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Standard |
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R State Standard £ Institutionally Developed College: n/a |
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Course Description The course covers all the
components of the National Highway Safety Transportation Administration, National
Standard Curriculum, Emergency Medical Technician-Basic, 1994 Standard,
Module 1 and Module 7. It also covers Sections 1, 2, 3 and 4 of the NHTSA,
National Standard Curriculum, EMT-Intermediate-1985. Topics include: basic
cardiopulmonary resuscitation/AED, introduction to emergency medical care,
roles and responsibilities of the EMT-Intermediate, EMS Systems for
EMT-Intermediates, well being of the EMT– Basic, medical/legal and ethical
issues, medical-legal aspects for the EMT-Intermediate, blood and airborne
pathogens and infectious diseases, the human body, medical terminology, base
line vital signs and SAMPLE history, lifting and moving patients, ambulance
operations, gaining access, and overviews of HazMat/MCI. |
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Competency Areas |
Hours |
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CPR and AED |
Class |
3 |
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Introduction to Emergency Medical Care |
D. Lab |
2 |
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Roles and Responsibilities |
P.Lab/O.B.I. |
0 |
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Credit |
4 |
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Well-Being of the EMT |
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OSHA Bloodborne and Airborne Pathogens |
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Medical/Legal and Ethical Issues |
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Medical/Legal Considerations |
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The Human Body |
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Medical Terminology |
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Baseline Vital Signs and SAMPLE History |
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Lifting and Moving Patients |
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Preparatory - Evaluation |
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Ambulance Operations |
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|
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Gaining Access |
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Overviews of HazMat and MCI |
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Ambulance Operations - Evaluation |
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Prerequisite: |
Program admission |
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Corequisite: |
n/a |
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Course
Guide |
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Competency |
After
completing this section, the student will be able to: |
Hours |
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|
Class |
D.Lab
|
P.Lab/ O.B.I. |
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CPR and AED |
0 |
8
|
0 |
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G-2 CPR & AED Basic: G-2.1 |
The student shall successfully complete cardiopulmonary resuscitation
Healthcare Provider level objectives that are consistent with current
American Heart Association standards. |
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G-4 Basic: G-4.1 |
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Introduction to
Emergency Medical Care 1-1 |
2 |
0
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0 |
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Basic:1-1.1 |
Define Emergency Medical Services (EMS) systems. (C-1) |
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Basic:1-1.2 |
Differentiate the roles and responsibilities of the EMT-Basic from
other prehospital care providers. (C-3) |
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Describe the roles and responsibilities related to personal safety.
(C-1) |
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Discuss the roles and responsibilities of the EMT-Basic towards the
safety of the crew, the patient and bystanders. (C-1) |
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Define quality improvement and discuss the EMT-Basic's role in the
process. (C-1) |
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Define medical direction and discuss the EMT-Basic's role in the
process. (C-1) |
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State the specific statutes and regulations in your state regarding
the |
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Assess areas of personal attitude and conduct of the EMT-Basic. (A-3) |
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Characterize the various methods used to access the |
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Identify the role of |
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Roles and
Responsibilities I-1 |
2 |
0
|
0 |
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Differentiate the roles and responsibilities of the EMT-Intermediate
from other prehospital care providers. [1.1.1, 1.1.2, 1.1.3] |
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Define the following terms: [1.1.4, 1.1.9, 1.1.10, 1.1.15], ethics,
professionalism, professional, health care professional, certification,
licensure, registration |
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Describe the differences between ethical behavior and legal
requirements. [1.1.5] |
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Provide examples of activities that constitute appropriate ethical
behavior for an EMT-Intermediate. [1.1.6] |
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Identify whether a particular activity is unethical and/or illegal,
given certain patient care situations. [1.1.7] |
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Intermediate:1.6 |
Identify whether a particular activity is ethical or
unethical given certain patient care situations. [1.1.8] |
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Intermediate:1.7 |
Identify whether a particular activity is professional or
unprofessional given certain patient care situations. [1.1.11] |
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Intermediate:1.8 |
Provide examples of activities that constitute appropriate
professional behavior for an EMT-Intermediate. [1.1.12] |
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Intermediate:1.9 |
Explain EMT-Intermediate licensure, license renewal, and
reciprocity requirements in |
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Intermediate:1.10 |
Describe the benefits of EMT-Intermediate continuing
education. [1.1.14] |
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Intermediate:1.11 |
Name and describe current |
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Intermediate:1.12 |
State the reason it is important to keep one’s
EMT-Intermediate licensure current. [1.1.17] |
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Intermediate:1.13 |
State the major purposes of a national association.
[1.1.18] |
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Intermediate:1.14 |
State the major purposes of a national registration
agency. [1.1.19] |
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Intermediate:1.15 |
State the major benefits of subscribing to professional
journals. [1.1.20] |
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Intermediate:1.16 |
State the benefits of EMT-Intermediates teaching in their
community. [1.1.21] |
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Define stabilization of patients. [1.2.3] |
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Describe the GSA/KKK Ambulance Standards. [1.2.8] |
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Define the national standard levels of prehospital provider as defined
by curriculum, respectively. [1.2.10] |
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Discuss ambulance placement and the parameters that should be utilized
in its development, including the differences in urban, suburban, and rural
settings. [1.2.10] |
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Define protocols and standing orders. [1.2.12] |
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Describe the development of protocols. [1.2.13] |
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Describe integration of prehospital care into the continuum of total
patient care with the emergency department phase of hospital care. [1.2.16] |
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Discuss the varying philosophies between the management of medical
patients and trauma patients, prehospital. [1.2.20] |
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Describe the transition of patient care from the EMT-Intermediate,
including: [1.2.21], Transfer of responsibility (legal and medical),
Reporting of patient status to physician or nurse. |
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Well-Being of
the EMT |
1 |
0
|
0 |
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|
List possible emotional reactions that the EMT-Basic may experience
when faced with trauma, illness, death and dying. (C-1) |
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Discuss the possible reactions that a family member may exhibit when
confronted with death and dying. (C-1) |
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State the steps in the EMT-Basic's approach to the family confronted
with death and dying. (C-1) |
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State the possible reactions that the family of the EMT-Basic may
exhibit due to their outside involvement in |
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Recognize the signs and symptoms of critical incident stress. (C-1) |
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State possible steps that the EMT-Basic may take to help
reduce/alleviate stress. (C-1) |
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Explain the need to determine scene safety. (C-2) |
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Discuss the importance of body substance isolation (BSI). (C-1) |
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Describe the steps the EMT-Basic should take for personal protection
from airborne and bloodborne pathogens. (C-1) |
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List the personal protective equipment necessary for each of the
following situations:(C-1), Hazardous materials, Rescue operations, Violent
scenes, Crime scenes, Exposure to bloodborne pathogens, Exposure to airborne
pathogens. |
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Explain the rationale for serving as an advocate for the use of
appropriate protective equipment. (A-3) |
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Given a scenario with potential infectious exposure, the EMT-Basic
will use appropriate personal protective equipment. At the completion of the
scenario, the EMT-Basic will properly remove and discard the protective
garments. (P-1, 2) |
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Given the above scenario, the EMT-Basic will complete
disinfection/cleaning and all reporting documentation. (P-1, 2) |
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Describe behavior that is a manifestation of stress in patients and
those close to them and describe how that behavior relates to EMT stress.
(OP22) (NREMT task analysis) |
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Given a scenario involving a stressful situation, formulate an
appropriate strategy to help adapt to the stress. (OP22) (NREMT task
analysis) |
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Discuss personal counseling techniques common to interactions with
patients, family members and co-workers. (OP25) (NREMT task analysis) |
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OSHA Bloodborne
and Airborne Pathogens 1-2a |
2 |
1
|
0 |
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Define blood/airborne pathogens, and describe modes of transmission. (OSHA/TCSG) |
|
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Identify exposure risks related to health care workers, and list
diseases to which healthcare workers are likely to be exposed. (OSHA/TCSG) |
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Identify student protections afforded by the college blood and
airborne exposure control plan. (OSHA/TCSG) |
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Outline precautions that are designed to reduce the potential of an
exposure to health care workers. (OSHA/TCSG) |
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Describe the benefits of needless systems and/or engineered sharps
designed to prevent exposure incidents. (OSHA/TCSG) |
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Describe the correct methods of disposal of: a. potentially infectious
materials, b. contaminated needles, c. contaminated sharps. (OSHA/TCSG) |
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Describe the proper methods of decontamination of potentially
infectious materials. (OSHA/TCSG) |
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Discuss the advantages and disadvantages of the Hepatitis B vaccine
for health care workers. (OSHA/TCSG) |
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Make an “informed decision” regarding the hepatitis B vaccine. (OSHA/TCSG) |
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List actions to be taken when a student or healthcare worker has a
possible exposure to blood or other potentially infectious materials. (OSHA/TCSG) |
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Describe causative agents, symptoms, occurrence, reservoir, mode of
transmission, incubation period, period of communicability, prevention and
control measures for the following diseases: HIV/AIDS, Hepatitis,
Tuberculosis, Meningitis, Measles, Chickenpox, Herpes. (OSHA/TCSG) |
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Describe the assessment of a patient suspected of, or identified as
having an infectious or communicable disease. (OSHA/TCSG) |
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Perform an assessment of a patient suspected of, or identified as
having an infectious or communicable disease. (OSHA/TCSG) |
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Medical/Legal
and Ethical Issues I-3 |
4 |
0
|
0 |
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Define the EMT-Basic scope of practice. (C-1) |
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Discuss the importance of Do Not Resuscitate [DNR] (advance
directives) and local or state provisions regarding |
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Define consent and discuss the methods of obtaining consent. (C-1) |
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Differentiate between expressed and implied consent. (C-3) |
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Explain the role of consent of minors in providing care. (C-1) |
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Discuss the implications for the EMT-Basic in patient refusal of
transport. (C-1) |
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Discuss the issues of abandonment, negligence, and battery and their
implications to the EMT-Basic. (C-1) |
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State the conditions necessary for the EMT-Basic to have a duty to
act. (C-1) |
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Explain the importance, necessity and legality of patient
confidentiality. (C-1) |
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Discuss the considerations of the EMT-Basic in issues of organ
retrieval. (C-1) |
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Differentiate the actions that an EMT-Basic should take to assist in
the preservation of a crime scene. (C-3) |
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State the conditions that require an EMT-Basic to notify local law
enforcement officials. (C-1) |
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Explain the role of |
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Explain the rationale for the needs, benefits and usage of advance
directives. (A-3) |
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Explain the rationale for the concept of varying degrees of DNR. (A-3) |
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Medical/Legal
Considerations (include in hours with I-3) |
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Discuss the significance and scope of the following in relationship to
EMT practice: [1.3.1], O.C. G. A. 31-11, Good Samaritan Law/Civil Immunity,
Georgia EMS Statutes, Georgia Motor Vehicle Codes. |
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Define the following terms: (C-1) a. Abandonment, b. Advance
directives, c. Assault, d. Battery, e. Breach of duty, f. Confidentiality, g.
Consent (expressed, implied, informed, and involuntary), h. Do Not Resuscitate
(DNR) orders, i. Duty to act, j. Emancipated minor, k. False imprisonment, l.
Immunity, m. Liability, n. Libel, o. Minor, p. Negligence, q. Proximate
cause, r. Scope of practice, s. Slander, t. Standard of Care, u. Tort |
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Review the importance of providing accurate documentation (oral and
written) in substantiating an incident. [1.3.3] |
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Describe the four elements to prove medical liability. [1.3.5] |
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Review the conditions under which the use of force, including
restraint, is acceptable. [1.3.7] |
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The Human Body 1-4 |
8 |
0
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0 |
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Identify the following topographic terms: Medial, lateral, proximal,
distal, superior, inferior, anterior, posterior, midline, right and left,
mid-clavicular, bilateral, mid-axillary. (C-1) |
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Describe the anatomy and function of the following major body systems:
respiratory, circulatory, musculoskeletal, nervous and endocrine. (C-1) [1.6.20] |
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Medical
Terminology I-4 |
4 |
0
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0 |
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Define and contrast medical terms. [1.4.1] |
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Identify various medical terms given one or more anatomical parts of
the body. [1.4.2] |
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Identify common medical abbreviations. [1.4.3] |
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Identify common root words and determine their meaning. [1.4.4] |
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Identify and define common prefixes and suffixes. [1.4.5] |
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Locate one or more terms in a medical dictionary. [1.4.6] |
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Left intentionally blank. |
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Left intentionally blank. [Reference: Appendix A-Medical Terminology
of the US DOT Intermediate 1985 Curriculum for examples of common medical
abbreviations, prefixes, and suffixes] |
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Baseline Vital
Signs and SAMPLE History 1-5 |
1 |
3
|
0 |
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Basic:1-5.1 |
Identify the components of vital signs. (C-1) |
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Basic:1-5.2 |
Describe the methods to obtain a breathing rate. (C-1) |
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Basic:1-5.3 |
Identify the attributes that should be obtained when assessing
breathing. (C-1) |
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Basic:1-5.4 |
Differentiate between shallow, labored and noisy breathing. (C-3) |
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Basic:1-5.5 |
Describe the methods to obtain a pulse rate. (C-1) |
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Basic:1-5.6 |
Identify the information obtained when assessing a patient's pulse.
(C-1) |
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Basic:1-5.7 |
Differentiate between a strong, weak, regular and irregular pulse.
(C-3) |
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Basic:1-5.8 |
Describe the methods to assess the skin color, temperature, condition
(capillary refill in infants and children). (C-1) |
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Basic:1-5.9 |
Identify the normal and abnormal skin colors. (C-1) |
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Basic:1-5.10 |
Differentiate between pale, blue, red and yellow skin color. (C-3) |
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Basic:1-5.11 |
Identify the normal and abnormal skin temperature. (C-1) |
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Basic:1-5.12 |
Differentiate between hot, cool and cold skin temperature. (C-3) |
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Basic:1-5.13 |
Identify normal and abnormal skin conditions. (C-1) |
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Basic:1-5.14 |
Identify normal and abnormal capillary refill in infants and children.
(C-1) |
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Basic:1-5.15 |
Describe the methods to assess the pupils. (C-1) |
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Basic:1-5.16 |
Identify normal and abnormal pupil size. (C-1) |
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Basic:1-5.17 |
Differentiate between dilated (big) and constricted (small) pupil
size. (C-3) |
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Basic:1-5.18 |
Differentiate between reactive and non-reactive pupils and equal and
unequal pupils. (C-3) |
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Basic:1-5.19 |
Describe the methods to assess blood pressure. (C-1) |
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Basic:1-5.20 |
Define systolic pressure. (C-1) |
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Basic:1-5.21 |
Define diastolic pressure. (C-1) |
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Basic:1-5.22 |
Explain the difference between auscultation and palpation for
obtaining a blood pressure. (C-1) |
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Basic:1-5.23 |
Identify the components of the SAMPLE history. (C-1) |
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Basic:1-5.24 |
Differentiate between a sign and a symptom. (C-3) |
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Basic:1-5.25 |
State the importance of accurately reporting and recording the
baseline vital signs. (C-1) |
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Basic:1-5.26 |
Discuss the need to search for additional medical identification.
(C-1) |
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Basic:1-5.27 |
Explain the value of performing the baseline vital signs. (A-2) |
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Basic:1-5.28 |
Recognize and respond to the feelings patients experience during
assessment. (A-1) |
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Basic:1-5.29 |
Defend the need for obtaining and recording an accurate set of vital signs.
(A-3) |
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Basic:1-5.30 |
Explain the rationale of recording additional sets of vital signs.
(A-1) |
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Basic:1-5.31 |
Explain the importance of obtaining a SAMPLE history. (A-1) |
|
|
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|
Basic:1-5.31.5 1-5-TCSG-1 |
Discuss the important components that must be identified in taking an
appropriate history from a patient. (TCSG) |
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Basic:1-5.32 |
Demonstrate the skills involved in assessment of breathing. (P-1, 2) |
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Basic:1-5.33 |
Demonstrate the skills associated with obtaining a pulse. (P-1, 2) |
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Basic:1-5.34 |
Demonstrate the skills associated with assessing the skin color,
temperature, condition, and capillary refill in infants and children. (P-1,2) |
|
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Basic:1-5.35 |
Demonstrate the skills associated with assessing the pupils. (P-1, 2) |
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Basic:1-5.36 |
Demonstrate the skills associated with obtaining blood pressure. (P-1,
2) |
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Basic:1-5.37 |
Demonstrate the skills that should be used to obtain information from
the patient, family, or bystanders at the scene. (P-1, 2) |
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|
Lifting and
Moving Patients 1-6 |
1 |
3
|
0 |
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|
Basic:1-6.1 |
Define body mechanics. (C-1) |
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Basic:1-6.2 |
Discuss the guidelines and safety precautions that need to be followed
when lifting a patient. (C-1) |
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Basic:1-6.3 |
Describe the safe lifting of cots and stretchers. (C-1) |
|
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Basic:1-6.4 |
Describe the guidelines and safety precautions for carrying patients
and/or equipment. (C-1) |
|
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Basic:1-6.5 |
Discuss one-handed carrying techniques. (C-1) |
|
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Basic:1-6.6 |
Describe correct and safe carrying procedures on stairs. (C-1) |
|
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Basic:1-6.7 |
State the guidelines for reaching and their application. (C-1) |
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Basic:1-6.8 |
Describe correct reaching for log rolls. (C-1) |
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Basic:1-6.9 |
State the guidelines for pushing and pulling. (C-1) |
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Basic:1-6.10 |
Discuss the general considerations of moving patients. (C-1) |
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Basic:1-6.11 |
State three situations that may require the use of an emergency move.
(C-1) |
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Basic:1-6.12 |
Identify the following patient carrying devices: Wheeled ambulance
stretcher, Portable ambulance stretcher, Stair chair, Scoop stretcher, Long
spine board, Basket stretcher, Flexible stretcher (C-1) |
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|
Basic:1-6.13 |
Explain the rationale for properly lifting and moving patients. (A-3) |
|
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|
Basic:1-6.14 |
Working with a partner, prepare each of the following devices for use,
transfer a patient to the device, properly position the patient on the
device, move the device to the ambulance and load the patient into the
ambulance: Wheeled ambulance stretcher, Portable ambulance stretcher, Stair
chair, Scoop stretcher, Long spine board, Basket stretcher, Flexible stretcher.
(P-1,2) |
|
|
|
|
Basic:1-6.15 |
Working with a partner, the EMT-Basic will demonstrate techniques for
the transfer of a patient from an ambulance stretcher to a hospital
stretcher. (P-1, 2) |
|
|
|
|
Preparatory –
Evaluation 1-7 |
1 |
3
|
0 |
|
|
Basic:1-7.1 |
Demonstrate knowledge of the cognitive objectives of Lesson 1-1:
Introduction to Emergency Care. |
|
|
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|
Basic:1-7.2 |
Demonstrate knowledge of the cognitive objectives of Lesson 1-2:
Well-Being of the EMT-Basic. |
|
|
|
|
Basic:1-7.3 |
Demonstrate knowledge of the cognitive objectives of Lesson 1-3:
Medical/Legal and Ethical Issues. |
|
|
|
|
Basic:1-7.4 |
Demonstrate knowledge of the cognitive objectives of Lesson 1-4: The
Human Body. |
|
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|
|
Basic:1-7.5 |
Demonstrate knowledge of the cognitive objectives of Lesson 1-5:
Baseline Vital Signs and SAMPLE History. |
|
|
|
|
Basic:1-7.6 |
Demonstrate knowledge of the cognitive objectives of Lesson 1-6:
Lifting and Moving Patients. |
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Basic:1-7.7 |
Demonstrate knowledge of the affective objectives of Lesson 1-1:
Introduction to Emergency Care. |
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Basic:1-7.8 |
Demonstrate knowledge of the affective objectives of Lesson 1-2:
Well-Being of the EMT-Basic. |
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Demonstrate knowledge of the affective objectives of Lesson 1-3:
Medical/Legal and Ethical Issues. |
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Demonstrate knowledge of the affective objectives of Lesson 1-5:
Baseline Vital Signs and SAMPLE History. |
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Demonstrate proficiency in the psychomotor objectives of Lesson 1-2:
Well-Being of the EMT-Basic. |
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Demonstrate proficiency in the psychomotor objectives of Lesson 1-5:
Baseline Vital Signs and SAMPLE History. |
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Demonstrate proficiency in the psychomotor objectives of Lesson 1-6:
Lifting and Moving Patients. |
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Ambulance
Operations 7-1 |
1 |
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Discuss the medical and non-medical equipment needed to respond to a
call. (C- 1) |
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List the phases of an ambulance call. (C-1) |
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Describe the general provisions of state laws relating to the
operation of the ambulance and privileges in any or all of the following
categories:(C-1), Speed, Warning lights, Sirens, Right-of-way, Parking,
Turning. |
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List contributing factors to unsafe driving conditions. (C-1) |
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Describe the considerations that should by given to: Request for
escorts., Following an escort vehicle, Intersections(C-1) |
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Discuss "Due Regard for Safety of All Others" while
operating an emergency vehicle. (C-1) |
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State what information is essential in order to respond to a call.
(C-1) |
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Discuss various situations that may affect response to a call. (C-1) |
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Differentiate between the various methods of moving a patient to the
unit based upon injury or illness. (C-3) |
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Apply the components of the essential patient information in a written
report. (C-2) |
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Summarize the importance of preparing the unit for the next response.
(C-1) |
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Identify what is essential for completion of a call. (C-1) |
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Distinguish among the terms cleaning, disinfection, high-level
disinfection, and sterilization. (C-3) |
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Describe how to clean or disinfect items following patient care. (C-1) |
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Explain the rationale for appropriate report of patient information.
(A-3) |
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Explain the rationale for having the unit prepared to respond. (A-3) |
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Describe the benefits and complications of lights and sirens and when
they should be used. (TCSG ) |
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Gaining Access
7-2 |
1 |
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Describe the purpose of extrication. (C-1) |
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Discuss the role of the EMT-Basic in extrication. (C-1) |
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Identify what equipment for personal safety is required for the
EMT-Basic. (C-1) |
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Define the fundamental components of extrication. (C-1) |
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State the steps that should be taken to protect the patient during
extrication. (C- 1) |
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Evaluate various methods of gaining access to the patient. (C-3) |
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Distinguish between simple and complex access. (C-3) |
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Overviews of
HazMat and MCI 7-3 |
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Explain the EMT-Basic's role during a call involving hazardous
materials. (C-1) |
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Describe what the EMT-Basic should do if there is reason to believe
that there is a hazard at the scene. (C-1) |
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Describe the actions that an EMT-Basic should take to ensure bystander
safety. (C-1) |
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State the role the EMT-Basic should perform until appropriately
trained personnel arrive at the scene of a hazardous materials situation.
(C-1) |
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Break down the steps to approaching a hazardous situation. (C-1) |
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Discuss the various environmental hazards that affect |
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Describe the criteria for a multiple-casualty situation. (C-1) |
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Evaluate the role of the EMT-Basic in the multiple-casualty situation.
(C-3) |
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Summarize the components of basic triage. (C-1) |
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Define the role of the EMT-Basic in a disaster operation. (C-1) |
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