessment findings associated with throat injuries to

pathophysiology. Cognitive/problem solving

5.27 Integrate pathophysiological principles to the assessment of a

patient with a throat injury. Cognitive/problem solving

5.28 Formulate a field impression for a patient with a throat injury

based on the assessment findings. Cognitive/problem solving

5.29 Develop a patient management plan for a patient with a throat

injury based on the field impression. Cognitive/problem solving

5.30 Explain the pathophysiology of mouth injuries.

Cognitive/knowledge

5.31 Relate assessment findings associated with mouth injuries to

pathophysiology. Cognitive/problem solving

5.32 Integrate pathophysiological principles to the assessment of a

patient with a mouth injury. Cognitive/problem solving

5.33 Formulate a field impression for a patient with a mouth injury

based on the assessment findings. Cognitive/problem solving

5.34 Develop a patient management plan for a patient with a mouth

injury based on the field impression. Cognitive/problem solving

5.35 Describe the incidence, morbidity, and mortality of head injuries.

Cognitive/knowledge

5.36 Explain anatomy and relate physiology of the CNS to head

injuries. Cognitive/knowledge

5.37 Predict head injuries based on mechanism of injury.

Cognitive/application

5.38 Distinguish between head injury and brain injury.

Cognitive/problem solving

5.39 Explain the pathophysiology of head/brain injuries.

Cognitive/knowledge

5.40 Explain the concept of increasing intracranial pressure (ICP).

Cognitive/knowledge

5.41 Explain the effect of increased and decreased carbon dioxide on

ICP. Cognitive/knowledge

5.42 Define and explain the process involved with each of the levels of

increasing ICP. Cognitive/knowledge

5.43 Relate assessment findings associated with head/brain injuries to

the pathophysiologic process. Cognitive/problem solving

5.44 Classify head injuries (mild, moderate, severe) according to

assessment findings. Cognitive/application

5.45 Identify the need for rapid intervention and transport of the patient

with a head/brain injury. Cognitive/knowledge

5.46 Describe and explain the general management of the head/brain

injury patient, including pharmacological and non-pharmacological

treatment. Cognitive/knowledge

5.47 Analyze the relationship between carbon dioxide concentration in

the blood and management of the airway in the head/brain injured

patient. Cognitive/problem solving

5.48 Explain the pathophysiology of diffuse axonal injury.

Cognitive/knowledge

5.49 Relate assessment findings associated with concussion, moderate

and severe diffuse axonal injury to pathophysiology.

5.50 Develop a management plan for a patient with a moderate and

severe diffuse axonal injury. Cognitive/problem solving

5.51 Explain the pathophysiology of skull fracture.

Cognitive/knowledge

5.52 Relate assessment findings associated with skull fracture to

pathophysiology. Cognitive/problem solving

5.53 Develop a management plan for a patient with a skull fracture.

Cognitive/problem solving

5.54 Explain the pathophysiology of cerebral contusion.

Cognitive/knowledge

5.55 Relate assessment findings associated with cerebral contusion to

pathophysiology. Cognitive/problem solving

5.56 Develop a management plan for a patient with a cerebral

contusion. Cognitive/problem solving

5.57 Explain the pathophysiology of intracranial hemorrhage, including:

a. Epidural

b. Subdural

c. Intracerebral

d. Subarachnoid

Cognitive/knowledge

5.58 Relate assessment findings associated with intracranial hemorrhage

to pathophysiology, including:

a. Epidural

b. Subdural

c. Intracerebral

d. Subarachnoid

Cognitive/problem solving

5.59 Develop a management plan for a patient with a intracranial

hemorrhage, including:

a. Epidural

b. Subdural

c. Intracerebral

d. Subarachnoid

Cognitive/knowledge

5.60 Describe the various types of helmets and their purposes.

Cognitive/knowledge

5.61 Relate priorities of care to factors determining the need for helmet

removal in various field situations including sports related

incidents. Cognitive/problem solving

5.62 Develop a management plan for the removal of a helmet for a head

injured patient. Cognitive/problem solving

5.63 Integrate the pathophysiological principles to the assessment of a

patient with head/brain injury. Cognitive/problem solving

5.64 Differentiate between the types of head/brain injuries based on the

assessment and history. Cognitive/problem solving

5.65 Formulate a field impression for a patient with a head/brain injury

based on the assessment findings. Cognitive/problem solving

5.66 Develop a patient management plan for a patient with a head/brain

injury based on the field impression. Cognitive/problem solving

Spinal trauma – At the completion of this unit, the paramedic student will be

able to integrate pathophysiological principles and the assessment findings

to formulate a field impression and implement a treatment plan for the

patient with a suspected spinal injury.

6.1 Describe the incidence, morbidity, and mortality of spinal injuries

in the trauma patient. Cognitive/knowledge

6.2 Describe the anatomy and physiology of structures related to spinal

injuries.

Cervical

Thoracic

Lumbar

Sacrum

Coccyx

Head

Brain

Spinal cord

Nerve tract(s)

Dermatomes

Cognitive/knowledge

6.3 Predict spinal injuries based on mechanism of injury.

Cognitive/application

6.4 Describe the pathophysiology of spinal injuries.

Cognitive/knowledge

6.5 Explain traumatic and non-traumatic spinal injuries.

Cognitive/knowledge

6.6 Describe the assessment findings associated with spinal injuries.

Cognitive/knowledge

6.27 Advocate the use of a thorough assessment when determining the

proper management modality for spine injuries. Affective/problem

solving

6.32 Demonstrate documentation of suspected spinal cord injury to

include:

a. General area of spinal cord involved

b. Sensation

c. Dermatomes

d. Motor function

e. Area(s) of weakness

Psychomotor/knowledge

6.7 Describe the management of spinal injuries. Cognitive/knowledge

6.8 Identify the need for rapid intervention and transport of the patient

with spinal injuries. Cognitive/knowledge

6.28 Value the implications of failing to properly immobilize a spine

injured patient. Affective/application

6.31 Demonstrate immobilization of the urgent and non-urgent patient

with assessment findings of spinal injury from the following

presentations:

a. Supine

b. Prone

c. Semi-prone

d. Sitting

e. Standing

Psychomotor/knowledge

6.36 Demonstrate documentation of assessment before spinal

immobilization. Psychomotor/knowledge

6.37 Demonstrate documentation of assessment during spinal

immobilization. Psychomotor/knowledge

6.38 Demonstrate documentation of assessment after spinal

immobilization. Psychomotor/knowledge

6.9 Integrate the pathophysiological principles to the assessment of a

patient with a spinal injury. Cognitive/problem solving

6.10 Differentiate between spinal injuries based on the assessment and

history. Cognitive/problem solving

6.11 Formulate a field impression based on the assessment findings.

Cognitive/problem solving

6.12 Develop a patient management plan based on the field impression.

Cognitive/problem solving

6.13 Describe the pathophysiology of traumatic spinal injury related to:

a. Spinal shock

b. Spinal neurogenic shock

c. Quadriplegia/paraplegia

d. Incomplete cord injury/cord syndromes:

1. Central cord syndrome

2. Anterior cord syndrome

3. Brown-Sequard syndrome

Cognitive/knowledge

6.14 Describe the assessment findings associated with traumatic spinal

injuries. Cognitive/knowledge

6.29 Demonstrate a clinical assessment to determine the proper

management modality for a patient with a suspected traumatic

spinal injury. Psychomotor/knowledge

6.15 Describe the management of traumatic spinal injuries.

Cognitive/knowledge

6.33 Demonstrate preferred methods for stabilization of a helmet from a

potentially spine injured patient. Psychomotor/knowledge

6.34 Demonstrate helmet removal techniques. Psychomotor/knowledge

6.35 Demonstrate alternative methods for stabilization of a helmet from

a potentially spine injured patient. Psychomotor/knowledge

6.16 Integrate pathophysiological principles to the assessment of a

patient with a traumatic spinal injury. Cognitive/problem solving

6.17 Differentiate between traumatic and non-traumatic spinal injuries

based of the assessment and history. Cognitive/problem solving

6.18 Formulate a field impression for traumatic spinal injury based on

the assessment findings. Cognitive/problem solving

6.19 Develop a patient management plan for traumatic spinal injury

based on the field impression. Cognitive/problem solving

6.20 Describe the pathophysiology of non-traumatic spinal injury,

including:

a. Low back pain

b. Herniated intervertebral disk

c. Spinal cord tumors

Cognitive/knowledge

6.21 Describe the assessment findings associated with non-traumatic

spinal injuries. Cognitive/knowledge

6.30 Demonstrate a clinical assessment to determine the proper

management modality for a patient with suspected non-traumatic

spinal injury. Psychomotor/knowledge

6.22 Describe the management of non-traumatic spinal injuries.

Cognitive/knowledge

6.23 Integrate pathophysiological principles to the assessment of a

patient with non-traumatic spinal injury. Cognitive/problem

solving

6.24 Differentiate between traumatic and non-traumatic spinal injuries

based on the assessment and history. Cognitive/problem solving

6.25 Formulate a field impression for non-traumatic spinal injury based

on the assessment findings. Cognitive/problem solving

6.26 Develop a patient management plan for non-traumatic spinal injury

based on the field impression. Cognitive/problem solving

Thoracic trauma – At the completion of this unit, the paramedic student will

be able to integrate pathophysiological principles and the assessment

findings to formulate a field impression and implement a treatment plan

for a patient with a thoracic injury.

7.1 Describe the incidence, morbidity, and mortality of thoracic

injuries in the trauma patient. Cognitive/knowledge

7.2 Discuss the anatomy and physiology of the organs and structures

related to thoracic injuries. Cognitive/knowledge

7.3 Predict thoracic injuries based on mechanism of injury.

Cognitive/application

7.46 Advocate the use of a thorough scene survey to determine the

forces involved in thoracic trauma. Affective/problem solving

7.4 Discuss the types of thoracic injuries. Cognitive/knowledge

7.45 Advocate the use of a thorough assessment to determine a

differential diagnosis and treatment plan for thoracic trauma.

Affective/problem solving

7.5 Discuss the pathophysiology of thoracic injuries.

Cognitive/knowledge

7.6 Discuss the assessment findings associated with thoracic injuries.

Cognitive/knowledge

7.47 Value the implications of failing to property diagnose thoracic

trauma. Affective/application

7.49 Demonstrate a clinical assessment for a patient with suspected

thoracic trauma. Psychomotor/knowledge

7.7 Discuss the management of thoracic injuries. Cognitive/knowledge

7.50 Demonstrate the following techniques of management for thoracic

injuries:

Needle decompression

Fracture stabilization

Elective intubation

ECG monitoring

Oxygenation and ventilation

Psychomotor/knowledge

7.8 Identify the need for rapid intervention and transport of the patient

with thoracic injuries. Cognitive/knowledge

7.48 Value the implications of failing to initiate timely interventions to

patients with thoracic trauma. Affective/application

7.9 Discuss the pathophysiology of specific chest wall injuries,

including:

a. Rib fracture

b. Flail segment

c. Sternal fracture

Cognitive/knowledge

7.10 Discuss the assessment findings associated with chest wall injuries.

Cognitive/knowledge

7.11 Identify the need for rapid intervention and transport of the patient

with chest wall injuries. Cognitive/knowledge

7.12 Discuss the management of chest wall injuries.

Cognitive/knowledge

7.13 Discuss the pathophysiology of injury to the lung, including:

a. Simple pneumothorax

b. Open pneumothorax

c. Tension pneumothorax

d. Hemothorax

e. Hemopneumothorax

f. Pulmonary contusion

Cognitive/knowledge

7.14 Discuss the assessment findings associated with lung injuries.

Cognitive/knowledge

7.15 Discuss the management of lung injuries. Cognitive/knowledge

7.16 Identify the need for rapid intervention and transport of the patient

with lung injuries. Cognitive/knowledge

7.17 Discuss the pathophysiology of myocardial injuries, including:

a. Pericardial tamponade

b. Myocardial contusion

c. Myocardial rupture

Cognitive/knowledge

7.18 Discuss the assessment findings associated with myocardial

injuries. Cognitive/knowledge

7.19 Discuss the management of myocardial injuries.

Cognitive/knowledge

7.20 Identify the need for rapid intervention and transport of the patient

with myocardial injuries. Cognitive/knowledge

7.21 Discuss the pathophysiology of vascular injuries, including injuries

to:

a. Aorta

b. Vena cava

c. Pulmonary arteries/veins

Cognitive/knowledge

7.22 Discuss the assessment findings associated with vascular injuries.

Cognitive/knowledge

7.23 Discuss the management of vascular injuries. Cognitive/knowledge

7.24 Identify the need for rapid intervention and transport of the patient

with vascular injuries. Cognitive/knowledge

7.25 Discuss the pathophysiology of diaphragmatic injuries.

Cognitive/knowledge

7.26 Discuss the assessment findings associated with diaphragmatic

injuries. Cognitive/knowledge

7.27 Discuss the management of diaphragmatic injuries.

Cognitive/knowledge

7.28 Identify the need for rapid intervention and transport of the patient

with diaphragmatic injuries. Cognitive/knowledge

7.29 Discuss the pathophysiology of esophageal injuries.

Cognitive/knowledge

7.30 Discuss the assessment findings associated with esophageal

injuries. Cognitive/knowledge

7.31 Discuss the management of esophageal injuries.

Cognitive/knowledge