Standard

 

 R State Standard         £  Institutionally Developed          College: n/a

 

EMS 1103 -  Patient Assessment for the EMT

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 3. In addition to the NSC-B 1994 standards, this course also includes the NSC EMT-Intermediate 1985 Standard, Section 5 and part of Section 6. Topics include: Scene-Size Up, Initial Assessment, Focused History & Physical Exam for both Medical and Trauma Patients, Detailed Physical Exam, On-Going Assessment, Communications/Documentation, and EMS communications for the EMT-I.

 

Competency Areas

Hours

Scene Size-Up

Class

1

Initial Assessment

D. Lab

2

Focused History and Physical Examination – Trauma Patients

P. Lab/O.B.I.

0

Focused Histories and Physical Examination – Medical Patients

Credit

2

Detailed Physical Examination

 

 

On-Going Assessment

 

 

General Patient Assessment and Initial Management

 

 

Communications

 

 

EMS Communications

 

 

Documentation

 

 

Patient Assessment - Practical Lab

 

 

Patient Assessment - Skills Evaluation

 

 

 

Prerequisite:

Program admission

Corequisite:

n/a

 

Course Guide

 

Competency

After completing this section, the student will be able to:

Hours

Class

D.Lab

P.Lab/

O.B.I.

Scene Size-Up 3-1

1

1

0

Basic:3-1.1

Recognize hazards/potential hazards. (C-1)

 

 

 

Basic:3-1.2

Describe common hazards found at the scene of a trauma and a medical patient. (C-1)

 

 

 

Basic:3-1.3

Determine if the scene is safe to enter. (C-2)

 

 

 

Basic:3-1.4

Discuss common mechanisms of injury/nature of illness. (C-1)

 

 

 

Basic:3-1.5

Discuss the reason for identifying the total number of patients at the scene. (C-1)

 

 

 

Basic:3-1.6

Explain the reason for identifying the need for additional help or assistance. (C-1)

 

 

 

Basic:3-1.7

Explain the rationale for crew members to evaluate scene safety prior to entering. (A-2)

 

 

 

Basic:3-1.8

Serve as a model for others explaining how patient situations affect your evaluation of mechanism of injury or illness. (A-2)

 

 

 

Basic:3-1.9

Observe various scenarios and identify potential hazards. (P-1)

 

 

 

Basic:3-1.10

3-1-TCSG-1

Describe the problems an EMT might encounter in a hostile situation and describe mechanisms of management. (TCSG specific)

 

 

 

Basic:3-1.11

3-1-TCSG-2

Describe the various types of protective equipment available to the EMT for self-protection and patient protection, and discuss appropriate protection methods. (TCSG specific)

 

 

 

Initial Assessment 3-2

1

1

0

Basic:3-2.1

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

 

 

 

Basic:3-2.2

Discuss methods of assessing altered mental status. (C-1)

 

 

 

Basic:3-2.3

Differentiate between assessing the altered mental status in the adult, child and infant patient. (C-3)

 

 

 

Basic:3-2.4

Discuss methods of assessing the airway in the adult, child and infant patient. (C- 1)

 

 

 

Basic:3-2.5

State reasons for management of the cervical spine once the patient has been determined to be a trauma patient. (C-1)

 

 

 

Basic:3-2.6

Describe methods used for assessing if a patient is breathing. (C-1)

 

 

 

Basic:3-2.7

State what care should be provided to the adult, child and infant patient with adequate breathing. (C-1)

 

 

 

Basic:3-2.8

State what care should be provided to the adult, child and infant patient without adequate breathing. (C-1)

 

 

 

Basic:3-2.9

Differentiate between a patient with adequate and inadequate breathing. (C-3)

 

 

 

Basic:3-2.10

Distinguish between methods of assessing breathing in the adult, child and infant patient. (C-3)

 

 

 

Basic:3-2.11

Compare the methods of providing airway care to the adult, child and infant patient. (C-3)

 

 

 

Basic:3-2.12

Describe the methods used to obtain a pulse. (C-1)

 

 

 

Basic:3-2.13

Differentiate between obtaining a pulse in an adult, child and infant patient. (C-3)

 

 

 

Basic:3-2.14

Discuss the need for assessing the patient for external bleeding. (C-1)

 

 

 

Basic:3-2.15

Describe normal and abnormal findings when assessing skin color. (C-1)

 

 

 

Basic:3-2.16

Describe normal and abnormal findings when assessing skin temperature. (C-1)

 

 

 

Basic:3-2.17

Describe normal and abnormal findings when assessing skin condition. (C-1)

 

 

 

Basic:3-2.18

Describe normal and abnormal findings when assessing skin condition. (C-1)

 

 

 

Basic:3-2.18.25

3-2-TCSG-1

Describe the mechanisms of evaluating the effectiveness of perfusion, including pulse, skin color, capillary refill. (TCSG specific)

 

 

 

Basic:3-2.18.5

3-2-TCSG-2

Describe exposing the patient’s body for total evaluation, and discuss when this should and should not be carried out.  (TCSG specific)

 

 

 

Basic:3-2.19

Explain the reason for prioritizing a patient for care and transport. (C-1)

 

 

 

Basic:3-2.20

Explain the importance of forming a general impression of the patient. (A-1)

 

 

 

Basic:3-2.21

Explain the value of performing an initial assessment. (A-2)

 

 

 

Basic:3-2.22

Demonstrate the techniques for assessing mental status. (P-1, 2)

 

 

 

Basic:3-2.23

Demonstrate the techniques for assessing the airway. (P-1, 2)

 

 

 

Basic:3-2.24

Demonstrate the techniques for assessing if the patient is breathing. (P-1, 2)

 

 

 

Basic:3-2.25

Demonstrate the techniques for assessing if the patient has a pulse. (P-1, 2)

 

 

 

Basic:3-2.26

Demonstrate the techniques for assessing the patient for external bleeding. (P-1,2)

 

 

 

Basic:3-2.27

Demonstrate the techniques for assessing the patient's skin color, temperature, condition and capillary refill (infants and children only). (P-1, 2)

 

 

 

Basic:3-2.28

Demonstrate the ability to prioritize patients. (P-1, 2)

 

 

 

Basic:3-2.29

3-2-TCSG-3

Recall and demonstrate the essential elements of assessing airway patency, breathing effectiveness and oxygenation in the ill or injured patient. (TCSG specific)

 

 

 

Focused History and Physical Examination – Trauma Patients 3-3

1

1

0

Basic:3-3.1

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

 

 

 

Basic:3-3.2

State the reasons for performing a rapid trauma assessment. (C-1)

 

 

 

Basic:3-3.3

Recite examples and explain why patients should receive a rapid trauma assessment. (C-1)

 

 

 

Basic:3-3.4

Describe the areas included in the rapid trauma assessment and discuss what should be evaluated. (C-1)

 

 

 

Basic:3-3.5

Differentiate when the rapid assessment may be altered in order to provide patient care. (C-3)

 

 

 

Basic:3-3.6

Discuss the reason for performing a focused history and physical exam. (C-1)

 

 

 

Basic:3-3.7

Recognize and respect the feelings that patients might experience during assessment. (A-1)

 

 

 

Basic:3-3.8

Demonstrate the rapid trauma assessment that should be used to assess a patient based on mechanism of injury. (P-1, 2)

 

 

 

Focused Histories and Physical Examination – Medical Patients 3-4

1

1

0

Basic:3-4.1

Describe the unique needs for assessing an individual with a specific chief complaint with no known prior history. (C-1)

 

 

 

Basic:3-4.2

Differentiate between the history and physical exam that are performed for responsive patients with no known prior history and responsive patients with a known prior history. (C-3)

 

 

 

Basic:3-4.3

Describe the needs for assessing an individual who is unresponsive. (C-1)

 

 

 

Basic:3-4.4

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. (C-3)

 

 

 

Basic:3-4.5

Attend to the feelings that these patients might be experiencing. (A-1)

 

 

 

Basic:3-4.6

Demonstrate the patient assessment skills that should be used to assist a patient who is responsive with no known history. (P-1, 2)

 

 

 

Basic:3-4.7

Demonstrate the patient assessment skills that should be used to assist a patient who is unresponsive or has an altered metal status. (P-1, 2)

 

 

 

Detailed Physical Examination 3-5

1

0

0

Basic:3-5.1

Discuss the components of the detailed physical exam. (C-1)

 

 

 

Basic:3-5.2

State the areas of the body that are evaluated during the detailed physical exam. (C-1)

 

 

 

Basic:3-5.3

Explain what additional care should be provided while performing the detailed physical exam. (C-1)

 

 

 

Basic:3-5.4

Distinguish between the detailed physical exam that is performed on a trauma patient and that of the medical patient. (C-3)

 

 

 

Basic:3-5.5

Explain the rationale for the feelings that these patients might be experiencing. (A-3)

 

 

 

Basic:3-5.6

Demonstrate the skills involved in performing the detailed physical exam. (P-1, 2)

 

 

 

On-Going Assessment 3-6

1

0

0

Basic:3-6.1

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

 

 

 

Basic:3-6.2

Describe the components of the on-going assessment. (C-1)

 

 

 

Basic:3-6.3

Describe trending of assessment components. (C-1)

 

 

 

Basic:3-6.4

Explain the value of performing an on-going assessment. (A-2)

 

 

 

Basic:3-6.4.5

3-6-TCSG-1

Describe how the hospitals are selected for receipt of patients based on patient need and hospital capability. (TCSG specific)

 

 

 

Basic:3-6.5

Recognize and respect the feelings that patients might experience during assessment. (A-1)

 

 

 

Basic:3-6.6

Explain the value of trending assessment components to other health professionals who assume care of the patient. (A-2)

 

 

 

Basic:3-6.7

Demonstrate the skills involved in performing the on-going assessment. (P-1, 2)

 

 

 

General Patient Assessment and Initial Management I-6a (included in hours with modules 3-3, 3-4 and 3-5)

 

 

 

Intermediate:6.6

Apply the techniques of physical examination to the medical patient. [1.6.38, 1.6.39]

 

 

 

Intermediate:6.7

Apply the techniques of a physical examination to the trauma patient. [1.6.38, 1.6.39]

 

 

 

Intermediate:6.8

Discuss the reason for performing a focused history and physical exam. [1.6.2, 1.6.42, 1.6.45]

 

 

 

Intermediate:6.9

Describe when and why a detailed physical examination is necessary. [1.6.2, 1.6.42]

 

 

 

Intermediate:6.10

Describe the normal and abnormal assessment findings of the head (including the scalp, skull, face, and skin). [1.6.43]

 

 

 

Intermediate:6.11

Describe the examination of the head (including the scalp, skull, face, and skin). [1.6.43]

 

 

 

Intermediate:6.12

Describe the examination of the neck and cervical spine. [1.6.43]

 

 

 

Intermediate:6.13

Differentiate normal and abnormal assessment findings of the neck and cervical spine. [1.6.43]

 

 

 

Intermediate:6.14

Describe the inspection, palpation, percussion, and auscultation of the chest. [1.6.43]

 

 

 

Intermediate:6.15

Describe the examination of the thorax and ventilation. [1.6.43]

 

 

 

Intermediate:6.16

Describe the examination of the anterior and posterior chest. [1.6.43]

 

 

 

Intermediate:6.17

Differentiate normal and abnormal assessment findings of the chest examination. [1.6.43]

 

 

 

Intermediate:6.18

Describe the examination of the abdomen. [1.6.43]

 

 

 

Intermediate:6.19

Differentiate normal and abnormal assessment findings of the abdomen. [1.6.43]

 

 

 

Intermediate:6.20

Describe the examination of the female external genitalia. [1.6.43]

 

 

 

Intermediate:6.21

Differentiate normal and abnormal assessment findings of the female external genitalia. [1.6.43]

 

 

 

Intermediate:6.22

Describe the examination of the male genitalia. [1.6.43]

 

 

 

Intermediate:6.23

Differentiate normal and abnormal findings of the male genitalia. [1.6.43]

 

 

 

Intermediate:6.24

Describe the examination of the extremities. [1.6.43]

 

 

 

Intermediate:6.25

Differentiate normal and abnormal findings of the extremities. [1.6.43]

 

 

 

Intermediate:6.26

Describe the examination of the peripheral vascular system. [1.6.35]

 

 

 

Intermediate:6.27

Differentiate normal and abnormal findings of the peripheral vascular system. [1.6.35]

 

 

 

Intermediate:6.28

Describe the examination of the nervous system. [1.6.43]

 

 

 

Intermediate:6.29

Differentiate normal and abnormal findings of the nervous system. [1.6.43]

 

 

 

Communications 3-7

1

0

0

Basic:3-7.1

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

 

 

 

Basic:3-7.2

State the proper sequence for delivery of patient information. (C-1)

 

 

 

Basic:3-7.3

Explain the importance of effective communication of patient information in the verbal report. (C-1)

 

 

 

Basic:3-7.4

Identify the essential components of the verbal report. (C-1)

 

 

 

Basic:3-7.5

Describe the attributes for increasing effectiveness and efficiency of verbal communications. (C-1)

 

 

 

Basic:3-7.6

State legal aspects to consider in verbal communication. (C-1)

 

 

 

Basic:3-7.7

Discuss the communication skills that should be used to interact with the patient. (C-1)

 

 

 

Basic:3-7.8

Discuss the communication skills that should be used to interact with the family, bystanders, and individuals from other agencies while providing patient care and the difference between skills used to interact with the patient and those used to interact with others. (C-1)

 

 

 

Basic:3-7.9

List the correct radio procedures in the following phases of a typical call:(C-1), to the scene, at the scene, to the facility, at the facility, to the station, and at the station.

 

 

 

Basic:3-7.10

Explain the rationale for providing efficient and effective radio communications and patient reports. (A-3)

 

 

 

Basic:3-7.11

Perform a simulated, organized, concise radio transmission. (P-2)

 

 

 

Basic:3-7.12

Perform an organized, concise patient report that would be given to the staff at a receiving facility. (P-2)

 

 

 

Basic:3-7.13

Perform a brief, organized report that would be given to an ALS provider arriving at an incident scene at which the EMT-Basic was already providing care. (P-2)

 

 

 

EMS Communications I-5

1

0

0

Intermediate:5.1

Describe the phases necessary to complete a typical EMS event. [1.5.1]

 

 

 

Intermediate:5.2

Identify and differentiate among the following communications systems: [1.5.2], Simplex, Multiplex, Duplex, Trunked, Digital communications, Cellular telephone, Facsimile, Computer

 

 

 

Intermediate:5.3

Describe maintenance procedures for the field radio equipment. [1.5.3]

 

 

 

Intermediate:5.4

Describe the position of the antenna on a portable transmitter/receiver that will deliver maximum coverage. [1.5.4]

 

 

 

Intermediate:5.5

Describe an advantage of a repeater system over a nonrepeater system. [1.5.5]

 

 

 

Intermediate:5.6

Describe basic functions and responsibilities of the Federal Communications Commission (FCC). [1.5.6]

 

 

 

Intermediate:5.7

Describe how the Emergency Medical Dispatcher functions as an integral part of the EMS team. [1.5.7]

 

 

 

Intermediate:5.8

Identify the role of Emergency Medical Dispatch in a typical EMS event. [1.5.7]

 

 

 

Intermediate:5.9

List appropriate information to be gathered by the Emergency Medical Dispatcher. [1.5.8]

 

 

 

Intermediate:5.10

Describe the local radio codes/signals. [1.5.9]

 

 

 

Intermediate:5.11

List factors which enhance verbal communications. [1.5.10, 1.5.11]

 

 

 

Intermediate:5.12

Describe the importance of written medical protocols. [1.5.12]

 

 

 

Intermediate:5.13

Describe the procedure of verbal communication of patient information to the hospital.

 

 

 

Intermediate:5.14

Describe information that should be included in patient assessment information verbally reported to medical direction. [1.5.14]

 

 

 

Intermediate:5.15

Organize a list of patient assessment information in the correct order for electronic transmission to medical direction according to the format used locally. [1.5

 

 

 

Intermediate:5.16

Name five uses of the EMS patient care report. [1.5.16]

 

 

 

Intermediate:5.17

Demonstrate the ability to use a radio. [S1.5.17, S1.5.18]

 

 

 

Documentation 3-8

2

0

0

Basic:3-8.1

Explain the components of the written report and list the information that should be included in the written report. (C-1)

 

 

 

Basic:3-8.2

Identify the various sections of the written report. (C-1)

 

 

 

Basic:3-8.3

Describe what information is required in each section of the prehospital care report and how it should be entered. (C-1)

 

 

 

Basic:3-8.4

Define the special considerations concerning patient refusal. (C-1)

 

 

 

Basic:3-8.5

Describe the legal implications associated with the written report. (C-1)

 

 

 

Basic:3-8.6

Discuss all state and/or local record and reporting requirements. (C-1)

 

 

 

Basic:3-8.7

Explain the rationale for patient care documentation. (A-3)

 

 

 

Basic:3-8.8

Explain the rationale for the EMS system gathering data. (A-3)

 

 

 

Basic:3-8.9

Explain the rationale for using medical terminology correctly. (A-3)

 

 

 

Basic:3-8.10

Explain the rationale for using an accurate and synchronous clock so that information can be used in trending. (A-3)

 

 

 

Basic:3-8.11

Complete a prehospital care report. (P-2)

 

 

 

Intermediate:6.30

Identify the general principles regarding the importance of EMS documentation and ways in which documents are used. [1.6.56]

 

 

 

Patient Assessment - Practical Lab 3-9

0

12

0

Basic:3-9.1

Demonstrate the cognitive objectives of Lesson 3-1: Scene Size-up.

 

 

 

Basic:3-9.2

Demonstrate the cognitive objectives of Lesson 3-2: Initial Assessment.

 

 

 

Basic:3-9.3

Demonstrate the cognitive objectives of Lesson 3-3: Focused History and Physical Exam: Trauma

 

 

 

Basic:3-9.4

Demonstrate the cognitive objectives of Lesson 3-4: Focused History and Physical Exam: Medical

 

 

 

Basic:3-9.5

Demonstrate the cognitive objectives of Lesson 3-5: Detailed Physical Exam.

 

 

 

Basic:3-9.6

Demonstrate the cognitive objectives of Lesson 3-6: On-going Assessment.

 

 

 

Basic:3-9.7

Demonstrate the cognitive objectives of Lesson 3-7: Communications.

 

 

 

Basic:3-9.8

Demonstrate the cognitive objectives of Lesson 3-8: Documentation.

 

 

 

Basic:3-9.9

Demonstrate the affective objectives of Lesson 3-1: Scene Size-up.

 

 

 

Basic:3-9.10

Demonstrate the affective objectives of Lesson 3-2: Initial Assessment.

 

 

 

Basic:3-9.11

Demonstrate the affective objectives of Lesson 3-3: Focused History and Physical Exam: Trauma

 

 

 

Basic:3-9.12

Demonstrate the affective objectives of Lesson 3-4: Focused History and Physical Exam: Medical

 

 

 

Basic:3-9.13

Demonstrate the affective objectives of Lesson 3-5: Detailed Physical Exam.

 

 

 

Basic:3-9.14

Demonstrate the affective objectives of Lesson 3-6: On-going Assessment.

 

 

 

Basic:3-9.15

Demonstrate the affective objectives of Lesson 3-7: Communications.

 

 

 

Basic:3-9.16

Demonstrate the affective objectives of Lesson 3-8: Documentation.

 

 

 

Basic:3-9.17

Demonstrate the psychomotor objectives of Lesson 3-1: Scene Size-up.

 

 

 

Basic:3-9.18

Demonstrate the psychomotor objectives of Lesson 3-2: Initial Assessment.

 

 

 

Basic:3-9.19

Demonstrate the psychomotor objectives of Lesson 3-3: Focused History and Physical Exam: Trauma

 

 

 

Basic:3-9.20

Demonstrate the psychomotor objectives of Lesson 3-4: Focused History and Physical Exam: Medical

 

 

 

Basic:3-9.21

Demonstrate the psychomotor objectives of Lesson 3-5: Detailed Physical Exam.

 

 

 

Basic:3-9.22

Demonstrate the psychomotor objectives of Lesson 3-6: On-going Assessment.

 

 

 

Basic:3-9.23

Demonstrate the psychomotor objectives of Lesson 3-7: Communications.

 

 

 

Basic:3-9.24

Demonstrate the psychomotor objectives of Lesson 3-8: Documentation.

 

 

 

Patient Assessment - Skills Evaluation 3-10

0

4

0

Basic:3-10.1

Demonstrate knowledge of the cognitive objectives of Lesson 3-1: Scene Size-up.

 

 

 

Basic:3-10.2

Demonstrate knowledge of the cognitive objectives of Lesson 3-2: Initial Assessment.

 

 

 

Basic:3-10.3

Demonstrate knowledge of the cognitive objectives of Lesson 3-3: Focused History and Physical Exam: Trauma.

 

 

 

Basic:3-10.4

Demonstrate knowledge of the cognitive objectives of Lesson 3-4: Focused History and Physical Exam: Medical.

 

 

 

Basic:3-10.5

Demonstrate knowledge of the cognitive objectives of Lesson 3-5: The Detailed Physical Exam.

 

 

 

Basic:3-10.6

Demonstrate knowledge of the cognitive objectives of Lesson 3-6: On-going Assessment.

 

 

 

Basic:3-10.7

Demonstrate knowledge of the cognitive objectives of Lesson 3-7: Communications.

 

 

 

Basic:3-10.8

Demonstrate knowledge of the cognitive objectives of Lesson 3-8: Documentation.

 

 

 

Basic:3-10.9

Demonstrate knowledge of the affective objectives of Lesson 3-1: Scene Size-up.

 

 

 

Basic:3-10.10

Demonstrate knowledge of the affective objectives of Lesson 3-2: Initial Assessment.

 

 

 

Basic:3-10.11

Demonstrate knowledge of the affective objectives of Lesson 3-3: Focused History and Physical Exam: Trauma.

 

 

 

Basic:3-10.12

Demonstrate knowledge of the affective objectives of Lesson 3-4: Focused History and Physical Exam: Medical.

 

 

 

Basic:3-10.13

Demonstrate knowledge of the affective objectives of Lesson 3-5: The Detailed Physical Examination

 

 

 

Basic:3-10.14

Demonstrate knowledge of the affective objectives of Lesson 3-6: On-going Assessment.

 

 

 

Basic:3-10.15

Demonstrate knowledge of the affective objectives of Lesson 3-7: Communications.

 

 

 

Basic:3-10.16

Demonstrate knowledge of the affective objectives of Lesson 3-8: Documentation.

 

 

 

Basic:3-10.17

Demonstrate knowledge of the psychomotor objectives of Lesson 3-1: Scene Sizeup.

 

 

 

Basic:3-10.18

Demonstrate knowledge of the psychomotor objectives of Lesson 3-2: Initial Assessment.

 

 

 

Basic:3-10.19

Demonstrate knowledge of the psychomotor objectives of Lesson 3-3: Focused History and Physical Exam: Trauma.

 

 

 

Basic:3-10.20

Demonstrate knowledge of the psychomotor objectives of Lesson 3-4: Focused History and Physical Exam: Medical.

 

 

 

Basic:3-10.21

Demonstrate knowledge of the psychomotor objectives of Lesson 3-5: The Detailed Physical Exam.

 

 

 

Basic:3-10.22

Demonstrate knowledge of the psychomotor objectives of Lesson 3-6: On-going Assessment.

 

 

 

Basic:3-10.23

Demonstrate knowledge of the psychomotor objectives of Lesson 3-7: Communications.

 

 

 

Basic:3-10.24

Demonstrate knowledge of the psychomotor objectives of Lesson 3-8: Documentation.

 

 

 

 

Suggested Resources

 

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Note: Please adhere to the APA Formatting and Style Guidelines.
Examples:
   Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

   Duncan, G.J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New York: Russell Sage Foundation.

 

 

 

 

 

 

 

 

 

Date Posted/Updated: 11/18/08